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, if used in the performance criteria, is detailed below. 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) may also be included.

Relevant personnel may include:
CEOs
clients
colleagues
industry practitioners
managers
personnel associated with:
funding bodies
government departments or agencies
local councils
media outlets
other arts organisations
sponsors.
Arts professionals may be associated with:
collectives and cooperatives
community-based and Indigenous organisations
festivals
galleries
government departments
museums
not-for-profit and/or government-funded arts organisations
performance spaces
studio and media-based practices
theatres.
Information may relate to:
audience demographics
competitions
conceptual vision of the organisation and its impact on service provision
context of the arts organisation
events, such as lectures and talks
funding applications and allocations
loaning or borrowing of work
marketing strategies
organisational and administrative practices
publications
record and document requirements, such as:
consignment notes
financial statements
space usage
specific arts professionals:
historical contexts
their practices
techniques, methods and practices
timetabling and schedules.
Interactions may be written or verbal, formal or informal, and may include:
appointments
meetings
visits to:
museums
galleries
theatres
studios
institutions
rescheduling or moving to a more convenient space.
Outcomes may relate to:
arrangements for acquisition of work and associated documentation
contracts
decision not to proceed
decision to proceed at a later date
decision to proceed with that arts professional’s work
financial accountability
financial arrangements and payments
identification of other arts professionals to approach
identification of other networking opportunities
invitation to meet again at a future time, when closer match between arts professional and arts organisation may be possible
marketing
promotion
public relations
referral of arts professional elsewhere.
Verbal communication processes may include:
articulation
clarity of speech
feedback
language
listening skills
open questions
questioning skills
voice modulation
voice projection.
Non-verbal communication processes may include:
active listening
body language, including body orientation and gestures, and posture
clothing
colour
distance
facial expression
grooming
music
sound
touching
voice.
Barriers to effective communication may include:
acting on false assumptions and stereotypes
cultural differences not being addressed
educational differences not being addressed
failure to prominently display contact details in all communications provided to the client
inappropriate word choice
ineffective non-verbal communication
lack of 'contact us' forms or pages on websites
lack of distribution of reply paid cards or envelopes in mail-outs
lack of voice modulation and articulation
limited opening hours of call centres or offices
not listening actively
organisational factors
physical, personal, gender and age differences not being addressed.
Ways to establish relationships may involve:
approaching selected arts professionals
organising interviews, meetings or other gatherings
responding to unsolicited approaches
telephone, newsletters and the internet
attending networking events.
Opportunities may include:
attendance at industry events
meetings
regular face-to-face or other communication
seminars.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
develop and engage in informed and appropriate arts industry communication for arts industry projects
apply effective interpersonal and communication skills
apply knowledge of types of professional communications required in the arts industry.
Context of and specific resources for assessment
Assessment must ensure:
access to information relating to arts organisations and arts professionals
interaction with others to reflect the communication aspects of the unit.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
evaluation of approaches taken by the candidate for specific projects
oral or written questioning to assess knowledge of a specific arts context
review of reports prepared by the candidate about communication approach taken for a specific project
review of portfolios of evidence
review of third-party reports from experienced practitioners.
Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBCRT402A Collaborate in a creative process.