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

Elements and Performance Criteria

  1. Develop an analytical framework
  2. Define the target community
  3. Assess community features
  4. Build a community profile

Required Skills

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

Skill requirements

Look for evidence that confirms skills in

facilitating consulting and networking with diverse communities using a range of communication styles to suit diverse audiences and purposes

explaining complex and formal policies and concepts to a variety of audiences

translating community engagement theory into practice

responding to diversity including gender and disability

researching and analysing community information

applying lateral thinking to provide solutions and overcome barriers to community engagement

applying workplace safety procedures to community consultation

detailing requirements writing recommendations and preparing community profiles requiring complex language structures and precision of expression

Knowledge requirements

Look for evidence that confirms knowledge and understanding of

legislation regulations policies procedures and guidelines relating to community engagement

community engagement theory principles practices and techniques

principles of leadership in the context of community engagement

principles of cultural awareness and crosscultural communication

power relationships

community politics dynamics eg stigma

barriers to community engagement

public sector values and codes of conduct

principles of ethical conduct

principles of social justice

equal employment opportunity equity and diversity principles

workplace safety procedures relating to community consultation

Evidence Required

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole It must be read in conjunction with the Unit descriptor Performance Criteria the Range Statement and the Assessment Guidelines for the Public Sector Training Package

Units to be assessed together

Prerequisite units that must be achieved prior to this unit Nil

Corequisite units that must be assessed with this unit Nil

Corequisite units that must be assessed with this unit: Nil

Coassessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include but are not limited to

Coassessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:

PSPCOMA Develop and implement community engagement strategies

PSPCOM502A Develop and implement community engagement strategies

PSPCOMA Build and maintain community relationships

PSPCOM503A Build and maintain community relationships

PSPETHCB Promote the values and ethos of public service

PSPETHC501B Promote the values and ethos of public service

PSPGOVB Undertake research and analysis

PSPGOV504B Undertake research and analysis

PSPGOVA Undertake negotiations

PSPGOV507A Undertake negotiations

PSPGOVA Manage conflict

PSPGOV508A Manage conflict

PSPGOVA Provide leadership

PSPGOV511A Provide leadership

PSPGOVA Use complex workplace communication strategies

PSPGOV512A Use complex workplace communication strategies

PSPGOVA Facilitate change

PSPGOV514A Facilitate change

PSPLEGNB Promote compliance with legislation in the public sector

PSPLEGN501B Promote compliance with legislation in the public sector

PSPOHSA Monitor and maintain workplace safety

PSPOHS501A Monitor and maintain workplace safety

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria look for evidence that confirms

the knowledge requirements of this unit

the skill requirements of this unit

application of the Employability Skills as they relate to this unit see Employability Summaries in Qualifications Framework

preparation for community engagement in a range of or more contexts or occasions over time

Resources required to carry out assessment

These resources include

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

community engagement theory principles practices and techniques

procedures and protocols for community engagement including occupational health and safety

policy and legislation related to community engagement

public sector values and codes of conduct

Where and how to assess evidence

Valid assessment of this unit requires

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when preparing for community engagement including coping with difficulties irregularities and breakdowns in routine

preparation for community engagement in a range of or more contexts or occasions over time

Assessment methods should reflect workplace demands such as literacy and the needs of particular groups such as

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations

Assessment methods suitable for valid and reliable assessment of this competency may include but are not limited to a combination of or more of

case studies

demonstration

portfolios

projects

questioning

scenarios

authenticated evidence from the workplace andor training courses


For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments


Range Statement

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in italics in the Performance Criteria is explained here.

The community may include:

individuals

communities of place

communities of geographical interest

communities of interest/interest groups

residents' and community groups

ethnic communities

non-government organisations

private sector organisations

public sector agencies

other levels of government

media organisations

Research techniques may include:

analysis of demographic, social and economic indicators

analysis of statistical data

attitude surveys

consultation sessions

environmental scanning

face-to-face interviews

focus groups

value creation workshops

observation

panel research

questionnaires

sampling

surveys

telephone interviews

Community diversity may include differences in:

age

cultural background

educational level

English language proficiency

ethnicity

expertise

family responsibilities

gender

interests

interpersonal approach

language

length of residence

life experience

marital status

mobility

physical ability

political orientation

religious belief

sexual orientation

socio-economic background

thinking/learning styles

work experiences

Community protocols may include:

codes of conduct, both implicit and explicit

community structures, cultural norms and culturally appropriate conduct

Barriers to community engagement may include:

access constraints

community perception that nothing ever comes from engagement with government - 'talk fest'

cultural barriers

diversity variables listed previously

geographical isolation

inappropriate timing, venues and strategies

lack of awareness of the full range of government services

lack of clear branding in government communications

lack of confidence or trust in government

lack of follow-up within community engagement strategies

lack of information at the local level through local resources such as community newspapers

lack of interest in or commitment to the issues

lack of knowledge about the structure of government (at all three levels)

lack of openness/transparency

lack of understanding about an actual issue - building knowledge and literacy, knowing the scenarios

lack of understanding or clarity about the engagement process

language issues

limited access to effective information in first language

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

mobility issues

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

poor integration of government information strategies

poor monitoring and feedback loops

poor past experiences with engagement processes

previous over-consultation

social capital gate keepers - residents who block broad participation

socio-economic levels

the difficulty of contacting the right area of government first time (no 'one number for government')

the terminology and style of copy used in government information

time constraints

unequal access to information, participation, influence on decision making

Demographic, social or economic indicators may include:

population

gender

age

workforce

income level

education

employment

ethnicity or cultural backgrounds

population mobility

geographical isolation

spatial disadvantage

Prior community engagement experiences may include:

over-consultation by a range of government and private sector representatives

feelings of not being listened to or respected throughout the process

not receiving appropriate or timely feedback

past consultation bias

lack of results/outcomes