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Evidence Guide: SFICOMP410A - Promote fisheries management awareness programs

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

 

SFICOMP410A - Promote fisheries management awareness programs

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

Identify opportunities for awareness raising activities

  1. Opportunities for increasing awareness of legislation and fisheries management principles are identified by work team members.
  2. Resources within the organisation that can support the promotion and awareness activities are identified and availability researched and booked or obtained.
  3. Awareness and promotional activities are selected that are consistent with awareness program and the goals of the organisation, and will maximise audience coverage for minimum effort and be cost-effective.
Opportunities for increasing awareness of legislation and fisheries management principles are identified by work team members.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resources within the organisation that can support the promotion and awareness activities are identified and availability researched and booked or obtained.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Awareness and promotional activities are selected that are consistent with awareness program and the goals of the organisation, and will maximise audience coverage for minimum effort and be cost-effective.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct awareness and promotional activities

  1. Awareness and promotional activities are approved by supervisor.
  2. Plans are developed for activities that take into account the type of activity, target group characteristics and message.
  3. Bookings are made for selected activities and expectations clarified with relevant people.
  4. Awareness/promotional activities are conducted according to plan.
  5. Organisation is presented in a positive manner.
Awareness and promotional activities are approved by supervisor.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plans are developed for activities that take into account the type of activity, target group characteristics and message.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Bookings are made for selected activities and expectations clarified with relevant people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Awareness/promotional activities are conducted according to plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organisation is presented in a positive manner.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow up on awareness and promotional activities

  1. Borrowed resources are returned and acknowledgment given to anyone who provided assistance or support.
  2. Requests for information are responded to in a timely manner.
  3. Evaluation of activities is carried out according to the plan and reported to supervisor.
Borrowed resources are returned and acknowledgment given to anyone who provided assistance or support.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Requests for information are responded to in a timely manner.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluation of activities is carried out according to the plan and reported to supervisor.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build industry networks

  1. Opportunities to liaise with industry at all levels are identified, evaluated for benefits to fisheries compliance organisation, and prioritised.
  2. Personnel are scheduled to pursue liaison opportunities as part of operational planning.
  3. Work team and supervisor are kept informed of current issues and concerns that relate to fisheries management and fisheries compliance operations.
Opportunities to liaise with industry at all levels are identified, evaluated for benefits to fisheries compliance organisation, and prioritised.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personnel are scheduled to pursue liaison opportunities as part of operational planning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work team and supervisor are kept informed of current issues and concerns that relate to fisheries management and fisheries compliance operations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify opportunities for awareness raising activities

  1. Opportunities for increasing awareness of legislation and fisheries management principles are identified by work team members.
  2. Resources within the organisation that can support the promotion and awareness activities are identified and availability researched and booked or obtained.
  3. Awareness and promotional activities are selected that are consistent with awareness program and the goals of the organisation, and will maximise audience coverage for minimum effort and be cost-effective.
Opportunities for increasing awareness of legislation and fisheries management principles are identified by work team members.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resources within the organisation that can support the promotion and awareness activities are identified and availability researched and booked or obtained.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Awareness and promotional activities are selected that are consistent with awareness program and the goals of the organisation, and will maximise audience coverage for minimum effort and be cost-effective.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct awareness and promotional activities

  1. Awareness and promotional activities are approved by supervisor.
  2. Plans are developed for activities that take into account the type of activity, target group characteristics and message.
  3. Bookings are made for selected activities and expectations clarified with relevant people.
  4. Awareness/promotional activities are conducted according to plan.
  5. Organisation is presented in a positive manner.
Awareness and promotional activities are approved by supervisor.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plans are developed for activities that take into account the type of activity, target group characteristics and message.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Bookings are made for selected activities and expectations clarified with relevant people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Awareness/promotional activities are conducted according to plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organisation is presented in a positive manner.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow up on awareness and promotional activities

  1. Borrowed resources are returned and acknowledgment given to anyone who provided assistance or support.
  2. Requests for information are responded to in a timely manner.
  3. Evaluation of activities is carried out according to the plan and reported to supervisor.
Borrowed resources are returned and acknowledgment given to anyone who provided assistance or support.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Requests for information are responded to in a timely manner.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluation of activities is carried out according to the plan and reported to supervisor.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build industry networks

  1. Opportunities to liaise with industry at all levels are identified, evaluated for benefits to fisheries compliance organisation, and prioritised.
  2. Personnel are scheduled to pursue liaison opportunities as part of operational planning.
  3. Work team and supervisor are kept informed of current issues and concerns that relate to fisheries management and fisheries compliance operations.
Opportunities to liaise with industry at all levels are identified, evaluated for benefits to fisheries compliance organisation, and prioritised.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personnel are scheduled to pursue liaison opportunities as part of operational planning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work team and supervisor are kept informed of current issues and concerns that relate to fisheries management and fisheries compliance operations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment evidence required to demonstrate competence in this unit

Assessment must confirm ability to:

organise and carry out effective fisheries management awareness activities.

Assessment must confirm knowledge of:

fisheries legislation and fisheries management principles for species in the region.

Context of and specific resources for assessment

Assessment may be undertaken as part of work activities or in a simulated work environment.

Resources may include:

material and kits pre-prepared by others

pre-outfitted caravans and trailer displays

events calendars.

Method of assessment

The following assessment methods are suggested:

questions

development of plan

project involving a specific fisheries management awareness raising program.

Guidance information for assessment

This unit may be assessed holistically with other units within a qualification.

Required Skills and Knowledge

Required skills

communicating with work team and supervisor about promotional activities, relevant issues and concerns

organising awareness and promotional activities

responding to enquiries

presenting information on legislation and fisheries management principles to individuals and groups.

Literacy skills used for:

reading promotional literature

writing up the activity plan.

Numeracy skills used for:

evaluating the cost of awareness activities.

Required knowledge

basic fisheries management principles relevant to the target group

educational resources and support available from the organisation

fisheries Acts and legislation relevant to the target group

Indigenous land rights and cultural activities, including fishing by traditional methods

structure and function of the fisheries compliance organisation.

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, 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.

Awareness raising activities may include:

group presentations

information booth

interviews

literature display

media releases

newspaper articles

school presentations.

Opportunities may include:

fishing seasons

newspapers and special lift outs

regional and metropolitan events (e.g. shows, exhibitions, Blessing of the Fleet, field days, shopping malls and expos)

school programs and career events

service club meetings

target special interest groups/individuals and locations frequented

television and radio current affairs.

Legislation may include:

fisheries quotas

legal limitations

netting and fish catching devices

regulated procedures.

Fisheries management principles may include:

fisheries management strategy

measures for determining fishing effort for species in relevant fisheries

methods for determining stock abundance

population dynamics of species:

mortality rate

reproductive and movement patterns

schooling and growth habits.

Resources may include:

education and promotions personnel

education unit

specialist library

videos and paper presentation materials

volunteer groups.

Plans may include:

choice of media

evaluation process:

cost of conducting activity

feedback from target group

interest in volunteer service

number of non-compliance incidents reduced

marketing

presentation/delivery plan

resource requirements, including staff and volunteers

time schedule.

Target groupcharacteristics may include:

area of interest

background knowledge and experience

literacy level.

Bookings may include:

advertising space

organisation resources (e.g. caravan, literature and videos)

staff and volunteers

venue.