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Evidence Guide: CPPSIS6009A - Educate the public on spatial information services

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

 

CPPSIS6009A - Educate the public on spatial information services

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

Determine information requirements.

  1. Need for provisionof information is determined from review of common public enquiries, industry requirements and new spatial information services trends and issues.
  2. Information requirements are determined through discussion with clients, general public, local government and relevant interest groups.
  3. Relevant legislation and organisational guidelines are incorporated into information requirements.
  4. Specific educational objectives based on public needs are determined.
  5. Specific target groups for education on SIS are identified for education.
  6. Skills and knowledge are updated to accommodate changes in public information requirements.
Need for provisionof information is determined from review of common public enquiries, industry requirements and new spatial information services trends and issues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information requirements are determined through discussion with clients, general public, local government and relevant interest groups.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant legislation and organisational guidelines are incorporated into information requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specific educational objectives based on public needs are determined.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specific target groups for education on SIS are identified for education.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Skills and knowledge are updated to accommodate changes in public information requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine appropriate medium to educate public.

  1. Designated education medium is checked against cost efficiency guidelines.
  2. Designated education medium is designed to produce clear and understandable communication, making information easily accessible to target groups.
Designated education medium is checked against cost efficiency guidelines.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Designated education medium is designed to produce clear and understandable communication, making information easily accessible to target groups.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide education to public on SIS issues.

  1. Accurate information is provided in a clear and relevant manner according to the learning needs of the target group.
  2. Target group is given opportunities to confirm understanding and seek clarification.
  3. Reliable documentation and information sources suitable to target group and nature of SIS issues, including legislative and OHS implications are provided for ongoing reference.
  4. Details on organisational services to assist in future service provision are provided as required.
  5. Information on community, government and industry services available to the target group is provided as required.
Accurate information is provided in a clear and relevant manner according to the learning needs of the target group.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Target group is given opportunities to confirm understanding and seek clarification.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reliable documentation and information sources suitable to target group and nature of SIS issues, including legislative and OHS implications are provided for ongoing reference.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Details on organisational services to assist in future service provision are provided as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information on community, government and industry services available to the target group is provided as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and evaluate education.

  1. Education is evaluated to determine success in meeting educational objectives and overall effectiveness of program outcomes.
  2. Continued education is encouraged and documentation on education processes is maintained according to organisational guidelines.
Education is evaluated to determine success in meeting educational objectives and overall effectiveness of program outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Continued education is encouraged and documentation on education processes is maintained according to organisational guidelines.

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 CPPSIS6010A Undertake spatial information services research and development.

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 theoretical and practical evidence of:

applying qualitative and quantitative measurements

determining appropriate medium to educate public

determining requirements for provision of information to public on SIS issues

high-level presentation skills

review and evaluation of education to determine success in meeting education objectives.

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, that 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 analyse theory, concepts and statistics (high level)

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

change management

communication skills that assist in facilitating client relationships, including:

accessing, synthesising and using information

assertiveness

communicating effectively on the telephone

displaying empathy, tact and diplomacy

negotiation

written skills to document follow-up action

computer skills (high technical user level) to develop business documentation

educational and training techniques

literacy skills to:

assess, develop and use workplace information

locate and interpret legislation and other written documentation

prepare and manage documentation and information flow

read and write key performance reports, including technical reports

research and evaluate (high level) in order to source SIS educational information

numeracy skills to:

analyse errors

conduct image analysis

estimate costs

interpret and analyse statistics

perform mental calculations

record with accuracy and precision

undertake high level computations

organisational skills to:

plan and coordinate technical and human resource inputs to research activities

plan and prioritise activities to meet contractual requirements

planning (high level)

presentation of information (high level)

project management skills

self-sufficiency

spatial skills to:

exercise precision and accuracy in relation to spatial and aspatial data design

perform spatial data archival and retrieval and train others in this task

perform spatial data management and manipulation and train others in this task

perform file management and train others in this task

solve complex problems relating to height, depth, breadth, dimension, direction and position in actual operational activity and virtual representation

train others in spatial precision techniques

understand implications of height, depth, breadth, dimension and position to actual operational activity and virtual representation

training needs analysis.

Required knowledge and understanding:

legal implications

legislation as it applies to the spatial industry sector

information management

organisational policies and guidelines and the manner in which external influences impact upon them

quality assurance principles

performance evaluation

principles for meeting a range of adult and child learning styles

risk assessment principles

safe work practices

spatial information principles and their application

SIS project contingencies

spatial technologies

spatial referencing systems.

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.

Need for provision of information may include:

client SIS needs and requirements

career considerations

cartographic requirements

compliance requirements

environmental considerations

industry underpinning needs

mapping requirements

remote sensing needs

spatial literacy requirements

spatial software applications.

Spatial information services trends and issues may include:

administration (e.g. postcodes, suburbs, and federal and state electoral counties)

analysis of environmental, land and geographic information

asset management

cartographic services

civil engineering

digital imagery

electricity

emergency services management

environmental datasets

geographic information systems

integrated services - environmental, land and geographic related datasets

land ownership tenure system

local government

location-based services

global positioning

mapping facilities

site analysis

survey marks

sewerage

telecommunications

town planning

utility services such as water

water catchment.

Relevant legislation refers to state, territory and federal Acts, including:

anti-discrimination

consumer protection

dangerous goods

duty of care

environmental

equal employment opportunity (EEO)

freedom of information

industry codes of conduct

OHS

public health

relevant Australian standards

trade practices.

Organisational guidelines may include:

code of ethics

company policy

legislation relevant to the work or service function

manuals

OHS policies and procedures

personnel practices and guidelines outlining work roles and responsibilities.

Public needs may include:

government policies

industry requirements

school requirements

spatial literacy

technological advancement.

Target groups may include identification by:

age group

culture

ethnicity

geographic location

government department

local government

organisation

school.

Designated education medium may include:

audio

case study

distance learning

e-learning

information pack

information to enable self-paced learning

interactive

mobile learning

work experience

PowerPoint

presentation

service-based information.

Information sources may include:

company publication

educational institution

government information

industry publication.

OHS may include:

Australian standards

development of site safety plan

identification of potential hazards

inspection of work sites

training staff in OHS requirements

use of equipment and signage.

Documentation may include:

electronic or paper-based correspondence with client

field records

issues register

improvement reports

records of conversation

organisational work activity sheets.