- PSPCOM503A - Build and maintain community relationships
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
PSPCOM503A Mapping and Delivery Guide
Build and maintain community relationships
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | PSPCOM503A - Build and maintain community relationships |
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| Description | This unit covers building, rebuilding and maintaining trusting relationships with individuals and communities by public sector officers. It includes setting the parameters for relationships or partnerships, providing information relating to community engagement, and building community engagement and community problem solving capacity.In practice, building and maintaining community relationships overlaps with other generalist or specialist work activities such as acting ethically, providing leadership, developing client services, developing policy, undertaking research, facilitating change, etc.This is a new unit of competency, added to the Community Engagement Competency field of the Training Package in 2004. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | Not applicable. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | Not applicable. | ||
| Competency Field | Community Engagement. | ||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Set the parameters for relationships or partnerships |
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| Element: Provide information relating to community engagement |
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| Element: Build community engagement capacity |
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| Element: Build community problem-solving capacity |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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 | Pre-requisite units that must be achieved prior to this unit:Nil Co-requisite units that must be assessed with this unit:Nil Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to: PSPCOM501A Prepare for community engagement PSPCOM502A Develop and implement community engagement strategies PSPETHC501B Promote the values and ethos of public service PSPGOV502B Develop client services PSPGOV504B Undertake research and analysis PSPGOV505A Promote diversity PSPGOV507A Undertake negotiations PSPGOV508A Manage conflict PSPGOV511A Provide leadership PSPGOV512A Use complex workplace communication strategies PSPGOV514A Facilitate change PSPLEGN501B Promote compliance with legislation in the public sector 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 (3 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 (3 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 2 or more of: case studies demonstration portfolios projects questioning scenarios authenticated evidence from the workplace and/or 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 |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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 relationships/partnerships with individuals and communities maintaining multiple and potentially conflicting relationships/partnerships 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 capacity-building 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 cross-cultural communication equal employment opportunity, equity and diversity principles workplace safety procedures relating to community engagement activities |
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 |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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| A contextual framework is developed to assist in analysing and setting parameters for relationships/partnerships in accordance with organisational policy and procedure. | |||
| The parameters and purpose for the relationships/partnerships are established and agreed. | |||
| The emergence of new ideas and options are allowed for in the flexibility of the purpose. | |||
| The dynamics within and across relationships/partnerships are identified and managed. | |||
| Benefits for both parties are identified and agreed in accordance with organisational policy and procedure. | |||
| Constraints are identified, including time, procedural and resource limitations, and resources are allocated in accordance with organisational requirements. | |||
| Current community understanding of the roles and responsibilities of public officials is assessed, and information is provided to clarify the roles and responsibilities in accordance with organisational policy and procedures. | |||
| The rights and responsibilities of individuals and communities to be involved in government processes and decision making are explained in a manner accessible to the audience. | |||
| Government/agency priorities, strategic direction, systems, decision making and approval processes are communicated using language, materials and timelines to suit the audience and the occasion. | |||
| Opportunities for community involvement in government/agency processes and decision making are communicated in ways suited to the diversity of the community. | |||
| The skills and knowledge requirements of individuals and communities to engage with government are identified and addressed with a range of strategies tailored to individual needs. | |||
| Opportunities for individuals and communities to develop their capacity to engage with government are identified collaboratively, resourced and promoted in accordance with organisational policy and procedures. | |||
| Innovative strategies are developed and implemented to identify and reach out to those who have not yet connected with government, and those who have had a previous poor experience in attempting to engage with government. | |||
| Informal and formal community networks are tapped into to strengthen local capital and to ensure ongoing capacity. | |||
| Barriers to community engagement are identified and solutions formulated and implemented in accordance with organisational policy and procedures and community context. | |||
| Information and opportunities for involvement in government processes and decision making are provided to individuals and communities in accordance with their needs and preferences. | |||
| Existing and new ways to engage with government are identified and promoted in a variety of ways suited to diverse communities. | |||
| Mechanisms for communities to raise their own issues with government are developed, implemented and promoted in accordance with organisational policy and procedures and community context. | |||
| A range of strategies to address community issues is developed in partnership with communities. | |||
| Mutually developed and agreed solutions to community issues are implemented in accordance with organisational policy and procedures. | |||
| Strategies for reporting developments to communities are identified and utilised. |
Forms
Assessment Cover Sheet
PSPCOM503A - Build and maintain community relationships
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Assessment Record Sheet
PSPCOM503A - Build and maintain community relationships
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