Elements and Performance Criteria

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 in the Performance Criteria is detailed below.
Sources of information may be internal or external to the practitioner's organisation or agency and could include:
individuals such as colleagues, peers, community members or champions, mentors, youth and drug counsellors and other recognised experts
groups or organisations such as:
business information services and professional associations or bodies
data from journals, conferences, research, practitioner papers and reports
evaluation reports of crime prevention initiatives
Internet sources, both Australian and international
published and unpublished statistics
information provided through networking and collaboration
public institutions such as:
police services
national, state or local government agencies
specialist agencies
community support groups focusing, for example, on issues for Indigenous people, cultural and linguistic diversity, gender, youth, alcohol and drugs
libraries
universities
government printer
local council information services
government Internet services and bulletin boards
Crime prevention theories may include:
criminal justice, including deterrence, incapacitation and rehabilitation strategies
situational, including design, organisation and management of physical and cultural environments
social
victimisation
crime prevention through environmental design (CPTED)
community-based (e.g. targeted at environments such as neighbourhoods, schools and at risk groups)
developmental, including initiatives designed to prevent the development of offending or risk behaviours through interventions applied throughout childhood and adolescence that are targeted and tailored to promote communication
a combination of these theoretical approaches
Best practice principles may include:
the recognition, acknowledgement and valuing of the diversity of community stakeholder views, values, expectations and potential
the willing use of collaborative and consultative mechanisms to optimise community involvement in developing and implementing crime prevention interventions and/or socially undesirable behaviour modification
the use of contemporary research and practice, including cross-disciplinary, to inform and guide intervention or response development and implementation and review, and to reduce the potential for unintended outcomes
the efficient and effective use of the organisation and community's resources to address crime prevention and anti-social behaviour issues and concerns at the community level
Data collection and information generating practices may include:
evaluations implemented as part of a crime prevention initiative
research undertaken collaboratively with external groups
processes used to collect data for funding bodies
reporting processes established to monitor initiatives over time
Existing evidence can include data generated from processes such as:
meta-analyses of research studies
a wide range of different types of research studies including:
evaluation reports of crime prevention initiatives
reports from committees
evidence from experts or leaders
randomised control group studies
quasi experimental studies
non-experimental qualitative studies
Resource requirements may relate to:
physical resources
financial resources
human resources
support services
Obstacles or restrictions may include:
lack of access to relevant information
lack of resources
resistance from key stakeholders, other practitioners and/or community members
Networks may include:
Informal networks such as:
other crime prevention practitioners
work colleagues
professional development personnel
personal contacts in other relevant agencies and community groups.
Formal networks such as:
key community leaders and community champions
local inter-agency groups
specific interest and support groups
lobby groups
regional, specialist and peak associations
professional or occupational associations
project-specific ad hoc consultative or reference groups
advisory committees
law enforcement and justice administration agencies
Strategies that are targeted and tailored to promote communication may include:
passive strategies such as writing journal articles and commentaries for newspapers and newsletters
active strategies such as targeted media activities, orchestrated campaigns, developing and promoting educational materials, speaking engagements, forums and conferences.
Collaborative partnerships may include those individuals, groups and organisations who have:
special knowledge or experience to bring to the research process
an interest in the outcomes of the research process.

Overview of assessment requirements
A person who demonstrates competency in this unit will be able to perform the outcomes described in the Elements to the required performance level detailed in the Performance Criteria. The knowledge and skill requirements described in the Range Statement must also be demonstrated. For example, knowledge of the legislative framework and safe work practices that underpin the performance of the unit are also required to be demonstrated.
Critical aspects of evidence to be considered
Demonstrated ability to:
identify, source and evaluate information and data relating to crime prevention theory and practice
integrate information from research and practice into decision-making processes
promote the use of evidence-based approaches to others.
Context of assessment
Competency is demonstrated by performance of all stated criteria applicable to the workplace environment, within the scope of the Range Statement.
Assessment must take account of the endorsed Assessment Guidelines in the relevant Training Package.
Evidence is best gathered through a holistic assessment activity that integrates the elements of competency.
Assessment should reinforce the integration of the key competencies as indicated at the end of this unit.
Formative assessments may be conducted off the job and/or in simulated work environments. However, summative assessment of this unit of competency must be undertaken in an actual setting and preferably in conjunction with normal crime prevention activities.
Evidence must be from an actual setting and is to be gathered by direct observation or supervisor report of consultation and liaison in context, and by examining a portfolio. The portfolio should contain detailed reports of the application of evidence-based approaches within daily work practices, and the promotion of evidence-based approaches to others.
Method of assessment
The following assessment methods are suggested:
observation of the learner performing a range of workplace tasks over sufficient time to demonstrate his/her handling of a range of contingencies
written and/or oral questioning to assess knowledge and understanding
completing workplace documentation
third-party reports from experienced practitioners
completion of self-paced learning materials including personal reflection and feedback from trainer, coach or supervisor
Evidence required for demonstration of consistent performance
Evidence of competency should be gathered over time in a range of actual or simulated workplace situations and involving a combination of direct and indirect forms of supplementary evidence.
Substantiation of prior performance may be sought from supervisors and peers within the workplace or from others who are able to provide reliable and substantiated evidence regarding the candidate's prior performance.
Resource implications
This unit involves workplace-based activity. The resources should relate specifically to the organisation or community's policies, guidelines, requirements, resources and equipment and may include:
literature and information
research resources
access to other practitioners, peers and networks of stakeholders