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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Respond to enquiries
  2. Receive and give directions
  3. Participate in meetings
  4. Make presentations within the workgroup

Required Skills

This section describes the essential skills and knowledge and their level required for this unit

Skill requirements

Look for evidence that confirms skills in

speaking and listening relating to sustained communication exchanges

taking part in interpersonal exchanges of information with some awareness of different registers and strategies for interaction

clarifying meaning exploring issues and problem solving or referral

deriving meaning from sustained oral discussions

applying observation reading nonverbal cues especially those relating to culture ethnicity emotional state

using information presented in graphic diagrammatic or visual form

using technology such as telephones computers with audio and presentation software answering machines facsimiles

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 workplace communication in the public sector such as privacy confidentiality freedom of information

principles of effective communication including presentations

knowledge of organisation processes and hierarchy

official communication channels

organisational protocols and etiquette for oral communication

conflict resolution techniques

meeting formats and requirements

equal employment opportunity equity and diversity principles

public sector legislation such as occupational health safety and environment in the context of workplace communication

Evidence Required

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

Prerequisite unitsthat must be achieved prior to this unitNil

Corequisite unitsthat must be assessed with this unitNil

Coassessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include but are not limited to

PSPETHCB Uphold the values and principles of public service

PSPETHC301B Uphold the values and principles of public service

PSPGOVB Work effectively in the organisation

PSPGOV301B Work effectively in the organisation

PSPGOVB Contribute to workgroup activities

PSPGOV302B Contribute to workgroup activities

PSPGOVB Build and maintain internal networks

PSPGOV303B Build and maintain internal networks

PSPGOVB Implement change

PSPGOV306B Implement change

PSPGOVB Organise workplace information

PSPGOV307B Organise workplace information

PSPGOVB Work effectively with diversity

PSPGOV308B Work effectively with diversity

PSPGOVA Give and receive workplace feedback

PSPGOV315A Give and receive workplace feedback

PSPLEGNB Comply with legislation in the public sector

PSPLEGN301B Comply with legislation in the public sector

PSPOHSA Contribute to workplace safety

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

workplace communication strategies used in a range of or more contexts or occasions over time

Resources required to carry out assessment

These resources include

legislation policy procedures and protocols relating to workplace communication in the public sector

case studies and workplace scenarios to capture the range of situations likely to be encountered when using workplace communication strategies 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 using workplace communication strategies including coping with difficulties irregularities and breakdowns in routine

workplace communication strategies used in a range of 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 or more of

case studies

demonstration

observation

questioning

scenarios

simulation or role plays

authenticated evidence from the workplace andor 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


Range Statement

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.

Enquiries may be

face-to-face

by telephone

via technology and other media, such as computers, email, short message service (SMS), facsimile, pagers

long or complex enquiries from internal or external clients

at organisational rather than workgroup level

Other clients may be

other agencies

unions

professional bodies

special interest groups

Minister's office

interstate or international clients

general public

Active listening may include

listening for central ideas

considering how information applies to the situation/person

identifying/eliminating emotional triggers or psychological deaf spots

using techniques for staying in touch with what the speaker is saying, as thought speed outstrips speed of speech

paraphrasing

summarising

using silence to elicit additional information

using and recognising body language

Specific needs may relate to

age

cultural background

disability

educational level

emotional state

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

Legislation, code of conduct and ethics standards may include

Commonwealth and State/Territory legislation, standards and guidelines especially relating to equal employment opportunity, diversity, anti-discrimination

government policy

public sector code of ethics

national standards

the organisation's policies and practices

organisational code of conduct

international legislation/codes of behaviour

Trust-building behaviours may include

listening

sharing

helping

encouraging

speaking frankly and directly

respecting opinions

being consistent

cooperating

acting as equals

being confident, self-assured

accentuating the positive

acting calmly under stress

acting spontaneously and authentically

being empathetic

providing fair and accurate feedback

being physically or psychologically close

freeing and allowing

being caring/friendly

accepting and tolerating most behaviours

transparent, open, above board

open to new ideas and information

verbal and non-verbal congruency

resolving conflict and interpersonal problems

empowering and building up others

treating others as individuals

(Gordon F Shea, 1999, Making the most of being mentored)

Presentations may be

oral

formal/informal

to a small/larger group depending on the size of the workgroup

supported by graphs, charts, tables or other information

supported by electronic slideshow/presentation

Feedback may include

informal feedback during the presentation

informal feedback after the presentation

feedback from supervisor, as part of performance management