This unit must be assessed in line with the relevant Assessment Principles. Learning outcomes 2, 3 and 4 must be assessed in a real work environment.
This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to communicate with others in work settings. This also includes how to maintain confidentiality when communicating with and about others.
Understand why communication is important in the work setting.
Learners should be able to identify the different reasons people communicate, for example:
They should be able to explain how communication affects relationships at work, both positively and negatively. This can include being able to clarify what has to be done, to be able to build rapport and to resolve challenging situations.
Learners should be able to understand the importance of observing non-verbal communication signs such as facial expressions to help them to decide whether a client is uncomfortable, happy or sad etc.
Assessment Criteria 1.3
Individual refers to someone requiring care or support; it will usually mean the person or people supported by the learner.
Work setting may include one specific location or a range of locations, depending on the context of a particular work role.
Identify different reasons why people communicate.
Explain how effective communication affects all aspects of your own work.
Explain why it is important to observe an individual’s reactions when communicating with them.
Be able to meet the communication and language needs, wishes and preferences of individuals.
Assessment Criteria 2.1
Learners should be able to understand individuals’ preferences.
Preferences may be based on:
Assessment Criteria 2.2
Communication methods may include:
a)non-verbal communication
b)verbal communication
c)technological aids
Learners should know who to ask for help or support within in the workplace. This could be their manager or a colleague.
Find out an individual’s communication and language needs, wishes and preferences.
Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences.
Show how and when to seek advice about communication.
Be able to reduce barriers to communication.
Barriers to effective communication can include linguistic barriers such as the use of dialect, jargon, sector specific or technical vocabulary.
The environment can have a major impact on the effectiveness of the communication e.g.
An individual’s emotional and behavioural state of mind can be a barrier, for example:
Other barriers can include sensory impairment, health problems or medical conditions, learning disabilities, effects of alcohol or drugs.
Learners should be aware of methods of overcoming barriers, for example:
Assessment criteria 3.4
Services may include:
An advocacy service is provided by an advocate who is independent of the individual and the services being accessed. An advocate's role includes arguing the individual’s case when needed, and making sure the correct procedures are followed by the organisations providing the individual’s care.
Advocacy is a process of supporting and enabling individuals to:
Identify barriers to communication.
Demonstrate how to reduce barriers to communication in different ways.
Demonstrate ways to check that communication has been understood.
Identify sources of information, support and services to enable more effective communication.
Be able to apply principles and practices relating to confidentiality at work.
Learners should be able to understand what confidentiality means, for example:
Confidentiality should be treated very professionally and information should not be exposed to just anybody, unless the person is felt to be at harm, has harmed themselves or others or where a crime has been committed or may be committed. This would fall under the safeguarding policy.
Learners should be aware of policies and procedures related to confidentiality and data protection, including who to approach for support and guidance in following them.
Assessment criteria 4.2
Agreed ways of working will include policies and procedures where these exist; they may be less formally documented with micro-employers.
Explain the term ‘confidentiality’.
Demonstrate confidentiality in day to day communication, in line with agreed ways of working.
Describe situations where information normally considered to be confidential might need to be passed on.
Explain how and when to seek advice about confidentiality.