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Evidence Guide: PSPGSD406A - Facilitate participation in government service delivery

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

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

From the Wiki University

 

PSPGSD406A - Facilitate participation in government service delivery

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

Establish the service offer

  1. Barriers to social and economic participation are assessed.
  2. Continuing entitlements, including payments and other assistance, are reviewed and assessed in accordance with legislation, policy and guidelines.
  3. Liaison is undertaken with other staff to ensure appropriate changes to service offers are made and to arrange handovers when required.
  4. Accounts are created and maintained to meet established quality and accuracy standards of the organisation.
Barriers to social and economic participation are assessed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Continuing entitlements, including payments and other assistance, are reviewed and assessed in accordance with legislation, policy and guidelines.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaison is undertaken with other staff to ensure appropriate changes to service offers are made and to arrange handovers when required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Accounts are created and maintained to meet established quality and accuracy standards of the organisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and manage personalised service

  1. Personalised intervention strategies are offered and goal-based solutions are proposed.
  2. Effective service agreements and participation plans are negotiated and managed.
  3. Preparations and mutual obligation interviews are managed.
  4. Referrals to internal specialists or external service providers relevant to individuals' current circumstances are brokered.
  5. Strategies and activities are identified and offered to facilitate achievement of agreed participation goals and to maximise outcomes for the individual and the organisation.
Personalised intervention strategies are offered and goal-based solutions are proposed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Effective service agreements and participation plans are negotiated and managed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Preparations and mutual obligation interviews are managed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Referrals to internal specialists or external service providers relevant to individuals' current circumstances are brokered.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Strategies and activities are identified and offered to facilitate achievement of agreed participation goals and to maximise outcomes for the individual and the organisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with individuals and the community

  1. Opportunities for participation within the local community are identified within established requirements.
  2. The interests of external groups providing opportunities for individuals are considered in brokering referrals.
  3. Information is provided to community groups on the objectives and outcomes of participation programs.
  4. The effectiveness of participation strategies is monitored at the individual and community level.
Opportunities for participation within the local community are identified within established requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The interests of external groups providing opportunities for individuals are considered in brokering referrals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is provided to community groups on the objectives and outcomes of participation programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The effectiveness of participation strategies is monitored at the individual and community level.

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:

PSPETHC401A Uphold and support the values and principles of public service

PSPGOV406B Gather and analyse information

PSPGOV422A Apply government processes

PSPGSD401A Identify and select government service delivery options

PSPGSD403A Conduct government service delivery interviews

PSPLEGN401A Encourage compliance with legislation in the public sector

Overview of evidence requirements

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

the knowledge requirements of this unit

the skill requirements of this unit

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

facilitation of participation in government service delivery 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 government service delivery

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

Where and how to assess evidence

Valid assessment of this unit requires:

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when facilitating participation in government service delivery, including coping with difficulties, irregularities and breakdowns in routine

the facilitation of participation in government service delivery in a range of (3 or more) contexts (or occasions, over time)

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

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations

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

case studies

portfolios

questioning

scenarios

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:

reading complex, formal documents such as legislation and guidelines and explaining them to people from diverse backgrounds

gathering and analysing information to assess eligibility and research service options

communicating with a range of audiences for purposes such as liaison, referral, handover of information, etc

interviewing and questioning of people from diverse backgrounds

responding to diversity, including gender and disability

developing and managing personalised service

applying workplace safety procedures in the context of government service delivery

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

the range of circumstances and complexity of needs in the context of government service delivery

barriers to social and economic participation

mutual obligations, rights and responsibilities

personalised intervention strategies

service agreements and participation plans

external groups providing opportunities for participation

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

principles of equal employment opportunity and diversity

Range Statement

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

Barriers to social and economic participationmay include:

substance abuse

homelessness

disability

English language, literacy and numeracy skills

skills and training requirements

Legislation, policy and guidelines may include:

statutory or legislative provisions

Centrelink Development Agreement 2002 - 2005, or as revised

service level agreements with client departments

participation agreements between personal advisers and clients

Personalised intervention strategiesmay be included in:

service level agreements with client departments

participation agreements between personal advisers and clients

Mutual obligationsmay include:

service level agreements with client departments

participation agreements between personal advisers and clients

Internal specialistsmay include:

multicultural service officers

indigenous service officers

disability officers

complex assessment officers

financial information service officers

jobs education and training advisers

External service providersmay include:

community organisations

job network agencies

social workers

psychologists

health professionals

External groupsmay include:

Salvation Army

volunteer groups

employers offering work placements

accommodation services

literacy groups

soup kitchens

Technical and Further Education (TAFE) Colleges

community support groups, etc