Unit of competency details

Version 

Comments 

CUVIND401A

This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Element 

Performance Criteria 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Determine communication requirements

1.1 In consultation with relevant personnel,  identify arts professionals  with whom communication is needed

1.2 Clarify the type of information  needed from the perspective of both parties

1.3 Gather information to support the communication process

2. Exchange information with arts professionals

2.1 Organise mutually convenient interactions  with arts professionals

2.2 Communicate purpose and expected outcomes  of interactions with arts professionals

2.3 Present information in formats appropriate to contexts and within required timeframes

2.4 Seek information from arts professionals to meet identified needs within required timeframes

2.5 Establish rapport with arts professionals using verbal  and non-verbal communication processes  

2.6 Identify and act on potential barriers to effective communication  with arts professionals

3. Establish and maintain professional relationships

3.1 Establish  relationships in a manner that promotes goodwill and trust between own organisation and arts professionals

3.2 Build trust and respect in business relationships through use of effective communication skills and techniques

3.3 Identify and take up opportunities  to maintain regular contact with arts professionals

3.4 Proactively seek and act on information needed to maintain sound business relationships

3.5 Honour agreements within the scope of individual responsibility

3.6 Nurture relationships through regular contact and use of effective interpersonal and communication styles

Overview of assessment 

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

Evidence of the ability to:

• develop and engage in informed and appropriate arts industry communication for arts industry projects
• apply effective interpersonal and communication skills
• apply knowledge of types of professional communications required in the arts industry.

Context of and specific resources for assessment 

Assessment must ensure:

• access to information relating to arts organisations and arts professionals
• interaction with others to reflect the communication aspects of the unit.

Method of assessment 

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

• evaluation of approaches taken by the candidate for specific projects
• oral or written questioning to assess knowledge of a specific arts context
• review of reports prepared by the candidate about communication approach taken for a specific project
• review of portfolios of evidence
• review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment 

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

• BSBCRT402A Collaborate in a creative process.

Relevant personnel  may include:

• CEOs
• clients
• colleagues
• industry practitioners
• managers
• personnel associated with:

• funding bodies
• government departments or agencies
• local councils
• media outlets
• other arts organisations
• sponsors.

Arts professionals  may be associated with:

• collectives and cooperatives
• community-based and Indigenous organisations
• festivals
• galleries
• government departments
• museums
• not-for-profit and/or government-funded arts organisations
• performance spaces
• studio and media-based practices
• theatres.

Information  may relate to:

• audience demographics
• competitions
• conceptual vision of the organisation and its impact on service provision
• context of the arts organisation
• events, such as lectures and talks
• funding applications and allocations
• loaning or borrowing of work
• marketing strategies
• organisational and administrative practices
• publications
• record and document requirements, such as:

• consignment notes
• financial statements

• space usage
• specific arts professionals:

• historical contexts
• their practices

• techniques, methods and practices
• timetabling and schedules.

Interactions  may be written or verbal, formal or informal, and may include:

• appointments
• meetings
• visits to:

• museums
• galleries
• theatres
• studios
• institutions

• rescheduling or moving to a more convenient space.

Outcomes  may relate to:

• arrangements for acquisition of work and associated documentation
• contracts
• decision not to proceed
• decision to proceed at a later date
• decision to proceed with that arts professional’s work
• financial accountability
• financial arrangements and payments
• identification of other arts professionals to approach
• identification of other networking opportunities
• invitation to meet again at a future time, when closer match between arts professional and arts organisation may be possible
• marketing
• promotion
• public relations
• referral of arts professional elsewhere.

Verbal communication processes  may include:

• articulation
• clarity of speech
• feedback
• language
• listening skills
• open questions
• questioning skills
• voice modulation
• voice projection.

Non-verbal communication processes  may include:

• active listening
• body language, including body orientation and gestures, and posture
• clothing
• colour
• distance
• facial expression
• grooming
• music
• sound
• touching
• voice.

Barriers to effective communication  may include:

• acting on false assumptions and stereotypes
• cultural differences not being addressed
• educational differences not being addressed
• failure to prominently display contact details in all communications provided to the client
• inappropriate word choice
• ineffective non-verbal communication
• lack of 'contact us' forms or pages on websites
• lack of distribution of reply paid cards or envelopes in mail-outs
• lack of voice modulation and articulation
• limited opening hours of call centres or offices
• not listening actively
• organisational factors
• physical, personal, gender and age differences not being addressed.

Ways to establish  relationships may involve:

• approaching selected arts professionals
• organising interviews, meetings or other gatherings
• responding to unsolicited approaches
• telephone, newsletters and the internet
• attending networking events.

Opportunities  may include:

• attendance at industry events
• meetings
• regular face-to-face or other communication
• seminars.