- CUVADM12B - Work with arts professionals in an arts organisation
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUVADM12B Mapping and Delivery Guide
Work with arts professionals in an arts organisation
Version 1.0
Issue Date: March 2024
Qualification | - |
Unit of Competency | CUVADM12B - Work with arts professionals in an arts organisation |
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Description | This unit describes the skills and knowledge required to communicate effectively with a range of arts professionals in the context of an arts organisation. It describes the role of the arts administrator or manager in working with a broad range of arts professionals. As such the unit builds on unit CUVADM11B Work within an arts organisation context. It involves an understanding of the work context of arts professionals and an understanding of the need for information by the arts professionals. This work is carried out under limited supervision.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | Not Applicable | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | This unit underpins work performance across the cultural industries and therefore has linkages to many other units within several cultural industries Training Packages, e.g.:Visual Arts Craft and DesignEntertainmentMusicFilm, TV, Radio and Multimedia.It is also recommended that this unit be assessed with or after the following unit:CUVADM11B Work within an arts organisation context. | ||
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: Determine communication requirements. |
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Element: Exchange information with arts professionals. |
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Element: Establish and maintain professional relationships. |
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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, range statement and the Assessment Guidelines for the Training Package. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | The following evidence is critical to the judgement of competence in this unit: development of a communication strategy with a range of arts professionals for a specific purpose which involves both receiving and disseminating information effective interpersonal and communication skills. |
Context of and specific resources for assessment | The assessment context must provide for: practical demonstration of skills through the development of an approach to communicating with arts professionals for a specific industry context interaction with others to reflect the communication and interpersonal aspects of the unit. |
Method of assessment | Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: oral or written questioning to assess knowledge of a specific arts context review of reports prepared by the candidate about communication approach taken for a specific project review of portfolios of evidence third party workplace reports of performance by the candidate. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such a speakers of languages other than English, remote communities and those with interrupted schooling). |
Assessment of this unit requires access to specific information relating to arts organisations, and arts professionals. |
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.
Required skills: communication and negotiation skills in relation to the communication required between arts organisations and arts professionals. |
Required knowledge: different types of arts professionals and their relevance to arts organisations work contexts for different types of arts professionals as relevant to a particular arts industry sector typical communication requirements between arts organisations and arts professionals in a given context. |
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, if used in the performance criteria, is detailed below. 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) may also be included. | |
Work contexts of arts professionals may include: | collectives/co-operatives community based/Indigenous organisations galleries, museums government departments not-for-profit and/or government funded arts organisations studio/media based practices theatres, performance spaces. |
Information needs may relate to: | competitions conceptual vision of the organisation and its impact on services provided events, e.g. lectures, talks funding applications/allocations information about audiences information about marketing strategies information about specific arts professionals, their practices and historical contexts information abut the context of the arts organisation loaning or borrowing of work marketing activities organisational and administrative practices publications record and document requirements, e.g. consignment notes, financial statements space usage techniques, methods and practices tendering processes timetabling and schedules. |
Mutually convenient interaction may include: | appointment formal, informal meeting museum/gallery/theatre/institutional visits |
rescheduling or moving to a more convenient space studio visits written, verbal. | |
Expected outcomes may relate to: | arrangements for acquisition of work and associated documentation contracts decision not to proceed decision to proceed at a later date decision to proceed with that arts professional's work financial accountability financial arrangements, payments, identification of other arts professionals to approach identification of other networking opportunity invitation to meet again at a future time, when closer match between arts professional and arts organisation may be possible marketing, promotion and public relations referral of arts professional elsewhere. |
Establishing relationships may involve: | approaching selected arts professionals organising interviews, meetings or other gatherings responding to unsolicited approaches telephone, newsletters publications, Internet, networking events. |
Opportunities to maintain regular contact with arts professionals may include: | attendance at industry events meetings regular face-to-face or other communication seminars. |
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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Identify those arts professionals with whom communication is required for a given context. | |||
Identify relevant information needs for interaction with arts professionals from perspectives of both parties. | |||
Organise mutuallyconvenient interactions with arts professionals. | |||
Communicate purpose and expected outcomes of the interaction with the arts professional. | |||
Present information in formats appropriate to the context and within required timeframes. | |||
Seek information from arts professionals to meet identified needs within required timeframes. | |||
Establishrelationships within the appropriate cultural context in a manner that promotes goodwill and trust between the organisation and arts professionals. | |||
Build trust and respect in business relationships through use of effective communication skills and techniques. | |||
Identify and take up opportunities to maintain regular contact with arts professionals. | |||
Pro-actively seek, review and act upon information needed to maintain sound business relationships. | |||
Honour agreements within the scope of individual responsibility. | |||
Nurture relationships through regular contact and use of effective interpersonal and communication styles. |
Forms
Assessment Cover Sheet
CUVADM12B - Work with arts professionals in an arts organisation
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
CUVADM12B - Work with arts professionals in an arts organisation
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: