- BSBWRK403A - Communicate with workers
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBWRK403A Mapping and Delivery Guide
Communicate with workers
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | BSBWRK403A - Communicate with workers |
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Description | This unit describes the performance outcomes, skills and knowledge required to communicate effectively with workers on a one to one basis and in groups in order to move them towards union membership, involvement, collectivism and activism.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit applies to individuals who have knowledge of unionism and industrial relations, and a commitment to advancing social justice principles. They provide leadership and guidance to workers and union members. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field | Workforce Development - Workplace Relations |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Build relationship with workers |
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Element: Motivate workers |
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Element: Make presentations |
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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 | Evidence of the following is essential: demonstration of a range of techniques that have led to increases in union membership or collective action which advances the members' causes knowledge of union rules, policies, practices and protocols. |
Context of and specific resources for assessment | Assessment must ensure: access to equipment for making presentations examples of one-to-one and group communication with workers support from union officials. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in communicating with workers and making presentations observation of presentations oral or written questioning to assess knowledge of awards and agreements review of information ascertainedabout workers and the workplace evaluation of explanations of the benefits of acting collectively review of how presentations were publicised to target groups of workers. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other workplace relations units. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.
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Required skills |
work within organising frameworks culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities group presentation skills interpersonal skills to listen effectively and to ask questions. |
Required knowledge |
awards and agreements contemporary issues for workers occupational health and safety union campaigns union enrolment procedures and costs union rules, policies, practices and protocols union services. |
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. | |
Effective communication techniques may include: | active listening building rapport establishing own role and purpose of visit in a way that interests the worker initiating contact |
Information may include: | attitudes to the union job roles and responsibilities number of workers past work experience period of employment/average length of employment |
Barriers may include: | acceptance of status quo cost current attitudes to unions disempowerment fear lack of critical awareness lack of understanding of unions past experiences time |
Analyses of issues may include: | how it affects other workers whether it is a real issue whether it is deeply or widely felt whether it will motivate the worker whether it is winnable |
Responses may include: | answering the objections equalising the barriers or objections exploring the barriers or objections recognising and acknowledging that the objection is real for that person |
Motivational techniques may include: | assisting workers to reflect on their issues coaching and mentoring exploring options for change questioning workers about how they feel responding empathically |
Visual aids may include: | computer-based presentations flip charts and whiteboards handouts overhead transparencies posters videos |
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 |
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Use effective communication techniques to initiate contact with workers | |||
Ascertain information about workers and the workplace | |||
Encourage workers to communicate between themselves | |||
Identify barriers to union membership and activism | |||
Undertake analyses of issues | |||
Make responses to workers' objections | |||
Explain the benefits of acting collectively | |||
Use motivational techniques | |||
Plan venue and equipment for the presentation | |||
Publicise presentation to target groups of workers | |||
Present relevant information clearly, accurately and appropriately to the needs of the workers | |||
Utilise appropriate visual aids to enhance the presentation | |||
Handle workers' questions and comments appropriately during the presentation |
Forms
Assessment Cover Sheet
BSBWRK403A - Communicate with workers
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
BSBWRK403A - Communicate with workers
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
Assessor name:
Signature:
Date:
Student signature:
Date: