Course Title: Use communication to build relationships
Part B: Course Detail
Teaching Period: Term2 2022
Course Code: MKTG7971C
Course Title: Use communication to build relationships
School: 535T Social Care and Health
Campus: City Campus
Program: C4352 - Certificate IV in Youth Work
Course Contact: Dianne Mackay
Course Contact Phone: +61 (3) 9925 4454
Course Contact Email: dianne.mackay@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 55
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None
Course Description
In this unit students will develop the skills and knowledge to apply specific communication techniques to establish, build and maintain relationships with clients, colleagues and other stakeholders based on respect and trust. This unit applies to work across a range of workplace contexts where workers at all levels may communicate with individuals and/or groups both in person and in writing.
This unit is delivered with CHCDIV001 Work with diverse people and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. It is assessed separately.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCCOM002 Use communication to build relationships |
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Element: |
1. Communicate with clients and co-workers |
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Performance Criteria: |
1.1 Identify and use appropriate communication techniques to communicate with clients and colleagues 1.2 Communicate in a manner that demonstrates respect, accepts individual differences and upholds rights 1.3 Represent the organisation appropriately and in accordance with communication policies and protocols 1.4 Provide information to clients and service providers in accordance with communication policies and protocols |
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Element: |
2. Address communication needs |
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Performance Criteria: |
2.1 Recognise and support communication needs of clients, colleagues and external networks 2.2 Facilitate access to interpreter and translation services as required 2.3 Identify and address problems and communication barriers 2.4 Defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisational requirements 2.5 Seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks |
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Element: |
3. Facilitate meetings |
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Performance Criteria: |
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Learning Outcomes
On successful completion of this course you will have developed the skills and knowledge required to demonstrate competency in the above elements.
Details of Learning Activities
Classes where information is shared through talks and group discussions, and exercises are conducted to apply learning. Time in class, will also be spent working on applied assessment tasks.
Teaching Schedule
Week |
Topic |
Week 1 |
-Introduction to unit -Introduction to 4 assessment tasks -Appropriate communication techniques for clients and colleagues -Different communication styles and techniques, and how they impact on interpersonal communication, including: -Strategies for effective interpersonal communication -Person centred and rights based approaches -Cross-cultural communication protocols -Non-verbal communication cues -Group processes and dynamics -Motivational interviewing versus coercive approach -Collaboration versus confrontation -Respectful communication – what does this look like? -Organisational policies and protocols concerning communication including professional relationship boundaries Providing information |
Week 2 |
-Appropriate communication techniques for clients and colleagues -Different communication styles and techniques, and how they impact on interpersonal communication, including: -Strategies for effective interpersonal communication -Person centred and rights based approaches -Cross-cultural communication protocols -Non-verbal communication cues -Group processes and dynamics -Motivational interviewing versus coercive approach -Collaboration versus confrontation -Respectful communication – what does this look like? -Organisational policies and protocols concerning communication including professional relationship boundaries Providing information |
Week 3 |
-Communication needs – recognising and providing support -Interpreter/translation - types of interpretation and translation services specific to the client group, and how to access them -Communication barriers – identifying and addressing factors that commonly contribute to the development of communication barriers including high emotions, mistrust or misunderstandings -Conflict Feedback re effectiveness of communication (clients, colleagues, external networks) – (includes how to respond to feedback) |
Week 4 |
Digital media and use in community services and health sector, including: · web · social media · podcast and videos · tablets and applications · newsletters and broadcasts · intranet Written correspondence protocols and style guides, including letters, emails, minutes, case notes, reports |
Week 5 |
Digital media and use in community services and health sector, including: · web · social media · podcast and videos · tablets and applications · newsletters and broadcasts · intranet Written correspondence protocols and style guides, including letters, emails, minutes, case notes, reports |
Week 6 |
Facilitating effective meetings Meeting presentation preparation |
Week 7 |
Preparing for and completing meeting presentation |
Week 8 |
Review of content Targeted support for students with ELP, Special consideration and other learning needs |
Learning Resources
Prescribed Texts
References
Other Resources
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops
Overview of Assessment
Assessment Task 1
Role Play and self reflection questions
Assessment Task 2
Case studies
Assessment Task 3
Online quiz
Assessment Task 4
Meeting presentation
Grades that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment
A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers.
Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams
Assessment Tasks
Assessment Task 1: This assessment task consists of two parts and will take place in the classroom and be submitted to your assessor once complete.
Task 1 – Role play
You are required to work in groups of three (3) to conduct a role-play of resolving a difficult situation.
Task 2 - Reflection questions
You are required to answer a series of questions based on your own experiences and your knowledge of communication to build relationships.
Assessment Task 2: This assessment consists of two scenarios with questions that follow. You should attempt to answer every question, if you are unsure ask your trainer to clarify what is required of you.
You are required to read each scenario and answer the questions provided, there are a total of 11 questions in this assessment.
Assessment Task 3: For this assessment you are asked to respond to sixteen (16) questions which relate to workplace scenarios and requirements for use of communication to build relationships with diverse people in the community services sector.
Assessment Task 4: You are required to organise and run a classroom meeting for issues in the workplace (this can be done in small groups of 3-4 students). To organise the meeting, you must write an agenda, write a memo to let everyone know when the meeting will be on, run the meeting and discuss the agenda items. The meeting is based on the scenario outlined in Task 1.
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency.
The assessment matrix is located in Canvas, at the end of each assessment task.
Other Information
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
Course Overview: Access Course Overview