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 SITTGDE402, 'Manage extended touring programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Manage extended touring 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
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. Manage touring arrangements.
1.1 Manage touring program logistics in a holistic way taking account of legal, ethical, safety and sustainability considerations.
1.2 Conduct touring program according to prearranged itinerary.
1.3 Make forward reconfirmations and bookings progressively.
1.4 Reconfirm or arrange operational details progressively.
1.5 Make adjustments to touring arrangements when required within the scope of individual responsibility.
1.6 Make major adjustments within budget according to controlling office guidelines.
1.7 Maintain ongoing contact with controlling office and forward suppliers as required.
2. Liaise and negotiate with others.
2.1 Maximise operational efficiency and customer service levels by effective liaison and negotiation with those contributing to program operations.
2.2 Conduct negotiations in a professional manner in the relevant cultural context.
2.3 Select negotiation style appropriate to the circumstance and use negotiation and communication techniques to maximise the chances of an acceptable outcome for all parties.
2.4 Conduct negotiations in the context of the entire touring program to take account of the overall relationship between the organisation and other stakeholders.
2.5 Confirm agreements in writing as required.
2.6 Provide relevant information to the controlling office as required.
3. Develop and maintain group rapport.
3.1 Develop and maintain a team spirit for the duration of the program.
3.2 Gain the trust and confidence of the group through the demonstration of professional competence and integrity.
3.3 Use leadership and communication skills to foster group cohesion.
3.4 Encourage customer participation and group interaction.
3.5 Identify and assess potential conflict within the group and should conflict arise, take appropriate action to resolve.
4. Solve problems that arise on tour.
4.1 Identify and consider problems from an operational and customer service perspective in the context of the entire touring program.
4.2 Initiate short term action to resolve immediate problems where appropriate.
4.3 Analyse problems for long term commercial impact and assess and action solutions.
4.4 Present a positive image of the organisation and its contracted suppliers at all times.
4.5 Take responsibility for resolving problems within the scope of individual authority and to ensure customer satisfaction.
4.6 Consult the controlling office to resolve problems outside scope of guidelines and responsibility.
4.7 Take appropriate follow up action to monitor the effectiveness of chosen solutions.