NTISthis.com

Evidence Guide: CULLB509C - Select and acquire information materials

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

 

CULLB509C - Select and acquire information materials

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

Review collection

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain data on trends relevant to customer needs, available information and alternative formats

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take action on policy issues within area of responsibility and make recommendations to appropriate person/s on selection and acquisition of information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop/assess acquisition recommendations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop proposals based on own knowledge of customer group/s, usage patterns, specific requests and other available material

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess own or others' proposals in accordance with organisational collection management policies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess proposals for their impact on the collection, and on the balance of in-house collection and information from remote sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess proposals in relation to identified customer needs and requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and access resource implications of proposals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prioritise proposals based on reasoned analysis of all factors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess qualities of recommended acquisitions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather and examine all appropriate information about material to be acquired

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess where relevant, physical durability of material against likely levels and types of usage

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and evaluate alternative formats in relation to usage patterns and cost

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess suitability of material for potential customers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review supplier and format options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain awareness of the capacity of suppliers to meet specific information needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select format in relation to ease of access, resource implications and suitability for customer requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate with suppliers to maximise cost saving opportunities for the organisation within scope of individual responsibility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select suppliers based on ability to meet needs and in accordance with organisational policies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommend and/or act on selections

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make final recommendations for acquisitions in accordance with organisational procedures or allocate resources for purchase depending on scope of individual responsibility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement administrative procedures for acquisition of material in accordance with organisational requirements

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.

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

Evidence of the following is essential:

detailed knowledge of acquisition procedures and policies

ability to develop/assess acquisition recommendations which respond to organisational and customer needs

practical demonstration of skills through the development of acquisition recommendations for a specific collection and workplace context.

Context of and specific resources for assessment

Assessment must ensure:

use of current industry systems

access to strategic plans and relevant policies and procedures manuals

access to suppliers' lists and publishers' information.

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 by the candidate

evaluation of acquisition recommendations prepared/assessed by the candidate

evaluation of candidate's response to different collection scenarios to assess ability to make acquisition recommendations to address particular workplace situations.

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

other collection management units.

Required Skills and Knowledge

Required skills

research skills to source information from a wide range of sources and maintain trend data

communication skills to negotiate costs with suppliers

planning and organisational skills to administer acquisition procedures

literacy skills to analyse a wide range of information dealing with varied and complex concepts, and to develop proposals dealing with those concepts

numeracy skills to make budget estimates and to negotiate costs.

Required knowledge

features of typical collection management policies and procedures

role and scope of responsibility of different staff in the acquisition process

ways of acquiring and maintaining data on current usage patterns

different formats of information materials, their cost and usage implications

supply sources for different types of information materials, including those for specialised or rare materials

copyright, moral rights and intellectual property legislation and issues that impact on acquisition of materials

cultural issues and protocols that impact on acquisition of materials.

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.

Formats may include:

print

audio-visual

CD-ROM

Microform

multimedia

optical disks or formats

Policy issues may relate to:

allocation of funding across the general collection

suppliers

format of materials

collection development

cultural considerations

copyright, moral rights and intellectual property

Capacity of suppliers to meetspecific information needs may relate to:

quality of service

availability of discounts or suitable deals

range of information supplied