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
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)
Contextual framework may include:
dynamics of community
community power structures
big politics versus community politics (big 'P' v little 'p')
collaborations
networks
formal or informal partnerships
timelines for relationship building
purpose of relationship or partnership building and therefore type of relationship or partnership to be developed
level of agency support
Relationships or partnerships may be with:
individuals
community groups
ethnic communities
local residents, through place-based initiatives
non-government organisations
private sector organisations
public sector agencies
media organisations
business community
Constraints may include:
lack of or limited:
knowledge
understanding
decision-making powers
time and resources
and may also include:
geographic location
previous experience with engagement processes
community angst or lack of trust
organisational capacity to respond to community
external factors, including non-negotiable factors
perceived status of organisation in the community
community expectations of the relationship or partnership
cost of the community to be involved, such as transport, time off work, and childcare
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
Opportunities for community involvement may include:
'whole of community' projects as part of organisation or site-based strategies
policy development
program or service delivery planning or decision making
review or evaluation of existing policies, programs or services
involvement through:
community-based information
consultations
direct participation
employment of local community members
focus groups
information flows
media campaigns
one-on-one meetings
participations in local events
public meetings and forums
response to questionnaires
scenario planning
think tanks
visioning
workshops
Diversity may include differences in:
age
cultural background
educational level
English language proficiency
ethnicity
expertise
family responsibilities
gender
household structure (couple, singles, single parents, same sex partners, children)
interests
interpersonal approach
language
length of residence
life experience
marital status
mobility
physical ability
political orientation
religious belief
sexual orientation
socioeconomic background
thinking and learning styles
work experience
Opportunities for individuals and communities to develop their capacity may include:
access to resources and information to build knowledge
community visioning
community development
attendance at workshops
participation opportunities
formal learning opportunities
community building networks
formal and informal:
leadership programs
mentoring and coaching programs
Informal and formal community networks may include:
interest groups
clubs
associations
leadership structures
community leaders and elders (place-based)
word-of-mouth
web-based information networks
electronic communication
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 organisations
cultural barriers
diversity variables
geographical isolation
inappropriate timing, venues and strategies
lack of awareness of the full range of organisational products or services
lack of clear branding in organisational communications
language issues
little access to effective information in first language
little access to traditional ethnic media channels, such as print, radio or an integrated mix
mobility issues
over-reliance on or sole use of electronic media and internet
poor integration of information strategies
poor monitoring and feedback loops
poor past experience with engagement processes
previous over-consultation
social capital gate keepers - residents who lock broad participation
socioeconomic levels
terminology and style of copy used in organisational information
time constraints
unequal access to information, participation and influence on decision making
lack of confidence or trust in the organisation
lack of or limited:
follow-up within community engagement strategies
information at the local level through resources such as community newspapers
interest in or commitment to the issues
openness and transparency
understanding or clarity about the engagement process
access to effective information in first language
Issues may include:
local solutions to a range of local issues
new or improved services or products
infrastructure
strategic planning
community development

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 build and maintain community relationships
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 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 building and maintaining community relationships
following organisational policies and procedures relevant to building and maintaining community relationships
planning a consultation strategy to build and maintain community relationships
developing and practising key consultation skills to engage the community
implementing strategies to build the capacity of the community
engaging the community in the decision making process by informing, involving and consulting
capturing community input on forest, wood, paper and timber industry issues
building and maintaining community relationships in a range of contexts
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