CPPSIS6029A - Educate the public on spatial information services

CPPSIS6029A
Educate the public on spatial information services

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.

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.

Prerequisites

Nil

Elements and Performance Criteria

1	Determine information requirements.	1.1	Need for provisionof information is determined from review of common public enquiries, industry requirements and new surveying and spatial information services trends and issues.
		1.2	Informationrequirements are determined through discussion with clients, general public, local government and relevant interest groups.
		1.3	Relevant legislation and organisational guidelines are incorporated into information requirements.
		1.4	Specific educational objectives based on public needs are determined.
		1.5	Specific target groups for education on SIS are identified for education.

2	Determine appropriate medium to educate public.	2.1	Designated education medium is checked against cost efficiency guidelines.
	Determine appropriate medium to educate public.	2.2	Designated education medium is designed to produce clear and understandable communication, making information easily accessible to target groups.

3	Provide education to public on SIS issues.	3.1	Accurate information is provided in a clear and relevant manner according to the learning needs of the target group.
		3.2	Target group is given opportunities to confirm understanding and seek clarification.
		3.3	Reliable documentation and information sources suitable to target group and nature of SIS issues, including legislative and OHS implications are provided for ongoing reference.
		3.4	Details on organisational services to assist in future service provision are provided as required.
		3.5	Information on community, government and industry services available to the target group is provided as required.

4	Review and evaluate education.	4.1	Education is evaluated to determine success in meeting educational objectives and overall effectiveness of program outcomes.
	Review and evaluate education.	4.2	Continued education is encouraged and documentation on education processes is maintained according to organisational guidelines.

Required Skills

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

Evidence Required

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.

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. 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.

Sectors

Surveying and spatial information services

Employability Skills

This unit contains employability skills.

Licensing Information

No licensing, legislative and regulatory requirements apply to this unit at the time of endorsement.