Darawan_BSBXCM301 Assessment Task Answer_Paper and Question_Paper

{* BSBXCM301 - Engage in workplace communication Assessment Answer Paper Qualification: BSB30120 Certificate III in Business Training Package: Due Date: Week 4 Assessment Type: Assessment Guidelines Please read the following assessment guidelines carefully. 1. The purpose of this activity is to assess your knowledge and skills in 2. If you have any considerations that may affect your performance in the assessment, please inform your assessor immediately. Your assessor will provide you with a suitable alternative to complete this assessment. 3. Your assessor will mark your assessment and provide feedback and a grade to you via the assessment submission on Moodle. 4. If you feel the decision made by your assessor was incorrect you have the rights to appeal the grading through filling out an appeals form which will then be handle by the Academic Manager. 5. A “NYS” (not yet satisfactory) result of this task may be returned to you for a re-assessment. Re-assessments must be submitted by an agreed date with your assessor. 6. The re-assessment work must address the specific performance tasks beyond doubt for the assessor to issue a satisfactory (pass) result. A repeat NYS outcome could lead to an administration fee for further reassessment. 7. All work must be done individually. Copied work will not be accepted and By adding my name to this document, I hereby declare the work is my own and has not been copied from any other source. Student NAME: Darawan_________________ Date: 6.12.2023 Student Signature: Darawan

Table of Contents Table of Contents .............................................................................................................................. 1 Instructions to Learner ..................................................................................................................... 2 Assessment instructions ................................................................................................................ 2 Assessment requirements ............................................................................................................. 5 Candidate Details ............................................................................................................................. 6 Assessment – BSBXCM301: Engage in workplace communication ................................................. 6 Observation/Demonstration ............................................................................................................ 7 Activities ........................................................................................................................................... 8 Activity 1A ...................................................................................................................................... 8 Activity 1B ...................................................................................................................................... 9 Activity 1C .................................................................................................................................... 10 Activity 1D ................................................................................................................................... 11 Activity 1E .................................................................................................................................... 12 Activity 2A .................................................................................................................................... 13 Activity 2B .................................................................................................................................... 14 Activity 2C .................................................................................................................................... 15 Activity 2D ................................................................................................................................... 16 Activity 2E .................................................................................................................................... 17 Activity 3A .................................................................................................................................... 18 Activity 3B .................................................................................................................................... 19 Activity 3C .................................................................................................................................... 20 Activity 3D ................................................................................................................................... 21 Summative Assessments ................................................................................................................. 22 Section A: Skills Activity ............................................................................................................... 23 Section B: Knowledge Activity (Q & A) ......................................................................................... 24 Section C: Performance Activity ................................................................................................... 26 Case Studies ..................................................................................................................................... 28 Case Study A: Planning communication ....................................................................................... 28 Case Study B: Interpreting information ........................................................................................ 29 Case Study C: Customer complaint ............................................................................................. 30 Workplace Documentation – for learner ......................................................................................... 31 Workplace documents checklist .................................................................................................. 31

Collusion Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC. Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm). Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency. If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency. Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments. Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal. Recognised prior learning Candidates will be able to have their previous experience or expertise recognised on request. Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately .

Candidate Details Assessment – BSBXCM301: Engage in workplace communication Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBXCM301: Engage in workplace communication Name: _____________________________________________________________ Address: _____________________________________________________________ _____________________________________________________________ Email: _____________________________________________________________ Employer: _____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed. Signed: ____________________________________________________________ Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below: This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1: ____________________________________________________________ Signed: ____________________________________________________________ Learner 2: ____________________________________________________________ Signed: ____________________________________________________________ Learner 3: ____________________________________________________________ Signed: ____________________________________________________________

Observation/Demonstration Throughout this unit, you may be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. Observation and evidence checklists have been included for all performance criteria in the Assessor Workbook, but the assessor only needs to record evidence in this document if they deem it necessary to judge competency for that particular activity. An explanation of observations and demonstrations: Observation is on-the-job The observation will usually require:  Performing a work-based skill or task  Interaction with colleagues and/or customers. Demonstration is off-the-job A demonstration will require:  Performing a skill or task that is asked of you  Undertaking a simulation exercise. Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements. The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task. You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

topic, but he will not be at the company in the days leading up to the meeting to communicate with the team in person. The email, in this context, is a way of reassuring the manager that the information has been passed, in case someone is missing, and is also a tool that allows the request for a response confirming receipt. Video call: It can be used to hold meetings that cannot be postponed and one of the stakeholders cannot be present. For example, let's imagine that the board of a company is discussing a new partnership and the company listed for the partnership provides a single date for the meeting where crucial aspects for the establishment of the partnership will be discussed. However, exactly on that date the head of the board will be traveling to resolve the company's internal affairs. In this case, he will be able to participate in the meeting remotely, through videoconferencing, ensuring that the meeting takes place. Texts: They can be used to disclose information that is not open for discussion, to formalize a resolution, such as for publishing internal company resolutions, policies and procedures, codes of conduct, etc.

{* Activity 1B Estimated Time 20 Minutes Objective To provide you with an opportunity to identify information needs and communication requirements of intended recipients of workplace communication. This activity does not require observation. 1. List three ways to identify information needs. 2. List three ways to identify communication requirements. *} 1. In the workplace, information needs are defined as a lack of self- sufficiency. These information requirements represent gaps in the user's current knowledge. Aside from the expressed or articulated needs, there are unspoken needs that the user is aware of but prefers not to express. The third type of need is a dormant or delitescent need that the user is unaware of. However, the information services provider may be able to bring these requirements to light. A need is specific and usually has a time limit, either immediate or deferred. The information provided in response to a need will be used. The information provided may or may not be used in the case of interest. Three ways to identify information needs are: • Research about the subjects to be addressed • Gather information about the organization and its environment • Research about the niche and customers preferences 2. Always Seek Honest Feedback: before you start telling people what you think, you should find out what they think. This can be a difficult process for some managers because they may not hear positive feedback. However, it is an important first step because it provides you with a foundation for knowing what to do to improve your communication style. Understand Your Target Audience: the most common communication error is

{* Activity 1C Estimated Time 20 Minutes Objective To provide you with the opportunity to establish methods of communication available to convey message or information based on work context. This activity does not require observation. Make a list of four different methods of communication that are available within your workplace, or ones that you are familiar with. *} ➢ In-Person (Verbal Communication): face-to-face communication in the workplace should be used whenever possible to avoid many misunderstandings. Speaking with someone in person allows you to both see and hear the big picture. You and your teammate can see each other's facial expressions and body language as you speak. The emphasis on concentrating on one another and the conversation fosters a sense of worth and credibility. ➢ Facial Expressions and Body Language: body language and facial expressions play a significant role in how effectively or ineffectively you communicate with staff members. People who make eye contact feel acknowledged as they speak and listen. Employees feel more at ease in meetings when they take a relaxed stance with their arms by their sides. ➢ Conversations on the phone: the telephone is an integral part of almost every business day. Some people enjoy talking on the phone with team members. Others are so averse to it that they put it off until the last minute. If your team is dispersed across the state, country, or world, the phone will be an essential communication tool. ➢ Communication in Writing: common forms of written communication include emails, memos, and notes. This is the most prone to misunderstandings of the four communication styles. People frequently read between the lines or believe that implied messages or emotions exist in written forms of communication. This should and can be avoided in the workplace.

{* Activity 1D Estimated Time 30 Minutes Objective To provide you with an opportunity to select appropriate method(s) of communication to convey messages or information. This activity does not require observation. For each of the following scenarios, choose an appropriate method of communication and explain why this is appropriate: 1. A group meeting if the team cannot be in the same place 2. Booking a holiday with your manager 3. Discussing a personal issue with a supervisor 4. Arranging a night out with a colleague 5. You need to speak to a different department in your organisation quickly. *} 1. A group meeting if the team cannot be in the same place: videoconference If the team cannot be present at the same location, the best way to ensure that information is passed in a linear fashion is to ensure that everyone attends the meeting at the same time, even if not at the same location. 2. Booking a holiday with your manager: email It is a situation that needs a formal response, so email is the best option, as the response will be recorded, serving as proof of contact/reservation in case of any problems. 3. Discussing a personal issue with a supervisor: face to face When discussing a personal matter, body language and eye contact count for a lot, so in this scenario a face-to-face meeting is the best way to communicate,

including to avoid misunderstandings. 4. Arranging a night out with a colleague: text message As it is an informal communication context that does not require immediacy of response or formal rigor, the text message is sufficient. 5. You need to speak to a different department in your organisation quickly: telephone As it is a situation that requires an immediate response, the telephone is the most efficient way, as it does not even require the time to travel to the other sector, optimizing the resolution of the issue.

administration office {* Activity 2A Estimated Time 30 Minutes Objective To provide you with the opportunity to demonstrate how to communicate messages or information according to organisational requirements and in a manner that is respectful and clear in meaning. Equipment needed  Access to a peer  Suitable space for a role-play. This activity will need to be observed This is a role-play activity to be conducted in pairs. Role-play scenario

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, with your partner playing the role of the manager, report the issue in a clear, respectful, and appropriate way. Switch roles so you both have the opportunity to play the role of the learner. *} Participants: Manager; Worker Worker: Excuse me, could I talk to you? Manager: Sure, come in! Worker: I would like to report a situation that I have been observing for some time in the sector. I have observed that one of the team members is constantly acting unethically towards another employee, frequently using prejudiced language and with a discriminatory posture. Manager: Could you give me more details?