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Evidence Guide: PUAPOLIM006A - Enhance status as a role model in an Aboriginal or Torres Strait Islander community

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

 

PUAPOLIM006A - Enhance status as a role model in an Aboriginal or Torres Strait Islander community

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

Maintain traditional cultural status

  1. Knowledge of law, stories and language is maintained and extended where appropriate
  2. Activities to transmit and strengthen traditional culture are supported when consistent with law and organisational policies
  3. Traditional law and cultural usages are followed when consistent with law and organisational policies
Knowledge of law, stories and language is maintained and extended where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Activities to transmit and strengthen traditional culture are supported when consistent with law and organisational policies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Traditional law and cultural usages are followed when consistent with law and organisational policies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate resolution of differences between community groups

  1. Trust/respect of groups in conflict is secured and maintained
  2. Parameters of own behaviour are established with each group
  3. Fair and non-provocativerepresentations are made of each group's position
  4. Possible resolutions or compromises are explored
  5. Other community groups/organisations are involved when opportune to help reach a solution
Trust/respect of groups in conflict is secured and maintained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Parameters of own behaviour are established with each group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Fair and non-provocativerepresentations are made of each group's position

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Possible resolutions or compromises are explored

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Other community groups/organisations are involved when opportune to help reach a solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain professional credibility

  1. Parameters of own behaviour are agreed with Officer in Charge (OIC) or supervising officer
  2. Parameters of own behaviour are established with community
  3. Community respect for self and law is maintained through actions undertaken
  4. Consultation is undertaken with other Aboriginal officers, community elders and OIC in case of serious conflict of cultural norms
  5. Personal stress is managed by utilising personal and community networks, and departmental facilities
  6. Cross-cultural difficulties arising with OIC or other police are discussed with other Aboriginal officers to seek possible solutions and are referred to appropriate departmental conflict resolution procedures if direct discussion with the other parties fails to resolve issues
Parameters of own behaviour are agreed with Officer in Charge (OIC) or supervising officer

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Parameters of own behaviour are established with community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Community respect for self and law is maintained through actions undertaken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consultation is undertaken with other Aboriginal officers, community elders and OIC in case of serious conflict of cultural norms

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal stress is managed by utilising personal and community networks, and departmental facilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cross-cultural difficulties arising with OIC or other police are discussed with other Aboriginal officers to seek possible solutions and are referred to appropriate departmental conflict resolution procedures if direct discussion with the other parties fails to resolve 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 competency in this unit

Assessment must confirm the ability to:

establish respect as a police officer from the respective cultures

display personal and professional development.

Consistency in performance

Competency should be demonstrated over time to ensure the individual is assessed across a wide variety of situations within the workplace.

Context of and specific resources for assessment

Context of assessment

Competency should be assessed over time in a range of actual or simulated workplace environments.

Specific resources for assessment

There are no specific resource requirements for this unit.

Method of assessment

In a public safety environment assessment is usually conducted via direct observation in a training environment or in the workplace via subject matter supervision and/or mentoring, which is typically recorded in a competency workbook.

Assessment is completed using appropriately qualified assessors who select the most appropriate method of assessment.

Assessment may occur in an operational environment or in an industry-approved simulated work environment. Forms of assessment that are typically used include:

direct observation

interviewing the candidate

journals and workplace documentation

third party reports from supervisors

written or oral questions.

Required Skills and Knowledge

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

Required Skills

communicate effectively

interact with others effectively

mentor people as required

negotiate

resolve and manage conflict

solve problems

Required Knowledge

Aboriginal or Torres Strait Islander culture

cross-cultural facility

European culture

law, policy and procedure

organisational policies and procedures (such as relevant legislation; operational, corporate and strategic plans; operational performance standards; operational policies and procedures; organisational personnel and occupational health and safety practices and guidelines; organisational quality standards; organisation's approach to environmental management and sustainability)

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.

Parameters of own behaviour may include:

Not conveying frivolous or intentionally insulting messages

Not conveying intelligence concerning the other side's position or behaviour

Fair and non-provocative representations include:

Ensuring substance of claim or offer is unchanged but is expressed fairly without displaying prejudice or bias