Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills
communication skills to make suggestions for improvement in work practices
literacy skills to:
use classification systems
read workplace documentation
numeracy skills to count and check information resources
planning and organising skills to undertake a range of administrative, organisational and maintenance tasks in a logical and timely manner
self-management skills to:
follow workplace procedures
prioritise work tasks and meet deadlines
teamwork skills to work collaboratively with others on the job
technology skills to use current industry systems in relation to processing and maintaining information resources.
Required knowledge
standard methods of organising and arranging materials, equipment and information, including:
arrangements designed to facilitate access to materials and information
common classification systems and formats
basic information technology security procedures
organisational policies and procedures regarding processing, repair, maintenance, and disposal or replacement of damaged items
range of protective and security devices for materials in different formats
work health and safety requirements
safe manual-handling techniques
types of damage and deterioration for print and electronic information and different protection and storage options.
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.
Information resources may be: | audiovisual or multimedia formats, such as: CDs computer games DVDs kits digital, such as: e-books e-journals online print-based, such as: books journals magazines maps posters serials. |
Security measures may include: | automated security systems magnetic devices, such as those used with CD and DVD covers magnetic security strips, such as tattle tapes manual or informal security systems, such as the use of dummy cases for CDs and DVDs. |
Processing and storage may include: | affixing call number and other identifying labels affixing date due slips checking shelf-ready resources on receipt from external centres completing partially outsourced tasks packaging kits and audiovisual formats in customised containers physical processing of information resources (also known as pre-processing or end-processing) recording information, such as call number, author and title on handwritten or computer-generated labels and affixing to items reinforcing spine with contact, or covering with contact stamping with accession number or order number stamping with library property stamp storage in customised packaging, shelving or hanging racks use of protective book jackets or laminated sheets. |
Classification systems may include: | common arrangements, such as by: class format genre size specialist classifications or arrangements standard book numbering schemes, such as: author and title marks CutterSanborn standard classification schemes, such as: Dewey Decimal Classification (DDC) Library of Congress. |
Damaged resources may relate to: | desensitisation of security devices fading due to light exposure missing pages, items or part of a kit pest infestation damage smoke vandalism water ingress wear and tear. |
Basic maintenance and minor repairs may relate to: | applying protective coverings, such as: contact plastic or laminated book and magazine jackets cleaning CDs and DVDs mending packaging of kits repairing or replacing pages replacing broken CD or DVD cases replacing security devices strengthening spines. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist