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.


Community may be:
Individuals and groups defined by organisation programs and services
Other agencies providing services to the designated individuals and groups
People with specified needs and interests
People using the organisation's services/programs
Geographic


Community programs may include:
Community development activities and strategies
Education and information projects


Stakeholders may include:
Residents within a community
Businesses within or related to a community
Advocacy and special interest groups
Decision-makers and community leaders
Individuals, groups and communities affected by issues or strategies
Owners or managers of resources required
Grants/funding agencies
Government and non government organisations
Peak bodies
Colleagues and collaborators


Strategies and options for action may include:
Community/public education, awareness raising
Lobbying and advocacy
Development of new services, opportunities
Developing the capacity of individuals, groups and communities to meet their own needs and objectives
Non violent direct action
Participatory action research
Development of new businesses or employment opportunities
Health promotion, development of healthy communities/attitudes and environmental causes of ill health
Development of community resources and facilities
Development of recreational/entertainment
Adjustments to existing programs/services to make them more accessible to young people
Strategies to increase access to facilities, services
Decision-making including cost, physical, information
Public processes


Resources may include:
Information
Knowledge/skills
Equipment and materials
Facilities, buildings, transport
Organisation structures, networks
Sector/regional networks
Access to decision-makers
Management support
Personnel
Money


Evaluation of a range of program options may include:
Projected outcomes to achieve objectives
Cost efficiency and effectiveness
Relevance to high needs and priorities
Scope and coverage
Capacity to evaluate
Availability of resources/skills
Consistency of philosophy
Ethical considerations
Impact on organisation/other services/programs
Personnel/industrial/employment implications
Legislative/statutory/accountability implications


Promotion and marketing strategies may include:
Letters (by fax, mail, or any other means of transmission)
Newsletters/journals
Internal organisation communication (e.g. Internal memos, minutes of meetings)
Artwork, graphics
Reports, discussion papers, briefing papers
Brochures, fliers and written advertisements
Posters
Audio and audio visual productions
Performing arts presentations
Verbal/public presentations
Meetings, seminars, workshops and forums
Print or telecommunications media


Consultation strategies may include:
Meetings, seminars, workshops or other forums
Interviews (formal and informal)
Written surveys (questionnaires, letters, submissions)
Suggestion boxes
Alternative communication such as graffiti walls
Networks
Professional associations
Call for submissions

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 can be assessed in the community or in a simulation which related closely to the experience of the workplace and the community
Consistency in performance should consider specific program and community requirements


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 or an environment that effectively simulates workplace and community conditions


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