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.


Referrals may be:
Both inside and outside the organisation
To other workers, service providers or organisations
To specialist services


Issues and needs may include:
Employment
Housing
Financial support
Access to education and training
Health
Child care
Community issues such as domestic violence, aged care, disability services, etc


Operational arrangements include:
Legal framework for operation
Funding arrangements
Models for operation
Decision-making arrangements
Baby sitting
Vouchers
Location
Advertising/promotion


Opportunities to facilitate community participation include:
Activities at service delivery, program, operative and management levels
Formal and informal systems
Promotion
Support meeting
Focus groups on relevant issues
Community meetings


Key people may include:
Advocacy groups
Policy and decision-makers in the specific community
Individuals, groups or communities most likely to be affected by strategies or action plans
Community leaders
People with formal and informal representative roles
Community elders
Council members
Elected representatives (politicians)


Group processes and models include:
Community action


Community development outcomes may include:
New or improved service delivery
Community projects
Community planning
Consultative and planning committees
Enhanced social capital
Enhanced community skills
Enhanced community capacity
Community facilities
Policy changes
Other relevant needs identified by the community or the group


Support includes:
Media
Meeting procedures
Representation, lobbying and advocacy
Power and conflict management
Motivate, enthuse and activate
Leadership in community
Networking
Data collection and analysis
Gaining resources


Strategies may include:
Establishment of advocacy groups
Promotion activities
Lobbying
Developing alliances
Collaboration and cooperation
Community awareness raising
Submissions to social planning
Political action and campaigns
Participatory/collaborative research and development
Other strategies as appropriate


Resources may include:
Skills/administrative support
Physical, transport, venues, material, equipment
Provision of training
Financial
Equipment
Staff skills and time
Provision of facilities
Educational materials
Funding
Personnel

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 will be assessed in the workplace or in a simulated workplace under the normal range of workplace conditions


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
Resources required for assessment include access to appropriate structures, people or organisations for assessment purposes


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