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Evidence Guide: CHCCD307D - Support community resources

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

 

CHCCD307D - Support community resources

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

Develop an information base

  1. Collect and store relevant information about the community, its organisations and services according to the organisation practices so ongoing work is facilitated
  2. Maintain a current directory of community resources so it is useable and accessible
Collect and store relevant information about the community, its organisations and services according to the organisation practices so ongoing work is facilitated

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain a current directory of community resources so it is useable and accessible

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Establish relationship with key people

  1. Establish and maintain appropriate contact with key people using a range of communication strategies to ensure that the outcomes from work in the community is maximised
  2. Define roles and responsibilities of key people and services so that work is effective and coordinated
Establish and maintain appropriate contact with key people using a range of communication strategies to ensure that the outcomes from work in the community is maximised

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Define roles and responsibilities of key people and services so that work is effective and coordinated

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply strategies for linking people

  1. Undertake appropriate work to create opportunities to develop supportive connections between key people including arranging and conducting meetings
  2. Identify obstacles to effective contact between people and develop appropriate strategies to overcome these
  3. Provide appropriate levels of ongoing support to promote community interaction
Undertake appropriate work to create opportunities to develop supportive connections between key people including arranging and conducting meetings

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify obstacles to effective contact between people and develop appropriate strategies to overcome these

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide appropriate levels of ongoing support to promote community interaction

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain community facilities and resources

  1. Maintain all relevant records and make available as required to facilitate community interaction
  2. Undertake appropriate work to ensure that maintenance of community resources is carried out according to agreed procedures and budget allocations
  3. Take appropriate action to ensure public and communal areas are accessible and meet community needs
Maintain all relevant records and make available as required to facilitate community interaction

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Undertake appropriate work to ensure that maintenance of community resources is carried out according to agreed procedures and budget allocations

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Take appropriate action to ensure public and communal areas are accessible and meet community needs

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, 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

Worker can be assessed on the job or by simulation
Community is designated by organisation policy

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 a workplace or community or an environment that effectively simulates workplace or community conditions

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

Required Skills and Knowledge

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:

Nature of the community and significant relationships and resources including cultural

Organisation's policies and program/service objectives

Relevant agencies programs and criteria

Communication strategies

Principles of social organisation and structures

Depending on the work role or services provided, specific knowledge of particular groups or issues may be required, including alcohol and other drugs

cultural and linguistic diversity

risk of self-harm

women

men

community education

Aboriginal and Torres Strait Islander people

mental health

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide a range of types of support to communities according to organisation procedures

Communicate with a range of people in the community

Maintain and access effective networks which contribute to the achievement of objectives

Demonstrate capacity to motivate individuals and groups to work cooperatively to address common concerns

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:

Demonstrate oral communication competence:

ability to ask questions, listen to information, and seek clarification

language used may be English or a community language

Demonstrate reading competence if worker is using pamphlets or written information, to determine if an organisation or service is relevant to a particular group:

information may be written in English or a community language

Demonstrate writing skills if organisations require a written list of community facilities and resources:

documentation that is required by the organisation

reports and documentation may be required in English or a community language depending on the group (some organisations may require computer skills if documentation is electronically stored)

Consistently:

describe, with supportive evidence, the nature and structure of the designated community

describe the structure of the designated community in terms of general concepts of social organisation and structures

demonstrate a range of strategies for making contact with and linking people

define own role as worker within the community

use of available technology for record-keeping

comply with work health and safety (WHS) requirements

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.

Community may include:

Individuals and groups defined by organisation programs and services

Other agencies providing services to individuals and groups

People with specified needs and interests

People using the organisation's services/programs

Relevant information about the community may include:

Composition and social/cultural profile

Cultural characteristics

Scope defined by organisation's objectives and priorities

Size

Nature and history of issues and interests

Range and nature of other services

Existing practice, process and protocol

Information about the community may include:

Data base of key people

Details of other services/agencies

Networks, support systems, groups

Resources

Protocols for communication

Key people may include:

People with an interest in the purpose of the organisation

Designated groups in the community

Community leaders, representatives

Other providers

People using the services of the organisation

Specialist providers

Communication strategies may include:

Attending meetings, groups, shift hand over etc.

Phone contact

Sharing information

Information newsletter

Resources may include:

Premises, grounds, accommodation, workplaces

Purpose designed and provided for the community or workplace

Exclusive use, ownership or shared

Equipment and materials

Information

Personnel

Financial

Organisation's procedures may include:

Formally documented policies, guidelines, delegations, philosophy

Direction through supervision

Management decisions, directives

Information, data collection, proforma, reporting requirements

Formal and informal negotiated agreements