Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

PUAPOLIM006A Mapping and Delivery Guide
Enhance status as a role model in an Aboriginal or Torres Strait Islander community

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency PUAPOLIM006A - Enhance status as a role model in an Aboriginal or Torres Strait Islander community
Description This unit covers the competency required to maintain one's bicultural skills and knowledge to enhance personal status and policing effectiveness.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application The skills and knowledge in this unit will be applied by Aboriginal or Torres Strait Islander police officers when performing duties in community groups.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
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: Maintain traditional cultural status
  • Knowledge of law, stories and language is maintained and extended where appropriate
  • Activities to transmit and strengthen traditional culture are supported when consistent with law and organisational policies
  • Traditional law and cultural usages are followed when consistent with law and organisational policies
       
Element: Facilitate resolution of differences between community groups
  • Trust/respect of groups in conflict is secured and maintained
  • Parameters of own behaviour are established with each group
  • Fair and non-provocativerepresentations are made of each group's position
  • Possible resolutions or compromises are explored
  • Other community groups/organisations are involved when opportune to help reach a solution
       
Element: Maintain professional credibility
  • Parameters of own behaviour are agreed with Officer in Charge (OIC) or supervising officer
  • Parameters of own behaviour are established with community
  • Community respect for self and law is maintained through actions undertaken
  • Consultation is undertaken with other Aboriginal officers, community elders and OIC in case of serious conflict of cultural norms
  • Personal stress is managed by utilising personal and community networks, and departmental facilities
  • Cross-cultural difficulties arising with OIC or other police are discussed with other Aboriginal officers to seek possible solutions and are referred to appropriate departmental conflict resolution procedures if direct discussion with the other parties fails to resolve issues
       


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 competency in this unit

Assessment must confirm the ability to:

establish respect as a police officer from the respective cultures

display personal and professional development.

Consistency in performance

Competency should be demonstrated over time to ensure the individual is assessed across a wide variety of situations within the workplace.

Context of and specific resources for assessment

Context of assessment

Competency should be assessed over time in a range of actual or simulated workplace environments.

Specific resources for assessment

There are no specific resource requirements for this unit.

Method of assessment

In a public safety environment assessment is usually conducted via direct observation in a training environment or in the workplace via subject matter supervision and/or mentoring, which is typically recorded in a competency workbook.

Assessment is completed using appropriately qualified assessors who select the most appropriate method of assessment.

Assessment may occur in an operational environment or in an industry-approved simulated work environment. Forms of assessment that are typically used include:

direct observation

interviewing the candidate

journals and workplace documentation

third party reports from supervisors

written or oral questions.

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.

Required Skills

communicate effectively

interact with others effectively

mentor people as required

negotiate

resolve and manage conflict

solve problems

Required Knowledge

Aboriginal or Torres Strait Islander culture

cross-cultural facility

European culture

law, policy and procedure

organisational policies and procedures (such as relevant legislation; operational, corporate and strategic plans; operational performance standards; operational policies and procedures; organisational personnel and occupational health and safety practices and guidelines; organisational quality standards; organisation's approach to environmental management and sustainability)

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.

Parameters of own behaviour may include:

Not conveying frivolous or intentionally insulting messages

Not conveying intelligence concerning the other side's position or behaviour

Fair and non-provocative representations include:

Ensuring substance of claim or offer is unchanged but is expressed fairly without displaying prejudice or bias

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
Knowledge of law, stories and language is maintained and extended where appropriate 
Activities to transmit and strengthen traditional culture are supported when consistent with law and organisational policies 
Traditional law and cultural usages are followed when consistent with law and organisational policies 
Trust/respect of groups in conflict is secured and maintained 
Parameters of own behaviour are established with each group 
Fair and non-provocativerepresentations are made of each group's position 
Possible resolutions or compromises are explored 
Other community groups/organisations are involved when opportune to help reach a solution 
Parameters of own behaviour are agreed with Officer in Charge (OIC) or supervising officer 
Parameters of own behaviour are established with community 
Community respect for self and law is maintained through actions undertaken 
Consultation is undertaken with other Aboriginal officers, community elders and OIC in case of serious conflict of cultural norms 
Personal stress is managed by utilising personal and community networks, and departmental facilities 
Cross-cultural difficulties arising with OIC or other police are discussed with other Aboriginal officers to seek possible solutions and are referred to appropriate departmental conflict resolution procedures if direct discussion with the other parties fails to resolve issues 

Forms

Assessment Cover Sheet

PUAPOLIM006A - Enhance status as a role model in an Aboriginal or Torres Strait Islander community
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

PUAPOLIM006A - Enhance status as a role model in an Aboriginal or Torres Strait Islander community

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: