- BSBCMN203A - Communicate in the workplace
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBCMN203A Mapping and Delivery Guide
Communicate in the workplace
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | BSBCMN203A - Communicate in the workplace |
|---|---|---|---|
| Description | This unit covers the skills and knowledge required to communicate in the workplace. It covers the activities of gathering, conveying and receiving information together with completing routine written correspondence.This unit is related to BSBCMN103A Apply basic communication skills and BSBFLM303A Contribute to effective workplace relationshipsThis unit covers the skills and knowledge required to communicate in the workplace. It covers the activities of gathering, conveying and receiving information together with completing routine written correspondence.This unit is related to BSBCMN103A Apply basic communication skills and BSBFLM303A Contribute to effective workplace relationships | ||
| 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: Gather, convey and receive information and ideas |
| |||||||
| Element: Draft routine correspondence |
| |||||||
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 identifies the critical aspects, underpinning knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Communication methods used are appropriate to the audience
Messages and written communication are clear, concise and correct
Requests for information are responded to promptly
Information is given to clients in a clear and concise format
Correspondence produced is relevant to request
Underpinning Knowledge*
* At this level the learner must demonstrate basic operational knowledge in a moderate range of areas.
The relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
Knowledge of the organisation's policies, plans and procedures, especially style guide
Knowledge of and attention to standard turnaround times
Knowledge of spelling, grammar and punctuation
Principles of effective communication in relation to listening, questioning and non-verbal communication
Underpinning Skills
Literacy skills to identify work requirements and understand and process basic, relevant workplace documentation
Communication skills to request advice, receive feedback and work with a team
Planning skills to organise work priorities and arrangements
Problem solving skills to solve routine problems
Technology skills including the ability to select and use technology appropriate to a task
Reading skills sufficient to understand basic workplace documentation
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
Collecting, analysing and organising information (Level 1) - in gathering information; in drafting correspondence
Communicating ideas and information (Level 1) - with members of the work team
Planning and organising activities (Level 1) - for self
Working with teams and others (Level 1) - to communicate information
Using mathematical ideas and techniques (Level 1) - as an aid to communicate ideas
Solving problems (Level 1) - to gather and convey information
Using technology (Level 1) - to prepare written correspondence
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
The Evidence Guide identifies the critical aspects, underpinning knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Communication methods used are appropriate to the audience
Messages and written communication are clear, concise and correct
Requests for information are responded to promptly
Information is given to clients in a clear and concise format
Correspondence produced is relevant to request
Underpinning Knowledge*
* At this level the learner must demonstrate basic operational knowledge in a moderate range of areas.
The relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
Knowledge of the organisation's policies, plans and procedures, especially style guide
Knowledge of and attention to standard turnaround times
Knowledge of spelling, grammar and punctuation
Principles of effective communication in relation to listening, questioning and non-verbal communication
Underpinning Skills
Literacy skills to identify work requirements and understand and process basic, relevant workplace documentation
Communication skills to request advice, receive feedback and work with a team
Planning skills to organise work priorities and arrangements
Problem solving skills to solve routine problems
Technology skills including the ability to select and use technology appropriate to a task
Reading skills sufficient to understand basic workplace documentation
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
Collecting, analysing and organising information (Level 1) - in gathering information; in drafting correspondence
Communicating ideas and information (Level 1) - with members of the work team
Planning and organising activities (Level 1) - for self
Working with teams and others (Level 1) - to communicate information
Using mathematical ideas and techniques (Level 1) - as an aid to communicate ideas
Solving problems (Level 1) - to gather and convey information
Using technology (Level 1) - to prepare written correspondence
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.
The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:
They may use legislation, codes and national standards relevant to the workplace including:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
Communication equipment may include but is not limited to:
network systems
telephones
keyboard equipment including mouse, touchpad, keyboard
pens, pencils
information technology components including hardware, software and communication packages
facsimile machines
Oral communication may include but is not limited to:
answering telephone calls
requests from colleagues
use of voice mail
informal discussions
answering enquiries from clients
Written information may include but is not limited to:
handwritten and printed materials
electronic mail
internal memos
briefing notes
facsimiles
general correspondence
telephone messages
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
defined resource parameters
Correspondence may include but is not limited to:
memorandums
messages
proformas
emails
standard/form letters
Standards may include:
standards set by work group
organisational policies and procedures
specified work standards
legislation
Australian Standards
The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:
They may use legislation, codes and national standards relevant to the workplace including:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
Communication equipment may include but is not limited to:
network systems
telephones
keyboard equipment including mouse, touchpad, keyboard
pens, pencils
information technology components including hardware, software and communication packages
facsimile machines
Oral communication may include but is not limited to:
answering telephone calls
requests from colleagues
use of voice mail
informal discussions
answering enquiries from clients
Written information may include but is not limited to:
handwritten and printed materials
electronic mail
internal memos
briefing notes
facsimiles
general correspondence
telephone messages
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
defined resource parameters
Correspondence may include but is not limited to:
memorandums
messages
proformas
emails
standard/form letters
Standards may include:
standards set by work group
organisational policies and procedures
specified work standards
legislation
Australian Standards
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 |
|---|---|---|---|
| Information to achieve work responsibilities is collected from appropriate sources | |||
| The method(s)/ equipment used to communicate ideas and information is appropriate to the audience | |||
| Effective listening and speaking skills are used in oral communication | |||
| Input from internal and external sources is sought, and used to develop and refine new ideas and approaches | |||
| Instructions or enquiries are responded to promptly and in accordance with organisational requirements | |||
| Written information and ideas are presented in clear and concise language and the intended meaning of correspondence is understood by recipient | |||
| Correspondence is drafted and presented within designated timelines | |||
| Presentation of written information meets organisational standards of style, format and accuracy |
Forms
Assessment Cover Sheet
BSBCMN203A - Communicate in the workplace
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
BSBCMN203A - Communicate in the workplace
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: