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Evidence Guide: PSPGSD502A - Manage the emergent dynamics of government service delivery

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

 

PSPGSD502A - Manage the emergent dynamics of government service delivery

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

Manage government service reception

  1. Reception and/or front office functions and efficiency are established and monitored in accordance with organisational policy and procedures.
  2. The effectiveness of queuing strategies is monitored and evaluated, and responses are made to peak demand periods to minimise impact on individuals.
  3. Items and information available to the public in government service delivery sites are maintained in accordance with organisational policy and procedures.
Reception and/or front office functions and efficiency are established and monitored in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The effectiveness of queuing strategies is monitored and evaluated, and responses are made to peak demand periods to minimise impact on individuals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Items and information available to the public in government service delivery sites are maintained in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deal with complaints and aggression

  1. The complex needs and challenges facing individuals accessing government service delivery are recognised and catered for.
  2. Ongoing satisfaction is monitored and the concerns of dissatisfied and aggrieved individuals are identified.
  3. Established frameworks for resolving conflict and aggression in government service delivery are identified and applied.
  4. Action to resolve identified issues is reviewed and agreed with individuals, within the bounds of legislation, processes and guidelines.
  5. Referrals are made, in consultation with the individual and specialist service providers.
The complex needs and challenges facing individuals accessing government service delivery are recognised and catered for.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ongoing satisfaction is monitored and the concerns of dissatisfied and aggrieved individuals are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Established frameworks for resolving conflict and aggression in government service delivery are identified and applied.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Action to resolve identified issues is reviewed and agreed with individuals, within the bounds of legislation, processes and guidelines.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Referrals are made, in consultation with the individual and specialist service providers.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assure public safety in a government service delivery environment

  1. A risk management and response plan for potential emergencies or crises is developed and implemented as required.
  2. Relevant emergency services are accessed when required.
  3. Affected parties are debriefed in accordance with operational policy and procedures.
  4. A record of any incidents is completed in accordance with legal and organisational requirements.
A risk management and response plan for potential emergencies or crises is developed and implemented as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant emergency services are accessed when required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Affected parties are debriefed in accordance with operational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A record of any incidents is completed in accordance with legal and organisational requirements.

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

PSPGOV507A Undertake negotiations

PSPGOV508A Manage conflict

PSPGOV511A Provide leadership

PSPGOV516A Develop and use emotional intelligence

PSPGOV517A Coordinate risk management

PSPGSD501A Develop and implement procedures for government service delivery

PSPGSD503A Provide specialist technical service delivery

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 the Employability Skills as they relate to this unit (see Employability Summaries in Qualifications Framework)

management of emergent dynamics in a range of (3 or more) government service delivery contexts (or occasions, over time)

Resources required to carry out assessment

These resources include:

legislation, policy, procedures and protocols relating to government service delivery

case studies and workplace scenarios to capture the range of circumstances and cases likely to be encountered

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 managing emergent dynamics, including coping with difficulties, irregularities and breakdowns in routine

management of emergent dynamics in a range of (3 or more) government service delivery 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

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:

working with government service users with complex needs

communicating with a range of audiences for purposes such as liaising, referring, questioning, resolving conflict etc

working with people from diverse backgrounds

responding to diversity, including gender and disability

dealing with aggression

debriefing affected parties after an incident

preparing records of incidents

applying workplace safety procedures in the context of government service delivery

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

the range of circumstances and complexity of needs of individuals accessing government service delivery

risk management and response

established frameworks for resolving conflict and aggression

available emergency services

available specialist service providers

legislation, policy, procedures and protocols relating to government service delivery, including occupational health and safety and environment

principles of equal employment opportunity and diversity

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.

Front office functions may include:

reception

bookings

switchboard operation

face-to-face client contact

first point of contact

Queuing strategiesmay include:

local/area office guidelines and processes

Response in peak demandsmay be affected by:

staffing schedules

implementation of queuing strategies

Government service deliverymay be:

single agency

multi-site

whole of government (one tier, or all three)

Complex needs and challenges may include:

homelessness

domestic violence

diversity issues

disability

substance abuse

English language, literacy and numeracy skills

Action to resolve issuesmay include:

mediation

implementation of local customer aggression practices

intervention

Legislation, processes and guidelinesmay include:

Social Security Act 1991

Social Security Administration Act 1999

Social Security International Agreements Act 1999

Australian Public Services Act 1999

Family Assistance Act 1999

Family Assistance Administration Act 1999

Student Assistance Act

Centrelink Development Agreement 2002 - 2005, or as revised

Specialist service providersmay include:

psychologists

social workers

community workers

job network members

counsellors

health professionals

job network providers

Emergency servicesmay include:

police

ambulance

building security personnel

government security advisers