This assessment provides the opportunity for students to apply
- Conduct interviews
- Contribute to the development of effective communication strategies
What you have to do
Students will complete two tasks for this assignment
|Task One||Students will role play an initial interview with client|
|Task Two||Students will reflect on the role play|
Task 1: Initial interview role-play
This is a practical task which allows students to demonstrate basic communication and interviewing skills in an initial interview. Students will role play an initial 15-20 minute interview with a client.
There are three options for having your work assessed
- By a teacher at OTEN
- By a workplace assessor
- By recording your interview on DVD/video and then submitting the recording
By a teacher at Oten
Students who wish to be assessed by a teacher at OTEN need to contact the teaching section and make an appointment to attend. Assessments will be conducted at OTEN 51 Wentworth Rd Strathfield NSW.
Students who wish to be assessed by a workplace assessor will need to make their own arrangements to locate a qualified workplace assessor to observe and assess the role play.
The assessor will need to provide a certified copy of the Certificate IV in Workplace Assessment and Training. The assessor must conduct the assessment according to the attached criteria, providing feedback and a mark.
Recording the Interview
Students may wish to be assessed by submitting a recording of their role. The interview must be recorded digitally or on video. The recording will assist students to reflect on how they you went (Task 2), and will allow the teacher to assess the work and give feedback.
You can borrow a camera from any TAFE college library, hire one from a photographic shop or borrow one.
Students will need a video camera, tripod and external microphone (if needed), and their own videotape (a VHS full size cassette) or DVD/CD-rom. This will be returned after assessment. Camcorder-size cassettes or other mini-cassettes can be used as long as students supply the adapting cartridge.
Do not send cassettes that can only be played directly through the camera.
If your teacher is unable to view your recording it will be returned to you and you will need to make alternate arrangements.
We will not accept audio only recordings or a transcript only of your interview.
Before recording students should check that:
The camera is actually recording
That the sound can be heard
That the student can be clearly seen on the recording
Preparing for the Interview
Before the role play students are required to:
Arrange for someone to assist them to play the part of a client. The person assisting will play one of the four scenarios provided, not raise real issues. This person should become familiar with the chosen role description and role play.
Make sure that they are completely familiar with the scenario
Become familiar with the criteria used to assess the interview. This will provide students with an overview of the skills and interview structure they will be expected to demonstrate in the role-play.
Role-Playing the Interview
The student will conduct the interview as if it is the first interview with the client. The purpose is for the worker to get a thorough understanding of the client’s issues and how it impacts on them without identifying solutions at this stage. The interview should also support the “client” to explore their issues and the impact for themselves. Students will lose marks and may be asked to re-submit the role play if they tell your client what they should do to address their identified issues. We strongly advise against scripting the role play!
Students should structure the interview so that there is a clear beginning, middle and end phase.
Students will be expected to demonstrate the following key skills:
Active listening—non-verbal attending behaviours, paraphrasing, clarifying meaning, identifying key issues, observing non verbal cues and appropriate responses, appropriate summarising and making connections
Building rapport—demonstrating interest and caring, being non-judgemental, making supportive responses, using silences appropriately, staying engaged, proceeding at a comfortable pace, identifying and responding to specific communication needs of person (cultural, linguistic etc)
Using questions—asking open-ended questions, using questions to clarify meaning, to gain information and to structure the interview.
Role play scenarios
Choose one of the following scenarios for your interview role-play. For each role-play, the roles of the worker (the student) and the client (the other person) are described. Note that the client can either be male or female, so two possible names are given to identify each client.
Role Play One
You are a worker in employment support service for people who are long-term unemployed. Today you are meeting Francis/Frank for the first time to support her/him into employment.
You have been unemployed for the past 18 months. In the past you have had a few odd jobs but have never been employed longer than 3 months at any one job. You left school after Year 10 and have never completed any courses of study that you have started. You have been trying to get a job in either retail or hospitality but have little experience or training.
Role Play Two
You are a worker in an accommodation service for people with an intellectual disability. Your role is to assist your clients to achieve their goals to integrate into the community. Today you are having an Individual Program Planning meeting with a resident.
You are 24 years old and have a mild intellectual disability. You have good verbal communication skills but have difficulty with reading and writing. You want to get a job working in a coffee shop but have no previous skills or experience. You can learn new tasks if given plenty of time and plenty of repetition. You are currently working in a factory packing chocolates into boxes. You like the people you work with but think the work is boring.
Role Play three
You are a family support worker in a community organisation. Today you are meeting Penny/Peter who is a single parent for the first time. Your role is to support single parents to meet the needs of their family and ensure the safety and welfare of the children.
You are a single parent of two children. Your partner left recently and you have had no contact. You are having difficulties paying your bills and are not sure if you can continue to pay your mortgage. You and the children are struggling with the changes in the household.
Role Play Four
You are a worker in a community information and referral service. Today you are meeting Glenda/Gregor for the first time. Your role is to support elderly people to maintain their independence in their own home.
You are an elderly person and are having difficulties undertaking some of your daily activities eg shopping, house maintenance, cleaning etc. You have always been very independent, but are beginning to feel quite lonely and isolated. You want to stay in your own home
TABLE OF CONTENTS
The report titled “developing Communication” is about emphasizing on key communication skills which are required to maintain healthy relationship with business as well as personal partners.
Malvar (2008, pp.129-132) states that It requires time and efforts to master in any skill and that is also true for communication skills. Good communicator always enjoys huge advantage over the one with poor communication skills because the messages send by good communicator will be clear and will get through.
It is considered that the most vital communication skill is that of being a good listener which is a powerful element that will help the person in achieving success in both business and his personal relationships.
There are four key components of effective communication for improving interpersonal relationships: (Field, 2008)
- Being able to listen without judging.
- Showing understanding of what has been said
- Acknowledging and accepting another person’s point of view.
- Not imposing one’s own personal beliefs on the other person.
Sometimes some people just want to talk and not at all interested in receiving feedback or advice from other person. In that case being able to passively listen to that person’s words without any distractions and without verbally replying is one of the powerful key communication skills.
Active listening encourages other person to speak freely & also help him to explore his inner wisdom and assist in finding the answer the person is looking for from within.
- You are a worker in employment support service for people who are long-term unemployed. Today you are meeting Frank for the first time to support him into employment.
- Frank has been unemployed for the past 18 months. In the past he has had a few odd jobs but has never been employed longer than 3 months at any one job. He left school after Year 10 and have never completed any courses of study that he have started. He have been trying to get a job in either retail or hospitality but have little experience or training.
While talking to Frank following issues have been observed:
- 3. PROBLEMS THAT HE HAS BEEN FACING DURING HIS WORK IN DIFFERENT ORGANIZATIONS: (Heathfield )
- His relationship with manager in one of the organizations got damaged and beyond repair.
- One of the company’s he was working for he considered as ethically challenged, he found that sometimes managers lying to customers about the quality of the product and its delivery date. He quit this job because his ethics were going out of sync.
- He did not find any way to get along with the environment that requires people to work together.
- He has also been facing high level of stress at work which affects his physical and mental health and his relationship with family and friends.
- His job was not so challenging, he wanted to have more responsibility and also was seeking opportunities that just didn’t exist for him in one of the organizations he was working for.
After having conversation with Frank it has been found out that the:
- One of the reasons for jumping from one job to another very frequently by Frank is that he is not a good listener thereby his poor listening skill has been damaging exchanges between his colleagues, peers and immediate superior.
- Due to this problem he is finding himself too difficult to work in teams also.
- He got aggravated for even a smallest of thing that made his relationship with boss terrible.
- His non-adjustable nature has been the biggest hurdle for not acquiring a job for so long.
- SKILLS HE MUST POSSES TO JOIN HOSPITALITY INDUSTRY: (From Hospitality Management)
- Analytical and problem solving skills that he can develop through researching, evaluating and presenting his arguments and data.
- He should also possess IT skills like collecting, analysing and presenting information in databases and spreadsheets.
- Written communication skill is required that can be gained from report and essay writing.
- Teamwork and negotiation skills are also essential which can be developed through working both independently and on group projects.
- The leadership and delegation skills are also needed that can be gained through group work.
The Hospitality Industry focuses more on customer thereby implying that the person working should be at least able to exhibit a genuine interest in providing excellent customer service. This industry emphasize on social dealing too so one needs to be friendly, outgoing and also must possess good networking skills.
- 5. STRATEGIES TO OVERCOME HIS WEAKNESS OF POOR LISTENING SKILL: (From How to Books Website)
Good listening skill removes misunderstandings and the blunders that result from poor listening. The good listener behaviour should be as follows:
- The Listener should always keep a comfortable level of eye contact and must have stress free but alert pose. He should always face the speaker and respond to what he is saying with appropriate facial expressions and must offer encouragement with a nod or a smile.
- By adoption of the behaviour of good listener will help the person in establishing good relationship with his business associates. The listener needs to be able to postpone his judgement and should not contradict or interrupt in between. He should suspend his saying until he is sure that speaker has finished and he has understood his point.
- The good listener should always reflect and summarise in a way that show he has listened and understood. The speaker thereby gets a chance to append or modify listener’s understanding.
- 6. WHILE ABOVE POINTS ARE IMPORTANT FOR A GOOD LISTENER BUT FOLLOWING HAVE ALSO BEEN TAKEN CARE OF:
- The listener should not quickly think of any counter- argument before speaker has finished putting his point.
- He should not interrupt needlessly or react emotionally to the point that is being said by the speaker.
- If the subject seems complicated or dull to listener, he should not show his disinterest just by distracting himself somewhere else and not paying any attention to what the speaker is saying.
- Malvar, H.S., 2008. Effective communication: Tips on technical writing [DSP Education], Signal Processing Magazine, IEEE, 25(3), pp.129-132.
- Field, J., 2008. Listening in the Language Classroom. Teaching English as a Second Language, 13(3).
- Heathfield, S.M. [ND] Top Ten Reasons to Quit Your Job. Human Resources. Available from: http://humanresources.about.com/od/whenemploymentends/a/quit_job.htm
- Improving Communication Skills. How to Books. Available from: http://www.howtobooks.co.uk/business/networking/communication-skills.asp
- Prospects. Hospitality Management. [Online]. Available from: http://www.prospects.ac.uk/options_hospitality_your_skills.htm [Accessed: 20 July 2011]
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