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.
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

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