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 SISSSCO303, 'Plan and deliver coaching programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan and deliver coaching programs' 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
ELEMENT | 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. Establish coaching program requirements. | 1.1 Clarify needs and expectations of participants. 1.2 Identify special requirements according to participant needs, including characteristics of junior participants. 1.3 Assess readiness of participants and confirm appropriate developmental goals. 1.4 Identify and assess constraints and risks associated with designing learning programs for participants according to relevant legislation and organisational policies and procedures. 1.5 Determine resources required for delivering the coaching program. 1.6 Select delivery methods to suit group or individual learning needs and participant characteristics. |
2. Develop a coaching program. | 2.1 Design a coaching program that reflects participant characteristics, provides appropriate sequencing of skill acquisition and is inclusive of all participants. 2.2 Document coaching programs in appropriate detail and required formats. 2.3 Seek agreement on program plan from senior coaches where required. 2.4 Confirm availability of appropriate resources and equipment with senior coaches where required. |
3. Deliver the program | 3.1 Communicate instructions and relevant information in a manner suitable to participants. 3.2 Analyse individual participant and group progress against program goals and apply appropriate strategies to address performance issues. 3.3 Devise skill development progression and regression activities according to needs of individuals and groups. 3.4 Seek feedback from participants regarding their progress during the program and modify as required. 3.5 Identify risks to participant safety and take action to minimise risk. 3.6 Monitor venue, environment and equipment for availability, damage or deterioration and modify program as required. |
4. Facilitate individual and group learning. | 4.1 Establish a coaching facilitation relationship with group using appropriate communication and interpersonal skills. 4.2 Initiate relationships with and between learners to foster a positive learning environment. 4.3 Facilitate group dynamics to maintain engagement of all participants and ensure individual and group enjoyment. 4.4 Recognise and manage inappropriate behaviour to maintain effective learning environment according to relevant legislation and organisational policies and procedures. |
5. Identify and implement strategies to improve coaching. | 5.1 Seek feedback on quality of coaching, and areas for improvement. 5.2 Evaluate personal experience and feedback from others to identify opportunities for improvement. 5.3 Research current and emerging trends in coaching. 5.4 Revise coaching program to incorporate improvements. |