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Evidence Guide: PSPGOV511A - Provide leadership

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

PSPGOV511A - Provide leadership

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

Facilitate commitment to objectives and required standards

  1. The organisation's vision, strategic objectives and required standards of performance are discussed and clarified with others in accordance with the needs, communication and learning styles of workgroup members.
  2. Establishment of the purpose, objectives, roles and responsibilities in the workgroup is facilitated in accordance with organisational requirements and objectives.
  3. Commitment to objectives and standards is modelled to provide leadership and develop workgroup commitment.
  4. Equal employment opportunity, occupational health and safety, diversity management and participative work practices are modelled and promoted within the workgroup in accordance with legislation, policy and procedures.
The organisation's vision, strategic objectives and required standards of performance are discussed and clarified with others in accordance with the needs, communication and learning styles of workgroup members.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establishment of the purpose, objectives, roles and responsibilities in the workgroup is facilitated in accordance with organisational requirements and objectives.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Commitment to objectives and standards is modelled to provide leadership and develop workgroup commitment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Equal employment opportunity, occupational health and safety, diversity management and participative work practices are modelled and promoted within the workgroup in accordance with legislation, policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the development of a co-operative, high performance workgroup

  1. Work contributions or suggestions are encouraged, acknowledged and considered constructively.
  2. Workgroup members are supported to use, share and develop their skills according to work requirements.
  3. Work allocation is facilitated within the group on the basis of current skills and development needs.
  4. Implementation of new work practices is undertaken in consultation with workgroup members.
  5. Conflict and other issues which affect the performance of the workgroup are resolved within the workgroup wherever possible, or referred in accordance with organisational policy and procedures.
Work contributions or suggestions are encouraged, acknowledged and considered constructively.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup members are supported to use, share and develop their skills according to work requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work allocation is facilitated within the group on the basis of current skills and development needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implementation of new work practices is undertaken in consultation with workgroup members.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conflict and other issues which affect the performance of the workgroup are resolved within the workgroup wherever possible, or referred in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Give and receive feedback on performance

  1. Feedback is obtained from others outside the workgroup on personal and workgroup performance, and open and constructive responses to feedback are given.
  2. Regular constructive feedback on all aspects of work performance is gathered from and provided to the workgroup.
  3. Performance is assessed and addressed in a fair and timely manner and where possible notable performance is recognised/rewarded in accordance with organisational policy and procedures.
  4. Under-performance of self and others is addressed in accordance with relevant legislation, guidelines and procedures.
  5. Feedback is used to continuously improve performance and outcomes.
Feedback is obtained from others outside the workgroup on personal and workgroup performance, and open and constructive responses to feedback are given.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regular constructive feedback on all aspects of work performance is gathered from and provided to the workgroup.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Performance is assessed and addressed in a fair and timely manner and where possible notable performance is recognised/rewarded in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Under-performance of self and others is addressed in accordance with relevant legislation, guidelines and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback is used to continuously improve performance and outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support and participate in development activities

  1. An action plan to meet individual and group learning and development needs is developed, agreed and implemented.
  2. Individuals are supported to identify their specific learning/development needs.
  3. Workgroup members are encouraged and supported to take advantage of development opportunities in accordance with their needs and organisational requirements.
  4. Learning and development opportunities are accessed to continuously improve own leadership skills and other identified development needs.
  5. On-the-job learning opportunities are provided for in accordance with individual needs and to the required standard.
  6. Workgroup members are encouraged and supported in applying new skills and knowledge in the workplace.
An action plan to meet individual and group learning and development needs is developed, agreed and implemented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Individuals are supported to identify their specific learning/development needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup members are encouraged and supported to take advantage of development opportunities in accordance with their needs and organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Learning and development opportunities are accessed to continuously improve own leadership skills and other identified development needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

On-the-job learning opportunities are provided for in accordance with individual needs and to the required standard.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup members are encouraged and supported in applying new skills and knowledge in the workplace.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide leadership, direction and guidance in the workgroup

  1. Participative decision making is used routinely in developing, implementing and reviewing the work of the group and the distribution of responsibilities, where appropriate.
  2. Opportunities and encouragement are given to workgroup members to develop new and innovative work practices and strategies.
  3. Workgroup members are provided with the support, leadership, advice and policy direction necessary to perform work safely and effectively.
  4. Tasks are allocated in accordance with the competencies of workgroup members, and autonomy and authority are delegated as appropriate.
  5. Leadership and guidance strategies are varied to meet changing priorities and situations, and take into account the differing needs and skills of individuals and the requirements of the tasks and workplace.
Participative decision making is used routinely in developing, implementing and reviewing the work of the group and the distribution of responsibilities, where appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities and encouragement are given to workgroup members to develop new and innovative work practices and strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup members are provided with the support, leadership, advice and policy direction necessary to perform work safely and effectively.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tasks are allocated in accordance with the competencies of workgroup members, and autonomy and authority are delegated as appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Leadership and guidance strategies are varied to meet changing priorities and situations, and take into account the differing needs and skills of individuals and the requirements of the tasks and workplace.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package.

Units to be assessed together

Pre-requisite units that must be achieved prior to this unit:Nil

Co-requisite units that must be assessed with this unit:Nil

Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:

PSPETHC501B Promote the values and ethos of public service

PSPGOV503B Coordinate resource allocation and usage

PSPGOV504B Undertake research and analysis

PSPGOV505A Promote diversity

PSPGOV506A Support workplace coaching and mentoring

PSPGOV507A Undertake negotiations

PSPGOV508A Manage conflict

PSPGOV512A Use complex workplace communication strategies

PSPGOV514A Facilitate change

PSPGOV517A Coordinate risk management

PSPLEGN501B Promote compliance with legislation in the public sector

PSPOHS501A Monitor and maintain workplace safety

PSPWPI502B Facilitate improvement in workplace legislative performance

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

the knowledge requirements of this unit

the skill requirements of this unit

application of Employability Skills as they relate to this unit

provision of leadership in a range of (3 or more) contexts (or occasions, over time)

Resources required to carry out assessment

These resources include:

legislation, policy, procedures and protocols relating to the public sector

case studies and workplace scenarios to capture the range of situations likely to be encountered when providing leadership to a workgroup

Where and how to assess evidence

Valid assessment of this unit requires:

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when providing leadership to a workgroup, including coping with difficulties, irregularities and breakdowns in routine

provision of leadership in a range of (3 or more) contexts (or occasions, over time).

Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations.

Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of:

case studies

demonstration

observation

portfolios

projects

questioning

scenarios

simulation or role plays

authenticated evidence from the workplace and/or training courses

For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments.

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.

Skill requirements

Look for evidence that confirms skills in:

applying legislation, regulations, policies, procedures and guidelines

providing leadership, supervision and performance feedback

undertaking problem solving in a team environment

using transparent decision making

communicating with a diverse workplace including listening, facilitating, negotiating, mentoring

responding to diversity, including gender and disability

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

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

principles of effective team operation

principles of facilitation and empowerment

group processes

group dynamics

range of leadership styles and the application of these to suit different groups and tasks

learning and development in the workplace

equal employment opportunity, equity and diversity principles

occupational health and safety and environment legislation in the context of leading a workgroup

Range Statement

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.

Workgroup may include:

an existing team

business unit

group formed for a special purpose or project

group of community members

volunteers

inter-agency members

client group, such as employees on a safety committee

group of employers

members of the public in a special interest group etc

Information affecting the workgroup/organisation may include:

legislation

plans

industrial awards and agreements

organisation policies, plans, procedures and protocols

performance management systems

quality standards

efficiency indicators

Legislation, policy and procedures may include:

State/Territory and Commonwealth legislation and regulations such as:

public sector management acts

financial management acts

privacy legislation

equal employment opportunity, anti-discrimination and harassment legislation

occupational health and safety legislation

consumer legislation

environment legislation.

risk management guidelines

ethics and accountability standards

public sector standards

fraud control standards

government security standards

organisational policy, procedures and protocols

Work allocation may include:

procedures and systems for team functioning

procedures to identify development requirements

Individual learning needs includes:

needs of self and others

self-awareness

Learning and development opportunities may include:

formal course participation

on-the-job training

work experience

staff exchanges

mentoring

coaching

external study

conference and seminar attendance

induction

job rotation

projects

secondment

opportunities to act in higher positions