• CHCCD514A - Implement community development strategies

Assessor Resource

Implement community development strategies

Assessment tool

Version 1.0
Issue Date: March 2019

This unit is intended for application within a community work or community development work context within the community services sector

This unit describes the knowledge and skills required to work with individuals, groups and the community to identify issues and develop cooperative processes to facilitate change

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Not Applicable

Employability Skills

This unit contains Employability Skills

Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 will be assessed in the workplace or in a simulated workplace under the normal range of workplace conditions

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 appropriate structures, people or organisations for assessment purposes

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

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Community development theory, principles and practices

The community profile

Funding sources and their policies and strategies for encouraging community input and participation

Relevant local, state and federal strategies/legislation

Community processes and protocols

Conflict management

Media engagement

Meeting procedures

Governance issues

Representation, lobbying and advocacy

Power and conflict management

Leadership in community


Data collection and analysis

Depending on the work role or services provided, specific knowledge of particular groups or issues may be required, including:

alcohol and other drugs (AOD)

cultural and linguistic diversity

risk of self-harm



community education

Aboriginal and Torres Strait Islander people

mental health


young people

families and children

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate capacity to identify individual concerns and translate them into public issues by facilitating individual awareness of issues which may be common to the group and to assist establishment of access to group processes

Develop and maintain public processes to address common issues

Work with key people or stakeholders in the community

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Motivate, enthuse and activate

Demonstrate application of skills in:

research, including data collection/analysis and recording, and effective use of relevant information technology in line with occupational health and safety (OHS) guidelines

project/program evaluation


negotiation, liaison, networking

group facilitation

applying OHS requirements in the work role

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.

Referrals may be:

Both inside and outside the organisation

To other workers, service providers or organisations

To specialist services

Issues and needs may include:



Financial support

Access to education and training


Child care

Community issues such as domestic violence, aged care, disability services, etc

Operational arrangements include:

Legal framework for operation

Funding arrangements

Models for operation

Decision-making arrangements

Baby sitting




Opportunities to facilitate community participation include:

Activities at service delivery, program, operative and management levels

Formal and informal systems


Support meeting

Focus groups on relevant issues

Community meetings

Key people may include:

Advocacy groups

Policy and decision-makers in the specific community

Individuals, groups or communities most likely to be affected by strategies or action plans

Community leaders

People with formal and informal representative roles

Community elders

Council members

Elected representatives (politicians)

Group processes and models include:

Community action

Community development outcomes may include:

New or improved service delivery

Community projects

Community planning

Consultative and planning committees

Enhanced social capital

Enhanced community skills

Enhanced community capacity

Community facilities

Policy changes

Other relevant needs identified by the community or the group

Support includes:


Meeting procedures

Representation, lobbying and advocacy

Power and conflict management

Motivate, enthuse and activate

Leadership in community


Data collection and analysis

Gaining resources

Strategies may include:

Establishment of advocacy groups

Promotion activities


Developing alliances

Collaboration and cooperation

Community awareness raising

Submissions to social planning

Political action and campaigns

Participatory/collaborative research and development

Other strategies as appropriate

Resources may include:

Skills/administrative support

Physical, transport, venues, material, equipment

Provision of training



Staff skills and time

Provision of facilities

Educational materials



Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Use appropriate interpersonal skills with individuals and groups to ensure that their story is heard and understood and to test that there is common understanding 
Respond to individual and group concerns in a manner which shows respect and a commitment to assist in their resolution 
Provide appropriate referrals to assist in the resolution of issues 
Identify and address barriers to moving private concerns into public action 
Identify relevant models of work that may address group issues and needs 
Identify and establish mechanisms and actions to address group issues and needs 
Organise a range of opportunities to facilitate community participation 
Establish common goals and coordinate strategies for a cooperative group process 
Engage key stakeholders in planning, implementing and evaluating strategies for community empowerment and action 
Address organisation's reporting requirements 
Identify and access available resources to facilitate successful group and community work strategies and activities 
Assist in facilitation of effective group meetings and enhance outcomes 
Support and maintain group processes to facilitate achievement of identified outcomes by the group 
Monitor effectiveness of group processes and provide information to the group to enable improvement and change as required 
Reflect on own practice 
Regularly participate in a review mechanism as a commitment to upgrading skills and knowledge 
Work with group to regularly undertake review mechanisms 
Work with group to reflect on group practice and processes 


Assessment Cover Sheet

CHCCD514A - Implement community development strategies
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student









Assessor name:



Assessment Record Sheet

CHCCD514A - Implement community development strategies

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:









Overall assessment result: Competent Not yet competent

Assessor name:



Student signature: