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Evidence Guide: PSPGOV302B - Contribute to workgroup activities

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

 

PSPGOV302B - Contribute to workgroup activities

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

Establish workgroup parameters

  1. Roles, responsibilities and professional working relationships in the workgroup are identified and clarified as necessary.
  2. Individual differences within the workgroup are identified and valued.
  3. Emotional triggers for self and others are identified and clarified to assist in the management of emotional responses to work issues.
  4. The varying cultural expressions of emotion are identified and utilised to respond to emotional cues within a diverse workgroup.
Roles, responsibilities and professional working relationships in the workgroup are identified and clarified as necessary.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Individual differences within the workgroup are identified and valued.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Emotional triggers for self and others are identified and clarified to assist in the management of emotional responses to work issues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The varying cultural expressions of emotion are identified and utilised to respond to emotional cues within a diverse workgroup.

Completed
Date:

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Participate in the workgroup

  1. Workgroup tasks are negotiated in accordance with individual strengths, personal preferences or development needs.
  2. Cooperation is demonstrated with others in the workgroup.
  3. Knowledge is shared with the group in accordance with legislation, policy and procedures, in order to complete tasks.
  4. Communication language/style is selected and used to take account of the task requirements and diversity of workgroup members.
  5. Constructive contributions are made to workgroup goals.
  6. Conflict/problems are addressed and resolved through discussion in the workgroup or referred in accordance with organisational policy and procedures.
Workgroup tasks are negotiated in accordance with individual strengths, personal preferences or development needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cooperation is demonstrated with others in the workgroup.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Knowledge is shared with the group in accordance with legislation, policy and procedures, in order to complete tasks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication language/style is selected and used to take account of the task requirements and diversity of workgroup members.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Constructive contributions are made to workgroup goals.

Completed
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Teacher:		 Evidence:

 

 

 

 

 

 

 

Conflict/problems are addressed and resolved through discussion in the workgroup or referred in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist workgroup members

  1. Support is provided to workgroup members to achieve goals.
  2. Assistance is provided on routine tasks as required.
  3. Professional working relationships are maintained with colleagues.
  4. Assistance with on-the-job learning and development is provided as required.
Support is provided to workgroup members to achieve goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assistance is provided on routine tasks as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Professional working relationships are maintained with colleagues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assistance with on-the-job learning and development is provided as required.

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:

PSPETHC301B Uphold the values and principles of public service

PSPGOV301B Work effectively in the organisation

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

PSPGOV312A Use workplace communication strategies

PSPGOV313A Compose workplace documents

PSPGOV314A Contribute to conflict management

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

contribution to workgroup activities 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 workgroup situations likely to be encountered 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 contributing to workgroup activities, including coping with difficulties, irregularities and breakdowns in routine

contribution to workgroup activities 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

projects

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:

communicating with diverse audiences including conflict resolution, coaching, negotiation, self-assessment

planning

applying time management

reading and interpreting materials such as organisational materials, work instructions, reports, letters, notes, emails

writing including work plans, records, reports, information

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

using technology

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 work in the public sector

equal employment opportunity, equity and diversity principles

principles of emotional intelligence and its application to working in a group

group dynamics

self-managed workgroups

roles and leadership styles in a workgroup

range of learning and development strategies

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 bold italics in the Performance Criteria is explained here.

Workgroup may include:

formal and informal work units

directed or self-directed teams

Management of emotions may be:

emotional intelligence, 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)

relationship management (social)

Emotions may include:

anger

anxiety

apathy

apprehension

caring

confidence

depression

elation

enthusiasm

excitement

fear

happiness

inadequacy

joy

nervousness

over-confidence

pride

stress

under-confidence

unhappiness

Negotiation may include:

effective listening

questioning

verbal and non-verbal communication

culturally appropriate strategies

constructive feedback

issues identification

exploring options

identifying areas of agreement

recording agreements

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

equity and diversity

racial tolerance

occupational health and safety legislation.

ethics and accountability standards

public sector standards

organisational policy, procedures and practices

organisational and public sector protocols

international legislation/codes of behaviour

Learning and development opportunities may include:

formal internal and external courses

on-the-job learning

work experiences and assignments

placement at level and higher duties

self-paced multimedia learning

assisted formal study

conference and seminar attendance

induction and orientation