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Evidence Guide: CHCCD404E - Develop and implement community 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

 

CHCCD404E - Develop and implement community programs

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

Develop program parameters

  1. Analyse issues of wide community concern to develop an agency position and to ascertain the need for new program /s
  2. Undertake appropriate work to ascertain support, capacity for a coordinated effort and factors which will effect provision of services
  3. Undertake research to identify key people, issues to be addressed, possible strategies and options for action
  4. Undertake appropriate planning and liaison including developing concept plans in consultation with relevant communities and stakeholders
Analyse issues of wide community concern to develop an agency position and to ascertain the need for new program /s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake appropriate work to ascertain support, capacity for a coordinated effort and factors which will effect provision of services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake research to identify key people, issues to be addressed, possible strategies and options for action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake appropriate planning and liaison including developing concept plans in consultation with relevant communities and stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design programs with the community

  1. Develop a program plan which reflects identified parameters and incorporates an evaluation of a range of program options
  2. Undertake consultation to determine preferred program options particularly in areas of high need or with targeted communities
  3. Seek help from participating agencies for implementation arrangements
  4. Identify and seek resources
Develop a program plan which reflects identified parameters and incorporates an evaluation of a range of program options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake consultation to determine preferred program options particularly in areas of high need or with targeted communities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek help from participating agencies for implementation arrangements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and seek resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement programs

  1. Where appropriate, conduct and evaluate pilots and make adjustments to ensure the program achieves its objectives
  2. Implement programs in accordance with the development plan
  3. Develop and implement promotion and marketing strategies
  4. Develop and maintain systems and resources for administrative support of community programs
  5. Encourage target group to participate fully in the program
Where appropriate, conduct and evaluate pilots and make adjustments to ensure the program achieves its objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement programs in accordance with the development plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement promotion and marketing strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and maintain systems and resources for administrative support of community programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage target group to participate fully in the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate programs

  1. Evaluate program design and outcomes according to criteria and specifications identified in the program plan
  2. Use results of evaluation for revision and ongoing development
  3. Involve interested and/or relevant people in program evaluation
Evaluate program design and outcomes according to criteria and specifications identified in the program plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use results of evaluation for revision and ongoing development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Involve interested and/or relevant people in program evaluation

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 can be assessed in the community or in a simulation which related closely to the experience of the workplace and the community

Consistency in performance should consider specific program and community requirements

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 an appropriate workplace or an environment that effectively simulates workplace and 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:

The cultures, concerns, beliefs and aspirations of the community in question

The impact of cultural or community attitudes on appropriate roles, relationships and approaches of the worker

The impact of cultural and community attitudes within that community

The implications of differences in attitudes and values

Community development as a social change strategy

Decision-making structures and processes at organisation, community, regional and system level

Relevant legislation and public policies

Social, community and youth issues

Nature of community development work

Definitions of community

'Community' as ideological tool

Personal values and community development

Emergence of community development

Contemporary community development practice

Social movements

Sociology

Social theories

Social inequality

Sociology of class

Sociology of gender

Contemporary economics and politics and their impact on community development

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate effective management of community programs through the application of current accepted best practice

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:

Undertake research and consultation

Apply a range of community development approaches

Coordinate people, processes and information

Analyse data, information and relationships

Provide support to a diverse range of people/organisations

Analyse complex issues

Work with and through community leaders

Demonstrate application of skills in:

advocacy

conflict resolution/negotiation and mediation

cross cultural communication and negotiation

verbal and written communication

literacy adequate to prepare a range of resource material appropriate to the target group

Maintain documentation as required, including effective use of relevant information technology in line with work health and safety (WHS) guidelines

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 be:

Individuals and groups defined by organisation programs and services

Other agencies providing services to the designated individuals and groups

People with specified needs and interests

People using the organisation's services/programs

Geographic

Community programs may include:

Community development activities and strategies

Education and information projects

Stakeholders may include:

Residents within a community

Businesses within or related to a community

Advocacy and special interest groups

Decision-makers and community leaders

Individuals, groups and communities affected by issues or strategies

Owners or managers of resources required

Grants/funding agencies

Government and non government organisations

Peak bodies

Colleagues and collaborators

Strategies and options for action may include:

Community/public education, awareness raising

Lobbying and advocacy

Development of new services, opportunities

Developing the capacity of individuals, groups and communities to meet their own needs and objectives

Non violent direct action

Participatory action research

Development of new businesses or employment opportunities

Health promotion, development of healthy communities/attitudes and environmental causes of ill health

Development of community resources and facilities

Development of recreational/entertainment

Adjustments to existing programs/services to make them more accessible to young people

Strategies to increase access to facilities, services

Decision-making including cost, physical, information

Public processes

Resources may include:

Information

Knowledge/skills

Equipment and materials

Facilities, buildings, transport

Organisation structures, networks

Sector/regional networks

Access to decision-makers

Management support

Personnel

Money

Evaluation of a range of program options may include:

Projected outcomes to achieve objectives

Cost efficiency and effectiveness

Relevance to high needs and priorities

Scope and coverage

Capacity to evaluate

Availability of resources/skills

Consistency of philosophy

Ethical considerations

Impact on organisation/other services/programs

Personnel/industrial/employment implications

Legislative/statutory/accountability implications

Promotion and marketing strategies may include:

Letters (by fax, mail, or any other means of transmission)

Newsletters/journals

Internal organisation communication (e.g. Internal memos, minutes of meetings)

Artwork, graphics

Reports, discussion papers, briefing papers

Brochures, fliers and written advertisements

Posters

Audio and audio visual productions

Performing arts presentations

Verbal/public presentations

Meetings, seminars, workshops and forums

Print or telecommunications media

Consultation strategies may include:

Meetings, seminars, workshops or other forums

Interviews (formal and informal)

Written surveys (questionnaires, letters, submissions)

Suggestion boxes

Alternative communication such as graffiti walls

Networks

Professional associations

Call for submissions