Assessor Resource

CPPSIS3013A
Support spatial process improvement

Assessment tool

Version 1.0
Issue Date: May 2024


This unit of competency supports the application of organisational, sound communication and basic problem-solving skills, the ability to demonstrate initiative and enterprise, and an understanding of technology. The skills and knowledge acquired upon completion of this unit would support the needs of employees in the surveying and spatial information services (SSIS) industry sector in positions such as field coordination, data collection and administration.

This unit of competency specifies the outcomes required to assist in organisational continuous improvement and the review of work processes and guidelines. It requires the ability to participate in team debate on the application of various improvement processes within a spatial information-handling framework. Functions would be carried out under supervision and within organisational guidelines.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.

Overview of assessment

This unit of competency could be assessed on its own or in combination with other units relevant to the job function, for example CPPSIS3014A Respond to client spatial enquiry.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

A person who demonstrates competency in this unit must be able to provide theoretical and practical evidence of:

applying qualitative and quantitative measurements

assessing and reporting contingencies

identifying and assessing opportunities for process change

knowledge of spatial project risks.

Specific resources for assessment

Resource implications for assessment include access to:

assessment instruments, including personal planner and assessment record book

assignment instructions, work plans and schedules, policy documents and duty statements

registered training provider of assessment services

relevant guidelines, regulations and codes of practice

suitable venue and equipment.

Access must be provided to appropriate learning and assessment support when required.

Where applicable, physical resources should include equipment modified for people with disabilities.

Context of assessment

Holistic: based on the performance criteria, evidence guide, range statement, and required skills and knowledge.

Method of assessment

Demonstrated over a period of time and observed by the assessor (or assessment team working together to conduct the assessment).

Demonstrated competency in a range of situations, that may include customer/workplace interruptions and involvement in related activities normally experienced in the workplace.

Obtained by observing activities in the field and reviewing induction information. If this is not practicable, observation in realistic simulated environments may be substituted.

Guidance information for assessment

Assessment requires that the clients’ objectives and industry expectations are met. If the clients’ objectives are narrowly defined or not representative of industry needs, it may be necessary to refer to portfolio case studies of a variety of surveying and spatial information services requirements to assess competency.

Oral questioning or written assessment and hypothetical situations (scenarios) may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical).

Supplementary evidence may be obtained from relevant authenticated correspondence from existing supervisors, team leaders or specialist training staff.

All practical demonstration must adhere to the safety and environmental regulations relevant to each State or Territory.

Where assessment is for the purpose of recognition (recognition of current competencies [RCC] or recognition of prior learning [RPL]), the evidence provided will need to be authenticated and show that it represents competency demonstrated over a period of time.

In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge.

Assessment processes will be appropriate to the language and literacy levels of the candidate and any cultural issues that may affect responses to the questions, and will reflect the requirements of the competency and the work being performed.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This section describes the essential skills and knowledge and their level, required for this unit.

Required skills

communication skills to:

discuss vocational issues effectively with colleagues

impart knowledge and ideas through oral, written and visual means

computer skills

literacy skills to:

assess and use workplace information

read and record data

numeracy skills to:

accurately record and collate

undertake basic computations

organisational skills to prioritise daily activities

spatial skills to:

apply understanding of height, depth, breadth, dimension and position to actual operational activity and virtual representation

exercise precision and accuracy in relation to basic design application

work effectively as part of a team

Required knowledge

organisational policies and guidelines

quality assurance principles relating to relevant spatial processes: environmental, land and geographic

risk-assessment principles to assess the feasibility of spatial process improvement suggestions, such as costs and OHS considerations

safe work practices relating to operating a computer

spatial information principles and their application

spatial technologies relating to metadata and data set requirements

surveying and spatial information services project contingencies

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Processes may include:

application of project specifications or plan

application of company policies and processes

cost-effective work practices

clustering workloads

cultural approaches

enhancement of company policy

enhancement of project plan

discussions with clients

discussions with supervisors

discussions with team

issues register recordings

quality assurance procedures

review of products, services and company policies

value adding.

Problems may include:

administration

environmental, land and geographic information errors

asset management

contractual issues

dataset errors

poor digital imagery quality

equipment failure

integration issues, such as the difficulty in integrating environmental, land and geographic related datasets

managing day-to-day workload

location-based contingencies

poor communication

telecommunication issues

software issues.

Organisational guidelines may include:

code of ethics

company policies and procedures

legislation relevant to the work or service function

manuals

OHS policies and procedures

personnel practices and guidelines outlining work roles and responsibilities.

Ideas may include:

considerations based on:

ability to add value

cost-effectiveness

environmental issues

implementation techniques

increased customer satisfaction

management support

practicality.

Legislation refers to relevant state, territory and federal Acts, including:

anti-discrimination

consumer protection

environmental

freedom of information

industry codes of conduct

OHS

public health

relevant Australian standards

trade practices.

Spatial process improvement may include:

asset management standards

enhancement or expansion of:

cartographic services

datasets

digital imagery

environmental, land and geographical information

location-based services

mapping facilities

site analysis

surveying standards

town planning.

OHS may include:

Australian standards

development of site safety plan

identification of potential hazards

inspection of work sites

training staff in OHS requirements

use of equipment and signage.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Processes are monitored to ensure they are cost-effective, customer focused, error free and achieve the planned result. 
Problems are identified and communicated to appropriate personnel to improve service according to organisational guidelines. 

Forms

Assessment Cover Sheet

CPPSIS3013A - Support spatial process improvement
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CPPSIS3013A - Support spatial process improvement

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: