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Evidence Guide: PSPGOV301B - Work effectively in the organisation

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

 

PSPGOV301B - Work effectively in the organisation

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

Evaluate and develop own expertise

  1. Self-assessment of work-related competencies is made by reflecting on own workplace experience and training, and from monitoring feedback on performance in the workplace
  2. Research is undertaken to identify possible careers and compare the requirements of these careers with current skill base and development opportunities available within the organisation and across the public sector
  3. Areas requiring competency development are identified by comparing current competencies with the competency requirements of current or anticipated duties
  4. Personal learning goals are set and progress towards them monitored
  5. Potential competency recognition or development opportunities are identified and accessed in accordance with organisational policy and procedures
  6. Records of competency development are maintained and work-related competencies and experience are conveyed to relevant people as required
Self-assessment of work-related competencies is made by reflecting on own workplace experience and training, and from monitoring feedback on performance in the workplace

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Research is undertaken to identify possible careers and compare the requirements of these careers with current skill base and development opportunities available within the organisation and across the public sector

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Areas requiring competency development are identified by comparing current competencies with the competency requirements of current or anticipated duties

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Personal learning goals are set and progress towards them monitored

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Potential competency recognition or development opportunities are identified and accessed in accordance with organisational policy and procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Records of competency development are maintained and work-related competencies and experience are conveyed to relevant people as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work within the organisational structure and context

  1. A comprehensive knowledge of the organisation's structure and functioning is developed and utilised in accordance with legislation, policy and procedures
  2. An understanding of the organisation's context is developed and used
  3. The work unit's position in the organisational structure is identified, its relationship with other organisational work units examined and any protocols/difficulties/special requirements determined
  4. The contribution of the work role and the work unit to the organisation's vision, goals and outcomes is identified and confirmed
  5. Work is undertaken in a manner that has regard for the workgroup position and the organisation's structure, functioning, culture and vision
A comprehensive knowledge of the organisation's structure and functioning is developed and utilised in accordance with legislation, policy and procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

An understanding of the organisation's context is developed and used

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

The work unit's position in the organisational structure is identified, its relationship with other organisational work units examined and any protocols/difficulties/special requirements determined

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

The contribution of the work role and the work unit to the organisation's vision, goals and outcomes is identified and confirmed

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work is undertaken in a manner that has regard for the workgroup position and the organisation's structure, functioning, culture and vision

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Manage own work

  1. Individual work goals are identified, clarified and prioritised in accordance with the organisation's requirements
  2. Risks to the achievement of personal work outcomes are identified and managed in accordance with organisational risk management requirements
  3. Work strategies are selected with regard to applicable work parameters
  4. Progress with work is monitored relative to set goals, strategies and outcomes
  5. Work goals are achieved and work plans revised to attend to ongoing or new responsibilities
Individual work goals are identified, clarified and prioritised in accordance with the organisation's requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Risks to the achievement of personal work outcomes are identified and managed in accordance with organisational risk management requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work strategies are selected with regard to applicable work parameters

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Progress with work is monitored relative to set goals, strategies and outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work goals are achieved and work plans revised to attend to ongoing or new responsibilities

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:

PSPETHC301B Uphold the values and principles of public service

PSPGOV302B Contribute to workgroup activities

PSPGOV303B Build and maintain internal networks

PSPGOV305B Access and use resources and financial systems

PSPGOV306B Implement change

PSPGOV307B Organise workplace information

PSPGOV308B Work effectively with diversity

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

effective work performance 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 the public sector

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

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 effectively in the organisation, including coping with difficulties, irregularities and breakdowns in routine

effective work performance 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

portfolios

questioning

scenarios

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:

undertaking self-reflection

communicating with diverse audiences including discussion of competency recognition or development needs

responding to diversity, including gender and disability

presenting/reporting information to others

planning and time management

reading and interpreting materials such as organisational materials, competencies, position descriptions, work instructions, reports

writing including work plans, curriculum vitae, records, reports, referrals

using numeracy skills to manage time and undertake mathematical tasks embedded in information or instructions

applying equal employment opportunity, equity and diversity principles

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

legislation, regulations, policies, procedures and guidelines relating to work in the public sector

competency requirements of current duties

principles of career planning/development and taking responsibility for own learning and development

self-assessment techniques

alternative work strategies

range of learning and development strategies

the organisation's risk management procedures

public sector legislation such as occupational health and safety and environment in the context of a public sector work environment

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.

Work-related competencies may include

competencies as defined in the Public Sector Training Package

competencies as specified in other relevant Training Packages

enterprise competency standards

qualifications relevant to work responsibilities

essential knowledge and skills specified in position descriptions

Competencies may be identified through

self-assessment/self-identification

colleagues

supervisors

workplace mentors

counsellors

educational programs

specialist services for specific individual needs, such as disability, Aboriginal, language, literacy, numeracy

Competency recognition or development opportunities may include

recognition of prior learning/recognition of current competencies

formal campus-based training

workplace learning

workplace-based training

work experience

conference and seminar attendance

peer support

mentoring

coaching

acting positions

new positions

Records may include

reports of achievement

curriculum vitae

training record books

job applications

Relevant people may include

colleagues/team members

supervisors or managers

clients

Organisational structure and functioning may include

organisational hierarchy

teaming

policies

products

services

clients/customers

Legislation, policy and procedures may include

State/Territory and Commonwealth legislation and regulations such as:

public sector management acts

privacy legislation

equal employment opportunity, anti-discrimination and harassment legislation

occupational health and safety legislation.

environmental legislation

ethics and accountability standards

public sector standards

organisational policy, procedures and protocols

international legislation/codes of behaviour

Organisational context may encompass

goals

objectives

mission

values

ethos

politics

culture

social ethic

Using knowledge of organisational culture may include

to determine the importance of work requirements

to adjust working style and outcomes

to support the organisation's values/ethos

to interpret directions in light of political reality

Position of the work unit may include

position in a hierarchy

number of reporting levels

seniority of work unit head

branch of an agency/department

country branch

small/regional/remote branch

Protocols/difficulties/ special requirements may include

'head office' syndrome that develops between remote branches and head office

time for decisions to be made (in hierarchy)

amount of autonomy of work unit

practicality of delegations

approval processes

role ambiguity between work units

Risks may include

local level/self issues which can be controlled

time wasters

misuse of equipment

personal stress

Work parameters may include

productivity

flexibility

quality

opportunities

risks

timeframes

organisational structure

constraints

contingencies

support or equipment needed