Assessor Resource

LGACPRV504A
Build the capacity of individuals, organisations and communities to support crime prevention

Assessment tool

Version 1.0
Issue Date: March 2024


This unit supports the attainment of skills and knowledge required for competent workplace performance in councils of all sizes. Knowledge of the legislation and regulations within which councils must operate is essential. The unique nature of councils, as a tier of government directed by elected members and reflecting the needs of local communities, must be appropriately reflected.

This unit covers the knowledge and skills required to build the capacity of local and regional groups, organisations and/or communities to participate in and support crime prevention. This building of capacity is fostered through establishing partnerships between, providing information and resources to, and increasing the capability of individuals, organisations and/or communities. These activities are also vital in promoting the climate that crime prevention needs for it to grow and develop as a field.

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

Prerequisites

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.

Overview of assessment requirements

A person who demonstrates competency in this unit will be able to perform the outcomes described in the Elements to the required performance level detailed in the Performance Criteria. The knowledge and skill requirements described in the Range Statement must also be demonstrated. For example, knowledge of the legislative framework and safe work practices that underpin the performance of the unit are also required to be demonstrated.

Critical aspects of evidence to be considered

Demonstrated ability to work constructively with a wide range of community groups and stakeholders to maximise access, participation and support for crime prevention. In particular, evidence must be obtained on the ability to:

promote accessibility and capacity of individuals, communities and/or organisations

provide information to build participation, support and commitment to particular initiatives

represent the organisation in effective ways through networks and partnerships in order to generate longer-term support

establish and maintain supportive networks.

Evidence of competency will also require demonstration of knowledge related to currently accepted best practice in crime prevention within one or more of the contemporary approaches to preventing crime: community-based, situational, developmental and criminal justice.

Context of assessment

Competency is demonstrated by performance of all stated criteria applicable to the workplace environment, within the scope of the Range Statement.

Assessment must take account of the endorsed Assessment Guidelines in the relevant Training Package.

Evidence is best gathered through a holistic assessment activity that integrates the elements of competency.

Assessment should reinforce the integration of the key competencies as indicated at the end of this unit.

Formative assessments may be conducted off the job and/or in simulated work environments. However, summative assessment of this unit of competency must be undertaken in an actual setting and preferably in conjunction with normal crime prevention activities.

Evidence must be from an actual setting, and may be gathered by direct questioning, direct observation or supervisor report of consultation and liaison in context, and by examining a portfolio. The portfolio should contain evidence of activities undertaken to support, inform and educate stakeholders and participants, represent the organisation or community and foster supportive networks and partnerships, as well as specific strategies to enhance accessibility and capacity.

Method of assessment

The following assessment methods are suggested:

observation of the learner performing a range of workplace tasks over sufficient time to demonstrate his/her handling of a range of contingencies

written and/or oral questioning to assess knowledge and understanding

completing workplace documentation

third-party reports from experienced practitioners

completion of self-paced learning materials including personal reflection and feedback from trainer, coach or supervisor.

Evidence required for demonstration of consistent performance

Evidence of competency in this unit will need to be gathered over time and across a range of actual or simulated workplace situations involving a combination of direct and indirect forms of supplementary evidence.

Substantiation of prior performance may be sought from supervisors and peers within the workplace or from others who are able to provide reliable and substantiated evidence regarding the candidate's prior performance.

Resource implications

This unit involves workplace-based activities. The resources should relate specifically to the organisation's policies, guidelines, requirements, resources and equipment and may include:

literature and information

organisational policies and guidelines

access to a particular geographic area and/or community group.


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

Required Skills

high level verbal and written communication skills

promoting and advocating the interests of others

research and issue analysis

working with diverse individuals and cultural and social groups

communicating, liaising and networking with community groups and individuals

designing and developing a range of community education programs and training materials

facilitating, delivering and evaluating community education initiatives

coordinating people processes and information

promoting and marketing educational initiatives

working with interpreters

organising, conducting and speaking at public meetings and forums

presenting and using appropriate visual aids

communicating sensitively with various individuals, groups and communities

engendering commitment and overcoming resistance

developing policies, procedures and protocols

negotiating

working with the media

conducting risk assessments, both OHS and general

Required Knowledge

contemporary crime prevention theory and best practice

organisational or community policies, procedures, practices, guidelines and priorities

current social, economic and industrial policies impacting on the area of crime prevention

principles and practices associated with effective community liaison, networking and consultation

the crime prevention needs, goals and priorities of the community

cultural and social diversity implications for communication and team work

meeting procedures and consultative decision-making processes

practices and strategies for effective lobbying and advocacy of needs, priorities and individual rights

contemporary principles and practices in community education

strategies for developing and delivering awareness-raising community education programs, covering crime prevention and anti-social behaviour issues

the impact of cultural and social differences on the design and delivery of community education programs

existing community education programs, resources and their availability

group dynamics and group development processes

community education as a change process

implications of a community's cultural and linguistic diversity

OHS legislation, codes of practice and enterprise procedures

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 in the Performance Criteria is detailed below.

Not applicable.

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
Own awareness of actual and potential community-initiated crime prevention action is actively maintained. 
Requests for support are evaluated against the organisation's strategic intentions, priorities and available resources. 
Specialist advice on community safety and crime prevention issues and proposals is provided in accordance with requests and in line with organisational policies. 
Assistance i s provided, when requested and as possible, to foster and promote community-initiated crime prevention action and service delivery performance. 
Proposals for crime prevention initiatives are reviewed in light of contemporary crime prevention principles and practices, including best practice benchmarks. 
Issues are responded to as they arise and according to policies and protocols. 
Information and education programs are developed, promoted and provided to meet identified needs. 
Information and training are provided for individuals, communities and organisations that address critical issues, enabling participation in discussion and decision making. 
Information is tailored and provided to promote sectoral interests to identified target groups and to build the capacity of individuals, organisations and communities to participate in public debates and decision making. 
The representative role is established in line with the organisation or community's strategic direction and in consultation with key stakeholders and contacts. 
Opportunities are sought to represent the crime prevention interests of the organisation or community. 
Achievements are shared in a range of forums to promote ownership and understanding of mutual benefits. 
Participation in decision-making forums and working parties actively promotes the aims, philosophy and achievements of the organisation or community in relation to crime prevention. 
Opportunities to establish new networks are actively sought and acted upon. 
Assessment is made of the means for networks to contribute to crime prevention initiatives. 
Networks are utilised to communicate and promote the crime prevention needs of community groups and individuals and to obtain information relevant to practitioners' crime prevention function. 
Networks are utilised to advocate for and facilitate the implementation of initiatives to address specific crime and public safety needs. 
The costs and benefits of continuing a network are regularly evaluated against the organisation or community's policies and procedures. 
Potential partnerships are identified and evaluated to determine mutual benefit and value to the crime prevention function. 
Inter-organisational and inter-governmental agreements are negotiated where appropriate. 
Partnerships are monitored and sustained over time. 
Partnerships are utilised to facilitate action across sectors, organisations and communities. 

Forms

Assessment Cover Sheet

LGACPRV504A - Build the capacity of individuals, organisations and communities to support crime prevention
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:

Signature:

Date:


Assessment Record Sheet

LGACPRV504A - Build the capacity of individuals, organisations and communities to support crime prevention

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:

Signature:

Date:

Student signature:

Date: