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.
Required skills
communication skills to:
deliver presentations
facilitate workshops and focus groups
promote, manage and conduct formal and informal consultations on complex issues with a wide range of different stakeholders
literacy skills to:
develop promotional materials
interpret and develop complex documents
take notes at activities
initiative and enterprise skills to identify opportunities to engage with stakeholders
planning and organising skills to:
establish and monitor strategies and actions across a broad range of different activities
integrate strategies with organisation’s events and activities
plan and implement strategies to maximise stakeholder involvement
self-management skills to:
chair meetings
prioritise work tasks and meet deadlines
project a professional image when representing own organisation
technology skills to use business technology, including social media tools.
Required knowledge
role and nature of promotion, advocacy and networks in the library and information and museums and galleries sectors
nature and range of stakeholder groups, including special needs and cultural considerations
features, costs and benefits of different consultation mechanisms
networking techniques and strategies
planning and organisational techniques for community consultations
legal issues relevant to community/stakeholder consultation, including relevant health and safety requirements
governance obligations associated with the organisation and its stakeholders.
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.
Stakeholders may include: | academics affiliated and special interest groups, such as: clubs community groups cultural organisations ethnic groups friends’ organisations societies board members employers general community government, such as: local state migrants or refugees people in remote areas people with special needs representative bodies small or large businesses staff in the organisation students teachers. |
Relevant information may relate to: | community matters cultural sensitivities current activities future activities interests issues organisational issues special needs. |
Internal and external factors may relate to: | current organisational objectives market trends political and social issues in communities resource constraints technological developments. |
Strategiesmay include: | blogs email networks open consultation workshops on topics of interest review of newsletters by stakeholders and community groups targeted focus group sessions use of venue facilities for functions and meetings by stakeholders wikis. |
Relationships may be ongoing or for a specific purpose and may relate to: | exhibitions and outreach programs inclusion in public activities involvement in the development of appropriate exhibitions, public programs and special events market research obtaining regular stakeholder feedback requests for financial support surveying stakeholder views on particular issues and services to assist with the development of new services or facilities. |
Consultations may include: | external committees formal consultative bodies informal communication and feedback newsletters or other regular or specific information provision presentations regular liaison activities surveys taskforces working parties. |
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