Application
This unit of competency covers the skills and knowledge required to receive, relay and record written and oral messages and to provide relevant information in response to requests within timelines.
This unit of competency applies to personnel who are required to communicate clearly and accurately to record messages, seek clarification, access needed information, relay information to other people and complete workplace documentation.
This unit of competency applies to all work environments.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element | ||
1 | Receive and relay messages | 1.1 | Confirm understanding of the message is correct |
1.2 | Accurately record the message | ||
1.3 | Relay message accurately to appropriate person or section within designated timelines | ||
2 | Interpret messages | 2.1 | Clarify message if necessary |
2.2 | Take appropriate action | ||
2.3 | Respond to communication problems |
3 | Respond to request for information | 3.1 | Acknowledge and understand the request for information |
3.2 | Access information from appropriate sources | ||
3.3 | Relay information to appropriate person or section in a manner appropriate for the receiver |
4 | Complete workplace forms | 4.1 | Select appropriate form |
4.2 | Assemble information required for form | ||
4.3 | Complete workplace forms as required | ||
4.4 | Submit workplace forms as required |
Evidence of Performance
Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria and demonstrate the ability to:
listen attentively
formulate questions to clarify work requirements or instructions
read and interpret workplace information
complete workplace forms
write legibly and/or use electronic keyboard
record and interpret numbers, codes and symbols
use clear and concise language in verbal and written communication.
Evidence of Knowledge
Evidence must be provided that demonstrates knowledge of:
organisation procedures, including:
telephone and communications protocols and/or procedures
documentation and record keeping
safety, emergency and hazard control
types and meaning of workplace codes, numbers, symbols, signs and colours typically used in the job/work environment
types, purpose and importance of workplace documentation
workplace expectations for acceptable language and tone (swearing, level of formality, courteousness, respect for diversity, and so on)
challenges in communicating with people from culturally and linguistically diverse (CALD) backgrounds in the workplace and possible strategies.
Assessment Conditions
The unit should be assessed holistically and the judgement of competence based on a holistic assessment of the evidence.
The collection of performance evidence:
should occur over a range of situations which include typical disruptions to normal, smooth operations
will use one or a combination of:
totally off the job, in which case it will use case studies and role plays as well as questions
evidence drawn totally from performance in the workplace
will typically include a supervisor/third-party report focusing on consistent performance and problem recognition and solving. A supervisor/third-party report must be prepared by someone who has a direct, relevant, current relationship with the person being assessed and who is in a position to form a judgement on workplace performance relevant to the unit of competency
may use industry-based simulation for all or part of the unit particularly where safety, lack of opportunity or significant cost is an issue.
Assessment should occur in operational workplace situations. Where this is not possible, or where personal safety or environmental damage are limiting factors, assessment must occur in a sufficiently rigorous simulated environment reflecting realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills.
Assessment in a simulated environment should use evidence collected from one or more of:
walk-throughs
pilot plant operation
demonstration of skills
industry based case studies/scenarios
‘what ifs’.
Knowledge evidence may be collected concurrently with performance evidence (provided a record is kept) or through an independent process, such as workbooks, written assessments or interviews (provided a record is kept).
Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.
Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications associated with this unit.
Foundation skills are integral to competent performance of the unit and should not be assessed separately.
As a minimum, assessors must satisfy the Standards for Registered Training Organisations 2015 assessor requirements.
Foundation Skills
This section describes those language, literacy, numeracy and employment skills that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Range Statement
This field allows for different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. | |
Messages | Messages may be in any format, including: written oral electronic Messages may be any combination of simple: words numbers workplace signs |
Equipment | Equipment includes one or more of the following: telephone two-way radio computer, tablet, Smartphone or similar |
Sources of information | Sources of verbal information include one or more of the following: toolbox talks team meetings and production meetings shift handover planning sessions discussion with technical experts, supervisors and work health and safety (WHS) officers Sources of written material include one or more of the following: standard operating procedures (SOPs) work instructions incident procedures operating manuals quality procedures training program contents/materials material safety data sheets (MSDS) job cards maintenance logs non-compliance reports incidence and accident reports permits schematics, process flows and engineering drawings |
Routine problems | Routine problems must be reported and corrective action taken according to relevant procedures. Routine problems include one or more of the following: missing/lost messages required information not available required equipment not available conflict of work priorities |
Corrective actions | Corrective actions include one or more of the following: reporting to an appropriate person taking action specified in the procedure |
Appropriate personnel | Appropriate personnel include one or more of the following: supervisor more senior operator other designated personnel |
Sectors
Competency Field
Support