- CHCCOM403A - Use targeted communication skills to build relationships
Assessor Resource
CHCCOM403A
Use targeted communication skills to build relationships
Assessment tool
Version 1.0
Issue Date: April 2024
The communication skills described in this unit should be applied to target specific communication issues and may be applied across a range of workplace contexts involving application of a range of communication strategies to address specific needs and issues, working with various levels of social and cultural diversity
This unit describes the knowledge and skills required to apply specific workplace communication techniques to build and maintain relationships with clients and colleagues based on respect and trust
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not Applicable
Employability Skills
This unit contains Employability Skills
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. | |
Critical aspects for assessment and evidence required to demonstrate this unit of competency: | The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit will be most appropriately assessed in a work context or in simulated work environment and under the normal range of work conditions Assessment is recommended to be on more than one occasion and must include the range of clients who access the service |
Access and equity considerations: | All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities |
Context of and specific resources for assessment: | This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place |
Method of assessment: | Assessment may include observation, questioning and evidence gathered from the workplace and/or simulated work environment, including written work |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level required for this unit. |
Essential knowledge: It is critical that the candidate demonstrate knowledge of: Effective communication strategies and techniques to address barriers and build and maintain relationships Recognition of communication styles of individuals Basic group dynamics and facilitation of group discussion The candidate must also be able to demonstrate relevant knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria, such as knowledge of: Cross cultural communication protocols Non-verbal communication strategies Communication techniques to maintain constructive interactions Barriers to communication |
Essential skills: It is critical that the candidate demonstrate the ability to: Provide evidence that all communication with clients and colleagues is appropriate to individual needs and the situation and promotes achievement of organisation objectives Use strategies to meet particular communication needs/difficulties Address individual issues in a timely way and in a manner which maintains the integrity of the individual Know when to provide referrals to conflict resolution and mediation In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Apply a full range of communication techniques including: reflective and active listening, respectful responding, empathy, feedback and rapport addressing communication barriers through application of a range of strategies recognition of non-verbal triggers clarification of boundaries of work role Apply oral communication skills required to fulfil job roles as specified by the organisation/service: skills in asking questions, providing clear information, listening to and understanding workplace instructions, and clarifying workplace instructions when necessary service/organisation may require competence in English or community language, depending on client group |
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. | |
Communicate effectively includes: | Effective use of questioning, speaking, and listening and non-verbal communication techniques Identifying and evaluating what is occurring within an interaction in a non-judgemental way Making decisions about appropriate words, behaviour, posture Using clarifying, summarising questions Putting together a response that is culturally appropriate Expressing an individual perspective Expressing own philosophy, ideology and background and exploring the impact of this on the communication Exploring and unpacking problems Using active and reflective listening appropriately Providing sufficient time to enable stories to be told Providing summarising and reflective responses in conflict situations Confirming that required information is accessed or message communicated |
Non-verbal communication includes: | Gestures Posture Facial expression |
Interviews may include: | Discussion of staffing issues Routine information collection Maintaining confidentiality Evidential-based Non disclosure Disclosure |
Established procedures may refer to: | Commonwealth and State legislation International conventions relating to the rights of individuals Organisation policy and procedures Relevant program standards Duty of care and ethical practice |
Presentation of information includes: | Clarity Appropriate sequencing Delivery within an appropriate time Utilising media to enhance presentation, if appropriate Addressing audience needs |
Opportunities will include: | Allowing sufficient time to hear individual stories Encouraging a full exploration of issues Encouraging validation of individual issues |
Additional parties may include: | Trusted friends Case workers Family members Nominated adults |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Identify and use appropriate communication strategies to: | |||
| Conduct interviews according to established procedures | |||
| Give feedback and advice in a way which reflects current identified good practice | |||
| Demonstrate respect for individual, cultural and social differences, needs and rights in communicating with clients and colleagues | |||
| If communication break down occurs, respond appropriately and refer to other staff or specialist services if required to ensure duty of care responsibilities are met | |||
| Respond to enquiries in a manner that promotes achievement of mutual outcomes | |||
| Respect and consider differences in views in a way that values and encourages the contributions of others | |||
| Ensure communication represents the organisation effectively where appropriate | |||
| Implement strategies to check on the effectiveness of communication with clients and colleagues | |||
| Facilitate access to interpretive and translation services as required | |||
| Regularly review established channels of communication to ensure clients and co workers are informed of relevant information in a timely way | |||
| Provide coaching in effective communication to colleagues and clients as required | |||
| Maintain relevant work-related networks and relationships as required to ensure client needs and organisation objectives are met | |||
| Put in place strategies to develop a trusting relationship that will enable negotiation of communication barriers | |||
| Use communication skills and processes to identify and address barriers to communication and facilitate identification of individual issues | |||
| Use effective skills in listening and providing feedback to ensure stories are heard and to support exploration and validation of issues raised | |||
| Seek agreement on processes to be followed to address issues within scope of own abilities, skills and work role | |||
| Make referral for conflict resolution and mediation as appropriate | |||
| Provide opportunities to fully explore all relevant issues | |||
| Routinely use strategies that encourage all group members to participate equally, including seeking and acknowledging contributions from all members | |||
| Routinely contribute to and follow objectives and agendas for meetings and discussions | |||
| Provide relevant information to groups as appropriate to facilitate outcomes | |||
| Evaluate group communication strategies to promote ongoing participation of all parties | |||
| Implement strategies to ensure the specific communication needs of individuals within the group are identified and addressed | |||
| Identify and address specific communication barriers such as: | |||
| Identify areas of mistrust or conflict that may require resolution | |||
| Identify the need to include additional parties |
Forms
Assessment Cover Sheet
CHCCOM403A - Use targeted communication skills to build relationships
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Assessment Record Sheet
CHCCOM403A - Use targeted communication skills to build relationships
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