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Evidence Guide: PSPGOV412A - Use advanced workplace communication strategies

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

 

PSPGOV412A - Use advanced workplace communication strategies

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

Deal with complex enquiries/ complaints

  1. Relationship with the client is established by displaying empathy towards client needs, and the nature of complaint/enquiry is established by listening, questioning and confirming.
  2. Complaint/enquiry is recorded accurately in simple language, and verified with the client to ensure it has been recorded correctly.
  3. Documentation to support complaint/enquiry is obtained if required.
  4. Action available under organisational policies is identified, and procedures to respond to and resolve complaint/enquiry are followed/authorised.
  5. Complaints/enquiries that require referral to other personnel or external organisations are identified and referred in accordance with organisational policy and procedures.
  6. Client is informed of action taken to resolve/refer the complaint/enquiry and a record logged in accordance with organisational procedures.
Relationship with the client is established by displaying empathy towards client needs, and the nature of complaint/enquiry is established by listening, questioning and confirming.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complaint/enquiry is recorded accurately in simple language, and verified with the client to ensure it has been recorded correctly.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Documentation to support complaint/enquiry is obtained if required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Action available under organisational policies is identified, and procedures to respond to and resolve complaint/enquiry are followed/authorised.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complaints/enquiries that require referral to other personnel or external organisations are identified and referred in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client is informed of action taken to resolve/refer the complaint/enquiry and a record logged in accordance with organisational procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Give directions

  1. Ethical, lawful and reasonable directions are given to others, and staff are protected from reprisals for refusing directions to act unethically.
  2. Directions are relayed in a clear, concise manner appropriate to the receiver.
  3. Questioning and listening skills are used to confirm understanding of directions.
  4. Problems in directions being implemented are resolved promptly or referred in accordance with organisational policy and procedures.
  5. Feedback is provided on implementation in accordance with organisational requirements.
Ethical, lawful and reasonable directions are given to others, and staff are protected from reprisals for refusing directions to act unethically.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Directions are relayed in a clear, concise manner appropriate to the receiver.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Questioning and listening skills are used to confirm understanding of directions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Problems in directions being implemented are resolved promptly or referred in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback is provided on implementation in accordance with organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage meetings

  1. Purpose of each meeting is clarified and the agenda developed in consultation with participants, in line with the purpose.
  2. The procedure for each meeting and the style of chairing/facilitating are selected in accordance with the meeting's purpose and the participants.
  3. Meetings are chaired in accordance with organisational requirements, agreed conventions for the type of meeting and legal and ethical requirements.
  4. Meetings are conducted to ensure they are focused on the objectives of the meeting and are time efficient.
  5. Meetings are facilitated to enable participation, discussion, problem solving and resolution of issues by all those present.
  6. Decisions and recommendations are summarised succinctly, checked for accuracy and recorded as required.
Purpose of each meeting is clarified and the agenda developed in consultation with participants, in line with the purpose.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The procedure for each meeting and the style of chairing/facilitating are selected in accordance with the meeting's purpose and the participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meetings are chaired in accordance with organisational requirements, agreed conventions for the type of meeting and legal and ethical requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meetings are conducted to ensure they are focused on the objectives of the meeting and are time efficient.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meetings are facilitated to enable participation, discussion, problem solving and resolution of issues by all those present.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decisions and recommendations are summarised succinctly, checked for accuracy and recorded as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make presentations

  1. Presentations are made to a range of audiences in accordance with organisational requirements.
  2. Presentations are structured logically and contain relevant information/content to meet the purpose of the presentation.
  3. Supporting materials and presentation aids are selected, created and organised to enhance audience understanding of key concepts and ideas.
  4. Presentation strategies are chosen and used to match the characteristics of the target audience, the location, the resources and the personnel needed.
  5. Effectiveness of the presentation is evaluated formally and informally for the purpose of continuously improving future presentations.
Presentations are made to a range of audiences in accordance with organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentations are structured logically and contain relevant information/content to meet the purpose of the presentation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Supporting materials and presentation aids are selected, created and organised to enhance audience understanding of key concepts and ideas.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentation strategies are chosen and used to match the characteristics of the target audience, the location, the resources and the personnel needed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Effectiveness of the presentation is evaluated formally and informally for the purpose of continuously improving future presentations.

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:

PSPETHC401A Uphold and support the values and principles of public service

PSPGOV402B Deliver and monitor service to clients

PSPGOV405B Provide input to change processes

PSPGOV406B Gather and analyse information

PSPGOV408A Value diversity

PSPGOV411A Deal with conflict

PSPLEGN401A Encourage compliance with legislation in the public sector

PSPOHS401B Implement workplace safety procedures and programs

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

advanced communication strategies used 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 communication in the public sector, including freedom of information, privacy, equal employment opportunity, anti-discrimination, occupational health and safety

case studies and workplace scenarios to capture the range of advanced communication situations likely to be encountered and required 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 using advanced communication strategies, including coping with difficulties, irregularities and breakdowns in routine

advanced communication strategies used 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:

applying legislation, regulations and policies relating to workplace communication

speaking and listening relating to sustained and sometimes complex communication exchanges

taking part in interpersonal exchanges of information, with a flexible use of register and a range of strategies for interaction

dealing with complaints, clarifying meaning, exploring issues and using problem solving or referral

deriving meaning from sustained oral discussions

using observation - reading non-verbal cues especially those relating to culture, ethnicity, emotional state

making presentations including use of supporting materials and visual aids

using presentation software

responding to diversity, including gender and disability

applying procedures relating to occupational health and safety and environment in the context of workplace communication

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

legislation, regulations, policies, procedures and guidelines relating to workplace communication

complaints procedures

conflict resolution techniques

knowledge of organisation processes and hierarchy

official communication channels

organisational protocols and etiquette for oral communication

meeting formats and facilitation/chairing requirements to suit

presentations to suit different audiences, such as workgroup, organisational, inter-agency, public

equal employment opportunity, equity and diversity principles

public sector legislation such as occupational health and safety and environment in the context of workplace communication

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.

Agenda may include:

statement of the meeting's purpose

date, time and location of meeting

welcome

minutes of the previous meeting

matters or business arising from the minutes

correspondence

reports

major agenda items

general business

date of next meeting

Purpose may include:

range of organisation-specific purposes

setting of organisation/team goals

planning and development of a project

progress of a project

discussion forum for internal/external clients

Meeting procedure may include:

formal

informal

semi-formal

structured

self-managed

Meeting conventions may include:

quorum requirements

informal discussion

waiting to be recognised by the chairperson

speaking through the chairperson

restricting discussion to agenda items

time limit on speakers

moving and seconding formal motions

voting procedures

conflict of interest provisions

consensus required

majority of members to agree

casting vote for chairperson

Legal and ethical requirements may include:

requirements for public meetings

codes of practice

legislation relating to the public sector

Resolution of issues may include:

agreeing on a course of action

deferring decisions to another meeting

Supporting materials and presentation aids may include:

audio recordings

charts

computer simulations and presentations

diagrams

flow charts

graphs

maps

models

overhead projector

paper-based materials

photographs

pictures

posters

tables

video images

whiteboard

Presentation strategies may include:

oral presentations

discussion

questioning

simulations and role play

case studies

group and/or pair work

demonstration

Characteristics of the target audience may relate to:

public sector level/s

language, literacy and numeracy levels

cultural and language background

educational background or general knowledge

gender

age

disability

previous experience with the topic