Fluent Essays

you have to first read the learning guide then answer the workbook.  it must be sufficient answers.  N(10) Page | 53 BSBLDR513 Communicate with influence Learner Workbook Table of Contents Table of Contents 1 Instructions to Learner 3 Assessment instructions 3 Assessment requirements 6 Candidate Details 7 Assessment – BSBLDR513: Communicate with influence 7 Competency Record to be completed by Assessor 8 Observation/Demonstration 9 Third Party Guide 10 Third party details (required information from the learner) 10 Activities 11 Activity 1A 11 Activity 1B 12 Activity 1C 13 Activity 1D 14 Activity 1E 15 Activity 2A 16 Activity 2B 17 Activity 2C 18 Activity 2D 19 Activity 2E 20 Activity 3A 21 Activity 3B 22 Activity 3C 23 Activity 4A 24 Activity 4B 25 Activity 4C 26 Summative Assessments 27 Section A: Skills Activity 28 Section B: Knowledge Activity (Q & A) 29 Section C: Project 31 Workplace Documentation – for learner 32 Workplace documents checklist 32 Supplementary Oral Questions (optional) – for assessor 33 Instructions to Learner Assessment instructions Overview 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 elses 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 ones 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 not be 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 the disclosure 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 document must 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 for marking. This forms part of your assessment for BSBLDR513: Communicate with influence. Remember to always keep a copy of your assessment before submitting. Name: _____________________________________________________________ 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. 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: ____________________________________________________________ Competency Record to be completed by Assessor Learner Name: __________________________ Date of Submission: __________________________ Date of Assessment: __________________________ The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as: Satisfactory (S) Non-Satisfactory (NS) Assessor Initials Activities 1A – 4C Skills and Knowledge Section A (Activity) Skills and Knowledge Section B (Q&A) Major Project Learner is deemed: COMPETENT NOT YET COMPETENT (Please Circle/Highlight) 1. Resubmission Date: ________________________ 2. Resubmission Date: ________________________ 3. Resubmission Date: ________________________ Comments from Trainer / Assessor: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Assessor Signature: ___________________________ Date: _______________________ 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 demonstration will require: Performing a skill or task that is asked of you Undertaking a 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 evidence are 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. Activity 1A 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 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 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 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 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 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 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 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 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 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 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 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. Activity 3C Estimated Time 15 Minutes Objective To provide you with an opportunity to identify how to achieve agreed outcomes in the available time by co-operating with and seeking consensus and compromise, and summarise outcomes of meetings for action and distribute to stakeholders promptly, as required 1. Why is it important for someone to lead a meeting? 2. When leading a meeting what is it important to do? 3. Why should you document the outcomes of a meeting? Activity 4A Estimated Time 20 Minutes Objective To provide you with an opportunity to identify appropriate forums to present business positions, in line with organisational objectives Which forums would you choose to present the following business positions: · Launching a new product or service to your customers/clients · Informing your organisation’s employees of a new business contract · Promoting your organisation’s business within the specific industry you are in. Activity 4B Estimated Time 20 Minutes Objective To provide you with an opportunity to identify how to obtain reliable information and advice to prepare appropriate presentations Briefly explain how you would prepare a presentation to promote your business and how you would obtain and prepare reliable and appropriate information. Activity 4C Estimated Time 20 Minutes Objective To provide you with an opportunity to identify how to adapt language, explanations, media and information/entertainment balance to meet the needs of the audience, and respond to questions openly, honestly, and in accordance with organisational policies 1. What should you do to engage your audience when presenting? 2. How would you diffuse a situation from occurring if an audience member becomes argumentative when asking a question? 3. Briefly explain how organisational policies could have an impact when responding to questions. Summative Assessments The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor. Skills, knowledge and performance may be termed as: · Skills – skill requirements, required skills, essential skills, foundation skills · Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence · Performance – evidence requirements, critical aspects of assessment, performance evidence. Section A: Skills Activity The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary. Section B: Knowledge Activity (Q & A) The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency. Section C: Performance Activity The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them. If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook. Section A: Skills Activity Objective: To provide you with an opportunity to show you have the required skills for this unit. A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion. This activity will enable you to demonstrate the following skills: · Writing · Oral communication · Navigate the world of work · Interact with others · Get the work done. Answer the activity in as much detail as possible, considering your organisational requirements. 1. You will be required to produce a presentation to perform to your group, on a subject of your choice which is relevant to your organisation. Throughout the planning process, as well as the presentation itself, you should be mindful of the following factors: · Ensuring that the presentation is suitable for the needs of the audience – is it fully explanatory? · Planning the presentation to effectively get your point across · Selecting and using engaging vocabulary · Controlling the presentation throughout and keeping to an agenda/plan · Using a variety of communication skills to cater for the audience and promote engagement. Your presentation should factor in time for feedback and questions from the audience. Following the presentation, you should produce a written document of no more than 1500 words, summarising the key findings of the presentation. You should also detail any legal or ethical requirements which you would consider if this presentation was performed within your workplace. Section B: Knowledge Activity (Q & A) Objective: To provide you with an opportunity to show you have the required knowledge for this unit. The answers to the following questions will enable you to demonstrate your knowledge of: · Key industry, media and government organisations, events and communication channels that are relevant to the organisation · Key principles of cross-cultural communication · Key features of various techniques for negotiation, mediation, conflict resolution and incident de-escalation · Key features of structured and inclusive meeting procedures · Key features of relevant organisational objectives · Key features of relevant organisational policies and procedures, including in relation to the confidentiality of information. Answer each question in as much detail as possible, considering your organisational requirements for each one. 1. Drawing on your own research and knowledge, list: · Five different industry, media or government organisations relevant to your organisation · Three events or communication channels relevant to your organisation. 2. Explain how you can facilitate effective cross-cultural communication. Present your answers in no more than 800 words. 3. Explain the purpose of the following, and how they are useful to the practices of your organisation: · Negotiation · Mediation · Conflict resolution · Incident de-escalation. Answers may be in bullet-point form, but should be fully explanatory of how each principle is relevant to your organisation. 4. Describe the procedures in place within your organisation for ensuring that meetings are: a) Structured b) Inclusive. 5. Identify two organisational objectives relevant to your role. If you do not have access to this information, then your assessor will provide you with resources or you can perform an internet search on an organisation of interest to you. Once you have identified two objectives, comment how you would incorporate this into your presentation planning. 6. Produce an essay of no more than 1000 words detailing the confidentiality requirements in place within your organisation. You should refer to specific examples where possible. Section C: Project Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit. A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion. This activity will enable you to demonstrate the following performance evidence: · Review organisational policies to determine information that may be subject to confidentiality · Negotiate and present persuasively · Identify relevant stakeholder groups · Communicate clearly with key stakeholders to position the business to best effect including listening actively, understanding the information needs of others and adapting communication to suit the audience · Prepare for, participate in, and lead meetings to obtain outcomes · Prepare and make presentations to groups of people including: · identifying suitable fora for presentations · presenting reliable information · designing the presentation to meet the needs of the audience · answering questions clearly and concisely. Note: If a specific volume or frequency is not stated, then evidence must be provided at least once. Answer the activity in as much detail as possible, considering your organisational requirements. 1. Working in small groups, you will be required to design a pitch to present to the rest of the group. The topic of your pitch may be decided in the group, but should be relevant in some ways to your organisation. As part of your pitch you will be required to: · Identify relevant stakeholders of the group · Prepare and participate in a meeting to decide on the topic of the pitch, and the best techniques for presenting · Identify any information that may be subject to confidentiality and outline methods to protect it · Communicate clearly with others within in the group, as well as the audience when you present · Present persuasively · Devise the pitch in a manner which caters for the needs of the audience. Your presentation should include a period for questions and answers. Workplace Documentation – for learner Workplace documents checklist To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use. Document name/description Document attached Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) For RTO use only Have originals or digital copies been supplied for the workplace documents? Yes No (Please circle) If not originals, have the originals been validated or checked? Yes No (Please circle) Learner’s signature Assessor’s signature Supplementary Oral Questions (optional) – for assessor The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date of assessment Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory Feedback for the learner I have read, understood, and am satisfied with the feedback provided by the assessor. Learner’s name Learner’s signature Assessor’s name Assessor’s signature MSA Training and Professional Development Phone: 03 9905 3180 Room 159, 21 Chancellors Walk Website: msatraining.edu.au Monash University Clayton, Vic 3800 BSBLDR513 Communicate with influence V2 28/07/2020 Page | 1 BSBLDR513 Communicate with influence Learner Guide Table of Contents Unit of Competency 4 Application 4 Performance Criteria 5 Foundation Skills 7 Assessment Requirements 8 1. Communicate clearly 10 1.1 – Confirm authority to present material on behalf of a business, in accordance with organisational policies and procedures 11 Communicating at work 11 Different forms of communication 11 Present to the needs of your organisation 12 Activity 1A 14 1.2 – Identify information that may be subject to confidentiality and manage appropriately 14 Your organisation’s protocols 14 Being confidential 15 Confidentiality requirements and privacy laws 15 Intellectual property 16 Activity 1B 17 1.3 – Identify information needs of audience and prepare a position in line with purpose of communication 17 Preparing for the needs of your audience 17 Provide focused communications 17 Cross-cultural communications 18 Activity 1C 19 1.4 – Use language, written or verbal, that is appropriate for the audience 19 Create the right relationship 19 Use appropriate language 19 Present to the audience 20 Activity 1D 21 1.5 – Use active listening to seek stakeholder and intra-organisational input to achieve a balanced exchange of views 21 Active listening 21 Who are your stakeholders? 21 Look to gain feedback to ensure understanding has been made 23 Activity 1E 24 2. Present and negotiate persuasively 24 2.1 – Map stakeholder landscape, identifying key individuals and target groups in line with organisational objectives 25 Know your audience 25 Let’s look at the target groups 25 Activity 2A 26 2.2 – Prepare realistic positions and supporting arguments in advance of the likely expectations and tactics of others 26 Understanding the position of others 26 Present and negotiate your information 26 Strategies for dealing with negotiations 27 Plan your negotiations 27 Activity 2B 28 2.3 – Acknowledge differences of opinion to encourage the rigorous examination of all options 28 Direct a successful negotiation 28 Models of communication 28 Being a good communicator 29 Makes sure you acknowledge the contributions of others 30 Activity 2C 31 Communication styles 31 Understanding your own style of communication 32 Activity 2D 33 2.5 – Seek mutually beneficial solutions by establishing areas of common ground and potential compromise 33 2.6 – Keep negotiations focused on key issues and moving forward towards a final resolution 33 Find a common ground 33 Keep negotiations focused 36 Activity 2E 37 3. Participate in and lead meetings effectively 37 3.1 – Identify the need for any meetings and schedule meetings in response to the need 38 What is the need for your meeting? 38 Activity 3A 39 3.2 – Prepare materials relating to key issues and disseminate in advance 39 3.3 – Develop and circulate an agenda, and use efficient, inclusive meeting procedures to maximise participation and maintain order 39 The agenda 39 Inclusive meeting procedures 39 Go to meetings prepared 40 Disseminate your information 41 Activity 3B 41 3.4 – Achieve agreed outcomes in the available time by co-operating with and seeking consensus and compromise 41 3.5 – Summarise outcomes of meetings for action and distribute to stakeholders promptly, as required 41 First achieve the outcomes 41 Document the meeting outcomes 42 Activity 3C 43 4. Make presentations at meetings, forums and conferences 43 4.1 – Identify appropriate forums to present business positions, in line with organisational objectives 44 Choosing the right forum 44 Research communication channels for your organisation 45 Activity 4A 46 4.2 – Obtain reliable information and advice to prepare appropriate presentations 46 Prepare information for making presentations 46 Prepare your presentation 46 Activity 4B 48 4.3 – Adapt language, explanations, media and information/entertainment balance to meet the needs of the audience 48 4.4 – Respond to questions openly, honestly, and in accordance with organisational policies 48 An effective presentation 48 Interacting with your audience 49 Activity 4C 51 Summative Assessments 51 References 52 Unit of Competency Application This unit describes the skills and knowledge required to present and negotiate persuasively, lead and participate in meetings and make presentations to customers, clients and other key stakeholders. It applies to managers and leaders who are required to identify, analyse, synthesise and act on information from a range of sources, and who deal with unpredictable problems as part of their job role. They use initiative and judgement to organise the work of self and others and plan, evaluate and co-ordinate the work of teams. No licensing, legislative or certification requirements apply to this unit at the time of publication. Unit Mapping Information BSBLDR503 Communicate with influence – Equivalent unit Unit Sector Management and Leadership - Leadership Performance Criteria Element Elements describe the essential outcomes. Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. 1. Communicate clearly 1.1 Confirm authority to present material on behalf of a business, in accordance with organisational policies and procedures 1.2 Identify information that may be subject to confidentiality and manage appropriately 1.3 Identify information needs of audience and prepare a position in line with purpose of communication 1.4 Use language, written or verbal, that is appropriate for the audience 1.5 Use active listening to seek stakeholder and intra-organisational input to achieve a balanced exchange of views 2. Present and negotiate persuasively 2.1 Map stakeholder landscape, identifying key individuals and target groups in line with organisational objectives 2.2 Prepare realistic positions and supporting arguments in advance of the likely expectations and tactics of others 2.3 Acknowledge differences of opinion to encourage the rigorous examination of all options 2.4 Use a variety of communication styles to present business positions to best effect 2.5 Seek mutually beneficial solutions by establishing areas of common ground and potential compromise 2.6 Keep negotiations focused on key issues and moving forward towards a final resolution 3. Participate in and lead meetings effectively 3.1 Identify the need for any meetings and schedule meetings in response to the need 3.2 Prepare materials relating to key issues and disseminate in advance 3.3 Develop and circulate an agenda, and use efficient, inclusive meeting procedures to maximise participation and maintain order 3.4 Achieve agreed outcomes in the available time by co-operating with and seeking consensus and compromise 3.5 Summarise outcomes of meetings for action and distribute to stakeholders promptly, as required 4. Make presentations at meetings, forums and conferences 4.1 Identify appropriate forums to present business positions, in line with organisational objectives 4.2 Obtain reliable information and advice to prepare appropriate presentations 4.3 Adapt language, explanations, media and information/entertainment balance to meet the needs of the audience 4.4 Respond to questions openly, honestly, and in accordance with organisational policies Foundation Skills This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. Writing · Prepares documentation that accurately summarises key findings or outcomes for own use and for distribution to others · Prepares presentations appropriate to audience needs, context and purpose. Oral communication · Selects appropriate and engaging vocabulary adjusting language and presentation features to maintain effectiveness of interaction · Uses active listening and questioning to seek information and confirm understanding. Navigate the world of work · Understands the implications of legal and ethical responsibilities to maintain confidentiality. Interact with others · Demonstrates sophisticated control over oral, visual and/or written formats, drawing on a range of communication practices to achieve goals · Selects and uses appropriate conventions and protocols when communicating with team members · Adapts personal communication style to build trust and positive working relationships and to show respect for the opinions and values of others · Plays a lead role in situations requiring effective negotiation and collaboration, demonstrating high level conflict resolution skills and ability to engage and motivate others. Get the work done · Plans, organises and implements complex tasks required to achieve required outcomes · Uses analytical processes to evaluate options, and aid in problem-solving and decision-making. Assessment Requirements Performance Evidence Evidence of the ability to: · Review organisational policies to determine information that may be subject to confidentiality · Negotiate and present persuasively · Identify relevant stakeholder groups · Communicate clearly with key stakeholders to position the business to best effect including listening actively, understanding the information needs of others and adapting communication to suit the audience · Prepare for, participate in, and lead meetings to obtain outcomes · Prepare and make presentations to groups of people including: · identifying suitable fora for presentations · presenting reliable information · designing the presentation to meet the needs of the audience · answering questions clearly and concisely. Note: If a specific volume or frequency is not stated, then evidence must be provided at least once. Knowledge Evidence The candidate must be able to demonstrate the following knowledge to effectively complete the tasks outlined in the elements and performance criteria of this unit, and to manage tasks and reasonably foreseeable contingencies in the context of the work role: · Key industry, media and government organisations, events and communication channels that are relevant to the organisation · Key principles of cross-cultural communication · Key features of various techniques for negotiation, mediation, conflict resolution and incident de-escalation · Key features of structured and inclusive meeting procedures · Key features of relevant organisational objectives · Key features of relevant organisational policies and procedures, including in relation to the confidentiality of information. Assessment Conditions Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to: · Relevant workplace documentation and resources · Case studies and, where possible, real situations · Interaction with others. Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards. Links Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10 1. Communicate clearly 1.1. Confirm authority to present material on behalf of a business, in accordance with organisational policies and procedures 1.2. Identify information that may be subject to confidentiality and manage appropriately 1.3. Identify information needs of audience and prepare a position in line with purpose of communication 1.4. Use language, written or verbal, that is appropriate for the audience 1.5. Use active listening to seek stakeholder and intra-organisational input to achieve a balanced exchange of views 1.1 – Confirm authority to present material on behalf of a business, in accordance with organisational policies and procedures By the end of this chapter, the learner should be able to: · Follow organisational policies for the release of information · Use appropriate forms of communication, both verbal and non-verbal, to engage with different people · Clarify and prepare the intentions of their message before reaching out to communicate. Communicating at work Within your role at work, ensure that you have the correct authority for your communications. You may need to obtain authority from your immediate manager, or from a group of senior personnel/ management. You may need to do this each time you need to present a business communication, or just when a new situation arises. However your role is defined, you should make sure that you follow your organisational policies and procedures for correct practice, and for the release of information. Having the correct authority will give you the confidence to carry out your task. It will also enable you to clarify the exact requirements and to check details that may not be clear. Different forms of communication You will need to engage with different types of people and may need to use different forms of communication on a daily basis. Your communication skills are made up of verbal and non-verbal attributes: Verbal skills, this includes: speaking directly with others, as a one-to-one or within a group scenario telephone and video conference communications Written skills, this includes: emails writing letters, reports and other documentation using databases and other software programs which are also used by others Visual skills, this includes: how you present yourself to others use of body language to engage with people using a visual presentation to communicate information. You should also develop good listening skills to make your communication a two-way process. Present to the needs of your organisation In order to present communications effectively and with confidence, you should prepare your message and the delivery of this in advance. You should: · Begin with defining the goals and objectives of the communication and producing a situation analysis to look at the strengths, weaknesses, opportunities and threats of the task (a S.W.O.T. analysis) · Check the information you have been given, or that you have compiled yourself, and make sure this has been verified and is correct · Make sure your information is complete in all details, or as much as is possible at the time of making your communication · Plan how to deliver the information – will a simple written communication suffice or will you need to make a full presentation at a meeting and provide supporting documentation? · Make your communications concise and clear for the recipient(s) – if the information is not understood correctly, this can cause anxiety, frustration or confusion and lead to errors further along with your organisation’s business · Use a more conversational tone to ensure communications are personable and invite interaction; this will help to avoid confrontations. To communicate well, you should make your communications non-emotional in style and content and maintain a professional approach in your delivery · Be considerate to others and look at how the communication you are preparing will be received by the intended audience. Once you have identified and prepared your message, ensure that you use the correct channels at your place of work to obtain approval for the delivery of your communication. Follow your organisation’s procedures Show your intended communication to the appropriate senior person(s) and check that the message is correct to convey for the needs of your organisation. Once this has been agreed and signed-off to your organisation’s procedures, you will be able to present your information. Whether delivering your message internally to staff or externally to other contacts, ensure that the information is disclosed using the appropriate format and to all of the intended person(s). Activity 1A 1.2 – Identify information that may be subject to confidentiality and manage appropriately By the end of this chapter, the learner should be able to: · Follow organisational protocols to ensure good practice throughout all communication · Check any confidentiality requirements before dealing with information or records · Follow confidentiality and privacy laws and regulations throughout professional practice. Your organisation’s protocols Be professional and work to your organisational protocols when communicating for your business needs. Your organisation’s protocols establish the groundwork for following good practice with all business and communication requirements, and will help to build successful work relationships. This code of conduct will set out the professional rules and the business etiquette that is required for you to make effective communications. This includes: · Verbal communication etiquette – always be professional and tailor your communications to be appropriate in the circumstance that you are within, for example exchanging information with a colleague will be more informal that speaking at a client meeting · Verbal communication guidelines – always be courteous and reflect the values of the organisation to support its mission. Only relay the information that you should/have been asked to · Written communication etiquette – ensure the correct format is used for the specific communication that you are making (as in verbal communication etiquette above). For example, an informal newsletter will need to be constructed to relay news in a more light-hearted way rather than a financial report which will convey facts and figures · Written communication guidelines – determine the purpose of if your communication, i.e. is it to inform, collaborate or persuade? Arrange and produce your communication clearly in both content and format of the document, make this readable and engaging for your audience. Check your organisation’s specific protocols for making any type of business communication, both internally and externally to the organisation. Be aware that when you talk to colleagues within your workplace in an informal setting that the exchange of conversation does not infringe upon these protocols. Never give out information to others without first checking who should be included within the exchange. Being confidential For any business, confidentiality is a required attribute that all of its workforce will need to have in the performance of work duties. Work-related matters should not be divulged to those who are not authorised. This is also true when you communicate on behalf of your organisation. Always check any confidentiality requirements on the information that you may be handling on a day-to-day basis. Make sure that information is stored appropriately within the workplace as befits the specific nature and confidentiality needs. Store and file all paper/hard copies under lock and key, if needed, and also make sure file and system copies have the required authorised access assigned to them. Confidentiality requirements and privacy laws The main aspect of confidentiality requirements is The Privacy Act. This is an Australian law that came into force in 1988 and governs how organisations handle personal information about people, whether staff, clients or customers, etc. The Privacy Act comprises of 13 Privacy Principles that legally must be adhered to and also, as explained by the Office of the Australian Information Commissioner (OAIC) website: · “Regulates the collection, storage, use, disclosure, security and disposal of individuals tax file numbers · Permits the handling of health information for health and medical research purposes in certain circumstances, where researchers are unable to seek individuals consent · Allows the information commissioner to approve and register enforceable app codes that have been developed by an app code developer, or developed by the information commissioner directly · Permits a small business operator, who would otherwise not be subject to the Australian privacy principles (apps) and any relevant privacy code, to opt-in to being covered by the apps and any relevant app code · Allows for privacy regulations to be made.” As of March 2014, the following privacy legislation amendments came into effect: · Privacy Amendment (Enhancing Privacy Protection) Act 2012 · Privacy Regulation 2013 · Credit Reporting Privacy Code. Further information on this can be found at the Australian Government Office of the Australian Information Commissioner website: http://www.oaic.gov.au/privacy/privacy-act/the-privacy-act (Accessed: 23.11.18). Intellectual property Be aware of the intellectual property (IP) requirements of your organisation. A confidentiality agreement with employees can also safeguard the organisation from specific information being given to others without the organisation’s permission. IP also protects a business from others using its products, designs and patents. Further information can be found at the Australian Government IP Australia website: https://www.ipaustralia.gov.au/trade-marks/understanding-trade-marks/trade-mark-basics (Accessed: 23.11.18). Activity 1B 1.3 – Identify information needs of audience and prepare a position in line with purpose of communication By the end of this chapter, the learner should be able to: · Focus communications on the needs of the audience · Identify the purpose or goal of the message at the beginning of communication · Take the correct steps to ensure that communications are inclusive for all the cultural backgrounds of your audience. Preparing for the needs of your audience When you come to prepare your communications, focus this to the needs of the audience. Look at what information is of importance to them and structure your presentation accordingly. Ask yourself the following questions: · What message do you need to convey? · How can you best present the information to the needs of the audience? You may be tasked to present the same information to different audiences within your organisation, such as management, employees and contract staff. This may make a difference to your preparations, and you may need to adapt or change parts to focus on the aspects that are of more relevance or importance to the specific audience. Supporting documents may need to be used and should also be considered to the needs of the audience. Your audience may include: · Management · Employees · External business contacts · Clients/customers · Media · Community members. Provide focused communications Communicate the purpose or the goal of the message at the start of your delivery, so it is clear to your audience. This will also help you to keep the communication/presentation on track. Back up your information with facts and figures, or the reasons why a particular decision has been made. Reference research or give statistics to add credibility and to support your needs. Treat your audience with respect and intelligence as they will respond more positively than if information has been padded or sugar-coated to make information more palatable. Separate points clearly so the items you need to cover are easy to identify and can be referenced by the audience. If you are presenting information at a meeting, provide information and/or a summary of points as a handout. Cross-cultural communications Ensure your communications are inclusive for all the cultural backgrounds of your audience. Before presenting your message, take the time to understand any cultural differences and how subtle changes in language may affect the meaning of your message. In meetings be aware of the differences with body language, as this may vary across cultures and can also cause misinterpretations within your communications. You could consider advocating a cross-cultural awareness program within your organisation so that the various differences in language, cultures and lifestyles can be looked at to increase understanding. This will also help your organisation in the global market by improving current working relationships or in an expansion with work abroad. Cultural differences may include: · Values of the culture and how this may affect day-to-day business · How relationships are conducted, including expressing emotion, conversations and decision-making processes · How time and scheduling may be treated; for example, some cultures observe specific festival or religious days that may be different to your own · How the culture respects power and how they may respond to authority. Activity 1C 1.4 – Use language, written or verbal, that is appropriate for the audience By the end of this chapter, the learner should be able to: · Present information in a way that can be understood by the audience · Utilise different communication techniques to engage with the audience and get the message across. This may include: using body language to help convey the message making eye contact to engage with the audience. Create the right relationship From the start of your communication, make sure you establish your credibility to relay the message. You can inform the audience of your position within the organisation and/or your relationship to the organisation and the particular communication that you are dealing with. This will give confidence to your audience on your position and will help build upon good faith with business relationships. When presenting your information, establish a connection with your audience. Look to engage them in the communication with clear and personable communication skills. Communication skills should include: · The use of clear and straightforward language · A message that is direct and concise · An ability to attract and hold the attention of the audience. Use appropriate language The point of your communication is to ensure that a message has been relayed to the intended person(s). Be articulate, speak or present the information in a way that can be understood and is effective for the needs of your business. You should also be careful not to use words or phrases that may cause offence to your audience. If appropriate to use humour make sure you have first considered the cultural and moral impact associated with this. In face-to-face meetings: · Use body language to help convey your message · Make eye contact and engage with your audience · Avoid mumbling · Avoid unnecessary repetition of words and information. Develop your language skills To help you develop your communication and language skills, look to widening your use of vocabulary. Use alternative words rather than repeating the same words over and over; these can be researched easily via the internet or by using a thesaurus/dictionary that you may already have in the workplace. A business-specific dictionary is also useful for using business terms and for understanding their usage within business communications. You could also look at using training software that can help broaden your knowledge of vocabulary through taking part in exercises. Read business and trade journals, magazines and articles. This will improve your knowledge of vocabulary and also of the current industry and business news (and trends). This will help to increase your vocabulary use for business and will keep you informed of changes in business which may also be applicable to your organisation. Play word games such as crosswords or word searches; find versions that are business-themed. You could also make time to watch business television programmes to keep abreast of business news and to expose yourself to the key terms and trends within the business world. Lastly, take the time to practice your increased knowledge of vocabulary within your workplace to maximise your usage and to instil this into your everyday work. Present to the audience When presenting your information on paper or electronically, take the time to check through afterwards so you can assess the readability and clarity of the information. Always spell and grammar check the content for errors, and ensure your documentation is professionally put together. Use the correct document templates and/or use of logo along with font size and organisation style guides. If presenting face-to-face to an audience, put together a brief script/outline of your information so you can use this to prompt yourself. Add appropriate key terms and the points to be covered so you can keep to the intended agenda. You should have: · A positive attitude, so your communications reflects this · Fluid speech skills, to avoid filling gaps with ‘um’ and repeated phrases such as ‘I mean’ · Practice of engaging speech, to attract listeners. Activity 1D 1.5 – Use active listening to seek stakeholder and intra-organisational input to achieve a balanced exchange of views By the end of this chapter, the learner should be able to: · Practice active listening within the workplace in order to clarify information when communicating with personnel such as stakeholders · Invite others to feedback to ensure that all stakeholders have a thorough understanding of the information provided and a chance to raise any issues · Be prepared for direct and difficult questions when inviting feedback. Active listening Active listening is a technique used in professions such as training and conflict resolution. This technique requires the listener to repeat back what they have heard from the speaker by re-stating, or paraphrasing this in their own words. This enables all parties to ensure the correct understanding has been made. This can be a useful tool in business, as it enables you to clarify information straightaway, and directly with the person(s) involved. When discussing your communications and looking for input from the relevant stakeholders/your organisation, use active listening skills. This can help all to understand the message and engage people into talking and contributing their own views and thoughts on the situation. Who are your stakeholders? Stakeholders are all the persons that are connected to, and have a concern or interest within the organisation. Stakeholders may include: · Business owner · CEO/Senior management · Employees · Contract staff · Investors · Customers and clients · Shareholders. Discuss the needs of the communication with the stakeholders. If the views of the stakeholders are similar, you could raise issues and other viewpoints to encourage further discussions. By raising other possible views, you can invite open and positive interactions from all involved and work towards an overall outcome for your message. Look to gain feedback to ensure understanding has been made Invite others to feedback on your communication to make sure that all stakeholders have made a thorough understanding of the information and also of the other views raised. It is important to clarify with stakeholders that they have correctly understood all aspects and all possibilities, so that an outcome can be reached in a positive and open manner. Be prepared for difficult questions When inviting feedback, be prepared for direct and difficult questions to be asked. Make your own preparations in advance to allow for these questions. This will allow you the time to formulate considered responses that are able to accurately answer the question while also enabling a sensitive or confidential approach to be made, if needed. Equally, if you find that very few questions are asked, or not asked at all, prepare your own questions or alternative viewpoints to cover aspects that may arise from your communication. You can ask others to provide their thoughts and opinions on these and encourage contributions. This will help the stakeholders to look at other viewpoints and interact accordingly. Activity 1E 2. Present and negotiate persuasively 2.1. Map stakeholder landscape, identifying key individuals and target groups in line with organisational objectives 2.2. Prepare realistic positions and supporting arguments in advance of the likely expectations and tactics of others 2.3. Acknowledge differences of opinion to encourage the rigorous examination of all options 2.4. Use a variety of communication styles to present business positions to best effect 2.5. Seek mutually beneficial solutions by establishing areas of common ground and potential compromise 2.6. Keep negotiations focused on key issues and moving forward towards a final resolution 2.1 – Map stakeholder landscape, identifying key individuals and target groups in line with organisational objectives By the end of this chapter, the learner should be able to: · Select and use appropriate communication techniques for different key individuals and target groups in order to maximise business opportunities. Know your audience When delivering your communication, you need to identify the key individuals and target groups that will be involved. You should tailor your communication to your audience and also consider the appropriate method to deliver this for a successful result. Different individuals and groups will respond to different tactics Determine their association with your organisation and look at how you can maximise the opportunities with your communication. For example, you may be able to source new business from a marketing initiative or improve work performance with employees. Key individuals can help your organisation by: · Supporting your organisation’s business · Responding with required information · Promoting your business needs · Increasing your business output and profits. Let’s look at the target groups The target groups for your communication may be found internally within your organisation or with external contacts. All can help benefit your organisation’s business needs, and it is important that the correct delivery is made to the specific group(s) to gain the desired outcome. Target groups may include: · Employees · Clients · Potential new clients/new business · Business associates · Investors · Suppliers · Market research/focus groups. Activity 2A 2.2 – Prepare realistic positions and supporting arguments in advance of the likely expectations and tactics of others By the end of this chapter, the learner should be able to: · Show transparency in negotiations in order to aid understanding and provide the required information · Have a clear strategy and plan tactics to help stay focused throughout negotiations. Understanding the position of others Look at the objectives for your communication and at the outcome you are hoping to achieve. You should also look at the required outcome from the position of your audience and the impact this may have upon them. Is the outcome suitable for all involved or will you experience difficulties and opposition from others? Look at the position of others and at the arguments and opposing points they may raise, in reply. Gain an understanding of the possible responses so you can formulate your own supporting arguments and also show your understanding of their position. Present and negotiate your information When you present your information and are looking to negotiate an outcome, you should be as transparent as possible, and share information with those involved. This will aid their understanding and will provide them with required information and data. By presenting as much information as you are able to, you can better prepare a persuasive negotiation towards the required outcome. Order the priorities and any key factors to help explain your organisation’s position; this will clarify specific details and put the information into perspective. Negotiation tactics include the following: · Soft approach – giving in easily to the other party to the detriment of own interests · Hard approach – negotiating aggressively to reach the required outcome · Principled negotiation – the fairest approach for those involved. The interests of both sides are considered, rather than the positioning of each, and the options are looked into in order to meet a set of objective criteria. Principled negotiation is the best option for establishing your positioning and in managing the expectations of those involved. When negotiating Determine the final position that your organisation will negotiate to, this will keep you to remain focused when looking at alternative arrangements and at other solutions. Take the lead in establishing your requirements with the individuals/target group(s) involved – this will allow you to set the starting point and tone of the negotiations. Listen and look to counter positions that may be presented to you and consider if these can be incorporated to achieve the requirements. Look to meeting the objectives in a mutually agreeable way. Strategies for dealing with negotiations Depending upon the situation and the person(s) involved within the negotiations, you may want to consider a strategy to help you to communicate with the required influence and authority. This can help when you are dealing with certain personality types and specific groups. Strategies for negotiating include: · Problem-solving – all parties work together to discuss and agree upon the outcome after careful consideration · Compromising – to reach an agreement, compromise by both/all parties can be a successful course of action · Yielding – giving in, or up, on a point can help business relationships and for further negotiations · Contending – asserting a specific outcome or point can work to your advantage in one-off negotiations · Non-action – by taking time out to consider the options, you can look at researching information further, or you can look more closely at your next move. Plan your negotiations Preparation is key to a successful negotiation. Have a clear strategy and plan your tactics to guide you through the process. Stay focused, detached and calm when involved with your communications. This will help you to be objective and keep you to your intended path. When planning you should have: · Set objectives · Anticipated a negative outcome and the course of action you would need to take · Determined your needs and the needs of those involved · Researched the details and requirements for your negotiations · Consulted with the relevant personnel at your organisation A written agenda which includes the participant details, location, schedule, points to be covered and areas for discussion. Activity 2B 2.3 – Acknowledge differences of opinion to encourage the rigorous examination of all options By the end of this chapter, the learner should be able to: · Communicate in a way which aims to respect and acknowledge the input of others · Consider different models of communication throughout working practice in order to understand the communication techniques of relevant people · Adopt reflective listening in order to seek to understand the contributions of others · Listen to and explore the reactions of those receiving their communication. Direct a successful negotiation Successful negotiations will take careful handling and will require good communication skills and experience to direct positively to the benefit of all those involved. You should be: · Flexible · Aware of all sides of the negotiation · Honest and open · Organised and good at planning · Positive · A good communicator. Models of communication Lasswell’s model of communication Harold Lasswell (1902 – 1978) developed a model of communication to show the process in its simplest form as it applies to everyday interactions. This follows as: · Who (the communication) · Says what (the message) · In which channel (the medium) · To whom (the receiver) · With what effect (the effect). This linear model (similar to Aristotle’s communication model) is straightforward and includes the concept of effect, but it does not go as far to include feedback within the communication or noise. The Shannon and Weaver model of communication A further model of communication was developed by Claude Shannon and Warren Weaver in the late 1940s. This model goes further than Lasswell’s model as it includes feedback and noise. This model follows the following process: Receiver Sender Encoder Decoder Channel Noise Feedback · The sender/originator of the information delivers the message · The encoder/transmitter is the means by which the message is sent via signals/sound waves/binary data · The channel is the method used for delivery · The decoder is where the signal/sound wave/binary data is converted back into the information · The receiver is the intended destination of the sender · The receiver will then provide feedback to the sender in response to the information. Note: noise is the element of distraction that may occur through the sending and receiving process, such as crowd noise or sound distortion. These models can help put communicating into perspective as it reminds us of the processes that need to occur in order for a communication to be successful. Being a good communicator As well as looking at the above communication models, it is also useful to look further at the approach of your communication. Assertive communication will help you to take control and guide the negotiations and can prove to be a good method for a successful outcome. This approach requires a confident and firm direction and should be non-emotional or critical to others. Passive communication can lack direction and focus for a negotiating-based communication and could lead to an undetermined outcome. This can prolong matters and lead to frustration. You should avoid an aggressive communication technique, as this is confrontational and can lead to an irrevocable breakdown in communication. Be aware of those around you and how they respond to your communications – look at their body language and listen to any comments that are given. Don’t use: · Confrontation in your negotiations · Emotional responses · Blame to achieve your goals. Makes sure you acknowledge the contributions of others The opinions and reactions of those receiving your communications should be listened to and explored further. All opinions are valid contributions in your negotiations and can help you to work towards solutions and outcomes that are beneficial to all. Encourage others to contribute by: · Allowing others to speak and ask questions · Including time for discussions to take place · Using active and reflective listening skills in face-to-face meetings · Asking for feedback. Make sure you give your full attention to the audience and if meeting face-to-face give eye contact equally to all in the room. Along with active listening skills, using reflective listening skills is also a good way to show that you value the contributions of others. Reflective listening This is where you seek to understand a contribution that has been made verbally, by restating back the contribution to confirm the understanding of this. It looks to reconstruct what the person is thinking and feeling as well as the overall understanding of the information. This is very similar to active listening, but it goes the step further in attempting to understand the other person’s feelings as opposed to just the correct meaning. Activity 2C 2.4 – Use a variety of communication styles to present business positions to best effect By the end of this chapter, the learner should be able to: · Adopt appropriate communication techniques when presenting information to a variety of different groups and individuals · Recognise and assess own communication styles in order to identify strengths which can be utilised as well as any weaknesses which can be improved. Communication styles When presenting your information, you will need to be well versed with the different communication styles that you may need to use and may come into contact with from your different target groups and individuals. As touched on in Section 2.3/2.4 of this guide, the following approaches in communications should be recognised and understood so you can moderate your approach accordingly. · Assertive This style of communication is the most effective as it comes from a place of confidence and a healthy self-esteem. This direct communication is focussed and enables you to ask for what you want. If used in the right way, it can help you to come to the outcome that you want but be careful not to disregard the position of the other party. If you are too pushy or determined it can prevent you from looking at other viewpoints and make you inflexible when looking to compromise · Aggressive This is all about achieving the goal – winning the point regardless of the other party. It is not about mutual agreement, and the individual can become forceful and bullying in their efforts to achieve their goal. This style should never be used, but it is important to recognise so you are able to understand where the individual is operating from and take the appropriate stance in your communication · Passive-aggressive This can be more difficult to recognise, but essentially the individual will appear passive and compliant on the surface while using a more aggressive stance when taking actions. The communications may be pleasant and easy to work through, but the outcome can be different to what is agreed or expected. Individuals can be unreliable and follow through by taking a different course of action or by sabotage · Submissive This style is about pleasing others in order to avoid conflict. The individual will disregard their own wants and needs and put those of the other person above their own. This is not necessarily a style you will experience in higher management scenarios, but you may experience this in workers within your organisation. This can leave the other party feeling unimportant and devoid of responsibility while the more assertive individual may feel frustrated at a lack of concern · Manipulative The characteristics of this style are more devious, such as scheming and calculating to achieve the required goal. It may be difficult to know the individual’s true intent as they will look to influence or control the outcome in subtle ways. It can be hard work to communicate with this individual, and you may feel that you are always trying to work out what is going on. Further communication styles include: · The relator – relationship focussed, is warm and friendly to others and cooperates well. This type prefers not to be rushed into decisions and likes to consider the options when reaching mutually acceptable agreements · The interactor – prefers to interact with others at work, is fast-paced, works well with colleagues and tends to use more aggressive communication skills. This type prefers direct communications with agreements confirmed in writing and likes to make time for social interaction · The thinker – is analytical, more reserved until they get to know the people they are interacting with. This type prefers punctuality, and formal discussions with all outcomes agreed in writing · The manager – achieves results, is more aggressive and competitive, and less focussed on relationships. This type is organised, prepared and fast-reacting. Make sure you are to the point and avoid repeating or over-explaining. Understanding your own style of communication From a basic understanding of the different communication styles, you can develop a better knowledge of how others interact and how you interact. We all use different communication styles in different situations, depending upon the circumstances that we find ourselves in. By understanding your own style of communication, you can look to strengthen any areas that you may feel are needed, or adapt techniques to suit the situation. This will help you to manage your interactions more successfully. It is important to remember that the success of a communication is the responsibility of the communicator. Activity 2D 2.5 – Seek mutually beneficial solutions by establishing areas of common ground and potential compromise 2.6 – Keep negotiations focused on key issues and moving forward towards a final resolution By the end of this chapter, the learner should be able to: · Identify and aim to achieve outcomes which are beneficial to all parties. This may be achieved through strategies such as: mediation conflict resolution · Keep negotiations focused so that the relevant points are fully covered and discussed, and nothing is missed from the intended agenda. Find a common ground Within any negotiations, the need to find an acceptable outcome for all parties involved will be required. In order to facilitate your communications successfully, you will need to be able to manage and work through a variety of different viewpoints, thoughts and ideas that other parties may offer up in response. The following are some of the skills you may need to use in your communications. Negotiation skills As mentioned in section 2.2 of this guide, negotiation skills need to be learnt so that you can successfully work with others to find mutually acceptable outcomes within all business operations. To recap: · Know your objectives · Understand the viewpoints of others · Make your first proposal and set the tone of the negotiations · Listen to other counter-proposals and make sure you thoroughly understand what is being communicated · Look to renegotiate on your proposal in response · The above process may need to happen a few times until both/all parties reach acceptable terms. When negotiations have begun, and the measure of the communication with the other party/ies has been assessed, you should look at making and discussing compromises. Suggest alternative proposals while staying true to the objectives that have been set and listen to any further proposals from the other parties. When negotiating is at a close, remember to use your active listening skills and paraphrase the suggestions and outcomes so that all have the same understanding. Put your outcomes into writing so that a record is made and shared to all involved. This will provide evidence of your discussions and allow time for further comments to be made, if needed. It will make the negotiations real and allow progression to be made. Mediation skills This is where a neutral third party can help opposing parties to reach an agreed solution within communications. The mediator can help both/all parties to work together by acting as an impartial go-between and to help address any blocks and issues that prevent the smooth running of the communications. Questions can be asked, and points can be covered within a neutral environment so that a more effective outcome can be reached for all concerned. Mediation is not legally binding, but if required, it can be made so by the inclusion of a signed statement requesting this. Conflict resolution In situations where negotiations fail, or misunderstandings occur, there may be a need to use conflict resolution skills. When involved in this process, remember to listen and respond with empathy to the other party, to be involved and ask for the other party’s perspective and also to maintain your self-esteem when resolving the conflict. Your body language and tone of voice should be non-threatening, and you should be calm in your communications. You should: · Talk through the situation respectfully · Be specific on the details to help determine the issues · Discuss the impact of the conflict on those involved · Talk through the cause of the conflict · Ask for a solution and discuss the best outcome that can be made · Look to agree on the solution and at the action that should be taken as a result of this. The Thomas-Kilmann conflict resolution model Kenneth Thomas and Ralph Kilmann developed the Thomas-Kilmann model on conflict resolution. To illustrate this, the following diagram shows a graph with a vertical axis named assertiveness and a horizontal axis named cooperativeness. These axes show the two basic responses that shape our decision when resolving conflict. Within the graph are five different modes that are used when looking to achieve an outcome with conflict resolution. You can choose assertive-based responses or cooperative-based responses, or a mixture of both. People will use different modes or a mixture of these in different situations of conflict depending upon experience and temperament. The Thomas-Kilmann conflict resolution model: Cooperativeness Compromising Assertiveness Competing Collaborating Avoiding Accommodating · Competing – top left of the diagram. This is the most assertive standpoint which does not involve cooperation. It is a standing up for your rights or just attempting to beat down the opposing party · Accommodating – bottom right of the diagram. This is the approach made in total cooperation but without any assertiveness. This can be a selfless act for the better of others or giving in · Avoiding – bottom left of the diagram. This is the unassertive and uncooperative approach, and the issue is left. This may be sidestepping the issue, postponing until a better time or withdrawing completely · Compromising – at the centre of the diagram. This is a mix of assertive and cooperative and shows a willingness for give and take. This does not necessarily help you to achieve everything but does show you will meet in the middle to resolve the issue · Collaborating – top right of the diagram. This is the opposing choice to avoiding and shows a willingness to listen to others and find mutually beneficial solutions. This option shows the most developed conflict resolution skills. Incident de-escalation skills When involved in discussions and communications, you may occasionally need to use incident de-escalation skills. In the event of a situation becoming difficult to handle, due to emotional or aggressive outbursts, you may need to use tactics to diffuse and manage the situation. If a situation occurs, give the relevant parties your full attention and make sure they feel validated. This will help to regain control and enable you to start calming the situation. Do not judge anyone or anything that has been said and focus on how the individuals are feeling. Clarify the issues and look to finding a solution by assessing all sides. Once control has been regained, you can continue with your communication. Remember to perform a debriefing afterwards, to fully understand what has occurred and to ensure all parties are happy with the resolution. Make a record in case any further issues occur or this is needed for reference. Keep negotiations focused Keep negotiations focused so that the relevant points are fully covered and discussed, and nothing is missed from your intended agenda. In order to come to a final resolution, you will need to facilitate the process of communication. Make sure a record of the final resolution is made so that the communications are documented for reference and to your organisational requirements. All parties involved should have a record to ensure a common understanding and a final agreement is made. Activity 2E 3. Participate in and lead meetings effectively 3.1. Identify the need for any meetings and schedule meetings in response to the need 3.2. Prepare materials relating to key issues and disseminate in advance 3.3. Develop and circulate an agenda, and use efficient, inclusive meeting procedures to maximise participation and maintain order 3.4. Achieve agreed outcomes in the available time by co-operating with and seeking consensus and compromise 3.5. Summarise outcomes of meetings for action and distribute to stakeholders promptly, as required 3.1 – Identify the need for any meetings and schedule meetings in response to the need By the end of this chapter, the learner should be able to: · Identify when meetings are required and choose the correct format when the need is identified. What is the need for your meeting? There are many reasons why you may need to be involved within a meeting. Identify the need and choose the correct format for your communications. Your meeting may be informal, with immediate work colleagues such as a weekly work meeting, or it may be formal. For example, you may need to meet with external client contacts and your senior management on new business. Ensure that the appropriate planning and preparations are made prior to the meeting. Organising your meeting When organising the meeting, follow your organisation’s policies and procedures for making the arrangements. Make sure that all invited attendees are contacted in good time before the planned meeting and that you receive confirmation of their attendance. Arrange the room/venue, and any equipment or technical requirements that may be needed. Provide details of the meeting to the attendees in advance of the meeting, so they can prepare and ensure their full participation. Keep attendees informed of any changes to the scheduled meeting and ensure that any special requirements from the attendees have been noted and made ready for the event, such as any dietary requirements if providing lunch. You may need to arrange a meeting to: · Discuss ideas with colleagues · Update others on business projects · Control emergency situations, such as a fault occurring with a supplier’s production · Attend personnel meetings for: · hiring · staff review/appraisal · disciplinary actions · Pitch for new business or existing clients · Be a part of a shareholder meeting. Make sure that the meeting is professional and appropriate to the needs of all. Activity 3A 3.2 – Prepare materials relating to key issues and disseminate in advance 3.3 – Develop and circulate an agenda, and use efficient, inclusive meeting procedures to maximise participation and maintain order By the end of this chapter, the learner should be able to: · Create materials for a meeting and a brief outline of the points to be covered and discussed · Outline methods to circulate materials · Incorporate inclusive meeting procedures to ensure that all parties feel welcome and included in the group. The agenda An agenda should include the itinerary for the meeting and also a brief outline of the points to be covered and discussed. It is there to guide the meeting and to provide an order of events. An agenda may include: · Date, time and location of meeting · Who is attending the meeting · Meeting objectives · General business items · Major agenda items · Minutes from the previous meeting · Matters or business arising from the minutes · Reports/contributions · Date of next meeting (if needed). Remember to allow time for the agenda items to be discussed and for follow-up questions to be asked. It is also good practice to include refreshments and a comfort break so that the attendees are made comfortable, and productivity of the meeting is maximised. Inclusive meeting procedures For the meeting, all parties should be made welcome and be included in the proceedings. If any person(s) have specific requirements to participate, such as disabled wheelchair access, support needs or time constraints, you should look to accommodate these needs for full participation. As mentioned in the text above, regarding the agenda, allow time for the events of the meeting but be mindful that the meeting does not overrun, as those attending will most likely have other commitments after the scheduled meeting. You should: Be courteous to all Keep the meeting on track (as the agenda) Allow time for attendees to provide considered contributions Maintain order and purpose of the meeting. When hosting and participating in a meeting, make sure that you, or another appointed person, facilitate the order of events. To keep the meeting to schedule and to purpose, someone will need to ensure that the agenda points are covered, and outcomes are reached as needed. Go to meetings prepared When participating within meetings, a business summary should be prepared in advance. This type of document should include the points that are to be discussed, along with a further breakdown of the options for consideration and any other issues that need to be raised. Your business summary may include: · A short introduction to explain the purpose of the meeting · Key points/topics to be discussed · Explanations of the key points/topics · Possible options that could be taken · The position of your organisation in relation to the key points · Recommendations for the meeting. Outline the options Based upon the key issues to be raised at the meeting, you should provide a full account of the possible options that may be taken. Show the details, the positives and negatives of each and the implications they may have upon the needs of the business. Ask the following questions: · How does each option impact those concerned? · Which option(s) provide the best course of action for all concerned? · How can the needs of the business benefit? Disseminate your information Make sure that the information has been passed to those involved within the meeting in good time before the meeting. Allow attendees time to absorb and understand the key issues and options that are to be discussed. Activity 3B 3.4 – Achieve agreed outcomes in the available time by co-operating with and seeking consensus and compromise 3.5 – Summarise outcomes of meetings for action and distribute to stakeholders promptly, as required By the end of this chapter, the learner should be able to: · Seek the views of those present during meetings to ensure that all attendees are involved in achieving outcomes · Document the details and outcomes of a meeting shortly after it has finished and have them verified by the appropriate person(s) · Produce a meeting summary that is clearly laid out, is neat and concise, and follows organisational procedures for producing documentation. First achieve the outcomes To achieve outcomes from the meeting you need to effectively lead and guide the meeting to this end result. Keep to the allotted time and work through each point with the attendees. It is important to: · Keep a check on discussions and the meeting process · Conclude an agenda item before moving to the next one · Make decisions and action points · Handle disagreements and conflict · Summarise conclusions · Assign roles of responsibility. When covering the agenda items, make sure all attendees are involved in reaching the outcomes. Look to seek the views of those that are present and to find out their opinions. Work towards making an agreement for each point, and if compromise is needed, this should be fairly managed with the attendees. From your agreed outcomes, plan the tasks that need to be done and assign responsibilities. No more time If time runs short and further discussions are needed to complete the agenda items, make sure you conclude the meeting as it stands, and clearly state what still needs to be covered. Organise a further meeting to ensure that the remaining points can be resolved, as soon as possible, and to accommodate the schedules of the attendees. Document the meeting outcomes After the meeting has taken place, document the details and outcomes that have been reached. You should ensure that this happens as soon after as possible, so that facts and any details can be checked while still fresh in everyone’s minds and to maintain momentum with any business needs. When the information has been verified, put this into a meeting summary document that is clearly laid out, is neat and concise, and follows your organisational procedures for producing documentation. Make sure you: · Proof-read and check spelling and grammar · Use your organisation’s templates and guidelines for documentation · Circulate to all attendees and any other person(s) involved. If responsibilities have been assigned to individuals, make sure the details of these and any other agreements are included. This will provide all persons with the correct and definitive information from the meeting and the outcomes that were made. It also offers the chance for individuals to clarify details with you, in case any misunderstandings or misinterpretations were made. Summarise the actions and any requirements that need to be performed, and by whom. If actions have been agreed within timeframes, include this information also. This will provide your evidence of the meeting and the discussions that took place. Activity 3C 4. Make presentations at meetings, forums and conferences 4.1. Identify appropriate forums to present business positions, in line with organisational objectives 4.2. Obtain reliable information and advice to prepare appropriate presentations 4.3. Adapt language, explanations, media and information/entertainment balance to meet the needs of the audience 4.4. Respond to questions openly, honestly, and in accordance with organisational policies 4.1 – Identify appropriate forums to present business positions, in line with organisational objectives By the end of this chapter, the learner should be able to: · Identify and utilise different forums available to enhance business communication · Research and utilise different communication channels, including social media, relevant to the organisation in order to maximise profile and communications. Choosing the right forum There are a variety of forums that you can use for your business communication needs. Business opportunities may present themselves at different times, and you should look to recognise and make the most of these potential situations. It is a great way to promote, inform and to sell. It is also important to use communications effectively within your organisation to inform, maintain collegiality and for productivity of work. Appropriate forums may include: · Board meetings · Trade conferences/exhibitions · Business pitches · Client meetings · Client events · Teleconference/video conference · Supplier meetings · Project meetings · Sales meetings · Staff meetings · Emergency meetings · Online presentations (e.g. via your website). It will depend upon the type of communication that you need to make as to which will work best. Identify and match the mode of communication to the specific needs that you have. Research communication channels for your organisation Within the industry that your organisation operates, identify the specific industry trade events and conferences that may be applicable for your organisation to be a part of. For example, if you have a new product to sell, a trade event will be an ideal way to advertise and promote this. Make the most of any events that are regularly held to establish your presence within the industry that you are within. This type of opportunity allows you to get to know your competitors and to build up contacts within your industry and to the public. There may also be media events that are associated with your type of business, and you can use these to maximise your organisation’s profile and communications. If there are any industry organisations that you could join (if not already done so), these can provide a wealth of information for your particular industry. For example, within the construction industry, the Australian Construction Industry Forum (ACIF) provides opportunities for their members to attend events (their own and other industry events). They also act as a conduit between industry groups and government agencies, and provide news and other business tools for the construction industry. Connect with government agencies and any supporting industry organisations that may provide you with information and connections to opportunities with your business communications. Use social media Social media is a great way to promote your business and to communicate your presence to others. This includes to other businesses, your clients/customers and potential new business opportunities. As well as Twitter, Instagram and Facebook, the below options may also be worth considering. Your organisation could: · Produce press releases · Add news items to your organisation’s website · Use a blog and connect with your customers (but remember to update this regularly) · Join a relevant business online community. With any use of social media, it is important to respond to posts and any queries as soon as possible. This method of communication is fast, and those using it expect to receive a quick response in return. If you can dedicate time to manage this form of communication, it can benefit your organisation, if not, expanding this area of communications may not be the best solution. Activity 4A 4.2 – Obtain reliable information and advice to prepare appropriate presentations By the end of this chapter, the learner should be able to: · Research and seek information from a variety of reliable sources · Gather the information compiled from research and use to form a presentation. Prepare information for making presentations Research and seek information from authoritative sources. Make sure any information you receive has come from a reliable contact and has data to support the facts and figures. If you are unsure, check the information and make sure that it is correct before you use it. Sources of information include: · Industry sources/associations · Government agencies · Business contacts · Trade contacts · Research papers · Trade journals/sites. You can also look within your organisation to find sources of information that may be relevant to your needs. You can also talk to: · Your colleagues · Senior personnel · Consultants · Your customers/clients · Your suppliers. Prepare your presentation Gather the information you have compiled and received, and look at how you can form your presentation. Use the information that is relevant to your communications and produce a presentation around this. You may want to add your own experiences into this or provide supporting graphics. Look at the best use of supporting media and choose the appropriate methods for your support. Media use may include: · PowerPoint slide presentation · Prezi presentation · Film clip/sound clip · Internet access · Interactive whiteboard · White screen and projector. Make sure that you do not overdo the amount of additional media to support your presentation. Remember that people have come to see you present and not the white screen behind you. Preparing handouts If you need to produce a handout to support your presentation needs, make sure this is to the point and is visually appealing. Use your organisation’s templates and guidelines for producing documentation to ensure that this correctly advertises the professionalism of your organisation. Spell and grammar check, and ensure a suitable moment is made to pass these out to the members of the audience. When you have prepared your presentation, check through and make sure that you have contained the information that you need. You should also look at this from the perspective of the viewer and make sure that this is not too long and that the order and information makes sense. When you are happy with this, remember to practice your delivery so you can get to know this well and deliver this with ease. Activity 4B 4.3 – Adapt language, explanations, media and information/entertainment balance to meet the needs of the audience 4.4 – Respond to questions openly, honestly, and in accordance with organisational policies By the end of this chapter, the learner should be able to: · Adopt different styles and techniques when presenting to engage the audience. This might include: moving around as opposed to standing on the spot using different forms of media such as imagery · Allow time for questions and answers during a presentation and respond with honest, open and compliant responses. An effective presentation To produce a winning presentation, it is important to rehearse your delivery. Through practice, you can both learn your script and be fluent in your presentation skills. Your understanding will translate to confidence, and the audience will automatically engage at a deeper level. You can also, through practice, rehearse the script until you can confidently move away from the set format to deliver a more bespoke presentation that best suits the needs of the audience. This would enable you to introduce anecdotes, stories or visual imagery to allow you to keep your presentation fresh and appropriate to the persons attending. This will help your audience to understand specific aspects that you want to relay. Remember not to overload your presentation with too much information. Most people will only remember the first three/four points that you make. Try working your presentation around three main points and build supporting information to help convey this. Make sure your use of language is appropriate to your audience. For example, if presenting to industry contacts, you may use more specific business terminology. Be mindful of your audience and where they are from so you can engage them correctly. Use explanations that the audience can relate to. For example, there is little benefit to providing historical production information when the audience are only interested in the new products you are launching. Move around to engage your audience When you are presenting, if you have space, you should move around and use this. Engage with all of your audience, look around, make eye contact and use your body language to show a command of presence. A good example of this is when Apple launch a new product and present this to a live audience (and online). You should: · Stand tall · Stand and smile before you speak · Be energetic · Look at different people in the audience · Use natural hand gestures when making a point · Show you are happy and relaxed · Vary the pace of your talk · Emphasise with pauses. Using media You may need to use multimedia when delivering your presentation. Ensure that a balance of imagery and media is used alongside your own presenting skills. This should be used to support your needs and to add additional emphasis where needed. Interacting with your audience When including audience discussion time and questions and answers, during, or at the end of your presentation, make sure that time is allowed for this process. Encourage a verbal dialogue with your audience and remember to keep answers to questions short and concise. This allows more people to ask questions and prevents the presentation from overrunning. It also stops people from becoming frustrated and leaving before you have properly closed the proceedings. Avoid arguments If anyone becomes aggressive or insistent with a question or discussion point, try to explain and clarify this to alleviate the situation. If this does not help resolve the individual’s needs or more in-depth questions arise, offer to discuss the matter after the presentation has finished. This way you can acceptably move on and diffuse any further confrontation from occurring. After the presentation has finished, make sure you follow up with the person(s) involved to answer their questions and resolve any further issues. Respond in accordance with organisational policies When responding to questions from the audience, it is important to remember any guidelines from organisational policies. Being open and honest will aid this part of the presentation, but you should also consider any information that may remain confidential or incomplete. Policies will vary, and you will need to identify any when preparing your presentations, there may be recommended responses for difficult situations or further help if you are unsure. Activity 4C Summative Assessments At the end of your Learner Workbook, you will find the Summative Assessments. This includes: Skills Activity Knowledge Activity Performance Activity. This holistically assesses your understanding and application of the skills, knowledge and performance requirements for this unit. Once this is completed, you will have finished this unit and be ready to move onto the next one – well done! References These suggested references are for further reading and do not necessarily represent the contents of this unit. Websites Intellectual property: https://www.ipaustralia.gov.au/trade-marks/understanding-trade-marks/trade-mark-basics Privacy Act (1988): https://www.oaic.gov.au/privacy-law/privacy-act/ All references accessed on and correct as of 22nd November 2018, unless otherwise stated. MSA Training and Professional Development Phone: 03 9905 3180 Room 159, 21 Chancellors Walk Website: msatraining.edu.au Monash University Clayton, Vic 3800 BSBLDR513 V1 17.01.2019