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Evidence Guide: CHCCD401E - Support community participation

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

 

CHCCD401E - Support community participation

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

Work with individuals and the community to promote participation

  1. Undertake work to identify key community issues to be addressed
  2. Undertake planning to address community issues to ensure:
Undertake work to identify key community issues to be addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake planning to address community issues to ensure:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

appropriate policies and strategies are developed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

adequate resourcing is identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

key people are consulted

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

identified needs are addressed

  1. Ensure processes are forward looking and proactive
  2. Use appropriate interpersonal and networking skills to enlist support from key people and groups
  3. Provide opportunities for community input to planning provision of services
  4. Guarantee community input and participation in services
Ensure processes are forward looking and proactive

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate interpersonal and networking skills to enlist support from key people and groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for community input to planning provision of services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Guarantee community input and participation in services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support existing community activities

  1. Undertake appropriate review of the relevance of existing community activities, based on changing community needs
  2. Provide relevant support and assistance to existing community activities to obtain additional resources required for effective operation
  3. Provide support to community groups to monitor and evaluate processes, progress and outcomes of activities
  4. Provide appropriate support to community groups to become self managing in the implementation of plans
Undertake appropriate review of the relevance of existing community activities, based on changing community needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide relevant support and assistance to existing community activities to obtain additional resources required for effective operation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support to community groups to monitor and evaluate processes, progress and outcomes of activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide appropriate support to community groups to become self managing in the implementation of plans

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

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 of ability to work with key people or stakeholders in the community

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:

Community development methods and their principles and practices

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

budget and funding allocation

Local, state and federal strategies/legislation

Health promotion (as per Ottawa Charter for Health Promotion (1986), the Jakarta Declaration on Leading Health Promotion into the 21st Century (1997) and the Bangkok Charter for Health Promotion in a Globalized World (2005)

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate the capacity to undertake a range of activities to ensure appropriate participation by groups and individuals in community based activities

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:

Work with key people or stakeholders in the community

Demonstrate application of skills in:

research relating to the community

policy development

report writing, including effective use of relevant information technology in line with work health and safety (WHS) guidelines

evaluating effectiveness of community based activities

budgeting

negotiation, liaison, networking

marketing

facilitation

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.

Working with the community may include activities associated with:

Health promotion

Community service delivery

Community projects

Community development

Community action

Community planning

Consultative and planning committees

Sector development structures

Opportunities for community members and groups to participate may include:

Systems within and outside the organisation

Activities at program, operative and management levels

Formal and informal systems

Focus groups on relevant issues

Inviting community participation on organisation committees e.g. quality assurance committees, ethics committees

Through publications

Group facilitation

Peer education/training

Seminars and workshops

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

Strategies which the worker may develop may include:

Development of new business, employment opportunities for individuals

Establishment of advocacy groups

Health promotion activities

Development of community facilities

Strategies to increase access to facilities, services or decision-making

Providing direction, advice and information

Information and resources may include:

Equipment

Staff skills and time

Provision of facilities

Educational materials

Funding

Skills/administrative support

Physical, transport, venues, material, equipment

Developmental training

Financial