- PSPGOV201B - Work in a public sector environment
Assessor Resource
PSPGOV201B
Work in a public sector environment
Assessment tool
Version 1.0
Issue Date: April 2024
Not applicable.
This unit covers the requirements for entry into/working as a trainee in the public sector. It includes compliance with the principles of public sector legislation and guidelines, the use of public sector and organisational procedures when dealing with others at work, respect for individual differences and career planning.
In practice, working in a public sector environment may overlap with other generalist or specialist public sector work activities such as communicating with others, delivering client service, using resources, handling information, etc.
This unit replaces, and for qualification purposes is equivalent to PSPGOV201A Work in a public sector environment.
The unit serves as the introductory unit of competency in the Working in Government competency themes of Effective Work and Diversity, and in the Competency Fields of Ethics&Accountability, and Legislation&Compliance, so provides the introductory unit for:
PSPGOV301B Work effectively in the organisation PSPGOV308B Work effectively with diversityPSPGOV310A Work in and with small, regional and remote organisations PSPETHC301B Uphold the values and principles of public servicePSPLEGN301B Comply with legislation in the public sector
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: PSPGOV202B Use routine workplace communication techniques PSPGOV203B Deliver a service to clients PSPGOV204B Access and use resources PSPGOV205B Participate in workplace change PSPGOV206B Handle workplace information PSPGOV208A Write routine workplace materials PSPOHS201B Follow workplace safety procedures |
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 completing work in a range of (3 or more) public sector contexts, such as different work functions or roles (or 3 or more occasions, over time) |
Resources required to carry out assessment | These resources include: legislation, policy, procedures and protocols relating to work in the public sector case studies and workplace scenarios to capture the range of situations likely to be encountered when working in a public sector environment |
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 in a public sector environment, including coping with difficulties, irregularities and breakdowns in routine completing work in a range of (3 or more) public sector contexts, such as different work functions or roles (or 3 or more occasions, over time). Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as: people with disabilities people from culturally and linguistically diverse backgrounds Aboriginal and Torres Strait Islander people women young people older people people in rural and remote locations. Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of: case studies 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. | ||
Skill requirements Look for evidence that confirms skills in: accessing and identifying information scanning techniques to locate main ideas reading written materials such as manuals and codes of practice responding to diversity, including gender and disability using interpersonal communication including negotiating strategies to clarify understanding recognising own and others' emotions in the workplace using information technology and the Internet applying public sector legislation such as occupational health and safety and environmental procedures in the workplace | ||
Knowledge requirements Look for evidence that confirms knowledge and understanding of: public sector legislation, regulations and guidelines organisation guidelines and procedures principles of cultural awareness, workplace diversity and emotional intelligence and their application in the workplace codes of conduct equal employment opportunity, equity and diversity principles principles of personal career planning | ||
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. | |
Legislation may include | anti-discrimination duty of care employee relations employment equal employment opportunity fraud control freedom of information government security management occupational health and safety privacy public sector management whistleblowers protection workplace diversity workplace harassment international legislation/codes of practice |
Guidelines may include | public sector standards relevant public sector code of ethics organisational code of conduct organisational mission and values statements organisational procedures/guidelines government policy Ministerial directions directives from head of organisation standard operational procedures |
Key principles may include | honesty and integrity confidentiality and non-disclosure of official information security of information, resources, facilities and people due care and diligence avoiding conflicts of interest obeying lawful and reasonable direction compliance with the law |
Clients may include | the public private enterprise other public sector organisations internal clients the Minister |
Sources of assistance may include | colleagues immediate supervisor line management human resources personnel workplace representatives/union personnel |
Organisational procedures may include | mission and values statements organisational charts strategic plans business unit and work area plans customer service charters induction materials standard operating procedures relevant workplace agreements disciplinary processes grievance procedures advertising materials Internet and/or intranet web pages |
Individual differences may include | age cultural background disability educational level ethnicity expertise family responsibilities gender interests interpersonal approach language life experience marital status personality physical ability political orientation religious belief sexual orientation socio-economic background thinking/learning styles work experience working styles |
Colleagues may include | peers junior staff internal stakeholders external stakeholders/clients/customers supervisors and senior management |
Emotional intelligence is | widely recognised as the ability of an individual to monitor their own and others' emotions in a social or work environment, to discriminate among the emotions and to use the information to guide their thinking and actions characterised by self-awareness (personal), self-management (personal), social awareness (social) and relationship management (social) |
Advice may include | formal/informal performance appraisals feedback from supervisors and colleagues reflection/comment on personal goals vocational/career counselling |
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 |
|---|---|---|---|
| The range of legislation and guidelines common to employment in a public sector organisation is accessed | |||
| The key principles contained in the legislation and guidelines are identified | |||
| Information is clarified in order to confirm own understanding | |||
| Work is undertaken in accordance with the principles contained in legislation and guidelines | |||
| The staffing and organisational structure is identified | |||
| Procedures for dealing with staff at all levels of the organisation are identified and clarified | |||
| Procedures for dealing with clients are identified | |||
| Sources of assistance are identified, and types of assistance available from each source are identified | |||
| Work is carried out within organisational procedures | |||
| Appreciation of the differences between colleagues is demonstrated through workplace behaviour | |||
| Communication styles are used to take account of workplace diversity and reflect the principles of emotional intelligence | |||
| Contribution to the workgroup is made to utilise personal strengths and take any opportunities provided to develop new competencies | |||
| The requirements of multicultural awareness and anti-discrimination legislation are met | |||
| Personal working and learning styles, values and attitudes are identified and weighed against the requirements of current and potential work opportunities | |||
| Personal work goals are identified and prioritised | |||
| Advice is obtained on future work/career options | |||
| A range of possible career paths is identified and initial planning undertaken to map out broad competency areas and experiences required to pursue them | |||
| Personal development is planned to prepare for career options | |||
| Learning opportunities are sought and accessed in line with personal work goals |
Forms
Assessment Cover Sheet
PSPGOV201B - Work in a public sector environment
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
PSPGOV201B - Work in a public sector environment
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: