- CHCCD514A - Implement community development strategies
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCCD514A Mapping and Delivery Guide
Implement community development strategies
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CHCCD514A - Implement community development strategies |
|---|---|---|---|
| Description | This unit describes the knowledge and skills required to work with individuals, groups and the community to identify issues and develop cooperative processes to facilitate change | ||
| 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 within the community services sector | ||
| 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 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Work with individuals and groups to identify issues |
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| Element: Work with groups to establish cooperative processes |
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| Element: Support group processes and skills development |
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| Element: Reflect on practice |
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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 assessed in the workplace or in a simulated workplace under the normal range of workplace conditions |
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 appropriate structures, people or organisations for assessment purposes |
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 theory, principles and practices The community profile Funding sources and their policies and strategies for encouraging community input and participation Relevant local, state and federal strategies/legislation Community processes and protocols Conflict management Media engagement Meeting procedures Governance issues Representation, lobbying and advocacy Power and conflict management Leadership in community Networking Data collection and analysis Depending on the work role or services provided, specific knowledge of particular groups or issues may be required, including: alcohol and other drugs (AOD) cultural and linguistic diversity risk of self-harm women men community education Aboriginal and Torres Strait Islander people mental health LGBTI young people families and children |
Essential skills: It is critical that the candidate demonstrate the ability to: Demonstrate capacity to identify individual concerns and translate them into public issues by facilitating individual awareness of issues which may be common to the group and to assist establishment of access to group processes Develop and maintain public processes to address common issues Work with key people or stakeholders in the community 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: Motivate, enthuse and activate Demonstrate application of skills in: research, including data collection/analysis and recording, and effective use of relevant information technology in line with occupational health and safety (OHS) guidelines project/program evaluation budgeting negotiation, liaison, networking group facilitation applying OHS requirements in the work role |
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. | |
Referrals may be: | Both inside and outside the organisation To other workers, service providers or organisations To specialist services |
Issues and needs may include: | Employment Housing Financial support Access to education and training Health Child care Community issues such as domestic violence, aged care, disability services, etc |
Operational arrangements include: | Legal framework for operation Funding arrangements Models for operation Decision-making arrangements Baby sitting Vouchers Location Advertising/promotion |
Opportunities to facilitate community participation include: | Activities at service delivery, program, operative and management levels Formal and informal systems Promotion Support meeting Focus groups on relevant issues Community meetings |
Key people may include: | Advocacy groups Policy and decision-makers in the specific community Individuals, groups or communities most likely to be affected by strategies or action plans Community leaders People with formal and informal representative roles Community elders Council members Elected representatives (politicians) |
Group processes and models include: | Community action |
Community development outcomes may include: | New or improved service delivery Community projects Community planning Consultative and planning committees Enhanced social capital Enhanced community skills Enhanced community capacity Community facilities Policy changes Other relevant needs identified by the community or the group |
Support includes: | Media Meeting procedures Representation, lobbying and advocacy Power and conflict management Motivate, enthuse and activate Leadership in community Networking Data collection and analysis Gaining resources |
Strategies may include: | Establishment of advocacy groups Promotion activities Lobbying Developing alliances Collaboration and cooperation Community awareness raising Submissions to social planning Political action and campaigns Participatory/collaborative research and development Other strategies as appropriate |
Resources may include: | Skills/administrative support Physical, transport, venues, material, equipment Provision of training Financial Equipment Staff skills and time Provision of facilities Educational materials Funding Personnel |
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 |
|---|---|---|---|
| Use appropriate interpersonal skills with individuals and groups to ensure that their story is heard and understood and to test that there is common understanding | |||
| Respond to individual and group concerns in a manner which shows respect and a commitment to assist in their resolution | |||
| Provide appropriate referrals to assist in the resolution of issues | |||
| Identify and address barriers to moving private concerns into public action | |||
| Identify relevant models of work that may address group issues and needs | |||
| Identify and establish mechanisms and actions to address group issues and needs | |||
| Organise a range of opportunities to facilitate community participation | |||
| Establish common goals and coordinate strategies for a cooperative group process | |||
| Engage key stakeholders in planning, implementing and evaluating strategies for community empowerment and action | |||
| Address organisation's reporting requirements | |||
| Identify and access available resources to facilitate successful group and community work strategies and activities | |||
| Assist in facilitation of effective group meetings and enhance outcomes | |||
| Support and maintain group processes to facilitate achievement of identified outcomes by the group | |||
| Monitor effectiveness of group processes and provide information to the group to enable improvement and change as required | |||
| Reflect on own practice | |||
| Regularly participate in a review mechanism as a commitment to upgrading skills and knowledge | |||
| Work with group to regularly undertake review mechanisms | |||
| Work with group to reflect on group practice and processes |
Forms
Assessment Cover Sheet
CHCCD514A - Implement community development strategies
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
CHCCD514A - Implement community development strategies
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: