l3 - unit 01 - assignment 2011-12
TRANSCRIPT
Communication and Employability Skills for IT (CESIT) Page 1 of 23 14 July 2011
BTEC Level 3 National Diploma in IT
BTEC Level 3 Extended National Diploma in IT
BTEC Level 3 National Diploma in IT (Business)
BTEC Level 3 National Diploma in IT
BTEC Level 3 National Diploma in IT (Networking & System Support)
BTEC Level 3 Extended National Diploma in IT (Networking & System Support).
Unit No. Unit Title
1 Communication and Employability Skills for IT (CESIT)
No. of Credits Assessor Student Name
10
Date Issued Submission Date
12 September 2011 16 December 2011
Learning Outcomes
On completion of this unit a learner should:
1. Understand the personal attributes valued by employers
2. Understand the principles of effective communication
3. Be able to use IT to communicate effectively
4. Be able to address personal development needs.
Author IV IALV
Trevor Nichols Sally Clark Eric Cockburn
27 May 2011 7 August 2011 7th August 2011
Assignment Results Summary Task Hand-in date IV completed date Task Criteria Met (Circle) Final grade
1 23/09/11 28/10/11 P7
2 14/10/11 18/11/11 P1 M3
3 25/11/11 13/01/12 P2 P3 P6 M1 M2
4 09/12/11 27/01/12 P4 P5
D1 P8 D2
All the work you submit for this assignment must be your own. You must reference any source
information used from your research appropriately. Plagiarism is taken very seriously. Any work
found to have been plagiarised from another student, manual, textbook, internet, intranet or any
other source will be handed back to you for resubmission. A repeat occurrence will lead to the
implementation of the College’s disciplinary procedures.
I confirm that all the work I have submitted for this assignment is my own.
Student signature Date
Communication and Employability Skills for IT (CESIT) Page 2 of 23 14 July 2011
Note to student:
Your tutor will expect your assignment work to be professional and correct.
To achieve this you must proofread your work before you submit it for
assessment, to ensure that:
• there are no spelling errors
• the grammar is correct
• the punctuation is correct
• you have answered the question(s) set and the work makes sense.
Submit your work for assessment in a plastic wallet and, don’t forget, put
your name on it!
Don’t be afraid to ask for help and advice
Communication and Employability Skills for IT (CESIT) Page 3 of 23 14 July 2011
Scenario 12 September 2011
Dear
Re: Training Programme
You have been working for some time as a Trainee Manager for Business Solutions, which is
an IT consultancy company which provides a wide variety of IT solutions to the retail and
commercial market. To complete your training course you have to work, for a period of time,
in each of the functional areas within the company. You have finished your first period of
training in the Marketing department very successfully. We are very pleased with the way you
have worked so far. You clearly understand that all employers like their staff to have a
positive way of thinking and an optimistic outlook. You have a positive commitment to
working for the company which is good for us both and, together, we will succeed.
Your training continues in the Human Resources Department. During this time you must
develop your skills and knowledge in a wide range of topics. By the end of this period you
will:
1. Understand the personal attributes valued by employers
2. Understand the principles of effective communication
3. Be able to use IT to communicate effectively
4. Be able to address personal development needs.
On the following pages you will find a series of tasks that you have to complete to be
successful in this phase of your training. These tasks will be tough but we are confident that
you will come up with positive and inspired solutions.
You will be expected to submit work that is of a high standard which reflects the ethos of the
company and demonstrates your energy and passion, your “can do” attitude, your talent to
work in a team and your good communication skills.
We wish you every success in your new challenge.
Yours sincerely
Business Solutions
Fozia Patel (Ms)
Head of Human Resources
15 Albion Street, LEEDS, LS1 6TZ
0113 389 6598
The CAN DO company
Communication and Employability Skills for IT (CESIT) Page 4 of 23 14 July 2011
The CAN DO company
Task 1: Be able to address personal development needs
1a
Memo
To: Trainee Manager
From: Ms Fozia Patel
Date: 12 September 2011
Re: Personal Development Plan (PDP)
During your time in the Human Resources Department there is a range of topics that
you need to research, learn, develop and understand as shown in the tasks on the
following pages. The topics include:
1. Learn/develop researching skills
2. Develop your writing skills
3. Understand attitudes and attributes that employer’s value
4. Knowing your learning style and how knowing it can help you
5. Understand the principles of communication within an organisation
6. Understand barriers to communication in an organisation and ways to
overcome them
7. Learn and develop personal presentation skills
8. Understanding and demonstrate interpersonal skills
9. Create technical documents for a specialist channel of communication,
i.e. email, blog, web page, vlog, podcast
10. Demonstrate the use of a variety of ICT tools and systems to communicate
effectively
11. Being able to Proofread
12. Being able to evaluate what you have done
Select four (4) topics from the list above that you need to learn, understand and
develop. Create your own Personal Development Plan (PDP) or use one of the PDP
templates you will find on the Moodle CESIT site and as a minimum:
1. list each of your selected topics as an action
2. describe how you will go about completing each action
3. set a target date for completing each action
In addition, identify two (2) personal actions that you would like to develop and add
these details to your PDP giving six (6) actions in total.
This task must be completed by 23 September 2011/17.
Very important:
At least once every month, you and your tutor must review your PDP progress. It is
your responsibility to ensure you have this monthly review meeting. This review will
form your evidence for criteria P8 as shown in task 4c.
Fozia Patel
P7
You must attribute any sources used for research appropriately.
Communication and Employability Skills for IT (CESIT) Page 5 of 23 14 July 2011
Task 1 deadline: 23 September 2011
Criteria Feedback against Criteria Action Plan/dates
(if required) Met?
P7: Produce a
Personal
Development Plan
Yes
No
Feedback (general comments e.g. layout, grammar etc.)
Signed Learner: Signed Assessor: Date:
Actions completed
Signed Learner: Signed Assessor: Date:
Communication and Employability Skills for IT (CESIT) Page 6 of 23 14 July 2011
Task 2: Understand the personal attributes valued by employers
2a
All employers look for a special set of skills from job-seekers and employees. These skills will
include specialist skills needed to perform a particular job. But beyond these job-specific
skills, employers look for people that have a wide range of employability skills. Many studies
have shown how important these key employability skills are for the success of the employee
in their work. Employability skills are also known as attitudes and attributes. Business
Solutions expect their employees to have good attitudes and attributes and some of these are
listed below:
Personal attitudes:
• a positive mindset and attitude
• energy and enthusiasm
• a ‘can do’ mentality
• realistic expectations
General attributes:
• the ability to work in a team
• good communication and numeracy skills
Specific Attributes:
• a positive commitment to working for the company
• health & safety
Research what is meant by the phrases listed above and identify why employers value them.
Hand in evidence of your research to your tutor.
In groups, you will discuss why employers value positive attitudes and attributes from their
employees covering each of the topics listed. Include in the discussion why some people
develop these attitudes and attributes and why others don’t. You must make a significant
extended contribution that effectively discusses the topics. Your tutor (use appendix 3) and a
colleague (use Appendix 1) will observe your involvement in the discussion and your
interpersonal & communication skills.
This evidence will contribute to criteria P4: Demonstrate a range of effective interpersonal
skills (task 4d) and L2 English Functional Skills Speaking, listening and communication:
Discussion.
The information gathered for this task can be used in task 2b.
L2 English Functional Skills Speaking & Listening: Discussion
2b
Business Solutions wants their employees and future job applicants to demonstrate a positive
approach and attitude to the company.
The Human Resources Manager, Ms Fozia Patel, wants you to explain different employee
attitudes and attributes that are valued by Business Solutions. Using the information you
gathered for task 2a and any additional research necessary, explain why Business Solutions
values at least five (5) attitudes/attributes for each of the three categories listed below:
• Specific attributes that an employee should have to work in the IT industry, i.e.
work attitude, technical knowledge, healthy and safety
• General attributes that an employee should be able to demonstrate, i.e. planning
skills, organisational skills
• Attitudes that an employee should display, i.e. a ‘can do’ attitude, a positive
mindset and attitude, energy and enthusiasm, realistic expectations
You can present this work for Ms Patel in any way you would like. This could be a web page,
a blog, a podcast, a video. Reports and PowerPoint presentations are strongly discouraged.
Include the Business Solutions logo and company information, i.e. address, appropriately.
P1
Communication and Employability Skills for IT (CESIT) Page 7 of 23 14 July 2011
2c
Ms Patel wants you to identify your learning style and then explain by knowing your learning
style, how can it help you to learn more effectively.
1. Identify your learning style using a recognised model, i.e. VAK, VARK or Multiple
Intelligences. Understand the different ways of learning, particularly your own,
within your preferred model.
2. You will be questioned orally by your tutor to explain:
“If you are aware of your preferred learning style, how can you
use that knowledge to make your learning more effective?”
Please ensure you are fully prepared to demonstrate your knowledge and understanding of
learning styles and how they can help you before your questioning appointment.
Your tutor will complete the Record of Oral Questioning form (Appendix 5) that provides the
evidence for this task.
M3
Reminder:
At least once every month, you and your tutor must review your PDP progress. It is your
responsibility to ensure you have this monthly review meeting.
You must attribute any sources used for research appropriately.
Communication and Employability Skills for IT (CESIT) Page 8 of 23 14 July 2011
Task 2 deadline: 14 October 2011
Criteria Feedback against Criteria Action Plan/dates
(if required) Met?
L2 FS English:
Discussion:
2.1.1
2.1.2
2.1.3
2.1.4
Yes
No
P1: Explain the
personal attributes
valued by
employers
Yes
No
M3: Explain how an
awareness of
learning style can
aid personal
development.
Yes
No
Feedback (general comments e.g. layout, grammar etc.)
Signed Learner: Signed Assessor: Date:
Actions completed
Signed Learner: Signed Assessor: Date:
Communication and Employability Skills for IT (CESIT) Page 9 of 23 14 July 2011
Task 3: Understand the principles of effective communication
Principles of effective communication: key areas
General communication
skills: Interpersonal skills: Communicate in writing:
• Cultural differences;
• Adapting the way we
communicate with
others, e.g. Modulating
voice, terminology,
format;
• Accuracy in
communications;
• Engaging your audience
e.g. Changing
intonation, use of
technology;
• Question and answer
sessions
• Methods of interpersonal skills
e.g. Verbal exchanges, signing,
lip reading;
• Techniques and cues in
interpersonal skills e.g. Body
language, use of intonation;
• Positive language & negative
language;
• Active engagement e.g.
Nodding, summarising,
paraphrasing;
• Barriers e.g. Background noise,
distractions, lack of
concentration;
• Types of question e.g. Open,
closed, probing; speed of
response
• The use of ‘smileys’ or
emoticons, key messages
e.g. Letter, fax, email;
grammar;
• Spelling;
• Structure of different
documents;
• Identifying relevance of
information;
• Proofreading;
• Considering alternative
viewpoints;
• Note taking;
• Capitalisation
3a
Good communications between colleagues at work is very important! If colleagues don’t
understand what each is saying, it could lead to serious consequences for the individual and
the company, i.e. loss of job, loss of orders, supplying the wrong product or reduced profits.
Ms Patel asks you to create a leaflet for Business Solutions staff that explains the principles
of effective communication. You must describe two of the topics from each of the three
Principles of effective communication: key areas shown above.
Proofread your work and provide either
• annotated draft & final version printouts
or
• upload to Moodle, ‘marked-up’ versions of the leaflet.
This will form part of the evidence for criteria M2: Review Annotated draft documents (task
3d).
P2
Communication and Employability Skills for IT (CESIT) Page 10 of 23 14 July 2011
3b
Sometimes, when communicating, the message is lost; a barrier can get in the way which
can lead to confusion and errors. For the communication to succeed, these barriers have to
be removed.
To raise awareness of barriers to communication and how to overcome them, Ms Patel asks
you to give a presentation to fellow trainees. Your presentation should last approximately
six (6) minutes and must:
1. Describe three (3) barriers to communication, one from each of the following
Principles of effective communication: key areas: General communication skills,
Interpersonal skills and Communicate in writing as listed above
2. Explain ways that can be used to reduce the impact of the three (3) barriers to
communication and explain why they might work.
Your tutor (use appendix 4) and a colleague (use Appendix 2) will observe your presentation
and your interpersonal & communication skills. This evidence will contribute to criteria P4:
Demonstrate a range of effective interpersonal skills (task 4d) and L2 English Functional
Skills Speaking, listening and communication: Discussion.
P3
M1
L2 E
FS
S & L
Pres.
3c
Business Solutions want their staff to understand a variety of communication channels that
are available within the company. The channels available within Business Solutions include:
Podcast; Video Conferencing; Vlog; Email; Blog.
You also have to develop the way you write a technical document.
Ms Patel asks you to select one (1) of the above available channels of communication and
create a user friendly ‘Dummies’ user guide, explaining how to set up and use it, i.e. how
you would set up video-conferencing. You should use a combination of screen prints, images
and written text to create a guide of at least six (6) pages that is very easy for a new user to
use.
Proofread your work and provide either
• annotated draft & final version printouts
or
• upload ‘marked-up’ versions of the user guide to Moodle.
This will form part of the evidence for criteria M2: Review Annotated draft documents (task
3d).
P6
3d
When creating any document it should be presented to a high standard. To ensure that the
work is of the accepted standard it should be proofread. This involves checking spelling,
grammar, punctuation, sentence & paragraph construction and also checking that the
question has been answered.
During the process of proofreading, any changes that need to be made should be indicated,
or annotated, on the printout or ‘marked-up’ versions in Word uploaded to Moodle.
To show that you have undertaken proofreading, provide annotated draft and final versions
or upload ‘marked-up’ versions of your evidence for task 3a and task 3c.
M2
Reminder:
At least once every month, you and your tutor must review your PDP progress. It is your
responsibility to ensure you have this monthly review meeting.
You must attribute any sources used for research appropriately.
Communication and Employability Skills for IT (CESIT) Page 11 of 23 14 July 2011
Task 3 deadline: 25 November 2011
Criteria Feedback against Criteria Action Plan/dates
(if required) Met?
L2 FS English:
Discussion:
2.1.2
2.1.3
Yes
No
P2: Explain the
principles of
effective
communication
Yes
No
P3: Discuss
potential barriers
to effective
communication
Yes
No
P6: Communicate
technical
information to a
specified audience
Yes
No
M1: Explain
mechanisms that
can reduce the
impact of
communication
barriers
Yes
No
Feedback (general comments e.g. layout, grammar etc.)
Signed Learner: Signed Assessor: Date:
Actions completed
Signed Learner: Signed Assessor: Date:
Communication and Employability Skills for IT (CESIT) Page 12 of 23 14 July 2011
The CAN DO company
Task 4: Be able to use IT to communicate effectively
4a
Memo
To: Trainee Manager
From: Ms Fozia Patel
Date: 14 November 2011/23 April 2012/Other date
Re: Evaluation
We hope you have enjoyed your training in the Human Resources Department and have
gained from the experience. We have been impressed with the work you have completed
relating to the many topics covered.
Before you move on to the Accounts Department, I want you to evaluate what you have
done in the Human Resources Department.
In a report, evaluate the interpersonal and communication techniques you have used in ALL
the sub-tasks in tasks 1, 2, 3 and 4. Consider each sub-task in turn, describing it and what
your expected outcomes were. Did you achieve what you expected? What interpersonal
and/or communication skills did you use and what could you have done to improve them.
How will you be able to use this experience in future and what further could you do to
develop your interpersonal/ communication skills? Do this for each of the pass and merit
criteria.
Complete this evaluation report and hand in as directed by your tutor.
FP
D1
4b
In a report, evaluate each action on your PDP, and identify areas for improvement.
Consider each action in turn and give a brief description of it, the time scale, the expected
outcomes and if you achieved them, explaining the processes you used. What went well
with your approach to the action and what went less well and what could you have done to
overcome this? How will you be able to use this experience in the future and what further
could you do to develop your skills?
D2
4c
You have worked hard to complete the actions that you set out in your PDP in September.
Hand in your PDP, duly completed with actual dates of completion of tasks and comments
and evidence that it has been reviewed by your tutor on a regular basis.
P8
4d
You have demonstrated your interpersonal skills in Task 2a and Task 3b. Gather further
evidence from your other units where you have demonstrated your interpersonal skills. You
can get your unit tutor to complete an Observer/Witness Statement (appendix 7) as
evidence.
P4
4e
You have to demonstrate that you can use, and have used, IT to aid communication. Much
of this you have done to complete the tasks within this assignment, i.e. Word for reports
and PowerPoint for your presentation. All you need to do is to list these on the evidence
sheet for P5, appendix 6. You can use evidence from other units of your course too but the
work must be your own. Printouts or uploaded files to Moodle can be used as evidence.
P5
You must attribute any sources used for research appropriately.
Communication and Employability Skills for IT (CESIT) Page 13 of 23 14 July 2011
Task 4 deadline: 16 December 2011
Criteria Feedback against Criteria Action Plan/dates
(if required) Met?
P4: Demonstrate a
range of effective
interpersonal skills
Yes
No
P5: Use IT to aid
communications
Yes
No
P8: Follow a
Personal
Development Plan
Yes
No
D1: Evaluate
interpersonal and
written
communications
techniques
Yes
No
D2: Review
progress on a
Personal
Development Plan,
identifying areas
for improvement
Yes
No
Feedback (general comments e.g. layout, grammar etc.)
Signed Learner: Signed Assessor: Date:
Actions completed
Signed Learner: Signed Assessor: Date:
Communication and Employability Skills for IT (CESIT) Page 14 of 23 14 July 2011
Indicative reading for this unit
Text books
Bolton R – People Skills (Simon & Schuster, 1986)
ISBN-10 067162248X,
ISBN-13 978-0671622480
Barker A – Improve Your Communication Skills,
2nd edition (Kogan Page, 2006)
ISBN-10 0749448229,
ISBN-13 978-0749448226
Websites
www.mindtools.com/page8.html
Functional Skills
ICT Level: 2
When using ICT – Use ICT systems When learners are …
Select, interact with and use ICT systems
independently for a complex task to meet a
variety of needs
using IT to aid communications
ICT – Develop, present and
communicate information
Present information in ways that are fit for
purpose and audience
communicating technical information to a
specified audience
Evaluate the selection and use of ICT tools
and facilities used to present information
evaluating interpersonal and written
communications techniques
Select and use ICT to communicate and
exchange information safely, responsibly and
effectively including storage of messages and
contact lists
using IT to aid communications
English Level: 2
When using When learners are …
Speaking and listening – make a range of
contributions to discussions and make
effective presentations in a wide range of
contexts
demonstrating a range of effective interpersonal
skills
Writing – write documents, including
extended writing pieces, communicating
information, ideas and opinions, effectively
and persuasively
communicating technical information to a
specified audience.
Communication and Employability Skills for IT (CESIT) Page 15 of 23 14 July 2011
Communication & Employability Skills for IT (CESIT):.
Peer Observation sheet: DISCUSSION..
Make notes as you observe the DISCUSSION of your colleague; the sections below are a guide. Comment on the communication and interpersonal skills demonstrated by your colleague.
Presenters name: Observers name: Date:
Discussion content Observers comments
� Evidence of preparation for the
discussion – did they
understand the topic?
� Involves others
� Moves the discussion on
Say how they showed this?
Speaks clearly/suitably
� Volume (audible)
� Clarity of expression (not
muttered etc.)
� Suitable language appropriate
to subject, situation & purpose
– jargon/slang.
Say how they showed this?
Listening
� Listened to others
� Showed they were listening
using nods and body language
Say how they showed this?
Body language
� Adequate eye contact made
with others
� Confident posture
� Appropriate use of gesture
Say how they showed this?
� Additional comments
Say how they showed this?
Appendix 1
Communication and Employability Skills for IT (CESIT) Page 16 of 23 14 July 2011
Communication & Employability Skills for IT (CESIT):.
Peer Observation sheet: PRESENTATION..
Make notes as you observe the PRESENTATION of your colleague; the sections below are a guide. Observation feedback on communication and interpersonal skills demonstrated.
Presenters name: Observers name: Date:
Presentation content ���� Observers comments
Adequate content/duration
� e.g. content appropriate to
task and lasted 6 minutes
Say how they showed this?
Adequate preparation
� e.g. not reliant on notes,
� not too hesitant
Say how they showed this?
Speaks clearly/suitably
� Pace (not too fast, pauses
confirm listeners’ following )
� Volume (audible)
� Clarity of expression (not
muttered etc.)
� Suitable language appropriate
to subject, situation &
purpose – jargon/slang.
Say how they showed this?
Keeps to subject /talk has
structure
� Beginning (intro)
� Middle (kept to subject)
� End (conclusion)
� Any questions?
Say how they showed this?
Presentation is visually
competent
� Consistent style/colour
schemes
� SPG adequately accurate
� No text/colour clash
� Appropriate use of blank space
Say how they showed this?
Body language
� Describe the interpersonal
skills demonstrated by the
presenter
Say how they showed this?
Has the presenter described
barriers to communication?
Say how they showed this?
Has the presenter explained
mechanisms to reduce barriers to
communication?
Say how they showed this?
Appendix 2
Communication and Employability Skills for IT (CESIT) Page 17 of 23 27 May 2011
FUNCTIONAL SKILLS ENGLISH
LEVEL 2: SPEAKING, LISTENING & COMMUNICATION ASSESSMENT
CONTRIBUTING TO A DISCUSSION - ASSESSOR’S OBSERVATION RECORD FOR DISCUSSION
Centre name Candidate name No. in discussion group
Centre No. Candidate No. Subject of discussion
Role(s) undertaken in discussion:
FS
ref
GOOD PASS
The candidate has:
PASS
The candidate has:
NEAR MISS
The candidate has:
FAIL
The candidate has:
2.S.1
• listened perceptively to complex information
• given relevant, cogent responses
• used appropriate language.
• considered complex
information
• given relevant, cogent
responses
• used appropriate language
• listened to information
• given relevant responses
• listened most of the time
• made some responses,
although not all relevant
2.S.3
• made influential and authoritative
contributions so they are appropriate to the
audience, purpose and situation
• adapted contributions to suit
audience, purpose and
situation
• made contributions, which are,
on the whole, appropriate to
the audience, purpose or
situation
• made limited contributions
some of which may not have
been relevant to the
audience, purpose and
situation
2.S.4
• made significant contributions using different
ways to initiate, develop and share
discussion
• taken on a range of roles including
encouraging others’ participation
• effectively moved discussion forward,
helping to make decisions where
appropriate
• made significant contributions
• taken on a range of roles
• helped move discussion
forward
• taken on a limited range of
roles
• taken on only one role eg
supporter, within the
discussion
RESULT � Evidence/comment:
GOOD PASS
Appendix 3
PASS
NEAR MISS
FAIL
Assessor’s name Signature Date
Communication and Employability Skills for IT (CESIT) Page 18 of 23 27 May 2011
FUNCTIONAL SKILLS ENGLISH
LEVEL 2 SPEAKING, LISTENING & COMMUNICATION ASSESSMENT
MAKING A PRESENTATION
ASSESSOR’S OBSERVATION RECORD FOR PRESENTATION
Centre name Candidate name Description of
Audience
Centre no. Candidate no. Purpose and subject
of presentation
FS
ref
GOOD PASS
The candidate has:
PASS
The candidate has:
NEAR MISS
The candidate has:
FAIL
The candidate has:
2.S.2 • presented relevant information and
ideas clearly
• presented, where appropriately,
persuasively to others
• used a mature command of
vocabulary
• presented relevant information
and ideas clearly
• presented, where
appropriately, persuasively to
others
• presented information and ideas
reasonably clearly, to others
• presented information and ideas,
although not always with clarity
2.S.3 • adapted their presentation to suit the
audience, purpose and situation
• used a range of appropriate visual
and other aids
• managed listeners’ attention
through sophisticated styles of
delivery
• adapted their presentation to
suit the audience, purpose and
situation
• used visual aids, if appropriate,
to make an effective
presentation
• given their presentation in a way,
which, on the whole, suits the
audience, purpose and situation
• not fully given their presentation
in a way which suits the audience,
purpose and situation
RESULT � Evidence/comment:
GOOD PASS
Appendix 4
PASS
NEAR MISS
FAIL
Assessor’s name Signature Date
Communication and Employability Skills for IT (CESIT) Page 19 of 23 27 May 2011
Course: Unit: Student Name:
Questioning
Situation, i.e. 1-1 Criteria text to be achieved
Assignment task
reference
Criteria
reference
Enter first question then add
subsequent questions Student’s actual response
Explain how and why the student’s
responses satisfy the criterion
requirements?
Appendix 5
Achieved Student signature: Tutor signature: Tutor name: Date:
Communication and Employability Skills for IT (CESIT) Page 20 of 23 27 May 2011
Communication & Employability Skills for IT
Evidence sheet for Task 4e
P5: Use IT to aid communications
Student Name
You need to demonstrate that you can use IT to aid communication, i.e. word processing,
presentation software, and email or specialist software. Much of this you have completed in the
tasks within this assignment and these can be referenced below.
You can also use evidence (hard copy) from other units of your course but the work must be your
own. This evidence can include spreadsheet, database, web pages, programming, maths, and any
other specialist software.
Identify the piece of work you want to use as evidence for the software listed
below.
Task
reference Word-processed document
PowerPoint Presentation
Blog
Web pages
Appendix 6
Spreadsheets
Podcast
Other
Student signature Assessor name Assessor signature Date
Communication and Employability Skills for IT (CESIT) Page 21 of 23 27 May 2011
Communication & Employability Skills in IT
WITNESSWITNESSWITNESSWITNESS/OBSERVER/OBSERVER/OBSERVER/OBSERVER STATEMENTSTATEMENTSTATEMENTSTATEMENT
Student name:
Qualification:
Unit number & title:
Description of activity undertaken (please be as specific as possible)
Assessment & grading criteria (for which the activity provides evidence)
Appendix 7
How the activity meets the requirements of the assessment and grading criteria, including how and where the activity
took place
Witness name: Job role:
Witness signature: Date:
Learner name:
Learner signature: Date:
Assessor name:
Assessor signature: Date:
Communication and Employability Skills for IT (CESIT) Page 22 of 23 27 May 2011
Communication & Employability Skills in IT
Check List
Task and criteria Minimum Portfolio Evidence Done?
����
Task 1
1a P7 • Your Personal Development Plan that details actions, how each action
will be completed and expected & actual target dates
Task 2
2a
English
Functional
Skills
(Discussion)
• Proof of research into the attitudes and attributes valued by employers
• Tutor feedback sheet (Appendix 3)
• Peer observation feedback sheet (Appendix 1)
2b P1 • Your presentation about attributes and attitudes valued by employers
2c M3 • Your tutor questioning sheet about learning styles
2d M2 • Draft & final versions of attitudes & attributes booklet and Learning
Styles essay
Task 3
3a P2 • A staff leaflet that describes two of the topics from each of the three
Principles of effective communication: key areas
3b P3
M1
• PowerPoint presentation with notes pages showing descriptions of
barriers and explanations of ways to overcome barriers.
• Tutor feedback sheet (Appendix 4)
• Peer feedback sheet (Appendix 2)
3b
English
Functional Skills
(Presentation)
• Tutor feedback sheet
3c P6 • A user-friendly ‘Dummies’ user guide for a channel of communication of
your choice that is clear and easy to use.
Task 4
4a D1 • An evaluative report of the interpersonal and communication techniques
you have used in ALL pass and Merit criteria graded tasks
4b D2 • An evaluative report that reviews and explains each action on your PDP
4c P8
• Your PDP duly completed with actual dates of completion of tasks and
added comments together with signed and dated evidence that it has
been reviewed by your tutor on a regular basis
4d P4
• Tutor & peer feedback sheets for Task 2a discussion
• Tutor & peer feedback sheets for Task 3b presentation
• A third example evidenced in some way (Witness statement Appendix 7)
4e P5 • Completed evidence sheet (appendix 6)
• Hard copy or uploaded files to Moodle
Communication and Employability Skills for IT (CESIT) Page 23 of 23 27 May 2011
Tutor notes:
• The students should understand the scenario for this assignment and produce all work
within it. They Work for Business Solutions so the work is for that organisation.
• A variety of methods of presenting the evidence is offered.
• Task 1a, the PDP should be a working document that is created and printed then
annotated as progress with the actions is achieved.
• The PDP must be reviewed regularly, once each month; this ensures achievement of
criteria P8.
• Task 2a produces the evidence for level 2 English functional skills Speaking, listening and
communication.
The following is taken from OCR Functional Skills qualification in English at level 2 standards
http://www.ocr.org.uk/download/kd/ocr_38933_kd_fs_centre_hb_l2.pdf :
The term 'speaking, listening and communication', as used by these standards, is intended to be interpreted in a
broadly inclusive way and is not intended to create any unnecessary barriers to learners with speech or hearing
impairment. The needs of individual learners will vary but, as guidance, the term should be interpreted as
meaning communication, discussion and presentation that:
• can include use of sign language (eg British Sign Language, sign-supported English) provided this is made
accessible to all participants in the discussion. (It is recognised that BSL is a language in its own right and
not a form of English. BSL is, however, permitted as an alternative to English for the assessment of
speaking, listening and communication where BSL is the learner's normal way of communicating in the
contexts described by the standards). No other languages are permitted as alternatives to English;
• can include access to augmentative speech equipment and such software as constitutes the learner's
normal way of working;
• does not depend solely on the use of written language or require the individual/s with whom the learner
is communicating to be able to read (as these skills are covered by the requirements for reading and
writing).
Skill standards Coverage and range
Speaking, listening and communication
• (2S) Make a range of contributions to
discussions in a range of contexts,
includingthose that are unfamiliar,
• (2S1) Consider complex information and give a
relevant, cogent response in appropriate
language (2S2) Present information and ideas
clearly and persuasively to others
• (2S3) Adapt contributions to suit audience,
purpose and situation
• (2S4) Make significant contributions to
discussions, taking a range of roles and
Component Assessment
availability Assessment details Duration
Speaking,
Listening and
Communication
Available
throughout the
year.
Centre set and assessed. Externally moderated by OCR
1 formal discussion about unfamiliar subjects conducted
under controlled assessment conditions
1 presentation about unfamiliar subjects conducted under
controlled assessment conditions
The subject for the discussion and presentation can be
similar, if appropriate
30 minutes
The Speaking, listening and communication component of this qualification is designed around the principle that
learners will build evidence towards the achievement of a level within a prescribed period of time under
Controlled Assessment conditions. Once all skills standards have been met, for the subject level, the evidence is
then submitted to OCR for external moderation. In order for learners to be able to effectively progress towards
meeting the requirements of each skill standard in the Speaking, listening and communication component,
teachers must make sure that the coverage and range requirements for each standard are fully addressed. The
identified coverage and range are not exhaustive and may be expanded upon or tailored to particular contexts to
which the qualification is being taught and the skills standards applied.