Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
OHSrequirements:
are to be in line with applicable commonwealth, state or territory legislation and regulations, and organisational safety policies and procedures, and may include:
personal protective equipment and clothing
safety equipment
first aid equipment
fire fighting equipment
hazard and risk control
fatigue management
elimination of hazardous materials and substances
safe forest practices, including required actions relating to forest fire
manual handling including shifting, lifting and carrying
Environmental requirements may include:
legislation
organisational policies and procedures
workplace practices
Legislative requirements:
are to be in line with applicable commonwealth, state or territory legislation, regulations, certification requirements and codes of practice and may include:
award and enterprise agreements
industrial relations
Australian Standards
confidentiality and privacy
OHS
the environment
equal opportunity
anti-discrimination
relevant industry codes of practice such as:
chain of custody (COC)
Programme for the Endorsement of Forest Certification (PEFC) schemes
Forest Stewardship Council (FSC)
duty of care
Organisationalrequirements may include:
legal
organisational and site guidelines
policies and procedures relating to own role and responsibility
quality assurance
procedural manuals
quality and continuous improvement processes and standards
OHS, emergency and evacuation procedures
ethical standards
recording and reporting requirements
equipment use, maintenance and storage requirements
environmental management requirements (waste minimisation and disposal, recycling and re-use guidelines)
Key stakeholders may include:
all those who may be directly affected or may have a significant issue in the engagement process, including:
individuals
local residents
community leaders
community groups
ethnic communities
non-government organisations
public sector officers
private sector organisations/business community
public sector agencies
elected public officials who may need to be briefed or provide approval throughout the process
public land committees of management
Community engagement strategies may include:
alliances
partnerships
education and awareness campaigns
on-line consultation and interaction
deliberative processes
public meetings
consultation with stakeholders
media campaigns
community-based information
direct participation
scenario planning
advisory bodies and steering committees
events
celebrations
launches
awareness activities or programs
public forums
workshops
face-to-face meetings and interviews
focus groups
questionnaires (email, internet or hard copy)
surveys
negotiation tables
formal partnerships
telephone interviews
written submissions
Barriers to community involvement may include:
access constraints
mobility issues
poor past experiences with engagement processes
time constraints
previous over-consultation
geographical isolation
socioeconomic levels
diversity variables
social capital gate keepers - residents who block broad participation
lack of or limited:
interest in or commitment to the issue
understanding about the actual issue
understanding or clarity about the engagement process
Community diversity may include difference in:
age
cultural background
disability
educational level
English language proficiency
ethnicity
experience
expertise
family responsibilities
gender
intellectual difference
interests
interpersonal approach
language
learning styles
length of residence
life experience
marital status
mobility
physical differences
politics
race
religion
sexual orientation
socioeconomic background
thinking styles
work experiences
working styles
Resources may include:
people
materials
equipment
Communication may include:
verbal and non-verbal language
constructive feedback
active listening
questioning to clarify and confirm understanding
negotiation
team building
stakeholder engagement
internal and external
use of positive, confident and cooperative language
use of language and concepts appropriate to individual social and cultural differences
control of tone of voice and body language
Engagement capacity may include:
information - a one-way relationship in which appropriate and relevant information is disseminated to the community
consultation - a two-way relationship in which the views of individuals or communities on issues that affect them directly or in which they may have a significant interest, are asked for, received and taken into consideration
active participation - opportunities for individuals and communities to propose options and be involved in planning and decision making

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
A person who demonstrates competency in this unit must be able to provide evidence that they can manage community engagement
Critical aspects for assessment and evidence required to demonstrate competency in this unit
The evidence required to demonstrate competency in this unit must be relevant to, and satisfy, all of the requirements of the elements of this unit and include demonstration of:
following applicable commonwealth, state or territory legislative and regulatory requirements and codes of practice relevant to managing community engagement
following organisational policies and procedures relevant to managing community engagement
planning, designing and implementing community engagement strategies that follow legislative requirements
documenting an implementation strategy for community engagement, as part of a plan, that has been designed, implemented and reviewed, showing a measurable outcome using the chosen indicators
communicating with stakeholders to discuss possible approaches to community engagement
reviewing and improving strategies by identifying improvements and benchmarking against plan objectives
Context of and specific resources for assessment
Competency is to be assessed in the workplace or realistically simulated workplace
Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints
Assessment of required knowledge, other than confirmatory questions, will usually be conducted in an off-site context
Assessment is to follow relevant regulatory or Australian Standards requirements
The following resources should be made available:
workplace location or simulated workplace
materials and equipment relevant to undertaking work applicable to this unit
specifications and work instructions
community information, case studies or scenarios, including current journals and international case studies
community engagement theory, principles, practices and techniques
procedures and protocols for community engagement, including OHS
policy and legislation related to community engagement
Method of assessment
Assessment must satisfy the endorsed Assessment Guidelines of the FPI11 Training Package
Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of required knowledge
Assessment must be by direct observation of tasks, with questioning on required knowledge and it must also reinforce the integration of employability skills
Assessment methods must confirm the ability to access and correctly interpret and apply the required knowledge
Assessment may be applied under project-related conditions (real or simulated) and require evidence of process
Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances
Assessment may be in conjunction with assessment of other units of competency
The assessment environment should not disadvantage the candidate
Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language backgrounds other than English
Where the participant has a disability, reasonable adjustment may be applied during assessment
Language and literacy demands of the assessment task should not be higher than those of the work role