Elements and Performance Criteria

The Range of Variables defines the different contexts, work environments and parameters governing the performance of this unit of competency. The variables chosen in training and assessment will need to reflect local industry and regional contexts.

Which programs might be relevant to this unit?
Commonwealth Government community programs under the Natural Heritage Trust, Rural Industry Programs, Business Programs and State Government community programs related to the environment.

What might be included in policy and program information?
Acts and regulations; explanatory documents and brochures, e.g., Partnership Agreements; regional plans both existing and draft, and the issues, concepts and goals incorporated in them; agency procedures documents; service specifications and briefs; promotional material; special material for group and/or program; training sessions and materials; verbal advice.

What sorts of projects may be relevant?
Separate project activity funded under program for specific purposes, which may require separate accounts and accounting records. Regular reporting may be required on project basis.

From which areas might legislative requirements be taken?
Natural Heritage Trust, Rural Industry, State legislation and programs, and Indigenous Heritage - especially consultation processes.

What could be included in program guidelines?
Documents, diagrams and electronic information explaining policy and program and providing examples of how to implement policy and program. Specific guidelines for assessment at local, regional and State levels, and formal and informal documents and verbal advice.

Which project submissions may be relevant to this unit?
Submissions/applications for funding for projects under one of the nominated programs. Submissions may be from a community group or a number of community groups. Submissions may be for a local area or for a wider region, and may incorporate funding from more than one program.

What are the possible assessment processes?
A series of steps during which projects are reviewed against the guidelines and policy and the projects are ranked in terms of program and local and regional priorities. They may be Regional Assessment Panel (RAP) or State Assessment Panel (SAP) in Natural Heritage Trust (NHT).

How could equity and fairness be applied?
By maintaining open approach to all groups in the community, including indigenous peoples, migrants, women and disadvantaged people, and by following procedures to ensure community can see fairness.

In which areas might confidentiality requirements be relevant to this unit?
Project details and any intellectual property, competing projects, committee considerations, preliminary ranking of projects and committee recommendations.

What ethical and legislative standards may apply?
Procedural requirements in acts and regulations to maintain fair competition, personal and committee ethics in deliberations and decisions to maintain equity, fairness, avoidance of conflict of interest and maintenance of confidences in assessment process.

What areas of literacy may be relevant to this unit?
In the interpretation of regulations, assessment procedural guidelines, in the ability to review and compare a range of documents, and in the development of ranking scales and to document ranking.

How might communication be relevant?
Participating in committee meetings and documenting personal considerations of projects.

What evidence is required to demonstrate competence for this standard as a whole?
Competence in participating in project assessment requires evidence that there has been successful and appropriate participation in assessing project submissions according to the elements and performance criteria of this competency standard, and in compliance with enterprise guidelines. The skills and knowledge required to participate in project assessment must be transferable to a range of work environments and contexts. For example, this could include different types of submissions, projects, communities and decision-making processes.
What specific knowledge is needed to achieve the performance criteria?

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this unit are listed below:

Rural industries and/or natural resource management principles.
Scope of programs.
Regional areas, community and issues in areas of communities.
Wide understanding of legislative and program guidelines at appropriate local, regional and State levels.
Project assessment processes.
Program probity requirements.
Awareness of diversity in community.
Relevant legislation.

What specific skills are needed to achieve the performance criteria?

To achieve the performance criteria, some complementary skills are required. These skills include the ability to:

Participate in committees.
Actively listen.
Appropriately question and discuss cultural and social issues.
Understand team development.
Rank competing projects.

Are there other competency standards that could be assessed with this one?
This competency standard could be assessed on its own or in combination with other competencies relevant to the job function.

Essential Assessment Information
For information about

What processes should be applied to this competency standard?
There are a number of processes that are learnt throughout work and life, which are required in all jobs. They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies, although others may be added. The questions below highlight how these processes are applied in this competency standard. Following each question a number in brackets indicates the level to which the key competency needs to be demonstrated where 0 = not required, 1 = perform the process, 2 = perform and administer the process and 3 = perform, administer and design the process.
Communicating ideas and information
Through discussions, meetings and in writing with panel members and applicants for projects. (3)

Collecting analysing and organising information
Through research and consultation on a project by project basis and electronic storage of information in a database. (2)

Planning and organising activities
In line with project brief requirements and procedures established for assessment of projects. (2)

Working with others and in teams
In consultation when discussing or evaluating project submissions. (3)

Using mathematical ideas and techniques
Through checking and calculating costings associated with project submissions. (2)

Solving problems
Through making judgements of project submissions where inadequate/unexpected information has been omitted. (2)

Using technology
Through use of computers and communication systems. (1)