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Evidence Guide: FPICOR2202B - Communicate and interact effectively in the workplace

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

 

FPICOR2202B - Communicate and interact effectively in the workplace

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

Gather, convey and receive information

  1. Applicable Occupational Health and Safety (OHS), environmental, legislative and organisational requirements relevant to communicating and interacting effectively in the workplace are identified and followed
  2. Verbal and written instructions are gathered, received and responded to with correct actions
  3. Instructions are conveyed accurately using relevant communication modes
  4. Work signage is responded to with correct action
  5. Information is conveyed in simple language and messages are acknowledged and checked
  6. Questions are used to gain additional information and to clarify understanding
Applicable Occupational Health and Safety (OHS), environmental, legislative and organisational requirements relevant to communicating and interacting effectively in the workplace are identified and followed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Verbal and written instructions are gathered, received and responded to with correct actions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Instructions are conveyed accurately using relevant communication modes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work signage is responded to with correct action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is conveyed in simple language and messages are acknowledged and checked

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Questions are used to gain additional information and to clarify understanding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Carry out face-to-face routine communication

  1. Routine instructions and messages are received and followed
  2. Workplace procedures are carried out to company requirements
  3. Information from a range of sources is accessed, interpreted and checked with appropriate personnel
  4. Information is selected and sequenced correctly
  5. Verbal and written reporting is conducted clearly and legibly in line with workplace procedures
Routine instructions and messages are received and followed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workplace procedures are carried out to company requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information from a range of sources is accessed, interpreted and checked with appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is selected and sequenced correctly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Verbal and written reporting is conducted clearly and legibly in line with workplace procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply visual communications

  1. Visual communications are used following accepted industry practices and/or social conventions
  2. Attention of the communicating parties is obtained, checked and acknowledged
  3. Intention of visual communications is clarified and checked at each step
  4. Unclear or ambiguous visual communications are questioned or visually cancelled
  5. Instances of unclear visual communications are followed up to avoid repeated problems
Visual communications are used following accepted industry practices and/or social conventions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Attention of the communicating parties is obtained, checked and acknowledged

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Intention of visual communications is clarified and checked at each step

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Unclear or ambiguous visual communications are questioned or visually cancelled

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Instances of unclear visual communications are followed up to avoid repeated problems

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in simple meeting processes

  1. Correct process for meetings is identified and followed in line with pre-determined or agreed procedures
  2. Responses are sought and provided to others in the group
  3. Constructive contributions are made to the group
  4. Goals or outcomes are noted and communicated to appropriate personnel
Correct process for meetings is identified and followed in line with pre-determined or agreed procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Responses are sought and provided to others in the group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Constructive contributions are made to the group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Goals or outcomes are noted and communicated to appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain work relationships

  1. Communication with co-workers is conducted in a courteous manner which reflects sensitivity to individual, social and cultural differences
  2. Relevant workplace information is shared with co-workers to achieve designated individual and team, goals and objectives
  3. Assistance is provided to, and sought from, co-workers to achieve work tasks
  4. Contradictions, ambiguity, uncertainty or misunderstandings are identified and clarified with appropriate personnel
Communication with co-workers is conducted in a courteous manner which reflects sensitivity to individual, social and cultural differences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant workplace information is shared with co-workers to achieve designated individual and team, goals and objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assistance is provided to, and sought from, co-workers to achieve work tasks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contradictions, ambiguity, uncertainty or misunderstandings are identified and clarified with appropriate personnel

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, 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 provide evidence that they can communicate and interact effectively in the workplace

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

The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements of this unit and include demonstration of:

following applicable Commonwealth, State or Territory legislative and regulatory requirements and codes of practice relevant to communicating and interacting effectively in the workplace

following organisational policies and procedures relevant to communicating and interacting effectively in the workplace

the ability to receive and relay verbal, non-verbal and written information in a clear, concise and accurate manner

the use of a range of visual communication signals

participation in workplace meetings using agreed processes to resolve issues

Context of and specific resources for assessment

Competency is to be assessed in the workplace or realistically simulated workplace

Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints

Assessment of required knowledge, other than confirmatory questions, will usually be conducted in an off-site context

Assessment is to follow relevant regulatory or Australian Standards requirements

The following resources should be made available:

workplace location or simulated workplace

materials and equipment relevant to undertaking work applicable to this unit

specifications and work instructions

Method of assessment

Assessment must satisfy the endorsed Assessment Guidelines of the FPI11 Training Package

Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of required knowledge

Assessment must be by direct observation of tasks, with questioning on required knowledge and it must also reinforce the integration of employability skills

Assessment methods must confirm the ability to access and correctly interpret and apply the required knowledge

Assessment may be applied under project-related conditions (real or simulated) and require evidence of process

Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances

Assessment may be in conjunction with assessment of other units of competency

The assessment environment should not disadvantage the candidate

Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language backgrounds other than English

Where the participant has a disability, reasonable adjustment may be applied during assessment

Language and literacy demands of the assessment task should not be higher than those of the work role

Required Skills and Knowledge

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

Required skills

Technical skills sufficient to use and maintain relevant equipment

Communication skills sufficient to; effectively request information; actively listen; effectively receive and action feedback; effectively relate to people from a range of social, cultural and ethnic backgrounds and varying physical and mental abilities; use appropriate communication and interpersonal techniques with colleagues and others

Literacy skills sufficient to accurately locate, record and report information

Numeracy skills sufficient to estimate, measure and calculate time required to complete a task

Problem solving skills sufficient to effectively solve routine problems, review and accurately identify and interpret work requirements

Required knowledge

Applicable Commonwealth, State or Territory legislation, regulations, standards, codes of practice and established safe practices relevant to the full range of processes for effective communication and interaction in the workplace

Environmental protection requirements, including the safe disposal of waste material

Organisational and site standards, requirements, policies and procedures relevant to effective communication and interaction in the workplace

Basic principles of effective communication

Basic principles of working relationships

Differences between written and spoken language

Organisational standards for the presentation of written information

Established communication channels and protocols

Problem identification and resolution strategies

Types of tools and equipment and procedures for their safe use and maintenance

Appropriate mathematical procedures for estimating and measuring, including calculating time to complete tasks

Procedures for recording and reporting workplace information

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. 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.

OHS requirements:

are to be in line with applicable Commonwealth, State or Territory legislation and regulations, and organisational safety policies and procedures, and may include:

personal protective equipment and clothing

safety equipment

first aid equipment

fire fighting equipment

hazard and risk control

fatigue management

elimination of hazardous materials and substances

safe forest practices including required actions relating to forest fire

manual handling including shifting, lifting and carrying

job risk assessments

Environmental requirements may include:

legislation

organisational policies and procedures

workplace practices

Legislative requirements:

are to be in line with applicable Commonwealth, State or Territory legislation, regulations, certification requirements and codes of practice and may include:

award and enterprise agreements

industrial relations

Australian Standards

confidentiality and privacy

OHS

the environment

equal opportunity

anti-discrimination

relevant industry codes of practice

duty of care

heritage and traditional land owner issues

Organisational requirements may include:

legal

organisational and site guidelines

policies and procedures relating to own role and responsibility

quality assurance

procedural manuals

quality and continuous improvement processes and standards

OHS, emergency and evacuation procedures

ethical standards

recording and reporting requirements

equipment use and maintenance and storage requirements

environmental management requirements (waste disposal, recycling and re-use guidelines)

Verbal and written instructions may include:

graphical instructions

signage

plans

work bulletins

charts and hand drawings

documents

memos

maps

material safety data sheets (MSDS)

diagrams

sketches

graphics

Communication modes may include:

verbal and non-verbal language

constructive feedback

active listening

questioning to clarify and confirm understanding

use of positive, confident and cooperative language

use of language and concepts appropriate to individual social and cultural differences

control of tone of voice

body language

use of telephones (including mobile)

email

facsimile

internet

two-way radios

Work signage may include:

site safety signs

directional signs

traffic signs

facility or location signs

hazards

Interpreting information may include:

company procedures

regulations

OHS requirements

induction procedures

industrial agreements

checklists

instructions

delivery dockets

MSDS

workplace policies

quality requirements

bulletins

maps

work schedules

emergency procedures

job risk assessments

Appropriate personnel may include:

supervisors

colleagues

clients

Sequencing information is to include:

receiving the information and converting it into a logical order of activities

Reporting may include:

verbal or written communication of work output

quality outcomes

hazards

incidents or equipment malfunctions

completion of written notes

simple workplace proformas or documents

email communication

Visual communications may include:

eye contact

hand signals

electronic signals

mechanical signals

Meetings may be:

on or off-site

and are to include:

tool box meetings

team meetings

project meetings

meetings with land owners

staff meetings

industrial meetings

Social and cultural differences may be expressed in:

language

traditional practices and observations

beliefs

values

practices

food

diet

dress

religious and spiritual observances

social conventions

cultural stereotypes

conventions of gender or sexuality