Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SIRXMGT006A, 'Initiate and implement change'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Initiate and implement change' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes of a unit of competency.
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.
1. Identify opportunities for increased sales and service.
1.1.Regularly obtain relevant, reliable information from a variety of sources and analyse with regard to requirements of store operations.
1.2.Accurately report information on developments to appropriate personnel.
1.3.Use information related to current practices to identify opportunities for growth in sales and service.
1.4.Continuously monitor and evaluate operations, and take action to improve where indicated.
1.5.Accurately identify obstacles to change and take action to alleviate problems.
1.6.Use evaluation of previous development outcomes to identify a range of opportunities for improvement and change.
2. Evaluate changes.
2.1.Ensure information on current and proposed merchandise and service range and operating systems is complete, accurate and accessible.
2.2.Compare advantages and disadvantages of current and proposed operations.
2.3.Assess implications of introducing changes using appropriate analysis measures.
2.4.Ensure proposed changes take account of previous evaluations.
2.5.Communicate recommendations to appropriate people within designated timeframes.
2.6.Analyse responses to recommendations and make appropriate alterations.
3. Negotiate changes.
3.1.Promptly communicate information on projected change to appropriate people in sufficient detail for them to evaluate the implications for their areas of responsibility.
3.2.Maintain good working relationships during negotiations.
3.3.Ensure agreements reached include detailed implementation plans in line with store policy and procedures.
3.4.Communicate complete and accurate records of negotiations and agreements to appropriate people.
3.5.Where compromise necessary, ensure it is mutually acceptable and in line with store policy.
3.6.Convey reasons for non acceptance of proposals positively to relevant staff.
3.7.Encourage relevant people to understand and participate in changes.
4. Implement and evaluate change.
4.1.Communicate relevant details of implementation plans within designated timeframes to appropriate people in a manner and at a level and pace suitable for their needs.
4.2.Use resources effectively to meet the requirements of operational changes.
4.3.Monitor operational changes according to implementation plans.
4.4.Evaluate outcomes of changes against expectations and previous sales and service records.
4.5.Modify implementation process to resolve problems if required.