Elements and Performance Criteria

RANGE STATEMENT

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.


Representative role may include:
Action taken to influence decision-making processes
Advancing the interests of the community through decision forming/making forums
Developing and promoting the interests of the community services industry in a wide range of public forums where industry may include:
consumers
industrial representatives
organisations
programs
researchers
services
training/education


Conditions of representation may include:
Authorisation, accountability and protocol
Consultation and delegations
Development of an industry position
Existing community structures, systems, networks and processes
Requirements of industry mechanisms, including:
advisory/steering/reference committees
conferences/seminars
electronic advocacy
electronic campaigning
education
formal and informal networks
formal representative positions
peak industry and professional organisations
publications
submissions
training
Resources
Role of key people
Scope, scale and parameters
Terms of reference


Support may be sought for:
Development of consultation and accountability structures
Development of industry positions


Key people may include:
Community leaders
Experts
Media
Policy/decision-makers
Resource managers
Researchers
Service user peak bodies/ groups
Teachers
Trainers


Developments may include:
Social/political/economic/industrial changes
Within and outside the organisation structures
Government policy
Ideology
Education
Research findings
Community change


Opportunities may include:
Events
Publicity
Committee membership
Public presentations
Media
Policy development
Special meetings/delegations

EVIDENCE GUIDE

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit can be assessed in the workplace, in the community or in a relevant simulation
Consistency in performance should consider the range of situations under which workers will provide advocacy and representation


Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in culturally and linguistically diverse (CALD) environments
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities


Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include access to:
an appropriate workplace or community where assessment can take place
an environment where an accurate simulation can be undertaken for assessment purposes (e.g. case studies and role plays)


Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competency will usually include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons