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

Competency must be demonstrated in a real work environment

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance across contexts applicable to the work environment

Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace

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:

workplace or simulated case study that encompasses consultation with community groups

cultural resources and relevant personnel

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

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:

Comprehensive, appropriate demographic and cultural resource information

Strategies for involving a diverse community in planning and activities

Community cultural development philosophy and practice across several art forms

Community networks

Council policies, procedures and protocols

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply comprehensive, appropriate demographic and cultural resource information

Develop and implement strategies for involving a diverse community in planning and activities

Provide evidence of review processes

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:

Demonstrate application of skills in:

cross-cultural communication

community research

qualitative and quantitative data analysis

community consultation

program planning

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.

Culture includes:

Group activities/games

Dress

Communication practices

Language

Types, styles and significance of artefacts

Music

Built and natural environment

Relevant agency or departmental personnel may include:

Heritage planner

Town planner

Environmental officer

Community service delivery staff

Parks, gardens and road staff

Library staff

Supervisors

Managers

Recreation planners

Cultural resources include:

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 include:

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 interest groups include:

Formal committees of Council

Working parties

Workshops

Meetings