- PSPGOV302B - Contribute to workgroup activities
Assessor Resource
PSPGOV302B
Contribute to workgroup activities
Assessment tool
Version 1.0
Issue Date: April 2024
Not applicable.
This unit covers contributing as a workgroup member and assisting with support, learning and development for others in achieving workgroup goals. It includes the establishing workgroup parameters, participating in the workgroup, assisting in learning and development and assisting workgroup members.
The competency to manage and complete your own work to the required standard is not covered. This is addressed in PSPGOV301B Work effectively in the organisation.
In practice, contributing to workgroup activities may overlap with other generalist or specialist public sector work activities such as acting ethically, complying with legislation, working effectively, working with diversity, assisting with scientific technical support, undertaking basic procurement, working safely, etc.
This is one of 6 units in the Working in Government and Management Competency Fields that deal with working with others. Related units are:
PSPGOV404B Develop and implement work unit plans
PSPGOV511A Provide leadership
PSPGOV516A Develop and use emotional intelligence
PSPGOV604A Foster leadership and innovation
PSPMNGT701B Provide strategic
This unit replaces and, for qualification purposes, is equivalent to PSPGOV302A Contribute to the workgroup activities
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 units that must be achieved prior to this unit:Nil Co-requisite units that 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 PSPGOV301B Work effectively in the organisation 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 PSPGOV312A Use workplace communication strategies PSPGOV313A Compose workplace documents PSPGOV314A Contribute to conflict management PSPGOV315A Give and receive workplace feedback 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 contribution to workgroup activities 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 workgroup situations likely to be encountered in the public sector |
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 contributing to workgroup activities, including coping with difficulties, irregularities and breakdowns in routine contribution to workgroup activities 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 projects 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: communicating with diverse audiences including conflict resolution, coaching, negotiation, self-assessment planning applying time management reading and interpreting materials such as organisational materials, work instructions, reports, letters, notes, emails writing including work plans, records, reports, information numeracy to manage time and undertake mathematical tasks embedded in information or instructions using technology responding to diversity, including gender and disability |
Knowledge requirements Look for evidence that confirms knowledge and understanding of: legislation, regulations, policies, procedures and guidelines relating to work in the public sector equal employment opportunity, equity and diversity principles principles of emotional intelligence and its application to working in a group group dynamics self-managed workgroups roles and leadership styles in a workgroup range of learning and development strategies 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 bold italics in the Performance Criteria is explained here. | |
Workgroup may include: | formal and informal work units directed or self-directed teams |
Management of emotions may be: | emotional intelligence, 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) relationship management (social) |
Emotions may include: | anger anxiety apathy apprehension caring confidence depression elation enthusiasm excitement fear happiness inadequacy joy nervousness over-confidence pride stress under-confidence unhappiness |
Negotiation may include: | effective listening questioning verbal and non-verbal communication culturally appropriate strategies constructive feedback issues identification exploring options identifying areas of agreement recording agreements |
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 equity and diversity racial tolerance occupational health and safety legislation. ethics and accountability standards public sector standards organisational policy, procedures and practices organisational and public sector protocols international legislation/codes of behaviour |
Learning and development opportunities may include: | formal internal and external courses on-the-job learning work experiences and assignments placement at level and higher duties self-paced multimedia learning assisted formal study conference and seminar attendance induction and orientation |
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 |
|---|---|---|---|
| Roles, responsibilities and professional working relationships in the workgroup are identified and clarified as necessary. | |||
| Individual differences within the workgroup are identified and valued. | |||
| Emotional triggers for self and others are identified and clarified to assist in the management of emotional responses to work issues. | |||
| The varying cultural expressions of emotion are identified and utilised to respond to emotional cues within a diverse workgroup. | |||
| Workgroup tasks are negotiated in accordance with individual strengths, personal preferences or development needs. | |||
| Cooperation is demonstrated with others in the workgroup. | |||
| Knowledge is shared with the group in accordance with legislation, policy and procedures, in order to complete tasks. | |||
| Communication language/style is selected and used to take account of the task requirements and diversity of workgroup members. | |||
| Constructive contributions are made to workgroup goals. | |||
| Conflict/problems are addressed and resolved through discussion in the workgroup or referred in accordance with organisational policy and procedures. | |||
| Support is provided to workgroup members to achieve goals. | |||
| Assistance is provided on routine tasks as required. | |||
| Professional working relationships are maintained with colleagues. | |||
| Assistance with on-the-job learning and development is provided as required. |
Forms
Assessment Cover Sheet
PSPGOV302B - Contribute to workgroup activities
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
PSPGOV302B - Contribute to workgroup activities
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: