- PSPGOV301B - Work effectively in the organisation
Assessor Resource
PSPGOV301B
Work effectively in the organisation
Assessment tool
Version 1.0
Issue Date: April 2024
Not applicable.
This unit covers the requirements for working effectively in a public sector organisation with a focus on self-management. It includes evaluating and developing your own expertise, identifying career options, working within the organisational structure and culture, and managing your own work. It does not cover working with others. This is addressed in the unit PSPGOV302B Contribute to workgroup activities.
In practice, working effectively occurs in the context of other generalist and specialist public sector work activities, such as acting ethically, using resources, organising information, maintaining workplace safety, complying with legislation etc.
This is one of 5 units in the Working in Government and Management Competency Fields that deal with work effectiveness/career management. Related units are:
PSPGOV201B Work in a public sector environment
PSPGOV310A Work in and with small, regional and remote organisations
PSPGOV410A Undertake career planning
PSPGOV510A Undertake and promote career management
This unit replaces and, for qualification purposes, is equivalent to PSPGOV301A Work effectively in the organisation
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: PSPETHC301B Uphold the values and principles of public service PSPGOV302B Contribute to workgroup activities PSPGOV303B Build and maintain internal networks PSPGOV305B Access and use resources and financial systems PSPGOV306B Implement change PSPGOV307B Organise workplace information PSPGOV308B Work effectively with diversity PSPLEGN301B Comply with legislation in the public sector PSPOHS301A Contribute to workplace safety |
Overview of evidence requirements | In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms: the knowledge requirements of this unit the skill requirements of this unit application of Employability Skills as they relate to this unit effective work performance in a range of (3 or more) contexts (or occasions, over time) |
Resources required to carry out assessment | These resources include: legislation, policy, procedures and protocols relating to the public sector case studies and workplace scenarios to capture the range of situations likely to be encountered in a public sector workplace |
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 effectively in the organisation, including coping with difficulties, irregularities and breakdowns in routine effective work performance in a range of (3 or more) contexts (or occasions, over time). Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as: people with disabilities people from culturally and linguistically diverse backgrounds Aboriginal and Torres Strait Islander people women young people older people people in rural and remote locations. Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of: case studies portfolios questioning scenarios authenticated evidence from the workplace and/or training courses. |
For consistency of assessment | Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments |
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: undertaking self-reflection communicating with diverse audiences including discussion of competency recognition or development needs responding to diversity, including gender and disability presenting/reporting information to others planning and time management reading and interpreting materials such as organisational materials, competencies, position descriptions, work instructions, reports writing including work plans, curriculum vitae, records, reports, referrals using numeracy skills to manage time and undertake mathematical tasks embedded in information or instructions applying equal employment opportunity, equity and diversity principles | ||
Knowledge requirements Look for evidence that confirms knowledge and understanding of: legislation, regulations, policies, procedures and guidelines relating to work in the public sector competency requirements of current duties principles of career planning/development and taking responsibility for own learning and development self-assessment techniques alternative work strategies range of learning and development strategies the organisation's risk management procedures public sector legislation such as occupational health and safety and environment in the context of a public sector work environment | ||
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. | |
Work-related competencies may include | competencies as defined in the Public Sector Training Package competencies as specified in other relevant Training Packages enterprise competency standards qualifications relevant to work responsibilities essential knowledge and skills specified in position descriptions |
Competencies may be identified through | self-assessment/self-identification colleagues supervisors workplace mentors counsellors educational programs specialist services for specific individual needs, such as disability, Aboriginal, language, literacy, numeracy |
Competency recognition or development opportunities may include | recognition of prior learning/recognition of current competencies formal campus-based training workplace learning workplace-based training work experience conference and seminar attendance peer support mentoring coaching acting positions new positions |
Records may include | reports of achievement curriculum vitae training record books job applications |
Relevant people may include | colleagues/team members supervisors or managers clients |
Organisational structure and functioning may include | organisational hierarchy teaming policies products services clients/customers |
Legislation, policy and procedures may include | State/Territory and Commonwealth legislation and regulations such as: public sector management acts privacy legislation equal employment opportunity, anti-discrimination and harassment legislation occupational health and safety legislation. environmental legislation ethics and accountability standards public sector standards organisational policy, procedures and protocols international legislation/codes of behaviour |
Organisational context may encompass | goals objectives mission values ethos politics culture social ethic |
Using knowledge of organisational culture may include | to determine the importance of work requirements to adjust working style and outcomes to support the organisation's values/ethos to interpret directions in light of political reality |
Position of the work unit may include | position in a hierarchy number of reporting levels seniority of work unit head branch of an agency/department country branch small/regional/remote branch |
Protocols/difficulties/ special requirements may include | 'head office' syndrome that develops between remote branches and head office time for decisions to be made (in hierarchy) amount of autonomy of work unit practicality of delegations approval processes role ambiguity between work units |
Risks may include | local level/self issues which can be controlled time wasters misuse of equipment personal stress |
Work parameters may include | productivity flexibility quality opportunities risks timeframes organisational structure constraints contingencies support or equipment needed |
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 |
|---|---|---|---|
| Self-assessment of work-related competencies is made by reflecting on own workplace experience and training, and from monitoring feedback on performance in the workplace | |||
| Research is undertaken to identify possible careers and compare the requirements of these careers with current skill base and development opportunities available within the organisation and across the public sector | |||
| Areas requiring competency development are identified by comparing current competencies with the competency requirements of current or anticipated duties | |||
| Personal learning goals are set and progress towards them monitored | |||
| Potential competency recognition or development opportunities are identified and accessed in accordance with organisational policy and procedures | |||
| Records of competency development are maintained and work-related competencies and experience are conveyed to relevant people as required | |||
| A comprehensive knowledge of the organisation's structure and functioning is developed and utilised in accordance with legislation, policy and procedures | |||
| An understanding of the organisation's context is developed and used | |||
| The work unit's position in the organisational structure is identified, its relationship with other organisational work units examined and any protocols/difficulties/special requirements determined | |||
| The contribution of the work role and the work unit to the organisation's vision, goals and outcomes is identified and confirmed | |||
| Work is undertaken in a manner that has regard for the workgroup position and the organisation's structure, functioning, culture and vision | |||
| Individual work goals are identified, clarified and prioritised in accordance with the organisation's requirements | |||
| Risks to the achievement of personal work outcomes are identified and managed in accordance with organisational risk management requirements | |||
| Work strategies are selected with regard to applicable work parameters | |||
| Progress with work is monitored relative to set goals, strategies and outcomes | |||
| Work goals are achieved and work plans revised to attend to ongoing or new responsibilities |
Forms
Assessment Cover Sheet
PSPGOV301B - Work effectively in the organisation
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
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Date:
Assessment Record Sheet
PSPGOV301B - Work effectively in the organisation
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: