BSBXCM501 - Lead Communication in the Workplace A2 V04_180723

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Wentworth College *

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BSBLDR511

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Business

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Apr 28, 2024

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BSBXCM501 Lead Communication in the Workplace ASSESSMENT TASK 2 Communicate and Negotiate Effectively – Implement Negotiated Outcomes BSB50420 – Diploma of Leadership and Management BSB50120 – Diploma of Business /var/filecabinet/temp/converter_assets/d9/00/d900e4e6de173ee2bcc6162f630739db3ecbe278.docx Page 1 of 25

ASSESSMENT 2 TASK COVER SHEET Please ensure this form is fully completed prior to submitting. This page MUST be on the front of your assessment and needs to be easily accessible, filled in and signed. Student Number: Student Name: Subject: BSBXCM501 – Lead Communication in the Workplace Course: BSB50420 – Diploma of Leadership and Management BSB50120 – Diploma of Business STUDENT DECLARATION I hereby certify that:  This assessment task is my own work based on my personal study/research and not the work of another student and/or source.  I have acknowledged all material and sources used to prepare this assessment task.  I have not plagiarised or copied any part of this assessment task from the work of any other student or source either. ( I know the penalties for plagiarism include $200 re-assessment fee)  This assessment task has not previously been submitted.  I am aware of the requirements set by my Trainer & Assessor.  I have retained a copy of this assessment task for my own records.  I have completed all my assessments, tasks & activities (on Moodle®) successfully. Students Signature: Date: 17/10/2023 /var/filecabinet/temp/converter_assets/d9/00/d900e4e6de173ee2bcc6162f630739db3ecbe278.docx Page 2 of 25

Student instructions This assessment must be based on where you work (or have worked most recently). This Assessment is designed to test the knowledge that you have acquired throughout the unit. Use the following tips to help you answer the questions: Read each question carefully. Check with your trainer or assessor if you are not sure what the question is asking. HINT: Use these questions as subheadings to create a business style report to answer your assessment Your response to each question should aim to provide enough information to answer the question. In most cases, this can be done with just a few paragraphs. Don’t forget to refer to attachments under the heading (question) applicable, e.g. ‘See attached email’. Important: Your assessment must contain this coversheet and your own coversheet (for your “report”) Your answers & assessment submission must be professional in style (Business), content and format. Maximum font size 11 points: Font Arial or Times New Roman; single spacing; clear paragraphs with appropriate punctuation, spellchecking and final submission will need to be proof-read. (i.e., few missing words or typos) In particular:  Use clear, non-discriminatory language  use business-like language  Avoid the use of jargon  Write clearly using plain English  Consider your target audience  Ensure that your responses meet the needs of the target audience (in this case your trainer or assessor).  All of your work must be original. Written answer question guidance  The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected.  Note that the following guidance is the minimum level of response required. /var/filecabinet/temp/converter_assets/d9/00/d900e4e6de173ee2bcc6162f630739db3ecbe278.docx Page 3 of 25

Analyse: when a question asks you to analyse something, you should do so in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long. Compare: when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long. Contrast: when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long. Describe: when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response two or three sentences long. Discuss: when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long. Evaluate: when a question asks you to evaluate something, you should put forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long. Examine: when a question asks you to examine something, this is similar to “analyse”, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long. Explain: when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long. Identify: when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long. List: when a question asks you to list something, this means that you are asked to briefly state information in a list format. Outline: when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long. Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the main points. Generally, you are expected to write a response a few sentences long. /var/filecabinet/temp/converter_assets/d9/00/d900e4e6de173ee2bcc6162f630739db3ecbe278.docx Page 4 of 25

To achieve competency for this unit: All assessment activities in this unit must be successfully completed. The student must achieve a SATISFACTORY result in all the assessment activities in this unit to be deemed COMPENTENT. Students must perform to the standard as expressed by the competency standards of the CUA Training Package. Reasonable Adjustment: Reasonable adjustment is any approved modification or allowance made in assessment to accommodate a disability related function. Reasonable adjustment allows a learner with a disability to participate equitably in assessment procedures and demonstrate required skills and knowledge. Adjustment could be made in the physical environment, the assessment strategies or using assistive technology. Any adjustments made to the assessment must preserve the integrity of the assessment outcome. Ensure that you:  comply with the due date for assessment which your assessor will provide  adhere with your RTO’s submission guidelines  answer all questions completely and correctly  submit work, which is original and, where necessary, properly referenced  submit a completed cover sheet with your work  avoid sharing your answers with other students. /var/filecabinet/temp/converter_assets/d9/00/d900e4e6de173ee2bcc6162f630739db3ecbe278.docx Page 5 of 25

Marking and Criteria guide: Assessor and student must read this carefully before assessment. - All parts of the assessment must be completed successfully in accordance with the guidance provided in the Marking guide for the student to achieve competence in this unit. - Students & assessors must note that professionally critical aspects/concepts must be included (e.g., communicate and negotiate effectively and implement negotiated outcomes). - All parts (criteria) in the marking guide must be completed successfully for the student to achieve competence in this unit. EDUCATOR to complete. Assessment Task 2 – Communicate and Negotiate Effectively Observation/Assessment Satisfactor y / Not Satisfactor y Comments 1. The student has conducted a role play activity for Scenario 1 1. The student has conducted a role play activity for Scenario 2 1. The student has conducted a role play activity for Scenario 3 2. The student has identified;  Name of selected case study  Type of communication to be implemented  Target audience of your communication  Communication style appropriate to the audience  Information that must be presented to the audience 3. The student has identified the following information based on the management’s perspective:  At least one need  At least one want  At least one fear 4. The student has identified the following information based on audience’s perspective: 5. Evaluate the difference between management’s and audience’s perspective /var/filecabinet/temp/converter_assets/d9/00/d900e4e6de173ee2bcc6162f630739db3ecbe278.docx Page 6 of 25

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