Unit of competency details

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TP Version 

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3

PSP12V1

Unit descriptor edited.

2

PSP04V4.2

Layout adjusted. No changes to content.

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 . Develop procedures to maximise the quality of service delivery 

1.1 Procedures are put in place to ensure that decisions about targeting of government services  are based on up-to-date information about available services and users.

1.2 Systems and procedures are established and maintained so teams can access specialist information and assistance  when working with organisations and individuals with particular needs.

1.3 Procedures are developed and implemented to monitor and address changing trends in circumstances, legislation, environmental factors  or urgency of needs.

1.4 Client/customer contact strategies and protocols  are developed and implemented.

1.5 Procedures are developed to ensure organisational standards and procedures are applied consistently within organisational teams.

1.6 Strategies for internal and external distribution of information are developed and implemented to ensure individual and organisational effectiveness is maximised.

1.7 Strategies to deal with contingencies, identified gaps and inadequacies in service provision are developed and implemented.

2 . Implement and monitor procedures to maximise the quality of service delivery 

2.1 Organisational standards and procedures are monitored to ensure they are applied consistently within the team.

2.2 Programs are implemented to ensure that the skills required to work with a diverse  client/customer group are developed within the team.

2.3 Timely responses to operational issues requiring prompt action are made in accordance with legislation, policy and guidelines .

2.4 Networks are established and maintained, to ensure appropriate referrals to services from within and outside the organisation.

2.5 Information and strategies relating to the government service delivery role are shared through interaction and consultation with colleagues and users of the services.

2.6 The quality and efficiency of processes are monitored and improvements are identified where necessary to maximise service delivery outcomes.

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

Skill requirements 

Look for evidence that confirms skills in:

• developing systems, processes, strategies and procedures to support staff in the provision of quality government service delivery
• writing procedures requiring precision of expression
• reading complex documents such as legislation and policies and translating them into action through the development of systems, procedures and processes
• working with government service users with complex needs
• working with people from diverse backgrounds
• responding to diversity, including gender and disability
• applying workplace safety procedures in the context of government service delivery

Knowledge requirements 

Look for evidence that confirms knowledge and understanding of:

• the range of circumstances and complexity of needs of individuals accessing government service delivery
• information needs of teams and team leaders in government service delivery
• quality standards relating to government service delivery
• available specialist service providers
• legislation, policy, procedures and protocols relating to government service delivery, including occupational health and safety and environment
• principles of equal employment opportunity and diversity of staff and clients/customers in a government service delivery environment

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
• PSPGOV502B Develop client services
• PSPGOV504B Undertake research and analysis
• PSPGSD502A Manage the emergent dynamics of government service delivery
• PSPGSD503A Provide specialist technical service delivery
• PSPLEGN501B Promote compliance with legislation in the public sector
• PSPOHS501A Monitor and maintain workplace safety

Overview of evidence requirements 

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

• the knowledge requirements of this unit
• the skill requirements of this unit
• application of the Employability Skills as they relate to this unit (see Employability Summaries in Qualifications Framework)
• development and implementation of procedures in a range of (3 or more) government service delivery contexts (or occasions, over time)

Resources required to carry out assessment 

These resources include:

• legislation, policy, procedures and protocols relating to government service delivery
• case studies and workplace scenarios to capture the range of areas where procedures are required to underpin service delivery

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 developing and implementing procedures, including coping with difficulties, irregularities and breakdowns in routine
• development and implementation of procedures in a range of (3 or more) government service delivery contexts (or occasions, over time)

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

• people with disabilities
• people from culturally and linguistically diverse backgrounds
• Aboriginal and Torres Strait Islander people
• women
• young people
• older people
• people in rural and remote locations

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

• case studies
• portfolios
• questioning
• scenarios
• 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.

Government services  may include:

• disability support services
• resource facilitation and case management
• community protection
• tenancy support
• property management
• disaster and emergency management
• clinical therapy services

Specialist information and assistance  may include:

• psychologists
• social workers
• community workers
• job network members
• counsellors

Environmental factors  may include:

• life events
• national emergencies
• industrial action
• industry collapse
• commencement or cessation of employment
• change of address

Contact strategies and protocols  may include:

• structured interviews
• phone calls
• scheduled contacts
• home visits

Diverse client/customer group  includes differences in:

• age
• cultural background
• educational level
• ethnicity
• expertise
• family responsibilities
• gender
• interests
• interpersonal approach
• language
• life experience
• marital status
• not fitting the dominant paradigm of the organisation
• personality
• physical ability
• political orientation
• religious belief
• sexual orientation
• socio-economic background
• thinking/learning styles
• work experience
• working styles

Legislation, policy and guidelines  may include:

• statutory or legislative provisions
• Centrelink Development Agreement 2002 - 2005, or as revised
• other government agencies' standards and expectations