RPL Assessment Tools - tle.westone.wa.gov.autle.westone.wa.gov.au/content/file/e2c57c7d-1a0e-4076-b7c0... · RPL Assessment Tools . First published 2008 ISBN 978-1-74205-245-8

Diploma of Forest and Forest Products FP150105 Version 1: 2008

RPL Assessment Tools

First published 2008

ISBN 978-1-74205-245-8 © Department of Education and Training All rights reserved. Western Australian Department of Education and Training materials, regardless of format, are protected by copyright law. Permission, however, is granted to trainers, Assessors, and Registered Training Organisations to use, reproduce and adapt the material (third party material excluded) for their Recognition of Prior Learning (RPL) assessment activities. This permission is subject to the inclusion of an acknowledgement of the source. Permission does not extend to the making of copies for hire or sale to third parties, and provided it is not used for commercial use or sale. Reproduction for purposes other than those indicated above requires the prior written permission of the Western Australian Department of Education and Training. Published by and available from WestOne Services

1 Prospect Place WEST PERTH WA 6005 Tel: (08) 9229 5200 Fax: (08) 9227 8393 Email: [email protected] Website: www.westone.wa.gov.au Acknowledgements This work has been produced with the assistance of funding provided by the Council of Australian Governments (COAG) National Reform Initiative (NRI). This resource contains units of competencies, Range statements, Employability skills from the FP105 Forest and Forest Products Training Package – FP150105 Diploma of Forest and Forest Products, © Commonwealth of Australia used under the AEShareNet-FfE licence

Disclaimer Whilst every effort has been made to ensure the accuracy of the information contained in this RPL Assessment Kit, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this RPL Assessment Kit can be accepted by the Western Australian Department of Education and Training.

New streamlined RPL assessment processes To recognise prior learning it is necessary to:

• ensure that candidates know that RPL provides an alternative pathway to course attendance

• determine in consultation with the candidate, the learning, skills and knowledge that the candidate is able to demonstrate against the learning outcomes or performance criteria of the course or qualification for which the candidate is seeking entry or the award of credit

• determine whether any further evidence is needed to support the claim of competence and arrange for appropriate additional learning experiences or gap training where appropriate

• conduct an assessment that confirms competence.

A task-based model for RPL A process for RPL has been developed that promotes holistic, task-based assessment, and which focuses upon relating assessment activities to actual job tasks. The intention of this model is to streamline and simplify recognition processes for prospective candidates.

Preparation/information provision to candidate In planning for any assessment, assessors need to provide adequate information prior to, throughout and after a training and assessment experience. They need to be fully aware of the needs of the candidate, any relevant workplace personnel and the requirements of the Training Package unit of competency or qualification.

Information is to be provided to the candidate about the assessment process. It will give particular advice regarding how the candidate can demonstrate their competence and any documentary evidence a candidate may wish to gather to support their application. Each industry has unique documents that can provide evidence of experience and competence. However, the focus of the new streamlined holistic assessment process is to focus on demonstrated skills and knowledge and not to rely on documentary evidence as the main source of evidence. Some examples of documentary evidence that can support the process include:

• licences

• brief CV or work history

• certificates/results of assessment

• tickets held eg forklift, crane etc

• photographs of work undertaken

• diaries

• task sheets/job sheets

• log books

• site training records

• pay slips

• membership of relevant professional associations

• references/letters/third party verification reports from previous employers/supervisors

• industry awards

• performance appraisals.

These items may be used to support the candidate’s claim to competency throughout the RPL process. However, they should not be seen as a sole or sufficient determinant of competence, which is more properly and effectively assessed through interaction, dialogue and the practical demonstration of tasks.

The steps Following this preparatory stage of providing information to the candidate about the assessment process, and determining the job tasks and any clustering of competencies appropriate for the candidate, four steps toward RPL assessment are recommended.

Step 1: self assessment completed by candidate

Step 2: interview with assessor

Step 3: demonstration/observation of tasks

Step 4: provision of further supporting evidence

Modifiable Microsoft Word® versions of all templates relating to these steps are downloadable from this CDROM.

FPI50105 Diploma of Forest and Forest Products RPL instructions for candidates Skim read the report sheets included in your RPL pack and select nine (9) elective units. You should choose units that will support you in easily finding the evidence indicated on the report sheets. Your initial interview will have provided you with a good idea as to the units that would be most representative of your skills and attributes. As you collect required items of evidence, tick the box marked ‘Evidence collected’.

Read the instructions for the 360 degree self and peer feedback review and distribute the peer review sheets to your nominated peers, including one external client.

When you believe you have collected enough evidence and you have completed the 360 degree self analysis, you can then schedule your final assessment interview. You will be asked a series of questions, as outlined in the report sheets and you will also be asked to demonstrate relevant skills and attributes at an appropriate level.

FPI50105 Diploma of Forest and Forest Products Unit outline Highlighted units are those selected as suitable for the Diploma of Forest and Forest Products.

Students are required to complete fifteen (15) units with twenty (20) units selected in order to provide flexibility. The six core units are compulsory.

Between five (5) and nine (9) additional elective units can be selected from Group B with a maximum of four (4) additional elective units available for selection from Group C.

To achieve PUAFIR509A Implement prevention strategies (for fire control) the following pre-requisites must be completed:

• PUACOM011A Develop community awareness networks

• PUAFIR301A Undertake community safety activities (fire)

• PUATEA004A Work effectively in a public safety organisation

• PUAFIR201A Prevent injury (fire specific)

• PUATEA001A Work in a team.

Note: Group C includes other units of competency from FPI05 and/or other nationally endorsed training packages. Units may be selected from any AQF level. These units must be relevant to work undertaken in the forest and forest products industry.

Group A – Core units (6 units)

BSBFLM501B Manage personal work priorities and professional development

BSBFLM503B Manage effective workplace relationships

BSBFLM507B Manage quality customer service

BSBFLM509B Facilitate continuous improvement

BSBFLM512A Ensure team effectiveness

BSBOHS504A Apply principles of OHS risk management

Group B – Fire control (3 units)

PUAFIR501A Conduct fire investigation and analysis activities

PUAFIR509A Implement prevention strategies

PUAOPE007A Command agency personnel within a multi-agency emergency response

Group B – Breeding and propagation (3 units)

FPIFGM5204A Manage genetic resources

FPIFGM5207A Breed trees

RTF5012A Manage a controlled growing environment

Group B – Site establishment and maintenance (7 units)

FPIFGM5201A Plan and manage an inventory program

FPIFGM5206A Develop a native forest regeneration plan

FPIFGM5208A Manage road construction and maintenance

LGAPLEM404A Prepare and present geographic information systems data

LGAPLEM612B Protect heritage and cultural assets

RTE5603A Design irrigation, drainage and water treatment systems

RTE5606A Manage water systems

Group B – Tree growing and maintenance (9 units)

FPIFGM5202A Manage tending operations in a native forest

FPIFGM5203A Coordinate stand nutrition

FPIFGM5205A Coordinate plantation tending operations

FPIFGM5209A Manage coupe planning

RTD5402A Develop a strategy for the management of target pests

RTE5525A Manage trial and/or research material

RTF4003A Plan a plant establishment program

RTF4014A Plan a growing-on program

RTF4015A Plan a propagation program

Group B – Harvesting (1 unit)

FPIHAR5201A Design harvesting plans

Group B – Timber products and processes (21 units)

FPICOT4201A Produce complex truss or frame plans and details using computers

FPICOT4202A Design timber structures

FPICOT4204A Schedule and coordinate load shifting

FPICOT4205A Coordinate log debarking operations

Group B – Timber products and processes (21 units) – continued

FPICOT4206A Plan and coordinate boiler operations

FPICOT4207A Plan and coordinate heat plant operations

FPISAW4201A Plan and monitor timber treatment plant operations

FPISAW4202A Plan and monitor saw log operations

FPISAW4203A Coordinate timber drying operations

FPISAW4204A Plan and monitor board conversion

FPITMM4202A Diagnose and calculate production costs

FPITMM4203A Install and commission CNC software

FPITMM4204A Sample and test products to specifications

FPITMM5201A Assess product feasibility of designs

FPITMM5202A Develop, trial and evaluate prototypes

FPITMM5203A Generate and transfer complex computer-aided drawings and specifications

FPITMM5204A Manage product design

FPITMM5205A Optimise CNC operations

FPITMM5206A Plan production

FPIWPP4201A Plan and coordinate panel production

FPIWPP4202A Perform laboratory testing

Group B – Competitive manufacturing (2 units)

MCMS600A Develop a competitive manufacturing system

MCMS603A Develop manufacturing related business plans

Group C – Machinery and equipment (2 units)

FPICOT5203A Manage installation and commissioning of equipment

FPICOT5204A Organise enterprise maintenance programs

Group C – Safety and quality processes (5 units)

BSBMGT507A Manage environmental performance

BSBMGT508A Manage risk management system

FPICOT5201A Implement sustainable forestry practices

PUAOPE005A Manage a multi team response

RTC4702A Minimise risks in the use of chemicals

Group C – Administration and business (5 units)

BSBAUD501A Initiate a quality audit

BSBFLM506B Manage workplace information systems

BSBFLM513A Manage budgets and financial plans within the work team

LGACOM401A Administer contracts

LGACOM409A Prepare tender documentation

Group C – Planning and analysis (5 units)

BSBCMN419A Manage projects

BSBFLM505B Manage operational plan

BSBFLM510B Facilitate and capitalise on change and innovation

BSBFLM514A Manage people

BSBUN506A Coordinate research and analysis

Group C – Training and assessment (1 unit)

BSBFLM511B Develop a workplace learning environment

Group C – Communication and relationships (4 units)

FPICOT5202A Manage forestry information and interpretations programs

LGACOM502B Devise and conduct community consultations

LGAEHRR504B Implement public education programs to improve community compliance

RTE5921A Market products and services

FPI50105 Diploma of Forest and Forest Products Self-assessment 360 degree feedback review instructions Read the questions for each unit of competency and provide a rating for your own performance in the rating boxes. Be as honest as you can and evaluate yourself as you perceive yourself to be; not as you think you are thought of by others. Take care to relate the question to the unit title if it seems ambiguous.

For example, question 6 in the Unit BSBFLM512A Ensure team effectiveness, asks ‘How do your basic training skills rate?’ This question refers to how your training skills rate in ensuring team effectiveness and does not refer to how your training skills rate in tree felling training.

Complete the self-assessment form and put it in your portfolio of evidence to be presented at your assessment interview. Give the other five assessment sheets to your nominated external person, two super-ordinates and two sub-ordinates. They should each complete the assessment sheets and return them to the assessor in the provided envelopes.

Rating Rating meaning

1 Poorly – has difficulty achieving the skill or attribute

2 Below average – can achieve this skill or attribute, but most of his/her peers perform it better

3 Average – performance is similar to most of his/her peers in the industry for this skill or attribute

4 Above average – distinctly better than most of his/her peers for this skill or attribute

5 Very well – only a few of his/her peers perform this skill or attribute better

6 Exceptionally well – often held up as an industry leader or an example of best practice for this skill or attribute

BSBFLM501B – Manage personal work priorities and professional development

Provide a rating from 1 to 6 Questions

1 = poorly 6 = exceptionally

1 How well do you relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities?

2 How well do you interpret written and oral information about workplace requirements?

3 How well do you communicate with others, including receiving and analysing feedback?

4 How well do you develop and maintain professional networks?

5 How well do you research information and use information systems to develop personal and work plans?

6 How well do you progress your own management development?

Assessor only: Rating average =

BSBFLM507B – Manage quality customer service



1 How well do you research, analyse and report information?

2 How well do you plan and organise?

3 How well do you work in teams?

4 How well do you use problem-solving skills to deal with complex and non-routine difficulties?

5 How well do you use technology?

6 How well do your coaching skills provide support to colleagues?


BSBFLM503B – Manage effective workplace relationships



1 How well do you respond to unexpected demands from a range of people?

2 How well do you use consultative processes?

3 How well do you forge effective relationships with internal people?

4 How well do you gain the trust and confidence of colleagues?

5 How well do you openly and fairly deal with people?

6 How well do you forge relationships with external people?


BSBOHS504A – Apply principles of OHS risk management



1 How well do you prepare and present reports for a range of target audiences?

2 How well do you coordinate risk management processes?

3 How well do you work with organisational personnel to maintain and evaluate risk management procedures?

4 How well do you access internal data for risk management?

5 How well do you rate your control strategies?

6 How well do you identify improvement to risk management processes?


BSBFLM509B – Facilitate continuous improvement



1 How well do you gain the commitment of individuals to continuous improvement?

2 How well do you use consultation skills to facilitate continuous improvement?

3 How well do you gain the commitment of teams to continuous improvement?

4 How well do you manage the process of monitoring and evaluating?

5 How well do you action opportunities for improvement?

6 How well do you use mentoring skills to provide support to colleagues?


BSBFLM512A – Ensure team effectiveness



1 How well do you facilitate groups?

2 How well do you identify the needs, goals and aspirations of others?

3 How well do you lead your team?

4 How well do you rate your flexibility?

5 How do you encourage your team?

6 How well do you rate your training skills?


FPI50105 Diploma of Forest and Forest Products Peer assessment 360 degree feedback review instructions Read the questions for each unit of competency and provide a rating for your peer’s performance in the rating boxes. Be as honest as you can and evaluate your peer as you perceive them to be; not how they think of themselves. Take care to relate the question to the unit title if it seems ambiguous.

For example, question 6 in BSBFLM512A Ensure team effectiveness, asks, ‘How well do you rate your peer’s basic training skills?’ This question refers to how your peer’s training skills rate in ensuring team effectiveness and does not refer to how do your peer’s training skills rate in tree felling training.

Once you have completed the peer assessment form, return it to the relevant person in a self addressed envelope.

Rating Rating meaning

1 Poorly – has difficulty achieving the skill or attribute

2 Below average – can achieve this skill or attribute, but most of his/her peers perform it better

3 Average – performance is similar to most of his/her peers in the industry for this skill or attribute

4 Above average – distinctly better than most of his/her peers for this skill or attribute

5 Very well – only a few of his/her peers perform this skill or attribute better

6 Exceptionally well – often held as an industry leader or an example of best practice for this skill or attribute

BSBFLM501B – Manage personal work priorities and professional development



1 How well does your peer related to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities?

2 How well does your peer interpret written and oral information about workplace requirements?

3 How well does your peer communicate with others, including receiving and analysing feedback?

4 How well does your peer develop and maintain professional networks?

5 How well does your peer research information and use information systems to develop personal and work plans?

6 How well does your peer progress their own management development?


BSBFLM507B – Manage quality customer service



1 How well does your peer research, analyse and report information?

2 How well does your peer plan and organise?

3 How well does your peer work in teams?

4 How well does your peer use problem-solving skills to deal with complex and non-routine difficulties?

5 How well does your peer use technology?

6 How well does your peer use coaching skills to provide support to colleagues?


BSBFLM503B – Manage effective workplace relationships



1 How well does your peer respond to unexpected demands from a range of people?

2 How well does your peer use consultative processes?

3 How well does your peer forge effective relationships with internal people?

4 How well does your peer gain the trust and confidence of colleagues?

5 How well does your peer openly and fairly deal with people?

6 How well does your peer forge relationships with external people?


BSBOHS504A – Apply principles of OHS risk management



1 How well does your peer prepare and present reports for a range of target audiences?

2 How well does your peer coordinate risk management processes?

3 How well does your peer work with organisational personnel to maintain and evaluate risk management procedures?

4 How well does your peer access internal data for risk management?

5 How well do you rate your peer’s control strategies?

6 How well does your peer identify improvement to risk management processes?


BSBFLM509B – Facilitate continuous improvement



1 How well does your peer gain the commitment of individuals to continuous improvement?

2 How well does your peer use consultation skills to facilitate continuous improvement?

3 How well does your peer gain the commitment of teams to continuous improvement?

4 How well does your peer manage the process of monitoring and evaluating?

5 How well does your peer action opportunities for improvement?

6 How well does your peer use mentoring skills to provide support to colleagues?


BSBFLM512A – Ensure team effectiveness



1 How well does your peer facilitate groups?

2 How well does your peer identify the needs, goals and aspirations of others?

3 How well does your peer lead their team?

4 How well do you rate your peer’s flexibility?

5 How does your peer encourage their team?

6 How well do you rate your peer’s basic training skills?


FPI50105 Diploma of Forest and Forest Products REPORTS sheets

FPIHAR5201A Design harvesting plans Evidence collected

R eferences Can you obtain references from others to help verify your competency? Provide references or testimonials from employers, managers or other relevant people including an external

person (eg a contractor) regarding your experience in developing a harvest plan.

E xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in developing a harvest plan.

P ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: a harvest plan measurements to support the plan design market intelligence reports calculations to determine optimum harvest dates relevant licences and permits insurance policies fire control policies and procedures calculations/notes relating to resource requirements for the harvest records that indicate monitoring of weather conditions likely to affect the harvest documents relating to OHS issues a harvest report (to demonstrate that the plan was effective).

O

ral Can you answer questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to designing

harvest plans? How do you assess your insurance requirements and appropriate licences and permits? What information do you need to plan a harvest strategy? What are the fire risks on the property? What fire prevention and control strategies are in place? What preparations do you make for the storage and delivery of harvested material? What factors determine the timing and sequence of the harvest? What circumstances might alter your harvesting plans/operations? What environmental considerations do you take into account when designing harvest plans?

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eview Can you complete the 360 degree review? Have your superordinates, subordinates and an external stakeholder complete and return their review sheets

in the enclosed self-addressed envelopes. Complete your own 360 degree self-assessment and include it in your portfolio of evidence.

T raining Have you undertaken any formal or informal training in this unit? If you have undertaken relevant studies, the subject outlines and copies of your results should be made

available (eg TAFE, management units or courses, Conservation and Land Management courses). Your involvement in informal training (for example, field days, seminars, workshops or consultant group

meetings) is important and should be listed. Copies of programs, agendas, diary entries and notes will verify your involvement.

S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit, the assessor may want you to undertake the following: Inspect a coupe or plantation before, during or after harvest and report on its condition Overview the processes of identifying, assessing and controlling OHS risks and hazards. Interpret a survey report. Overview the use and maintenance requirements of tools, machinery and equipment. Overview the process of organising appropriate equipment and staff to undertake harvest. Calculate yield in various circumstances. Communicate with a range of people (eg contractors, workers, trucking companies, end users, buyers) Overview the processes of evaluating the harvest against predictions and the documenting of the harvest

operations and outcome for analysis.


FPIFGM5206A Develop a native forest regeneration plan Evidence collected


person (eg a contractor) regarding your experience in developing a native forest regeneration plan.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in developing a native forest regeneration

plan.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: a native forest regeneration plan measurements to support the plan design calculations to determine optimum regeneration dates relevant licences and permits that you have obtained insurance policies fire control policies and procedures calculations/notes relating to resource requirements for the regeneration plan records that indicate monitoring of weather conditions likely to affect the regeneration process documents relating to OHS issues a later inventory report (to demonstrate that the plan was effective).

O

ral Can you answer oral questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to developing

regeneration plans? What steps do you take to determine the regeneration technique? How do you assess your insurance requirements and appropriate licences and permits? What information do you need to design a native regeneration plan? What are the fire risks on the property? What fire prevention and control strategies are in place? What factors determine the timing and sequence of the native forest regeneration? What circumstances might alter your regeneration plans? What environmental considerations need to be taken into account when designing a native forest regeneration

plan?

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available (eg TAFE, management units or courses, Conservation and Land Management courses). Your involvement in informal training (eg field days, seminars, workshops or consultant group meetings) is

important and should be listed. Copies of programs, agendas, diary entries and notes will verify your involvement.

S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following: Inspect a coupe before, during or after regeneration and report on its condition. Overview the process of designing a native forest regeneration plan. Overview the processes of identifying, assessing and controlling OHS risks and hazards. Interpret a survey report. Overview the process of organising appropriate equipment and staff to undertake the design of a regeneration

plan. Communicate with a range of people (eg contractors, workers, end users and environmental stakeholders) Overview the processes of evaluating the regeneration against predictions and the documenting of the

regeneration operations and outcome for analysis.


PUAFIR509A Implement prevention strategies (for fire control) Evidence collected


person (eg a contractor) regarding your experience in implementing fire prevention strategies.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in implementing fire prevention strategies.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: an implemented fire prevention strategy document relevant licences and permits insurance policies fire control policies and procedures calculations/notes relating to resource requirements for the implementation of a fire prevention strategy records that indicate monitoring of weather conditions likely to affect the implementation of the fire prevention

strategy documents relating to OHS issues and risk management a follow-up report (to demonstrate that the implementation of the strategy was effective).

O

ral Can you answer oral questions such as those below? What legislative, requirements and codes of practice are relevant to implementing fire prevention strategies? What steps do you undertake to determine whether a fire prevention strategy is required? How do you assess your insurance requirements and appropriate licences and permits? What information do you need to implement a fire prevention strategy? What circumstances might alter the implementation of the prevention strategy? What environmental considerations need to be taken into account when implementing fire prevention

strategies? What techniques do you use to prioritise public safety risk?

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S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit, the assessor may want you to undertake the following: Inspect a coupe or plantation before, during or after implementation of a fire prevention strategy and report on

its condition. Overview the processes of identifying, assessing and controlling OHS risks and hazards. Interpret a survey report. Overview the process of organising appropriate equipment and staff to undertake the implementation of a fire

prevention strategy. Communicate with a range of people (eg contractors, workers, fire and community organisations or

representatives)


PUAFIR509A Implement prevention strategies (for fire control) Pre-requisite

PUACOM011A Develop community awareness networks Evidence collected


person (eg RTO professional or Workplace trainer) regarding your experience in developing community awareness networks.

E

xperience What is your experience in this unit? Prepare a list of dot points describing the range and extent of your experience in developing community

awareness networks.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: Documents relating to a community awareness networks you have developed. A list of resource requirements for a community awareness network. Training plans for a community awareness network.

O

ral Can you answer oral questions such as those below? What information do you need to develop a community awareness network? Sample of inductions, training programs, team training meetings held? What circumstances might alter your community awareness network? How does community awareness network help achieve the organisations mission, goals and objectives? How do you monitor your community awareness network?

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available (eg TAFE, management units or courses, training and assessment courses). Your involvement in informal training (eg field days, seminars, workshops or consultant group meetings) is


S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit, the assessor may want you to undertake the following: Give an overview of a community awareness network you have developed. Identify risks and hazards in a community awareness network. Describe equipment and staff needed to develop a community awareness network. Communicate with a range of people eg contractors, workers, colleagues.



PUAFIR301A Undertake community safety activities (fire) Evidence collected


person (eg RTO professional or Workplace trainer) regarding your experience in developing community safety activities.

E

xperience What is your experience in this unit? Prepare a list of dot points describing the range and extent of your experience in developing community safety

activities.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: Documents relating to community safety activities you have developed. A list of resource requirements for community safety activities. Training plans for a community safety activities.

O

ral Can you answer oral questions such as those below? What information do you need to develop community safety activities? Sample of inductions, training programs, team training meetings held? What circumstances might alter your community safety activities? How does community safety activities help achieve the organisations mission, goals and objectives? How do you monitor your community safety activities?

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S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit, the assessor may want you to undertake the following: Describe a community safety activity you have developed. Describe the OHS risks and hazards in community safety activities. Describe equipment and staff needed to carry out the work of a community safety activities. Communicate with a range of people eg contractors, workers, colleagues.



PUATEA004A Work effectively in a public safety organisation Evidence collected


person (eg RTO professional or Workplace trainer) regarding your experience in effectively working in a public safety organisation.

E

xperience What is your experience in this unit? Prepare a list of dot points describing the range and extent of your experience in effectively working in a public

safety organisation.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: Documents relating to effectively working in a public safety organisation. A list of resource requirements for effectively working in a public safety organisation. Training plans for effectively working in a public safety organisation.

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ral Can you answer oral questions such as those below? What information do you need to effectively working in a public safety organisation? Sample of inductions, training programs, team training meetings held? What circumstances might alter you effectively working in a public safety organisation? How does community safety activities help achieve the organisations mission, goals and objectives? How do you monitor and review your work in a public safety organisation?

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S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit, the assessor may want you to undertake the following: Give an overview of a public safety organisation you have worked effectively in. Describe the OHS risks and hazards in a public safety organisation. Describe equipment and staff needed to carry out the work of a public safety organisation. Communicate with a range of people eg contractors, workers, colleagues.



PUAFIR201A Prevent injury (fire) Evidence collected


person (eg RTO professional or Workplace trainer) regarding your experience in preventing injuries due to fire.

E

xperience What is your experience in this unit? Prepare a list of dot points describing the range and extent of your experience in preventing fire injuries.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: Documents relating to preventing fire injuries. A list of resource requirements for preventing fire injuries. Training plans for preventing fire injuries.

O

ral Can you answer oral questions such as those below? What information do you need to prevent fire injuries occurring? Sample of inductions, training programs, team training meetings held? What circumstances might alter your injury prevention activities? How does preventing injuries due to fire help the organisations mission, goals and objectives?

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S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit, the assessor may want you to undertake the following: Describe how you prevent fire injuries from occurring. Describe the OHS risks and hazards encountered in fires. Describe the equipment and staff needed to carry out injury prevention activities during fires. Communicate with a range of people eg contractors, workers, colleagues.



PUATEA001A Work in a team Evidence collected


person (eg RTO professional or Workplace trainer) regarding your experience in working in a team.

E

xperience What is your experience in this unit? Prepare a list of dot points describing the range and extent of your experience in team work.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: Any evidence that shows you have worked in a team, particularly in a Preform or other fire related team. A list of resource requirements for a fire team.

O

ral Can you answer oral questions such as those below? What are the various roles of members in a fire fighting team? Sample of inductions, training programs, team training meetings held? What circumstances might alter the way your team works? How does team work help achieve the organisations mission, goals and objectives? How do you review your teamwork?

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S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit, the assessor may want you to undertake the following: Describe the team you normally work in. Describe what develops team skills and attitudes. Communicate with a range of people eg contractors, workers, colleagues.



Evidence collected


person (eg a contractor) regarding your experience in preparing and presenting geographic information systems (GIS) data.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in preparing and presenting GIS data.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: examples of prepared and presented GIS data measurements to support prepared GIS data.

O

ral Can you answer oral questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to preparing and

presenting geographic information systems data? What information do you need to prepare and present GIS data? What display principles do you adhere to in preparing and presenting GIS data? What software do you use to prepare and present GIS data?

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S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following: Prepare and display GIS data. Overview the process of preparing and presenting GIS data. Interpret a GIS report. Demonstrate the use of GIS related software.


LGAPLEM612B Protect heritage and cultural assets Evidence collected


person (eg a contractor) regarding your experience in protecting heritage and cultural assets.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in protecting heritage and cultural assets.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: a heritage and cultural asset protection plan measurements to support the plan design community consultation reports relevant licences and permits insurance policies fire control policies and procedures calculations/notes relating to resource requirements protecting heritage and cultural assets documents relating to budgeting and community education.

O

ral Can you answer oral questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to protecting

heritage and cultural assets? What steps do you undertake to protect heritage and cultural assets? How do you assess your insurance requirements and appropriate licences and permits? What information do you need to plan to protect heritage and cultural assets? What are the fire risks on the property? What fire prevention and control strategies are in place? What factors determine the timing and sequence of the protection of the heritage and cultural assets? What environmental considerations need to be taken into account when protecting heritage and cultural

assets?

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S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following: Overview the processes of identifying, researching and protecting heritage and cultural assets. Interpret a heritage and cultural report. Overview the process of organising appropriate equipment and staff to undertake the protection of heritage

and cultural assets. Communicate with a range of people (eg elders, community and government agencies). Demonstrate evaluation methodologies.


FPIFGM5202A Manage tending operations in a native forest Evidence collected


person (eg a contractor) regarding your experience in managing tending operations in a native forest.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in managing tending operations in a native

forest.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: a management plan for tending operations in a native forest measurements to support the plan design market intelligence reports relevant licences and permits insurance policies fire control policies and procedures calculations/notes relating to resource requirements for the tending operations records that indicate monitoring of weather conditions likely to affect the tending operations documents relating to OHS issues a tending operations report (to demonstrate that the operations were effective).

O

ral Can you answer oral questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to tending

operations in a native forest? What steps do you undertake to manage tending operations in a native forest? How do you assess your insurance requirements and appropriate licences and permits? What information do you require to manage tending operations in a native forest? What are the fire risks on the property? What fire prevention and control strategies are in place? What factors determine the timing and sequence of the tending operations in a native forest? What circumstances might alter your tending operations in a native forest? What environmental considerations need to be taken into account when implementing tending operations in a

native forest?

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S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following: Inspect a coupe before, during or after tending operations report on its condition. Overview the process of tending operations. Overview the processes of identifying, assessing and controlling OHS risks and hazards. Interpret a tending operations report. Overview the process of organising appropriate equipment and staff to undertake tending operations. Communicate with a range of people (eg contractors, workers, trucking companies, end users and buyers).


FPIFGM5203A Coordinate stand nutrition Evidence collected


person (eg a contractor) regarding your experience in coordinating stand nutrition.

E xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in coordinating stand nutrition.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: a nutrition plan for a coupe or plantation measurements to support the plan design calculations to determine optimum nutrition rates relevant licences and permits (if any) calculations/notes relating to resource requirements for the nutrition plan implementation records that indicate monitoring of weather conditions likely to affect the coordination of stand nutrition documents relating to OHS and environmental issues a harvest report (to demonstrate that the plan was effective).

O

ral Can you answer oral questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to coordinating

stand nutrition? What steps do you undertake to determine a need for stand nutrition? What information do you need to plan a nutrition strategy? What factors determine the timing and sequence of the stand nutrition? What circumstances might alter your plans/operations? What environmental considerations need to be taken into account when implementing or planning stand

nutrition? What are the nutrient requirements of a selected target species?

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S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following: Inspect a coupe or plantation before, during or after stand nutrition and report on its condition. Overview the process of coordinating stand nutrition. Overview the processes of identifying, assessing and controlling OHS risks and hazards. Interpret a nutrition survey report. Overview the process of organising appropriate equipment and staff to undertake stand nutrition. Communicate with a range of people (eg contractors, workers, scientists and consultants). Overview the processes of evaluating the harvest against predictions and determining the effectiveness of the

nutrition program.


FPIFGM5205A Coordinate plantation tending operations Evidence collected


person (eg a contractor) regarding your experience in coordinating plantation tending operations.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in coordinating plantation tending

operations.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: a plantation tending operation plan you have coordinated evidence of coordinating tending operations you have been involved with calculations to determine optimum methods of tending operations relevant licences and permits insurance policies fire control policies and procedures calculations/notes relating to resource requirements for the plantation tending operations records that indicate monitoring of weather conditions likely to affect the tending operations documents relating to OHS issues a harvest or inventory report (to demonstrate that the tending operations were effective).

O

ral Can you answer oral questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to coordinating

plantation tending operations? What information do you need to plan a plantation tending operation strategy? What are the fire risks on the plantation? What fire prevention and control strategies are in place? What factors determine the timing and sequence of the plantation tending operations? What circumstances might alter your plantation tending operations? What environmental considerations need to be taken into account when coordinating plantation tending

operations? What forest health problems can be addressed through plantation tending operations?

R






S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following: Inspect a plantation before, during or after tending operations and report on its condition. Overview the process of plantation tending operations. Overview the processes of identifying, assessing and controlling OHS risks and hazards. Interpret a plantation report. Overview the process of organising appropriate equipment and staff to undertake plantation tending

operations. Calculate yield in various given circumstances. Communicate with a range of people (eg contractors and workers).


FPIFGM5209A Manage coupe planning Evidence collected


person (eg a contractor) regarding your experience in managing coupe planning.

E xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in managing coupe planning.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: a coupe plan that forms part of an overall planning process you have managed. measurements to support the plan design. market intelligence reports. coupe planning guidelines, timeframes and procedures you use in managing planning. relevant licences and permits. insurance policies. fire control policies and procedures. calculations/notes relating to resource requirements for the production of coupe plans. documents relating to OHS issues. a harvest report (to demonstrate that the plans were effective).

O

ral Can you answer oral questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to coupe planning? What steps do you undertake to determine crop readiness? How do you assess your insurance requirements and appropriate licences and permits? What information do you need to plan a logging strategy? What are the fire risks in the coupe? What fire prevention and control strategies are in place? What preparations are required for the storage and delivery of logs? What factors determine the timing and

sequence of the logging? What circumstances might alter logging plans/operations? What environmental considerations need to be taken into account when coupe planning? What logging methodologies are used in developing a coupe plan?

R






S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following. Describe the regeneration method used in a coupe you have managed the planning for. Overview the process of coupe planning. Overview the processes of identifying, assessing and controlling OHS risks and hazards. Interpret an inventory or survey report. Overview the process of organising appropriate equipment and staff to undertake coupe planning. Communicate with a range of people (eg contractors, workers, trucking companies, end users and buyers). Overview the processes of evaluating the coupe planning against predictions and the documenting of the

coupe operations and outcome for analysis.


RTD5402A Develop a strategy for the management of target pests Evidence collected


person (eg a contractor) regarding your experience in developing a strategy for the management of target pests.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in developing a strategy for the

management of target pests.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: a strategy for the management of target pests measurements or survey results to support the strategy design calculations to determine optimum management dates relevant licences and permits insurance policies fire control policies and procedures calculations/notes relating to resource requirements for the management of target pests records that indicate monitoring of weather conditions likely to affect the management of target pests documents relating to OHS issues a follow-up survey (to demonstrate that the strategy was effective).

O

ral Can you answer oral questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to management of

target pest strategies? What steps do you undertake to determine crop damage and critical control points? How do you assess insurance requirements and appropriate licences and permits? What information do you need to plan a pest management strategy? What factors determine the timing and sequence of the pest management? What circumstances might alter a management strategy? What environmental considerations need to be taken into account when implementing pest management

strategies?

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S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following. Inspect a coupe or plantation before, during or after pest control and report on its condition. Overview the process of developing a pest management strategy. Overview the processes of identifying, assessing and controlling OHS risks and hazards. Interpret a target pest survey report. Overview the process of organising appropriate equipment and staff to undertake pest management. Communicate with a range of people (eg contractors, workers, end users and buyers).


FPICOT5201A Implement sustainable forestry practices Evidence collected


person (eg a contractor) regarding your experience in implementing sustainable forestry practices.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in implementing sustainable forestry

practices.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: a plan or survey or other document that shows you are compliant with current understandings of sustainable

forestry practices measurements to support the plan design calculations/notes relating to resource requirements for the harvest records that indicate monitoring of weather conditions likely to affect the harvest documents relating to OHS issues a harvest report (to demonstrate that the plan was effective).

O

ral Can you answer oral questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to implementing

sustainable forestry practices? What steps do you take to determine sustainability has been achieved? How do you assess insurance requirements and appropriate licences and permits? What environmental considerations need to be taken into account when implementing sustainable forestry

practices? What soil testing processes and results interpretation are used in your organisation?

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S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following: Inspect a coupe or plantation before, during or after a forestry operation and report on its condition. Overview forestry practices. Overview the processes of identifying, assessing and controlling OHS risks and hazards. Communicate with a range of people (eg contractors and workers). Recognise common diseases, pests and nutritional deficiencies.


BSBCMN419A Manage projects Evidence collected


person (eg a contractor) regarding your experience in managing projects.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in managing projects.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: a project you have managed, including planning, monitoring and results calculations/notes relating to resource requirements for the project.

O

ral Can you answer oral questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to managing

projects What information do you need to manage a project? What are the fire risks on the property? What fire prevention and control strategies are in place? What preparations do you make for the management of a project? What circumstances might alter your management of a project? What factors determine the timing and sequence of the project management? How does the project relate to the organisation’s mission, goals and objectives?

R






S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following: Provide an overview of a recent successful project you have managed. Overview the processes of identifying, assessing and controlling OHS risks and hazards. Overview the process of organising appropriate equipment and staff to undertake the project. Communicate with a range of people (eg contractors, workers, end users and buyers).


BSBFLM505B Manage operational plan Evidence collected


person (eg a contractor) regarding your experience in managing operational forestry plans.

E xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in managing operational plans.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: an operational plan you have managed measurements to support the plan design market intelligence reports relevant licences and permits insurance policies fire control policies and procedures calculations/notes relating to resource requirements for the operational plan records that indicate monitoring of weather conditions likely to affect the operational plan documents relating to OHS issues.

O


operational plans? What steps do you take to determine the need for an operational plan? How do you assess insurance requirements and appropriate licences and permits? What information do you need to manage an operational plan? What fire prevention and control strategies are in place? What factors determine the timing and sequence of the operational plan? What circumstances might alter your operations? What environmental considerations need to be taken into account when managing operational plans? How do you identify and resolve problems?

R






S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following. Overview the process of planning operations. Overview the processes of identifying, assessing and controlling OHS risks and hazards. Interpret a survey report or inventory. Overview the process of organising appropriate equipment and staff to undertake operations. Communicate with a range of people (eg contractors and workers).



Evidence collected


person (eg a contractor) regarding your experience in managing forestry information and interpretations programs.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in managing forestry information and

interpretations programs.

P ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: a forestry information and interpretations program you have managed market or community intelligence reports calculations/notes relating to resource requirements for the forestry information and interpretations programs.

O


forestry information and interpretations programs? How do you assess insurance requirements and appropriate licences and permits? What information do you need to manage a forestry information and interpretations program? What factors determine the timing and sequence of the information and interpretations program? What circumstances might alter your information and interpretations program? What environmental considerations need to be taken into account when managing forestry information and

interpretations programs?

R






S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following: Overview the process of managing forestry information and interpretations programs. Overview the processes of identifying, assessing and controlling OHS risks and hazards. Show an information and interpretations program. Overview the process of organising appropriate equipment and staff to undertake information and

interpretations programs. Communicate with a range of people (eg contractors, workers, end users, buyers and educational groups).


RTF4003A Plan a plant establishment program Evidence collected


person (eg a contractor) regarding your experience in planning a plant establishment program.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in planning a plant establishment program.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: a plant establishment plan measurements to support the plan design market intelligence reports calculations to determine optimum establishment dates relevant licences and permits insurance policies fire control policies and procedures calculations/notes relating to resource requirements for the plant establishment records that indicate monitoring of weather conditions likely to affect the plant establishment documents relating to OHS issues an establishment report, (is follow-up work required to demonstrate that the plan was effective?) research on an aspect of plant establishment.

O

ral Can you answer oral questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to planning a plant

establishment program? What steps do you undertake to determine plant establishment requirements are adequate? How do you assess insurance requirements and appropriate licences and permits? What information do you need to plan a plant establishment program? What fire prevention and control strategies are in place? What factors determine the timing and sequence of the plant establishment? What circumstances might alter your plant establishment program? What environmental considerations need to be taken into account when planning a plant establishment

program?

R






S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following. Inspect a plantation before, during or after plant establishment and report on its condition. Overview the

process of pre plant establishment. Overview the processes of identifying, assessing and controlling OHS risks and hazards. Interpret a survey report. Overview the process of organising appropriate equipment and staff to undertake plant establishment. Communicate with a range of people (eg contractors and workers).


FPIFGM5201A Plan and manage an inventory program Evidence collected


person (eg a contractor) regarding your experience in planning and managing an inventory program.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in planning and managing an inventory

program.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: an inventory program you have planned and managed measurements to support the program design calculations to determine optimum harvest or logging dates.

O

ral Can you answer oral questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to planning and managing an inventory program? What information do you need to plan an inventory program? What factors determine the timing and sequence of the inventory program? What circumstances might alter your inventory program? What environmental considerations need to be taken into account when planning and managing an inventory

program? How do market demands affect planning and managing an inventory program?

R






S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following. Inspect a coupe or plantation before, during or after inventory. Overview the process of planning and managing an inventory program Overview the processes of identifying, assessing and controlling OHS risks and hazards. Interpret an inventory report. Overview the process of organising appropriate equipment and staff to undertake inventories. Calculate yield in various given circumstances. Communicate with a range of people (eg contractors and workers). Overview the processes of evaluating the harvest against predictions and the documenting of the harvest

operations and outcome for analysis.


RTE5525A Manage trial and/or research material Evidence collected


person (eg a contractor) regarding your experience in managing trials or research materials.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in managing trials or research materials.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: a completed trial report documented research material research report calculations relating to trial work or research relevant licences and permits insurance policies fire control policies and procedures ecological or environmental guidelines for the trial or research calculations/notes relating to resource requirements for the trial or research a trial schedule or timeline.

O

ral Can you answer oral questions such as those below? What legislative, regulatory or certification requirements and codes of practice are relevant to managing trials

and research projects? How do you assess insurance requirements and appropriate licences and permits? What information do you need to manage a trial? What are the fire risks on the property? What fire prevention and control strategies are in place? What circumstances might alter your trial plans or research project?

R




available (eg TAFE, management units or courses, Conservation and Land Management courses). Your involvement in informal training (for example, field days, seminars, workshops or consultant group

meetings) is important and should be listed. Copies of programs, agendas, diary entries and notes will verify your involvement.

S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following: Describe your research methodology for a trial or research project you have been involved in recently Overview the processes of identifying, assessing and controlling OHS risks and hazards. Interpret a trial or research report. Overview the process of organising appropriate equipment and staff to undertake trials. Describe the scope and extent of a trial you are involved in. Communicate with a range of people (eg scientists, managers and stakeholders). Overview the processes of evaluating the trial against predictions and the documenting of the trial results and

outcome for analysis.


BSBMGT508A Manage risk management system Evidence collected


person (eg a contractor or WorkSafe inspector) regarding your experience in managing risk management systems.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in managing risk management systems.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: documents relating to a risk management system you have managed, including planning, monitoring and

results calculations/notes relating to resource requirements for the risk management system training plans for staff working in the area of risk management risk management reviews you have undertaken data collected to monitor risk management across the organisation or its operations advice provided to staff on risk management.

O

ral Can you answer oral questions such as those below? What are FPC’s risk management systems? What legislative, regulatory or certification requirements and codes of practice are relevant to risk

management systems? What information do you need to manage a risk management system? What circumstances might alter your management of a risk management system? What factors determine the timing and sequence of the risk management system? How does the risk management system relate to the organisation’s mission, goals and objectives? How do you maintain currency of your risk management strategies? How do you monitor and review your risk management systems?

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available (eg TAFE, management units or courses, Risk assessment courses). Your involvement in informal training (eg field days, seminars, workshops or consultant group meetings) is


S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following: Provide an overview of a risk management system you have managed. Overview the processes of identifying, assessing and controlling OHS risks and hazards. Overview the process of organising appropriate equipment and staff to undertake the risk management

system. Communicate with a range of people (eg contractors, workers and colleagues). Demonstrate your risk assessment skills.


BSBFLM511B Develop a workplace learning environment Evidence collected


person (eg RTO professional or workplace trainer) regarding your experience in developing workplace learning environments.

E

xperience What is your experience in this unit? Prepare a list, describing the range and extent of your experience in developing workplace learning

environments.

P

ortfolio Can you provide a portfolio of samples of your work in this unit? The following are examples of materials which will be relevant to the assessor: documents relating to a workplace learning environment you have managed, including planning, monitoring

and results a list of the resource requirements for the workplace learning environment training plans for a workplace learning environment mentoring and coaching records samples of inductions, training programs and team training meetings held.

O

ral Can you answer oral questions such as those below? What information do you need to develop a workplace learning environment? What circumstances might alter your workplace learning environment? How does the workplace learning environment relate to the organisation’s mission, goals and objectives? How do you monitor and review your workplace learning environment?

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S kills Can you show or demonstrate this particular unit to the assessor? At the time of your workplace visit the assessor may want you to undertake the following: Provide an overview of a workplace learning environment you have managed. Overview the processes of identifying, assessing and controlling OHS risks and hazards in the workplace

learning environment. Overview the process of organising appropriate equipment and staff to undertake the workplace learning

environment. Communicate with a range of people (eg contractors, workers and colleagues).

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FPI50105 Diploma of Forest and Forest Products Introduction The aim of this information sheet is to show you how to have your skills formally recognised, obtain Diploma and Certificate IV qualifications in Forestry, based on these skills, and consider your future training requirements.

Skills People often develop skills through their job or roles within the community. These skills may not be reflected in the qualifications a person holds in doing their job and often recognition or promotion depends on such a qualification. When you can do something properly and confidently you can say that you are skilled. You already use many skills to survive in everyday living to:

• work in your job role

• network with fellow professionals

• contribute to family life

• be active in the community

• manage your personal affairs.

Qualifications An RPL for a qualification is simply a formal recognition of your skills.

It is inevitable forest managers and supervisors have built up a range of skills and abilities in the workplace through experience, formal and informal training and workshops. This 'bank' of skills, knowledge and abilities they have developed can now be measured against nationally recognised industry standards. The Forest Products Commission and other stakeholders have established a process to assist people in the forestry industry to appraise their skills and abilities against nationally recognised standards.

Why bother? Going through the Recognition of Prior Learning process:

• identifies skills and knowledge used in both the workplace and in life

• enhances self-confidence

• highlights opportunities for personal and professional development

• demonstrates that many skills are transferable to other roles or careers

• establishes a springboard into other areas such as university, consultancy, obtaining scholarships and grants and roles in boards and committees etc

• assists in demonstrating your compliance with duty of care and contributing to your organisation’s demonstration of continuous improvement

• demonstrates professionalism and can assist with job applications and promotions within your organisation.

Five steps to having your forestry skills recognised and developed Step 1 – Briefing Find out how the process works by discussing with the assessment officer and reading this information package.

Step 2 – Planning interview Decide which units of competency (UOC) you will apply to have your skills recognised by undertaking the following.

• Determine your job role, for example, a managerial role would require diploma competencies and a supervisor role would require Certificate IV competencies.

• Determine what competencies you are comfortable with or good at. Look at the titles of the Units of Competencies and discuss these with an assessment officer.

• Compare your knowledge and skills with the relevant REPORTS sheet for specific competencies.

• Choose competencies that best recognise the skills that you already have. Your assessment officer will help you with this.

Step 3 – Evidence gathering Prepare your case. The more evidence you provide, the easier it will be for the assessment panel to judge your competency. You should produce current documentary evidence from your work records, rather than producing new work to meet the requirements of the UOC.

Produce a CV or resume.

Develop a job role profile that outlines what you do in your job, what is the area you are responsible for, how do you fit into the organisational structure and who (if anyone) you supervise. Use a JDF or similar if you have them at your disposal. Job review evidence is also good evidence of competence in certain roles.

You will have to present a case in the format of a REPORTS sheet for each UOC you have chosen.

That is:

References Can you obtain references to confirm your experience and ability?

Experiences Can you list your experiences?

Portfolio Can you provide a portfolio of work documents related to the UOC?

Oral answers Can you provide oral answers to demonstrate your underpinning knowledge?

Review Can you complete the 360o self-assessment feedback review and have your superordinates, subordinates and external stakeholder complete and return their review sheets?

Training What training have you undertaken in this subject and have you used it? Can you produce copies of relevant training records if available?

Skills Can you demonstrate your skills relating to the UOC?

Step 4 – Assessment interview Schedule an interview appointment with the assessment officer to present your evidence. An assessment interview will be conducted using questions from the REPORTS sheets for your chosen units of competency. The interview will be recorded and stored as an MP3, with your enrolment occurring at this point of the process.

Step 5 – Results The assessment officer will submit your case to an assessment panel, which may include a qualified forester, an RTO assessor and/or the training consultant from the Forest Products Commission or other industry body. Your application will then be assessed and you will be informed of the outcome.

Depending on the outcome, you may need to consider any gaps in your knowledge that have become apparent while completing Steps 2 to 4. You are then in a position to plan for the future. Depending on the outcome you may:

• receive a qualification

• plan to complete the remaining units

• submit further information to the committee

• appeal the decision of the panel

• decide upon how to fill any gaps in your skills by discussing with an assessment officer.

What to do The applicant can arrange an appointment with the RPL coordinator for an interview at the applicant’s workplace, which will consist of:

• a briefing about the process

• an mp3 recorded interview on the job role

• a selection of the units of competencies (UOC)

• a photograph

• a booklet containing all the REPORTS sheets for your units of competency

• 360o feedback review sheets

• self-addressed envelopes will either be given or mailed to you to enable you to compile your evidence.

When you have compiled sufficient evidence, contact your RTO or Forest Products Commission training consultant or other industry body and an assessment interview will be arranged at your workplace.

If the assessment officer accepts the evidence as complete, you will be enrolled and the evidence will be presented to the assessment panel.

FPI50105 Diploma of Forest and Forest Products Training and assessment strategy

Packaging rules: A total of fifteen (15) units must be completed. Six (6) compulsory units must be completed from the core group below. Between five (5) and nine (9) units must also be selected from Group B in the training package. If required, an additional two (2) units from Groups B and C from the training package must be selected. If required, an additional two (2) units from Groups B, C and/or D must be selected.

Unit code Abbreviated unit title Status Hrs

BSBFLM501B Manage personal work priorities and professional development Core 50

BSBFLM503B Manage effective workplace relationships Core 50

BSBFLM507B Manage quality customer service Core 50

BSBFLM509B Facilitate continuous improvement Core 50

BSBFLM512A Ensure team effectiveness Core 50

BSBOHS504A Apply principles of OHS risk management Core 50

PUAFIR509A

Implement prevention strategies PUACOM011A Develop community awareness networks PUAFIR301A Undertake community safety activities (Fire) PUATEA004A Work effectively in a public safety organisation PUAFIR201A Prevent injury (Fire specific) PUATEA001A Work in a team

Group B Prerequisite Prerequisite Prerequisite Prerequisite Co-requisite

120

FPIFGM5206A Develop a native forest regeneration plan Group B 90

LGAPLEM404A Prepare and present geographic information systems data Group B 20

LGAPLEM612B Protect heritage and cultural assets Group B 40

FPIFGM5202A Manage tending operations in a native forest Group B 90

FPIFGM5203A Coordinate stand nutrition Group B 120

FPIFGM5205A Coordinate plantation tending operations Group B 120

FPIFGM5209A Manage coupe planning Group B 200

RTD5402A Develop a strategy for the management of target pests Group B 40

FPIHAR5201A Design harvesting plans Group B 200

FPICOT5201A Implement sustainable forestry practices Group C 120

BSBCMN419A Manage projects Group C 50

BSBFLM505B Manage operational plan Group C 50

Qualification structure

[AQTF Standards 9.3ii, 9.3iv]

Entry requirements Candidates are required to be working in the Forestry industry in a managerial or supervisory role with at least five (5) years experience or have been in a similar role within the last three (3) years.

Prerequisites are dealt with in the following manner.

PUAFIR509A has four (4) prerequisite units and one (1) co-requisite unit. These units form a cluster that assess competency in:

o community awareness

o community safety

o working effectively in a public safety organisation

o the ability to prevent fire injuries

o working within a team.

The candidate being assessed at Diploma level will have considerable experience with all aspects of fire control and community liaison through virtue of their experience in their organisation. Consequently, the lower level qualifications will be assessed though demonstration of competency at the higher level. Evidence will be collected to demonstrate competence and experience in operational fire control, as well as the implementation of fire strategies.

FPICOT5202A Manage forestry information and interpretations programs Group C 40

Delivery mode:

Training and assessment will be conducted in the workplace after a skills recognition exercise. It is envisaged that the bulk of candidates will satisfy RPL requirements for most, if not all units. The skills recognition exercise involves an interview, compilation of an evidence portfolio and a 360 degree peer/self evaluation.


Target group Implications for delivery and assessment

Forestry leaders who do not possess formal VET qualifications in forestry/management but would like to have their significant high level experience in the industry recognised.

Individual learning plans will need to be developed to reflect the skills and knowledge acquired in the course of employment.

Proposed target groups

Forestry leaders who do possess formal VET forestry/management qualifications, with some industry experience but are looking to obtain higher qualifications

Ensure access to Diploma level work experience combined with management and planning opportunities to allow for assessments to be completed.

How learning needs will be identified:

Learning needs will be initially identified through student interview. Students’ learning needs may also be identified through self-referral and by observing their performance in compiling evidence to substantiate a skills recognition claim. The skills recognition exercise will identify skills gaps that will be addressed by additional training opportunities. The workplace training committee and the workplace training officer can also assist in identifying learning needs.

Abbreviated unit title Cluster details Week Manage personal work priorities and professional development

Manage effective workplace relationships

Manage quality customer service

Facilitate continuous improvement

Ensure team effectiveness

Apply principles of OHS risk management

Core units

Strategy for the management of target pests

Develop a native forest regeneration plan

Geographic information systems data

Protect heritage and cultural assets

Design harvesting plans

Planning units

Coordinate stand nutrition

Coordinate plantation tending operations

Manage coupe planning

Manage tending operations in a native forest

Implement sustainable forestry practices

Manage projects

Manage operational plan

Manage forestry information and interpretations programs

Delivery and assessment structure

Implement prevention strategies (Fire unit)

Management units

1–20


Customisation rules

Customisation will be achieved via the range of electives made available to students.

Contextualisation can be used to meet the needs of both students and enterprise, although the content, intent, breadth, complexity or size of the units cannot be altered. The principal means available is to add to the indicative (not prescriptive) range statements. Imported units from other training packages may be contextualised to the forestry industry. For example, the Aboriginal heritage unit has a Local Government context, which will be customised to a forestry context.

Assessment guidelines and evidence guideline requirements

The Forest and Forest Products Training Package Assessment Guidelines make the following points:

‘The technology, size and complexity of the equipment to be used, Occupational Health and Safety issues, and legislative and regulatory requirements, may require assessment for an AQF qualification in some sectors of the Forest and Forest Products Industry to be conducted in the workplace or a simulated situation. On-the-job assessment conducted in the workplace or in a simulated situation ensures that candidates can function effectively in the real work environment and that the competencies are relevant to the work site and industry.’

Assessment must be consistent with the requirements of the AQTF.

The endorsed units of competency must be used as the benchmarks for assessment.

Trainer and assessor requirements of the AQTF must be met.

The principles of assessment must be complied with.

The rules of evidence must be complied with.

Assessors should comply with the Code of Conduct for Assessors.

Integrated (clustered) assessment should be pursued where possible.


RPL interview RPL portfolio 360 feedback review Unit code Unit title

Exp OQ Ref JDF Doc Self Other

BSBFLM501B Manage personal work priorities and professional development

BSBFLM503B Manage effective workplace relationships

BSBFLM507B Manage quality customer service BSBFLM509B Facilitate continuous improvement

BSBFLM512A Ensure team effectiveness

BSBOHS504A Apply principles of OHS risk management

PUAFIR509A Implement prevention strategies FPIFGM5206A Develop a native forest regeneration

plan


LGAPLEM612B Protect heritage and cultural assets

FPIFGM5202A Manage tending operations in a native forest

FPIFGM5203A Coordinate stand nutrition

FPIFGM5205A Coordinate plantation tending operations

FPIFGM5209A Manage coupe planning

RTD5402A Develop a strategy for the management of target pests

FPIHAR5201A Design harvesting plans

FPICOT5201A Implement sustainable forestry practices

BSBCMN419A Manage projects BSBFLM505B Manage operational plan

Evidence gathering techniques


Key RPL interview = Recognition of Prior Learning interview Exp = Initial interview detailing experience and scope of roles in forestry OQ = Oral questioning, a second assessment interview based on the evidence guideline requirements for the unit RPL portfolio = Recognition of Prior Learning portfolio containing references, job description files and relevant documents 360 feedback review = Self assessment and peer review sheets.

Evidence gathering tools

The two key assessment tools used to guide the RPL exercise are provided – they are the RPL Pack and the 360 Degree Review (2 parts).

Pathways One pathway exists in relation to this qualification for the target group and that is the skills recognition and further training and assessment [RPL] pathway. Graduates may also consider further training in forestry at an undergraduate level.


Provision of feedback after assessment

Feedback will be provided to students after assessment in the following ways:

written comments will be provided on assessment coversheets

verbal comments will be provided after the assessment interview

verbal comments will be provided after the RPL process is complete.

Direct supervision arrangements The RPL evidence will be assessed by a panel consisting of an equivalent tertiary qualified forester and two Certificate IV qualified assessors.

Relevant legislation and regulations

The following legislation and accompanying regulations are considered important and relevant to training and assessment in relation to this qualification:

Agricultural and Veterinary Chemicals (Western Australia) Act 1995 Aerial Spraying Control Act 1966 Albany Hardwood Plantation Agreement Act 1993 Bush Fires Act 1954 Conservation and Land Management Act 1984 Dardanup Pine Log Sawmill Agreement Act 1992 Environmental Protection Act 1986 Explosives And Dangerous Goods Act 1961 Fertilizers Act 1977 Forest Products Act 2000 Fire Brigades Act 1942 Native Title (State Provisions) Act 1999 Sandalwood Act 1929 Tree Plantation Agreements Act 2003

Workplace training, assessment and monitoring arrangements

It is intended that the primary pathway to completion of this qualification will be via skills recognition. It is envisaged that the evidence gathering related to the skills recognition process will occur in a work context. Access to the work environment for assessment purposes will be negotiated with the site manager or employer as is appropriate.

Subsequent training, should it be required, will be provided in the workplace with the permission of the site manager or employer.

Strategies for monitoring, supporting and assessing external studies students

Not available in the external studies mode.


Continuous improvement mechanisms

The RPL assessment process is reviewed with each candidate at the end of the process, with improvements implemented for future delivery. Information that could contribute to such improvement may be gathered from the following sources:

• verbal feedback provided at the final assessment interview (recorded)

• written student feedback provided on the assessment coversheet

• written student feedback provided on the unit evaluation forms

• minutes obtained from assessment validation meetings between assessment panel members and Curriculum Advisory Group (CAG) meetings.

• assessor self-review reports

• reports from industry consultation meetings (West Australian Primary Industry Training Council and Forestry Division meetings)

• complaints mechanisms.

Signature

Position

Printed name

Date

FPI5

0105

Dip

lom

a of

For

est a

nd F

ores

t Pro

duct

s R

ecog

nitio

n of

Prio

r Lea

rnin

g

Info

rmat

ion

prov

isio

n Pl

anni

ng

(may

form

par

t of t

he

info

rmat

ion

inte

rvie

w)

Evid

ence

col

lect

ion

(to b

e co

llect

ed b

y th

e ca

ndid

ate

any

time

afte

r the

info

rmat

ion

sess

ion

and

avai

labl

e at

the

asse

ssm

ent)

Ass

essm

ent

judg

emen

ts

(mad

e in

con

junc

tion

with

the

RTO

and

rele

vant

con

tent

ex

pert)

Feed

back

/deb

rief

• A

sses

sor p

rovi

des

a br

iefin

g se

ssio

n fo

r the

can

dida

te o

n pr

oces

s an

d th

e R

PL

requ

irem

ents

. Thi

s m

ay b

e vi

a a

grou

p in

form

atio

n se

ssio

n, a

n em

ail o

r a fa

ce-to

-face

m

eetin

g.

• A

sses

sor s

tress

es th

e im

porta

nce

of g

ap a

naly

sis

as

a to

ol to

impr

ove

the

cand

idat

e’s

abili

ty to

acc

ess

usef

ul tr

aini

ng.

• C

andi

date

is e

ncou

rage

d to

st

ate

thei

r goa

ls a

nd id

entif

y th

e ga

ps in

thei

r exp

erie

nce,

le

arni

ng a

nd q

ualif

icat

ions

. •

An

indi

vidu

al tr

aini

ng p

lan

will

be d

evel

oped

with

the

cand

idat

e.

Key

poi

nts

• a

supp

orte

d pr

oces

s •

two-

way

com

mun

icat

ion

• in

form

atio

n sh

arin

g •

RP

L pr

oces

s is

cle

ar

Can

dida

te re

ceiv

es:

• in

form

atio

n on

the

qual

ifica

tion,

jo

b ro

le re

quire

men

ts a

nd a

list

of

com

pete

ncie

s •

enro

lmen

t inf

orm

atio

n an

d an

ex

plan

atio

n of

how

the

RP

L pr

oces

s w

orks

•

cont

act p

hone

num

bers

or

emai

l add

ress

es

• a

time

and

date

for a

pla

nnin

g in

terv

iew

(the

pla

nnin

g in

terv

iew

may

be

part

of th

e in

form

atio

n se

ssio

n or

sc

hedu

led

sepa

rate

ly)

• an

indi

catio

n of

the

time

and

cost

to c

ompl

ete

the

RP

L..

• C

andi

date

spe

cifie

s th

eir

com

pete

ncie

s, b

ut is

gui

ded

by

the

asse

ssor

. •

Ass

esso

r dis

cuss

es th

e ca

ndid

ate’

s ch

oice

s an

d of

fers

ad

vice

rega

rdin

g co

mpi

ling

evid

ence

. •

RTO

ass

esso

r is

avai

labl

e fo

r co

nsul

tatio

n an

d ad

vice

/ass

esso

r tra

inin

g as

re

quire

d.

Key

poi

nts

• a

supp

orte

d pr

oces

s,

enco

urag

ing

the

cand

idat

e to

re

cogn

ise

own

wor

th

• tw

o-w

ay c

omm

unic

atio

n, u

sing

di

scus

sion

and

stra

tegi

c qu

estio

ning

•

a pr

actic

al p

roce

ss –

inte

rvie

w

and

obse

rvat

ion

driv

en

• in

terv

iew

gen

erat

es e

vide

nce.

C

andi

date

rece

ives

: •

a co

mpl

ete

pack

age

of s

elf-

asse

ssm

ent s

heet

s fo

r the

un

its o

f com

pete

ncy

iden

tifie

d as

nec

essa

ry to

per

form

the

job

• de

tails

of c

ompe

tenc

y,

elem

ents

and

crit

ical

asp

ects

of

asse

ssm

ent

• ex

ampl

es o

f evi

denc

e w

hich

m

ay c

ontri

bute

to a

sses

smen

t •

an a

sses

smen

t tim

efra

me.

Evid

ence

may

incl

ude:

•

reco

rds

of fo

rmal

trai

ning

co

mpl

eted

in re

late

d fie

lds

• w

ork-

base

d ob

serv

atio

n •

reco

rd o

f int

ervi

ew w

ith

cand

idat

e co

verin

g th

e cr

itica

l as

pect

s of

ass

essm

ent (

shou

ld

be c

ondu

cted

in th

e ca

ndid

ate’

s w

orkp

lace

, usi

ng a

st

ruct

ured

com

pete

ncy

inte

rvie

w te

chni

que

with

op

portu

nity

for c

larif

icat

ion

of

evid

ence

giv

en)

• or

al q

uest

ions

for k

now

ledg

e te

stin

g •

third

par

ty e

vide

nce

(sig

ned

by

a su

perv

isor

) •

audi

o re

cord

ing

of th

e ca

ndid

ate

dem

onst

ratin

g th

eir

skills

and

or k

now

ledg

e •

a JD

F or

résu

mé

(PD

RS

) •

portf

olio

evi

denc

e if

rele

vant

•

a re

fere

nce

from

a s

uper

viso

r or

pre

viou

s em

ploy

er (c

heck

th

e cu

rrenc

y).

Key

poi

nts

Seco

ndar

y ev

iden

ce m

ust b

e va

lidat

ed –

that

is e

vide

nce

that

is

not d

irect

ly h

eard

or w

itnes

sed.

W

orkp

lace

ass

esso

r will

dis

cuss

th

e ca

ndid

ate’

s ev

iden

ce a

nd

prov

ide

feed

back

on

thei

r pr

ogre

ss.

Ass

esso

r:

• re

view

s ev

iden

ce w

ith

cand

idat

e •

ackn

owle

dges

can

dida

te’s

wor

k •

links

evi

denc

e to

ele

men

ts o

f co

mpe

tenc

y, c

ritic

al a

spec

ts o

f as

sess

men

t, es

sent

ial

know

ledg

e an

d un

derp

inni

ng

skills

•

calc

ulat

es a

reas

of r

isk

whe

re

mor

e ev

iden

ce m

ay b

e re

quire

d •

uses

stra

tegi

c/kn

owle

dge

ques

tions

whe

re th

ere

are

perc

eive

d ga

ps in

com

pete

ncy

• pr

ovid

es fe

edba

ck o

n th

e ev

iden

ce p

rovi

ded

• fo

rwar

ds th

e R

PL

to th

e as

sess

men

t pan

el fo

r co

mpe

tenc

y ju

dgem

ent.

if ad

equa

te e

vide

nce

is p

rovi

ded.

A

sses

smen

t pan

el:

• re

view

s ev

iden

ce p

rovi

ded

by

the

wor

kpla

ce a

sses

sor,

supe

rvis

or a

nd c

andi

date

•

mak

es a

reco

mm

enda

tion

to

eith

er g

rant

or n

ot g

rant

re

cogn

ition

or f

or m

ore

evid

ence

to b

e co

mpi

led.

K

ey p

oint

s •

trans

pare

nt p

roce

ss

• Th

e ca

ndid

ate

is s

uppo

rted

and

the

asse

ssm

ent a

ctiv

ity m

ay

gene

rate

furth

er e

vide

nce.

C

andi

date

rece

ives

: •

feed

back

on

the

qual

ity a

nd

suffi

cien

cy o

f evi

denc

e pr

ovid

ed.

Ass

esso

r/del

egat

e:

• in

form

s ca

ndid

ate

of th

e re

sult

of th

e R

PL

asse

ssm

ent –

eith

er

gran

ted

or n

ot g

rant

ed

• co

unse

ls s

ucce

ssfu

l can

dida

tes

rega

rdin

g fu

rther

stu

dy

• co

unse

ls u

nsuc

cess

ful

cand

idat

es re

gard

ing

gap

train

ing

and

furth

er a

sses

smen

t •

com

plet

es d

ocum

enta

tion.

K

ey p

oint

s •

An

eval

uatio

n is

com

plet

ed b

y bo

th th

e ca

ndid

ate

and

asse

ssor

on

the

asse

ssm

ent

proc

ess.

•

Ass

essm

ent p

anel

will

con

duct

an

eva

luat

ion

of th

e pr

oces

s an

d re

cord

any

am

endm

ents

to

be m

ade.

C

andi

date

rece

ives

: •

feed

back

from

ass

esso

r and

su

perv

isor

.

FPI5

0105

Dip

lom

a of

For

est a

nd F

ores

t Pro

duct

s R

ecog

nitio

n of

Prio

r Lea

rnin

g

Brie

fing

Can

dida

te re

ceiv

es a

br

iefin

g on

pro

cess

and

re

quire

men

ts.

Plan

ning

inte

rvie

w

Ass

esso

r wor

ks w

ith c

andi

date

to

deve

lop

an R

PL

plan

.

Ev

iden

ce

gath

erin

g C

andi

date

co

llect

s su

ffici

ent

evid

ence

and

un

derta

kes

iden

tifie

d ga

p tra

inin

g.

Ass

essm

ent

inte

rvie

w

Can

dida

te p

rese

nts

evid

ence

to

dem

onst

rate

co

mpe

tenc

e.

R

esul

ts

Res

ults

are

pro

vide

d to

can

dida

te a

nd

RP

L re

sult

is

ente

red

onto

AS

RI.

Bef

ore

enro

lling

in a

cou

rse

of s

tudy

, the

can

dida

te is

pr

ovid

ed w

ith in

form

atio

n ab

out:

• w

hat R

PL

is

• ho

w R

PL

can

assi

st

with

com

plet

ing

a qu

alifi

catio

n

• ho

w R

PL

will

affe

ct

thei

r res

ults

• w

hat i

s in

volv

ed in

the

RP

L pr

oces

s

• th

e co

nten

t of e

ach

unit

• a

self-

asse

ssm

ent

chec

klis

t to

iden

tify

whe

ther

can

dida

tes

alre

ady

poss

ess

skills

in

any

uni

ts.

A p

lann

ing

inte

rvie

w is

ar

rang

ed to

dev

elop

a R

PL

plan

.

RP

L en

rolm

ents

can

occ

ur

thro

ugho

ut th

e ye

ar.

The

cand

idat

e pr

ovid

es d

etai

ls o

f ex

perie

nce

and

prio

r lea

rnin

g th

at

dem

onst

rate

s th

eir c

ompe

tenc

e in

the

unit(

s) fo

r whi

ch th

ey s

eek

RP

L.

At t

he in

terv

iew

, the

ass

esso

r will

prov

ide

the

cand

idat

e w

ith a

det

aile

d E

vide

nce

Gui

de, s

tipul

atin

g th

e re

quire

d sk

ills

and

know

ledg

e co

mpo

nent

s of

com

pete

ncy.

Thi

s m

ay

be p

rovi

ded

as p

art o

f the

brie

fing

inte

rvie

w o

r mai

led

follo

win

g a

tele

phon

e en

quiry

.

Sug

gest

ed fo

rms

of e

vide

nce

to

satis

fy re

quire

men

ts c

an b

e di

scus

sed

with

the

cand

idat

e an

d,

thro

ugh

the

inte

rvie

w p

roce

ss, t

rain

ing

gaps

can

be

iden

tifie

d.

An

RP

L pl

an w

ill th

en b

e de

velo

ped

to

esta

blis

h tim

elin

es fo

r the

gat

herin

g of

ev

iden

ce a

nd c

ompl

etio

n of

any

re

quire

d w

ork

activ

ities

, in

prep

arat

ion

for f

inal

ass

essm

ent.

Tim

efra

mes

will

be n

egot

iate

d de

pend

ing

on th

e nu

mbe

r and

com

plex

ity o

f the

uni

ts.

The

cand

idat

e co

llect

s su

ffici

ent

evid

ence

to

dem

onst

rate

thei

r sk

ills a

nd

know

ledg

e as

su

gges

ted

in th

e re

port

shee

ts.

Any

gap

trai

ning

an

d/or

agr

eed

activ

ities

will

be

unde

rtake

n.

Evi

denc

e of

suc

h tra

inin

g fo

rms

part

of th

e fin

al p

ortfo

lio

for p

rese

ntat

ion

to

the

asse

ssor

.

E N R O L M E N T

The

asse

ssor

revi

ews

all

evid

ence

pro

vide

d by

the

cand

idat

e to

est

ablis

h co

mpe

tenc

e. T

he

asse

ssor

con

firm

s th

at

the

evid

ence

pro

vide

d re

late

s to

the

skills

and

kn

owle

dge

requ

irem

ents

.

Sup

porti

ng e

vide

nce

from

th

ird p

artie

s is

che

cked

to

ensu

re v

alid

ity a

nd

curre

ncy.

Evi

denc

e is

gat

here

d by

qu

estio

ning

and

/or

obse

rvat

ion,

and

un

derp

inni

ng k

now

ledg

e is

con

firm

ed.

If th

e ev

iden

ce p

rovi

ded

is n

ot s

uffic

ient

, the

as

sess

or p

rovi

des

the

cand

idat

e w

ith d

etai

ls o

f fu

rther

evi

denc

e re

quire

d to

dem

onst

rate

co

mpe

tenc

e. A

revi

sed

asse

ssm

ent i

nter

view

is

then

sch

edul

ed.

Res

ults

for R

PL

enro

lmen

ts a

re

reco

rded

.

RP

L re

sults

sho

uld

be

reco

rded

on

AS

RI a

s so

on a

s th

ey a

re

avai

labl

e.

The

cand

idat

e is

ad

vise

d of

the

outc

ome

of th

e as

sess

men

t and

any

im

plic

atio

ns th

at th

e re

sults

will

have

on

the

cour

se o

f st

udy/

qual

ifica

tion.

Feed

back

is p

rovi

ded

to th

e ca

ndid

ate

by th

e as

sess

or a

nd/o

r su

perv

isor

.

FPI5

0105

Dip

lom

a of

For

est a

nd F

ores

t Pro

duct

s R

ecog

nitio

n of

Prio

r Lea

rnin

g

Brie

fing

Can

dida

te

rece

ives

a

brie

fing

on

proc

ess

and

requ

irem

ents

.

Plan

ning

in

terv

iew

A

sses

sor w

orks

w

ith c

andi

date

to

dev

elop

an

RP

L pl

an.

(may

be

com

bine

d w

ith

brie

fing

inte

rvie

w o

r as

sess

men

t int

ervi

ew)

Evid

ence

ga

ther

ing

Can

dida

te

colle

cts

suffi

cien

t ev

iden

ce a

nd

unde

rtake

s an

y id

entif

ied

gap

train

ing.

ENROLMENT

Ass

essm

ent

inte

rvie

w

Can

dida

te

pres

ents

ev

iden

ce to

de

mon

stra

te

com

pete

nce.

Res

ults

R

esul

ts a

re

prov

ided

to

cand

idat

e an

d R

PL

resu

lt is

en

tere

d on

to

AS

RI.