Assessor Resource

PSPMNGT615A
Influence workforce effectiveness

Assessment tool

Version 1.0
Issue Date: March 2024


Not applicable.

This unit covers the competency to ensure the effectiveness of the workforce, whether staff or contractors, in promoting the attainment of strategic objectives. It includes providing leadership to individuals and work teams, creating a cooperative work environment, capitalising on workplace emotions, motivating the workforce to achieve quality results, and delegating work to achieve strategic objectives, and managing up.

In practice influencing workforce effectiveness occurs in the context of other generalist or specialist work functions such as managing performance, managing diversity, managing change, managing client service.

This unit is one of a series of 4 units of competency relating to working with others, located in the Competency fields of Working in Government and Management. Related units are:

PSPGOV302B Contribute to workgroup activities

PSPGOV404B Develop and implement work unit plans

PSPGOV511A Provide leadership

This unit replaces PSPMNGT601A Facilitate workforce effectiveness. The units are not equivalent as elements dealing with emotional intelligence and managing up have been added.

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

PSPGOV602B Establish and maintain strategic networks

PSPLEGN601B Manage compliance with legislation in the public sector

PSPPOL603A Manage policy implementation

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 the Employability Skills as they relate to this unit (see Employability Summaries in Qualifications Framework)

workforce effectiveness influenced in a range of (3 or more) contexts (or occasions, over time) such as working with staff, clients and contractors

Resources required to carry out assessment

These resources include:

procedures and protocols

public sector policies and legislation such as those dealing with:

human resource management and development

workforce capability

case studies and workplace scenarios to capture the range of situations likely to be encountered when influencing workforce effectiveness

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 facilitating workforce effectiveness, including coping with difficulties, irregularities and breakdowns in routine

workforce effectiveness influenced in a range of (3 or more) contexts (or occasions, over time) such as working with staff, clients and contractors

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:

delegating work to others

counselling and resolving conflict in teams

using team building strategies

using facilitation, negotiation and consultation requiring exchanges of complex oral information

using consensual decision making skills

keeping check of emotions when challenges arise, maintaining composure, perceiving the emotional motivators that drive individuals and groups in the workplace and engaging those motivators, where appropriate, to optimize organisational performance

using a variety of words and language structures to explain complex ideas to different audiences

interpreting and explaining complex, formal documents and assisting others to apply them in the workplace

responding to diversity, including gender and disability

applying occupational health and safety strategies relevant to managing and working with others in a public sector workplace

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

organisational goals, policies and procedures

equal employment opportunity, equity and diversity principles

the relationship between effective human resource functions and the attainment of business unit objectives

human resource policies and practices

emotional intelligence principles and strategies

group processes and facilitation techniques

team building strategies

the organisation's career and human resource development strategies, programs and plans

conflict resolution strategies

jurisdictional legislation applicable to management and human resource management functions

occupational health and safety issues relevant to managing and working with others in a public sector workplace

environmental and sustainability issues relevant to managing and working in a public sector 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.

Workforce members may include:

employees

consultants

external contractors

job rotation staff

trainees

Leadership refers to:

the process of influencing others to engage in work behaviours that facilitate the attainment of the business unit's strategic objectives

Business unit may refer to:

a program

sub-program

cost centre

area

division

branch

production unit or section located within the organisation

Emotional strengths may include ability to:

monitor and control negative emotions

recognise and respond to others' emotional states

see beyond an immediate emotional reaction to the real cause, rather than responding to the emotions on face value

Identification of emotions may need to take account of:

the varying cultural expressions of emotion

Others in the workplace may include:

management

staff

clients

contractors

Emotions may include:

anger

anxiety

apprehension

caring

confidence

depression

elation

enthusiasm

excitement

fear

happiness

inadequacy

joy

nervousness

over-confidence

pride

stress

under-confidence

unhappiness

Development of emotional intelligence may occur through:

mentoring

shadowing

coaching

training

simulation

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)

Team building strategies may include:

defining and clarifying objectives/work area plans

strengthening communication processes

clarifying ground rules and behavioural expectations

fostering creativity

offering constructive feedback

providing facilitated meetings

recognising achievements

Others may include:

superiors

reportees

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 vision and strategic goals of the organisation that impact on the work area are identified and promoted 
Workforce members are regularly consulted on business objectives, plans and operational issues to minimise role ambiguity and uncertainty 
Roles, functions, responsibilities and work goals are defined in accordance with organisational requirements, and are communicated and agreed 
Opportunities are provided for workforce members to clarify aspects of particular tasks, resolve issues and seek feedback or further direction 
Encouragement is provided to develop new and innovative practices, procedures, processes, technologies and strategies in line with corporate values, vision and goals 
Leadership is provided appropriate to changing priorities and situations and takes account of the specific needs of a diverse workforce 
Cooperation in the work environment is actively facilitated through balanced and fair work allocation and recognition of all contributions 
Teams and individuals are encouraged to find styles of working which are consistent both with team and individual competencies, preferences and business unit objectives 
Conflict management strategies are used to facilitate a cooperative work environment 
Cooperative and productive relationships with individuals and teams are established 
Leadership style and guidance that take into account the differing needs and background of a diverse workforce are used 
Emotional strengths and triggers are identified for self and others in the workplace, and communication, client service or work allocations are tailored to take account of these 
Self-reflection and feedback is used to identify the effect on others of own emotions, and emotional control is exerted to model positive workplace behaviour 
Opportunities are provided for others to express their thoughts and feelings, and emotions are taken into account in decision making to maintain a positive emotional climate in the workplace 
Assistance is provided to others to identify the effect of emotions in the workplace and to develop and use their own emotional intelligence to build productive relationships and maximise workplace outcomes 
Ways to motivate a diverse workforce are explored and matched to individual needs 
Opportunities are identified for individuals to develop competencies required to meet work objectives 
Individuals' career development requirements are recognised and balanced with team objectives 
Feedback that is prompt, consistent and constructive and ongoing is provided on performance 
Achievements are promoted and rewarded in a way which openly acknowledges the contribution of individuals and teams 
Team building strategies are applied to strengthen individual and team commitment to organisational vision and work unit goals 
Work is delegated in accordance with individual competencies or as development opportunities arise, and sufficient information is communicated, resources allocated and support provided to enable tasks to be completed successfully 
Responsibilities are delegated while still accepting accountability for their success/failure 
Mechanisms for monitoring progress in achieving work goals are established and implemented in accordance with organisational policy and practices 
Areas for improvement are determined collaboratively and improved processes/strategies are implemented 
Tasks are delegated effectively to facilitate the attainment of business unit objectives and the continuous improvement of business processes 
Up-to-date and accessible record of delegations is maintained in accordance with organisational policy and procedures 
People and influences outside the immediate work environment with the potential to affect work priorities, outcomes and resources are identified 
Role relationships and responsibilities for managing up are analysed 
Strategies are developed and implemented to ensure executives consider the operational consequences of policy changes 
Strategies are used to engage support for public sector activities and ensure sufficient resources are provided to implement initiatives 
Self-evaluation and feedback from others on own performance is used to continuously improve performance and outcomes 
The vision and strategic goals of the organisation that impact on the work area are identified and promoted. 
Workforce members are regularly consulted on business objectives, plans and operational issues to minimise role ambiguity and uncertainty. 
Roles, functions, responsibilities and work goals are defined in accordance with organisational requirements, and are communicated and agreed. 
Opportunities are provided for workforce members to clarify aspects of particular tasks, resolve issues and seek feedback or further direction. 
Encouragement is provided to develop new and innovative practices, procedures, processes, technologies and strategies in line with corporate values, vision and goals. 
Leadership is provided appropriate to changing priorities and situations and takes account of the specific needs of a diverse workforce. 
Cooperation in the work environment is actively facilitated through balanced and fair work allocation and recognition of all contributions. 
Teams and individuals are encouraged to find styles of working which are consistent both with team and individual competencies, preferences and business unit objectives. 
Conflict management strategies are used to facilitate a cooperative work environment. 
Cooperative and productive relationships with individuals and teams are established. 
Leadership style and guidance that take into account the differing needs and background of a diverse workforce are used. 
Emotional strengths and triggers are identified for self and others in the workplace, and communication, client service or work allocations are tailored to take account of these. 
Self-reflection and feedback is used to identify the effect on others of own emotions, and emotional control is exerted to model positive workplace behaviour. 
Opportunities are provided for others to express their thoughts and feelings, and emotions are taken into account in decision making to maintain a positive emotional climate in the workplace. 
Assistance is provided to others to identify the effect of emotions in the workplace and to develop and use their own emotional intelligence to build productive relationships and maximise workplace outcomes. 
Ways to motivate a diverse workforce are explored and matched to individual needs. 
Opportunities are identified for individuals to develop competencies required to meet work objectives. 
Individuals' career development requirements are recognised and balanced with team objectives. 
Feedback that is prompt, consistent and constructive and ongoing is provided on performance. 
Achievements are promoted and rewarded in a way which openly acknowledges the contribution of individuals and teams. 
Team building strategies are applied to strengthen individual and team commitment to organisational vision and work unit goals. 
Work is delegated in accordance with individual competencies or as development opportunities arise, and sufficient information is communicated, resources allocated and support provided to enable tasks to be completed successfully. 
Responsibilities are delegated while still accepting accountability for their success/failure. 
Mechanisms for monitoring progress in achieving work goals are established and implemented in accordance with organisational policy and practices. 
Areas for improvement are determined collaboratively and improved processes/strategies are implemented. 
Tasks are delegated effectively to facilitate the attainment of business unit objectives and the continuous improvement of business processes. 
Up-to-date and accessible record of delegations is maintained in accordance with organisational policy and procedures. 
People and influences outside the immediate work environment with the potential to affect work priorities, outcomes and resources are identified. 
Role relationships and responsibilities for managing up are analysed. 
Strategies are developed and implemented to ensure executives consider the operational consequences of policy changes. 
Strategies are used to engage support for public sector activities and ensure sufficient resources are provided to implement initiatives. 
Self-evaluation and feedback from others on own performance is used to continuously improve performance and outcomes. 

Forms

Assessment Cover Sheet

PSPMNGT615A - Influence workforce effectiveness
Assessment task 1: [title]

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I declare that the assessment tasks submitted for this unit are my own work.

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Assessment Record Sheet

PSPMNGT615A - Influence workforce effectiveness

Student name:

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Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

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Overall assessment result: Competent Not yet competent

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