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RPL Assessor KitPSP40104Certificate IV in GovernmentEditable versionSkills First RPL Assessor Kits are developed by the State of Queensland (Department of Education, Training and the Arts) and are based on the Skills First philosophy of providing client focussed, streamlined, and flexible RPL.

The State of Queensland (Department of Education, Training and the Arts) is the copyright owner of material contained within the original RPL Assessor Kit.

Permission is given to Registered Training Organisations to use, reproduce and adapt this RPL Assessor Kit for their organisation’s RPL assessment purposes, provided such use, reproduction or adaptation is for non-commercial purposes.

The State of Queensland (Department of Education, Training and the Arts) disclaims any liability for any damage resulting from the use of the material (in either original or modified format) and will not be responsible for any loss, howsoever arising, from use of, or reliance on this material.

The original version of this RPL Assessor Kit is available free of charge athttp://www.vetpd.qld.gov.au/teaching_learning_and_assessment/resources/index.html

If you would like any further information, please email [email protected]

mailto:[email protected]

http://www.vetpd.qld.gov.au/teaching_learning_and_assessment/resources/index.html

RPL Assessor KitPSP40104 Certificate IV in Government

HOW TO USE THIS RPL ASSESSOR KIT

This RPL Assessor Kit is divided into sections to allow you to easily access only those sections you require at any given time. These sections are:

SECTION A – Assessor Information

You need to read this information before conducting an assessment. It outlines the intent and processes surrounding this RPL assessment and how it differs from assessment undertaken following formal training.

SECTION B – Candidate Information and Application Forms

You give this information to the candidate. It tells them about the assessment process as well as containing simple forms for the applicant to fill out. From the information provided by the candidate on these forms, you will be able to gain a general understanding of the skills and experience the candidate may have, as well as potential referee contacts.

SECTION C – Competency Conversation

You use this section to determine and record candidate competence via a competency conversation. In other words, these questions guide your conversation with the applicant and assist in your assessment of their competence. The notes you take about this conversation are important evidence for assessment.

SECTION D – Practical Tasks and Observation Recording Sheets

You use this section to assess competencies through a practical demonstration of the candidate’s skills. It contains practical tasks/scenarios on the outcomes required to determine competency and a place to record your observation. The notes you take are important evidence for assessment.

SECTION E – Resources for Practical Tasks

You use this section to access required resources for performing practical tasks and scenarios.

SECTION F – Third Party Verification

You give this section to the referees to confirm the candidate’s skills and experience in this qualification/occupation. The referees may fill out the appropriate form and return to you to confirm your judgement. You may be able to complete this part of evidence gathering in person while at the workplace.

SECTION G – Assessment Tables

You use this table as a reference tool to see at a glance how units/elements of competency are assessed within the tool. All the elements and performance criteria within the competency units are cross-matched in this table with a corresponding assessment question/task/scenario. This allows you to validate the assessment process against the qualification.

© State of Queensland (Department of Education, Training and the Arts) 2008 of 90Version 2: July 2008


SECTION AAssessor Information

It is VITAL you read this information prior to commencing your RPL assessment. It provides generic information on assessment, as well as an overview of this streamlined RPL assessment process.



ADVICE FOR ASSESSORS

This RPL Assessors Kit streamlines the RPL assessment process for PSP40104 Certificate IV in Government by taking a practical approach to RPL and increasing the use of on-site questioning and observation. This will assist in developing a “picture of the candidate’s skills and knowledge”. This picture can then be compared with industry standards enabling a determination of whether the candidate has achieved the required outcomes.

IMPORTANT ASPECTS TO REMEMBER:

A sound knowledge of assessment and the qualification is essential

It is important to have a good understanding of the competencies and qualification/s appropriate to the candidate’s goals.

Assessing a single unit of competency is rarely cost or time effective. Where possible, effort should be made to assess several units at the same time taking advantage of any commonality in content. This means looking at the whole picture of a particular job role as it happens in industry and assessing holistically. This saves valuable time in the assessment process.

Assessment involves judgement

This tool encourages the use of a “competency conversation” to maximise the candidate’s opportunities to demonstrate competence. This is NOT an oral exam. It is about using the two or three holistic questions provided to start a conversation with the candidate which draws out their actual individual experiences and relevant skills. In other words, it is about the assessor probing the candidate through a conversation to draw out further information on the candidate’s experience which may not be forthcoming due to nerves or confusion over technical terminology.

The tool also provides observable tasks to allow candidates to demonstrate skills.

Authentication/verification is integral to RPL assessment

It is critical information gleaned from the interview and observation be confirmed with those who can vouch for the candidate’s skill over time. Supervisors would generally perform this role. Authentication may also be done through conversation but it cannot be stressed enough that it is essential assessors take careful notes to back up and record their judgement.

Recording assessment is critical

Keep careful records of all aspects of conversations, skills demonstration or documentation viewed that support the claim of prior learning. Remember – the record is the document that makes sense of the assessment and why a particular judgment was made. Keeping detailed notes about the candidate’s response is vital, as is the rationale for judgement.

The assessment record is a legal document and must be signed, dated and stored according to requirements of the State Training Authority and the AQTF Standards for Registered Training Organisations.

Assessor summaries and other quality assurance documentation from your own Registered Training Organisation will also be required. For examples of assessment summary documentation, please see Assessment Guide Number 1: Training Package Assessment Materials Kit:http://resourcegenerator.gov.au/loadpage.asp?page=TPAGGuide01.htm


http://resourcegenerator.gov.au/loadpage.asp?page=TPAGGuide01.htm



To access further information on the principles assessment and dimensions of competency, you can visit Assessment Guide Number 1: Training Package Assessment Materials Kit.http://resourcegenerator.gov.au/loadpage.asp?page=TPAGGuide01.htm

To access further information on the Australian Qualifications Framework, you can visit:http://www.aqf.edu.au/


http://www.aqf.edu.au/




COMPETENCIES IN THIS RPL ASSESSMENT TOOL

PSP40104 CERTIFICATE IV IN GOVERNMENT

CORE UNITS

Unit Code Unit Title Questions Practical

PSPETHC401A Uphold and support the values and principles of public service

PSPGOV402B Deliver and monitor service to clients

PSPGOV408A Value diversity

PSPGOV412A Use advanced workplace communication strategies

PSPGOV422A Apply government processes

PSPLEGN401A Encourage compliance with legislation in the public sector

PSPPOL404A Support policy implementation

ELECTIVE UNITS

Unit Code Unit Title Questions Practical

PSPOHS301A Contribute to workplace safety

PSPGOV403B Use resources to achieve work unit goals

PSPGOV406B Gather and analyse information

PSPGOV410A Undertake career planning

PSPGOV411A Deal with conflict

PSPGOV413A Compose complex workplace documents

PSPGOV415A Provide workplace coaching

PSPGOV416A Monitor performance and provide feedback

PSPGOV418A Develop internal and external networks

PSPPOL403A Give and receive policy information



OVERVIEW OF RECOGNITION PROCESS

This kit has been developed to streamline the application for recognition of prior learning.


GAP TRAINING (ONLY IF

REQUIRED)

APPLICATION

PRACTICAL ASSESSMENT

COMPETENCY CONVERSATION

INTERVIEW and DOCUMENT REVIEW

ISSUE QUALIFICATION- RTO


RPL ASSESSMENT PROCESS FLOWCHART FOR ASSESSORS


Step 1:Analyse the application.

Identify links between any documents applicant provides

and competency units.Identify any key questions for

competency conversation.

Step 5:Identify any practical activities required to confirm competency

Observe practical activity

Step 7:Identify areas where 3rd party

verification is needed and inform candidate.

Confirm / Verify 3rd party reports

Step 3:Conduct competency

conversation

Step 2:Record results of analysis in table

at end of application

Step 4:Complete the Record of

Conversation sheets during the competency conversation

Step 6:Complete Practical Assessment

Tasks Observation Sheets

Step 8:Receive completed Third party

reports

* Remember RPL assessment is an accumulative process of collecting evidence.

Complete assessment sign off & file documentation.

Issue qualification / advise of gap training as appropriate

Assessment Activity Record keeping Activity


STEPS IN THE RPL PROCESS

1. Complete application

The candidate completes the application forms in SECTION B. It is important candidates provide as much information of their previous experience in the public sector as is available.

Documents that may be available include but are not limited to:

any licences brief CV or work history Job description Performance reviews certificates/results of assessment indentures/trade papers certificates/results of assessment – interstate/overseas certificates/results of assessment – universities results/statement of attendance/certificates – vendor training courses, in-house

courses, workshops, seminars, symposiums results/statements of attendance/ certificates – club courses e.g. first aid, officials, surf

life saving, etc tickets held eg forklift, crane, etc photographs of work undertaken diaries/task sheets/job sheets/log books site training records site competencies held record membership of relevant professional associations hobbies/interests/special skills outside work references/letters from previous employers/supervisors industry awards any other documentation that may demonstrate industry experience

Candidates also need to provide contact details for one or two referees who can confirm their industry skills in context and over time.

To have skills formally recognised under the Australian Qualifications Framework, you must ensure the candidate’s skills meet industry standards.

2. Interview about candidate’s documentary information

Review the information provided by the candidate and arrange a time for both you and the candidate to discuss. Begin alignment of documentation and skills to the following qualification:

PSP40104 Certificate IV in Government

The candidate will have the opportunity to discuss and identify previous experience with you. The available documents are step one in collecting information and you will need to determine which units of competency, if any, are fully covered at this stage. You use your own or your RTO’s assessment recording forms to record this stage of the assessment.

There may be instances where the candidate has little, or no, documentary information of industry experience. This is not a barrier to gaining recognition. This will just require you to rely on the questioning, practical assessment and referee validation phases of the RPL process.



3. Questions for the Competency Conversation

The bank of questions in SECTION C is the next phase in collecting evidence for the RPL process. The questions are designed to enable you to have a “competency conversation” with the candidate to further gain evidence of their past experience. REMEMBER, the primary focus is on the candidate’s experience.

Each question has “key points” to look for in responses. You may use the list of key points to formulate questions of your own if you wish, or contextualise the question to the candidate’s particular work situation. The Record of Conversation sheets indicate relevant content that should be sought. Place a tick next to each key point as you hear this topic being discussed during the conversation. You should read the “industry requirements” of each competency before the candidate answers the questions posed. You may also target the assessment to those aspects that present the greatest risk in the industry. Questions are aligned with the relevant unit/s of competency in SECTION G.

It is not intended every question for all competencies is asked, only those competencies the initial interview about the candidate’s documentary evidence has failed to fully address. The question bank covers most but not all units in the kit. Units without questions are covered in the practical assessment/scenario section.

4. Practical assessment tasks

It is important that you use both Steps 3 (Questioning) and 4 (Practical Assessment) in doing this assessment. The RPL process is a streamlined RPL process which does not rely solely on practical assessment but uses a combination of questioning and practical to provide evidence of candidate competence.

This is the third phase in collecting evidence. A practical skills test is then conducted by you at the candidate’s workplace or another suitable venue. Appropriate permission must be sought before entering workplaces.

This is a further opportunity for candidate to demonstrate competence. It is expected the practical assessment will comprise only those competencies the candidate is still unable to demonstrate knowledge/experience in after documentary review and questioning have been applied. These assessments contain the practical skills and application of knowledge for the qualification. A number of holistic practical assessments are included in this kit (SECTION D) to assist you with tasks suitable for observation on the job.

You decide if the response to questions and practical assessment tasks fulfils the requirements of the standard and may choose to pursue the issue further for a determination to be made. The assessment is a conversation/observation, not an exam, and you are encouraged to assist candidates to focus responses toward relevant issues.

Assessing through observation and questioning, particularly on the job, will speed up and streamline the RPL assessment process.

NOTE: Where candidate’s documentation and questions meet the assessment requirement, it is still strongly recommended the candidate undertake one practical assessment so you are confident in making a judgement of “competent”. The practical assessment selection should be negotiated between you and the candidate.

Recording sheets for candidate information, questioning and the practical assessments have been included in SECTION D. You may use other recording mechanisms provided these also keep a



complete record of assessment and justification of judgement. Candidate responses, observations of skills demonstrated and documents presented as evidence must be noted in enough detail so anyone external to the process (e.g. a fellow assessor, auditor, lawyer, etc) can read the record and retrace your judgement.

5. Gap training

RPL is an assessment process designed to show areas of competence and to identify IF a candidate has gaps in skills and knowledge against a whole qualification.

Not all candidates will have skill/knowledge gaps.

If a candidate has skills gaps, a pathway to complete training in the outstanding units can be negotiated to assist the client to gain the full qualification.



EVIDENCE REVIEW

Recognition of prior learning outcomes (both Granted and Not Granted) are now funded nationally and as such will be included in National AVETMISS audits. NCVER have stipulated evidence recording requirements for RPL assessments as a minimum requirement for passing an AVETMISS audit. The following “Evidence Review” proforma has been approved by NCVER as covering AVETMISS audit requirements for RPL recorded outcomes. It also gives you an opportunity to track a student’s assessment progress at a glance.

It is expected that this “Evidence Review” summary sheet (or similar) would be attached to each participant’s evidence compiled during the RPL assessment process.

(Place a tick in the appropriate evidence collection method column for each unit of competency. Place a line through those units not examined as part of this RPL assessment.)

Unit Code Unit Title

Que

stio

ns

Prac

tical

Doc

umen

ts

3rd P

arty

R

epor

t

Oth

er

evid

ence

CORE UNITS








ELECTIVE UNITS











Assessor’s Name:

Assessor’s Signature:

Date:



SECTION B

Candidate Information and Application Forms

You give this information to the candidate for them to read about the RPL process and to complete the appropriate forms.



WHAT DOES IT MEAN TO BE RECOGNISED IN GOVERNMENT

Certificate IV in Government is a generalist qualification which covers the competencies required for working without supervision in the public sector. The qualification is particularly suited to those working in an environment requiring multi-skilled personnel and/or in small or regionally based organisations.

The public sector industry is a major employer, with over 1.3 million employees, representing 18% of the total Australian workforce. Employees in the industry carry out diverse roles and responsibilities, with a very wide variety of services and facilities that impact on every aspect of the lives of Australian people. Employees require a very wide range of up to date knowledge and skills.

In contrast to private industry, the public sector has significantly different roles and responsibilities, structures and complexity of decision-making and accountability, which result in additional skill issues and the need for different responses.

Certificate IV in Government is made of 7 compulsory units, 1 of 2 OHS units and 7 elective units – a total of 15 units of competency. To gain the core units of competency for the Certificate IV you will be required to demonstrate that you can currently do all of the following:

uphold and support the values and principles of public service

deliver and monitor services to clients

value diversity

use advanced workplace communication strategies

apply government processes

encourage compliance with legislation in the public sector

support policy implementation.

You may have other skills relevant to the public sector industry that can also be used to get recognition in additional units towards a Certificate IV.

“If you are doing these roles in your job, then don’t write off your skills – consider getting them recognised.”



TIPS AND HINTS TO HELP YOU PREPARE FOR RECOGNITION

To have skills formally recognised in the national system, assessors must make sure you have the skills and knowledge to meet the industry standard. This means you must be involved in a careful and comprehensive process that covers the content of all unit/s or qualification/s you can be recognised for.

Assessment happens in a variety of ways. Being prepared can save you valuable time and hassle and make the recognition process stress-free for you.

Here are some tips and hints for you:

1. Be prepared to talk about your job roles and your work history. Bring a resume or jot down a few points about where you have worked, either paid or unpaid, and what you did there.

2. Bring your position description and any performance appraisals you have from any government organisation you have worked in.

3. Consider the possibilities for workplace contact. Are you in a workplace that is supporting your goal to get qualified? Would you feel comfortable to have the assessor contact your workplace or previous workplaces so your skills can be validated?

4. Think about who can confirm your skill level. Think about current or recent supervisors who have seen you work in the past 18 months and will be able to confirm your skills. The assessor will need to contact them. You may also have community contacts or even clients themselves who can vouch for your skill level.

5. Collect any certificates from in-house training or formal training you have done in the past.

6. You can speak with your training organisation about other ways you can show your skills in government organisations. These could be letters from employers, records of your professional development sessions, employers or clients in related industries or government agencies, acknowledgements, workplace forms (as long as they don’t show client details) or other relevant documents.



STEPS IN THE RPL PROCESS

Step 1 – Provide information of your skills and experience

Complete the attached forms and provide as much information of your previous experience in the government as you can. This is your first opportunity (and not the last) to provide proof of your variety of experience in the industry. Here you can supply examples of your work history which could include:

brief CV or work history position descriptions performance reviews certificates/results of assessment details of in house courses, workshops, seminars, orientation or induction sessions references/letters from current/previous employers/supervisors certificates/results of assessment – interstate/overseas certificates/results of assessment – universities meeting agendas and minutes briefing papers reports discussion papers project briefs written correspondence membership of relevant professional associations industry awards any other documentation that may demonstrate industry experience

Depending on the industry you have worked in, you may or may not have documentary evidence available. This should not deter you from seeking RPL as the Assessor will work with you during the RPL process.

You will also need to supply contact details of one or two work referees who can confirm your skills in the industry.

Step 2 – Conversation with Assessor

An assessor will review the information you have provided (usually with you) and begin to match up your skills to the units/subjects in the qualification. At this point, you will have the opportunity to discuss and identify your previous experience with the assessor who will understand your industry experience and conduct a competency conversation with you. You will be required to answer government related questions to identify your current skills.



Step 3 – Practical demonstration of your skills

The assessor will conduct a practical skills test at your workplace (if appropriate) or at another suitable venue. This, again, is an opportunity to demonstrate your level of competence. This assessment will be focussed on skills that are required in the qualification. Your assessor will identify the skills that he/she will want you to demonstrate.

Further steps

After the assessment, your assessor will give you information about the skills that have been recognised and whether you have gained the full qualification. If you do have skill gaps, these may be addressed through flexible training.



APPLICATION – Self Assessment QuestionnairePSP40104 Certificate IV in Government

Candidate Name: Date Completed:

Please identify your level of experience in each competency.

Unit Code Unit Title I have performed these tasksFrequently Sometimes Never

CORE UNITS








ELECTIVE UNITS











Candidate Signature: Date:



RPL APPLICATION FORM

Applicant Details:

1. Occupation you are seeking recognition in

2 Personal Details

Surname

Preferred Title (Mr, Mrs, Ms, Miss)

First Name/s

Any other name used

Home Address

Postal address if different from above

Telephone Numbers Home: Work:

Mobile: Fax:

Date of Birth / /

Gender MALE / FEMALE Age

Are you a permanent Resident of Australia

YES / NO

3 Current Employment

Are you currently employed?

If Yes, in which occupation are you currently employed?

Who is your current employer?

YES / NO

………………………………………………………

……………………………………………………….

4. Armed Forces details (If Applicable)

Branch of Service

Trade classification on discharge



5. Further Training

Have you undertaken any training courses related to the occupation applied for?

YES / NO

If Yes

What occupation were you trained in?

Training completion Date (month, year)

Country where you trained

Name of course and institution (if applicable)

6. Is there any further information you wish to give in support of your application

7. Professional Referees (relevant to work situation)

Name

Position

Organisation

Phone Number

Mobile Number

Email Address

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

Name

Position

Organisation

Phone Number

Mobile Number

Email Address

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………



APPLICANT EMPLOYMENT HISTORY FORM

Name, Address and Phone number of

Employers

Period of Employment(DD/MM/YYYY)

Position Held Full Time Part-time Casual

Description of Major Duties

From To

1.

2.

3.

4.

Attach additional sheet if required

If you are including documents in your application, please provide a brief description below

Document Description(e.g. resume, photos, awards etc)

Office Use Only – Assessor to use this section to align documents to specific units of competency and identify key questions for competency conversation

Declaration

I declare that the information contained in this application is true and correct and that all documents are genuine.

Candidate Signature: Date



SECTION C

Competency ConversationThis section assists the assessor in documenting the competency conversation.

Do NOT give this section to the candidate.

Once you have assessed the candidate’s documentary information and determined which competencies you still require more information/evidence on, you use the question bank and Record of Conversation sheets in this section to document evidence of past experience. It is not intended that every question for all competencies be discussed during the conversation, only those competencies the initial documentary review has failed to fully address.

Each question has “key points” to look for in responses. You may use the list of key points to formulate questions of your own if you wish, or contextualise or rephrase the suggested question to the candidate’s particular work situation. The questions are not intended to be a formal ‘script’ for the assessor to follow, but to provide guidance in exploring the range of the candidate’s skills, knowledge and experience in performing a particular task or function.

The Record of Conversation sheets indicate relevant content that should be sought. Place a tick next to each key point as you hear this topic being discussed during the conversation. In doing so, you are making a statement of fact about what you hear the candidate say during the competency conversation. Use the Comments section to provide further detail about the context of the discussion or briefly outline any examples discussed by the candidate. You may also use the Comments section to make a brief analysis of the responses or summary judgements about the quality of the candidate’s responses in relation to the requirements of the competency standard.

Remember, the notes you take about this conversation are important evidence and should be retained in the candidate’s assessment record.



QUESTION BANK

Note to Assessors: Refer to “Record of Conversation” sheets

Unit of Competency

Question

PSPETHC401A

Uphold and support the values and principles of public service

1: Using two examples of ethical values and principles, discuss how they are relevant to your work and where you would source information about these principles and values.

2: Describe a circumstance where you have helped others in the public sector to understand and comply with public sector ethics.

3: Discuss how you have dealt with or participated in the resolution of a real or potential ethical dilemma in your workplace.

PSPGOV402B

Deliver and monitor service to clients

4: How are client needs identified in your workplace?

5: In your own words describe ‘client service delivery’ and provide an example.

6: Provide an example of when you dealt with an aggrieved client and explain how you managed the situation.

7: What steps are taken in your workplace to monitor and improve service delivery?

PSPGOV408A

Value diversity

8: Discuss what valuing diversity means to you and the potential benefits in the workplace.

9: Provide two examples of diversity issues in your workplace and explain how you have promoted the understanding and awareness of others about these issues.

10: Provide an example of when you have made changes or contributed to changes in the workplace to recognise and value diversity.

PSPGOV412A

Use advanced workplace communication strategies

11: Describe the steps you have taken to handle a complex enquiry or complaint by a client of your organisation.

12: When giving directions in the workplace to other staff, how have you ensured that the directions are understood and followed by other staff?

13: Provide an example of a meeting you have recently managed and discuss the steps you took to ensure that the meeting was run effectively and achieved its intended purpose.

14: Give an example of a presentation you have recently delivered and outline the key issues you considered in preparing and delivering the presentation.

PSPGOV422A

Apply government processes

15: Outline two examples of changes or proposed changes to the machinery of government and how they have impacted or will impact upon your work.

16: Give an example of when you were required to provide a report to senior staff including Directors-General and/or Minister and describe the procedures and protocols you followed.

PSPLEGN401A

Encourage compliance with legislation in the public sector

17: Discuss the types of legislation that are particularly relevant to all public sector employees and describe how you have assisted other staff in your work unit to comply with this legislation.

18: Describe an incident of non-compliance with legislation that occurred in your workplace and discuss how you have handled or would handle the non-compliance.

19: What are the potential consequences of non-compliance with legislation by a public sector employee?



Unit of Competency

Question

PSPPOL404A

Support policy implementation

20: Briefly describe key government and organisational policies that are relevant to the activities of your work unit.

21: Discuss a recent policy change relevant to the activities of your work unit and outline the steps taken to implement the policy and how you supported this process.

22: Discuss how you have supported the evaluation of the effectiveness of policy implementation in your workplace.

PSPOHS301A

Contribute to workplace safety

23: Describe two types of workplace health and safety risks you have encountered or may encounter in your workplace and discuss how you have or would handle them.

24: Describe a hazard which has been identified in your workplace and describe the measures that were put in place to control the risk.

PSPGOV403B

Use resources to achieve work unit goals

25: Using one type of resource as an example, discuss the strategies you have used to ensure that the resource is used in an efficient, economic and effective manner.

26: Outline the procedures you have followed in relation to the acquisition, allocation, storage and reporting of usage of resources in your workplace.

27: What procedures do you use in your workplace to ensure that physical resources (eg photocopier etc) are maintained?

PSPGOV406B

Gather and analyse information

28: Using three types of information that you collect in your workplace as examples, discuss the purpose of the information, where it is sourced and how it is stored and accessed by other staff.

29: Give an example of when you have gathered and presented information and discuss the purpose of the task and how you collected, analysed and presented the information.

30: Briefly outline the types of information systems utilised in your workplace and how the accuracy and security of the information is maintained.

PSPGOV410A

Undertake career planning

31: What steps have you taken to develop and plan your career path?

32: Give an example of when you have obtained feedback on your work performance and how you have modified your work behaviour in response to the feedback.

PSPGOV411A

Deal with conflict

33: Give an example of a conflict situation which you have dealt with in the workplace and discuss the causes of the conflict, the position of the parties and how you handled the conflict.

34: Discuss the steps you have taken to evaluate the outcomes of a dispute you have dealt with and the results of that evaluation.

PSPGOV413A

Compose complex workplace documents

35: Give examples of several sources of information you use to perform your work and briefly describe the steps you have taken to interpret the information and determine its reliability.

36: Give examples of two different types of complex documents you have composed in the workplace and discuss the documents’ purpose and the steps you took to prepare the document.

PSPGOV415A

Provide workplace coaching

37: Give an example of when you have coached someone in your workplace and outline how you prepared and carried out the coaching.

38: How did you follow up and monitor the outcomes of your coaching?



Unit of Competency

Question

PSPGOV416A

Monitor performance and provide feedback

39: Discuss a situation in which you have monitored the performance of another staff member and outline how you carried out the monitoring and provided feedback to the staff member.

40: How have you in your workplace reviewed performance monitoring processes?

PSPGOV418A

Develop internal and external networks

41: Give two examples of internal and external networks and discuss how you built and maintain these networks?

42: Discuss the key benefits you have experienced from developing networks.

43: Describe two occasions on which you have represented and promoted your organisation.

PSPPOL403A

Give and receive policy information

44: Give two examples of when you have assisted with the development of policy guidelines and discuss the factors you considered in developing the policy guidelines.

45: Describe two circumstances where you have provided routine information and advice about policy to others in your organisation and outline the factors you considered in doing so.

46: Give an example of how you have gathered and analysed feedback on policy implementation and dealt with the outcomes of this analysis.



RECORD OF CONVERSATIONPSPETHC401A Uphold and support the values and principles of public service

CANDIDATE’S NAME: ASSESSOR’S NAME: DATE:

Question 1: Using two examples of ethical values and principles, discuss how they are relevant to your work and where you would source information about these principles and values.

Question 2: Describe a circumstance where you have helped others in the public sector to understand and comply with public sector ethics.

Question 3: Discuss how you have dealt with or participated in the resolution of a real or potential ethical dilemma in your workplace.

KEY POINTSThe candidate’s response should evidence the following

INDUSTRY REQUIREMENTSThese must be evidenced in the

candidate’s response

Indicate if response addresses KP and IR

COMMENTSRecord other key points and examples from conversation.

Identify whether a practical assessment is warranted.

Question 1Legislation

OHS

anti-discrimination

equal-opportunity

information privacy

whistle blowing

FREEDON OF INFORMATION

Codes of conduct

Guidelines

Policies and procedures

Values/principles: respect for the law; integrity; objectivity; accountability; honesty; trustworthiness; openness; responsibility; impartiality; diligence; confidentiality; privacy; respect; probity; economy and efficiency; natural justice/procedural fairness

Sources: legislation, code of conduct; guidelines; policies and procedures (available on-line internet/intranet)

Relevant Queensland legislation: Public Sector Ethics Act 1994, Whistleblowers Protection Act 1994, Freedom of Information Act 1992, Workplace Health and Safety Act 1995, Public Service Act 1996, Anti-Discrimination Act 1991; Crime and Misconduct Act 2001, and Judicial Review Act 1991.

Question 2

Differentiates between personal beliefs and public sector ethical values

Explains relevant sources of ethical obligations

Identifies unethical conduct

Question 3









Understands workplace codes of conduct and policies and procedures

Seeks appropriate advice from colleagues

Considers and examines solutions

Refers and reports to appropriate personnel

Takes necessary action

Documents decision/action in relation to the issue



RECORD OF CONVERSATIONPSPGOV402B Deliver and monitor service to clients


Question 4: How are client needs identified in your workplace?

Question 5: In your own words describe ‘client service delivery’ and provide an example.

Question 6: Provide an example of when you dealt with an aggrieved client and explain how you managed the situation.

Question 7: What steps are taken in your workplace to monitor and improve service delivery?







Question 4Client services charter

Legislation

OHS

anti-discrimination

equal-opportunity

information privacy


Codes of conduct

Guidelines


Direct communications with clients

Work unit’s goals and objectives

Client surveys and feedback

Service demand

Government initiatives

Research and analysis

Question 5

Identification of client needs

Responding promptly to client needs

Provision of relevant information on services

Helpful, friendly and professional

Communication suitable to client

Use of open ended clarifying questions

Attentiveness and listening

Question 6









Remains calm

Asks clarifying questions

Uses conflict resolution and negotiation skills

Suggests possible solutions

Seeks advice and refers to appropriate personnel

Completes written records of the conversation where appropriate

Follows up to ensure grievances are addressed

Question 7

Client feedback records

Client services charter

Client service records

Complaints register

Client surveys

Reviewing client service records and feedback

Identifying problem areas

Discussions with staff regarding changes

Revision of client services charter



RECORD OF CONVERSATIONPSPGOV408A Value diversity


Question 8: Discuss what valuing diversity means to you and the potential benefits in the workplace.

Question 9: Provide two examples of diversity issues in your workplace and explain how you have promoted the understanding and awareness of others about these issues.

Question 10: Provide an example of when you have made changes or contributed to changes in the workplace to recognise and value diversity.








anti-discrimination

equal-opportunity

Codes of conduct

Guidelines

Policies and procedures relating to sexual harassment and staff selection

Recognises value of different personal attributes: knowledge, skills, abilities, experience and working style

Recognises value of differences: ethnicity, nationality, age, personality and life experiences

Benefits: improved client service; improved relationship with the community; client base represented in the workforce; promotion of equity; cultural enrichment and awareness; promotion of creativity; and increased skills and experience

Question 9

Diversity issues: discrimination; harassment; racism; disability access/reasonable adjustment; work and family balance; cultural and religious requirements

Develops own knowledge and awareness of diversity issues e.g. attends training and awareness programs; understands key documents

Encourages other staff to attend diversity programs

Inducts new staff, committee or project membership eg. NAIDOC Day









Assists others to access relevant documents and brings relevant work procedures to their attention

Takes appropriate action to address inappropriate words or behaviour of others

Models appropriate behaviour and attitudes (eg. respect difference, sensitivity, communication, non-discriminatory)

Recommends changes to practices, policies and procedures

Question 10

Examples: adjusted personal communication style; raised issues of concern with appropriate personnel; assisted in development of multilingual documents; participated in development and/or revision of policies, strategies and practices to address diversity



RECORD OF CONVERSATIONPSPGOV412A Use advanced workplace communication strategies


Question 11: Describe the steps you have taken to handle a complex enquiry or complaint by a client of your organisation.

Question 12: When giving directions in the workplace to other staff, how have you ensured that the directions are understood and followed by other staff?

Question 13: Provide an example of a meeting you have recently managed and discuss the steps you took to ensure that the meeting was run effectively and achieved its intended purpose.

Question 14: Give an example of a presentation you have recently delivered and outline the key issues you considered in preparing and delivering the presentation.










anti-discrimination

equal-opportunity

Codes of conduct

Guidelines


Establishes relationship with the client and determines nature of the enquiry

Shows respect, listens carefully, asks clarifying questions, displays empathy

Explains legislative, policy or system requirements

Actively listens and observes client body language

Obtains copies of necessary documentation

Records details of complaint/enquiry and verifies with client

Takes appropriate action to address complain/enquiry including communicate issue/problem to appropriate personnel to deal with

Informs the client of the outcome

Question 12

Gives clear and concise explanations, encourages questions, and adjusts language and communication

Confirms understanding by questioning and listening and explaining different way

Specifies timeframes for completion

Ensures directions are ethical, lawful and reasonable

Discusses any issues of concern raised about the directions

Monitors implementation, provides feedback, suggests ways for improvement, provides advice/coaching

Considers feedback from staff

Identifies implementation problems and develops









appropriate solutions, including further explanation and/or modification of directions

Question 13

Undertakes necessary preparations – location, resources, attendees and confirms arrangements

Establishes an agenda

Explains the purpose of the meeting and the items to be covered

Establishes and explains the degree of formality of the meeting and any associated requirements: eg. meeting rules and conventions, quorum, speaking through the chair and voting

Encourages participation and discussion

Encourages problem solving and resolution

Manages time and progress of agenda items

Ensures meeting notes and/or minutes are recorded

Ensures items requiring action are assigned and follow up noted

Checks accuracy of minutes/notes before distribution

Question 14

Presentation topic and target audience

Degree of formality/informality

Use of presentation aids eg PowerPoint

Location of presentation and access to resources

Structure and flow of presentation

Content and language appropriate for audience









Timeframes and audience participation

Relevant issues relating privacy, confidentiality, communication channels/protocols, diversity, anti-discrimination

Means of obtaining evaluation/feedback



RECORD OF CONVERSATIONPSPGOV422A Apply government processes


Question 15: Outline two examples of changes or proposed changes to the machinery of government and how they have impacted or will impact upon your work.

Question 16: Give an example of when you were required to provide a report to senior staff including Directors-General and/or Minister and describe the procedures and protocols you followed.

Note to Assessor: Machinery of government relates to: cycles of government (e.g. the budget cycle); separation of powers; levels of government; legislative process; role and functions of parliamentary structures; Cabinet; ministers and ministerial portfolio; structure and functions of government departments; and quasi-government organisations.








Delegations

Codes of conduct

Protocols

Guidelines


Machinery of government changes: budgetary cycles, powers and function of parliamentary bodies; Cabinet processes; ministers and portfolio responsibilities; structure and functions of departments (eg. establishment of new departments, abolition of departments/agencies, transfer of responsibilities).

Variable impacts from organisation restructuring to amendment of existing policy/legislative processes

Question 16

Form of report – generally written brief

Use of appropriate template

Consultation with relevant staff

Brief approved by immediate supervisor, and other senior staff (eg. Executive Director) prior to submission to DG and Minister



RECORD OF CONVERSATIONPSPLEGN401A Encourage compliance with legislation in the public sector


Question 17: Discuss the types of legislation that are particularly relevant to all public sector employees and describe how you have assisted other staff in your work unit to comply with this legislation.

Question 18: Describe an incident of non-compliance with legislation that occurred in your workplace and discuss how you have handled or would handle the non-compliance.

Question 19: What are the potential consequences of non-compliance with legislation by a public sector employee?








Codes of conduct

Guidelines


Relevant legislation: Public Sector Act 1994, Freedom of Information Act 1992, Workplace Health and Safety Act 1995, Public Service Act 1996, Anti-Discrimination Act 1991, Privacy Act 1988 (Cth) and Crime and Misconduct Act 2001.

Educates, supports and/or shares knowledge with new employees

Encourages participation in education and training seminars

Disseminates public sector newsletters, bulletins and updates

Assists staff to locate and access current legislation on the internet and policies, procedures and guidelines on the intranet

Models compliant behaviour

Addresses issues of non-compliance

Promotes a culture of compliance and awareness

Discusses and provides advice and guidance to staff









queries/concerns about compliance

Question 18

Identifies incident and relevant legislation breached

Takes appropriate action (eg warnings, reporting) as required by policies and procedures

Identifies any inadequacies in workplace procedures and recommends changes

Question 19

Consequences for individual: counselling, disciplinary action and/or transfer/demotion/dismissal

Consequences for the organisation: legal liability, damage to reputation, bad publicity



RECORD OF CONVERSATIONPSPPOL404A Support policy implementation


Question 20: Briefly describe key government and organisational policies that are relevant to the activities of your work unit.

Question 21: Discuss a recent policy change relevant to the activities of your work unit and outline the steps taken to implement the policy and how you supported this process.

Question 22: Discuss how you have supported the evaluation of the effectiveness of policy implementation in your workplace.








Codes of conduct

Guidelines


Government policies: usually whole of government strategic plans for the future

Organisational policies: applies to organisation or sector to guide decision making and activities

Variable examples

Question 21

Develop plan for implementation

Change work practices

Develop new procedures

Establish revised objectives/goals or planned outcomes

Amend organisational structure

Identify and obtain necessary additional resources – human and financial

Support: supervision, human resources, giving training, seeking resources, communication during change, assist in problem solving

Question 22









Collects evaluation data: statistical, financial, qualitative, anecdotal evidence, stakeholder opinions and survey data

Interviews stakeholders/clients

Conducts questionnaires/surveys with stakeholders

Compares policy outcomes with objectives

Prepares report on evaluation



RECORD OF CONVERSATIONPSPOH301A Contribute to workplace safety


Question 23: Describe two types of workplace health and safety risks you have encountered or may encounter in your workplace and discuss how you have or would handle them.

Question 24: Describe a hazard which has been identified in your workplace and describe the measures that were put in place to control the risk.







Question 23OHS legislation


Workplace instructions

Risks associated with following hazards: manual handling, noise, light, gas, liquids/solids, particulates, fumes; other workers and people; electrical hazards; dust; heat; chemicals; walkways, stairs and ladders; tools and equipment; waste and rubbish; vehicles; operation of machines

Follows workplace policies, procedures and instructions

Uses PPE where appropriate

Reports to appropriate personnel

Question 24

Control measures follow hierarchy of controls: elimination of hazards, substitute for the hazard, use of engineering controls, administrative controls, PPE



RECORD OF CONVERSATIONPSPGOV403B Use resources to achieve work unit goals


Question 25: Using one type of resource as an example, discuss the strategies you have used to ensure that the resource is used in an efficient, economic and effective manner.

Question 26: Outline the procedures you have followed in relation to the acquisition, allocation, storage and reporting of usage of resources in your workplace.

Question 27: What procedures do you use in your workplace to ensure that physical resources (eg photocopier etc) are maintained?







Question 25Policies, procedures and guidelines

Codes of conduct

OHS

State Purchasing policy

Departmental Financial Management Manual

Resources include information, human resources, finances, facilities, equipment, stock and supplies

Efficient – use as much as needed, simple processes used

Economic – minimum cost

Effective – right tools for task

Use of inventory for physical resources

Planning and monitoring of use

Follow manufacturer’s instructions for equipment

Promptly address faults, breakdowns and shortages

Maintenance of equipment

Question 26

Acquires and allocates resources in accordance with policies and financial manuals

Assesses level of resources (possible trigger point when new supplies required)









Completes records – asset/resource register, stock levels, orders, service and maintenance of equipment

Stores resources in safe and secure location and format (eg print and digital)

Reports of usage maybe formal, email or workplace form

Question 27

Use of logs or records for equipment

Allocations of staff responsibility for equipment maintenance

Training in handling and use of resources

Ensuring staff understand procedures for reporting faults and difficulties

OHS guidelines understood and followed

Service agreements



RECORD OF CONVERSATIONPSPGOV406B Gather and analyse information


Question 28: Using three types of information that you collect in your workplace as examples, discuss the purpose of the information, where it is sourced and how it is stored and accessed by other staff.

Question 29: Give an example of when you have gathered and presented information and discuss the purpose of the task and how you collected, analysed and presented the information.

Question 30: Briefly outline the types of information systems utilised in your workplace and how the accuracy and security of the information is maintained.








Legislation and guidelines

Privacy and Freedom of Information

Codes of conduct

Types of information: basic numerical and statistical data; financial records; human resource records; client records; resources records; policies, procedures and guidelines; other information relevant to work unit

Sources: clients, staff, intranet, internet, paper based research sources eg books, manuals, legislation

Stores in appropriate location and formats (eg secure database)

Formats include paper based files, networked electronic files, databases, library storage

Facilitates access by other staff (where appropriate) by advice of availability by email, internal network, discussions

Question 29

Identifies purpose, issue or problem

Gathers information from relevant sources

Considers validity (authors, currency and content) and









relevance of information

Reviews information

Analyses the information including by quantitative/mathematical analysis, qualitative analysis, statistical analysis and trend analysis

Identifies possible solutions through analysis and consultation

Presents the information via report/submission, briefing notes/ministerial, proposal and/or face-to-face presentation

Question 30

Types of information systems: paper based and electronic filing; internal network; databases; intranet; websites

Security procedures: restricted access, use of logins and passwords

Information regularly reviewed and non-current/inaccurate removed

Timely update of new information

Cross-checking other sources for consistency



RECORD OF CONVERSATIONPSPGOV410A Undertake career planning


Question 31: What steps have you taken to develop and plan your career path?

Question 32: Give an example of when you have obtained feedback on your work performance and how you have modified your work behaviour in response to the feedback.










Codes of conduct

Carries out regular self assessment of life and work experiences, skills and abilities

Reflects upon current position and work progression

Identifies future career opportunities

Participates in training and other opportunities to enhance skills and qualifications

Considers emerging factors that impact upon career plans eg. technology, organisational change, training, job reclassifications

Researches employment opportunities using a variety of sources and seeks guidance from others

Develops long term plans to meet career objectives

Question 32

Variable examples

Types of feedback: discussing performance with colleagues and supervisor; feedback from those who assigned work; and performance reviews

Identifies, gaps in skills and performance and develops plan to address gaps



RECORD OF CONVERSATIONPSPGOV411A Deal with conflict


Question 33: Give an example of a conflict situation which you have dealt with in the workplace and discuss the causes of the conflict, the position of the parties and how you handled the conflict.

Question 34: Discuss the steps you have taken to evaluate the outcomes of a dispute you have dealt with and the results of that evaluation.








Codes of conduct

Legislation

OHS

anti-discrimination

equal-opportunity

information privacy

whistle blowing


Causes of conflict may include: differences of opinion or way of working, poor communication, cross-cultural/racial/religious issues, gender and intergenerational issues and abuse of power/workplace bullying

Parties to conflict maybe take various positions including: competing (uncooperative and aggressive), accommodating, avoiding, collaborative or compromising

Uses communication techniques to identify relevant factors and issues including: questioning and listening, reflection, paraphrasing/summarising problem and appropriate language

Prevents conflict from escalating by recognising conflict early, encouraging discussion, providing information and facilitating problem solving and developing options to settle dispute

Encourages parties to express their views and ensures each party given fair opportunity to participate in conflict resolution

Considers social and cultural differences, policies and procedures and disadvantages to parties in identifying settlement options









Refers conflict/dispute to senior staff, supervisor/manager, HR or mediator where unsuccessful resolution

Question 34

Prepares reports and records as required including compiling notes and relevant correspondence

Examines the cause of conflict

Considers ways to avoid similar conflict situations and effectiveness of response

Considers ways to improve conflict resolution process and recommends necessary changes

Takes follow-up action as required



RECORD OF CONVERSATIONPSPGOV413A Compose complex workplace documents


Question 35: Give examples of several sources of information you use to perform your work and briefly describe the steps you have taken to interpret the information and determine its reliability.

Question 36: Give examples of two different types of complex documents you have composed in the workplace and discuss the documents’ purpose and the steps you took to prepare the document.








Codes of conduct

Information privacy, and FREEDON OF INFORMATION legislation

Sources of information could include: work document files, manuals, codes of practice, websites, meeting notes, correspondence, reports, briefs, speeches, plans and submissions

Interprets documents by examining purpose, reading documents and developing understanding of subject matter and cultural context

Requests assistance from others or identifies additional information if difficulty in interpreting information

Determines reliability by reference to source/author, reputation, content, currency of material and research methods, data collection and analysis

Question 36

Complex documents include: position/discussion papers, briefings, submissions, project briefs, reports and operational and/or business plans

Variable purposes may include: influence opinion, report on outcomes/achievements, make recommendations or present options, meet reporting requirements, policy development, obtain funding, business/operational planning and responding to queries/complaints









Determines purpose prior to composing

Identifies appropriate and relevant sources of information

Evaluates accuracy and reliability of information

Interprets relevant documents and information

Develops content and considers structure, sequence, language (eg gender neutral, plain English) and organisational requirements

Prepares draft

Reviews and edits draft including proofreading grammar, spelling and punctuation, ensuring objectives and audience needs met and ensuring logical structure.

Prepares final version after edit

Follows appropriate channels for approval of document



RECORD OF CONVERSATIONPSPGOV415A Provide workplace coaching


Question 37: Give an example of when you have coached someone in your workplace and outline how you prepared and carried out the coaching.

Question 38: How did you follow up and monitor the outcomes of your coaching?








Organisation training guidelines

Codes of conduct

Legislation

OHS

anti-discrimination

equal-opportunity

information privacy

Identifies purpose of coaching which may include: improve technical/practical skills in specific areas; communication and people skills; skills in using workplace routines/systems/procedures; and/or new processes for job role

Considers the following factors in preparation: own level of skills/knowledge relevant to coaching; skill needs of colleague requiring coaching; intended outcomes; coaching and learning styles; resources required including time and availability

Discusses issues that may impact upon coaching with trainee eg availability, time required, number of sessions, relevance of skills etc

Allows adequate time

Discusses outcomes to be achieved

Ascertains current skill levels of trainee

Communicates underpinning knowledge

Checks understanding through questioning

Models or demonstrates skills and explains process

Encourages and motivates trainee to practice

Provides encouragement and constructive feedback









Reviews and adjusts planned outcomes

Question 38

Discusses success with person being coached

Monitors new skills in the workplace

Identifies gaps in skills and provides necessary additional training

Requests training assistance in areas beyond coaches skill base

Prepares report on outcomes

Identifies difficulties with coaching eg. skills of coach, relevance of skills for trainee, resources, language or cultural barriers

Seeks feedback on coaching style and skills to improve future coaching



RECORD OF CONVERSATIONPSPGOV416A Monitor performance and provide feedback


Question 39: Discuss a situation in which you have monitored the performance of another staff member and outline how you carried out the monitoring and provided feedback to the staff member.

Question 40: How have you in your workplace reviewed performance monitoring processes?









Codes of conduct

Identifies need for performance monitoring e.g. skills improvement, confirm areas of strength, develop improvement strategies, counselling

Plans performance monitoring and identifies relevant performance standards applicable to staff member

Collects evidence of staff member’s performance

Compares performance with performance standards

Decides appropriate action e.g. additional training, further period of monitoring, performance counselling, positive feedback

Communicates feedback and discusses proposed action with staff member

Uses appropriate communication techniques including using appropriate level of language, starts with positive feedback, focuses on performance and provides examples

Negotiates appropriate options with staff member

Ensures staff member follows agreed action

Provides encouragement, support and recognises improvements









Reports to supervisor or human resources if no agreement on action or no improvement in performance after initial monitoring and feedback

Question 40

Collects relevant information from stakeholders

Reviews information and examples provided to ensure organisational requirements met

Amends process as necessary to address areas of deficiency



RECORD OF CONVERSATIONPSPGOV418A Develop internal and external networks


Question 41: Give two examples of internal and external networks and discuss how you built and maintain these networks?

Question 42: Discuss the key benefits you have experienced from developing networks.

Question 43: Describe two occasions on which you have represented and promoted your organisation.








Codes of conduct

Legislation

OHS

anti-discrimination

equal-opportunity

information privacy

Internal networks include: colleagues, supervisors, advisors and senior managers across the organisation

External networks various examples may include: participation in working groups, professional/occupational associations, special interest or support groups, lobby groups, service organisations, advisory committees and industry groups

Establishes relationship through meetings and introductions, membership of relevant committee, group or association, participating in social events, attendance at workshops, conferences or seminars

Maintains networks through regular contact with relevant person or organisation via attendance at meetings and events, email, correspondence, notices etc

Maintains trust and confidence through observing protocols, using information appropriately and maintaining confidentiality

Question 42

Better understanding of organisation structure

Improved communication









Promotional prospects and job opportunities

Greater understanding of roles and responsibilities

Source of support, advice and assistance

Promotion of the organisation

Facilitates access by the organisation to non-government sector for consultative and advisory purposes

Maintaining professional knowledge and skills

Discussing and evaluation issues

Aware of recent and future developments in sectors/industry

Referees for positions

Question 43

Examples could include: participation in meetings, seminars or conferences, presentations at meetings/seminars or conferences, modelling ethical and professional behaviour



RECORD OF CONVERSATIONPSPPOL403A Give and receive policy information


Question 44: Give two examples of when you have assisted with the development of policy guidelines and discuss the factors you considered in developing the policy guidelines.

Question 45: Describe two circumstances where you have provided routine information and advice about policy to others in your organisation and outline the factors you considered in doing so.

Question 46: Give an example of how you have gathered and analysed feedback on policy implementation and dealt with the outcomes of this analysis.








Codes of conduct

Legislation

OHS

anti-discrimination

equal-opportunity

information privacy

Various examples, new policy may arise through change of legislation or government strategic policy and will impact upon existing procedures and guidelines

Factors to consider include: intended audience, structure of the guidelines, language level and style, format, diversity and work activities

Consultation with stakeholders

Directions from supervisor and input and feedback from colleagues

Question 45

Source of information: Acts, Regulations, policies, procedures, codes of practice, standards and guidelines

Intended use of the information

Possible consequences

Capacity to provide information

Referral of complex issues









Communication of advice – oral or written

Question 46

Records informal comments by members of the work unit

Asks work unit members for their comments and then recording them

Surveys work unit members

Holds a meeting to discuss feedback

Uses information to draw conclusions on implementation

Reports outcomes of analysis and makes recommendations



SECTION D

Practical Tasks and Observation Recording

SheetsYou use this section to assist you in determining a candidate’s competency in those areas where they have not yet successfully demonstrated their skills, knowledge and prior experience. Therefore, candidates are not required to complete all tasks. You select tasks after considering available evidence collected through previous phases and according to context and needs of each candidate.



PRACTICAL TASKS

Candidates are not required to complete all tasks. The Assessor is to select tasks after considering available evidence collected through previous phases and according to the context and needs of each candidate.

Unit of Competency Practical Task

PSPGOV422A

Apply government processes

PSPPOL404A

Support policy implementation

PSPLEGN401A

Encourage compliance with legislation in the public sector

PSPETHC401A

Uphold and support the values and principles of public service

PSPPOL403A

Give and receive policy information

1A. Your department is reviewing its existing licensing scheme for commercial eco-tourism operators in the State’s national and marine parks and intends to make a number of policy and legislative changes to implement a new licensing regime.

(a) What are the key government processes that must be considered in the development and implementation of a new licensing regime?

(b) Discuss how you would go about developing policy guidelines to facilitate the department’s implementation of the new regime.

(c) Explain how you would monitor the implementation of the new policy and legislative regime.

1B. During the review process, you become concerned that a departmental officer in your work group is providing confidential information about the government’s proposed changes, to one of the commercial license operators. Discuss relevant ethical concerns and how you might deal with the situation.

PSPGOV402B

Deliver and monitor service to clients

PSPGOV411A

Deal with conflict

PSPGOV412A


2A. You receive a phone call from a disgruntled member of the public who complains about the department’s consultation process on new liquor licensing regulations. The caller advises that he had previously written to the department, complaining that he did not receive notice of the department’s industry consultation meetings and is unable to provide submissions by the closing date. He refuses to hang up until you can provide a response to his queries.

(a) Describe how you would deal with the complainant.

(b) Explain how you would ensure that a similar situation does not occur again.

2B. You are holding a meeting with colleagues to discuss options to reduce the likelihood of similar complaints. Role play with your assessor how you would manage the meeting and give directions to staff to carry out required actions.

PSPGOV416A

Monitor performance and provide feedback

PSPGOV408A

Value diversity

3A. Your supervisor has requested you to monitor the performance of a recently employed Indigenous graduate who appears to be struggling in the work environment.

Discuss how you would conduct performance monitoring and provide feedback in these circumstances.

3B. During feedback, the Indigenous graduate advises that she has been the subject of a race related comment by another employee and has felt discriminated against in the workplace. Discuss what action you would take to address her concerns and promote respect for diversity in the workplace.



Unit of Competency Practical Task

PSPGOV410A

Undertake career planning

PSPGOV415A

Provide workplace coaching

4. Discuss how you would prepare, deliver and follow up workplace coaching for a staff member who requires assistance in the area of career planning. Consider in your answer the key steps that should be undertaken as part of career planning.

PSPGOV406B

Gather and analyse information

PSPGOV403B

Use resources to achieve work unit goals

PSPGOV413A

Compose complex workplace documents

5. In an attempt to reduce operational costs and environmental impacts of vehicle usage, the Director-General has requested all business units to review their existing vehicle fleet and acquisition and maintenance policies and procedures. Your business unit utilises a number of larger 4WD vehicles that may no longer be necessary to meet current work requirements. The Executive Director has requested that you prepare a comprehensive report containing recommendations for changes to the business unit’s current management of its vehicle fleet.

Discuss how you would go about the following tasks:

(a) gathering and analysing relevant information;

(b) developing a range of solutions or recommendations;

(c) presenting the information in a report format.

PSPOHS301A

Contribute to workplace safety

6. Your team has been working long hours in order to complete a report by a certain deadline. One of your team members, after several days, complains of mild neck and back ache from computer usage. He suggests that the current set up of the computers and poor light is a significant contributing factor to his ailment.

Discuss how you would deal with this complaint having regard to the obligation to ensure the health and safety of employees in the workplace.

PSPGOV418A

Develop internal and external networks

PSPGOV412A


7. You have recently been appointed to a new role which requires regular liaison and consultation with a range of non-government stakeholders.

Discuss how you would go about:

(a) making contact with the key stakeholders and introducing yourself;

(b) seeking out other opportunities for networking and promoting the organisation; and

(c) dealing with a request by a stakeholder organisation to attend their offices and give a presentation to staff on your organisation and your role.

© State of Queensland (Department of Education, Training and the Arts) 2008Version 2: July 2008


OBSERVATION RECORDING SHEETPractical Tasks

CANDIDATE’S NAME: SIGNATURE: DATE:

ASSESSOR’S NAME: SIGNATURE: DATE:

LOCATION:

NB: The skills listed below must be verified by a competent assessor through observed demonstration either in the candidate’s workplace as part of the candidate’s normal work duty OR as part of a practical assessment/demonstration set by the assessor.



Unit and element covered in task

Task No.

Observable behaviours in task Industry requirements

Assessor’s comments Indicate if behaviour observed

Date assessed

PSPPGOV422A1,2,& 3

1A(a) Candidate considers the following:Possible amendment to legislation and/or regulations

Procedures for seeking approvals for policy/legal changes eg Ministerial, Cabinet approvals

Preparation of documents briefs, submissions etc.

Legislative process, role of Cabinet and legislature

Consequent changes to department policies and procedures (development of guides for staff and fact sheets for public)

Procedures for monitoring and evaluation of policy changes including data collection, surveys etc.

Legislation

Delegations

Codes of conduct

Protocols

Guidelines


PSPPOL404A1,2,& 3

1A(b) & (c)

Candidate discusses the following: Identification of relevant government and organisational policies

Interpretation of policy and legislation to plan changes to practices

Adjustment of practices to meet new policy requirements

Identification of resources for implementation

Training and support for staff during implementation

Monitoring of implementation by gathering, recording and reporting relevant data

Legislation

Codes of conduct

Guidelines





Task No.



Date assessed

PSPPOL403A1, 2 & 3

1A(b) & (c)

Researches and analyses existing procedures impacted by new policy

Identifies audience for policy guidelines and uses language, structure and format accordingly

Consults with internal stakeholders

Ensures guidelines address range of possible routine enquiries and proposed responses to be provided

Information relating to implementation of policy is gathered, analysed and reported

Suggestions and recommendations for improvement to policy are received and made

Legislation

Codes of conduct

Guidelines


PSPLEGN401A1&2

1B Refers to relevant documents – codes of conduct, legislation etc

Identifies key legislation including Public Sector Ethics Act, Privacy Act, Whistleblowers Act

Speaks with officer and/or reports to supervisor in accord with policies and procedures

Legislation

Codes of conduct

Guidelines


PSEPTHC401A1&2

1B Identifies ethical values and principles– confidentiality, integrity, accountability, impartiality, procedural fairness

Refers to sources of these principles – code of conduct, legislation and policies and procedures

Takes appropriate action on identified unethical conduct

Legislation

OHS

anti-discrimination

equal-opportunity

information privacy

whistle blowing

FREEDON OF




Task No.



Date assessed

Participates in discussion with officer and/or supervisor to clarify ethical issues

INFORMATION

Codes of conduct

Guidelines


PSPGOV402B1,2,3&4

2A(a) & (b)

Identifies client needs through questioning and listening

Provides relevant information and refers to relevant policies/procedures/guidelines

Communicates in a helpful, friendly and professional manner

Uses conflict resolution and negotiation skills

Searches for prompt resolution

Seeks advice and refers to other personnel where appropriate

Completes written records of the conversation

Discusses problem with staff and supervisor and examines preventative action

Adjust existing practices/procedures and notifies staff of changes

Client services charter

Legislation

OHS

anti-discrimination

equal-opportunity

information privacy


Codes of conduct

Guidelines


PSPGOV411A1,2&3

2A(a) & (b)

Identifies the cause of the conflict

Assesses the parties position, uncooperative, aggressive etc

Uses communication techniques and conflict strategies – questioning, listening

Manages the discussion to prevent

Policies, procedures and guidelines

Codes of conduct




Task No.



Date assessed

escalation of conflict

Encourages expression of views

Examines options for resolution

Records and reports details of the discussion

Considers response and outcome and how to improve handling in future

PSPGOV412A1

2A Establishes relationship with client

Determines nature of enquiry/complaint

Clarifies through questioning

Responds appropriately within limits of authority

Legislation: anti-discrimination, equal-opportunity

Codes of conduct

Guidelines


PSPGOV412A2& 3

2B Prepares and uses agenda

Explains purpose and rules

Encourages active participation, discussion and problem solving

Ensures appropriate records made including action items

Directions to staff clear, concise and explained

Invites questions to ensure directions understood

Monitors implementation of directions and provides feedback

Legislation

anti-discrimination

equal-opportunity

Codes of conduct

Guidelines


PSPGOV416A 3A Identifies particular areas requiring attention during performance monitoring

Policies, procedures and




Task No.



Date assessed

1, 2, 3 & 4 Collates information about performance of staff member including through discussions with other staff and observation of work

Compares performance with standards

Develops options for action

Discusses performance issues with staff member, provides feedback and suggests options to address concerns

Uses appropriate communication techniques eg. start with positive feedback

Develops agreed plan of action with staff member

Monitors performance for improvements and provides support and encouragement

guidelines


Codes of conduct

PSPGOV408A1

3A Recognises and values benefits of diverse staff

Emphasises the valuable contribution by staff from different ethnic/cultural backgrounds

Tailors communication using appropriate language and clear and simple explanations

Legislation

anti-discrimination

equal-opportunity

Codes of conduct

Guidelines


PSPGOV408A1,2

3B Provides support and guidance to the staff member regarding avenues for dealing with complaint

Where appropriate, reports concerns to appropriate personnel

Legislation

anti-discrimination

equal-opportunity

Codes of conduct




Task No.



Date assessed

Encourages resolution of issues

Models appropriate behaviour and attitudes (eg. respect difference, sensitivity, communication, non-discriminatory)

Promotes greater staff awareness of diversity issues including discrimination and racism through training and workshops

Ensures appropriate disciplinary measures followed through

Recommends any necessary changes to practices, policies and procedures

Guidelines


PSPGOV415A 1, 2 & 3

4 Plans and prepares for coaching by identifying purposes of coaching

Considers skills level of coachee, existing knowledge, learning styles, outcomes and resources

Plans sessions and time allocations

Develops agreed outcomes

Delivers underpinning knowledge, including through modelling and demonstration

Undertakes questioning of coachee

Encourages and motivates coachee

Provides feedback and follows up progress through monitoring

Seeks feedback on coaching and uses to alter coaching styles



Codes of conduct

Legislation

OHS

anti-discrimination

equal-opportunity

information privacy

PSPGOV410A1,2,3 & 4

4 Identifies and discusses the key steps in career planning as follows:

regular self assessment of life and work





Task No.



Date assessed

skills and experiences

reflection upon current position and work progression experiences, skills and abilities

identification of future career opportunities

participation in training and other opportunities to enhance skills and qualifications

researching employment opportunities

development and monitoring of long term plans to meet career objectives

PSPGOV403B1,2 &3

5 Considers:

existing vehicle policies and procedures

need for efficiency, cost minimisation and appropriate resources to carry out work activities

records regarding acquisitions and maintenance

log books to identify extent of usage and purposes


Codes of conduct

OHS

State Purchasing policy

Departmental Financial Management Manual

PSPGOV406B1,2, 3 & 4

5 Identifies purpose, issue or problem

Gathers information from relevant sources (eg. logs, records of acquisition and maintenance etc)

Considers validity (accuracy, currency and content) and relevance of information

Analyses the information including by quantitative/mathematical analysis, qualitative analysis, statistical analysis and







Task No.



Date assessed

trend analysis

Identifies possible solutions through analysis and consultation with other officers and/or stakeholders

Presents the information via report/submission, briefing notes

Codes of conduct

PSPGOV413A1,2 & 3

5 Collates, evaluates and interprets available information

Prepares a draft report

Considers audience, content, structure, logical sequencing of issues/matters

Meets timeframes and follows processes for submission of documents to the Executive Director

Edits report before presentation of final


Codes of conduct

Information privacy, and FREEDON OF INFORMATION legislation

PSPGOV403B1,2 &3

6 Advises workplace OHS officer and report complaint in accordance with procedures

Encourages staff member to seek appropriate medical treatment/advice

Requests OHS officer or appropriate personnel to examine and recommend changes to ergonomic set up for computer use and lighting

Implements recommended changes

Ensures staff member follow organisational guidelines/procedures regarding computer use eg. regular breaks etc

Ensures work hours etc regulated to reduce and minimise risk of recurrence -with support from OHS officer, and based on

Workplace OHS policies, procedures and guidelines

OHS legislation




Task No.



Date assessed

medical advice,

PSPGOV418A1,2 & 3

7(a) Ensures complete database/list of stakeholders and contact details

Sends letter/email of introduction to stakeholders or alternatively telephone stakeholders individually

Offers time to meet stakeholders

Advises of your role, phone and email contact and availability

Invites stakeholders to a discussion forum or meeting


Codes of conduct

PSPGOV418A1,2 & 3

7(b) Contacts existing stakeholders

Contacts and participates in other networking groups including – professional/occupational associations, special interest or support groups, lobby groups, service organisations, advisory committees and industry groups

Approaches stakeholders about other relevant bodies/organisations

Establishes working groups with diverse representation

Establishes new projects with stakeholder involvement

Researches to identify other potential interest groups or parties


Codes of conduct

PSPGOV418A1,2 & 3

7(c) Obtains details of the nature of the information sought

Considers audience, content and format of





Task No.



Date assessed

presentation

Seeks appropriate authorisation from supervisors

Locates relevant information including any presentations prepared by the organisation

Prepares for questioning

Distributes relevant promotional information including facts sheets, brochures, reports etc.

Obtains feedback from attendees and reflects upon ways to improve presentation and promotional activities

Codes of conduct

PSPGOV412A4

7(c) Considers:

Presentation topic and audience

Use of presentation aids

Location and access to resources

Content and language

Audience participation

Supporting materials – brochures, fact sheets etc

Evaluation and feedback


Legislation

OHS

anti-discrimination

equal-opportunity

information privacy



SECTION E

Resources for Practical Tasks

You use this section to access any resources required by the candidate to undertake the practical task/s or scenario/s. They are suggested resources only. You may wish to modify or use other resources for the assessment tasks.



In undertaking RPL Assessment utilising this tool, assessors and participants may wish to visit the resource generator site at www.resourcegenerator.gov.au for possible resources.


http://www.resourcegenerator.gov.au/


SECTION F

Third Party VerificationThe preferred approach in gaining third party validation is to take the forms in this section to the candidate’s previous employers or referees to gain confirmation of the candidate’s skills against the required competencies. This would be done during a conversation or interview with these people.

It may be beneficial to make contact with the employers/referees early in the recognition process to make appointments, particularly if you have to travel some distance to visit them. This may be done on the same day as a practical assessment in the workplace if appropriate.

It is recommended that verification be obtained from one or two referees who can confirm the candidate’s industry skills in context over time.



REFEREE TESTIMONIAL

(Date)

To whom it may concern,

RE: skills in/as (insert candidate name) (insert industry/job title)

I certify that the above named person has:

worked at for a period of years

regularly undertaken the following activities within the workplace since commencing employment with this organisation:

Initial those skills/ competencies (below) that the candidate has or can successfully perform in the workplace

upheld and supported the values and principles of public service

delivered and monitored services to clients

used advance workplace communication strategies

promoted diversity and contribute to diversity outcomes

applied government processes

encouraged compliance with legislation in the public sector and act on non-compliance

supported policy implementation

contributed to workplace safety

used resources to achieve work unit goals

undertook career planning

dealt with conflict

gathered and analysed information

composed complex work documents

provided workplace coaching

monitored performance and provide feedback

developed internal and external networks

gave and received policy information

If you would like any further information or would like to discuss any of the above, I can be contacted on

Yours sincerely

SignaturePrint Name and Position



SECTION G

Assessment TablesYou use these tables as a reference tool to see at a glance which units/elements of competency are within the qualification.

Question numbers refer to those found in SECTION C of this kit.

Practical assessment/scenarios numbers refer to those found in SECTION D of this kit.

It is important to note that this section is used for validation purposes only. Any mapping should be done after questions and tasks have been selected.



Elements Performance Criteria Questions Practical Tasks


1. Contribute to an ethical public sector workplace

1.1 Information on the ethical values and principles of the workplace is accessed, its interpretation confirmed with others and applied accordingly 1,2 1B

1.2 Application of ethical values and principles is discussed with senior management and colleagues to ensure common understanding and application 1,2 1B

1.3 Others are assisted to access and use public sector ethics legislation and guidelines to ensure their work practices comply with requirements 1,2 1B

1.4 The differences between public sector ethics/values and personal beliefs/values are explained to others to encourage understanding and compliance 1,2 1B

1.5 Hypothetical work practices that would constitute unethical conduct are identified and discussed with work colleagues, and strategies to avoid or deal with them are identified in accordance with organisational policy and procedures 1,2 1B

2. Participate in ethical decision making

2.1 Real and potential ethical problems are identified, and decision making processes are used to resolve or refer them in accordance with organisational policy and procedures 3 1B

2.2 Information is regularly accessed to ensure currency in ethical knowledge, and ethical judgment is developed through involvement in workplace discussions or ongoing professional development related to ethical standards and practices 3 1B

2.3 Other staff are supported as necessary to contribute to ethical discussions and problem solving to develop their ethical judgment 3 1B

2.4 Processes for preventing and reporting unethical conduct are used and others are assisted in their application 3 1B

PSPGOV402B Deliver and monitor service to customers

1. Identify and define client needs

1.1 Client information is used to identify services required client needs 4,5 2A

1.2 Specific needs of clients are recognised and addressed in targeting client services 4,5 2A

1.3 Potential difficulties in providing client services are identified and addressed or referred for recommended action 4,5 2A

2. Deliver client service 2.1 Responses to client enquiries are made in accordance with legislation, policy and procedures 5,6 2A

2.2 Service delivery is provided that is appropriate, timely and accurately targeted 5,6 2A

2.3 Communication with clients is tailored to the situation and their specific needs 5,6 2A

2.4 Negotiation/conflict resolution techniques are used to resolve difficult situations or referrals are made in accordance with organisational policy and procedures 5,6 2A

2.5 Remedial actions are undertaken or recommended for clients with specific needs or in potential areas of difficulty 5,6 2A

2.6 Accountability requirements are identified and used, including organisation client service charter and/or external review 5,6 2A

3. Monitor and improve client service delivery

3.1 Client service delivery is monitored and regular feedback from colleagues is used to improve personal service 7 2A

3.2 Feedback is provided to workgroup members in regard to quality of client service delivery 7 2A




3.3 Changes in policies and procedures that impact upon client relations are conveyed to clients in a timely manner in accordance with organisational policy and procedures 7 2A

3.4 Assistance is accessed to assist in dealing with client service issues, meeting changing needs and achieving service potential 7 2A

4. Review client service 4.1 Client feedback about service is sought and responded to 7 2A

4.2 Procedural aspects of service delivery are monitored and records are maintained as appropriate 7 2A

4.3 Proposals for change are based on feedback on service development and delivery 7 2A

4.4 Modifications to client service are carried out where required, within area of responsibility and limits imposed by government 7 2A


1. Promote the benefits of diversity

1.1 The diversity of the workgroup is analysed to identify the strengths and differences that benefit both staff and the organisation 8,9 3A, 3B

1.2 Workplace diversity issues, benefits and risks are explained to others using language and supporting material suitable to their needs and the situations they are likely to experience 8,9 3A, 3B

1.3 Diversity training and awareness programs are identified and promoted to encourage and support others to appreciate the benefits of diversity 8,9 3A, 3B

1.4 Opportunities for leadership in, and advocacy of, workplace diversity are identified and utilised within own area of responsibility 8,9 3A, 3B

2. Contribute to diversity outcomes

2.1 Currency is maintained in knowledge of diversity principles and practices that are applied in the workplace 10 3B

2.2 Others are assisted to access and use legislation, policy and guidelines to ensure work practices contribute to diversity benefits 10 3B

2.3 Development and use of a range of communication styles is modelled and fostered to respond to the diversity of the workplace and its clients 10 3B

2.4 Targeted responses to the needs of the organisation’s diverse client group/s are identified and implemented in accordance with organisational policy and procedures 10 3B

2.5 Feedback on diversity policies, strategies and practices/services is provided to managers in accordance with organisational procedures 10 3B


1. Deal with complex enquiries/ complaints

1.1 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 11 2A

1.2 Complaint/enquiry is recorded accurately in simple language, and verified with the client to ensure it has been recorded correctly 11 2A

1.3 Documentation to support complaint/enquiry is obtained if required 11 2A

1.4 Action available under organisational policies is identified, and procedures to respond to and resolve complaint/enquiry are followed/authorised 11 2A

1.5 Complaints/enquiries that require referral to other personnel or external organisations are identified and referred in accordance with 11 2A




organisational policy and procedures

1.6 Client is informed of action taken to resolve/refer the complaint/enquiry and a record logged in accordance with organisational procedures 11 2A

2. Give directions 2.1 Ethical, lawful and reasonable directions are given to others, and staff are protected from reprisals for refusing directions to act unethically 12 2B

2.2 Directions are relayed in a clear, concise manner appropriate to the receiver 12 2B

2.3 Questioning and listening skills are used to confirm understanding of directions 12 2B

2.4 Problems in directions being implemented are resolved promptly or referred in accordance with organisational policy and procedures 12 2B

2.5 Feedback is provided on implementation in accordance with organisational requirements 12 2B

3. Manage meetings 3.1 Purpose of each meeting is clarified and the agenda developed in consultation with participants, in line with the purpose 13 2B

3.2 The procedure for each meeting and the style of chairing/facilitating are selected in accordance with the meeting’s purpose and the participants 13 2B

3.3 Meetings are chaired in accordance with organisational requirements, agreed conventions for the type of meeting and legal and ethical requirements 13 2B

3.4 Meetings are conducted to ensure they are focused on the objectives of the meeting and are time efficient 13 2B

3.5 Meetings are facilitated to enable participation, discussion, problem solving and resolution of issues by all those present 13 2B

3.6 Decisions and recommendations are summarised succinctly, checked for accuracy and recorded as required 13 2B

4. Make presentations 4.1 Presentations are made to a range of audiences in accordance with organisational requirements 14 6

4.2 Presentations are structured logically and contain relevant information/content to meet the purpose of the presentation 14 6

4.3 Supporting materials and presentation aids are selected, created and organised to enhance audience understanding of key concepts and ideas 14 6

4.4 Presentation strategies are chosen and used to match the characteristics of the target audience, the location, the resources and the personnel needed 14 6

4.5 Effectiveness of the presentation is evaluated formally and informally for the purpose of continuously improving future presentations 14 6


1. Apply information relating to the Machinery of Government

1.1 Up-to-date information relating to Machinery of Government relevant to work responsibilities is identified, accessed and applied 15 1A

1.2 Ambiguity in the structure and function of the organisation or work area as a result of past, present or future Machinery of Government changes is identified and advice obtained and implemented on required work priorities and outcomes for the transition period

15 1A

1.3 Role ambiguity as a result of past, present or future Machinery of Government changes is managed in accordance with 15 1A




organisational directions

2. Apply knowledge of organisational functions

2.1 Up-to-date information relating to the structure and functions of the organisation is accessed and applied 15 1A

2.2 Appropriate persons are identified to ensure correct levels of authority are utilised to deal with responsibilities within the organisation 15 1A

2.3 Areas of work where delegations apply are identified and delegation levels within the organisation are confirmed in accordance with organisational procedures/guidelines 15 1A

2.4 Approvals are obtained in the workplace in accordance with organisational delegations 15 1A

3. Apply knowledge of protocols

3.1 Up-to-date information relating to government protocols is identified, accessed and applied 15, 16 1A

3.2 Protocols are observed in dealings with other organisations and with persons from within and outside the organisation 15, 16 1A

3.3 Written protocols, formats and standards are adhered to in writing government documents 15, 16 1A


1. Assist others to comply with legislative requirements

1.1 Knowledge of the range of legislation and guidelines relating to the public sector workplace is regularly updated to ensure currency 17 1B

1.2 The way various pieces of legislation are integrated to provide a legislative framework for public sector work and the key requirements of each piece of legislation are confirmed and conveyed to others using language and examples suited to their individual needs

17 1B

1.3 Own work practices and procedures are used to provide a consistent model of compliance with legislative requirements relating to the public sector work environment 17 1B

1.4 The consequences of non-compliance with public sector legislation are identified and conveyed to others using language and examples suited to individual needs 17 1B

1.5 Others are assisted to locate and access current information on legislation and guidelines 17 1B

1.6 Others are encouraged to identify and obtain advice on apparently conflicting legislative requirements in accordance with organisational policy and procedures 17 1B

2. Act on non-compliance 2.1 Actions that might constitute breaches of legislation are identified and discussed with others in accordance with organisational requirements 18, 19 1B

2.2 Possible breaches of legislation are acted upon or referred promptly to an authorised person/body in accordance with organisational procedures 18, 19 1B

2.3 Inadequacies in workplace procedures which may contribute to non-compliance are reported and addressed in accordance with organisational procedures 18, 19 1B


1. Identify relevant policy 1.1 Work situations that are shaped by government or organisation policy are identified in accordance with public sector guidelines 20 1A

1.2 Policy relating to particular work situations is identified and located 20 1A




2. Implement policy 2.1 Policy to be implemented is interpreted under direction to identify and plan for change in work practices 21 1A

2.2 The implications of policy for individual work practices are identified, and practices are confirmed/adjusted to reflect policy requirements in accordance with organisational procedures 21 1A

2.3 Others affected by policy requirements are supported to accommodate those requirements 21 1A

2.4 Policy is implemented to support achievement of outcomes intended in specific work areas 21 1A

3. Monitor and report on policy implementation

3.2 Information that will assist with the evaluation of the effectiveness of policy implementation is gathered, recorded and reported under direction in accordance with organisational procedures 22 1A

3.3 Information that will assist with the evaluation of the impact of policy implementation on organisational outcomes is gathered, recorded and reported under direction in accordance with organisational procedures 22 1A


1. Contribute to participative workplace safety arrangements

1.1 Occupational health and safety issues are addressed/reported to designated personnel in accordance with workplace procedures and occupational health and safety legislation 23 6

1.2 Contributions are made to participative workplace safety arrangements within organisational procedures and scope of responsibilities and competencies 23 6

2. Identify hazards and control risks

2.1 Existing and potential hazards in the work area are identified, dealt with and/or reported to designated personnel according to workplace procedures 24 6

2.2 Workplace procedures and work instructions for controlling risks are identified and implemented 24 6

2.3 Workplace procedures for dealing with accidents and other hazardous events are followed whenever necessary within scope of responsibilities and competencies 24 6

2.4 Feedback on the effectiveness of safety procedures and risk control measures is provided to enable improvements to be made where necessary 24 6


1. Acquire and apply available resources

1.1 Available resources are identified and gaps filled in accordance with work unit plans 25 5

1.2 Procedures are applied that promote efficient, economical and effective allocation and distribution of resources 25 5

1.3 Acquisition and storage of resources is carried out in accordance with legislation, organisational policy and procedures 25 5

1.4 Resource handling is undertaken in accordance with established work practices and guidelines, including occupational health and safety and security requirements 25 5

2. Monitor and report on resource usage

2.1 Trends on resource usage are monitored and reported in accordance with organisational requirements 26 5

2.2 Records of resource usage are maintained in accordance with relevant legislation and guidance 26 5

2.3 Relevant financial and resource management systems are operated in accordance with organisational policy and procedures 26 5




2.4 Resource shortfalls are identified and recommendations made to address these 26 5

3. Maintain resources 3.1 Resources are maintained in accordance with manufacturers’ and organisational guidelines and service contracts 27 5

3.2 Maintenance of resources is organised to facilitate work practices and outcomes 27 5

3.3 Contingency plans are developed to ensure operational continuity 27 5


1. Identify and collect information

1.1 Nature, extent and purpose of required information is identified 28 5

1.2 Internal and external sources are identified and accessed to produce required information in accordance with legislation, policy and procedures 28 5

1.3 Information is collected, organised, recorded and reported in accordance with organisational procedures and defined guidelines 28 5

1.4 Information collected is organised in a way which enables easy access and retrieval by other staff 28 5

2. Analyse and interpret information

2.1 Information and its sources are critically evaluated for relevance and validity to business/client requirements 29 5

2.2 Basic analysis of information is undertaken as required to identify key issues 29 5

2.3 More detailed analysis of information is carried out as required using relevant techniques including mathematical calculations and methods for numerical/graphical information 29 5

3. Develop and apply workable solutions

3.1 Workable solutions to business/client requirements are developed on consideration of analysed information 29 5

3.2 Proposed solutions are communicated or implemented as required 29 5

4. Present information 4.1 Information is reported in the required format, style, structure and timeframe 29 5

4.2 Information is presented in required medium in accordance with organisational requirements using relevant technology 29 5

5. Maintain information 5.1 A range of standard and complex information systems and operations is used in accordance with organisational policy and procedures 30 5

5.2 Information and records are maintained in accordance with organisational procedures to ensure data and system integrity 30 5

5.3 Routine data and records are reconciled as required 30 5

5.4 Inadequacies in system/s relating to information retrieval are identified and corrected or reported to relevant staff as required 30 5


1. Conduct self-assessment

1.1 Life and work experiences, current and potential abilities are identified and ranked in order of importance 31 4

1.2 Personal values and preferences relating to future careers are explored 31 4

1.3 A personal profile is prepared that identifies career related characteristics 31 4




2. Identify possible career opportunities

2.1 Careers are researched to identify those with continuing longevity, and their requirements identified 31 4

2.2 Information sources are identified and explored for indicators, trends and information on potential career opportunities 31 4

2.3 Existing and emerging careers are assessed and their skill/qualification/experience requirements identified 31 4

2.4 The nature of the workforce, future trends and opportunities are analysed and associated skill needs identified 31 4

3. Develop and implement career plan

3.1 Preferred future career and associated skill requirements are identified and compared with current strengths 31 4

3.2 Gap analysis is undertaken to identify those skills that are common to both preferred future career and the organisation’s requirements 31 4

3.3 Career goals are established and a career plan is developed that identifies immediate priorities as well as a longer term strategy for gaining experience and skills development 31 4

3.4 Career development activities are initiated in accordance with the career plan and organisational legislation, policy and procedures 31 4

4. Monitor progress 4.1 Acquisition of skills and experience is monitored and feedback is obtained on achievement of performance requirements 32 4

4.2 Feedback is considered and integrated as necessary into the career plan 32 4

4.3 The organisation’s requirements are monitored and the career plan is adjusted to take account of new information, environment/culture 32 4

4.4 Preferred career requirements and progress towards career goals are monitored and adjusted as required 32 4


1. Identify the cause of conflict

1.1 The conflict situation, including the cause, is analysed and the position of each party established 33 2A

1.2 Steps are taken to prevent the escalation of the conflict, in accordance with organisational procedures 33 2A

1.3 All points of view are encouraged, accepted and treated with respect 33 2A

1.4 Factors and issues relevant to the situation are identified, clarified and confirmed using appropriate communication techniques 33 2A

1.5 Proceedings to settle the dispute/conflict in accordance with legislation, organisational policy and procedures are initiated with minimal delay 33 2A

2. Establish and implement strategies for dealing with conflict

2.1 All parties involved in the conflict are encouraged to take shared responsibility for finding a solution to the situation 33 2A

2.2 The strategy is selected for resolution, taking account of social and cultural differences and consistency with organisational policies and procedures 33 2A

2.3 Assertive feedback is provided to the parties and constructive feedback is accepted from the parties non-defensively 33 2A

2.4 Outcomes are agreed that meet individual, organisational and legislative requirements 33 2A

2.5 Assistance is obtained where necessary in accordance with organisational policy and procedures 33 2A




3. Evaluate response and outcomes

3.1 Records and reports are maintained in accordance with legislation, policy and procedures 34 2A

3.2 Accurate and constructive observations of incidents are provided in reviewing and debriefing the situation 34 2A

3.3 Effectiveness of response is evaluated and reviewed in accordance with organisational policy and procedures 34 2A


1. Interpret and evaluate workplace information

1.1 Information is sourced from inside and outside the organisation in accordance with organisational requirements and sources analysed for reliability 35 5

1.2 Cultural context of the information is distinguished and used to aid in interpretation 35 5

1.3 Information is analysed for relevance to own work and assistance is sought with interpretation of complex materials in accordance with organisational procedures 35 5

1.4 Assumed prior knowledge underpinning workplace information is identified and additional information is gathered if necessary to allow interpretation 35 5

1.5 Implications of information are passed on to relevant personnel in accordance with legislation, policy and procedures 35 5

2. Compose complex written materials

2.1 The purpose, objectives and format for the materials are determined in accordance with organisational requirements 36 5

2.2 Information to inform the document is sourced, collated in a logical manner and assessed for relevance and inclusion 36 5

2.3 Content, structure and sequencing of materials are determined in line with the purpose and intended audience 36 5

2.4 Options/recommendations are considered for inclusion 36 5

2.5 Possible impact on the target audience is assessed and potential criticism countered where necessary 36 5

2.6 Written materials are composed, reviewed to confirm objectives, organisational and legislative requirements are met, and materials are submitted within required timeframes 36 5

3. Edit written material 3.1 Intent of the communication is confirmed 36 5

3.2 Content is checked and proofread for grammar, spelling and punctuation 36 5

3.3 Communication is assessed in light of the needs of the intended audience 36 5

3.4 Recommendations for improvement are made if necessary and explained/recorded in a manner that provides a learning opportunity for the future 36 5

3.5 Information is amended if required, and submitted for approval in accordance with organisational policy and procedures 36 5


1. Prepare for coaching 1.1 The need for coaching is confirmed based on a range of factors 37 4

1.2 Specific coaching needs are identified through discussion with/about the colleague to be coached 37 4




1.3 Self-assessment of own competencies and coaching style is undertaken and compatibility with colleague’s needs and learning style confirmed 37 4

1.4 Approval for coaching arrangement is obtained in accordance with organisational policy and procedures 37 4

1.5 Coaching agreement is negotiated with the colleague in accordance with organisational policy and procedures 37 4

2. Provide coaching 2.1 The principles and application of coaching are explained and agreed 37 4

2.2 Specific competencies/processes to be coached are explained and demonstrated 37 4

2.3 Any required underpinning knowledge and skills are communicated in a manner suited to the coachee’s specific needs 37 4

2.4 Coachee's understanding is checked using a range of communication techniques 37 4

2.5 The opportunity to practise and ask questions is provided in accordance with organisational constraints 37 4

2.6 Feedback is provided in a constructive and supportive manner, and goals are reviewed with the coachee and adjusted as necessary 37 4

3. Follow up coaching 3.1 Progress with new competencies is monitored in the workplace and supportive assistance is provided as required 38 4

3.2 Progress is reported in accordance with organisational requirements 38 4

3.3 Performance problems or difficulties with the coaching are identified and rectified or referred for follow-up in accordance with organisational policy and procedures 38 4

3.4 Confidentiality regarding coaching arrangements is maintained in accordance with legislation, policy and standards 38 4

3.5 The perceptions of those outside the coaching arrangement are managed in accordance with organisational requirements 38 4


1. Plan for performance monitoring and feedback

1.1 Standards for performance monitoring are identified and agreed in consultation with stakeholders 39 3A

1.2 Agreed standards are provided to the parties directly involved in the performance monitoring process 39 3A

1.3 Performance monitoring processes and guidelines are identified or developed and provided to the parties directly involved 39 3A

2. Monitor performance and document outcomes

2.1 Evidence relating to performance is gathered from a range of sources 39 3A

2.2 Performance is assessed by comparing evidence gathered with agreed standards 39 3A

2.3 Performance monitoring decisions are discussed and documented in accordance with legislation, policy and procedures 39 3A

3. Provide feedback and determine action

3.1 Feedback on the outcome of performance monitoring is provided to the person monitored, and to other personnel as agreed in the relevant guidelines, using communication to suit each particular audience 39 3A

3.2 Agreement on action/follow-up required is negotiated with the person monitored, and an action plan is documented 39 3A

3.3 Where agreement cannot be reached, reports are prepared and further action is taken if necessary, in accordance with 39 3A




organisational policy and procedures

3.4 Learning and development opportunities related to performance standards are identified and included as required 39 3A

3.5 Ongoing monitoring is used to ensure that action/follow-up occurs in accordance with agreement 39 3A

4. Review performance monitoring and feedback

4.1 Information related to the performance monitoring process is gathered from all stakeholders 40 3A

4.2 The performance monitoring process is reviewed in accordance with organisational requirements and amended if necessary to enhance its validity, reliability, efficiency and fairness 40 3A


1. Build and maintain networks

1.1 Networking opportunities are identified and pursued to maximise a range of personal industry contacts 41, 42 7

1.2 Information regarding new network opportunities is communicated to inform colleagues and managers of the potential benefits to the organisation of involvement 41, 42 7

1.3 The level of usefulness of existing networks is assessed against current involvement, and adjustments are made to improve or downgrade relationships 41, 42 7

1.4 Participation is maintained in professional networks and associations to obtain and maintain personal knowledge and skills 41, 42 7

2. Establish and maintain working relationships

2.1 Network strategies are used to establish and maintain working relationships that promote benefits consistent with organisational objectives 41, 42 7

2.2 Trust and confidence of key stakeholders is gained and maintained through high standards of ethical practice 41, 42 7

2.3 Negotiation and collaborative problem solving are used to achieve positive outcomes when difficult situations arise 41, 42 7

2.4 Formal and informal communication channels are established and maintained to exchange information and ideas in accordance with legislation, policy and procedures 41, 42 7

2.5 Networking is built in to professional and organisational planning regimes to maximise its usefulness to the organisation 41, 42 7

3. Represent and promote the organisation

3.1 The organisation’s interests and requirements are represented and promoted using a range of strategies tailored to diverse participants in the networks 43 7

3.2 Information on organisational issues, policies and practices authorised for public presentation is provided orally and in writing in accordance with network requirements 43 7

3.3 Feedback is obtained from stakeholders to identify and develop ways to improve promotional activities within available resources 43 7


1. Assist with the development of policy guidelines for the organisation

1.1 Existing procedures impacted by the policy are researched and analysed for consistency with the policy 44 1A

1.2 Intended audience/s for policy guidelines is researched and the required structure, language style and format are confirmed in accordance with organisational requirements 44 1A

1.3 Consultation is undertaken to obtain information on the requirements of policy guidelines 44 1A




1.4 Guidelines are written under direction in accordance with organisational requirements 44 1A

1.5 Guidelines are developed that address the requirements of workplace diversity and meet requirements for language, style and format 44 1A

2. Respond to routine policy enquiries

2.1 Policy implications and requirements are confirmed in accordance with organisational procedures 45 1A

2.2 Routine information and advice on the application of relevant acts, regulations, procedures, codes of practice, standards and guidelines are provided in accordance with policy guidelines 45 1A

2.3 When documentation is provided it supports the information and advice given 45 1A

2.4 Intended use and consequences are considered when providing advice on organisational policy, and advice is communicated in a manner that addresses the requirements of users 45 1A

2.5 Non-routine policy enquiries are referred for advice in accordance with organisational policy and procedures 45 1A

3. Gather and analyse policy feedback

3.1 Policy feedback is gathered on implementation issues, and analysed and reported in accordance with organisational procedure 46 1A

3.2 Information relating to the intended and actual outcomes of organisation policy is gathered during and following policy implementation, and analysed and reported in accordance with organisational procedures 46 1A

3.3 Suggestions related to continuous improvement, termination or succession of organisation policy are based on policy feedback and are contributed in accordance with organisational requirements 46 1A
