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. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Information may be from sources which are:
diagrammatic
electronic
numerical or statistical
observed
spoken
visual or graphic
written.
Information may relate to:
assignment instructions or work tasks
clients
colleagues
members of the public
messages
reports
risks, hazards or incidents
signage
situations or occurrences
unusual events.
Assignment instructions may relate to:
assignment objectives and timeframes
back-up support or assistance
communication equipment and procedures
instructions from client, supervisor or colleagues
legislative requirements relating to work tasks
Occupational Health and Safety (OHS) including use of personal protective clothing and equipment
procedures in the event of communication loss
resource and equipment needs
use of force
use of workplace documentation
verbal and non-verbal reporting
work tasks and procedures.
Relevant personsmay include:
clients including young people
colleagues
members of the public
specialist personnel
supervisor
suppliers of equipment or products
technical experts.
Social and cultural differencesmay be expressed in:
age
beliefs, values or practices
cognitive (intellectual) ability
conventions of gender/sexuality
cultural stereotypes
dress
ethnicity
food or diet
kinship, family structure and relationships
language skills
personal history and experiences which may be traumatic
physical, emotional and intellectual differences
race
religious and spiritual observances
social conventions
traditional practices and observations.
Communication techniquesmay include:
active listening
being non-judgemental
being respectful and non-discriminatory to others
control of tone of voice, facial expression and body language
demonstrating flexibility and willingness to negotiate
interpreting non-verbal and verbal messages
maintaining professionalism
phone technique
providing and receiving constructive feedback
questioning and paraphrasing to clarify and confirm understanding
use of appropriate body language
use of communication appropriate to cultural differences
use of language concepts familiar to young people
use of positive, confident and cooperative language
use of two-way communication.
Communication channelsmay relate to:
communication with team members
direct supervision
formal reporting requirements
organisational networks
procedures for communication (including coded messages and use of abbreviations)
written signage.
Communication equipmentmay include:
computer
facsimile machine
megaphone
mobile telephone
public address system
telephone
two-way radio.
Appropriate procedures and materials may relate to:
completion of incident report forms
completion of shift logs
electronic or paper-based reporting and information management systems
hazard or risk notification
monitoring software
patrol authorities
use of databases
use of notebooks
use of report sheets.
Business equipment and technologymay include:
computers and software applications
databases
email
facsimile machines
internet, extranet or intranet
modems
personal schedulers
photocopiers
printers
scanners.
Relevant legislationmay relate to:
applicable commonwealth, state or territory legislation which affects work such as Acts covering:
anti-discrimination
aviation transport security
children and young persons
liquor
maritime transport security
OHS
privacy
registered clubs
surveillance devices
telecommunications
telecommunications (consumer protection and service standards)
telecommunications (interception)
young offenders
Australian standards and quality assurance
award and enterprise agreements
evidence collection
freedom of information
licensing arrangements and certification requirements
relevant industry codes of practice
trade practices
use of force.
Organisational requirements may relate to:
client service standards
policies for ensuring privacy and confidentiality of information
procedures for archiving electronic and hard-copy records
procedures for recording, storing and destroying information
standard of language, literacy and numeracy required
use of organisational equipment and resources.

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
A person who demonstrates competency in this unit must be able to provide evidence of:
using speaking, reading, observation and listening skills to gather verbal and non-verbal information and summarising understanding with others
communicating in a clear and accurate manner which reflects sensitivity to individual social and cultural differences
using a range of communication channels and equipment to receive, interpret and transmit clear and accurate verbal information in a form which is preferred and understood by the receiver
using a range of communications equipment and technologies to communicate written information in a suitable format, language and structure.
Context of and specific resources for assessment
Context of assessment includes:
a setting in the workplace or environment that simulates the conditions of performance described in the elements, performance criteria and range statement.
Resource implications for assessment include:
access to a registered provider of assessment services
access to a suitable venue and equipment
access to plain English version of relevant statutes and procedures
assessment instruments including personal planner and assessment record book
work schedules, organisational policies and duty statements.
Reasonable adjustments must be made to assessment processes where required for people with disabilities. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment
This unit of competency should be assessed using questioning of underpinning knowledge and skills.
Guidance information for assessment
Assessment processes and techniques must be culturally appropriate and suitable to the language, literacy and numeracy capacity of the candidate, while ensuring the LLN skill levels required by the competency being assessed are met. In all cases where practical assessment is used, it should be combined with targeted questioning to assess the underpinning knowledge.
Both oral questioning and written assessment should be used to assess underpinning knowledge.
Supplementary evidence may be obtained from relevant authenticated correspondence from existing supervisors, team leaders or specialist training staff.