Contexts for planning, managing and evaluating programs and services include:
*projects or strategies internal to the organisation/agency.
*projects or strategies across organisation/agencies.
*projects in collaboration with the community or community-based organisations.

Evaluating feasibility of programs or services includes:
*direction and outcomes are evaluated against existing and future organisational mission, objectives and outcomes for consistency and congruity.
*stakeholders impacted on by project or strategy are involved as much as is appropriate in setting the direction, providing input eg. content and/or process, and marketing.

Factors to be addressed in the design of projects/strategies will include:
*analysis of social, political and economic factors and trends.
*assessment of actual and potential impacts both positive and negative for clients.

Identifying and acquiring resources includes:
*preparing submissions.
*liaising with key stakeholders and assessing the availability and accessibility to funding.

Organisational change may relate to:
*nature and focus of service, programs and activities.
*service users/funding providers.
*staff requirements.
*employment and work practices.
*management decision making processes.
*building and other resources.
*levels and sources of funding.
*legislative and statutory framework.
*technological changes.
*internal and external policies.
*community expectations.

Planning, developing, managing and evaluating programs and services will be carried out within requirements established by:
*organisational missions, philosophy, outcomes and goals.
*quality standards.
*organisational policy, procedures and program standards.
*state and commonwealth legislation and other statutory requirements.
*international conventions on human rights.
*duty of care, code of ethics, professional standards, organisational standards.

Projects may:
*address the interests of individuals, groups or communities.
*include events and campaign of social, cultural, economic and political significance.
*relate to community services issues eg: employment creation, health, housing, and legal advocacy initiatives.

Research sources will include:
*statutory/government bodies.
*commonwealth and state government reports.
*peak bodies.
*political party policy.
*academic and industry reports and journals.
*Commission of Inquiry, Royal Commissions, Senate Inquiries Reports.
*professional associations journals and projects.
*conferences, seminars, visiting speakers.
*publications, newsletters.
*media.
*social action and research bodies.

Strategies may relate to:
*awareness raising and community education.
*political lobbying.
*community participation initiatives.
*advertising to attract participation.

Trends may include:
*social, political and economic trends driven from a variety of sources.

Underpinning knowledge
The essential knowledge and understanding a person needs to perform work to the required standard includes:
* scope and operation of the industry.
* range of services available across organisations.
* relevant government policies and systems.
* social research methods.
* the services and products of the research sources listed in the range of variables.
* community consultation mechanisms.
* business and strategic planning.
* continuous improvement principles and practices.
* a range of approaches to organisational planning and management, including
*general management principles/models.
*people managment models/systems.
*service quality maintenance systems/processes.
*change management models/principles.
*project management models/processess.
*financial management models/systems.
*marketing models/systems.
* principles and practices of management theory in relation to organisational development and change.
* organisational development and change strategies.
* planning and review processes.
* funding/income strategies.
* funding sources and submission protocols.
* referral protocols.
* marketing and promotion.
* evaluation principles.

Practical Skills
The essential skills a person needs to perform work to the required standard include:
* social research skills.
* community consultation skills.
* analytical skills.
* project planning skills.
* financial/resource management skills.
* project management skills.
* interpersonal and communication skills at a professional level.
* leadership and motivation skills.
* people management skills.
* delegation skills.
* skills for communication and negotiation with senior level decision makers and community leaders.
* coordinating a computer range of issues and relationships.
* preparing and delivering public presentations.
* computer literacy skills.
* report writing skills.

Critical aspects of evidence
Ability to:
* Consult research sources.
* Devise, initiate, and develop management and evaluation plans for programs and services, based on the analysis of relevant research.
* Demonstrate the self-directed development and mastery of underpinning knowledge and skills.
* Demonstrate full responsibility and accountability for personal outputs.
* Demonstrate ability to initiate, analyse, design, plan execute and evaluate development and change within the community services organisations.
* Demonstrate full responsibility and accountability for development and change within the organisation.

Interdependent assessment of units
This unit may be assessed after/with:
* Other units in the Graduate Diploma of Community Services.

Context of assessment
* Assessment is to be conducted at the workplace or in an environment that simulates the workplace.

Method of assessment
Assessment may utilise a variety of assessment techniques which may include but will not be limited to:
* Simulations, role plays &/or case scenarios.
* Written tests.
* Reports.
* Workplace assessment.
* Workplace project.
* Workplace research.
* Research/project report & presentation.

Resources required for assessment
Resources will include:
* Employment or professional work placement in a commuity services workplace.

Key Competency Levels

NB: These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

* Collect analyse and organise information (Level 3)
* Communicate ideas and information (Level 3)
* Plan and organise activities (Level 3)
* Work with others and in teams (Level 3)
* Use mathematical ideas and techniques (Level 3)
* Solve problems (Level 3)
* Use technology (Level 3)

Three levels of performance denote level of competency required at perform a task.

1. Perform 2. Administer 3. Design

Performance Level 1 describes the competency needed to undertake activities efficiently and with sufficient self-management to meet the explicit requirements of the activity and to make judgements about the quality of outcome against established criteria.

Performance Level 2 describes the competency needed to manage activities requiring the selection, application and integration of a number of elements and to select from established criteria to judge quality of process and outcome.

Performance Level 3 describes the competency needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities, and to establish criteria for judging quality of process and outcome.