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Evidence Guide: PSPCOM501A - Prepare for community engagement

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

PSPCOM501A - Prepare for community engagement

What evidence can you provide to prove your understanding of each of the following citeria?

Develop an analytical framework

  1. The context within which community engagement may ethically be undertaken and the underpinning policy drivers are identified.
  2. Key stakeholders are identified and consulted to ensure the framework is culturally appropriate and addresses key community characteristics.
  3. The task and objectives are defined in accordance with organisational requirements for the engagement program.
  4. Resources are allocated to implement the framework according to the requirements of the task and budgetary constraints.
  5. The framework is developed to meet the requirement to assist in analysing and understanding the community.
The context within which community engagement may ethically be undertaken and the underpinning policy drivers are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Key stakeholders are identified and consulted to ensure the framework is culturally appropriate and addresses key community characteristics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The task and objectives are defined in accordance with organisational requirements for the engagement program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resources are allocated to implement the framework according to the requirements of the task and budgetary constraints.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The framework is developed to meet the requirement to assist in analysing and understanding the community.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define the target community

  1. Research techniques are identified in accordance with community engagement information requirements and community preferences.
  2. Information is gathered and analysed according to the requirements of the research strategy, and the target community(s) is defined with sufficient breadth and depth to meet community engagement program requirements .
  3. Community research is conducted and the community(s) is defined in accordance with public sector ethical standards in order to build community trust and confidence.
Research techniques are identified in accordance with community engagement information requirements and community preferences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is gathered and analysed according to the requirements of the research strategy, and the target community(s) is defined with sufficient breadth and depth to meet community engagement program requirements .

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Community research is conducted and the community(s) is defined in accordance with public sector ethical standards in order to build community trust and confidence.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess community features

  1. Community diversity is acknowledged and respected in accordance with public sector diversity guidelines and/or codes of practice.
  2. The community's formal and informal leadership structure is identified, and protocols and cultural practices are acknowledged and adhered to.
  3. Community makeup and structures are detailed, and relationships are established through formal and informal community networks in accordance with organisational policy and procedures.
  4. Barriers to involvement by the community in the engagement process are identified, and strategies to address them are developed in accordance with community engagement program requirements.
  5. Risks and issues in relation to engaging with the community are identified, and strategies are developed to address them in accordance with program requirements.
Community diversity is acknowledged and respected in accordance with public sector diversity guidelines and/or codes of practice.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The community's formal and informal leadership structure is identified, and protocols and cultural practices are acknowledged and adhered to.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Community makeup and structures are detailed, and relationships are established through formal and informal community networks in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Barriers to involvement by the community in the engagement process are identified, and strategies to address them are developed in accordance with community engagement program requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Risks and issues in relation to engaging with the community are identified, and strategies are developed to address them in accordance with program requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build a community profile

  1. An environmental scan is conducted to examine demographic, social or economic indicators or trends that may impact on community engagement, and the results included in the profile.
  2. The composition of the community and its leadership structures are detailed in the profile.
  3. The community's formal and informal networks and its formal and informal cultural practices are identified in the profile.
  4. Barriers to community engagement and risks/issues, including prior experiences and recommendations for addressing them, are detailed in the profile.
  5. The profile is validated with stakeholders in accordance with organisational policy and procedures.
An environmental scan is conducted to examine demographic, social or economic indicators or trends that may impact on community engagement, and the results included in the profile.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The composition of the community and its leadership structures are detailed in the profile.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The community's formal and informal networks and its formal and informal cultural practices are identified in the profile.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Barriers to community engagement and risks/issues, including prior experiences and recommendations for addressing them, are detailed in the profile.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The profile is validated with stakeholders in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

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:

PSPCOM502A Develop and implement community engagement strategies

PSPCOM503A Build and maintain community relationships

PSPETHC501B Promote the values and ethos of public service

PSPGOV504B Undertake research and analysis

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)

preparation for community engagement 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 preparing for community engagement, including coping with difficulties, irregularities and breakdowns in routine

preparation for community engagement 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

Required Skills and Knowledge

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 cross-cultural 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

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