- PSPETHC401A - Uphold and support the values and principles of public service
Assessor Resource
PSPETHC401A
Uphold and support the values and principles of public service
Assessment tool
Version 1.0
Issue Date: April 2024
This unit supports the attainment of skills and knowledge required for applying ethical conduct and accountability required in those working in government employment.
This unit covers the ethical conduct required of those in public service and the responsibility to encourage ethical conduct in others - colleagues or supervised staff. It includes contributing to an ethical public sector workplace and participating in ethical decision making.
In practice, ethical conduct is demonstrated in the context of other generalist or specialist work activities such as applying government processes, delivering and monitoring services to clients, using resources, conducting interviews, giving evidence, awarding contracts etc.
This is a new unit of competency, added to the Ethics&Accountability Competency Field of the Training Package in 2004.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable.
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package. | |
Units to be assessed together | Pre-requisite unitsthat must be achieved prior to this unit:Nil Co-requisite unitsthat must be assessed with this unit:Nil Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to, a range of (2 or more) generalist or specialist units of competency in the Certificate IV in Government. Choice from the following units is recommended: PSPGOV402B Deliver and monitor service to clients PSPGOV403B Use resources to achieve work unit goals PSPGOV406B Gather and analyse information PSPGOV408A Value diversity PSPGOV411A Deal with conflict PSPGOV412A Use advanced workplace communication strategies PSPGOV414A Provide workplace mentoring PSPGOV422A Apply government processes PSPLEGN401A Encourage compliance with legislation in the public sector PSPPROC409A Receive and select offers PSPREG407B Produce formal record of interview PSPREG410B Give evidence |
Overview of evidence requirements | In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms: the knowledge requirements of this unit the skill requirements of this unit application of Employability Skills as they relate to this unit ethical conduct demonstrated and supported in others in a range of (3 or more) contexts (or occasions, over time) where contexts include generalist or specialist work activities such as applying government processes, delivering and monitoring services to clients, using resources, conducting interviews, giving evidence, awarding contracts, etc |
Resources required to carry out assessment | These resources include: ethics-related legislation and guidelines codes of conduct and codes of ethics public sector standards, procedures and protocols ethical decision making models |
Where and how to assess evidence | Valid assessment of this unit requires: a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when working ethically in a public sector environment, including coping with ambiguity, difficulties, irregularities and breakdowns in routine ethical conduct demonstrated and supported in others in a range of (3 or more) contexts (or occasions, over time) where contexts include generalist or specialist work activities such as applying government processes, delivering and monitoring services to clients, using resources, conducting interviews, giving evidence, awarding contracts, etc Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as: people with disabilities people from culturally and linguistically diverse backgrounds Aboriginal and Torres Strait Islander people women young people older people people in rural and remote locations Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of: case studies portfolios questioning scenarios simulation or role plays authenticated evidence from the workplace and/or training courses |
For consistency of assessment | Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This section describes the essential skills and knowledge and their level, required for this unit. | |
Required skills: accessing legislation and codes of ethics electronically or in hard copy reading complex and formal documents such as legislation and codes of ethics, applying them and assisting others to apply them to work practices applying objective and impartial evaluation of ethical problems using participative ethical decision making/problem solving preparing written reports that contain information that is impartial, substantiated, accurate and complete responding to diversity, including gender and disability adjusting communication to suit different audiences applying occupational health and safety procedures relating to ethical work practices | |
Required knowledge: Look for evidence that confirms knowledge and understanding of: the nature of public sector ethics and ethical values as opposed to personal beliefs/value systems fundamental ethical principles such as justice, respect for persons and responsible care other ethics standards such as professional standards natural justice/procedural fairness equal employment opportunity, equity and diversity principles ethical decision making/problem solving models procedures and protocols for reporting unethical conduct environmental and occupational health and safety procedures relating to ethical work practice | |
The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in italics in the Performance Criteria is explained here. | |
Ethical values and principlesmay include | respect for the law integrity objectivity accountability honesty openness responsibility impartiality diligence trustworthiness confidentiality respect for persons responsible care probity economy and efficiency natural justice/procedural fairness, that is: the right to be heard/put your case the right to be informed of a complaint or case against you the right to know reasons for decisions affecting you the right to know the outcomes/recommendations of an investigation involving you the right to privacy the right to representation the right to silence the decision maker should not be a judge in his/her own cause |
Othersmay include | colleagues supervised staff contractors |
Legislation and guidelinesmay include | legislation for public sector management freedom of information privacy legislation equal employment opportunity and anti-discrimination law public sector standards Ministerial directions State/Territory/Commonwealth codes of ethics organisational codes for conduct/ethics organisational mission and values statements organisational policy, procedures/guidelines government policy professional codes of ethics and conduct equity guidelines, organisational workplace diversity guidelines |
Unethical conductmay include | fraud, corruption, maladministration and waste unauthorised access to and/or use of information, money/finances, vehicles, equipment, resources, time improper actions during contractual processes, such as release of intellectual property, infringing copyright, release of tender information, inappropriate disclosure during tender process improper public comment on matters relating to the government and/or the organisation falsifying records giving false testimonials dishonesty improper use of plant and equipment, credit cards, frequent flyer points, telephones, email and Internet extravagant or wasteful practices personal favours preferential treatment putting barriers in place, hindering, blocking action compromising behaviour including sexual harassment lack of confidentiality directing others to act unethically oppressive/coercive management decisions resorting to illegality to obtain evidence |
Ethical problems which may need to be referred rather than resolved at this levelmay include | conflict between public sector standards and personal values conflict between public sector standards and other standards such as professional standards conflict between public sector standards and directions of a senior officer or Minister tension between two 'rights' - for example, the right to privacy versus the right to freedom of information conflict regarding issues of personal and organisational intellectual property |
Referrals of ethical problemsmay be made to | line management human resources workplace relations officer grievance officer chief executive officer public service commissioner public sector standards body organisational ethics committee internal grievance mechanisms confidant programs (whistleblower protection programs) organisational professional reporting procedures unions and professional bodies ombudsman |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Information on the ethical values and principles of the workplace is accessed, its interpretation confirmed with others and applied accordingly | |||
| Application of ethical values and principles is discussed with senior management and colleagues to ensure common understanding and application | |||
| Others are assisted to access and use public sector ethics legislation and guidelines to ensure their work practices comply with requirements | |||
| The differences between public sector ethics/values and personal beliefs/values are explained to others to encourage understanding and compliance | |||
| Hypothetical work practices that would constitute unethical conduct are identified and discussed with work colleagues, and strategies to avoid or deal with them are identified in accordance with organisational policy and procedures | |||
| Real and potential ethical problems are identified, and decision making processes are used to resolve or refer them in accordance with organisational policy and procedures | |||
| Information is regularly accessed to ensure currency in ethical knowledge, and ethical judgment is developed through involvement in workplace discussions or ongoing professional development related to ethical standards and practices | |||
| Other staff are supported as necessary to contribute to ethical discussions and problem solving to develop their ethical judgment | |||
| Processes for preventing and reporting unethical conduct are used and others are assisted in their application |
Forms
Assessment Cover Sheet
PSPETHC401A - Uphold and support the values and principles of public service
Assessment task 1: [title]
Student name:
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Result: Competent Not yet competent
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Assessment Record Sheet
PSPETHC401A - Uphold and support the values and principles of public service
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Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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