Overview
Assessment Guidance
Work setting: this may include one specific location or a range of locations depending on the context of the learners’ role.
Explain how communication effects relationships at work, both positively and negatively and consider how it can impact on the effectiveness of a team, for example, considering Tuckman’s group development theory.
Identify ways of using effective verbal and non-verbal communication to manage challenging situations. For example, being able to identify:
• different behaviour types
• where conflict at work comes from
• own approach to handling conflict
• emotional triggers and handling them better
• key skills needed to resolve the situation
• strategies and practices for handling these types of situation.
Communication styles, methods and skills: learners should consider:
• verbal: words, voice, tone, pitch, spoken and written
• non-verbal: body language, proximity, eye contact, touch, gestures, behaviour
• additional methods to support communication: signs, symbols and pictures, objects of reference
• face to face communication (physically together or online), phone calls, email, letters, reports, text messages, the use of digital technology and technological aids, social networks, presentations
• active listening skills including paraphrasing, reflection, summarising, reframing, providing encouragement
• interpretation of non-verbal communication ▪ ability to use silence to provide space and support.
Barriers: may include, but are not limited to:
• environment
• time
• own physical, emotional or psychological state
• physical, emotional or psychological state of others
• own skills, abilities or confidence
• own or others’ prejudices
• conflict.
Others: in this context, this refers to everyone a worker is likely to come in to contact with, including:
• individuals accessing care and support services
• carers, loved ones, family, friends of those accessing care and support services colleagues and peers
• managers and supervisors
• professionals from other services
• visitors to the work setting
• members of the community
• volunteers
Services: may include:
• translation services
• interpretation services
• speech and language services
• advocacy services.
Poor or inappropriate behaviours: this may include but is not limited to:
• patronising individuals
• not listening to individuals
• not making time to communicate effectively
• not respecting individuals’ communication preferences, needs or strengths
• using communication skills to control or take ownership of an interaction
• interrupting or talking over someone
• offering inappropriate or unsolicited advice
• placating an individual.
Preferences may be based on:
• experiences
• desires
• beliefs
• values
• culture.
Preferences can change over time.
Individual: in this context this is a person accessing care and support. The individual, or individuals, will normally refer to the person or people that the learner is providing care and support for.
Learners should be aware of policies and procedures related to confidentiality and data protection.
Aim
The aim of the unit is to ensure that the learner understands different strategies and techniques used to communicate effectively and will be able to apply them in practice. Learners will understand barriers to effective communication and how they can be overcome. They should be aware of the role of an advocate in supporting individuals’ communication needs.