Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

BSBCMN103A Mapping and Delivery Guide
Apply basic communication skills

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency BSBCMN103A - Apply basic communication skills
Description This unit covers the development of communication skills in the workplace. It covers the activities of gathering, conveying and receiving information, together with completing assigned written information under direct supervision.This unit is related to BSBCMN203A Communicate in the workplace.This unit covers the development of communication skills in the workplace. It covers the activities of gathering, conveying and receiving information, together with completing assigned written information under direct supervision.This unit is related to BSBCMN203A Communicate in the workplace.
Employability Skills Not applicable.
Learning Outcomes and Application Not applicable.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Identify workplace communication procedures
  • Workplace communication requirements are identified with assistance from appropriate people
  • Appropriate lines of communication with supervisors and colleagues are identified
  • Advice is sought on the communication method/equipment which is most appropriate for the task in hand
  • Effective questioning and active listening and speaking skills are used to gather and convey information
  • Instructions or inquiries are answered or followed promptly and appropriately
  • Appropriate non-verbal behaviour is used at all times
  • Constructive feedback is encouraged, acknowledged and acted upon
       
Element: Draft written information
  • Relevant procedures and formats are identified
  • Assigned written information is drafted and presented for approval clearly and concisely within designated timelines
  • Written information meets required standards of style, format and detail
  • Assistance and/or feedback is sought to aid communication skills development
       


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.

Critical Aspects of Evidence

Seeks advice on most appropriate workplace communication methods and lines of communication are established,

Oral and written communication is clear, concise and correct and completed within designated timelines,

Instructions are followed promptly and appropriately and

Advice and feedback are actively sought, acknowledged and acted upon

Underpinning Knowledge*

* At this level the learner must demonstrate knowledge by recall in a narrow range of areas.

Relevant legislation from all levels of government which affect business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations, anti-discrimination and diversity

Organisational policies, plans and procedures

Knowledge of a limited range of communication methods

Principles of effective listening, questioning and non-verbal communication

Writing techniques for basic workplace documents

Underpinning Skills

Literacy skills to identify work requirements, to draft written information and process basic, relevant workplace documentation

Communication skills to identify lines of communication, request advice, effectively question, follow instructions, and receive feedback and to convey messages clearly and concisely

Problem solving skills to solve routine problems related to the workplace under direct supervision

Technology skills to use business equipment under direction

Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

Resource Implications

The learner and trainer should have access to appropriate documentation and resources normally used in the workplace

Consistency of Performance

In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations

Context/s of Assessment

Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement

Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package

Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment

Assessment should reinforce the integration of the key competencies and the Business Services Common Competencies for the particular AQF Level. Refer to the Key Competency Levels at the end of this unit

Key Competency Levels

Communicating ideas and information (Level 1) - to communicate workplace information

Planning and organising activities (Level 1) - for own work area, under direction

Working with teams and others (Level 1) - to communicate information and receive feedback on performance

Using mathematical ideas and techniques (Level 1) - as an aid to solve problems

Solving problems (Level 1) - to gather and convey information under direct supervision

Using technology (Level 1) - to aid communication and the preparation of written information

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Critical Aspects of Evidence

Seeks advice on most appropriate workplace communication methods and lines of communication are established,

Oral and written communication is clear, concise and correct and completed within designated timelines,

Instructions are followed promptly and appropriately and

Advice and feedback are actively sought, acknowledged and acted upon

Underpinning Knowledge*

* At this level the learner must demonstrate knowledge by recall in a narrow range of areas.

Relevant legislation from all levels of government which affect business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations, anti-discrimination and diversity

Organisational policies, plans and procedures

Knowledge of a limited range of communication methods

Principles of effective listening, questioning and non-verbal communication

Writing techniques for basic workplace documents

Underpinning Skills

Literacy skills to identify work requirements, to draft written information and process basic, relevant workplace documentation

Communication skills to identify lines of communication, request advice, effectively question, follow instructions, and receive feedback and to convey messages clearly and concisely

Problem solving skills to solve routine problems related to the workplace under direct supervision

Technology skills to use business equipment under direction

Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

Resource Implications

The learner and trainer should have access to appropriate documentation and resources normally used in the workplace

Consistency of Performance

In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations

Context/s of Assessment

Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement

Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package

Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment

Assessment should reinforce the integration of the key competencies and the Business Services Common Competencies for the particular AQF Level. Refer to the Key Competency Levels at the end of this unit

Key Competency Levels

Communicating ideas and information (Level 1) - to communicate workplace information

Planning and organising activities (Level 1) - for own work area, under direction

Working with teams and others (Level 1) - to communicate information and receive feedback on performance

Using mathematical ideas and techniques (Level 1) - as an aid to solve problems

Solving problems (Level 1) - to gather and convey information under direct supervision

Using technology (Level 1) - to aid communication and the preparation of written information

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

Not applicable.

Legislation, codes and national standards relevant to the workplace which may include:

award and enterprise agreements and relevant industrial instruments

relevant legislation from all levels of government which affect business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations, anti-discrimination and diversity

relevant industry codes of practice

Organisational procedures may relate to:

workplace procedures related to specific tasks

following instructions

answering telephone calls

requests from colleagues

use of voice mail

use of internet and email

informal discussions

Appropriate people may include:

supervisors, mentors or trainers

colleagues

other staff members

Lines of communication may include:

formal and informal means

oral or written

Communication method/equipment may include but are not limited to:

computer network systems

personal computer equipment including hardware, keyboards, software and communication packages

telephones

facsimile machines

Organisational requirements may be included in:

quality assurance and/or procedures manual

goals, objectives, plans, systems and processes

business and performance plans

legal and organisation policy/guidelines and requirements

access and equity principles and practice

ethical standards

Occupational Health and Safety policies, procedures and programs

quality and continuous improvement processes and standards

Written information may include but is not limited to:

handwritten and printed materials

electronic mail

facsimiles

general correspondence or standard/form letters and memos

telephone messages or general messages

Standards may include:

standards set by work group

organisational policies

Legislation, codes and national standards relevant to the workplace which may include:

award and enterprise agreements and relevant industrial instruments

relevant legislation from all levels of government which affect business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations, anti-discrimination and diversity

relevant industry codes of practice

Organisational procedures may relate to:

workplace procedures related to specific tasks

following instructions

answering telephone calls

requests from colleagues

use of voice mail

use of internet and email

informal discussions

Appropriate people may include:

supervisors, mentors or trainers

colleagues

other staff members

Lines of communication may include:

formal and informal means

oral or written

Communication method/equipment may include but are not limited to:

computer network systems

personal computer equipment including hardware, keyboards, software and communication packages

telephones

facsimile machines

Organisational requirements may be included in:

quality assurance and/or procedures manual

goals, objectives, plans, systems and processes

business and performance plans

legal and organisation policy/guidelines and requirements

access and equity principles and practice

ethical standards

Occupational Health and Safety policies, procedures and programs

quality and continuous improvement processes and standards

Written information may include but is not limited to:

handwritten and printed materials

electronic mail

facsimiles

general correspondence or standard/form letters and memos

telephone messages or general messages

Standards may include:

standards set by work group

organisational policies
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
Workplace communication requirements are identified with assistance from appropriate people 
Appropriate lines of communication with supervisors and colleagues are identified 
Advice is sought on the communication method/equipment which is most appropriate for the task in hand 
Effective questioning and active listening and speaking skills are used to gather and convey information 
Instructions or inquiries are answered or followed promptly and appropriately 
Appropriate non-verbal behaviour is used at all times 
Constructive feedback is encouraged, acknowledged and acted upon 
Relevant procedures and formats are identified 
Assigned written information is drafted and presented for approval clearly and concisely within designated timelines 
Written information meets required standards of style, format and detail 
Assistance and/or feedback is sought to aid communication skills development 

Forms

Assessment Cover Sheet

BSBCMN103A - Apply basic communication skills
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

BSBCMN103A - Apply basic communication skills

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: