Unit of competency details

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PSP12V1

Unit descriptor edited.

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PSP04V4.2

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1

PSP04V4.1

Primary release.

Elements are the essential outcomes of the unit of competency.

Together, performance criteria specify the requirements for competent performance. Text in bold italics  is explained in the Range Statement following.

ELEMENT 

PERFORMANCE CRITERIA 

1 . Prepare for complex communication 

1.1 Communication objectives  are clarified, those to be present  are confirmed and communication mode  is identified.

1.2 Analysis is undertaken to anticipate the likely positions to be taken by those present on the matters under discussion.

1.3 Subject matter is researched/organised , key points to be conveyed are identified and recorded, and information to counter other positions is summarised.

1.4 Requirements of legislation, policy and guidelines  relevant to the discussion are identified and incorporated.

2 . Analyse and respond to opinions 

2.1 Discussion is evaluated to identify impartiality, bias or unsupported argument.

2.2 Points of view of other speakers are noted and information to counter opposing views is presented objectively in accordance with required position.

2.3 Reaction to speakers  and their point of view is analysed to identify and manage emotional reactions and maintain objectivity.

2.4 Opposing/challenging views are examined for their value in achieving the same ends.

2.5 Active listening and questioning are used to clarify own understanding, challenge or justify other points of view.

3 . Present a convincing argument 

3.1 Communication approach  is chosen and used to suit the given audience.

3.2 Prepared position is asserted with conviction and purpose.

3.3 Verbal and non-verbal behaviour  are adjusted to maintain listener interest if the audience is unresponsive.

3.4 Questions are used to elicit feedback and check audience understanding.

3.5 Audience questions and argument are responded to objectively, and answers are backed by reasoned explanation.

3.6 Agreement is negotiated where possible, concluding with a summary of agreed items.

4 . Develop a range of communication strategies 

4.1 Feedback from others is obtained and the outcomes of communication are assessed.

4.2 Lessons learnt are recorded and used to underpin future interactions.

4.3 Language structures and features  that influence audiences to a preferred point of view are developed and practised.

4.4 Communication strategies are explored and practised for a range of workplace applications in accordance with organisational requirements.

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

Skill requirements 

Look for evidence that confirms skills in:

• applying legislation, regulations and policies relating to communication in the public sector
• analysing and using language structures and features that influence the interpretation of spoken communication
• interacting confidently with groups on familiar topics in formal and informal workplace situations
• speaking with confidence and listening critically
• clarifying meaning, exploring issues and problem solving
• responding to diversity, including gender and disability
• applying procedures relating to occupational health and safety and environment in the context of high-level communication

Knowledge requirements 

Look for evidence that confirms knowledge and understanding of:

• legislation, regulations, policies, procedures and guidelines relating to communication in the public sector
• the power and effect of spoken language
• knowledge of organisation processes and hierarchy
• techniques to deal with opposing views and positions
• emotional intelligence techniques
• organisational protocols and etiquette for communication in meetings
• communication strategies to suit different audiences, such as workgroup, organisational, inter-agency
• ways to influence the interpretation of spoken communication
• equal employment opportunity, equity and diversity principles
• public sector legislation such as occupational health and safety and environment in the context of high-level communication

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
• PSPGOV504B Undertake research and analysis
• PSPGOV505A Promote diversity
• PSPGOV507A Undertake negotiations
• PSPGOV508A Manage conflict
• PSPGOV511A Provide leadership
• PSPGOV514A Facilitate change
• PSPGOV515A Develop and use political nous
• PSPGOV516A Develop and use emotional intelligence
• PSPLEGN501B Promote compliance with legislation in the public sector
• PSPOHS501A Monitor and maintain workplace safety

Overview of evidence requirements 

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

• the knowledge requirements of this unit
• the skill requirements of this unit
• application of Employability Skills as they relate to this unit
• use of complex communication strategies 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 public sector communication
• current theory and practice on influencing skills for the public sector
• case studies and workplace scenarios to capture the range of situations likely to be encountered when using complex communication strategies

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 using complex communication strategies, including coping with difficulties, irregularities and breakdowns in routine
• complex communications strategies used 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
• 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

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.

Communication objectives  may be to:

• share information
• reach consensus
• contribute to policy
• represent the business unit's position/interests in internal negotiations
• resolve differences
• negotiate a joint position/compromise
• build reputation (of self and organisation/business unit)
• market services

Those to be present  may include:

• peers
• colleagues
• those senior or junior to the position
• staff from other agencies

Mode of communication  may include:

• telephone
• teleconference
• video conference
• Internet (online forums)
• face-to-face
• one-on-one, or in a group
• forum, seminar or conference

Organisation  of subject matter may include:

• identifying features, advantages and benefits and aligning evidence/examples
• anticipating likely disagreements and structuring material to address these

Legislation , policy and guidelines  may include:

• State/Territory and Commonwealth legislation, regulations, policies, guidelines and standards relating to exchange of information in the public sector, such as:

• ethics and accountability guidelines/codes of practice
• information security standards
• principles of equal employment opportunity, equity and diversity
• freedom of information and privacy.

• intellectual property
• fraud standards
• professional liability

Reaction to speakers  may include:

• own reaction
• others present

Communication approach  may include:

• catering to political sensitivities
• working within government processes and operational frameworks
• balancing debate and action
• consideration of wider organisational/public sector issues
• speaking with confidence
• cultural, ethnic, diversity or equity considerations
• consultative
• collaborative
• assertive
• reasonable
• humorous

Verbal and non -verbal behaviour  may include:

• inclusive language, ideas and information
• congruent speech and body language
• speaking with confidence
• impartiality
• responsiveness
• drawing on different sources of information

Language structures and features  may include:

• use of metaphors and similes
• use of analogy, imagery and other comparisons
• use of passive voice
• using personal names repeatedly to convey intimacy or sincerity
• tone, style and point of view