Google Links

Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Set parameters for community relationships or partnerships
  2. Provide information relating to community engagement
  3. Build community engagement capacity
  4. Document and report on community relationships or partnerships

Required Skills

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

Required skills

Technical skills sufficient to apply workplace safety procedures to building and maintaining community relationships

Communication skills and interpersonal techniques sufficient to interact appropriately with a variety of community partners to explain complex and formal policies establish and foster transparent trusting relationships or partnerships with individuals and communities work with diverse communities using a range of communication styles to suit different audiences and purposes

Literacy skills sufficient to detail requirements write recommendations and prepare community engagement reports requiring complex language structures and precision of expression prepare community engagement information requiring the presentation of complex information using simple language structures and precision of expression

Numeracy skills sufficient to estimate measure and calculate time required to complete a task

Problem solving skills sufficient to mediate negotiate and attempt to obtain consensus between parties apply lateral thinking to provide solutions and overcome barriers to community engagement

Planning and organising skills sufficient to facilitate community engagement including relationship building networking negotiation conflict management and risk management maintain multiple and potentially conflicting relationships or partnerships

Required knowledge

Applicable commonwealth state or territory legislation regulations standards codes of practice and established safe practices relevant to the full range of processes for building and maintaining community relationships

Organisational requirements policies and procedures for building and maintaining community relationships

Community engagement theory principles practices and techniques

Community development principles and practices

Leadership principles and the management of expectations in the context of community engagement

Local factors affecting community development and consultation processes

Strategies for community consultation

Processes of individual advocacy and group advocacy

Cultural awareness

Characteristics contributing to community diversity

Organisational policies related to communication and the media

Workplace safety procedures relating to community engagement activities

Established communication channels and protocols

Problem identification and resolution strategies

Procedures for recording and reporting workplace information

Evidence Required

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria required skills and knowledge range statement and the Assessment Guidelines for the Training Package

Overview of assessment

A person who demonstrates competency in this unit must be able to provide evidence that they can build and maintain community relationships

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

The evidence required to demonstrate competency in this unit must be relevant to and satisfy all the requirements of the elements of this unit and include demonstration of

following applicable commonwealth state or territory legislative and regulatory requirements and codes of practice relevant to building and maintaining community relationships

following organisational policies and procedures relevant to building and maintaining community relationships

planning a consultation strategy to build and maintain community relationships

developing and practising key consultation skills to engage the community

implementing strategies to build the capacity of the community

engaging the community in the decision making process by informing involving and consulting

capturing community input on forest wood paper and timber industry issues

building and maintaining community relationships in a range of contexts

Context of and specific resources for assessment

Competency is to be assessed in the workplace or realistically simulated workplace

Assessment is to occur under standard and authorised work practices safety requirements and environmental constraints

Assessment of required knowledge other than confirmatory questions will usually be conducted in an offsite context

Assessment is to follow relevant regulatory or Australian Standards requirements

The following resources should be made available

workplace location or simulated workplace

materials and equipment relevant to undertaking work applicable to this unit

specifications and work instructions

community information case studies or scenarios including current journals and international case studies

community engagement theory principles practices and techniques

procedures and protocols for community engagement including OHS

policy and legislation related to community engagement

Method of assessment

Assessment must satisfy the endorsed Assessment Guidelines of the FPI Training Package

Assessment must satisfy the endorsed Assessment Guidelines of the FPI11 Training Package

Assessment methods must confirm consistency and accuracy of performance over time and in a range of workplace relevant contexts together with application of required knowledge

Assessment must be by direct observation of tasks with questioning on required knowledge and it must also reinforce the integration of employability skills

Assessment methods must confirm the ability to access and correctly interpret and apply the required knowledge

Assessment may be applied under projectrelated conditions real or simulated and require evidence of process

Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance but is able to be transferred to other circumstances

Assessment may be in conjunction with assessment of other units of competency

The assessment environment should not disadvantage the candidate

Assessment practices should take into account any relevant language or cultural issues related to Aboriginality gender or language backgrounds other than English

Where the participant has a disability reasonable adjustment may be applied during assessment

Language and literacy demands of the assessment task should not be higher than those of the work role


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, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

OHSrequirements:

are to be in line with applicable commonwealth, state or territory legislation and regulations, and organisational safety policies and procedures, and may include:

personal protective equipment and clothing

safety equipment

first aid equipment

fire fighting equipment

hazard and risk control

fatigue management

elimination of hazardous materials and substances

safe forest practices, including required actions relating to forest fire

manual handling including shifting, lifting and carrying

Environmental requirements may include:

legislation

organisational policies and procedures

workplace practices

Legislative requirements:

are to be in line with applicable commonwealth, state or territory legislation, regulations, certification requirements and codes of practice and may include:

award and enterprise agreements

industrial relations

Australian Standards

confidentiality and privacy

OHS

the environment

equal opportunity

anti-discrimination

relevant industry codes of practice

duty of care

Organisationalrequirements may include:

legal

organisational and site guidelines

policies and procedures relating to own role and responsibility

quality assurance

procedural manuals

quality and continuous improvement processes and standards

OHS, emergency and evacuation procedures

ethical standards

recording and reporting requirements

equipment use, maintenance and storage requirements

environmental management requirements (waste minimisation and disposal, recycling and re-use guidelines)

Contextual framework may include:

dynamics of community

community power structures

big politics versus community politics (big 'P' v little 'p')

collaborations

networks

formal or informal partnerships

timelines for relationship building

purpose of relationship or partnership building and therefore type of relationship or partnership to be developed

level of agency support

Relationships or partnerships may be with:

individuals

community groups

ethnic communities

local residents, through place-based initiatives

non-government organisations

private sector organisations

public sector agencies

media organisations

business community

Constraints may include:

lack of or limited:

knowledge

understanding

decision-making powers

time and resources

and may also include:

geographic location

previous experience with engagement processes

community angst or lack of trust

organisational capacity to respond to community

external factors, including non-negotiable factors

perceived status of organisation in the community

community expectations of the relationship or partnership

cost of the community to be involved, such as transport, time off work, and childcare

Resources may include:

people

materials

equipment

Communication may include:

verbal and non-verbal language

constructive feedback

active listening

questioning to clarify and confirm understanding

negotiation

team building

stakeholder engagement

internal and external

use of positive, confident and cooperative language

use of language and concepts appropriate to individual social and cultural differences

control of tone of voice and body language

Opportunities for community involvement may include:

'whole of community' projects as part of organisation or site-based strategies

policy development

program or service delivery planning or decision making

review or evaluation of existing policies, programs or services

involvement through:

community-based information

consultations

direct participation

employment of local community members

focus groups

information flows

media campaigns

one-on-one meetings

participations in local events

public meetings and forums

response to questionnaires

scenario planning

think tanks

visioning

workshops

Diversity may include differences in:

age

cultural background

educational level

English language proficiency

ethnicity

expertise

family responsibilities

gender

household structure (couple, singles, single parents, same sex partners, children)

interests

interpersonal approach

language

length of residence

life experience

marital status

mobility

physical ability

political orientation

religious belief

sexual orientation

socioeconomic background

thinking and learning styles

work experience

Opportunities for individuals and communities to develop their capacity may include:

access to resources and information to build knowledge

community visioning

community development

attendance at workshops

participation opportunities

formal learning opportunities

community building networks

formal and informal:

leadership programs

mentoring and coaching programs

Informal and formal community networks may include:

interest groups

clubs

associations

leadership structures

community leaders and elders (place-based)

word-of-mouth

web-based information networks

electronic communication

virtual learning communities

reference groups

church groups

service clubs

existing multi-agency reference groups

school networks

community organisations

community services

non-government organisations

religious and cultural networks

Barriers to community engagement may include:

access constraints

community perception that nothing ever comes from engagement with organisations

cultural barriers

diversity variables

geographical isolation

inappropriate timing, venues and strategies

lack of awareness of the full range of organisational products or services

lack of clear branding in organisational communications

language issues

little access to effective information in first language

little access to traditional ethnic media channels, such as print, radio or an integrated mix

mobility issues

over-reliance on or sole use of electronic media and internet

poor integration of information strategies

poor monitoring and feedback loops

poor past experience with engagement processes

previous over-consultation

social capital gate keepers - residents who lock broad participation

socioeconomic levels

terminology and style of copy used in organisational information

time constraints

unequal access to information, participation and influence on decision making

lack of confidence or trust in the organisation

lack of or limited:

follow-up within community engagement strategies

information at the local level through resources such as community newspapers

interest in or commitment to the issues

openness and transparency

understanding or clarity about the engagement process

access to effective information in first language

Issues may include:

local solutions to a range of local issues

new or improved services or products

infrastructure

strategic planning

community development