- PSPGOV312A - Use workplace communication strategies
PSPGOV312A
Use workplace communication strategies
Application
Not applicable.
Prerequisites
Not applicable.
Elements and Performance Criteria
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 |
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 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 |
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 | 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 |
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 |
Sectors
Not applicable.
Competency Field
Working in Government |
Employability Skills
This unit contains employability skills. | |
Licensing Information
Not applicable.