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 PSPHR508A, 'Coordinate career development'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coordinate career development' 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 |
1. Analyse career development needs | 1.1 The career development priorities of individuals and groups within the organisation are identified through consultation with key stakeholders. 1.2 Occupational, job and/or task analyses are conducted to confirm current organisational requirements. 1.3 Competencies related to tasks and jobs are identified as required, to underpin and link career development to other human resource functions in the organisation. 1.4 Analysis is undertaken of the results of skills audits, training needs analyses and competency-based assessments to identify learning and development needs. 1.5 Career development requirements are linked to organisational initiatives and prioritised on the basis of consultation. |
2. Design career development strategies | 2.1 Career developmentopportunities are designed to meet the needs of individuals and the organisation in accordance with equity and diversity principles. 2.2 Career development strategies are designed based on adult learning principles, fit with individuals' work and social contexts, and support the business and strategic directions of the organisation. 2.3 Support for the development and implementation of individual career development plans is included in strategies to ensure ownership and commitment to the process. 2.4 Consultation and advice is provided within the organisation on the most appropriate career development options for particular needs. 2.5 Networks and partnerships are established to stay abreast of current good practice in career development, and to negotiate joint programs as required to optimise value for money. 2.6 Strategies and plans are based on the principles of merit, equity and fairness and are designed to cater for employees at different career stages. |
3. Implement/ manage career development programs | 3.1 Career development programs are promoted and implemented in accordance with organisational policy and procedures. 3.2 Career development resources are managed in accordance with budgetary and organisational requirements. 3.3 Service providers/contracts are managed in accordance with legislation, organisational policy and procedures. 3.4 Study assistance programs are promoted to provide support to learners in accordance with legislation, policy and procedures. 3.5 Learning programs and delivery options are assessed on an ongoing basis to ensure that these are continually effective in addressing learning and development needs. 3.6 Progression of staff who engage in career development programs is tracked to provide a measure of the effectiveness of the programs. |