CHCCD514B
Implement community development strategies

This unit describes the knowledge and skills required to work with individuals, groups and the community to identify issues and develop cooperative processes to facilitate change

Application

This unit is intended for application within a community work or community development work context within the community services sector


Prerequisites

Not Applicable


Elements and Performance Criteria

ELEMENT

PERFORMANCE CRITERIA

1. Work with individuals and groups to identify issues

1.1 Use appropriate interpersonal skills with individuals and groups to ensure that their story is heard and understood and to test that there is common understanding

1.2 Respond to individual and group concerns in a manner which shows respect and a commitment to assist in their resolution

1.3 Provide appropriate referrals to assist in the resolution of issues

1.4 Identify and address barriers to moving private concerns into public action

2. Work with groups to establish cooperative processes

2.1 Identify relevant models of work that may address group issues and needs

2.2 Identify and establish mechanisms and actions to address group issues and needs

2.3 Organise a range of opportunities to facilitate community participation

2.4 Establish common goals and coordinate strategies for a cooperative group process

2.5 Engage key stakeholders in planning, implementing and evaluating strategies for community empowerment and action

2.6 Address organisation's reporting requirements

3. Support group processes and skills development

3.1 Identify and access available resources to facilitate successful group and community work strategies and activities

3.2 Assist in facilitation of effective group meetings and enhance outcomes

3.3 Support and maintain group processes to facilitate achievement of identified outcomes by the group

3.4 Monitor effectiveness of group processes and provide information to the group to enable improvement and change as required

4. Reflect on practice

4.1 Reflect on own practice

4.2 Regularly participate in a review mechanism as a commitment to upgrading skills and knowledge

4.3 Work with group to regularly undertake review mechanisms

4.4 Work with group to reflect on group practice and processes

Required Skills

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:

Community development theory, principles and practices

The community profile

Funding sources and their policies and strategies for encouraging community input and participation

Relevant local, state and federal strategies/legislation

Community processes and protocols

Conflict management

Media engagement

Meeting procedures

Governance issues

Representation, lobbying and advocacy

Power and conflict management

Leadership in community

Networking

Data collection and analysis

Depending on the work role or services provided, specific knowledge of particular groups or issues may be required, including:

alcohol and other drugs (AOD)

cultural and linguistic diversity

risk of self-harm

women

men

community education

Aboriginal and Torres Strait Islander people

mental health

LGBTI

young people

families and children

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate capacity to identify individual concerns and translate them into public issues by facilitating individual awareness of issues which may be common to the group and to assist establishment of access to group processes

Develop and maintain public processes to address common issues

Work with key people or stakeholders in the community

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:

Motivate, enthuse and activate

Demonstrate application of skills in:

research, including data collection/analysis and recording, and effective use of relevant information technology in line with work health and safety (WHS) guidelines

project/program evaluation

budgeting

negotiation, liaison, networking

group facilitation

applying WHS requirements in the work role

Evidence Required

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 will be assessed in the workplace or in a simulated workplace under the normal range of workplace conditions

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

Resources required for assessment include access to appropriate structures, people or organisations for assessment purposes

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons


Range Statement

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.

Referrals may be:

Both inside and outside the organisation

To other workers, service providers or organisations

To specialist services

Issues and needs may include:

Employment

Housing

Financial support

Access to education and training

Health

Child care

Community issues such as domestic violence, aged care, disability services, etc

Operational arrangements include:

Legal framework for operation

Funding arrangements

Models for operation

Decision-making arrangements

Baby sitting

Vouchers

Location

Advertising/promotion

Opportunities to facilitate community participation include:

Activities at service delivery, program, operative and management levels

Formal and informal systems

Promotion

Support meeting

Focus groups on relevant issues

Community meetings

Key people may include:

Advocacy groups

Policy and decision-makers in the specific community

Individuals, groups or communities most likely to be affected by strategies or action plans

Community leaders

People with formal and informal representative roles

Community elders

Council members

Elected representatives (politicians)

Group processes and models include:

Community action

Community development outcomes may include:

New or improved service delivery

Community projects

Community planning

Consultative and planning committees

Enhanced social capital

Enhanced community skills

Enhanced community capacity

Community facilities

Policy changes

Other relevant needs identified by the community or the group

Support includes:

Media

Meeting procedures

Representation, lobbying and advocacy

Power and conflict management

Motivate, enthuse and activate

Leadership in community

Networking

Data collection and analysis

Gaining resources

Strategies may include:

Establishment of advocacy groups

Promotion activities

Lobbying

Developing alliances

Collaboration and cooperation

Community awareness raising

Submissions to social planning

Political action and campaigns

Participatory/collaborative research and development

Other strategies as appropriate

Resources may include:

Skills/administrative support

Physical, transport, venues, material, equipment

Provision of training

Financial

Equipment

Staff skills and time

Provision of facilities

Educational materials

Funding

Personnel


Sectors

Not Applicable


Employability Skills

This unit contains Employability Skills


Licensing Information

Not Applicable