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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. Set the parameters for relationships or partnerships
  2. Provide information relating to community engagement
  3. Build community engagement capacity
  4. Build community problem-solving capacity

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

establishing and fostering transparent trusting relationshipspartnerships with individuals and communities

maintaining multiple and potentially conflicting relationshipspartnerships

working with diverse communities using a range of communication styles to suit different audiences and purposes

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

responding to diversity including gender and disability

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

linking people to appropriate capacitybuilding opportunities

applying workplace safety procedures to community engagement activities

preparing community engagement information requiring the presentation of complex information using simple 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

community development practices and principles

public sector values and codes of conduct

leadership and the managing of expectations in the context of community engagement

principles of cultural awareness and crosscultural communication

equal employment opportunity equity and diversity principles

workplace safety procedures relating to community engagement activities

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 unitNil

Corequisite units that must be assessed with this unitNil

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 Prepare for community engagement

PSPCOM501A Prepare for community engagement

PSPCOMA Develop and implement community engagement strategies

PSPCOM502A Develop and implement community engagement strategies

PSPETHCB Promote the values and ethos of public service

PSPETHC501B Promote the values and ethos of public service

PSPGOVB Develop client services

PSPGOV502B Develop client services

PSPGOVB Undertake research and analysis

PSPGOV504B Undertake research and analysis

PSPGOVA Promote diversity

PSPGOV505A Promote diversity

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

community relationships built and maintained 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 building and maintaining community relationships including coping with difficulties irregularities and breakdowns in routine

community relationships built and maintained 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.

A contextual framework may include:

dynamics of community

community power structures

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

collaborations

networks

formal or informal partnerships

timelines for relationship building

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

level of agency support

Relationships/ partnerships may be with:

individuals

community groups

ethnic communities

local residents - through place-based initiatives

non-government organisations

private sector organisations

other public sector agencies

media organisations

business community

industry specific target groups

Constraints may include:

lack of knowledge

lack of understanding

lack of decision making powers

lack of time and resources

geographic location

previous experiences with engagement processes

community angst or lack of trust

organisational capacity to respond to community

external factors (including non-negotiables)

perceived status of organisation in the community

community expectations of the partnership/relationship

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

Opportunities for community involvement may include:

'whole of government' forums and networks as part of regional/place-based strategies

'whole of community' projects as part of regional/place-based strategies

policy development

program or service delivery planning or decision making

review or evaluation or existing policies, programs or services

involvement through:

Cabinet sittings

charettes

citizens' panels/juries

community-based information

consultations

correspondence with/to Members of Parliament

direct participation

employment of local community members

focus groups

government announcements

information flows

media campaigns

one-on-one meetings

parliamentary sittings

participation in local events

public meetings/forums

regional forums

response/s to questionnaires

scenario planning

think tanks

visioning

workshops

Community diversity may include differences in:

age

cultural background

educational level

English language proficiency

ethnicity

expertise

family responsibilities

gender

household structure (couples, singles, single parents, single sex partners)

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

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

formal and informal leadership programs

formal or informal mentoring and coaching programs

access to resources and information to build knowledge

community visioning

community development

attendance at workshops

agency professional development

participation opportunities

formal learning opportunities

community building networks

Innovative strategies must:

be tailored to those being approached

take account of past failures/difficulties

take advantage of a range of media/communication channels

Informal and formal community networks may include:

interest groups

clubs

associations

leadership structures

community leaders/elders (place-based)

word of mouth

web-based information networks

electronic communication

(online) 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 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

New ways to engage may include:

active participation in government planning and decisions making through a range of innovative and appropriate methods and techniques such as:

citizens' juries

citizens' panels

deliberative polling

negotiation tables

online consultation

policy round tables

policy action teams

search conferences

Community issues may include:

local solutions to a range of local issues

new or improved services or programs

infrastructure

strategic planning

community development

crime reduction

Strategies to address issues may include:

community planning processes

community development processes

collaborative service and program planning