Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

· Address each question including any sub-points

· Demonstrate that you have researched the topic thoroughly

· Cover the topic in a logical, structured manner

· Your assessment tasks are well presented, well referenced and word processed

· Your assessment tasks include your full legal name on each and every page.

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own.Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor.The following list outlines some of the activities for which a learner can be accused of plagiarism:

· Presenting any work by another individual as one’s own unintentionally

· Handing in assessments markedly similar to or copied from another learner

· Presenting the work of another individual or group as their own work

· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

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 notbe 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 thedisclosure 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.

Assessment requirements

Assessment can either be:

· Direct observation

· Product-based methods e.g. reports, role plays, work samples

· Portfolios – annotated and validated

· Questioning

· Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration documentmust be completed by the agreed third party.

Third parties can be:

· Supervisors

· Trainers

· Team members

· Clients

· Consumers.

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency – it is not compulsory for assessment, however, and is to be used at the assessor’s discretion where required.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities (formative and summative) in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Candidate Details

Assessment – BSBLDR513: Communicate with influence

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBLDR513: Communicate with influence.

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 will 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.

Please note that observations are not compulsory for assessment. They are for use at the assessor’s discretion. They should be used only where observation is required for judging the learner’s competency (i.e. a practical or performance task), or where the learner requires a reasonable adjustment (e.g. they are unable to complete a written task due to impairment or a disability).

Observation checklists have been included for all performance criteria in the Observations and Demonstrations Checklists document, 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 demonstrationwill require:

Performing a skill or task that is asked of you

Undertakinga 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.

Third Party Guide

You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves.The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.

The reasons to use a third party may include:

Assessment is required in the workplace

Where there are health and safety issues related to observation

Patient confidentiality and privacy issues are involved.

If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.

We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training.Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.

Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.

The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.

Documents relevant to collection of third party evidenceare included in the Third Party section in the Observations/Demonstrations document.

Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.

Third party name: ______________________________________________________________

Position of third party: ______________________________________________________________

Telephone number: ______________________________________________________________

Email address: ______________________________________________________________

Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) __________________________

Third party signature: _____________________________________ Date: ___________________

Activities

Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.

Activity1A

Estimated Time

10 Minutes

Objective

To provide you with an opportunity to identify how to confirm authority to present material on behalf of a business, in accordance with organisational policies and procedures

1. When presenting business views or position, why is it important to follow your organisational procedures?

2. How can a S.W.O.T. analysis help when you are preparing your communication?

Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1B

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to identify information that may be subject to confidentiality and manage appropriately
	Identify two items of confidential information that is relevant to your role and outline any Privacy Principles of the Privacy Act (1988) that should be considered in managing this information.

Activity 1B checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1C

Estimated Time

15 Minutes

Objective

To provide you with an opportunity to identify information needs of audience and prepare a position in line with purpose of communication

1. How can you ensure the information needs for your audience have been considered?

2. What is cross-cultural communications?

3. Name two cultural differences that you may come across.

Activity 1C checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1D

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to identify how to use language, written or verbal, that is appropriate for the audience

1. Briefly explain an instance where you have needed to change your use of language to suit a specific audience.

2. Name three ways you can look at developing your language skills for business needs.

Activity 1D checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1E

Estimated Time

10 Minutes

Objective

To provide you with an opportunity to identify how to use active listening to seek stakeholder and intra-organisational input to achieve a balanced exchange of views

1. What is active listening?

2. How can you encourage others to provide feedback?

Activity 1E checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2A

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to identify how to map stakeholder landscape, identifying key individuals and target groups in line with organisational objectives

Briefly explain how you would prepare/tailor a communication to inform the two target groups below, that your organisation had secured a prestigious business account for the next two years.

To:

· Employees

· External business contacts.

Activity 2A checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2B

Estimated Time

10 Minutes

Objective

To provide you with an opportunity to identify how to prepare realistic positions and supporting arguments in advance of the likely expectations and tactics of others

1. Briefly explain why it is advisable to take the lead in your negotiations.

2. Name three strategies for dealing with negotiation.

Activity 2B checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2C

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to identify how to acknowledge differences of opinion to encourage the rigorous examination of all options

1. To successfully perform a negotiation what should you be?

2. Briefly explain the process that occurs within the Shannon and Weaver model of communication.

3. What is reflective listening?

Activity 2C checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2D

Estimated Time	10 Minutes
Objective	To provide you with an opportunity to identify how to use a variety of communication styles to present business positions to best effect
	List four different communication styles with a brief description of each.

Activity 2D checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2E

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to identify how to seek mutually beneficial solutions by establishing areas of common ground and potential compromise, and keep negotiations focused on key issues and moving forward towards a final resolution

1. Briefly describe the process of negotiating.

2. What is mediation within communications?

3. What are the five different modes/approaches to resolving conflict in the Thomas-Kilmann conflict resolution model?

4. What is incident de-escalation?

Activity 2E checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3A

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to identify the need for any meetings and schedule meetings in response to the need
	Briefly describe a meeting that you have been involved with organising, where specific inclusive procedures were needed.

Activity 3A checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3B

Estimated Time

25 Minutes

Objective

To provide you with an opportunity to identify how to prepare materials relating to key issues and disseminate in advance, and develop and circulate an agenda, and use efficient, inclusive meeting procedures to maximise participation and maintain order

1. What should you include within your business summary?

2. Why should you disseminate your summary to others before using it in a meeting?

3. Give eight items you could include in an agenda.

4. Identify three characteristics of inclusive meeting procedures.

the learner’s skills, knowledge and performance

Table of Contents

Instructions to Learner

Assessment instructions

Assessment requirements

Candidate Details

Assessment – BSBLDR513: Communicate with influence

Observation/Demonstration

Third Party Guide

Third party details (required information from the learner)

Activity1A

Activity 1A checklist – for assessor

Activity 1B

Activity 1B checklist – for assessor

Activity 1C

Activity 1C checklist – for assessor

Activity 1D

Activity 1D checklist – for assessor

Activity 1E

Activity 1E checklist – for assessor

Activity 2A

Activity 2A checklist – for assessor

Activity 2B

Activity 2B checklist – for assessor

Activity 2C

Activity 2C checklist – for assessor

Activity 2D

Activity 2D checklist – for assessor

Activity 2E

Activity 2E checklist – for assessor

Activity 3A

Activity 3A checklist – for assessor

Activity 3B

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