Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCCOM403A, 'Use targeted communication skills to build relationships'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use targeted communication skills to build relationships' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Communicate effectively with clients and staff | 1.1 Identify and use appropriate communication strategies to: establish rapport exchange information facilitate resolution of issues defuse potentially difficult situations 1.2 Conduct interviews according to established procedures 1.3 Give feedback and advice in a way which reflects current identified good practice 1.4 Demonstrate respect for individual, cultural and social differences, needs and rights in communicating with clients and colleagues 1.5 If communication break down occurs, respond appropriately and refer to other staff or specialist services if required to ensure duty of care responsibilities are met 1.6 Respond to enquiries in a manner that promotes achievement of mutual outcomes 1.7 Respect and consider differences in views in a way that values and encourages the contributions of others 1.8 Ensure communication represents the organisation effectively where appropriate |
2. Contribute to the implementation of effective communication strategies | 2.1 Implement strategies to check on the effectiveness of communication with clients and colleagues 2.2 Facilitate access to interpretive and translation services as required 2.3 Regularly review established channels of communication to ensure clients and co workers are informed of relevant information in a timely way 2.4 Provide coaching in effective communication to colleagues and clients as required 2.5 Maintain relevant work-related networks and relationships as required to ensure client needs and organisation objectives are met |
3. Use specific communication techniques to maintain constructive interaction | 3.1 Put in place strategies to develop a trusting relationship that will enable negotiation of communication barriers 3.2 Use communication skills and processes to identify and address barriers to communication and facilitate identification of individual issues 3.3 Use effective skills in listening and providing feedback to ensure stories are heard and to support exploration and validation of issues raised 3.4 Seek agreement on processes to be followed to address issues within scope of own abilities, skills and work role 3.5 Make referral for conflict resolution and mediation as appropriate |
4. Facilitate discussions | 4.1 Provide opportunities to fully explore all relevant issues 4.2 Routinely use strategies that encourage all group members to participate equally, including seeking and acknowledging contributions from all members 4.3 Routinely contribute to and follow objectives and agendas for meetings and discussions 4.4 Provide relevant information to groups as appropriate to facilitate outcomes 4.5 Evaluate group communication strategies to promote ongoing participation of all parties 4.6 Implement strategies to ensure the specific communication needs of individuals within the group are identified and addressed |
5. Identify communication strategies to build relationships with clients who are involuntary or present communication challenges | 5.1 Identify and address specific communication barriers such as: closed or unreceptive attitudes mistrust or misunderstanding of people, organisations, systems and/or processes emotional states, such as fear, anger and frustration 5.2 Identify areas of mistrust or conflict that may require resolution 5.3 Identify the need to include additional parties |