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 SIRXCOM101, 'Communicate in the workplace to support team and customer outcomes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Communicate in the workplace to support team and customer outcomes' 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. Communicate face-to-face with customers. | 1.1.Maintain a welcoming customer environment that reflects store branding and market position and is in line with store policy and procedures. 1.2.Greet customer warmly according to store policy and procedures. 1.3.Create effective service environment through verbal and non verbal interaction according to store policy and procedures. 1.4.Use questioning and active listening to determine customer needs. 1.5.Demonstrate confidentiality and tact. |
2. Use technology to communicate with customers. | 2.1.Answer telephone according to store procedures. 2.2.Use questioning and active listening to identify caller and establish and confirm requirements. 2.3.Use telephone system functions according to instructions. 2.4.Use email, social networking sites and other technologies to receive and process information and customer requests in line with store policy and procedures. 2.5.Record and promptly pass on messages or information. 2.6.Inform customer of any problems and relevant action being taken. 2.7.Perform follow-up action as necessary. |
3. Communicate with customers and colleagues from diverse backgrounds. | 3.1.Value and treat customers and colleagues from diverse backgrounds with respect and sensitivity. 3.2.Consider cultural differences in verbal and non verbal communication. 3.3.Use gestures or simple words to communicate where language barriers exist. 3.4.Obtain assistance from colleagues or supervisors when required to facilitate communications. |
4. Work in a team. | 4.1.Demonstrate a courteous and helpful manner at all times. 4.2.Complete allocated tasks willingly, according to set timeframes. 4.3.Actively seek or provide assistance by approaching other team members when difficulties arise. 4.4.Identify and use lines of communication with supervisors and peers according to store policy. 4.5.Encourage, acknowledge and act upon constructive feedback provided by other team members. 4.6.Use questioning to minimise misunderstandings. 4.7.Identify signs of potential workplace conflict wherever possible and take action to resolve the situation using open and respectful communication. 4.8.Participate in team problem solving. |
5. Read and interpret retail documents. | 5.1.Identify and list a range of retail documents. 5.2.Read and interpret information from a range of retail documents. 5.3.Demonstrate appropriate application of information contained in retail documentation. |