Introduction
Monitoring forestry operations covers the basic principles of monitoring and reviewing forestry operations on a site with regard to setting improvement recommendations and developing new and flexible approaches.
The unit is presented in three sections:
- The process of monitoring
- Reviewing opportunities
- Developing new approaches.
Assignments
Each section in the unit contains an Assignment. Its purpose is to provide an activity that tests the learner's understanding of the principles, and their ability to apply these principles to their own day-to-day job. The Assignments are suitable for use as assessment activities and may be either emailed to the trainer or submitted in hard copy as assessment evidence.
The Assignment for The process of monitoring asks the learner to choose a specific activity or work procedure that they are responsible for, and describe the monitoring methods they use to ensure that it is done according to requirements.
The Assignment for Reviewing opportunities asks the learner to choose a work practice that could be improved, and develop a solution or improvement that they have the capacity to implement.
The Assignment for Developing new approaches asks the learner to develop a new approach to the way a workplace procedure is carried out and implement it using the PDCA cycle as a model.
Learning activities
Each section in this unit contains one Lesson, which provides the content information for the subject. Within each lesson is a Learning activity, designed to reinforce the concepts presented and allow the learner to apply them to their own workplace situation. For learners who are undertaking group training, or have access to learners in other locations, these activities also provide the opportunity for them to share their thoughts and discuss the similarities and differences in their experiences.
The lessons and learning activities are set out below.
Section 1: The process of monitoring
Lesson | Description of learning activity |
---|---|
Monitoring techniques | Asks the learner to describe the KPIs they use at their workplace. Learners who do not use KPIs are asked to develop some examples that relate to their monitoring activities. |
Section 2: Reviewing opportunities
Lesson | Description of learning activity |
---|---|
Continuous improvement | Asks the learner to choose a suitable issue and create a Pareto chart using a template provided. |
Section 3: Developing new approaches
Lesson | Description of learning activity |
---|---|
The PDCA cycle | Asks the learner to describe a workplace improvement in terms of the PDCA as a model. |
Employability skills
Below are the employability skills and learning and assessment strategies applicable to this unit.
- Communication
- Working in groups, either face-to-face or via a social networking site
- Communicating with and responding to other learners
- Teamwork
- Group discussion, either face-to-face or electronically
- Working in a team
- Interactive activities
- Problem Solving
- Case studies
- Researching
- Decision making activities
- Initiative and enterprise
- Research
- Suggesting changes and improvements
- Planning and organising
- Planning
- Collecting and analysing information
- Self management
- Work plans
- Learning
- Using skills in different contexts
- Self-evaluation tools
- Technology
- Using the internet
- Using ICT skills to complete activities and communicate with others
Communication activities
It is envisaged that most learners will be undertaking a qualification via flexible delivery mode, and will be working independently through the learning material in this Toolbox in between scheduled site visits by their trainer/assessor. Where learners in different locations are undertaking the same units of competency with a Registered Training Organisations (RTO), the trainer may decide to put them in contact with each other via email, and to hold regular web-based group training sessions.
The learning activities are designed to promote discussion between learners and their trainer, either in a face-to-face group session, or via a range of electronic means, including telephone hook-ups, group emails or a social networking site.
Assessment suggestions
Each section contains an Assignment, which is designed to provide some of the evidence required for an RTO to assess a learner as competent in the unit being undertaken. Other evidence that would need to be gathered by the RTO would include a direct observation of tasks and/or third party report from the learner's supervisor. Trainers may also wish to use the completed learning activities and the discussions generated between learners as further evidence of competence.
For candidates who believe they may be eligible for recognition of prior learning (RPL) assessment, the RPL Expressway provides detailed information on the specific performance criteria that apply to the unit, and the types of evidence they would need to present to the RTO. The RPL Expressway is also useful for learners who are self-assessing their progress and identifying any gaps in their current level of skills and knowledge.
Related resources
All resources needed to complete activities are provided within the site, with the exception of external sources of information that the learner may consult while carrying out their own research.
Learners may also benefit from accessing the following learning object from the
LORN (Learning Object Repository Network) website:
- Implement and monitor the plan (aligned to the unit of competency: BSBFLM405B – Implement operational plan)
- Monitor and review performance (aligned to the unit of competency: BSBFLM409B – Implement continuous improvement)
Unit of competency
The Unit of Competency relating to this Toolbox unit is linked below.
For more information about the Competency, please go to the National Training Information Service (NTIS) website to see the Forest and Forest Products Training Package (FPI05).
FPI05 Training Package (NTIS website)