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:

identify, source and evaluate information and data relating to crime prevention theory and practice

integrate information from research and practice into decision-making processes

promote the use of evidence-based approaches to others.

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 is to be gathered by direct observation or supervisor report of consultation and liaison in context, and by examining a portfolio. The portfolio should contain detailed reports of the application of evidence-based approaches within daily work practices, and the promotion of evidence-based approaches to others.

Relationship to other units(prerequisite or co-requisite units)

This unit may be assessed independently or in conjunction with:

CHCP&R5A Manage research activities.

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 should be gathered over time in a range of actual or simulated workplace situations and 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 activity. The resources should relate specifically to the organisation or community's policies, guidelines, requirements, resources and equipment and may include:

literature and information

research resources

access to other practitioners, peers and networks of stakeholders.

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

Required Skills

communicating (verbal and written) and networking with diverse groups including colleagues, peers, stakeholders, researchers and influential leaders

locating and accessing information from a wide variety of sources

analysing, synthesising and evaluating information

integrating information into decision-making processes

disseminating information

formulating hypotheses and interpreting and theorizing data

conducting risk assessments, both OHS and general.

Required Knowledge

local, national and international contemporary research on crime prevention theories and practices

local, state and commonwealth policies covering crime and crime prevention

contemporary crime prevention principles, theories and practices including situational, community, developmental and law enforcement approaches to crime prevention, the practices associated with each approach and their attendant features

principles and practices relevant to the application of evidence-based approaches to crime prevention practice

technologies to support the collection, use and storage of information

OHS legislation, codes of practice and enterprise procedures.

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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.

Sources of information may be internal or external to the practitioner's organisation or agency and could include:

individuals such as colleagues, peers, community members or champions, mentors, youth and drug counsellors and other recognised experts

groups or organisations such as:

public institutions such as:

business information services and professional associations or bodies

data from journals, conferences, research, practitioner papers and reports

evaluation reports of crime prevention initiatives

Internet sources, both Australian and international

published and unpublished statistics

information provided through networking and collaboration.

police services

national, state or local government agencies

specialist agencies

community support groups focusing, for example, on issues for Indigenous people, cultural and linguistic diversity, gender, youth, alcohol and drugs

libraries

universities

government printer

local council information services

government Internet services and bulletin boards

Crime prevention theories may include:

criminal justice, including deterrence, incapacitation and rehabilitation strategies

situational, including design, organisation and management of physical and cultural environments

social

victimisation

crime prevention through environmental design (CPTED)

community-based (e.g. targeted at environments such as neighbourhoods, schools and at risk groups)

developmental, including initiatives designed to prevent the development of offending or risk behaviours through interventions applied throughout childhood and adolescence that are targeted and tailored to promote communication

a combination of these theoretical approaches.

Best practice principles may include:

the recognition, acknowledgment and valuing of the diversity of community stakeholder views, values, expectations and potential

the willing use of collaborative and consultative mechanisms to optimise community involvement in developing and implementing crime prevention interventions and/or socially undesirable behaviour modification

the use of contemporary research and practice, including cross-disciplinary, to inform and guide intervention or response development and implementation and review, and to reduce the potential for unintended outcomes

the efficient and effective use of the organisation and community's resources to address crime prevention and anti-social behaviour issues and concerns at the community level.

Data collection and information generating practices may include:

evaluations implemented as part of a crime prevention initiative

research undertaken collaboratively with external groups

processes used to collect data for funding bodies

reporting processes established to monitor initiatives over time.

Existing evidence can include data generated from processes such as:

meta-analyses of research studies

a wide range of different types of research studies including:

evaluation reports of crime prevention initiatives

reports from committees

evidence from experts or leaders.

randomised control group studies

quasi experimental studies

non-experimental qualitative studies

Resource requirements may relate to:

physical resources

financial resources

human resources

support services.

Obstacles or restrictions may include:

lack of access to relevant information

lack of resources

resistance from key stakeholders, other practitioners and/or community members.

Networks may include:

Informal networks such as:

Formal networks such as:

other crime prevention practitioners

work colleagues

professional development personnel

personal contacts in other relevant agencies and community groups.

key community leaders and community champions

local inter-agency groups

specific interest and support groups

lobby groups

regional, specialist and peak associations

professional or occupational associations

project-specific ad hoc consultative or reference groups

advisory committees

law enforcement and justice administration agencies.

Strategies that are targeted and tailored to promote communication may include:

passive strategies such as writing journal articles and commentaries for newspapers and newsletters

active strategies such as targeted media activities, orchestrated campaigns, developing and promoting educational materials, speaking engagements, forums and conferences.

Collaborative partnerships may include those individuals, groups and organisations who have:

special knowledge or experience to bring to the research process

an interest in the outcomes of the research process.

Compliance with occupational health and safety (OHS) legislation, codes of practice, public safety considerations and enterprise procedures may include:

office safety and security

isolating work that represents a safety risk from fellow workers and others

addressing workplace violence

safety of volunteers, networks and community groups

safety of individuals in the community

providing guidance, information or training on OHS issues

hazard and risk assessment and related control measures and procedures (both OHS and general) for proposed and ongoing activities, programs and projects.

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