Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CPPSIS6029A Mapping and Delivery Guide
Educate the public on spatial information services

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CPPSIS6029A - Educate the public on spatial information services
Description This unit of competency specifies the outcomes required to plan and conduct community education on surveying and spatial information services (SSIS). It requires the ability to provide specialised knowledge, pitched at the appropriate level depending on audience spatial literacy level, and highly developed communication and presentation skills. Functions will entail complying with, and developing or amending, organisational guidelines.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit of competency supports high-level project management activity in the SIS industry sector. It requires the application of planning, organisational, high-level communication, negotiation and problem-solving skills; the ability to demonstrate initiative and enterprise; and an understanding of technology. The skills and knowledge acquired upon completion of this unit would support the needs of employees in information services, surveying, cartography, town planning, mapping and geographic information systems.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Nil
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Determine information requirements.
  • Need for provisionof information is determined from review of common public enquiries, industry requirements and new surveying and spatial information services trends and issues.
  • Informationrequirements are determined through discussion with clients, general public, local government and relevant interest groups.
  • Relevant legislation and organisational guidelines are incorporated into information requirements.
  • Specific educational objectives based on public needs are determined.
  • Specific target groups for education on SIS are identified for education.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

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.

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

Required skills

analytical skills to analyse theory, concepts and statistics

communication skills that assist in facilitating client relationships, including:

accessing, synthesising and using information

assertiveness

communicating effectively on the telephone

displaying empathy, tact and diplomacy

impart information on change management

presenting information

negotiation

written skills to document follow-up action

computer skills to develop business documentation

literacy skills to:

assess, develop and use workplace information

read and write key performance reports, including technical reports

research and evaluate to source SIS educational information

numeracy skills to:

analyse errors

conduct image analysis

estimate costs

interpret and analyse statistics

perform mental calculations

record with accuracy and precision

undertake high level computations

planning and organising skills to:

organise education programs

plan and coordinate technical and human resource inputs to research activities

plan and prioritise activities to meet contractual requirements

spatial skills to:

exercise precision and accuracy in relation to spatial and aspatial data design

archive and retrieve spatial data

manage and manipulate spatial data

manage files

solve complex problems relating to height, depth, breadth, dimension, direction and position in actual operational activity and virtual representation

train others in spatial precision techniques

Required knowledge

educational and training techniques

legal implications

legislation as it applies to the spatial industry sector

information management

organisational policies and guidelines and the manner in which external influences impact upon them

quality assurance principles

principles for meeting a range of adult and child learning styles

risk assessment principles

safe work practices

spatial information principles and their application

SIS project contingencies

spatial technologies

spatial referencing systems

training needs analysis process

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.

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

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Need for provisionof information is determined from review of common public enquiries, industry requirements and new surveying and spatial information services trends and issues. 
Informationrequirements are determined through discussion with clients, general public, local government and relevant interest groups. 
Relevant legislation and organisational guidelines are incorporated into information requirements. 
Specific educational objectives based on public needs are determined. 
Specific target groups for education on SIS are identified for education. 

Forms

Assessment Cover Sheet

CPPSIS6029A - Educate the public on spatial information services
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CPPSIS6029A - Educate the public on spatial information services

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: