Community Services Capability Framework

Community Sector
Workforce Capability
Framework
Final Report for Office for the Community
Sector, Department of Planning and
Community Development
June 2009
Contact Details
Precision Consultancy
Suite 2/Level 5
167 – 169 Queen Street
Melbourne VIC 3000
Telephone: (03) 9606 0118

Fax: (03) 9606 0119
Email: info@precisionconsultancy.com.au
Website: www.precisionconsultancy.com.au
ABN: 30 056 617 728
Community Sector Workforce Capability Framework

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Contents
Executive summary......................................................................................................................................... 4
Background .........................................................................................................................................................4
Project Activities and Methodology ...............................................................................................................4
Key findings and recommendations...............................................................................................................6
Background to the project ............................................................................................................................. 10
Methodology ................................................................................................................................................... 12
Reference Group ...............................................................................................................................................12
Research report ..................................................................................................................................................12
Community forums .............................................................................................................................................13
Online survey (1) .................................................................................................................................................14
Face to face interviews.....................................................................................................................................14
Data analysis .......................................................................................................................................................15
Feedback on Framework via online survey (2).............................................................................................15
Final draft of Workforce Capability Framework ............................................................................................15
Workforce Capability Framework.................................................................................................................. 16
Description of the Workforce Capability Framework ..................................................................................16
Supporting material......................................................................................................................................... 19
Toolkit ....................................................................................................................................................................19
Capability Cards.................................................................................................................................................19
Relationship to existing qualifications and competency frameworks....................................................... 20
Link with existing qualifications.........................................................................................................................20
Link with existing competency frameworks ...................................................................................................22
Key findings and recommendations ............................................................................................................. 23
Appendix 1 – Research Report ...................................................................................................................... 26
Appendix 2 – Forum presentations ................................................................................................................ 58
Appendix 3 – Survey report ............................................................................................................................ 61
Appendix 4 – Workforce Capability Framework .......................................................................................... 92

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Executive summary
Background
Hanover Welfare Services, in collaboration with Precision Consultancy, was contracted by

the Office for the Community Sector (OCS), Department of Planning and Community
Development (DPCD) to develop a Community Sector Workforce Capability Framework.
The Framework aims to provide organisations in the not for profit (NFP) sector with a
description of the skills and capabilities required for effective service delivery now and in
the foreseeable future. The Framework will be used by organisations across a range of
human resource functions; including recruitment and retention of staff, job design,
professional development and performance appraisal.
The Framework is not mandatory and will be available as a resource for organisations to
contextualise to meet their own unique service context. The Framework is flexible and
takes a whole of sector approach.
This final report includes the draft Community Sector Workforce Capability Framework
developed as a result of extensive research and consultation, and a description of the
tools developed to assist with the implementation of the Framework. The report also
includes the results of research and consultation; recommendations for the next stage of
the project to trial and implement the Workforce Capability Framework so that it is
promoted and used extensively throughout the sector; and a description of how the
Framework fits with existing qualifications and frameworks.
The OCS was established following two reports presented to the Victorian government
aimed at strengthening Victoria’s not for profit sector; Stronger Community Organisations
Project (SCOP), November 2007 and the Review of Not For Profit Regulation, September
2007. Following receipt of these the Victorian Government’s Action Plan: Strengthening
Community Organisations (the Action Plan) was developed to strengthen the capacity
and the longer term sustainability of the NFP sector. The OCS will oversee the
implementation of the Action Plan.
The actions in the Plan are grouped according to five themes, one being ‘Building the
Capacity of Community Organisations’. One of the actions related to this theme is Action
13: A Community Services Workforce Capability Framework, which is being addressed
through this project.
Project Activities and Methodology
The project design aimed for extensive input from the not for profit sector.
Reference Group
The formation of a Reference Group with representatives from a wide range of

organisations in the NFP sector, including employer and union organisations, to oversee
and guide the project.

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Research
A range of capability frameworks from Australia and overseas, particularly the UK, were
reviewed to determine what features or content may be suitable for inclusion in a
Workforce Capability Framework for the NFP sector.
Community forums
A series of six (6) community forums were held to explain the Capability Framework, and to
receive feedback on its proposed structure and content. These forums were held in
Melbourne (2), Cranbourne, Geelong, Traralgon and Horsham. As well, the consultants
met with a group from the Australian Services Union. Approximately 70 people from a wide
range of community organisations attended these forums.
Online survey (1)
An on-line survey was developed by Precision Consultancy. The survey asked for
respondents’ views regarding the importance of the nine streams of the Draft Framework;
the skills and knowledge required of people working in the community sector; the personal
attributes required of people working in the community sector; and the capabilities, skills
and/or attributes that people working in the community sector will most need for the
future.
Face to face interviews
A series of face to face interviews with key informants from peak organisations were held
to provide input to the Framework.
Data analysis
Following the end of the consultation phase, data and feedback was analysed to
develop a refined draft of the Framework: this was circulated for comment and the
updated draft was presented to the Reference Group.
Feedback on Framework via online survey (2)
The Draft Framework was made available online for further comment and feedback,
through Precision Consultancy’s website; it was also emailed to contacts on the OCS data
base. A short survey was used to gather feedback.
Final draft of Workforce Capability Framework
As a result of feedback from the second survey and input from the Reference Group, the
final draft of the Community Sector Workforce Capability Framework was developed, for
presentation to the Reference Group for final sign off. This Framework will be trialled by the
sector during the second half of 2009.

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Key findings and recommendations
Successful roll out and implementation of the Community Sector Workforce Capability
Framework will require three main elements: firstly, high levels of awareness of the
Framework and the tools developed to assist with implementation; secondly, knowledge
of how these can be applied and contextualised; and thirdly, practice in adapting and
working with the Framework in a range of community settings.
During the consultation phase of this project, the sector was invited to suggest methods to
promote uptake of the Framework. Research into the implementation of other frameworks,
combined with the suggestions from people in the sector, has informed the following
recommendations to assist with the uptake of this Community Sector Workforce Capability
Framework within the community NFP sector. Because of the wide range of organisational
type and structure, focus and size within the sector, and because the sector is largely
unfamiliar with capability frameworks, the following suggestions are offered to ensure that
the Framework is successfully implemented.
Pilot
The consultation showed that there was wide support for a pilot project to test the
Framework and its validity, and to explore the most effective ways that the sector can use
the Framework. The focus of the pilot project should be on ‘building capability’, with the
Framework as a resource to assist. An action learning model would enable participants to
shape the project to address their specific needs. The pilot project would also provide
advice about what additional resources or support could assist to build capability in the
sector, as well as testing the Toolkit and Capability Cards developed to assist with the
implementation of the Framework.
Ideally a pilot project would run with a cluster of organisations which are already engaged
in a hub or partnership arrangement. Participants could review team or individual skills and
skill gaps, particularly in relation to partnerships or joined-up services, and design
innovative learning programs to address skill gaps.
Linking a cluster of smaller organisations which do not have a dedicated human resource
function with a larger organisation which has experienced human resource practitioners to
support and mentor, would be a useful model. Several organisations consulted during the
research phase expressed interest in being involved in such a pilot.
The pilot should aim to involve a range of organisation types and sizes, in different areas
including multi-service agencies and an indigenous organisation. The size of the pilot
should be decided by OCS, and is dependent on available budget; however at least two
Department of Planning and Community Development (DPCD) regions have expressed
interest in being involved.
Recommendation 1:
That the Office for the Community Sector pilots the Community Sector Workforce
Capability Framework and accompanying tools with one rural and one
metropolitan DPCD region: to test the Framework and its validity; to identify likely
champions; to explore the most effective ways in which the sector can use the
Framework; and to refine the Framework and the accompanying tools.

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Communication strategy
For a new initiative such as the Community Sector Workforce Capability Framework to be
effective in such a diverse industry, a strong communication strategy is critical, so that
people are informed about the existence of the Framework, why it was developed, and its
various uses. Participants at the forums expressed great interest in the Framework and its
possible uses, and most had never used such a Framework. As the forums only represented
a sample of organisations in the industry, communication through various avenues and by
a range of media is critical for the Framework’s eventual take up.
During the consultation phase, some suggestions for a communication strategy which
could form part of a communication strategy were made. These suggestions include:
• providing information on the OCS website, including a downloadable Word version of

the Framework which can easily be adapted, the Toolkit, plus the Capability cards
which could be printed and used by organisations
• presentations by a representative of the OCS speaking at any community sector

forums and conferences which occur throughout the year
• the submission of articles to community sector newsletters, discussion lists and

community related websites/portals
• circulating information through networks in the community sector, e.g. the networks
identified in a parallel project, regional offices, sector peak bodies,
ourcommunity.com.
Recommendation 2:
That the Office for the Community Sector plan and activate a two-part
communication strategy to ensure high levels of awareness of the Community
Sector Workforce Capability Framework and the accompanying tools within the
community not for profit sector. The first part of the strategy should coincide with
and promote the pilot project, and the second part should provide more extensive
and active marketing of the Framework and its resources. The Capability
Framework should be made available in draft form via the OCS website for any
organisation to utilise during the pilot phase.
Implementation Workshops
During the consultation phase, many participants in the forums expressed a need for
professional developments sessions to provide an explanation of the various uses of the
Framework, and to provide advice and practice on using the Framework and the
accompanying tools. They suggested that these sessions should be activity based, e.g. a
simulation/case study where participants can actively use the Framework and the tools;
followed by an activity based on the needs of their own organisation. The professional
development sessions could be run for a mixed group, or within an organisation.
Recommendation 3:
That the Office for the Community Sector initiates a series of implementation
workshops aimed at providing assistance with using the Workforce Capability
Framework and the accompanying tools. This should occur following the pilot
project, when the final version of the Framework and resources are available.

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Development of other implementation resources and tools
Some tools have been developed as part of this project to assist with implementation of
the Framework. One is a Toolkit which explains the Capability Framework and how it can
be used. It includes some scenarios showing examples of the Framework’s use; as well as a
self assessment proforma and a learning and development proforma to assist individuals to
identify their capabilities and skill gaps. Another tool developed is a set of Capability
Cards; these provide a ‘mix and match’ resource to assist with job design and other uses
of the Capability Framework. The cards help boards, leaders, managers, employees and
volunteers to identify the most important personal qualities, knowledge and skills, and
specialist expertise required for a given job role.
However, other resources were also suggested during the consultation phase, which could
also be developed to further assist with implementation of the Framework. These
suggestions are:
• full case studies from the pilots
• sample position descriptions which reflect the capabilities for jobs in different
community sector industries and community settings
• a 360à performance management tool that can be adapted for the needs of the
community organisation
• advice about using the capabilities to inform mentoring and coaching partnerships
and build leadership capability in the sector
• a foldout chart or large wall chart showing capabilities and personal attributes at a
glance
• an online multimedia product, similar to the Capability Cards, which can provide an
online ‘mix and match’ function, so people can build specific organisational
capability frameworks, position descriptions etc. to suit their organisational
requirements. This product would also allow for people to change and adapt the
wording of the capabilities and personal attributes. This could be hosted on the OCS
website.
Recommendation 4:
That the Office for the Community Sector develops other resources and tools to
assist with the implementation of the Workforce Capability Framework, following
the conclusion of the pilot project.
Link to formal training
During the consultation phase, discussion occurred about how the Workforce Capability
Framework links to formal training. Some participants expressed interest in using the
Framework as a basis for discussion with training providers about training outcomes
required in the sector, so that training providers can better tailor their courses to the
requirements of the sector. Others expressed interest in linking the Framework to the skill
development pathways provided by accredited training (vocational education and
higher education) for career progression. This report provides an example of how the link
can occur, and this could be developed further.

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Recommendation 5:
That the OCS initiates a project to map the Workforce Capability Framework to
relevant qualifications in the vocational education and training (VET) sector and
the higher education sector, after the conclusion of the pilot project. The mapping
project should also provide examples of skill pathways and information about
delivery options and available providers.

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Background to the project
Hanover Welfare Services, in collaboration with Precision Consultancy, was contracted by
the Office for the Community Sector (OCS), Department of Planning and Community
Development (DPCD) to develop a Community Sector Workforce Capability Framework.
The focus of the Framework is on how organisations in the not for profit (NFP) sector could
develop the skills and capabilities they need to continue improving service delivery and
address issues relating to future recruitment and retention of staff, the need to invest in skills
and professional development in the context of an ageing workforce, competitive labour
markets and increasing expectations of service delivery.
The OCS was established following two reports presented to the Victorian government
aimed at strengthening Victoria’s not for profit sector; Stronger Community Organisations
Project (SCOP), November 2007 and the Review of Not For Profit Regulation, September
2007. Following receipt of these The Victorian Government’s Action Plan: Strengthening
Community Organisations (the Action Plan) was developed to strengthen the capacity
and the longer term sustainability of the NFP sector. The OCS will oversee the
implementation of the Action Plan.
The actions in the Plan are grouped according to five themes, one being ‘Building the
Capacity of Community Organisations’. One of the actions related to this theme is Action
13: A Community Services Workforce Capability Framework, which is being addressed
through this project.
Government will work with the sector (and other jurisdictions) to develop a
framework, focussing on how to develop the skills and capabilities needed in the
sector
Through this project, a draft Community Sector Workforce Development Framework was
developed for use by the community sector workforce to:
• improve the identification of skills and thus the staffing organisations need now and
into the future
• improve overall quality and effectiveness of service provision and improve client
outcomes now and into the future
• provide a greater capacity for professional development and learning
• provide better career pathways and recognition for community sector employees
• promote enhanced and more flexible professional and management practice
• improve and assist recruitment and retention.
By using the Capability Framework, people in community sector organisations will be able
to develop adaptable skills that can be used across the whole sector. This will also allow
for:
• cross sectoral career pathways

• movement between types of service delivery and types of clients
• increased collaboration and working together across different organisations.
This final report includes the draft Community Sector Workforce Capability Framework
developed as a result of extensive research and consultation, and a description of tools
developed to assist with the implementation of the Framework. The report also includes

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results of research and consultation; recommendations for the next stage of the project to
trial and implement the Workforce Capability Framework so that it is promoted and used
extensively throughout the sector; and a description of how the Framework fits with existing
qualifications and frameworks.

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Methodology
The methodology for this project consisted of a number of activities to gain the broadest
possible background for the development of the Framework, and extensive input from the
not for profit sector about the preferred structure and content of the Framework.
Reference Group
A Reference Group representing a wide range of organisations in the NFP sector, including
employer and union organisations, was formed and has provided invaluable support for
the development of the Workforce Capability Framework in a number of ways: by being
available to answer questions; through provision of resources and people to interview; by
sending the surveys and the draft Capability Framework to a broad range of individuals
and organisations to provide feedback; and through their individual input at the
Reference Group meetings.
Members of the Reference Group
• Jenny Grayling, Brotherhood of St Laurence
• Lisa Darminin, Australian Services Union - Victorian Authorities & Services Branch
• Mette Jorgensen , Department of Human Services
• Nicole Wiseman (replaced by Paula Grogan), VCOSS
• Jacquie O’Brien , Health and Community Services Industry Training Board
• Dan Gleeson, Centre for Excellence in Child and Family Welfare
• Alex Djoneff , Victorian Hospitals Industrial Association
• Anthony Bowd, VicSport
• Cheryl Farquhar, Hanover Welfare Services
The Reference Group meetings were chaired by Tony Keenan from Hanover Welfare
Services, and attended by Mitch Clear and Rosalie Flynn from Precision Consultancy. The
meetings were also attended by Leonie Morgan representing the Office for the
Community Sector.
Research report
A range of capability frameworks from Australia and overseas were reviewed to determine
what features or content may be suitable for inclusion in a Workforce Capability
Framework for the NFP sector. These frameworks are described in a Research Report which
can be found at Appendix 1.

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The research examined the following frameworks in detail:
• Victorian Public Service Employment Capability Framework (VPSECF)
• Australian Public Service Commission Senior Executive Leadership Capability

Framework
• Public Service & Merit Protection Commission: Human Resource Capability Model
• Department of Veterans’ Affairs Capability Framework
• NSW Public Sector Capability Framework
• Training Packages – part of Australian National Training Framework for vocational

education and training
o Community Services and Health Industry Skills Council - Health Training Package
HLT07
o Service Skills Australia - Sport Training Package SRS03; The Community Recreation
Training Package SRC04; The Fitness Training Package SRF04; The Outdoor
Recreation Training Package SRO03
• Breaking the Barriers: The Inter-Professional Capability Framework, Sheffield Hallam

University and Coventry University
• Community Health Nurses Framework, Scotland
• Acute Mental Health Care Framework, Scotland
• Singapore Workforce Skills Framework - Community and Social Services
Community forums
A series of six (6) community forums were held to explain the Capability Framework, and to
receive feedback on its proposed structure and content. These forums were held in
Melbourne (2), Cranbourne, Geelong, Traralgon and Horsham. As well, a meeting of the
Australian Services Union was attended. Approximately 70 people attended these forums,
from a wide range of community organisations.
During the forums, there was an explanation of the Workforce Capability Framework and
its possible uses within the sector. Participants were almost exclusively positive about the
Framework, and participants started to identify some critical uses of the framework within
their own organisation and within the sector as a whole. During the forums, the participants
were asked to work in small groups to make contributions to the Framework, and their
input was invaluable in designing and refining the draft Framework.
The presentation used in the forums can be found at Appendix 2.

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Online survey (1)
respondents’ views regarding:
• the importance of the nine streams of the draft framework
• the skills and knowledge required of people working in the community sector
• the personal attributes required of people working in the community sector
• the capabilities, skills and/or attributes people working in the community sector will
most need for the future
The survey was available on the OCS and the Precision Consultancy websites during the
month of April. A total of 193 people responded to the survey. Of these, 168 (87%)
completed all components of the survey. The results of this survey were analysed, and the
draft Framework was adjusted to reflect the feedback from the survey.
The report on the survey including results, an analysis of the results, and a copy of the
survey instrument can be found at Appendix 3.
Face to face interviews
A series of face to face interviews were held to provide input to the Framework. The
following people were interviewed:
• Lisa Darminin, Australian Services Union - Victorian Authorities & Services Branch
• Mette Jorgensen, Department of Human Services
• Nicole Wiseman, VCOSS
• Alec Djoneff, Victorian Hospitals Industrial Association
• Bernadette Fallon, State Services Authority
• Barbara Romeril, Community Child Care
• Paul Linossier, MacKillop Family Services
• Jacquie O’Brien, Health and Community Services Industry Training Board
• Kerry Presser and Sarah Fordyce, National Disability Services
• Anthony Bowd and Mark McAllion, VicSport

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Data analysis
Following the end of the consultation phase, data and feedback was analysed to
develop a refined draft of the Framework: this was circulated for comment and an
updated draft was produced for presentation to the Reference Group.
Feedback on Framework via online survey (2)
The Draft Framework was made available online for further comment and feedback,
through Precision Consultancy’s website, and was also emailed to contacts on the OCS
data base. A short survey was used to gather feedback, asking whether there were any
gaps in the draft Framework and anything which should be deleted; whether the skills and
behaviours described at level 4 were at a high enough level for complex management
positions; whether it all right to use generic terms throughout the Framework; and what
assistance would be needed to use the Framework in their workplaces.
Although the response was not large (a total of twelve people provided feedback), the
information gained through this feedback was invaluable. As a result some refinements
were made to the Framework.
Final draft of Workforce Capability Framework
As a result of feedback from the second survey and input from the Reference Group, the
final draft of the Community Sector Workforce Capability Framework was developed, for
presentation to the Reference Group for final sign off. It is that this Framework will be
trialled during the second half of 2009.

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Workforce Capability Framework
The Community Sector Workforce Capability Framework describes the broad capabilities
required by people in community sector organisations. The Capability Framework provides
current and future employees and managers, as well as volunteers and boards of
management, with a common language of the knowledge and skills and the personal
attributes that are critical for the organisation, or for individual roles. The final draft of the
Framework can be found at Appendix 4.
Description of the Workforce Capability Framework
The Personal Attributes Matrix
The Framework includes a Personal Attributes Matrix. This describes qualities expected of
people in this sector. The emphasis on particular qualities will vary depending on the focus
of the organisation.
Some of the qualities listed are relevant to the organisation; others are more relevant to a
specific job or task. The attributes and indicative behaviours are not connected to any
particular level. The personal attributes and indicative behaviours can be modified or
added to, in order to reflect the unique needs of organisations.
The Capability Framework
Streams
The Capability Framework is structured into nine key streams:
1. Community and inter-agency relations

2. Professionalism
3. Communication
4. Leadership and teamwork
5. Resources, assets and sustainability
6. Service delivery
7. Program management and policy development
8. Change and responsiveness
9. Governance and compliance.
Each stream has a number of descriptors.

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Capability levels
While there are many job titles and levels of responsibilities used throughout the community
sector, these have been broadly categorised into four levels for the Capability Framework.
Generally people working at the higher levels (levels 3-4) have a greater degree of
autonomy and decision making and take responsibility for the work outcomes of others.
Capability Framework views
The Capability Framework is presented in two views:
• Individual View
• Comparative View
Individual View
The Individual View lists all the capabilities across the nine streams, required for an
individual to perform at a particular level.
The Individual View can be used to:
• view capabilities required at one level, for example when writing selection criteria for a
job advertisement
• review capabilities at a person’s level and at a higher level that the person may aspire
to.
Comparative View
The Comparative View displays one stream, with its descriptors and indicative behaviours,
across all levels e.g. Communication levels 1-4.
The Comparative View can be used to:
• review the differences between levels

• view a person’s current level and see how this develops as the person’s career
advances.
Adapting the Framework to organisational needs
The Community Sector Workforce Capability Framework, which is based on generic skills
and knowledge, can be adapted to reflect the scope of work in community organisations.
This may mean adapting the Framework:

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• to reflect the organisation’s unique culture, value and mission
• to align with the organisation’s key documents, for example code of conduct
• to the language or terminology used in the organisation, for example clients, services
users, members or customers
• so that capabilities reflect the requirement of specialist job roles required by a
particular discipline, for example an information technology specialist, social worker,
personal trainer
• to the needs of particular groups within the sector, for example paid or volunteer
worker, member of a board of management
• by changing the stream emphasis, for example if the organisation is highly service
delivery focused, criteria may be changed or added to, in order to better reflect this
• by aligning with existing capability frameworks used by organisations.

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Supporting material
Some tools have also been developed to assist with the implementation of the Framework.
Toolkit
A Toolkit in the form of a booklet has been developed, which describes and explains each
part of the Workforce Capability Framework, and provides some scenarios to illustrate how
the Framework can be used for a variety of purposes.
The Toolkit also includes some tools to help with the use of the Framework, consisting of:
• a Capability Assessment Tool , which is a self-rating tool that enables people to list
recent examples of demonstrated capabilities, any development that may be
required and ideas for future development
• a Learning and Development Tool which can assist in reviewing a person’s learning
and development needs.
Capability Cards
A set of Capability Cards has also been developed to assist with use of the Capability
Framework. This set of cards consists of some Personal Attributes cards, with a card for
each Personal attribute and indicative behaviours. There is also a card for each Capability
in each of the streams, each card listing the capability stream and capability descriptor
along with the capability statements for each of the 4 levels.

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Relationship to existing qualifications
and competency frameworks
The Workforce Capability Framework can be mapped to existing qualifications in both the
vocational education and training sector (VET) and the higher education sector. This
could be used as a basis for learning and development planning for individual employees
or volunteers, or as an overall organisation strategy for learning and development. Once
the mapping process is completed, people could self assess against the capabilities using
the Self Assessment tool in the Toolkit, and then link the gaps to training courses.
Link with existing qualifications
An example from the Vocational Education and Training (VET)

sector
An example of mapping the capabilities to a unit of competency in the VET sector is

shown. Courses are made up of several units of competency. This example is taken from
the CHC41008 Certificate IV in Community Services Advocacy, and relates to the unit of
competency CHCNET402A Establish and maintain effective networks.
An extract of the unit of competency only is shown, providing the outcomes of the unit
expressed as Elements and Performance criteria. These are matched with the relevant
capabilities from the Community Sector Workforce Capability Framework.
CHCNET402A Establish and maintain effective networks Community Sector

Framework
Elements Performance criteria Relevant capabilities
1 Develop 1.1 Gather information about relevant services, 1.2.1

cooperative organisations and key people and store, maintaining
1.2.2
working currency and accessibility
relationships and 1.2.3
1.2 Provide information about own service to other
strategic alliances
organisations and liaise with staff from relevant 1.2.4
with other
organisations on a formal and informal basis to
organisations 1.2.5
optimise client service delivery
1.3 Share resources, where possible, with other
organisations to overcome duplication in service
delivery
2 Represent the 2.1 Promote a positive image of the organisation at 2.2.2
organisation available opportunities
3.2.2
2.2 Effectively communicate issues, policies and
3.2.3
practices of the organisation to a range of audiences
in an appropriate format 3.2.4
2.3 Handle complaints about services in accordance 3.2.5
with organisation procedures
7.2.5

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CHCNET402A Establish and maintain effective networks Community Sector
Framework
Elements Performance criteria Relevant capabilities
3 Maintain networks 3.1 Maintain networks and other work relationships to 1.2.4
provide identifiable benefits for clients and the
3.2.1
organisation
2.2.1
3.2 Apply appropriate time and effort to establishing
and maintaining networks to assist achievement of 6.2.4
work outcomes
6.2.5
3.3 Follow protocols for communication between
network participants and services including those
relating to confidentiality
3.4 Provide advocacy to develop working relationships
between client and other organisations/agencies
3.5 Identify cultural diversity within networks and ensure
communication is appropriate
An example from the higher education sector
This example is drawn from a Bachelor of Human Services from a Queensland university,
and relates to the subject Working with Communities in Human Services (HSER2066). As
course outcomes are usually listed more briefly in the higher education sector than in the
VET sector, further direct discussions with individual universities would be required to
conduct a more thorough match.
Working with Communities in Human Services (HSER2066) – Course Community Sector

description Workforce Capability
Framework
Relevant capabilities
Draws on foundational studies in the human services to provide an 1.3.1

introduction to professional practice in community settings. Students will
1.3.2
be introduced to:
1.3.3
• the concept of community and community capacity;
1.3.4
• different approaches to working with communities;
1.3.5
• practice frameworks for working with communities;
3.3.3
• practice skills in community engagement; and
6.3.1
• the implications of organisational context for community work.
6.3.2
6.3.3
6.3.4
6.3.5
7.3.2
9.3.5

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Link with existing competency frameworks
During the consultation phase of this project, several participants in the forums indicated
that they already had a capability framework in use in their organisation, some based on
the Victorian Public Service Employment Capability Framework.
This Capability Framework, which has been specifically designed for the community not for
profit sector, has some sections which are unique to the sector, for example the
Community and inter-agency relations stream. Organisations which have their own
frameworks could use this Workforce Capability Framework to refine and update their own
to better meet the needs of the community sector, if required.

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Key findings and recommendations
Successful roll out and implementation of the Community Sector Workforce Capability
Framework will require three main elements: firstly, high levels of awareness of the
Framework and the tools developed to assist with implementation; secondly, knowledge
of how these can be applied and contextualised; and thirdly, practice in adapting and
working with the Framework in a range of community settings.
During the consultation phase of this project, the sector was invited to suggest methods to
promote uptake of the Framework. Research into the implementation of other frameworks,
combined with the suggestions from people in the sector, have informed the following
recommendations to assist with the uptake of this Community Sector Workforce Capability
Framework within the community not for profit sector. Because of the wide range of
organisation type, focus and size within the sector, and because the sector is largely
unfamiliar with capability frameworks, the following suggestions are made to ensure the
needs of as many organisations as possible are met.
Pilot
The consultation showed that there was wide support for a pilot project to test the
Framework and its validity, and to explore the most effective ways in which the sector can
use the Framework. The focus of the pilot project should be on ‘building capability’, with
the Framework as a resource to assist. An action learning model would enable participants
to shape the project to address their specific needs. The pilot project would also provide
advice about what additional resources or support could assist to build capability in the
sector, as well as testing the Toolkit and Capability Cards developed to assist with
implementation of the Framework.
Ideally a pilot project would run with a cluster of organisations which are already engaged
in a hub or partnership arrangement. Participants could review team or individual skills and
skill gaps, particularly in relation to partnerships or joined-up services, and design
Linking a cluster of smaller organisations which do not have a dedicated human resource
function with a larger organisation which has experienced human resource practitioners to
support and mentor, would be a useful model. Several organisations consulted during the
research phase expressed interest in being involved in such a pilot.
The pilot should aim to involve a range of organisation types and sizes, in different areas
including multi-service agencies and a mix of different culture organisations including an
indigenous organisation. The size of the pilot should be decided by OCS, and is dependent
on available budget; however at least two Department of Planning and Community
Development (DPCD) regions have expressed interest in being involved.
Recommendation: That the Office for the Community Sector pilots the Community
Sector Workforce Capability Framework and accompanying tools with two DPCD
regions: to test the Framework and its validity; to explore the most effective ways in
which the sector can use the Framework; and to refine the Framework and the
accompanying tools.

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23
Communication strategy
For a new initiative such as the Community Sector Workforce Capability Framework to be
effective in such a diverse industry, a strong communication strategy is critical, so that
people are informed about the existence of the Framework, why it was developed, and its
various uses. Participants at the forums expressed great interest in the Framework and its
possible uses, and most had never used such a Framework. As the forums only represented
a sample of organisations in the industry, communication through various avenues and by
a range of media is critical for the Framework’s eventual take up.
During the consultation phase, some suggestions for a communication strategy which
could form part of a communication strategy were made. These suggestions include:
• information on the Office for the Community Sector website, including a

downloadable Word version of the Framework which can easily be adapted, the
Toolkit, plus the Capability cards which could be printed and used by organisations
• a representative of the Office for the Community Sector speaking at any community
sector forums and conferences which occur within the sector throughout the year
• submission of articles to community sector newsletters, discussion lists and community

related websites/portals
• information circulated through networks in the community sector, e.g. the networks
identified in a parallel project; regional offices; sector peak bodies;
ourcommunity.com
Recommendation: That the Office for the Community Sector plan and activate a
communication strategy to ensure that the existence of the Community Sector
Workforce Capability Framework and the accompanying tools is widely known
and used within the community not for profit sector.
Professional development
During the consultation phase, many participants in the forums expressed a need for
professional developments sessions to provide an explanation of the various uses of the
Framework, and provide advice and practice on using the Framework and the
accompanying tools. They suggested that the professional development sessions should
be activity based, e.g. a simulation/case study where participants can role play the use of
the Framework and the tools; followed by an activity based on the needs of their own
organisation. The professional development sessions could be run for a mixed group, or
within an organisation.
Recommendation: That the Office for the Community Sector initiates a series of
Professional Development workshops aimed at providing assistance with using the
Workforce Capability Framework and the accompanying tools.

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24
Development of other implementation resources and tools
Some tools have been developed as part of this project to assist with implementation of
the Framework. One is a Toolkit which explains the Capability Framework and how it can
be used. It includes some scenarios showing examples of the Framework’s use; as well as a
self assessment pro forma and a learning and development pro forma to assist individuals
identify their capabilities and skill gaps. Another tool developed is a set of Capability
cards, developed to provide a ‘mix and match’ resource to assist with job design and
other uses of the Capability Framework. The cards help boards, leaders, managers,
employees and volunteers to identify the most important personal qualities, knowledge
and skills, and specialist expertise required for a given job role.
However, other resources were also suggested during the consultation phase, which could
also be developed to further assist with implementation of the Framework. These
suggestions are:
• full case studies from the pilots
• sample position descriptions which reflect the capabilities for jobs in different
community sector industries and community settings
• a 360à performance management tool that can be adapted for the needs of the
community organisation
• advice about using the capabilities to inform mentoring and coaching partnerships
and build leadership capability in the sector
• a foldout chart or large wall chart showing capabilities and personal attributes at a
glance
• an online multimedia product, similar to the Capability Cards, which can provide an
online ‘mix and match’ function, so people can build specific organisational
capability frameworks, position descriptions etc. to suit their organisational
requirements. This product would also allow for people to change and adapt the
wording of the capabilities and personal attributes. This could be hosted on the OCS
website.
Recommendation: That the Office for the Community Sector develops other
resources and tools to assist with the implementation of the Workforce Capability
Framework.
Link to formal training
During the consultation phase, discussion occurred about how the Workforce Capability
Framework links to formal training. Some participants expressed interest in using the
Framework as a basis for discussion with training providers about training outcomes
required in the sector, so training providers can better tailor their courses to the
requirements of the sector. Others expressed interest in linking the Framework to the skills
development pathways provided by accredited training using the National Training
Framework, which can be used by an individual to transition across the levels. This report
provides an example of how the link can occur, and this could be developed further.
Recommendation: That the Office for the Community Sector initiates a project to
map the Workforce Capability Framework to relevant qualifications in the
vocational education and training (VET) sector; as well as in the higher education
sector, after the pilot.

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25
Appendix 1 – Research Report

Final Report
June 2009
26
Community Sector
Framework
Research Report for Office for the
Community Sector, Department of Planning
and Community Development
April 2009
Contact Details
Suite 2/Level 5
Melbourne VIC 3000
Telephone: (03) 9606 0118

Fax: (03) 9606 0119
ABN: 30 056 617 728
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Contents
Background ..................................................................................................................................................... 30
Capabilities to underpin the framework ....................................................................................................... 31
Existing Australian Frameworks ...................................................................................................................... 38
Existing International Frameworks ................................................................................................................. 48
Methods to promote take-up of the framework .......................................................................................... 54
Tools and support to assist with implementation.......................................................................................... 54
Customisation .................................................................................................................................................. 55
Conclusion ....................................................................................................................................................... 57
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Background
This mid-project report sets out findings of our research work to date on the Community
Sector Workforce Capability Framework. The Framework will provide a resource that
describes the skills and aptitudes for people working in a diverse range of roles across
Victoria.
Specifically this report looks at:
• Capabilities and values which would underpin the Framework

• Existing models that have applicability
• Methods to promote take-up of the framework
• Tools to assist with implementation of the framework
• Customisation.
At this stage data is being collected through interviews, an online survey and community
forums, about the preferred structure and content of the framework. Initial research has
provided evidence of a range of capabilities that would possibly fit the sector’s needs, and
these will be validated and refined as the project progresses.
The framework aims to assist with a range of human resources functions, including job-
design, recruitment and selection, performance management and development and
career planning.
Given the breadth and complexity of work in the sector it is clear that the framework will
need to be flexible, and open to contextualisation in order to effectively reflect the
diversity and scope of work in Victoria’s community organisations.
Following the end of the consultation phase, data and feedback will be analysed to
develop a refined draft of the framework: this will be circulated for comment and a final
draft will be produced in June.
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Capabilities to underpin the framework
The Office for the Community Sector Action Plan: Strengthening Community Organisations
establishes capacity building of community organisations as a key theme. Specifically the
Action Plan recommends the development of a Community Sector Capability Framework
to address emerging challenges in the nor-for profit sector. These challenges include:
attracting and retaining staff; professional silos and career pathways for experienced
practitioners; changing complexity of role expectations and the need to work across
service and client boundaries; lack of agreed performance outcomes for services and job
roles; managing limited resources; and strengthening management and leadership skills.
The not-for-profit sector is broad and encompasses organisations with diverse missions:
some provide direct services, such as welfare, others aim to build skills and connectedness
through the arts, or sport and recreation programs and others focus on issues and concerns
such as sustainability or local concerns.
Whilst the action plan does not provide any detail about the specific features of the
framework it is clear that the framework should:
• Apply across a wide range of work contexts and settings; it needs to be suitable for the
broad spectrum of organisations in the sector
• Be flexible and suitable for use across a range of human resource functions, e.g. job
design, recruitment and selection, performance appraisal and performance
development
• Provide a common language for the skills that are required to work in the sector and
should enable users to recognise the transferability of their skills into other job roles and
industries within the sector
• Reflect current and future skills needs so that the sector is equipped to meet
foreseeable challenges
• Be user friendly, simple to use and open to contextualisation.
In reviewing other frameworks it is clear that all frameworks need organising

principles. Good capability frameworks group or cluster the capabilities for ease of
use and they specify levels of the skill – that is the level of responsibility within the
organisation. There are many differences in the way they set out the knowledge,
skills, behaviours and personal qualities or attributes required for job roles.
Grouping or clustering capabilities
A range of capability frameworks has been reviewed to determine what features or

content may be suitable for inclusion and these frameworks are described in the next
section of this report. However following this research work has been undertaken to group
or cluster the capabilities that would seem to have applicability to the sector. At this stage
it appears that the capabilities in the sector can be logically clustered t into nine key areas
or capability streams. These are:
This stream covers capabilities to engage with the community and with key stakeholders. It
also covers working collaboratively with other community service organisations to foster
more cohesive and coordinated service delivery.
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2. Working effectively
This stream covers the skills that are generic skills for valued and competent employees. It
addresses areas such as managing self, working ethically, respecting confidentiality and
diversity and being productive.
3. Communication
This stream covers all aspects of written and oral communication in the work context, such
as making presentations, writing clear and accurate reports and records, providing advice,
and explaining rules or techniques to others.
4. People management and teamwork
This stream covers the area of working with others to achieve outcomes, it covers leading
others to ensure that results are met, monitoring the work of others and working
collaboratively.
5. Resource management
This stream covers working with budgets and finances, asset management and the skills to
manage and maintain equipment and facilities.
6. Client Services
This stream covers service provision in all its forms in the sector, e.g. aged care, .childcare,
disability service, services for people with mental illness, substance use/abuse problems or
who are homeless etc.
7. Strategy, policy & governance
This stream covers the governance of the organisation, the strategy that is developed to
guide the organisation and the policy that assists with the implementation of that strategy.
8. Fostering skills and development
This stream covers the capabilities associated with managing one’s own skill development
as well as promoting the skills and abilities of other workers, clients or members.
9. Compliance / risk management and quality service
This stream covers OHS, risk management, quality systems and meeting legislative or
regulatory requirements.
Job roles and levels
There are many job titles used across the sector, and a range of industrial instruments that
relate to different levels or layers of responsibility. Typically the hierarchy shows that people
working at higher levels have greater areas of autonomy and decision-making and take
responsibility for the work outcomes of others.
Work is underway to list job roles in the sector and assign likely levels. There are some
excellent sources to facilitate this process. In the first draft of the capability framework four
(4) levels have been assigned to cluster job roles by levels of responsibility. See table
overleaf.
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Level
4 CEO and Executive
People at this level will guide and steer the organisation and take responsibility for a range of
programs and services.
Job titles may include: Chief Executive Officer, Regional Manager, Area Manager, Director of
Client Services.
3 Manager and Lead Practitioner
People working at this level take a leadership role: they may supervise the work of others
and/or provide leadership through their technical or specialist skills.
Job titles may include: manager clinical services, team leader, manager community arts.
2 Advanced Practitioner
People working at this level have well developed and honed skills: they may take limited
responsibility for the work of others.
Job titles may include: social worker, psychologist, family counsellor, volunteer coordinator,
drug and alcohol counsellor, case manager.
1 Practitioner
People working at this level do not supervise the work of others; they work under the direction
of others and apply their skills to meet established targets or outputs.
Job titles may include: disability support worker, personal care attendant, residential care
assistant, community arts assistant.
Administration is not covered in this framework.
Using the organising principles of streams and levels, and the research from reviewing other
capability frameworks, the first draft of the framework has been developed. Please note
that this does not yet include feedback gathered from the online survey, interviews and
community forums. See overleaf.
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Initial Draft of Community Capability Framework
Please note this initial draft framework has been developed without consultation with the sector, and will be revised following the conclusion of the consultation phase.
1. Community 7. Strategy, 9. Compliance /

4. Leadership & 5. Resource 6. Client 8. Learning &
and inter- 2. Professionalism 3. Communication policy & risk
teamwork management Services development
agency governance management &
relations quality service
1.4.1 Creates and 2.4.1 Behaves 3.4.1 Promotes the 4.4.1 Leads and 5.4.1 Provides 6.4.1 Develops a 7.4.1 Focuses staff 8.4.1 Fosters a culture 9.4.1 Establishes
sustains dynamic and professionally and organisation and its inspires others strategic direction to service delivery on strategic of life-long learning quality systems and
productive ethically and accepts objectives achieve financial strategy priorities organisational
relationships with responsibility for own goals standards
other community actions
organisations
1.4.2 Advances 2.4.2 Models personal 3.4.2 Communicates 4.4.2 Engenders 5.4.2 Focuses on 6.4.2 Recognises and 7.4.2 Works 8.4.2 Reviews own 9.4.2 Ensures that risk
organisational drive and integrity clear and concise employee outcomes linked to manages various effectively with learning and management, quality
objectives in messages commitment organisation’s complex and Board and provides development needs service and OHS
community forums strategic plan competing needs Board with relevant and participates in legislation is adhered
information for professional to within the
decision-making development organisation
1.4.3 Champions key 2.4.3 Holds people 3.4.3 Utilises a range of 4.4.3 Develops 5.4.3 Makes certain 6.4.3 Finds creative 7.4.3 Oversights 8.4.3 Mentors other 9.4.3 Can translate
Level 4
issues and influences accountable media to positive relationships that value for solutions for client policy and ensures managers government and
community and key communicate to with other leaders investment is issues alignment with organisational rules
stakeholder different audiences and stakeholders accomplished vision and mission and procedures into
perceptions a business
perspective
1.4.4 Demonstrates 2.4.4 Places aims of 3.4.4 Engenders 4.4.4 Takes personal 5.4.4 Can negotiate 6.4.4 Ensures quality 7.4.4 Models ethical 8.4.4 Facilitates 9.4.4 Ensures quality
commitment to social organisation above support for responsibility for for resources from of client services is behaviour learning and service is delivered to
justice and social personal ambition organisation’s mission supporting a healthy budgets and other maintained development for its clients
inclusion and vision productive sources throughout the other colleagues
workplace organisation
1.4.5 Maintains a 2.4.5 Makes sure that 3.4.5 Negotiates for 9.4.5 Supports an
network of important actions are in line with win-win outcomes approach to taking
contacts organisational values, calculated risks in
regardless of personal order to deliver
opinions or values quality service
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1.3.1 Builds models 2.3.1 Behaves 3.3.1 Collects and 4.3.1 Provides 5.3.1 Writes winning 6.3.1 Disseminates, 7.3.1 Develops 8.3.1 Contributes to 9.3.1 Ensures
and develops professionally and analyses information to constructive tenders promotes and policy and the learning legislative
protocols for sharing ethically and accepts inform work strategies feedback to team develops reflective procedures community within the compliance and
information and responsibility for own members and evidenced organisation establishes a clear
working actions based practice policy framework
collaboratively with
other services
1.3.2 Implements 2.3.2 Confronts 3.3.2 Reads and 4.3.2 Models 5.3.2 Develops 6.3.2 Develops 7.3.2 Shows 8.3.2 Recognises 9.3.2 Manages risks
collaborative behaviours or actions analyses complex openness and protocols for practice models and commitment to learning opportunities and responds to
arrangements with of others which lack documents honesty sustainable work builds research links public interest opportunities
other organisations integrity practices
1.3.3 Listens and 2.3.3 Is aware of own 3.3.3 Uses numeracy 4.3.3 Supports work- 5.3.3 Manages and 6.3.3 Provides clinical 7.3.3 Engages 8.3.3 Open to new 9.3.3 Manages risk
welcomes the views professional and effectively to manage life balance for monitors budgets leadership and others in the ideas and change within the
of others, and is able ethical responsibilities budgets team members focuses team on strategic direction organisation
Level 3
to reach an client outcomes of the work area efficiently and

agreement through effectively
the tactful handling
of disagreements
1.3.4 Regularly seeks 2.3.4 Motivates and 3.3.4 Negotiates 4.3.4 Welcomes 5.2.4 Manages 6.3.4 Demonstrates 7.3.4 Identifies 8.3.4 Recognises 9.3.4 Can handle
ways to stay in touch encourages others to responsibly to achieve diversity complicated high-level judgement recent learning opportunities organisational issues
and collaborates work with outcomes and resolve budgets and decision-making developments that for self and other in a timely manner
with important professionalism and conflict when dealing with may impact on the colleagues
players integrity complex cases business area
1.3.5 Utilises 3.3.5 Establishes and 4.3.5 Establishes 6.3.5 Resolves client
relationships in order uses networks clear goals and concerns and
to find information targets complaints in relation
that has strategic to complex issues
significance
3.5.6 Influences 4.3.6 Empowers

attitudes and gains others by investing
agreement to plans them with the ability
and ideas and latitude to
accomplish tasks
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1.2.1 Seeks 2.2.1 Behaves 3.2.1 Actively listens to 4.2.1 Solicits and acts 5.2.1 Undertakes 6.2.1 Empowers 7.2.1 Develops and 8.2.1 Seeks 9.2.1 Implements
opportunities to professionally and colleagues and clients on constructive public relations and clients implements policy appropriate business and quality
cooperate with other ethically and accepts feedback fundraising activities and procedures knowledge and skills plans
organisations responsibility for own to assist clients
actions
1.2.2 Refers clients to 2.2.2 Participates in 3.2.2 Writes accurate 4.2.2 Respects 5.2.2 Demonstrates 6.2.2 Respects client 7.2.2 Sets work tasks 8.2.2 Partakes in 9.2.2 Understands
other organisations as decision-making and clear reports that individual awareness of confidentiality that align with continuous and complies with
appropriate meet the needs of differences and principles of strategic objectives improvement and legislative and policy
their intended diversity sustainability and planning for learning frameworks
audience communicates activities
expected
outcomes
1.2.3Makes informal 2.2.3 Thinks and plans 3.2.3 Develops 4.2.3 Solves 5.2.3 Uses time and 6.2.3 Provides case 8.2.3 Utilises various 9.2.3 Understands
contact with both ahead networks problems in teams resources efficiently management mediums to learn OHS legislation and
internal and external
Level 2
applies this to the

stakeholders in order workplace
to develop
relationships
1.2.4 Instigates and 2.2.4 Manages time 3.2.4 Reads and 4.2.4 Generates 5.2.4 Is open and 6.2.4 Works intensively 8.2.4 Applies 9.2.4 Is able to make
participates in effectively interprets relevant new ideas transparent in all with clients learning changes to work
activities in order to documentation purchasing development methods in order to
improve relationships processes activities to current improve results,
work quality and timeliness
of delivery
1.2.5 Can adapt 2.2.5Acts in the best 3.2.5 Uses numeracy 4.2.5 Cooperates 6.2.5 Demonstrates
presentations in interests of the effectively and works well with reflective and
order to suit organisation others in pursuit of evidence based
particular audiences team goals practice
and is able to handle
objections
1.2.6 Promotes one’s 2.2.6 Treats

own ideas by stakeholders,
relating them to the customers and fellow
values, needs and workers equally
goals of others
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1.1.1 Refers clients to 2.1.1 Demonstrates 3.1.1 Actively listens to 4.1.1 Contributes to 5.1.1 Uses equipment 6.1.1 Empowers 7.1.1 Applies 8.1.1 Develops skill 9.1.1 Recognises link
other organisations as punctuality and colleagues and clients team goals and appropriately clients organisational development plans in between own work
appropriate behaviours that reflect aspirations guidelines to daily consultation with and organisational
organisational work activities supervisors quality goals
expectations
1.1.2 Utilises own 2.1.2 Behaves ethically 3.1.2 Uses forms and 4.1.2 Respects 5.1.2 Selects and 6.1.2 Respects client 7.1.2 Acts in an 8.1.2 Acknowledges 9.1.2 Adheres to OHS
network of contacts and safely and templates appropriate individual uses technology confidentiality ethical manner mistakes as a chance and organisational
to help achieve work accepts responsibility to the task differences and required for for learning policies
goals for own actions diversity outcomes
1.1.3 Forms 2.1.3 Responds to 3.1.3 Understands and 4.1.3 Responds to 5.1.3 Demonstrates 6.1.3 Contributes to 8.1.3 Shows interest 9.1.3 Strives to
relationships and others with courtesy interprets instructions different personal awareness of client outcomes in acquiring new skills exceed targets
maintains and respect styles principles of via on the job
Level 1
understanding with sustainability training or technical

other workers training
1.1.4 Considers the 2.1.4 Demonstrates 3.1.4 Speaks clearly 4.1.4 Understands 5.2.4 Seeks methods 6.1.4 Respects and 8.1.4 Is able to assess 9.1.4 Aims to deliver
advantages and common sense, asks and directly and acts on to reduce costs supports client and monitor own results in a timely
disadvantages of relevant questions and constructive whilst interests and needs performance manner
taking a particular follows supervisor’s feedback maintaining/improvi
stance in order directions ng services
influence the
decisions of others
1.1.5 Can appeal to 2.1.5 Is open and 3.1.5 Communicates 6.1.5 Shows
reason by utilising honest when dealing effectively with clients judgement and
examples, facts and with others from different common-sense
figures backgrounds and
cultures
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Existing Australian Frameworks
Research has identified a range of existing Workforce Capability Frameworks from Australia
and overseas which may be applicable to this project. The key features of each model are
described below.
Victorian Public Service Employment Capability

Framework (VPSECF)
In the past few years, there have been changes made to how the Victorian Public Service
(VPS) manages people.
The purpose of the VPS Career Structure is to attract and retain dedicated employees
through enhanced performance management systems, focusing on work goals and
behaviours, and learning as the foundation for reward and career progression. These
systems are reinforced by the inclusion of a Victorian Public Service Employment Capability
Framework (VPSECF).
Who the model is for
The VPSECF is being used to aid managers with a range of people management activities,
including managing performance and learning under the VPS Career Structure.
Brief description
The VPSECF can contribute to enhanced business performance through improvements to:
• recruitment and retention

• performance management
• career planning and progression
• learning and development
• job design
• workforce planning
It has three categories that describe the different capabilities VPS employees need in order
to perform successfully in a variety of government roles. They are: Personal qualities,
Knowledge and skills, and Specialist/technical expertise. Each category has ‘Indicative
Behaviours’ that are useful in providing observable and measurable indicators.
Levels
There are no levels for the Personal qualities category. There are four levels (A, B, C and D)
for the Knowledge and skills category. There are no established levels for the Specialist
expertise category because the capabilities need to be written by the individual manager.
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Example
Knowledge and Skills: Verbal Communication Grade B
As person at this level should be able to:
• confidently convey ideas and information in a clear and interesting way

• understand and meet the needs of a target audience (the right information to the right
people)
• welcome constructive feedback
• see things from others ‘points of view’ and confirm understanding.
Methods used to promote take up of the Framework and

applicability to sector
The Framework helps ensure that staff have the requisite knowledge, skills and personal
qualities for current and future positions working in the VPS. A range of methods are used to
encourage take up of this Framework, including:
• extensive involvement and contribution from VPS departments and agencies in the
development of VPSECF
• departments adopting VPSECF as is
• using VPSECF to develop a department-specific model
Managers and Human Resource professionals within the service use VPSECF for
performance management and learning and development activities within the VPS Career
Structure.
Related tools to assist take up
The combined VPS Career Structure and the Victorian Government’s e-recruitment portal
have highlighted the significance of a service-wide focus on the employee capabilities
that are essential to achieve service excellence and policy making objectives.
In addition, Capability Cards are utilised by the VPSECF, to aid managers in classifying the
requirements of a job.
Customisation
This capability framework has been used by departments that already have an established
framework, by mapping their framework to the VPSECF. Other departments have
developed their own capability frameworks internally, using the VPSECF as a starting point.
It has been suggested that departments with a capability framework which does not align
to the VPSECF should work to strengthen this alignment.
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Australian Public Service Commission Senior
Executive Leadership Capability Framework
Senior Executive leaders within the Australian Public Service (APS) have an important role of
delivering core functions of the Service.
The purpose of the Framework is to ascertain the important success aspects for
performance in APS leadership roles.
The Framework is for Senior Executive leaders in the APS.
Brief description
The Framework distinguishes five core criteria for quality performance by Senior Executives.
They are: Shapes strategic thinking; Achieves results; Cultivates productive working
relationship; Exemplifies personal drive and integrity; and Communicates with influence.
Each of the criteria has a group of inter-related capabilities. It does not describe the
functions or responsibilities of specific Senior Executive roles.
Example
Communicates with influence: negotiates persuasively
• establishes credibility and approaches negotiations persuasively
• offers a convincing rationale which has been thought through in advance and
carefully positioned with reference to desired organisational outcomes
• allows for a genuine contest of ideas and pulls disparate views into a coherent
position, and finds common ground to facilitate agreement and acceptance
of mutually beneficial solutions
• reaches negotiated positions, through compromise, which lead to the

achievement of the required outcomes.
Methods used to promote take up of the Framework and

applicability to sector
The Capability Framework has been identified through a great deal of research and
consultation with a wide range of leaders.
The Framework also has many potential applications including:
• selection
• leadership development
• performance management
• short and long term planning for the Senior Executive Service
• broader organisational development initiatives.
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Customisation
It is expected that agency-specific criteria, such as specific qualifications or mobility

requirements, will be added to the Framework to meet agency requirements.
Public Service & Merit Protection Commission: Human

Resource Capability Model
The required skills of effective Human Resource people in the APS are mapped out in this
HR Capability Model.
The model is for HR people, agencies and agency heads and line managers.
Brief description
There are six different capabilities in this model: Knowledge, Credibility, Alignment,
Performance, Relationships and Innovation.
Example
Relationships – Partnering with Business
Facilitates positive working relationships, mentors others and focuses on client needs.
Creates and maintains partnerships
• Establishes and maintains good relationships across the organisation

• Collaborates with clients to formulate and implement HR initiatives
• Fosters open and frank discussion of issues with others
Focuses on others’ needs
• Understands and focuses on the needs of people and the organisation

• Accommodates and adapts to different circumstances and audiences
• Demonstrates an interest in, and understanding of, the views of others
Coaches and develops others
• Enables others to make the best use of their talents

• Empowers others to take initiative and solve problems
• Guides the Executive and line managers in actively managing people issues
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Department of Veterans’ Affairs Capability
Framework
The Capability Framework describes the skills and qualities the Department of Veterans’
Affairs (DVA) expects its staff to exhibit in order to uphold DVA’s mission of supporting those
who serve or have served in the defence of Australia.
The Framework is designed for all staff working for the DVA.
Brief description
The Framework describes the significant behaviours, skills and knowledge required of staff
and lists the tools and processes required to aid staff in demonstrating and developing the
key capabilities.
In addition, the Framework provides DVA with a strategic workforce planning tool that
allows it to continue to meet the present demands of its clients and in the future.
There are six key capabilities: Connecting with clients; Building on skills; Searching for
solutions; Taking care of business; Knowing the environment; and Collaborating with
colleagues.
Within each capability, there lists Key behaviours; Skills and knowledge required of staff and
the Essential tools and processes which support staff in displaying and developing the key
capabilities.
Levels
There are two different levels within this Framework, an organisational level and an
individual level.
Example
Taking care of Our behaviours Associated Supporting tools and

business skills and processes
competencies
Analysing Foundational
Everyone in DVA Demonstrate leadership, by All components • DVA Corporate
manages a range Plan
of projects, cases, • Actively applying the
Business • DVA Service
events or business- behaviours in this framework
specific Charter
as-usual activities as • Treating people fairly in
As relevant • DVA specific
their core business. accordance with APS and DVA
legislation
Many of our policies, procedures and
IT • DVA Workforce
business activities guidelines
All components Strategy
also involve the • Taking personal responsibility for
• APS Values & Code
partnership of supporting a healthy and
Communicatio of Conduct
external providers to productive workplace
n • DVA Enterprise
deliver services on All components Agreement
Planning, organising and reviewing,
our behalf. • DVA Annual Report
by
Contract • APS Integrated
• Determining key events, management Leadership System
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timeframes and activities to All components (ILS)
To do these things achieve goals • Performance
well we display role • Consulting during planning Government Management
leadership at all processes All components Framework
levels. We properly • Identifying risks and preparing
plan, monitor and responses to deal with them Interpersonal Specific to Capability
deliver within a set • Regularly monitoring and All components • Governance
of rules and adjusting plans and contracts Committee
guidelines. to suit changing circumstances Planning Framework
or needs Strategic, • Prince2
We use our business and • QA Framework
Operating effectively and ethically, business • Risk Management
professional and
by continuity Framework
technical skills and
expertise to support planning • HR policies and
• Following rules and guidelines
organisational Goal setting procedures
• Managing own workload
activities and • Delegation
• Identifying and addressing
achieve successful Project framework and
knowledge or skill gaps
outcomes. management CAU Guidelines
• Using resources appropriately
All components and templates
• Paying attention to the DVA
• Work Level
In addition, leaders rules of integrity, honesty,
Standards
and managers in fairness and openness
• Business Continuity
DVA manage Plan
Partnering with providers, by
people fairly and • Chief Executive
create a workplace • Looking for ways to better Instructions
that thrives on understand provider priorities, • Provider sector
cooperation and needs and perspectives conferences and
celebrates • Recommending improvements seminars
achievement. They to partnering arrangements • DVA Provider
acknowledge good with providers Panels
performance and • Anticipating and managing • IT applications
motivate and provider expectations
support staff to • Maintaining network
deliver results. Their arrangements
approaches are
guided by the APS
Integrated
Leadership System.
Methods used to promote take up of the Framework
The supporting tools and processes aid in the take-up of models.
Each capability has a ‘Supporting tools and processes’ section that enables DVA staff to
successfully carry out each capability.
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NSW Public Sector Capability Framework
The purpose of the NSW Public Service Capability Framework is to offer a consistent
foundation to show the capability (skills, knowledge and abilities) that are important for the
NSW Government’s Plans to deliver better results for the NSW Community from Government
Services.
The Framework will be important for agencies to arrange the workforce, manage
performance and identify the most successful ways to direct learning and development.
The Framework is also to help staff advance their careers in the NSW Public Sector.
Brief description
The Framework was designed to aid the following processes:
• selection, e-recruitment and recruitment

• managing performance
• learning and development and training
• career planning
• workforce planning
There are three capabilities within this Framework: Organisational culture; Direction; and
Capacity to deliver.
Each capability is made up of the following:
• description
• elements
• behavioural criteria levels
Levels
There are usually six levels within the Behavioural Criteria in the capabilities. The Leadership
and Management capabilities have only four levels.
Example
Level 3 - Organisational Culture: Taking ownership
Element: Plans and organises
A person at this level should be able to:
• take a flexible approach to planning in order to meet unforeseen circumstances
• determines priorities and schedules for others to achieve work objectives by

considering the impact of work across other areas
• develop and implement systems and procedures to plan and organise own and/or
team performance
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• organise the allocation of resources to contribute to the longer term planning process.
As the Framework was being developed, some workshops were conducted with common
occupational groups to investigate capabilities, progression and responsibilities throughout
the classification continuum.
The Framework has a high level of consistency with agency practice and also supports
globally tested and recognised standards.
The Leadership model has been designed in order to link the elements of the Capability
Framework back to the values which have formed its foundation.
Training Packages
Training Packages are a key feature of vocational education and training in Australia, part
of the National Training Framework that aims to make training and regulatory
arrangements simple, flexible and relevant to the needs of industry. Training Packages are
developed for industry with extensive industry consultation and validation. They are made
up of a set of competency standards which provide an industry benchmark for training
and assessment and specify the scope of knowledge and skills to be covered; a set of
qualifications; and assessment guidelines. Training Packages enable enterprises to
accurately define particular roles within industry, and are a useful guide when designing
job classifications, workplace appraisal, and skill development. They are the basis for
designing vocational education and training courses and assessment approaches for
delivery and can also be used as a basis for existing workers to demonstrate competency
against the standards, thereby gaining a qualification without completing a formal training
course.
Community Services and Health Industry Skills Council
The Community Services and Health Industry Skills Council develops and maintain Training
Packages for the Australian Vocational Education and Training sector, relating to
community services and health. Their vision is:
Australia will have a community services and health workforce with sufficient
competence such that, if deployed and managed well, it will always respond
appropriately to the needs of the Australian population so that their health and
wellbeing is promoted, maintained, and where necessary restored.
The Community Services and Health Industry Skills Council maintains two Training Packages
relevant to this project: the Health Training Package HLT07, and the Community Services
Training Package CHC08.
Health Training Package HLT07
The Health Training Package has 86 qualifications and sets the standards for practical staff
and skill development for skills and work in the health industry. The qualifications cover the
following occupational areas:
Direct client care work
• Aboriginal and/or Torres Strait Islander health work
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• Allied Health Assisting
• Ambulance
• Anaesthetic technology
• Audiometry
• Complementary and alternative health
• Dental work
• Enrolled nursing
• Health services assistance
• Medical assisting
• Neurophysiology technology
• Nutrition/dietetic assistance
• Optical dispensing
• Pathology
• Technical
Technical support work
• Rehabilitation and assistive technology

• Cardiac technology
• Cast technology
• Dental technology
• Hyperbaric technology
• Mortuary assisting/technology
• Optical technology
• Pharmacy support
• Prosthetic/orthotic technology
• Sleep technology
• Sterilisation services
Ancillary and business services work
• Ancillary services
• General business operations
• Public health
Community Service Training Package CHC08
The Community Services Training Package has 72 qualifications covering the following
vocational areas:
• Individual client support, including aged care; disability; alcohol and other drugs;
mental health; and leisure and health.
• Community services and development, including community development; social

housing; advocacy; volunteering; and pastoral care.
• Children’s and youth services, including outside school hours care; children’s contact
services work; child, youth and family intervention; education support; youth work; and
youth justice.
• Client services, including employment service;, counselling; mediation; relationship

education; celebrancy; case management; and financial counselling.
• There are also pathway qualifications preparing people to enter the community
services area, as well as coordination/management qualifications and advanced
practice qualifications
Service Skills Australia
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Service Skills Australia is the Industry Skills Council responsible for supporting skills
development in a range of industry sectors, including retail and wholesale, sport, fitness,
community recreation, outdoor recreation, travel, tours, meetings and events,
accommodation, restaurants and catering, caravans, hairdressing, beauty, floristry,
community pharmacy and funeral services. It has responsibility for development and
maintenance of a number of sport and fitness related Training Packages which have
relevance to this project.
Service Skills Australia is currently undertaking a review of the community recreation, sport,
fitness and outdoor recreation training packages.
Sport Training Package SRS03
The Sport Training Package (SRS03) is the national framework for skills development for the
sport industry. It includes nationally recognised units of competency and qualifications to
train and assess individuals in a range of sport skills and occupations including:
• Official
• Coach
• Development officer
The Community Recreation Training Package SRC04
The Community Recreation Training Package (SRC04) is the national framework for skills
development for the community recreation industry. It includes nationally recognised units
of competency and qualifications to train and assess individuals in a range of community
recreation skills and occupations including:
• Aquatics instructor
• Community recreation officer.
The Fitness Training Package SRF04
The Fitness Training Package (SRF04) is the national framework for skills development for the
fitness industry. It includes nationally recognised units of competency and qualifications to
train and assess individuals in a range of fitness skills and occupations including:
• Fitness instructor
• Fitness trainer
• Fitness specialist
The Outdoor Recreation Training Package SRO03
The Outdoor Recreation Training Package (SRO03) is the national framework for skills
development for the outdoor recreation industry. It includes nationally recognised units of
competency and qualifications to train and assess individuals in a range of outdoor
recreation skills and occupations including:
• Aquatics instructor
• Community recreation officer.
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Existing International Frameworks
Breaking the Barriers: The Inter-Professional

Capability Framework, Sheffield Hallam University
and Coventry University
The Framework is the basis for which health and social care professionals should exhibit and
give general direction for expressing the learning outcomes associated with the pre-
qualifying programmes.

The model is for health and social care professionals.
Brief description
The Framework has sixteen inter-professional capabilities, each with three incremental
learning levels that are within four domains of inter-professional practice: Knowledge in
practice; Ethical practice; Inter-professional working; and Reflection (learning).
Levels
There are three levels for this framework, L1, L2 and L3.
Example
Domain Capability Learning Achievement
Ethical Practice 1 EP1- The Inter- L1- Recognises the importance of respect and
professional team cultural awareness
member continually when providing any service and can relate this
develops, practice to consider
promotes and practises own culture, value and belief systems.
understanding L2- Can discuss differing cultural and value
and respect for others’ belief systems and begin
cultures, values to engage with these issues in practice team
and belief systems. working.
L3- Shares knowledge of other beliefs, cultures
and value systems to
inform patient/user centred care and promote
good practice.
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Community Health Nurses, Scotland
The purpose of the Framework is to provide a basis to further develop a professional

development framework for nurses in the community health sector.
The Framework is for the new discipline community health nurse.
Brief description
There were ten essential capabilities identified within this framework:
• Working in partnership
• Respecting diversity
• Practicing ethically
• Challenging inequality
• Identifying and meeting the health needs of people in the community
• Adopting public health approaches
• Promoting empowerment and self care
• Communication
• Making a difference
• Pursuing personal development and learning
Example
Capability 2.1 The community health nurse continually maintains and develops an
integrated knowledge of the legislation and policy that currently provides the framework
within which the health needs of people in the community are addressed.
Practice learning achievements Key content
• Key local and national policies, guidelines

2.1.2 Uses knowledge of current local and national and priorities relating to: community care,
policies and guidelines and collaborates with other education, employment, health and social
team members to incorporate them into practice. care, housing, inequalities, protecting
children and young people, public health,
2.1.2 Is critically aware of the impact of different social inclusion, vulnerable families and
agencies and sectors policy, guidelines and priorities social groups, welfare provision;
upon a range of people within key social groups in • Current legislation relating to protection of
the local community. children, young people and adults, adults
with incapacity, people with learning
disability and mental health problems,
2.1.3 Keeps aware of changing national policies and families.
guidelines and diverse service needs. • Legislation for care in the community,
including recognition of carers’ needs.
2.1.4 Shows political awareness in order to influence • Legislation and corporate policies on
policy development and implementation. equality and diversity.
• Legal capacity to provide consent.
2.1.5 Is critically aware of law and related legislation
on equality and diversity; children’s and human
rights, and the legal principles and procedures
involved in consent, protection of children and
young people and other vulnerable groups and
restraint of vulnerable people.
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2.1.6 Communicates appropriate levels of
knowledge to educate children and young people,
service users and carers, inform them of their rights
and enable participation in meeting their needs.
Acute Mental Health Care, Scotland
Scotland’s recent national policy documents have demonstrated the important role of
acute mental health services and care. In turn, a positive agenda for development that
provides guidance, support and targets that will have a positive effect on those who use
and provide acute services was developed.
The Framework is for all nurses working in acute mental services and care, with particular
attention given to how this differs from working in other areas of mental health care.
Brief description
The Framework establishes a range of capabilities for all nurses working in acute mental
services and care, and then sets out a further set of capabilities as nurses advance in their
careers.
The Framework is divided into four key areas: Rights, values and recovery focused practice;
Supporting recovery from acute crisis; Making a difference in acute care; and Sharing
positive risk taking.
Levels
There are three levels in this Framework: Mental health nurses working in acute care;
Advanced practitioner; and Consultant practitioner.
Example
Rights, values and recovery focused practice – All mental health nurses in acute care
A1. Can apply the principles and safeguards of legislation, including the Mental Health
(Care and Treatment) (Scotland) Act 2003, the Adults with Incapacity (Scotland) Act 2000
and the relevant parts of the Criminal Procedure (Scotland) Act 1995 to support the care
and treatment of service users and carers in acute care.
A1.1 Practice in a way and in an environment that ensures the least restriction on the lives
of service users.
A1.2 Provides care in a way that demonstrates respect for the rights of service users, carers
and significant others.
A1.3 Gives verbal and written information to service users about their rights and safeguards
(when informal or detained) and named persons as outlined in the Mental Health (Care
and Treatment) (Scotland) Act 2003.
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A1.4 Identifies if service users have sufficient information and capacity to consent to any
aspect of care or treatment and when additional assessment, input or safeguards may be
required if consent cannot be given.
A1.5 Takes steps to gain informed consent as an on-going process rather than as a one off
event at times of crisis.
A1.6 Provides service users and carers with a range of support and information to ensure
that they can participate as fully as possible in decisions about their care, for example
through creating crisis plans and planning for the future.
A1.7 Provides care that takes into account the past and present wishes of the service user.
A1.8 Is able to provide information about, and promote, the use of advance statements.
A1.9 Can support service users to prepare for and attend Mental Health (Care and
Treatment) Act 2003 tribunals and support them in accessing independent advocacy
Acute care mental health nurses and other workers can undertake some learning activities
that can aid in developing the capabilities in this framework. The learning activities include:
Structured educational, training and learning activities; Individual work based learning; and
Whole team learning activities.
Customisation
The Framework should be used in the following way:
For nurses and service managers: to guide the planning of personal development by
emphasising the support and development required to promote valuable working, and
career progression in acute care, which maps with the NHS Knowledge and Skills
Framework.
For service users and their families/carers: to explain the key skills, knowledge and attitudes
that they should expect from nurses in acute care settings.
For education and training organisations: to direct the development of training and
educational activities and programmes specific to acute care.
Singapore Workforce Skills Framework
The Community and Social Services (CSS) Workforce Skills Qualifications (WSQ) is a national
Continuing Education & Training (CET) framework developed by the industry for the industry
with strong support from the Ministry of Community Development, Youth and Sports (MCYS),
Singapore.
Brief description
The CSS WSQ framework maps out the occupational standards required by more than 50
job titles in the following nine CSS sub-sectors:
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• Early childhood education
• Student care
• Youth care and outreach
• Protection and rehabilitation
• Community development
• Social work
• Therapy services
• Disability services
• Senior services
• Volunteer management
The aim of the CSS WSQ framework is to professionalise the CSS. It provides career
upgrading pathways that are based on the competency requirements of different job
levels. It allows for employee capabilities to be recognised by employers; shows the training
and skills needed; and helps guide career progression. This allows for portability across the
nine CSS sub-sectors.
The CSS WSQ occupational skill sets have been categorised as follows:
• Administration - Comprises basic skills for undertaking administrative tasks required in

the workplace.
• Client Service - Relates to the provision of holistic care for clients. It includes assessing
and responding to individual client needs, evaluating and enhancing the client’s well
being and holistic development.
• Communication & Technology - Covers communicating with clients, colleagues,

cultural diversity and sensitivity to cultural beliefs and practices. Communication is both
verbal and written.
• Common Process - Relates to the transfer of common skills and knowledge to the
context of a particular sub sector.
• Fundraising - Covers essential skills required for undertaking fundraising activities within
a voluntary welfare organisation.
• Governance - Relates to compliance with legislative and organisational policy and to

professional and ethical behaviour in the workplace.
• HRD & Management - Relates to the skills required for working in Human Resources and
managing the workforce.
• Safety & Health - Relates to the health and safety within the workplace. It covers the
work environment as well as the personal safety of the workers.
• Service Programmes - Relates to the delivery of specific services to meet the needs of
clients, families and the community. It includes specific programmes to meet the needs
of individual clients and larger client groups.
• Volunteer Development & Management - Covers all aspects of recruiting, managing

and working with volunteers. Also, it covers skills required to work as a volunteer.
• Workplace Relationships - Relates to the skills required to work and collaborate as part
of a team to achieve work objectives.
• Executive Volunteer Management - Relates to experienced professionals working in a

volunteer capacity at the board level in voluntary organisations.
Levels
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The CSS WSQ covers more than 350 national occupational skill sets which are grouped
under 48 qualifications, comprising core and elective competency units and ranging from
the Certificate Level to Graduate Diploma. There are six WSQ levels in total, as follows:
WSQ Level Qualification
6 Graduate Certificate or Graduate Diploma

5 Specialist diploma
4 Professional Diploma
3 Advanced Certificate
2 Higher Certificate
1 Certificate
Example
Qualifications and targeted audience for Senior Services (SS) sub-sector. This gives an
example of two levels.
WSQ Level SS Qualification Typical job titles
4 Professional Diploma in CSS (SS) Training manager, Centre manager,

Volunteer Manager/coordinator,
Program manager
1 Certificate in CSS (SS) Health attendant, Home helper,
Personal care attendant.
Training
To assist the workforce in in-employment upgrading and for career switch into the CSS
sector, WDA provides some training schemes and has partnered with training providers for
provision of CSS WSQ courses.
Training organisations
To ensure quality CSS WSQ programme, all training organisations that work with WDA under
the WSQ framework must be accredited by WDA as approved training organisations (ATO).
This provides assurance to the public that these ATO have good administrative systems in
place and the training programmes are able to meet required standards and cater to
adult training needs.
Financial assistance
Funding assistance is available from a number of sources if a company sends people for
training programs under the CSS WSQ.
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Methods to promote take-up of the
framework
Successful implementation of the Community Sector Capability Framework will require
three main elements: firstly high levels of awareness of the framework and the tools
developed to assist with implementation, secondly, knowledge of how these can be
applied and contextualised and thirdly, practice in adapting and working with the
framework in a range of community settings.
During this consultation phase the sector is invited to suggest methods to promote uptake
of the framework. Some suggestions to date include:
• Workshops on how to use and contextualise the framework to suit organisational

requirements
• Presentations about the framework at forums and conferences, with examples of

application in different industry settings
• Providing the framework on the web and in various formats
• Articles in newsletters
• Emails and electronic communications through the Office for the Community
Sector, VCOSS and other peak bodies.
Tools and support to assist with

implementation
As the sector is largely unfamiliar with capability frameworks, supporting tools will be
required to assist with implementation. A number of tools have been developed to support
the capability frameworks reviewed in the research phase of this project, and similar tools
could be developed to support and use this proposed framework.
In addition to the development of the framework supporting resources will need to be

developed to explain what it is and how to use it: all capability frameworks reviewed have
accompanying documentation to explain the features of the framework and its various
applications. The VPS Framework, for example, has a 26 page booklet which describes the
features of the framework and its applications. Capability Cards have also been
developed for the VPS Framework. These provide a ‘mix and match’ resource to assist with
job design. The cards help managers to identify the most important personal qualities,
knowledge and skills, and specialist expertise required for a given job role. Use of this simple
tool has been reported as being effective in engaging managers in using capabilities and
the community sector has already expressed interest in having a similar resource.
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Other suggested tools to support the introduction of the capability framework include:
• A self assessment tool for employees to review their own skills and development needs;
together with feedback from managers and supervisors, these can inform
development plans
• Sample position descriptions and accompanying interview questions which reflect the
capabilities for jobs in different community sector industries and community settings
• A 360 degree performance management tool that can be adapted for the needs of
the community organisation
• Advice about job design using the capability framework, which could be used for
career planning and progression
• Advice about the relationships between the capabilities and formal qualifications
• Training programs to support the capabilities
• Resources to support tailored approaches to organisational needs
• Advice about using the capabilities to inform mentoring and coaching partnerships
and build leadership capability in the sector.
In introducing the framework to the sector it would be helpful to develop a booklet

explaining what the framework is and how it can be used. The booklet should include
specific examples of how the framework can be adapted to suit different work contexts.
For example, it could provide examples of contextualised capabilities in different industries
within the sector as they might appear in job descriptions, examples of contextualised
capabilities as they might be used for interview questions in selection processes, and so on.
In addition to resources to support the implementation of the framework, a pilot project

could serve to test the framework and its validity, and to see the most effective ways in
which the sector can use the framework. The focus of the pilot project should be on
‘building capability’, with the framework as a resource to assist: an action learning model
would enable participants to shape the project to address their specific needs. The pilot
project would also provide advice about what additional resources or support could assist
to build capability in the sector.
Ideally a pilot project would run with a cluster of organisations who are already engaged in
a hub or partnership arrangement. Participants could review team or individual skills and
skill gaps, (particularly in relation to partnerships or joined-up services) and design
Customisation
It is important to recognise that the framework will not completely meet the needs of all
organisations or all job roles within the sector. An examination of the VPS and APS
frameworks has shown that these frameworks have been widely adapted to meet the
needs of different departments, divisions and job roles. To get full value from the framework
community organisations should ideally consider customising the framework in a range of
ways:
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• To reflect the unique culture, values and mission of the organisation and to refer to
key documents such as the Code of Conduct
• To adapt capabilities to reflect the requirements of specialist job roles
• In relation to terminology: different industries within the sector and different

organisations have their own ‘language’, for example, ‘customers’, ‘clients’,
‘service users’, ‘members’ and so on
• To suit the needs of a workforce that may be paid or volunteers.
The sector will need to recognise that they can adapt the framework to reflect their own
situation, and this recognition will largely depend on the quality of the communications
about the final framework when released, and the quality of the supporting tools.
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Conclusion
As consultation is underway, the first complete draft of the framework, for official release, is
still in development. This draft will be released in mid May. Until then work will continue to
gather information through community forums, interviews and the online survey, about:
• The preferred structure for the framework
• Which capabilities should be included and how they should be described
• The appropriateness of language and terminology that will work across the sector#
• Methods to assist with implementation.
Consultation to date indicates strong support for the framework and it is generally
recognised that this will be a resource for organisations to adapt to reflect their own needs
and build capability within the sector.
A booklet to support the implementation of the framework will be developed to coincide

with the final draft of the framework. This will enable a speedy take-up and
implementation of the framework.
The project will also continue to look at various options about how community service
organisations can use the framework to build capability within the sector, especially in
relation to new and emerging skills, such as those required for working in partnerships and
joined-up services.
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Appendix 2 – Forum presentations

Final Report
June 2009
58
What is a Capability Framework?
Capability (or ability) frameworks describe the skills
and behaviours that people will demonstrate if they
Community Sector Workforce are doing high quality work. These frameworks
provide an over-arching list of the skills required in
Capability Project particular work settings or contexts.
Typically they cover a range of job roles and/or
Rosalie Flynn and Elizabeth McAleese work contexts. The frameworks are used by
organisations to assist with job design, recruitment
and selection, self assessment, performance
appraisal, learning and development and other HR
1
functions. 2
The proposed structure of the Victorian

Who uses capability frameworks? Community Sector framework
Enterprises • 4 levels or groupings of the workforce
• VPS Capability Framework, APS (adapted by
many organisations) NSW Public Sector, • Streams for capabilities (9 at this stage)
VicRoads, Medicare and many private sector
organisations …. • Descriptors to explain the streams
Professions • Capabilities that describe behaviours for
• UK framework for working with people with dual that level
diagnosis, British Inter-professional Capability
Framework (inter-disciplinary health), Scottish • Option to provide further detail, and
Capability Framework for Community Health contextualization
Nurses …..
3 4
Proposed Streams for

Levels
Capabilities
Level
4 CEO 1. Community and inter-agency relations
2. Professionalism
3 Manager, Supervisor and Lead Practitioner 3. Communication
(e.g. manager clinical services, program coordinator, manager
community arts)
4. Leadership & teamwork
2 Advanced Practitioner 5. Resource management
(e.g. social worker, psychologist, family counsellor, volunteer 6. Client Services
coordinator, drug and alcohol counsellor, case manager)
7. Strategy, policy & governance
1 Practitioner
(e.g. disability support worker, personal care attendant, residential 8. Learning & development
care assistant, community arts assistant)
9. Compliance / risk management & quality service
5 6
1. Community and inter-
inter-agency relations 2. Professionalism
1.4.1 Creates and sustains dynamic and 2.1.1 Demonstrates punctuality and
productive relationships with other behaviours that reflect organisational
community organisations expectations
1.4.2 Advances organisational objectives in
Level 4
2.1.2 Behaves ethically and safely and
Level 1
community forums accepts responsibility for own actions
1.4.3 Champions key issues and influences 2.1.3 Responds to others with courtesy and
community and key stakeholder respect
perceptions
2.1.4 Demonstrates common sense, asks
1.4.4 Demonstrates commitment to social relevant questions and follows
justice and social inclusion supervisor’s directions
7 8
6. Client Services For discussion

6.3.1 Disseminates, promotes and
develops reflective and evidenced • Comments on the levels?
based practice • What skills are important that would not fit
6.3.2 Develops practice models and builds under the proposed capability streams?
Level 3
research links
• Structure of the Capabilities? (i.e. title,
6.3.3 Provides clinical leadership and descriptor, behaviours)
focuses team on client outcomes • Now have a go at writing some capabilities
6.3.4 Demonstrates high-level judgement
and decision-making when dealing
with complex cases
9 10
Appendix 3 – Survey report

Final Report
June 2009
61
Community Services
Framework Survey
Report for the Office for the Community
Sector (OCS)
April 2009
Contact Details
Suite 2/Level 5
Melbourne VIC 3000
Telephone: (03) 9606 0118

Fax: (03) 9606 0119
ABN: 30 056 617 728
Community Services Workforce Capability Framework Survey

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Contents
Background ...........................................................................................................................65
Project background ..........................................................................................................65
Survey background ...........................................................................................................65
Survey Results ........................................................................................................................66
Appendix 1 – Survey instrument ..........................................................................................83
Appendix 2 – Job titles .........................................................................................................88
Appendix 3 – Organisations.................................................................................................90

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Background
Project background
Hanover and Precision Consultancy have been contracted by the Office for the
Community Sector (OCS) to develop a Community Services Workforce Capability
Framework in response to The Victorian Government’s Action Plan: Strengthening
Community Organisations.
The Community Services Workforce Capability Framework aims to provide:
• an improvement in the overall quality and effectiveness of service provision across the
sector and improved client outcomes
• a greater capacity to provide professional development and learning across the

sector
• better career paths and recognition for community sector employees
• identification of capabilities required by the sector
• enhanced and more flexible professional and management practice across the
sector and
• improved recruitment and retention.
The framework, when completed, will set out the skills and behaviours people will
demonstrate when they are doing high quality work.
Survey background
respondents views regarding:
• the importance of the nine streams of the draft framework
• the skills and knowledge required of people working in the community sector
• the personal attributes required of people working in the community sector
• the capabilities, skills and/or attributes people working in the community sector will
most need for the future
The survey was available on the Office for the Community Sector and the Precision
Consultancy websites during the month of April. See Appendix 1 for a copy of the survey
instrument used.
A total of 193 people responded to the survey. Of these, 168 (87%) completed all
components of the survey.

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Survey Results
Number of survey respondents: 193
What is your job title?
176 job titles were listed.
See Appendix 2 for the complete list of job titles.
What organisation do you work for?
108 organisations were represented.
See Appendix 3 for the complete list of organisations.
2. How would you best describe the organisation in which you work?
80%
70%
60%
50%
40%
30%
20%
10%
0%
Client services Arts Sports Other No response
organisation (eg
disability services, aged
care, drug and alcohol
services, etc)
Other:
○ Broker of partnerships to support disadvantaged and disengaged young people

between the age of 15 -19
○ Community Development – 3 responses
○ Community group volunteer
○ Community Health and Acute health services
○ Disability Employment Network

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○ Early Childhood Services
○ Education - Adult & Community
○ Financial counselling
○ Health
○ Homelessness and Housing services sector
○ Homelessness Support Agency – 3 responses
○ Local Government – 3 responses
○ Neighbourhood house – 3 responses
○ Peak body – 3 responses
○ Registered Training Organisation
○ Research, services, policy and advocacy for low income Australians
○ Community support and adult education
○ Telecommunication
○ Transitions
○ University
○ Women's health
○ Youth Support and Accommodation

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Section 2: A draft framework
1. The draft framework defines nine streams that are common to the
community services sector. How important is each stream?
Very important Important Not important
Community and inter-

79.7% (137) 18.6% (32) 1.7% (3)
agency relations
Professionalism 85.5% (148) 13.3% (23) 1.2% (2)
Communication 93.6% (162) 5.2% (9) 1.2% (2)
Leadership and teamwork 88.4% (152) 11.0% (19) 0.6% (1)
Resource management 75.9% (129) 23.5% (40) 0.6% (1)
Client services 91.9% (158) 7.0% (12) 1.2% (2)
Strategy, policy and

75.0% (129) 23.3% (40) 1.7% (3)
governance
Compliance, risk
management and quality 76.6% (131) 22.8% (39) 0.6% (1)
service
Streams “Very Important” ratings
100%
80%
60%
40%
20%
0%
Community and Professionalism Communication Leadership and Resource Client services Strategy, policy Compliance,
inter-agency teamwork management and governance risk
relations management
and quality
service

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Comments:
○ Advocacy and working towards social justice

○ Community Development – 2 responses
○ Continuing Professional Development/Training and development
○ Decision making and level of professional judgment and complexities required to do
the work
○ Ethical practice. OHS awareness + self-care
○ Evaluation and continuous improvement. Advocacy
○ Evidence based care guidelines for a comprehensive list of chronic illnesses
○ Experience; what do these relate to?
○ I guess the ability to deal with diversity will be across the eight streams above. Am I
right?
○ I have assumed that resource management incorporates human resources as well as
financial, property and other infrastructure
○ I suggest Community Development is missing as a stream; this would include
Community Strengthening, Social Inclusion, Community engagement, empowerment
and related terms.
○ I think a fifth level is needed - Level 3 needs to be broken up to have manager a one
level, and supervisor/lead practitioner as the other
○ I think Leadership should be a stream on its own with the various forms of leadership
underpinning it e.g. personal leadership, people leadership (i.e. teamwork is a part of
this) and strategic leadership
○ Individualised services
○ Innovation? Does communication include ICT (information and communication
technology) systems
○ It is important to include I.T. and if not in communication then in a distinct section.
○ Jobs in Community Services have a high risk of developing stress in the workplace,
which can lead to ongoing health problems
○ Long Term Planning - ie a recent study in 2008 found 42% of those accessing VIC
SAAP services (under 25 years) are former Care Leavers. Where is the long term
planning for those "In Care" now who will be approaching SAAP over the next 10 - 15
years. What SAAP data is there for Care Leavers over 25 years?
○ Management as a separate stream would be good. It is different to leadership and
resource management. Also teamwork and leadership are 2 different streams and not
necessarily linked.
○ "Marketing" your organisation (for want of a better word). This could be simply
presenting your organisation and what it does and networking or at the most
competitive (and the industry is moving to the client controlled purchasing and
choosing what services they want)
○ No mention of advocacy, community development or strengthening
○ Not sure about the definitions of all of these - what does professionalism mean in this
context? What does communication mean? How is it different to the others?
○ Outcomes focused planning, implementation and reporting
○ Partnerships
○ Performance measurement/quality systems
○ Previously mentioned in focus group I think there is the need for a Human Resources
and Financial Knowledge stream.
○ Sector development for continual improvement of client-focused, quality services
○ Service development; innovation; stakeholder management/relations
○ Staff recruitment, retention, remuneration and conditions of employment
○ Streams missing are: Support and development of staff, Business planning,
Continuous Quality, Improvement systems/processes, Knowledge management
○ There are only 8 above - where is the 9th stream?
○ There is no 'community development' stream, an area that I would have thought is
common to all community services organisations - this omission is interesting,
especially given that there is now a Department of Planning & Community
Development at the State Government level.
○ Training and Career Development (unless that comes under Resource Management-
not clear)

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○ Training and development of staff and volunteers
○ Training unless it is covered in Resource Management
○ You say 9 but only 8 are listed above. Leadership and team work are different skill
sets. Leadership sits better with strategy & governance. Professionalism is undefined
in a workforce that is under qualified.
2. If the framework has only four levels, would you agree with these levels?
60%
50%
40%
30%
20%
10%
0%
Yes No Perhaps

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Section 3: About the people
1. What skills and knowledge are required of people working in the

community sector?
Written communication 58.4% (97) 41.6% (69) 0.0% (0)
Verbal communication 92.8% (155) 7.2% (12) 0.0% (0)
Presentation skills 33.3% (55) 66.1% (109) 0.6% (1)
Computer skills 32.3% (54) 66.5% (111) 1.2% (2)
Planning and organising 76.5% (127) 23.5% (39) 0.0% (0)
Self-management 78.4% (131) 21.6% (36) 0.0% (0)
Leadership 51.8% (86) 46.4% (77) 1.8% (3)
Influence and negotiation 60.8% (101) 36.7% (61) 2.4% (4)
Strategic planning 51.8% (85) 44.5% (73) 3.7% (6)
Organisational awareness 47.6% (79) 52.4% (87) 0.0% (0)
Environmental scanning 29.7% (49) 64.2% (106) 6.1% (10)
Systems thinking 37.9% (61) 55.9% (90) 6.2% (10)
Policy development 38.4% (63) 56.1% (92) 5.5% (9)
Problem solving 82.4% (136) 17.6% (29) 0.0% (0)
Project management 45.5% (75) 49.1% (81) 5.5% (9)
Stakeholder management 43.6% (72) 55.2% (91) 1.2% (2)
People management 78.2% (129) 21.8% (36) 0.0% (0)
Change management 61.2% (101) 36.4% (60) 2.4% (4)
Resource management 56.5% (91) 42.9% (69) 0.6% (1)
Conflict management 70.1% (115) 29.9% (49) 0.0% (0)
Service excellence 79.9% (131) 19.5% (32) 0.6% (1)
Commercial skills 21.7% (35) 64.0% (103) 14.3% (23)
Contract management 26.5% (43) 61.7% (100) 11.7% (19)
Consultancy 21.1% (34) 60.9% (98) 18.0% (29)

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Skills and Knowledge: “Very Important” > 50%
100%
80%
60%
Important
Very important
40%
20%
0%
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Skills and Knowledge: “Very Important” < 50%
100%
80%
60%
Important
Very important
40%
20%
0%
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Comments:
○ Answers provided assume a leadership role in either your first and second levels. This
survey would be improved by relating answers to the levels.
○ Awareness and knowledge of structural, political, institutional frameworks that
influence opportunities for marginalised and disadvantaged groups in society.
Understanding of humanitarian concepts, equal opportunity and working in amongst
diverse frameworks. (Systems Thinking??)
○ Community Capacity Building
○ Community development
○ Community Development skills. Not all of the skills outlined above are required by all
people working in the sector. It depends on the position they hold in the organisation.
○ Community Development; Advocacy; Research.
○ Counseling skills. Budget/ financial skills (very important), knowledge of legislation eg
Disability Act 2006 - and other frameworks that shape service delivery eg the State
plan.
○ Creativity. Innovation
○ Depends on the role
○ Different levels required for different tiers of staff
○ Difficult to answer this question because people at different levels require different
balance of skills. I believe facilitation skills are vital. This is different from
"stakeholder management" in the sense that good facilitation gets the best out of
every party and achieves mutual understanding and respect and reaches common
ground and a way forward by means of skilled interaction, whilst stakeholder
management implies persuading others to support your position.
○ Hard to differentiate between levels of importance, so didn't fill in all boxes - all are
important but it depends on what job you have in the agency as to how important!
○ I am assuming that these skills are the skills of the overall team (including Board of
Management and staff), not the skills of one person.
○ I think all the above are important but different for different roles
○ It really depends on what level they are working at - therefore answers have been
provided only re items applicable to all workers in the sector
○ It would depend on what roles a person is working in
○ Knowledge management skills. Reflective practice skills. System skills - big picture &
detail as servant
○ Manager management, expectation management, advocacy skills
○ OH&S needs to be mentioned as a stand alone as I don't think traditionally people
employed in this industry place enough emphasis on their own safety. It is always
client based thinking.
○ Safety issues. Community development
○ Some of these ratings differ considerably depending on the level of the function. Eg
for an entry level direct support worker, policy development is not important at all but
is for senior management.
○ The importance of the above skills changes depending on the role of the worker eg.
presentation skills not important for level 1 in many cases - would be good to
investigate this in more depth in a survey
○ The level of importance of each of these depends in part on the role of the individual.
All are important across the sector but some will be more important in direct client
service roles while others will be more important for management roles. Responses
above apply to service staff. Would move all to 'very important' for managers with
exception of consultancy which would move to 'important'.
○ The majority of the skills I have ticked as important are skills that are needed but not
necessarily by all staff, they are more specialised and senior roles.
○ The skills and knowledge required depend on the level people are working at.
Different levels require different knowledge and skill sets

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○ These depend on what level the person is working at. Importance of some will be
greater in a CEO position rather than a direct support worker.
○ These responses depend on the position & level of responsibility a person may have
○ This skill list again misses any kind of advocacy and working towards social change. It
also assumes a knowledge of jargon that I do not believe is realistic for the target
group.
○ These skills are extremely important as a whole agency however different levels as
described in the previous question will need to have very excellent to excellent skills
strategically as well valuing the different skills and knowledge at each level.
○ These terms are a bit corporate sounding! Open to all sorts of interpretation. Likely
depends of level of responsibility you hold in organisation too. Some of these skills are
only relevant because of the systemic issues imposed on the sector and in our jobs -
eg change management due to funding stream changes; contracts + other related
stuff because of the project based nature of a lot of comm sector work these days.
they are not traditionally held values of the sector.
○ This is a difficult question to answer because different skills have different importance
depending on the level the person is operating at, eg a CEO must have strategic
planning skills and knowledge at a high level of importance but this would be less
important for a level 1 practitioner. I have answered this from a level 2/3 practitioners
view. I would answer quite differently for myself.
○ This is difficult as all the above skills are required at differing levels dependant on the
job roles
○ To be well trained in Mental Health and A & OD, (Cert IV minimum?) as well as their
Core skills
○ Volunteer management skills and knowledge is essential

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2. What personal attributes are required of people working in the
community sector?
Ability to analyse 67.3% (109) 31.5% (51) 1.2% (2)
Creativity 63.2% (103) 35.0% (57) 1.8% (3)
Commercial ability 14.5% (23) 64.8% (103) 20.8% (33)
Decisiveness 64.0% (103) 35.4% (57) 0.6% (1)
Detail focus 46.3% (74) 51.9% (83) 1.9% (3)
Developing others 72.8% (118) 26.5% (43) 0.6% (1)
Drive and commitment 85.1% (137) 14.9% (24) 0.0% (0)
Empathy and cultural

92.6% (151) 6.1% (10) 1.2% (2)
awareness
Flexibility 90.7% (147) 9.3% (15) 0.0% (0)
Initiative 86.5% (141) 13.5% (22) 0.0% (0)
Integrity 94.5% (154) 4.9% (8) 0.6% (1)
Building relationships 87.6% (141) 12.4% (20) 0.0% (0)
Resilience 82.8% (135) 17.2% (28) 0.0% (0)
Self-confidence 66.3% (108) 33.1% (54) 0.6% (1)
Self-discipline 71.0% (115) 29.0% (47) 0.0% (0)
Teamwork 88.3% (143) 11.7% (19) 0.0% (0)

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Personal attributes: “Very Important” and “Important”
100%
80%
60%
Important
Very important
40%
20%
0%
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Comments:
○ Ability to broker and maintain relationships with other organisations

○ Ability to draw on life skills (of self/others); Awareness of own/others' limitations; Non-
judgmental; Self-reflection; Willingness to engage in professional development.
○ Ability to speak another language
○ Ability to think outside current systems and maintain focus on best possible outcomes
for service users
○ All of the above needed but I feel like I am trivialising the importance by ticking all or
perhaps maybe just aspirational
○ All of these things are important, but depending on a person's position, some will be in
the foreground while others will be very much in the background?
○ Also, different levels required for different levels of staff
○ As above, differing needs for the different positions
○ Commitment to social and economic justice, self awareness, understanding and
capacity to self manage- different from self discipline and self confidence!
○ Conflict resolution, although this is already mentioned in the first question.
○ Ethical
○ Flexibility being very important as every person/client is different with different needs.
○ High level professional knowledge and skills
○ Innovation
○ Interpersonal skills, lateral thinking
○ Once again it depends on what level they are working at. Therefore answers have
been ticked only where a worker at any level would need to have the personal
attribute
○ Passion and the ability to know when they are doing good work despite the lack of
resources to enable situational change
○ Passion for the cause to which they seek to make a difference; focus on people they
work for
○ Patience!

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○ Reflective and reflexive practice
○ Self care, in order to sustain yourself. Awareness of filters you bring to the job
○ Sense of humour. Common sense
○ Sense of social justice, respect for colleagues
○ This is too blunt an instrument for me to think anything less important than others - it
depends on the position
○ Very hard to differentiate, all important but depends on what role in the organisation is
as to level of importance.
○ What if I think empathy is important, but not cultural awareness??? What about the
desire to change the world and eradicate the need for our selves?? Commitment to
social justice and social change.
○ Willingness to continue professional development to keep abreast of changes in the
disability sector

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3. What capabilities, skills and/or attributes will people working in the
community services sector most need for the future? Please comment:
134 responses
○ A bit of integrity goes a long way! If people are in the sector for the right reasons and
have passion for improving the lives of people with a disability then I believe they will
provide a quality service.
○ A spin detector, an ability to analyse decisions to see the downstream impacts on
disadvantaged people. an ability to create and hold professional boundaries so as not
to burn out quickly as a martyr. An ability to say no, with out that meaning a loss in
empathy. Sophisticated thinking about work, and a unifying theoretical background to
guide the work - esp. across disciplines.
○ Ability not to get stressed
○ Ability to analyse situations, networking, relationship building, capacity building in a
range of settings
○ Ability to change, higher ICT skills eg, mobile computing
○ Ability to cope with changing circumstances and new generations. Ability to keep up
to date with community sector developments and in some cases ability to lead the
response to new developments. Ability to influence decision makers. Understanding
the local context for local solutions. An ability to read a crystal ball, ie understand
relevant trends and data to support future planning.
○ Ability to deal with complex issues. Ability to speak 2 or more languages. Ability to
deal with scarce resources. Strong commitment to human rights. Ability to develop
and empower others. Resilience. Flexibility. Creativity. Ability to see the big and
small pictures (macro and micro). Ability to work harmoniously within a team. Ability
to manage diversity
○ Ability to diversify in their work, ability to multi skill in a range of settings and with a
range of clients. Ability to work with clients with an increasingly complex set of needs.
a much broader/wider skill set and knowledge outside their usual area of work. e.g.
Mental Illness/Health issues.
○ Ability to embrace change, flexibility, willingness to increase knowledge, time
management
○ Ability to lobby for more resources & ability to think outside the square & develop
services very differently.
○ Ability to manage change
○ Ability to manage change. Ability to think outside the square! Ability to collaborate.
Flexibility.
○ Ability to manage competing demands and not burn out. This can only be achieved if
the sector is re-structured so as not to place unrealistic demands on workers.
○ Ability to manage in a cost effective way
○ Ability to meet the high expectations of the 'baby boomer' generations. Will need to be
highly skilled practitioners, flexible and show initiative.
○ Ability to stand up for themselves
○ Ability to think as if in a business environment yet maintain the skills and attributes of
person centered work
○ Ability to work across programs and to broker relationships
○ Ability to work autonomously. Community development
○ Ability to work outside the square, manageability with limited resources, cohesiveness
to name but a few
○ Adaptability
○ Adaptability
○ Adaptability, drive and commitment, ability to maintain work-life balance (for
sustainability).

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○ Again this varies as to the position a person holds. I feel that there is too much
emphasis on Cert IV and the degree when some staff are not wanting or capable of
completing. Having so much on the Cert IV also blocks people’s career paths as there
is a majority of those successful wanting a Team Leader role with limited positions
available. The Cert IV should have a bigger focus on a Team Leader role without
having to complete the Advanced Dip.
○ All of the above – 7 comments
○ All of the above especially flexibility. Ability to work alone. Willingness to travel
between work sites at their own expense. How to conduct a risk assessment.
○ All of the above plus knowledge of the broader community and changing make up of
the community
○ All of the above plus more emphasis on change management and flexibility! Some
lateral thinking, creativity and entrepreneurship wouldn't go astray either!!
○ An ability to be resourceful and sustainable
○ As workers, resilience, people management skills, focus and drive, flexibility and good
self management and self protection skills to be able to go home and rest and not
take work with you. As management, leadership skills, drive, nurturing ability with new
staff, creativity and flexibility in mindsets around staff recruitment and training,
resilience etc.
○ Awareness of their rights; ageing pop'n issues; technology (though the sector would
then need a re-vamp in terms of capital funding for better computers etc);increased
bureaucracy skills
○ Better understanding of technology and how it can be used to improve client services.
Better understanding of rehabilitation approaches and services as more clients have
'acquired' disabilities and are involved in rehabilitation activities. Better knowledge
and understanding of chronic disease management
○ Capacity to work within tight budgets. Ability to lead people through continuous
change processes, interpret and share relevant government policy information.
○ Change management skills, capacity to see both big picture and individual level detail.
We also continue to need people who care-have compassion, belief in capacity of
others and a commitment to social justice.
○ Change management, collaboration and partnership building, current national and
international research and future engagement with complex families as well as a good
driver of the strategic plan/vision and mission.
○ Change management, problem solving
○ Change management, self awareness, relationship building, ability to grow and move
forward.
○ Combined strengths in 'head and heart'. The sector's strength will be that it allows
people to express their values through work, while demanding similar skills to other
sectors. A passion for people and their well being will continue to be a key attribute.
○ Commercial eg marketing, presentation, PR, SELLING!
○ Commitment and creativity
○ Commitment to the principles of the program. Desire to strive for excellence, great
communication skills
○ Commitment to the sector
○ Commitment, compassion, hope, Human dignity
○ Commitment, integrity
○ Commitment, passion
○ Committed & honest
○ Communication
○ Community development skills; Integrity; Change management/Flexibility; Initiative.
○ Computer and other IT literacy
○ Conflict and anger management resolution. Understanding of current affairs
○ Creative, out side the box thinking & innovative
○ Creativity – 2 comments

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○ Creativity and flexibility are very important as is the ability to respond to fast/sudden
changes in policy and agreements. It is also very important that the worker is able to
effectively negotiate with stakeholders and funding bodies to ensure that their services
and programs are meeting the need of the target group and broader community.
○ Creativity to identify opportunities for enhanced client service through partnerships,
new service offering or continually improved service offerings for the always changing
care needs of clients.
○ Cross sector and cross policy skills
○ Cultural diversity & consideration of cultural awareness/differences training. Bilingual
staff definitely a commodity.
○ Desire to up-skill. Need to be flexible and manage change and have an increased
commercial perspective
○ Determination, integrity, initiative, systems thinking, business excellence, networking.
○ Drive and commitment
○ Drive and commitment to social justice
○ Drive, initiative and innovation, commercial ability and an extremely thick skin!!
○ Eagerness to learn and improve, and open to change
○ Effective time-management skills
○ Either standardised qualifications or group of skill requirements to maintain some sort
of industry professionalisation
○ Empathy, the ability to understand differences, motivation, drive
○ Empathy.
○ Enterprise. Judgment.
○ Excellent grant writing skills and computer skills
○ Flexibility – 20 comments
○ Humanitarian focus
○ I think excellence in client services is something that must be strived for.
○ I think there is an increasing focus on overall service effectiveness and efficiency.
This means greater awareness of the organisation as a whole as well as a greater
awareness of how it fits into the overall service system and the need to provide
evidence of the benefits of the service.
○ In disability sector the self directed approach will mean that there may be "wrap
around" services to meet the individual needs - which may mean a more responsive/
flexible /casualised service/ AH service, with staff who can support the self directed
approach (empowerment/ positive attitude/ building capacity of clients and their
families to participate in self directed funding/ planning and support.
○ In Disability, a greater focus on developing options for inclusion in mainstream
community activities and agencies as opposed to disability specific activities.
○ In the Business Service sector the constant need to provide evidence for funding has
enforced the need for staff to be computer literate and very aware of the constant
commitment to evidence gathering.
○ Increased accountability (for govt funding). Be more commercial/entrepreneurial
(seek non govt funding). Ability to recruit/train/retain volunteers
○ Integrity & professional knowledge of the sector they work in. Take responsibility for
the quality of their work.
○ Integrity, political savvy, critical thinking & advocacy
○ Interpersonal skills, cultural awareness, initiative and change management
○ IT skills, we are catching up to the rest of the community. Other skills have always
and will always be needed
○ IT, computer literacy. Awareness of quality improvement principles. Creativity and
initiative to work with every changing communities and sector requirements.
○ Knowledge management skills, business skills, creativity, reflective practice skills,
resilience, strategic understanding, ability to read the environment, identify, take-up
and sell of opportunities

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○ Maturity, grounded sense of self, communication skills, frontline management, life
coaching, education skills, possibly workplace safety and risk assessment skills
○ More commercial and business acumen in the sector. Times will be tough and being
able to self generate income on top of funding will be important. The move will be to a
more customer focused service whether that be an ADE, Accommodation or Program
delivery
○ More IT skill based, people skills still highest on the needed most scale
○ More skills dealing with change within an organisation, resourcefulness
○ Networking and partnership development
○ Networking and professional curiosity skills ie: have a framework to apply which will
enable a working knowledge of the full range of services that clients may need to
access. Service planning skills. Working knowledge of the commercial and business
world. Capacity to work creatively with commercial enterprises to form business
relationships that are mutually beneficial.
○ Patience – 2 comments
○ People skills, communication and creative thinking
○ People will need to be resourceful, creative and flexible
○ People working in the sector will have to have major generational change and
motivation/incentives for young people to choose the sector as a career pathway. It
also needs a resourcing overhaul so that it can move away from inconsistency in
funding (particularly project-based) and move into more long-term planning. The
sector may well have increased pressure put upon it if/when the economic crisis
worsens and as the population ages. More people will be in need of social services
and the capacity of the sector may not be great enough currently to manage this
increase.
○ Perseverance, retain faith in society to bring about social justice
○ Policy, advocacy, community development & research roles
○ Preparedness to undertake professional development.
○ Pride in one's work and value
○ Qualified, easy going, task focused, ability to emphasise, negiotiation skills, listening
skills
○ Reliability – 2 comments
○ Resilience – 12 comments
○ Resilience - increasing workload and decreasing funding
○ Resilience - The sector struggles enormously to recruit and retain high quality staff.
This leads to stressful environments and ultimately to poor outcomes for the service
users.
○ Resilience to be able to work in a sector that is grossly under resourced, under paid
and becoming more often not able to meet the needs & requests for assistance from
what is obviously becoming a far more complex and difficult client group.
○ Resourcefulness – 2 comments
○ Self discipline- supervision. Flexibility- change is inevitable. Regular professional
development.
○ Self responsibility, reflective and reflexive practice, accountability and commitment
○ Teamwork & self-confidence
○ The ability to adapt and embrace change that is worthwhile for our client group.
○ The ability to become multi skilled, the ability work within multi dis teams.
○ The ability to communicate with sustain partnerships with other agencies
○ The ability to cope with increasing demand for services and the ability to provide those
services with limited resources (i.e staffing/program funding).
○ The ability to manage change and adapt to an ever changing landscape within the
welfare sector
○ The ability to work for little money as by the way things are going our pay rate is not
even keeping up with inflation. It is also sad to see that administration of finances

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seems to gaining more and more importance and it would seem that because of this
client service is suffering.
○ The appropriate attitude and skills that sees them as supporters of people with
disabilities to enable them to access their place in society, rather than carers who do
things FOR people.
○ The capacity to communicate client "outcomes" that are richer and more wholistic
than the number counting that currently occurs.
○ The capacity to handle the anxiety & the not knowing (not having all the answers for
all the clients/systems problems), manage the boundary issues & the tension between
Client needs & financial/ contract imperatives of the employer.
○ The overriding attribute should be that the clients come first. People working in the
field should be expected to understand that the clients needs, goals and
encouragement of their independence come first and dictate how workers go about
providing the support.
○ The skills etc named in this survey and developed over a period of time while
undertaking a qualification so that there is a readiness for the complexity and personal
demands this work brings with it.
○ To be able to find funding / resources from a range of sources.
○ Tolerance and open minds. Ability to alter practices to reflect changing
social/economic circumstances. Creativity to use limited resources in best ways.
Resilience to cope with limits of service delivery.
○ Training in fundraising (for certain fields/levels of management).
○ Understanding and awareness of all disabilities including all levels of mental illness.
Awareness and understanding of transitional needs, rights and responsibilities,
destigmatisation, discrimination etc
○ Visionary thinking and leadership
○ Willingness to update their skills in a changing world. Ability to think on your feet and
to be flexible with service delivery.
○ With increasing mental health disorders, globalisation, increasing multi- cultural
contexts to work with - we need to be better skilled in mental health disorders. Also
need to be better equipped technologically. To remain 'open' in ones thinking to the
possibilities - to remain non-judgmental, to always be self reflective a crucially
important... to continue with education is fundamental.
○ With the release of the White Paper and the changes that will bring plus other new
initiatives all of the capabilities, skills and attributes listed above will be required.
People in the sector will perhaps need to broaden their knowledge to include
education, training, employment, early intervention, prevention and community
development or else there will need to be better integration between the various
sectors.

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Appendix 1 – Survey instrument

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Appendix 2 – Job titles
No. No.
Acting Client Services Co-ordinator Community Services Manager
Acting Director Coordinated Care Consultant
Advocate Coordinator 4
Advanced Case Manager Coordinator - Projects Hume Region
Agency Operations Manager Coordinator/Manager
Ambulance Paramedic Counsellor
AOD Clinician & Mobile Drug Safety Worker Day Program Worker
AOD Counsellor Deputy CEO 2
Assistant Manager 2 Director 4
Assistant Manager - Lone Adult Services Disability Planner
ATSS manager Drug and Alcohol Counsellor 2
Business Manager Early Years Facilitator
Case Manager 8 Employee Support
Centre Manager Executive Director
CEO 15 Executive Manager 2
Chronic Illness Coordinator Executive Officer 2
Client Services Team Leader 2 Family Worker
Cluster Operations Manager Farmer
Co morbidity Project Coordinator Financial Counsellor 2
Colac and South West Coordinator General Manager 3
Community Building Coordinator General Manager Client Services & Operations
Community Development & Projects Officer General Manager Resources and Development 2
Community Development Officer 2 GM Organisation Services
Community Facilitator GM People and Culture
Community Liaison Officer GRNHG Networker/Executive Officer
Community Planner Group Facilitator
Community Programs Team Leader Health Promotion Officer 2

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Hepatitis C Educator Quality Assurance Officer
Home Based Outreach Coordinator Quality Manager
Homelessness Networker Quality Support & Administration Officer
HR Team Leader Regional Director Berry Street Gippsland
Human Resources Co-ordinator 2 Regional Manager - Adult Services Eastcare
Human Resources Manager 4 Research Assistant
Intake and assessment worker 2 Residential Clinical Manager
Intensive Care Paramedic Respite coordinator
Landscaping Rural community support coordinator
Learning & Development Consultant SAAP Worker 2
Learning & Development Manager Secretary, with Training & Resources Portfolio
Learning and Development Sector Development Manager
Manager 9 Senior Manager Financial Inclusion
Manager - Community & Respite Disability Services Senior Manager, Community and Family Services
Manager - Women, Youth, Families and Children Social Manager 2
Manager Adult Specialist Programs Social Planner
Manager Housing Services Social Policy, Research and Evaluation Consultant
Manager mental health services Social worker (though not paid as one!)
Manager Residential Services - Gippsland State Director
Manager, Business & Organisational Development Support Worker
Manager, Infrastructure & Development TAFE Teacher - Disability
Manager, Wesley Disability Support Eastern Team leader Assessment
Membership & Operations Manager Team Leader SAAP Program
Networker 2 Youth and Family Support Worker
Nurse Youth Support Worker 4
Occupational Therapist
Operations Manager 4
Outreach Co-ordinator
Peer Support Worker
Policy Officer
Program and Service Adviser
Program Manager 2
Project Officer 3

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Appendix 3 – Organisations
No. No.
Ambulance Victoria 2 Crosslink Employment Specialists
Annecto 2 Cystic Fibrosis Victoria
AQA Victoria Ltd Department of Human Services 2
Ardoch Youth Foundation DepressioNet 3
Association of Neighbourhood Houses and Learning Centres Disability Support
Australian Home Care DISTINCTIVE OPTIONS
Balla Balla Community Centre- auspiced by City of Casey Eastern Domestic Violence Service
Barwon Youth Eastern Palliative Care
Bass Coast Adult Education Centre Encompass Community Services
Bass Coast Community Health Service 3 Essential personnel
Bass Coast Shire Council 3 FOCUS
Bass Valley Community Group Foundation House
Bello Giardino Gippsland Regional Neighbourhood Houses Group Inc
Benetas (Anglican Aged Care Services Group) Gippsland Southern Health Service
Berry Street 2 Goulburn Ovens TAFE
Brite Services 2 Goulburn Valley Community Health Service 4
Brotherhood of St Laurence 5 Hanover Welfare Services 9
CAUS Hepatitis C Victoria
Centacare Homelessness
Central Access Hume Region Homelessness Network
Central Hume Support Services Independence Australia
Centre for Excellence in Child & Family Wefare Inner East Mental Health Services Association Inc
City of Yarra Kilmany Uniting Care
Community Health 2 Kirinari Community Services Ltd 2
Connections UnitingCare Kyeema Support Services
Council Latrobe Community Health Service
CREATE Local Community Partnership

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LRHMHS St Laurence
MacKillop Family Services St Laurence Community Services Inc
Marian Community 2 St Luke's
Melbourne Citymission St Lukes Anglicare Echuca
Mental Illness Fellowship Victoria Swan Hill Community House
Mercantile Rowing Club 3 The Bridge Youth Service 2
Merrimu Services Inc The Salvation Army
Milpara Community House The Salvation Army - Adult Services
Mind Australia 2 The Salvation Army - Pathways 4
Mission Australia 2 The Salvation Army Brayton
Momentum Personnel The Salvation Army Community Connections Program
Moonee Valley City Council The Salvation Army EastCare 6
Moreland Community Legal Centre The Salvation Army Westcare
NESAY Theodora House
North East Local Learning and Employment Network 4 Travellers Aid
North west Neighbourhood House Network Villa Maria Society
Noweyung Ltd Wallara 2
Open Family WATCH
Options Victoria, Paramount Workforce, Business Service Enterprise Wesley Mission Melbourne 2
Outlook (Vic) Inc Wintringham
Reinforce Inc. WISE Employment
Relationships Australia Victoria Yarrawonga District Health Centre
RMIT University Yooralla 4
Rumbalara Aboriginal Co Ltd Uncle Bobs Child Development Centre
Rural Housing Network Limited UnitingCare Community Options
Self employed UnitingCare Cutting Edge
Sisters of Charity Community Care Ltd 2 Upper Murray Centre Against Sexual Assault
South Barwon Community Centre Inc. Vantage Incorporated
South Gippsland Hospital VicRelief Foodbank 2
South Gippsland Shire Council Victorian Council of Social Services 2
South West Gippsland Moonya ATSS Inc 2 Victorian Immigrant and Refugee Women's Coalition
Sporting Organisation (cricket)

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Appendix 4 – Workforce Capability
Framework

Final Report
June 2009
92
The Community Sector Workforce
Capability Framework
Introduction
The community sector is broad and complex encompassing organisations with diverse missions
including:
• providing direct services such as welfare

• building skills and connectedness through the arts, and sport and recreation programs
• focusing on issues and concerns such as sustainability and local concerns.
The Community Sector Workforce Capability Framework describes the broad capabilities required
by people in community sector organisations. The Capability Framework provides current and future
employees and managers, as well as volunteers, with a common language for the knowledge and
skills and the personal attributes that are critical for the organisation, or for individual roles.
The Victorian Government’s Action Plan: Strengthening Community Organisations was developed
to strengthen the capacity and the longer term sustainability of the not for profit (NFP) sector. The
actions are grouped according to five themes, one being ‘Building the Capacity of Community
Organisations’. One of the actions related to this theme is Action 13: A Community Services
Workforce Capability Framework.
The Workforce Capability Framework was developed after extensive research and consultation in
the not for profit sector. A range of capability frameworks being used by government and non
government organisations in Australia and overseas were examined to determine what features or
content may be suitable for inclusion in a Framework for the community sector. People in the sector
were consulted widely, through a series of forums held in metropolitan and regional areas of
Victoria; an online survey; and face to face interviews.
Purpose of the Framework

The Framework was developed for use by the community sector workforce to:
• improve the identification of skills and thus the staffing organisations need now and into the
future
• improve overall quality and effectiveness of service provision and improve client outcomes now
and into the future
• provide a greater capacity for professional development and learning
• provide better career pathways and recognition for community sector employees
• promote enhanced and more flexible professional and management practice
• improve and assist recruitment and retention.
By using the Capability Framework, people in community sector organisations will be able to
develop adaptable skills that can be used across the whole sector. This will also allow for:
Community Sector Workforce Capability Framework DRAFT 2 June 2009

93
• cross sectoral career pathways
• movement between types of service delivery and types of clients
• increased collaboration and partnerships between organisations.
About the Capability Framework

The Capability Framework is a resource which you can customise and adapt. Select those features
which are most useful to you and tailor them to your needs.
The Personal Attributes Matrix
The Framework includes a Personal Attributes Matrix. This matrix describes the qualities expected of
people working in this sector. The emphasis on particular qualities will vary depending on the focus
of the organisation and the job role.
Some of the qualities listed are relevant to the organisation; others are more relevant to a specific
job or task. The attributes and indicative behaviours are not necessarily associated with work at any
particular level.
The Capability Framework
Streams
The Capability Framework is structured into nine key streams:

2. Professionalism
3. Communication
4. Leadership and teamwork
6. Service delivery
7. Program management and policy development
9. Governance and compliance.
Each stream has a number of descriptors.
Capability levels
While there are many job titles and levels of responsibilities used throughout the community sector,
these have been broadly clustered into four levels in the Capability Framework. Generally people
working at the higher levels (levels 3-4) have a greater degree of autonomy and decision making
and take responsibility for the work outcomes of others.

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Capability Framework Views
The Capability Framework is presented in two views:
• Individual View
• Comparative View
Individual View
The Individual View lists all the capabilities across the nine streams, required for an individual to
perform at a particular level.
The Individual View can be used to:
• view capabilities required at one level, for example when writing selection criteria for a job
advertisement
• review capabilities at your level and at a higher level that you may aspire to.
Comparative View
The Comparative View displays one stream, with its descriptors and indicative behaviours, across all
levels e.g. Communication levels 1-4.
The Comparative View can be used to:
• review the differences in discrete capabilities at different levels

• identify your current skill level and see how this can be developed for career advancement .
Adapting the Framework to your organisation

Flexibility
The Community Sector Workforce Capability Framework, which is based on generic skills and
knowledge, can be adapted to reflect the scope of work in your community organisation. This may
mean adapting the Framework:
• to reflect your unique culture, value and mission

• to align with key documents, for example your code of conduct
• to the language or terminology used in your organisation, for example clients, services users,
members or customers
• so that capabilities reflect the requirement of specialist job roles required by a particular
discipline, for example an information technology specialist, social worker, personal trainer
• to the needs of particular groups within the sector, for example paid or volunteer worker,
member of a board of management
• by changing the stream emphasis, for example if your organisation is highly service delivery
focused, criteria may be changed or added to, in order to better reflect this.
Existing frameworks
If your organisation has an existing capability framework, this can be aligned with the Community
Sector Workforce Capability Framework.

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Personal Attributes Matrix
Creative and innovative Determined Positive Self disciplined
• Finds ways to work better and • Researches options and sets • Has faith in own abilities • Manages own time to
smarter a clear path achieve key outcomes
• Is optimistic
• Generates options and ideas • Deals with obstacles and • Avoids distraction and
• Remains calm and focused
impediments diversions
• Is open to change and when faced with difficulty
alternatives • Has clear goals
Analytical Flexible Resilient Client/member focused
• Reviews arguments and • Adapts to changing • Recovers from set backs • Prioritises needs of clients and
opinions before making circumstances in the members
• Overcomes obstacles and
judgment workplace
impediments • Aims for best outcomes for
• Presents clear and logical • Prioritises work and addresses clients and members
• Learns from experience and
arguments what is most important
identifies areas for self • Is outcome focused
• Takes a systematic approach • Takes advantage of new and development
• Follows through with
when building toward emerging opportunities
commitments
improvements
Culturally aware Honest Inclusive Ethical
• Respects difference in all its • Is credible and truthful • Recognises the rights of • Has integrity and principles
forms others
• Is reliable and trustworthy • Is truthful
• Adapts language to aid • Is committed to social justice
• Acknowledges and learns • Reflects expected standards
communication and social inclusion
from mistakes of behaviour and/or Code of
• Values diversity as a strength • Makes equitable decisions Conduct
and positively utilised diversity
Collaborative Supportive
• Works with others to achieve • Encourages others to attain
common goals goals and achieve
• Engenders a spirit of • Listens actively and inspires
teamwork confidence
• Inspires trust • Demonstrates empathy when
confronted with adversity
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Individual view
7. Program
1. Community and 5. Resources,
People working at this level do not supervise the work of others; they work under the direction of others
4. Leadership & management 8. Change and 9. Governance

inter-agency 2. Professionalism 3. Communication assets and 6. Service delivery
teamwork and policy responsiveness and compliance
relations sustainability
development
Networks and Time management Advocacy United vision Revenue raising Reflective practice Policy Change Strategy
stakeholders 2.1.1 Demonstrates 3.1.1 Actively listens to 4.1.1 Maintains 5.1.1 Supports 6.1.1 Shows common development and management 9.1.1 Achieves
1.1.1 Utilises own punctuality and meets colleagues and clients enthusiasm and fundraising work sense and follows implementation 8.1.1 Maintains a targets in work
community networks agreed schedules and and passes on relevant understands own organisational 7.1.1 Maintains positive approach to plans and
to achieve timelines information accurately role in achieving protocols when awareness of change and adapts understands links
established and appropriately organisational working with policies and to new or different with strategic
outcomes mission clients/members applies procedures ways of working goals
to daily work
and apply their skills to meet established targets or outputs.
activities
Community Ethics Written communication Strategic focus Financial Knowledge of Program Multi-skilling Quality
1.1.2 Contributes to 2.1.2 Observes Code of 3.1.2 Provides 4.1.2 Follows work management client/member issues development 8.1.2 Takes 9.1.2 Ensures that
staff forums and Conduct, behaves accurate written plan and prioritises 5.1.2 Assists with 6.1.2 Maintains 7.1.2 Performs own advantage of own work meets
meetings about key ethically and seeks information using key tasks maintenance of awareness of role and opportunities for the organisations’
community issues assistance with ethical forms, log books and financial records client/member needs responsibilities learning and quality
dilemmas templates appropriate and works efficiently to growing skills requirements
to the task efficiently to meet contribute to
established program and
budgets project outcomes
Level 1
Partnerships and Taking responsibility Verbal communication Team dynamics Procurement Client/member Achieving results Creativity and Risk management
collaboration 2.1.3 Takes 3.1.3 Speaks politely 4.1.3 Openly shares 5.1.3 Makes low outcomes 7.1.3 Supports Innovation 9.1.3 Ensures that
1.1.3 Works responsibility for work and explains issues and information, cost purchases 6.1.3 Supports program and 8.1.3 Identifies risks are identified
collaboratively with outcomes and enacts information clearly to participates and and achieves clients/members to project team opportunities to do and reported in
other organisations authority as defined in clients/members and contributes to team value for money achieve their goals or members to things better, own work context
in formal and role statement colleagues discussions aspirations through achieve defined develops ideas with
informal partnerships provision of quality outcomes others and assists
to achieve service with the
client/member implementation of
outcomes routine changes
Knowledge of Problem solving Public speaking Conflict Equipment and Diversity Contract Technology OHS
community 2.1.4 Demonstrates 3.1.4 Participates management assets 6.1.4 Demonstrates management 8.1.4 Uses 9.1.4 Ensures safety
1.1.4 Maintains basic common sense, and actively in staff 4.1.4 Considers the 5.1.4 Takes care sensitivity and respect 7.1.4 Records technology and of self and others
awareness of current uses established meetings and shares views of others and when using and for diversity and relevant data for software in work
community issues strategies to solve information to improve aims for group maintaining difference sin contract applications environment
and knowledge of routine problems work environment and cohesion equipment and clients/members administration effectively in
relevant outcomes aids accordance with
organisations task requirements
Social justice Initiative and enterprise Interpersonal skills Diversity/different Sustainability Client confidentiality Complaints Learning and Legislation and
1.1.5 Demonstrates 2.1.5 Contributes to 3.1.5 Demonstrates styles 5.1.5 Uses resources and dignity handling and development compliance
commitment to ideas for improved active listening and 4.1.5 Values diversity appropriately and 6.1.5 Respects continuous 8.1.5 Prepares own 9.1.5 Is aware of
social justice and ways of working asks appropriate in team and supports client/member improvement development plan in relevant legislation
social inclusion questions when supports colleagues organisation's confidentiality 7.1.5 Records consultation with and licensing and
dealing with sustainability complaints and supervisors requirements and
clients/members and protocols assists with ensures
colleagues reviewing compliance in
feedback on work practices
program
outcomes
97
7. Program
developed and honed skills; they may take inter-agency 2. Professionalism 3. Communication
4. Leadership &
assets and
6. Service management and 8. Change and 9. Governance
People working at this level have well
teamwork delivery policy responsiveness and compliance
development
Networks and Time management Advocacy United vision Revenue raising Reflective practice Policy development Change Strategy
stakeholders 2.2.1 Manages time 3.2.1 Advocates for 4.2.1 Generates 5.2.1 Undertakes 6.2.1 Demonstrates and implementation management 9.2.1 Contributes to
1.2.1 Researches and uses tools clients/members to ideas for innovation public relations reflective and 7.2.1 Participates in 8.2.1 Supports team work plans
community's needs effectively to assist with advance their interests and enhanced and fundraising evidence based the review and change and ensures that
Level 2
and concerns and planning and working practices to activities practice development of management and own work outcomes
provides community organising achieve policy and utilises assists others to are achieved
development/educat organisational policies and adapt and adjust to
ion mission procedures to guide change
work practices
Community Ethics Written Strategic focus Financial Knowledge of Program Multi-skilling Quality
1.2.2 Participates 2.2.2 Observes communication 4.2.2 Contributes to management client/member development 8.2.2 Works 9.2.2 Contributes to
effectively in networks professional 3.2.2 Writes accurate, team plans and 5.2.2 Assists with issues 7.2.2 Contributes to collaboratively with enhancement of
and community boundaries and clear and informative relates teamwork to budget reviews 6.2.2 Builds program objectives, people from quality practices
meetings to advance standards and assists reports and strategic objectives and works to knowledge of develops and different disciplines and ensures that
organisational others with ethical communications that established client/member implements simple and shares skills and own work meets
objectives dilemmas meet the needs of budgets issues and project plans knowledge quality requirements
their intended requirements to
audience improve practice
collaboration 2.2.3 Takes 3.2.3 Articulates clear 4.2.3 Offers 5.2.3 Researches outcomes 7.2.3 Ensures clarity Innovation 9.2.3 Contributes to
1.2.3 Works responsibility for work and respectful constructive market and attains 6.2.3 Provides of understanding of 8.2.3 Generates and identification and
collaboratively with outcomes and assists messages and feedback and value for money clients/members required work, fulfils shares ideas and control of risks and
other organisations in others to understand information to provides balanced when making with high quality program and encourages others hazards and takes
formal and informal role and responsibilities clients/members and and informed purchases or service and project to reflect on advantages of
partnerships to colleagues perspectives at contracting work appropriate responsibilities, and activities and emerging
achieve team meetings referrals achieves develop ideas for opportunities
client/member performance innovation and
outcomes targets improvement
community 2.2.4 Assists with 3.2.4 Uses relevant management assets 6.2.4 Demonstrates management 8.2.4 Supports the 9.2.4 Contributes to
1.2.4 Maintains resolution of facts to express clear 4.2.4 Recognises 5.2.4 Researches cultural sensitivity 7.2.4 Maintains use of new identification of OHS
detailed clients’/members’ and and logical arguments differences of and recommends and adjusts awareness of technology and risks and hazards,
understanding of colleagues’ problems and opinions in opinion and works purchase of personal style in contracts relating to develops skills to and ensures safety
current community meetings and other toward the equipment and response to own position and master new in own work context
issues and knowledge forums resolution of team aids to provide client/member ensures that work technologies
of relevant conflict efficient and differences fulfils contractual
organisations effective service obligations
delivery
Social justice Initiative and Interpersonal skills Diversity/different Sustainability Client Complaints Learning and Legislation and
1.2.5 Demonstrates enterprise 3.2.5 Demonstrates styles 5.2.5 Aims for confidentiality and handling and development compliance
commitment to social 2.2.5 Demonstrates appropriate 4.2.5 Builds team sustainability in dignity continuous 8.2.5 Maintains 9.2.5 Is aware of
justice and social initiative and interpersonal skills, spirit and supports purchasing 6.2.5 Respects improvement awareness of own relevant legislation
inclusion enterprise and active listening, team members’ decisions client/member 7.2.5 Utilises skills and skill needs, and licensing
supports others to work empathy, social development confidentiality feedback from actively works to requirements and
more effectively awareness and complaints to address skills gaps ensures compliance
emotional intelligence improve programs and assists others to in work practices
in verbal and reviews own identify training
communications performance needs

98
7. Program
People working at this level take a leadership role; they may supervise the work of others and/or provide leadership inter-agency 2. Professionalism 3. Communication
4. Leadership &
assets and 6. Service delivery
management and 8. Change and 9. Governance
teamwork policy responsiveness and compliance
development
stakeholders 2.3.1 Prioritises work; 3.3.1 Articulates clear 4.3.1 Celebrates and 5.3.1 Prepares 6.3.1 Disseminates, and implementation management 9.3.1 Develops
1.3.1 Reviews and delegates and persuasive rewards the funding promotes and 7.3.1 Researches 8.3.1 Implements and implements
manages services in appropriately messages about key achievement of applications and develops reflective options and consults change work plans and
response to demonstrating an issues when outcomes that writes winning and evidenced with stakeholders to management targets to support
changing needs of understanding of advocating or contribute to tenders based practice develop clear and processes and implementation of
relevant groups in organisational, team negotiating for organisations mission models workable policies monitors progress strategic plan
the community and individual priorities clients/members and and procedures that
and capacities; and on behalf of the align with
ensures that key organisation organisational
requirements are met mission
1.3.2 Represents the 2.3.2 Sees that reward 3.3.2 Writes winning 4.3.2 Develops team management client/member development 8.3.2 Designs jobs 9.3.2 Manages
organisation and system is aligned with tenders, and accurate plans with clear 5.3.2 Prepares issues 7.3.2 Manages and teams with an implementation of
promotes awareness organisational values reports and documents targets and goals program and 6.3.2 Demonstrates programs and emphasis on multi- quality systems
through their technical or specialist skills.
of key issues in and that behavioural that meet audience linked to strategic complex project detailed knowledge complex projects to skilling and and ensures that
community networks expectations/Code of needs plan budgets, and of client/member work to timelines opportunities for quality outcomes
Conduct are reviews financial issues and builds and budget and shared learning are achieved
communicated performance research links achieve goals and
objectives; and
envisions and
Level 3
designs new
programs
collaboration 2.3.3 Delegates to 3.3.3 Provides informed, 4.3.3 Manages team 5.3.3 Establishes outcomes 7.3.3 Clarifies roles Innovation 9.3.3 Manages risk
1.3.3 Develops develop staff and meaningful and dynamics, supports purchasing and 6.3.3 Provides clinical and responsibilities of 8.3.3 Establishes and encourages
models and accepts responsibility relevant messages productive working probity protocols leadership and program staff and ways to capture, staff to take
protocols for working for actions of staff and when communicating relationships and focuses team on project teams and communicate and advantage of
in formal and teams under authority with staff and work-life balance client/member achieves necessary share innovative opportunities
informal partnerships clients/members outcomes support from ideas and practices
with other CSOs to stakeholders
achieve client/
member outcomes
community 2.3.4 Implements 3.3.4 Makes convincing management assets 6.3.4 Supports teams management 8.3.4 Researches 9.3.4 Manages
1.3.4 Demonstrates systems to address presentations, using a 4.3.4 Develops 5.3.4 Manages to value and work 7.3.4 Monitors and implements work practices for
high-level adverse events and range of media, to systems and assets, allocates effectively with contracts and new technologies to health and
understanding of the problems and assists communicate key protocols for resources and client/member checks that strengthen the wellbeing of staff
sector and the work teams to take issues management of purchases high diversity contractual organisation and and compliance
of other relevant proactive approaches conflict and disputes cost equipment to obligations of both improve business with OHS
organisations to problem solving and is actively support service parties are met practices legislation
involved in problem delivery
solving and conflict
resolution
Social justice Initiative and Interpersonal skills Diversity/different Sustainability Client confidentiality Complaints handling Learning and Legislation and
1.3.5 Demonstrates enterprise 3.3.5 Models self styles 5.4.5 Identifies and and dignity and continuous development compliance
commitment to 2.4.5 Encourages awareness, self 4.3.5 Selects diverse manages financial 6.3.5 Creates improvement 8.3.5 Establishes 9.3.5 Manages
social justice and teams to show management and team members with risks and develops systems and policies 7.3.5 Establishes systems and work practices to
social inclusion initiative and looks for social awareness in strong and protocols for for protection of complaints handling processes for comply with
ways to work more communications, appropriate skill sustainable client/member procedures and reviewing skills and relevant legislation
dynamically problem solving and bases suited to task purchasing confidentiality methods for professional and licensing
conflict resolution and supports team responding to critical development requirements
building incidents

99
7. Program
4. Leadership & management and 8. Change and 9. Governance
inter-agency 2. Professionalism 3. Communication assets and 6. Service delivery
teamwork policy responsiveness and compliance
People at this level will guide and steer the organisation and take responsibility for a range of programs and
development
stakeholders 2.4.1 Designs own 3.4.1 Expresses 4.4.1 Champions 5.4.1 Negotiates for 6.4.1 Supports and management 9.4.1 Establishes and
1.4.1 Creates and approaches for confident and cogent vision and mission resources with managers to implementation 8.4.1 Keeps reviews systems to
sustains dynamic, excellent public messages when government, establish innovative 7.4.1 Establishes informed of support Board's
strategic and performance and advocating and philanthropic and effective policy framework to changing political, strategic plan and
productive structures time and negotiating for agencies or other models for service support Board economic social achieve
relationships with key tasks to achieve clients/members and sources of revenue delivery strategy and and technological organisational goals
stakeholders prioritised outcomes organisational issues and invests decision-making, context and designs
responsibly and fosters staff responsive change
support for policy management
implementation strategies
1.4.2 Advances 2.4.2 Models 3.4.2 Writes succinct 4.4.2 Establishes management client/member development 8.4.2 Encourages 9.4.2 Establishes and
organisational organisational values and lucid reports and systems to support 5.4.2 Oversees issues 7.4.2 Establishes multi-skilling, reviews quality
objectives and and preferred documents for Board, and evaluate organisational 6.4.2 Maintains high targets for program flexibility and systems and
champions behaviours and funding bodies and key strategic plan budget and key level awareness of areas and learning from others organisational
important issues with promotes Code of stakeholders program budgets, client/member encourages strong standards
key stakeholders Conduct reviews financial issues as impacted results; and supports
performance and by political, the development of
ensures availability economic, social new programs
of adequate and technological
Level 4
resources change
services.
collaboration 2.4.3 Accepts 3.4.3 Provides 4.4.3 Engenders 5.4.3 Reviews major outcomes 7.4.3 Supports Innovation 9.4.3 Establishes and
1.4.3 Negotiates and responsibility for considered responses organisational purchases and 6.4.3 Fosters a program managers 8.4.3 Encourages reviews risk
builds fruitful formal organisation's positive and clear messages to synergy and a spirit ensures value for culture of and conducts creativity and management
and informal and negative inspire trust and of collaboration money is achieved excellence in campaigns to assist innovation in the framework
partnerships to outcomes confidence of others service delivery program activities workplace
achieve strategic
objectives and
improve client and
member outcomes
community 2.4.4 Sees emerging 3.4.4 Adapts management assets 6.4.4 Champions management 8.4.4 Promotes the 9.4.4 Establishes and
1.4.4 Maintains high problems for the presentations to 4.4.4 Operates in 5.4.4 Builds respect for diversity 7.4.4 Negotiates use of new reviews OHS systems
level awareness of organisation and takes engage different political organisation’s asset and importance of and establishes technologies to to address
sector and current proactive steps to audiences and obtain environments and base to support culturally contracts, and enhance business organisational
issues that affect ensure that risks are their support key networks and service delivery appropriate maintains practices requirements
clients and members managed negotiates for win- behaviours relationships with
win outcomes key stakeholders
Social justice Initiative and Interpersonal skills Diversity/different Sustainability Client Complaints Learning and Legislation and
1.4.5 Demonstrates enterprise 3.4.5 Motivates others styles 5.4.5 Ensures confidentiality and handling and development compliance
commitment to 2.4.5 Envisions new through personal 4.4.5 Develops and financial and dignity continuous 8.4.5 Fosters a 9.4.5 Establishes
social justice and and innovative interactions models own organisational 6.4.5 Fosters a improvement culture of life-long systems to ensure
social inclusion possibilities and leadership style sustainability culture of respect 7.4.5 Encourages learning legislative and
actions those with through a range of for continuous licensing
significant strategies including clients'/members' improvement and compliance
organisational benefits competitive and dignity establishment of
collaborative systems for
approaches feedback and
review

100
Comparative view
Descriptor Level 1 Level 2 Level 3 Level 4
1.1.1 Utilises own 1.2.1 Researches 1.3.1 Reviews and 1.4.1 Creates and sustains
Networks and community networks to community's needs and manages services in dynamic and productive
achieve established concerns and provides response to changing relationships with key
This stream covers community engagement, sectoral awareness and working
stakeholders
outcomes community needs of relevant groups in stakeholders
1. Community and inter-agency
development/education the community

collaboratively with other CSOs in formal and informal partnerships
1.1.2 Contributes to staff 1.2.2 Participates 1.3.2 Represents the 1.4.2 Advances
forums and meetings effectively in networks and organisation and promotes organisational objectives
Community about key community community meetings to awareness of key issues in and champions important
issues advance organisational community networks issues with key stakeholders
objectives
1.1.3 Works collaboratively 1.2.3 Works collaboratively 1.3.3 Develops models and 1.4.3 Negotiates and builds
relations
with other organisations in with other organisations in protocols for working in fruitful formal and informal
Partnerships and formal and informal formal and informal formal and informal partnerships to achieve
collaboration partnerships to achieve partnerships to achieve partnerships with other strategic objectives and
client/member outcomes client/member outcomes CSOs to achieve improve client and
client/member outcomes member outcomes
1.1.4 Maintains basic 1.2.4 Maintains detailed 1.3.4 Demonstrates high- 1.4.4 Maintains high level
awareness of current understanding of current level understanding of the awareness of sector and
Knowledge of community issues and community issues and sector and the work of current issues that affect
community knowledge of relevant knowledge of relevant other relevant clients and members
organisations organisations organisations
1.1.5 Demonstrates 1.2.5 Demonstrates 1.3.5 Demonstrates 1.4.5 Demonstrates

commitment to social commitment to social commitment to social commitment to social
Social justice justice and social inclusion justice and social inclusion justice and social inclusion justice and social inclusion

101
2.1.1 Demonstrates 2.2.1 Manages time and 2.3.1 Prioritises work; 2.4.1 Designs own
punctuality and meets uses tools effectively to delegates appropriately approaches for excellent
This stream covers the skills associated with professional conduct, such as self management, ethical
agreed schedules and assist with planning and demonstrating an performance and
Time timelines organising understanding of structures time and tasks
management organisational, team and to achieve prioritised
individual priorities and outcomes
capacities; and ensures
that key requirements are
met
behaviour, taking responsibility, problem-solving and initiative
2.1.2 Observes Code of 2.2.2 Observes professional 2.3.2 Sees that reward 2.4.2 Models organisational
Conduct, behaves boundaries and standards system is aligned with values and preferred
ethically and seeks and assists others with organisational values and behaviours and promotes
2. Professionalism
Ethics assistance with ethical ethical dilemmas that behavioural Code of Conduct
dilemmas expectations/Code of
Conduct are
communicated
2.1.3 Takes responsibility for 2.2.3 Takes responsibility for 2.3.3 Delegates to develop 2.4.3 Accepts responsibility
work outcomes and work outcomes and assists staff and accepts for organisation's positive
Taking enacts authority as others to understand role responsibility for actions of and negative outcomes
responsibility defined in role statement and responsibilities staff and teams under
authority
2.1.4 Demonstrates 2.2.4 Assists with resolution 2.3.4 Implements systems 2.4.4 Sees emerging
common sense, and uses of clients’/members’ and to address adverse events problems for the
established strategies to colleagues’ problems and problems and assists organisation and takes
Problem solving
solve routine problems teams to take proactive proactive steps to ensure
approaches to problem that risks are managed
solving
2.1.5 Contributes to ideas 2.2.5 Demonstrates 2.4.5 Encourages teams to 2.4.5 Envisions new and
for improved ways of initiative and enterprise show initiative and looks innovative possibilities and
Initiative and working and supports others to for ways to work more actions those with
enterprise work more effectively dynamically significant organisational
benefits

102
3.1.1 Actively listens to 3.2.1 Advocates for 3.3.1 Articulates clear 3.4.1 Expresses confident
colleagues and clients clients/members to and persuasive and cogent public
This stream covers all forms of communication, such as advocacy, negotiation, written and verbal
and passes on relevant advance their interests messages about key messages when
Advocacy information accurately issues when advocating advocating and
and appropriately or negotiating for negotiating for
clients/members and on clients/members and
behalf of the organisational issues
organisation
3.1.2 Provides accurate 3.2.2 Writes accurate, 3.3.2 Writes winning 3.4.2 Writes succinct and
written information using clear and informative tenders, and accurate lucid reports and
forms, log books and reports and reports and documents documents for Board,
Written communication templates appropriate to communications that that meet audience funding bodies and key
3. Communication
communication, and interpersonal style
the task meet the needs of their needs stakeholders

intended audience
3.1.3 Speaks politely and 3.2.3 Articulates clear 3.3.3 Provides informed, 3.4.3 Provides considered
explains issues and and respectful messages meaningful and relevant responses and clear
information clearly to and information to messages when messages to inspire trust
Verbal communication clients/members and clients/members and communicating with staff and confidence of
colleagues colleagues and clients/members others
3.1.4 Participates actively 3.2.4 Uses relevant facts 3.3.4 Makes convincing 3.4.4 Adapts
in staff meetings and to express clear and presentations, using a presentations to engage
shares information to logical arguments and range of media, to different audiences and
Public speaking improve work opinions in meetings and communicate key issues obtain their support
environment and other forums
outcomes
3.1.5 Demonstrates 3.2.5 Demonstrates 3.3.5 Models self 3.4.5 Motivates others
active listening and asks appropriate awareness, self through personal
appropriate questions interpersonal skills, active management and social interactions
Interpersonal skills when dealing with listening, empathy, social awareness in
clients/members and awareness and communications,
colleagues emotional intelligence in problem solving and
verbal communications conflict resolution

103
This stream covers leadership and issues associated with working together, such as dealing with difference,
4.1.1 Maintains 4.2.1 Generates ideas for 4.3.1 Celebrates and 4.4.1 Champions vision
enthusiasm and innovation and rewards the and mission
understands own role in enhanced working achievement of
United vision achieving organisational practices to achieve outcomes that
mission organisational mission contribute to
organisations mission
4.1.2 Follows work plan 4.2.2 Contributes to team 4.3.2 Develops team 4.4.2 Establishes systems
4. Leadership & teamwork
and prioritises key tasks plans and relates plans with clear targets to support and evaluate
teamwork to strategic and goals linked to strategic plan
Strategic focus objectives strategic plan
conflict, shared goals and team morale
4.1.3 Openly shares 4.2.3 Offers constructive 4.3.3 Manages team 4.4.3 Engenders
information, participates feedback and provides dynamics, supports organisational synergy
and contributes to team balanced and informed productive working and a spirit of
Team dynamics discussions perspectives at team relationships and work- collaboration
meetings life balance
4.1.4 Considers the views 4.2.4 Recognises 4.3.4 Develops systems 4.4.4 Operates in political
of others and aims for differences of opinion and protocols for environments and key
group cohesion and works toward the management of conflict networks and negotiates
Conflict management resolution of team and disputes and is for win-win outcomes
conflict actively involved in
problem solving and
conflict resolution
4.1.5 Values diversity in 4.2.5 Builds team spirit 4.3.5 Selects diverse 4.4.5 Develops and
team and supports and supports team team members with models own leadership
colleagues members’ development strong and appropriate style
Diversity/different styles skill bases suited to task
and supports team
building

104
5.1.1 Supports fundraising 5.2.1 Undertakes public 5.3.1 Prepares funding 5.4.1 Negotiates for
This stream covers the effective use of financial resource, assets and equipment as well as building the
work relations and fundraising applications and writes resources with

activities winning tenders government,
Revenue raising philanthropic agencies
or other sources of
revenue and invests
responsibly
5.1.2 Assists with 5.2.2 Assists with budget 5.3.2 Prepares program 5.4.2 Oversees
maintenance of financial reviews and works to and complex project organisational budget
records and works established budgets budgets, and reviews and key program
Financial management efficiently to meet financial performance budgets, reviews
established budgets financial performance
organisations assets and sustainability
and ensures availability

of adequate resources
5.1.3 Makes low cost 5.2.3 Researches market 5.3.3 Establishes 5.4.3 Reviews major
purchases and achieves and attains value for purchasing and probity purchases and ensures
value for money money when making protocols value for money is
Procurement purchases or contracting achieved
work
5.1.4 Takes care when 5.2.4 Researches and 5.3.4 Manages assets, 5.4.4 Builds organisation’s
using and maintaining recommends purchase allocates resources and asset base to support
equipment and aids of equipment and aids purchases high cost service delivery
Equipment and assets to provide efficient and equipment to support
effective service delivery service delivery
5.1.5 Uses resources 5.2.5 Aims for 5.4.5 Identifies and 5.4.5 Ensures financial and
appropriately and sustainability in manages financial risks organisational sustainability through
a range of strategies including
supports organisation's purchasing decisions and develops protocols competitive and collaborative
Sustainability sustainability protocols for sustainable approaches
purchasing

105
different types of clients/members, maintaining awareness of client issues and ensuring client dignity and 6.1.1 Shows common 6.2.1 Demonstrates 6.3.1 Disseminates, 6.4.1 Supports managers
This stream covers working with clients and members: it includes service delivery models, working with
sense and follows reflective and evidence promotes and develops to establish innovative
organisational protocols based practice reflective and and effective models for
Reflective practice when working with evidenced based service delivery
clients/members practice models
6.1.2 Maintains 6.2.2 Builds knowledge of 6.3.2 Demonstrates 6.4.2 Maintains high level
awareness of client/member issues detailed knowledge of awareness of
Knowledge of client/member needs and requirements to client/member issues client/member issues as
client/member issues improve practice and builds research links impacted by political,
6. Service delivery
economic, social and

technological change
6.1.3 Supports 6.2.3 Provides 6.3.3 Provides clinical 6.4.3 Fosters a culture of
confidentiality
clients/members to clients/members with leadership and focuses excellence in service

achieve their goals or high quality service and team on client/member delivery
Client/member outcomes aspirations through appropriate referrals outcomes
provision of quality
service
6.1.4 Demonstrates 6.2.4 Demonstrates 6.3.4 Supports teams to 6.4.4 Champions respect
sensitivity and respect for cultural sensitivity and value and work for diversity and
diversity and difference adjusts personal style in effectively with importance of culturally
Diversity sin clients/members response to client/member diversity appropriate behaviours
client/member
differences
6.1.5 Respects 6.2.5 Respects 6.3.5 Creates systems 6.4.5 Fosters a culture of
client/member client/member and policies for respect for
Client confidentiality and confidentiality confidentiality protection of clients'/members' dignity
dignity client/member
confidentiality

106
7.1.1 Maintains 7.2.1 Participates in the 7.3.1 Researches options 7.4.1 Establishes policy
This stream covers the management of programs, campaigns, projects and contracts as well as policy awareness of policies review and development and consults with framework to support
Policy development and and applies procedures of policy and utilises stakeholders to develop Board strategy and
implementation to daily work activities policies and procedures clear and workable decision-making, and
to guide work practices policies and procedures fosters staff support for
7. Program management and policy
that align with policy implementation

organisational mission
7.1.2 Performs own role 7.2.2 Contributes to 7.3.2 Manages programs 7.4.2 Establishes targets
development and implementation to guide work practices
and responsibilities program objectives, and complex projects to for program areas and
efficiently to contribute develops and work to timelines and encourages strong
Program development to program and project implements simple budget and achieve results; and supports the
outcomes project plans goals and objectives; development of new
and envisions and programs
development
designs new programs
7.1.3 Supports program 7.2.3 Ensures clarity of 7.3.3 Clarifies roles and 7.4.3 Supports program
and project team understanding of responsibilities of managers and conducts
members to achieve required work, fulfils program staff and campaigns to assist
Achieving results defined outcomes program and project project teams and program activities
responsibilities, and achieves necessary
achieves performance support from
targets stakeholders
7.1.4 Records relevant 7.2.4 Maintains 7.3.4 Monitors contracts 7.4.4 Negotiates and
data for contract awareness of contracts and checks that establishes contracts,
administration relating to own position contractual obligations and maintains
Contract management and ensures that work of both parties are met relationships with key
fulfils contractual stakeholders
obligations
7.1.5 Records complaints 7.2.5 Utilises feedback 7.3.5 Establishes 7.4.5 Encourages
and assists with reviewing from complaints to complaints handling continuous improvement
Complaints handling and feedback on program improve programs and procedures and and establishment of
continuous improvement outcomes reviews own methods for responding systems for feedback
performance to critical incidents and review

107
8.1.1 Maintains a positive 8.2.1 Supports change 8.3.1 Implements change 8.4.1 Keeps informed of
approach to change management and assists management processes changing political,
This stream covers change management, and responding to new and emerging trends through skill
and adapts to new or others to adapt and and monitors progress economic social and
Change management different ways of working adjust to change technological context
acquisition, the use of new technology and creative and innovative work practices
and designs responsive

change management
strategies
8.1.2 Takes advantage of 8.2.2 Works 8.3.2 Designs jobs and 8.4.2 Encourages multi-
opportunities for learning collaboratively with teams with an emphasis skilling, flexibility and
and growing skills people from different on multi-skilling and learning from others
Multi-skilling disciplines and shares opportunities for shared
skills and knowledge learning
8.1.3 Identifies 8.2.3 Generates and 8.3.3 Establishes ways to 8.4.3 Encourages
opportunities to do things shares ideas and capture, communicate creativity and innovation
better, develops ideas encourages others to and share innovative in the workplace
Creativity and Innovation with others and assists reflect on activities and ideas and practices
with the implementation develop ideas for
of routine changes innovation and
improvement
8.1.4 Uses technology 8.2.4 Supports the use of 8.3.4 Researches and 8.4.4 Promotes the use of
and software new technology and implements new new technologies to
applications effectively develops skills to master technologies to enhance business
Technology in accordance with task new technologies strengthen the practices
requirements organisation and
improve business
practices
8.1.5 Prepares own 8.2.5 Maintains 8.3.5 Establishes systems 8.4.5 Fosters a culture of
development plan in awareness of own skills and processes for life-long learning
consultation with and skill needs, actively reviewing skills and
Learning and development supervisors works to address skills professional
gaps and assists others to development
identify training needs

108
This stream covers systems and processes to implement the strategic plan and the management of quality,
9.1.1 Achieves targets in 9.2.1 Contributes to team 9.3.1 Develops and 9.4.1 Establishes and
work plans and work plans and ensures implements work plans reviews systems to
understands links with that own work outcomes and targets to support support Board's strategic
Strategy strategic goals are achieved implementation of plan and achieve
strategic plan organisational goals
9. Governance and compliance
9.1.2 Ensures that own 9.2.2 Contributes to 9.3.2 Manages 9.4.2 Establishes and
work meets the enhancement of quality implementation of reviews quality systems
organisations’ quality practices and ensures quality systems and and organisational
Quality requirements that own work meets ensures that quality standards
quality requirements outcomes are achieved
risk, OHS and legislative compliance
9.1.3 Ensures that risks are 9.2.3 Contributes to 9.3.3 Manages risk and 9.4.3 Establishes and
identified and reported identification and control encourages staff to take reviews risk management
in own work context of risks and hazards and advantage of framework
Risk management takes advantages of opportunities
emerging opportunities
9.1.4 Ensures safety of self 9.2.4 Contributes to 9.3.4 Manages work 9.4.4 Establishes and
and others in work identification of OHS risks practices for health and reviews OHS systems to
environment and hazards, and wellbeing of staff and address organisational
OHS ensures safety in own compliance with OHS requirements
work context legislation
9.1.5 Is aware of relevant 9.2.5 Is aware of relevant 9.3.5 Manages work 9.4.5 Establishes systems
legislation and licensing legislation and licensing practices to comply with to ensure legislative and
and requirements and requirements and relevant legislation and licensing compliance
Legislation and compliance ensures compliance in ensures compliance in licensing requirements
work practices work practices

109

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Community Sector

Telephone: (03) 9606 0118

ABN: 30 056 617 728

Community Sector Workforce Capability Framework

Appendix 1 – Research Report ...................................................................................................................... 26

Appendix 2 – Forum presentations ................................................................................................................ 58

Appendix 3 – Survey report ............................................................................................................................ 61

Appendix 4 – Workforce Capability Framework .......................................................................................... 92

Community Sector Workforce Capability Framework

Hanover Welfare Services, in collaboration with Precision Consultancy, was contracted by

Project Activities and Methodology

The formation of a Reference Group with representatives from a wide range of

Community Sector Workforce Capability Framework

Online survey (1)

Face to face interviews

Feedback on Framework via online survey (2)

Final draft of Workforce Capability Framework

Community Sector Workforce Capability Framework

Community Sector Workforce Capability Framework

• providing information on the OCS website, including a downloadable Word version of

• presentations by a representative of the OCS speaking at any community sector

• the submission of articles to community sector newsletters, discussion lists and

Community Sector Workforce Capability Framework

• full case studies from the pilots

Link to formal training

Community Sector Workforce Capability Framework

Community Sector Workforce Capability Framework

• cross sectoral career pathways

Community Sector Workforce Capability Framework

Community Sector Workforce Capability Framework

Members of the Reference Group

• Jenny Grayling, Brotherhood of St Laurence

• Mette Jorgensen , Department of Human Services

• Nicole Wiseman (replaced by Paula Grogan), VCOSS

• Jacquie O’Brien , Health and Community Services Industry Training Board

• Dan Gleeson, Centre for Excellence in Child and Family Welfare

• Alex Djoneff , Victorian Hospitals Industrial Association

• Anthony Bowd, VicSport

• Cheryl Farquhar, Hanover Welfare Services

Community Sector Workforce Capability Framework

• Victorian Public Service Employment Capability Framework (VPSECF)

• Australian Public Service Commission Senior Executive Leadership Capability

• Department of Veterans’ Affairs Capability Framework

• NSW Public Sector Capability Framework

• Training Packages – part of Australian National Training Framework for vocational

• Breaking the Barriers: The Inter-Professional Capability Framework, Sheffield Hallam

• Community Health Nurses Framework, Scotland

• Acute Mental Health Care Framework, Scotland

• Singapore Workforce Skills Framework - Community and Social Services

The presentation used in the forums can be found at Appendix 2.

Community Sector Workforce Capability Framework

• the importance of the nine streams of the draft framework

• the personal attributes required of people working in the community sector

Face to face interviews

• Mette Jorgensen, Department of Human Services

• Nicole Wiseman, VCOSS

• Alec Djoneff, Victorian Hospitals Industrial Association

• Bernadette Fallon, State Services Authority

• Barbara Romeril, Community Child Care

• Paul Linossier, MacKillop Family Services

• Jacquie O’Brien, Health and Community Services Industry Training Board

• Kerry Presser and Sarah Fordyce, National Disability Services

• Anthony Bowd and Mark McAllion, VicSport

Community Sector Workforce Capability Framework