1. Understand why communication is important in the work setting
1.1 Identify different reasons why people communicate
People communicate in order to establish and maintain relationships with others. People want to get views, wishes and information across to others for all kind of reasons. Expressing and sharing ideas, feelings, needs, wishes and preferences. Develop learning, to make a point, and to understand and be understood.
At Comet Nursery where I volunteer, communication occurs with the parents, children, the teachers, the management, the working staff in the school and with outside professionals and visitors. Usually, a person wants to communicate to another to ask for something, for example, they might want a drink or some food, or need help with a task. Communication can happen to find out information, to ask and respond to questions, to give information and to give instructions. Communication can also happen for general conversation, for companionship and friendship.
1.2 Explain how effective communication affects all aspects of own work service provision
participation, support and trust
empathy and shared understanding
Communication is important because it establishes a relationship between the workers and make sure that everyone understands what they are supposed to do. It helps keep workers together so that they can all work together as a team to accomplish what is needed to be done. And also, it prevents unnecessary redundancies in work and saves time. Communication in the workplace is important for an effective work environment. Productivity decreases and everyone gets stressed if people do not communicate effectively. Without communication, it makes it harder for others to get their point across. Communication is the key when they try to work together to reach a goal. And the workplace will be more enjoyable and any unfavourable situations can be handled favourably with effective communication.
1.3 Explain why it is important to observe an individual’s reactions when communicating with them to understand what an individual is trying to express
to meet the individual’s needs
to identify any changes in an individual’s needs
to enable effective communication
Observing body language helps the speaker understand if the other person understands or agrees. Body language is also instinctive and more reliable than verbal communication in many cases. Through body language, you may be able to understand what they are trying to express what they can’t be able to put in words. Example:
When children are very young, parents understand their needs from the way they behave –like when they are crying, they could be hungry or lonely.
2. Be able to meet the communication and language needs, wishes and preferences of individuals
2.1 Find out an individual’s communication and language needs, wishes and preferences
An individual relating to a single separate person
Preferences may be based on:
Importance of finding out an individual’s needs, wishes and preferences may include:
to enable effective communication
to understand what an individual is trying to express
to understand an individuals’ needs, wishes, beliefs, values and culture
to avoid the individual feeling excluded
Some people have communication difficulties, or people who are physically unable to speak. In order to support individuals with communication difficulties, they need to be understood of the difficulties they face.
2.2 Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences
Communication methods include:
Non-verbal communication ‑ is a behaviour and element of speech aside from the words themselves that transmit meaning written words
visual aids e.g. flash cards, pictures, symbols
Verbal communication ‑ is a communication that express through words vocabulary
2.3 Show how and when to seek advice about communication
If I felt the service user could not understand me or I was having a problem understanding them, I would ask for my manager or a senior to assist me. If a service user has a language problem an interpreter could be used.
There are times when practitioners feel inadequate and unable to understand, comprehend or absorb the communication and the issues involved, it may be a matter on learning, training, street knowledge or complexity of information. The practitioner may feel ineffective, personally involved, out of their depth or have strong feelings (i.e.: religious convictions which affect care needs).
It may be that a little counselling, advice, training, perspective may be required on issues, but where the practitioner is not in control of the situation, advice must be sought at the most appropriate occasion, and this should not be seem as a weakness, but as an understanding that there are limits to our ability to deal with all situations and knowledge. It is important to realise that whilst inexperience may be an issue in seeking advice about communication, all individuals have issues from time to time, sometimes because of family history or things that have happened in the past which are brought back to light by certain events, so it is not seen as a weakness in the carer but a learning curve or an appropriate time to hand over to someone else whilst the issue is still current.
3. Be able to reduce barriers to communication
3.1 Identify barriers to communication
Physical barrier – is a geographic distance between the sender and the receiver.
Attitudinal barrier to communication may result from personality conflict, poor management, resistance to change, or lack of motivation
Poor structure of the communication
The use of wrong medium to deliver the communication
A mixed message
The message is delivered to the wrong audience
A distracting environment
Low self-esteem, anxiety
Physical or psychological disabilities
Insufficient time and money
Language and culture
Presentation of information
Written information that is poorly presented with mistakes such as incorrect dates for events, which can cause confusion
Speak clearly when talking to someone. Do not use word the listener is not familiar with. Choose appropriate time to have conversation. Listen when the other person is talking so you are able to receive the message well.
3.2 Demonstrate how to reduce barriers to communication in different ways
Ways to reduce barriers may include:
understanding and being aware of an individual’s needs, wishes, beliefs, values and culture supporting individuals to communicate their needs
avoiding using jargon in written documents and when speaking speaking slowly and clearly
ensuring communication aids are available and working properly showing you are listening and interested
providing a quiet and private environment
making sure the environment is comfortable
3.3 Demonstrate ways to check that communication has been understood
Ways to check may include:
observing the person you are communicating with
‘reading’ facial expressions and body language
checking with the individual that they have understood
asking questions, rephrasing
3.4 Identify sources of information and support or services to enable more effective communication
Sources of information and support may include:
individual’s care plan
individual’s communication profile
individual’s communication passport
speech and language therapist
family or carers
Services may include:
speech and language services
4. Be able to apply principles and practices relating to confidentiality at work 5.
4.1 Explain the term “confidentiality”
Meaning of confidentiality may include:
keeping information private and safe
passing on private information with the individual’s permission only passing on information to others who have a right to it and need to know it
4.2 Demonstrate confidentiality in day-to-day communication, in line with agreed ways of working
Ways of maintaining confidentiality may include:
keeping written records safe
not leaving written records in places where others might see ensuring confidential information is passed on only to others who have a right to it and who need to know it password protecting electronic files
checking the identity of the person before passing on information not discussing personal information about individuals outside of work providing a private environment
4.3 Describe situations where information normally considered to be confidential might need to be passed on Situations may include:
when working with others
when a criminal act has taken place
when an individual or another person is at risk of danger, harm or abuse when an individual or another person is being placed in danger, harmed or abused
If abuse is suspected or if there is suspected misconduct of a colleague, you must inform the head teacher why the information needs to be passed on by others.
4.4 Explain how and when to seek advice about confidentiality Confidentiality is about protecting an individual’s right to privacy. Every workplace has a confidentiality policy that sets out rules and procedures on sharing confidential information.
How to seek advice may include: the organisation’s confidentiality policy speaking with the manager
When to seek advice may include when: confidential information needs to be shared with agreed others clarification is needed