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Elements and Performance Criteria

Required Skills

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

Working within an ethical framework

Industry and government processes

Community consultation and decisionmaking processes

Power structures and relationships in the community

Understanding the processes of both individual advocacy and group advocacy

Understanding that representation and advocacy are not decisionmaking on behalf of a client or on behalf of a service provider

Nature and structure of the community services and health industries

Government legislation regulations policies and standards

Legal processes regarding Power of Attorney and Guardianship

Understanding the legal status of parents and guardians of people under the age of

Processes and structures relevant to organisation goals and objectives or work role

Industry culture

Models of negotiation

Research methods

Models of managementleadership

Complex cultural awareness

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

alcohol and other drugs

cultural and linguistic diversity

risk of selfharm

people under years of age

chronic illness

community education

Aboriginal and Torres Strait Islander people

Essential skills

It is critical that the candidate demonstrate the ability to

Demonstrate effective representation of individual and group concerns and interests within the organisation the community and the community services industry

Participate in a range of influencing decision forming andor decisionmaking forums

Advocate for client oriented solutions to identified needs at the service delivery level and at policy level

Establish working relationship with clients providers and funders

Develop client decisionmaking abilities and independence and foster personal growth

Support clients to be involved in advocacy and decision formingmaking forums

Educate and assist clients to access appropriate services supports and resources

Promote developmentextension of services where service gaps are identified

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 skills in

information gathering and situation analysis

complex communication

strategic planning and outcomes measurement

leadershipmanagement

Evidence Required



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 can be assessed in the workplace in the community or in relevant simulation Consistency in performance should consider the range of situations under which workers will provide advocacy and representation

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 andor 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 an appropriate workplace or community where assessment can take place an environment where an accurate simulation can be undertaken for assessment purposes eg case studies role plays an environment where an accurate simulation can be undertaken for assessment purposes e.g. case studies, role plays

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 andor written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

Range Statement



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.

Representative role may include:	Advancing the interests of the community through decision forming / making forums Action taken to influence decision-making processes Developing and promoting the interests of the community services industry in a wide range of public forums where industry may include: organisations programs services industrial representatives consumers researchers training/education

Conditions of representation may include:	Authorisation, accountability and protocol Consultation and delegations Resources Terms of reference Scope, scale and parameters Role of key people Existing community structures, systems, networks, processes Development of an industry position Requirements of industry mechanisms including: formal and informal networks advisory/steering/reference committees peak industry and professional organisations publications submissions conferences/seminars training education formal representative positions

Support may be sought for:	Development of consultation and accountability structures Development of industry positions

Key people may include:	Experts Service user peak bodies/ groups Policy/decision-makers Resource managers Media Researchers Trainers Teachers Community leaders

Developments may include:	Social/political/economic/industrial changes Within and outside the organisation structures Government policy Ideology Education Research findings Community change

Opportunities may include:	Events Publicity Committee membership Public presentations Media Policy development Special meetings/delegations