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Evidence Guide: PSPETHC501B - Promote the values and ethos of public service

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

PSPETHC501B - Promote the values and ethos of public service

What evidence can you provide to prove your understanding of each of the following citeria?

Promote ethical standards

  1. Interpretation of ethical standards is discussed with senior staff to ensure common understanding of requirements
  2. The ethical obligations of public service and the consequences of unethical conduct are explained to others in a manner suited to their levels of understanding, experience and specific needs
  3. Conduct of self and others is assessed against ethics standards, legislation and guidelines, and feedback or assistance is timely, constructive, and consistent
  4. Impartial, culturally and politically neutral advice is provided in accordance with organisational procedures
  5. Resolution and/or referral of ethical problems identified in dealings with staff and the public are used as learning opportunities within the workgroup without compromising privacy and confidentiality considerations
Interpretation of ethical standards is discussed with senior staff to ensure common understanding of requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The ethical obligations of public service and the consequences of unethical conduct are explained to others in a manner suited to their levels of understanding, experience and specific needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct of self and others is assessed against ethics standards, legislation and guidelines, and feedback or assistance is timely, constructive, and consistent

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Impartial, culturally and politically neutral advice is provided in accordance with organisational procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resolution and/or referral of ethical problems identified in dealings with staff and the public are used as learning opportunities within the workgroup without compromising privacy and confidentiality considerations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist staff to avoid conflicts of interest

  1. Conflict of interest requirements are explained to staff using language and supporting material suitable to their needs and the situations they are likely to experience
  2. Matters involving competing interests or conflicting views on appropriate action are discussed with staff, and resolved or referred in accordance with policy and guidelines
Conflict of interest requirements are explained to staff using language and supporting material suitable to their needs and the situations they are likely to experience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Matters involving competing interests or conflicting views on appropriate action are discussed with staff, and resolved or referred in accordance with policy and guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model and foster integrity of conduct

  1. Personal work practices are used to provide a consistent example of desired ethical conduct, and staff/team values are developed through collaboration and leadership
  2. Ethical, lawful and reasonable directions are provided to staff, and protection is provided from reprisals for refusing others' directions to act unethically
  3. The principles of procedural fairness are modelled and explained to others using strategies and language suited to their levels of understanding, experience and specific needs
  4. Decision making which upholds ethical standards is used, promoted and explained to others
  5. The risk of unethical conduct is assessed in accordance with organisational guidelines, and changes to policies or practices are recommended to improve outcomes
  6. The reporting of suspected unethical conduct is encouraged, dealt with in a confidential manner and acted on promptly, and in accordance with policy and procedures
Personal work practices are used to provide a consistent example of desired ethical conduct, and staff/team values are developed through collaboration and leadership

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ethical, lawful and reasonable directions are provided to staff, and protection is provided from reprisals for refusing others' directions to act unethically

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The principles of procedural fairness are modelled and explained to others using strategies and language suited to their levels of understanding, experience and specific needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decision making which upholds ethical standards is used, promoted and explained to others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The risk of unethical conduct is assessed in accordance with organisational guidelines, and changes to policies or practices are recommended to improve outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The reporting of suspected unethical conduct is encouraged, dealt with in a confidential manner and acted on promptly, and in accordance with policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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, a range of (2 or more) generalist or specialist units of competency at Diploma level. Choice from the following units is recommended:

PSPGOV502B Develop client services

PSPGOV503B Coordinate resource allocation and usage

PSPGOV506A Support workplace coaching and mentoring

PSPGOV511A Provide leadership

PSPGOV508A Manage conflict

PSPGOV517A Coordinate risk management

PSPHR503A Facilitate performance management processes

PSPLEGN501B Promote compliance with legislation in the public sector

PSPPM502B Manage complex projects

PSPPROC502A Establish contract management arrangements

PSPPROC503A Manage contract performance

PSPREG501B Conduct prosecutions

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

promotion of the values and ethos of public service in a range of (3 or more) contexts (or occasions, over time) where contexts include generalist or specialist work activities such as developing client services, coordinating financial resources, providing human resource services, conducting investigations, letting contracts etc

Resources required to carry out assessment

These resources include:

ethics-related legislation and guidelines

codes of conduct and codes of ethics

public sector standards, procedures and protocols

ethical decision making/problem solving models

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 working ethically and promoting ethical behaviour in others in a public sector environment, including coping with ambiguity, difficulties, irregularities and breakdowns in routine

promotion of the values and ethos of public service in a range of (3 or more) contexts (or occasions, over time) where contexts include generalist or specialist work activities such as developing client services, coordinating financial resources, providing human resource services, conducting investigations, letting contracts etc

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

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

Required Skills and Knowledge

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

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

public sector ethics

organisational code of ethics/conduct

legislation related to privacy, freedom of information, human rights, whistleblower protection

procedural fairness

equal employment opportunity, equity and diversity principles

procedures for declaring conflicts of interest

procedures or protocols for reporting unethical conduct

occupational health and safety procedures relating to ethical work practices

Skill requirements

Look for evidence that confirms skills in:

applying ethical decision making/problem solving

using a variety of words and language structures to explain complex ideas to different audiences

interpreting and explaining complex, formal documents and assisting others to apply them in the workplace

using strategies to clarify understanding

preparing written advice and reports requiring accuracy of expression

accessing legislation and codes of ethics electronically or in hard copy

responding to diversity, including gender and disability

assisting others to apply occupational health and safety and environmental procedures relating to ethical work practices

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 bold italics in the Performance Criteria is explained here.

Consequences of unethical behaviour may include:

disciplinary action

transfer

demotion

dismissal

legal liability

that outlined in legislation, policy and/or guidelines

Ethics standards may include:

public sector standards

standards referred to in State/Territory/Commonwealth legislation

codes of ethics

organisational codes of conduct

organisational mission and values statements

organisational procedures/guidelines

government policy

professional standards

Legislation and guidelines may include:

legislation for public sector management

freedom of information legislation

privacy legislation

equal employment opportunity and anti-discrimination law

public sector standards

equity guidelines

workplace diversity guidelines

Ministerial directions

State/Territory/Commonwealth codes of ethics

organisational codes of conduct

organisational mission and values statements

organisational policy, procedures/guidelines

government policy

legal precedents

Referrals of ethical problems may be made to:

line management

human resources

workplace relations officer

grievance officer

chief executive officer

public service commissioner

public sector standards body

organisational ethics committee

internal grievance mechanisms

confidant programs (whistleblower protection programs)

organisational professional reporting procedures

unions and professional bodies

ombudsman

Ethical problems which may need to be referred rather than resolved at this level may include:

conflict between public sector standards and personal values

conflict between public sector standards and other standards such as professional standards

conflict between public sector standards and directions of a senior officer or Minister

tension between two 'rights' for example, the right to privacy versus the right to freedom of information

conflict regarding issues of personal and organisational intellectual property

Conflicts of interest may include:

perceived, potential and actual conflicts

bribery

improper use of official information

offers of gifts, entertainment

outside employment

intellectual property

favours for friends, relatives and others

memberships of organisations

political activity

pecuniary and non-pecuniary conflicts

conflicts relating to tendering and contracting

Principles of procedural fairness may include:

the right to be heard/put your case

the right to be informed of a complaint or case against you

the right to be advised of the outcome/recommendations of an investigation involving you

the right to know reasons for decisions affecting you

the right to privacy

the right to representation

the right to remain silent

the decision maker should not be a judge in his/her own cause

in accordance with the law

Unethical conduct may include:

fraud, corruption, maladministration and waste

unauthorised access to and use of information, money/finances, vehicles, equipment, resources

improper public comment on matters relating to the government and/or the organisation

falsifying records

giving false testimonials

dishonesty

improper use of telephones, credit cards, frequent flyer points, email and Internet

extravagant or wasteful practices

personal favours, preferential treatment

putting barriers in place, hindering, blocking action

compromising behaviour including sexual harassment

directing others to act unethically

oppressive/coercive management decisions

resorting to illegality to obtain evidence

Actions relating to the reporting of unethical conduct may include:

protection and support of those reporting unethical conduct

informal, low key investigation and evidence gathering to confirm allegations

referral to authority identified in guidelines

use of confidant programs such as whistleblower protection programs or organisational professional reporting procedures