Unit of competency Outline
Date retreived
22/07/2026 11:08 AM AWST
22/07/2026 11:08 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Use targeted communication skills to build relationships
Use targeted communication skills to build relationships
Unit of competency
National Code
CHCCOM403A
CHCCOM403A
State Code
D2313
D2313
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
05/08/2014
Field of Education
080501 - Sales
Original Release Date
05/08/2014
Nominal Hours
45
Description
DescriptorThis unit describes the knowledge and skills required to apply specific workplace communication techniques to build and maintain relationships with clients and colleagues based on respect and trust
Notes
Elements and 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
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.
Communicate effectively includes:
Effective use of questioning, speaking, and listening and non-verbal communication techniques
Identifying and evaluating what is occurring within an interaction in a non-judgemental way
Making decisions about appropriate words, behaviour, posture
Using clarifying, summarising questions
Putting together a response that is culturally appropriate
Expressing an individual perspective
Expressing own philosophy, ideology and background and exploring the impact of this on the communication
Exploring and unpacking problems
Using active and reflective listening appropriately
Providing sufficient time to enable stories to be told
Providing summarising and reflective responses in conflict situations
Confirming that required information is accessed or message communicated
Non-verbal communication includes:
Gestures
Posture
Facial expression
Interviews may include:
Discussion of staffing issues
Routine information collection
Maintaining confidentiality
Evidential-based
Non disclosure
Disclosure
Established procedures may refer to:
Commonwealth and State legislation
International conventions relating to the rights of individuals
Organisation policy and procedures
Relevant program standards
Duty of care and ethical practice
Presentation of information includes:
Clarity
Appropriate sequencing
Delivery within an appropriate time
Utilising media to enhance presentation, if appropriate
Addressing audience needs
Opportunities will include:
Allowing sufficient time to hear individual stories
Encouraging a full exploration of issues
Encouraging validation of individual issues
Additional parties may include:
Trusted friends
Case workers
Family members
Nominated adults
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.
Communicate effectively includes:
Effective use of questioning, speaking, and listening and non-verbal communication techniques
Identifying and evaluating what is occurring within an interaction in a non-judgemental way
Making decisions about appropriate words, behaviour, posture
Using clarifying, summarising questions
Putting together a response that is culturally appropriate
Expressing an individual perspective
Expressing own philosophy, ideology and background and exploring the impact of this on the communication
Exploring and unpacking problems
Using active and reflective listening appropriately
Providing sufficient time to enable stories to be told
Providing summarising and reflective responses in conflict situations
Confirming that required information is accessed or message communicated
Non-verbal communication includes:
Gestures
Posture
Facial expression
Interviews may include:
Discussion of staffing issues
Routine information collection
Maintaining confidentiality
Evidential-based
Non disclosure
Disclosure
Established procedures may refer to:
Commonwealth and State legislation
International conventions relating to the rights of individuals
Organisation policy and procedures
Relevant program standards
Duty of care and ethical practice
Presentation of information includes:
Clarity
Appropriate sequencing
Delivery within an appropriate time
Utilising media to enhance presentation, if appropriate
Addressing audience needs
Opportunities will include:
Allowing sufficient time to hear individual stories
Encouraging a full exploration of issues
Encouraging validation of individual issues
Additional parties may include:
Trusted friends
Case workers
Family members
Nominated adults
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 will be most appropriately assessed in a work context or in simulated work environment and under the normal range of work conditions
Assessment is recommended to be on more than one occasion and must include the range of clients who access the service
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 the workplace and/or simulated work environment, including written work
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 will be most appropriately assessed in a work context or in simulated work environment and under the normal range of work conditions
Assessment is recommended to be on more than one occasion and must include the range of clients who access the service
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 the workplace and/or simulated work environment, including written work
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| S3048 | CHCCOM3C | Utilise specialist communication skills to build strong relationships | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVC31 | CHCCOM002 | Use communication to build relationships | Unit of competency |