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: sales.westone@det.wa.edu.au
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 prerequisites 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
Provide a rating from 1 to 6
Questions
1 = poorly 6 = exceptionally
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?
Assessor only: Rating average =
BSBFLM503B – Manage effective workplace relationships
Provide a rating from 1 to 6
Questions
1 = poorly 6 = exceptionally
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?
Assessor only: Rating average =
BSBOHS504A – Apply principles of OHS risk management
Provide a rating from 1 to 6
Questions
1 = poorly 6 = exceptionally
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?
Assessor only: Rating average =
BSBFLM509B – Facilitate continuous improvement
Provide a rating from 1 to 6
Questions
1 = poorly 6 = exceptionally
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?
Assessor only: Rating average =
BSBFLM512A – Ensure team effectiveness
Provide a rating from 1 to 6
Questions
1 = poorly 6 = exceptionally
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?
Assessor only: Rating average =
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
Provide a rating from 1 to 6
Questions
1 = poorly 6 = exceptionally
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?
Assessor only: Rating average =
BSBFLM507B – Manage quality customer service
Provide a rating from 1 to 6
Questions
1 = poorly 6 = exceptionally
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?
Assessor only: Rating average =
BSBFLM503B – Manage effective workplace relationships
Provide a rating from 1 to 6
Questions
1 = poorly 6 = exceptionally
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?
Assessor only: Rating average =
BSBOHS504A – Apply principles of OHS risk management
Provide a rating from 1 to 6
Questions
1 = poorly 6 = exceptionally
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?
Assessor only: Rating average =
BSBFLM509B – Facilitate continuous improvement
Provide a rating from 1 to 6
Questions
1 = poorly 6 = exceptionally
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?
Assessor only: Rating average =
BSBFLM512A – Ensure team effectiveness
Provide a rating from 1 to 6
Questions
1 = poorly 6 = exceptionally
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?
Assessor only: Rating average =
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
FPIHAR5201A Design harvesting plans
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?
R 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


S kills









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.
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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
FPIFGM5206A Develop a native forest regeneration plan
R eferences

E xperience

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 native forest regeneration plan.
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








R 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

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?
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 (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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
PUAFIR509A Implement prevention strategies (for fire control)
R eferences

E xperience

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 implementing fire prevention strategies.
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







R 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

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?
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 (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 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)
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
PUAFIR509A Implement prevention strategies (for fire control)
Pre-requisite
PUACOM011A Develop community awareness networks
R eferences

E xperience

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 RTO professional or Workplace trainer) regarding your experience in developing community
awareness networks.
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





R 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

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?
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, training and assessment 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:
 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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
PUAFIR509A Implement prevention strategies (for fire control)
Pre-requisite
PUAFIR301A Undertake community safety activities (fire)
R eferences

E xperience

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 RTO professional or Workplace trainer) regarding your experience in developing community safety
activities.
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





R 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

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?
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, training and assessment 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:
 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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
PUAFIR509A Implement prevention strategies (for fire control)
Pre-requisite
PUATEA004A Work effectively in a public safety organisation
R eferences

E xperience

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 RTO professional or Workplace trainer) regarding your experience in effectively working in a public
safety organisation.
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.
O ral





R 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

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?
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, training and assessment 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:
 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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
PUAFIR509A Implement prevention strategies (for fire control)
Pre-requisite
PUAFIR201A Prevent injury (fire)
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 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




R 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

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?
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, training and assessment 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:
 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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
PUAFIR509A Implement prevention strategies (for fire control)
Pre-requisite
PUATEA001A Work in a team
R eferences

E xperience

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 RTO professional or Workplace trainer) regarding your experience in working in a team.
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





R 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

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?
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, training and assessment 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:
 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
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
LGAPLEM404A Prepare and present geographic information systems
data
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 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?
R 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 (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:

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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
LGAPLEM612B Protect heritage and cultural assets
R eferences

E xperience

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 protecting heritage and cultural assets.
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







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?
R 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

Can you answer oral questions such as those below?
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 (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:





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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
FPIFGM5202A Manage tending operations in a native forest
R eferences

E xperience

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 managing tending operations in a native forest.
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








R 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

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?
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 (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 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).
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
FPIFGM5203A Coordinate stand nutrition
R eferences

E xperience

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 coordinating stand nutrition.
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







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?
R 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

Can you answer oral questions such as those below?
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 (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 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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
FPIFGM5205A Coordinate plantation tending operations
R eferences

E xperience

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 coordinating plantation tending operations.
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







R 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

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?
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 (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 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).
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
FPIFGM5209A Manage coupe planning
R eferences

E xperience

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 managing coupe planning.
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









R 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

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?
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 (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.







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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
RTD5402A Develop a strategy for the management of target pests
R eferences

E xperience

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 strategy for the management of target
pests.
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







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?
R 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

Can you answer oral questions such as those below?
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 (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 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).
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
FPICOT5201A Implement sustainable forestry practices
R eferences

Provide references or testimonials from employers, managers or other relevant people including an external
person (eg a contractor) regarding your experience in implementing sustainable forestry practices.
E xperience

Can you obtain references from others to help verify your competency?
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





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?
R 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

Can you answer oral questions such as those below?
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 (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 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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
BSBCMN419A Manage projects
R eferences

Provide references or testimonials from employers, managers or other relevant people including an external
person (eg a contractor) regarding your experience in managing projects.
E xperience

Can you obtain references from others to help verify your competency?
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







R 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

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?
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 (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:




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).
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
BSBFLM505B Manage operational plan
R eferences

E xperience

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 managing operational forestry plans.
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 ral









What legislative, regulatory or certification requirements and codes of practice are relevant to managing
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 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

Can you answer oral questions such as those below?
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 (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.





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
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
FPICOT5202A Manage forestry information and interpretations
programs
R eferences

Provide references or testimonials from employers, managers or other relevant people including an external
person (eg a contractor) regarding your experience in managing forestry information and interpretations
programs.
E xperience

Can you obtain references from others to help verify your competency?
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 ral






R 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

Can you answer oral questions such as those below?
What legislative, regulatory or certification requirements and codes of practice are relevant to managing
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?
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 (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:





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).
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
RTF4003A Plan a plant establishment program
R eferences

E xperience

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 planning a plant establishment program.
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








R 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

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?
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 (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 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).
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
FPIFGM5201A Plan and manage an inventory program
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 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 eview


T raining


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.
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 (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 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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
RTE5525A Manage trial and/or research material
R eferences

E xperience

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 managing trials or research materials.
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





R 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

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?
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:







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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
BSBMGT508A Manage risk management system
R eferences

E xperience

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 or WorkSafe inspector) regarding your experience in managing risk management
systems.
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








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?
R 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

Can you answer oral questions such as those below?
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, Risk assessment 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:





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.
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
REPORTS sheets
BSBFLM511B Develop a workplace learning environment
R eferences

Provide references or testimonials from employers, managers or other relevant people including an external
person (eg RTO professional or workplace trainer) regarding your experience in developing workplace
learning environments.
E xperience

Can you obtain references from others to help verify your competency?
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




R 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

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?
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, training and assessment 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:




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).
Evidence
collected
FPI50105 Diploma of Forest and Forest Products
Candidate’s name:
Signature:
Unit code
Unit name
BSBFLM503B
Manage personal work priorities and professional
development
Manage effective workplace relationships
BSBFLM507B
Manage quality customer service
BSBFLM509B
Facilitate continuous improvement
BSBFLM512A
Ensure team effectiveness
BSBOHS504A
Apply principles of OHS risk management
BSBFLM501B
Assessment date:
RPL Interview
Initial
interview
Assessment
interview
Develop a strategy to manage target pests
LGAPLEM612B
Protect heritage and cultural assets
FPIFGM5203A
Coordinate stand nutrition
FPIFGM5205A
Coordinate plantation tending operations
FPIFGM5209A
Manage coupe planning
FPICOT5201A
Implement sustainable forestry practices
BSBCMN419A
Manage projects
BSBFLM505B
Manage operational plan
PUAFIR509A
Implement prevention strategies (Fire unit)
To achieve PUAFIR509A the following pre-requisites must be met
FPIFGM5206A
Develop a native forest regeneration plan
LGAPLEM404A
Prepare and present GIS data
FPIFGM5202A
Manage tending operations in a native forest
FPIHAR5201A
Design harvesting plans
FPICOT5202A
Manage forestry info and interpretations programs
RTE5525A
Manage trial and/or research material
RTF4003A
BSBMGT507A
Plan a plant establishment program
Manage installation and commissioning of
equipment
Manage environmental performance
BSBMGT508A
Manage risk management system
FPIFGM4206A
Conduct a wood volume and yield assessment
BSBFLM511B
Develop a workplace learning environment
FPIFGM5201A
Plan and manage an inventory program
FPICOT5203A
/
RPL Portfolio
References/
Perf. reviews
JDF/Résumé/
Work summary
Feedback review (core units)
Work
documents
Elective units
RTD5402A
/
Self
Self
PUACOM011A
PUAFIR301A
PUATEA004A
Average
of others
Others
Others
PUAFIR201A
Comments
PUATEA001A
Sufficient evidence: Yes No
Results transferred to ASRI: Yes
No
Date:
/
/
Name:
Name:
Name:
Assessor’s signature _______________________ Assessor’s signature _______________________ Assessor’s signature __________________________
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
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.
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
Prerequisites are dealt with
in the following manner.
BSBFLM509B
Facilitate continuous improvement
Core
50
 PUAFIR509A has four
(4) prerequisite units and
one (1) co-requisite unit.
These units form a
cluster that assess
competency in:
BSBFLM512A
Ensure team effectiveness
Core
50
BSBOHS504A
Apply principles of OHS risk management
Core
50
o community awareness
Implement prevention strategies
PUAFIR509A
o community safety
o working effectively in a
public safety
organisation
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
o the ability to prevent
fire injuries
LGAPLEM404A
Prepare and present geographic information systems
data
Group B
20
o working within a team.
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
FPICOT5202A
Manage forestry information and interpretations
programs
Group C
40
 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.
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.
FPI50105 Diploma of Forest and Forest Products
Training and assessment strategy
Target group
Proposed target
groups
How learning needs
will be identified:
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.
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.
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
Core units
Facilitate continuous improvement
Ensure team effectiveness
Apply principles of OHS risk management
Strategy for the management of target pests
Develop a native forest regeneration plan
Geographic information systems data
Delivery and
assessment structure
Planning units
Protect heritage and cultural assets
1–20
Design harvesting plans
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
Implement prevention strategies (Fire unit)
Management units
FPI50105 Diploma of Forest and Forest Products
Training and assessment strategy
Customisation will be achieved via the range of electives made available to students.
Customisation rules
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.
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
Assessment
guidelines and
evidence guideline
requirements
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.
FPI50105 Diploma of Forest and Forest Products
Training and assessment strategy
Unit code
Evidence
gathering
techniques
Unit title
RPL interview
RPL portfolio
360 feedback
review
Self
Other
Exp
OQ
Ref
JDF
Doc
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







LGAPLEM404A
Prepare and present geographic
information systems data







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







FPICOT5202A
Manage forestry information and
interpretations programs







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.
FPI50105 Diploma of Forest and Forest Products
Training and assessment strategy
Feedback will be provided to students after assessment in the following
ways:
Provision of feedback after assessment
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.
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
Relevant legislation and regulations
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.
FPI50105 Diploma of Forest and Forest Products
Training and assessment strategy
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:
Continuous improvement mechanisms
Signature
Position
Printed name
Date

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.
FPI50105 Diploma of Forest and Forest Products
Recognition of Prior Learning
Evidence collection
Planning
(may form part of the
information interview)
(to be collected by the candidate
any time after the information
session and available at the
assessment)
Candidate specifies their
competencies, but is guided by
the assessor.

Assessor discusses the
candidate’s choices and offers
advice regarding compiling
evidence.

RTO assessor is available for
consultation and
advice/assessor training as
required.
Key points

a supported process,
encouraging the candidate to
recognise own worth

two-way communication, using
discussion and strategic
questioning

a practical process – interview
and observation driven

interview generates evidence.
Candidate receives:

a complete package of selfassessment sheets for the
units of competency identified
as necessary to perform the job

details of competency,
elements and critical aspects of
assessment

examples of evidence which
may contribute to assessment

an assessment timeframe.
Evidence may include:

records of formal training
completed in related fields

work-based observation

record of interview with
candidate covering the critical
aspects of assessment (should
be conducted in the
candidate’s workplace, using a
structured competency
interview technique with
opportunity for clarification of
evidence given)

oral questions for knowledge
testing

third party evidence (signed by
a supervisor)

audio recording of the
candidate demonstrating their
skills and or knowledge

a JDF or résumé (PDRS)

portfolio evidence if relevant

a reference from a supervisor
or previous employer (check
the currency).
Key points
Secondary evidence must be
validated – that is evidence that is
not directly heard or witnessed.
Workplace assessor will discuss
the candidate’s evidence and
provide feedback on their
progress.
Information provision

Assessor provides a briefing
session for the candidate on
process and the RPL
requirements. This may be via
a group information session, an
email or a face-to-face
meeting.

Assessor stresses the
importance of gap analysis as
a tool to improve the
candidate’s ability to access
useful training.

Candidate is encouraged to
state their goals and identify
the gaps in their experience,
learning and qualifications.

An individual training plan will
be developed with the
candidate.
Key points

a supported process

two-way communication

information sharing

RPL process is clear
Candidate receives:

information on the qualification,
job role requirements and a list
of competencies

enrolment information and an
explanation of how the RPL
process works

contact phone numbers or
email addresses

a time and date for a planning
interview (the planning
interview may be part of the
information session or
scheduled separately)

an indication of the time and
cost to complete the RPL..

Assessment
judgements
(made in conjunction with the
RTO and relevant content
expert)
Feedback/debrief
Assessor:

reviews evidence with
candidate

acknowledges candidate’s work

links evidence to elements of
competency, critical aspects of
assessment, essential
knowledge and underpinning
skills

calculates areas of risk where
more evidence may be required

uses strategic/knowledge
questions where there are
perceived gaps in competency

provides feedback on the
evidence provided

forwards the RPL to the
assessment panel for
competency judgement. if
adequate evidence is provided.
Assessment panel:

reviews evidence provided by
the workplace assessor,
supervisor and candidate

makes a recommendation to
either grant or not grant
recognition or for more
evidence to be compiled.
Key points

transparent process

The candidate is supported and
the assessment activity may
generate further evidence.
Candidate receives:

feedback on the quality and
sufficiency of evidence
provided.
Assessor/delegate:

informs candidate of the result
of the RPL assessment – either
granted or not granted

counsels successful candidates
regarding further study

counsels unsuccessful
candidates regarding gap
training and further assessment

completes documentation.
Key points

An evaluation is completed by
both the candidate and
assessor on the assessment
process.

Assessment panel will conduct
an evaluation of the process
and record any amendments to
be made.
Candidate receives:

feedback from assessor and
supervisor.
FPI50105 Diploma of Forest and Forest Products
Recognition of Prior Learning
Evidence
gathering
Briefing
Planning interview
Candidate receives a
briefing on process and
requirements.
Assessor works with candidate to
develop an RPL plan.
Before enrolling in a course
of study, the candidate is
provided with information
about:
The candidate provides details of
experience and prior learning that
demonstrates their competence in the
unit(s) for which they seek RPL.

what RPL is

how RPL can assist
with completing a
qualification
At the interview, the assessor will
provide the candidate with a detailed
Evidence Guide, stipulating the
required skills and knowledge
components of competency. This may
be provided as part of the briefing
interview or mailed following a
telephone enquiry.

how RPL will affect
their results

what is involved in the
RPL process

the content of each unit

a self-assessment
checklist to identify
whether candidates
already possess skills
in any units.
A planning interview is
arranged to develop a RPL
plan.
RPL enrolments can occur
throughout the year.
Suggested forms of evidence to
satisfy requirements can be
discussed with the candidate and,
through the interview process, training
gaps can be identified.
An RPL plan will then be developed to
establish timelines for the gathering of
evidence and completion of any
required work activities, in preparation
for final assessment. Timeframes will
be negotiated depending on the
number and complexity of the units.
Assessment
interview
Candidate
collects sufficient
evidence and
undertakes
identified gap
training.
Candidate presents
evidence to
demonstrate
competence.
The candidate
collects sufficient
evidence to
demonstrate their
skills and
knowledge as
suggested in the
report sheets.
The assessor reviews all
evidence provided by the
candidate to establish
competence. The
assessor confirms that
the evidence provided
relates to the skills and
knowledge requirements.
Any gap training
and/or agreed
activities will be
undertaken.
Supporting evidence from
third parties is checked to
ensure validity and
currency.
Evidence of such
training forms part
of the final portfolio
for presentation to
the assessor.
E
N
R
O
L
M
E
N
T
Evidence is gathered by
questioning and/or
observation, and
underpinning knowledge
is confirmed.
If the evidence provided
is not sufficient, the
assessor provides the
candidate with details of
further evidence required
to demonstrate
competence. A revised
assessment interview is
then scheduled.
Results
Results are provided
to candidate and
RPL result is
entered onto ASRI.
Results for RPL
enrolments are
recorded.
RPL results should be
recorded on ASRI as
soon as they are
available.
The candidate is
advised of the
outcome of the
assessment and any
implications that the
results will have on the
course of
study/qualification.
Feedback is provided
to the candidate by the
assessor and/or
supervisor.
FPI50105 Diploma of Forest and Forest Products
Recognition of Prior Learning
Candidate
receives a
briefing on
process and
requirements.
Evidence
gathering
Assessor works
with candidate
to develop an
RPL plan.
Candidate
collects
sufficient
evidence and
undertakes any
identified gap
training.
(may be combined with
briefing interview or
assessment interview)
ENROLMENT
Briefing
Planning
interview
Assessment
interview
Candidate
presents
evidence to
demonstrate
competence.
Results
Results are
provided to
candidate and
RPL result is
entered onto
ASRI.