- PSPGOV606A - Prepare high-level_sensitive written materials
Assessor Resource
PSPGOV606A
Prepare high-level_sensitive written materials
Assessment tool
Version 1.0
Issue Date: April 2024
Not applicable.
This unit covers high-level written communication including the preparation of complex, sensitive materials. It includes preparing for high-level written communication, critically analysing other positions and preparing persuasive written communication.
In practice, preparing high-level/sensitive written materials may overlap with other generalist or specialist public sector work activities such as acting ethically, complying with legislation, applying government systems, managing change, managing diversity, etc.
This is one of 5 units of competency in the Working in Government Competency Field that deal with written communication. Related units are:
PSPGOV208A Write routine workplace materials
PSPGOV313A Compose workplace documents
PSPGOV413A Compose complex workplace documents
PSPGOV513A Refine complex workplace documents
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication
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: PSPETHC601B Maintain and enhance confidence in public service PSPGOV601B Apply government systems PSPGOV605A Persuade and influence opinion PSPMNGT605B Manage diversity PSPMNGT608B Manage risk PSPMNGT609B Formulate business strategies PSPLEGN601B Manage compliance with legislation in the public sector PSPOHS602A Manage 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 preparation of high-level/sensitive written materials 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 written communication in the public sector examples of complex workplace documents government style guide organisational writing guides case studies and workplace scenarios to capture the range of situations likely to be encountered when preparing high-level/sensitive written materials |
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 preparing high-level/sensitive written materials, including coping with difficulties, irregularities and breakdowns in routine preparation of high-level/sensitive written materials 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: portfolios projects 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: reading and writing at a level to cope with a range of complex and sensitive workplace materials critically analysing and synthesising information to compose complex written documents researching other pertinent information, such as supporting/opposing position papers refining content, structure and sequence according to the required purpose of written material analysing and using language structures and features that influence the interpretation of written communication using spelling, punctuation and grammar for workplace documents at an experienced level providing feedback on other people's work in ways suited to the diversity of the workplace, including creation of learning opportunities to improve research/document input cross-cultural communication requirements implementing ergonomic requirements for office work complying with environmental policies such as those relating to paper use/wastage/recycling |
Knowledge requirements Look for evidence that confirms knowledge and understanding of: legislation, regulations, policies, procedures and guidelines relating to written communication in the public sector such as privacy, freedom of information, information security, confidentiality, copyright, intellectual property critical analysis of complex information in a government context politically and culturally sensitive documents organisational requirements for complex written documents government style manual requirements persuasive written language devices and their ethical use for calculated effect the ways in which socio-cultural factors, language features and structures combine to influence the interpretation of written information equal employment opportunity, equity and diversity principles public sector legislation such as occupational health and safety and environment in the context of preparing complex/sensitive written materials |
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. | |
Communication objectives may include: | influencing opinion share information brief Minister reach consensus shape opinion influence policy represent the organisation's position represent the business unit's position build reputation (of self and organisation) market services obtain funding |
Stakeholders may include: | all those individuals and groups both inside and outside the government that have some direct interest in government conduct, actions, products and services, such as: employees at all levels of the public sector government Ministers clients the public other public sector organisations other jurisdictions union and association representatives boards of management international governments international bodies community groups non-government organisations special interest groups key individuals of influence |
Organisation of subject matter may include: | identifying features, advantages and benefits and aligning evidence/examples anticipating likely disagreements and structuring material to address these |
Legislation, policy and guidelines may include: | State/Territory and Commonwealth legislation, regulations, policies, guidelines and standards relating to high-level written communication in the public sector, such as: ethics and accountability guidelines/codes of practice information security standards principles of equal employment opportunity, equity and diversity confidentiality freedom of information privacy intellectual property fraud standards copyright risk management |
Communication approach may include: | consideration of wider organisational/public sector issues consideration of political sensitivities language calculated to appeal emotionally to a particular audience, such as authoritative, serious, informal, informative cultural, ethnic, diversity or equity considerations working within government processes and operational frameworks consultative collaborative assertive reasonable |
Complex documents may include: | Cabinet submissions briefing papers speeches media briefs position papers discussion papers business cases reports public policy strategies justification for policy development policy guidance |
Organisational requirements may include: | use of plain English style formats acknowledgements particular terminology to be used/not used: acronyms technical terms bureaucratic language abbreviations requirements for minimising jargon in written materials requirements for written material to take account of cultural, ethnic, religious or language differences, disabilities, etiquette guidelines for illustrative items standards for references, acknowledgements, citations, footnotes, endnotes use of particular communication channels private or confidential materials embargoed material politically sensitive materials security standards for government information |
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 |
|---|---|---|---|
| Communicationobjectives are clarified, stakeholders are identified and political or other sensitivities are determined | |||
| Research is undertaken to anticipate the likely attitudes of and positions of stakeholders on the matter/s under consideration | |||
| Subject matter is researched/organised, key messages to be conveyed are distilled and tactics are planned to utilise written materials to maximise outcomes for the organisation in accordance with legislation, policy and guidelines | |||
| Other positions are considered critically to evaluate complex levels of meaning in written communication and to identify impartiality, bias or unsupported argument | |||
| Written materials are examined for subtext, significant inclusions and exclusions, socio-cultural values, attitudes and assumptions | |||
| Complex concepts and ideas are explored to clarify understanding, and justify, or challenge interpretations based on underlying assumptions, beliefs and values | |||
| Evidence is compared and contrasted and sources referred to are evaluated for reliability and authenticity | |||
| Evidence is used to test other positions and draw conclusions about their validity and strengths | |||
| Communication approach is chosen and used to positively influence and remove barriers to understanding for the given audience | |||
| Risk assessment is undertaken and risk management is implemented in relation to document preparation and content | |||
| Input information/documents provided by others are analysed for fit with the chosen approach and to ensure consistency of values, attitudes and opinions | |||
| Information is synthesised and complex documents are prepared in accordance with organisationalrequirements, legislation, policy and procedures | |||
| Feedback from others is obtained on the documents' effectiveness for the purpose intended, outcomes are assessed and lessons learnt are articulated and used to underpin future writing | |||
| Feedback is provided to contributors of information/documents to improve future input in a manner that provides learning opportunities for the contributors | |||
| Communication objectives are clarified, stakeholders are identified and political or other sensitivities are determined. | |||
| Research is undertaken to anticipate the likely attitudes of and positions of stakeholders on the matter/s under consideration. | |||
| Subject matter is researched/organised, key messages to be conveyed are distilled and tactics are planned to utilise written materials to maximise outcomes for the organisation in accordance with legislation, policy and guidelines. | |||
| Other positions are considered critically to evaluate complex levels of meaning in written communication and to identify impartiality, bias or unsupported argument. | |||
| Written materials are examined for subtext, significant inclusions and exclusions, socio-cultural values, attitudes and assumptions. | |||
| Complex concepts and ideas are explored to clarify understanding, and justify, or challenge interpretations based on underlying assumptions, beliefs and values. | |||
| Evidence is compared and contrasted and sources referred to are evaluated for reliability and authenticity. | |||
| Evidence is used to test other positions and draw conclusions about their validity and strengths. | |||
| Communication approach is chosen and used to positively influence and remove barriers to understanding for the given audience. | |||
| Risk assessment is undertaken and risk management is implemented in relation to document preparation and content. | |||
| Input information/documents provided by others are analysed for fit with the chosen approach and to ensure consistency of values, attitudes and opinions. | |||
| Information is synthesised and complex documents are prepared in accordance with organisational requirements, legislation, policy and procedures. | |||
| Feedback from others is obtained on the documents' effectiveness for the purpose intended, outcomes are assessed and lessons learnt are articulated and used to underpin future writing. | |||
| Feedback is provided to contributors of information/documents to improve future input in a manner that provides learning opportunities for the contributors. |
Forms
Assessment Cover Sheet
PSPGOV606A - Prepare high-level_sensitive written materials
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Assessment Record Sheet
PSPGOV606A - Prepare high-level_sensitive written materials
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Assessment task 1: [title] Result: Competent Not yet competent
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