- PSPGOV509A - Conduct evaluations
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
PSPGOV509A Mapping and Delivery Guide
Conduct evaluations
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | PSPGOV509A - Conduct evaluations |
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| Description | This unit covers evaluation relevant to the full range of processes and outcomes in the public sector such as policy, procedures, processes, structures, service delivery, projects etc. It includes identifying the purpose of the evaluation, identifying the evaluation process and tools, carrying out the evaluation, analysing results, reporting outcomes and recommending action.In practice, conducting evaluations may overlap with other generalist or specialist public sector workplace activities such as acting ethically, complying with legislation, providing client service, developing policy etc. This is one of two competencies in the Working in Government and Management. Competency Fields that deal with evaluation in the public sector. The related unit is:PSPMNGT611A Manage evaluationsThis is a new unit of competency, added to the Working in Government Competency Field of the Training Package in 2004 | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | Not applicable. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | Not applicable. | ||
| Competency Field | Working in Government | ||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Identify the purpose of the evaluation |
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| Element: Identify evaluation methodology and tools |
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| Element: Implement evaluation |
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| Element: Report outcomes |
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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: PSPETHC501B Promote the values and ethos of public service PSPFIN501A Apply public sector financial policies and processes PSPGOV502B Develop client services PSPGOV503B Coordinate resource allocation and usage PSPGOV504B Undertake research and analysis PSPGOV505A Promote diversity PSPGOV507A Undertake negotiations PSPGOV508A Manage conflict PSPGOV511A Provide leadership PSPGOV512A Use complex workplace communication strategies PSPLEGN501B Promote compliance with legislation in the public sector PSPPM502B Manage complex projects PSPPOL501A Develop organisation policy PSPPROC504A Finalise contracts |
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 conduct of a range of (3 or more) evaluations in different contexts |
Resources required to carry out assessment | These resources include: legislation, policies, procedures and protocols access to an evaluation target case studies and workplace scenarios |
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 conducting evaluations, including coping with difficulties, irregularities and breakdowns in routine conduct of a range of (3 or more) evaluations in different contexts 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 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, assignment, 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: implementing planning, research and analysis using negotiation and problem solving undertaking project management applying statistical analysis of evaluation data using a range of communication styles to communicate with different audiences and purposes responding to diversity, including gender and disability explaining complex and formal documents such as legislation and codes of conduct and applying them to work practices developing objectives and evaluation criteria accessing legislation and codes of conduct electronically or in hard copy | |
Knowledge requirements Look for evidence that confirms knowledge and understanding of: evaluation principles - time, cost, quality, quantity, efficiency qualitative and quantitative evaluation methodologies and data analysis reporting requirements of a range of audiences legislation, policy and procedures relating to the conduct of evaluations in the public sector public sector values and codes of conduct equal employment opportunity, equity and diversity principles | |
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. | |
Purpose of evaluation may include | measuring merit/quality measuring worth or value for a particular purpose measuring results, outputs or outcomes decision making unintentional negatives |
Scope may include evaluation of | planning delivery results needs objectives design processes inputs outputs outcomes impact |
Stakeholders may include | all those individuals and groups both inside and outside the organisation that have some direct interest in the organisation's behaviour, actions, products and services such as: the owner/organisation that commissioned the evaluation those subject to the evaluation process research staff who conduct evaluation contractors/consultants contracted to conduct evaluation employees at all levels of the organisation community clients other public sector organisations private sector non-government organisations union and association representatives boards of management government Ministers |
Criteria for evaluation may include | whether objectives have been met standards against which to compare quality baseline studies for comparison performance measures key success areas key performance indicators results/outputs/outcomes value for money public interest |
Evaluation methods may be | qualitative quantitative anonymous |
Measuring tools may include | surveys interviews questionnaires focus groups semi-structured interview techniques document analysis process analysis observation tests |
Media for measuring tools may include | paper-based Internet-based electronic face-to-face telephone. |
Evaluation infrastructure may include | steering committee manager internal/external research staff internal/external administrative staff office telephone technology web site equipment consumables resources including budget internal/external specialist or technical support contractors consultants |
Research staff may include | in-house staff contractors consultants |
Presentation of information may include | interim reports progress reports draft reports executive summaries to meetings, groups, seminars Internet or email |
Legislative and organisational requirements may include | Commonwealth and State/Territory legislation including equal employment opportunity and anti-discrimination law, for example: Commonwealth Racial Discrimination Act Commonwealth Human Rights and Equal Opportunity Act Commonwealth Sex Discrimination Act Commonwealth Disability Discrimination Act. national and international codes of practice and standards the organisation's policies and practices government policy codes of conduct confidentiality privacy ethical practices and procedures intellectual property copyright |
Recommendations for action may include | new goals improvement strategies changes to services, products governance strategies change management strategies termination replacement |
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 purpose, scope and terms of reference of the evaluation are confirmed with key stakeholders and approvals are gained in accordance with organisational requirement | |||
| The range of documentary evidence, individuals and organisations who can provide specialist input are identified and commitment is gained for their contribution to the evaluation | |||
| Information critical to the evaluation is determined to inform the selection of the evaluation methodology and tools | |||
| Ownership of the evaluation data/outcomes and right of access to the reported results are determined in accordance with organisational policy and procedures | |||
| Criteria for the evaluation and the audience for evaluation results are identified and communicated to stakeholders | |||
| Evaluation methods are selected from a range of alternatives to suit the scope, purpose and outcome requirements of the evaluation | |||
| Measuring tools and media are selected/developed to ensure valid and reliable evaluation results | |||
| An evaluation strategy is formulated in consultation with key stakeholders to ensure acceptance and commitment | |||
| Resource needs are determined in accordance with budgetary constraints and obtained in accordance with organisational policy and procedures | |||
| Evaluation infrastructure is established in accordance with evaluation requirements and resource constraints | |||
| Implementation tasks are defined and clarified with stakeholders in accordance with the evaluation methodology | |||
| Evaluation strategy is implemented and data collected, collated and recorded against evaluation criteria in accordance with planned methodology | |||
| Expectations are managed and barriers to the evaluation are identified and addressed or referred in accordance with organisational policy and procedures | |||
| Progress of the evaluation is monitored and changes are negotiated as needed to timeframes, methodology or tools in accordance with organisational policy and procedures | |||
| Data is analysed/referred for specialist analysis, and results are compared with evaluation criteria | |||
| Preliminary results are presented for stakeholder feedback in accordance with organisational policy and procedures | |||
| The evaluation is conducted in accordance with legislative and organisational requirements | |||
| An evaluation report is prepared that compares outcomes to the evaluation criteria established at the outset, and provides supporting evidence in accordance with legislative and organisational requirements | |||
| Recommendations for action are made in accordance with the terms of reference and supported by the evaluation outcomes | |||
| Unbiased and objective evaluation outcomes are reported in a form and language to suit the intended audience of the report |
Forms
Assessment Cover Sheet
PSPGOV509A - Conduct evaluations
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Assessment Record Sheet
PSPGOV509A - Conduct evaluations
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