Elements and Performance Criteria

Application of this competency will vary according to the Agencies size, location, organisational structure, resources, state/territory statutory requirements, business/strategic plans, and policies and practices

Culture:

Group activities/games, dress, communication practices, language, types, styles and significance of artefacts, music, the built and natural environment

Relevant personnel/departments:

Heritage planner, town planner, environmental officer, community service delivery staff, parks, gardens and road staff; library staff, supervisors, managers, recreation planners

Cultural resources:

Community history, items in the built and natural environment, private and public artistic products, cultural practices and facilities, ethnic groups, age groupings, clubs, gender groupings

Methods for raising awareness:

Use of existing systems from other organisations/communities, use of expert consultants with relevant skills, action learning strategies, workshops, advertising, signage, printed materials, mass media, public education

Links with community groups:

Formal committees of Council, working parties, workshops, meetings

Critical aspects of evidence:
Comprehensive, appropriate demographic and cultural
Resource information
Strategies for involving a diverse community in planning and activities
Evidence of review processes

Essential knowledge:
Community cultural development philosophy and practice across several art forms
Community networks
Council policies, procedures and protocols

Essential skills:
Cross-cultural communication
Community research
Qualitative and quantitative data analysis
Community consultation
Program planning

Resource implications:
Access to workplace or simulated case study that encompasses consultation with community groups; access to cultural resources and relevant personnel

Consistency in performance:
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statement and contexts applicable to the work environment
Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace

Context of assessment:
Competency must be demonstrated in a real work environment
In cases where the learner does not have the opportunity to cover all categories of the Range Statement 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