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Evidence Guide: CPPSIS2001B - Prepare for work in the spatial information services industry

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CPPSIS2001B - Prepare for work in the spatial information services industry

What evidence can you provide to prove your understanding of each of the following citeria?

Identify and apply industry information.

  1. Legislation, procedural requirements and OHS issues relevant to employment in the SIS industry are assessed.
  2. Key SIS organisations able to provide information and assistance to individuals and enterprises are identified.
  3. Employee and employer rights and responsibilities are discussed and understood.
  4. Skills and knowledge are updated to accommodate the vocational needs of the SIS sector.
Legislation, procedural requirements and OHS issues relevant to employment in the SIS industry are assessed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Key SIS organisations able to provide information and assistance to individuals and enterprises are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Employee and employer rights and responsibilities are discussed and understood.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Skills and knowledge are updated to accommodate the vocational needs of the SIS sector.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify future career opportunities.

  1. Various vocational rolesand industry sectors within the SIS industry are identified.
  2. Possible career directions in the SIS industry are discussed with appropriate persons.
  3. Personal values and attitudes regarding work and business are taken into account when planning for future work/career directions.
  4. Opportunities for vocational development are identified in consultation with appropriate persons.
Various vocational rolesand industry sectors within the SIS industry are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Possible career directions in the SIS industry are discussed with appropriate persons.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal values and attitudes regarding work and business are taken into account when planning for future work/career directions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities for vocational development are identified in consultation with appropriate persons.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access spatial information.

  1. Significance of data capture and description of real world objects are identified.
  2. Existing data sources are identified and researched for suitability.
  3. Appropriate categories of data sources are selected and accessed.
Significance of data capture and description of real world objects are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Existing data sources are identified and researched for suitability.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate categories of data sources are selected and accessed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.

Overview of assessment

This unit of competency could be assessed on its own or in combination with other units relevant to the job function, for example unit PSPGOV202B Communicate in the workplace.

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

A person who demonstrates competency in this unit must be able to provide evidence of:

accessing, interpreting and complying with a range of legislative and procedural requirements relevant to specific assignment procedures

accurately interpreting organisational information to ensure an effective understanding of various roles and responsibilities, and organisational processes and procedures

developing effective skills and personal relationships through the application of organisational, social, ethical and operational standards and the use of appropriate interpersonal styles and techniques.

Specific resources for assessment

Resource implications for assessment include access to:

assessment instruments, including personal planner and assessment record book

assignment instructions, work plans and schedules, policy documents and duty statements

registered training provider of assessment services

relevant guidelines, regulations and codes of practice

suitable venue and equipment.

Access must be provided to appropriate learning and assessment support when required.

Where applicable, physical resources should include equipment modified for people with disabilities.

Context of assessment

Holistic: based on the performance criteria, evidence guide, range statement, and required skills and knowledge.

Method of assessment

Demonstrated over a period of time and observed by the assessor (or assessment team working together to conduct the assessment).

Demonstrated competency in a range of situations, which may include customer/workplace interruptions and involvement in related activities normally experienced in the workplace.

Obtained by observing activities in the field and reviewing induction information. If this is not practicable, observation in realistic simulated environments may be substituted.

Guidance information for assessment

Assessment requires that the clients' objectives and industry expectations are met. If the clients' objectives are narrowly defined or not representative of industry needs, it may be necessary to refer to portfolio case studies of a variety of SIS requirements to assess competency.

Oral questioning or written assessment and hypothetical situations (scenarios) may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical).

Supplementary evidence may be obtained from relevant authenticated correspondence from existing supervisors, team leaders or specialist training staff.

All practical demonstration must adhere to the safety and environmental regulations relevant to each State or Territory.

Where assessment is for the purpose of recognition (recognition of current competencies [RCC] or recognition of prior learning [RPL]), the evidence provided will need to be authenticated and show that it represents competency demonstrated over a period of time.

In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge.

Assessment processes will be appropriate to the language and literacy levels of the candidate and any cultural issues that may affect responses to the questions, and will reflect the requirements of the competency and the work being performed.

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.

Required skills:

ability to relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities

communicate in a clear and concise manner in both written and verbal modes

computer skills

estimate time to complete activities and prioritise tasks

literacy skills to:

assess and use workplace information

interpret and understand basic legal, financial and procedural requirements

process workplace documentation

read and record data

numeracy skills to:

accurately record and collate

undertake basic computations

organisational skills to:

prioritise daily activities

seek and receive feedback

source, organise and record information

spatial skills to:

apply appreciation of height, depth, breadth, dimension and position to basic virtual representation

apply understanding of height, depth, breadth, dimension and position to actual operational activity (basic)

work on an individual basis and within a team in a range of SIS activities.

Required knowledge and understanding:

company pricing schedules

legislation associated with job specifications and procedures

legislation, regulations and codes of practice applicable to specific SIS functions

nature of spatial and aspatial data

OHS issues and requirements

organisational structure and reporting channels

principles of effective communication

terms and conditions of employment

types of SIS and responses

workplace communication channels and procedures.

Range Statement

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 in the performance criteria is detailed below. Add any 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.

Legislation, procedural requirements and OHS issues may include:

Australian standards, quality assurance and certification requirements

award and enterprise agreements

environmental and zoning laws affecting factors, including:

building density

energy efficiency

licensing arrangements

relevant codes of practice

relevant state, territory or federal legislation that affects organisational operations, including:

anti-discrimination and diversity

environment and sustainability

equal employment opportunity (EEO)

copyright and digital copyright

industrial relations

OHS guidelines.

Spatial information services (SIS):

relationship between location of global objects, events or activities, when:

objects are usually features with attributes that are given a relative digital position

events can be natural or man-made and observed in relation to position and time

relationships are developed through the application of geographic information systems (GIS) technologies

SIS industry encompasses the broad disciplines of:

GIS

land administration

mapping

photogrammetry

related software development and value-added services

remote sensing

surveying.

Employee and employer rights and responsibilities may include:

rights and responsibility of employees, which may relate to:

taking direction from supervisors

confidentiality and privacy

safety and care with respect to OHS requirements

knowing the terms and conditions of own employment

protection from discrimination and sexual harassment

rights and responsibilities of employers, which may relate to:

the right to dismiss you (see the Commonwealth Workplace Relations Act 1996) if you:

commit a criminal offence

are negligent, careless or cause an accident

commit acts of disloyalty, such as revealing confidential information

the responsibility to provide a safe environment free from discrimination and sexual harassment (see relevant state and federal anti-discrimination legislation).

Vocational roles and industry sectors may include:

town planners

surveyors

cartographers

field hands

GIS software vendors

administrative and assisting roles to the above.

Appropriate persons may include:

assessors

colleagues

managers

supervisors

trainers.

Opportunities for vocational development may include:

career planning and development

coaching, mentoring or supervision

formal and informal learning programs

internal and external training provision

personal study

quality assurance assessment and recommendations

recognition of current competencies assessment

recognition of prior learning assessment

work experience/exchange opportunities

workplace skills assessment.

Data sources may include:

addressing systems

cadastral data

hydrographic maps

remote sensed imagery

thematic data sources

topographic maps

valuation records.