Assessment method-based instructions and

guidelines: Knowledge Test

Assessment type

 Written Questions

Instructions provided to the student:

Please refer to the Student Assessment Information Pack for full details on instructions and the pre-
assessment checklist that you should check before attempting any assessment task.

Assessment task description:

 This is the first (1) assessment task you must successfully complete to be deemed competent
in this unit of competency.
 The Knowledge Test is comprised of eight (8) written questions
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide an answer within the
required word limit, to be deemed satisfactory in this task
 You will receive your feedback within one (1) week, and you will be notified by your
Trainer/Assessor when your results are available.

Applicable conditions:

 All knowledge tests are untimed and are conducted as open book assessment (this means you
can refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use a computer to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task, you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.

Resubmissions and reattempts:

 Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
 The student may speak to their trainer/assessor if they have any difficulty in completing this
task and require reasonable adjustments.
 For more information, please refer to the Training Organisation’s Student Handbook.

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 Location:

 This assessment task may be completed in:

☐ a classroom
☒ learning management system (i.e. Moodle),
☐ workplace,
☐ or an independent learning environment.

 Your trainer/assessor will provide you with further information regarding the location for
completing this assessment task.

Instructions for answering the written questions:

 Complete a written assessment consisting of a series of questions.

 You will be required to answer all the questions correctly.
 Do not start answering questions without understanding what is required. Read the questions
carefully and critically analyse them for a few seconds; this will help you to identify what
information is needed in the answer.
 Your answers must demonstrate an understanding and application of the relevant concepts
and critical thinking.
 Be concise, to the point and write answers within the word-limit given to each question. Do
not provide irrelevant information. Remember, quantity is not quality.
 You must write your responses in your own words.
 Use non-discriminatory language. The language used should not devalue, demean, or exclude
individuals or groups based on attributes such as gender, disability, culture, race, religion,
sexual preference or age. Gender-inclusive language should be used.
 When you quote, paraphrase, summarise or copy information from other sources to write your
answers or research your work, always acknowledge the source.

Purpose of the assessment

This assessment task is designed to evaluate student’s knowledge to understand workplace

communication for a leader in accordance to policies, procedures, regulations and legislation in a
range of contexts and industry settings & Knowledge regarding the following:
 Knowledge of effective management communication characteristics
 Knowledge of electronic and non-electronic communication methods, including situations
where they would or would not be used
 Knowledge of characteristics of effective listening techniques
 Knowledge of feedback process and methods
 Knowledge of team leadership communication responsibilities
 Knowledge of barriers to communication in a workplace context

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  Knowledge of verbal and non-verbal communication characteristics
 Knowledge of the impact of legislation and organisational policies on workplace
communication.

Task instructions

 This is an individual assessment.

 To ensure your responses are satisfactory, consult a range of learning resources and other
information such as handouts, textbooks, learner resources etc.
 To be assessed as Satisfactory in this assessment task, all questions must be answered
correctly.

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Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.

Q1: Prepare a list of seven (7) characteristics of effective management communication.

1. Comprehensiveness: good communication makes sense through a complete message.

2. Contemplation: must be done respectfully, without hurting someone’s respect.

3. Awareness: must be able to convey the exact and to the point thought from you to others. You are prepared and is
aware of what to talk about.

4. Solidity: is good enough that the other must feel like they are watching something and not listening.

5. Politeness: effective communication must be polite enough, allow others to put their point of view in between and
if required let the other talk first and wait for your chance.

6. Unambiguousness: talk loud and clear avoid incoherently. Your words and thought must be cleared or you might be
misunderstood for being confused.

7. Accuracy: it is required, or it can create misunderstanding. Like you want to say something but because you used
an incorrect word the whole meaning changes. Using the correct word is a very important characteristic of effective
communication.
Q2: Explain the following questions regarding “a range of electronic and non-electronic
communication methods, including situations where they would or would not be used”:

a. Explain the following types of electronic communication methods. In which

situations can these methods can be used? Write 50-70 words each.

i. Email

ii. Text and Instant Messages

iii. Video Chat

b. Explain the following types of non-electronic communication methods. In which

situations can these methods can be used? Write 50-70 words each.

i. Memo

ii. Verbal communication

i. Email
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 A system for sending and receiving messages electronically over a computer network. E-mail is asynchronous and
does not require the receiver of the message to be online at the time the message is sent or received. E-mail also
allows a user to distribute messages to large numbers of recipients instantaneously.
A message or messages sent or received by such a system.
ii. Text and Instant Messages
Text messaging and instant messaging are similar because they are both used to send text messages. However, text
messaging ("texting") uses the cellular phone service, whereas instant messaging employs the Internet. Text
messages are typically limited to 160 characters, but instant messages can be longer. After a text message is
transmitted, the session is essentially ended even though the recipient can respond and keep the back-and-forth
going all day. When an instant messaging session is started, it typically remains connected until ended by one of the
parties. Both text messaging and instant messaging are often called just plain "messaging."
iii. Video Chat
Video chat describes visual, remote communication between two or more parties, each equipped with a camera and
microphone to see and hear the other participants. Video chats are commonly delivered through smartphones or
computers and will typically incorporate other features such as a chat conversation window or ‘whiteboard’. Video
chats are typically conducted via a computer, tablet or smartphone device (also called videophone chatting). A
cellular or wifi network connection is needed, of course, as well as a video chat-capable app such as FaceTime and
Skype (for one-one or smaller group chats), or an app capable of supporting multipoint (or one-to-many) interaction,
such as Google Hangouts.

i. Memo

A memo is a written message. Your boss may send around a memo in your office warning employees to not spend
so much time socializing by the water cooler and to get back to work. The intent of most memos is to help you
remember something, or to remind another person of something. In a business or government setting, it's
particularly important to keep written notes on decisions and communications between people. A written or emailed
memo is one way to keep such a record. The word is short for memorandum, "thing to be recorded" in Latin, and a
close linguistic relative of memory.
ii. Verbal Communication
In the literal sense, verbal communication is oral communication with words that you or others speak out loud. On
the other hand, nonverbal communication is about what’s not said out loud: gestures, facial expressions, and body
language. Written communication is about words on the page (or in an email or Slack message). Verbal
communication also doesn’t have to be synchronous. Using tools like Vimeo, Loom, or even voice messages, you
can verbally communicate with team members asynchronously and they can hear your explanation, thoughts, and
ideas, even if you’re not speaking to them in real time. Whether working synchronously or asynchronously, remote
or in-person, verbal communication skills are essential for communicating your ideas and understanding others’
work

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 Q3: Explain the key characteristics of effective listening techniques. Write your answer in 100-150
words.

The effective listener can also signal his or her affective engagement in the conversation by making it the sole focus
of attention, and by receiving communications with acceptance and empathy. Receiving communications with
empathy requires that the listener try to avoid projecting his or her own opinions, feelings or prejudices onto the
speaker, and that the listener accept the speaker’s communications without simultaneously trying to craft a response. n
effective listening definition is when a person can attend to a speaker, process what the speaker is saying, and respond
appropriately. It is simply not enough to hear what a person is saying. One must absorb the meaning of the words,
reflect, and respond accordingly. Most people have poor listening skills, contributing to a lack of self-awareness
regarding effective listening and their habits. However, listening is a critical skill used every day and dramatically
impacts one's quality of life in various settings.
Becoming an effective listener requires making a conscious effort to implement the characteristics mentioned above.
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It also requires practice and self-awareness. The following is a list of techniques to help a person become an effective
listener:

 Practice the features of effective listening. Ask for feedback from a trusted friend or family member. Role-
play if necessary.
 Implement sentence starters for probing and summarizing until these processes feel natural.
 Observe healthy examples of active, effective listening on the internet or television. Also, become aware of
conversations in which effective listening doesn't occur. This attention can become a model of what not to do.
 Start with conversation topics of interest, progressing to less interesting topics

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 Q4: Explain the following questions regarding the “process of feedback and best techniques for
effective feedback.”

a. What are the different steps in the feedback process? (150-200 words)

b. Explain the following feedback methods:

I. 360-degree feedback (30-50 words)

II. Feedback Sandwich (50-70 words)

a. Vague or general feedback is less valuable and less actionable for employees. Give general feedback, expect
general results. For targeted improvement, be specific and descriptive so your employees understand exactly
what it is you want them to do or change. (And always focus on the specific behavior itself, not the person.)
This will not only lead to better outcomes in behavior and performance, but it will reduce confusion and
frustration, both of which can lead to lower morale and disengagement. Depending on how in-depth the
feedback is, offer your thoughts to them right after the meeting or schedule a quick one-on-one later that day.
When you give feedback in a timely manner, the topic or issue will be front of mind for the employee. If you
wait until the next week, the employee may not remember exactly what they did or how they did it—making
it harder for them to act on your feedback.

b.

I. 360-degree feedback is a method of employee review that provides each employee the opportunity to
receive performance feedback from their supervisor or manager and four to eight peers, reporting
staff members, coworkers, and, in some cases, customers. Unlike standard feedback from a single
source, 360-degree feedback takes in comments from peers and reporting staff members in addition to
supervisors and managers. The advantages of 360-degree feedback include drawing on many
different sources, strengthening teamwork, and uncovering procedural issues that might otherwise go
unnoticed.
II. Feedback Sandwich
First things first, a feedback sandwich is when a superior, manager or fellow coworker lays
constructive criticism, or potentially negative feedback, in between two pieces, or statements, of
positive feedback. These are sometimes also referred to as a compliment sandwich, where the
compliments or positive comments are before and after the potential critical feedback. Let’s say a
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 meeting where a slide deck was presented has just come to a close. Here is a compliment sandwich of
what a manager may say to one of their direct reports who was presenting some in-depth, but a little
boring, slides.

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 Q5: Prepare a list of six (6) essential leadership responsibilities that build effective teams. Write
each of them in 100-150 words.

1. Build trust. Trust is a three-way street: A. You must be able to trust each member of your team. B. They, in turn, must be able
to trust you. C. Team members need to trust one another. Trust is earned, so set the stage for success by creating regular and
ongoing teambuilding opportunities. You can start with small projects involving two-and-three person teams. In due course,
you’ll want to expand team size and the scope of assigned projects. Never compromise your team’s trust in you by assigning a
task that is well beyond their skills level. This managerial mistake sets them up for failure, and it can irreparably damage your
relationship.

2. Communicate. Watch any police drama on television and you will notice how law enforcement officers remain in constant
communication during tactical operations. Their lives depend on it. You can’t expect your team to understand and execute a task
without clearly communicating your goals and objectives. In some cases, you will be a hands-on leader, participating in the task
and offering close supervision. In other instances, you may assign a team leader, who will be charged with keeping you up-to-
date on the task’s progress.

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3. Offer sufficient resources and autonomy. Teams fail when members lack the time and resources required to complete their
assignment. Perform a reality check. Ask yourself how much time and how many tangible resources you would need to fulfill
the project’s demands. Next, determine whether your team, based on members’ experience levels, requires more, less, or the
same amount of time. Seek input from team members, asking them to honestly assess how long specific components of the task
will take. Your goal is to develop an accurate, realistic timeline.

4. Build self-efficacy. Team members must know that you have confidence in their abilities to complete a task. They, in turn,
must feel secure in meeting your goal.

If an employee feels uneasy about his role on the team, consider pairing him with a high-performing peer. This strategy can help
boost the self-assurance of an employee who has not yet achieved self-efficacy – an individual’s judgment of his ability to
successfully complete a chosen task. Team members’ self-efficacy will affect the choices they make when working on a task, as
well as their doggedness when setbacks occur. It’s your job as the leader to uncover the employees’ fears and barriers to success
and alleviate their concerns, including shyness; self-consciousness; poor communication skills; fear of conflict; impatience with,
or dislike of, other members of the team; and bias.

5. Hold team member accountable. Every team member should be held to the same standard of excellence, regardless of training
or years of experience on the job. While each person’s precise task will vary, all team members’ commitment to completing the
job should be unwavering.

6. Conduct routine debriefings. Debriefings should focus on high and low points during the project’s run. When you review your
team’s completed work, note individual performance and provide meaningful praise. Team members should be rewarded when
they cooperate, coordinate, and share knowledge with coworkers. And when a team member fails to cooperate or complete her
task, speak with her in your office. The meeting should be private, but team members should know that it is taking place – and
that there are consequences for failing to pull one’s weight or working well with others.

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 Q6: Explain the following type of barriers in a workplace context:

a. Language Barriers

b. Psychological Barriers

c. Physical Barriers

d. Systematic Barriers

Write your answer in 150-200 words.

Categorisation Explanation

of Barrier
Language Barriers Language Barriers limit the knowledge of individuals too. Indeed, they cause a
big impact on our lives, and getting rid of them completely might be impossible.
However, language barrier one of the major problems that most people are facing,
now that the world is getting more globalized. Language barriers usually occur
when two people who speak different languages cannot understand one another,
and there is a breakdown in language and communication. They can also come
from physical language disabilities which include stuttering, articulation disorder
and hearing loss.
Psychological Barriers A psychological barrier is a person's state of mind that can limit their ability to
make the right decisions. Psychological barriers also affect the human capacity to
communicate with others with a logical state of mind. Psychological barriers are
also known as emotional barriers. A psychological barrier seems to be a condition
of mind that may prevent an individual from making the best choices. The ability
to communicate and interact with one another in a rational frame of mind is also
impacted by psychological impediments. Emotional barriers are another name for
psychological obstacles. Types of psychological barriers are anger, premature
evaluation, lack of retention etc.
Physical Barriers A physical barrier can be natural or human-made and is easy to spot. Noise, bad
architecture and closed doors are all physical barriers to listening. Even a network
disturbance due to a thunderstorm can be considered as one of the examples of
physical barrier. Physical barriers to communication are factors that interfere with
a conversation. They can materialize from the natural environment or be a product
of human creation. The elements can prevent the sender from delivering a
message to the receiver, or they can cause the receiver to misinterpret the
message. In the workplace, physical barriers can affect the efficiency of
communication between coworkers. They are also easy to identify, which can
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 make it easy for employees to reduce the impact of the barriers, send clear
messages to their colleagues and examine messages in the correct contexts.
Systematic Barriers Systemic barriers are policies, practices or procedures that result in some people
receiving unequal access or being excluded. People with disabilities are excluded
from events by not considering their needs at the event planning stage. Not being
aware of the different types of accommodations an employee might need when
returning to work after an absence due to a disability. No leadership or
accountability to address issues related to people with disabilities.

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 Q7: Explain the following questions regarding “verbal and non-verbal communication
characteristics”:

a. Explain the key characteristics of verbal communication. Write your answer in 100-
150 words.

b. What are the important characteristics of non-verbal communication? Write your

answer in 150-200 words.

a. Verbal communication means effectively presenting your thoughts in verbal format i.e., by talking. Verbal
communication skills are essential in the world of business. Be it a weekly meeting or presentation to
stakeholders, the importance of verbal communication is unparalleled. People always remember a person who
speaks clearly, effectively, confidently, and charismatically. Verbal communication is either face-to-face or
public. Communicating face-to-face allows communicators to exchange ideas back and forth freely, while
public speaking allows the back and forth exchange of ideas only in certain circumstances, like a classroom
setting or during a question and answer session. However, in order to keep information flowing smoothly and
clearly between the speaker and the audience, rules have to be negotiated as to when each individual can
speak. Verbal communication does not just involve speech, since written communication conveys a specific
idea and is a part of verbal communication. Verbal communication comes in two forms: oral and written.
Examples of verbal communication include speaking to someone in person or on the phone, giving
presentations and participating in meetings. Written communication uses symbols that are hand-written or
printed with an electronic device. Verbal communication skills are a core part of everyday workplace
interactions. You’ll use these skills to tell your boss about what you’re working on, share results with
stakeholders, and give your team updates. You’ll also use them when you respond to others, whether to ask a
clarifying question or provide feedback. Employers want candidates with these skills because they’re more
effective, collaborative team members.
b. Nonverbal communication is the sending and receiving of wordless messages using a wide range of human
behaviors; people's actions or attributes such as body movements Opens in new window, eye contact Opens
in new window, facial expressions Opens in new window, appearance, the use of touch and space, and tone of
voice that have socially shared significance and stimulate meaning in others. Nonverbal communication is
important because it gives us valuable information about a situation, including how a person might be feeling,
how someone receives information and how to approach a person or group of people. Paying attention to and
developing the ability to read nonverbal communications is an invaluable skill you can leverage at every stage
of your career.

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 Q8: Answer the following questions regarding “legislation and organisational policies on workplace
communication”:

a. Explain the purpose of workplace policy and procedures. Write your answer in
50- 100 words.

b. What is workplace bullying? Explain the guidelines under the Fair Work Act 2009
to stop bullying in the workplace. Write your answer in 150-200 words.

c. Explain the different types of organisational policies, procedures, processes and

systems for WHS? Write your answer in 50-100 words.

d. What is the impact of legislation and organisational policies on workplace

relationships? Write your answer in 30-50 words.

a. Workplace policies often reinforce and clarify standard operating procedure in a workplace. Well written
policies help employers manage staff more effectively by clearly defining acceptable and unacceptable
behavior in the workplace, and set out the implications of not complying with those policies . A workplace
policy consists of a statement of purpose and one or more broad guidelines on action to be taken to achieve
that purpose. The statement of purpose should be written in simple terms, free of jargon. The length of the
policy may vary depending on the issue it addresses. A policy may allow discretion in its implementation and
the basis of that discretion should be stated as part of the policy. A policy may also be required where there is
a diversity of interests and preferences, which could result in vague and conflicting objectives among those
who are directly involved. Not all workplace issues require a policy. Many routine matters can be dealt with
through simple workplace procedures and processes being put in place.

Well-written workplace policies:

 are consistent with the values of the organization

 comply with employment and other associated legislation
 demonstrate that the organization is being operated in an efficient and businesslike manner
 ensure uniformity and consistency in decision-making and operational procedures
 add strength to the position of staff when possible legal actions arise
 save time when a new problem can be handled quickly and effectively through an existing policy
 foster stability and continuity
 maintain the direction of the organization even during periods of change
 provide the framework for business planning
 assist in assessing performance and establishing accountability
 clarify functions and responsibilities.
b. Bullying is different from discrimination. The Fair Work Act prohibits an employer from taking adverse
action against an employee for discriminatory reasons, including their sex, race, religion or gender. Adverse
action can include firing or demoting someone. Bullying doesn't have to be related to a person’s or group's
characteristics. Adverse action doesn’t have to have happened for bullying to occur.
Examples of bullying include:

 behaving aggressively towards others

 teasing or playing practical jokes
 pressuring someone to behave inappropriately
 excluding someone from work-related events
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  unreasonable work demands.
Reasonable management action that's carried out in a reasonable way is not bullying.

An employer or manager can:

 make decisions about poor performance

 take disciplinary action
 direct and control the way work is carried out.

Management action that isn't carried out in a reasonable way may be considered bullying.

Protection from bullying in the workplace

The laws to stop bullying under the Fair Work Act only apply to certain workers in Australia. A worker includes:

 an employee
 a contractor or subcontractor
 an outworker
 an apprentice or a trainee
 an intern
 a student gaining work experience
 some volunteers.
The Fair Work Commission (FWC) is the national workplace relations tribunal that deals with applications to stop
bullying at work under the Fair Work Act.

c. The purpose of organizational policies, procedures, processes and systems for WHS are to establish the
practices and standards that a company will follow in regards to compliance with Work Health & Safety Act
guidelines. These company policies and procedures will ensure that the company is in full compliance with
the legislative requirements concerning work health & safety for employees The policies will create a safe
work environment for all employees and will reduce the cost the company has for sending employees to see
doctors after accidents, and will reduce the insurance costs of the company because of their safety rating The
establishment of the policies will create better work relationships between company owners, and their
employees. The employees will know that the company is trying to protect them from injury.
The different types of organizational policies, procedures, processes, and systems for WHS are:

 Policies detailing the company’s views on drugs and alcohol in the workplace and the actions that
will be taken if an employee is found to be using drugs or alcohol at work
 The general workplace safety rules and rules of good housekeeping that the company expects you to
follow
 How to report hazards at the workplace; this includes what the chain of command for reporting is
 How aggressions at work will be handled
 How workplace bullying will be handled, including details of what workplace bullying is and how to
report it if it is occurring

d. Any organization that employs staff can never be completely immune from the risk of a claim being made
against them by an employee or former employee. In our experience however, policies and procedures will
aid employers in managing workplace issues and are useful in defending claims such as general protections
claims (e.g. adverse action) and unfair dismissal claims provided they are complied with.

All organizations who employ staff should have well documented policies and procedures, at the very least,
for the following reasons:


Policies and procedures can fulfil employers’ obligations and responsibilities under certain legislation
such as work health and safety and discrimination legislation.
 Policies and procedures provide employees with a clear understanding of what is expected of them.
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  Policies and procedures provide a fair, predictable and consistent approach to managing the
workplace and workplace issues. Avoiding the need make it up as you go which in almost all cases
will result in a problem.
 Being able to refer to a set of policies and procedures can save time when inducting new employees
and for training purposes.
 Policies and procedures and a written employment agreement are valuable reference tools in
managing workplace issues arising from employee misconduct or inappropriate behavior.

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References :

https://www.codea.com.au/publication/workplace-policies-and-procedures/

https://www.skillmaker.edu.au/organisational-policies-procedures-processes-and-systems-for-whs/

https://www.fairwork.gov.au/employment-conditions/bullying-sexual-harassment-and-discrimination-at-work/bullying-
in-the-workplace

https://harappa.education/harappa-diaries/verbal-communication-and-its-types/

https://socialsci.libretexts.org/Courses/Southwest_Tennessee_Community_College/Competent_Communication/
04%3A_Nonverbal_Elements_of_Communication/4.02%3A_Characteristics_of_Nonverbal_Communication

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