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Student Assessment
	Assessment Resource Summary
	Unit Details
	BSBXCM301-Engage in Workplace Communication
	Assessment Methods
	Activities 
	Assessment Task 1
	
	Written Questions
	
Assessment Task 2
	
	Performance Activity 
	Assessment TASK 3
	Unit Summary
	This unit describes the skills and knowledge required to communicate (through written, oral, and nonverbal form) in the workplace within an industry.
This unit applies to a wide range of workers but has a specific focus on the communication skills required for workers with limited responsibility for others.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
	Prerequisite Units
	There are no mandatory pre-requisite units for this competency.
	Co-requisite Units
	There are no recommended co-requisite units for this competency.
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The Assessment Process and Student Rights & Responsibilities
Submitting your Assessment Tasks: 
· When you have completed your assessment, you will need to submit them, according to the instructions provided to you by your trainer/ assessor. This may either be through TURNITIN or email or by hand to the assigned trainer/assessor.
· You will be provided with a due date and you must make sure you submit your assessments in accordance with it. You may be required to apply for an extension if you require extra time, according to your SPI policies and procedures. 
· Make sure you keep a copy of your tasks before you submit them. SPI will need to keep them as evidence and may not be able to return them to you.
· Task specific instructions can be found further in this document.
Assessment Attempts and Resubmissions: You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will have to mark your result for the unit as ‘Not Yet Competent’ (NYC).
You will then have to discuss alternative arrangements for re-assessment with the intervention team. The alternative arrangement may even include the student re-enrolling in the unit, participating in additional training or attempting the task again at a later date, so that skills and knowledge can be consolidated. These arrangements will be in accordance with SPI policies and procedures. 
When you are required to resubmit, you may be required to:
· resubmit incorrect answers to questions (such as for written tasks and case studies)
· resubmit all or part of a project, depending on how the error affects the overall outcome of the task
· redo a role-play after being provided with appropriate feedback about their original performance 
· be observed a second (or third) time undertaking any tasks or activities that were not completed satisfactorily the first time, after being provided with appropriate feedback.
When you are required to resubmit, you’ll be given a due date for your resubmission. All re-submissions will be conducted in accordance with the SPI policies and procedures.
Assessment Outcomes: Each assessment task will be given an outcome of either Competent (C) or Not Yet Competent (NYC). Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more tasks are assessed as Not Yet Competent, students will be given an overall outcome for the unit of Not Yet Competent (NYC).
Plagiarism, Cheating and Collusion: Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these are below. 
· cheating – seeking to obtain an unfair advantage in the assessment of any piece of work
· plagiarism – to take and use the ideas and/or expressions and/or wording of another person or organisation and pass them off as your own by failing to give appropriate acknowledgement. This includes material from any sources, such as staff members, other students, authors, texts, resources and the internet, whether published or unpublished
· collusion – unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the SPI policies and procedures which may ultimately lead to an academic misconduct warning and you needing to complete the whole unit again. 
Assessment Appeals: If you don’t agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow SPI process for appeals. Refer to your Student Handbook for more information about our appeals process. 
Reasonable Adjustments: These can be made to ensure equity in assessment for people with disabilities. A legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that learners with recognised disabilities have the same learning opportunities and opportunities to perform and complete assessments as learners without disabilities. 
Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. Your trainer/ assessor may also provide assistance / intervention during the assessments in the event that there is a risk of injury to the student or to the other members of the class.
An adjustment is reasonable if it can accommodate the student’s particular needs while also taking into account factors such as: 
· the views of the student
· the potential effect of the adjustment on the student and others
· the costs and benefits of making the adjustment.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption, it is not likely to be reasonable.[footnoteRef:1] [1: Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide. Retrieved from https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.] 
Thus, if students are considered to have special needs, trainer/ assessors are allowed to provide reasonable adjustment in accordance with SPI Policies and Procedures which means there may be modification to the way in which evidence is gathered. This could include alternative methods of assessment. However, it will not change the standards or outcomes the student achieves. 
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability. Reasonable adjustments made for you will be recorded in the space provided in the checklist for the relevant task and in the Unit Assessment Record sheet. 
Information about Assessment
Assessment: Assessment is ‘the process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course’.[footnoteRef:2] [2: 
 Source: Australian Skills Quality Authority. (2019). Users’ guide to the Standardsfor registered training organisations (RTOs) 2015. Retrieved from https://www.asqa.gov.au/sites/default/files/2020-01/users_guide_to_the_standards_for_registered_training_organisations_rtos_2015_v2-2_0.pdf. © Australian Skills Quality Authority; www.asqa.gov.au.] 
Dimensions of Competency: To be competent, a person must show their ability to perform effectively in a broad capacity. The dimensions of competency ensure that the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, a person must demonstrate the following:
· Task skills – These are the skills that are needed to perform a task at an acceptable level. They are usually described in the performance criteria and include knowledge and practical skills.
· Task management skills – These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities as part of a job.
· Contingency skills – These are the skills that are needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently.
· Job role/environment skills – These are the skills that are needed to perform as expected in a particular job, position and location, and with others. These skills may be described in a range of variables and in the underpinning skills and knowledge.
Principles of Assessment and Rules of Evidence: Assessment must be conducted in accordance with the rules of evidence and principles of assessment. The following definitions of these terms are taken from the Australian Skills Quality Authority’s Users’ guide: standards for registered training organisations (RTOs) 2015.
Principles of Assessment - 
· Validity: ‘Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner. Validity requires: 
· assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance
· assessment of knowledge and skills is integrated with their practical application
· assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations
· judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.’
· Reliability: ‘Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.’
· Flexibility: ‘Assessment is flexible to the individual learner by: 
· reflecting the learner’s needs 
· assessing competencies held by the learner no matter how or where they have been acquired 
· drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.’
· Fairness: ‘The individual learner’s needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs. The RTO informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.’
Students are required to sign the declaration in this Student Assessment booklet and ensure that they have advised the trainers/assessors if they have any special needs or considerations that may affect their ability to complete the assessments. Any reasonable adjustments to these assessments must be noted in the Assessment Record Tool for this unit &/ or in the checklist for the relevant task.
Students are provided with information about the appeals process in the Student Handbook as well as on the SPI Website.
Rules of Evidence - 
· Validity: ‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.’
· Sufficiency: ‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency.’
· Currency: ‘The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.’
· Authenticity: ‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’[footnoteRef:3] [3: All italicised quotations in this section from Australian Skills Quality Authority. (2019). Users’ guide to the Standards for registered training organisations (RTOs) 2015. Retrieved from https://www.asqa.gov.au/sites/default/files/2020-01/users_guide_to_the_standards_for_registered_training_organisations_rtos_2015_v2-2_0.pdf. © Australian Skills Quality Authority; www.asqa.gov.au.] 
Students are required to sign the declaration section in the Unit Assessment Record sheet and indicate that the work that they have submitted for assessment is their own. 
Practical tasks, observations and confirmation of skills by the assessor ensure that the assessor sees the student applying the skills and knowledge required for this unit.
Third-party reports (where applicable) require third-party persons to confirm that they have observed the student undertake the tasks detailed in the checklist. 
Glossary of Instructional Task Words: The assessment tasks use a range of instructional words, such as ‘compare’ and ‘list’. These terms will guide the student and trainer/ assessor regarding the level of detail that must be provided in students’ answers. Some questions will also tell the trainer/ assessor as to how many answers students need to give – for example, ‘Describe three strategies…’. Use the following glossary as a guide to interpret the words in the tasks: 
· Analyse - This means the students should break an issue down into its component parts, identify them and explain how they relate. The issue has to be discussed in detail and methodically. 
· Define: This means that the student should explain, in their own words, the meaning or interpretation of a term or concept, including any qualities that are essential to understanding. 
· Describe - This means that the student should outline the most noticeable qualities or features of an idea, topic or the focus of the question. 
· Discuss - This means that the student must point out the important issues, features, key points and possible interpretations of the question, and debate these through argument, providing reasons for and against them.
· Evaluate - This means that the student must judge or calculate the quality, importance, amount, or value of something. An in-depth answer must be provided with as much detail as possible. 
· Explain - This means that the student needs to make something clear or show their understanding by describing or providing information about a topic. They will need to make clear how or why something happened or why something is the way it is. 
· Identify - This means that the student must recognise something and indicate the required information. The length of the answer should be guided by what it is that they are being asked to identify. 
· List - This means that the student must record short pieces of information in the form of a numbered or bulleted list, with one or two words, phrases or sentences on each line. 
· Outline - This means that the student must give a brief description of the main facts or sequence of events about something. The length of the response should be guided by what they are required to outline. As long as the student includes the main facts or points, their response will be sufficient. 
· Summarise - This means that the student must express the most important facts or points about something in a concise way. 
Assessment Outline for BSBXCM301
The following outlines the assessmentrequirements for this unit. You are required to complete all assessment requirements outlined below to achieve competency for this unit. Your assessor will provide you with the due dates for each assessment task.
	Assessment Tool 
	Type of Assessment
	Place of Assessment
	
Assessment Task 1
	
Activities 
	
SPI facilities 
	
Assessment Task 2
	
Written Questions
	
SPI facilities
	Assessment Task 3
	Performance Activity 
	SPI facilities 
Student Instructions
General instructions for all tasks:
· You must answer all questions and their parts correctly to achieve a Satisfactory outcome for all tasks to be marked Competent for the unit.
· Refer to the Glossary of Instructional Task Words for descriptions of instructional words to guide you in the level of response required in each question.
· Do not plagiarise. Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct. 
· Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you.
· RPL. Recognition of prior learning is available. Please alert your assessor if you feel this applies to you.
· Feedback. Your assessor will provide feedback to students after the completion of the assessment. The trainer assessor will explain the appeals process.
· Resources & Equipment required. 
· Access to your learning materials
· Access to a computer, the Internet, and a web browser
· Access to Microsoft Word (or a similar program)
· Assessment tools
Specific Instructions for Projects & Case Studies:
· This is an individual assessment, but you are to research and can use notes to assist.
· The case studies & projects are designed to assess your understanding of the unit as well as your underpinning knowledge. 
· This activity will provide you with an opportunity to demonstrate your knowledge of required skills, knowledge and critical aspects of assessment you have obtained through the completion of this unit.
· Your answers will form part of the evidence gathered for this unit.
· The length of your case study report will be guided by the description in the task or will be provided by the trainer/assessor. 
· Brief report: 500 words – 750 words
· Long Report: 1500 - 2000 words
· To be deemed Satisfactory in this assessment you need to answer correctly ALL parts of case study in your own words, clearly printed, word formatted and typed in English.
Specific Instructions for Written Questions:
· Candidates are required to complete the following written assessment task. This is an individual assessment, but you can use notes to assist.
· Your answers will form part of the evidence gathered for this unit.
· The length of your answers will be guided by the description in the task or will be provided by the trainer/ assessor. Please check the Glossary of Instructional Task Words.
· Generally, the length of the answers would be as below:
· Short answers: 50 words – 100 words
· Long answers: 100 words – 200 words
· Detailed answers: 400 words – 500 words
· ALL questions will need to be answered correctly in your own words, clearly printed, word formatted and typed in English to be deemed satisfactory in this task.
Assessment Task 1- Skills Activities
The following activities are based on different scenarios and need to be attempted as per the situations described for each part. They are designed to help you understand how various tasks related to Workplace communication need to be performed and to meet specific assessment requirements. There will be scenarios presented in each activity sections and relevant tasks follow that need to be completed by the student.
Activity 1A – Methods of Communication at Workplace
Referring to each of the following methods of communication, suggest a scenario in which each might be used and identify who the audience and purpose might be. 
Methods of communication are as follows:
· Face to face: It's ideal to approach your coworkers face-to-face when trying to persuade them to do something. You can influence someone nonverbally, but you can also observe them and gauge their responses. This enables you to determine whether your strategy needs to be changed or if your argument is working.
· Telephone: The telephone adds a more personal touch and gives businesses the chance to include two-way real-time connections with clients. Our reliance on technology has made it impossible for us to imagine living without our cell phones or having access to information at the push of a button.
· Email: Email may improve productivity, efficiency, and company preparedness. The benefits of using email in business include cost-effectiveness (you pay the same amount to send an email no matter how far it is from you or how many people you are sending it to), speed (your message will be contained until the recipient is ready to view it, and you are able easily send the same message to a large group of people), and permanence (you can keep track of messages and replies, including information about when a message was received).
One of email's key benefits is how fast and effortlessly you can transmit electronic files to several recipients at once, including text documents, pictures, and data sheets.
· Video call: This tool will be useful for team meetings, webinars, training sessions and presentations when some of the members that will join the conversation or meeting will be working or joining virtually.
· Texts: When you need a quick answer from coworkers, text messaging provides a direct method of communication. If personnel are spread out over various areas and lack the time for a phone conversation, this communication method is advantageous.
Activity 1B – Information identity & Communication methods
Choose any organisation that you are familiar with from a broad industry like hospitality, Marketing, Retail, etc. Accordingly, 
1. List three ways to identify information needs of that organization.
1.1. Surveys
1.2. Customer interviews
1.3. Focus groups
2. List three ways to identify communication requirements of people who work in that organization. 
Typically, the sorts of communications necessary for each stakeholder to really be able to perform their duties as required are decided by collecting a representative sample of project participants and asking for advice and comments.
2.1. Define communication times
2.2. Collaboration skills
2.3. Face to face meetings when possible.
3. Identify three methods of communication that you can use to convey messages or information to the target audience.
3.1. Create high-quality content
3.2. Segment target audience
3.3. Social media
Activity 1C – Planning Communication
Luke works in the administration office of a school in his local town. He has been asked to write an email to be sent out to all parents. 
This email must inform parents of the following:
· There will be a fundraising event on Thursday 4th January. The school is encouraging parents to come along to the event and bring anything they would like to sell to raise money for a local children’s charity.
· The fundraising event will take place over the afternoon, children are required to stay until 3 pm but may stay later where possible.
· The school will be closed on Friday 5th January and will open again as normal on Monday 8th January. 
Refer to the scenario above and taking the role of Luke, draft an email and ensure that all the relevant information has been included. Consider the appropriate language and layout for your communication. 
EMAIL:
Dear parents of our community, 
Hope this email finds you well,
There will be a fundraising event on Thursday 4th January. The school would like you all to come to the event and bring anything you want to sell to raise money for a local children’s charity. This event will be over the afternoon, children will stay until 3 pm but may stay later where possible. 
Please take in mind the school will be closed on Friday 5th January and illopen again on Monday 8th of January.
Please email me back to confirm that you will be there for the event. 
Thanks.
Activity 2A – Ethical Communication
A worker has noticed that a colleague is consistently being discriminatory towards another member of staff. The worker has decided to report this behaviour to their manager.
Playing the role of the worker, report the issue to the manager in a clear, respectful, and appropriate way, that targets the behaviour and not the person. (You can choose to send an email or a short word document)
Dear Manager,
Hope this email finds you well,
During the last few weeks, I have noticed another team member of our staff is being a victim of discrimination, our teammate X has had discriminatory attitudes and behaviours which I would like to ask you to address to ensure a good environment will be maintained in the company.
Thanks.
Activity 2B – Effective Communicate with diverse backgrounds & challenges
Write a short summary (approximately 100 words) to explain how you would communicate with a person from a diverse background. This might include colleagues, team members, suppliers, and clients.
You should focus your answer on communicating respectfully and inclusively and may refer to specific examples where appropriate. 
I would talk simply, speak slowly, even while it's instinctive to seek out people who match our interests and customs, getting to know your coworkers from culturally varied backgrounds may foster relationships and expand your horizons. Keep in mind that they could be foreigners who are navigating a new language, culture, and way of life, and may be experiencing difficulties of their own.
It's an excellent habit to develop to paraphrase or repeat the other person's words when conversing. This will assist in elucidating meaning and removing any problems that could emerge from misunderstandings. To dispel any lingering questions, the same is true for written communication.
Activity 2C – Respond and report on Communication
You work as a customer service assistant at a retail store, and your manager has asked you to call a customer back who has made a complaint about the late delivery of his order. 
Play the role of the worker, with your assessor playing the role of the customer. You must call the customer (assessor) back and advise him on the arrival of his items using clear and respectful communication skills. 
Once you have done that Identify and report any communication challenges to your manager. (Write a short email)
Dear Manager,
Hope this email finds you well,
During last interaction with client I identified that due to client stress and need of resolution communication was not that simple so I had to paraphrase and repeat myself while using passive voice to avoid client feeling stressed.
Activity 3A- Contribute, support, and gather feedback 
Imagine you are working in a company and are engaging in a discussion as to how you think the health and safety procedures in your workplace could be improved. Provide evidence in the form of a transcript of the discussions. During the discussions (as you will show in a transcript) ensure that you Support others to communicate in workplace discussions through courteous and professional behaviour. 
Also, at the end of the discussion seek feedback from others on effectiveness of communication.
Me: In order to improve workplace procedures we will proceed to do an evaluation of all the company processes that we currently have, we will also send to everyone feedback in regards to the processes that you guys are doing. Feedback will be sent via email and please make sure to fill it up within the next 7 days.
Activity 4A- Skills Activity
Reflect on your current or most recent work role and explore how this role and your responsibilities contributed to the goals and outcomes of your workplace overall. 
You could consider the following points: 
· Working as part of a team
· Promoting inclusion
· Sharing ideas
· Following policies and procedures.
· Use of problem-solving skills 
· Opportunities for improvement
Present your answer in approximately 200-250 words, also explaining what digital technology you will use to find and record relevant information. 
Video conferences: Even if some of the participants are halfway around the world or across the county, videoconferencing may help you maintain a cohesive group.
Project management tools: The management of a major project that involves a variety of persons and abilities is a challenging endeavor that is prone to error. Different project-management tools assist in keeping your team on track and focused on the end goal. To ensure that everything that needs to get done is really getting done, project management tools make it easier to schedule everyone's duties, track progress through project milestones, and simplify discussions among important group members.
There are various software applications to pick from, and they have mostly replaced the traditional project management tools. Choosing the appropriate project management tool might sometimes be a project in and of itself.
CRM tools: One of the most significant changes to how information created by groups and teams is managed inside a company organization is represented by customer relations management (CRM) business technologies. CRM is transforming groups' very essence in the process.
CRM, in a nutshell, connects data from incredibly dissimilar areas inside a business. Before contacting a customer to attempt to complete a transaction, CRM, for instance, enables someone from the sales department to access information from the customer care department. By doing this, the sales representative is better able to understand the problems the potential client is dealing with and how to adjust the sales approach to best solve those problems. CRM resources and information are also heavily utilized by other departments, such as marketing.
Assessment Task 2- Written Questions 
Answer each question in as much detail as possible.
1. Identify following legislative requirement relevant to workplace communication:
· Ethical behaviour guidelines from state or federal governments
Show integrity.
Promote these principles and moral working practices to your coworkers. Treat one another with respect and dignity. Act in a way that is compatible with the government sector's ethical ideals (integrity, trust, service, accountability).
· Relevant workplace policies and codes of conduct
Respect other departments work and processing time.
Avoid using other departments computers.
Avoid using personal devices to work 
2. Suggest three techniques that you can use to resolve communication challenges.
Address problems right away and in public.
Clarify your expectations.
Hone your active listening abilities.
3. Provide two examples of how communication requirements can positively impact the reputation of a workplace.
Effective communication may create an atmosphere where workers feel valued and understood, raising morale and promoting productivity. It also helps to develop a healthy workplace culture.
4. Identify three requirements for cross-cultural communication and communication with individuals with special needs or disabilities.
Awareness
We must first recognize that civilizations differ from one another. As a result, we are better equipped to converse with people from other cultural backgrounds.
Preparation
We should try to grasp the cultures of our business partners or employees after being aware of the cultural variances.
Language
Speaking a foreign language fluently doesn't always mean you're culturally astute since native speakers employ nuances in their speech that can only be understood if you understand their culture, despite the fact that language plays an essential role in cross-cultural communication.
5. Identify key feature for each of the following:
· Different communication styles: Communication can take place in one of three ways: verbally, nonverbally, or visually. Communication isfrequently taken for granted by people. People who communicate often share information, thus it appears that they are continually either getting or giving information. Understanding the various communication channels is crucial, particularly in business and professional situations.
BABILICAL COMMUNICATION
The most evident kind of communication would appear to be verbal communication. It makes use of spoken language, either in-person or over the phone.
VOLUMES SPEAKING WITHOUT WORDS
The use of body language might provide some information about a speaker's word choice. Nonverbal communication can reflect sarcasm, complacency, dishonesty, or sincerity.
VISUAL COMMUNICATION 3.
Signs, maps, and drawings, as well as color and graphic design, are all examples of visual forms of communication.
· Different communication methods:
In order to establish relationships with individuals and exchange ideas, communication is essential.
It is essential to have effective communication skills at work, and many companies will only consider applicants who can demonstrate these abilities. For this reason, it is always beneficial to list your communication skills on your resume and bring them up in an interview.
Many individuals primarily consider verbal communication when they ponder what it means to communicate; they may not realize that this is only one type of communication. There are many distinct ways to communicate.
This covers all forms of communication, including spoken, nonverbal, listening, writing, and visual. According to studies, about 55% of communication is carried out through non-verbal indicators including body language, facial expressions, and voice tonality.
· Relevant cross cultural communication techniques:
The objective is to establish a baseline where there is a shared understanding and return communication to its fundamentals. Here are some advice from us on how to maintain open channels of communication in a multicultural company.
6. Provide one example as to when you would use the following methods of communication:
Face to face: It's ideal to approach your coworkers face-to-face when trying to persuade them to do something. You can influence someone nonverbally, but you can also observe them and gauge their responses. This enables you to determine whether your strategy needs to be changed or if your argument is working.
Telephone: The telephone adds a more personal touch and gives businesses the chance to include two-way real-time connections with clients. Our reliance on technology has made it impossible for us to imagine living without our cell phones or having access to information at the push of a button.
Email: Email may improve productivity, efficiency, and company preparedness. The benefits of using email in business include cost-effectiveness (you pay the same amount to send an email no matter how far it is from you or how many people you are sending it to), speed (your message will be contained until the recipient is ready to view it, and you are able easily send the same message to a large group of people), and permanence (you can keep track of messages and replies, including information about when a message was received).
One of email's key benefits is how fast and effortlessly you can transmit electronic files to several recipients at once, including text documents, pictures, and data sheets.
Video call: This tool will be useful for team meetings, webinars, training sessions and presentations when some of the members that will join the conversation or meeting will be working or joining virtually.
Texts: When you need a quick answer from coworkers, text messaging provides a direct method of communication. If personnel are spread out over various areas and lack the time for a phone conversation, this communication method is advantageous.
7. What is unethical or inappropriate communication?
It is unethical to use communication to sabotage relationships or promote societal immorality. The precise definitions of these terms depend on the ethical framework in place in your society, but most people concur that moral communication strengthens bonds while immoral communication corrodes them.
8. How should you manage communication risks and safety hazards?
Ensure I provide:
· Helpful hints for communicating risks.
· Find a point of agreement. The fundamental principles of safety must be understood by everyone before discussing hazards.
· Ensure that everyone can comprehend.
· Think about how you communicate.
· Create a sense of belonging and inclusivity.
9. For each of the following scenarios, choose an appropriate method of communication and explain why this is appropriate:
· An online group meeting: Teams or Zoom meeting which will allow every team member to join remotely and share screen.
· Request for a holiday with your manager: Via Email to make sure email will be on the system.
· Discussing a personal issue with a supervisor: Fate to Face or Phone call communication
· Arranging a night out with a colleague: Face to face communication.
Assessment Task 3- Performance Activities
Role-play scenario
You feel that communication in your workplace is not as clear and effective as it should be. You are consistently feeling out of the loop, and your manager’s briefings are irregular and vague. This makes it difficult for you to carry out your role to the best of your ability. 
You want to share your ideas on how you feel this could be improved in a group discussion with your colleagues.
The following tasks should be performed in response to the above role-play scenario. 
1. Prepare your key points for the discussion (as a short word document) and summarise them in a discussion with your team members, which can then be used to prompt the discussion.
2. Follow up your discussion with an evaluation of your communication. You should ask your peers for feedback and make notes on the key points identified. 
1. Key points: 
1.1. Hone your listening abilities
1.2. Your interactions with your management and coworkers should be improved.
1.3. Establish relationships with customers
1.4. Help employees swiftly and clearly communicate your point
1.5. Boost your reputation in the workplace
1.6. Encourage attentive listening and a flexible mindset.
1.7. Improve employees career.
UNIT ASSESSMENT RECORD
	This section is to be completed by the student 
	Student Name:
	
	Student ID No:
	
	Unit Start Date
	
	Unit End Date:
	
	Unit Code:
	 BSBXCM301
	Unit Title:
	 Engage in Workplace Communication
	
Student Declaration
	
· I confirm all assessment instructions have been read & understood. 
· I have been provided with and have reviewed the Student Handbook for all RTO policies & procedures pertaining to assessments & reassessments. 
· My responsibilities and requirements for this assessment have been explained to me by my trainer/assessor.
· I understand my rights to appeal the decisions regarding the assessment outcomes according to the RTO policies & procedures.
· I have advised my assessor of any special needs considerations (if any) & I understand when the reasonable adjustments will be applied.
· I agreed to comply with all the requirement and conditions applicable to all assessments.
· I declare that all answers and responses to the tasks are my own work & none of this work has been completed by any other person.
· I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. 
· I have correctly referenced all resources and reference texts throughout these assessment tasks. 
· I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me.
· I permit the RTO to use my assessment submissions for moderation/validation purposes.
	
Student Signature: _______________________________________________	Date: _______________
	This section is to be completed by the Assessor 
	Please attach the following documentation to this form
	Result
S = SatisfactoryNS = Not Satisfactory
	Reassessment
S = Satisfactory
NS = Not Satisfactory
	Assessment Task 1
	❑ All activities completed 
	❑ S | ❑ NS 
	❑ S | ❑ NS 
	Assessment Task 2
	❑ Answers to Written Questions 
	❑ S | ❑ NS
	❑ S | ❑ NS
	Assessment Task 3
	❑ Discussion Document
❑ Assessor Checklist
	❑ S | ❑ NS
	❑ S | ❑ NS
	Final Assessment Result for this unit
	❑ Competent
	❑ Not Yet Competent
Assessor Notes: (inclusive of reasonable adjustment, reassessment, reasonable adjustment, further opportunities for gap training etc): 
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Assessor / Trainer Signature: ___________________________ 
Assessor / Trainer Name: ___________________________
Date: ___________________
Student Assessment Receipt
	Student Name
	
	Student ID
	
	
Unit Name
	
Engage in Workplace Communication
	
Unit Code
	
BSBXCM301
	Summary of Assessments
	Submission Date
	
Assessment Task 1
	
	
Assessment Task 2
	
	
Assessment Task 3
	
Assessor / Trainer Signature: ___________________________ 
Assessor / Trainer Name: ___________________________
Date: ___________________
BSBXCM301 Student Assessment V1.0 November 2022 	 Page 1 of 2