- PSPREG405B - Act on non-compliance
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
PSPREG405B Mapping and Delivery Guide
Act on non-compliance
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | PSPREG405B - Act on non-compliance |
|---|---|---|---|
| Description | This unit covers the competency to issue advice, instructions, warnings, notices, fines and other actions in response to non-compliance situations. It includes attending situations where non-compliance is suspected/alleged, and taking action on non-compliance.In practice, acting on non-compliance may overlap with other generalist or specialist public sector work activities such as acting ethically, exercising regulatory powers, promoting compliance, assessing non-compliance.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
| 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 | Regulatory. | ||
| 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 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Attend situations where non-compliance is suspected/alleged |
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| Element: Take action on non-compliance |
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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 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: PSPETHC401A Uphold and support the values and principles of public service PSPGOV408A Value diversity PSPGOV422A Apply government processes PSPLEGN401A Encourage compliance with legislation in the public sector PSPREG401C Exercise regulatory powers PSPREG402C Promote client compliance PSPREG403B Assess compliance |
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) action on non-compliance in a range of (3 or more) contexts (or occasions, over time) |
Resources required to carry out assessment | These resources include: legislation, regulations, policy, guidelines and standards public sector values and codes of conduct range of actions appropriate for non-compliance under the legislation/regulations/standards case studies and workplace scenarios to capture the range of situations likely to be encountered when acting on non-compliance |
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 acting on non-compliance, including coping with difficulties, irregularities and breakdowns in routine action on non-compliance 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 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: undertaking negotiation and conflict resolution applying risk management and self preservation techniques using judgment and decision making exchanging often complex oral information in a form to suit diverse audiences responding to diversity, including gender and disability writing requiring accuracy of expression and formality in structure and format applying public sector legislation such as occupational health and safety and environmental procedures in the context of actions on non-compliance |
Knowledge requirements Look for evidence that confirms knowledge and understanding of: legislation, organisational procedures and guidelines organisational parameters for decision making range of appropriate actions possible for different offences negotiation in the context of achieving compliance awareness of social and cultural issues (demographics) public sector legislation and standards occupational health and safety and environmental considerations to ensure the safety of self and others |
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. | |
Assistance may include: | other officers other jurisdictions other organisations police |
Legislation, policy and procedures may include: | enabling legislation organisational processes codes of conduct equal employment opportunity and anti-discrimination law |
Action on non-compliance may include: | oral or written instructions warnings seizure infringement notices expiation cautions fines summons notice of legal action negotiation to achieve compliance if legally possible, and in accordance with organisational policy and procedures, undertaken when exercising prosecutorial discretion (sufficiency of evidence, public interest, reasonable prospect of success) |
Clients may include: | people from all age groups, cultural and linguistic backgrounds other public sector or private sector organisations people with weapons people affected by alcohol or drugs |
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 |
|---|---|---|---|
| Procedure is followed in accordance with legal requirements and organisational policy and procedures. | |||
| Personal conduct is maintained in accordance with organisational guidelines and protocols. | |||
| Safety of self and others is protected in accordance with operational policy and procedures. | |||
| When assistance is required, requests are timely and in accordance with legislation, policy and procedures. | |||
| Activities and actions are carried out in accordance with legislation, organisational policy and procedures and the rules of evidence. | |||
| Mitigating circumstances are considered, where appropriate, in accordance with organisational policy and procedures. | |||
| Action on non-compliance is selected to match the seriousness of the offence. | |||
| Clients are informed of the action, justification for it and their rights of appeal in accordance with legislation, organisational policy and procedures. | |||
| Action is taken in accordance with legal requirements and organisational guidelines. | |||
| Personal actions/conduct are carried out in accordance with organisational guidelines and protocols and protect the rights and responsibilities of clients. |
Forms
Assessment Cover Sheet
PSPREG405B - Act on non-compliance
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
PSPREG405B - Act on non-compliance
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: