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Evidence Guide: LGACOM410A - Prepare response to tenders

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

 

LGACOM410A - Prepare response to tenders

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

Identify requirements of the tender

  1. Project specifications are identified.
  2. Scope of the job is defined by review of supplied details.
  3. All available information is obtained from the tender supplier, including protocols.
  4. Other successful bid documents are accessed to inform tender bid.
  5. Appropriate personnel are consulted regarding availability and capacity to perform work.
  6. Resources required to compete for tender are determined.
Project specifications are identified.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Scope of the job is defined by review of supplied details.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

All available information is obtained from the tender supplier, including protocols.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Other successful bid documents are accessed to inform tender bid.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Appropriate personnel are consulted regarding availability and capacity to perform work.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Resources required to compete for tender are determined.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare relevant information

  1. Resource requirements are identified.
  2. Information is collated and prepared in an appropriate format.
  3. Information is circulated to appropriate personnel for review and modifications are undertaken.
Resource requirements are identified.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Information is collated and prepared in an appropriate format.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Information is circulated to appropriate personnel for review and modifications are undertaken.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Carry out benchmarking of resources with other council or industry sections

  1. Section resources are reviewed against current core and non-core activities.
  2. Comparable relevant external bodies are identified.
  3. Value-added opportunities are identified.
  4. Resource requirements are compared.
Section resources are reviewed against current core and non-core activities.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Comparable relevant external bodies are identified.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Value-added opportunities are identified.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Resource requirements are compared.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare a tender bid

  1. Estimations are detailed in accordance with established procedures and requirements, balancing time, cost, quality and quantity against the tender specifications.
  2. Work is defined and appropriately sequenced in accordance with requirements.
  3. Contingency plans are detailed in accordance with established procedures.
  4. Bid is prepared according to identified format and council requirements.
  5. Budget approval is sought.
  6. Bid is submitted to tenderer.
Estimations are detailed in accordance with established procedures and requirements, balancing time, cost, quality and quantity against the tender specifications.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work is defined and appropriately sequenced in accordance with requirements.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Contingency plans are detailed in accordance with established procedures.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Bid is prepared according to identified format and council requirements.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Budget approval is sought.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Bid is submitted to tenderer.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Overview of assessment requirements

A person who demonstrates competency in this unit will be able to perform the outcomes described in the Elements to the required performance level detailed in the Performance Criteria. The knowledge and skill requirements described in the Range Statement must also be demonstrated. For example, knowledge of the legislative framework and safe work practices that underpin the performance of the unit are also required to be demonstrated.

Critical aspects of evidence to be considered

Indication of meeting all legislative requirements

Adherence to sustainable practices

Resources are available and section has capacity

Context of assessment

On the job or in a simulated work environment.

Method of assessment

The following assessment methods are suggested:

observation of the learner performing a range of workplace tasks over sufficient time to demonstrate handling of a range of contingencies

written and/or oral questioning to assess knowledge and understanding

completion of workplace documentation

third-party reports from experienced practitioners

completion of self-paced learning materials including personal reflection and feedback from trainer, coach or supervisor

Evidence required for demonstration of consistent performance

Evidence will need to be gathered over time across a range of variables.

Resource implications

Access to a workplace or simulated work environment that encompasses the following resources:

copy of national competition policy

council documentation relating to tender process

real or simulated case studies of tender subjects

Required Skills and Knowledge

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

Required Skills

logical argument for written reports

verbal presentation of bid

Required Knowledge

national competition policy and its application at state and enterprise level

core and non-core activities

occupational health and safety

strategies, policies and procedures on sustainable practice

risk assessment

work flow

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.

Information from tender supplier may include:

specifications

performance measures

due date

number of copies required

format of information

protocols

Tenders may include:

in-house

negotiated

open

selective

Resources may include:

work

time

personnel

equipment

Estimates may include:

oral

written