ELEMENT

PERFORMANCE CRITERIA

1. Respond to enquiries

1.1 Responses are provided to enquiries from staff, the public and other clients in a timely manner or the matter is referred in accordance with organisational procedures

1.2 Activelistening techniques are utilised

1.3 Respect for the individual is maintained and specific needs are identified and addressed in accordance with organisational policy and procedures

1.4 Conflict or difficult situations are resolved in a confidential manner in accordance with standard procedures or are referred to others in accordance with organisational policy and procedures

1.5 Communication is undertaken within the mandate of public sector legislation, the organisational code of conduct and ethics standards

2. Receive and give directions

2.1 Oral directions are received, clarified and assessed to ensure they are ethical, lawful and reasonable

2.2 Directions are acted on promptly in accordance with organisational policy and procedures or refused in accordance with public sector standards and ethics guidelines

2.3 Directions are relayed in a clear and concise manner appropriate to the receiver

2.4 Understanding of the directions by the receiver is questioned and confirmed

2.5 Feedback on directions and outcomes is provided in accordance with organisational requirements

3. Participate in meetings

3.1 Meeting agenda is confirmed and followed

3.2 Input is focused on the objectives of the meeting and the agenda item at hand

3.3 Input is provided fully but succinctly and in accordance with meeting protocol

3.4 Other attendees are encouraged to participate in a manner suited to their experience and individual needs

3.5 Meeting participants are treated with respect and trust-building behaviours are used to enhance relationships and meeting outcomes

4. Make presentations within the workgroup

4.1 Job-related presentations are prepared and made within the workgroup

4.2 Presentations are logically structured to contain relevant, accurate and complete information/content

4.3 Presentations are structured and delivered to suit the intended audience

4.4 Feedback is obtained from the audience and used to improve future presentations

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 non-verbal 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

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:

PSPETHC301B Uphold the values and principles of public service

PSPGOV301B Work effectively in the organisation

PSPGOV302B Contribute to workgroup activities

PSPGOV303B Build and maintain internal networks

PSPGOV306B Implement change

PSPGOV307B Organise workplace information

PSPGOV308B Work effectively with diversity

PSPGOV315A Give and receive workplace feedback

PSPLEGN301B Comply with legislation in the public sector

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 (3 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 (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

demonstration

observation

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

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

Working in Government

This unit contains employability skills.