Unit of competency Outline
Date retreived
22/07/2026 6:52 AM AWST
22/07/2026 6:52 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Work effectively in the community sector
Work effectively in the community sector
Unit of competency
National Code
CHCCS411C
CHCCS411C
State Code
WC847
WC847
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
17/07/2014
Field of Education
090515 - Welfare Studies
Original Release Date
17/07/2014
Nominal Hours
50
Description
DescriptorThis unit of competency describes the skills and knowledge required to work effectively in a community work or service delivery setting with communities, clients, carers, staff, visitors, suppliers and others to meet established work requirements
Notes
Elements and Performance Criteria
1. Work ethically
- 1.1 Follow ethical guidelines in decision-making in all work undertaken with an awareness of potential ethical complexity in own work role
- 1.2 Reflect understanding and compliance with the principles of duty of care and legal responsibilities in all work undertaken
- 1.3 Refer any breach or non adherence to standard procedures or adverse event to appropriate personnel
- 1.4 Maintain confidentiality of any client matter in line with organisation policy and procedure, regulatory requirements and/or code of practice
- 1.5 Show respect for rights and responsibilities of others through considered application of work practices
- 1.6 Reflect current working knowledge and understanding of employee and employer rights and responsibilities in all work undertaken
- 1.7 Recognise, avoid and/or address any conflict of interest
2. Communicate effectively in a community work or service delivery setting
- 2.1 Develop, review and revise personal skills in communication as an ongoing priority to address work role requirements
- 2.2 Exercise caution in communicating personal information by oral and written means to ensure confidentiality of client and staff matters
- 2.3 Routinely apply workplace protocols and procedures in all workplace communication to support accuracy and understanding of information provided and received
- 2.4 Recognise individual and cultural differences and make any adjustments in communication needed to facilitate the achievement of identified outcomes
- 2.5 Conduct interpersonal communication with clients and colleagues in a manner that enhances a person-centred or community-centred approach consistent with work role requirements
- 2.6 Take appropriate measures to resolve conflict and interpersonal differences in the workplace
3. Work effectively within the community services system
- 3.1 Develop knowledge of different sectors involving community work and/or service delivery and how inter-relationships between these sectors affect own work
- 3.2 Work with awareness of the roles of various organisations involved in community work and/or service delivery
- 3.3 Demonstrate respect for workers from different sectors, levels and agencies within the industry
- 3.4 Gain and maintain awareness of current issues influencing community work and/or service delivery, including issues for Aboriginal and Torres Strait Islander peoples
4. Demonstrate commitment to relevant values and philosophy underpinning work in the sector
- 4.1 Demonstrate consideration and understanding of the underpinning values and philosophy of the sector and the work area
- 4.2 Demonstrate a commitment to access and equity principles in work in the sector
- 4.3 Identify personal values and attitudes and take into account when implementing work activities
5. Maintain work standards
- 5.1 Identify relevant organisation policies and procedures relating to awards, standards and legislative requirements of own work role and clarify any uncertainties with appropriate personnel
- 5.2 Contribute to identifying and implementing improved work practices
- 5.3 Comply with relevant accreditation and standards applying to work undertaken
- 5.4 Demonstrate understanding and focus on achieving organisation goals and objectives in all work undertaken
- 5.5 Respond positively to changes to improve work practices and procedures in accordance with organisation requirements
- 5.6 Identify issues requiring mandatory notification and report to supervisor and/or an appropriate authority
- 5.7 Reflect and identify own scope of practice within each work context
6. Take responsibility for personal skill development
- 6.1 Seek advice from appropriate persons on areas for skill and knowledge development
- 6.2 Identify options for accessing relevant skill development opportunities and initiate action in consultation with manager
- 6.3 Undertake designated skill and knowledge development and maintenance activities of the organisation
- 6.4 Identify and prioritise personal work goals in accordance with organisation requirements
7. Reflect on own practice
- 7.1 Undertake self-evaluation in conjunction with supervisors and/or peers
- 7.2 Provide and receive open and evaluative feedback to and from co-workers
- 7.3 Actively seek constructive feedback relevant to work role and accept it non-defensively
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.
Requirements of own work role may include:
Accreditation standards
Individual awards and benchmarks
Legislation relevant to work area
Level of responsibility
Organisation guidelines
Organisation policy on confidentiality may relate to:
Access to records
Destruction of records
Release of information
Storage of records
Verbal and written communication
Organisationpolicies, protocols and procedures refer to:
Guidelines and practices to be applied in the work role, such as:
Formal, documented guidelines of an organisation
Informal practices used by an organisation or individual owner/operator
Organisation procedures, policies, awards, standards and legislation may relate to:
Accreditation and service provision standards of other relevant industry organisations
Current Australian standards
Employment and vocational training standards
Federal and state legislation
Quality management policy and practice
Sector specific legislation and standards, for example:
home and community care standards
aged care accreditation standards
disability service standards
housing regulation and standards
Service delivery standards
Client may include
Communities or groups
Family, carers, significant others, legal guardians
Individual person
Stakeholders and representatives may include:
Clients
Community organisations
Families and care givers
Friends, peers and target group
Government representatives and service providers
Local community
Management, colleagues, supervisor, team members
Peak bodies and networks in the sector
Services
Specialists/experts
Different sectors within community services may include but are not limited to:
Aged care
Alcohol and other drugs
Child protection
Children's services
Community development
Community work
Disability services
Employment services
Family and domestic violence
Home and community care
Housing
Mental Health
Youth work and juvenile justice
Different models of work in the sector may include:
Advocacy
Case management
Community development
Community education
Developmental
Inter-agency approach
Participatory
Person-centred
Service delivery
Working with families
Values and philosophy underpinning work in the sector may include:
A holistic and person-centred approach, embracing:
promotion of well being of staff, clients and communities
early identification of problems
delivery of appropriate services
commitment to meeting the needs and upholding the rights of people
commitment to empowering the person and/or the community
ethical behaviour
preventative strategies
exercise of responsibilities and accountabilities within the context of duty of care for clients
A commitment to access and equity principles must be demonstrated by:
A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers
A person-centred approach includes:
Putting people and carers at the centre of service delivery
When the person is a child or young person, service delivery strategies may need to be modified to ensure child safety and provide a child friendly, supportive environment
Including people in decision-making relating to their care
Involving people in discussions about service delivery options and issues
Obtaining the person's consent to examine, treat or work with them
Effective customer service
Listening to and addressing complaints within scope of own work role
Employee rights and responsibilities may relate to:
Adherence to WHS
Attendance requirements
Confidentiality and privacy of organisation, client and colleague information
Duty of care responsibilities
Leave entitlements
Obeying lawful orders
Organisation policies and procedures
Protection from discrimination and sexual harassment in the workplace
The right to union representation
Issues requiring mandatory notification may include:
Issues defined by jurisdictional legislation and/or regulatory requirements
Issues specifically identified by under organisation policies
Protection of children and others identified to be at risk
Identifying and implementing improved work practices may include:
Application of safety practices, including for work in a range of contexts, such the person's home
Assessing/observing/measuring environmental factors
Checking equipment
Developing and implementing child safe, child friendly resources, environment and work tools to support staff and volunteers working with people under 18 years of age
Monitoring tasks
Reporting and implementing suggested improvements
Responding to surveys and questionnaires
Seeking and addressing customer feedback
Basic home fire safety includes knowledge of:
Behaviour that may contribute to fire injury and/or fatality
High fire risk groups
Optimum placement of smoke alarms
Referring client for smoke alarm installation and maintenance
Role of a working smoke alarm
Smoke alarm testing and cleaning
Types of smoke alarms
Employer rights and responsibilities may relate to:
Enterprise workplace agreements
Legislative requirements for employee dismissal i.e. Workplace Relations Act
Legislative requirements to provide a safe work environment free from discrimination and sexual harassment (see State and Commonwealth anti-discrimination legislation)
Relevant State and Territory employment legislation i.e. wage rates, employment conditions
Designated skill and knowledge development may, for example, relate to:
Cardiopulmonary resuscitation emergency response and notification protocols
Child protection
Communication, conflict resolution
Cultural awareness
Customer service, including the provision of a child friendly environment that values, respects and welcomes children and young people
Discrimination, harassment and bullying in the workplace
Fire emergency response procedures for notification and containment of fire, use of fire fighting equipment and fire safety procedures
First aid
Formal and informal resolution of grievances
Hazard control
Manual handling
Quality improvement policy and practice
Security procedures
Waste management
WHS
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.
Requirements of own work role may include:
Accreditation standards
Individual awards and benchmarks
Legislation relevant to work area
Level of responsibility
Organisation guidelines
Organisation policy on confidentiality may relate to:
Access to records
Destruction of records
Release of information
Storage of records
Verbal and written communication
Organisationpolicies, protocols and procedures refer to:
Guidelines and practices to be applied in the work role, such as:
Formal, documented guidelines of an organisation
Informal practices used by an organisation or individual owner/operator
Organisation procedures, policies, awards, standards and legislation may relate to:
Accreditation and service provision standards of other relevant industry organisations
Current Australian standards
Employment and vocational training standards
Federal and state legislation
Quality management policy and practice
Sector specific legislation and standards, for example:
home and community care standards
aged care accreditation standards
disability service standards
housing regulation and standards
Service delivery standards
Client may include
Communities or groups
Family, carers, significant others, legal guardians
Individual person
Stakeholders and representatives may include:
Clients
Community organisations
Families and care givers
Friends, peers and target group
Government representatives and service providers
Local community
Management, colleagues, supervisor, team members
Peak bodies and networks in the sector
Services
Specialists/experts
Different sectors within community services may include but are not limited to:
Aged care
Alcohol and other drugs
Child protection
Children's services
Community development
Community work
Disability services
Employment services
Family and domestic violence
Home and community care
Housing
Mental Health
Youth work and juvenile justice
Different models of work in the sector may include:
Advocacy
Case management
Community development
Community education
Developmental
Inter-agency approach
Participatory
Person-centred
Service delivery
Working with families
Values and philosophy underpinning work in the sector may include:
A holistic and person-centred approach, embracing:
promotion of well being of staff, clients and communities
early identification of problems
delivery of appropriate services
commitment to meeting the needs and upholding the rights of people
commitment to empowering the person and/or the community
ethical behaviour
preventative strategies
exercise of responsibilities and accountabilities within the context of duty of care for clients
A commitment to access and equity principles must be demonstrated by:
A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers
A person-centred approach includes:
Putting people and carers at the centre of service delivery
When the person is a child or young person, service delivery strategies may need to be modified to ensure child safety and provide a child friendly, supportive environment
Including people in decision-making relating to their care
Involving people in discussions about service delivery options and issues
Obtaining the person's consent to examine, treat or work with them
Effective customer service
Listening to and addressing complaints within scope of own work role
Employee rights and responsibilities may relate to:
Adherence to WHS
Attendance requirements
Confidentiality and privacy of organisation, client and colleague information
Duty of care responsibilities
Leave entitlements
Obeying lawful orders
Organisation policies and procedures
Protection from discrimination and sexual harassment in the workplace
The right to union representation
Issues requiring mandatory notification may include:
Issues defined by jurisdictional legislation and/or regulatory requirements
Issues specifically identified by under organisation policies
Protection of children and others identified to be at risk
Identifying and implementing improved work practices may include:
Application of safety practices, including for work in a range of contexts, such the person's home
Assessing/observing/measuring environmental factors
Checking equipment
Developing and implementing child safe, child friendly resources, environment and work tools to support staff and volunteers working with people under 18 years of age
Monitoring tasks
Reporting and implementing suggested improvements
Responding to surveys and questionnaires
Seeking and addressing customer feedback
Basic home fire safety includes knowledge of:
Behaviour that may contribute to fire injury and/or fatality
High fire risk groups
Optimum placement of smoke alarms
Referring client for smoke alarm installation and maintenance
Role of a working smoke alarm
Smoke alarm testing and cleaning
Types of smoke alarms
Employer rights and responsibilities may relate to:
Enterprise workplace agreements
Legislative requirements for employee dismissal i.e. Workplace Relations Act
Legislative requirements to provide a safe work environment free from discrimination and sexual harassment (see State and Commonwealth anti-discrimination legislation)
Relevant State and Territory employment legislation i.e. wage rates, employment conditions
Designated skill and knowledge development may, for example, relate to:
Cardiopulmonary resuscitation emergency response and notification protocols
Child protection
Communication, conflict resolution
Cultural awareness
Customer service, including the provision of a child friendly environment that values, respects and welcomes children and young people
Discrimination, harassment and bullying in the workplace
Fire emergency response procedures for notification and containment of fire, use of fire fighting equipment and fire safety procedures
First aid
Formal and informal resolution of grievances
Hazard control
Manual handling
Quality improvement policy and practice
Security procedures
Waste management
WHS
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 most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Consistency in performance should consider the work environment, worker's role and responsibilities 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:
Assessment should relate to an identified work role and associated workplace conditions
Resources essential for assessment include any documents specific to the work context such as:
instructions for the use of equipment
specific instructions for staff
emergency response procedures
fire safety policies and procedures
security procedures
relevant accreditation standards
waste management policies and procedures
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
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 most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Consistency in performance should consider the work environment, worker's role and responsibilities 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:
Assessment should relate to an identified work role and associated workplace conditions
Resources essential for assessment include any documents specific to the work context such as:
instructions for the use of equipment
specific instructions for staff
emergency response procedures
fire safety policies and procedures
security procedures
relevant accreditation standards
waste management policies and procedures
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
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D8557 | CHCCS411B | Work effectively in the community sector | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVC29 | CHCCOM005 | Communicate and work in health or community services | Unit of competency |