BSBCMM201

Communicate in the
workplace

Assessment Tool
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Contents
BSBCMM201 1
Communicate in the workplace 1

Contents 1

Introduction 1

Section 1 - Unit of competency 2

1.1 Elements of competency and performance criteria 3
1.2 Assessment requirements 4
1.3 Dimensions of competency 5
1.4 Foundation skills 6
1.5 Skill sets 7
1.6 Recognition of prior learning (RPL) 7
1.7 Glossary of terms 8

Section 2 - Assessment tools 10

2.1 Summative assessment 11
2.2 Solutions - General guidance 19
2.3 Solutions – Summative assessment 20
2.4 Evidence of competency 45
2.5 Assessment records 46
Assessment instructions – BSBCMM201 48
Pre-assessment checklist – BSBCMM201 49
Self-assessment record – BSBCMM201 50
Performance evidence checklist – BSBCMM201 51
Knowledge evidence checklist – BSBCMM201 52
Portfolio of evidence checklist – BSBCMM201 53
Workplace assessment checklist – BSBCMM201 54
Observation Checklist/Third Party Report 55
Record of Assessment 58
Request for Qualification Issue 60

Glossary 62
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Introduction
This set of assessment tools is for the unit of competency BSBCMM201 Communicate in the
workplace.
The guide is divided into three sections:
Section 1: Unit of competency
Section 2: Assessment resources
Glossary (VET sector terminology)

As the trainer/assessor, you are in the best position to judge the full training and
assessment requirements of a unit of competency. The judgments that you make in this
regard should form part of your broader training and assessment strategy.
Learners may or may not be employed in the workplace. Where a learner is currently
employed, you should endeavour to use relevant workplace documents and resources.
Where learners are not currently employed, you must provide example documentation and a
simulated environment wherever possible. Encourage classroom learners to take every
opportunity to observe a real working environment and discuss what they have seen. Note
that observation and assessment in the workplace is mandatory for some units of
competency. Refer to section 1.2 of this guide, or to the assessment requirements of the
relevant unit of competency, for details of assessment conditions.

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Section 1 - Unit of competency

The Business Training Package was developed by the Innovation & Business Skills Australia
(IBSA) in consultation with industry stakeholders including employers, unions, peak bodies,
professional associations, regulatory bodies, registered training organisations (RTOs) and
other relevant parties. The training package specifies the skills and knowledge required to
perform effectively in the business workplace.
Individual units of competency are nationally agreed statements that describe work outcomes
and can stand alone when applied in the workplace.
This section outlines the requirements of the unit of competency BSBCMM201 Communicate
in the workplace and other information relevant to it.
It contains the following information:
1.1 Elements of competency and performance criteria
1.2 Assessment requirements
1.3 Dimensions of competency
1.4 Foundation skills
1.5 Skill sets
1.6 Recognition of prior learning (RPL)
1.7 Glossary of terms

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1.1 Elements of competency and performance

criteria
The elements of competency define the skills required to perform a work activity. They
describe the required outcomes that need to be assessed.
The performance criteria define the level of skill necessary to achieve the requirements of the
element.
The following table maps the content in the on-line course BSBCMM201 Communicate in the
workplace to the unit of competency.
BSBCMM201 Communicate in the workplace Where covered in on-line course

Element 1: Gather, convey and receive information

and ideas

1.1 Collect information to achieve work Task 3, Task 4, Task 8

responsibilities from appropriate sources

1.2 Develop an understanding of the relationship Task 3, Task 4, Task 8

between individual work goals and plans, and
organisational goals and plans

1.3 Use method/s and/or equipment to Task 4, Task 8

communicate appropriate ideas and
information to the audience

1.4 Seek input from internal and external sources Task 3, Task 4, Task 8
to develop and refine new ideas and
approaches

1.5 Respond to instructions or enquiries promptly Task 3, Task 4, Task 8

and in accordance with organisational
requirements

Element 2: Complete workplace documentation and

correspondence

2.1 Present written information and ideas in clear Task 3, Task 4, Task 8
and concise language to ensure the intended
meaning of correspondence is understood by
the recipient

2.2 Draft and present correspondence within Task 3, Task 4, Task 8

designated time lines

2.3 Ensure presentation of written information Task 3, Task 4, Task 8

meets organisational standards of style,
format and accuracy

2.4 Complete workplace forms and documentation Task 3, Task 4, Task 8

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 Task 3, Task 4, Task 8
respect, courtesy and sensitivity

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BSBCMM201 Communicate in the workplace Where covered in on-line course

3.2 Take into consideration cultural differences in Task 3, Task 4, Task 8

all verbal and non-verbal communication

3.3 Use communication to develop and maintain Task 4, Task 8

positive relationships, mutual trust and
confidence

3.4 Make efforts to use basic strategies to Task 4, Task 8

overcome language barriers

3.5 Ensure that behaviour is consistent with Task 4, Task 8

legislative requirements, enterprise guidelines
and/or social protocols

1.2 Assessment requirements

BSBCMM201 Communicate in the workplace covers the outcomes, skills and knowledge
required to communicate in the workplace including gathering, conveying and receiving
information and completing routine written correspondence.
It applies to individuals who perform a range of routine workplace communication tasks using
a limited range of practical skills and fundamental knowledge of effective listening,
questioning and non-verbal communication in a defined context under direct supervision or
with limited individual responsibility.
The assessment requirements consist of three criteria:
 Performance evidence: details the skills to be demonstrated, the consistency of
performance (for example, on how many occasions, in what range of situations, using
what range of equipment) and any licensing, regulatory or registration requirements
 Knowledge evidence: the scope and depth of knowledge required
 Assessment conditions: specify where assessment can take place, what resources
are required and what interactions with other people are required

Performance evidence
The performance evidence for the unit BSBCMM201 Communicate in the workplace consists
of at least one event where the candidate:
 communicate information and ideas verbally and non-verbally, taking cultural
differences and language barriers into consideration
 produce written material, used routinely in day to day work, which is clear, concise
and effectively convey the intended meaning to the recipient
 complete workplace forms
 use style, format and level of accuracy appropriate to the type of written material
 provide prompt responses to requests for information in accordance with
organisational requirements.

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Knowledge evidence
The knowledge evidence within the unit BSBCMM201 Communicate in the workplace
consists of:
 identify any organisational policies, plans and procedures which detail organisation’s
standards or protocols for workplace communication
 describe different communication styles
 outline barriers to communication.

Assessment conditions
Skills must be demonstrated in a safe environment where evidence gathered demonstrates
consistent performance of typical activities experienced by individuals using interpersonal
communication skills in the workplace.
Simulations and scenarios are acceptable. Simulated assessment environments must
simulate the real-life working environment where these skills and knowledge would be
performed, with all the relevant equipment and resources of that working environment.
The assessment environment must include access to:
 office equipment
 business resources
 workplace policies and procedures relating to communication
 case studies and, where possible, real situations
 interaction with others.
Assessment must ensure use of relevant legislation, policies and procedures and industrial
awards.
Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

1.3 Dimensions of competency

The dimensions of competency relate to all aspects of work performance. The following table
explores the four dimensions of competency in more detail.
Dimensions of competency What it means

Task skills The candidate must perform the individual skills required to
complete a work activity to the required standard.

Task management skills The candidate must manage a number of different tasks to
complete a whole work activity, such as working to meet
deadlines.

Contingency management skills The candidate must use their problem-solving skills to resolve
issues that arise when performing a work activity.

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Dimensions of competency What it means

Job/role environment skills The candidate must perform effectively in the workplace when
undertaking a work activity by working well with all stakeholders
and following workplace policies and procedures.

Assessors and/or their training organisations need to ensure that the range of assessment
instruments developed for this unit adequately explore the dimensions of competency.

1.4 Foundation skills

Underpinning all job roles is a set of skills that are essential if learners are to participate
successfully in work and be valuable and productive employees.
The foundation skills embedded in this unit of competency are outlined below:

Skill Performance Description

Criteria
Learning 1.4  Seeks advice from others to implement strategies to
improve knowledge or skills

Reading 1.1, 1.4, 1.5, 2.3, 2.4  Reviews textual information to identify and interpret
communication requirements and organisational
standards

Writing 1.2, 1.5, 2.1, 2.2,  Develops simple written texts using appropriate
2.3, 2.4 grammar, spelling and punctuation in accordance with
organisational formats
 Completes workplace forms and texts in accordance
with organisational conventions and legislative
requirements.

Oral 1.1, 1.2, 1.3, 1.4,  Explains ideas and requirements clearly and listens
Communication 1.5, 3.3, 3.4 carefully to verbal instructions and discussions
 Asks questions to confirm understanding

Navigate the 1.5, 2.3, 3.5  Understands responsibilities of role and complies with
world of work legislative, regulatory and organisational
requirements

Interact with 1.2, 1.4, 1.5, 3.1,  Recognises common cultural and other differences of
others 3.2, 3.3, 3.4 people in the work context and makes adjustments to
accommodate the differences
 Follows accepted communication practices and
protocols to assist in building and maintaining positive
working relationships

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Get the work 1.1, 1.2, 1.4,1.5, 2.1-  Plans and implements routine tasks and workload
done 2.4 making limited decisions on sequencing, timing and
collaboration, seeking assistance in setting priorities
 Uses digital technology to find, record or communicate
basic information

Do not assume that learners already have these skills; for example, even if you believe they
have good writing skills, they may never have written a specific type of report before.
Remember that the learner may not necessarily need all of these skills for a specific task, nor
be required to develop them to a high level. This will depend on the nature of the task and
the context in which they are working.
Your role is to:
 when planning your assessment program, identify where foundation skills are
embedded in the unit of competency and how learners can demonstrate they have
acquired the skills
 encourage learners to record in the template that follows the Final Assessment the
activities they have performed that demonstrate specific foundation skills; they can do
this after completing each chapter in the learner guide.

1.5 Skill sets

Skill sets are single units of competency or combinations of units of competency that link to a
licence, regulatory requirement or defined industry need.
Skill sets do not replace qualifications as the foundation for undertaking work in the
community sector. Skill sets build on a relevant qualification and enable a qualified worker to
move laterally into work areas addressed by the skill set or to broaden their skill base in
relation to the services they provide.

1.6 Recognition of prior learning (RPL)

Recognition of prior learning (RPL) is an assessment process that assesses an individual’ s
non-formal and informal learning to determine the extent to which that individual has
achieved the required learning outcomes, competency outcomes, or standards for entry to,
and/or partial or total completion of, a qualification.
To have skills and knowledge formally acknowledged, a learner must supply a range of
evidence to verify competency. The trainer then needs to assess this evidence against the
criteria for the qualification.

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Evidence of competency may include work samples, journals and third-party testimonials.
Learners may also need to be observed undertaking set tasks and/or answer set questions.
The full RPL Kit for this qualification is available. The kit consists of four parts:
 Assessor’s Guide
 Candidate’s Guide
 Forms
 Workplace Guide

1.7 Glossary of terms

Previously, units of competency included a ‘Range Statement’ that provided a way of
understanding the scope of terms essential to performance criteria. Range Statements are
no longer part of the endorsed components of Training Packages, but this section provides
some general understanding to many of the concepts used in the Business qualifications.
Where ever possible and appropriate, knowledge should be contextualised to the learner’s
workplace. For example, when dealing with organisational policies and procedures, look at
the actual policies and procedures of the workplace.

Verbal communication: The simplest form of communication. However, talking is not

successful unless the two people understand the information in the same way.
In an office, verbal communication can include:
 answering the telephone
 receiving visitors
 relaying messages
 receiving or giving instructions
 making or confirming arrangements
 addressing meetings

Appropriate language: In the workplace it is important to use language appropriate to the

audience. The industry terminology used when speaking to a colleague is not always
appropriate to use when speaking to a client as they may not understand the industry
terminology being used.
Clear voice: Speak simply and slowly so the audience can understand. Choose your words
carefully and repeat important information.
Audible volume: The volume of your voice needs to be loud enough so you can be heard.
Adjust how loudly you speak to accommodate both your surroundings and the audience. You
may need to speak more loudly when there is outside noise like traffic. An elderly client may
need you to speak more loudly so it is easier for them to hear clearly.

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Courteous tone: Be polite and well-mannered when speaking. It establishes rapport and
shows respect for clients.
Active listening: Listening is an important skill in communicating with others, as you are
able to learn what the other person wants and means. To fully understand the message
being conveyed, it is important that you ask questions to clarify the meaning. It is also
important to clarify that the other person understands your message. You can do this by
asking questions.
Asking questions or rephrasing: Questioning is an important tool used to obtain feedback
and clarification of a message and to ensure that the receiver understands what the sender
is saying.
There are three main questioning techniques:
1. Open questions: these encourage the sharing of information and usually require
longer answers.
Ask what, where, how, why and which questions to gain more information. E.g. "How
may I help you today?"
2. Closed questions: these questions are usually asking for a yes or no answer and do
not encourage any further discussion.
"Is someone assisting you with your enquiry?"
3. Reflective questions: these questions are structured so that the person answers in a
particular way to make their opinion clear.
"You would like to change your appointment from 10.00am to 1.30pm today? Is that
correct?"
Paraphrasing: This is when we rephrase a conversation into a summary of what we think
we have heard. It allows the speaker to correct any misunderstanding.

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Section 2 - Assessment tools

Assessment is all about collecting evidence and making decisions as to whether or not a
learner has achieved competency. Assessment confirms that the learner can perform to the
expected workplace standard, as outlined in the units of competency.
This section contains the summative assessment tools that are to be used in assessing this
unit of competency. The assessment tools have also been mapped against the requirements
of unit assessment; these may be reviewed in the TEIA document BSB20115 Mapping
Guide. Assessors can use this mapping information to complete required assessment
records.
It is an important responsibility of assessors to complete the assessment records
themselves. This ensures all additional assessment activities deemed appropriate or
required by the assessor, in addition to those within this document, are included in these
records.
Section Two contains the following information:
2.1 Summative assessment
2.2 Solutions – general guidance
2.3 Solutions – summative assessment
2.4 Evidence of competency
2.5 Assessment records

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2.1 Summative assessment

Separate each assessment tool as required in the assessment process.

Task Overview
The assessment for this unit is distributed across several tasks within the virtual scenario.
The assessment tool is a portfolio of collected evidence from the scenario tasks.
BSBWOR201 Organise and complete daily work activities

Task Three - Create a letter from notes

Task overview
The learner selects Task Three from the Your Tasks tab and is presented with an email
prompting them to the task in their Intray. The learner clicks on the Intray and finds several
documents: a short description of the task, hints from the Office Manager (Kim Richards), a
hand written memo from one of the Directors, a book on Edit Marks, a glossary, an OHS
information sheet and an OHS checklist activity. The learner can access the resources on
their desk, visit Maree Taylor for information about confidentiality and go to the Library to
investigate Internet sites and other content resources. Once the learner has accessed these
resources, they will need to type up the letter using by clicking on the computer in the Main
Office. A Task Planning Sheet lists activities that should be completed in this task.

Content resources available

To complete the task the learner will access information regarding:
 Business terminology
 Confidentiality and Security
 Working within codes of conduct
 Understanding confidentiality
 Understanding security
 Occupational Health and Safety
 Work station and ergonomics
 Document creation
 Correspondence and Business Writing Style Guide
 Editing marks
 Using a word processing package and a letter template
 Using Microsoft Word Help
 Using templates and styles in word processing
 Completing a Timesheet

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 Virtual Registered Training Organisation – AIET

 Word Processing workbook
 Internet and Email workbook
These content areas relate directly to the endorsed competencies for the Certificate II in
Business. To view the competencies addressed in Task 3, open the Course and click on
Your Tasks, then Task 3, then Task Competencies or refer to Appendix 1: Task –
Competencies in this guide.

Return of work expected from learners

There are a number of activities that the learner must complete throughout the task. Some
of these activities require learners to submit their answers to you.
By email attachment:
 Word processed Memo
 Completed activity identifying hazards in an office desk
 OHS workstation checklist
 Confidentiality Activity
 Workplace Ethics Activity
 Completed Task Planning Sheet
Other work formats:
 Participation in discussion board

Resource Validity for Task Three

The following table shows the resources that are available to assist learners to complete this
task. At regular intervals some of the content will need to be checked for validity as
indicated.

Resource Location Validity Check

Task Description Intray in Main Office N/A

Editing Markup Book Intray the Main Office The editing marks may need to
be updated

Business Glossary Intray in the Main Office. Business terms may need to
be updated

Correspondence and Business On the desk in the Main Office N/A

Writing Style Guide
Letters
Guidelines for Letters
Using templates

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Resource Location Validity Check

Using Microsoft Word Help – Accessed via Computer in If Word has been updated are
incorporates an activity using Main Office these details still valid
Help

Letter template Accessed via the Computer in N/A

the Main Office

Parts of a Business Letter Labelling activity N/A

Activity

Task Planning Sheet On Intranet on Computer in N/A

the Main Office

Timesheet On Intranet on Computer in N/A

the Main Office

Audio overview of Accessed via Maree Taylor N/A

confidentiality and security
issues

Written overview of Accessed via Maree Taylor N/A

confidentiality and security
issues

The original letter from the Accessed via the Customer N/A
customer File on Maree Taylor’s desk

Change to letter from director Accessed via Client File on Date of letter should be
Maree Taylor’s desk regularly updated to remain
current

How to complete the Daily Accessed via the Office N/A

Timesheet Policies and Procedures
Manual (Intranet)

Confidentiality and Security Library Catalogue in the

Manual Library.

Registered Training Use Taxi Vouchers on desk in Review occasionally

Organization (virtual) Main Office to access the Workbooks: Specific learning
Workbooks in: virtual Registered Training materials from the delivering
Organization - AIET body needs to be inserted
Word Processing
here and maintained as
Internet and Email
required.

Internet Sites Internet Computer in the Each Internet Site should be

Library. checked at regular intervals

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Resource Location Validity Check

OHS Workstation Learning Intray in Main Office N/A

Object

Task Four: Search for and use information in a business

Task overview
The learner selects Task Four from the Your Tasks tab and is presented with an email
directing them to the task description and hints from Kim Richards in their Intray. The learner
clicks on the task and receives a description of the first section of the task.
After the learner completes the first section of the task, they visit the Office Manager to
receive the second section of the task.
The learner will be provided with a range of content resources that assist them in completing
the two sections of the task.

Content resources available

To complete the task the learner will access information regarding:
Filing:
 Introduction to Filing
 Handbook of Filing
 Types of files
 Content of files
 Systems of filing
 Creating new files
 Managing and updating files.
 Records management (slideshow)
 Securing information:
 Storage of information
 Controlling access to information.
 File movement:
 File movement tracking methods
 Misplaced files
 Document movement.
 Completing a Timesheet
 Virtual Registered Training Organization – AIET

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 Workplace Information

To view the competencies addressed in Task 4, open the Course and click on Your Tasks,
then Task 4, then Task Competencies or refer to Appendix 1: Task – Competencies in
this guide.

Return of work expected from learners

There are a number of activities that the learner must complete throughout the task. The
following work must be provided:
By email attachment:
 Letter to Mrs Nugyen Thao on Temperate Wholesalers’ letterhead
 Briefing paper to Mr Ivan Kruber on correct template
 Import Fee spreadsheet
 Task 4 written activities
 Task Priority Activity
 Screenshot on final part of digital activity, Search and Find Information on the Web
 Reference table of recommended Internet search engines
 Own Performance Review - either contribute to discussion board or email

Resource Validity for Task Four

The following table shows the resources that are available to assist learners to complete this
task. At regular intervals some of the content will need to be checked for validity as
indicated.

Resource Location Validity Check

Task Description Intray in Main Office N/A

Audio instructions by Ivan Accessed via Ivan Kruber N/A

Kruber

Text instructions by Ivan Accessed via Ivan Kruber N/A

Kruber

The Filing Handbook Copier/Filing room Update in accordance with

changes in work practices
and technology

Records management Intray and Resource list Updated in accordance with

slideshow relevant changes to generic
office practices

Checklist templates Computer (Templates) N/A

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Resource Location Validity Check

Guidelines for assembling a Accessed via the Office Update in accordance with
new file Policies and Procedures changes to office procedures
Manual in the Library

Filing System Index/Register Intray N/A

Copier/Filing Room

Audio instructions by Kim Accessed via Kim Richards N/A

Richards

Text instructions by Kim Accessed via Kim Richards N/A

Richards

The file register Accessed via Copier/Filing Dates should be updated in

room order to keep the register
current

The missing Customer File Accessed via Henri N/A

Glietman’s office

Audio overview of information Accessed via Maree Taylor N/A

security issues

Written overview of Accessed via Maree Taylor Updated in accordance with

confidentiality and security innovations in office
issues information security

File Movement Manual Intray in the Main Office Updated in accordance with
relevant technological
advances

Task Planning Sheet Intray or computer in the N/A

Main Office

Task Priority Activity Intray in Main Office N/A

Registered Training Use Taxi Vouchers on desk Review occasionally

Organization (virtual) in Main Office to access the Workbooks: Specific learning
Workbooks in: virtual Registered Training materials from the delivering
Organization - AIET body needs to be inserted
Workplace Information
here and maintained as
Digital activity: Search and
required.
Find Information on the Web

Filing and Indexing Activity Accessed via Intray N/A

Electronic File Activity Accessed via Intray N/A

Internet Sites Accessed via the Library Should be checked on a

Computer regular basis

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Task 8: Recommend products and services

Task overview
The learner selects Task Eight from the Your Tasks tab and is presented with an email
directing them to a task in their Intray where they will be required to undertake a range of
activities which will provide the knowledge and skills required to be able to make effective
product recommendations to business customers. This will include participating in a
company training program which will provide the background information necessary to
develop an understanding of meeting customer needs.
The learner will be required to:
 undertake research in order to develop product knowledge
 make recommendation to customers based on their identified needs
 develop a customer profile template and related questions which can be used to
target products to customer needs
 source products in response to client requests in order to meet a defined need
 develop a promotional brochure for a specific product range to meet the demands of
an emerging market

Content resources available

• Email 1 - Ivan Kruber
• Email 2 - Maree Taylor
• Email 3 - Henri Gleitman
• Internet Sites List
• Temperate Wholesalers Recommend products and services training program
• Temperate logo
• Letter of request - Australian Office Choice
• Recycled paper guide
• Recycled paper price list
• Disinfectant product range
• Disinfectant photographs
• Task Planning Sheet
To view the competencies addressed in Task 8, open the Course and click on Your Tasks,
then Task 8, then Task Competencies or refer to Appendix 1: Task – Competencies in this
guide.

Return of work expected from learners

There are a number of activities which require learners to submit their answers to you.

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• Activities 1-8 from training program

• Draft letter to Australian Office Choice
• Word processed price list
• Customer profile form
• List of questions
• Researched list of environmentally friendly shopping bags
• Competitors report
• Draft brochure – disinfectant line
• Discussion board question responses

Resource validity for Task Eight

The resources available for this task were complete and accurate at the time of writing. It
should however be noted that it is recommended that content be reviewed on a regular basis
to check for currency and accuracy.
It is anticipated that some content will change over time and therefore will need to be
updated from time to time. This is particularly relevant to website links which are subject to
change often without notice.

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2.2 Solutions - General guidance

Assessors should review the solutions provided and adapt and/or contextualise them
(and assessment activities themselves where necessary) to suit the training and
assessment context as part of their moderation activities. This will ensure consistency
of assessment.
The solutions to assessment activities serve as a reliable guide to the type of information that
should be included in the assessment candidate’s response. Refer to the assessment
activities when assessing learner responses or evaluating assessment evidence. The
answers provided by the assessment candidate will vary due to a number of factors,
including the:
 candidate’ s own experiences
 candidate’ s workplace experiences
 training situations and strategies presented by the trainer
 interpretation of the assessment activity by the assessment candidate/assessor
 type of organisation, work practices, processes and systems encountered by the
candidate.
The nature and variety of the tasks presented means that in some cases there will be
numerous correct responses, and the solutions provided cannot cater for all contexts and
eventualities.
In general terms:
 For questions with a single answer, this guide provides the correct answer.
 For questions that do not have a single answer, it is understood that answers will vary
within certain parameters.
 For questions where the candidate has to list a certain number of items, Aspire has
provided a more comprehensive listing from which candidate responses may be drawn.
However, this list may not in all cases be definitive, and assessors should account for
other possible correct responses.
 For activities that involve responding to a case study, Aspire has provided an example of
how the candidate may respond. Depending on the question, the terminology used will
indicate either what the candidate should have included in their response, or may have
included. However, assessors should take into account different phrasing used by the
candidate, or different responses that may be equally correct.
 For activities that take place in the workplace or involve workplace documentation, Aspire
can only provide an example response. Assessors should consider whether the
candidate has achieved the intent of the activity, taking into account the candidate’s
workplace context.
 For activities that involve writing reports or completing documentation provided, Aspire
can only provide an example response. Assessors should again consider whether the
candidate’s response is appropriate to the task within the context of the candidate’s
training and/or workplace.

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2.3 Solutions – Summative assessment

Task Three
Note that the Task Planning Sheet needs to completed and submitted as part of the
summative assessment.

Create a Letter from Notes

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OHS Hazards Activity

Website URL found in the Occupational Health and Safety: your workstation (intray)
http://www.comcare.gov.au/virtual_workplaces/virtual_office/. The analysis of their
workstation, office etc. should indicate evidence of possible hazards as identified after
visiting the virtual office. Analysis should include some/all of the following: Furniture,
Handling Equipment, Storage Systems, First Aid and Emergency and Computer and other
electrical devices. Students should look at the office area of the building. Students must take
print screens and email them in to their teacher.

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OHS Audit Checklist

Only aspect to check is that the student has ticked the appropriate box and added a
comment.

Comments
Comments need to be relevant to the area audited and provide an acceptable change to
improve OHS issues in the work space. Assessor judgement required.

Confidentiality Activity
Make sure the student has provided an answer for each question. Below is an exemplar:

Reflection/ or Online Discussion on Confidentiality Issues

PART A
You are completing the letter to Mr Miers when another administration assistant comes over
to your desk and chats to you.
She sees the Geoffery Norman file on your desk and says “Oh, I know the head salesman
there!” She then starts to read through the file and asks you questions about the
arrangement being agreed upon for the promotion specials.

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a. Is it appropriate to discuss the arrangement with fellow staff members?

It is not appropriate to discuss arrangements with fellow staff member unless you are
told by a senior staff member that you can.
b. How would you handle this situation while maintaining a respectful relationship with your
fellow worker?
You should say to the member that you are sorry that the information has to be kept
confidential. If the staff member does not like the response and keeps asking to see the file,
I would tell a senior officer about it.

PART B
You receive a phone call from a Mr. Anderson. Mr Anderson tells you that he is a
salesperson at one of the local Geoffery Norman retail stores and he wishes to know what
the agreement is between Temperate Wholesalers and the head office of his company. He
says that if he knows early enough he can get a start on the sales and be ahead of the
others.
How would you respond to his request?
I would reply in saying “I am very sorry but you will have to ask your company office if you
want to see the agreements. I am not in a place to tell you what the agreements are. Sorry.”

Workplace Ethics Activity

Located in the library catalogue in the confidentiality and security manual – test your
knowledge quiz.
Your company has engaged a local accounting firm. One of the partners in the local
accounting firm telephones your office and asks for information on one of your customers.
They wish to know the names and addresses of that customers' sales people as they are
organising a mail out of an end of financial year tax preparation offer for persons on salary. Is
there a potential conflict of interest?
 Yes
 No
Your business has signed a contract to supply a Mr John Woods with a range of electronic
products. A local transport company that you have used telephones your office and asks for
Mr Woods' work telephone number and place of employment so that he may complete some
information for their file. Do you:
 Ask him to hold the line then speak to your employer to seek his permission to pass
on the information.
 Give him the information.

 It is only your client's employment details and you do not believe they are confidential
 Politely tell him that you are unable to pass on information regarding your customer,
end the call and inform your employer.

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A customer has arrived at your office without an appointment and the Director/sales people
handling this are not in the office. The Director has previously told you that you can speak to
the customer in his absence and provide the customer with any information regarding his file
that he asks to know. On this particular day there are two other people in the reception area
and the customer is insistent on obtaining certain information from his file. Do you:
 Ask him to take a seat and proceed to access his file and discuss it with him in the
reception area
 Inform him that the lawyer he needs to see is out of the office handling the a new
contract with Geoffery Norman retail
 Take him into a meeting room or vacant office and discuss the matter with him in
private.

Memo:

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Task Four
Letter to Mrs Thao

Office Complex 21
400 Villa Road
Gaythorne Qld 4008

Ph. (07) 9123 4567 Fax. (07) 912 3 5678 Email: [email protected]

21 September, 201X

Mrs. Nuygen Thao

Good Fortune Enterprise
431 Tran Nhat Duat
HANOI VIETNAM

Dear Mrs Thao

RE: Importing Information

Further to our meeting in late April, the information you require for arranging importation of
wooden furniture into Australia is detailed below:

Customs Contact Details: Phone No. – 1300 363 263 (in Australia)
+61 2 9313 3010 (Outside Australia)
Fax (02) 8339 6714
Email - [email protected]
Anticipated costs of shipment:
• Sea electronic declaration (N10) $50.00 per declaration
• Periodic declaration processing charges: $1275.00 per declaration
• Request for cargo release (RCR) processing changes: $9.40 per RCR

I have placed the following attachments with this letter to provide further information:

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• A Schedule of Customs cost recovery charges

• An explanation of how Australian Customs value imported goods
• The Australian Customs (Documentary) Import Declaration comprehensive Guide
http://www.customs.gov.au/webdata/resources/notices/ACN0621.pdf
http://www.customs.gov.au/webdata/resources/files/ValueofImportedGoodsApril2011WEB.pdf
http://www.customs.gov.au/webdata/resources/files/DocImpDecGuide.pdf

I must also draw your attention to the Australian Quarantine requirements for items including
timber. I strongly suggest you visit the web site http://www.daff.gov.au/aqis/import/timber and
follow the procedures stated there.

I have also added two shipping agencies that have access to freight by sea between
Haiphong (Vietnam) and Australia:

Examples
Trans Wagon Shipping Agency CO. C/O Trans Wagon INT’L CO., LTD
Address: 7 th Floor CDS Building, # 33 – Alley 61, Lac Trung Street, Hai Ba Trung, Hanoi
Vietnam.
Phone: 84 (363) 4993/94/95 84 (904) 015477
Fax: 84 (363) 8019
http://www.searates.com/company/11506.htm

Viconship
Address: Second floor, Cailan port building, # 1 Cailan Road, Baichay Walong City.
Phone: 84 (90) 4289699
Fax: 84 (33) 3819568
Contact person: Mr. Bui Minh Hung
http://www.searates.com/company/12070.htm

Thank you for hospitality during my recent visit. I look forward to our meeting in Brisbane
when you come to Australia and the opportunity I will have to host you to an Australian steak
at Fiasco’s Steakhouse. (Example)

I trust the information above assists you in preparing for our product and pricing negotiations.

Yours sincerely

Ivan Kruber

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Director

Enc
IK:student’s initials

Students should download the documents from the three URLs and attach them to the email.

Briefing paper for Ivan Kruber

An example of the standard of briefing required expected is displayed below:

Briefing Paper

To: Ivan Kruber

Topic: Letter to Mrs Nuygen Thao

Issues: (number issues/topics of information with subheading in bold)

1. Australian Customs contact details: http://www.customs.gov.au/site/page5834.asp

Phone: 1300 363 263 (in Australia) (optional) + 61 2 6275 6666 (Outside Australia)
Fax (02) 8339 714 (optional)
Email [email protected]

2. Anticipated costs of shipment:

Sea electronic declaration: $50.00
Periodic declaration processing charges plus: $1275.00
Request for cargo release (RCR) processing changes: $9.40

3. Australian Quarantine on timber importation:

http://www.daff.gov.au/aqis/import/timber
4. URLs for where you can find attached documents:
A Schedule of Customs cost recovery charges
An explanation of how Australian Customs value imported goods
The Australian Customs (Documentary) Import Declaration comprehensive Guide

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http://www.customs.gov.au/webdata/resources/files/ValueofImportedGoodsApril2011W
EB.pdf
http://www.customs.gov.au/webdata/resources/files/DocImpDecGuide.pdf
http://www.customs.gov.au/webdata/resources/notices/ACN0621.pdf

5. Shipping agencies
Contact details for 2 shipping agencies that have access to freight by sea between
Vietnam and Australia to be inserted here.

6. Restaurant/Hotel
Contact details for a restaurant or hotel in Brisbane well known for its Australian beef
steak

Challenges:
• The language barrier might be a challenge
• Shipping companies may not be able to ship goods for months if weather is bad.

Briefing prepared by: Student Name Date: 21 September, 201X

Import Fee Spreadsheet

Students must access an appropriate website to find the relevant information for the costs of
shipping the goods. For competency students must use formulas to calculate the totals. This
information is provided by The Australian Customs (Documentary) Import Declaration
comprehensive Guide (Section 3.6).
http://www.customs.gov.au/webdata/resources/files/DocImpDecGuide.pdf
The spreadsheet must be similar to the one below. This sample has all of the essential
elements prices could change from year to year. The two blue cells are: The top figure is the
cost of the imported goods (which they don’t know); the T&I is a transport and insurance
cost, which again is not given, as both of these would be charged by the carrier. Teachers
can insert their own amounts in the blue cells to test that the formulas are set up correctly.

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Formulas:

Customs duty = 5% =5%*B7

VoTI =B7+B8+B9
GST = 10%of VoTI =10%*B11
TOTAL PAYABLE (duty+GST) =B8+B12
TOTAL COST RECOVERY CHARGES =SUM(B15:B17)
TOTAL ANTICIPATED COST =B13+B18

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Task 4 Written Activities

For competency in Activity 1 students must complete the team spirit quiz and add up their
score. They then have to write down their score and copy and paste their result into a Word
document. For competency in Activity 2, students must provide a response to both parts of
the question. To answer this question it is best to get them to reflect on their group work for
the search engine activity.

Activity 1 - Team Spirit Quiz

Score: 88
80-100-Your team's atmosphere is healthy and conducive to achieving great results. The
team can spend their time productively establishing goals, procedures, processes, and
clarifying team members’ roles, i.e. performing the work of the team. Since atmosphere can
change, it is advised that you periodically test the temperature to see if issues or concerns
that are inhibiting the maintenance of this productive atmosphere are being openly discussed
and dealt with.

Activity 2 - Benefits of teams (Example)

The benefits of working as a team are that it is more encouraging and you don't feel alone in
what you are doing. It also allows you to develop more thorough staff resources that will be
made up of multiple people’s knowledge and experiences. The team helped me in answering
questions I may have had and also when they ask questions, sometimes that also helps me
with my work. It helps me to understand it better and it is also good when you're not the only
one asking questions, and other people are having similar difficulties to you.
Working in a team also helps to even the workload in some situations instead of you doing all
the work.

Task Priority Activity

For competency student must choose the proper order in each scenario and email it to their
teacher.
Instructions: Use numbers to show the order in which you would do the tasks in each of the 3
scenarios below:
Scenario 1
1 The phone is ringing and needs answering.
2 A colleague requires some stationery.

Scenario 2
2 You are required to complete a spreadsheet for Ivan that is due immediately.
1 The alarm (which you know is for a fire drill) has sounded and requires you to act
in accordance with organisational policy.

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Scenario 3
3 You have a folder of customer correspondence to file.
2 You need to respond to an email complaint from a highly valued customer.
1 Kim Richards wants to see you about a missing customer’s file.

Internet Search Engines

The student must present a table containing four internet search engines that have been
selected after some form of group collaboration – assessor’s judgement. The table needs to
be created in Excel.

Some possible search engines students can choose are Google, Yahoo, Alta Vista, Meta
Crawler, Bing and My Start. For the recommendations students need to state when they
would use that particular search engine. You may wish to have a blog, wiki or discussion
board set up so students can communicate with one another regarding the search engines.
This can then be used as evidence for their ability to work in a team. The team
representative may submit the spreadsheet on the team’s behalf.

Own Performance Review

The learner must have made a contribution concerning their own performance review either
through an email to the assessor or posted within the course’s discussion board/forum.

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Task Eight
Rescheduled diary – Ivan Kruber
For competency the student must complete the three elements:
• Rearrange the diary and make required adjustments to all affected appointments
• Inform by email Ivan Kruber
• Inform by email Kim Richards

To: Ivan Kruber

From: Student Name
Subject: Furniture Décor store opening cancellation
Date: 10 August 201X

Dear Mr Kruber,
Your appointment with Furniture Décor (see below), has been cancelled as you are required
by Kim Richards to attend a Trade Exhibition in Townsville from
August 19 – 20 as a replacement for another manager who has taken ill.

Regards

Student’s Name

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Student Name
Administration Assistant
Temperate Wholesalers.

To: Kim Richards

From: Student Name
Subject: Furniture Décor store opening cancellation
Date:10 August 201X

Dear Kim Richards,

Ivan’s appointment below has been cancelled via a letter sent informing client. Ivan will be in
Townsville attending a Trade Exhibition from 19-20 August.

Regards,

Student Name
Administration Assistant
Temperate Wholesalers
 

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Henri’s Adjusted Diary

An email of Henri’s diary must be sent to Kim (teacher).

Note: Students must reschedule the appraisal with Mal Cotter as the lunch is in Melbourne

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KingZ Office Equipment Letter

For competency the student must have prepared a letter using the company’s letterhead,
addresses business standards and have accurate spelling, grammar and punctuation.

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Mr Angelopolous’ Letter
For competency the student must have prepared a letter using the company’s letterhead,
addresses business standards and have accurate spelling, grammar and punctuation.

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Email to Office Staff

Students must send an email to all office staff notifying them of the photocopier maintenance.
Assessor judgement is required; exemplar provided below.

To: All Staff

From: Student Name
Subject: Photocopier Service
Date: 22 August 201X

Dear Staff,
The office photocopier will be undergoing servicing on Friday 18th August between 12pm
and 3pm. As a result you will not be able to use it during this time. Sorry for the
inconvenience.

Student Name
Administration Assistant
Temperate Wholesalers

Comparison Table on Required Equipment

Prepare a table for Kim on required office equipment: Three facsimile options priced under
$1200 or three computer options priced under $3000 or three printer options priced under
$10,000.
For competency the student may provide information on any of the forms of equipment
provided they comply with: financial constraints; use of a comparative table format; provide
relevant information; and, email table to Kim (teacher).

Assessor judgment is required in this element.

Sample table on next page…

 

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Computer Comparison

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Printer Comparison

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Fax Machine Comparison

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Incoming Mail Activity

For competency students must complete the activity, take a print screen and email it to their
teacher.

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2.4 Evidence of competency

Evidence is information gathered that provides proof of competency. While evidence must be
sufficient, trainers and assessors must focus on the quality of evidence rather than the
quantity of evidence.

Rules of evidence
There are four rules of evidence that guide the collection of evidence. Evidence must be:
 valid – it must cover the performance evidence and knowledge evidence
 sufficient – it must be enough to satisfy the competency
 current – skills and knowledge must be up to date
 authentic – it must be the learner’s own work and supporting documents must be
genuine.

Principles of assessment
High quality assessments must be:
 fair – assessments are not discriminatory and do not disadvantage the candidate
 flexible – assessments meet the candidate’ s needs and include an appropriate
range of assessment methods
 valid – assessments assess the unit/s of competency performance evidence and
knowledge evidence
 reliable – there is a common interpretation of the assessments.

Types of evidence
Types of evidence that can be collected, sighted or validated include:
 work records such as position descriptions, performance reviews, products developed
and processes followed and/or implemented
 third-party reports from customers, managers and/or supervisors
 training records and other recognised qualifications
 skills and knowledge assessments
 volunteer work.

Gathering evidence
Evidence can be gathered through:
 real work/real-time activities through observation and third-party reports
 structured activities.

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Evidence can also be gathered through:

 formative assessments: where assessment is progressive throughout the learning
process and validated along the way by the trainer – also known as assessment for
learning
 summative assessment: where assessment is an exercise or simulation at the end
of the learning process – also known as assessment of learning.

Evaluating evidence
The following steps may help you evaluate evidence.

Step 1: Evidence is gathered.

Step 2: Rules of evidence are applied – evidence is valid,

sufficient, current and authentic.

Step 3: Evidence meets the full requirements of the unit/s of competency.

Step 4: The assessment process is valid, reliable, fair and flexible.

Step 5: The trainer or assessor makes a straightforward and informed judgment about the candidate
and completes assessment records.

2.5 Assessment records

Learners must provide evidence of how they have complied with the performance and
knowledge evidence requirements outlined in the unit of competency. These requirements
should be assessed in the workplace or in a simulated workplace; assessment conditions are
specified in each unit of competency.
You can use the following assessment forms to record the learner’s evidence of competency:
 The Assessment Instructions Checklist helps the trainer/assessor provide clear
instructions to the candidate as to which assessment activities to complete.
 The Pre-Assessment Checklist helps the trainer determine if the learner is ready for
assessment.
 The Self-Assessment Record allows the learner to assess their own abilities against
the requirements of the unit of competency.
 The Performance Evidence Checklist facilitates the observation process; it allows
trainers to identify skill gaps and provide useful feedback to learners.
 The Knowledge Evidence Checklist can be used to record the learner’s
understanding of the knowledge evidence; it allows trainers to identify knowledge gaps
and to provide useful feedback to learners.
 The Portfolio of Evidence Checklist helps the trainer annotate or detail aspects of
the learner’s portfolio of evidence.

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 The Workplace Assessment Checklist can be used by the learner’s supervisor to

show workplace-based evidence of competence.
 The Observation Checklist/Third Party Report records the candidate’s
performance in the workplace.
 The Record of Assessment form is used to summarise the outcomes of the
assessment process in this unit.
 The Request for Qualification Issue is used by the assessor to inform the RTO
authorities that the process for issuing a Statement of Attainment or Qualification may
commence.

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Assessment instructions – BSBCMM201

Candidate’ s name:      
Unit of competency: BSBCMM201 Communicate in the workplace
Trainer/assessor:      
Date:      

The candidate must complete the following assessment activities, provided by the trainer/assessor:

Y/N Whole activity/ specific questions

Candidate Self-assessment      

Final assessment - Task 3      

Final assessment - Task 4      

Final assessment - Task 8      

Portfolio      

Workplace Assessment      

Workplace Assessment (video)      

Competency Conversation (using RPL)      

Workplace Observation      

Third Party Report      

Other assessment activities as detailed below:

           

           

     

Candidate signature:       Date:      

Assessor/trainer signature:       Date:      

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Pre-assessment checklist – BSBCMM201

Candidate’ s name:      
Unit of competency: BSBCMM201 Communicate in the workplace
Trainer/assessor:      
Date:      

Checklist

Talked to the candidate about the purpose of the assessment Yes No

Explained the unit of competency Yes No

Discussed the various methods of assessment Yes No

In consultation with trainer/assessor, the following assessment methods will be used:

Question/answer Observation/Demonstration Log, Journal, Diary

Case study Portfolio, work samples Third Party Reports

Reports

Assessment environment and process

When will assessment occur?      

Where will assessment occur?      

Special needs (if any)      

How many workplace visits are required (if appropriate)?      

What resources are required?      

Information has been provided on the following:

Confidentiality procedures Re-assessment policy Appeals process

Regulatory information Authenticity of candidate’ s work

Discussed self-assessment process Yes No

Summarised information and allowed candidate to ask questions Yes No

Candidate signature:       Date:      

Assessor/trainer signature:       Date:      

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Self-assessment record – BSBCMM201

Candidate’ s name:       Part D

Unit of competency: BSBCMM201 Communicate in the workplace

Trainer/assessor:      
Date:      

I do the workplace task…

…very well …quite well …no, or not

Tasks I’m sure I I think I can well Candidate’s comments
can do the do the task I don’t (or
task can’t) do the
task

I am able to communicate information and ideas verbally and      

non-verbally with a wide range of people.

I consider cultural differences and language barriers when      

communicating with people.

I am able to construct written material, used routinely in day to      

day work.

I am able to write in a way that is concise, readable and      

effective in sharing my meaning with others.

I am able to complete a wide range of work forms.      

I am able to use appropriate style, format and level of      

accuracy for the materials I prepare.

I am able to respond promptly to requests for information in a      

manner set by my workplace.

I am able to identify and follow any organisational policies,      

plans and procedures that set standards or protocols for
workplace communication.

I am able to consider and be aware of different communication      

styles.

I am able to identify and try and overcome barriers to      

communicating any messages that I have.

Candidate signature:       Date:      

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Performance evidence checklist – BSBCMM201

Candidate’s name:      
Unit of competency: BSBCMM201 Communicate in the workplace
Trainer/assessor:      
Date:      

Did the candidate demonstrate the following performance evidence at least once: Yes No N/A

 Communicate information and ideas verbally and non-verbally, taking cultural

differences and language barriers into consideration

 Produce written material, used routinely in day to day work, which is clear,
concise and effectively convey the intended meaning to the recipient

 Complete workplace forms

 Use style, format and level of accuracy appropriate to the type of written
material

 Provide prompt responses to requests for information in accordance with

organisational requirements

In the assessment/s of the candidate’s performance evidence, did they demonstrate the four dimensions of
competency?

Task skills

Task management skills

Contingency management skills

Job/role environment skills

The candidate’ s performance was: Not satisfactory Satisfactory

Feedback to candidate:
     

Candidate signature:       Date:      

Assessor/trainer signature:       Date:      

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Knowledge evidence checklist – BSBCMM201

Candidate’s name:      
Unit of competency: BSBCMM201 Communicate in the workplace
Trainer/assessor:      
Date:      

Did the candidate show their knowledge of the following: Yes No N/A

 Organisational policies, plans and procedures which detail organisation’s

standards or protocols for workplace communication

 Different communication styles

 Barriers to communication

In the assessment/s of the candidate’s knowledge evidence, did they demonstrate the four dimensions of
competency?

Task skills

Task management skills

Contingency management skills

Job/role environment skills

The candidate’ s performance was: Not satisfactory Satisfactory

Feedback to candidate:
     

Candidate signature:       Date:      

Assessor/trainer signature:       Date:      

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Portfolio of evidence checklist – BSBCMM201

Candidate’s name:       Part E

Unit of competency: BSBCMM201 Communicate in the workplace

Trainer/assessor:      
Date:      

Description of evidence to Assessor’ s comments Tick*

include in portfolio
V S C A

           

           

           

           

           

           

           

           

           

           

           

           

           

           

           

           

Candidate signature:       Date:      

Assessor/trainer signature:       Date:      

* V = Valid; S = Sufficient: C = Current; A = Authentic

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Workplace assessment checklist – BSBCMM201

Candidate’s name:       Part F

Unit of competency: BSBCMM201 Communicate in the workplace

Trainer/assessor:      
Date:      

Name of organisation:      

Address:      
Telephone:       Email:      
Workplace supervisor:      

Performance evidence Evidence provided/observation comments

Candidate demonstrates the ability to:

communicate information and ideas verbally and non-      

verbally, taking cultural differences and language barriers
into consideration

produce written material, used routinely in day to day work,      

which is clear, concise and effectively convey the intended
meaning to the recipient

complete workplace forms      

use style, format and level of accuracy appropriate to the      

type of written material

provide prompt responses to requests for information in      

accordance with organisational requirements

Knowledge evidence
Candidate knows and understands:

organisational policies, plans and procedures which detail      

organisation’s standards or protocols for workplace
communication

different communication styles      

barriers to communication      

Workplace supervisor’ s       Date:      

signature:

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TEIA Ltd

Observation Checklist/Third Party Report

This is a confidential report. It is for the perusal of the supervisor, the candidate and the assessor. (Part G)

Name of candidate:      

Units of BSBCMM201 Communicate in the workplace

competency:
As part of the assessment for the units of competency above we are seeking evidence to support a judgement
about the above candidate’s competence. This report may be completed as either an Assessor Observation
Checklist or a Third Party Report where the candidate has access to a suitable work environment. Multiple reports
may be completed where a single person is unable to verify all elements.

Note that assessors may also use this document to record and confirm competency in routine tasks
associated with a learning program over an extended period of time, i.e. accumulated evidence.

This report is being Assessor Observation Third Party Report

completed as:
Name of Supervisor:      

Position of      
Supervisor:
Workplace:      

Address:      

Telephone:      

Email:      

Has the purpose of the candidate's assessment been explained to you? Yes No

Are you aware that the candidate will see a copy of this form? Yes No

Are you willing to be contacted should further verification of this statement be Yes No
required?

What is your relationship to the      

candidate?
How long have you worked with      
the person being assessed?
How closely do you work with      
the candidate in the area being
assessed?

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What is your experience and/or      

qualification(s) in the area being
assessed? (Include teaching
qualifications if relevant.)

Does the candidate consistently perform the following workplace activities? Yes No

Communicate information and ideas verbally and non-verbally, taking cultural differences and
language barriers into consideration
Produce written material, used routinely in day to day work, which is clear, concise and
effectively convey the intended meaning to the recipient
Complete workplace forms

Use style, format and level of accuracy appropriate to the type of written material
Provide prompt responses to requests for information in accordance with organisational
requirements
Applies your organisational policies, plans and procedures which detail organisation’s
standards or protocols for workplace communication
Demonstrates different communication styles within daily work practices, e.g. speaking,
listening, writing, body language
Identifies and tries to overcome barriers to communication
Task 1
 Talk through the daily communication routines you have in the workplace.
Comment (if relevant):
     
Task 2
 Participate in a conversation with a customer at the workplace while under
discrete observation.
Comment (if relevant):
     
Task 3
 Identify five different forms of communication or communication media that are
used in your workplace. Demonstrate how these are employed and where in your
work place.
Comment (if relevant):
     
Does the candidate: Yes No
 perform job tasks to industry standards?
 manage job tasks effectively?
 implement safe working practices?
 solve problems on-the-job?
 work well with others?
 adapt to new tasks?
 cope with unusual or non-routine situations?

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      

Overall, do you believe the candidate performs to the standard Yes No

required by the units of competency on a consistent basis?
Identify any further training in this area that the candidate may require:
     

Comments:
     

Supervisor’s Signature: Date:      

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Record of Assessment
BSBCMM201 Communicate in the workplace

Name of candidate      

Name of assessor      

Use the checklist below as a basis for judging whether the candidate’s document and supporting evidence meets the required
competency standard.

Yes No

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

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 the recipient
2.2 Draft and present correspondence within designated time lines
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

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

How candidate meets unit of competency requirements as a whole.

Yes No

 Critical evidence requirements met

 Underpinning knowledge and understanding demonstrated

 Key competencies / Employability skills demonstrated at appropriate level

 Sufficiency of evidence

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Valid Authentic Current

Evidence provided for this unit of competency is…

Candidate is:

Competent Not competent at this time

Withdrawn after participation Withdrawn without participation

Not seeking assessment

Signed by the assessor:       Date:      

Feedback to candidate
     

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Request for Qualification Issue

As the assessor this course working with this learner, my records indicate the following
Statements of Attainment/Qualification should be issued as detailed below:

Student’s Name:      

Organisation:      

Qualification/Statements of Attainment Details

Statement/s of Attainment Full Qualification

BSB20115 Certificate II in
Units of Competency to be issued Tick if Qualification
Tick if SOA Business
required required

BSBWHS201 Contribute to the health and safety BSBWHS201 Contribute to the health and safety of self
of self and others and others

BSBIND201 Work effectively in a business BSBIND201 Work effectively in a business

environment environment

BSBINM201 Process and maintain workplace BSBINM201 Process and maintain workplace
information information

BSBINM202 Handle mail BSBINM202 Handle mail

BSBCMM201 Communicate in the workplace BSBCMM201 Communicate in the workplace

BSBITU201 Produce simple word processed BSBITU201 Produce simple word processed
documents documents

BSBITU202 Create and use spreadsheets BSBITU202 Create and use spreadsheets

BSBITU203 Communicate electronically BSBITU203 Communicate electronically

BSBWOR202 Organise and complete daily work BSBWOR202 Organise and complete daily work
activities activities

BSBWOR203 Work effectively with others BSBWOR203 Work effectively with others

BSBWOR204 Use business technology BSBWOR204 Use business technology

BSBCUS201 Deliver a service to customers BSBCUS201 Deliver a service to customers

BSBFLM303 Contribute to effective work

BSBFLM303 Contribute to effective work relationships
relationships

BSBITU303 Design and produce text

BSBITU303 Design and produce text documents
documents

           
           
Qualification requirements: 1 core unit (BSBWHS201) and 11 elective units

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Assessor’s Review

As the assessor I have… Yes No

Checked that all units of competency listed have been judged Competent.

Checked other Training Package requirements have been addressed (e.g.

foundation skills, essential elements, etc.)

Confirmed Literacy and Numeracy requirements as per qualification have been

achieved.

Comments:
     

Assessor’s Name:      

Assessor’s Email:       Assessor’s Telephone:      

Authorised by
School/Institution      
Representative:

Date:      

Processed at RTO
     
by:

Date:      

Note: The issuing of the qualification incurs a fee. This may change so contact TEIA for the most current
arrangement. An invoice will accompany the printed documents and be returned by post to either the
candidate or the funding organisation.

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Glossary
This glossary explains common terminology used in the VET sector and in this trainer’s and
assessor’s guide.
Access and equity: Applying access and equity principles to training and assessment
means meeting the individual needs of learners without discriminating in terms of age,
gender, ethnicity, disability, sexuality, language, literacy and numeracy level, etc.
Assessment: Assessment means collecting evidence and making decisions as to whether
or not a learner has achieved competency. Assessment confirms the learner can perform to
the expected workplace standard, as outlined in the units of competency.
Assessment mapping: Assessment mapping ensures assessments meet the requirements
of the unit/s of competency through a process of cross-referencing.
Assessment records: Assessment records are the documentation used to record the
learner’s evidence of competency.
Assessment tools: Assessment tools are the instruments and procedures used to gather,
interpret and evaluate evidence.
AQTF: The AQTF is the Australian Quality Training Framework. It was superseded by the
VET Quality Framework and the Standards for NVR Registered Training Organisations in
some jurisdictions in July 2011.
AQTF standards: The AQTF standards are national standards designed to ensure high-
quality training and assessment outcomes. They were superseded by the VET Quality
Framework and the Standards for NVR Registered Training Organisations in some
jurisdictions in July 2011.
ASQA: ASQA is the Australian Skills Quality Authority, the national regulator for Australia’s
vocational education and training sector. ASQA regulates courses and training providers to
ensure nationally approved quality standards are met.
Authentic/authenticity: Authenticity is one of the rules of evidence. It means the learner’s
work and supporting documents must be genuinely their own.
Competency: Competency relates to the learner’s ability to meet the requirements of the
unit/s of competency in terms of skills and knowledge.
Current/currency: Currency is one of the rules of evidence. It means ensuring the learner’s
skills and knowledge are up to date.
Delivery plans: Delivery plans are lesson plans that guide the process of instruction for
trainers.
Dimensions of competency: The dimensions of competency relate to all aspects of work
performance. There are four dimensions of competency: task skills, task management skills,
contingency management skills and job/role environment skills.
Fair/fairness: Fairness is one of the principles of assessment. It means assessments must
not be discriminatory and must not disadvantage the candidate.

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Flexible/flexibility: Flexibility is one of the principles of assessment. It means assessments

must meet the candidate’s needs and include an appropriate range of assessment methods.
Knowledge evidence: Knowledge evidence is specified in the unit of competency. It
identifies what a person needs to know to perform the work in an informed way.
Performance evidence: Performance evidence is specified in the unit of competency. It
describes how the knowledge evidence is applied in the workplace.
Principles of assessment: Principles of assessment ensure quality outcomes. There are
four principles of assessment – fair, flexible, valid and reliable.
Recognition: Recognition is an assessment process where learners match their previous
training, work or life experience with the performance and knowledge evidence outlined in
the units of competency relevant for a qualification.
Reliable/reliability: Reliability is one of the principles of assessment. It means that
assessment must have a common interpretation.
Rules of evidence: Rules of evidence guide the collection of evidence. There are four rules
of evidence – it must be valid, sufficient, current and authentic.
Skill sets: Skill sets are single units of competency or combinations of units of competency
that link to a licence, regulatory requirement or defined industry need. They build on a
relevant qualification.
Standards for NVR Registered Training Organisations 2011: The Standards for NVR
Registered Training Organisations superseded the AQTF in some jurisdictions in July 2011.
They are designed to ensure nationally consistent, high-quality training and assessment
services for the clients of Australia’ s vocational education and training (VET) system.
Sufficient/sufficiency: Sufficiency is one of the rules of evidence. Sufficiency of evidence
means there is enough to satisfy the unit/s of competency.
Training and assessment strategy: A training and assessment strategy must be developed
by training organisations for all their training programs. It is a framework that guides the
learning requirements.
Valid: The term valid relates to the rules of evidence and principles of assessment. It means
meeting the unit/s of competency’s performance and knowledge evidence requirements.
Validation of assessment: Validation of assessment means a range of assessors must
review, compare and evaluate assessments and assessment processes on a regular basis to
ensure they meet the unit/s of competency assessed. The evaluation process must be
documented and form part of the RTO’s continuous improvement process.
VET Quality Framework: The VET Quality Framework superseded the AQTF in some
jurisdictions in July 2011. It is aimed at achieving greater national consistency in the way
providers are registered and monitored and in how standards in the VET sector are enforced.

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