Communication Skills Training Program Design: BSBCMM101 Project

This assignment presents a comprehensive training and assessment strategy for the BSBCMM101 unit, focusing on applying basic communication skills in the workplace. The project begins with a questionnaire outlining the program's aims, target trainees (unemployed individuals and recent school leavers), and training needs. It details benchmarks, learning preferences (face-to-face with small cohorts), and support needs. The project also outlines the dimensions of competence, including task skills, task management, contingency management, and job/role environment skills. A matrix is provided that includes sessions, elements, performance criteria, and foundation skills. The document further details the training and assessment strategy, including entry requirements, target learners, required facilities, assessment methods, and delivery arrangements. The project includes detailed session plans covering topics such as OHS, equipment knowledge, time management, communication, and industry knowledge, along with corresponding activities and assessments.

Activities ● Designing Learning
QUESTIONNAIRE:
Program aims and benchmarks
1 Why is this program
needed? What does it
purpose to accomplish?
Trainees are unemployed persons– either fresh school
leavers or long-term unemployed.
1. Trainees might need qualification/attainment statement.
2. Trainees might utilize pathways to advance their study
3. Certain trainees might participate to develop personally
4. Trainees might enroll for communication achievement to
get employment in sectors that do not need higher education
or special licensing
2 What benchmarks
match aim of the
program?
BSB CMM101: Apply basic communication skills
Learner information
3 Who are the target
trainees and what are
their fundamental
features?
Trainees are people who:
Trainees who are presently not employed, either long-run
unemployed; or novel school-leavers. Predominantly
trainees seeking for entry level roles including receptionist
jobs, office administration, probably waiters (or additional
entry level work requiring effective communication), or
those who would subsequently wish to proceed to further
administration or management training
4 Training needs: What
current knowledge and
skills do the
trainees have (pertinent
to benchmark)
- Being level 1, trainees might have a restricted background
thus every aspect of this unit has to be covered during
training sessions
- This program has to permit flexibility to enable trainers
modify specific requirements to display the needs and skills
of trainee
- Trainee are anticipated to hold basic literacy skills (writing
and reading) alongside numeracy.
5 Training needs:
How do trainees prefer
to learn?
Trainee favor face to face sessions with great levels of small
cohort along with discussion-oriented training since this aids
in facilitating learning for people with restricted past
education.
Main focus will be on provision of blended learning styles
which include visual, audio and interactive tasks
6 Support needs: What
support might trainees
need to efficaciously
finish the program?
Trainees will be handed materials and it is anticipated that
support shall be needed for LLN or oral and writing skills
via existing aids of training alongside broader facility
support intrinsically and extrinsically.
Other parameters
What other, parameters, constraints or expectations should I consider when designing—e.g.

Activities ● Designing Learning
● Deadlines
● Expected number of learners per group
● Expected program schedule or time frames
● Learning or assessment materials already
purchased or developed?
● AvailCapability of technology, equipment or
other resources
● Budget
● Expected delivery mode
● Other?
Program will be developed within two weeks. Time for development must be within five
working days.
It shall get delivered using face to face with capability of downloading online yet with no
online access needed.
Training shall get scheduled as eight x four hours sessions over eight weeks.
Retail cost has to be comparable to rest of RTO’s standard.
Commubase Tafe shall be developing all need-oriented items alongside assessments needed
for program completion, however, resources majority shall be bought from Blackwater
Projects.
Materials for the program will get printed before training session and all materials given in
training room
Training room will need whiteboards alongside visuals/ audio/projectors access and trainees
will be allowed to bring their PCs though not a requirement
Counselor support will be accorded to LLN/ literacy assistance for trainees.
Budget will cover a single trainer with a least eight trainees and materials’ photocopying
stays inclusive

Activities ● Designing Learning
COMPETENCE DIMENSIONS
Consider the dimensions of competence
Dimension Questions to
consider: In the
workplace…
Your response
Task skills What organisational
procedures might cover how
the task should be performed in
the workplace?
buddy shift / orientation on induction /
boarding plan/ procedures and policies /
description of job
Task
managem
ent skills
● How efficiently or quickly
must the task be
performed?
● What other tasks must
learners complete and
manage in conjunction with
the task?
● What deadlines
exist for completing
this task?
- Capability to undertake the assignment
within the stipulated timeframe; efficiently to
be capable of completing other required
responsibilities and roles
- Capability of accepting mail or delivery
- Capability of meeting timelines to particular
tasks as allocated to the trainees
- Capability of to receiving and directing
direct complaints
- Capability of taking stock, ordering and
inventor
- Satisfaction of customers
Continge
ncy
managem
ent skills
● What challenges will
commonly arise when
performing the task?
- Capability of handling / managing negative
feedback alongside aggressive consumers –
uphold composure
- Capability of monitoring and anticipating
stock inventory
- Capability of identifying and working around
equipment failure (phone/ computer / copiers)
- Capability of prioritizing based on customer
satisfaction and time management
Job/Role
environm
ent skills
● What workplace
procedures must be
followed when
performing the tasks?
● Who must learners work
with or report to when
performing the task?
- chain of command identification
- Working efficiently with coworkers
- Ensuring and maintaining efficient archiving
or filing
- Working efficiently with and being
accountable to management –
- Remaining within job description scope
- Working efficiently with each customer and
employee
Also consider transfer skills…
What is the range of ways learners may need to perform the tasks being trained? e.g. If training how
to bake a cake, what different types of cakes will they need to bake? What different types of
techniques might they need to use?

Activities ● Designing Learning
Capability of adapting to diverse industry or internal –based programs of customer.
Capability of adapting to particular job descriptions
Capability of learning and adapting to particular terms of industry.
Capability of transferring their receptionist / administration skills within all industries.

Activities ● Designing Learning
MATRIX
Program Name Apply basic communication skills
Units Covered BSBCMM101
Version Version number 1 Date 08/10/2019
Sessions 
Intro
ducti
on to
OHS
Equi
pmen
t
know
ledge
Princ
iples
of
time
mana
geme
nt
Lines
of
com
muni
catio
n
Com
muni
catio
n &
Feed
back
Indus
try
know
ledge
Wr
itte
n
co
m
mu
nic
atio
n
What
else
matters
?
1 2 3 4 5 6 7 8
Elements and performance criteria
1 Identifying procedures for workplace communication
1.1 Identifying communication needs of the organization
alongside workplace procedures with help from right
individual
 
1.2 Identifying suitable communication lines with colleagues and
supervisors 
1.3 Seeking advice on method and equipment for
communication most desirable for the role 
2 Communicating at workplace
2.1 Using efficient questioning, along with active listening as
well as speaking skills to collect and subsequently convey
info

2.2 Utilizing desirable non-verbal behavior throughout 
2.3 Encouraging, acknowledging and acting on constructive
feedback 

Activities ● Designing Learning
3 Drafting written info
3.1 Identifying suitable formats and procedures and for written
info  
3.2 Drafting and presenting allocated written info to be
approved, making sure it remains clearly and concisely
written as well as within stipulated timeframe

3.3 Ensuring written info is meeting desired detail, format
alongside style standards 
3.4 Seeking help or feedback to assist develop desired skills of
communication 

Activities ● Designing Learning
Sessions 
Introd
uctio
n to
OHS
Equip
ment
know
ledge
Princi
ples
of
time
mana
geme
nt
Lines
of
com
muni
cation
Com
muni
cation
&
Feedb
ack
Indus
try
know
ledge
Writt
en
com
muni
cation
What
else
matte
rs?
1 2 3 4 5 6 7 8
Foundation Skills
Reading  Reviewing textual info for
identification of requirements for
communication and procedures in the
organization
 
Writing  Drafting simple texts utilizing correct
spelling, punctuation, and grammar
according to standards in organization
 Proofreading individual texts to
comply and be accurate with
requirements of organization

Oral communication  Asking questions alongside listening to
gain info or verify comprehension
 Listening and following instructions
 
Navigating work world  Following procedures, practices and
policies suitable t to individual role
 Developing skills essential in
undertaking independent role by on
feedback seeking as well as acting on
them
  
Interacting with people  Adhering to instructions about how
and what to converse
 Seeking to collaborate with other
people for results’ achievement in
immediate work setting
 
Getting work done  Following precise instructions, seeking
help whenever required
 Utilizes digital technology adhering to
instructions for data entry and
 

Activities ● Designing Learning
retrieval
Performance evidence
●  Gathering info regarding methods, equipment, procedures
needs for communicating at workplace, with the others’
assistance
  
●  Using desired non-verbal and verbal skills for seeking and
conveying info in situations of face-to-face  
●  Drafting repetitive written documents within stipulated
deadlines and checking if all docs meet requirements   
Knowledge evidence
●  Outlining organisational procedures, plans and policies
linked to standards or protocols in organisation for
communication at workplace
  
●  Describing diverse styles of communication  
Assessment conditions
●  Equipment use in office 
●  Resources (business)  
●  workplace procedures and policies linked to communication  
●  Using case studies and real situations where feasible   
●  Effective interaction with people 
PART 1: TRAINING AND ASSESSMENT STRATEGY (SINGLE UNIT)

Activities ● Designing Learning
RTO name: COMMUNBASE TAFE
Course
duration:
8 X 4 HOURS SESSIONS OVER EIGHT WEEKS
Code and
title:
BSBCMM101-APPLY BASIC COMMUNCIATION SKILLS
Purpose of
program:
a. Trainees need to know qualification or statement of attainment
b. Trainees might enrol to accomplish communication to be
employed in sector which do not require special licensing or even
higher education
c. Trainees enrol for their personal development
d. Trainees enrol to accomplish higher qualifications
Entry
requirement
s or
prerequisites
:
Cert I
Literacy alongside numeracy skills
Basic computer skills
Pathways (if
applicable):
No any
Regulations,
licensing and
registration
requirement
s:
No licensing, legislative or certification requirements is applicable
to this qualification

Activities ● Designing Learning
LLN
performance
rating:
Learning Reading Writing Oral
Comm.
Numeracy
Good Good Good Good Good
Target
learners:
Trainees who are presently not employed, either long-run
unemployed; or novel school-leavers. Predominantly trainees
seeking for entry level receptionist jobs, yet feasible also
waitressing, data entry among others
Characteristi
cs of target
learners:
Trainees who are presently not employed, either long-run
unemployed; or novel school-leavers. Predominantly trainees
seeking for entry level roles including receptionist jobs, office
administration, probably waiters (or additional entry level work
requiring effective communication), or those who would
subsequently wish to proceed to further administration or
management training
Required
facilities and
equipment:
Attendance forms
Blackwater resources, inc PowerPoint and handouts
Commubase assessment
Computer room
Projector for videos and PowerPoint presentation
Whiteboard

Activities ● Designing Learning
Support
services
available:
Materials will be handed out in the training room and support for
LLN or writing as well as oral skills via available training aids
alongside broader facility support both inside or outside training
room
Reasonable
adjustment
options:
No reasonable adjustment options
Learning
resources:
Access to computers as well as internet
Assessments
Case studies
Handouts and assessment printed from Blackwater and
commubase
Learner guides
PowerPoint presentation
Trainer guides
Videos
Delivery and
assessment
arrangement
s:
Segme
nt
Element Time
allocation
(e.g. Days,
hours, weeks,
months)

Activities ● Designing Learning
1. Introduction: Describing the
assessment requirement structure.
Content:
 Welcoming and program
agenda (10 minutes);
 Housekeeping-WHS, venue info,
session times, meal times and
breaks, attendance form (ten
minutes )
 Warm up activities or personal
objectives or getting to know
each other (20 minutes)
 Questions as required (5
minutes )
45 minutes

Activities ● Designing Learning
2. Introduction to OHS:
Identifying and demonstrating how to
safely adhere to OH&S and remain
aware of all procedures of emergency
Recognizing and demonstrating
suitable communication alongside
grooming or dress-code standards
Content:
 OHS- demonstrating trip
hazards and introduction and
presentation PPT (20 minutes)
 Activity/assessment-multiple
choice-circle hazard (20
minutes )
 Demonstrating and practical
work of setting up suitable use
of chairs alongside other
equipment etc.
sitting/moving/standing/ correct
posture (20 minutes) along with
practical assessment
NB: Take 15 Minutes break
1 hour
3. Introduction to OHS continued: 3 hour 30

Activities ● Designing Learning
Identifying and demonstrating how to
safely adhere to OH&S and remain
aware of all procedures of emergency
Recognizing and demonstrating
suitable communication alongside
grooming or dress-code standards
Identifying workplace policies and
procedures
Content:
Demonstrating workplace
environment (25 minutes )
Activity/assessment: setting up a
workstation (20 minutes)
Group discussion (10 minutes)
Identifying workplace communication
rules and grooming and uniform as
well as expectations (30 minutes)
Activity/Assessment: short multiple
choice (20 minutes)
Content:
Discussing in small group work on
procedures and policies (45 minutes)
including
-how to identify workplace procedure
minutes

Activities ● Designing Learning
for communications
-procedures and policies
-scope practice
-code of conduct
Activity/Assessment: (15 minutes)
-multiple choice question
Activity/Assessment (45 minutes)
-job description activity –trainees
provided job description as well as
need to establish appropriate daily
Take 15 minutes break

Activities ● Designing Learning
4. Equipment knowledge:
Identifying and demonstrating correct
use of required equipment:
Content:
Introduction to equipment knowledge
presentation (10 minutes)
Introduction to types equipment (45
minutes)
-email
-diaries
-computers including their set-up
-internet network system
-voice mail/phone
Photocopy/faxes (15 minutes)
Letters (10 minutes)
Activity/Assessment (40 minutes)
-in small groups; every trainee is
provided an item to perform a
WUCOMS assessment and
subsequently present to the team
What it is
Its use
Its set up
Its operation
Its maintenance
2 hours

Activities ● Designing Learning
KPIs or achieving their target via the
day (20 minutes)
Knowing how to achieve the task
assigned (20 minutes)
Remembering details or knowing your
timelines/deadlines (20 minutes)
6. COMMUNICATION LINES:
Identification of a range of lines of
communication and choosing the
suitable line
Content:
Presentation of lines of
communication: (30 minutes)
-how to get and follow command chain
and follow instructions
Activity or Assessment (30 minutes):
Provided organizations’ flow charts
and working out to communicate
within them
Group deliberations or activity: 45
minutes
-utilizing go-between as
communication lines
-asking regarding communications
3 hours 45
minutes

Activities ● Designing Learning
lines
Variables affecting communication
lines
Taking break of 15 minutes
Presentation:
-trainees in go-between roles
-number of individuals you require to
communicate with (20 minutes)
Activity or assessment: 40 minutes:
-asking right individual-group work
Presentation (20 minutes)
-utilizing suitable communication
equipment or methods
Group discussion (20 minutes)
-asking for desired advice on how
things get done in the workplace
7. COMMUNICATION AND FEEDBACK:
Identifying and channelling customer
alongside staff needs as appropriate
Stating and demonstrating benefits of
efficient listening techniques
Ability to effectively evaluate
outcomes from constructive criticisms
3 hours 45
minutes

Activities ● Designing Learning
Content:
Communication and feedback
presentation introduction: (5 minutes)
Presentation of effective listening
skills
-steps toward being a good listener
(15 minutes)
-taking additional time in case of
difficulties understanding (15 minutes)
Active listening for effective
communication
-active listening technique (group
activity-30 minutes)
Effective questioning
-Closed and open ended quiz
(scenario/partner work) to find out
some things from the partner (20
minutes)
Identification of customer needs
presentation (20 minutes)
Taking 15 minutes and then:
Communication presentation (45
minutes)
-feedback seeking

Activities ● Designing Learning
-getting constructive feedback
-negative feedback
Activity or assessment (15 minutes )
-multiple choice quiz
Role playing on beneath (60 minutes):
-how to encourage desired feedback
-when you receive desired feedback,
act on it
-effective listening
8. INDUSTRIAL KNOWLEDGE:
Identifying source for acquiring
relevant technical knowledge:
Content:
Industrial knowledge introduction (15
minutes)
-technical knowledge
-identifying regulations and rules of
your organization
-Finding out individual interests in
profession (15 minutes)
Activity or Assessment (40 minutes):
-handout documentation for diverse
industries for trainees according to
2 hours

Activities ● Designing Learning
respective interests for them to
scrutinize to determine a range of
organization’s technical knowledge
and policies
Activity or assessment (20 minutes):
-filling out a multiple quiz on technical
knowledge requirement of
organization from past activity
Know who to be asked (15 minutes )
-identifying command chain
Take 15 minutes break
9. Written communications:
Identification and appropriate use of
diverse types of written
communications
Demonstrating the ability to
compliance with relevant standards of
communication
Content:
Written communication presentation:
-making sure your written
communication remain up to required
3 hours 45
minutes

Activities ● Designing Learning
standards (15 minutes)
-what standards are available in your
workplace (20 minutes)
- How are standards set? (20 minutes )
-Why organization utilize standard
formats and procedures? (10 minutes)
-style guides (20 minutes)
Activity or assessment (30 minutes):
-filling in blank-handouts given with
info to search in
Presentation with examples alongside
discussion throughout:
-documents utilized in communication
(10 minutes)
-finding out policies of your
organization on handwritten messages
(10 minutes)
-handwritten messages or notes (10
minutes)
-emails (20 minutes)
-workplace policies on use of email (10
minutes)
Activity or assessment :
-writing an email, escalating

Activities ● Designing Learning
complaints of customers
-letters or memos (10 minutes)
-proof-reading alongside how to utilize
spell-check (25 minutes)
-telephone messages (10 minutes)
10. What else matter :
Demonstrating suitable body language
alongside communication skills as well
as teamwork skills:
Content:
What else matters? The presentation
introduction (10 minutes )
-ongoing improvements (15 minutes)
-ongoing education and training (15
minute)
-action on feedback (15 minutes)
Activity/Assessment:
-team-building activity (30 minutes)
Non-verbal communications:
-body language presentation which
include eye contact and smile (20
minutes)
5 hours 30
minutes

Activities ● Designing Learning
-body language video
-why is body language significance?
Presentation (20 minutes)
-how do people communicate with
body language-languages (activity-in
partners-celebrity head) (20 minutes)
Activity or assessment (25 minutes)
-summative multiple choice quiz for
communication
Taking 15 minutes Break:
-introduction presentation (10
minutes)
-networking (20 minutes)
-debriefing-identifying key learning
(20 minutes)
-reviewing program outcomes (20
minutes)
-feedback-acknowledging
achievements/feedback forms (20
minutes )
-future assistance-who to be contacted
(15 minutes)

Activities ● Designing Learning
Delivery
mode:
Face to face
Delivery
venue
details:
Computer room
Assessment
methods:
Multiple choice quiz
Assessment
tools:
Commubase assessment
Delivery and
assessment
staff:
Unit code Staff name
Train
Asses
s
BSBITU111 Operate a personal
digital device
☐ ☐
BSBITU112 Develop keyboard
skills
☐ ☐
BSBITU211 Produce digital text
documents
☐ ☐
BSBLED101 Plan skills
development
☐ ☐
Assessment
Validation:
Ongoing formative assessment, with final summative

Activities ● Designing Learning
Transition
requirement
s:
No transition requirement
Date
approved:
08/10/2019
PART 2: RISK CONTROL PLAN
Risk Control Plan
Risk description Risk
rating
Location of
the risk Risk treatment Person
responsible

Activities ● Designing Learning
1
Trainees do not know
the procedures for
emergency
evacuation of the
environment for
training (computer
room)
High: the
trainees
might be
unable to
escape the
computer
room
safely in
case of
emergenc
y
Computer
room
The control: administrative. The
trainer must explain procedure for
emergency evacuation at the
beginning of the training and make
sure that the trainees understand
such procedures.
The trainers will monitor and
consult by reviewing procedure for
emergency evacuation by doing
the following:
 Explain further
 Monitor understanding as
well as compliance in the
entire training session
Trainees and
trainer

Activities ● Designing Learning
2
Computer cords
alongside items on
the floor
High: If
trainees
trip on the
cords and
additional
items on
the floor,
they will
be
exposed to
high injury
risks
Computer
room
The control: Elimination process
whereby the trainer informs the
trainees how best they can set up
with cords as well as other items
like bags
Substitution: This is where
computers are run batters while
bags are safely stored
Engineering: This is where cables
run under or even above to be
about of the trainees’ way
Administration: this is where the
signs alongside notifications are
given to trainees
The trainer will also monitor and
consult with supervisor by
submitting the checklist of venue
inspection to supervisor at the end
of every training day except;
Where the hazard remains
identified that poses a substantial
safety risk, the trainer has to report
it immediately to WHS supervisor
as well as halt the training
Trainer, WHS
supervisor

Activities ● Designing Learning
3
Trainees will be sitting
in chairs in the entire
or most of the training
program or duration
Low:
Trainees-
specifically
those with
problems
with their
backs-
might
experience
discomfort
alongside
stiffness
sitting for
long on
chairs
Computer
room
Control: Administrative alongside
engineering;
a. Introducing adjustable chairs to
the room for training
b. At the beginning of training, the
trainer has to explain how trainees
will adjust the chairs
Trainer will also monitor and
consult by observing trainees’
comfort in the entire training period
and invite trainees to stand as well
as move about at specific time he
chooses. Trainer shall further
introduce activities in the entire
session of training as well as
encourage movement of trainees
whenever feasible
Trainer and
trainees

Activities ● Designing Learning
4
Trainees might never
be used to operation
within a social
learning context or
setting
Low:
trainees
might
never
have
desired
experience
in
classroom
or even
learning
environme
nt
Computer
room
Control: Administrative
a. Trainer’s ongoing/continuous
learning involvement or
consultation 1-1 with trainees to
make sure trainees stay fully and
actively engaged
b. Trainer must remain open to
feedback as well as trainees’
concerns
b. Trainer must invite continuous
engagement alongside participator
by every participant
Trainer must also monitor and
consult by observing the
continuous trainees interactions
alongside engagement and further
encourage trainees to raise all
concerns and issues and interact
directly with trainee hence
encouraging the development of
inter-personal skill
Trainer and
trainees