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Evidence Guide: ICAW2002B - Communicate 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

 

ICAW2002B - Communicate in the workplace

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

Establish contact with clients

  1. Receive requests and enquiries from clients in a polite and appropriate manner
  2. Use verbal and non-verbal communication to respond to the client requests and enquiries effectively
  3. Use appropriate questioning and active listening techniques to understand client needs and determine support requirements
  4. Accommodate cultural differences in the workplace
Receive requests and enquiries from clients in a polite and appropriate manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use verbal and non-verbal communication to respond to the client requests and enquiries effectively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate questioning and active listening techniques to understand client needs and determine support requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Accommodate cultural differences in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Process information

  1. Answer enquiries promptly and appropriately
  2. Record information or messages and refer client requests to the appropriate person in accordance with organisational procedures
  3. Inform client of the progress of their request or enquiry and advise them of the organisational process for answering their request or enquiry
  4. Investigate the organisational follow-up procedure or policy and record follow-up action taken in regard to the client request or enquiry
Answer enquiries promptly and appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record information or messages and refer client requests to the appropriate person in accordance with organisational procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform client of the progress of their request or enquiry and advise them of the organisational process for answering their request or enquiry

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate the organisational follow-up procedure or policy and record follow-up action taken in regard to the client request or enquiry

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

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

Evidence of the following is essential:

Assessment must confirm the ability to adhere to organisational policies in regard to external and internal client contact and the processing of internal and external requests, including from colleagues.

To demonstrate competency in this unit the learner will require access to:

Equipment to facilitate verbal and non-verbal communication with others

Clients and colleagues

Context of and specific resources for assessment

Interaction and communication with clients (both internal and external clients) is important to organisations. Prompt response to client enquiries in a courteous fashion promotes goodwill, repeat custom, productivity and credibility.

The breadth, depth and complexity of knowledge and skills in this competency would prepare a person to perform in a range of varied activities or knowledge applications where there is a clearly defined range of contexts in which the choice of actions required is usually clear. There would generally be limited complexity in the range of operations to be applied.

Assessment must ensure:

Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes would be characteristic.

Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team

Method of assessment

The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1.

Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency.

Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

ICAW2001B Work effectively in an IT environment

An individual demonstrating this competency would be able to:

Demonstrate basic operational knowledge in a moderate range of areas

Apply a defined range of skills

Apply known solutions to a limited range of predictable problems

Perform a range of tasks where choice between a limited range of options is required

Assess and record information from varied sources

Take limited responsibility for own outputs in work and learning

Maintain knowledge of industry products and services

Required Skills and Knowledge

Required skills

Questioning and active listening techniques (e.g. when obtaining information and determining client support needs)

Problem solving skills for a defined range of predictable problems (e.g. when responding to client requests and inquiries)

Basic negotiation skills in relation to other team members applied to a defined range of predictable problems (e.g. when creating an effective service environment)

Basic customer service skills in relation to obtaining information (e.g. when responding to client requests and inquiries)

Conveying meaning clearly, concisely and coherently (e.g. when responding to client requests and inquiries)

Clear and precise non-verbal communication (e.g. when creating an effective service environment)

Literacy skills in regard to basic workplace documents

Required knowledge

Basic understanding of organisational systems (e.g. when processing information and establishing contact with clients)

Broad knowledge of organisational values (e.g. when establishing contact with clients)

Broad knowledge of organisational code of conduct (e.g. when establishing contact with clients)

General OH&S principles and responsibilities

Broad knowledge of vendor applications and their features (e.g. when processing information)

Access and equity principles when communicating with people from diverse backgrounds and people with special needs

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.

Culturaldifferences may include but is not limited to:

the way people interact with each other

content of emails and business documents

design of templates

policies relating to safety standards

customer service

quality

security

Appropriateperson may include:

supervisor

teacher

authorised business representative

client

Client may include but is not limited to:

internal departments

external organisations

individual people

working colleagues

internal employees

Communication may include but is not limited to:

external clients and internal clients, including team members, supervisors and management

inquiries related to routine client support needs

clarifying and recording information that does not involve technical problem solving