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.


Context includes:
Statutory framework within which work takes place
Historical context of work e.g. changing role of social housing in the overall context of housing provision; changing approaches to working with clients/service users/members/tenants
Changing social context of work e.g. client-centred approach, changing government and societal views of not-for-profit housing, approaches to working with clients/service users/members/tenants
Political context e.g. government policies and initiatives affecting social housing work
Economic context e.g. the current economic situation as it relates to and affects social housing and the subsequent impact on client needs
International/United Nations conventions, such as Human Rights and Convention on the Rights of the Child - CROC
State based Human Rights Charters


People in specific circumstances include:
Young people
Indigenous people
Gay, lesbian, bisexual, transgender and inter-gender people


Different models of work in the sector may include:
Community development and education
Case management
Social housing provision
Housing information and referral
Outreach work


Stakeholders and representatives may include:
Clients/service users/members/tenants
Local community
Community organisations
Government representatives and service providers
Peak bodies and networks in the sector
Management, colleagues, team members


The underpinning values and philosophies may include:
A social justice perspective
Community development approach
Housing as a right not a privilege
A holistic and client-centred approach
Commitment to meeting the needs and upholding the rights of clients
Commitment to empowering the client


A commitment to access and equity principles includes:
Creation of a client oriented culture
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, gender, religious, economic, social


Experience of homelessness may impact:
Those who are homeless
Those at risk of becoming homeless
Young people
Older people
Families
Gay, lesbian, bisexual, transgender, inter-gender
Those exiting institutions - prisons, hospital
Those with mental health issues
Those with alcohol and/or other drug issues
Those who are experiencing financial hardship

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
This unit is recommended to be assessed in conjunction with all other specialisation units selected as part of a qualification or skill set


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:
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 of this unit 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