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.
ELEMENTS | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions. |
1. Identify program strategies | 1.1 Source information relevant to information and interpretation programs. 1.2 Monitor trends and developments to provide effective information and interpretation programs. 1.3 Evaluate industry trends, client needs, community issues and organisational practices. 1.4 Determine objectives and strategies for information and interpretation programs to meet client groups and organisational needs. |
2. Plan information and interpretation programs | 2.1 Determine and develop program topics in consultation with appropriate personnel. 2.2 Integrate information and interpretation programs with other relevant organisational programs and activities. 2.3 Determine and document measurable performance indicators to judge program effectiveness. 2.4 Clearly document plan and performance indicators and communicate to appropriate personnel. |
3. Promote and monitor information and interpretation programs | 3.1 Promote information and interpretation programs to appropriate client groups, in line with documented plan and organisational procedures. 3.2 Establish and implement program monitoring mechanisms. 3.3 Monitor promotional activities in consultation with client groups and appropriate personnel. |
4. Evaluate programs | 4.1 Evaluate programs against documented plan and objectives and data from monitoring activities 4.2 Analyse programs to verify effectiveness in meeting objectives and to identify future program improvements. 4.3 Prepare recommendations for future programs based on consultation and analysis. |
A person demonstrating competency in this unit must satisfy all of the elements, performance criteria and foundation skills of this unit, and must be able to provide evidence that they can:
Develop, promote and evaluate information and interpretation programs for at least one client group to be chosen from the following list:
people at any level in the organisation who operate within or for the forest
people outside the organisation who operate within or for the forest
people affected by organisational decisions or actions
people to whom the organisation provides programs to meet public and social accountability requirements
school children
people with an interest in the forest.
For the above program/s, develop and document comprehensive program plans incorporating:
measurable objectives
key program topics
key performance indicators and mechanisms to evaluate programs
promotional methods and activities.
A person competent in this unit must be able to demonstrate knowledge of:
Trends in community perception of forest growing and management practices
Aims of providing information and interpretation programs to a range of client groups, including the following:
people at any level in the organisation who operate within or for the forest
people outside the organisation who operate within or for the forest
people affected by organisational decisions or actions
people to whom the organisation provides programs to meet public and social accountability requirements
school children
people with an interest in the forest
Common attributes of those client groups, including :
information and learning needs and quality expectations
program topics of interest
characteristics, including language, literacy and numeracy skills, cultural background, and previous experience and knowledge
Role of interpretation in creating a powerful learning experience
Current interpretive theory, delivery methods, activities and media
Features and benefits of different delivery strategies that may be used, including the following:
face-to face
in the field
classroom delivery
community visits
computer-based presentation techniques and tools
seminars
talks
lectures
information in in-house publications
exhibitions
Format, content and use of plans for the delivery of information and interpretation programs
Features, benefits and practical application of promotional activities commonly used to promote information and interpretation programs internally and externally, including the following media:
advertising
brochures
inhouse promotions
public relations activities
websites
social media
trade and consumer shows and community events
signage and display
Creative writing techniques used for the content of promotional materials
Ways to express performance indicators in quantifiable language
Methods to evaluate program effectiveness against plans, aims and performance indicators
The following resources must be made available:
Computers, keyboards, printers and software used to document plans and reports, to prepare promotional material and to evaluate program effectiveness
Competency is to be assessed in the workplace or a simulated environment that accurately reflects performance in a real workplace setting.
Assessor requirements
Assessors must:
Hold the appropriate assessor competency standards as outlined in regulations; and
be able to demonstrate vocational competencies at least to the level being assessed; and
be able to demonstrate how they are continuing to develop their VET knowledge and skills as well as maintaining their industry currency and assessor competence.