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Evidence Guide: PSPGOV513A - Refine complex workplace documents

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

 

PSPGOV513A - Refine complex workplace documents

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

Critically analyse information

  1. Information is tested for relevance, reliability, consistency and usefulness to the task/organisation.
  2. Fact is separated from opinion and underlying values and beliefs are identified.
  3. Cultural context of the information is taken into account in the analysis.
  4. Stereotypes, bias, prejudice and motive are recognised.
  5. Conclusions are drawn and a critical analysis with supporting evidence is prepared and submitted in accordance with organisational requirements.
Information is tested for relevance, reliability, consistency and usefulness to the task/organisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Fact is separated from opinion and underlying values and beliefs are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cultural context of the information is taken into account in the analysis.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Stereotypes, bias, prejudice and motive are recognised.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conclusions are drawn and a critical analysis with supporting evidence is prepared and submitted in accordance with organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compose/refine complex documents

  1. The purpose, audience and objectives of complex documents are confirmed in accordance with organisational requirements.
  2. Structure and content of document is approved in line with the purpose and intended audience.
  3. Risk assessment is undertaken and risk management is implemented in relation to document preparation and content, in accordance with the nature and classification of the material.
  4. Information/documents provided by others are analysed for bias, gaps, the influence of values, attitudes and context, conflicting advice/evidence and political implications.
  5. Information is synthesised and complex documents are prepared and submitted in accordance with organisational requirements, legislation, policy and procedures.
  6. Feedback is provided to contributors of information/documents to improve future input in a manner that provides learning opportunities for the researchers/authors.
The purpose, audience and objectives of complex documents are confirmed in accordance with organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Structure and content of document is approved in line with the purpose and intended audience.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Risk assessment is undertaken and risk management is implemented in relation to document preparation and content, in accordance with the nature and classification of the material.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information/documents provided by others are analysed for bias, gaps, the influence of values, attitudes and context, conflicting advice/evidence and political implications.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is synthesised and complex documents are prepared and submitted in accordance with organisational requirements, legislation, policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback is provided to contributors of information/documents to improve future input in a manner that provides learning opportunities for the researchers/authors.

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:

PSPETHC501B Promote the values and ethos of public service

PSPGOV504B Undertake research and analysis

PSPGOV505A Promote diversity

PSPGOV515A Develop and use political nous

PSPLEGN501B Promote compliance with legislation in the public sector

PSPOHS501A Monitor and maintain 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

complex workplace documents composed/refined 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 written communication in the public sector

examples of complex workplace documents

government style guide

case studies and workplace scenarios to capture the range of situations likely to be encountered when composing/refining complex workplace documents

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 refining complex workplace documents, including coping with difficulties, irregularities and breakdowns in routine

complex workplace documents composed/refined 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:

portfolios

projects

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:

reading and writing at a level to cope with a range of complex and sensitive workplace materials

critically analysing and synthesising information to compose complex written documents

refining content, structure and sequence according to the required purpose of written material

using spelling, punctuation and grammar for workplace documents at an experienced level

providing feedback on other people's work in ways suited to the diversity of the workplace, including creation of learning opportunities to improve research/document input

responding to diversity, including gender and disability

implementing ergonomic requirements for office work

complying with environmental policies such as those relating to paper use/wastage/recycling

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

legislation, regulations, policies, procedures and guidelines relating to written communication in the public sector such as privacy, freedom of information, information security, confidentiality, copyright, intellectual property

critical analysis of complex information

politically and culturally sensitive documents

organisational requirements for complex written documents

government style manual requirements

equal employment opportunity, equity and diversity principles

public sector legislation such as occupational health and safety and environment in the context of preparing written materials

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.

Information for critical analysis may include:

applications

briefing papers

discussion papers

expert opinion

literature

plans

policy advice

project briefs

reports

research

speeches

submissions

web site information

Purpose may include:

influencing opinion

reporting on achievement

recommending options and corresponding actions

meeting regulatory requirements

meeting public sector reporting requirements

documenting policy

developing policy

obtaining funding

providing briefing material

contributing to strategic planning

responding to enquiries/complaints

Complex documents may include:

funding submissions

briefing papers

speeches

media briefs

position papers

discussion papers

business cases

reports

project briefs

strategic and operational plans

functional area strategy

justification for policy development

policy guidance

counter argument to submission

Structure and content may include:

executive summary

division into sections or chapters

tables of contents and indexes

conclusions

glossaries

footnotes/endnotes

references

critical analysis

facts and observations

submissions

creative ideas

recommendations and supporting arguments

opinion

anticipated arguments and rebuttals

case studies

Submission of document may include:

approvals

sign-off procedures

Organisational requirements may include:

use of plain English

style formats

acknowledgements

particular terminology to be used/not used:

acronyms

technical terms

bureaucratic language

abbreviations.

requirements for minimising jargon in written materials

requirements for written material to take account of cultural, ethnic, religious or language differences, disabilities, etiquette

guidelines for illustrative items

standards for references, acknowledgements, citations, footnotes, endnotes

using particular communication channels

Legislation, policy and procedures may include:

State/Territory or Commonwealth legislation, regulations, policies, procedures and guidelines relating to the preparation and security of written information in the public sector, including freedom of information, copyright, privacy, confidentiality, equal employment opportunity, diversity, occupational health and safety

risk assessment

information security requirements

public sector standards

fraud control standards

codes of practice

codes of ethics

private or confidential materials

embargoed material

politically sensitive materials

security standards for government information