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 TLIX5015, 'Establish supply chains'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Establish supply chains' 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. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Determine supply chain requirements | 1.1 | Supply chain components are identified and their links and inter-relationships are analysed in accordance with organisational policy and procedures |
1.2 | Communication, data access, information sharing and technology requirements for an integrated supply chain are determined | ||
1.3 | Requirements for collaborative planning, forecasting and tailored supply chains are identified | ||
1.4 | Supply chain requirements are documented in accordance with organisational policy and procedures | ||
2 | Determine supply chain management strategy | 2.1 | Outsourcing, choice of suppliers and partners, reshaping contractual relationships and the performance of the entire supply chain rather than individual supply chain segments are covered by strategies |
2.2 | Matching supplier capability to customer requirements including strategies to optimise electronic information sharing and inventory risk management, and to minimise environmental impacts is included in strategies | ||
2.3 | Strategies to build effective customer supplier relationships are identified | ||
2.4 | Customer satisfaction requirements across the supply chain continuum are included in performance management strategies | ||
2.5 | Strategic alliances, electronic business and electronic data interchange are included in supply chain management strategies | ||
2.6 | Legal, ethical, environmental and security issues relating to supply chain management are addressed in supply chain management strategies | ||
2.7 | Integration of supply chain processes into existing business processes is included in strategy | ||
3 | Develop supply chain management model | 3.1 | Supply chain management options are researched, and strengths and weaknesses of each option are identified |
3.2 | Supply chain management models are investigated and their requirements are analysed and compared with supply chain capability and culture | ||
3.3 | Model for supply chain management is developed that meets organisational needs including information flow, collaborative planning and forecasting, in accordance with the organisation’s supply chain management strategy | ||
3.4 | Supply chain management model is developed to support reduced inventory footprints, operating costs, faster cycle times and greater customer satisfaction rates | ||