Assessor Resource

SFIPROC611C
Participate in a media interview or presentation

Assessment tool

Version 1.0
Issue Date: May 2024


All enterprise or workplace procedures and activities are carried out according to relevant government regulations, licensing and other compliance requirements.

This unit of competency involves representing a seafood enterprise or industry group in a range of situations. Needs might emerge from a product recall, a similar emergency situation or from a need for the seafood enterprise/group to promote a positive image to the target audience.

The unit also addresses the needs of seafood enterprises in small or close knit communities where the significance of the enterprise to that community imposes a representative role on individuals to promote the wider interest.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

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

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 evidence required to demonstrate competence in this unit

Assessment must confirm the ability to:

assess own performance, seek feedback and act on constructive advice

capitalise on opportunities to represent the enterprise or industry group by utilising or capturing media attention and other possibilities, such as public speaking opportunities

deliver messages with conviction

manage work to achieve goals and results

prepare accurate and cogent materials

seek out and act on opportunities to the benefit of the enterprise

use technology for information management and communication.

Assessment must confirm knowledge of:

available learning methods to maintain currency of knowledge regarding issues affecting the enterprise or industry group

day-to-day workings of the media and media contact points

knowledge related to seafood enterprise or industry group

legal and liability issues affecting enterprise contact with the media.

Context of and specific resources for assessment

Assessment of this unit may occur in either a real or simulated workplace.

Resource may include:

access to candidates peers and/or managers

access to key stakeholders

audio and/or video facilities to simulate presentations or review historical material

documentation relating to any formalising of media relationships

regulations and codes of practice relevant to the enterprise.

Method of assessment

The following assessment methods are suggested:

case studies

demonstration in the workplace

third-party reports.

Guidance information for assessment

This unit may be assessed holistically with other units within a qualification.

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

communicating verbally and in writing

communicating with diverse audiences

demonstrating active listening techniques

developing cogent arguments

identifying issues affecting the enterprise

optimising presentation opportunities

presenting information and expressing point of view in public forums, both impromptu and planned

prioritising tasks and giving appropriate attention to detail

seeking feedback and guidance on performance

setting goals for self improvement

using technology to search for information, prepare presentations, write reports and communicate electronically.

Literacy skills used for:

adapting presentation style to suit target audience

reading and writing complex reports.

Numeracy skills used for:

calculating time and/or space

confirming financial and/or costing data

meeting and/or setting deadlines.

Required knowledge

issues affecting the enterprise or the operational environment

media options and opportunities

presentation techniques

statutory, legislative or legal requirements and/or obligations with regard to public announcements

systems for managing information, including its currency

techniques for writing for maximum impact.

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.

Relevant government regulations, licensing and other compliance requirements may include:

business or workplace operations, policies and practices:

commercial law, including fair trading and trade practices

consumer law

corporate law, including registration, licensing and financial reporting

disability policies and practices

equal opportunity, anti-discrimination and sexual harassment

industrial relations and awards, individual employment contracts and share of catch agreements

jurisdictional variations

superannuation

taxation

trade practices

warnings and dismissals

worker's compensation

ecologically sustainable development (ESD) principles, environmental hazard identification, risk assessment and control

food safety, Hazard Analysis Critical Control Point (HACCP), hygiene and temperature control along chain of custody

imports quarantine and inspection, and importing approved arrangements for Australian Quarantine Inspection Service (AQIS), Australian Customs Service (ACS) and Biosecurity Australia (BA)

land, buildings and vehicles:

buildings and structures design and appearance, constructions and additions

use of utilities, including water, natural gas, electricity and sewage

water or land lease, tenure or ownership and use

occupational health and safety (OHS) hazard identification, risk assessment and control

product quality assurance:

correct naming and labelling (e.g. country of origin, Australian Fish Names Standard and eco-labelling)

correct quantities, sizes and other customer requirements

third-party certification (e.g. Australian Grown and ISO 14001:2004 Environmental management systems).

Message/information may include:

food or product recall advice

generalised information

general information about products

seafood emergency information.

Target audience may include:

general public

interest groups

local community.

Authority to proceed may include:

the need to clarify issues of liability and/or legality

key stakeholders, such as:

health authorities

insurers

police.

Situations may include:

threats to domestic or export markets

emergency situations, such as storms, flood, fire and theft

impact of changed regulations

product recalls

skill shortages

threats to industry sustainability.

Appropriate language may include:

clarity

eliminating ambiguity

relevance and understanding of cultural sensitivities.

Verbal and non-verbal forms of communication may include:

active listening and engagement of the audience

aggressive posture, tone or language

passive posture, tone or language

relevance and understanding of jargon and acronyms.

Expectations of presenter may include:

attentiveness

grooming

promptness

relevance of information provided

sensitivity to issues

timing.

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
The content of proposed media release is consistent with the intent of the message/information. 
Specific details are researched and confirmed, where appropriate. 
Media release is prepared using language appropriate to the target audience. 
The destination and timing of the media release is confirmed to ensure contact with target audience. 
Authority to proceed is sought appropriate to the intent of the media release. 
Media release, with relevant contact detail, is issued and clarification of content is provided, as appropriate. 
Medium for interview is selected to ensure reach to target audience. 
Appropriate and mutually convenient time/place for interview is established. 
Material and/or information are prepared in advance of interview with specific data/information confirmed by specialists. 
Media interview is conducted to advantage the preferred position or perspective. 
Verbal and non-verbal skills are used to advantage the enterprise. 
Opportunities to advance a preferred position or point of view are captured. 
Action plans are prepared to identify situations where an impromptu interview may be required or sought. 
Checklists are developed to address key points which may be raised or questions during an impromptu interview. 
Information is gathered and assessed for relevance to topic and audience. 
Appropriate language is used to deliver message clearly and authoritatively. 
Ideas or concepts are developed logically and articulated clearly. 
Questions are dealt with effectively. 
Appropriate verbal and non-verbal forms of communication are used. 
Professional and social situations likely to be encountered are identified. 
Requirements of presenters are determined and expectations of presenter are clarified. 
Advice and guidance is sought as to most appropriate techniques for presentation and image/grooming. 

Forms

Assessment Cover Sheet

SFIPROC611C - Participate in a media interview or presentation
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

SFIPROC611C - Participate in a media interview or presentation

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: