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Evidence Guide: PSPGOV201B - Work in a public sector environment

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

 

PSPGOV201B - Work in a public sector environment

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

Access and use legislation and guidelines

  1. The range of legislation and guidelines common to employment in a public sector organisation is accessed
  2. The key principles contained in the legislation and guidelines are identified
  3. Information is clarified in order to confirm own understanding
  4. Work is undertaken in accordance with the principles contained in legislation and guidelines
The range of legislation and guidelines common to employment in a public sector organisation is accessed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The key principles contained in the legislation and guidelines are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is clarified in order to confirm own understanding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work is undertaken in accordance with the principles contained in legislation and guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access and use organisational information

  1. The staffing and organisational structure is identified
  2. Procedures for dealing with staff at all levels of the organisation are identified and clarified
  3. Procedures for dealing with clients are identified
  4. Sources of assistance are identified, and types of assistance available from each source are identified
  5. Work is carried out within organisational procedures
The staffing and organisational structure is identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Procedures for dealing with staff at all levels of the organisation are identified and clarified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Procedures for dealing with clients are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sources of assistance are identified, and types of assistance available from each source are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work is carried out within organisational procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with diversity

  1. Appreciation of the differences between colleagues is demonstrated through workplace behaviour
  2. Communication styles are used to take account of workplace diversity and reflect the principles of emotional intelligence
  3. Contribution to the workgroup is made to utilise personal strengths and take any opportunities provided to develop new competencies
  4. The requirements of multicultural awareness and anti-discrimination legislation are met
Appreciation of the differences between colleagues is demonstrated through workplace behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication styles are used to take account of workplace diversity and reflect the principles of emotional intelligence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribution to the workgroup is made to utilise personal strengths and take any opportunities provided to develop new competencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The requirements of multicultural awareness and anti-discrimination legislation are met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate career options

  1. Personal working and learning styles, values and attitudes are identified and weighed against the requirements of current and potential work opportunities
  2. Personal work goals are identified and prioritised
  3. Advice is obtained on future work/career options
  4. A range of possible career paths is identified and initial planning undertaken to map out broad competency areas and experiences required to pursue them
  5. Personal development is planned to prepare for career options
  6. Learning opportunities are sought and accessed in line with personal work goals
Personal working and learning styles, values and attitudes are identified and weighed against the requirements of current and potential work opportunities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal work goals are identified and prioritised

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advice is obtained on future work/career options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A range of possible career paths is identified and initial planning undertaken to map out broad competency areas and experiences required to pursue them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal development is planned to prepare for career options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Learning opportunities are sought and accessed in line with personal work goals

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 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:

PSPGOV202B Use routine workplace communication techniques

PSPGOV203B Deliver a service to clients

PSPGOV204B Access and use resources

PSPGOV205B Participate in workplace change

PSPGOV206B Handle workplace information

PSPGOV208A Write routine workplace materials

PSPOHS201B Follow workplace safety procedures

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

completing work in a range of (3 or more) public sector contexts, such as different work functions or roles (or 3 or more occasions, over time)

Resources required to carry out assessment

These resources include:

legislation, policy, procedures and protocols relating to work in the public sector

case studies and workplace scenarios to capture the range of situations likely to be encountered when working in a public sector environment

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 in a public sector environment, including coping with difficulties, irregularities and breakdowns in routine

completing work in a range of (3 or more) public sector contexts, such as different work functions or roles (or 3 or more 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

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.

Skill requirements

Look for evidence that confirms skills in:

accessing and identifying information

scanning techniques to locate main ideas

reading written materials such as manuals and codes of practice

responding to diversity, including gender and disability

using interpersonal communication including negotiating strategies to clarify understanding

recognising own and others' emotions in the workplace

using information technology and the Internet

applying public sector legislation such as occupational health and safety and environmental procedures in the workplace

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

public sector legislation, regulations and guidelines

organisation guidelines and procedures

principles of cultural awareness, workplace diversity and emotional intelligence and their application in the workplace

codes of conduct

equal employment opportunity, equity and diversity principles

principles of personal career planning

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.

Legislation may include

anti-discrimination

duty of care

employee relations

employment

equal employment opportunity

fraud control

freedom of information

government security management

occupational health and safety

privacy

public sector management

whistleblowers protection

workplace diversity

workplace harassment

international legislation/codes of practice

Guidelines may include

public sector standards

relevant public sector code of ethics

organisational code of conduct

organisational mission and values statements

organisational procedures/guidelines

government policy

Ministerial directions

directives from head of organisation

standard operational procedures

Key principles may include

honesty and integrity

confidentiality and non-disclosure of official information

security of information, resources, facilities and people

due care and diligence

avoiding conflicts of interest

obeying lawful and reasonable direction

compliance with the law

Clients may include

the public

private enterprise

other public sector organisations

internal clients

the Minister

Sources of assistance may include

colleagues

immediate supervisor

line management

human resources personnel

workplace representatives/union personnel

Organisational procedures may include

mission and values statements

organisational charts

strategic plans

business unit and work area plans

customer service charters

induction materials

standard operating procedures

relevant workplace agreements

disciplinary processes

grievance procedures

advertising materials

Internet and/or intranet web pages

Individual differences may include

age

cultural background

disability

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

Colleagues may include

peers

junior staff

internal stakeholders

external stakeholders/clients/customers

supervisors and senior management

Emotional intelligence is

widely recognised as the ability of an individual to monitor their own and others' emotions in a social or work environment, to discriminate among the emotions and to use the information to guide their thinking and actions

characterised by self-awareness (personal), self-management (personal), social awareness (social) and relationship management (social)

Advice may include

formal/informal performance appraisals

feedback from supervisors and colleagues

reflection/comment on personal goals

vocational/career counselling