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.


Stakeholders and representatives may include:
Clients
Friends, peers and target group
Families and care givers
Local community
Community organisations
Government representatives and service providers
Specialists/experts
Peak bodies and networks
Services
Management, colleagues, supervisor, team members


Different models of work may include:
Community development and education
Case management
Working with families


The essential values and philosophies of the sector may include:
A holistic and client-centred approach - i.e. promotion of health and well being; early identification of health problems; delivery of appropriate services; commitment to meeting the needs and upholding the rights of clients; commitment to empowering the client
A focus on harm minimisation including harm prevention; harm reduction; and harm management


A commitment to access and equity must be demonstrated by:
A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers

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 must be assessed with all other specialisation units chosen as part of a package at a particular AQF level
This unit may be assessed on the job or through simulation
Assessment will primarily be by observation and questioning and evidence sought from the workplace environment
Evidence may be gathered over one assessment period with a single target group


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:
Resources required for assessment include access to appropriate workplace where assessment can take place


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