- MEM16002C - Conduct formal interviews and negotiations
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MEM16002C Mapping and Delivery Guide
Conduct formal interviews and negotiations
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | MEM16002C - Conduct formal interviews and negotiations |
|---|---|---|---|
| Description | This unit covers planning and conducting interviews, participating in interviews and taking part in negotiations. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit applies to effective communication in more formal on-site or small group situations where ideas are defined and specific outcomes are sought. The topics covered are often formally identified and records may be kept. Interviews could include job recruitment and progression, performance reviews, grievance, etc.This unit does not cover the skills needed for participation in formal group processes such as meetings which are covered by Unit MEM16001B (Give formal presentations and take part in meetings). For interviews associated with training and assessment, refer to the appropriate units.Band: AUnit Weight: 4 | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | Communication | ||
| 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: Plan and conduct interviews |
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| Element: Participate in interviews |
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| Element: Take part in negotiations |
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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, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | A person who demonstrates competency in this unit must be able to conduct formal interviews and negotiations. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts. |
Context of and specific resources for assessment | This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with conducting formal interviews and negotiations or other units requiring the exercise of the skills and knowledge covered by this unit. |
Method of assessment | Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials. |
Guidance information for assessment | |
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.
Required skills |
Look for evidence that confirms skills in: planning and formatting interviews developing open and closed interview questions to gain required information building rapport maintaining discretion and confidentiality preparing for interviews using active listening skills identifying interview goals identifying selection/assessment criteria clarifying follow-up activities reporting follow-up activities using appropriate language to the other party(s) clarifying needs/wants of others representing the views of fellow team or group members during negotiations selecting appropriate communication media during the negotiations |
Required knowledge |
Look for evidence that confirms knowledge of: the purpose of the interview the assessment criteria for the interview the procedures to be followed in planning and conducting the interview the detail/information to be obtained from the interview questions appropriate to the detail/information to be obtained active listening techniques that can be applied in interview situations the effect(s) of the individual's presentation during the interview upon the interview the effect(s) of the timing of questions on the interviewee the need to follow-up issues raised during the interview and negotiations the procedures for reporting the outcomes of follow-up activities the parties to be involved in the negotiations the reasons for using appropriate language the reasons for maintaining confidentiality the reasons for clarifying the needs/wants of others the needs/wants of the individual the views of fellow team or group members a range of communication media the appropriate communication medium safe workplace practices |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included. | |
Preparation | Identifying and inviting co-interviewers Planning interview Preparation of interview room Accessing required documents and materials Introductions and explanations |
Active listening skills | Appropriate body language Acknowledgements Clarification questions Appropriate responses |
Communication medium | Face-to-face meeting Telephone Written Advocacy |
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 |
|---|---|---|---|
| Interview is planned and initiated to achieve a specified purpose. | |||
| Suitable questions appropriate to the purpose are used. | |||
| Discretion and confidentiality are exercised where appropriate. | |||
| Appropriate preparation is undertaken. | |||
| Active listening skills are employed. | |||
| Self-presentation is applied appropriate to the purpose. | |||
| Questions are asked where appropriate. | |||
| Follow-up activities are clarified and reported in accordance with standard operating procedure. | |||
| Language appropriate to the other party is used. | |||
| Own and others' needs/wants are stated and clarified. | |||
| The views of fellow employees, including own group or team, are represented to others. | |||
| The appropriate communication medium is selected. | |||
| Follow-up activities are clarified and reported in accordance with standard operating procedures. |
Forms
Assessment Cover Sheet
MEM16002C - Conduct formal interviews and negotiations
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
MEM16002C - Conduct formal interviews and negotiations
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: