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Evidence Guide: PSPGOV310A - Work in and with small, regional and remote organisations

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

 

PSPGOV310A - Work in and with small, regional and remote organisations

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

Establish organisational parameters

  1. The identity and roles of key organisations, and stakeholders within those organisations, are identified
  2. The relationships between organisations and stakeholders are identified
  3. Types and general features of services available are identified
The identity and roles of key organisations, and stakeholders within those organisations, are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The relationships between organisations and stakeholders are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Types and general features of services available are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Operate effectively

  1. Knowledge of current and emerging issues affecting the area is developed
  2. Understanding of challenges facing principal client groups is applied to work activities
  3. An understanding of cross-cultural issues is reflected in work practices
  4. The value of diversity in the community is recognised and actively promoted
Knowledge of current and emerging issues affecting the area is developed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Understanding of challenges facing principal client groups is applied to work activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

An understanding of cross-cultural issues is reflected in work practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The value of diversity in the community is recognised and actively promoted

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe protocols

  1. Knowledge of different models of work and current issues that impact on the work area/organisation is reflected in work practices
  2. Consideration and understanding of the underpinning values and philosophy of the organisation are demonstrated in work undertaken
  3. Cultural protocols are observed according to community and/or legislation, policies and procedures
Knowledge of different models of work and current issues that impact on the work area/organisation is reflected in work practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consideration and understanding of the underpinning values and philosophy of the organisation are demonstrated in work undertaken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cultural protocols are observed according to community and/or legislation, policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deal with difficult situations

  1. Issues which may cause conflict or misunderstanding between own and other organisation/s are identified
  2. Difficulties are addressed in accordance with organisational policy and procedures and assistance is sought from others where required
  3. Possible cultural differences are considered when difficulties or misunderstandings occur
  4. Efforts are made to resolve misunderstandings, taking account of cultural considerations
  5. Issues and problems are referred to the appropriate officer/s for follow-up
Issues which may cause conflict or misunderstanding between own and other organisation/s are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Difficulties are addressed in accordance with organisational policy and procedures and assistance is sought from others where required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Possible cultural differences are considered when difficulties or misunderstandings occur

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Efforts are made to resolve misunderstandings, taking account of cultural considerations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Issues and problems are referred to the appropriate officer/s for follow-up

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish organisational parameters

  1. The identity and roles of key organisations, and stakeholders within those organisations, are identified.
  2. The relationships between organisations and stakeholders are identified.
  3. Types and general features of services available are identified.
The identity and roles of key organisations, and stakeholders within those organisations, are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The relationships between organisations and stakeholders are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Types and general features of services available are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Operate effectively

  1. Knowledge of current and emerging issues affecting the area is developed.
  2. Understanding of challenges facing principal client groups is applied to work activities.
  3. An understanding of cross-cultural issues is reflected in work practices.
  4. The value of diversity in the community is recognised and actively promoted.
Knowledge of current and emerging issues affecting the area is developed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Understanding of challenges facing principal client groups is applied to work activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

An understanding of cross-cultural issues is reflected in work practices.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The value of diversity in the community is recognised and actively promoted.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe protocols

  1. Knowledge of different models of work and current issues that impact on the work area/organisation is reflected in work practices.
  2. Consideration and understanding of the underpinning values and philosophy of the organisation are demonstrated in work undertaken.
  3. Cultural protocols are observed according to community and/or legislation, policies and procedures.
Knowledge of different models of work and current issues that impact on the work area/organisation is reflected in work practices.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consideration and understanding of the underpinning values and philosophy of the organisation are demonstrated in work undertaken.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cultural protocols are observed according to community and/or legislation, policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deal with difficult situations

  1. Issues which may cause conflict or misunderstanding between own and other organisation/s are identified.
  2. Difficulties are addressed in accordance with organisational policy and procedures and assistance is sought from others where required.
  3. Possible cultural differences are considered when difficulties or misunderstandings occur.
  4. Efforts are made to resolve misunderstandings, taking account of cultural considerations.
  5. Issues and problems are referred to the appropriate officer/s for follow-up.
Issues which may cause conflict or misunderstanding between own and other organisation/s are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Difficulties are addressed in accordance with organisational policy and procedures and assistance is sought from others where required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Possible cultural differences are considered when difficulties or misunderstandings occur.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Efforts are made to resolve misunderstandings, taking account of cultural considerations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Issues and problems are referred to the appropriate officer/s for follow-up.

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

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

work in and with a small, regional or remote organisation 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 when working in and with a small, regional or remote organisation

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 and with a small, regional or remote organisation, including coping with difficulties, irregularities and breakdowns in routine

work in and with a small, regional or remote organisation 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

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:

applying legislation, regulations and policies relating to the public sector

communicating with diverse stakeholders including consultation, negotiation, conflict resolution

networking

relationship building

responding to diversity, including gender and disability

applying procedures relating to occupational health and safety and environment in the context of small, regional or remote organisations

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

legislation, regulations, policies, procedures and guidelines relating to the public sector, such as anti discrimination, privacy

organisational protocols and practices

people management practices and procedures

internal and external sources of information

cultural awareness

codes of ethics and codes of conduct

equal employment opportunity, equity and diversity principles

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.

Organisations may include:

those providing specialist services to assist local clients, including those funded by state/territory and federal governments

employers and employer peak bodies

area consultative committees

Commonwealth, State/Territory and Local :Government

community organisations

training organisations

Stakeholders may include:

clients/target group of the small, regional or remote organisation

friends, peers and families

the wider local community

local community organisations

government representatives and service providers

specialists/experts

peak bodies and networks in the sector

management, colleagues, supervisor, team members

Cross-cultural issues may arise from:

race

language

specific needs

disabilities

ethnicity

family structure

gender

age

sexual preference

Legislation, policies 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

ethics and accountability standards

public sector standards

organisational policy, procedures and protocols

international legislation/codes of behaviour

Possible cultural differences may include those arising from:

language spoken

forms of address

levels of formality/informality

non-verbal behaviour

understandings and interpretations

work ethic

personal grooming

dress

family and social obligations and status

observance of special religious, feast or other celebratory days

customs, beliefs and values

specific needs