Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCRCP401A Mapping and Delivery Guide
Use telephone communication skills to assess caller's needs

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCRCP401A - Use telephone communication skills to assess caller's needs
Description This unit of competency describes the skills and knowledge required to conduct a telephone based assessment of callers’ needs using effective communication/interpersonal skills
Employability Skills This unit contains Employability Skills.
Learning Outcomes and Application The communication skills described in this unit may be applied across a range of workplace contexts involving application of a range of communication strategies to address specific needs and issues, and working with various levels of social and cultural diversity In particular, this unit would be applied where workers provide support to carers, care recipients and their families across a range of service types and settings
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
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
Elements of Competency Performance Criteria              
Element: Establish a relationship with the caller using a professional manner
  • Establish and maintain professional boundaries with the caller
  • Explain and apply privacy and confidentiality principles, practices and procedures according to organisation guidelines
  • Establish the identity of the caller and their relationship to the person with care needs
  • Consistently use active listening skills to help develop a rapport with the caller and establish trust
       
Element: Show respectful, empathic understanding to clarify the nature and depth of the caller’s feelings
  • Ensure all communication with the caller reflects an understanding and respect for individual differences and needs
  • Develop an empoweringrelationship which assists the caller to clarify options, seek support and decide on next steps to address and/or meet current needs
       
Element: Apply strategies to manage the call
  • Identify the need for and engage an interpreter service when required
  • Identify and respond to the nature of the call
  • Listen for and respond to non-visual feedback from the caller
  • Adjust tone or manner to respond to caller’s individual needs
       
Element: Identify cueswhich may indicate caller stress or distress
  • Differentiate between abuse from the caller and the caller’s expression of anger/frustration
  • Implement strategiesto effectively manage any abuse from the caller and defuse the caller’s anger/frustration
  • Adjust communication processes as required when assessing callers with special needs
  • Maintain the focus of the caller on the provision and receipt of information relevant to their needs
  • Identify situations where telephone communication is inadequate and plan for alternative assessment
       
Element: Manage the completion of the telephone call
  • Recap and clarify the caller’s understanding of the conversation
  • Confirm with the caller that the information that they have provided is complete
  • Confirm with the caller the next steps in the process
  • Sensitively manage to break the rapport with the caller and bring the call to a timely end
  • Document information within identified time frames and according to relevant guidelines
  • Pass on the information gathered to other health professionals as required
       
Element: Address own personal factors likely to impact on telephone communication
  • Identify and respond to barriers to listening to the caller
  • Identify and develop personal attributes and attitudes likely to facilitate communication
  • Demonstrate awareness of personal issues or attitudes likely to impact negatively on the call and manage appropriately
  • Use constructive strategies for dealing with strong caller emotions and stressful situations
  • Discuss own reactions to these strong caller emotions or stressful situations with peers and/or supervisor
  • Use a range of effective self-care strategies for responding to strong emotions and stressful situations
  • Use peer support to seek advice and knowledge, brainstorm and problem solve collaboratively
       


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, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in CALD environments

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however, holistic assessment practice with other community services units of competency is encouraged

Resources essential for assessment include:

workplace health and safety (WHS) guidelines

relevant organisation and legislative guidelines, standards and procedures

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on ‘What if?’ scenarios

Assessment of this unit of competency will usually include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a ‘period of time’ and/or in a ‘number of locations’, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Related units:

It is recommended that this unit be assessed in conjunction with the following related unit or an equivalent unit on assessment of client’s needs:

CHCRCP402A Conduct assessment of carer’s needs

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.

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

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively perform task skills, task management skills, contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include knowledge of:

Awareness of unique issues for callers with special needs, including those from an Aboriginal and/or Torres Strait Islander/culturally and linguistically diverse (CALD) background

Basic understanding of relevant guidelines and legislation

Communication styles/techniques and how to apply them

Organisation policies and procedures

Personal attitudes, beliefs and values and how these might facilitate or impede effective communication

Principles of effective communication, in particular, communication processes that support resilience and self-management in others

Procedures for facilitating referrals and emergency interventions

Scope and limitations of telephone assessment role

Service and own role boundaries

Understanding of the cognitive or emotional barriers and dynamics in seeking help

Essential skills:

It is critical that the candidate demonstrate the ability to:

Communicate effectively with callers/clients, supervisors and co-workers

Demonstrate willingness to work within philosophy, policies and procedures of the organisation to address callers’ needs

Establish priorities, manage time effectively and demonstrate well-developed personal organisation skills

Identify requirements outside scope of role, responsibility, knowledge and skill

Use skills in defusing challenging situations to ensure support and positive outcomes for callers who may be highly stressed

Work collaboratively with internal and external stakeholders to achieve organisation goals

In addition, the candidate must be able to demonstrate relevant task skills, task management skills, contingency management skills and job/role environment skills

These include the ability to:

Communicate with callers in a representative range of workplace situations and involving:

adjusting communication to meet differing needs

providing feedback

strategies to minimise conflict and tensions

using active listening and recognising non-visual triggers

using language that is respectful, non-judgemental and neutral

Demonstrate skills in:

accurate data entry using current assessment tools and technology

applying basic understanding of relevant guidelines and legislation

effective communication

information gathering and situation analysis

negotiation

Use oral communication skills (language competence) required to fulfil job roles as specified by the organisation, including:

acknowledging and responding to a range of views

active listening

asking for clarification and probing as necessary

asking questions

negotiating solutions

using interviewing techniques

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

The caller may include:

Advocate

Care recipient

Carer

Family member

Friend

Significant other

Active listening skills may include:

Appropriate brief encouragers which help the caller relate their story and concerns

Balancing the frequency of questions

Hearing the caller’s concerns

Paraphrasing (reflection of content)

Reflection of feelings/thoughts, behaviours and experience (content)

Summarising and closure

Understanding the caller’s context

Using open and closed questions to expand or clarify understanding

Empoweringrelationshipmay include:

Active listening

Avoid use of labelling

Exploring options and potential consequences with the caller

Facilitating informed caller choices

Focus the caller on identifying immediate needs and concerns

Identify achievable tasks to be addressed after the call

Identifying, affirming and focussing on the caller’s strengths and opportunities

Reframing, summary and closure

The nature of the call may include:

A request for information

A request for advice

A request for services

An emergency

Non-visual feedbackincludes:

Background noise

Manner of speech, including rate and type of language used

Paralingual clues

Silence

Tone/pitch of voice

Cues which may indicate caller stress or distressinclude:

Crying

Inability of the caller to articulate problems

Inability of the caller to identify or accept possible solutions to needs

Raised tone of voice

Talking at the same time/not listening to responses

Terminology of negative words (e.g. burden, prisoner, trapped and can’t cope)

Strategies to effectively manage any abuse appropriately includes:

Provide a warning that the behaviour is unacceptable

Report to manager according to organisation guidelines

Terminate the call appropriately

Strategies to defuse the caller’s anger/frustration include:

Acknowledge and validate the caller’s feelings

Identify opportunities to implement active listening skills

Identify priorities to be addressed and recognise the possible need for additional contact to work through issues

Manage tone, pitch and pace of voice

Recognise that the caller is angry/frustrated

Remain calm while allowing the caller to express their anger/frustration, within limitations

Take opportunities to empower the caller and assist them to reach a solution to resolve any identified issues

Callers with special needsinclude but are not limited to:

Aboriginal and/or Torres Strait Islander callers

CALD callers

Callers who have cognitive impairment

Callers who have hearing impairment

Callers with dementia

Callers with mental health problems

Callers with a speech impediment or decreased verbal communication

Callers living in rural and remote locations

Callers who may have experienced social exclusion and/or trauma

Situations where telephone communication is inadequate may include:

Environmental factors impacting on the caller’s ability to engage over the telephone

Particular needs facing Aboriginal and/or Torres Strait Islander and CALD callers

Severe emotional distress

The need for an in-depth assessment

Next steps in the process may include:

Establish actions and timeframes

Clarification of the caller’s expectations of respite/support

Follow-up contact

Identification of responsibility for actions

Referral to another service

Barriers to listening to the caller may include:

Environmental factors

Inability to connect with the caller on a personal level

Lack of understanding of the individual’s context

Pre-conceived perceptions of the caller and their situation

Talking at the same time/not listening to responses

Use of jargons

Strategies for dealing with strong caller emotions and stressful situations may include:

Awareness of personal vulnerabilities which may be triggered during a call

Containment skills

Debriefing

Externalise caller emotions

Manage tone, pitch and pace of voice

Supervision

Identification of alternative communication mediums

Range of effective self-care strategies may include:

Constructive feedback about assessment skills

Debriefing and defusing

Knowing when and how to ask for back-up/support

Recognition and processing of call-related experiences

Recognition of stressful situations when it is appropriate to terminate a telephone call

Reflection on practice

Self monitoring

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
Establish and maintain professional boundaries with the caller 
Explain and apply privacy and confidentiality principles, practices and procedures according to organisation guidelines 
Establish the identity of the caller and their relationship to the person with care needs 
Consistently use active listening skills to help develop a rapport with the caller and establish trust 
Ensure all communication with the caller reflects an understanding and respect for individual differences and needs 
Develop an empoweringrelationship which assists the caller to clarify options, seek support and decide on next steps to address and/or meet current needs 
Identify the need for and engage an interpreter service when required 
Identify and respond to the nature of the call 
Listen for and respond to non-visual feedback from the caller 
Adjust tone or manner to respond to caller’s individual needs 
Differentiate between abuse from the caller and the caller’s expression of anger/frustration 
Implement strategiesto effectively manage any abuse from the caller and defuse the caller’s anger/frustration 
Adjust communication processes as required when assessing callers with special needs 
Maintain the focus of the caller on the provision and receipt of information relevant to their needs 
Identify situations where telephone communication is inadequate and plan for alternative assessment 
Recap and clarify the caller’s understanding of the conversation 
Confirm with the caller that the information that they have provided is complete 
Confirm with the caller the next steps in the process 
Sensitively manage to break the rapport with the caller and bring the call to a timely end 
Document information within identified time frames and according to relevant guidelines 
Pass on the information gathered to other health professionals as required 
Identify and respond to barriers to listening to the caller 
Identify and develop personal attributes and attitudes likely to facilitate communication 
Demonstrate awareness of personal issues or attitudes likely to impact negatively on the call and manage appropriately 
Use constructive strategies for dealing with strong caller emotions and stressful situations 
Discuss own reactions to these strong caller emotions or stressful situations with peers and/or supervisor 
Use a range of effective self-care strategies for responding to strong emotions and stressful situations 
Use peer support to seek advice and knowledge, brainstorm and problem solve collaboratively 

Forms

Assessment Cover Sheet

CHCRCP401A - Use telephone communication skills to assess caller's needs
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

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Assessor name:

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Assessment Record Sheet

CHCRCP401A - Use telephone communication skills to assess caller's needs

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:

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Student signature:

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