ELEMENT

PERFORMANCE CRITERIA

1. Assess the need for government services

1.1 Self-introduction is made in accordance with organisational protocols.

1.2 Applicant circumstances and needs are assessed for complexity, urgency and eligibility so that priorities for service delivery can be identified.

1.3 Barriers are identified and assessed.

1.4 Professional rapport and mutual respect are established and maintained.

1.5 All relevant information is provided about the range of services available.

2. Identify government service delivery options

2.1 Personal details and relevant information about circumstances and environment are obtained, recorded and validated, within established guidelines.

2.2 Statutory or legislative provisions related to government services are identified and explained.

2.3 Accepted practice, duty of care obligations and the code of conduct of the organisation are followed and explained as required by organisational procedures.

2.4 Internal expectations about how the team plans to deliver government services are identified and reflected when interacting with the public.

2.5 Service options that match documented needs are identified.

3. Match service delivery to needs

3.1 Documented needs are used to identify the service option of best fit.

3.2 Individual differences, safety and diversity issues are identified and addressed.

3.3 Consent to receive services and exchange personal information is obtained in accordance with organisational policy and procedures.

3.4 A service offer is made based on up-to-date information on available options, consistent with entitlements under legislation, internal policy and guidelines.

3.5 Own roles and responsibilities and the rights and obligations of those receiving government services are communicated in accordance with organisational requirements.

4. Address concerns/issues

4.1 Questioning and conversation is conducted in a manner which promotes positive participation.

4.2 Active listening is employed to encourage open expression of thoughts and ideas.

4.3 Negotiation is undertaken when necessary and differences in views are accepted and considered in a way that values individual difference and encourages continuing dialogue.

4.4 Advice about communication difficulties is obtained from supervisor/appropriate officer and implemented.

4.5 Strategies to deal with aggression are applied in accordance with organisational policy and procedures.

5. Make referrals

5.1 Where there is a complexity of needs or there are issues outside the area of responsibility, support is obtained and referrals are made in accordance with organisational policy and procedures.

5.2 Networks are established and maintained, to ensure referrals to appropriate services.

5.3 Assistance is provided with access to services from within and outside the organisation in accordance with identified needs.

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

Skill requirements

Look for evidence that confirms skills in:

using active listening to gather information and clarify circumstances

reading complex, formal documents such as legislation and guidelines and explaining them to people from diverse backgrounds

gathering and analysing information to match needs to services

determining eligibility, entitlements and allowances

using strategies to deal with aggression in the government service delivery context

identifying when referrals are required and making them to the appropriate agency

responding to diversity, including gender and disability

applying workplace safety procedures in the context of government service delivery

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

the organisation's protocols for introducing oneself to customers/clients

the range of applicant circumstances and complexity of needs in the context of government service delivery

barriers to effective service delivery

service offers

range of services available through the organisation

legislation, policy and procedures relating to government service delivery, including occupational health and safety and environment and sustainability practices

principles of equal employment opportunity and diversity

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

PSPGOV402B Deliver and monitor service to clients

PSPGOV406B Gather and analyse information

PSPGOV422A Apply government processes

PSPGSD402A Administer government service delivery requirements

PSPGSD403A Conduct government service delivery interviews

PSPLEGN401A Encourage compliance with legislation in the public sector

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)

the matching of government service delivery to user needs 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 government service delivery

case studies and workplace scenarios to capture the range of people, circumstances and attitudes likely to be encountered

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 identifying and selecting government service delivery options, including coping with difficulties, irregularities and breakdowns in routine

the matching of government service delivery to user needs 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

portfolios

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 bold italics in the Performance Criteria is explained here.

Self-introductionmay include:

self-identification

purpose of meeting

organisational information

Applicant circumstances and needsmay include:

access to financial assistance

access to job network providers

Barriers may include:

homelessness

domestic violence

diversity issues

disability

substance abuse

English language, literacy and numeracy skills

access to technology

skills and training requirements

Range of servicesmay include:

benefits

referrals to external service providers

referrals to community groups

assistance in applying for training courses

access to Centrelink programs

Statutory or legislative provisions may include:

Social Security Act 1991

Social Security Administration Act 1999

Social Security International Agreements Act 1999

Australian Public Services Act 1999

Family Assistance Act 1999

Family Assistance Administration Act 1999

Student Assistance Act

Diversity may include:

age

cultural background

educational level

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

Exchange of personal informationmay be:

from referring agency

for referral to other agencies

A service offerrefers to:

appropriate government benefit and/or service

Legislation, internal policy and guidelines may include:

statutory or legislative provisions

Centrelink Development Agreement 2002 - 2005, or as revised

client agency partnerships and agreements

Active listening may include:

reading body language

summarising

questioning techniques

re-phrasing

paraphrasing

active feedback

Negotiation techniquesmay include:

questioning techniques

effective listening

verbal and non-verbal communication

culturally appropriate strategies

constructive feedback

issues identification

exploring options

identifying areas of agreement

recording agreements

Strategies to deal with aggression may be found in:

local response guidelines

area and national strategies

occupational health and safety legislation and reference material

Complexity of needs may include:

literacy

disability

homelessness

at risk of violence

mutual obligations requirements

Referrals may be made for:

family services

housing assistance

drug and alcohol support

crisis assistance

health professionals

internal specialists, such as social workers, psychologists, etc

job network providers