Elements and Performance Criteria

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. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Communication systems and equipment may include:
email
meetings and discussions
monitoring equipment
pager
portable and mounted two-way radio
reports and documents (eg relating to handover, shifts, incidents, resources, assignment instructions, procedures etc)
screen equipment
telephones and mobile phones
use of established abbreviations
use of hand signals
use of phonetic alphabet
video cameras.
Interpersonal techniquesmay include:
active listening
being respectful and non-discriminatory to others
control of tone of voice and body language
demonstrating flexibility and willingness to negotiate
interpreting non-verbal and verbal messages
maintaining professionalism
providing and receiving constructive feedback
questioning to clarify and confirm understanding
two-way communication
use of communication appropriate to cultural differences
use of positive, confident and cooperative language.
Communication skillsmay include:
active listening
comprehension
negotiation
note-taking
positive body language
questioning
reading accurately
speaking clearly
summarising
writing.
Social and cultural differencesmay be expressed in:
age
beliefs, values or practices
conventions of gender or sexuality
cultural stereotypes
dress
food or diet
language
religious and spiritual observances
social conventions
traditional practices and observations.
Organisational standards for written informationmay relate to:
ability to be used for legal purposes
accuracy of costings
appropriate level of literacy
format and presentation
relevance of written information
use of clear, concise language and plain English.
Learning opportunitiesmay include:
conducting a workplace skills assessment
participation in formal or informal learning programs
undertaking a performance appraisal
undertaking personal study
use of a literacy specialist
use of team exercises focused on enhancing communication
workplace coaching, mentoring or supervision.
Organisational requirements may relate to:
client service standards
policies for ensuring privacy and confidentiality of information
procedures for archiving electronic and hard-copy records
procedures for recording, storing and destroying information
standard of language, literacy and numeracy required
use of organisational equipment and resources.
Legislative requirements may relate to:
anti-discrimination and diversity
Australian standards, codes of practice and regulations
award and enterprise agreements
duty of care
evidence collection
licensing arrangements and certification requirements
Occupational Health and Safety (OHS) issue resolution
relevant commonwealth, state and territory OHS legislation, codes of practice and regulations
roles and responsibilities of OHS representatives and committees
trade practices
use of force.
Communication skillsmay include:
active listening
comprehension
negotiation
note-taking
positive body language
questioning
reading accurately
speaking clearly
summarising
writing.
Conflict situations may relate to:
controlling crowds
disputes at traffic accident sites
disputes over procedural issues (eg rallies, demonstrations)
disruptive public behaviour
life threatening situations (eg domestic violence, hostage situations, confrontations with armed, violent or aggressive persons)
workplace disputes
workplace grievance situations.
Solutionsmay include:
apprehension or restraint
employment of de-escalation processes
issuing of instruction or direction
provision of on-the-spot counselling
request for assistance from emergency services or support agencies
request for back-up
tactical response
use of force
withdrawal.

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
A person who demonstrates competency in this unit must be able to provide evidence of:
implementing and monitoring effective workplace communication systems and equipment to ensure accurate exchange of information, and regular communication among teams and individuals
assessing individual communication skills to ensure appropriate levels of workplace literacy, information exchange is accurate, sensitive to the audience and complies with legal requirements, and learning opportunities are accessed as needed
developing and implementing procedures for conflict resolution which comply with licensing and legal requirements
using effective communication skills to defuse or resolve conflict situations and implementing legal solutions to conflict.
Context of and specific resources for assessment
Context of assessment includes:
a setting in the workplace or environment that simulates the conditions of performance described in the elements, performance criteria and range statement.
Resource implications for assessment include:
access to a registered provider of assessment services
access to a suitable venue and equipment
access to plain English version of relevant statutes and procedures
assessment instruments including personal planner and assessment record book
work schedules, organisational policies and duty statements.
Reasonable adjustments must be made to assessment processes where required for people with disabilities. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment
This unit of competency should be assessed using questioning of underpinning knowledge and skills.
Guidance information for assessment
Assessment processes and techniques must be culturally appropriate and suitable to the language, literacy and numeracy capacity of the candidate and the competency being assessed. In all cases where practical assessment is used, it should be combined with targeted questioning to assess the underpinning knowledge.
Oral questioning or written assessment may be used to assess underpinning knowledge. In assessment situations where the candidate is offered a choice between oral questioning and written assessment, questions are to be identical.
Supplementary evidence may be obtained from relevant authenticated correspondence from existing supervisors, team leaders or specialist training staff.