Elements and Performance Criteria

The Range Statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the Performance Criteria is detailed below.
Stakeholders may include:
personnel from other sections of one's own organisation or agency
community groups such as:
representatives from other organisations such as:
counsellors
issue-specific experts and consultants
victims of crime and, where appropriate, their families, friends and supporters
support groups such as:
users of public space and public transport
property owners
authorities responsible for the provision of community and justice administration services, for example state and commonwealth agencies and local councils
crime prevention practitioners, law enforcement and private security agencies
educational institutions with an academic interest in crime prevention and community safety.
Indigenous communities
culturally and linguistically diverse communities
older persons
women and children
retailers and businesses
volunteer groups
service clubs, other clubs and associations
Neighbourhood Watch and Safety House committees
Aboriginal Land Councils *
Island Coordinating Councils and other Indigenous community organisations
local government
police
transport
security services
family services
health services
educational institutions
justice administration
Chambers of Commerce
churches
Victims of Crime
groups that address drug and alcohol dependency
community houses
women's networks and refuges
professional associations
aged care support
disability services
youth centres
migrant resource services
Structures within communities and organisations may be:
formal or informal
based on traditions, friendship, familial relationship or business association.
Perceptions in relation to personal safety, criminal behaviour and relevant social issues may not accurately reflect formal crime statistics or impact and may be based on:
personal or vicarious experience
world views
assumptions
personal biases
discrimination
current media trends and recency of events
racism
media reports
political, lobby or interest group reports
religious beliefs or value systems.
Crime and public safety issues may include:
personal safety and fear of crime
risk behaviours, such as:
social issues such as youth and crime, hate crimes, racial vilification and fear of crime
the built environment such as public space
building design and its impact on personal safety
terrorism and attacks against institutions or organisations.
alcohol and illegal substance abuse
physical and/or verbal abuse
general vandalism and graffiti
break and enter
car theft and property damage
domestic violence
Communication should be culturally appropriate and accessible to recipients, and may mean information being communicated using:
languages other than English
cultural symbols
sign language
other methods that will enable recipients to participate effectively in the consultation process.
Relevant research may include:
document analysis (reports of projects, research findings, surveys, conference proceedings, policy documents and newspapers)
statistical analyses
focus groups
safety audits
key informant interviews
public forums
geographic information systems for mapping crime and prevention patterns
Scope of specific crime and public safety issues refer to:
the nature of the issue or concern (what it is, how it impacts on people, perceptions of causal factors and what should be done)
the extent and level, both perceived and actual, of the issue or concern within the community
the level and type of resources the community contributes to the development and implementation of responses
provision of support mechanisms to enable affected community groups to develop and deliver their own responses
development of a partnership with affected community groups to address the issue or concern
development of a partnership with organisations, not necessarily within the affected community, to develop and undertake a joint response
referral to another organisation for consideration
any combination of the above
Theoretical of causation may include:
criminal justice (deterrence, incapacitation and rehabilitation strategies)
situational (design, organisation and management of physical and cultural environments)
social
victimisation
crime prevention through environmental design (CPTED)
security management
community based (e.g. targeted at environments such as neighbourhoods, schools and at risk groups)
developmental (e.g. childhood and adolescent intervention or targeted social justice issues designed to prevent the development of offending or risk behaviours)
a combination of these approaches
Potential options could involve:
development of an organisational or agency-specific response, such as a targeted program or strategy
development and implementation of a initiative in partnership with others
development of a supportive partnership with a community group or other agency which then undertakes the actual initiative
Causal factors are those factors creating, or contributing directly to, the identified crime prevention or antisocial behaviour issue and may:
be theories of causation espoused by researchers
be theories of causation espoused by leading practitioners
vary over time

Overview of assessment requirements
A person who demonstrates competency in this unit will be able to perform the outcomes described in the Elements to the required performance level detailed in the Performance Criteria. The knowledge and skill requirements described in the Range Statement must also be demonstrated. For example, knowledge of the legislative framework and safe work practices that underpin the performance of the unit are also required to be demonstrated.
Critical aspects of evidence to be considered
Demonstrated ability to work constructively with a wide range of community groups and stakeholders to identify crime prevention needs and formulate potential options to address those needs. In particular, evidence must be obtained on the ability to:
identify and analyse community issues concerning crime and public safety and determine their impact
identify relevant stakeholders and their interest in the issue
engage and consult with all relevant stakeholders in culturally appropriate ways
locate and access information and data relevant to the issues identified
analyse data from multiple sources
identify and critically analyse causal factors underpinning the identified crime prevention issues, and their interrelationships
develop a range of potential response options to address those issues.
Evidence of competency will also require demonstration of knowledge related to currently accepted best practice in crime prevention within one or more of the contemporary approaches to preventing crime: community-based, situational, developmental and criminal justice
Context of assessment
Competency is demonstrated by performance of all stated criteria applicable to the workplace environment, within the scope of the Range Statement.
Assessment must take account of the endorsed Assessment Guidelines in the relevant Training Package.
Evidence is best gathered through a holistic assessment activity that integrates the elements of competency.
Assessment should reinforce the integration of the key competencies as indicated at the end of this unit.
Formative assessments may be conducted off the job and/or in simulated work environments. However, summative assessment of this unit of competency must be undertaken in an actual setting and preferably in conjunction with normal crime prevention activities.
Evidence must be from an actual setting and may be gathered by direct questioning, direct observation or supervisor report of consultation and liaison in context, and by examining a final report. The report should contain evidence of effective communication and consultation with a wide range of stakeholders, reference to and critical analysis of a range of relevant information sources, and suggested options and the basis of their formulation.
Relationship to other units(prerequisite or co-requisite units)
This unit may be assessed independently or in conjunction with any of the following units:
CHCP&R3A Undertake research activities
HLTHIR4A Work effectively in a cross-cultural context with Aboriginal and Torres Strait Islander people and other groups
CHCYTH1A Work effectively with young people
BSBFLM503A Establish effective workplace relationships
BSBFLM501A Manage personal work priorities and professional development.
Method of assessment
The following assessment methods are suggested:
observation of the learner performing a range of workplace tasks over sufficient time to manage a range of contingencies
written and/or oral questioning to assess knowledge and understanding
completing workplace documentation
third-party reports from experienced practitioners
completion of self-paced learning materials including personal reflection and feedback from trainer, coach or supervisor
Evidence required for demonstration of consistent performance
Evidence of competency in this unit will need to be gathered over time and across a range of actual or simulated workplace situations involving a combination of direct and indirect forms of supplementary evidence.
Substantiation of prior performance may be sought from supervisors and peers within the workplace or from others who are able to provide reliable and substantiated evidence regarding the candidate's prior performance.
Resource implications
This unit involves workplace-based activity. The resources should relate specifically to the organisation's policies, guidelines, requirements, resources and equipment and may include:
literature and information relating to the locale and crime prevention theory and practice
Internet resources
organisational policies and guidelines
access to a particular geographic area and/or community group