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.


Observations about client may include:
Orientation to person, place, time
Level of coherence
Ability to communicate
Unusual behaviour/communication
Aggression - physical or verbal
Signs of physical injury/distress
Levels of personal distress and anxiety


Diversity may include:
Age
Cultural background
Disability
Educational level
Ethnicity
Expertise
Family responsibilities
Gender
Interests
Interpersonal approach
Language
Learning styles
Life experience
Marital status
Personality
Physical capability
Political orientation
Race
Religious belief
Sexual orientation
Sexual identity
Socioeconomic background
Thinking styles
Work experience
Working styles


Colleagues may include:
Peers
Trainees
Support staff
Work experience personnel
Supervisors and management
External stakeholders including parents, community groups etc.


Legislation, policy and guidelines may include:
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Disability Discrimination Act 1992
Workplace Relations Act 1996
Privacy Act 1988
Human Rights and Equal Opportunity Commission Act 1984
State/territory legislation addressing diversity issues
Public sector management acts
Workplace diversity guidelines
Codes of conduct/ethics
The organisation's plans strategies and policies relating to diversity
Community guidelines, policy and practices that may exist within specific cultural or ethnic communities


Communication styles may include:
Pace of delivery varied to audience needs
Clear articulation
Checking that the message is understood
Use of eye contact or no eye contact, dependant on the situation
Non-verbal communication techniques e.g. gestures, facial expressions, signing, positioning
Written communication in a language other than English
Speaking in a language other than English
Use of telephone translation services
Use of Braille materials
Use of pictures/diagrams

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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Consistency in performance should consider the range of clients and situations encountered in the workplace


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
Assessment requires access to:
appropriate workplace where assessment can take place or simulation of realistic workplace environment for assessment
relevant organisation policy, protocols and procedures relating to inclusive practice
legislation, regulations, policies and guidelines
definitions and benefits of workplace diversity
organisation's values and codes of conduct for inclusive practices
organisation's procedures and protocols
current information on diversity issues


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