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:
Changing social context of work e.g. consumer centred approach, changing government and societal views of not-for-profit housing, approaches to working with clients/service users/members/tenants
Economic context e.g. the current economic situation as it relates to and affects social housing and the subsequent impact on client needs
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
Political context e.g. government policies and initiatives affecting social housing work
Statutory framework within which work takes place


Current issues include:
Complex needs
Disability
Domestic and family violence
Drug and alcohol issues
Homelessness and risk of homelessness
Housing availability and affordability
Mental health
Needs of migrants and recent arrivals


Different models of work in the sector may include:
Case management
Community development and education
Homelessness and crisis management (within confines of organisation policy and guidelines)
Housing management
Tenancy advice/advocacy
Tenancy management
Tenancy support


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


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


A commitment to access and equity principles include:
A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers
Creation of a consumer oriented culture
Ensuring the work undertaken takes account of and caters for differences including: cultural, physical, religious, economic, social


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

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 must be assessed with all other specialisation units chosen as part of a package at a particular Australian Qualifications Framework level


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
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 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