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Evidence Guide: CHCCOM403A - Use targeted communication skills to build relationships

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCCOM403A - Use targeted communication skills to build relationships

What evidence can you provide to prove your understanding of each of the following citeria?

Communicate effectively with clients and staff

  1. Identify and use appropriate communication strategies to:
Identify and use appropriate communication strategies to:

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

establish rapport

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

exchange information

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

facilitate resolution of issues

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

defuse potentially difficult situations

  1. Conduct interviews according to established procedures
  2. Give feedback and advice in a way which reflects current identified good practice
  3. Demonstrate respect for individual, cultural and social differences, needs and rights in communicating with clients and colleagues
  4. If communication break down occurs, respond appropriately and refer to other staff or specialist services if required to ensure duty of care responsibilities are met
  5. Respond to enquiries in a manner that promotes achievement of mutual outcomes
  6. Respect and consider differences in views in a way that values and encourages the contributions of others
  7. Ensure communication represents the organisation effectively where appropriate
Conduct interviews according to established procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Give feedback and advice in a way which reflects current identified good practice

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Demonstrate respect for individual, cultural and social differences, needs and rights in communicating with clients and colleagues

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

If communication break down occurs, respond appropriately and refer to other staff or specialist services if required to ensure duty of care responsibilities are met

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Respond to enquiries in a manner that promotes achievement of mutual outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Respect and consider differences in views in a way that values and encourages the contributions of others

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure communication represents the organisation effectively where appropriate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Contribute to the implementation of effective communication strategies

  1. Implement strategies to check on the effectiveness of communication with clients and colleagues
  2. Facilitate access to interpretive and translation services as required
  3. Regularly review established channels of communication to ensure clients and co workers are informed of relevant information in a timely way
  4. Provide coaching in effective communication to colleagues and clients as required
  5. Maintain relevant work-related networks and relationships as required to ensure client needs and organisation objectives are met
Implement strategies to check on the effectiveness of communication with clients and colleagues

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Facilitate access to interpretive and translation services as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Regularly review established channels of communication to ensure clients and co workers are informed of relevant information in a timely way

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide coaching in effective communication to colleagues and clients as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain relevant work-related networks and relationships as required to ensure client needs and organisation objectives are met

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use specific communication techniques to maintain constructive interaction

  1. Put in place strategies to develop a trusting relationship that will enable negotiation of communication barriers
  2. Use communication skills and processes to identify and address barriers to communication and facilitate identification of individual issues
  3. Use effective skills in listening and providing feedback to ensure stories are heard and to support exploration and validation of issues raised
  4. Seek agreement on processes to be followed to address issues within scope of own abilities, skills and work role
  5. Make referral for conflict resolution and mediation as appropriate
Put in place strategies to develop a trusting relationship that will enable negotiation of communication barriers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use communication skills and processes to identify and address barriers to communication and facilitate identification of individual issues

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use effective skills in listening and providing feedback to ensure stories are heard and to support exploration and validation of issues raised

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek agreement on processes to be followed to address issues within scope of own abilities, skills and work role

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Make referral for conflict resolution and mediation as appropriate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Facilitate discussions

  1. Provide opportunities to fully explore all relevant issues
  2. Routinely use strategies that encourage all group members to participate equally, including seeking and acknowledging contributions from all members
  3. Routinely contribute to and follow objectives and agendas for meetings and discussions
  4. Provide relevant information to groups as appropriate to facilitate outcomes
  5. Evaluate group communication strategies to promote ongoing participation of all parties
  6. Implement strategies to ensure the specific communication needs of individuals within the group are identified and addressed
Provide opportunities to fully explore all relevant issues

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Routinely use strategies that encourage all group members to participate equally, including seeking and acknowledging contributions from all members

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Routinely contribute to and follow objectives and agendas for meetings and discussions

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide relevant information to groups as appropriate to facilitate outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate group communication strategies to promote ongoing participation of all parties

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement strategies to ensure the specific communication needs of individuals within the group are identified and addressed

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify communication strategies to build relationships with clients who are involuntary or present communication challenges

  1. Identify and address specific communication barriers such as:
Identify and address specific communication barriers such as:

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

closed or unreceptive attitudes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

mistrust or misunderstanding of people, organisations, systems and/or processes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

emotional states, such as fear, anger and frustration

  1. Identify areas of mistrust or conflict that may require resolution
  2. Identify the need to include additional parties
Identify areas of mistrust or conflict that may require resolution

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify the need to include additional parties

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in a work context or in simulated work environment and under the normal range of work conditions

Assessment is recommended to be on more than one occasion and must include the range of clients who access the service

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

Assessment may include observation, questioning and evidence gathered from the workplace and/or simulated work environment, including written work

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

It is critical that the candidate demonstrate knowledge of:

Effective communication strategies and techniques to address barriers and build and maintain relationships

Recognition of communication styles of individuals

Basic group dynamics and facilitation of group discussion

The candidate must also be able to demonstrate relevant knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria, such as knowledge of:

Cross cultural communication protocols

Non-verbal communication strategies

Communication techniques to maintain constructive interactions

Barriers to communication

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide evidence that all communication with clients and colleagues is appropriate to individual needs and the situation and promotes achievement of organisation objectives

Use strategies to meet particular communication needs/difficulties

Address individual issues in a timely way and in a manner which maintains the integrity of the individual

Know when to provide referrals to conflict resolution and mediation

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Apply a full range of communication techniques including:

reflective and active listening, respectful responding, empathy, feedback and rapport

addressing communication barriers through application of a range of strategies

recognition of non-verbal triggers

clarification of boundaries of work role

Apply oral communication skills required to fulfil job roles as specified by the organisation/service:

skills in asking questions, providing clear information, listening to and understanding workplace instructions, and clarifying workplace instructions when necessary

service/organisation may require competence in English or community language, depending on client group

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Communicate effectively includes:

Effective use of questioning, speaking, and listening and non-verbal communication techniques

Identifying and evaluating what is occurring within an interaction in a non-judgemental way

Making decisions about appropriate words, behaviour, posture

Using clarifying, summarising questions

Putting together a response that is culturally appropriate

Expressing an individual perspective

Expressing own philosophy, ideology and background and exploring the impact of this on the communication

Exploring and unpacking problems

Using active and reflective listening appropriately

Providing sufficient time to enable stories to be told

Providing summarising and reflective responses in conflict situations

Confirming that required information is accessed or message communicated

Non-verbal communication includes:

Gestures

Posture

Facial expression

Interviews may include:

Discussion of staffing issues

Routine information collection

Maintaining confidentiality

Evidential-based

Non disclosure

Disclosure

Established procedures may refer to:

Commonwealth and State legislation

International conventions relating to the rights of individuals

Organisation policy and procedures

Relevant program standards

Duty of care and ethical practice

Presentation of information includes:

Clarity

Appropriate sequencing

Delivery within an appropriate time

Utilising media to enhance presentation, if appropriate

Addressing audience needs

Opportunities will include:

Allowing sufficient time to hear individual stories

Encouraging a full exploration of issues

Encouraging validation of individual issues

Additional parties may include:

Trusted friends

Case workers

Family members

Nominated adults