Elements and Performance Criteria

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 servicesmay 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 factorsmay include:
life events
national emergencies
industrial action
industry collapse
commencement or cessation of employment
change of address
Contact strategies and protocolsmay include:
structured interviews
phone calls
scheduled contacts
home visits
Diverse client/customer groupincludes 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 guidelinesmay include:
statutory or legislative provisions
Centrelink Development Agreement 2002 - 2005, or as revised
other government agencies' standards and expectations

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