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Evidence Guide: CUFAIR501A - Explore issues on air

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

 

CUFAIR501A - Explore issues on air

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

Prepare for discussion forums

  1. Prepare lines of questioning based on thorough analysis of research undertaken by production personnel
  2. Where appropriate, discuss forum topics in advance with key participants to identify directions in which on-air discussion might go
  3. If necessary, undertake further research to cover additional angles revealed in preliminary discussions with key participants
  4. Ensure that participants are briefed about laws and regulations that may have an impact on what they say on air
  5. In consultation with production personnel, identify where key participants will be seated in discussion forums that involve audience participation
  6. Rehearse or role-play discussions with production personnel to identify gaps in preparation and refine proposed line of questioning accordingly
Prepare lines of questioning based on thorough analysis of research undertaken by production personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, discuss forum topics in advance with key participants to identify directions in which on-air discussion might go

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

If necessary, undertake further research to cover additional angles revealed in preliminary discussions with key participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that participants are briefed about laws and regulations that may have an impact on what they say on air

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In consultation with production personnel, identify where key participants will be seated in discussion forums that involve audience participation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Rehearse or role-play discussions with production personnel to identify gaps in preparation and refine proposed line of questioning accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct discussion forums

  1. If appropriate, do a warm-up session to prepare an audience prior to the start of a discussion forum
  2. Introduce topic and follow a line of questioning that allows differing opinions to be aired in a way that stimulates constructive debate among participants
  3. Chair the discussion in the planned direction, but at the same time, ask questions that allow participants freedom to express their views
  4. Identify additional lines of questioning by listening carefully to participants' comments and follow-through with questions that demonstrate thorough understanding of the topic under discussion
  5. Resolve conflicts that arise between participants in a way that moves the discussion forward while acknowledging the validity of differing viewpoints and paying due respect to the public profile of individual participants
  6. Adopt an interview style that elicits the best possible response from participants
  7. Respond to cues from production personnel without disrupting the flow of discussion
  8. Link audio and visual material as required
  9. Wrap up discussions by summarising key points succinctly and clearly, and thanking participants for their contribution
If appropriate, do a warm-up session to prepare an audience prior to the start of a discussion forum

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Introduce topic and follow a line of questioning that allows differing opinions to be aired in a way that stimulates constructive debate among participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Chair the discussion in the planned direction, but at the same time, ask questions that allow participants freedom to express their views

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify additional lines of questioning by listening carefully to participants' comments and follow-through with questions that demonstrate thorough understanding of the topic under discussion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resolve conflicts that arise between participants in a way that moves the discussion forward while acknowledging the validity of differing viewpoints and paying due respect to the public profile of individual participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adopt an interview style that elicits the best possible response from participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to cues from production personnel without disrupting the flow of discussion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Link audio and visual material as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Wrap up discussions by summarising key points succinctly and clearly, and thanking participants for their contribution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate discussion forums

  1. Participate in debriefing sessions with production personnel to identify strengths and weaknesses of discussion forums
  2. Document the outcome of debriefing sessions according to enterprise procedures
  3. Reflect on own performance and note areas for improvement
Participate in debriefing sessions with production personnel to identify strengths and weaknesses of discussion forums

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document the outcome of debriefing sessions according to enterprise procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on own performance and note areas for improvement

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, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

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

Evidence of the following is essential:

ability to analyse and use research material effectively in the context of preparing for interviews and discussion forums

ability to communicate effectively on air

understanding of the consequences of breaching laws and regulations that apply to broadcasting

ability to listen critically to what interviewees say and to conduct unplanned lines of questioning

ability to integrate a number of different tasks simultaneously

discussions recorded over a period of time that demonstrate an ability to moderate forums that involve a number of participants discussing a range of topics

collaborative approach to work.

Context of and specific resources for assessment

Assessment must ensure:

access to media production facilities to record discussion forums

access to video or audio playback equipment to enable evaluation of recordings of forums moderated by the candidate

access to current information about, and personnel able to advise on, laws and regulations that apply to broadcasting

access to appropriate learning and assessment support when required

use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance

evaluation of recordings of on-air forums moderated by the candidate to assess candidate's ability to facilitate a wide-ranging, yet focused discussion of topics

observation of the candidate moderating an on-air forum

written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit and to discuss candidate's approach to preparing for interviews and discussion forums.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBCRT501A Originate and develop concepts

CUFPPM401A Produce programs and program segments.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

ask questions clearly and confidently of interviewees

listen critically to what interviewees say and respond creatively with questions to elicit further information/opinions from interviewees

moderate discussions where participants have differing points of view

project a positive and professional image on air

work collaboratively with production personnel

analytical and literacy skills sufficient to:

interpret research findings

formulate questions aimed at stimulating debate

summarise information quickly and effectively during the course of interviews and discussion forums

initiative and flexibility sufficient to respond effectively to equipment malfunction and unforeseen discussion issues

willingness to receive and act on feedback about own performance

self-management skills sufficient to work under pressure and meet deadlines

Required knowledge

industry knowledge, including:

roles and responsibilities of production team members

broadcast language and terminology

issues and challenges that arise in the context of moderating on-air discussion forums

effective communication techniques, including listening, questioning and non-verbal communication

dynamics of group discussions, including techniques for facilitating contributions from participants

understanding of how to use the media to explore issues

understanding of common law and broadcasting codes of practice sufficient to identify and seek expert advice on issues that could lead to legal action

OHS requirements as they relate to the operations of a broadcast facility

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, 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.

Production personnel may include:

associate producers

content specialists

floor managers

legal advisers

producers

reporters

researchers

technical crew.

Laws and regulations may include:

contempt of court and parliament

copyright

defamation

obscenity

privacy legislation

racial vilification.

Types of questions may include:

basic, e.g. what, who, where, why, how

clarifying

closed

hypothetical

leading

open-ended.

Interview styles may include:

comic

conversational/casual

dramatic

objective

probing/challenging

psychological

serious

supportive.

Cues from production personnel may include:

instructions/advice received through an earpiece

non-verbal signals

screen-based.

Audio and visual material may include:

animated sequences

audio recordings

music

still images

video clips.