Unit of competency Outline
Date retreived
23/07/2026 4:33 AM AWST
23/07/2026 4:33 AM 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.
Build and maintain community relationships
Build and maintain community relationships
Unit of competency
National Code
PSPCOM503A
PSPCOM503A
State Code
C8086
C8086
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
07/07/2014
Field of Education
080509 - Public Relations
Original Release Date
07/07/2014
Nominal Hours
40
Description
This unit covers building, rebuilding and maintaining trusting relationships with individuals and communities by public sector officers. It includes setting the parameters for relationships or partnerships, providing information relating to community engagement, and building community engagement and community problem solving capacity.In practice, building and maintaining community relationships 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. Set the parameters for relationships or partnerships
- 1.1 A contextual framework is developed to assist in analysing and setting parameters for relationships/partnerships in accordance with organisational policy and procedure.
- 1.2 The parameters and purpose for the relationships/partnerships are established and agreed.
- 1.3 The emergence of new ideas and options are allowed for in the flexibility of the purpose.
- 1.4 The dynamics within and across relationships/partnerships are identified and managed.
- 1.5 Benefits for both parties are identified and agreed in accordance with organisational policy and procedure.
- 1.6 Constraints are identified, including time, procedural and resource limitations, and resources are allocated in accordance with organisational requirements.
2. Provide information relating to community engagement
- 2.1 Current community understanding of the roles and responsibilities of public officials is assessed, and information is provided to clarify the roles and responsibilities in accordance with organisational policy and procedures.
- 2.2 The rights and responsibilities of individuals and communities to be involved in government processes and decision making are explained in a manner accessible to the audience.
- 2.3 Government/agency priorities, strategic direction, systems, decision making and approval processes are communicated using language, materials and timelines to suit the audience and the occasion.
- 2.4 Opportunities for community involvement in government/agency processes and decision making are communicated in ways suited to the diversity of the community.
3. Build community engagement capacity
- 3.1 The skills and knowledge requirements of individuals and communities to engage with government are identified and addressed with a range of strategies tailored to individual needs.
- 3.2 Opportunities for individuals and communities to develop their capacity to engage with government are identified collaboratively, resourced and promoted in accordance with organisational policy and procedures.
- 3.3 Innovative strategies are developed and implemented to identify and reach out to those who have not yet connected with government, and those who have had a previous poor experience in attempting to engage with government.
- 3.4 Informal and formal community networks are tapped into to strengthen local capital and to ensure ongoing capacity.
- 3.5 Barriers to community engagement are identified and solutions formulated and implemented in accordance with organisational policy and procedures and community context.
4. Build community problem-solving capacity
- 4.1 Information and opportunities for involvement in government processes and decision making are provided to individuals and communities in accordance with their needs and preferences.
- 4.2 Existing and new ways to engage with government are identified and promoted in a variety of ways suited to diverse communities.
- 4.3 Mechanisms for communities to raise their own issues with government are developed, implemented and promoted in accordance with organisational policy and procedures and community context.
- 4.4 A range of strategies to address community issues is developed in partnership with communities.
- 4.5 Mutually developed and agreed solutions to community issues are implemented in accordance with organisational policy and procedures.
- 4.6 Strategies for reporting developments to communities are identified and utilised.
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 bold italics in the Performance Criteria is explained here.
A contextual framework may include:
dynamics of community
community power structures
big political versus community politics (big 'P' v little 'p')
collaborations
networks
formal or informal partnerships
timelines for relationship building
purpose of partnership/relationship building and therefore type of partnership/relationship to be developed
level of agency support
Relationships/ partnerships may be with:
individuals
community groups
ethnic communities
local residents - through place-based initiatives
non-government organisations
private sector organisations
other public sector agencies
media organisations
business community
industry specific target groups
Constraints may include:
lack of knowledge
lack of understanding
lack of decision making powers
lack of time and resources
geographic location
previous experiences with engagement processes
community angst or lack of trust
organisational capacity to respond to community
external factors (including non-negotiables)
perceived status of organisation in the community
community expectations of the partnership/relationship
cost for the community to be involved, such as transport, time off work, childcare
Opportunities for community involvement may include:
'whole of government' forums and networks as part of regional/place-based strategies
'whole of community' projects as part of regional/place-based strategies
policy development
program or service delivery planning or decision making
review or evaluation or existing policies, programs or services
involvement through:
Cabinet sittings
charettes
citizens' panels/juries
community-based information
consultations
correspondence with/to Members of Parliament
direct participation
employment of local community members
focus groups
government announcements
information flows
media campaigns
one-on-one meetings
parliamentary sittings
participation in local events
public meetings/forums
regional forums
response/s to questionnaires
scenario planning
think tanks
visioning
workshops
Community diversity may include differences in:
age
cultural background
educational level
English language proficiency
ethnicity
expertise
family responsibilities
gender
household structure (couples, singles, single parents, same sex relationships)
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
Opportunities for individuals and communities to develop their capacity may include:
formal and informal leadership programs
formal or informal mentoring and coaching programs
access to resources and information to build knowledge
community visioning
community development
attendance at workshops
agency professional development
participation opportunities
formal learning opportunities
community building networks
Innovative strategies must:
be tailored to those being approached
take account of past failures/difficulties
take advantage of a range of media/communication channels
Informal and formal community networks may include:
interest groups
clubs
associations
leadership structures
community leaders/elders (place-based)
word of mouth
web-based information networks
electronic communication
(online) 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 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
New ways to engage may include:
active participation in government planning and decisions making through a range of innovative and appropriate methods and techniques such as:
citizens' juries
citizens' panels
deliberative polling
negotiation tables
online consultation
policy round tables
policy action teams
search conferences
Community issues may include:
local solutions to a range of local issues
new or improved services or programs
infrastructure
strategic planning
community development
crime reduction
Strategies to address issues may include:
community planning processes
community development processes
collaborative service and program planning
A contextual framework may include:
dynamics of community
community power structures
big political versus community politics (big 'P' v little 'p')
collaborations
networks
formal or informal partnerships
timelines for relationship building
purpose of partnership/relationship building and therefore type of partnership/relationship to be developed
level of agency support
Relationships/ partnerships may be with:
individuals
community groups
ethnic communities
local residents - through place-based initiatives
non-government organisations
private sector organisations
other public sector agencies
media organisations
business community
industry specific target groups
Constraints may include:
lack of knowledge
lack of understanding
lack of decision making powers
lack of time and resources
geographic location
previous experiences with engagement processes
community angst or lack of trust
organisational capacity to respond to community
external factors (including non-negotiables)
perceived status of organisation in the community
community expectations of the partnership/relationship
cost for the community to be involved, such as transport, time off work, childcare
Opportunities for community involvement may include:
'whole of government' forums and networks as part of regional/place-based strategies
'whole of community' projects as part of regional/place-based strategies
policy development
program or service delivery planning or decision making
review or evaluation or existing policies, programs or services
involvement through:
Cabinet sittings
charettes
citizens' panels/juries
community-based information
consultations
correspondence with/to Members of Parliament
direct participation
employment of local community members
focus groups
government announcements
information flows
media campaigns
one-on-one meetings
parliamentary sittings
participation in local events
public meetings/forums
regional forums
response/s to questionnaires
scenario planning
think tanks
visioning
workshops
Community diversity may include differences in:
age
cultural background
educational level
English language proficiency
ethnicity
expertise
family responsibilities
gender
household structure (couples, singles, single parents, same sex relationships)
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
Opportunities for individuals and communities to develop their capacity may include:
formal and informal leadership programs
formal or informal mentoring and coaching programs
access to resources and information to build knowledge
community visioning
community development
attendance at workshops
agency professional development
participation opportunities
formal learning opportunities
community building networks
Innovative strategies must:
be tailored to those being approached
take account of past failures/difficulties
take advantage of a range of media/communication channels
Informal and formal community networks may include:
interest groups
clubs
associations
leadership structures
community leaders/elders (place-based)
word of mouth
web-based information networks
electronic communication
(online) 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 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
New ways to engage may include:
active participation in government planning and decisions making through a range of innovative and appropriate methods and techniques such as:
citizens' juries
citizens' panels
deliberative polling
negotiation tables
online consultation
policy round tables
policy action teams
search conferences
Community issues may include:
local solutions to a range of local issues
new or improved services or programs
infrastructure
strategic planning
community development
crime reduction
Strategies to address issues may include:
community planning processes
community development processes
collaborative service and program planning
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
Co-requisite units that must be assessed with this unit:Nil
Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:
PSPCOM501A Prepare for community engagement
PSPCOM502A Develop and implement community engagement strategies
PSPETHC501B Promote the values and ethos of public service
PSPGOV502B Develop client services
PSPGOV504B Undertake research and analysis
PSPGOV505A Promote diversity
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)
community relationships built and maintained 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 building and maintaining community relationships, including coping with difficulties, irregularities and breakdowns in routine
community relationships built and maintained 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
Co-requisite units that must be assessed with this unit:Nil
Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:
PSPCOM501A Prepare for community engagement
PSPCOM502A Develop and implement community engagement strategies
PSPETHC501B Promote the values and ethos of public service
PSPGOV502B Develop client services
PSPGOV504B Undertake research and analysis
PSPGOV505A Promote diversity
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)
community relationships built and maintained 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 building and maintaining community relationships, including coping with difficulties, irregularities and breakdowns in routine
community relationships built and maintained 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 |
|---|---|---|---|
| AWV25 | PSPGEN075 | Build and maintain community relationships | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J302 | PSP50212 | Diploma of Government (Community Capacity) | Qualification |
| J303 | PSP50312 | Diploma of Government (Court Services) | Qualification |
| J322 | PSP52612 | Diploma of Government (Road Transport Compliance) | Qualification |