Book+1+ +an+introduction+to+engagement

Book 1: an introduction to engagement 1

Effective Engagement: building relationships
with community and other stakeholders

Book 1
an introduction
to engagement

Version 3


Effective Engagement: building relationships
with community and other stakeholders

Book 1
an introduction
to engagement

2 Book 1: an introduction to engagement

Published by:
The Community Engagement Network
Resource and Regional Services Division
Victorian Government Department of Sustainability and Environment
8 Nicholson Street
EAST MELBOURNE 3002
Melbourne, September 2005
© State of Victoria, Department of Sustainability and Environment 2005
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ISBN BOOK 1 1 74152 241 2
ISBN BOOK 2 1 74152 247 1
ISBN BOOK 3 1 74152 253 6
ISBN CD-ROM 1 74152 265 X
ISBN SET 1 74152 259 5
A version of this publication is available at www.dse.vic.gov.au/engage
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consequence which may arise from you relying on any information in this publication.
Version 3


Acknowledgments i
This set of three books builds on the Community Engagement Project A special note of thanks to:
work undertaken to develop versions Team: Martin Butcher, Robert Chaffe,
• The Coastal Cooperative Research
1 and 2 of Effective community Kate Henderson, Frankie MacLennan.
Centre for the kind permission to
engagement: workbook and tools,
Community Engagement Strategic reproduce various tools from the
commencing in 2002 and published
Reference Group: Julie Ann Ashley, Citizen Science Toolbox.
in 2004. The contributors to previous
Annie Bolitho, Beth Burley, Chris • The Department of Sustainability
versions are acknowledged and this
Corrigan, Peter Darmody, Fiona Dunn, and Environment’s Community
body of work has been the foundation
Alex Edwards, Simon Lynch, Dianne Engagement Network.
for continuous improvement in the
Marshall, Pauline McCarthy, Murray
practice of engaging communities and • Staff from the Department of
McIntyre, Julia Roache, Ian Stewart.
other stakeholders. Sustainability and Environment
Other major contributors: John and our project partners for their
Since then, there have been significant
Amor, Vikki Cail, Earle Cleaver, Alistair contributions towards the review,
policy shifts, organisational changes
Christie, Jon Cuddy, Andrea Delaney, testing and practice of various
and developments in the field. This
Lucy Gannon, Dominique Horne, aspects of the theory, planning
latest version, Effective engagement:
Peter Howden, Nicole Hunter, Emily process, tools, worksheets and
building relationships with community
Jenke, Fleur Maidment, Megan templates.
and other stakeholders, draws on
McCarthy, Cathryn Pilioussis, Heather • Various project areas from the
the recent research, learning and
Shaw, Leon Soste, Wendy Taylor, Department of Sustainability and
experiences of a range of practitioners.
Kim Wilson. Environment, the Department of
It also reflects the need for congruence
between engagement, organisational Usability testers: Meredith Hartley, Primary Industries and external
capability and integration to build Derek McCormack, Greg Milne, partners, who tested this
resilient relationships, resulting Daniel Mudford. publication’s relevance with their
in a more holistic approach to communities and contributed case
Publishing: Victor Trifkovic, studies.
engagement.
Rebecca Rose.
• Victorian Catchment Management
Many people from diverse
Photographs: − Martin Butcher, Authorities for contributing to the
backgrounds and disciplines have
Robert Chaffe, Rachael Dawkins, development of the website
contributed to the discussion, thinking
Andrea Delaney, Kate Henderson, associated with this publication.
and testing of the concepts, models
Celeste Hervey, Erin Jancauskas,
and practices in these three books, and
John Kane, Trish Kevin, Gavan Lamb,
the associated website. In particular,
Kate McArthur, Adrian Newman,
we would like to acknowledge
Josette O’Donnell, Tracey Pennington,
those people who have provided
Andrew Pritchard, Peter Riches,
leadership, vision and input during the
Henry Schneider, Annette Taylor,
development of this resource.
Justin Teague, Glenn Watson
Workbook Project Manager Lyneve (The Standard), Lyneve Whiting
Whiting and Editor Peter Riches led and the DSE photo library.
the development, ensuring rigour,
Illustrations: Simon Kneebone.
establishing relationships and managing
the integration of content to ensure Sponsors: Regional Services
relevance to a wide range of (Department of Sustainability and
organisations and the communities Environment) through Ian Voigt,
with whom they work. Judy Backhouse and Ken King.


Foreword
Effective engagement: building In keeping with DSE’s Capability
relationships with community and Framework and our commitment to
other stakeholders is a practical building organisational capacity, this
planning guide that captures and publication includes an extensive toolkit
shares information about tools widely to assist staff design and implement
used in engagement activities. engagement activities.
Originally launched in March 2004 to You will see changes that reflect the
assist the Department of Sustainability feedback from staff as well as new
and Environment (DSE) and the information from practitioners, including
Department of Primary Industries a range of case studies and samples of
(DPI) to build organisational capabilities practical community engagement plans.
in effective engagement, the publication To increase the reach of this publication,
has found its way all around Australia, it is also now available on the web.
ranging from local government to the
To ensure that DSE is well placed to
not-for-profit sector to ambulance
deliver on the Victorian Government’s
services.
agenda, we will need to work in
I am proud to say the previous version an inclusive way with the Victorian
of the publication was recognised community. This will ensure that the
in the Victorian Public Sector People policy, program or project we deliver has
Management Awards in the Managing considered the diversity of opinion and
Ethically section for its excellence. is well placed to gain understanding
So it is with great interest that I note and support in the community.
the continuous improvement and the
This workbook is for all staff.
sharing of learning that is taking place.
I encourage you to make full use of
The Victorian Government, through it as we work with communities,
its Growing Victoria Together (GVT) other government and non-government
policy, is committed to working closely agencies to achieve better outcomes
with Victorian communities to capture for Victoria.
diversity of opinion and give more
Victorians the opportunity to be heard
on issues that matter to them.
This requires better access to decision-
making processes. DSE is therefore
committed to seeing stakeholder and
community engagement embedded in
policy and project work.
Lyndsay Neilson
DSE’s portfolio is complex and the Secretary
range of views and opinions held in
Department of Sustainability
the community can be diverse and
and Environment
polarised. In this challenging environment,
it is important that staff have access to
engagement methodologies and
relationship-building tools.


Contents
1 Introduction 6
1.1 Changing the Way Government Works
– the Victorian Government Commitment 6
1.2 Victoria’s Diversity 7
2 Using the Effective Engagement Kit 8
2.1 Purpose 8
2.2 Who Is It For? 9
2.3 Feedback 9
3 What is Community Engagement? 10
3.1 Defining Community Engagement 10
3.2 Benefits of Successful Engagement 11
3.3 Principles of Engagement 12
3.4 Participatory Engagement 13
3.5 Related Concepts 14
4 Planning and Managing Engagement 16
4.1 Initial Considerations 16
4.1.1 Forming a Project Team 16
4.1.2 Managing Risk 16
4.1.3 Occupational Health and Safety 17
4.2 Stakeholders in the Project 17
4.2.1 Stakeholder Identification 17
4.2.2 Engaging Diverse Groups 18
4.3 A Model for Engagement 26
4.3.1 IAP2 Public Participation Spectrum 26
4.3.2 Implications for Engagement 28
4.3.3 Exploring the Types of Engagement 30
Appendix A Glossary 40
Appendix B Recommended Resources 42
B.1 Publications 42
B.2 Websites 42
Appendix C Bibliography 44
C.1 Publications 44
C.2 Websites 45
Appendix D Diversity Groups Additional Contacts 46
D.1 General 46
D.2 Indigenous 46
D.3 Culturally and Linguistically Diverse 46
D.4 People with Disabilities 47
D.5 Young People 47
D.6 Seniors 47
D.7 Gender 47
Appendix E Feedback Sheet 48


Introduction

1.1 Changing the Way Government Works
– the Victorian Government Commitment
The Victorian Government is committed For government, the challenge is to Government is committed to a future
to open, accountable democracy. The extend the capacity to listen closely in which all Victorians are living
Premier, the Hon. Steve Bracks, has said to interest groups, as well as to those sustainably within their natural and
that genuinely democratic governments who may be under represented in built environments. In addition to
are required to place greater emphasis current decision-making. Longer term economic and social policy directions,
on establishing a true democratic results may be enhanced by including Our Water Our Future action plan3 is
partnership between the people and their a diversity of views from a range another demonstration of the important
institutions. These views are outlined in of interests. Another challenge for relationship between the environment
Growing Victoria Together: a vision for government is to support communities and people. Many contributors are
Victoria to 2010 and beyond. It states to build their capacity to more actively needed to work towards such a
that a vibrant democracy is achieved participate in development of our complex, multi-dimensional aim.
through greater public participation and shared future. To this end, government Productive and effective relationships
more accountable government. One of is also making a commitment to spanning the diversity of community
GVT’s measures of success is that more community strengthening, something and the breadth of Victorian
Victorians from all backgrounds are that is explored further in section 3.5. Government departments are needed
given the opportunity to have a say on for the Victorian community to achieve
The Victorian social policy document
issues that matter to them.1 its sustainability goals.
A Fairer Victoria: creating opportunity
This requires a commitment to greater and addressing disadvantage provides a This journey will require a commitment
flexibility and innovation in, and by framework for addressing disadvantage from staff and managers, a willingness
government. and lack of opportunity. It is one of the to challenge current practices, and a
many government mechanisms to foster desire to learn from each other and
One of the challenges ahead is for a
the strengthening of communities, listen to a diversity of opinions, to ensure
greater diversity of Victorians to be
particularly those groups who have Victorians have the opportunity to be
more actively involved in decision-
traditionally been less involved in heard on issues that matter to them.
making. This can be achieved through
decisions affecting their local and
appropriate engagement to increase
broader community.2
participation in decisions that affect
Victorians and their local community
from an environmental, social, economic
and cultural perspective.

1 State Government of Victoria (2005) Growing Victoria Together: a vision for Victoria to 2010 and beyond, State
Government of Victoria, Melbourne
2 State Government of Victoria (2005) A Fairer Victoria: creating opportunity and addressing disadvantage, State
Government of Victoria, Melbourne
3 State Government of Victoria (2005) Our Water Our Future action plan, State Government of Victoria, Melbourne

1
1.2 Victoria’s Diversity Total population of Victoria Seniors
Understanding the diversity and • 4,612,097. • The population is ageing. Currently,
dynamism of the Australian and 17% of the population is 60 years of
Indigenous Australians
Victorian population is fundamental for age or over. This will grow to nearly
• 0.6% of the total Victorian population 25% in 2021.
developing the capability to engage the
(25,078) are Indigenous Australians.
community in the delivery of its vision • The number of seniors in rural Victoria
for sustainability. An ageing population, • 52% live outside of the Melbourne will grow twice as rapidly as those in
increased cultural diversity, lower birth metropolitan area compared with metropolitan areas in the next 20
rates, higher education rates, significant 27% of the non-Indigenous years.
change in religious affiliations and population.
Gender
increased participation of women in • 57% are under 25 years of age
labour markets – coupled with the compared with 34% for the total • 51% (2,365,889) of Victorians are
ongoing, rapid rate of technological population. female and 49% (2,246,208) are
change – present challenges and male.
• 2.9% are over 65 compared with
opportunities for decision-makers. 12.6% for the total population. • Women comprise 54.3% of Victorians
with Bachelor degrees, and 38.5% of
It is important to be aware that there Birthplace Victorians with postgraduate degrees.
will be diversity within the commonly
• 24% of Victorians (1,083,048) were • There were 55,100 female apprentices
used community or social categories.
born overseas in 233 different and trainees in training as of 31
For example, not all men will share
countries. March 2004, comprising 41.1% of
the same view on an issue and neither
will all Muslim women. In addition, • 44% of Victorians were either born the total number of apprentices and
any individual may be described by overseas or have at least one parent trainees.
more than one of these categories; for born overseas. • Victorian women’s average weekly
example, a female may be young, from • 72% of those born overseas were earnings are 20% lower than those of
Sudan and have a physical disability. born in non-English speaking Victorian men.
countries.
The following snapshot of information Disability
from the Australian Bureau of Statistics Religion • 18.7% of Victorian women and
2001 Census illustrates the diversity of • 72% of Victorians follow 116 17.2% of Victorian men (395,300)
Victorian communities and highlights different religions. have some form of disability that is
the need for effective engagement by considered profound, severe,
government. Languages spoken
moderate or mild.
• 21% of Victorians speak a language
• There are an estimated 150,000
other than English at home,
people with severe or profound
comprising 180 different languages
disabilities in Victoria.
and dialects.
Young people
• 34% of the population is under 25.
• 19% of Victorians (932,000) are
between the ages of 12-25.
• 74% of all young Victorians live in
metropolitan Melbourne.


Using the Effective Engagment kit

2.1 Purpose • Book 1 outlines the principles and Creating an Engagement Plan is a
This kit comprises three books, Book 1: importance of effective engagement fluid and circular process. There is no
an introduction to engagement, Book and sets out a model for developing ‘right way’ to approach community
2: the engagement planning workbook best-practice engagement activities engagement. Every situation and
and Book 3: the engagement toolkit, with communities and other circumstance is different and requires a
plus a CD-ROM. The purpose of the stakeholders. tailored approach to enable appropriate
kit is to provide you with the necessary • Book 2 is a practical guide that takes participation. This kit cannot provide
information and resources to plan the you step-by-step through an a proven formula for success but
community engagement component engagement planning process using offers an exploration of the theory of
of a project – from design and delivery an ‘evidence-based’ approach. This engagement, guidance in planning and
through to evaluation and incorporation book also provides a number of a number of tools that may be useful.
of learning. sample engagement planning
documents and engagement case
This is the third edition of this studies.
publication. Its development provided
the opportunity to build on the work • Book 3 is a listing of various
undertaken in previous editions as well engagement tools with details of their
as to capture and share the experiences purpose, use and requirements.
and learning of staff across the
organisation and beyond.

3 2
2.2 Who Is It For? 2.3 Feedback
While this kit has been designed for This publication is an evolving document
DSE staff in a variety of roles – ranging developed in consultation with DSE and
from policy, research, statutory, partner agencies for staff and other
project and service-focused roles – it users. The relevance and completeness
is a valuable tool for all practitioners of the three books is the responsibility
committed to engaging the community of the people who use it. Feedback
and other stakeholders. on its usefulness, and any ideas for
amendments or inclusions such as new
These books will be of interest to
theory, your experience in the form of
anyone planning a project with diverse
a case study or additions to the toolkit,
stakeholder groups, where managing
are central to its success.
group dynamics and facilitating effective
participation is crucial to achieving a A feedback form is included in
successful project outcome. Appendix E for your consideration.
This kit will also be useful for DSE and
other government staff in statutory
roles. While the form, timing and
method of engagement may be set out
in an Act or Regulation, the theory and
principles as set out in these books can
be applied to a variety of situations;
from preparation of notice requirements
through to holding public information
sessions.


What is community engagement?

3.1 Defining Community The word ‘community’ is also a Cavaye extends this definition as
very broad term used to define it specifically relates to the role of
Engagement
groups of people; whether they are government, noting community
Whenever a group of practitioners stakeholders, interest groups, citizen engagement “... is the mutual
gather to discuss ‘what is engagement,’ groups, etc. A community may be communication and deliberation
a discussion about diversity of a geographic location (community that occurs between government
terminology usually emerges. of place), a community of similar and citizens.”5
Depending on the situation in which interest (community of practice), or
you are working, ‘engagement’ a community of affiliation or identity
can cover consultation, extension, Community engagement can take
(such as industry or sporting club).
communication, education, public many forms and covers a broad
participation, participative democracy ‘Community engagement’ is therefore range of activities. Some examples of
or working in partnership. a planned process with the specific community engagement undertaken
purpose of working with identified by government practitioners include:
For our purposes, ‘engagement’ is groups of people, whether they are
used as a generic, inclusive term to • Informing the community
connected by geographic location,
describe the broad range of interactions of policy directions of the
special interest or affiliation, to address
between people. It can include a government.
issues affecting their well-being .4
variety of approaches, such as one- Linking the term ‘community’ to • Consulting the community as
way communication or information ‘engagement’ serves to broaden part of a process to develop
delivery, consultation, involvement and the scope, shifting the focus from government policy, or build
collaboration in decision-making, and the individual to the collective, with community awareness and
empowered action in informal groups or associated implications for inclusiveness, understanding.
formal partnerships. to ensure consideration is given to • Involving the community through
the diversity that exists within any a range of mechanisms to ensure
community. that issues and concerns are
understood and considered as part
of the decision-making process.
• Collaborating with the
community by developing
partnerships to formulate options
and provide recommendations.
• Empowering the community to
make decisions and to implement
and manage change.

4 Queensland Department of Emergency Services (2001) Charter for community engagement, Community Engagement Unit,
Strategic and Executive Services, Queensland Department of Emergency Services
5 Cavaye, Dr. J (2001) ‘Community engagement framework project: scoping and review paper’, Cavaye Community Development/
CEO Committee on Land Resources, Queensland, citing OECD (2001) ‘Engaging Citizens in policy-making: information, consultation
and public participation’, PUMA Policy brief No 10, July 2001, Organisation for Economic Co-operation and Development

3
3.2 Benefits of Successful For government: For stakeholders and communities:
Engagement • Community input can improve the • With purposeful and well-planned
Effective engagement is a vehicle that quality of policy being developed, engagement, there will be
can be used to build more resilient making it more practical and relevant. opportunities for a diversity of
relationships with community. It can • Community input can ensure services voices to be heard on issues that
lead to the identification of mechanisms are delivered in a more effective and matter to people.
for building a community’s strength efficient way for that community. • Communities can expect government
and its ability to join with government • Engaging with communities is a way to meet certain standards of
and other stakeholders in dealing with for government to check the health of engagement and give feedback
complex issues and change. the relationship face-to-face. It can on government’s ability to meet
also explore ways in which those standards.
The following is a summary of the
benefits of successful engagement for government and community could • Communities are able to identify
both government and stakeholders. work more closely on issues of priorities for themselves.
concern to the community. • There may be more ownership of
• Engaging with communities is an solutions to current problems or
opportunity for government to check building plans for the future so that
its reputation and status. Asking the the community shares in decision-
community how the organisation is making and has a higher level of
meeting local needs could be a responsibility for creating that future.
positive or at least informative • Engagement can foster a sense of
engagement exercise. belonging to community and
• Early notice of emerging issues puts considerable benefits from working
government in a better position to together on behalf of the community.
deal with those issues in a proactive • Individuals may become empowered
way, instead of reacting as anger and and proactive with regard to issues
conflict arise. that affect them.
• Good engagement enhances the
reputation of the government as open,
accountable and willing to listen.


3.3 Principles of Additional principles that apply to the
relationship between stakeholders and
Engagement
the organisation implementing the
Broad principles underpin engagement engagement are:
and a practical knowledge and
adaptation of these will increase the • A commitment to reciprocity that
effectiveness of your engagement includes stating what you require of
activities. In a review of existing the community, and delivery of what
literature and theory, Petts and Leach6 you will provide in exchange. Establish
developed a list of engagement what you are promising as part of the
principles which includes: engagement process. This could include
provision of information or feedback
• a need for clarity of objectives, on how contributions have influenced
and of legal, linked and seamless decisions, through to implementation
processes of stakeholder decisions.
• consensus on agenda, procedures • Building genuine relationships with
and effectiveness community and other stakeholders.
• representativeness and inclusiveness • Valuing the opportunities diversity
• deliberation has to offer.
• capability and social learning Brown and Isaacs7 have developed
• decision responsiveness the Six ‘C’s model as a set of basic
principles to guide any engagement
• transparency and enhancement
planning process.
of trust.

The Six ‘C’s of Successful Community Engagement
Capability The members are capable of dialogue.

Commitment Mutual benefit beyond self interest.

Contribution Members volunteer and there is an environment that
encourages members to ‘have a go’ or take responsibility/risks.

Continuity Members share or rotate roles and, as members move on,
there is a transition process that sustains and maintains the
community corporate memory.

Collaboration Reliable interdependence. A clear vision with members
operating in an environment of sharing and trust.

Conscience Embody or invoke guiding principles/ethics of service, trust and
respect that are expressed in the actions of the community.

Note: the six Cs may be seen as targets or filters to measure the quality of the
functioning of the community.

6 Petts, J & Leach, B (2000) ‘Evaluating methods for public participation: a literature review’, R & D technical report, E135,
Environment Agency, Bristol
7 Brown, J & Isaacs, D (1994) ‘Merging the best of two worlds the core processes of organisations as communities’ in P Senge,
A Kleiner, C Roberts, R Ross & B Smith (eds.) The fifth discipline fieldbook: strategies and tools for building a learning organization,
Doubleday/Currency Publications


3.4 Participatory The greater the degree of decision-making, Pretty and Hine8 have developed a
the higher the level of ownership of the typology of ‘participation’ to differentiate
Engagement decision and, consequently, the greater actions according to the level of power
Governments, agencies and organisations the likelihood of a positive project outcome. agencies wish to devolve to participants
have relied on forms of community and in determining outcomes and actions.
stakeholder participation for many years. Therefore it is important to consider the
Participation is used to describe the activities implications of your proposed level of In determining the level of participation, it
of steering committees and reference groups, participation when designing your is necessary to first identify the purpose of
which provide direction, guidance and engagement approach. The key message the engagement. This publication adopts
community representation. In addition, for designing engagement processes is to the International Association of Public
participation is an essential part of avoid promising a level of participation Participation (IAP2) Public Participation
extension, education and other learning and power that is never intended to be Spectrum (see section 4.3.1) as a
activities that encourage people to adopt given, or designing processes that claim to transparent model for determining the
new technologies and share experiences. be empowering, but merely offer ‘token’ most suitable types of engagement to
levels of participation. match the purpose and to manage more
Engagement that is participatory often effectively the dilemmas and trade-offs
results in community and other stakeholders regarding participation.
having ownership of a direction, course of
action or decision, and its implementation.

Typology of Participation
Typology Characteristics of each type

Manipulative Participation is simply pretence, with ‘people’s’ representatives on official boards but who are not elected
participation and have no power.

Passive People participate by being told what has been decided or has already happened. It involves unilateral
participation announcements by an administration or project management without listening to people’s responses.
The information shared belongs only to external professionals.

Participation by People participate by being consulted, and external people listen to views. These external professionals define
consultation both problems and solutions, and may modify these in light of the people’s responses. Such a consultative
process does not concede any share in decision-making, and professionals are under no obligation to take
on board people’s views.

Participation People participate by providing resources, for example labour, in return for food, cash or other material
for material incentives. Much on-farm research falls into this category, as farmers provide their land but are not involved
incentives in the experimentation or the process of learning. It is very common to see this called participation. People
have no stake in prolonging activities when the incentives run out.

Functional People participate by forming groups to meet predetermined objectives related to the project, which can
participation involve the development or promotion of externally initiated social organisation. Such involvement does not
tend to be at early stages of project cycles or planning, but rather after major decisions have been made.
These institutions tend to be dependent on external initiators and facilitators, but may become self-dependent.

Interactive People participate in joint analysis, which leads to action plans and formation of new local institutions or
participation the strengthening of existing ones. It tends to involve interdisciplinary methodologies that seek multiple
perspectives and make use of systematic and structured learning processes. These groups take control
over local decisions, and so people have a stake in maintaining structures or practices.

Self-mobilisation People participate by taking initiatives independently of external institutions to change systems. They
develop contacts with external institutions for the resources and technical advice they need, but retain
control over how resources are used. Such self-initiated mobilisation and collective action may or may
not challenge existing inequitable distribution of wealth and power.

8 Pretty, J & Hine, R (1999) Participatory appraisal for community assessment, Centre for Environment and Society, University of Essex


3.5 Related Concepts
There is a large body of literature on
the subject of community engagement
with broad agreement on the basic
concepts, principles and good practice
approaches. This theoretical body
provides the foundation for the
guidelines and processes of community
engagement outlined in the three
books of this kit. The following table
provides a brief exploration of some
concepts closely related to community
engagement.
Recommendations for further reading
are provided in Appendix B.


Community Engagement Related Concepts
Active listening Sometimes known as empathetic listening, active listening is where an individual confirms they
have heard and understood by paraphrasing the information back to the speaker.
Active listening can be applied in many situations involving the engagement of others, including
facilitation and consultation processes used in community engagement. It is used to demonstrate
the information has been received and understood, whether it is in an individual conversation,
a survey or workshop.

Appreciative Appreciative inquiry rejects the more traditional ‘problem-focussed’ approach and instead seeks to
inquiry identify what is working well or opportunities for positive change.
Appreciative inquiry as an engagement approach aims to encourage imagination, innovation and
flexibility with stakeholder groups and build on the positives that already exist (e.g. collecting
good news stories, visioning for a sustainable future).

Community As a stakeholder scoping tool, community profiling is a means to achieve an increased understanding
profiling of the diversity of the community. The purpose of undertaking a stakeholder profiling exercise is to
ensure inclusiveness and therefore a better engagement process and outcome.
A community of concern may be defined by geography (place), identity (industry or affiliation) or
interest. The type and level of documentation collected when undertaking a profile is determined
by the purpose and complexity of the engagement.
Participatory profiling is where the community is actively involved in the research, resulting in the
community having greater participation in determining an appropriate course of action.

Community The basic premise of community strengthening is that valuable knowledge and ideas are readily
strengthening available within communities, and the role of government is to develop mechanisms for sharing
this knowledge.
Community strengthening helps to mobilise community skills, expand networks, harness energy
and resources and apply them in ways that achieve collaborative and positive social change.

Systems thinking A systems approach encourages the exploration of the relationships between social, environmental
and economic interactions. This approach resists breaking a problem into its component parts for
detailed examination. By examining the links and interrelationships of the whole system, patterns
and themes emerge that offer insights and new meaning to the initial problem.
In a community engagement context, encouraging a diversity of views can lead to a new
understanding of the situation and the identification of opportunities for action that may not
have otherwise occurred.9

9 Bawden, R & Macadam, R (1991) in Bawden, R (1995) Systemic development: a learning approach to change, Centre for Systemic
Development, UWS, Hawkesbury


Planning & managing engagement

Book 2: the engagement planning 4.1.1 Forming a Project 4.1.2 Managing Risk
workbook provides a step-by-step
Team Risks associated with community
process for developing an Engagement engagement can be classified as either:
Plan. In the following section, Team support and mentoring is
we address some of the broader an important component of the • risks you are trying to address by
considerations in planning and engagement process. While the nature conducting the engagement, or
managing effective engagement, and of a project sometimes requires people
• risks that could prevent you from
explore a model for matching the type to work on their own, there are a
achieving the objectives of your
of engagement to your purpose. number of advantages in developing
engagement.
the Engagement Plan within a team,
such as: Business units or project teams that
4.1 Initial Considerations have deliverables for which they are
Including an explicit community • It allows for the inclusion of a responsible often cite the community
engagement component within your depth and breadth of views, as one of their sources of risk. This risk
overall project can sometimes be the ensuring diversity is built into can be related to either the community
difference between project success the planning process. not doing something that is required
or failure. How you approach the • The workload and the learning to achieve the desired outcome, or
development of an Engagement Plan opportunities can be distributed the community doing something
for your project will be dependent more evenly. If the purpose of the that prevents the project team
on the size of the project, the level of engagement is to encourage action from achieving their objectives (e.g.
complexity and the number of staff and change, the people directly blockades). Engaging the key project
involved. For medium to large projects, involved in the process are more stakeholders is often a strategy used to
it is recommended you treat community likely to move with the change. mitigate this risk.
engagement as a separate, discrete Engagement team members may come
project component. Accordingly, we If risk mitigation is your goal for
from within your existing project team, conducting the engagement, this should
recommend you develop a specific or they may be external, depending
Engagement Plan for working with be clearly stated up front. You also need
on the skills required. The composition to be careful that your engagement is
the various project stakeholders. of the project team may also change actually going to reduce the likelihood
throughout the development and of the risk eventuating. By not
DSE staff can arrange for a Project implementation of the Engagement conducting the engagement properly,
Office facilitator to run a scoping Plan. The team composition will reflect you could increase the risk instead of
workshop to help develop the the different tasks and skill sets required mitigating it.
engagement component of their at each step of the engagement process.
overall project implementation Further information and specific
Depending on the dimensions of your processes to manage risk in a
plan.
Engagement Plan, the following criteria community engagement can be found
may assist in developing a project team in the ‘Risk Management’ section of
for the engagement component of your Book 2: the engagement planning
project: workbook.
• the range of experience and skills
(e.g. local knowledge, familiarity with
community engagement processes,
existing relationships with stakeholders)
• the physical location of team members
• the level of diversity within the
team (internal and external to
your overall project).

4
4.1.3 Occupational Health DSE staff are required to complete a 4.2 Stakeholders in the
and Safety Job Safety Analysis (JSA) to identify Project
The health and safety of employees, and assess occupational health
volunteers, contractors and community and safety risks associated with 4.2.1 Stakeholder
members is critical to any engagement undertaking work duties within Identification
activity, event and program. Risks to the workplace. This procedure is Stakeholder identification and analysis
health and safety need to be identified designed to ensure DSE maintains a is integral to the engagement planning
in the planning stage, and a risk control safe and healthy workplace for all its process. By understanding and
plan developed, implemented and employees, contractors and visitors. managing the relationship between
monitored. The JSA includes a Site Safety stakeholders (including community
Survey which is an onsite check of members) you increase the likelihood
Often the engagement component of
the job environment, to be used of achieving your desired overall
your project will require you to bring
when conducting activities at non- project outcome. Conversely, failure
stakeholders together in public places
DSE locations. This also applies to appreciate the dynamics of the
(e.g. local hall, park). In such instances,
to activities involving DSE staff relationships that exist between
it is recommended you first undertake a
being run by other organisations. stakeholders can lead to obstructions
safety audit of the site to identify local
DSE requires that a level equal to that have a negative impact on your
hazards and risks. A site safety audit is
or higher than DSE’s own OH&S overall project.
used to record each hazard or risk and
then outlines the proposed action to and risk management practices Book 2: the engagement planning
control these. This can include simple be followed by staff, contractors workbook will take you through
things such as making sure water is and volunteers of the non-DSE the process of identifying the key
available for all participants. The organisation. stakeholders and their interest in the
process should also cover disability DSE staff should refer to the project, their level of influence and
(e.g. mobility, sight, hearing), gender ‘Policies & Procedures’ section of what they consider to be a successful
and specific cultural requirements. the organisation’s intranet for the outcome.
All organisations participating in the latest versions of the Job Safety Book 3: the engagement toolkit
project are advised to meet regularly Analysis and Site Safety Survey. provides a range of tools for identifying
during the course of the engagement Non-DSE staff are advised they need the best course of action to engage and
to ensure all OH&S controls are being to complete similar documentation communicate with stakeholders.
implemented within the agreed to ensure they meet public liability
timelines. responsibilities, and should refer
Where OH&S issues are identified during to their own organisation’s OH&S
the course of the engagement, the and risk management policies and
impact of these hazards or risks should procedures.
be assessed. If they are considered to
be high risk, activities should cease until
effective controls are implemented.


4.2.2 Engaging Diverse
Groups
The Victorian community is diverse
with people of different backgrounds,
needs, values and aspirations. Victoria’s
diversity reflects the many characteristics
that capture difference between people.
Observable and unobservable, these
characteristics include ethnicity, gender,
age, tenure, functional background,
socio-economic background, values,
sexual orientation and physical and
mental ability.
This broad definition of diversity builds
on the concept of equal opportunity.
It goes beyond the concept of rectifying
the disadvantage of target groups
by emphasising the importance of
an inclusive culture and of valuing
difference between individuals and
communities. While we should aim to
be inclusive in all our work, at However, do not be daunted by the Over time you will build your own
times it may be necessary to tailor our volume and complexity of diversity networks, become more aware of the
engagement processes and activities to statistics or by the anecdotes about relevant issues and of what questions
enable some communities or individuals working inclusively. This section has to ask that relate to your work. Being
to fully participate. been designed to provide some insights inclusive will become an everyday part
and information about working with of your thinking and planning.
To assist with your planning, we have diverse communities to help you ask
provided the following information the right questions, successfully direct
to help you engage some of the DSE staff should refer to the
your lines of inquiry and find further Department’s intranet, under Social
communities who are often overlooked assistance where required.
or who face additional barriers to and Cultural Diversity, for more
participation. For example, a young A selection of organisations who can information and resources to assist
adult may be studying, seeking work assist you to engage with Indigenous, with engaging diverse groups
and raising young children (like many culturally and linguistically diverse within the community.
other Victorians), but they may also (CALD) people, young people, seniors,
have recently arrived from a war-torn women and people with disabilities has
country, suffered torture and have been provided in Appendix D.
English as a second language. This is not
an uncommon occurrence in Victoria.


Here are some general considerations • These contacts can also provide • Initially, you may have to negotiate
for working more inclusively. These advice about the most effective ways ways to help these communities to
are followed by some specific of communicating with particular work with you. For example, when
considerations for engaging different communities and also vital practical you bring a group of stakeholders
stakeholder groups: knowledge, such as where and how together for the first time, you may
a particular group meets or whether find the issues and concerns they raise
• Building trust is often the first step in
you would need interpreters. are slightly different, or outside the
successfully engaging communities that
• Community agencies often operate scope of your project. What do you
have in the past been marginalised or
on low and unpredictable levels of do? You might first try working with
engaged in a tokenistic way. This may
funding. This can limit their capacity the group to address their immediate
initially take time and involve a lot of
to participate in an engagement goals or priorities, possibly bringing
learning for you, but it will provide
process regarding planning or in other agencies to assist. By
long-term benefits.
environment issues, especially in the demonstrating a willingness to
• Some groups are networked within a address the immediate concerns of
face of more pressing or short-term
community structure, while others are the stakeholders, you are more likely
issues such as helping clients to find
represented by peak bodies. They are to build a relationship of trust that
accommodation, find a job or cope
valuable starting points for getting will make it easier to work with this
with a mental illness.
assistance with approaching and group and others during the current
communicating with the group that project and in the future.
you wish to engage (refer to
Appendix D).

Building partnerships for long-term benefits: a practical example
In 1997, the Inner West Region Migrant Resource Centre was the first MRC to
work with an environment department. They were initially supported by DSE’s
Coast Action/Coastcare program to explore different cultural perceptions of
coastal resources. Even though this MRC has closed, the networks established
through this collaboration still operate successfully.


Indigenous Cultural awareness training is also a
There are a number of reasons why very important aspect of engaging
project or program teams could decide Indigenous communities. This is likely to
to engage Indigenous communities assist you in the following areas:
- not least of which is that there may • improved understanding of the issues
be a legislative requirement for them that are important to Indigenous
to do so. For example, The Native people and their communities
Title Act (1993) includes a Right to • creating more sustainable
Negotiate, which means that native title relationships between Indigenous
holders must be consulted in advance people and the wider community
if a government plans to grant certain • the opportunity to explore the
interests to their land. disadvantages resulting from the
Another consideration is the protection dispossession of Aboriginal land.
of Aboriginal Cultural Heritage which To identify which Indigenous
exists throughout the lands and waters communities need to be engaged, it is
of Australia. All aspects of the landscape necessary to determine which groups sit
may be important to Indigenous people within (or perhaps just adjacent to) the
as part of their heritage. Maintaining focus area of the project. While some
Indigenous heritage ensures a projects have clear boundaries, others
continuing role for Indigenous people may be issue-based and therefore
in caring for country, something that is without such obvious borders. In
beneficial to everyone. most cases there are specific contact
people or groups within a community
responsible for specialised industries
such as housing, health, education and
land and natural resource management.


Challenges to Indigenous Engagement10
Fact Implications Solutions you might try

Some communities Unable to attend • Allow for longer lead times and include travel reimbursement costs
are economically meetings or other in the project budget so that no-one is out of pocket.
disadvantaged, engagement activities
and individuals due to lack of transport • Meet at community organisations or homes if required.
even more so. or finances.
• When meeting at other venues, you may need to arrange transport.

Community business If community members • Ensure engagement teams are flexible. Multiple attempts may be
regarding death, choose not to participate required to capture some audiences.
funerals, ill health due to those matters,
or any matter of do not be judgmental • Always allow a long lead time and re-attempt to hold your meeting
concern can and or view your attempts or engagement activity.
will impact on your as a failure. • Arranging a local person or organisation to facilitate any of the
meeting or engagement above can assist you to fulfil your requirements.
activity arrangements.

Making it easy for Indigenous people
to participate in your activities For DSE staff, the first point of
contact when engaging Indigenous
The availability of private transport is a groups should be the Department’s
real issue for many people in Victoria’s Indigenous Facilitators. They will
Indigenous communities. This is help you to identify the groups
further compounded when engaging and individuals you will need to
communities in a regional context, and include in your engagement process,
where Indigenous Elders are required to facilitate this process and provide
attend meetings. their own insights into the issue
the project is addressing.

10 Shaw, H (2005) ‘A guide to assist staff to engage with Indigenous communities’, unpublished paper, Victorian Department of
Sustainability and Environment, Melbourne


Culturally and Linguistically • Different communication styles may • It is important to understand and
be required, depending on the group accommodate the considerable time
Diverse
and underlying influences such as: commitments of community leaders.
When working with culturally As the main contact point for a
− sensitivities to discussing personal
and linguistically diverse (CALD) community, the leaders will often
topics and making decisions on
stakeholders, consider the following: receive many external requests from
behalf of their community
• Working face-to-face in the early government and the private sector for
− proficiency in English (written
stages of relationship building is consultations, information or
and verbal). Some people from
extremely important, so you will feedback from the community on a
non-English speaking backgrounds
need to allocate sufficient time in wide range of issues. At the same
may, understandably, lack the
planning your engagement. time, community members also rely
confidence to use their English
• At times, including a social component heavily on their leaders to help them
in a public speaking situation
in a presentation or event can help with their own difficulties.
− literacy in a first language.
break down any barriers or fears that • Local councils may have good
Remember that for many refugees,
people may have about participating. contacts and networks with CALD
their schooling may have been
This could include sharing food, tree communities in their area, including
repeatedly interrupted or ceased
planting or a trip to the beach. neighbourhood houses, ethno-specific
altogether due to war, political
agencies and English-as-a-second-
upheaval or having no access to
language classes. They may also have
formal education services
CALD workers on staff.
− previous experiences with
• Consider early on in the engagement
governments, especially in the
the possibility of using interpreters to
country of origin; torture or
assist with the translation of written
corruption may be commonplace
material or to interpret during
in some countries
workshops or meetings.
− preferred methods to receive and
communicate information, such as
local papers, radio, word-of-mouth,
organisations and the internet. For
example, the Somali community in
Victoria does not have any print
media, so ethnic talkback radio is
their prime source of information
and their opportunity to discuss
ideas and provide feedback
− awareness of government programs
and processes.


People with Disabilities Some people may have more than one • Some people with disabilities have
Most people with a disability do not type of disability. For example, a person carers. It is important to address any
require specific disability supports and who has a vision impairment may also communication to the person with
live independently in the community. have an intellectual disability. the disability and not to their carer or
However, many people with a disability, friend. It is also important to be
When engaging with people with
and their parents, families and carers mindful of the carer’s needs in
disabilities:
face inequalities and barriers to organising any engagement activities.
• Ask the people you are planning to
participation in the community. • In general, all engagement should be
engage what their needs are. They
inclusive so that people with
The main types of disabilities are: will be in the best position to tell you
disabilities can participate in the same
• Intellectual disability how you can best assist them to
ways as others in the community.
(For example, a person who has contribute to the engagement
However, some people with
significantly below average processes.
disabilities may have difficulties, for
intelligence [based on an IQ test], or • Use organisations or community groups example, being heard or understood
who may have difficulty with everyday that support people with disabilities in a large public forum, and it may be
life skills.) to help arrange and conduct your necessary to organise smaller forums
• Physical disability engagement (see Appendix D for a that better suit their needs.
(For example, a person who uses a listing of organisations and their
• If choosing venues to get together,
wheelchair or has difficulties with contact details).
consider whether the site is accessible
communication.) • Put the person first, not their (public transport, ramps), whether
• Sensory disability disability. Describe ‘a person with a the building is internally accessible
(For example, a person who is Deaf, disability’ rather than ‘a disabled (suitable door widths, accessible toilets)
blind or has a vision or hearing person’. Remember that you are and whether it meets the specific
impairment.) engaging with the person, not with requirements of the people you are
the disability they may have. engaging (Braille and tactile signage,
• Psychiatric disability
(For example, a person who has a hearing augmentation system).11
mental illness.)
• Acquired brain injury
(For example, a person who was not
born with a disability, but acquired
their disability; perhaps through a car
accident or drug abuse.)
• Neurological impairment
(For example, a person who has a
degenerative condition such as
multiple sclerosis, Huntington’s
Disease or motor neurone disease.)

11
Department of Human Services (2004), Inclusive consultation and communication with people with a disability,
Disabilities Services Division, Victorian Government Department of Human Services, Melbourne


Young People Seniors
As with many of the diverse groups Senior Victorians are a growing part
that exist in our society, young people of our population. They have a wealth
have valuable contributions to make if and diversity of skills, knowledge and
enabled to participate. The following life experiences that can enrich our
tips may be helpful in engaging young work. It is important to respect their
people: wisdom and to think about their needs
in planning any engagement. Some
• Do not consider all young people as
considerations include:
one homogenous group.
Characteristics such as gender, age • Many seniors are fit, healthy and
and cultural background need to be mobile, but it is important to be
considered. As with the broader aware of the changing mobility of
community, consider which young seniors and the impact it can have on
people would be interested and their ability to participate. Two
benefit from involvement. significant changes are when people
• Building trust with young people is a stop driving and when they can no
fundamental basis for effective longer walk unaided.
engagement. Consider strategies and • Be aware of the difficulties some
tools that are appropriate to establish seniors may have with vision and
trust with young people. hearing when selecting and using
• Consider whether organisations and engagement tools.
agencies who work with young • Do not assume seniors will not take
people could assist with your up newer technologies. However, they
engagement. may be limited by lack of confidence,
• Provide information to young people previous experiences or income, and
in ways they can understand. It may therefore require additional assistance
be helpful to engage a young person to overcome these barriers.
to assist in your planning. Where • Seniors may have time to participate
possible, test your planning and any in engagement activities, but
prepared material with a small remember that they are increasingly
number of young people to ensure taking on additional family roles, in
relevance. particular, childcare for grandchildren.
• Avoid making assumptions about • Be aware of possible inter-
what may interest young people; generational differences between
instead allow them to define what is community facilitators and seniors
important from their perspective. that may impede clear
• Consider issues of privacy and communication, such as language
consent. Consent needs to be and values.
informed, freely given, specific and • Do not always segregate seniors into
current to be valid.12 discrete groups for engagement. It
• When considering venues to meet can be beneficial to mix age groups,
with young people, think about resulting in a broader understanding
places young people may like to of issues by staff and community
gather and consider related issues members.
such as safety and proximity to public
transport.

12 Youth Affairs Council of Victoria (2004), Taking young people seriously - consulting young people about their ideas and opinions:
a handbook for organisations working with young people, Office for Youth, Department for Victorian Communities, Melbourne


Gender
It is important to create opportunities
for both men and women to be
engaged in your engagement process.
Men and women are still not equally
represented in decision-making arenas.
For example, women still make the
majority of the household purchasing
decisions and influence consumption
patterns. If we are not addressing
gender imbalances generally in the
engagement process, then we are not
only missing out on vital sources of
information, but on opportunities for
community advocacy of our objectives
(e.g. to encourage use of environment-
friendly products or reduce the demand
for over-packaged products).
The following tips are designed to assist
you plan engagement activities with
greater sensitivity towards gender issues:
• Be mindful of the multiple • Rural women can face additional • Where appropriate, try to involve a
responsibilities of parents when barriers to participation such as balance of men and women in your
planning any engagement. Think of distance, access to alternative forms engagement to ensure that
ways to engage both groups in your of transport and access to childcare participation reflects community
process if possible. For example, – particularly to cover the long hours diversity or your client base. The
children could be involved in a that may be taken up by travel. Office of Women’s Policy (see
creative learning activity about your • Women are generally under- Appendix D) operates a Women’s
topic while the parent(s) are represented on boards and Register that can put you in contact
contributing to your community committees and this can make with women who are skilled,
engagement activity. it hard for an individual woman experienced and interested in formal
• For some women from culturally and to break into that domain and committee or board appointments.
linguistically diverse backgrounds, you contribute fully. Consequently, • When investigating tools for
may need to provide women-only retention rates can be low. You engagement, consider whether the
opportunities for engagement. may need to provide extra support tools may need to be modified to
and address group culture issues. ensure you get a better gender
representation in views, opinions
and decisions.

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