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Evidence Guide: ACMACR407A - Conduct community awareness programs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

ACMACR407A - Conduct community awareness programs

What evidence can you provide to prove your understanding of each of the following citeria?

Contribute to the development/improvement of community awareness programs

  1. Community consultation is conducted.
  2. Specific information needs and expectations of the community are identified.
  3. Suggestions for changes/improvements to community awareness programs are provided.
  4. Contributions are made to the production of new and/or improved program materials and methods.
  5. Reports on progress of community awareness programs are publicised and community input/feedback is encouraged.
Community consultation is conducted.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specific information needs and expectations of the community are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suggestions for changes/improvements to community awareness programs are provided.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contributions are made to the production of new and/or improved program materials and methods.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reports on progress of community awareness programs are publicised and community input/feedback is encouraged.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan community awareness programs

  1. Details of community requirements and expectations are clarified and confirmed to ensure programs meet their needs.
  2. Objectives of programs are determined in consultation with relevant personnel.
  3. Research to gather materials for presentation is conducted.
  4. Draft programs are structured and checked with supervisor where required.
  5. Programs are finalised and accepted in accordance with organisational policies and procedures.
  6. Relevant equipment, aids and materials to be used are identified, sourced and organised.
Details of community requirements and expectations are clarified and confirmed to ensure programs meet their needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Objectives of programs are determined in consultation with relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research to gather materials for presentation is conducted.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Draft programs are structured and checked with supervisor where required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Programs are finalised and accepted in accordance with organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant equipment, aids and materials to be used are identified, sourced and organised.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver community awareness programs

  1. Information is presented in a clear and logical sequence.
  2. Programs are conducted using effective public speaking techniques, age-appropriate information and recognised principles of group learning appropriate to the community.
  3. Relevant equipment is operated correctly and marketing aids and materials are used effectively to assist the community in understanding the programs.
  4. Opportunities are provided for the community to seek clarification on points.
  5. Questions are answered and supplemented with relevant information where possible.
  6. Queries outside the area of responsibility or expertise are referred to relevant personnel/area.
Information is presented in a clear and logical sequence.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Programs are conducted using effective public speaking techniques, age-appropriate information and recognised principles of group learning appropriate to the community.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant equipment is operated correctly and marketing aids and materials are used effectively to assist the community in understanding the programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities are provided for the community to seek clarification on points.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Questions are answered and supplemented with relevant information where possible.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Queries outside the area of responsibility or expertise are referred to relevant personnel/area.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the delivery of community awareness programs

  1. Community understanding and responses to the programs are assessed.
  2. Feedback from the community and observers is analysed.
  3. Recommendations for changes/improvement to the community awareness programs are made.
Community understanding and responses to the programs are assessed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback from the community and observers is analysed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommendations for changes/improvement to the community awareness programs are made.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

The evidence required to demonstrate competence in this unit must be relevant to workplace operations and satisfy all of the requirements of the performance criteria, required skills and knowledge and the range statement of this unit. Assessors should ensure that candidates can:

conduct community consultations to determine needs and expectations

contribute to the development/improvement of community awareness programs and associated materials

conduct research and gather materials to develop programs for presentation

use relevant presentation equipment, materials and aids

present programs to the community using effective public speaking and communication techniques

gather community feedback and evaluate the delivery of programs.

The skills and knowledge required to conduct community awareness programs must be transferable to a range of work environments and contexts and include the ability to deal with unplanned events.

Context of and specific resources for assessment

Assessment of this unit is to be practical in nature and will be most appropriately assessed in an animal control and regulation workplace or in a situation that reproduces normal work conditions.

There must be access to community and/or target audiences when delivering presentations as well as the appropriate equipment and/or resources to enable one to demonstrate competence.

Method of assessment

To ensure consistency in one's performance, competency should be demonstrated, to industry defined standards, on more than one occasion over a period of time in order to cover a variety of circumstances, cases and responsibilities and over a number of assessment activities.

The assessment strategy must include practical skills assessment. Suggested strategies for this unit are:

written and/or oral assessment of candidate's required knowledge

observed, documented and first-hand testimonial evidence of candidate's application of practical tasks

simulation exercises that reproduce normal work conditions

third-party evidence

workplace documentation

portfolio.

This unit may be assessed in a holistic way with other units of competency relevant to the industry sector, workplace and job role.

Guidance information for assessment

Assessment methods should reflect workplace demands (e.g. literacy and numeracy demands) and the needs of particular target groups (e.g. people with disabilities, Aboriginal and Torres Strait Islander people, women, people with a language background other than English, youth and people from low socioeconomic backgrounds).

Required Skills and Knowledge

Required knowledge

data collection methods to support the development of materials

legislation relevant to the subject matter of the presentation

organisational policies and procedures relating to presenting information to the public

principles of animal welfare and ethics

principles of learning for children and adults

range of presentation aids and materials available to support the presentation

range of communication strategies

relevant and current community awareness programs

technical information relevant to the presentation or subject matter.

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. 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.

Community awareness programs may include:

community awareness programs in animal control and regulation intended to improve communication between local council and the community and involve three key issues:

community pet owner facilities

council enforcement and regulation services

responsible pet ownership, community pet owner facilities, and council enforcement and regulation services

community pet owner facilities:

agility and tracking parks

dog training facilities

faecal litter waste management

off-leash areas

public communication conduits, including websites, newspapers and electronic media

waterway and beach access provisions

council enforcement and regulation services:

local laws in general

the council's position on compliance expectation and schedules of infringement penalties

direct and simple explanations of:

dangerous dog controls

excessive barking prevention

fence laws

leash laws

responsible pet ownership:

adequate dog training

concepts of owners' obligations and responsibilities

environmental enrichment

puppy socialisation

remedial measures for routine animal behaviour problems

self-help groups

sensible pet pre-selection

the council's overall strategy for community pet management

other community awareness programs:

information on pet owner obligations and community expectations

conveying key messages about animal welfare and competent pet ownership

promotion of the benefits of providing appropriate environmental enrichment for pets

providing structured classes for dog obedience instruction

recommending remedial measures to counter nuisance behaviour in pet animals.

Reasons for community consultation may include:

to determine what the community expects of pet owners, what pet owners expect of the community and what both expect from the organisation or council

to involve the community in the development or redevelopment of programs

to raise community awareness of a particular issue (e.g. new legislation or new organisation priorities).

Examples of equipment, aids and materials include:

equipment:

data projector

overhead projector

video and audio-recordings

whiteboard

aids and materials:

CD-ROMs

charts and posters

data projector slides/shows

diagrams

handouts

information kits

media articles

models

newsletters

overhead transparencies

pamphlets

show bags

videos

website material.

Examples of public speaking techniques include:

accent

audience interaction

body language

eye contact

inflection

pace of speech

tone of voice.

Community target audience groups may include:

conferences

schools (pre, primary and high)

community forums

groups:

Australia Post and emergency services (e.g. fire and ambulance)

police

persons included in these groups may be:

adults, including senior citizens

children, including preschool children

community groups

people from culturally and linguistically diverse backgrounds

people with disabilities.