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:
discuss and negotiate issues with arts professionals in a mutually beneficial way
relate to people from diverse backgrounds and people with diverse abilities
work collaboratively with others to establish rapport and build relationships with arts professionals
initiative and enterprise skills to view issues from the perspective of others and to anticipate reactions accordingly
planning and organising skills to:
gather information required for interaction with arts professionals in a logical way
organise interactions with others in a timely fashion
self-management skills to develop and manage own professional relationships.
Required knowledge
different roles of arts professionals and how they relate to a range of arts organisations
different contexts in which arts professionals operate
typical communication requirements between arts organisations and arts professionals
principles and techniques for effective communication and networking
sources of information about arts organisations and arts professionals.
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. |
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