| BSB60420 Advanced Diploma of Leadership and Management
BSBXCM501 Lead communication in the workplace Learner Workbook
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| Student ID: | |||
| Student Name: | |||
| Trainer’s Name: | |||
| Date: | Term, Year: | ||
| OFFICE USE ONLY | |
| ☐ C (Competent) | ☐ NYC (Not Yet Competent) |
| Assessment Cover Sheet | |||
| Course Code | Course Title | ||
| Unit Code | Unit Title | ||
| Term | Year | ||
| Student Details | |||
| Student Name | U Student ID | ||
| Assessment Outcome (FOR TRAINER ONLY) | ||
| Assessment Attempt | ☐ First Attempt ☐ Second Attempt ☐ Re-Assessment | |
| Activities | ☐ S (Satisfactory) | ☐ NS (Not Satisfactory) |
| Summative Assessments | ☐ S (Satisfactory) | ☐ NS (Not Satisfactory) |
| Completion Status | ☐ Complete | ☐ Incomplete |
| FINAL RESULT | ☐ C (Competent) | ☐ NYC (Not Yet Competent) |
| Completion Date: | ||
| Reassessment date | ||
| Assessed by: | ||
| Feedback to candidate on overall performance during assessment: | ||
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| Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights.
Signature: _______________________________
Date: ______/_______/________________ |
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
Signature: _______________________________
Date: ______/_______/________________
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| Assessment Receipt (Student Copy):
It is student’s responsibility to keep the assessment receipt as a proof of submission of assessment tasks. |
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| Student Name | U Student ID | ||
| Unit Code | |||
| Trainer Name | |||
| Signature | Submission Date | ||
Assessment Matrix
| UNIT CODE | BSBXCM501 |
UNIT NAME |
Lead communication in the workplace | |||
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ELEMENTS & PERFORMANCE CRITERIA |
Workbook Activities | Evidence & Observations | Summative Assessments | Additional Evidence | ||
| 1. Establish communication protocols | ||||||
| 1.1 Analyse internal and external information needs relevant to workplace | 1A | 1 | C1 | |||
| 1.2 Develop or structure communication protocol(s) to meet organisational information needs and goals | 1B | 2 | C1 | |||
| 1.3 Identify ways to adapt communication protocols to suit various contexts | 1C | 3 | C1 | |||
| 1.4 Prepare materials to support and/or implement communication protocols | 1D | 4 | C1 | |||
| 2. Coordinate effective communication | ||||||
| 2.1 Direct others to communicate according to organisational requirements and goals | 2A | 5 | C2 | |||
| 2.2 Explain complex information to positively influence others | 2B | 6 | C2 | |||
| 2.3 Motivate others to communicate respectfully, considering the needs of all, including those from diverse backgrounds | 2C | 7 | C2 | |||
| 2.4 Identify and address any communication challenges to remove barriers to understanding | 2D | 8 | C2 | |||
| 3. Present and negotiate persuasively | ||||
| 3.1 Identify and use a variety of communication styles relevant to varying audiences | 3A | 9 | C2 | |
| 3.2 Present information in a succinct, clear and persuasive manner | 3B | 10 | C2 | |
| 3.3 Evaluate differences in perspective and critically examine outcomes | 3C | 11 | C3 | |
| 3.4 Negotiate towards a final outcome with a focus on key outcomes | 3D | 12 | C3 | |
| 3.5 Confirm and implement outcomes of negotiation or communication using appropriate methods | 3D | 12 | C3 | |
| 4. Review communication practices | ||||
| 4.1 Provide mentoring to others to assist them in achieving communication goals | 4A | 13 | C4 | |
| 4.2 Obtain feedback from a variety of sources to manage the outcomes of communications and negotiations | 4B | 14 | C4 | |
| 4.3 Identify and document areas for improvement in communication for team or organisational practices | 4C | 15 | C4 | |
| 4.4 Implement plans to improve communication processes | 4C | 15 | C4 | |
| Foundation Skills | ||||
| This section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria. | ||||
| Ø Writing:
o utilises sophisticated writing skills to summarise information from various sources and distinguish significant information from minor references |
– | 17 | C1-C4 | |
| Ø Navigate the world of work:
o seeks to improve organisational policies and procedures to better meet organisational goals |
– | 17 | C1, C2 | |
| Ø Get the work done:
o evaluates effectiveness of communication channels, systems and processes to inform decisions and implement improvements o uses digital technology to find, record or communicate basic information |
– | 17 | C2, C4 | |
| Knowledge Evidence | ||||
| The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of: | ||||
| Ø Legislative requirements relevant to workplace communication | – | 16 | B1 | |
| Ø Organisational requirements relevant to workplace communication (including digital form):
o workplace policies o codes of conduct o organisational reputation and culture |
– | 16 | B2 | |
| Ø Techniques to resolve communication challenges | – | 16 | B3 | |
| Ø Methods to mentor and coach others | – | 16 | B4 | |
| Ø Key principles of cross-cultural communication and communication with individuals with special needs or disabilities communication protocols relevant to organisational information needs:
o internal and external communication guides o risk based/emergency communication guides o style/formatting of communication guides o processes for allocation of responsibilities for standard communication |
– | 16 | B5 | |
| Ø Communication challenges relevant to performance evidence:
o conflicts with clients or team members o potential risks or safety hazards o unethical or inappropriate communication o appropriately framing organisational messaging |
– | 16 | B6 | |
| Ø Key relevant features of:
o different communication styles o different communication methods o relevant cross cultural communication techniques o negotiation and conflict resolution techniques |
– | 16 | B7 | |
| Performance Evidence | ||||
| The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria, and range of conditions of this unit, including on at least occasion, evidence of the ability to: | ||||
| Ø Collate research on internal and external communication needs | – | 17 | C1 | |
| Ø Develop and implement communication protocols in accordance with organisational requirements | – | 17 | C1, C2 | |
| Ø Present information in a persuasive and professional manner | – | 17 | C2 | |
| Ø Apply negotiation techniques to reach desired outcomes | – | 17 | C3 | |
| Ø Address communication challenges for continuous improvement | – | 17 | C4 | |
Table of Contents
Section A: Skills Activity. 36
Section B: Knowledge Activity (Q & A). 37
Section C: Performance Activity. 39
Performance Activity checklist. 41
Competency record to be completed by assessor- Final Checklist. 44
Case Study A – Organisation X’s client communications. 45
Case Study B – Elsie’s communication. 46
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
| Submission instructions |
The learner shall be given one chance to resubmit their assessment after consulting with the trainer on the improvement areas.
Re-assessment fees-
Assessment- $180 per assessment
Late Assessment fees-
Up to 2 days late – $25 per assessment
From 3 up to 5 days late – $50 per assessment
More than 5 days late – $180 per assessment
If the assessment has been found to be plagiarised there will be no second attempt for the student and the student will be deemed incompetent
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
- Address each question including any sub-points
- Demonstrate that you have researched the topic thoroughly
- Cover the topic in a logical, structured manner
- Your assessment tasks are well presented, well referenced and word processed
- Your assessment tasks include your full legal name on each and every page.
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
- Presenting any work by another individual as one’s own unintentionally
- Handing in assessments markedly similar to or copied from another learner
- Presenting the work of another individual or group as their own work
- Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Candidates will be able to have their previous experience or expertise recognised on request.
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be:
- Direct observation
- Product-based methods e.g. reports, role plays, work samples
- Portfolios – annotated and validated
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities (formative and summative) in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Student Declaration Form
Student Details
Student ID:
Student Name:
Email:
Mobile No:
Declaration
| Course Name: | |
| Unit of Competency: | |
| Trainer’s Name: |
| I declare that: |
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| Signature of Student: _______________________________
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Date: ______/_______/________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1:
Learner 2:
Learner 3:
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
Observation and evidence checklists have been included for all performance criteria in the Observations and Marking Guide, but the assessor only needs to record evidence in this document if they deem it necessary to judge competency for that particular activity.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
- Performing a work-based skill or task
- Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
- Performing a skill or task that is asked of you
- Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
Activity 1A
| Objective | To provide you with an opportunity to identify how to analyse internal and external information needs relevant to workplace. |
| This activity will not require observation.
1. What should you determine when analysing information for workplace communication needs?
Answer When analyzing the workplace communication needs information it must be determined that the information is required to whom and what is the correct format of the information. When is the right time to send the information and when information analysis can be conducted for the meeting purpose of communication needs within the organisation? internal and external information must be considered (Như, 2019).
2. Briefly explain how you can analyse internal and external information needs (in no more than 150 words). answer To analyze the internal and external information needs SWOT analysis can be conducted. It can be also researched how business is conducted by the organization. Various techniques like market research, data mining, and business intelligence can also be used to analyze the information needs of the internal environment. For analyzing external needs social media analysis, web analytics and competitive intelligence techniques can be used (Prajogo, et al., 2018).
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Activity 1B
| Objective | To provide you with an opportunity to identify how to develop or structure communication protocol(s) to meet organisational information needs and goals. |
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Refer to Case Study A – Organisation X’s client communications
Reading the case study, develop a simple communication protocol to manage Organisation X’s client communication needs.
Answer Communication protocol for managing the client communication needs of organization X- 1) In person:
1. Your behavior and attitude must match the organization’s values. 2. All the time within the organization person must remain courteous and professional. 3. Whenever there is any kind of doubt employees can ask their supervisor or manager to handle the request.
2) Emails: 1. They are conducted courteously and professionally and the main focus is provided on vocabulary, grammar, and spelling. 2. In emails same fonts, colors, and sizes must be used. 3. Customer query email must be answered within 2 days (Hercog, 2020).
3) Via telephone:
1. When answering the telephone make sure a friendly tone is used and speak clearly. 2. Greeting must be kept professional by introducing you first. 3. Name of the organization must be provided first and then ask how you can help. 4. Make sure all questions or queries of a client are answered and before ending the conversation ask for analysis else you can do (Như, 2019).
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Activity 1C
| Objective | To provide you with an opportunity to know how to identify ways to adapt communication protocols to suit various contexts. |
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With reference to Activity 1B and case study A, suggest how you could adapt this protocol for an intermediary client who is unable to access the client portal but who does have email and fax.
Answer For an intermediary client who is not able to access the portal of the client, an email can be composed for the team members with their usernames. Actions can be personalized to suit the recipient and for the answer of email allow 1 more day (Hercog, 2020).
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Activity 1D
| Objective | To provide you with an opportunity to identify how to prepare materials to support and/or implement communication protocols. |
| Equipment needed | Ø Access to a computer with page layout software
Ø Access to a printer with paper. |
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With reference to Activity 1B, write your protocol as a list of steps and produce this as an A4 guidance document. Print this out and attach this to your workbook.
Answer Protocol to manage communication with clients 1) A relationship is built 2) Make sure what the client is saying has listened. 3) Analogies can be used. 4) Customer service can be developed 5) Disputes can be resolved quickly (Sivunen, & Laitinen, 2019).
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Activity 2A
| Objective | To provide you with an opportunity to identify how to direct others to communicate according to organisational requirements and goals. |
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Identify three ways that you could direct work personnel to communicate according to the organisation’s requirements and goals. Explain what each one is. (Answers to be 150 words or less).
Answer
Some of the ways which can be used to communicate the direct work personnel as per the goals and needs of the organization are- 1) Open meetings can be conducted- through open meetings it is easy to communicate passion and express the feeling to the team. Communicating effectively with the team is one of the best ways which can be used. 2) Email can be sent- when communication is done through email it remains potent. This is the method is used when messages need to be passed without pulling team members out of their workstations. 3) A receptive atmosphere can be created- to communicate effectively with the team, a receptive atmosphere can be created. A tense environment can be avoided because when communication is done overly in an intense manner, there are chances that are message which is tried to be shared is not well retained or understood (Sivunen, & Laitinen, 2019).
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Activity 2B
| Estimated Time | 60 Minutes to Research and 10 Minutes for the Communication |
| Objective | To provide you with an opportunity to identify how to explain complex information to positively influence others. |
| Equipment needed | Access to the internet to perform research (if needed). |
| This communication part of this activity will need to be observed. The assessor has a checklist of criteria they will base your assessment on.
Research one aspect of your organisation or business industry that is complex in nature; for example, this could be a particular work process, a business subject or a legislative requirement.
You must research complex information and then prepare a short spoken communication script that simplifies this for them to understand (as necessary). This should be constructed in a manner that positively influences others.
As directed by the assessor, you must carry out a spoken communication of your prepared information to the group (10 minutes maximum for your presentation).
Role play
Manager- hello everyone, good morning Team members- hello sir good morning Manager- today we are gathered here to discuss how the business reputation can be increased. It is one of the important aspects of the organization. Team members—okay sir Manager- you need to provide me with ideas that can be used to increase the business reputation. As from past some time there has been no development made. Team members- sir, we need to enhance the customer’s positive experience. There has been some negative feedback from the customer which has immensely affected our sales. Manager- okay so, we need to enhance the customer’s experience. We can also take feedback from the customer. It will help to know their expatiations from us. Team member- yes sir, it is a good idea. We can also provide attractive offers to the customers. manager- okay, thank you for your suggestions.
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Activity 2B checklist
This should be used by the trainer/assessor to document the learner’s performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
| Task #6 – <Activity 2B> | ||||
| The student is required to demonstrate ALL components from the list below | Assessment | Comments | ||
| Date: | ||||
| Did the student:
Tick |
S | NS | Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria | |
| 1 | Conduct a spoken communication to explain complex information positively to the group:
Ø Provide complex information in a simplified and understandable form Ø Communicate in a positive manner that engages the group. |
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| All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed: | ||||
| Satisfactory Not Satisfactory | ||||
| Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:
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Activity 2C
| Objective | To provide you with an opportunity to identify how to motivate others to communicate respectfully, considering the needs of all, including those from diverse backgrounds. |
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Suggest three ways that you could motivate others to communicate respectfully with all persons, including those from diverse backgrounds. Write your answer in 250 words or less.
Answer Some of the ways which can be used to motivate other to respectfully communicate with all the person, including the person who comes from diverse backgrounds-
1) Giving out positive information: To spread information positively, you should use language that motivates people to act and behave the way you want them to. Although the material must be truthful and factual, employing uplifting language will enable you to successfully impact your audience (Van Quaquebeke, & Felps, 2018).
2) Respecting diversity: People with diverse backgrounds will have different opinions on how to conduct business. When first introduced, some international workers may be guarded and reticent. You can be asked to adhere to communication conventions. It is crucial to learn as much as you can about these variations so that you are well prepared.
3) Setting a good example- is one way to encourage others. This can be done as a method to encourage employees to treat others with respect. To ensure that your examples include the precise behaviors you wish to promote, you need first to identify them (Zou, et al., 2021).
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Activity 2D
| Objective | To provide you with an opportunity to know how to identify and address any communication challenges to remove barriers to understanding. |
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Refer to Case Study B – Elsie’s communication
How can Elsie ensure that Ozzy is able to understand the information from the health and safety induction? Answer Elsie can ensure by communicating with Ozzy after the induction. Different communication means can also be used to make sure that Ozzy understood the information from the health and safety induction. Translator equipment or an interpreter can be used to make sure Ozzy understands the information (Liu, et al., 2021). |
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Activity 3A
| Objective | To provide you with an opportunity to know how to identify and use a variety of communication styles relevant to varying audiences. |
| This activity will be assessed by observation. The assessor has a checklist of criteria they will base your assessment on.
As a simulated workplace activity as directed by the assessor, you must perform the same communication to three different persons (as listed below). Refer back to the information you researched and scripted for Activity 2B and adapt this to suit each individual. You should also respond to any questions or comments that are made in the appropriate style.
You must communicate with:
Ø The person conducting the business or undertaking (the PCBU) Ø A client who has little understanding of the subject Ø A work colleague that you are friendly with.
The person conducting the business or undertaking (the PCBU) – Stakeholders, A client who has little understanding of the subject – Client A work colleague that you are friendly with – Colleague Role Play Manager – Good morning all of you! Client – Good morning, sir! Stakeholders – Good morning! Colleague – Good morning, my friend! Manager – How are you all? Stakeholders – We are fine, what about you? Manager – I am also fine, I want to consult with you about the work process of ABC Ltd. that is not going accurate as we want. Colleague – What is that process, my friend? Manager – It is the policy of diversity. I think that as we have implemented earlier the policy of diversity in ABC Ltd, it was going well. All employees were accurately following the policy of diversity in the workplace. Stakeholders – Okay, but what is the problem now? Manager – Now, the problem is that the employees are not following all the guidelines of the policy of diversity and that is why many conflicts are happening between me and employees because of this. Client – Okay sir, we consider your points and in our opinion, we think that you should conduct a session consultation with the employees to communicate and consult with them about these problems. Manager – Yes, I also think that as I think it becomesa hindrance in the performance of the organization and also the productivity is also decreasing because of this. Stakeholders –Yes, we also suggest you communicate all your issues with them and you should also give them the training to reduce communication gaps and performance gaps. You also must give them lessons about following the diversity policy and its advantages in the organization. Colleague – Yes, my friend it is essential to communicate the issues so that there arefewer chances of conflicts. Manager – I consider your points and will conduct a consultation session. Thank you for giving me suggestions. |
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Activity 3A checklist
This should be used by the trainer/assessor to document the learner’s performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
| Task #9 – <Activity 3A> | ||||
| The student is required to demonstrate ALL components from the list below | Assessment | Comments | ||
| Date: | ||||
| Did the student:
Tick |
S | NS | Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria | |
| 1 | Conduct three communications to three different audience types in a simulated workplace activity:
Ø Adapt their style of communication to suit each person Ø Adapt their delivery of information according to each person’s needs Ø Speak in an appropriate manner and respond to questions or comments given. |
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| All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed: | ||||
| Satisfactory Not Satisfactory | ||||
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Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:
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Activity 3B
| Objective | To provide you with an opportunity to identify how to present information in a succinct, clear and persuasive manner. |
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Imagine you are required to construct a written communication to promote your organisation’s business. Explain how you would do this in a succinct, clear and persuasive manner. (Answers in no more than 200 words).
Answer To guarantee your association’s messages and data are perceived, you must think about how to introduce this. It would be ideal for data to be clear and straightforward; one method for guaranteeing this is to introduce data briefly, i.e., in a compact and basic way. Introducing data succinctly will include: 1. Only placing in the fundamental words, 2. Using: basic sentence structures that give clear importance, 3. Having an unmistakable highlight convey. Introducing data powerfully is tied in with introducing data in a way that empowers the beneficiary to accept or answer this in the manner that you would like them to. It ought not to be utilized adversely. To introduce data powerfully, you want to lay out an association with your crowd; they should put resources into what you are imparting to them. For instance, on the off chance that you are presenting another work method, you ought to initially let laborers know how this will help them before making sense of what they should do. Your data ought to be clear and significant. While conveying this, it ought to incorporate a comparing activity, i.e., what it is you need to move others to do or follow up on. The message ought to be fair about what others might have to do, and similarly, what can be accomplished. Ensuring you have exact and full information regarding the matter will permit you to answer questions and elective thoughts from a place of expert certainty and understanding (Piuvezam, et al., 2021).
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Activity 3C
| Objective | To provide you with an opportunity to identify how to evaluate differences in perspective and critically examine outcomes. |
| This activity will be assessed by observation. The assessor has a checklist of criteria they will base your assessment on.
As a simulated workplace activity as directed by the assessor, you will be given a subject matter relevant to your business industry that must be discussed and evaluated in a group discussion. There should be more than one perspective that group members evaluate.
The group must evaluate the different perspectives and critically examine the outcomes of each.
Answer Role-play Manager- hello everyone, good evening Team member 1- good morning sir Team member 2- good morning sir Manager- today we are gathered here to discuss the importance of diverse culture and how we can promote it at our workplace. First of all, what do you know about diversity? team member 1- a diverse work culture means developing the workforce which is not only comprised of employees from different cultures, or values. It does not mean people of different gender, sexual orientations, or ethnicities. But it is much more than surface diversity level. manager- okay nice. Why is it important and how we can promote it? team member 2- sir we can develop the new diversity policy. It will help to promote diversity. Diverse work culture helps increase creativity and promote better decision-making. team member 1- sir we can also conduct a seminar about diversity. It will help to make people aware of diversity. manager- okay good.
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Activity 3C checklist
This should be used by the trainer/assessor to document the learner’s performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
| Task #11 – <Activity 3C> | ||||
| The student is required to demonstrate ALL components from the list below | Assessment | Comments | ||
| Date: | ||||
| Did the student:
Tick |
S | NS | Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria | |
| 1 | Participate in a simulated workplace discussion to evaluate and critically examine perspectives:
Ø Use good communication skills to listen and participate in discussions Ø Treat others respectfully and fairly Ø Use critical analysis to determine perspectives and their outcomes. |
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| All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed: | ||||
| Satisfactory Not Satisfactory | ||||
| Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:
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Activity 3D
| Objective | To provide you with an opportunity to identify how to negotiate towards a final outcome with a focus on key outcomes; and how to confirm and implement outcomes of negotiation or communication using appropriate methods. |
| This activity will be assessed by observation. The assessor has a checklist of criteria they will base your assessment on.
In a simulated workplace activity as directed by the assessor, with one other person, you must negotiate a final outcome in relation to a business need. (This will be relevant to your work role and business industry).
You should:
Ø Identify the key points from negotiations Ø Identify the key outcomes that need to be achieved Ø Discuss the matter fully and seek an acceptable outcome with the other person Ø Determine how the outcome will be implemented.
Answer Role play (Negotiation between the head chef and vegetable and fruit supplier) Chef- hello, one of my colleagues has provided your suggestion for the supply of fruits and vegetables for our restaurant. supplier- yes sir, I supply the fruits and vegetables to many restaurants as well. chef- what about the quality and price? supplier- sir, don’t worry I provide good quality fruits and vegetables at a reasonable price. chef- okay, we will daily give you the order in the evening according to our menu. You have to deliver us that in the morning sharp 6 am supplier- sir I don’t supply at 6 I can supply at 10. chef- but our work starts at 9. So you have to make delivery around 9 only. supplier okay sir, for you I’ll do that as you are my client. chef- okay. We want 5 kg of apples, strawberries, and berries daily. And for vegetables, we will give orders in the evening. supplier- okay sir chef- we want a 15% discount as we are giving the order in bulk. supplier- sir 15% will be very much, I can give you 5%. As you can ask my other client no discount is provided to them. but your orders are more than there so I can give you a 5% discount. chef- our previous supplier gives us a 20% discount, as your service quality is good so 10% will be final. supplier- okay sir, as your wish. chef- okay then the deal is done 10% discount on the final bill. You will be paid weekly and the agreement will be prepared with all terms and conditions. supplier- okay sir.
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Activity 3D checklist
This should be used by the trainer/assessor to document the learner’s performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
| Task #12 – <Activity 3D> | ||||
| The student is required to demonstrate ALL components from the list below | Assessment | Comments | ||
| Date: | ||||
| Did the student:
Tick |
S | NS | Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria | |
| 1 | Participate in a simulated workplace negotiation to reach a final outcome and to determine how to implement the outcome:
Ø Use good communication and negotiation skills with the other person Ø Identify the key points and outcomes that need to be achieved Ø Reach a mutually acceptable outcome and identify how this must be implemented. |
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| All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed: | ||||
| Satisfactory Not Satisfactory | ||||
| Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:
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Activity 4A
| Objective | To provide you with an opportunity to identify how to provide mentoring to others to assist them in achieving communication goals. |
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Refer to Case Study C – Patrick
Explain in no more than 200 words how you would provide mentoring to Patrick?
Answer
To provide mentoring to Patrick a period can be set, his strength-based perspective can be followed. Resources can be gathered and steps can be taken to succeed. Motivate Patrick and during the process, he can be encouraged. During the mentoring reflection can be provided to him about his performance and suggestion can be given to him to achieve his goals (Demirdağ, 2021).
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Activity 4B
| Objective | To provide you with an opportunity to identify how to obtain feedback from a variety of sources to manage the outcomes of communications and negotiations. |
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Refer back to Activity 3A:
Obtain feedback from the three persons that you communicated with, in Activity 3A, to find out what they thought about your communication style (for example, correct tone, use of language or clarity of message).
Write up your findings in a report of approximately one to two sides of A4 paper (if working on separate paper, attach this to your workbook).
Report
Feedback was received from the three-person stakeholders, clients, and colleagues about the communication which has been done before. They have provided positive feedback about the communication. According to their feedback correct tone was used during the communication and they understood the message clearly. They have also said that improvements can be made in body language while communicating (Demirdağ, 2021).
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Activity 4C
| Objective | To provide you with an opportunity to know how to identify and document areas for improvement in communication for team or organisational practices; and how to implement plans to improve communication processes. |
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Referring to Activity 4B, write a report that assesses the feedback that was given to you. Identify any improvements that you could make with your communications in the workplace.
In your report, include any plans on how you would improve the communication process that was carried out and how this would be implemented.
No word count is required for your report; this should be approximately two to three sides of A4 paper. (If working on separate paper this must be attached to your workbook).
Answer Report
According to the feedback provided improvements can be made in the body language while communicating. To improve communication some of the things can be considered- 1. Self-awareness can be practiced 2. Shoulder must be relaxed while communicating 3. Back must be straight 4. Proper posture must be used 5. Eye contact must be used 6. A proper distance must be made Mentoring sessions will be taken to improve the body language while communicating (Van Quaquebeke, & Felps, 2018).
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Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
- Skills – skill requirements, required skills, essential skills, foundation skills
- Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
- Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
The skills for this learning unit have been included and incorporated into the Performance Activity. Therefore, there is no separate Skills Activity.
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
- Legislative requirements relevant to workplace communication
- Organisational requirements relevant to workplace communication (including digital form):
- workplace policies
- codes of conduct
- organisational reputation and culture
- Techniques to resolve communication challenges
- Methods to mentor and coach others
- Key principles of cross-cultural communication and communication with individuals with special needs or disabilities communication protocols relevant to organisational information needs:
- internal and external communication guides
- risk based/emergency communication guides
- style/formatting of communication guides
- processes for allocation of responsibilities for standard communication
- Communication challenges relevant to performance evidence:
- conflicts with clients or team members
- potential risks or safety hazards
- unethical or inappropriate communication
- appropriately framing organisational messaging
- Key relevant features of:
- different communication styles
- different communication methods
- relevant cross cultural communication techniques
- negotiation and conflict resolution techniques.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
- Identify three legislative requirements relevant to workplace communication and explain what these are (in approximately two to three sentences for each one).
Answer
Some of the legislative requirements related to workplace communication are-
1) The privacy act 1988- is the Australian legislation principle piece that is used for protecting the personal information of individuals. When communicating within the organization it must be made sure that their privacy must be maintained.
2) The public records act 1973 (PR act)- this legislation sets certain the needs for the effective management of the public records, for the PROV it provides the governing framework and public record keeper.
3) The fair work act- it is the primary legislation piece. This legislation requirement governs the employment relationship in most of the private workplaces in Australia.
- How can an organisation have better communications through having workplace policies, codes of conduct and a positive reputation and culture? How could these be communicated within the organisation?
Answer
There are certain things that the workforce must adhere to when communicating with the organization, and clear guidelines must be provided. To ensure the correct direction is provided in the workplace, workplace policies, codes of conduct, and a positive reputation and culture should be used. In organizational documents and through management actions, communication must be clearly defined and explained. It is important to provide workers with guidance to direct communications. This may be achieved by consulting with workplace managers or by directing them to access documents, such as policies, procedure manuals, and a staff code of conduct. Communication methods may also be discussed or demonstrated, as well as acceptable behaviors & actions that will promote appropriate communication (Suhendi, et al., 2020).
- Identify two communication challenges and a way you can resolve each one.
Answer
Two communication challenges that can be identified are-
1) The communication gap between the departments- there is various organization that struggles with providing enough information to each other. There is a communication gap identified whether it’s available knowledge resources, news updates, or work-related information. Due to the communication gap sense of isolation is created with time and it can lead to disassociation sense from the organization.
2) Lack of formal structure- it is one of the communication challenges which is seen very much. Active communication is not online included in professional communication but effective information distribution matters. When there is communication clear structure and the right information channels it makes sure that everyone in the organization is having efficient and quick access to all the correct information. Due to unstructured communication, various communication breakdown occurs. Important information is not delivered and suitable connections are not established (Siahaan, et al., 2020).
- Explain (in approximately 75 words for each one) how mentoring and coaching are carried out.
Answer
Mentoring- is the practice that helps people to enhance their skills, self-confidence, knowledge, or emotional resilience. mentoring is a kind of support, its main aim is to nature the person and in the workplace, it is typically used. To reach the communication goals mentoring is used. It provides emphasis on the productive relationship which results in the mentoree cultivating both personal and professional capabilities.
Coaching- is another method that can be used for reaching the communication goal. It is quite similar to mentoring. Coaching means when guidance is provided to the employees for the short time and it is provided more formally for a certain purpose. Coaching provides its main focus on performance and task. It is concrete and specific (Elkins, 2022).
- When supporting the needs of cross-cultural communications and communications with special needs or disabilities, what protocols could you develop in relation to the following? (Identify two for each of the following).
- Internal and external communication guides
- Risk-based/emergency communication guides
- Style/formatting of communication guides
- Processes for allocation of responsibilities for standard communication.
Answer
Internal and external communication guides- provides guidance and instructions on how communication can be performed. It includes the method for performing communication and adaptions which might be required (Cheng, et al., 2018).
Risk-based/emergency communication guides- helps in creating accessible formats like audio information and different languages. An emergency or risk-based guide is established it is important to consider the needs of individuals who can be affected by the situation.
Style/formatting of communication guides- accessibility requirements must be followed related to the text color and size and for graphics/ images alternative description of the text. The style and format of communication guidelines must comply with all accessibility criteria. In addition, alternative text descriptions should accompany images and visuals in order to make them easier to read. When the images or graphics cannot be viewed, alternative text descriptions should provide sufficient detail while remaining succinct.
Processes for allocation of responsibilities for standard communication- it includes the training and role assessment. For standardized communication protocols to be created, it is important to cinder the needs of the parties which are involved. As part of this, each employee is assigned tasks and trained on effective communication methods. You may need to modify your style of communication if you are conversing with someone from a different culture to ensure that the message is understood correctly (Elkins, 2022).
- How can you overcome challenges with the following? (Provide one suggestion for each one).
- Conflicts with clients or team members
- Potential risks or safety hazards
- Unethical or inappropriate communication
- Appropriately framing organisational messaging.
Answer
Conflicts with clients or team members- to overcome the challenge it is important to seek a mutually acceptable outcome for all the parties involved. To resolve the conflict right body language can be used. A group discussion can also be done to identify the main reason for the problem. In the group discussion, everyone must be allowed to speak.
Potential risks or safety hazards- to overcome the challenge WHS training can be organized and it is made sure that throughout the organization information is provided to all members in different formats. Identified hazards can be eliminated or they can be substituted. Administrative or engineering control can be used to overcome the potential risk.
Unethical or inappropriate communication- to overcome the challenge, practices of ethical communication can be discussed with the parties in the meeting. they can be provided education to perform the communication in the correct ways. It will be made sure when communication is done it is in a respectful and inclusive manner. Straightforward guidelines can be established within the organization for unethical communication.
Appropriately framing organizational messaging- to overcome the challenge, documents and information templates must be provided to the workforce. These documents contain the messaging of the organization (Giroldi, et al., 2019).
- For each of the following, identify three key features that are applicable to the workplace:
- Different communication styles
- Different communication methods
- Relevant cross-cultural communication techniques
- Negotiation and conflict resolution techniques.
Answers
Some of the key features which are applicable to the following workplace are-
Different communication styles-
1) Expression and words that are used during the communication.
2) Body language
3) How information is shared and put together
Different communication methods-
1) Interpreters
2) Communication devices
3) To present information various information
Relevant cross-cultural communication techniques
1) Slang must be avoided while communicating
2) Equites must be maintained
3) Speak slowly
Negotiation and conflict resolution techniques.
1) While communicating normal tone must be used
2) For spoken communication more time must be allowed
3) Fairness (van der Vleuten, et al., 2019).
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
This activity will be assessed by observation. The assessor has a checklist of criteria they will base your assessment on.
This activity will enable you to demonstrate the following performance evidence:
- Collate research on internal and external communication needs
- Develop and implement communication protocols in accordance with organisational requirements
- Present information in a persuasive and professional manner
- Apply negotiation techniques to reach desired outcomes
- Address communication challenges for continuous improvement.
Answer the activity in as much detail as possible, considering your organisational requirements.
Equipment needed:
- A real or simulated workplace with access to equipment, facilities, information and staff applicable to the organisation.
As a real or simulated workplace activity as directed by the assessor, you must complete the following communication-related activities over one or more sessions (as agreed with the assessor):
- Research the organisation’s internal and external communication needs and collate this information in a report that identifies the organisation’s communication goals. It must also identify how communication protocols should be developed and/or structured, and the contexts that protocols must be made usable for.
You must also produce a separate document that identifies your suggested protocols and how these can be implemented.
Attach a copy of your documentation to your workbook for assessment of your work and writing skills.
Answer
Report
Communication inside our organization is communication among representatives and managers,
Communication among polishers and detailers. Both keep up with the ordinary activity of the
organization.
whereas, external communication needs the exchange of information means communication is done within the organization and outside the organization.
Internal communication is accomplished through the organization’s walkie-talkie, which can be
communicated in various cases. Polishers and detailers can communicate straightforwardly face to confront. Yet, to further develop the efficiency of communication, we use work list execution. Furthermore, external communication is accomplished by the sales department and the manager through emails and calls (El-Daghar, 2018).
- Working with other organisational staff, implement these communication protocols according to the organisation’s procedures and requirements.
This must include:
- Explaining complex information to positively influence others and motivating others to be respectful to others’ needs (either spoken or in writing)
- Identifying and addressing communication challenges to remove the barriers to understanding
- Presenting information using a variety of communication styles that are relevant to the audience
- Presenting information in a succinct, clear and persuasive manner that is professional.
Attach a copy of any written work produced to your workbook for the assessment of your work and writing skills.
Answer
1) As per the guidelines of organization communication, communication protocols outline the information types which need to be communicated to the organization, for communicating the particular topic personal responsibility is identified.
2) To avoid misunderstanding wherever communication is done it must be thought of first, then it should be communicated.
3) Confronted with various individuals, utilize various abilities, and communicate with workers in the workshop succinctly. Ideas must be communicated briefly and interfering can be avoided while working. While communicating with individuals outside the organization, focus on the language used to keep up with the organization’s picture (El-Daghar, 2018).
- You must demonstrate your skills to negotiate on one occasion in order to reach a specific outcome.
This must include:
- Discussing the point of negotiation with the relevant person(s)
- Evaluating the different perspectives and critically examining the outcomes that can be reached
- Negotiating a final outcome which is agreed with the other person(s) and which addresses the key outcomes that are required
- Confirm and implement the outcome of the negotiations and communications according to organisational requirements.
Attach a copy of any written work produced to your workbook for the assessment of your work and writing skills.
Answer
(discussion between the dairy supplier and manager)
Manager- you have to supply used dairy products to our bakery daily in the evening.
Dairy supplier- sorry sir, I am not able to do delivery in the evening, I deliver the products in the morning.
Manger- okay no problem. You have to deliver us 5 kg of milk, 5 kg cottage cheese, and 5 kg curd daily.
Dairy supplier- okay sir. Your total bill will be $900.
Manager- what? It’s too much.
Dairy supplier- yes, sir I supply good quality products.
Manager- I agree, then also it is too much. Our previous suppliers, supply these goods for $500. But if you have good quality we can give you $800. And the bill will be paid to you monthly according to our organization’s policy.
Dairy supplier- okay sir no problem.
Manager- okay then I’ll prepare an agreement.
Dairy supplier- okay sir.
- Address communication challenges for continuous improvement.
This will include the following activities:
- Providing mentoring to two other persons to assist them in achieving the communication goals of the organisation
- Obtaining feedback from three different sources to manage the outcomes of communications and negotiations
- Identifying and documenting areas for improvement in communications for one team or for the organisation’s practices as a whole
- Create an improvement plan and implement identified improvements to the organisation’s communication processes.
Attach a copy of any written work produced to your workbook for the assessment of your work and writing skills.
Answer
Mentor- hello, I am here to provide you with mentoring so you can achieve the communication goals of the organization. May I know what challenges are you facing?
Mentee 1 and 2- yes sir. While communicating our body language is not good.
Mentor- to improve the body language Self-awareness can be practiced, you must be relaxed while communicating, Eye contact must be used and proper distance must be made.
Mentee 2- sometimes we don’t use understand what the other person is saying.
Mentor- you must listen actively to understand what the other person is saying and tell them to use simple language while communicating.
Mentee 1 and 2- okay sir. Thank you
Mentor- here is your improvement plan. it will help you
Improvement plan
| Issues identified | Action taken | resource required |
| Body language is not good | · Self-awareness can be practice,
· be relaxed while communicating, · Eye contact should be made · proper distance must be made. |
mentoring program |
| difficulty in understanding and delivering our message | · use active listening
· speak slowly · use simple language |
mentoring program |
Mentee 1 and 2- okay sir. Thank you
Performance Activity checklist
Checklist for the observable part of this activity
This should be used by the trainer/assessor to document the learner’s performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
| Task #17 – <Performance Activity> | ||||
| The student is required to demonstrate ALL components from the list below | Assessment | Comments | ||
| Date: | ||||
| Did the student:
Tick |
S | NS | Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria | |
| 1 | Participate in a real or simulated workplace activity to research, collate and document the organisation’s internal and external communication needs:
Ø Gather and analyse information on communication needs Ø Determine organisational communication goals and protocols Ø Produce a report of their research and document their suggested communication protocols. |
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| 2 | Participate in a real or simulated workplace activity to implement communication protocols, according to the organisation’s procedures and requirements:
Ø Explain complex information positively and to motivate respect towards others Ø Identify and address communication challenges Ø Present information in appropriate communication styles to suit the audience Ø Present information succinctly, clearly and with positive persuasion Ø Present information professionally. |
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| 3 | Participate in a real or simulated workplace activity to negotiate on one occasion to reach a communication outcome:
Ø Discuss the matter for negotiation appropriately and respectfully Ø Evaluate the perspectives and examine the outcomes of these Ø Negotiate a fair and mutually acceptable outcome which meets the key outcomes Ø Confirm and implement the outcome according to organisational requirements. |
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| 4 | Participate in a real or simulated workplace activity to address communication challenges for continuous improvement:
Ø Mentor two persons to assist them in reaching organisational communication goals Ø Obtain feedback from three different sources to assess and manage the outcomes of communications and negotiations Ø Identify and document areas for improvement for one team or the organisation’s communication practices as a whole Ø Create and implement their improvement plan for organisational communication processes according to organisational needs. |
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| All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed: | ||||
| Satisfactory Not Satisfactory | ||||
| Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:
|
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Checklist for the written part of this activity
This should be used by the trainer/assessor to document the learner’s knowledge as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
| Task #17 – < Performance Activity> | ||||
| Date(s) of assessment | ||||
| Has the activity been answered and performed fully, as required to assess the competency of the learner? | Yes No
(Please circle) |
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| Has sufficient evidence and information been provided by the learner for the activity? | Yes No
(Please circle) |
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| Comments | ||||
| Provide your comments here:
|
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| The learner’s performance was: | Not yet satisfactory | Satisfactory | ||
| If not yet satisfactory, date for reassessment: | ||||
| Feedback to learner:
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Competency record to be completed by assessor- Final Checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.
| Has the learner completed all required assessments to a satisfactory standard? | Yes No
(Please circle) |
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| Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? | Yes No
(Please circle) |
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| The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as: | |||
| Authentic | Yes No
(Please circle) |
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| Valid | Yes No
(Please circle) |
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| Reliable | Yes No
(Please circle) |
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| Current | Yes No
(Please circle) |
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| Sufficient | Yes No
(Please circle) |
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| Learner is deemed: | Not yet competent | Competent | |
| If not yet competent, date for re-assessment: | |||
| Comments from trainer/assessor:
|
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| Title | BSBXCM501-Learner Workbook | ||
| Rationale | LEARNER WORKBOOK | ||
| Author | RKC | ||
| Date Created | 31-05-2022 | ||
| Version Number | Date Modified | Modifications Made | Modified By |
| V1.0 | |||
REFERENCE
Demirdağ, S. (2021). Communication skills and time management as the predictors of student motivation. International Journal of Psychology and Educational Studies, 8(1), 38-50.
El-Daghar, K. (2018). PERFORMANCE IMPROVEMENT PLAN IN BUILDING PROCESSACCORDING TO QUALITY LEADERS AND QUALITY IMPROVEMENT TOOLS AND TECHNIQUES. Architecture and Planning Journal (APJ), 24(1), 5.
Elkins, D. M. (2022). Workplace Resilience During Cancer Treatment: An Exploration of Workplace Communication Processes That Lead to Resilience for Female Employees. In Cases on Organizational Communication and Understanding Understudied Groups (pp. 169-185). IGI Global.
Hercog, D. (2020). Communication Service, Communication Protocol. In Communication Protocols (pp. 45-65). Springer, Cham.
Mata, Á. N. D. S., de Azevedo, K. P. M., Braga, L. P., de Medeiros, G. C. B. S., de Oliveira Segundo, V. H., Bezerra, I. N. M., … & Piuvezam, G. (2021). Training in communication skills for self-efficacy of health professionals: a systematic review. Human resources for health, 19(1), 1-9.
Như, H. T. Q. (2019). WORKPLACE ENGLISH COMMUNICATION NEEDS AND ESP CURRICULUM: AN ANALYSIS OF MISALIGNMENT. TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA, 3(1).
Prajogo, D., Toy, J., Bhattacharya, A., Oke, A., & Cheng, T. C. E. (2018). The relationships between information management, process management and operational performance: Internal and external contexts. International Journal of Production Economics, 199, 95-103.
Siahaan, P., Dewi, E., & Suhendi, E. (2020). Introduction, connection, application, reflection, and extension (ICARE) learning model: The impact on students’ collaboration and communication skills. Jurnal ilmiah pendidikan fisika Al-Biruni, 9(1), 109-119.
Sivunen, A., & Laitinen, K. (2019). Digital communication environments in the workplace. Workplace Communication, 41-53.
van der Vleuten, C., van den Eertwegh, V., & Giroldi, E. (2019). Assessment of communication skills. Patient Education and Counseling, 102(11), 2110-2113.
Van Quaquebeke, N., & Felps, W. (2018). Respectful inquiry: A motivational account of leading through asking questions and listening. Academy of Management Review, 43(1), 5-27.
Zou, L., Wang, Z., Hu, J., Liu, Y., & Liu, X. (2021). Communication-protocol-based analysis and synthesis of networked systems: progress, prospects and challenges. International Journal of Systems Science, 52(14), 3013-3034.