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 is most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions
This may include the use of languages other than English and alternative communications systems

Assessment may be conducted on one or more occasions but must include a range of network types relevant to the workplace

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

Resource requirements for assessment of this unit include access to:

an appropriate workplace where assessment can be conducted or simulation of realistic workplace setting for assessment

Method of assessment:

Assessment may include observations, questioning and evidence gathered from the workplace environment

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:

Relevance of networking and specific networks and target group in relation to the organisation and own work role

Networking principles and needs required to support service delivery

Resource constraints in relation to networking

Appropriate communication techniques and constraints, such as confidentiality within networks

Essential skills:

It is critical that the candidate demonstrate the ability to:

Participate in both formal and information network

Participate in a network as a member not representing an organisation

Participate in a network as a representative of the workers' own organisation

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:

Apply oral communication skills including asking questions, listening to information, providing information, in particular by:

engaging in interpersonal exchanges, clarifying meaning and maintaining interaction, for the purposes of establishing, and maintaining relationships

exploring issues

problem solving

eliciting and providing factual information and opinions

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.

Networks may be informal and include:

Other workers, particularly those in the community services industry

Trainers, teachers and academics

Contacts in policy and funding bodies

Networks may be formal and include:

Local interagency networks

Interest and support groups

Regional, specialist and peak associations

Professional/occupation associations

The purposes of networks and networking may include:

Learning about the role, services and resources of other organisation

Learning about the roles and resources of other workers

Providing advice and information about own service and organisation

Peer support and review

Professional development

Maintaining coordination among organisations and workers

Supporting joint programs or activities

Providing information for policy development

Supporting the interests of young people