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.


Rural context includes:
Statutory framework within which work takes place
Farms as business enterprises
Political context, e.g. government policies and initiatives affecting rural adjustment
Economic context, e.g. the current economic situation as it relates to and affects rural industries, profitability and sustainability
Social issues relating to working with clients in the rural sector
Technology issues relating to the rural environment
Eligible rural enterprises
Rural enterprises and workers including farmers, fishers, forestry and small business


Models of work in the rural sector may include:
Options for development and decision support
Farm visits
Case management
Working with families
Early intervention/prevention
Community development and education
Risk identification
Facilitating adjustment and change


Stakeholders and representatives may include:
Banks/financial institutions
Local governments
Centrelink
Peers and target group
Families
Local community
Community organisations, including referral agencies
Government representatives and service providers
Peak industry bodies
Management, colleagues, supervisor, team members
Professional service providers (legal, accounting, agronomy, succession planning, financial advice, personal or emotional counselling)


Underpinning values and philosophies include:
Profitable, competitive and sustainable rural industries
Improving client self-reliance
Respecting privacy and confidentiality
Family sensitive approaches
Community education
Early intervention (before assets eroded)
Delivery of appropriate services
Facilitation of change and adjustment in the sector


A commitment to access and equity principles includes:
A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers
Ensuring the work undertaken takes account of and caters for differences including: cultural, physical, religious, economic, social
Ensuring a flexible and responsive approach to client service, including in remote areas


Social, cultural andlinguistic difference may relate to:
Different cultural and social contexts and backgrounds
Cultural practices and preferences of Indigenous Australians
The needs of people from non-English speaking backgrounds

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 best assessed in the workplace or in a simulated workplace under the normal of range conditions
Assessment should be gathered on one or more occasions but must reflect the normal range of client 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
Resources required for assessment of this unit include access to:
an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment


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