Standard 3
Communicate effectively
Your Name:
Workplace:
Start Date:
Completion Date:
Contents
1.
Importance of effective communication in the work setting
2.
Meeting the communication and language needs, wishes and
preferences of individuals
3.
Overcoming difficulties in promoting communication
4.
Understand principles and practices relating to confidentiality
5.
Questions
CIS Assessment Induction Workbook – Three
Standard 3
Communicate effectively
1.
Importance of effective communication in the work setting
1.1 Be aware of the different reasons why people communicate
What is communication?
Communication is the giving and receiving of information. It is the foundation of what
we do in everyday life. What we say, how we say it and what we do communicates a
multitude of messages that are given and received consciously and subconsciously by using
different communication methods.
People communicate with you because they have something they want you to know or
something they want you to tell them. We communicate to share information and ideas.
The key point to remember is that everyone is different. We all think differently and
communicate in different ways. The people you are supporting will communicate because
they are motivated by what they need.
Maslow’s Hierarchy of Needs
Abraham Maslow explains behaviour
by looking at people’s needs. These
are his “hierarchy of needs” shown in
the pyramid.
Maslow said you have to satisfy the
needs at the bottom before moving
upwards to satisfy needs that are
higher up. A person won’t really be
motivated by needs at a high level
until the ones at lower levels are all
satisfied.
Here is a simple example:
It is no good trying to help someone achieve their lifelong ambition if they are worried that
their house could be repossessed.
Observe individuals’ reactions when you are
communicating and think about how the way you
communicate with them makes them feel
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1.1 Understand how communication affects relationships in the work setting
People usually feel satisfied when they communicate well with individuals. Good
communication enables individuals’ needs to be met and for care and support workers to feel
they are not just doing the job but doing it in a way that allows individuals to have choice and
control over their lives.
Good communication will enable you to build strong professional
relationships based on trust. It is essential that the individuals you support trust
you as you are working very closely with them to improve their lives and if you are
providing personal care, you will be carrying out intimate tasks.
Where there are communication barriers or difficulties, you have a duty to find a way to
overcome these. You can do this by learning about types of communication barriers and
how these can be improved or overcome.
1.2 Know why it is important to observe an individual’s reactions when
communicating with them
By observing an individual’s reaction, you can ascertain if they are happy,
satisfied, comfortable, sad, worried, agitated and many more… This tells you if
everything is ok with the service you are providing and with the individual in general or if
there might be a problem.
As you get to know the individuals you support, you will know what their normal behaviour
and reactions are. This means when their behaviour or reactions change or are different
from normal, you will be able to notice that there is a change and you can find out
whether there is a problem that needs to be sorted out.
It is important that care and support plans include written
information about individuals’ normal behaviour so that people who don’t
know them can more easily identify if something is wrong.
Body language is an important way for people to communicate when they cannot
express themselves clearly using words. People may display different types challenging
behaviours like using swear words, keeping silent, moving back and forth or moving away
from you. Once you know what an individual’s normal behaviour is, you can identify whether
a change in behaviour might be an indication that there is a problem.
You must make sure that you are safe and that any change in behaviour does not
put you or the individual themselves or anyone else at the risk of harm. If you
have found yourself in a difficult or stressful situation at work, make sure you get
support during and afterwards, even if it is just to discuss how you feel and how
you managed the situation with your supervisor / manager.
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CIS Assessment Induction Workbook – Three
2.
Meeting the communication and language needs, wishes and preference of
individuals
2.1 Know how to establish an individual’s communication and language needs,
wishes and preferences
When you meet an individual for the first time, it is important to establish how you will
communicate and how they, and you, would like to be addressed. A good way to start is to
introduce yourself and explain why you are there using a few simple words. If the person
clearly has use of their hands, you might also offer a handshake greeting.
You should know the person’s
would like you to call them. You
reaction while you are doing this
question. This will start to give
communicate.
name already and you should ask the person what they
will be able to consider the individual’s
and see how they respond to your
you an idea of how you will need to
You should refer to individual’s care or support plans
which should provide useful information about how to
communicate with them
It is absolutely essential that you find the best way to communicate so that you can
understand the wishes and preferences of the individual as well as identifying if there is a
problem which could be something minor like wanting a different pair of shoes to something
more serious like a safeguarding concern.
By using good communication skills, you can support the individual to make choices
about how you provide their care and support every time you work with them. This will make
them feel valued and respected and in control of what happens to them.
2.2 Understand a range of communication methods and styles that could help
meet an individual’s communication needs, wishes and preferences
There are lots of different ways to communicate.
communicate and receive information:

Visual – seeing

Auditory – hearing

Olfactory – smelling

Kinaesthetic – feeling

Gustatory - tasting
We use all of our five senses to
Communication methods can be split into two categories: Verbal and Non-verbal.
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CIS Assessment Induction Workbook – Three
Verbal communication



Vocabulary, words and different languages
Tone of voice
Pitch (for example, high or low)
Non-verbal communication

Eye contact

Signs, symbols or pictures

Writing

Using objects

Touch

Physical gestures

Body language and emotions

Lip reading
Consider all of these methods of communication. Make
sure you understand what they mean and how you
would use them.
3.
Meeting the communication and language needs, wishes and preference of
individuals
3.1 Recognise barriers to effective communication
Here are some of the different barriers to consider:

Sensory impairment (for example, deafness, blindness or both)

Culture (for example, speaking different languages or poor English)

Religion (for example, men not permitted to support females with personal care)

Health issues (for example, mental ill health like Dementia)

Background noise (for example, radio, television, other people, machines)

Emotions (for example, difficulty in being able to listen to others)

Stress (for example, failing to recognise what is happening)

Strong accents (for example, from a different part of England that you find difficult
to understand)

Specialist communication techniques (for example, sign language is used)

Prejudice (for example, allowing your beliefs to pre judge a situation)
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3.2 Be aware of ways to reduce barriers to effective communication
There are times when we need to adapt our communication style to meet the needs of
individuals and use aids to help them enhance their communication. The important thing is
to identify where there is a barrier, then you can work out how best to overcome it.
Discuss with your supervisor / manager the individuals
you will regularly work with and whether there are any
known communication barriers. This will enable you to
consider your skills in this area and whether you need to
undertake some training and development activities to
improve your skills in this area.
A communication strategy should be implemented for each individual to support them and
the people working with them. These are some of the barriers you might come across and
strategies for reducing them:
Hearing Loss
Hearing loss is an invisible disability, so it can become a big communication
barrier. Hearing impaired people have to concentrate very hard to pick up
information in stages and written information. Aids that can help these people
are hearing aids, sign language, lip reading, loop systems, interpreters. It is
important to limit background noise to avoid distraction. You should always
make sure they can see you clearly and particularly your face as they may be
able to lip read. They may also use sign language which you may need to
consider learning if you will be working together regularly.
Loss of Sight
This can make a person extremely disorientated if they are in a strange place or they lose
their glasses. When supporting a person who is blind or has limited visibility, verbal
communication increases in importance. Always ensure the individual can hear you clearly.
It may be appropriate to use touch to reassure them of your presence. You might need to
explain things in more detail because they are unable to see your expressions and body
language.
Language Barriers and Accents
It can be difficult to communicate with a person who does not speak English, you may need
to use picture boards, actions or an interpreter so you can communicate appropriately.
Dementia and Confusion
When supporting someone with Dementia be aware that even basic forms of
communication may be difficult for them to understand and interpret. Use
short sentences. Use names rather than he or she. Avoid open ended
questions. Use closed questions, for example, rather than say “what would you
like?” say “would you like this or that?”
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CIS Assessment Induction Workbook – Three
Dysphasic
These individuals have usually had a stroke and may get very frustrated when trying to
communicate. A speech therapist may be involved with their support and may be able to
suggest ways of making things easier.
Physical Disabilities
Individuals may have had accidents which have changed their abilities. Some people will
have previously had no disabilities and others will have always had disabilities. Some people
with physical disabilities may have difficulty speaking, for example, people who may have had
strokes or conditions like cerebral palsy. Others with physical disabilities may be able to
communicate perfectly well in speech. You should never make judgements about individual’s
capabilities in any way and don’t forget everyone is different.
Cultural Differences
Commonly used gestures can sometimes have different meanings in other
cultures. Familiarise yourself with the cultures of those you are caring for so
you are able to treat them with respect. In some cultures, men and women
are not allowed to speak to each other if they are not known to each other
and this could present difficulties when trying to provide care and support. A
female may not want a male carer and a male may not want a female carer.
The Environment
Consider the type of environment in which you are working. Is there lots of noise around
you. Can the noise be reduced or removed altogether. Are other people making too much
noise and preventing you from communicating with an individual. In an individual’s
home, you may find pets or other distractions like the television being on too loud.
You should also make sure that people who have particular aids to help them
communicate are using these, for example hearing aids and glasses. It can often
be difficult to concentrate on a conversation if the individual needs to go to the
toilet. Always check the individual is comfortable.
Confidence / Self Esteem
If an individual lacks confidence and / or self esteem, they may find it difficult to express
themselves. Lots of patience and encouragement is needed as well as regular praise to
increase their confidence and the way they feel about themselves.
Autism
People with autism have difficulties with both verbal and non-verbal language. Many
individuals have a very literal understanding of language and think people always mean
exactly what they say. They can find it difficult to use or understand one or more of the
following:

Facial expressions or tone of voice

Jokes and sarcasm

Common phrases and sayings; an example might be the phrase 'It's cool', which people
often say when they think that something is good, but strictly speaking, means that it's
a bit cold.
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CIS Assessment Induction Workbook – Three
Effective Communication for Autism can be achieved by these following rules:

Maintain Eye Contact

Open and receptive body language

Your position

Reduce distractions

Utilise other forms of communication

Use interpreter or sign language
Some people with autism may not speak or have fairly limited speech. They will usually
understand what other people say to them, but prefer to use alternative means of
communication themselves such as sign language or visual symbols.
Others will have good language skills but they may still find it hard to understand the give
and take nature of conversations, perhaps repeating what the other person has just said (this
is known as echolalia) or talking at length about their own interests.
It helps to speak in a clear, consistent way and give people with autism time to process what
has been said to them.
For people with autistic spectrum disorders 'body language' can appear just as
foreign as if people were speaking a totally different language
3.3 Know how to check communication has been understood to minimise
misunderstandings when communicating
It is easy to assume that everything is ok and that people are happy if they do not challenge
or question what is happening but this may well be because they have not heard or
understood what is happening or they simply do not want to make a fuss.
Sometimes a simple “thumbs up” will help to check everything is ok.
Consider this scenario.
Miss D visits a man in his 80’s every day for an hour to support him to get up get dressed
and have breakfast. The man is partially deaf and doesn’t talk very much. Miss D talks a lot
and he listens. Miss D regularly asks him questions about what he wants to wear and what
he wants to eat but he just nods so Miss D makes a good guess about what he will wear and
eat. Miss D feels they have a good relationship. She thinks she does a good job and she
always finishes the visit on time.
In fact, the man doesn’t hear most of what Miss D says because she is busy moving around
and the radio is on in the background. Miss D should make sure she stops what she is doing
and is in front of the man so he can see her asking questions. If he doesn’t hear or
understand, Miss D could hold up or point to different choices so the man can be involved in
the decisions about what he eats and wears.
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3.4 Be aware of sources of information and support or services to enable more
effective communication
There will be lots of different types of support and services that can help you and the
individuals you support to improve your communication skills. Some of these services are:

Translators

Interpreters, sign language and lip speakers

Speech and language specialists

Advocacy services
There are lots of voluntary organisation organisations who can provide these services.
Ask your supervisor / manager, colleagues, trainers,
friends and family what communication support
services they are aware of
These are some tools for communication:
Open Questions - This type of questioning is generally used because it encourages a full
answer. Ask questions that cannot be answered with “yes” or “no”.
Closed Questions - This type of questioning only requires a brief answer and is usually
linked with factual questioning that requires a “yes” or “no” answer.
Listening - It is important to listen carefully so you can respond to what people say.
Body Language - This is a very powerful form of non-verbal
communication. It is shown by the way we stand, how we place our hands
or arms, make gestures and facial expressions.
Touch - Touch is the most used non-verbal communication. An example is when we shake
hands at a first meeting. The way we handle individuals can be a positive way of
communicating. We communicate when we lift an individual’s leg or move them.
Appropriate Silences - These are important so the other person has time to respond.
Behaviour Patterns - Behaviour demonstrates how people react to a situation or person.
Sometimes touch is not appropriate especially if a person is distressed
and backs away from you. In this situation you will need to give that
person their own space to regain their trust.
It is important that you feel comfortable with this.
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CIS Assessment Induction Workbook – Three
These are some ways you can actively listen:
Observing - Careful, non-evaluative attention and eye contact. This helps the
speaker to express what they want to say.
Reflecting Data - Like holding a mirror in front of the speaker, repeating back phrases as
you hear them. It increases clarity and lets the speaker know that you are hearing them
accurately.
Summarising - When you feel you are grasping the ideas and thoughts, summarising to the
speaker helps both to review and check clarity and mutual understanding of the message.
Reflecting Feelings - It is important to understand how a person is feeling in order that
you can support them. For example, an individual may feel angry that their visitor has not
arrived and you may need to help them understand why this may have happened.
Interpreting - Interpreting could be needed due to cultural / language barriers, sensory
issues or due to the individual’s poor communication skills. It is the interpreter’s role to
translate the communication rather than express their own opinion.
4.
Meeting the communication and language needs, wishes and preference of
individuals
4.1 Understand what confidentiality means in your work role
It is your responsibility to adhere to your employer’s policy on confidentiality, so
you should ask to see the policy and familiarise yourself with it. This policy should cover
many aspects of your work, including disclosure of information to internal and external
sources and the use of electronic computer systems.
We covered the Data Protection Act in Standards 1. Outcome 4.3. This is the main piece of
legislation that covers confidentiality.
It is important that information is only shared with people “who need to know”. If
you are uncertain whether a person has a right to access information and is requesting
information from you, always check with your supervisor / manager.
4.2 Be aware of ways to maintain confidentiality in day to day communication
These are some ways you can avoid breaching confidentiality:

Do not leave personal information on individuals you support, like
medical records, care / support plans or risk assessments, family contact
details etc. unattended in an office working environment. Records should
be locked safely away or kept in a safe, easy to access place in an
individual’s room or home.
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These are some simple rules to avoid some of the most common breaches of confidentiality:

Do not leave computers on or allow other people to use your passwords.

Do not conduct conversations (including telephone conversations) about the
individuals you support or any aspect of your work, in a public place or anywhere you
can be overheard.

Do not disclose information to anyone unless you are sure that they have a right to
see the information. Always check with you supervisor / manager if you are unsure.

Do not name the individuals you work with in front of other people during training
sessions when talking about examples.

Do not leave personal records or information unattended in public places.
4.3 Be aware of situations where information normally considered to be
confidential might need to be passed on
You may have to breach confidentiality if an individual tells you something that puts them,
you or someone else at the risk of harm.
You should consult with the policies of your organisation regarding sharing of
information and Safeguarding Adults before you are in that position.
There are other situations whether information can be shared, for example, if it is
requested for a court case, or if there is a threat to public safety, or the police have
requested information relating to a criminal investigation. You should always refer these
requests to your supervisor / manager.
4.4 Explain how, when and from whom to seek advice about confidentiality
You will form working friendships with the people you are supporting as well as with
colleagues and carers.
People will tell you personal things about themselves and because of confidentiality, you will
have to decide whether to keep information to yourself or report to your line manager or a
more senior manager. You have to take responsibility for your own practice and the
people you are supporting.
If you work for a large employer, you may have a Human Resources team or specialist or
trainer who can give you advice.
Discuss confidentiality with your supervisor /
manager. Make sure you are aware of your
employer’s policies about confidentiality and
information sharing
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CIS Assessment Induction Workbook – Three
Questions: Communicate effectively
1.1 Be aware of the different reasons why people communicate
Explain why people communicate?
1.2
Understand how communication affects relationships in the work setting
How does communication affect relationships in the work setting?
1.3
Know why it is important to observe an individual’s reactions when
communicating with them
Why is it important to observe an individual’s reactions when communicating with them?
2.1 Know how to establish an individual’s communication and language needs,
wishes and preferences
What can you do to establish an individual’s communication and language needs, wishes
and preferences?
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CIS Assessment Induction Workbook – Three
2.2 Understand a range of communication methods and styles that could help
meet an individual’s communication needs, wishes and preferences
List the different ways that we communicate
3.1 Recognise barriers to effective communication
Name 3 barriers to effective communication and explain what they mean:
1.
2.
3.
3.2 Be aware of ways to reduce barriers to effective communication
Using the same 3 barriers you have identified above, what communication strategies can be
used to reduce the barriers?
1.
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CIS Assessment Induction Workbook – Three
2.
3.
3.3 Know how to check communication has been understood to minimise
misunderstandings when communicating
What can you do to check communication has been understood?
3.4 Be aware of sources of information and support or services to enable more
effective communication
What support is available to enable more effective communication?
Name 3 tools that are available to you to enable more effective communication?
1.
2.
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3.
Describe 3 ways that you can actively listen:
1.
2.
3.
4.1 Understand what confidentiality means in your work role
What does confidentiality mean?
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4.2 Be aware of ways to maintain confidentiality in day to day communication
Describe 3 ways you can maintain confidentiality:
1.
2.
3.
4.3 Be aware of situations where information normally considered to be
confidential might need to be passed on
When must you pass on information an individual has disclosed to you?
4.4 Explain how, when and from whom to seek advice about confidentiality
Who will you seek advice from about confidentiality?
When will you seek advice about confidentiality?
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Shall we find out what you have learnt?
Now that you have completed this section you can have a go at the online assessment for
Common Induction Standard 3.
To do this you will need to visit www.cis-assessment.co.uk and log on by entering your
username and password in the boxes provided.
You will then be able to select Common Induction Standards then Standard 3. Don’t forget
to read the instruction page before you start.
Once you have completed this assessment and had a discussion about the results with your
line manager, you may want to do a little more learning and / or return to your results and
record additional evidence.
You can also print out the results pages (which include any additional information you have
added) for your Induction Folder and CPD Portfolio.
http://www.cis-assessment.co.uk
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