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Evidence Guide: AHCCCF411A - Develop approaches to include cultural and human diversity

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

 

AHCCCF411A - Develop approaches to include cultural and human diversity

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

Identify potential for cultural diversity

  1. Information on the population is used to identify the range of cultural diversity.
  2. Potential involvement of individuals and groups of people are identified in the context of the program.
  3. Adjustments to program and program promotional materials are identified to meet cultural frameworks of different peoples.
Information on the population is used to identify the range of cultural diversity.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Potential involvement of individuals and groups of people are identified in the context of the program.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Adjustments to program and program promotional materials are identified to meet cultural frameworks of different peoples.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop processes to include culturally diverse groups

  1. Cultural protocols are identified to ensure contacts with individuals/communities are successful.
  2. Key persons who may influence relationships are identified.
  3. Steps to develop and maintain contact with culturally diverse groups are formulated in line with understanding of the cultures, goals of the relationship, and any relevant enterprise guidelines.
  4. Processes are inclusive of an equitable involvement of various sections of the community and their perspectives.
Cultural protocols are identified to ensure contacts with individuals/communities are successful.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Key persons who may influence relationships are identified.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Steps to develop and maintain contact with culturally diverse groups are formulated in line with understanding of the cultures, goals of the relationship, and any relevant enterprise guidelines.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Processes are inclusive of an equitable involvement of various sections of the community and their perspectives.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate potential and support for culturally diverse group

  1. People and groups of culturally diverse background in the area are approached to promote their potential involvement in groups and programs in line with formulated steps.
  2. Potential of program and group activities is communicated in a culturally relevant manner.
  3. Approaches are adjusted in light of any new information on cultural groups and protocols.
  4. Links between individuals and culturally diverse groups are facilitated to ensure good community relationships and development of the program.
People and groups of culturally diverse background in the area are approached to promote their potential involvement in groups and programs in line with formulated steps.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Potential of program and group activities is communicated in a culturally relevant manner.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Approaches are adjusted in light of any new information on cultural groups and protocols.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Links between individuals and culturally diverse groups are facilitated to ensure good community relationships and development of the program.

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 competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following:

identify the range of cultural and social groups in a land management area

determine the linkages and potential impacts between natural resource issues and cultures

negotiate and maintain cultural protocols for dealing with land management issues

develop working relationships with representatives of cultural groups

facilitate the involvement of culturally diverse groups in community issues related to land management.

Context of and specific resources for assessment

Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Required Skills and Knowledge

Required skills

flexibility in the application of program guidelines and policy

conflict resolution

negotiation skills

use literacy skills to read, interpret and follow organisational policies and procedures, develop sequenced written instructions, record accurately and legibly information collected and select and apply procedures to a range of tasks

use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views

use numeracy skills to estimate, calculate and record routine and more complex workplace measures and data

use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.

Required knowledge

sources of culturally relevant materials and verbal information

understanding of indigenous peoples and history

cultural protocols and perspectives

relevant legislation and guidelines

principles of equal opportunity and affirmative action

current relationships between culturally diverse groups in the area

understanding of the role of various sections of the community in historical and relationship terms.

Range Statement

The range statement relates to the unit of competency as a whole.

Culturally diverse groups include:

indigenous peoples

immigrant peoples of overseas birth

people born in Australia who conform with overseas cultures, practices and beliefs in part or in full, and male and female perspectives in the communities.