This unit is applicable to education workers in contexts where high level communication is required for a broad range of duties in a variety of education environments This unit applies to work undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional |
Not Applicable
ELEMENT | PERFORMANCE CRITERIA |
1. Use clear oral andwritten communication | 1.1 Ensure instructions are clear and concise for the intended audience and task 1.2 Adjust communication methods and style to cater for individual and cultural difference 1.3 Seek and provide clarification of communications when necessary 1.4 Interpret complex information to make it meaningful to others |
2. Contribute to the development of effective communication within the education organisation | 2.1 Consider special communication needs in developing strategies to avoid discrimination 2.2 Evaluate and revise communication skills to ensure they are effective 2.3 Use a variety of communication channels to inform staff, students, parents and external audiences of relevant information under direction of teacher 2.4 Promote the use of effective listening skills in within the education community |
3. Represent the education organisation to an audience as directed by teacher | 3.1 Select, prepare and present information to promote the education organisation in an accurate way 3.2 Deliver presentations in a clear and sequential manner, within time constraints 3.3 Use electronic and other media to enhance presentations 3.4 Invite participation from the audience to enhance the presentation where appropriate 3.5 Express ideas clearly and concisely, with language adjusted to meet audience needs 3.6 Match body language and verbal messages 3.7 Respect and consider differences of opinion in a manner that encourages and values the contributions of others |
4. Facilitate formal and informal discussions and meetings as directed by teacher | 4.1 Adhere to agreed venue and times when conducting formal discussions 4.2 Set and follow agendas/objectives for meetings and discussions 4.3 Provide relevant information in advance to participants to facilitate meeting outcomes 4.4 Identify and acknowledge contributions from all participants 4.5 Use effective questioning, speaking, listening and non-verbal communication techniques 4.6 Identify and cater for specific communication needs of participants |
5. Produce quality written material | 5.1 Present written documents in a logical and sequential way that matches the audience and purpose 5.2 Write documents in a clear and succinct manner 5.3 Write materials to conform to the education organisation standards 5.4 Construct documents using current organisation templates, guidelines and terminology 5.5 Present alternative views, approaches, and options for consideration by the reader 5.6 Formulate conclusions based on facts contained within documents 5.7 Align recommendations with presented information 5.8 Acknowledge references using the recognised reference standard of the education organisation |
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 do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Relevant legislation, policies and standards that regulate education service delivery, occupational health and safety (OHS), behaviour support and anti-discrimination Effective oral and written techniques Format and processes for formal meetings Organisation requirements for correspondence and published materials Relevant referencing standards Range of adaptations to communication techniques that may be required by individuals with specific communication needs A range of questioning techniques |
Essential skills: It is critical that the candidate demonstrate the ability to: Adapt presentation styles to meet the needs of the audience Demonstrate appreciation of the range of individual needs in a specific community audience Demonstrate comprehension and communication skills sufficient to simplify complex written materials for another person Use grammatical conventions accurately Chair a formal meeting Use presentation software Use a range of technologies Effectively communicate with a diverse range of individuals Demonstrate comprehension and summarisation of complex information Construct written information to organisation standard Present to an audience |
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 most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency |
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 a culturally diverse environment 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 required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place |
Method of assessment: | Assessment may include observation, questioning and evidence gathered from a workplace environment |
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. | |
Oral, written and non-verbal communication in and on behalf of the education organisation may occur with: | Representatives of groups or organisations Members of the public Supervisors in own and other education organisations Peers in own and other education organisation Teaching and non teaching staff Private organisations Academic organisations Public sector agencies Colleagues in different locations Networks Other work areas of the education organisation |
Oral communication may include: | Answering questions Asking questions to elicit carious responses (especially from students) Conveying descriptions, explanations and instructions Consulting and advising within the scope of responsibilities Formal and informal presentations to different audiences Leading discussions amongst staff and/or students Negotiating Charing and participating in meetings Conflict resolution Coaching advocacy On the job training |
Appropriate instructions are delivered using suitable language, in a respectful way and may include: | Instructions to students using vocabulary suited to the age group, special needs, task and/or circumstances Providing directions to visitors using gestures and identifiable landmarks then checking to ensure understanding Showing a colleague how to use equipment that may involve staffed directions Explaining a process or procedure to a parent, volunteer or colleague |
Adjustments to communication methods refers to: | Squatting or bending down to speak to small children at their own level Waiting to be involved to speak Sensing whether humour is appropriate or not Body positioning e.g ensuring you do not take up a stance that might be intimidating or threatening Using forms of address to suit an individual's cultural mores Providing a suitable introduction Using pictures or diagrams where there are language barriers Use an interpreter Knowing when it is appropriate to use information and communications technology |
Interpret complex information may include: | Simplifying the information to the most important messages Providing examples to clarify points Relating the information to an individual's circumstances Rendering the information in a different form Re reading information with appropriate emphasis and intonation |
Special communication needs may include: | Audiences not available when information is regularly disseminated Alternate formats for written information Hearing needs participants may need to position themselves to read a speakers' lips People with hearing disability may need a signer to interpret for them Speech/language needs Intellectual disability Varying levels of literacy Technical inability Requirements for a translator Need for headphones Teleconference facilities Videoconference facilities |
Communication channels may include: | Faced to face conversations Newsletters delivered to students Noticeboards Community newspapers Emails Meetings Electronic newsletters Telephone calls Written information by mail Procedural channels e.g. grievance procedure Use of technology |
Effective listening skills may include: | Focused attention on the speaker Reflecting to confirm understanding Questioning for clarification or further information Acknowledging the speakers point of view Eye contact positioning Gesturing Voice inflections Sounds Posture and facial expression Use of space and time |
Formal discussions are usually recorded and may include: | Staff meetings Interviews Planning meetings Parent/carer committee meetings OHS committee meetings Negotiations for supply/provision of resources or facilities |
Informal discussions are not usually recorded and may include: | Conversations about an issue prior to formal discussions Unplanned conversations Unplanned sharing of ideas with colleagues Conversations with parents about issues not requiring professional judgement |
Effective questioning may include: | Using open-ended questions Using closed questions Using probing questions Using direct questions |
Written material may be both handwritten and typed using computer equipment and may include: | Minutes of meetings Routine and complex reports Proposals, project plans and spreadsheets Briefing notes General internal and external correspondence Speeches, articles and marketing materials Instructions, procedures and policies |
Current standards for written materials in educational organisations will usually require accurate use of: | Grammar Spelling Specific genres Sentence structure Formatting Vocabulary Punctuation Organisation templates Correspondence guidelines |
Not Applicable
This unit contains Employability Skills |
Not Applicable