- MEM16011A - Communicate with individuals and small groups
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MEM16011A Mapping and Delivery Guide
Communicate with individuals and small groups
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | MEM16011A - Communicate with individuals and small groups |
---|---|---|---|
Description | This unit covers communicating effectively across a range of communication networks in the workplace. Communication levels include interpersonal (one-to-one), person-to-group, and mediated (e.g. telephone, letter, memo). | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit applies where an individual is required to undertake a broad range of communication activities within a manufacturing or engineering organisation. The person would regularly use a variety of communication channels and media to communicate with others.To satisfy this unit, the person would need to exercise skills in verbal and non-verbal communication, along with demonstrating an understanding of communication principles and processes. Applications include common workplace activities such as facilitating small group discussions and meetings, writing memos or letters, making telephone calls, counselling co-workers, resolving issues or routine conflicts, talks or speeches.This unit includes written communication by letter, short memorandum or report etc. If research and/or structured report writing is required, Unit MEM16009A (Write reports) and/or Unit MEM16009A (Research and analyse engineering information) should be selected.Band: This unit has dual status and is to be regarded as both a Specialisation band A unit and Specialisation band B unit for progression to C5 (AQF level V).Unit Weight: 2 | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
||
Prerequisites/co-requisites | Path 1 MEM16006A Organise and communicate information | ||
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 prepare communication |
| |||||||
Element: Communicate effectively in interpersonal, mediated and group settings |
| |||||||
Element: Evaluate communication |
|
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 communicate across a range of environments using different methods and techniques appropriate to the content and purpose of the communication. Competency in this unit cannot be claimed until all prerequisites have been satisfied. |
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 complex communication 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: selecting and using various communication channels coding and decoding verbal and non-verbal messages giving and receiving feedback identifying blockages, barriers and breakdowns in communication applying principles of effective communication applying speaking and listening skills to interpersonal and group situations using writing skills to communicate technical and non-technical information using common verbal written channels undertaking reading and comprehension of written workplace communications |
Required knowledge |
Look for evidence that confirms knowledge of: communication process, stages and roles communication types and networks verbal and non-verbal channels - advantages and disadvantages verbal and non-verbal codes - advantages and disadvantages principles, strategies and conventions for interpersonal, mediated and group communication communication skills for sender and receiver communication blockages, barriers and breakdowns and strategies for overcoming them individual differences between communicators and strategies for effective communication establishing communication climate |
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. | |
Communication types | Upward - examples: reporting, suggestions, grievances Downward - examples: policy, procedure, job instruction, feedback, information Horizontal - examples: task coordination, conflict resolution, discussion, problem solving, information sharing |
Communication networks | Hierarchies, patterns or clusters of personnel Enterprise conventions, protocols and procedures for communication |
Communication channels and codes | Channels - defined here as the route a message takes through any of the three broad media: written verbal, spoken verbal and non-verbal verbal channels involve visual and sound media. non-verbal channels may involve visual, sound, touch, taste and smell and combinations of these Codes - defined here as any system of language, symbols, signals, gestures etc. that gives mutual meaning to a message. Codes may be: verbal (spoken or written language) non-verbal e.g. symbols and emblems, body language |
Effective communication skills, strategies and principles | Questioning and clarifying Speaking and conversation skills Effective and active listening Reading and comprehension skills Giving and receiving feedback Giving and interpreting verbal and non-verbal messages Using the telephone and similar mediated channels Establishing communication climate Basic conflict resolution Seeking and acknowledging contribution Agreeing on communication protocols Clarifying the purpose of the communication activity Principles and protocols for informal and formal meetings Principles and protocols for speaking to a group Group discussion strategies, principles and protocols Interpersonal strategies and principles |
Communication events | Letters, memos, emails etc. Telephone calls Group talk Meetings Individual and group discussion Task coordination Information sharing |
Individual differences | Age, sex, ethnic origin, language Status in the organisation Level of expertise |
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 |
---|---|---|---|
Communication types and networks within the enterprise are identified. | |||
Enterprise conventions, policies and procedures are followed when planning and preparing communication activities. | |||
Communication channels and codes appropriate to objectives, circumstances and receiver/s are selected. | |||
Communication is planned and structured to promote the accurate transfer of meaning. | |||
Communication setting and climate is established appropriate to purpose and content of message. | |||
Required resources are prepared and or obtained. | |||
Effective communication skills, strategies and principles are applied to a variety of communication events. | |||
Verbal and non-verbal language is used appropriate to the topic, sensitivities and technical understanding of the person/s being addressed. | |||
Individual differences are respected and considered. | |||
Purpose and objectives of communication are adhered to. | |||
Participation in communication is encouraged. | |||
Conventions, rules, policies and procedures are followed. | |||
Feedback regarding the effectiveness of the communication activity is obtained. | |||
Outcomes are assessed against communication objectives and selected channels and codes. | |||
Communication barriers are identified and strategies for overcoming them are identified and implemented. |
Forms
Assessment Cover Sheet
MEM16011A - Communicate with individuals and small groups
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
MEM16011A - Communicate with individuals and small groups
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: