Use telephone communication skills to assess caller's needs

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCRCP401A, 'Use telephone communication skills to assess caller's needs'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Use telephone communication skills to assess caller's needs' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)


Elements and Performance Criteria

Establish a relationship with the caller using a professional manner

1.1 Establish and maintain professional boundaries with the caller

1.2 Explain and apply privacy and confidentiality principles, practices and procedures according to organisation guidelines

1.3 Establish the identity of the caller and their relationship to the person with care needs

1.4 Consistently use active listening skills to help develop a rapport with the caller and establish trust

1.5Show respectful, empathic understanding to clarify the nature and depth of the caller’s feelings

1.6 Ensure all communication with the caller reflects an understanding and respect for individual differences and needs

1.7 Develop an empoweringrelationship which assists the caller to clarify options, seek support and decide on next steps to address and/or meet current needs

Apply strategies to manage the call

2.1 Identify the need for and engage an interpreter service when required

2.2 Identify and respond to the nature of the call

2.3 Listen for and respond to non-visual feedback from the caller

2.4 Adjust tone or manner to respond to caller’s individual needs

2.5Identify cueswhich may indicate caller stress or distress

2.6 Differentiate between abuse from the caller and the caller’s expression of anger/frustration

2.7 Implement strategiesto effectively manage any abuse from the caller and defuse the caller’s anger/frustration

2.8 Adjust communication processes as required when assessing callers with special needs

2.9 Maintain the focus of the caller on the provision and receipt of information relevant to their needs

2.10 Identify situations where telephone communication is inadequate and plan for alternative assessment

Manage the completion of the telephone call

3.1 Recap and clarify the caller’s understanding of the conversation

3.2 Confirm with the caller that the information that they have provided is complete

3.3 Confirm with the caller the next steps in the process

3.4 Sensitively manage to break the rapport with the caller and bring the call to a timely end

3.5 Document information within identified time frames and according to relevant guidelines

3.6 Pass on the information gathered to other health professionals as required

Address own personal factors likely to impact on telephone communication

4.1 Identify and respond to barriers to listening to the caller

4.2 Identify and develop personal attributes and attitudes likely to facilitate communication

4.3 Demonstrate awareness of personal issues or attitudes likely to impact negatively on the call and manage appropriately

4.4 Use constructive strategies for dealing with strong caller emotions and stressful situations

4.5 Discuss own reactions to these strong caller emotions or stressful situations with peers and/or supervisor

4.6 Use a range of effective self-care strategies for responding to strong emotions and stressful situations

4.7 Use peer support to seek advice and knowledge, brainstorm and problem solve collaboratively