Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver PSPCOM502A, 'Develop and implement community engagement strategies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop and implement community engagement strategies' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
1. Conduct an issue analysis
1.1 A framework is developed to assist in analysing an issue that requires community engagement.
1.2 Key stakeholders are identified and consulted in accordance with organisational policy and procedures.
1.3 The framework is used to conduct the analysis, and community engagement options are identified in accordance with organisational requirements.
2. Scope community engagement activity or program
2.1 Parameters and constraints of community engagement are identified, including time and resource limitations.
2.2 The purpose and objectives of community engagement are established in consultation with key stakeholders, including what is negotiable, and what is not is clarified with relevant personnel.
2.3 Objectives are developed that are relevant, achievable, measurable, flexible enough to allow for the emergence of new options or ideas and linked to program/project objectives.
2.4 The target community is defined in accordance with the purpose, objectives and scope of activity.
2.5 The level of community engagement, methods and techniques are determined to suit the purpose, objectives, target community and scope of activity.
2.6 Likely barriers to community engagement involvement and strategies to address them are identified.
3. Design community engagement activity or program
3.1 Opportunities are identified and used, where possible, to involve the community in the design of the engagement activity or program and its evaluation.
3.2 Benefits for community involvement in the engagement process are identified, both for the organisation and the community.
3.3 Relevant government/agency guidelines, protocols, systems and processes are identified and applied.
3.4 Program is designed to address risks and issues with appropriate mitigation measures and includes strategies to identify and include those missed in the community definition.
3.5 Communication, monitoring, reporting, feedback and evaluation processes are embedded in the activity or program.
3.6 Relevant commitment to/approval of the activity or program is obtained in accordance with organisational policy and procedures.
4. Implement community engagement activity or program
4.1 Resources and time are allocated to the implementation process, including a process manager/facilitator with the necessary capabilities, in accordance with the program design.
4.2 Implementation is coordinated across the agency and across government, where relevant.
4.3 The objectives and constraints of the engagement are communicated in a manner that is understood by all participants.
4.4 Clarity is established around the roles and responsibilities of all participants and the level of influence of the participants on the final decision.
4.5 The expectations of participants are identified and managed and the community is provided with all relevant information throughout the engagement process.
4.6 Feedback mechanisms are implemented in accordance with the process plan, and community requirements and barriers to community engagement involvement are addressed to maximise participation.
4.7 Risks and issues are addressed with appropriate mitigation measures.
4.8 Community diversity is acknowledged and respected throughout, and the process is transparent and managed in accordance with planned design.
4.9 The process is implemented flexibly enough to allow the community to raise new ideas or options and provide the community with opportunities to develop their engagement capacity.
5. Report on the outcomes of community engagement
5.1 Outcomes of community engagement are reported to relevant government/agency staff, all participants and those who may be affected or have a significant interest, in accordance with organisational policy and procedures.
5.2 Feedback on how the outcomes may inform government/agency planning or decision making is provided to all participants.
6. Evaluate community engagement activity
6.1 A good practice model is used to evaluate all components of the engagement activity or program in accordance with the design plan.
6.2 Feedback on the quality of the activity or program is obtained from participants.
6.3 The extent to which the engagement outcomes informed government/agency planning and decision making is analysed.
6.4 Achievements and lessons from the engagement activity or program are recorded, shared and used across the government/agency and with the community in accordance with organisational policy and procedures.