CHCCOM002 Use Communication to Build Relationships Skills Assessment
Skills Assessment
Criteria
Unit code, name and release number
CHCCOM002 Use communication to build relationships (2)
Qualification/Course code, name and release number
Assessment instructions
Table 1 Assessment instructions
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Assessment details |
Instructions |
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Assessment overview |
The objective of this assessment is to assess your skills as would be required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. |
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Assessment Event number |
2 of 3 |
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Instructions for this assessment |
This is a skill-based assessment and will be assessing you on your ability to demonstrate the skills required in the unit. This assessment has a role-play to be completed. This assessment is in two parts: 1. Meeting facilitation (role-play) and Observation checklist 2. Written – submission of meeting documents And is supported by: assessment feedback. You must read the entire document before commencing your assessment, so you are aware of all requirements. |
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Submission instructions |
Where possible, complete and submit this assessment online via TAFE NSW online learning platform. Upload all the required assessment files in the assessment area on the online learning platform. Alternatively, hand all required assessment files to your assessor for marking. Make sure you have added your name to the bottom of each page of the assessment. It is important that you keep a copy of all electronic and hard copy assessments submitted to TAFE NSW and complete the assessment declaration when you have submit the assessment. |
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What do I need to do to achieve a satisfactory result? |
To achieve a satisfactory result for this assessment all questions must be answered correctly. All parts of the observable task must be performed to a satisfactory level as indicated in the criteria section of the Observation Checklist. All oral questions must be answered correctly to be deemed satisfactory in this assessment task; however, Assessors may ask questions to clarify understanding. If your assessment is not satisfactory you will be provided with feedback and asked to resubmit responses to those questions you answered incorrectly within two weeks, unless otherwise agreed with the Head Teacher where there are extenuating circumstances. If your observable task is not satisfactory your assessor may allow you to undertake a second attempt. There must be at least 24 hours before the second attempt so that you have to reflect, practice and improve. The Assessment Feedback page must be signed by both you and the assessor so you display that you have received, understood and accepted the feedback. Ensure your name appears on the bottom of each page of the submitted assessment. |
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What do I need to provide? |
Computer and pens and paper. Internet access to participate in a role-play on a digital platform and to submit your assessment online. Access to a suitable digital platform for you to facilitate a meeting (i.e. Adobe Connect, Microsoft Teams, OR Skype for Business) as agreed with your assessor beforehand. Ability email completed assessments or submit online through your course Moodle. You are required to access and download all the templates as listed from the Indigo Community and Health Hub Intranet site before the assessment event date. It is your responsibility to have these documents for the role-play. For this assessment you will need to complete and provide the following: Indigo_ADM_Email Indigo_ADM _Meeting_Agenda Indigo_ADM_Meeting_Minutes (finalise minutes at the end of the meeting). Meeting evaluation document – Student to create. |
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What does the assessor need to provide? |
An authentic simulated environment that accurately reflects the simulated environment depicted in the assessment event. Use of suitable facilities, equipment and resources, including: o Organisation policies and procedures Modelling typical workplace conditions and contingencies, including: o Interactions with a person with a range of needs o Typical workplace reporting processes Access to a suitable digital platform for you to facilitate a meeting (i.e. Adobe Connect, Microsoft Teams, OR Skype for Business). o Information on how your recorded role-play is to be submitted. o Information on how your recorded role-play will be stored and accessed. |
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Due date/time allowed/venue |
The date will as per your assessment schedule and will be confirmed by your teacher/ assessor. This assessment is to occur a minimum of two weeks after the submission of your knowledge assessment. You should allow up to five hours to complete this assessment. Practical Task: 30 minutes in total- 1 x 30-minute role-play Self-directed Tasks: Four and a half hours in total- Four and a half hours, preparation, evaluation and critical reflection for role-play |
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Supervision |
Due to the current restrictions in place in response to COVID-19, your practical task has been amended and will now occur in a digital work environment. There are two options for your practical task. You must discuss with your assessor and confirm your chosen option. Option One: You will book in a date, time and agreed digital platform with your assessor for your role-play to occur. 24 hours before your role-play, your assessor will email the participants of your role-play information regarding the scenario. One hour before your role-play start time, your assessor will email the participants of your role-play their scripts. Your assessor will attend the video conference to observe your role-play. Your assessor will not have their camera on. Option Two: You will email your assessor confirming the date and time that you will be conducting your role-play. You will confirm by email with your assessor the best platform and software required to record your role-play. You will confirm by email with your assessor the submission instructions for your recorded role-play (e.g. email, upload to Moodle etc.) 24 hours before your role-play, your assessor will email the participants of your role-play information regarding the scenario. One hour before your role-play start time, your assessor will email the participants of your role-play their scripts. You will record your role-play using the agreed digital platform and software. You will submit your recorded role-play electronically no later than one hour after the agreed start time of the role-play. Your self-directed tasks will take place as take home assessment tasks. You may access your learning notes and resources to support the completion of your self-directed tasks. |
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Assessment feedback, review or appeals |
In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment. If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher or Head Teacher. If they are unavailable, contact the Student Administration Officer. Contact your Head Teacher for the assessment appeals procedures at your college/campus. |
Specific task instructions
The instructions and the criteria in the tasks and activities below will be used by the assessor/ teacher to determine whether the tasks and activities have been satisfactorily completed. Use these instructions and criteria to ensure you demonstrate the required skills and knowledge.
As per the assessment requirements, you must be able to demonstrate obtaining feedback from three clients or colleagues, prepare four types of written correspondence, facilitate one and facilitate one meeting in which you resolve a difficult situation.
This unit is non-clinical in nature, and there are identified ethical issues related to assessing a student facilitating resolution meetings in the workplace. This simulated event will allow you the ability to discuss, analyse and use critical thinking in working with clients and colleagues.
Part 1 of this assessment includes: Part One - Meeting facilitation (role-play)
Agenda preparation, email to participants, evaluation form preparation
- You will develop an agenda for a meeting you will facilitate.
- You will write an email to the participants inviting them to the meeting and outlining the details of the meeting.
- You will prepare an evaluation document to be completed after the close of the meeting.
Meeting facilitation (role-play)
This task is a role-play where the assessor will observe you facilitating a meeting at the Indigo Community and Health Hub.
During the meeting the assessor will assess your ability to:
- Contribute to the meeting using:
- Appropriate communication techniques,
- Professional relationship boundaries
- Skills to ensure all members participate equally,
- Skills to seek and acknowledge contributions from all
- Use a person-centred approach, rights-based and motivational interviewing techniques
- Fully explore and discuss the issues as they are presented ensuring you keep to the agenda
- Identify and provide workplace policy to the participants that may assist you to manage the issue
- Use strategies that allow all participants to contribute to the meeting by identifying and addressing problems and communication barriers
- Resolve conflicts or differences of opinion as they arise
- Accommodate the needs of the participants including cross-cultural communication, needs for interpreters etc.
- Record the minutes of the meeting in a professional manner
- Request participants complete an evaluation about the meeting facilitation after the close of the meeting.
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Part 1 will be observed by the assessor The assessment will occur during class time, but outside of the classroom. It will take 30 minutes to complete this part of the assessment. Other students will not observe this role-play |
Part 2 of this assessment includes:
Written task. Submission of meeting documents to the assessor
You are required to fill out the documents you have downloaded from the Indigo Community Service and Health Hub.
- An agenda for the meeting
- Meeting notification for the meeting
- Minutes for the meeting
- Meeting evaluation feedback
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Part 2 will be completed outside of class. This part will not be observed by the assessor. It will take four and a half hours to complete |
IMPORTANT SELF-AWARENESS WARNING:
It is recognised that responding to conflict situations in a simulated or actual workplace may have impacts on people which they may not expect. This could be due to past personal experiences, vicarious trauma or not necessarily being prepared for the realities of the complexity and intensity of a crisis as it unfolds. As with any workplace environment TAFE NSW believes in supporting students and staff. Should any distress, fear or concerns come from the simulated incident all parties affected will be able to debrief with professional support staff on campus. The teacher will be able to make arrangements and follow up on the support needed for those affected.
Part 1: Meeting facilitation (role-play) and observation checklist
To complete this part of the assessment, you will be required to participate in a role-play with the aid of three meeting participants. Your teacher or assessor will organise these participants.
Your demonstration will be used as part of the overall evidence requirements of the unit.
You should refer to the list of criteria provided in the Observation Checklist to understand what skills need to be demonstrated in this part of the assessment. This Checklist outlines the tasks and criteria that they must demonstrate to be competent in this assessment task.
Once completed, you will need to submit the written documentation to the assessor for marking.
All participants are required to prepare for and take an active role in the meeting.
This role-play will be observed by an assessor or can be digitally recorded and submitted as evidence.
Once completed you will need to submit the following written documentation (that you have completed prior to the role-play) to your assessor for marking.
Prior to the role-play:
- You will develop an agenda for a meeting you will facilitate.
- You will write an email to the participants inviting them to the meeting and outlining the details of the meeting.
- You will prepare an evaluation document to be completed after the close of the meeting.
During the role-play you will be required to:
- Chair the meeting.
- Take notes (you will complete the minutes from the meeting after the role-play has ended).
- Gain feedback about the meeting from the participants
- Verify the information.
At the completion of the role-play you will be required to complete the following and submit to your assessor:
- The email that was addressed to the participants of the meeting
- The agenda for the meeting
- The Meeting Minutes
- The evaluation feedback form that you developed for the meeting participants
- The evaluation feedback collected from participants
Role-play scenario:
As a Team leader at the Indigo Community Services and Health Hub, you have been contacted by a local disability network regarding the parking at Indigo Community Services and Health Hub.
You have organised a meeting for Wednesday afternoon next week at 2:00 pm to discuss the use and location of the accessible parking for people with a disability, as the Centre has had numerous complaints from clients who have not been able to use the designated parking spot due to staff often parking in it.
The staff have indicated that the use is due to the fact there is no designated staff parking. Often staff cannot find a spot close to the office when they are dropping off items.
Initially, you had planned for the meeting to be held onsite at Indigo Community Services and Health Hub, but due to numerous scheduling conflicts, you have organised for the meeting to be held on a digital platform utilising video conferencing.
In attendance at the meeting, there will be:
- Disability advocate (i.e. representative from the local disability network): Peta/Peter Jones.
- Outreach worker (Indigo Community Services and Health Hub representative) – who has also been noted to occasionally park in the accessible space: Toni/Tony Small.
- Client: Casey White.
Observation Checklist
The Observation Checklist will be used by the assessor to mark your performance in the role-play. Use this Checklist to understand what skills you must demonstrate in the role-play scenario to be assessed as competent.
The Checklist lists the assessment criteria used to determine whether you have successfully completed this assessment event. All the criteria must be met. Your demonstration will be used as part of the overall evidence requirements of the unit. The assessor may ask questions while the demonstration is taking place or if appropriate directly after the task/activity has been completed.
Next to each observable behaviour, the assessor will signify with a tick (P) in either the satisfactory (S) column when the behaviour is observed or a cross (O) in the unsatisfactory (U/S) if a behaviour is not demonstrated.
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Name of Student: |
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Date of Role-Play: |
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Time of Role-Play: |
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Location of Role-Play: |
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Name of Assessor: |
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Signature of Assessor: |
Table 2 Observation Checklist
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Task/Activity Performed |
S |
U/S |
Assessor Comments |
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1 |
Did the student: a) Contribute to the meeting using appropriate communication techniques (including non-verbal)? b) Show a manner which showed professional relationship boundaries? c) Encouraged all members to participate equally? d) Seek and acknowledge contributions from all? |
☐ |
☐ |
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2 |
Did the student: a) Use a person-centred approach? b) Demonstrate a rights-based approach? c) Use motivational interviewing techniques? |
☐ |
☐ |
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3 |
Did the student fully explore and discuss the issues as they are presented? |
☐ |
☐ |
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4 |
Did the student identify and refer to a workplace policy which assisted them to manage the issue? |
☐ |
☐ |
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5 |
Did the student: a) Use strategies that allow all participants to contribute to the meeting? b) Identify and address problems and communication barriers? |
☐ |
☐ |
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6 |
Did the student resolve conflicts or differences of opinion as they arise? |
☐ |
☐ |
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7 |
Did the student accommodate the needs of the participants including cross-cultural communication, needs for interpreters etc.? |
☐ |
☐ |
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8 |
Did the student record the minutes of the meeting in a professional manner? |
☐ |
☐ |
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9 |
Did the student seek evaluation feedback and respond professionally to input from participants including information about: a) Was the agenda appropriate? b) How well did the facilitator involve the other participants? c) Was the questioning appropriate? d) Was the meeting a success if so why, if not why? e) Identify areas for improvement f) Feedback on the effectiveness of communication? |
☐ |
☐ |
Part 2: Written (submission of meeting documents)
You are required to fill out the documents you downloaded from the Indigo Community Service and Health Hub as listed in the role-play. The completed documents that should be submitted to the assessor are below.
- An agenda for the meeting
- Meeting notification for the meeting (email)
- Minutes for the meeting
- Evaluation summary feedback from participants in the student created document. Information that should be included in the evaluation summary participants is as below.
Keep a copy of your work as you will need to refer to this in a self-reflection exercise in your Case Study assessment (this will be completed a minimum of three weeks after the submission of this assessment).
- Evaluation of the meeting
Following the meeting, you will seek feedback about the effectiveness of the communication and the meeting processes as below. You must elicit the following information from participants, either verbally or in writing and provide this in a summary document to the assessor.
- Was the agenda appropriate?
- How well did the facilitator involve the other participants?
- Was the questioning appropriate?
- Was the meeting a success if so why, if not why?
- Identify areas for improvement
- Feedback on the effectiveness of communication
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