Elements and Performance Criteria

Element

Performance Criteria

1

Demonstrate a knowledge of your culture

1.1

Outline appropriately relevant traditional and cultural responsibilities

1.2

Explain local history

1.3

Follow protocols

1.4

Identify and document the role of Elders and their relationship to the organisation

1.5

Model respect for culture

2

Demonstrate respect for cultural diversity

2.1

Describe diverse lifestyles

2.2

Identify relevant aspects of diversity

2.3

Accommodate cultural differences in dealings with other people

3

Identify the impacts of colonialism on Aboriginal and Torres Strait Islander culture

3.1

Describe the history of the community from the Aboriginal and Torres Strait Islander perspective

3.2

Identify and list negative changes in community life

3.3

Identify and list positive changes to culture

4

Combine Aboriginal and Torres Strait Islander and non Aboriginal and Torres Strait Islander ways

4.1

Explain examples of relevant Aboriginal and Torres Strait Islander processes

5

Deal with cultural exploitation

5.1

Identify examples of actual and/or potential harm

5.2

Develop, document and implement strategies for eliminating or containing damage to cultural integrity

6

Deal with stereotyping and prejudice

6.1

Identify and list areas of social conflict

6.2

Develop in consultation with appropriate non-Aboriginal and Torres Strait Islander sectors in targeted areas, strategies toward reconciliation

7

Assess the effects of new legislation and policy

7.1

Locate and describe new legislation and policy affecting Aboriginal and Torres Strait Islander people

7.2

Identify and list changes to public policy relevant to Aboriginal and Torres Strait Islander affairs

7.3

Assess impacts and develop and document responses

8

Assess the impacts of development on culture

8.1

Identify and list relevant current social, technical, economic and political changes

8.2

Assess positive and negative impacts

8.3

Consider and list potential future impacts

8.4

Develop, document and implement strategies to prevent or minimise negative impacts

8.5

Develop, document and implement strategies to maximise positive impacts

Required skills

Oral and written communication

Cross-cultural competence, including gender and disability

Evaluation and decision-making

Problem solving

Required knowledge

Cultural context - Boards are upholders of traditional and cultural values. Relevant aspects of culture may include: cultural protocols, language (both Traditional and Aboriginal English), Aboriginal learning styles, cultural business, family and community responsibilities and local history

Community control - community participation and control in decision-making are central to organisations and the role of Boards is to support the community in these processes

Location and resources - organisations operate in diverse locations where cultural, social, economic and political conditions may vary widely. Also, acute resource shortages may also determine the options available

Legal requirements - organisations operate under provisions of federal, state or territory legislation as legal entities and funding recipients which influence decision-making

Organisation processes

Equity and diversity principles

Technological changes

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.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

Integrated demonstration of all elements of competency and their performance criteria; and

Culture is maintained and protected

Context of and specific resources for assessment

Assessment must ensure:

This unit of competency should be assessed through the performance of Board duties, but in the event that there is no opportunity to observe such a performance a simulated environment can be used but such simulation must replicate Board conditions in terms of: performing the task; managing a number of different tasks; coping with irregularities and breakdowns in routine; dealing with the responsibilities and expectations of the Board, including working with others; and transferring competency to other situations

Knowledge and performance to be assessed over time to confirm consistency in performance

Method of assessment

The following assessment method is appropriate for this unit:

Performance of Board duties, or through an accurate simulation of Board duties

Guidance information for assessment

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.

Traditional and cultural responsibilities may include:

Aboriginal Law

kinship

land ownership

Elders, Traditional Owners, men / women

birth, marriage and death

Local history may include:

events eg. massacres

development

community relations

Protocols may include:

talking to the right people

land ownership

family/kinship/clan

Lifestyles may include:

remote

rural

urban

Diversity may include:

language

law

ceremonies

literacy

employment

living conditions

lifestyles

Impact of colonialism may include:

legislation

land use

religion

education

alcohol

Negative changes may include:

personal trauma

stolen generation

dispossession

cultural disintegration

loss of social control

Positive changes may include:

education

living standards

Relevant Aboriginal and Torres Strait Islander organisational processes may include:

committee meetings in appropriate language

constitutions recognise Traditional Owners

decision-making processes

bush meetings

Areas of actual or potential harm may include:

artworks copyright

shift from community focus to business

Areas of social conflict may include:

schools

workplaces

public places

Strategies for eliminating damage may include:

legal options

negotiation

joint development

Appropriate non-Aboriginal and Torres Strait Islander sectors may include:

sporting clubs

schools

local government

businesses

church groups

Legislation and policy may include:

Native Title

Wik amendments

pastoral and mining leases

'Three Strikes' laws

GST

independent living allowance

extended trading hours (liquor)

Impacts may include:

lost of land and culture

cultural assimilation

unemployment

Development may include:

land developments

mainstreaming services

changing technologies