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Evidence Guide: LGACPRV504A - Build the capacity of individuals, organisations and communities to support crime prevention

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

 

LGACPRV504A - Build the capacity of individuals, organisations and communities to support crime prevention

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

Act as a resource to promote accessibility and capacity to support crime prevention

  1. Own awareness of actual and potential community-initiated crime prevention action is actively maintained.
  2. Requests for support are evaluated against the organisation's strategic intentions, priorities and available resources.
  3. Specialist advice on community safety and crime prevention issues and proposals is provided in accordance with requests and in line with organisational policies.
  4. Assistance i s provided, when requested and as possible, to foster and promote community-initiated crime prevention action and service delivery performance.
  5. Proposals for crime prevention initiatives are reviewed in light of contemporary crime prevention principles and practices, including best practice benchmarks.
Own awareness of actual and potential community-initiated crime prevention action is actively maintained.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Requests for support are evaluated against the organisation's strategic intentions, priorities and available resources.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specialist advice on community safety and crime prevention issues and proposals is provided in accordance with requests and in line with organisational policies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assistance i s provided, when requested and as possible, to foster and promote community-initiated crime prevention action and service delivery performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Proposals for crime prevention initiatives are reviewed in light of contemporary crime prevention principles and practices, including best practice benchmarks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information and education to build awareness, capability and support

  1. Issues are responded to as they arise and according to policies and protocols.
  2. Information and education programs are developed, promoted and provided to meet identified needs.
  3. Information and training are provided for individuals, communities and organisations that address critical issues, enabling participation in discussion and decision making.
  4. Information is tailored and provided to promote sectoral interests to identified target groups and to build the capacity of individuals, organisations and communities to participate in public debates and decision making.
Issues are responded to as they arise and according to policies and protocols.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information and education programs are developed, promoted and provided to meet identified needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information and training are provided for individuals, communities and organisations that address critical issues, enabling participation in discussion and decision making.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is tailored and provided to promote sectoral interests to identified target groups and to build the capacity of individuals, organisations and communities to participate in public debates and decision making.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Represent the organisation or community to foster support

  1. The representative role is established in line with the organisation or community's strategic direction and in consultation with key stakeholders and contacts.
  2. Opportunities are sought to represent the crime prevention interests of the organisation or community.
  3. Achievements are shared in a range of forums to promote ownership and understanding of mutual benefits.
  4. Participation in decision-making forums and working parties actively promotes the aims, philosophy and achievements of the organisation or community in relation to crime prevention.
The representative role is established in line with the organisation or community's strategic direction and in consultation with key stakeholders and contacts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities are sought to represent the crime prevention interests of the organisation or community.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Achievements are shared in a range of forums to promote ownership and understanding of mutual benefits.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participation in decision-making forums and working parties actively promotes the aims, philosophy and achievements of the organisation or community in relation to crime prevention.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate the establishment and maintenance of supportive networks

  1. Opportunities to establish new networks are actively sought and acted upon.
  2. Assessment is made of the means for networks to contribute to crime prevention initiatives.
  3. Networks are utilised to communicate and promote the crime prevention needs of community groups and individuals and to obtain information relevant to practitioners' crime prevention function.
  4. Networks are utilised to advocate for and facilitate the implementation of initiatives to address specific crime and public safety needs.
  5. The costs and benefits of continuing a network are regularly evaluated against the organisation or community's policies and procedures.
Opportunities to establish new networks are actively sought and acted upon.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessment is made of the means for networks to contribute to crime prevention initiatives.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Networks are utilised to communicate and promote the crime prevention needs of community groups and individuals and to obtain information relevant to practitioners' crime prevention function.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Networks are utilised to advocate for and facilitate the implementation of initiatives to address specific crime and public safety needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The costs and benefits of continuing a network are regularly evaluated against the organisation or community's policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise strategic partnerships to build capacity

  1. Potential partnerships are identified and evaluated to determine mutual benefit and value to the crime prevention function.
  2. Inter-organisational and inter-governmental agreements are negotiated where appropriate.
  3. Partnerships are monitored and sustained over time.
  4. Partnerships are utilised to facilitate action across sectors, organisations and communities.
Potential partnerships are identified and evaluated to determine mutual benefit and value to the crime prevention function.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inter-organisational and inter-governmental agreements are negotiated where appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Partnerships are monitored and sustained over time.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Partnerships are utilised to facilitate action across sectors, organisations and communities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Overview of assessment requirements

A person who demonstrates competency in this unit will be able to perform the outcomes described in the Elements to the required performance level detailed in the Performance Criteria. The knowledge and skill requirements described in the Range Statement must also be demonstrated. For example, knowledge of the legislative framework and safe work practices that underpin the performance of the unit are also required to be demonstrated.

Critical aspects of evidence to be considered

Demonstrated ability to work constructively with a wide range of community groups and stakeholders to maximise access, participation and support for crime prevention. In particular, evidence must be obtained on the ability to:

promote accessibility and capacity of individuals, communities and/or organisations

provide information to build participation, support and commitment to particular initiatives

represent the organisation in effective ways through networks and partnerships in order to generate longer-term support

establish and maintain supportive networks.

Evidence of competency will also require demonstration of knowledge related to currently accepted best practice in crime prevention within one or more of the contemporary approaches to preventing crime: community-based, situational, developmental and criminal justice.

Context of assessment

Competency is demonstrated by performance of all stated criteria applicable to the workplace environment, within the scope of the Range Statement.

Assessment must take account of the endorsed Assessment Guidelines in the relevant Training Package.

Evidence is best gathered through a holistic assessment activity that integrates the elements of competency.

Assessment should reinforce the integration of the key competencies as indicated at the end of this unit.

Formative assessments may be conducted off the job and/or in simulated work environments. However, summative assessment of this unit of competency must be undertaken in an actual setting and preferably in conjunction with normal crime prevention activities.

Evidence must be from an actual setting, and may be gathered by direct questioning, direct observation or supervisor report of consultation and liaison in context, and by examining a portfolio. The portfolio should contain evidence of activities undertaken to support, inform and educate stakeholders and participants, represent the organisation or community and foster supportive networks and partnerships, as well as specific strategies to enhance accessibility and capacity.

Method of assessment

The following assessment methods are suggested:

observation of the learner performing a range of workplace tasks over sufficient time to demonstrate his/her handling of a range of contingencies

written and/or oral questioning to assess knowledge and understanding

completing workplace documentation

third-party reports from experienced practitioners

completion of self-paced learning materials including personal reflection and feedback from trainer, coach or supervisor.

Evidence required for demonstration of consistent performance

Evidence of competency in this unit will need to be gathered over time and across a range of actual or simulated workplace situations involving a combination of direct and indirect forms of supplementary evidence.

Substantiation of prior performance may be sought from supervisors and peers within the workplace or from others who are able to provide reliable and substantiated evidence regarding the candidate's prior performance.

Resource implications

This unit involves workplace-based activities. The resources should relate specifically to the organisation's policies, guidelines, requirements, resources and equipment and may include:

literature and information

organisational policies and guidelines

access to a particular geographic area and/or community group.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit

Required Skills

high level verbal and written communication skills

promoting and advocating the interests of others

research and issue analysis

working with diverse individuals and cultural and social groups

communicating, liaising and networking with community groups and individuals

designing and developing a range of community education programs and training materials

facilitating, delivering and evaluating community education initiatives

coordinating people processes and information

promoting and marketing educational initiatives

working with interpreters

organising, conducting and speaking at public meetings and forums

presenting and using appropriate visual aids

communicating sensitively with various individuals, groups and communities

engendering commitment and overcoming resistance

developing policies, procedures and protocols

negotiating

working with the media

conducting risk assessments, both OHS and general

Required Knowledge

contemporary crime prevention theory and best practice

organisational or community policies, procedures, practices, guidelines and priorities

current social, economic and industrial policies impacting on the area of crime prevention

principles and practices associated with effective community liaison, networking and consultation

the crime prevention needs, goals and priorities of the community

cultural and social diversity implications for communication and team work

meeting procedures and consultative decision-making processes

practices and strategies for effective lobbying and advocacy of needs, priorities and individual rights

contemporary principles and practices in community education

strategies for developing and delivering awareness-raising community education programs, covering crime prevention and anti-social behaviour issues

the impact of cultural and social differences on the design and delivery of community education programs

existing community education programs, resources and their availability

group dynamics and group development processes

community education as a change process

implications of a community's cultural and linguistic diversity

OHS legislation, codes of practice and enterprise procedures

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. Bold italicised wording in the Performance Criteria is detailed below.

Not applicable.