- CHCCD509C - Support community leadership
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCCD509C Mapping and Delivery Guide
Support community leadership
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | CHCCD509C - Support community leadership |
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Description | This unit describes the knowledge and skills required to design, provide and promote a supporting structure and environment to enable effective and viable leadership to be provided within the community | ||
Employability Skills | This unit contains Employability Skills | ||
Learning Outcomes and Application | This unit is intended for application within a community work or community development work context | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Not Applicable | ||
Competency Field |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Develop and maintain support mechanisms |
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Element: Promote community leadership |
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Element: Develop leadership skills |
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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.
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 will be best assessed in the workplace or in a environment that simulates the normal range of workplace conditions Consistency in performance should consider the range of situations in which workers will be supporting community leadership |
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 a workplace or community or to an effectively simulated environment |
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 |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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. |
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: Community development principles and strategies Concepts of effective leadership Structure and nature of the community Significant cultural awareness, practices and protocol Availability of skills development training Support mechanisms and structures in the range of relevant communities and cultural contexts |
Essential skills: It is critical that the candidate demonstrate the ability to: Identify and develop opportunities for leadership within the community Provide support for leadership structures and the development of individuals 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: negotiation liaison networking facilitation |
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. | |
Community leadership may include: | Individuals acting in a formal representative role Elected management committees Formally constituted groups/steering committees/reference groups Key people with recognised influence |
Support mechanisms may include: | Resources Information/training development Recruitment and selection of leaders and managers Networks Groups Practice frameworks Individual and ongoing support Procedures for identifying potential community leaders |
Structures may include: | Management Consultations Accountability Decision-making Advisory systems Policy, guidelines, objectives and principles Resources |
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 |
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Design a range of support mechanisms to enable the identification of the role, responsibilities, context and accountability of community leadership | |||
Identify and address factors which might have an impact on the effectiveness of community leadership | |||
Include resources required to support community leadership development in resource allocations | |||
Create and respond to opportunities to routinely promote the importance of community leadership | |||
Ensure the development of structures, processes and practice reflects the defined role and importance of community leadership | |||
Design and provide learning programs aimed to develop leadership skills | |||
Implement a range of activities to assist the development of community leadership | |||
Provide individuals with structured and supported opportunities to experience leadership | |||
Identify and acknowledge the expertise, skills and contributions of the community to leadership |
Forms
Assessment Cover Sheet
CHCCD509C - Support community leadership
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
CHCCD509C - Support community leadership
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: