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. 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.


Factors which may have an impact on community work will include:
Attitudes, values, beliefs
Composition and nature of the community
Government role and policies
Organisation policy and principles
Other agencies, networks, services
Resources
Roles, relationships, obligations, accountability and protocol


Review of community work may include:
Internal and external research
Internal evaluation
Specifically commissioned research


Leadership may include:
Direct and indirect influence on attitudes, decisions and action
Formal and informal roles and positions
Individual and group roles and positions


Factors influencing effective community services may include:
Career structures
Competence
Coordination/leadership
Culture
Flexibility/adaptability
Government
Image/morale
Industrial structures
Organisation
Performance standards
Policy
Public
Resources
Service
Service standards
Skills
Social
Social/community/political/economic change
Training/education/development


Strategies to promote effectiveness of community work may include:
Evidence gathering
Presentation in relevant forums and to key people


Strategies to develop and maintain quality performancemay include:
Appropriate utilisation of existing community structures and processes
The development and maintenance of relevant industry and practice standards


Requirements for the development of performance and assessment strategies may include:
Appeals mechanisms
Appraisal/recognition of prior learning
Assessment models/tools
Curriculum/teaching/education provision
Enterprise
Individual
Industry
National
Organisation
Recognition/accreditation
Research/publications/promotion/information
Sector
Use of existing standards

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 relevant simulation
Consistency in performance should relate to outcomes required by community leadership


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 a culturally diverse environment
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
Resource requirements for assessment of this unit include access to:
an appropriate workplace or community or to an environment capable of accurately simulating these


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 competence 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