BSBCMM201A Communicate in the workplace - Aspire Learning ...

Contents
Contents
Before you begin
What you will learn
What is expected of a Certificate II learner
Assessment
Employability skills
How to work through this unit
Resources
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Chapter 1: Gathering, conveying and receiving
information and ideas 1
1.1 Collecting information to achieve work responsibilities 2
1.2 Using methods and/or equipment to communicate ideas and information 7
1.3 Using effective listening and speaking skills 11
1.4 Seeking input to develop and refine new ideas 22
1.5 Responding to instructions or enquiries promptly 23
Chapter summary 26
Assessment checklist for Chapter 1 26
Assessment activity 1: Gathering, conveying and
receiving information and ideas 27
Chapter 2: Completing workplace documentation and
correspondence 29
2.1 Presenting information in a clear and concise language
to ensure meaning is understood 30
2.2 Drafting and presenting correspondence in a timely manner 47
2.3 Ensuring organisational standards are met when presenting
written information 47
2.4 Completing workplace documentation in an appropriate format 50
Chapter summary 65
Assessment checklist for Chapter 2 66
Assessment activity 2: Completing workplace documentation
and correspondence 67
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BSBCMM201A Communicate in the workplace
Chapter 3: Communicating in a way that responds positively
to individual differences 71
3.1 Valuing all individuals and treating them with respect 72
3.2 Taking cultural differences into consideration in all communication 75
3.3 Using communication to develop and maintain positive relationships 78
3.4 Using basic strategies to overcome language barriers 80
3.5 Ensuring behaviour is consistent with requirements, guidelines
and protocols 82
Chapter summary 85
Assessment checklist for Chapter 3 86
Assessment activity 3: Communicating in a way that responds positively
to individual differences 87
Final Assessment: BSBCMM201A Communicate in the workplace 89
Employability skills 93
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BSBCMM201A Communicate in the workplace
BSBCMM201A Communicate in
the workplace
Element 1: 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
Element 2: 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 timelines
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
Element 3: 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
Where covered in this workbook
Chapter 1: Gathering, conveying and
receiving information and ideas
1.1 Collecting information to achieve
work responsibilities
1.2 Using methods and/or equipment to
communicate ideas and information
1.3 Using effective listening and
speaking skills
1.4 Seeking input to develop and refine
new ideas
1.5 Responding to instructions or
enquiries promptly
Chapter 2: Completing workplace
documentation and correspondence
2.1 Presenting written information in
clear and concise language to ensure
meaning is understood
2.2 Drafting and presenting correspondence
in a timely manner
2.3 Ensuring organisational standards are
met when presenting written information
2.4 Completing workplace documentation in
an appropriate format
Chapter 3: Communicating in a
way that responds positively to
individual differences
3.1 Valuing all individuals and treating them
with respect
3.2 Taking cultural differences into
consideration in all communication
3.3 Using communication to develop and
maintain positive relationships
3.4 Using basic strategies to overcome
language barriers
3.5 Ensuring behaviour is consistent with
requirements, guidelines and protocols
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Before you begin
What is expected of a Certificate II Learner
This unit has been mapped to a Level 2 competency standard from the BSB07 Business
Services Training Package.
At this level you are expected to meet the following learning outcomes:
• To demonstrate basic operational knowledge in a moderate range of areas.
• To apply a defined range of skills.
• To apply known solutions to a limited range of predictable problems.
• To perform a range of tasks where choice between a limited range of options
is required.
• To assess and record information from varied sources.
• To take limited responsibility for own outputs in work and learning.
Assessment
In accordance with the evidence guidelines stated within the BSB07 Business Services
Training Package, assessment of performance requirements in this unit should be
undertaken in an actual workplace or simulated environment.
For you to be assessed as competent in this unit, you need to demonstrate your skills
and knowledge in a number of ways over a period of time. The assessment should
be carried out over a sufficient period of time to allow you to demonstrate the way in
which you use your skills and knowledge to use effective speaking and listening skills,
present written information and ideas in a clear and concise manner and implement
strategies to overcome barriers that may effect communication.
During this time your trainer may:
• ask you questions about the work you have done
• observe you carrying out specific tasks
• ask other people to comment on your work
• take into account feedback about your work
• ask you to prepare a portfolio of your work
• ask you to demonstrate your skills
• ask you to complete assessment activities for each chapter
• give you a final assessment to complete.
Employability skills
Developing employability skills
Employers in Australia and overseas have made it very clear that the task specific
knowledge and skills people develop in learning programs are not enough to make
them productive, valued employees. Employers today value people who fit well into
their workplace, use their initiative to solve day-to-day problems, work productively,
manage their time effectively and are keen to continue learning. These types of skills
are known as employability skills.
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BSBCMM201A Communicate in the workplace
Faxes (facsimiles)
Facsimile means ‘exact copy’. ‘Fax’ is the abbreviation of facsimile. Organisations use
fax machines to send printed information. Information can be transmitted from the
fax machine, or directly from your computer, if your computer is connected to the
fax machine.
Faxes are usually sent if the information needs to be relayed quickly. They are faster than
letters, and are cheaper than an overnight postal delivery. The document has less chance
of being lost, and the receiver gets an accurate, exact copy of the information.
There are some disadvantages. Faxes can be difficult to read, may not transmit properly
and can be delayed if the transmission lines are busy. You can only send separate,
unbound pages by fax. Security can also be a problem, as anyone can pick up and read
a fax as it comes off the machine.
The ease of sending email and scanned documents has meant that faxes are less
commonly used than they have been in the past.
Word processing
Word processing software is the most commonly used software in the world. Why
Because anyone can use it to produce a professional-looking document. This saves
time and printing costs. Common word processing software includes Lotus WordPro,
Microsoft Word and WordPerfect.
A common word processing task is writing letters. Letters are used to pass on a variety
of business information. They are the preferred method of communication when a
record of the business activity is required. A well-written and well-presented letter
makes a good impression on the reader.
The main disadvantage with using word processing software is that it makes it too
easy to produce a document. People often send letters that are not as well-written or
well-presented as they should be. Letter writing is a skill that takes practice. Producing
a letter for somebody else also takes some discipline. Always follow the requirements
of your organisation regarding format and style. Always check your work for errors
before sending it out.
Stationery
At times the most appropriate way to pass on information is simply to write a note.
Always keep your stationery tidy and a message pad by the phone. Telephone messages
and handwritten memos are still very common ways of communicating.
The main disadvantage with this type of communication is your handwriting. Can it be
read Write clearly! Some people find it difficult to read other people’s handwriting. If
your handwriting is not easy to read it is better to carefully print the message, perhaps
using upper-case lettering (capitals). Also, a hand-written message or note can easily be
lost. Make sure you leave the message in a safe and obvious place.
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Chapter 1: Gathering, conveying and receiving information and ideas
Practice task 9
Think of a hand-written message that you have received recently at work, at home or in
your place of study.
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•
•
Could you read the handwriting
Did it pass on all the information
How might it have been improved
Electronic presentations
Overhead projectors, electronic whiteboards and multimedia presentations are useful
ways of passing on information at a meeting. Overhead projectors are an older
technology but are still useful. Multimedia allows for more variety in presentation.
Electronic whiteboards allow you to print a copy of what is written on them.
The main disadvantage with using this type of equipment is the technology itself. What
if the room doesn’t have enough power points or a large enough screen What if the
multimedia presentation malfunctions To avoid any nasty surprises, make sure everything
is connected and in good working order before the presentation or meeting begins.
Practice task 10
Think of any meetings, talks or lectures you have been to where the speaker used a
whiteboard, an overhead projector, PowerPoint or another form of electronic presentation.
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•
•
Comment on how successful you think the presentation was.
Comment on anything you think was not successful.
How could the presentation have been improved
1.3 Using effective listening and speaking skills
Using effective listening and speaking skills
To communicate successfully at work you need to be able to ask for and pass on
information effectively and clearly. This can be done verbally or in writing. The next
section looks at how to communicate well verbally, either face to face or on the
telephone. Chapter 2 looks at how to communicate well in writing.
Verbal communication is effective and fast. Two people can exchange information and
respond to each other instantly. Some common examples of verbal communication in
the workplace include:
• speaking on the telephone
• using voicemail
• passing messages from one person to another
• answering requests for information from your colleagues
• receiving instructions from your supervisor and clarifying what you need to do
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BSBCMM201A Communicate in the workplace
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•
taking part in informal discussions or meetings
answering enquiries from clients.
Many people think that verbal communication is the easiest way to communicate. But is
it really To be a good communicator you need to be able to speak, and listen, very well.
Listening effectively
Listening is very important to the communication process. It is how you receive and
understand information and ideas. Through listening it is possible to learn:
• what the other person’s needs are
• what information the other person is trying to share
• what the other person thinks about something
• whether the other person has understood what has been said.
A great deal of your time is spent listening to other people. Most people will agree that
good listening is hard work. It takes an effort and some practice, but can be achieved
if you keep trying.
Following are some tips that will help you be a better listener at work.
Ask questions to clarify information
If you didn’t hear something properly, or don’t understand something that has been
said, ask questions to clarify the information. Most people don’t mind as long as you
are polite.
This is especially important if someone is giving you instructions. In this case, you
need to thoroughly understand what needs to be done.
Make sure you listen carefully. Don’t interrupt. Concentrate on what the other person
is saying. In particular, listen for the main steps or stages of the task or the key points
that you have to remember. If you think you might have trouble remembering, write
it down.
Ask questions. Don’t let there be any misunderstanding. Clarify anything that is not
clear or that you don’t understand.
Practice task 11
Think of the last time you were given an instruction.
• Did you understand all the steps or stages of the task If not, did you ask questions to
help you clarify the information
• What might have happened if you had not thoroughly understood the key points
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Chapter 1: Gathering, conveying and receiving information and ideas
Ask questions to clarify needs
When you listen to someone it is also a good idea to clarify (check the meaning of)
what has been said. This is particularly important when you are faced with an enquiry
or somebody is asking you for information – whether it be a colleague, supervisor or
customer. It might mean checking the meaning of something you have just heard, or
asking more questions to find out what the person really needs.
Requests for information can be either face-to-face or over the telephone. You will be
able to answer some requests directly. Some you will not. Either way, you must listen
carefully. It is important to clarify what you have heard so that you know what type of
information is required.
If the enquiry is for routine information, try to answer promptly. If you can help your
visitor or caller quickly and efficiently, they will have a good impression of you and
your organisation.
The following questions can be answered immediately.
• What time do you close
• Can you give me some information about your organisation
• Does your organisation deal with home insurance
• I heard about your organisation on the radio. Can you tell me the benefits of
becoming a member What does it cost
• Could you tell me the website address of your organisation
If the enquiry is not routine it may take a little longer to collect the information
required, as in the next example.
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BSBCMM201A Communicate in the workplace
Practice task 12
Read the case study. Write down, or tell your trainer, your answers to the questions.
Case study
Moana works for a travel agent. A customer came in and wanted to go on a holiday
to Europe but was unsure of the details.
Moana asked the customer some questions to clarify her needs, for example her
budget, what she wanted to see, and whether she wanted flexibility or security. Then,
she explained the features and benefits of travelling in a group and travelling alone.
Before Moana could help her customer, she needed to listen to her customer to find
out her needs. Through listening she discovered that the customer wanted to holiday in
Europe but didn’t know whether to travel in a group or by herself. Moana asked some
more questions to clarify her needs and listened to what she was told.
Once she found out what her customer wanted, Moana was able to provide information
about what was available and what would suit her customer’s needs.
1. If Moana had not listened carefully to the customer, what might she have done
2. What might have been the result
3. Have you ever been to a shop and been served by someone who did not listen carefully
to what you wanted If so, what did you do How did you feel
Listen for total meaning
To be a good listener you need to use your ears and your eyes. You need to listen for
total meaning, to both the words that the person is saying and how those words are
being said.
The non-verbal part of a message is often called body language. This includes facial
expressions, posture and gestures. Often, people are unaware of their body language,
but it can tell you more about how they are feeling than their words.
For example:
• if a shop assistant smiles at you while talking, it may communicate that they are
happy to help you
• if the shop assistant does other things while they talk and does not look you in the
eye, you may think they are not interested in helping you.
Practice task 13
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•
Describe a situation when you felt the body language of the person speaking was
communicating something different to what was being said.
Carry out the following role-plays with a group at school or with friends:
–– The speaker is saying that he is very interested in the other person’s idea, but
shows by his body language that he is bored.
–– The speaker is saying she is not at all upset by a remark that has been made but is
showing by her body language that she is very upset.
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Chapter 1: Gathering, conveying and receiving information and ideas
Repeat back what you have heard
At work you will often have to receive and pass on messages. The important thing to
remember is ‘the message’. Did you hear it correctly Did you pass it on accurately It
is always a good idea to check.
When you receive a message, repeat the information back to the other person to make
sure you have heard it correctly.
Some examples of people receiving information at work include:
• somebody giving a task; for example, ‘Kate, would you please make 23 copies of
this letter’
• somebody giving information; for example, ‘I am not able to keep the appointment’.
• taking an incoming telephone call; for example, ‘This is Brad Jensen from The
Times, to speak with Ms Simone Debraski’.
• needing to pass on a message to someone else; for example, ‘Russell, if Mr Arendt
calls, please tell him that I’ll phone after 3.00 pm’.
By listening carefully, you should be able to pass on the information accurately. For
example, in the situation above, if you told Simone that ‘Brett Johnson’ from ‘the
newspaper’ was on the phone, it could be very embarrassing. Not only would Simone
call Brad by the wrong name, she wouldn’t know which newspaper he was calling from.
Both of these things would make Brad think your organisation was unprofessional.
Tips for receiving and passing on messages
When receiving and passing on messages:
• listen to understand what the other person means
• clarify the message
• record the information in the message accurately
• relay the message accurately and as soon as possible (verbally or in writing).
Take notes
Sometimes good listening can only be achieved by taking notes. A good example of this
is when you are dealing with messages left on voicemail or an answering machine.
Many organisations use answering machines/voicemail to record messages from
people when no-one can answer the telephone.
If there are messages left you need to listen very carefully. You may even need to replay
them. This is because some callers do not speak clearly, or they speak too quickly. You
will have to write down the:
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•
•
•
date and time of each call
name of the caller
telephone number of the caller
caller’s message (if one has been left).
If somebody has left a very long message, simply write down the main points.
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BSBCMM201A Communicate in the workplace
Practice task 14
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Do you have an answering machine or voicemail facility at work or at home What
type of notes do you take when listening to the messages
Have you ever erased messages before taking down the information Describe what
happened. What were the consequences
Speaking effectively
Talking to somebody and communicating are not the same thing. What if the person can’t
hear you very well What if they don’t understand the language For communication to
take place, both people must understand the information in the same way.
Most of the time, people don’t think about how the other person will interpret the
information. They assume the person will understand what is meant. For example, if
you say to someone, ‘Please pass the sugar’, you assume that they know you want them to
pick up the sugar bowl and give it to you. But you are also assuming that the person:
• can hear you
• speaks English
• knows what sugar is.
But if the person didn’t hear you, doesn’t speak English, or doesn’t know what sugar is,
the communication would not be successful. In all workplace communication you should
speak clearly and politely and make sure the person understands what you are saying.
Using appropriate language and considering individual differences are important in
workplace communication.
Use appropriate language
To communicate well with another person, you need to use appropriate language. This
is true of both formal and informal workplace conversations.
Think about how you talk to a young child. They don’t understand complicated words,
so you change the way you talk and use words that you think the child will understand.
You use appropriate language so that you can communicate with the child.
It should be similar at work. Before you talk to somebody, you need to think about
what you are going to say and how you are going to say it. Using appropriate language
will help the other person better understand what you are trying to say. This is the same
whether you are talking to a colleague, a visitor to the organisation or somebody on
the telephone.
The next example is one of inappropriate language.
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