Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

FPICOT5202B Mapping and Delivery Guide
Manage forestry information and interpretations programs

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency FPICOT5202B - Manage forestry information and interpretations programs
Description This unit describes the outcomes required to manage strategies for the delivery of forestry information and interpretations programs. The unit includes planning, promoting and reviewing programsGeneral workplace legislative and regulatory requirements apply to this unit; however there are no specific licensing or certification requirements at the time of publicationThis unit replaces FPICOT5202A Manage forestry information and interpretations programs
Employability Skills This unit contains employability skills
Learning Outcomes and Application The unit involves managing forestry information and interpretations programs in a forestry office settingThe skills and knowledge required for competent workplace performance are to be used within the scope of the person's job and authority
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field Common Technical
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Identify information and interpretations programs strategies
  • Applicable occupational health and safety (OHS), environmental, legislative and organisational requirements relevant to managing forestry information and interpretations programs are identified and followed
  • Additional information relevant to information and interpretations programs is sought and obtained as required
  • Strategies for information and interpretations programs are determined in line with clientgroups and organisational requirements
  • Mechanisms are established to monitor trends and developments in order to provide effective information and interpretations programs
  • Information on accurate evaluation of industry trends, client needs, community issues and organisational practices is gathered
       
Element: Plan information and interpretations programs
  • Topics of information and interpretations programs are determined and developed in consultation with appropriate personnel
  • Information and interpretations programs are integrated with other relevant organisational programs and activities
  • Measurable performance indicators and mechanisms are determined and documented
  • Plan and its performance indicators are clearly documented and communicated to appropriate personnel
  • Communication with others is established and maintained in line with OHS requirements
       
Element: Promote information and interpretations programs
  • Information and interpretations programs are promoted in line with documented plan and workplace procedures
  • Mechanisms are established, implemented and monitored to promote information and interpretations programs to appropriate personnel
  • Information on planned information and interpretations programs is made widely available to appropriate client groups
  • Promotional activities are monitored for effectiveness in consultation with client groups and appropriate personnel
       
Element: Evaluate information and interpretations programs
  • Information and interpretations programs are evaluated against documented plan and objectives
  • Programs are analysed to verify effectiveness in meeting objectives and to identify improvements to future information and interpretations programs
  • Recommendations for future programs are prepared, based on consultation conducted and findings of analysis
  • Program processes are recorded and reported to the appropriate personnel
       


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

A person who demonstrates competency in this unit must be able to provide evidence that they can determine effective strategies for information and interpretations programs; and plan, monitor and promote information and interpretations programs to meet client and organisational requirements

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

The evidence required to demonstrate competency in this unit must be relevant to, and satisfy, all of the requirements of the elements of this unit and include demonstration of:

followed applicable commonwealth, state or territory legislative and regulatory requirements and codes of practice relevant to managing forestry information and interpretations programs

followed organisational policies and procedures relevant to managing forestry information and interpretations programs

undertaking consultation to assess and determine strategies for information and interpretations programs

verifying topics and measurable performance indicators for information and interpretations programs

implementing, evaluating and promoting information and interpretations programs and introducing improvements where necessary

Context of and specific resources for assessment

Competency is to be assessed in the workplace or realistically simulated workplace

Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints

Assessment of required knowledge, other than confirmatory questions, will usually be conducted in an off-site context

Assessment is to follow relevant regulatory or Australian Standards requirements

The following resources should be made available:

workplace location or simulated workplace

materials and equipment relevant to undertaking work applicable to this unit

specifications and work instructions

Method of assessment

Assessment must satisfy the endorsed Assessment Guidelines of the FPI11 Training Package

Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of required knowledge

Assessment must be by direct observation of tasks, with questioning on required knowledge and it must also reinforce the integration of employability skills

Assessment methods must confirm the ability to access and correctly interpret and apply the required knowledge

Assessment may be applied under project-related conditions (real or simulated) and require evidence of process

Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances

Assessment may be in conjunction with assessment of other units of competency

The assessment environment should not disadvantage the candidate

Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language backgrounds other than English

Where the participant has a disability, reasonable adjustment may be applied during assessment

Language and literacy demands of the assessment task should not be higher than those of the work role

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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 describes the essential skills and knowledge and their level required for this unit.

Required skills

Technical skills sufficient to use and maintain relevant tools, machinery and equipment

Communication skills sufficient to use appropriate communication and interpersonal techniques and methods with colleagues and others; negotiate and liaise with internal and external bodies and groups; prepare and manage effective exhibitions; research and present information orally and in writing to a wide range of individuals and groups, including conveying complex concepts and ideas

Literacy skills sufficient to record and maintain information relating to forestry information and interpretations programs; collate and assess information against specified criteria; prepare and edit explanatory material for the general public

Numeracy skills sufficient to measure, estimate and calculate time required to complete a task

Problem solving skills sufficient to identify problems and demonstrate appropriate response procedures; manage staff, projects and budgets to achieve specified outcomes

Required knowledge

Applicable commonwealth, state or territory legislation, regulations, standards, codes of practice and established safe practices relevant to the full range of processes for managing forestry information and interpretations programs

Environmental protection requirements, including the safe disposal of waste material

Organisational and site standards, requirements, policies and procedures for managing forestry information and interpretations programs

Environmental risks and hazards

Criteria for recycling and re-using timber/material with defects

Using energy effectively and efficiently

Using material effectively and efficiently

Potential community issues in relation to forests and forests products

Media relations and marketing principles and processes

Recognition of trainee, participant or client characteristics, including language, literacy and numeracy skills, cultural background, and previous experience and knowledge

Appropriate training locations within a workplace

Computer-based presentation techniques and tools

Established communication channels and protocols

Problem identification and resolution strategies, and common fault finding techniques

Types of tools and equipment, and procedures for their safe use and maintenance

Appropriate mathematical procedures for estimating and measuring, including calculating time to complete tasks

Procedures for recording and reporting workplace information

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.

OHS requirements:

are to be in line with applicable commonwealth, state or territory legislation and regulations, and organisational safety policies and procedures, and may include:

personal protective equipment and clothing

safety equipment

first aid equipment

fire fighting equipment

hazard and risk control

fatigue management

elimination of hazardous materials and substances

safe forest practices, including required actions relating to forest fire

manual handling including shifting, lifting and carrying

Environmental requirements may include:

legislation

organisational policies and procedures

workplace practices

Legislative requirements:

are to be in line with applicable commonwealth, state or territory legislation, regulations, certification requirements and codes of practice and may include:

award and enterprise agreements

industrial relations

Australian Standards

confidentiality and privacy

OHS

the environment

equal opportunity

anti-discrimination

relevant industry codes of practice

duty of care

Organisational requirements may include:

legal

organisational and site guidelines

policies and procedures relating to own role and responsibility

quality assurance

procedural manuals

quality and continuous improvement processes and standards

OHS, emergency and evacuation procedures

ethical standards

recording and reporting requirements

equipment use, maintenance and storage requirements

environmental management requirements (waste minimisation and disposal, recycling and re-use guidelines)

Information and interpretations programs

aim to enhance the understanding and skills of a range of clients for a range of purposes and reflect a wide knowledge of forest growing and management resources and practices

Strategies may reflect:

organisational strategies and plans

priorities and budget requirements

in-depth knowledge of client groups and awareness of their changing information needs, requirements and expectations

awareness of current practice in similar organisations

innovative ways to provide information and interpretations programs

Client groups may include:

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 should provide such a service to meet public and social accountability requirements

school children

people with an interest in the forest

Trends and developments may be:

theoretical

practical

Appropriate personnel may include:

senior management representatives

client group representatives

technical specialists within the organisation

internal education, training and development staff

outside experts

Activities may include:

seminars

talks

lectures

information in in-house publications

exhibitions

media releases

technology-based training

skills-based training

marketing and promotional programs

Plan may include:

incorporating measurable objectives and mechanisms to evaluate information and interpretations programs

reflecting strategies that are determined and developed through consultation

taking account of staff competencies and ways to develop and improve such competencies

documenting promotional activities

Communication may include:

verbal and non-verbal language

constructive feedback

active listening

questioning to clarify and confirm understanding

use of positive, confident and cooperative language

use of language and concepts appropriate to individual social and cultural differences

control of tone of voice

Records and reports may include:

scheduling and coordination outcomes

quality outcomes

hazards

incidents

equipment malfunctions

and may be:

manual

a computer-based system

other appropriate organisational communication system

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
Applicable occupational health and safety (OHS), environmental, legislative and organisational requirements relevant to managing forestry information and interpretations programs are identified and followed 
Additional information relevant to information and interpretations programs is sought and obtained as required 
Strategies for information and interpretations programs are determined in line with clientgroups and organisational requirements 
Mechanisms are established to monitor trends and developments in order to provide effective information and interpretations programs 
Information on accurate evaluation of industry trends, client needs, community issues and organisational practices is gathered 
Topics of information and interpretations programs are determined and developed in consultation with appropriate personnel 
Information and interpretations programs are integrated with other relevant organisational programs and activities 
Measurable performance indicators and mechanisms are determined and documented 
Plan and its performance indicators are clearly documented and communicated to appropriate personnel 
Communication with others is established and maintained in line with OHS requirements 
Information and interpretations programs are promoted in line with documented plan and workplace procedures 
Mechanisms are established, implemented and monitored to promote information and interpretations programs to appropriate personnel 
Information on planned information and interpretations programs is made widely available to appropriate client groups 
Promotional activities are monitored for effectiveness in consultation with client groups and appropriate personnel 
Information and interpretations programs are evaluated against documented plan and objectives 
Programs are analysed to verify effectiveness in meeting objectives and to identify improvements to future information and interpretations programs 
Recommendations for future programs are prepared, based on consultation conducted and findings of analysis 
Program processes are recorded and reported to the appropriate personnel 

Forms

Assessment Cover Sheet

FPICOT5202B - Manage forestry information and interpretations programs
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

FPICOT5202B - Manage forestry information and interpretations programs

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: