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Evidence Guide: CHCCD413E - Work within specific communities

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

 

CHCCD413E - Work within specific communities

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

Define the issues of specific communities or groups

  1. Identify the details of individual and group issues of the specific community through appropriate research and consultation
  2. Identify the values and structures of the community as they impact on individuals and groups
  3. Identify, by appropriate research and consultation, preferred means of dealing with individuals and groups from specific communities
Identify the details of individual and group issues of the specific community through appropriate research and consultation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the values and structures of the community as they impact on individuals and groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, by appropriate research and consultation, preferred means of dealing with individuals and groups from specific communities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake relevant work in the context of specific communities or groups

  1. Use the values, issues and structures within specific communities to define the ways of working
  2. Identify relevant community structures and utilise to maximise outcomes for individuals and groups
  3. Ensure work within communities is consistent with defined job role and agreed protocols
  4. Utilise interpersonal skills which are consistent with community practices and standards
Use the values, issues and structures within specific communities to define the ways of working

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify relevant community structures and utilise to maximise outcomes for individuals and groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure work within communities is consistent with defined job role and agreed protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise interpersonal skills which are consistent with community practices and standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate work undertaken within specific communities

  1. Undertake appropriate evaluation of work in consultation with relevant community stakeholders
  2. Monitor work within communities to ensure reflection of relevant values and structures
  3. Undertake evaluation in a manner that ensures responsiveness to community needs and issues
Undertake appropriate evaluation of work in consultation with relevant community stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor work within communities to ensure reflection of relevant values and structures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake evaluation in a manner that ensures responsiveness to community needs and issues

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 may be assessed on the job using appropriate relevant materials and examples or through simulation

The candidate must be able to demonstrate competence in working with at least one group or community over a number of assessment situations and through a number of assessment tools, including:

observation

reports from supervisors or other key people, and

confirmation from key community leaders

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 to an environment that accurately simulates the workplace

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:

Composition of specific community and group structures, practices and values

Specific communication protocols and practices

Social, political, cultural, historical issues that affect or are relevant to specific communities and groups

Relevant networks, people, stakeholders

Culture and diversity

Models of society

Critique of socialisation theory

Family, power

Understanding of deviance

Identity theories

Specific knowledge areas may include aging, youth women, health, housing, environment, multiculturalism, family violence etc

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate the capacity to work effectively with a specific group, validated by community acceptance and the impact of work undertaken

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 application of skills in:

consultation

facilitation

research, including data collection/analysis and recording, and effective use of relevant information technology in line with work health and safety (WHS) guidelines

high level interpersonal relationship

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.

Issues of specific communities may relate to:

Cultural and linguistic diversity

Risk of self-harm

Mental health

Gender

Sexuality

Age

General health

Alcohol and other drugs abuse

Disability

Location e.g. urban, rural and remote

Income

Family systems

Religion

Work may relate to:

Specific groups, issues or communities e.g. health issues of young people from particular cultural backgrounds and/or geographic areas

Research activities

Policy development

Advocacy

Referrals

Project development and implementation

Project design and implementation

Context of work may include:

Social, political and economic issues impacting upon specific communities and groups

Models of community development

Legislative and statutory frameworks

Values and structures may include:

Cultural preference and mores of specific groups e.g. religious/spiritual observances

Language

Family relationships

Status/protocol

Ceremonies/celebrations

Prohibitions/taboos