NTISthis.com

Evidence Guide: PSPGOV515A - Develop and use political nous

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

 

PSPGOV515A - Develop and use political nous

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

Identify the political terrain

  1. Stakeholder positions are identified and taken account of.
  2. Corporate politics are analysed to identify agendas and players.
  3. Awareness of and sensitivity to political agendas, both open and hidden, are developed and utilised.
  4. The current agenda is located in the wider context to appreciate the big picture and provide more than one perspective.
  5. The impact of the agenda on the work area is identified and confirmed in accordance with organisational protocols.
Stakeholder positions are identified and taken account of.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Corporate politics are analysed to identify agendas and players.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Awareness of and sensitivity to political agendas, both open and hidden, are developed and utilised.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The current agenda is located in the wider context to appreciate the big picture and provide more than one perspective.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The impact of the agenda on the work area is identified and confirmed in accordance with organisational protocols.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the political environment

  1. Information is sourced from inside and outside the organisation, and its authenticity and reliability are confirmed.
  2. An analysis of the political, social and economic environment is undertaken that takes into account emerging trends and current and possible future goals of the organisation.
Information is sourced from inside and outside the organisation, and its authenticity and reliability are confirmed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

An analysis of the political, social and economic environment is undertaken that takes into account emerging trends and current and possible future goals of the organisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Form alliances

  1. Power structure and sources of power are identified in the organisation and the wider public sector.
  2. People prepared to trade mutual support are identified and the benefits assessed.
  3. Risks and benefits of possible alliances are weighed.
  4. Interested groups/individuals are lobbied to gain support and acceptance of ideas/courses of action.
  5. Influence is built with key policy makers, decision makers and key influencers, in accordance with public sector standards and legislation.
Power structure and sources of power are identified in the organisation and the wider public sector.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

People prepared to trade mutual support are identified and the benefits assessed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Risks and benefits of possible alliances are weighed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interested groups/individuals are lobbied to gain support and acceptance of ideas/courses of action.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Influence is built with key policy makers, decision makers and key influencers, in accordance with public sector standards and legislation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Bargain and negotiate to achieve outcomes

  1. Sound positions are developed with supporting arguments.
  2. Responses to possible contradictory positions are formulated.
  3. Positions are negotiated and refined with feedback from the negotiation process.
  4. Consensus with others is achieved for one's position.
  5. Outcomes are implemented in accordance with organisational policy and procedures.
Sound positions are developed with supporting arguments.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Responses to possible contradictory positions are formulated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Positions are negotiated and refined with feedback from the negotiation process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consensus with others is achieved for one's position.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outcomes are implemented 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:

PSPETHC501B Promote the values and ethos of public service

PSPLEGN501B Promote compliance with legislation in the public sector

PSPGOV510A Undertake and promote career management

PSPGOV511A Provide leadership

PSPGOV512A Use complex workplace communication strategies

PSPGOV516A Develop and use emotional intelligence

PSPPOL501A Develop organisation policy.

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

development and use of political nous 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

organisational and public sector power structures and sources of power

case studies and workplace scenarios to capture the range of situations likely to be encountered when developing and using political nous

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 developing and using political nous, including coping with difficulties, irregularities and breakdowns in routine

development and use of political nous 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

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

undertaking research and analysis

using a range of communication activities such as negotiating, consulting, influencing, bargaining, resolving conflict, networking, etc

responding to diversity, including gender and disability

applying risk management strategies

applying procedures relating to occupational health and safety and environment in the context of the political environment.

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

legislation, regulations, policies, procedures and guidelines relating to the public sector environment

organisational policies and procedures

organisational and public sector power structures and sources of power

macro view of agendas, positions, and power

government directions and agendas

equal employment opportunity, equity and diversity principles

public sector legislation such as occupational health and safety and environment and sustainability

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.

Stakeholders may include:

people within the organisation and the public sector

public sector organisations

non-government organisations

community organisations

peak bodies

lobby groups

statutory bodies

industry groups

local government

Identification of positions may include:

knowing who to talk to

recognising informal as well as formal structures

using personal profile within the organisation

Power may include:

positional power

coercive power

power in relationships

control of scarce resources

information and knowledge

interpersonal alliances

Key decision makers may include:

senior executive officers

government bodies

special interest groups

policy officers