Communicate in a business environment — Pearson Education Ltd QCF Business Administration Revision

    This unit focuses on effective communication within a business setting, covering the planning, execution, and review of written and verbal exchanges. Learn

    Topic Synopsis

    This unit focuses on effective communication within a business setting, covering the planning, execution, and review of written and verbal exchanges. Learners develop the ability to select appropriate methods, structure messages clearly, and use feedback to refine their skills, ensuring professional and audience-appropriate interactions in real-world administrative contexts.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Communicate in a business environment

    PEARSON EDUCATION LTD
    vocational

    This element covers the essential communication skills required in a business environment, including planning effective messages, writing professional documents, and delivering clear verbal communications. Learners will understand how to adapt communication to different audiences, use feedback to refine their skills, and develop a continuous improvement approach to workplace interactions.

    46
    Learning Outcomes
    47
    Assessment Guidance
    49
    Key Skills
    34
    Key Terms
    50
    Assessment Criteria

    Assessment criteria

    Pearson Edexcel Level 2 Certificate in Business and Administration for Decision Makers (QCF)
    Pearson Edexcel Level 2 NVQ Award in Business and Administration (QCF)
    Pearson Edexcel Level 1 NVQ Award in Business and Administration (QCF)
    Pearson Edexcel Level 4 NVQ Diploma in Business and Administration (QCF)
    Pearson Edexcel Level 4 NVQ Certificate in Business and Administration (QCF)
    Pearson Edexcel Level 3 Certificate in Business and Administration for Decision Makers (QCF)
    Pearson Edexcel Level 3 NVQ Diploma in Business and Administration (QCF)
    Pearson Edexcel Level 3 NVQ Certificate in Business and Administration (QCF)
    Pearson Edexcel Level 1 NVQ Certificate in Business and Administration (QCF)
    Pearson Edexcel Level 2 NVQ Diploma in Business and Administration (QCF)
    Pearson Edexcel Level 2 NVQ Certificate in Business and Administration (QCF)

    Topic Overview

    The Pearson Edexcel Level 2 NVQ Diploma in Business and Administration (QCF) is a competency-based qualification designed for individuals working in or aspiring to work in administrative roles. It covers essential skills such as managing information, supporting meetings, and producing business documents. This diploma is part of the Qualifications and Credit Framework (QCF), meaning it is built from units that can be studied flexibly, allowing you to gain credits towards the full qualification. It is ideal for those in administrative positions who want to formalise their skills and progress in their career.

    This qualification focuses on real-world application, requiring you to demonstrate competence in tasks like organising events, handling mail, and using office equipment. It is assessed through a portfolio of evidence, which includes observations, work products, and witness testimonies. By completing this diploma, you will prove your ability to work effectively in a business environment, making you a valuable asset to any organisation. It also provides a pathway to higher-level qualifications, such as the Level 3 Diploma in Business Administration.

    Understanding the structure of the QCF is crucial: each unit has a credit value, and you need a total of 37 credits to achieve the diploma. The mandatory units cover core administrative skills, while optional units allow you to specialise in areas like customer service or finance. This flexibility means you can tailor the qualification to your job role, making it directly relevant to your daily tasks. Mastery of these units will not only help you pass the NVQ but also enhance your efficiency and confidence in the workplace.

    Key Concepts

    Core ideas you must understand for this topic

    • →Competence-based assessment: You are assessed on your ability to perform tasks in the workplace, not just theoretical knowledge. Evidence must be gathered from real work activities.
    • →Portfolio of evidence: This is a collection of documents, observations, and testimonials that prove you meet the required standards. It must be organised and cross-referenced to specific units.
    • →Mandatory vs optional units: The diploma includes mandatory units (e.g., 'Manage own performance and development') and optional units (e.g., 'Support the co-ordination of an event'). You must complete a minimum number of credits from each group.
    • →QCF credit system: Each unit is worth a certain number of credits (e.g., 4 credits for 'Manage own performance and development'). You need 37 credits total, with at least 22 from mandatory units.
    • →Workplace evidence: Your assessor will observe you performing tasks, and you will also provide products like emails, reports, or meeting minutes as evidence. Witness testimonies from colleagues or managers can also be used.

    Learning Objectives

    What you need to know and understand

    • Understand the purpose of planning communication, Understand how to communicate in writing, Understand how to communicate verbally, Understand the purpose of feedback in developing communication skills, Be able to plan communication, Be able to communicate in writing, Be able to communicate verbally, Be able to identify and agree ways of developing communication skills
    • Explain the importance of planning communication in a business context
    • Select appropriate written communication methods for different business purposes
    • Demonstrate effective verbal communication skills in face-to-face and remote interactions
    • Evaluate the role of constructive feedback in enhancing communication competence
    • Develop a communication plan for a specific business scenario
    • Compose clear and professional written documents adhering to organisational standards
    • Engage in a structured verbal exchange using active listening techniques
    • Negotiate personal development goals for communication skills based on feedback
    • Identify the key reasons for planning business communications.
    • Outline the main features of effective written communication.
    • State the benefits of clear verbal communication in a business setting.
    • Describe how feedback can be used to improve communication skills.
    • Demonstrate the ability to plan a simple business communication.
    • Use appropriate written formats to convey routine information.
    • Participate in a verbal exchange using appropriate tone and language.
    • Agree personal development goals for improving communication skills.
    • Understand the purpose of planning communication, Understand how to communicate in writing, Understand how to communicate verbally, Understand the purpose and value of feedback in developing communication skills, Be able to plan communication, Be able to communicate in writing, Be able to communicate verbally, Be able to identify and agree ways of further developing communication skills
    • Analyse the communication needs of internal and external stakeholders
    • Design a communication plan for a given business scenario
    • Compose clear, concise, and appropriate business documents
    • Deliver a professional verbal presentation or participate in a meeting
    • Evaluate the effectiveness of own communication using feedback
    • Recommend improvements to communication skills based on feedback
    • Assess the importance of planning communication to achieve specific business outcomes.
    • Apply appropriate structures and conventions for formal written documents in a business context.
    • Demonstrate effective verbal communication techniques, including questioning and listening.
    • Evaluate how feedback from others can improve personal communication effectiveness.
    • Plan a communication activity that meets the needs of a given audience and purpose.
    • Produce clear, concise, and professionally formatted written communications.
    • Deliver a verbal presentation or contribution that is tailored to the listener and context.
    • Understand the purpose of planning communication, Understand how to communicate in writing, Understand how to communicate verbally, Understand the purpose and value of feedback in developing communication skills, Be able to plan communication, Be able to communicate in writing, Be able to communicate verbally, Be able to identify and agree ways of further developing communication skills
    • Evaluate the purpose and benefits of planning communication in a business environment.
    • Demonstrate the ability to produce clear, accurate, and professionally formatted written business documents.
    • Apply effective verbal communication techniques, including active listening and appropriate tone, in workplace interactions.
    • Analyse how feedback can be used to identify personal communication strengths and areas for development.
    • Develop a personal action plan to enhance communication skills based on structured feedback.
    • Understand the purpose of planning communication, Understand how to communicate in writing, Understand how to communicate verbally, Understand the purpose and value of feedback in developing communication skills, Be able to plan communication, Be able to communicate in writing, Be able to communicate verbally, Be able to identify and agree ways of further developing communication skills
    • Identify the purpose and benefits of planning communication before execution.
    • Produce a short written business message using appropriate format, tone, and language.
    • Demonstrate clear and concise verbal communication in a routine business interaction.
    • Explain how feedback can be used to identify strengths and areas for improvement in communication.
    • Create a simple communication plan outlining the message, audience, and method.
    • Agree specific goals with a supervisor to enhance personal communication skills.
    • Understand the purpose of planning communication, Understand how to communicate in writing, Understand how to communicate verbally, Understand the purpose of feedback in developing communication skills, Be able to plan communication, Be able to communicate in writing, Be able to communicate verbally, Be able to identify and agree ways of developing communication skills
    • Understand the purpose of planning communication, Understand how to communicate in writing, Understand how to communicate verbally, Understand the purpose of feedback in developing communication skills, Be able to plan communication, Be able to communicate in writing, Be able to communicate verbally, Be able to identify and agree ways of developing communication skills

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a clear communication plan that identifies purpose, audience, appropriate channel, and key points.
    • Expect written communications to follow organisational formats (e.g., email, memo, report) with correct spelling, grammar, and professional tone.
    • Credit verbal communications that show clarity, appropriate pace, and active listening; evidence may include observation records or recordings.
    • Evidence of seeking, receiving, and acting upon feedback to improve communication skills must be included in the portfolio.
    • Award credit for demonstrating a clear rationale for choosing a communication method based on audience, purpose, and context.
    • Evidence of drafting and proofreading written communication to ensure clarity, accuracy, and adherence to organisational templates or style guides.
    • Observation of verbal communication showing appropriate tone, pace, and language, with effective use of non-verbal cues where applicable.
    • Documented reflection on feedback received and specific actions taken to improve, linked to measurable goals.
    • Award credit for providing a written plan that identifies the audience, purpose, and method of communication.
    • Expect evidence of a correctly formatted business document (e.g., email, memo) with no spelling errors.
    • Look for demonstration of active listening and clear articulation during a verbal interaction.
    • Check that the learner has reflected on feedback and identified specific areas for improvement.
    • Award credit for demonstrating a clear communication plan that identifies purpose, audience, and appropriate channel.
    • Award credit for producing written business documents that are accurate, clear, and professionally formatted.
    • Award credit for demonstrating active listening and appropriate verbal responses in simulated or real interactions.
    • Award credit for actively seeking and recording feedback on communication, showing reflection and planned improvements.
    • Award credit for demonstrating thorough audience analysis when planning communication
    • Look for evidence of adapting language and tone to suit the medium and recipient in written tasks
    • Assess verbal interactions for clarity, active listening, and appropriate non-verbal cues
    • Expect learners to reflect on feedback and set specific, measurable goals for improvement
    • Award credit for demonstrating an understanding of the communication cycle and barriers.
    • Evidence of appropriate format, layout, grammar, and spelling in written tasks.
    • Observation of active listening and appropriate verbal responses in interactions.
    • Inclusion of a reflective account with specific feedback and agreed development actions.
    • Clear justification of chosen communication methods aligned to audience and purpose.
    • Award credit for demonstrating a structured approach to planning communication, including clear identification of purpose, audience, and appropriate medium.
    • Evidence of written communication must show accurate use of language, tone, and format suitable for the business context, with no factual or grammatical errors.
    • Verbal communication must be clear, coherent, and professionally delivered, with evidence of active listening and appropriate responses in interactions such as meetings or presentations.
    • Provide documented examples of seeking, receiving, and acting upon feedback from others to improve communication skills, such as revised drafts or reflective logs.
    • Award credit for demonstrating a systematic approach to planning communication, including identifying the audience, purpose, and key messages.
    • Evidence of written communication should show correct use of grammar, spelling, punctuation, and adherence to organisational templates or style guides.
    • For verbal communication, look for evidence of clear speech, appropriate vocabulary, active listening, and confirmation of understanding.
    • Expect learners to provide evidence of seeking, receiving, and acting upon feedback, such as revised documents or recorded conversations with reflective notes.
    • Credit should be given for a realistic and measurable personal development plan that addresses specific communication skills gaps.
    • Award credit for demonstrating a clear communication plan that identifies purpose, audience, and appropriate channel, with contingency options for potential barriers.
    • Credit should be given for written communication that is structured, uses correct grammar and tone, and is adapted to the recipient's needs and organisational conventions.
    • For verbal communication, assessors look for evidence of active listening, appropriate questioning, and the ability to convey information clearly and concisely in face-to-face or remote interactions.
    • Evidence of actively seeking, recording, and acting upon feedback from others to improve communication skills must be present for full marks.
    • Award credit for written evidence that includes correct spelling, grammar, and layout as per organisational templates.
    • Award credit for verbal evidence where the learner speaks audibly, uses appropriate vocabulary, and confirms understanding.
    • Award credit for planning evidence that identifies the purpose, recipient, and key points of the communication.
    • Award credit for a reflective log that identifies at least one method to improve communication, agreed with a line manager.
    • Award credit for demonstrating the selection of communication methods justified by audience, purpose, and organisational context.
    • Evidence must include written documents that are clear, concise, grammatically correct, and formatted to professional standards.
    • Verbal communication should exhibit active listening, appropriate tone, and the use of open and closed questioning techniques.
    • Feedback must be actively sought and recorded, and used to formulate a specific personal development plan with measurable goals.
    • Award credit for demonstrating the ability to select a communication method suited to the audience, purpose, and context, with evidence of planning (e.g., notes, mind maps).
    • Assess that written communications (e.g., emails, letters, reports) are well-structured, use appropriate tone and language, and are free from spelling and grammatical errors.
    • In verbal communication assessments, look for clear articulation, active listening, use of questioning techniques, and appropriate non-verbal cues.
    • Evidence of seeking, receiving, and acting upon feedback to improve communication skills, such as a reflective log or supervisor witness statement.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always start with a communication plan: note the recipient, intended outcome, key information, and any potential barriers.
    • 💡For written tasks, proofread thoroughly and check against organisational templates or style guides provided by your assessor.
    • 💡During verbal assessment, practice active listening—paraphrase back to confirm understanding and show engagement.
    • 💡Keep a feedback log throughout the course, recording comments from peers or assessors and your specific actions for improvement.
    • 💡For written assignments, use the plan–draft–review cycle to demonstrate thoroughness and self-correction.
    • 💡During observed assessments, clearly articulate your communication choices and show adaptability if the interaction changes.
    • 💡Gather feedback from a variety of sources (peers, supervisors, clients) and reflect on it to evidence deep development.
    • 💡When planning communication, always identify potential barriers (e.g., language, technology) and explain how you would mitigate them.
    • 💡Always follow a planning framework: identify the purpose, audience, and key points before communicating.
    • 💡Proofread written work carefully to eliminate errors and ensure clarity.
    • 💡In verbal assessments, speak clearly, maintain eye contact, and confirm understanding.
    • 💡When discussing feedback, be specific about what you did well and what you will improve, with concrete examples.
    • 💡In assessments, always link your communication choices to the identified purpose and audience, showing conscious planning.
    • 💡For written tasks, use business-appropriate templates and check for consistency in formatting, tone, and language.
    • 💡When recording verbal communication, ensure evidence captures not just what was said but also non-verbal cues and listening skills.
    • 💡Use real workplace examples to demonstrate planning, including emails, meeting notes, or reports
    • 💡Collect witness testimonies or recordings of verbal communications to evidence your skills
    • 💡Maintain a reflective log showing how you've used feedback to develop your communication
    • 💡Ensure your written work is error-free and professionally formatted, as this itself is assessed
    • 💡Always anchor your communication plan to a real or realistic business scenario to show contextual understanding.
    • 💡Use specific workplace examples when reflecting on feedback to demonstrate genuine development.
    • 💡For written tasks, follow standard business document formats and rigorously check for accuracy.
    • 💡In verbal assessments, maintain eye contact, steady pace, and clear articulation to convey confidence.
    • 💡When identifying development needs, set SMART targets and link them directly to the feedback received.
    • 💡When compiling your portfolio, include a variety of evidence types (e.g., emails, meeting minutes, feedback forms) to demonstrate breadth of communication skills.
    • 💡For written tasks, always show drafts that incorporate feedback to illustrate development; explain how changes were made in a reflective account.
    • 💡During professional discussions or observations, be prepared to articulate the reasoning behind your communication choices, such as why you selected a particular channel or tone.
    • 💡Actively request feedback from managers or peers on your communication and document their comments; show how you’ve implemented suggestions in subsequent communications.
    • 💡Gather a variety of workplace evidence, such as emails, reports, meeting notes, and feedback logs, to demonstrate competence across both written and verbal communication.
    • 💡Link your communication evidence directly to the planning process—show how you considered the audience and purpose before communicating.
    • 💡When reflecting on feedback, clearly explain how you have implemented changes and what impact this had on your communication effectiveness.
    • 💡Ensure your personal development plan includes SMART targets (Specific, Measurable, Achievable, Relevant, Time-bound) to show a structured approach to improvement.
    • 💡For the planning element, use a template or checklist to systematically cover purpose, audience, message, medium, and feedback mechanisms—assessors want to see methodical preparation.
    • 💡When producing written evidence, proofread carefully for spelling and grammatical errors, and explicitly state how the document meets organisational standards.
    • 💡In verbal communication assessments, prepare by simulating scenarios and recording practice sessions to self-evaluate clarity, pace, and body language (if videoed).
    • 💡Collect and present a variety of feedback (e.g., email comments, meeting notes, supervisor observations) and create a personal development plan linking feedback to specific communication goals.
    • 💡Practice drafting common business documents such as memos and emails, and keep samples in your portfolio.
    • 💡Record and review a short role-play conversation to identify areas for improvement.
    • 💡Always ask for feedback after a communication task and document it as part of your development plan.
    • 💡Use organisational templates and style guides when writing to ensure consistency and professionalism.
    • 💡In written tasks, always proofread for errors, and ensure the document's purpose and requested actions are immediately clear.
    • 💡For verbal assessments, demonstrate active listening by summarising the speaker's points and asking relevant follow-up questions.
    • 💡Collect feedback from a range of sources (peers, supervisors, customers) and link it explicitly to your communication development plan.
    • 💡When planning communication, show explicit consideration of potential barriers and how you will overcome them.
    • 💡For your portfolio, collect diverse evidence: include planning tools (e.g., audience analysis, draft outlines), copies of final written communications, and observation records for verbal interactions.
    • 💡Use a feedback log to document how you have applied suggestions, demonstrating a cycle of continuous improvement.
    • 💡When recording verbal evidence (e.g., audio/video of meetings), focus on demonstrating structure, clarity, and responsiveness, not just the information conveyed.
    • 💡Tip 1: Start your portfolio early and keep it updated. Don't wait until the end of the course to gather evidence. Regularly add documents and ask your assessor for feedback on whether your evidence meets the standards.
    • 💡Tip 2: Use a variety of evidence types. Don't rely solely on written documents. Include observations, witness testimonies, and recordings of meetings or phone calls (with permission). This shows you can perform in different situations.
    • 💡Tip 3: Write clear reflective statements for each piece of evidence. Explain what you did, why you did it, and how it meets the unit criteria. This helps your assessor see your thought process and ensures you cover all requirements.

    Common Mistakes

    Common errors to avoid in your coursework

    • Failing to plan communications, leading to disorganised or irrelevant messages.
    • Using informal language or text-speak in business writing, such as emails, which undermines professionalism.
    • Misunderstanding the importance of non-verbal cues and tone in verbal communications, causing unintended messages.
    • Treating feedback as criticism rather than a constructive tool for development, resulting in repeated errors.
    • Assuming that one communication method fits all situations without considering audience or purpose.
    • Neglecting to proofread written work, leading to errors that undermine professionalism and clarity.
    • Focusing solely on the message without actively listening to responses during verbal exchanges, missing key feedback.
    • Ignoring feedback or setting vague development goals that lack actionable steps.
    • Assuming communication does not require planning, leading to unclear messages.
    • Using overly complex language or jargon in written communications intended for a general audience.
    • Failing to listen actively during verbal exchanges, resulting in misunderstandings.
    • Neglecting to seek or act on feedback, thus stagnating skill development.
    • Failing to adapt communication style to the audience, resulting in overly formal or informal tone.
    • Neglecting to proofread written communication, leading to spelling and grammar errors that undermine professionalism.
    • Not providing specific examples of feedback received, instead giving vague statements about improvement.
    • Assuming all communication is one-way and neglecting to seek or interpret feedback
    • Using overly complex or jargon-heavy language without considering the audience's understanding
    • Failing to plan communication, leading to unstructured or incomplete messages
    • Not differentiating between formal and informal communication channels
    • Confusing informal and formal communication styles, leading to inappropriate tone.
    • Neglecting to proofread written materials, resulting in avoidable errors.
    • Not considering the audience's needs and context when planning communication.
    • Failing to seek or act on feedback, limiting personal development.
    • Overlooking non-verbal cues during verbal exchanges, reducing message effectiveness.
    • Failing to tailor the communication style to the specific audience, resulting in overly technical language for non-specialists or too informal for senior stakeholders.
    • Neglecting to proofread written communications, leading to spelling and grammar errors that undermine professionalism.
    • In verbal communications, dominating conversations without allowing others to contribute or failing to confirm understanding through summarization.
    • Overlooking the importance of non-verbal cues or cultural differences in both face-to-face and remote communication.
    • Learners often underestimate the importance of planning, resulting in unstructured and ineffective messages.
    • Written work may contain informal language or lack professional tone, failing to meet business standards.
    • During verbal communication, learners might dominate conversations without allowing for feedback or clarification.
    • Feedback is sometimes ignored or taken personally, rather than being used constructively for improvement.
    • Learners may produce a generic development plan without specific, actionable steps or timelines.
    • Learners often neglect to consider the audience's perspective when planning communication, leading to inappropriate tone or channel selection.
    • A common error in written tasks is using overly complex language or jargon without explanation, hindering clarity.
    • During verbal assessments, candidates frequently fail to demonstrate active listening by not paraphrasing or asking relevant follow-up questions.
    • Many learners overlook the need to document feedback and detail specific actions taken in response, making it difficult to evidence improvement.
    • Using overly casual language or text-speak in formal business emails.
    • Starting a verbal interaction without a clear structure, leading to rambling.
    • Neglecting to check the recipient's availability before initiating communication.
    • Assuming that communication has been effective without seeking confirmation or feedback.
    • Neglecting to tailor language, tone, and medium to the recipient, resulting in miscommunication.
    • Overlooking the impact of non-verbal signals during face-to-face or telephone interactions.
    • Failing to maintain records of communication plans or feedback, which are essential for assessment evidence.
    • Using overly complex language or jargon that obscures the message rather than enhancing clarity.
    • Failing to tailor the message to the audience, leading to overly technical language for non-specialists or too informal for senior stakeholders.
    • Neglecting to proofread written work, resulting in avoidable errors that undermine professionalism and clarity.
    • In verbal exchanges, interrupting others or not fully listening before responding, which hinders understanding and rapport.
    • Dismissing feedback as irrelevant or personal rather than using it constructively to enhance communication effectiveness.
    • Misconception: The NVQ is just about ticking boxes and doesn't require real skill. Correction: The NVQ requires you to demonstrate competence through consistent, high-quality work. You must show that you can apply skills in different contexts, not just complete a checklist.
    • Misconception: You can use the same evidence for multiple units without changes. Correction: While evidence can be cross-referenced, it must clearly meet the specific criteria of each unit. You may need to add annotations or additional evidence to show how it applies to different learning outcomes.
    • Misconception: The portfolio is just a collection of documents. Correction: A strong portfolio is well-organised, with a clear index, cross-references, and reflective statements. It should tell a story of your competence and development.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills: You need to be able to read and understand workplace documents, write clear emails and reports, and handle basic calculations for tasks like budgeting or data entry.
    • •Employment in an administrative role: The NVQ is work-based, so you must be employed in a role that allows you to gather evidence of administrative tasks. If you are not currently working, you may need to arrange a placement or voluntary work.
    • •Understanding of workplace health and safety: Basic knowledge of health and safety procedures is assumed, as you will need to demonstrate safe working practices in your evidence.

    Key Terminology

    Essential terms to know

    • Understand the purpose of planning communication, Understand how to communicate in writing, Understand how to communicate verbally, Understand the purpose of feedback in developing communication skills, Be able to plan communication, Be able to communicate in writing, Be able to communicate verbally, Be able to identify and agree ways of developing communication skills
    • Communication planning strategies
    • Written business communication formats
    • Verbal and non-verbal communication skills
    • Feedback mechanisms for improvement
    • Overcoming communication barriers
    • Purpose of communication planning
    • Written business communication
    • Verbal interaction skills
    • Feedback and development
    • Practical communication application
    • Understand the purpose of planning communication, Understand how to communicate in writing, Understand how to communicate verbally, Understand the purpose and value of feedback in developing communication skills, Be able to plan communication, Be able to communicate in writing, Be able to communicate verbally, Be able to identify and agree ways of further developing communication skills
    • Communication planning and audience analysis
    • Professional written correspondence
    • Effective verbal interaction and presentation
    • Constructive feedback and personal development
    • Communication planning and purpose
    • Written communication conventions
    • Verbal communication and active listening
    • Feedback and reflective practice
    • Audience and context awareness
    • Understand the purpose of planning communication, Understand how to communicate in writing, Understand how to communicate verbally, Understand the purpose and value of feedback in developing communication skills, Be able to plan communication, Be able to communicate in writing, Be able to communicate verbally, Be able to identify and agree ways of further developing communication skills
    • Planning communication strategies
    • Written business communication
    • Verbal and non-verbal skills
    • Feedback and self-development
    • Professional standards and ethics
    • Understand the purpose of planning communication, Understand how to communicate in writing, Understand how to communicate verbally, Understand the purpose and value of feedback in developing communication skills, Be able to plan communication, Be able to communicate in writing, Be able to communicate verbally, Be able to identify and agree ways of further developing communication skills
    • Planning business communication
    • Written communication skills
    • Verbal communication techniques
    • Feedback and development
    • Understand the purpose of planning communication, Understand how to communicate in writing, Understand how to communicate verbally, Understand the purpose of feedback in developing communication skills, Be able to plan communication, Be able to communicate in writing, Be able to communicate verbally, Be able to identify and agree ways of developing communication skills
    • Understand the purpose of planning communication, Understand how to communicate in writing, Understand how to communicate verbally, Understand the purpose of feedback in developing communication skills, Be able to plan communication, Be able to communicate in writing, Be able to communicate verbally, Be able to identify and agree ways of developing communication skills

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