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Evidence Guide: PSPGOV315A - Give and receive workplace feedback

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

 

PSPGOV315A - Give and receive workplace feedback

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

Seek and act on workplace feedback

  1. Feedback on performance and other workplace issues is sought from others in accordance with organisational policy and procedures.
  2. Feedback is discussed, questions asked to clarify understanding, and active listening used to ensure understanding of the issues and any constructive suggestions.
  3. Diversity issues are considered when evaluating feedback to ensure correct interpretation.
  4. Suggestions for improvements made by other workgroup members are considered objectively and implemented where appropriate.
Feedback on performance and other workplace issues is sought from others in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback is discussed, questions asked to clarify understanding, and active listening used to ensure understanding of the issues and any constructive suggestions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Diversity issues are considered when evaluating feedback to ensure correct interpretation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suggestions for improvements made by other workgroup members are considered objectively and implemented where appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide informal feedback in the workplace

  1. Informal feedback is given regularly, in a timely manner, in accordance with workplace procedures and protocols.
  2. Evidence from a range of sources is considered in providing feedback in the workplace.
  3. The opinions of others are considered when providing informal feedback.
  4. Performance of self and others is evaluated and confirmed with workgroup members.
  5. Strategies/opportunities for continuous improvement are planned and implemented in consultation with the workgroup, and notable performance is recognised in accordance with organisational policy and procedures.
Informal feedback is given regularly, in a timely manner, in accordance with workplace procedures and protocols.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evidence from a range of sources is considered in providing feedback in the workplace.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The opinions of others are considered when providing informal feedback.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Performance of self and others is evaluated and confirmed with workgroup members.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Strategies/opportunities for continuous improvement are planned and implemented in consultation with the workgroup, and notable performance is recognised in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide formal feedback in the workplace

  1. Where they exist, processes/guidelines for providing formal feedback are used to ensure feedback meets purpose/s for which it is required.
  2. Standards/criteria for feedback are identified and clarified.
  3. Written or verbal feedback is prepared to address required criteria and purpose in accordance with legislation, policy and procedures.
  4. Where others disagree with feedback provided, their opinions and ideas are considered objectively and the feedback is amended or supported in line with organisational procedures.
  5. Agreement with those seeking formal feedback is negotiated and documented regarding any actions/follow-up as a result of feedback.
  6. Where agreement cannot be reached, reports are prepared and further action is taken if necessary, in accordance with organisational policy and procedures.
Where they exist, processes/guidelines for providing formal feedback are used to ensure feedback meets purpose/s for which it is required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Standards/criteria for feedback are identified and clarified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Written or verbal feedback is prepared to address required criteria and purpose in accordance with legislation, policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where others disagree with feedback provided, their opinions and ideas are considered objectively and the feedback is amended or supported in line with organisational procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agreement with those seeking formal feedback is negotiated and documented regarding any actions/follow-up as a result of feedback.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where agreement cannot be reached, reports are prepared and further action is taken if necessary, in accordance with organisational 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:

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

PSPGOV307B Organise workplace information

PSPGOV308B Work effectively with diversity

PSPGOV312A Use workplace communication strategies

PSPGOV313A Compose workplace documents

PSPGOV314A Contribute to conflict management

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

feedback given and received 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 feedback in the workplace

case studies and workplace scenarios to capture the range of situations likely to be encountered when giving and receiving workplace feedback

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 giving and receiving workplace feedback, including coping with difficulties, irregularities and breakdowns in routine

feedback given and received 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

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:

using techniques for maintaining objectivity while giving and receiving feedback

using a range of communication techniques with members of a diverse workforce, including negotiating, questioning, clarifying, understanding, active listening, evaluating the ideas and opinions of others

evaluating workplace performance and issues affecting clients and others

responding to diversity, including gender and disability

applying legislation such as occupational health and safety and environment in the context of giving and receiving feedback

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

public sector legislation, regulations, policies, procedures and guidelines relating to giving and receiving feedback

organisation policies, practices and procedures relating to feedback

workplace performance requirements and issues

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.

Feedback on performance may include:

client feedback

360° feedback

feedback from assessors

performance feedback

feedback on a job application

Other workplace issues may include:

personal presentation

attitude

style, tone and form of language used

body language

cultural interactions

equity and diversity

telephone manner

client service manner

Others may include:

team members

colleagues

superiors

subordinates

clients

assessors

performance appraisers

referees

interview panels

validators

Diversity issues may include:

accepting that different ways of working and communicating are valid

focus on outcomes rather than process so that different ways of reaching the same end are not raised as negative feedback

interpreting feedback in light of diversity considerations

using culturally appropriate verbal and non-verbal language

Strategies/opportunities for continuous improvement may include:

coaching, mentoring and/or supervision

formal/informal learning programs

internal/external training provision

work experience/exchange/opportunities

personal study

career planning/development

learning pathways.

Guidelines may include:

sources of evidence

feedback methods/decisions

how to provide feedback

who gets feedback

appeal processes

grievance processes

dispute resolution processes

confidentiality

privacy

freedom of information requirements

Formal feedback may be required by:

peers

managers/supervisors/team leaders

employees

teams and team members

clients/customers

job applicants (360° feedback)

Standards/criteria may include:

selection criteria

best practice standards

organisational practice standards

competencies

service level standards

codes of ethics/conduct

legislation/regulations

Legislation, policy and procedures may include:

State/Territory and Commonwealth legislation and regulations such as:

public sector management acts

privacy legislation

freedom of information

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