Case Study WORLDUCATION

Worlducation is a social startup that manufactures tablet computers for primary school students. They not only focus on the hardware, but they also have a competitive team creating software, content and activities to better engage and educate the students.

So far, Worlducation only sells their tablet computers business to business (B2B) as they realised that their content and hardware proved most effective when a whole classroom was using it, and a teacher was coordinating the activities. Also, this helped the sales team focus on larger sales, and minimised the potential number of problems that could arise from individual customers. However, the long-term plan is to also tackle a business to consumer strategy (B2C).

What makes Worlducation completely different from their competition is that they envision a world in which every child learns how to read and write a world without illiteracy. Given this vision, for every classroom that buys their products, they donate and train a classroom somewhere around the world that cant afford the same technology. Furthermore, they connect the two classrooms (those who bought the products and services and those who received the donation) so that they can grow together and collaborate throughout their learning cycle.

Worlducation was founded in 2016, and by the end of 2019 they had sold over 35,000 tablets to over 550 schools in 23 countries, generating revenue in hardware sales and software subscriptions.

Worlducation headquarters are in Sydneys CBD but they have a development team in Bulgaria, a manufacturing team in Hong Kong, and operation and sales/marketing staff in Colombia, Egypt, Iceland, Russia and the Philippines.

Worlducation has a complex supply chain that begins when a sale is made usually via a sales representative or through and online enquiry that is handled by the sales team. Sales are recorded in an internal Enterprise Resource Planning System (ERP System) which notifies the operations team that an order needs to be delivered. The operations team verify the sales order and authorise the delivery of a manufacturing request to the factory in Hong Kong. Manufacturing team in Hong Kong notes the order specifications and delivery details and incorporates this within its production schedule. The order is manufactured and the operations team arrange freight and shipping directly to the customer.

Worlducation started 2020 with a huge sale to a school in Portugal. Although it was a great start, the context for the rest of the quarter was highly uncertain due to COVID-19. Surprisingly the pandemic brought hundreds of new leads and that led to an unprecedented growth that brought alongside dozens of operation and production problems.

The factory in Hong Kong closed down for 1 month due to government restrictions limiting supply, the sales team was overwhelmed with sale meetings over ZOOM, the tech-support team had to re-adapt the software to remote learning for many of the schools, and the founders had to start thinking on how education was going to change after this worldwide event.

Since COVID-19 and the closure of the factory due to government restrictions, of the 2000 tablets due to be shipped by April, only 500 were completed on schedule. Furthermore, the rising tension between mainland China and Hong Kong has added to the uncertainty.

In 2019, Worlducation generated a revenue of $35 million, a net profit of $7 million and net cashflow of $4 million. They budgeted revenue of $45 million for 2020, net profit of $9 million and net cashflow of $5 million. However, following the unprecedented growth in demand and disruptions to the supply chain, management now projects 2020 revenue will amount to $55 million, net profit of $5 million and net cashflow of negative $3 million. The decrease in profit was a result of the disruption to the manufacturing process and the associated solutions implemented by Management.

The projected growth in revenue is expected to require a significant investment in working capital (both inventory and debtors) and this combined with an expected decline in profit margin is projected to result in significant cash flow pressure in the latter half of 2020. Management is considering its options to fund this investment.

In the past, senior executives met to brainstorm and provide cost estimates for future business models. Options included establishing a second manufacturing facility (estimated cost $5 million), outsourcing manufacturing to a third party (lost margin of $200 per unit sold or $2 million per year assuming 10 000 units are sold), developing a cloud based solution where customers can access the software remotely on their own devices (estimated cost of $2 million), purchasing off the shelf tablets (lost margin of $300 per unit sold or $3 million per year) or repurposing used tablets ($100 per unit sold or $1 million).

Information relevant to this assessment:

At a recent board meeting, the Board of Directors approved the development of a cloud-based solution where customers can access the software remotely on their own devices. This decision aims to address the cashflow and current manufacturing limitations.

Strategic Plan 20202022

WelcomeWelcome to the Strategic Plan for Worlducation.

This document sets out our vision for the next two years and how we hope to achieve it.

We hope you enjoy reading this document.

Lucas Lopez

CEO

Worlducation

Executive SummaryFounded in 2016, Worlducation is asocial startup that manufactures tablet computers for primary school students. Our focus is not only on the hardware, but also creating software, content and activities to better engage and educate primary school students.

Worlducation aims to change the way children learn at school by implementing artificial intelligence technology that can follow up on each childs progress and adjust to their needs as they learn, creating the optimal path learning experience. Worlducation envisions a world in which every child learns how to read and write a world without illiteracy. This is why, for each classroom that buys our product, we donate and train a classroom somewhere around the world that cant afford the same technology. We then connect the classrooms together so that they can grow and collaborate throughout their learning cycle.

Vision Statement

To see a world without illiteracy.

Mission StatementTo be the change and facilitate a world without illiteracy by changing the way children learn at school and the number of schools that have access to technology.

Our values are:Core values underpinning our activities are:

Ethical principles

Innovation

Collaboration.

Strategic PrioritiesTo be well led, high performing, profitable and accountable.

Ensure that all financial operations, performance indicators and results support the strategic policies

Identify new and expand existing sources of revenue and ways to help more classrooms in need.

Achieve profits of at least 10% per annum.

Increase our reach

Increase range of products and services offered to reach a larger target market

Increase sales to increase donations to needy classrooms.

Continue building deeper customer relationships

Customer-centred practice, with a focus on meeting their total needs for high-quality technology

Strengthen the skills of our people, to better support customers

Drive innovation to better meet customer demands

Attract, engage and develop the best staff

Continuing the drive to a customer centred, high performance workforce and culture

Strengthening the skills of our people, to better support customer needs

Empowering innovation and responsiveness to change

Continuing to enhance the diversity of our workforce

Exploring the use of technology in human resources.

The MarketThe technology market is a growing and ever-changing industry due to the rapid rate that technology is being updated. Emerging technologies include artificial intelligence and the Internet of Things (IOT). There is an increasing focus on cyber security.

Due to the global pandemic, the issues with the manufacturing industry have impacted on the supply of hardware components.

The trend for consumer spending during the pandemic has taken a downturn but this has not affected the ICT industry as due to more people working from home, consumer appetite for tablets has increased.

Situation AnalysisStrengths Weaknesses

Value and quality

Strong management

Customer loyalty

Friendly organisational culture

Level of available finance for investment Brand name not developed as well it could be

Growing organisation

Opportunities Threats

Schools needing to upgrade technology

Opportunities to offer a range of services

Opportunities for synergies across all services and products High level of competition

Economic downturn meaningless spent generally

Failing to satisfy clients demands

Marketing StrategiesOur marketing strategies aim to:

Build our brand

Generate leads now

Convert those leads quickly

Have every part of the business supporting each otherWe plan to develop our market share by:

Improving our marketing and advertising

Continually improving the quality of service given to clients

Maintaining effective communication channels with all stakeholders to ascertain industry requirements and then develop products and manage services accordingly

Continually improving communication channels with all our stakeholders, ensuring a flow of timely and accurate information to facilitate effective planning and decision making

Targeting identified growth markets with planned, market appropriate campaigns employing a variety of promotional strategies and advertising mediums

Offering attractive fee structures to our clients

Continually improving the skills, knowledge and effectiveness of our team through our commitment to training and development

Regularly reviewing the effectiveness of all our operations and making improvements when and where necessaryInternal Communication Policy and Procedures

Worlducation aims to enhance and streamline communications (internal and external) to reinforce the vision and strategic priorities. As such, we will continue to develop and trial new communication platforms, channels, and tools to improve information sharing and collaboration between all staff members.

This policy is to be implemented in a way that ensures compliance with relevant legislative requirements and standards of best practice.

Worlducation expects that staff will use the channels and for business purposes only and comply with all relevant policies and procedures, the Code of Conduct.

Communication channels

Worlducation has a number of internal communication channels available, including:

Channel Purpose

Staff bulletin This contains Information from the executive to staff which is important and relevant to their interests, including training, employment vacancies and important announcements.

Contributions for the Staff Bulletin must be approved in advance by the contributors relevant manager before being sent to the communications officer for review and inclusion.

Staff surveys These are used to gather information and feedback from all staff members. Surveys should be sent to staff via email link.

Worlducation intranet The intranet provides important information for staff in an easily accessible location.

The intranet is to be used for conveying information which is important and relevant from the executive team to staff. It is the responsibility of the person contributing the content to ensure the content is factually correct. All contributions must be approved in advance by the contributors relevant manager.

Enterprise social networks (e.g. Yammer, Facebook) These may be used by groups of staff to collaborate and communicate on projects online (e.g. to share and comment on work-related ideas, news and activities). Personal use of these platforms may not be used during work hours. Use of these networks must comply with the Social Media Policy.

All Staff emails Emails are used for messages to and between staff. Staff are required to read all their work-related emails.

Email distribution lists Email distribution lists may only be used by the executive team and should adhere to the Privacy policy.

External Communication Policy and Procedures

This policy is adheres to national laws and regulations where Worlducation does business. It applies to any information that is material and proprietary. Information is material if it is likely to have an impact on the financial performance Information is proprietary, if it provides Worlducation with a competitive advantage.

This includes annual and quarterly reports, news releases, verbal communication (with external people such as analysts, investors, and the media), senior management presentations and information on the web site and intranet.

Employees must not discuss material, non-public matters or developments with outsiders (including family members, relatives or friends).

Spokespersons

There are three main groups of designated spokespersons for Worlducation Corporation:

National and international media The Chairman, Chief Executive Officer, Chief Financial Office

Local media Managers

Trade media Marketing managers, Sales managers

Any news release being issued to the media or public must be approved by Worlducation's executive management team. This includes (but not limited to) blogs, newspapers, magazines, adverts, social media and press statements.

Emergency communication

Crisis and emergency situations that may affect Worlducation and its employees include items such as fires, explosions, accidents, floods, hazardous material emissions, acts of violence or terrorism and many others. In the event of a crisis, safety should be your immediate concern. Employees should notify their direct manager and/or facilities manager, who will in turn notify the executive team as soon as possible. When dealing with the media during a crisis make sure you are available for comment and:

state the facts truthfully

do not from disclose names of the injured or deceased

show empathy - express concern for employees and the community as appropriate

do not offer personal opinion or speculate

describe steps you are taking to manage the crisis

Say "I need to confirm that information first" if you are unsure.

Communication of Financial, Market, and Customer Information

Any reports, slides, presentations, or any other written material that contains Worlducation financial information must be accurate and complete.

Social Networking Policy

Worlducation employees must use these forums appropriately and responsibly, especially when discussing or disclosing any information related to Worlducation or to their employment at Worlducation.

While social networking opens up new opportunities to have a positive impact on our brand reputation and business growth, it also carries significant business risk when used inappropriately. Failure to follow Worlducation's social media and networking policy or other abuse of social media and networking tools may result in disciplinary action up to and including termination of employment.

In the event anything in the policy may conflict with local law concerning internet use and data privacy, local law will control the interpretation and application of the policy.

Documentation Policy and Procedures

All employees are required to use Worlducations templates for all workplace documentation.

Documents should be named [Department_Type_Detail_Version]

Documents are to be saved using Worlducations cloud-based storage system.

In-built software review functionality should be used, and all comments recorded in a feedback register. Feedback register should contain the date, project number, name of reviewer, person receiving feedback, comments and action required.

New supplier Policy and Procedures

Purpose of the PolicyAll new suppliers to the business must be reviewed and accepted in accordance with this policy to ensure that the supplier service is aligned with the business objectives.

ProceduresChoosing a New SupplierA new supplier must provide our business with quality products, great service, competitive pricing and efficient delivery.

The following information table must be completed prior to agreeing to services

Supplier Selection Background InformationBusiness Name of Supplier:

Location of Supplier:

Products/Services provided by supplier: (Attach a list if necessary)

Name of business owner/ sales representative:

For how many years has the supplier been trading?

Supplier Selection Review ChecklistFor each new supplier being considered the following checklist must be completed:

Is the supplier pricing competitive? Attach list to this checklist:

What are the payment terms for this supplier?

What is the return policy for this supplier?

Does the supplier provide warranties, guarantees etc.?

Are the suppliers representatives knowledgeable of the products/ services and industry?

Is there an alternative to this supplier, has the alternative supplier been considered?

What are the delivery services of the supplier?

Has a credit check been undertaken for the supplier? (attach to this checklist)

Has the Personal Property Securities Register (PPSR).been reviewed?

Has the supplier been trade checked? (attach this to this checklist)

insert relevant additional information to assist in the decision of appointing a new supplier

Appointment of SupplierThe appointment of a new supplier will be authorised by the Business Manager.

The Business Manager will independently verify the bank account or other payment details of the supplier to ensure payments made are to the correct supplier

Supplier Payment TermsAll purchases from suppliers must be supported by a purchase order.

Payment terms for all suppliers must be reviewed by the Business Manager at least once a year.

All supplier payment terms must be a minimum of 30 days.

Any variation to the above must be authorised by the Business Manager.

All supplier payments are to be reviewed once a quarter to ensure that payment terms are adhered to. For payments made to any suppliers earlier or later than the agreed terms.

Scope

This privacy policy outlines how Worlducation protects and handles personal information in accordance with its obligations under the National Privacy Principles (APPs) contained in the Privacy Act 1988.

Collection of information

Worlducation collects personal information relating to individual creators, publishers, licensees and IT professionals as part of the normal course of its business.

Where possible, Worlducation collects personal information directly from the individuals themselves.

Third party collection: Worlducation may also collect personal information from third parties in accordance with the requirements of the APPs, including:

From other rights holders of a work, including the publisher. This is restricted to information which will assist in member recruitment or payment to rights holders, such as contact and entitlement information. If Worlducation cannot collect that personal information from other rights holders, its ability to efficiently recruit and pay rights holders will be restricted;

Worlducation has agreements with similar organisations in other countries that enable the use of foreign text and images in Australia, and the collection of fees and royalties for the use of Australian works overseas and may collect information in this process;

From the public domain from third party sources such as social networking services, industry directories, industry guides, and the Internet; and

Through purchased mailing lists and business database lists which are used for sending Worlducation marketing material, where recipients have consented to receiving such communications or it would be reasonably expected of us to use or disclose the information for that purpose.

Websites and online services: a variety of information is collected by users of our Websites and online services.

Emails and electronic forms: our servers may record an email address if a message is sent online. An email address will only be used for the purpose for which it has been provided and it will not be added to a mailing list or used for any other purpose without consent.

Google Analytics: Worlducation uses Google Analytics to collect data about users usage and behaviour on Websites. This information is used to improve the Websites and is not used by Worlducation to personally identify users of the site. All tracked data is anonymously collected in accordance with Google Analytics privacy policy. Refer to Googles privacy policy for further information: http://www.google.com.au/policies/privacy/Cookies: Worlducation uses session cookies to help analyse how users use their Websites. The cookie-generated information generated about the use of the website (including IP address) will be transmitted to and stored by our service providers on servers hosted in Australia. By using our website, users consent to the processing of data about them in the manner and for the purposes set out above.

Anonymity

2.1 We provide the option for individuals to not identify themselves, or of using a pseudonym when dealing with us. In some circumstances, if a choice is made not to provide the information requested we may not be able to provide certain services.

2.2 We do not provide this option in circumstances where it is impracticable to do so or where Worlducation is legally required to deal with identified individuals only.

Use and disclosure of personal information

3.1 Worlducation uses and discloses personal information for the primary business purposes for which it is collected (set out above) and related management purposes.

3.2 Worlducation uses and discloses personal information for any other purposes to which consent has been given.

3.3 Worlducation will not otherwise use or disclose personal information without consent being given unless otherwise required or authorised by law.

3.4 Subject to the requirements of the APPs, Worlducation may also use and disclose personal information for any other related purpose that one would reasonably expect the information to be used or disclosed.

Marketing material

4.1 Worlducation may use personal information, from time to time, to send to marketing material that we consider will be useful, or other material about our activities.

4.2 Worlducation will only do this if we collected the information and one would reasonably expect us to use or disclose the information for that purpose, or if consent has been given to receiving such communications.

Personal information storage and security

5.1 Worlducation takes reasonable steps to protect personal information from loss, unauthorised access, modification, disclosure, interference or other misuse. These steps include electronic access restrictions for electronic files that contain personal information, securing paper files containing personal information in locked cabinets and physical access restrictions.

5.2 Once collected, Worlducation holds personal information in a number of different formats, including on servers (located both onsite and offsite, including in the cloud), databases, filing systems and in offsite backup storage.

5.3 Worlducation only retains personal information for as long as it is required for its business purposes or for as long as required by law. Any information that we no longer require is destroyed securely. An exception to this may be retention of the information for data analysis. However, if this occurs, the information will be retained in a form that does not allow you to be identified from that information.

5.4 Worlducation undertakes not to disclose your personal information in any manner that would be considered direct marketing.

Digital security

6.1 Input devices such as thumb drives or other external memory devices should only be used if they come from a trustworthy source.

6.2 Before opening a thumb drive folder, ensure that a malware scan is run on it.

6.3 Files that are to be modified should first be saved to the computers desktop and the thumb drive ejected before beginning work on the files.

6.4 All files should be saved to the relevant folder, and not left on the desktop.

6.5 Back up of data should be performed at the end of every week. The data should be backed up onto an external memory device, which will be stored in the security cupboard in the Administration office.

Internet security

7.1 A mailbox should be created for each email sender so they can be accessed efficiently.

7.2 Before logging off from your inbox, ensure that it is empty. All emails should be placed in their senders mailbox.

7.3 Suspicious or potentially dangerous emails should be deleted immediately. Attachments should not be opened.

7.4 Personal emails should not be opened at work, or on Worlducations computers. If an email of a personal nature is received on a Worlducations email address, forward it immediately to a private email address, and open it outside work. Delete the original email from the inbox once it has been forwarded.

7.5 Returned email should be examined to ensure that the address in correct. If in doubt as to the correct address, contact the source of the address and ask for verification.

7.6 Email attachments should only be opened if they come from a trusted source. Attachments are to be stored and sent only as pdf, Word, PowerPoint or Excel files. If trustworthy emails are received in other formats, they should be converted before filing.

7.7 New staff must be assessed on their email competence by their manager before they are given access to their company email address and access to company files. This assessment is to be carried out on an external email account.

Performance Management Policy and Procedures

Purpose

To ensure that all employees and their supervisors are aware of the expectations and opportunities available for planning, managing, reviewing, recognising and improving individual employee performance.

Scope

This policy and procedure applies to all permanent employees.

Procedures

Performance review process

Each employee will participate in at least two reviews each year. This will consist of an annual review and an interim review, to be conducted six months after the completion of the formal review.

Reviews are designed to:

assist employees to be fully aware of their responsibilities and duties and the effect these have on Worlducations operations.

provide feedback to employees on the performance of these responsibilities

provide a basis for further professional development of employees

identify employees whose continued high-quality performance should be recognised and rewarded

identify employees where performance is of concern and may require remedial action.

The performance review process is to be conducted in accordance with the principles of procedural fairness and transparency.

Employees may be assisted by a representative at any stage of the performance review process.

Managers will arrange a meeting time with the employee for the performance review.

Managers will meet with the employee who is the subject of the review and discuss past performance and future goal setting and development plans.

In rating the overall performance of an employee, Managers will assess the Employee against the following performance ratings:

exceeds expectations

meets expectations

development encouraged

improvement required; or

unsatisfactory performance.

Managers may consult other employees whose judgements they believe may be helpful in completing the review.

Employees are encouraged to provide relevant information on their performance and take an active role in appraisal and planning.

The Manager and employee will complete the review using the performance review template.

Managers and employees will also identify required professional development for the year.

The employee must be given the opportunity to read, comment on and acknowledge the documented review.

Where an employee is not satisfied with the overall assessment recorded in the review they should initially discuss these concerns with their Manager.

Where the Manager and the Employee are unable to resolve the concerns, the Employee can request that the matter be referred to the Managing Director for a review of the overall assessment.

The Managing Director may seek further information from the Manager and employee and consider all documentation and make a final decision.

Once the Supervisor has completed the review, it will be stored confidentially in the staff members files.

Rewarding employee performance

All employees receive an annual incremental increase in their salaries as per their employment contracts.

However, where an employees performance consistently and significantly exceeds the agreed performance indicators n greater increase may be negotiated. This only applies to the annual performance review. Promotions may also be available.

PROJECT PORTFOLIO STUDENT

LEAD COMMUNICATION IN THE WORKPLACE

BSBXCM501

Table Of Contents

TOC o "1-3" h z t "RTO Works Heading 1,1" Section 1: Guide workplace communication PAGEREF _Toc56428780 h 6Section 2: Engage in workplace communication and negotiation10Section 3: Review communication15

Student name: Assessor: Date: Business/organisation you are basing this project on: Role within business/organisation: Project/significant issue to be communicated: Project areas requiring negotiation (at least one):

Section 1: Guide workplace communicationDescribe the business or organisation you are basing this project on.

What is the name of the business/organisation?

Which industry is it part of?

What are the main activities in the business/organisation?

What are the broader organisational objectives and goals? Summarise organisational policies and procedures

Which policies/procedures are applicable to your project/issue and/or workplace communication?

How are they applicable?

Attach policies/procedures to your portfolio. Summarise legislative requirements

Which legislation applies to your project/issue and/or workplace communication?

How do they apply? Research information needs of the business/organisation

Provide a written summary of your research.

What are the internal information needs?

What are the external information needs?

Are there any special needs/diverse cultures to consider?

How do the needs relate to broader organisational goals?

Which sources did you use to obtain information (at least three, including digital sources)?

How did you extract relevant information from minor references?

Attach proof of your research sources (e.g. internet search, video of interview) to your portfolio. Develop communication protocols

Consider the identified information needs and organisational goals to develop at least two communication protocols.

Adapt the protocols (e.g. by using a different colour or font) to address at least two different contexts (e.g. deaf employees).

Attach your protocol (including adaptations) to this section of the portfolio. Support and implement developed protocol(s)

Prepare at least two different materials (e.g. intranet post, poster, video, checklist etc.)to support and/or implement the developed protocols.

At least one of your materials should use digital technology.

Make sure the materials direct others to adhere to organisational communication requirements.

Implement the materials in the workplace (e.g. upload an intranet post, place a poster on the notice board).

Attach proof of the implemented materials to this section of the portfolio (e.g. photo of poster on notice board). Mentor others to achieve communication goals

Who are you mentoring?

What expertise/wisdom/knowledge are you able to offer?

What mentoring principles will you follow?

How will you address organisational communication requirements and goals?

How will you motivate them to communicate respectfully and consider everyones needs?

Attach proof of your mentoring session to this section of the portfolio (unless viewed in person by your assessor). 618594143510 Attach: Policies/procedures

Proof of research sources

Protocols (including adaptations)

Support/implementation material

Mentoring session

Section 2: Engage in workplace communication and negotiationPrepare to communicate complex information and negotiate outcomes.

What information (related to your selected workplace project or issue) must be conveyed and negotiated?

With whom will the information be conveyed and negotiated (at least two different audiences on separate occasions)? First occasion:

Describe the audience

Are you aware of any communication challenges?

Are you aware of any differing perspectives? Plan outcomes

What are the potential outcomes of the negotiation (at least two)?

What are your desired outcomes (at least one)? Plan approach

How will you communicate?

What method will you use?

What communication style will you adopt?

Why is this style suitable?

What communication challenges/risks do you anticipate (at least two)?

How will you remove any barriers that may influence understanding?

Which negotiation techniques will you follow to positively influence others? Communicate complex information and negotiate

Attach proof of your succinct, clear and persuasive explanation and negotiation (e.g. conference call recording, video of meeting etc.) to this section of the portfolio (unless viewed in person by your assessor). Confirm negotiation outcomes

With whom will you confirm the key outcomes of the debate?

How will you confirm the key outcomes of the negotiation?

Attach proof of your confirmation to this section of the portfolio (e.g. minutes of meeting, draft email). Implement negotiation outcomes

Attach proof of the implementation of negotiation outcomes to this section of the portfolio 618594143510 Attach: Complex information explanation/negotiation

Confirmation of negotiation outcomes

Implementation of negotiation outcomes First occasion:

Describe the audience

Are you aware of any communication challenges?

Are you aware of any differing perspectives? Plan outcomes

What are the potential outcomes of the negotiation?

What are your desired outcomes? Plan approach

How will you communicate?

What method will you use?

What communication style will you adopt?

Why is this style suitable?

What communication challenges do you anticipate?

How will you remove any barriers that may influence understanding?

Which negotiation techniques will you follow to positively influence others? Communicate complex information and negotiate

With whom will you confirm the key outcomes of the debate?

How will you confirm the key outcomes of the negotiation?

Attach proof of your confirmation to this section of the portfolio (e.g. minutes of meeting). Implement negotiation outcomes

Attach proof of the implementation of negotiation outcomes to this section of the portfolio (e.g. performance review spreadsheet updated to reflect new KPIs). 618594143510 Attach: Complex information explanation/negotiation

Confirmation of negotiation outcomes

Implementation of negotiation outcomes

Section 3: Review communicationObtain feedback on communication and negotiation

Use digital technology (e.g. online survey, email) to obtain feedback from at least two sources (e.g. from mentoring session, or negotiations).

As you seek feedback, consider your communication/negotiation as well as the broader organisations communication systems, channels and processes.

Summarise the feedback.

Attach proof of the feedback to this section of your portfolio. Identify opportunity for improvement

What areas of your communication and negotiation need improvement?

How effective were the communication channels, systems and processes?

What areas of the team or organisational practices need improvement? Document and implement improvement requirements

Follow organisational requirements to document areas needing improvement.

Implement any improvements to organisational practices (e.g. amended policies/procedures/protocols)

Attach proof to this section of your portfolio 618594143510 Attach: Proof of feedback

Improvement documentation/implementation

STUDENT ASSESSMENT TASK

LEAD COMMUNICATION IN THE WORKPLACE

BSBXCM501

Student Name: _________________________________________

Date: / / 20 .

Table Of Contents

TOC h z t "RTO Works Heading 1,1" Introduction PAGEREF _Toc56428490 h 4Assessment Task 1: Knowledge questions PAGEREF _Toc56428491 h 5Assessment Task 1: Checklist PAGEREF _Toc56428492 h 9Assessment Task 2: Project PAGEREF _Toc56428493 h 10Assessment Task 2: Checklist PAGEREF _Toc56428494 h 14Final results record PAGEREF _Toc56428495 h 17

IntroductionThe assessment tasks for BSBXCM501 Lead communication in the workplace are outlined in the assessment plan below. These tasks have been designed to help you demonstrate the skills and knowledge that you have learnt during your course.

Please ensure that you read the instructions provided with these tasks carefully. You should also follow the advice provided in the Business Works Student User Guide. The Student User Guide provides important information for you relating to completing assessment successfully.

Assessment for this unit

BSBXCM501 Lead communication in the workplace describes the performance outcomes, skills and knowledge required to create an environment that enables and supports the application of innovative practice focusing on a holistic approach to the integration of innovation across all areas of work practice.

For you to be assessed as competent, you must successfully complete two assessment tasks:

Assessment Task 1: Knowledge questions You must answer all questions correctly.

Assessment Task 2: Project You must work through a range of activities and complete a project portfolio.

Assessment Task 1: Knowledge questionsInformation for studentsKnowledge questions are designed to help you demonstrate the knowledge which you have acquired during the learning phase of this unit. Ensure that you:

review the advice to students regarding answering knowledge questions in the Business Works Student User Guide

comply with the due date for assessment which your assessor will provide

adhere with your RTOs submission guidelines

answer all questions completely and correctly

submit work which is original and, where necessary, properly referenced

submit a completed cover sheet with your work

avoid sharing your answers with other students.

Assessment information

Information about how you should complete this assessment can be found in Appendix A of the Business Works Student User Guide. Refer to the appendix for information on:

where this task should be completed

the maximum time allowed for completing this assessment task

whether or not this task is open-book.

Note: You must complete and submit an assessment cover sheet with your work. A template is provided in Appendix C of the Student User Guide. However, if your RTO has provided you with an assessment cover sheet, please ensure that you use that.

Questions

Provide answers to all of the questions below:

Complete the table to describe legislative and organisational requirements relevant to workplace communication. The first row has been completed as an example for you to follow.

Description Example (provide two, with at least one addressing digital communication requirements)

Best practice Good practices that have been agreed upon by experts and have proven to achieve successful results. ISO Standards for communication (industry specific) e.g.ISO 9921:2003 specifies the requirements for the performance of speechcommunicationfor verbal alert and danger signals, information messages, and speechcommunicationin general.

ISO standards for artificial intelligence and data security.

Legislation Workplace policies/procedures Codes of conduct Reputation and culture Discuss communication challenges in the workplace. Consider the following in your answer:

description of four challenges (conflict, risks/safety hazards, unethical communication, organisational messaging)

at least two techniques that may be used to respond to each of the mentioned challenges.

List five methods of workplace communication:

Outline four communication styles using the table below.

Style Description

List five things a mentor should consider/do as they mentor and coach others.

List four key principles of cross-cultural communication

List four key principles to consider when communicating with people who have special needs or disabilities.

Complete the table to explain communication protocols and their relation to cross-cultural communication and special needs/disability. The first row has been completed as an example for you to follow.

General example (provide one) How to consider cross-cultural and special needs/disability in the communication (provide one example)

Internal and external communication guides Nominated means of communication for identified purposes Include accessibility requirements for webpage design

Risk based/emergency communication guides Style/formatting communication guides Allocation of responsibility Discuss what negotiation in the workplace entails and three techniques that can be used to ensure successful negotiation.

Assessment Task 1: ChecklistStudents name:

Did the student provide a sufficient and clear answer that addresses the suggested answer for the following? Completed successfully? Comments

Yes No Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Task outcome: Satisfactory Not satisfactory

Assessor signature: Assessor name: Date:

Assessment Task 2: ProjectInformation for studentsIn this task, you are required to demonstrate your skills and knowledge by working through a number of activities and completing and submitting a project portfolio.

You will need access to:

a suitable place to complete activities that replicates a business environment including a meeting space and computer and internet access

your learning resources and other information for reference

Project Portfolio template

Simulation Pack for this unit if using the provided case study.

Ensure that you:

review the advice to students regarding responding to written tasks in the Business Works Student User Guide

comply with the due date for assessment which your assessor will provide

adhere with your RTOs submission guidelines

answer all questions completely and correctly

submit work which is original and, where necessary, properly referenced

submit a completed cover sheet with your work

avoid sharing your answers with other students.

Assessment information

Information about how you should complete this assessment can be found in Appendix A of the Business Works Student User Guide. Refer to the appendix for information on:

where this task should be completed

how your assessment should be submitted.

Note: You must complete and submit an assessment cover sheet with your work. A template is provided in Appendix B of the Student User Guide. However, if your RTO has provided you with an assessment cover sheet, please ensure that you use that.

Activities

Complete the following activities:

Carefully read the following:

This project requires you to demonstrate that you can lead communication in the workplace by:

researching internal and external information needs

developing and implementing communication protocols

persuasively and professionally presenting information to negotiate desired outcomes to a variety of audiences

improving communication challenges and processes through review.

Vocational education and training is all about gaining and developing practical skills that are industry relevant and that can help you to succeed in your chosen career. For this reason, we are giving you the choice to base this project on your own business, one you work in or a familiar with, or you can use the case study provided. This will mean that you are applying your knowledge and skills in a relevant, practical and meaningful way to your own situation!

You will need to communicate with people who work for, or are involved, in this business several times. Your communication may be either directly with actual staff members or fellow students/your assessor can play the roles of relevant people/parties. Communication can be in any appropriate format (e.g. face to face, video conference) as long as it meets the requirements outlined in the Project Portfolio.

You will be basing your communication on a relevant workplace issue or project that provides an opportunity for negotiation.

Examples of suitable issues or projects you may want to consider include:

wage negotiations

property lease agreements

KPIs

project scope negotiations

deliverable due dates

supplier payment terms

internal budget discussions

If you choose your own business (or one you work for/are familiar with), it is important that this business has organisational policy and procedures related to communication already developed. Speak to your assessor to get approval if you want to base this on your own business or one you work for.

You will be collecting evidence for this unit in a Project Portfolio. The steps you need to take are outlined below. Before you begin, complete page 4 of your Project Portfolio and read through the requirements of Sections 1,2 and 3 in the Project Portfolio to familiarise yourself with what must be done.

Guide workplace communication

Complete Section 1 of the Project Portfolio to:

research internal and external information needs of your chosen organisation

develop and implement communication protocols according to information needs

prepare to mentor someone(e.g. junior employee) to achieve the organisations communication goals and adhere to developed protocols

mentor the chosen person.

The mentoring session should last for 15 minutes.

The mentoring session may be with an actual staff member or alternatively family, friends, classmates or your assessor can play the role of the person being mentored.

This can either be viewed in person by your assessor (or your assessor may join the meeting online) or you may like to video record the session for your assessor to watch later. Your assessor can provide you with more details at this step. Make sure you follow the instructions above and meet the timeframes allocated.

Submit Section 1 of your Project Portfolio to your assessor and attach required evidence as indicated in your portfolio.

Engage in workplace communication

Complete Section 2 of the Project Portfolio to engage in separate negotiations with two different audiences. For each occasion, you will:

prepare to negotiate by identifying the method/style of communication, understanding any diverse needs of the audience, planning to address barriers/risks and establishing desired outcomes of the negotiation.

present complex information related to your chosen workplace issue or project:

in a succinct, clear and persuasive manner

to positively influence others

evaluate differences in perspective and critically examine outcomes

negotiate desired outcomes, focussing on key outcomes

confirm and implement key outcomes using appropriate methods.

The objectives of the negotiation are for you, as a workplace leader, to:

model/motivate respectful communication

achieve key outcomes

communicate according to organisational requirements and goals.

The negotiation will last for approximately 20 minutes and may be with an actual staff member or alternatively family, friends, classmates or your assessor can play the role of the other negotiation party.

Negotiations can take place in a variety of ways as long as organisational requirements are adhered to. If negotiations are face-to face, they can either be viewed in person by your assessor (or your assessor may join the meeting online) or you may like to video record the session for your assessor to watch later. Your assessor can provide you with more details at this step.

Make sure you meet the timeframes allocated and that you adapt your communication style for the different audiences.

Submit Section 2 of your Project Portfolio to your assessor and attach required evidence as indicated in your portfolio.

Review communication

Complete Section 3 of your Project Portfolio to:

use digital technology to obtain feedback from a variety of sources about the outcomes of your communication and negotiations (including the effectiveness of communication channels, systems and processes).

document and implement communication improvements

Attach required evidence as indicated in your portfolio.

Submit your completed Project Portfolio

Make sure you have completed all sections of your Project Portfolio, answered all questions, provided enough detail as indicated and proofread for spelling and grammar as necessary. Ensure all required attachments are correctly attached.

Submit to your assessor for marking along with attachments as indicated.

Assessment Task 2: ChecklistStudents name:

Did the student: Completed successfully? Comments

Yes No Guide workplace communication by:

summarising applicable organisation strategy, policies and procedures

summarising applicable legislation

researching information needs of their chosen organisation, including:

internal and external needs

at least three sources (including digital sources)

relevant information from minor sources

developing at least two communication protocols

adapting communication protocols to at least two different contexts

supporting/implementing communication protocols by:

developing at least two different communication materials (at least one being digital)

directing staff to adhere to communication requirements

using materials in the workplace.

Mentoring someone by:

assisting them to achieve communication goals

motivating them to communicate respectfully and consider everyones needs

following mentoring principles/methods. Engage in workplace communication by:

establishing potential and desired outcomes

preparing to negotiate, including:

identifying the method/style of communication to suit the audience

identifying anticipated communication challenges

planning to address barriers/risks

presenting complex information related to their chosen workplace issue or project:

in a succinct, clear and persuasive manner

to positively influence others

evaluating differences in perspective and critically examine outcomes

negotiating desired outcomes using negotiation techniques and

model/motivating respectful communication

communicating according to organisational requirements and goals

confirming negotiation outcomes

implementing negotiation outcomes. Review communication to:

obtain digital feedback on outcomes of communication and negotiation (including the effectiveness of communication channels, systems and processes) from at least two sources

identify and document areas for team and organisation-wide communication improvement

implement plans to improve communication Task outcome: Satisfactory Not satisfactory

Assessor signature: Assessor name: Date:

Final results recordStudent name: Assessor name: Date Final assessment results

Task Type Result

Satisfactory Unsatisfactory Did not submit

Assessment Task 1 Knowledge questions S U DNS

Assessment Task 2 Project Portfolio S U DNS

Overall unit results C NYC Feedback

My performance in this unit has been discussed and explained to me.

I would like to appeal this assessment decision.

Student signature: Date:

I hereby certify that this student has been assessed by me and that the assessment has been carried out according to the required assessment procedures.

Assessor signature: Date:

STUDENT GUIDE

BSBXCM501

LEAD COMMUNICATION IN THE WORKPLACE

Table Of Contents

TOC h z t "RTO Works Heading 1,1" Overview PAGEREF _Toc56427447 h 4Topic 1: Establish communication protocols PAGEREF _Toc56427448 h 5Topic 2: Engage in communication20Topic 3: Review communication30

OverviewThe Student Guide should be used in conjunction with the recommended reading and any further course notes or activities given by the trainer/assessor.

Application of the unit

This unit describes the skills and knowledge required to lead communication in the workplace within any industry.

This unit has a specific focus on the communication skills required for team leaders with responsibility for other workers.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Learning goals

Learning goals include:

You are able to develop communication protocols

You are able to engage effectively in communication and negotiation

You are able to review communication for action and improvement.

Topic 1: Establish communication protocolsFrom our coffee preference to our expression of religious, political or economic views, we constantly communicate as we interact with our friends, families or work colleagues, whether we are speaking or not.

Leaders in the workplace communicate to provide instruction, encouragement, feedback and a cultural framework for the wider organisation. For simple tasks, you may rely on your inbuilt ability to communicate effectively. However, as a workplace leader, effort is required to lead communication.

In the workplace, communication is the exchange, or transfer of information either internally or externally.

Activity: Discuss

In a group, discuss what workplace communication includes. Think of as many methods/mediums of communication at work as possible.

Take notes and keep them for future reference.

Workplace communication, whether its internal or external, should never be one-way. Nowadays, life is characterised by instant, stimulating, inclusive and sensory-diverse exchanges. As such, it is no surprise that well-thought through workplace communication protocols are essential to guide and manage communication.

In this topic, we discuss aspects related to establishing communication protocols.

Activity: Brainstorm

As part of this topic, you will be required to conduct research and summarise significant information from a variety of sources. Before we start investigating communication protocols in more detail, brainstorm different ways you can do research. Be creative!

Activity: Research

Research what is meant by the term protocol to understand what it means, and how it applies to communication in the workplace.

Share you research with another student and compare your findings.

Take notes and keep them for future reference.

Communication within a bigger picture

Activity: Reflect

Reflect on your own personal and workplace communication.

Why do you communicate?

How do you communicate?

What do you to communicate?

To fully understand communication protocols applicable to a specific organisation, we need to take a step back and look at the bigger picture. The Golden circle as originally explained by Simon Sinek (see the image below) is a concept that links why, how and what we do.

Only once you know why you do something are you able to define how to go about doing it which in turn defines what you do.

Figure 1: Simon Sineks Golden Circle

Workplace communication protocols should always keep the bigger picture in mind.

This is outlined in an organisations strategic planning and guided by:

legislation

organisational policies and procedures

best practice standards

codes of conduct.

Activity: Read

Read the sample strategy document:

Website: https://onstrategyhq.com/wp-content/uploads/2015/06/4.Administration.fullstrategicplan.06052015.pdf Activity: Discuss

Discuss how workplace communication and its related protocols may be guided by the strategy.

Take notes and keep them for future reference.

Image by fauxels on PexelsLegislative and organisational requirements

Legislation and organisational policies/procedures are put in place to make sure everyone is as safe as possible and to ensure a successful outcome for the business or organisation. Workplace problems (including communication issues) often occur due to a deviation from legislative and/or organisation policy/procedure frameworks.

You need to identify any legislative obligations as well as existing organisational policies and procedures applicable to any required workplace communication.

Activity: Research

Research legislation relevant to your workplace or industry of interest (such as mining, manufacturing, transport, building, education or health) that addresses associated with communication. You may consider:

Corporations Act

Workplace Health and Safety Acts (industry specific)

Privacy Acts

Corporate governance legislation

Chain of responsibility legislation

Employment practises legislation

Equal employment opportunity legislation

Discrimination (age, sex, disability) legislation

Reporting and compliance legislation

Natural justice and procedural fairness

Take notes and keep them for future reference.

Activity: Discuss

Work in small groups and choose two of the legislation listed in the activity above. Discuss how the legislation applies to communication.

Present your findings to the larger group.

Take notes and keep them for future reference.

Failure to conform to these legislated obligations can lead to warnings, fines or more serious action for continued or intentional and deliberate fraudulent record keeping such as imprisonment. It can also involve negative media publicity.

Organisational policies and procedures often reflect legislative requirements.

Activity: Practical

Explore a few of the policies on the website below and then answer the questions.

Website: https://www.csusb.edu/policiesChoose one policy related to communication from the website and read it.

How do you think policies and procedures can be used to understand communication?

Best practice

Organisations should frequently consider and review the best workplace communication practices relevant to their industry. This is particularly necessary considering how quickly the use of technology is evolving.

The concept of best practice refers to good practices that have been proven to achieve successful results.

ISO standards are a source of best practice information. They are a set of best practise standards for a range of industries, workplaces and jobs that have been internationally agreed on by experts.

Activity: Explore

Explore the ISO standards website:

Website: https://www.iso.org/standards.html Activity: Discuss

After exploring the website, work in small groups to:

outline what ISO standards are

establish how they can be used in the workplace to define communication protocols

identify any ISO standards relevant to communication as part of your studies, workplace or industry of interest.

Take notes and keep them for future reference.

Keep in mind that best practices need to meet the legislative requirements of the jurisdiction you are doing business in.

Activity: Brainstorm

In a group, brainstorm examples how legislative requirements in different jurisdictions (e.g. data privacy laws) may impact the validity of communication best practices.

Code of conduct

A code of conduct addresses legislation, policies and procedures and best practice to outline required behaviour.

Activity: Read

Read the articles to understand how codes of conduct relate to the workplace and communication.

Article 1: https://www.betterteam.com/code-of-ethics-and-professional-conductArticle 2: https://www.iabc.com/about-us/purpose/code-of-ethics/Take notes and keep them for future reference.

Activity: Reflect

After reading the articles, reflect on:

How are the values (described in the code of conduct examples) modelled by leaders you know (e.g. political or workplace leaders)?

Which values do you feel strongly about?

An organisations culture and reputation are influenced by the values lived out by its leaders.

Activity: Read

Read the article outlining a Caltex franchises problems associated with failed record keeping.

Article: https://www.smartcompany.com.au/business-advice/legal/caltex-franchise-fined-nearly-100000-by-watchdog-for-poor-record-keeping/ Activity: Practical

Once youve read the article, answer the questions below.

How did the Caltex franchise fail to adhere to legal, organisational and best practice requirements?

Who was responsible for the failure?

What was the consequence of their failure?

Establishing information requirements

Once legislative, organisation and best practice requirements have been established, use them to consider the internal and external information needs relevant to your particular workplace.

Youll be referring to these needs at every step of protocol development so take your time as you identify them. The more people you involve in establishing the needs, the better! In todays world, we are constantly confronted with information (both true and false). It is all around us, readily available and in large quantities.

The quality of information available at the time you establish communication needs has a direct impact on the quality of your protocol and communication solutions.

Think critically and keep the organisations strategic goals in mind. Critical thinking is when you deliberately and systematically think about your need, problem or decision. As a critical thinker:

you take others opinions and perspectives into account

you use a variety of information sources

you set aside any of your own personal opinions and biases

you are able to separate fact from fiction

you use foresight to consider the impact of your decision on the people and things around you.

Image by Oleg Magni on PexelsImage by Oleg Magni Stock Photos on Pexels

Table 1: Methods to establish communication needs

Depending on the nature and size of your workplace, various techniques can be used to identify and analyse a workplaces information requirements (see table below).

Method Description

Mind mapping This method takes note of every idea that comes to mind and allows you to link ideas or concepts. Write down obvious and non-obvious ideas and save the selection process for later.

Checklist This method asks questions: Why? Where? When? Who? What? How?

Ask these question (in some form) about your need or opportunity and reflect on the answers to generate ideas.

Lateral thinking This method uses a step by step approach to generate ideas by thinking laterally rather than in a linear way.

For example, you work in marketing and have a client who sells ploughs. If you think in a linear fashion, you may feel the need to create an advert about how great his ploughs are to increase sales. But if you think laterally, you are able to see a bigger picture: Ploughs are a part of farming, farming produces food and houses animals. A popular childrens rhyme about farm animals is Old McDonald had a farm. Where did the rhyme originate? Why not create an advert around the origin of that rhyme?

Opposite thinking This method considers the exact opposite to whats normal.

Take a look at https://www.linkedin.com/pulse/opposite-thinking-your-secret-success-ali-anani-phd for a detailed example.

Analogy thinking Think of a successful business/idea and apply its principles to your need/opportunity.

An example of identifying a successful analogy when using analogy thinking is to say the [business name] for [industry]. For example, The Uber of public transport helps you identify Uber as being a creative idea in the transport industry.

Idea challenge This method hosts a formal large-scale brainstorming event and if often called a hackathon.

Table 1: Identify information requirements

Once youve identified a range of communication needs, analyse them to establish:

their feasibility (are they achievable?)

their adherence to legislative and organisational requirements

whether they are genuine needs and address genuine workplace issues.

Activity: Reflect

Which technique do you feel most comfortable with?

Activity: Research and discuss

For this activity, work in a small group to research either internal OR external communication needs. In your research:

list and explain communication needs applicable to most organisations (i.e. general needs)

list and explain communication needs that are industry specific.

Present your findings to a larger group (also share your notes with them in an appropriate format such as email attachment or shared online folder).

Your trainer/assessor will facilitate a group discussion to consolidate your findings.

Activity: Read

Read the article below about a communication solution for Hoyts cinemas.

Article: https://en-gb.workplace.com/case-studies/hoyts Activity: Practical

Use the information from the article youve just read (and if applicable do further research) to answer the following questions:

List at least five internal and external information needs Hoyts may have.

Which needs does the communication solution developed by Hoyts address?

What legislation is relevant to the information needs and solution?

Developing communication protocols

Communication protocols can either be related to the broader organisational communication roles of responsibility, or specific to values, policy and procedure.

Broader organisational communication protocol

Activity: Read

Read the articles below about building a companywide communication protocol.

Article 1: https://www.dummies.com/business/human-resources/employee-engagement/build-a-company-wide-communication-protocol/Article 2: https://employeeengagement.com/wp-content/uploads/2014/01/CommunicationProtocolOverview.pdfTake notes and keep them for future reference.

Activity: Reflect

How does this article support what youve learnt in this course so far?

Specific communication protocols

Many organisations have non-negotiable requirements that apply to internal and/or workplace communications. Failure to adhere to workplace protocols can result in the need to be re-trained, the issuing of warnings or another disciplinary action such as removal of certain responsibilities. Consistent and intentional failure to do what is required may lead to dismissal.

Examples of communication protocols are outlines in the table below.

Protocol Examples

Internal/external communication Standard requirement for all communications to be civil and conform to accepted social standards.

Telephone techniques to be followed.

Gender-specific language must not be used.

Restrictions on the use of personal devices and/or making personal calls during work hours.

Details of records, logs, registers or similar to be maintained of nominated communications and/or need to enter identified communications into a given database or system.

Risk based/emergency communication Nominated means of communication for identified purposes.

Frequency of nominated communications

Table 2: Communication protocols

Protocol Examples

Style/formatting communication Business letter head paper must be used for letters.

The guidelines set out in the organisations Style Guide must be observed when preparing written communications.

Templates to be used for reports, letters, memos and other nominated documents.

Allocation of responsibility Requirement for text-based external communications to be approved by a designated manager, supervisor or team leader before they are sent.

Nominated means of communication for identified purposes.

Table 2: Protocols

Activity: Brainstorm

In a group, brainstorm more examples of protocols related to the workplace (both general and industry specific). Include digital requirements as well as non-digital requirements.

Your trainer will facilitate a group discussion to create a comprehensive list of examples.

Take notes and keep them for future reference.

Activity: Practical

Work together in small groups. Consider the article outlining the communication solution for Hoyts (https://en-gb.workplace.com/case-studies/hoyts):

Follow a process to allocate responsibilities for standard communication within Hoyts (i.e. create a company-wide communication protocol for Hoyts).

Which specific protocols may be applicable as part of the communication solution?

Do any relevant research and develop one of the protocols you identified in question 2.

Adapting communication protocols

Different backgrounds, needs, values etc. of an audience impact how communication is received.

In some instances, communication protocols must be adapted to suit the context of its application. For example, protocols may need to be adapted to address cross-cultural differences or unique disability needs. Key principles related to cross cultural communication and special needs/disability are shown in the figure below:

Figure 1: Key principles for cross cultural and special needs/disability communication

Activity: Read

Read the articles below about disability protocol requirements and cross-cultural protocol.

Article 1: https://www.servicesaustralia.gov.au/organisations/about-us/corporate-publications-and-resources/protocol-engaging-people-disabilityArticle 2: https://www.qld.gov.au/disability/community/communicatingArticle 3: https://www.supportingcarers.snaicc.org.au/connecting-to-culture/cultural-protocols/Take notes and keep them for future reference.

Activity: Read

Once you have an understanding of the key principles related to cross cultural and disability communication requirements, take a look at the communication policy example:

Article: https://www.qub.ac.uk/directorates/media/Media,793985,en.pdf Activity: Discuss

Base this discussion on the policy/procedure/protocol youve just read. In a group, discuss:

How the protocol already addresses cultural and disability requirements.

How the protocol can be adapted to further address cultural and/or disability requirements.

Take notes to use as part of the next activity.

Activity: Practical

Consider the group discussion youve just had and adapt the policy.

Share you work with a partner for comparison.

Activity: Brainstorm

Consider what youve learnt about adapting communication protocols to meet cross-cultural and disability needs.

For each type of communication protocol and their related examples (look back to table 2), brainstorm how each protocol may need to be adapted.

Take notes and keep them for future reference.

Your trainer will facilitate a group discussion to create a comprehensive list of examples.

Supporting and implementing communication protocol

Activity: Reflect

Reflect on the quote:

A good example is twice the value of good advice (Albert Schweitzer).

How does this quote apply to leaders as they support and implement communication protocol?

Activity: Practical

Read the article about implementing codes of conduct:

Article: https://www.business.qld.gov.au/running-business/employing/taking-on-staff/staff-code-conduct/implementingTo successfully implement and support communication protocols, employees need to understand and accept the code. Remember that communication is a two-way process and staff should acknowledge receipt and understanding of the protocol. They should also be given the opportunity to clarify and ask questions.

As you prepare materials to support and implement the protocol, consider:

the employee handbook

the company Intranet

notice boards

training (one-on-one or group).

Whichever format you choose, general principles for clear communication should be considered (see Figure 2).

Figure 2: Clear communication

Activity: Brainstorm

Work in a small group to creatively identify other ways to support and implement communication protocol. Consider both digital and non-digital alternatives.

Your trainer will facilitate a groups discussion to consolidate your findings.

Take notes and keep them for future reference.

Activity: Practical

Consider the previous practical activity where you adapted a communication policy/procedures/protocol document to include cross-cultural and disability requirements.

Prepare at least one workplace material (e.g. intranet post) to support and implement the changes you made.

Topic 2: Engage in communicationA great manager, supervisor or team leader is someone who not only possesses knowledge, but is able to share that knowledge effectively and appropriately.

To be an effective communicator in the workplace, model the organisations communication protocols to:

engage with your audience in a respectful and relevant way, adapting your style to suit the audience

motivate others to communicate respectfully by considering the needs of everyone involved including differences in perspective

explain complex information positively to influence others, presenting information in a succinct, clear and persuasive manner

address communication barriers and negotiate a final outcome.

This topic addresses aspects related to engaging in communication.

Principles of communication

Activity: Reflect

Think about a time when a leader assigned a task to you that was unclear, as well a time when a leader assigned a task to you that was clear. For both instances:

Did you feel confident knowing what to do?

Were you able to meet the expectations set of you?

Did their communication motivate or discourage you? How?

Did their communication influence the way you might approach future tasks?

What impression of the organisation did their communication create?

The way you communicate is a prime determinant of how you are regarded by others in the workplace. Leaders who are respectful, inclusive and honest in their communication develop a strong and positive relationship with people. Maybe you have experienced a leader who communicates in a way that leaves others confused and deflated. Or, maybe your experiences are positive and associated with leaders who communicate in a way that motivate and inspire, set clear expectations and create a team culture of cooperation and collaboration.

Communication styles

Activity: Read

Read the article on communication styles:

Article: https://www.forbes.com/sites/markmurphy/2015/08/06/which-of-these-4-communication-styles-are-you/?sh=48d5e7913adbTake notes and keep them for future reference.

Activity: Reflect

What is your communication style? Have you ever experienced difficulty communicating in a workplace or community setting?

While everyone is different and will communicate in a way that reflects their personality and leadership style, as a workplace leader, you may need to adapt your communication style as you interact with a variety of audiences.

Watch

Watch the video on adapting communication styles.

Video: https://www.youtube.com/watch?v=TAi15RPlTa8&feature=emb_logo (02:08)

Take notes and keep them for future reference.

When establishing the intended audience of any communication, consider:

the person/group relevant to the communication (e.g. personality type, ability, cultural background, preferred method of communication)

previous communication that has occurred in relation to the topic (e.g. task description)

environmental factors (e.g. workplace culture)

the urgency of the required communication

likely response to the communication

legislative and organisational process and procedural requirements.

Influencing others

The communication style you adopt and the values you role model will determine how successful you are in influencing others.

Activity: Discuss

Discuss the statement:

Influence is more than good communication.

You can communicate without influencing, but you cannot influence without communicating.

As a leader you will be required to negotiate as you seek to influence and then implement the outcomes of your negotiation using appropriate protocol and methods.

Activity: Reflect

What do you think of when you hear the word negotiation?

Activity: Watch

Watch the video showing a negotiation scene:

Video: https://www.youtube.com/watch?v=0CdixDzE7I0 (01:00)

Activity: Discuss

As a group, discuss how the video youve just watched is similar AND dissimilar to workplace negotiation.

Activity: Read

Read the articles on negotiation skills and techniques:

Article 1: https://www.skillsyouneed.com/ips/negotiation.htmlArticle 2: https://www.pon.harvard.edu/daily/negotiation-skills-daily/top-10-negotiation-skills/Take notes and keep them for future reference.

Activity: Role Play

Participate in a simulated workplace scenario where you demonstrate negotiation skills.

Respectful communication

Irrespective of what we say, how we say it matters greatly.

Communication can either be verbal or non-verbal. A respectful approach to communication considers both.

Activity: Discuss

Take a look at the words listed below:

sensitive

inclusive

honest

civil

polite

positive

jargon

slang

Work in small groups to discuss how they relate to respectful communication (if necessary, search up definitions of the words).

Your trainer will facilitate a group discussion to summarise respectful communication.

As a leader, you have an obligation to role model the use of respectful and positive behaviours as you engage in both informal and formal communication.

Activity: Discuss

In small groups, brainstorm ways in which non-verbal communication can be used to support respectful communication practices.

Activity: Reflect

Cultural differences may impact how respect is portrayed or interpreted. Have you had any cultural experiences where the understanding of respect differs between the various people interacting with one another?

At all times, consider (and motivate others to consider) everyones needs, taking cultural differences into account.

Communication challenges

As you communicate at work, you are bound to face challenges. After all were all different. Challenges may be due to:

differing perspectives

conflict

barriers to understanding.

Differing perspectives

Think back to topic 1 weve already explored a few basic principles related to cross-cultural workplace communication. Lets now look at a few examples of cross-cultural differences you may experience as a workplace leader.

Activity: Read

Read the article describing situations where cultural differences occur as part of workplace leadership.

Article: https://www.berlitz.com/blog/examples-of-cultural-differences-in-communicationTake notes and keep them for future reference.

Activity: Reflect

Have you experienced any cultural differences in the way you communicate at work?

Different perspectives may be a result of cultural differences, but may also surface during workplace communication due to:

religious beliefs

political convictions

family of origin

genetic make-up

environmental factors.

Every person has their own way of looking at things. Even when we speak the same language, we can misunderstand each other and conflict may arise.

The good news is that differing perspectives may be beneficial. In fact, different perspectives result in improved problem solving and decision-making at work and is key for successful innovation.

Can you remember what critical thinking is (look back at topic 1 if you need help)? Keep an open mind as you evaluate differences (for example, by practicing active listening and giving everyone a say) and think critically as you navigate a successful outcome. Active listening skills include:

facing the other person so they can read your facial expressions and you can see and read theirs

paying attention to the other person and avoiding distractions and interruptions

asking questions to show you are engaged

encouraging the other person to continue talking to obtain more information (such as smiling, nodding, saying I see, interesting or go on)

taking notes to demonstrate you are paying attention

leaning slightly forward and making eye contact to show interest

paraphrasing what the other person says to prove you have heard and understood

not interrupting

empathising with the other person

not being judgemental about what the other person is saying

forming visualisations of what the other person is talking about

looking for emphasis the other person places on certain words or how they state certain facts or phrases.

reading non-verbal cues.

reading between the lines.

Only once you fully understand the views of all stakeholders are you able to present information clearly, adapt your style to meet the audience and persuade them of your point of view.

Barriers to understanding

We can be better leaders by anticipating barriers.

Communication barriers are anything that hinders the two-way process of communication.

Activity: Watch

Watch the following video that outlines barriers to workplace communication:

Video: https://www.youtube.com/watch?v=slq1nAhZuqE&feature=youtu.be (03:02)

Take notes and keep them for future reference.

The table below outlines possible ways to address common communication barriers.

Barrier Ways to address barrier

General noise in the area Delay communication to a quieter time.

Move into a quieter area to communicate.

Communicate in writing or text rather than verbally.

Unacceptable or non-preferred means of communication Ask the person what method they prefer.

Communicate using their preferred option.

Complex procedures inherent in the process Simplify the process remove steps (such as the need to log on, or enter a password, or verify/authenticate who they are) and make it easier for the other party to obtain your messages and to reply.

Use another communication method.

Individual characteristics or personality traits Identify what these are and seek to work with them modify communication so it is more attractive/acceptable to them.

Accept effective communication is rarely a one size fits all process.

Physical barriers such as walls, doors, pillars or the physical separation of individuals Use a face-to-face method rather than hand signals or shouting: get up and physically go to the other person.

Provide text-based information.

Differences in internal status Ensure employees know they can speak honestly to you.

Create a safe communication environment.

Explain things rather than just tell.

Use terms the audience is familiar with.

Thank and acknowledge those who provide input.

Gender and/or age prejudice Focus on the message and not the sender when receiving and interpreting.

Use inclusive language.

Establish a positive rapport with people and leverage this to enhance understanding and communication.

Identify their communication preferences and use them.

The mental state or mood of a person Defer the communication until the individual is in a better frame of mind.

Poor timing Communicate during paid work hours.

Avoid communicating while staff are busy.

Avoid communications at the end of a busy shift or day.

Information excess Break down the information you communicate into small chunks and/or deliver it over a period of time.

Language difficulties (person is from a non-English speaking background) Use simple words and phrases.

Use gestures and other non-verbal means.

Seek the services of someone who can act as an interpreter.

Realise that their view of things and their values may be different.

Table 3: Addressing communication barriers

Conflict management

Differing perspectives and barriers to understanding may both result in conflict, if they are not anticipated and managed. Conflict may occur internally (for example at a staff meeting) or externally (for example during negotiations with trade unions).

Image by Sebastian Herrmann on Unsplash INCLUDEPICTURE "https://images.unsplash.com/flagged/photo-1551135049-83f3419ef05c?ixlib=rb-1.2.1&auto=format&fit=crop&w=1000&q=80" * MERGEFORMATINET

The figure below describes general tips to help you manage conflict successfully.

Figure 3: Conflict management

Activity: Read

For more information on conflict resolution, read the article below:

Article: https://thedigitalprojectmanager.com/12-conflict-resolution-techniques-workplace/ Activity: Practical

For this activity, consider the article from Topic 1 about Hoyts communication solution.

As part of this course, you are required to explain complex issues to positively influence others. Work in small groups to practise communicating complex issues. Each student in the group should have a turn to role-play one of the two scenarios below (with other group members playing the role of the audience). As you perform the role play:

engage with your audience in a respectful and relevant way, adapting your style to suit the audience

motivate others to communicate respectfully by considering the needs of everyone involved including differences in perspective

explain complex information positively to influence others, presenting information in a succinct, clear and persuasive manner

address communication barriers and negotiate a final outcome.

Scenario A:

You are the PR team leader responsible for mobilising an awareness campaign of the new communication system. Explain Hoyts new communication system to other employees.

Scenario B:

You lead Communications at Hoyts and need to obtain corporate-wide support to launch the communication solution. Communicate with other management executives (who have different perspectives on the matter) to gain their support.

Topic 3: Review communicationAs you seek to lead communication, you as well as others are bound to make mistakes.

No matter how good you think you are as a leader, my goodness, the people around you will have all kinds of ideas for how you can get better. So for me, the most fundamental thing about leadership is to have the humility to continue to get feedback and to try to get better because your job is to try to help everybody else get better (Jim Yong Kim).

Think back to what you learnt about communication as a two-way process. Often, we need to take follow-up action (either directly related to the initial communication or as a result of the communication). This might be to:

provide additional information to supplement initial communication

clarify issues that were ambiguous in the original communication

correct errors in communications

sign a document or prepare one for signing

re-draft or revise communication materials

provide the information in another format or using another channel, method or medium

undertake an activity specified in the communication, for example:

meet with others

provide resources

perform a task

Share actions taken with relevant persons to:

keep them in the loop

make them aware of any issues

demonstrate compliance with a request, directive or legal obligation.

This topic addresses the review of workplace communication.

Feedback

Activity: Reflect

How important is feedback to you?

Workplaces need timely, accurate and constructive feedback to succeed. Providing or seeking feedback sounds simple in theory but can be complex in practice.

Its important to be proactive in seeking feedback and intentional in asking for it.

Remember to consider all parties involved in the communication process when seeking feedback.

Image by You X Ventures on UnsplashSeeking feedback

Activity: Brainstorm

In a group, brainstorm ways to seek feedback from a variety of sources regarding communication and negotiation in the workplace.

Your trainer will facilitate a discussion to create a complete list of ways to seek feedback. Take notes and keep them for future reference.

Activity: Discuss

Why do you think leaders sometimes struggle to get clear, direct feedback from their employees?

What strategies can they use to get better and more frequent feedback?

Activity: Read

Read the article about seeking constructive feedback:

Article: https://www.worklogic.com.au/whistleblower-reporting-service/seeking-constructive-feedback-from-within-your-organisation/As you read, make notes on:

dangers to avoid

helpful ideas

practices you can incorporate in your workplace.

Keep your notes for future reference.

Providing feedback

Leaders should observe the following when providing feedback:

give it often

give feedback as close as possible to the action that gave rise to it

focus on facts and specific action or incidents

be sensitive but truthful

praise in public, criticise in private

plan what is to be said and where and how it will be said

give feedback face-to-face, one-on-one wherever possible

supplement verbal feedback with written feedback

focus on the action that is the subject of the feedback and not on the person

use lots of I statements (You can be heard as being overly critical)

avoid text-based feedback if possible as it is too impersonal and open to misinterpretation

ensure something positive is mentioned when anything negative has to be communicated.

Activity: Research and discuss

At times, you may be required to address inappropriate or unethical communication. Research examples of what this may look like in the workplace.

Your trainer will facilitate a group discussion to summarise your findings.

Take notes and keep them for future reference.

Mentoring and support

In addition to regular feedback, provide mentoring to assist others in achieving communication goals.

Mentoringis a voluntary relationship between a more experienced/knowledgeable person to a less knowledgeable person formed to provide guidance.

Activity: Reflect

Do you have a mentor or have you ever mentored someone else?

A good mentor:

has relevant expertise or knowledge

is already successful in their career

is able to devote time to developing others

has the ability to network and find resources

is able to give honest and constructive feedback

practices active listening and shows empathy

plays the role of a sounding board

values different perspectives

does not judge.

Activity: Read

Read the article on mentoring:

Article: https://www.skillsyouneed.com/learn/mentoring.htmlTake notes and keep them for future reference.

Activity: Discuss

After reading the article, discuss:

what is mentoring in a workplace context?

who needs mentoring?

how can mentoring help achieve communication goals?

Take notes and keep them for future reference.

Process improvement

Communication is a skill and can be learnt and improved upon.

In fact, communication is so important, its been considered as one of the top skills required for future employability. As such, we should always be looking for ways to improve our communication processes. Sometimes, it is not always obvious how we can improve our communication.

Activity: Reflect

How will your attitude help or hinder you in identifying opportunities for improvement?

Once you have identified opportunities for improvement you need to incorporate them into future communication processes. This may involve:

revising the existing Communication policy

amending current procedures to accommodate new technology and/or approaches

acquiring new hardware, systems and technology

revising communication templates and forms

adjusting timing or frequency of communication

altering the language used in communications and the way things are expressed

training staff in how to communicate more effectively

training staff in how to use technology.

As you seek to improve communication processes in the workplace, consider the following responsibilities:

Build trust: trust is earned, so a leader should support regular team building exercises. Dont assign a task for a person that is well beyond their skills level.

Frequent communication: You cant expect your team to understand and execute a task without clearly communicating your goals and objectives. That goes also for during the execution, give support and encouragement where needed.

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.

Hold team members accountable: Every team member should be held to the same standard of excellence, regardless of training or years of experience on the job.

Conduct routine briefings: Debriefings should focus on high and low points during the projects run. When you review your teams completed work, note individual performance and provide meaningful praise.

Communicate by example: Telling team members how to conduct themselves is not as effective as when they see you behaving that way yourself and achieving your objectives because of this.

Maintain healthy group dynamics: Always have an eye on how the team is functioning as a unit. If team members are not supporting each other, or fighting amongst themselves, they need leadership to get the team working together if the job is going to get done.

Motivate and inspire team members: Colleagues will strive for excellence when they know that this is expected of them and believe that they can achieve it.

Activity: Brainstorm

At times, process improvement is required to address and mitigate risk. Think about the challenges associated with communication and brainstorm potential risks and safety hazards associated with a communication process.

Take notes and keep them for future reference.

Activity: Practical

Think back to what you read about Hoyts communication improvement at the end of topic 1 (https://en-gb.workplace.com/case-studies/hoyts).

What action did Hoyt management take in response to problems associated with their communication?

How might feedback have played a role in their process improvement approach to communication?

Activity: Read

Read the article about FedExs approach to communication:

Article: https://www.provokemedia.com/latest/article/absolutely-positively-delivering-a-new-fedex-Take notes if required. You will be using what youve read to perform a role-play in the next activity.

Activity: Develop

For this activity, use the FedEx case study youve just read.

Analyse internal and external information needs

Develop at least one communication protocol to meet organisational information needs and goals (be inclusive as you consider special needs/disabilities and cultural differences).

Prepare one document/material to implement and support the protocol.

Work in small groups to practise negotiating and communicating complex issues. Each student in the group should have a turn to role-play one of the two scenarios below (with other group members playing the role of the audience). As you perform the role play:

engage with your audience in a respectful and relevant way, adapting your style to suit the audience

motivate others to communicate respectfully by considering the needs of everyone involved including differences in perspective

explain complex information positively to influence others, presenting information in a succinct, clear and persuasive manner

address communication barriers and negotiate a final outcome.

Scenario A:

You are the PR team leader responsible for mobilising the internal The Way Ahead campaign. Explain FedExs new vision to employees.

Scenario B:

You lead Communications at FedEx and need to obtain corporate-wide support to launch an effective campaign of the new strategy to external stakeholders. Communicate with other management executives (who have different perspectives on the matter) to gain their support.

Explain how you would confirm and implement outcomes of your negotiations/communication performed in step 4.

Seek feedback on how you can improve your negotiation/communication (from step 4).

How would you implement the feedback?

Explain how you would provide mentoring for another FedEx employee to achieve FedExs communication goals.

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Posted on : November 20th, 2024
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