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Evidence Guide: PUALIO003B - Promote public safety objectives by liaison between the police service and Aboriginal or Torres Strait Islander 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

 

PUALIO003B - Promote public safety objectives by liaison between the police service and Aboriginal or Torres Strait Islander communities

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

Identify and communicate public safety concerns of an Aboriginal or Torres Strait Islander community

  1. Community cultural, religious or recreational activities are attended to build networks and relationships
  2. Community meetings are attended and issues raised recorded
  3. Information collected is collated and reported to relevant officers as appropriate
Community cultural, religious or recreational activities are attended to build networks and relationships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Community meetings are attended and issues raised recorded

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information collected is collated and reported to relevant officers as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with members and organisations of an Aboriginal or Torres Strait Islander community to identify community concerns and assist in the negotiation of strategies

  1. Persons and organisations of importance in the community are identified
  2. Problems in police relations with an Aboriginal or Torres Strait Islander community are identified, discussed and reported as appropriate
  3. Crime and social disorder concerns of the community are identified and reported to supervisors
  4. Community suggestions are elicited and reported to relevant officers
  5. Police service strategies are explained and feedback reported to supervisors
Persons and organisations of importance in the community are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Problems in police relations with an Aboriginal or Torres Strait Islander community are identified, discussed and reported as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Crime and social disorder concerns of the community are identified and reported to supervisors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Community suggestions are elicited and reported to relevant officers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Police service strategies are explained and feedback reported to supervisors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise senior police on cultural factors affecting the success of service strategies in relation to Aboriginal or Torres Strait Islander communities

  1. Relevant cultural protocols are explained
  2. Appropriate communications channels are identified
  3. Community decision-making practices are explained and the roles of key groups and organisations identified
  4. Strategies are suggested to achieve service objectives whilst respecting cultural differences
Relevant cultural protocols are explained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate communications channels are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Community decision-making practices are explained and the roles of key groups and organisations identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Strategies are suggested to achieve service objectives whilst respecting cultural differences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Critical aspects for assessment and evidence required to demonstrate competency in this unit

It is essential for this unit that competence be demonstrated in:

Key point is to establish the width and depth of consultation and degree to which background knowledge is made available to superiors

Consistency in performance

Evidence should be gathered over a period of time in a range of actual or simulated workplace environments

Context of and specific resources for assessment

Context of assessment

Evidence should be gathered over a period of time in a range of actual or simulated workplace environments

Specific resources for assessment

No special implications

Guidance information for assessment

Information that will assist or guide assessment will be written during Phase II of the Review of the PUA00 Public Safety Training Package.

Required Skills and Knowledge

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

Required Skills

Oral and/or written presentation

Required Knowledge

Community social and political structure

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.

Community

Aboriginal or Torres Strait Islander people as a group within Australian society or a particular local community of Aboriginal or Torres Strait Islander people