Application
This unit of competency describes the outcomes required to plan, promote and review forestry information and interpretation programs which can be delivered to internal and external client groups. Programs aim to enhance an understanding of forest growing and management practices.
The unit applies to job roles including Community Liaison Officer, Designer (Manufacturing and Engineered Wood Products), Environmental Planner and Manager, Forest/Timber Harvester, Forest Auditor or Forest Planner, Forest Sustainability Manager, Forestry Manager, General Manager, Plantation Manager, Sustainability Manager, Technical Forester, Technical Services Officer, Technical Services Manager and Value Recovery Officer.
No licensing, legislative, regulatory, or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
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. |
Evidence of Performance
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.
Evidence of Knowledge
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
in
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
Assessment Conditions
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.
Foundation Skills
This section describes those core and employment skills that are essential to performance and are not explicit in the performance criteria. | |
Oral communication skills to: | Hold high-level consultative discussions to generate ideas for and negotiate content of information and interpretation programs. |
Reading skills to: | Interpret complex information in a range of internal and external source documents to plan information and interpretation programs. |
Writing skills to: | Develop and document comprehensive program plans. Clearly articulate key performance indicators in quantifiable language. Report on effectiveness of programs and potential improvements including rationale for recommendations. |
Planning and organising skills to: | Source, collect and organise a range of data to inform program content Plan and manage own timing and productivity to plan, implement and evaluate information and interpretation programs. |
Technology skills to: | Use a computer, keyboard and software to prepare program plans, content and promotional material. |
Sectors
Common Technical