Unit of competency Outline
Date retreived
22/07/2026 10:28 PM AWST
22/07/2026 10:28 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Prepare for community engagement
Prepare for community engagement
Unit of competency
National Code
PSPCOM501A
PSPCOM501A
State Code
C8084
C8084
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
07/07/2014
Field of Education
090599 - Human Welfare Studies And Services, N.e.c.
Original Release Date
07/07/2014
Nominal Hours
50
Description
This unit covers effective approaches to identifying and understanding the various communities targeted to be involved in engagement activities or programs. It includes development of an analytical framework, defining and assessing the composition of the target community, identifying community cultural systems and protocols and building a community profile.In practice, community engagement overlaps with other generalist or specialist work activities such as acting ethically, providing leadership, developing client services, developing policy, undertaking research, facilitating change, etc. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication
Notes
Elements and Performance Criteria
1. Develop an analytical framework
- 1.1 The context within which community engagement may ethically be undertaken and the underpinning policy drivers are identified.
- 1.2 Key stakeholders are identified and consulted to ensure the framework is culturally appropriate and addresses key community characteristics.
- 1.3 The task and objectives are defined in accordance with organisational requirements for the engagement program.
- 1.4 Resources are allocated to implement the framework according to the requirements of the task and budgetary constraints.
- 1.5 The framework is developed to meet the requirement to assist in analysing and understanding the community.
2. Define the target community
- 2.1 Research techniques are identified in accordance with community engagement information requirements and community preferences.
- 2.2 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 .
- 2.3 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.
3. Assess community features
- 3.1 Community diversity is acknowledged and respected in accordance with public sector diversity guidelines and/or codes of practice.
- 3.2 The community's formal and informal leadership structure is identified, and protocols and cultural practices are acknowledged and adhered to.
- 3.3 Community makeup and structures are detailed, and relationships are established through formal and informal community networks in accordance with organisational policy and procedures.
- 3.4 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.
- 3.5 Risks and issues in relation to engaging with the community are identified, and strategies are developed to address them in accordance with program requirements.
4. Build a community profile
- 4.1 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.
- 4.2 The composition of the community and its leadership structures are detailed in the profile.
- 4.3 The community's formal and informal networks and its formal and informal cultural practices are identified in the profile.
- 4.4 Barriers to community engagement and risks/issues, including prior experiences and recommendations for addressing them, are detailed in the profile.
- 4.5 The profile is validated with stakeholders in accordance with organisational policy and procedures.
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
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
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
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
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWV27 | PSPGEN073 | Prepare for community engagement | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J302 | PSP50212 | Diploma of Government (Community Capacity) | Qualification |