Assessor Resource

CULIND401A
Consolidate and maintain industry knowledge

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to individuals working in or seeking work in organisations providing library and information services and/or galleries and museums.

Work is undertaken autonomously, according to established procedures.

This unit describes the performance outcomes, skills and knowledge required to develop and apply knowledge of library and information services and/or the cultural industry sectors of museums and galleries, and maintain its currency.

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, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

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

Evidence of the ability to:

source, assess and evaluate a range of information for the relevant industry sector

explain the value and principles of the relevant industry sector and how they relate to funding and service delivery

recognise legislation relevant to the workplace and ethical issues

identify major industry trends and technology developments

identify a career pathway plan.

Context of and specific resources for assessment

Assessment must ensure access to:

current sources of industry information

appropriate technology to undertake research and prepare documents.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third-party workplace reports of onthejob performance

evaluation of candidate’s response to different scenarios showing ability to apply knowledge

verbal or written questioning to assess knowledge of the development, philosophies and services of the relevant industry sector

evaluation of research projects.

Assessment methods should closely reflect workplace demands for literacy and the use of business technology.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBIPR401A Use and respect copyright.


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.

Required skills

analytical skills to:

correlate similarities and differences between information and cultural services organisations

link philosophies, roles and funding

relate industry knowledge to workplace activities

communication skills to:

consult with relevant personnel

critique and discuss new trends and technologies

share information with colleagues

use industry and community networks as sources of information

learning skills to practise job interview techniques

literacy skills to:

develop and maintain currency of résumés

interpret professional ethics and codes of practice

read and understand information on given topics

write job application letters

research skills to access information relating to trends, emergent technologies, work opportunities and career planning in the relevant industry sector

self-management skills to:

follow workplace procedures

prioritise work tasks and meet deadlines

technology skills to access and download relevant information from the internet.

Required knowledge

sources of information on library and information services and/or the cultural industry sectors of museums and galleries

historical development of relevant industry sectors

underpinning values, principles and philosophies of the relevant industry sectors

legislation and ethical practices that impact on the relevant industry sectors, including privacy, child protection, copyright and intellectual property

career opportunities and career pathways in the relevant industry sectors

current trends within the relevant industry sectors and the potential impacts and opportunities they present

nature, role and functions of relevant major professional associations or industry bodies

employee and employer obligations.

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, if used in the performance criteria, is detailed below. 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) may also be included.

Sources of information may include:

career websites

community activities

commonwealth and state industrial awards

events, such as:

conferences

seminars

social events

trade fairs

interaction with current industry practitioners

job descriptions

online social networks

print and electronic industry journals and media

professional associations and industry bodies

reference manuals

unions and employer bodies

websites

workplace documents, such as:

handbooks

policies and procedures

workshops and training programs.

Industry organisations may include:

archives

co-located local government services, such as:

council

gallery

library

museum

tourist information centre

community advisory organisations or bureaus

cultural centres

government departments, agencies or shopfronts

libraries, such as:

business

law

medical

national and state

public and private

school

TAFE

university

museums

online service providers

records and information management services.

Professional associations and industry bodies may include:

Australian Information Industry Association

Australian Institute for the Conservation of Cultural Material

Australian Library and Information Association

Australian School Library Association

Australian Society of Archivists

Blue Shield

Collections Australia Network

Council of Australian University Librarians

International Council on Archives

International Federation of Library Associations and Institutions

International Council of Museums

Museums Australia

National and State Libraries Australasia

National Library of Australia

Public Libraries Australia

Records and Information Management Professionals Australasia.

Key issues and trends may include:

access versus ownership of resources

automated systems and self-service systems

competition in the information and leisure sectors from traditional and non-traditional sources

constraints on the ability to lend e-resources

customer expectations

declining budgets and levels of government funding

demographic changes, such as:

aging of the community

shifting population bases

developments in legislation, particularly in relation to digital resources

emerging and evolving technology, such as:

e-readers

mobile platforms

radio frequency identification (RFID)

growth in e-resources, such as e-books

increasing personal access to broadband telecommunications

legislative constraints

multi-skilling of labour force

need for more effective marketing

one-stop shops in locations, such as:

councils

galleries

libraries

museums

tourist information centres

online social networks

outsourcing of services, such as cataloguing

provision of resources and services online

self-funding organisations

service and content personalised to users

shift from facilities being collection/resource spaces to people places

sustainability

user pays services

virtual libraries, galleries and museums

volunteer workforce in cultural sector, including student volunteer activities

current and emerging web applications.

Career opportunities and employment conditionsmay relate to:

award provisions

basic rights and responsibilities of employers and employees

career opportunities, particularly as a consequence of industry changes

career pathway plans, including:

career objectives

details of formal education and training

e-portfolio or résumé

job search tools and methods

professional development plans and activities

seeking opportunities for mentoring or multi-skilling

short and long-term goals and milestones

skill development in finding, applying for and winning positions

skill development to meet particular job or career requirements

strategies for:

job rotation or exchange

job sharing

multi-tasking

work-based projects

workplace training

employment conditions

enterprise bargaining agreements

job descriptions

job roles

labour legislation, such as the Fair Work Act

professional development

organisational charts.

Structures and operations may relate to:

funding sources, such as:

donations

private or self-funded

public

revenue raising through commercial enterprises

sponsorships

non-profit organisations

private-public partnerships

public or private organisations.

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
Use sources of information to research industry developments and their impact on current work practices 
Collect information on the role and significance of the information or cultural industries to local communities 
Identify similarities and differences between industry organisations 
Consolidate understanding of the roles of relevant peak professional associations and industry bodies 
Source and monitor information about key issues and trends and investigate their impact on the industry 
Research current and emerging technologies and their potential application in the workplace 
Source and monitor information about career opportunities and employment conditions 
Organise and store collected information in an easily accessible format 
Discuss and share information about key issues and trends and emerging technologies with colleagues 
Source information about different industry structures and operations 
Analyse the underpinning philosophies and funding models of different industry sectors and link to service provision 
Identify and source information about legislation that affects relevant industry sectors 
Review information on professional ethics and codes of practice for relevant industry sectors 

Forms

Assessment Cover Sheet

CULIND401A - Consolidate and maintain industry knowledge
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

CULIND401A - Consolidate and maintain industry knowledge

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: