attending/conducting internal and external meetings
making a presentation to others, either formally or informally
conducting complex negotiations with a customer or supplier.
Licensing, legislative, regulatory or certification requirements may apply to this unit in some jurisdictions. Users are advised to check with the relevant regulatory authority.
This unit of competency covers the competence to communicate effectively with other persons in the automotive industry. This includes communicating verbally and in written form, participating in meetings, making presentations and conducting negotiations.
Licensing, legislative, regulatory or certification requirements may apply to this unit in some jurisdictions. Users are advised to check with the relevant regulatory authority.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable.
Co-Requisites
Not applicable.
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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
It is essential that competence is fully observed and there is ability to transfer competence to changing circumstances and to respond to unusual situations in the critical aspects of:
conducting oral communication in the workplace
communicating in writing
achieving meeting outcomes
conducting presentations
negotiating issues in the workplace.
Context of and specific resources for assessment
This unit may be assessed in conjunction with other units that form part of a job role or function.
Elements of competence contain both knowledge and practical components. Knowledge components may be assessed off the job. Practical components should be assessed on the job or in a simulated work environment.
Evidence is best gathered using the products, processes and procedures of the individual workplace as the means by which the candidate achieves industry competencies.
The following should be made available:
a workplace or simulated workplace
documentation, such as enterprise or sample policies and procedures related to work processes
real or simulated business information to be communicated
access to communication partners
a qualified workplace assessor.
Method of assessment
It is preferable that assessment reflects a process rather than an event and occurs over a period of time to cover varying circumstances. Evidence of performance may be provided by customers, team leaders/members or other persons subject to agreed authentication arrangements.
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills
collect, organise and understand information related to the communication of business information to customers, supervisors and other staff or relevant persons
communicate ideas and information to plain English speaking and communication skills in relation to oral communications with customers, supervisors and other staff both informally and in making formal presentations
writing skills to allow effective written communications in the workplace
effective listening and interpersonal skills to enable effective communication in meetings and negotiations
plan and organise activities to plan a presentation and an approach for the negotiation of an issue
work with others and in a team by communicating with and involve team members in presentations
use mathematical ideas and techniques to ensure meetings and presentations meet planned timeframes
establish diagnostic processes which negotiate a solution to an issue
use the workplace technology related to ensure the use of business technology to make a presentation
Required knowledge
Knowledge of:
common automotive and enterprise terminology
the activities, procedures and policies of the enterprise
the requirements for oral communication
conventions and requirements for written communications
preparation, conduct of and follow-up from meetings
preparing for and conducting a presentation
negotiating techniques and their application
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.
Customers
Customers may be:
internal or external
Unit context
work may be undertaken at any enterprise involved in the automotive industry
communication will occur within and between work groups and external to the enterprise at all levels
customer and supplier contact and coordination are a requirement of these operations
work may involve 24 hour operation at workplace or external locations
environment may be internal or external, administrative or industrial and may include movement of persons, equipment, goods, materials and vehicular traffic
the employee may work under general supervision, but may have some leadership/supervisory responsibilities
judgement and discretion in conducting workplace communication is required
conditions of service, legislation and industrial agreements may include workplace agreements and awards
WHS, including federal and state/territory legislation
consultative processes may include:
other staff and supervisors
management
employee representatives
customers
communications may be face to face, in writing, by telephone or other electronic means and may be formal or informal
documenting and reporting of information is in accordance with enterprise procedures and policies
Information/documents
Sources of information/documents may include:
operation manuals
quality or enterprise work specifications and procedures
manufacturer/customer requirements/issues
workplace operating procedures and policies
material safety data sheets
personal and work area work procedures and practices
federal/state/territory legislation and codes of practice relating to the industry, dangerous and hazardous goods, environmental protection and WHS
enterprise communications, management and inventory systems
conditions of service and workplace agreements
enterprise quality assurance procedures
emergency procedures
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
The purpose of oral communication is clarified with either the speaker or the listeners
A suitable oral communication style is selected to match the communication purpose and audience
Oral information given to others is delivered clearly, succinctly and unambiguously
Where oral information has been given to others, the received information is checked with the listeners to ensure it has been received and understood
Oral information received from others is listened to carefully and intently
Where oral information has been received from others, its meaning is checked with the speaker to ensure it has been received and understood
Where an oral communication has been received inaccurately, it is repeated and/or clarified with further detail
The purpose of the written communication is clarified with either the writer or the reader
A suitable written communication style is selected to match the communication purpose and audience
Written information given to others is delivered clearly, succinctly and unambiguously
Where written information has been provided to others, the received information is checked with the readers to ensure it has been received and understood
Written information received from others is read carefully and intently
Where written information has been received from another, it is checked with the writer to ensure it has been read and understood
Where a written communication has been read inaccurately, further detail is sought to clarify the message
Purpose of a meeting is clarified with those participating
When a meeting is chaired, it is well-planned with a clear agenda, time and place of meeting, and the meeting is conducted efficiently in accordance with official law and procedures of meetings and constitution or requirements of the organisation concerned
Outcomes of a meeting are documented and official minutes of the meeting are promptly provided to all participants
Required action flowing from decisions reached at a meeting is documented
Persons responsible for implementing action from decisions at a meeting are promptly notified and details of the required action confirmed in writing
Follow-up action is taken to ensure all decisions of a meeting are acted upon
Purpose of a presentation is identified and clarified with organisers and confirmed with the intended audience
Information to be communicated in a presentation is suitably organised and structured in accordance with company requirements
Resources available for the presentation are discussed with the organisers and suitable media selected for use in the presentation
Presentation aids, such as overhead projector transparencies, handouts, speech notes and demonstrations, are organised and prepared in advance, in accordance with recognised standards of good practice
Resources such as projectors, microphones and amplifiers are checked prior to the presentation to ensure they are functioning properly
Presentation is made as planned with attention to the reactions and feedback provided by the audience
Outcomes of the presentation are evaluated and acted upon in accordance with company procedures
Preparation is made for the negotiation in accordance with company procedures, including consideration of subject matter, significance of outcomes for parties involved, facts, issues and options, and perceived positions of the parties involved
A suitable negotiation strategy is selected in accordance with company requirements, including the location, time and approach to be taken
Negotiations are conducted in accordance with planned approach
Negotiation outcomes are reviewed in terms of desired outcomes of both parties and suitable action initiated according to company requirements
Follow-up action to the negotiations is carried out, including discussions with other parties
Outcomes of the negotiation are documented in accordance with company requirements
Forms
Assessment Cover Sheet
AURAMA2002 - Communicate business information
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
AURAMA2002 - Communicate business information
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent