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.
Machinery of Government may include:
cycles of government, such as budget cycle
separation of powers (Executive, Judiciary, Legislative)
levels of government (Federal, State/Territory, Local)
legislative process
role and functions of parliamentary structures (unicameral, bicameral)
Cabinet
Ministers
Ministerial portfolios
structure and functions of government departments
quasi-government organisations
Information may include:
documents
databases
web sites
oral information from:
managers
supervisors
colleagues
Organisational structures may include:
bureaucratic structure and hierarchy
key personnel and their roles
key organisational functions and accountabilities
Protocols may include:
forms of address
who may be addressed directly
written protocols/formats for written materials
restrictions relating to contact with:
Minister's office
media
members of the public/specific interest groups
Members of Parliament
other government departments
senior management/Board members
government and opposition parties

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:
PSPGOV402B Deliver and monitor service to clients
PSPGOV403B Use resources to achieve work unit goals
PSPGOV404B Develop and implement work unit plans
PSPGOV405B Provide input to change processes
PSPGOV406B Gather and analyse information
PSPGOV407B Provide a quotation
PSPGOV409A Provide support to Parliament
PSPPROC410A Administer contracts
PSPREG410B Give evidence
PSPREG411A Gather information through interviews
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 government processes in a range of (3 or more) contexts (or occasions, over time) in generalist or specialist work activities such as delivering and monitoring services to clients, using resources, conducting interviews, giving evidence, administering contracts, etc
Resources required to carry out assessment
These resources include:
legislation, policy, procedures and protocols relating to the public sector
organisational structures
Machinery of Government information
case studies and workplace scenarios to capture the range of situations likely to be encountered when applying government processes
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 applying government processes, including coping with difficulties, irregularities and breakdowns in routine
applying government processes in a range of (3 or more) contexts (or occasions, over time) in contexts relating to generalist or specialist work activities such delivering and monitoring services to clients, using resources, conducting interviews, giving evidence, administering contracts, etc.
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
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