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Evidence Guide: CHCEDS411A - Use high-level communication skills in the education workplace

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS411A - Use high-level communication skills in the education workplace

What evidence can you provide to prove your understanding of each of the following citeria?

Use clear oral andwritten communication

  1. Ensure instructions are clear and concise for the intended audience and task
  2. Adjust communication methods and style to cater for individual and cultural difference
  3. Seek and provide clarification of communications when necessary
  4. Interpret complex information to make it meaningful to others
Ensure instructions are clear and concise for the intended audience and task

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust communication methods and style to cater for individual and cultural difference

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek and provide clarification of communications when necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpret complex information to make it meaningful to others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the development of effective communication within the education organisation

  1. Consider special communication needs in developing strategies to avoid discrimination
  2. Evaluate and revise communication skills to ensure they are effective
  3. Use a variety of communication channels to inform staff, students, parents and external audiences of relevant information under direction of teacher
  4. Promote the use of effective listening skills in within the education community
Consider special communication needs in developing strategies to avoid discrimination

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and revise communication skills to ensure they are effective

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a variety of communication channels to inform staff, students, parents and external audiences of relevant information under direction of teacher

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote the use of effective listening skills in within the education community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Represent the education organisation to an audience as directed by teacher

  1. Select, prepare and present information to promote the education organisation in an accurate way
  2. Deliver presentations in a clear and sequential manner, within time constraints
  3. Use electronic and other media to enhance presentations
  4. Invite participation from the audience to enhance the presentation where appropriate
  5. Express ideas clearly and concisely, with language adjusted to meet audience needs
  6. Match body language and verbal messages
  7. Respect and consider differences of opinion in a manner that encourages and values the contributions of others
Select, prepare and present information to promote the education organisation in an accurate way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver presentations in a clear and sequential manner, within time constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use electronic and other media to enhance presentations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Invite participation from the audience to enhance the presentation where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Express ideas clearly and concisely, with language adjusted to meet audience needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Match body language and verbal messages

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect and consider differences of opinion in a manner that encourages and values the contributions of others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate formal and informal discussions and meetings as directed by teacher

  1. Adhere to agreed venue and times when conducting formal discussions
  2. Set and follow agendas/objectives for meetings and discussions
  3. Provide relevant information in advance to participants to facilitate meeting outcomes
  4. Identify and acknowledge contributions from all participants
  5. Use effective questioning, speaking, listening and non-verbal communication techniques
  6. Identify and cater for specific communication needs of participants
Adhere to agreed venue and times when conducting formal discussions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set and follow agendas/objectives for meetings and discussions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide relevant information in advance to participants to facilitate meeting outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and acknowledge contributions from all participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use effective questioning, speaking, listening and non-verbal communication techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and cater for specific communication needs of participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Produce quality written material

  1. Present written documents in a logical and sequential way that matches the audience and purpose
  2. Write documents in a clear and succinct manner
  3. Write materials to conform to the education organisation standards
  4. Construct documents using current organisation templates, guidelines and terminology
  5. Present alternative views, approaches, and options for consideration by the reader
  6. Formulate conclusions based on facts contained within documents
  7. Align recommendations with presented information
  8. Acknowledge references using the recognised reference standard of the education organisation
Present written documents in a logical and sequential way that matches the audience and purpose

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Write documents in a clear and succinct manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Write materials to conform to the education organisation standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Construct documents using current organisation templates, guidelines and terminology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present alternative views, approaches, and options for consideration by the reader

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Formulate conclusions based on facts contained within documents

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Align recommendations with presented information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge references using the recognised reference standard of the education organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

Range Statement

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