BSBCMM201A Assessment booklet sample
Sunshine College
BSB20107 Certificate II in Business
Assessment booklet – BSBCMM201A Communicate in the workplace
|Student | |Student | |
| | |Sign off | |
|Assessor | |Assessor | |
| | |Sign off | |
|Assessment/evidence gathering conditions |
|The tasks involve knowledge, attitude, skills as well as employability skills, required to undertake routine tasks in a business environment. |
|Start date | |Anticipated completion date | |
|Assessment result |Competent |Yes |No |
|Assessment tasks |Date submitted |Gaps |Resubmitted/reassessed |Evidence towards |
|[identified in the training and assessment | |identified | |competency |
|strategies] | | | | |
|1 |Observation/demonstration - telephone | | | | |
| |activity | | | | |
|2 |Observation/demonstration - role play | | | | |
|3 |Folio of work | | | | |
|4 |Worksheet | | | | |
|Additional evidence which may be provided by students |Date submitted |Evidence towards |
| | |competency |
|eg 3rd party report from work experience | | |
| | | |
| | | |
| | | |
| |Practical skills assessment |Knowledge assessment |
|BSBCMM201A Communicate in the workplace | | |
| |Obser/ |Folio |Verbal |Written |
| |Demo/oral/ | | | |
| |role play | | | |
|EOC1 Gather, convey and receive information and ideas | |
|1.1 |Collect information to achieve work responsibilities from appropriate| | | | |
| |sources | | | | |
|1.2 |Use method/s and/or equipment to communicate appropriate ideas and | | | | |
| |information to the audience | | | | |
|1.3 |Use effective listening and speaking skills in verbal communication | | | | |
|1.4 |Seek input from internal and external sources to develop and refine | | | | |
| |new ideas and approaches | | | | |
|1.5 |Respond to instructions or enquiries promptly and in accordance with | | | | |
| |organisational requirements | | | | |
|EOC2 Complete workplace documentation and correspondence | |
|2.1 |Present written information and ideas in clear and concise language | | | | |
| |to ensure the intended meaning of correspondence is understood by | | | | |
| |recipient | | | | |
|2.2 |Draft and present correspondence within designated time lines | | | | |
|2.3 |Ensure presentation of written information meets organisational | | | | |
| |standards of style, format and accuracy | | | | |
|2.4 |Complete workplace forms and documentation in a clear, concise and | | | | |
| |easy to read format | | | | |
|EOC3 Communicate in a way that responds positively to individual differences | |
|3.1 |Value all individuals and treat them with respect, courtesy and | | | | |
| |sensitivity | | | | |
|3.2 |Take into consideration cultural differences in all verbal and | | | | |
| |non-verbal communication | | | | |
|3.3 |Use communication to develop and maintain positive relationships, | | | | |
| |mutual trust and confidence | | | | |
|3.4 |Make efforts to use basic strategies to overcome language barriers | | | | |
|3.5 |Ensure that behaviour is consistent with legislative requirements, | | | | |
| |enterprise guidelines and/or social protocols | | | | |
Task 1 – Observation/demonstration checklist
|Student | |Assessor | |
|Assessment/evidence gathering conditions |
|This observation/demonstration involves knowledge, attitude, skills as well as employability skills, required for communicating in the |
|workplace. |
| |
|Task: Telephone activity – students will be required to demonstrate their ability to answer telephone calls in at least 2 situations. |
| |
|Conditions: (insert the specific school conditions eg Organisational Guidelines, rotation of students, equipment, etc) |
|Start observations | |End observations | |
|Instructions: |Number of observations where gaps |
|Assessor will identify any areas where the student has gaps in practical skills and provide |identified |
|feedback to the student. | |
|A cross indicates that a gap is identified. | |
|No cross indicates student is on track to achieving competence. | |
| |1 |2 |3 |4 |
|Generic skills | | | | |
|answered call by the third ring | | | | |
|used the appropriate greeting (as per organisational guidelines) | | | | |
|used an acceptable volume, tone and pitch | | | | |
|determined purpose of call | | | | |
|(insert list of other skills) | | | | |
| | | | | |
|Specific skills for 1st telephone call | | | | |
|successfully put caller on hold – appropriate wording | | | | |
|successfully put caller on hold – use of equipment | | | | |
|successfully transferred caller - appropriate wording | | | | |
|successfully transferred caller – use of equipment | | | | |
|(insert list of other skills) | | | | |
| | | | | |
|Specific skills for 2nd telephone call | | | | |
|used appropriate language in the situation | | | | |
|treated caller with respect, courtesy and sensitivity | | | | |
|kept calm | | | | |
|clearly explained the choice of actions | | | | |
| | | | | |
|(insert list of other skills) | | | | |
|Progressive feedback to student, identifying gaps in competency and comments on positive |Feedback from student on assessment |
|development: | |
|Date |Feedback | |
| | | |
| | | |
| | | |
|Assessor initials: Date: Student initials: |
Task 2 – Observation/demonstration checklist
|Student | |Assessor | |
|Assessment/evidence gathering conditions |
|This observation/demonstration involves knowledge, attitude, skills as well as employability skills, required for communicating in the |
|workplace. |
| |
|Task: Role Play – (insert the specific role plays eg situations, grouping of students, etc) |
| |
|Conditions: (insert the specific school conditions eg time, equipment, reference to notes, etc) |
|Start observations | |End observations | |
|Instructions: |Number of observations where gaps |
|Assessor will identify any areas where the student has gaps in practical skills and provide |identified |
|feedback to the student. | |
|A cross indicates that a gap is identified. | |
|No cross indicates student is on track to achieving competence. | |
| |1 |2 |3 |4 |5 |6 |
|Suitable volume, tone and pitch | | | | | | |
|Communicates confidently | | | | | | |
|Presents information clearly | | | | | | |
|Uses appropriate language | | | | | | |
|Listens carefully | | | | | | |
|Asks questions to clarify points | | | | | | |
|Uses appropriate non-verbal communication | | | | | | |
|Culturally appropriate communication skills | | | | | | |
|(insert list of other skills to be observed/demonstrated) | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|Progressive feedback to student, identifying gaps in competency and comments on positive |Feedback from student on assessment |
|development: | |
|Date |Feedback | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Assessor initials: Date: Student initials: |
Task 3 – Folio of work
|Student | |Assessor | |
|Assessment/evidence gathering objectives |
|This folio of work involves knowledge, attitude, skills as well as employability skills, required for communicating in the workplace. |
|Task: Folio of work – (insert the specific school task information eg documents (letter, telephone message, etc)) |
| |
|Conditions: (insert the specific school conditions eg organisational guidelines, time, dates for drafts and final copies, equipment, etc) |
|Start folio | |End folio | |
|Instructions to |Trainer/Assessor will identify any areas where the student has gaps in practical skills and provide feedback to |
|Trainer/Assessor |the student. |
| | |
|Instructions: Assessor will identify any areas where the student has gaps in practical skills and provide feedback to the student. |
|A cross indicates that a gap is identified. |Skills |Resubmissio|Further |Follow up |Skills |
|No cross indicates student is on track to achieving competence. |gaps |n |skills |satisfacto|demonstrate|
| |identified|satisfactor|developmen|ry |d |
| | |y |t required| |satisfactor|
| | | | | |ily |
| |style as per organisational guidelines/style guides | | | | | |
| |information clear and concise | | | | | |
| |suitable spelling, grammar and punctuation | | | | | |
| |etc | | | | | |
|2. Telephone message slip (refer to assessment task 1) | | | | | |
| |information clear and concise | | | | | |
| |etc | | | | | |
| | | | | | | |
| |(insert list of other tasks for the folio of work) | | | | | |
| | | | | | | |
|Generic skills | | | | | |
| |collected information to complete folio of work | | | | | |
| |sought advice to complete folio of work (if applicable) | | | | | |
| |used appropriate equipment and resources | | | | | |
| |follow instructions | | | | | |
| |draft and present information within suitable timelines | | | | | |
| |culturally appropriate communication skills | | | | | |
| |etc | | | | | |
|Progressive feedback to student, identifying gaps in competency and comments on positive |Feedback from student on assessment |
|development: | |
|Date |Feedback | |
| | | |
| | | |
| | | |
|Assessor initials: Date: Student initials: |
Task 4 – Knowledge worksheet
|Student | |Assessor | |
|Assessment/evidence gathering conditions |
|These questions involves knowledge, attitude, skills as well as employability skills, required for communicating in the workplace. |
| |
|Task: Correctly answering questions on communication skills |
| |
|Conditions: (insert the specific school conditions eg time, open book etc) |
|Start worksheet | |End worksheet | |
|Instructions: Assessor will identify any areas where the student has gaps in knowledge and provide feedback to the student. |
|A cross indicates that a gap is identified. |
|No cross indicates student is on track to achieving competence. |
| |Knowledge gaps |Follow up |Further study |Follow up |Questions |
| |identified |discussion |required |discussion |answered |
|Question | |satisfactory | |satisfactory |satisfactorily |
|2 | | | | | |
|3 | | | | | |
|4 | | | | | |
|5 | | | | | |
|6 | | | | | |
|7 | | | | | |
|8 | | | | | |
|9 | | | | | |
|10 | | | | | |
|11 | | | | | |
|12 | | | | | |
|Progressive feedback to student, identifying gaps in competency and comments on positive |Feedback from student on assessment |
|development: | |
|Date |Feedback | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Assessor initials: Date: Student initials: |
Question 1
(matching, true/false questions)
Question 2
The Organisational Policies document of the business gives guidelines on dealing with telephone callers. Complete the table by inserting more appropriate words:
|What not to say |What to say |
|Hi! What do you want? | |
|I can’t understand what you are saying. What country do you come from?| |
|She’s not in today. She’s got a doctor’s appointment because she’s got| |
|the flu. | |
|I can’t help you. Ring back tomorrow when Jenny is here. | |
Question 3
What is wrong with the following advertisement for a job in your business?
|ADMINISTRATION ASSISTANT |
|Applications are invited for the position of Administration |
|Assistant in the Corporate Services section of AAA Pty Ltd. |
|Applicants must be female, under 35 yrs and have good |
|computer skills. Must be able to speak clear English with no|
|accent. Forward resume to: hr@.au by 10 July 2008 |
Question 4
(one or two additional case studies/scenarios)
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- 01 report template initial assessments
- commonly used assessment and screening
- example 3 template assessment report
- bsbcmm201a assessment booklet sample
- organizational assessment tools
- educational assessment syllabus
- james madison university jmu
- recognition of prior learning rpl assessment tool kit
- ssq template abet
Related searches
- employee self assessment sample answers
- employee self assessment sample leadership
- gordon s health assessment sample questions
- family health assessment sample questions
- sample of family assessment questions
- e skills assessment sample test
- sample employee assessment report
- sample physical assessment documentation
- customer service assessment sample questions
- sample writing assessment questions
- drivers assessment sample test
- sample health history assessment questions