Elements and Performance Criteria

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.
Surveying and 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
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
PowerPoint
presentation
service-based information
work experience.
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.

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 CPPSIS6030A 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
knowledge of learning styles
reviewing and evaluating 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.