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Evidence Guide: LGACOMP009A - Implement effective communication techniques

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

 

LGACOMP009A - Implement effective communication techniques

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

Facilitate individual or group discussions

  1. Mechanisms that enhance discussions are identified and implemented.
  2. The specific communication needs of individuals are identified and addressed.
  3. Strategies that encourage participation are used routinely.
  4. Objectives and agendas for individual or group discussions are routinely set and followed.
  5. Relevant information is provided to individuals and groups as appropriate to facilitate outcomes.
  6. Evaluation of communication strategies is undertaken to promote ongoing participation of all parties.
Mechanisms that enhance discussions are identified and implemented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The specific communication needs of individuals are identified and addressed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Strategies that encourage participation are used routinely.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Objectives and agendas for individual or group discussions are routinely set and followed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant information is provided to individuals and groups as appropriate to facilitate outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluation of communication strategies is undertaken to promote ongoing participation of all parties.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Produce quality written information

  1. Relevant council procedures and formats are identified.
  2. Writing is succinct and clear and is presented in a logical and sequential way that matches the audience and the purpose of the document.
  3. Written information is checked to ensure that it meets required standards of style, format and detail.
  4. Assistance and/or feedback is sought to aid communication skill development.
Relevant council procedures and formats are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Writing is succinct and clear and is presented in a logical and sequential way that matches the audience and the purpose of the document.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Written information is checked to ensure that it meets required standards of style, format and detail.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assistance and/or feedback is sought to aid communication skill development.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make presentations

  1. The purpose, audience and medium to be used for the presentation are identified.
  2. Materials required for the presentation are collected or created and organised in a logical structure suitable to the level of knowledge and understanding of the audience.
  3. The presentation is delivered in a clear, logical and interesting way.
  4. The presentation is monitored for audience responsiveness and adjusted to ensure ongoing rapport and audience engagement.
  5. The audience is encouraged to participate where appropriate.
  6. The presentation is reviewed to gauge its effectiveness and to inform subsequent presentations.
The purpose, audience and medium to be used for the presentation are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Materials required for the presentation are collected or created and organised in a logical structure suitable to the level of knowledge and understanding of the audience.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The presentation is delivered in a clear, logical and interesting way.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The presentation is monitored for audience responsiveness and adjusted to ensure ongoing rapport and audience engagement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The audience is encouraged to participate where appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The presentation is reviewed to gauge its effectiveness and to inform subsequent presentations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Overview of assessment requirements

A person who demonstrates competency in this unit will be able to perform the outcomes described in the Elements to the required performance level detailed in the Performance Criteria. The knowledge and skill requirements described in the Range Statement must also be demonstrated. For example, knowledge of the legislative framework and safe work practices that underpin the performance of the unit are also required to be demonstrated.

Critical aspects of evidence to be considered

The demonstrated ability to:

facilitate individual and group discussions and achieve specified outcomes

prepare a range of written information that is clear, concise and correct and appropriate to the audience and purpose of the document

make effective presentations for many different purposes using a range of media

Context of assessment

Competency is demonstrated by performance of all stated criteria, with particular attention to the critical aspects of evidence and the knowledge and skills elaborated in the Evidence Guide, and within the scope of the Range Statement.

Assessment must take account of the endorsed Assessment Guidelines in the Local Government Training Package.

Assessment of the performance requirements in this unit should be undertaken in an actual workplace or simulated environment.

Assessment should reinforce the integration of the key competencies for the particular AQF level. Refer to the key competency levels at the end of this unit.

Relationship to other units(prerequisite or co-requisite units)

To enable holistic assessment this unit may be assessed with other units that form part of the job role.

Method of assessment

The following assessment methods are suggested:

observation of the learner performing a range of workplace tasks over sufficient time to demonstrate handling of a range of contingencies

written and/or oral questioning to assess knowledge and understanding

completion of workplace documentation

third-party reports from experienced practitioners

completion of self-paced learning materials including personal reflection and feedback from trainer, coach or supervisor

Evidence required for demonstration of consistent performance

Evidence should be collected over a set period of time that is sufficient to include dealings with an appropriate range and variety of situations.

Resource implications

The learner and trainer should have access to appropriate documentation and resources normally used in the workplace.

Required Skills and Knowledge

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

Required Skills

literacy skills to write routine and complex workplace information

communication skills and techniques

problem-solving skills

technology skills

research skills

presentation techniques and skills

Required Knowledge

knowledge of different communication styles and techniques

interpersonal communication

group processes

organisational policies, plans and procedures

knowledge of communication methods

principles of effective listening and questioning

non-verbal communication

writing techniques for routine and complex documents

presentation techniques

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 in the Performance Criteria is detailed below.

Discussions may include:

seeking and conveying information

consulting and advising

structured interviewing

leading discussions and briefings

negotiating

chairing and participating in meetings

conflict resolution

coaching

advocacy

on-the-job training

Individuals and groups may include:

clients and stakeholders

community groups and organisations

representatives of client groups or organisations

members of the public

managers and staff in own department and other departments

private organizations and consultants

other public sector organizations

colleagues in different locations

Relevant council procedures may include:

quality assurance and/or procedures manuals

goals, objectives, plans, systems and processes

business and performance plans

legal and/or organizational policies, guidelines and requirements

ethical standards

occupational health and safety policies and procedures

resource management/sustainable practice

quality and continuous improvement processes and standards

Written information may include:

routine as well as complex reports

minutes of meetings

proposals

project plans

spreadsheets

general internal and external correspondence

standard form letters and memos

electronic mail

facsimiles

speeches

journal articles

marketing materials

instructions, procedures and policies

Standards may include:

standards set by work group

council policies

Materials may include:

slides

PowerPoint

overheads

tapes

brochures, pamphlets, newsletters, bulletins and letters

promotional material

manufacturers' handbooks and manuals

technical data

computer data

Audience may include:

colleagues

business clients

community groups

general public

Delivery may include:

pace of speech

voice characteristics such as volume, tone and inflection

accent

eye contact