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Evidence Guide: PUACOM001B - 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

 

PUACOM001B - Communicate in the workplace

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

Communicate verbally

  1. Language used in all communications is clear concise and appropriate to client, assignment and organisation's requirements
  2. Active listening skills and questioning techniques are used to clarify issues
  3. Established communication pathways are used for routine and non-routine communication
Language used in all communications is clear concise and appropriate to client, assignment and organisation's requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Active listening skills and questioning techniques are used to clarify issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Established communication pathways are used for routine and non-routine communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate non verbally

  1. Non verbal communication is positive, culturally appropriate and tailored to the audience
  2. Non verbal communication is consistent with verbal communication
Non verbal communication is positive, culturally appropriate and tailored to the audience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Non verbal communication is consistent with verbal communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with clients

  1. Questioning, learning and summarising skills are used to establish client needs
  2. The needs of clients are addressed in line with organisation's policy and procedures
  3. Confidentiality is observed in accordance with organisation's policies and procedures
Questioning, learning and summarising skills are used to establish client needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The needs of clients are addressed in line with organisation's policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confidentiality is observed in accordance with organisation's policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Give and receive instructions

  1. Instructions received are acted upon within an agreed time frame and to meet organisation needs
  2. Difficulties/problem areas are identified and communicated to the appropriate person in a timely manner
  3. Clarification of instructions is sought from the appropriate person
  4. Instructions are relayed clearly, concisely and accurately and confirmation of understanding obtained
Instructions received are acted upon within an agreed time frame and to meet organisation needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Difficulties/problem areas are identified and communicated to the appropriate person in a timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarification of instructions is sought from the appropriate person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Instructions are relayed clearly, concisely and accurately and confirmation of understanding obtained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take part in group discussions and informal meetings

  1. Contributions are made in small informal group activities and meetings to facilitate outcomes
  2. Responses are sought from, and provided to, other group members in a constructive way
  3. Views and opinions of individuals or a group are understood, acknowledged and accurately represented to others where required
Contributions are made in small informal group activities and meetings to facilitate outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Responses are sought from, and provided to, other group members in a constructive way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Views and opinions of individuals or a group are understood, acknowledged and accurately represented to others where required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare and process routine written correspondence notes and records

  1. Information and ideas are presented in a format, language and timeframe to meet organisation's requirements
  2. Presentation of written documents meets organisation's standards of style and accuracy
  3. Documents are processed to comply with legislative requirements and organisation's policy and procedures
Information and ideas are presented in a format, language and timeframe to meet organisation's requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentation of written documents meets organisation's standards of style and accuracy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Documents are processed to comply with legislative requirements and organisation's policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Critical aspects of evidence

It is essential for this unit that competence be demonstrated in effectively interacting with clients and communicate verbally and non verbally

Interdependent assessment of units

Pre-requisite units: Nil

Co-requisite units: Nil

Underpinning knowledge

effective verbal communication techniques

effective non verbal communication techniques

group communication techniques

written communication skills

small group dynamics

Underpinning skills

follow written instructions

give and receive verbal instructions

interact with clients

communicate in group setting

use information technology effectively

Resource implications

No special requirements

Consistency in performance

Evidence should be gathered over a period of time in a range of actual or simulated workplace environments

Context of assessment

A combination of oral or written presentations

observations

on the job and/or in a simulated workplace environment

Critical aspects of evidence

It is essential for this unit that competence be demonstrated in effectively interacting with clients and communicate verbally and non verbally

Interdependent assessment of units

Pre-requisite units: Nil

Co-requisite units: Nil

Underpinning knowledge

effective verbal communication techniques

effective non verbal communication techniques

group communication techniques

written communication skills

small group dynamics

Underpinning skills

follow written instructions

give and receive verbal instructions

interact with clients

communicate in group setting

use information technology effectively

Resource implications

No special requirements

Consistency in performance

Evidence should be gathered over a period of time in a range of actual or simulated workplace environments

Context of assessment

A combination of oral or written presentations

observations

on the job and/or in a simulated workplace environment

Required Skills and Knowledge
Range Statement

Clients may include

external

internal

representatives of other organisations

representatives of non government organisations

contractors

members of the public

persons from culturally and linguistically diverse backgrounds

people with hearing/vision impairments

Instructions may be

verbal

non verbal

written and may include requests

directions

Modes of communication may include

written

face to face

radio

mobile telephone

land line telephone

facsimile

information technology systems

signalling systems

pamphlets translated in other languages for persons from culturally and linguistically diverse backgrounds

Auslan gestures

use of interpreters

signals

visual signalling re vessels

helicopter signals

fixed plane signals

signalling to vessel skipper re anchoring, towing etc.

Client needs may include

information

advice

directions

assistance

Workplace may include

office

in the field

workshop

operational area

surf or ocean environment

blue water coastal areas, barrier reef

bars and bar crossings

Non verbal communication may include

body language

gestures and signals

Routine correspondence may include

brief notes

documents

number of themes covered in document would be simple and limited

Clients may include

external

internal

representatives of other organisations

representatives of non government organisations

contractors

members of the public

persons from culturally and linguistically diverse backgrounds

people with hearing/vision impairments

Instructions may be

verbal

non verbal

written and may include requests

directions

Modes of communication may include

written

face to face

radio

mobile telephone

land line telephone

facsimile

information technology systems

signalling systems

pamphlets translated in other languages for persons from culturally and linguistically diverse backgrounds

Auslan gestures

use of interpreters

signals

visual signalling re vessels

helicopter signals

fixed plane signals

signalling to vessel skipper re anchoring, towing etc.

Client needs may include

information

advice

directions

assistance

Workplace may include

office

in the field

workshop

operational area

surf or ocean environment

blue water coastal areas, barrier reef

bars and bar crossings

Non verbal communication may include

body language

gestures and signals

Routine correspondence may include

brief notes

documents

number of themes covered in document would be simple and limited