Overview of assessment requirements

A person who demonstrates competency in this unit will be able to perform the outcomes described in the Elements to the required performance level detailed in the Performance Criteria. The knowledge and skill requirements described in the Range Statement must also be demonstrated. For example, knowledge of the legislative framework and safe work practices that underpin the performance of the unit are also required to be demonstrated.

Critical aspects of evidence to be considered

Demonstrated ability to work constructively with a wide range of community groups and stakeholders to identify crime prevention needs and formulate potential options to address those needs. In particular, evidence must be obtained on the ability to:

identify and analyse community issues concerning crime and public safety and determine their impact

identify relevant stakeholders and their interest in the issue

engage and consult with all relevant stakeholders in culturally appropriate ways

locate and access information and data relevant to the issues identified

analyse data from multiple sources

identify and critically analyse causal factors underpinning the identified crime prevention issues, and their interrelationships

develop a range of potential response options to address those issues.

Evidence of competency will also require demonstration of knowledge related to currently accepted best practice in crime prevention within one or more of the contemporary approaches to preventing crime: community-based, situational, developmental and criminal justice

Context of assessment

Competency is demonstrated by performance of all stated criteria applicable to the workplace environment, within the scope of the Range Statement.

Assessment must take account of the endorsed Assessment Guidelines in the relevant Training Package.

Evidence is best gathered through a holistic assessment activity that integrates the elements of competency.

Assessment should reinforce the integration of the key competencies as indicated at the end of this unit.

Formative assessments may be conducted off the job and/or in simulated work environments. However, summative assessment of this unit of competency must be undertaken in an actual setting and preferably in conjunction with normal crime prevention activities.

Evidence must be from an actual setting and may be gathered by direct questioning, direct observation or supervisor report of consultation and liaison in context, and by examining a final report. The report should contain evidence of effective communication and consultation with a wide range of stakeholders, reference to and critical analysis of a range of relevant information sources, and suggested options and the basis of their formulation.

Relationship to other units(prerequisite or co-requisite units)

This unit may be assessed independently or in conjunction with any of the following units:

CHCP&R3A Undertake research activities

HLTHIR4A Work effectively in a cross-cultural context with Aboriginal and Torres Strait Islander people and other groups

CHCYTH1A Work effectively with young people

BSBFLM503A Establish effective workplace relationships

BSBFLM501A Manage personal work priorities and professional development.

Method of assessment

The following assessment methods are suggested:

observation of the learner performing a range of workplace tasks over sufficient time to manage a range of contingencies

written and/or oral questioning to assess knowledge and understanding

completing workplace documentation

third-party reports from experienced practitioners

completion of self-paced learning materials including personal reflection and feedback from trainer, coach or supervisor

Evidence required for demonstration of consistent performance

Evidence of competency in this unit will need to be gathered over time and across a range of actual or simulated workplace situations involving a combination of direct and indirect forms of supplementary evidence.

Substantiation of prior performance may be sought from supervisors and peers within the workplace or from others who are able to provide reliable and substantiated evidence regarding the candidate's prior performance.

Resource implications

This unit involves workplace-based activity. The resources should relate specifically to the organisation's policies, guidelines, requirements, resources and equipment and may include:

literature and information relating to the locale and crime prevention theory and practice

Internet resources

organisational policies and guidelines

access to a particular geographic area and/or community group

This describes the essential skills and knowledge and their level, required for this unit

Required Skills

a range of research techniques, including statistical analysis and result interpretation

communicating sensitively with various individuals, groups and communities using a variety of written and verbal forms

defining and solving issues or problems

planning and conducting systematic analyses or investigations

critical or analytical thinking

developing innovative responses to complex issues

evaluating data and potential solutions

conducting risk assessments, both OHS and general

implementing control measures that reduce risks

Required Knowledge

diverse cultural groups within Australian society, particularly their history, culture and perceptions which impact on issues relating to crime and crime prevention issues

impact of factors (e.g. cultural, political and religious racism or discrimination) that affect people from diverse communities participating in consultative processes

principles of effective consultation, particularly with Indigenous and other cultural and linguistic communities

local, national and international contemporary crime prevention theories and practices

local, state and commonwealth policies covering crime and crime prevention

contemporary crime prevention theory and best practice including situational, community, developmental and law enforcement approaches

organisation or agency's policies and procedures

OHS legislation, codes of practice and enterprise procedures

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 in the Performance Criteria is detailed below.

Stakeholders may include:

personnel from other sections of one's own organisation or agency

community groups such as:

representatives from other organisations such as:

counsellors

issue-specific experts and consultants

victims of crime and, where appropriate, their families, friends and supporters

support groups such as:

users of public space and public transport

property owners

authorities responsible for the provision of community and justice administration services, for example state and commonwealth agencies and local councils

crime prevention practitioners, law enforcement and private security agencies

educational institutions with an academic interest in crime prevention and community safety.

Indigenous communities

culturally and linguistically diverse communities

older persons

women and children

retailers and businesses

volunteer groups

service clubs, other clubs and associations

Neighbourhood Watch and Safety House committees

Aboriginal Land Councils *

Island Coordinating Councils and other Indigenous community organisations

local government

police

transport

security services

family services

health services

educational institutions

justice administration

Chambers of Commerce

churches

Victims of Crime

groups that address drug and alcohol dependency

community houses

women's networks and refuges

professional associations

aged care support

disability services

youth centres

migrant resource services

Structures within communities and organisations may be:

formal or informal

based on traditions, friendship, familial relationship or business association.

Perceptions in relation to personal safety, criminal behaviour and relevant social issues may not accurately reflect formal crime statistics or impact and may be based on:

personal or vicarious experience

world views

assumptions

personal biases

discrimination

current media trends and recency of events

racism

media reports

political, lobby or interest group reports

religious beliefs or value systems.

Crime and public safety issues may include:

personal safety and fear of crime

risk behaviours, such as:

social issues such as youth and crime, hate crimes, racial vilification and fear of crime

the built environment such as public space

building design and its impact on personal safety

terrorism and attacks against institutions or organisations.

alcohol and illegal substance abuse

physical and/or verbal abuse

general vandalism and graffiti

break and enter

car theft and property damage

domestic violence

Communication should be culturally appropriate and accessible to recipients, and may mean information being communicated using:

languages other than English

cultural symbols

sign language

other methods that will enable recipients to participate effectively in the consultation process.

Relevant research may include:

document analysis (reports of projects, research findings, surveys, conference proceedings, policy documents and newspapers)

statistical analyses

focus groups

safety audits

key informant interviews

public forums

geographic information systems for mapping crime and prevention patterns

Scope of specific crime and public safety issues refer to:

the nature of the issue or concern (what it is, how it impacts on people, perceptions of causal factors and what should be done)

the extent and level, both perceived and actual, of the issue or concern within the community

the level and type of resources the community contributes to the development and implementation of responses

provision of support mechanisms to enable affected community groups to develop and deliver their own responses

development of a partnership with affected community groups to address the issue or concern

development of a partnership with organisations, not necessarily within the affected community, to develop and undertake a joint response

referral to another organisation for consideration

any combination of the above

Theoretical of causation may include:

criminal justice (deterrence, incapacitation and rehabilitation strategies)

situational (design, organisation and management of physical and cultural environments)

social

victimisation

crime prevention through environmental design (CPTED)

security management

community based (e.g. targeted at environments such as neighbourhoods, schools and at risk groups)

developmental (e.g. childhood and adolescent intervention or targeted social justice issues designed to prevent the development of offending or risk behaviours)

a combination of these approaches

Potential options could involve:

development of an organisational or agency-specific response, such as a targeted program or strategy

development and implementation of a initiative in partnership with others

development of a supportive partnership with a community group or other agency which then undertakes the actual initiative

Causal factors are those factors creating, or contributing directly to, the identified crime prevention or antisocial behaviour issue and may:

be theories of causation espoused by researchers

be theories of causation espoused by leading practitioners

vary over time