Assessment planning template — BSBCMM201A sample
Unit of competency planning tool
BSBCMM201A Communicate in the workplace
| |Practical skills assessment* |Knowledge assessment* |
|BSBCMM201A | | |
|Communicate in the workplace | | |
| |Obser/ |
| |Demo/oral/ |
| |role play |
|1.1 |Collect information to achieve work responsibilities from appropriate sources |
|2.1 |Present written information and ideas in clear and concise language to ensure |
| |the intended meaning of correspondence is understood by recipient |
|3.1 |Value all individuals and treat them with respect, courtesy and sensitivity |
|1, 2 |communication skills – request advice, to receive feedback and to work with a team |
|3 |culturally appropriate communication skills – diverse backgrounds/abilities |
|1,2 |literacy skills – identify work requirements, understand and process basic workplace documentation |
|1,2 |organisational skills – plan work priorities and arrangements |
|1 |technology skills to select and use technology appropriate to communication tasks |
Is the required knowledge included in your assessment?
|EOC |Knowledge |
|3 |relevant legislation that may affect aspects of business operations eg |
| |anti-discrimination |
| |ethical principles |
| |codes of practice |
| |privacy laws |
| |OHS |
|1,2,3 |organisational policies, plans and procedures, especially style guides |
|2 |spelling, grammar, punctuation |
Will the assessment cover the critical aspects of assessment?
| |using communication methods appropriate to the audience |
| |producing clear, concise and correct written communication |
| |providing prompt responses to requests for information |
| |knowledge of relevant legislation |
|Will the training and assessment cover the Range Statement? |
|Communication equipment may |facsimile machines | |
|include: | | |
| | | |
| | | |
| |information technology components including hardware, software and communication packages | |
| |keyboard equipment including mouse, touchpad, keyboard | |
| |network systems | |
| |pens, pencils | |
| |telephones | |
| |other | |
|Verbal communication |answering enquiries from clients | |
|may include: | | |
| | | |
| |answering telephone calls | |
| |informal discussions | |
| |requests from colleagues | |
| |use of voice mail | |
| |other | |
|Organisational |access and equity principles and practice | |
|requirements may include: | | |
| | | |
| | | |
| | | |
| | | |
| |business and performance plans | |
| |defined resource parameters | |
| |ethical standards | |
| |goals, objectives, plans, systems and processes | |
| |legal and organisational policies, guidelines and | |
| |requirements | |
| |OHS policies, procedures and programs | |
| |quality and continuous improvement processes and standards | |
| |quality assurance and/or procedures manual | |
| |other | |
|Written information may include: |briefing notes | |
| | | |
| | | |
| | | |
| |electronic mail | |
| |facsimiles | |
| |general correspondence | |
| |handwritten and printed materials | |
| |internal memos | |
| |telephone messages | |
| |other | |
|Correspondence may include: |emails | |
| | | |
| | | |
| |memorandums | |
| |messages | |
| |proformas | |
| |standard/form letters | |
| |other | |
|Standards may include: |Australian Standards | |
| | | |
| | | |
| |legislation | |
| |organisational policies and procedures | |
| |specified work standards | |
| |standards set by workgroup | |
| |other | |
Assessment tools
|Tool |Details of assessment – standalone |Details of assessment – BCT |
|Observation/ |Telephone activity |Telephone activity |
|demonstration/role |Students observed answering telephone calls |same as standalone |
|play/oral |call that needs to be put on hold & transferred to the | |
|(all relates to EOC 1 |supervisor | |
|plus) |call from a client with an enquiry (this call will involve| |
|[pic] |a situation which will some of the aspects of EOC3 eg an | |
| |person with hearing difficulties, person from another | |
| |country). Need to take message. | |
| |Role plays | |
| |Students will work in teams of 2 or 3 to respond to a role| |
| |play involving: | |
| |effective listening and speaking skills |Role plays (one or both of the following) |
| |responding to non-verbal communication |same as standalone |
| |people who are difficult or with cultural differences or |class activities involving practice role plays or orals |
| |language barriers |BCT assessment oral or practice oral |
| | | |
| | |(one or more of the above) |
| | | |
|Folio of work |Drafts and final copies of correspondence/workplace forms |Drafts and final copies |
|(all relates to EOC 2 |and documentation |folio of work (same as s/alone) |
|plus) |email (response to request for information from |classroom practice items |
| |supervisor) |activities in BCT textbook |
| |letter (response to letter of complaint) |BCT exam questions in regard to composition of correspondence|
| |telephone message (linked to observation/demonstration) |(style, format and accuracy to be assessed) |
| |memorandum to staff from verbal instructions/information | |
| |from supervisor. The instructions/information will be |(one or more of the above) |
| |unclear. Students will need to clarify request. | |
| |Equipment Fault Form | |
| |(style, format and accuracy to be assessed) | |
|Written |Worksheet |Worksheet or BCT test or revision questions |
|(all relates to EOC 3) |Multiple choice & yes/no |Multiple choice & yes/no |
| |simple statements |simple statements |
| |Short answer |Short answer |
| |simple scenarios/cartoons on situations involving |simple scenarios on situations involving anti-discrimination,|
| |anti-discrimination, ethical principles, codes of practice|ethical principles, codes of practice and privacy laws |
| |and privacy laws | |
-----------------------
incorporated in folio
3
1.1
3.1/3.3/3.5
1
1.1, 1.3, 1.4, 1.5
All linked to 1.2 – methods/
equipment used
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