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Identify and use appropriate communication techniques to communicate with clients and colleagues

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Post date July 6, 2021
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H&H accredited training australasia inc
98 south street granville | 02 9682 0100 | www.hnh.org.au I rto 90784
Student
Assessment
Book CHCCOM002 Use communication to build relationships
Student Name:
Student Email Address:
Unit Start Date:
** Please note that for the purpose of you gaining a full understanding of the current subject matter and how it is part of the workplace, we refer to ‘your work’ even though you may not be currently employed in the sector
Accredited Training 05.0519 (VI)

Student Assessment Cover Sheet
Unit Code: CHCCOM002
Unit Name: Use communication to build relationships
Student Name:
Trainers/Assessors to complete this section
Assessor Overall Comments:
Trainers / Assessors are required to complete this section with feedback for overall result. For re-submission informaton, trainers/assessors are required to complete thefollowing pages.
Student Assessment Booklet: Satisfactory Unsatisfactory O Date:
Trainers/Assessors please note — all the above requirements need to be met for overall competency
FINAL RESULT: Competent O Not Yet Component Withdrawn
Date
Assessor Name: Assessor Signature:
Assessment Item 1: Short Questions and Answers
Comments:
First attempt: Satisfactory O Unsatisfactory
(for further attempts — maximum 2 — please copy this assessment item check list and attach here)
Resubmission Details (including date and outcome):
Resubmission Outcome: Satisfactory Unsatisfactory
H&H Accredited Training (VI)
Student Name:
05.05.19
Assessment Item 2: Activity
Comments:
First attempt: Satisfactory Unsatisfactory
(for further attempts — maximum 2 — please copy this assessment item check list and attach here)
Resubmission Details (including date and outcome):
Resubmission Outcome: Satisfactory Unsatisfactory
Student
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Assessment Item 3: Meeting minutes
Comments:
First attempt: Satisfactory C] Unsatisfactory
(for further attempts — maximum 2 — please copy this assessment item check list and attach here)
Resubmission Details (including date and outcome):
Resubmission Outcome: Satisfactory Unsatisfactory
Student
Assessment Item 4: Effective communication
Comments:
First attempt: Satisfactory Unsatisfactory
(for further attempts — maximum 2 — please copy this assessment Item check list and attach here)
Resubmission Details (including date and outcome):
Resubmission Outcome: Satisfactory Unsatisfactory
Student
How to Lodge Assessments (Student Instructions)
Recognition of Prior Learning /Credit Transfer Instructions
All students are entitled to apply for Recognition of Prior Learning (RPI) and/or Credit Transfer (CT), Please ask for a copy from front reception of the H&H RPL/CT Application Forms should this apply to you,
RPL is a process that assesses an individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification.
CT assesses the initial qualification or unit that an individual is using to claim access to, or the award of credit in,
a destination course. The assessment determines the extent to which the client’s initial qualification or unit is equivalent to the required learning outcomes, competency outcomes, or standards in a qualification.
Please note that H&H recognises AQF qualifications and Statements of Attainments issued by other Registered Training Organisation (RTO).
Completing Your Assessment Items – Please send all assessments to PO Box 1 Granville NSW 2142 or email granville@hnh.org.au
When presenting your written assessment/s it is important that you follow the guide below, as assessments determine your competency. Your assessment should:
• be typed or hand written (neatly and clearly), including use of the provided assessment cover sheet
• using black or blue pen only, pencil is not allowed
• if additional paper is required, please see front reception for A4 paper to insert into your assessment.
Please do not staple or glue paperwork into your assessment
• give clear references (if external information sources are used)
Please use the following points as a guide when submitting your assessment items:
• have your name on front cover sheet and Pre-assessment checklist attempt to answer all assessment items show that you have researched the topic thoroughly
• write/type in simple, clear language
• use correct grammar, punctuation (check your spelling) ensure you put your name on any additional assessment items (portfolio, posters etc.) these are required to be collected from trainer/assessor after assessment is complete.
Submitting Your Own Work
Your assessment must be in your own words. When you commenced your course, you signed an H&H Student Declaration Form, which states that you are completing and handing in your own work. Copying someone else’s work is plagiarism and a form of cheating. Plagiarism is a serious act and may result in a student’s exclusion from a unit or course.
If a trainer/assessor is concerned about a student’s authenticity within their submission, the trainer/assessor may request a verbal appointment with the student to assess their gained knowledge through a series of questions from the student assessment booklet. This is overseen by the Training Manager. A suitable time will be organised with both student and trainer/assessor.
If a group activity has been assessed in the classroom or on site, the trainer/assessor will mark the student’s assessment booklet with detailed information regarding this assessment i.e. a detailed outline of a role play that was delivered and assessed.
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Assessments should be presented in a plastic sleeve without staples, assessment Items are not returned as they are kept for compliance purposes, as a part of our quality assurance commitment It is important to keep a copy of your assessments in case they are lost in transit. Classroom students will receive feedback on their assessment items within 14 days of submission (via trainer/assessor conversation or email). Distance students Will receive their feedback/results via telephone or email within a 14-day timeframe.
Assessment Results
Students are aiming to receive an overall competent result for the unit they are studying. To achieve competency, the students must obtain satisfactory results for all assessment items within the unit. Example assessment items are questions and answers, projects and work experience
How a trainer/assessor determines the assessment item results:
Overall Unit of Competency results.
If all unit requirements have been met (theory, work experience, checklists etc) then the result will be Competent (C)
If the unit requirements have not been met the result will be Not Yet Competent (NYC)
Assessment items results (for example theory only):
Satisfactory (S) — this result indicates that you have met the relevant criteria in this assessment item, to gain a satisfactory result.
Unsatisfactory (US) — this result indicates some of the below reasons:
o the evidence was not of a satisfactory standard (in this case, you will be required to re-submit the relevant evidence) o the evidence you submitted was not complete o the evidence you submitted was not your own work the evidence submitted was outside the course timeframe
If you obtain an unsatisfactory result, the trainer/assessor will organise a time to go through the assessment item and work with you to devise a suitable action plan to re-submit. Students are able to resubmit their assessment items twice after the initial submission. Additional support is provided to the student during this time in the form of meetings, extra classes, email and phone support and one on one trainer/assessor discussions. Upon the third unsatisfactory result, the student will be required to re-enrol into the unit of competency.
A fundamental element of the H&H training system is the provision of additional support and/or reasonable modifications/adjustment for students requiring further assistance. For example, cultural barriers may limit a student’s understanding in units delivered. Trainers, in these instances, may investigate a different approach to their training style that adapts to the particular cultural background.
Appeals against Assessment Results
Please note students have 30 days from the date that the assessment was deemed Unsatisfactory or NYC to appeal the assessment result. Please see front reception for an appeal against assessment form. This appeal can be submitted on the grounds that the student:
I. was not informed about the assessment process for the course

assessment process differed significantly from what the student was told
assessment environment adversely affected the student’s performance
believed that they had demonstrated competency in the assessment/s
Good Luck with your studies, from the H&H team
Student Checklist (to be completed by the student)
CHCCOM002 – Use communication to bulld relationships
Student Name:
Assessment Location- (please tick below location/s you have been advised as where you may be assessed)
Classroom Traineeship Distance Other
l, confirm that this assessment is in my own words, I have read the ‘how to lodge assessments’ section in this booklet regarding plagiarism
I (as the student) confirm my readiness to be assessed
Date, time and location of the assessment has been provided
How my performance will be assessed, has been explained
Assessment methods, processes and documentation requirements have been explained
Any factors that may interfere with the completion of the assessment, have been discussed with the assessor
Confidentiality of the assessment outcome has been explained
I understand that feedback will be provided to me within 14 days of submission from my trainer / assessor
I understand my right to appeal the assessment decision (within 30 days of assessment results)
Any possible hygiene/Work Health and Safety hazards for this assessment have been identified and discussed
Student Comments:
By signing this checklist, the student acknowledges the assessment requirements.
Student Signature: Date: 2-
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(.H(COM002
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Assessment requirements
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:
Skill Evidence
obtained feedback from 3 clients or colleagues on effectiveness of communication and responded appropriately prepared 3 types of written correspondence in accordance with organisation communication protocols facilitated resolution of 1 difficult situation with a client, colleague or service provider facilitated 1 meeting around a workplace issue
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:
Knowledge Evidence
• organisation communication policies and protocols different communication styles and techniques, and how they impact on interpersonal communication, including:
strategies for effective interpersonal communication person centred and rights-based approaches
• cross-cultural communication protocols non-verbal communication cues group processes and dynamics motivational interviewing versus coercive approach • collaboration versus confrontation communication strategies to:
build and maintain relationships and trust facilitate workplace meetings
• negotiate for optimal outcomes deliver business presentations
• address barriers solve problems and resolve conflict types of interpretation and translation services specific to the client group, and how to access them factors that commonly contribute to the development of communication barriers including high emotions, mistrust or misunderstandings
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CHCCOM002
Unit Compliance
Application
This unit describes the skills and knowledge to apply specific communication techniques to establish, build and maintain relationships with clients, colleagues and other stakeholders based on respect and trust.
This untt applies to work across a range of workplace contexts where workers at all levels may communicate with individuals and/or groups both In person and in writing
The skills in this unit must be applied In accordance with Commonwealth and State/Terr1tory legislation, Australian/New Zealand standards and industry codes of practice.
Elements and Performance Criteria
ELEMENT PERFORMANCE CRITERIA
Elements describe the essential outcomes Performance criterio describe the performance needed to demonstrate achievement of the element
1, Communicate with clients and co-workers 1.1 Identify and use appropriate communication techniques to communicate with clients and colleagues
1.2 Communicate in a manner that demonstrates respect, accepts individual differences and upholds rights
1.3 Represent the organisation appropriately and in accordance with communication policies and protocols 1.4 Provide information to clients and service providers in accordance with communication policies and protocols
Address communication needs 2.1 Recognise and support communication needs of clients, colleagues and external networks
2.2 Facilitate access to interpreter and translation services as required
2.3 Identify and address problems and communication barriers
2.4 Defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisauonal requirements
2.5 Seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks
3, Facilitate meetings 3.1 Develop an agenda and list of invited participants in consultation with appropriate people
3.2 Communicate details of the meeting to the participants and other stakeholders in accordance with organisation communication protocols
3.3 Contribute to and follow objectives and agendas for meeting
3.4 Provide opportunities to fully explore all relevant issues and provide relevant information
3.5 Use strategies that encourage all members to participate equally, including seeking and acknowledging contributions from all members
3,6 Implement strategies to ensure the specific communication needs of individuals within the meeting are identified and addressed
3.7 Facilitate the resolution of conflict between participants
3.8 Minute or record meeting in accordance with organisation requirements
3.9 Evaluate meeting processes and identify lessons learned or opportunities for improvement
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Knowledge Evidence cont.
professional relationship boundaries digital media and use in community services and health sector, including:
web email social media podcast and videos tablets and applications newsletters and broadcasts intranet written correspondence protocols and style guides, including letters, emails, minutes, case notes, reports
Assessment Conditions
Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:
• use of suitable facilities, equipment and resources, including use of real workplace policies and procedures
• modelling typical workplace conditions, including:
• interactions with clients and co-workers from a range of diverse backgrounds facilitation of groups of at least 3 people typical workplace reporting processes interpreter and translation services where required
• use of digital media
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Assessment item 1: Short Questions and Answers
The following section contains questions you are required to complete in the spaces provided. If you require more space for your response, please use the student notes sections on the back of each page, Include your name on the bottom of this additional page For multiple choice or true/false questions, please circle your response,
This assessment includes all elements below.
Communicate with clients and co-workers
Address communication needs
Facilitate meetings
Describe your communication style:
(a) In a personal setting
(b) in a professional setting
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Student Notes:
(b) Describe what body language is used to greet a person (including posture, eye contact and gestures)
I. Confidently
Nervously
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Student Notes:
(b) How can you demonstrate respect when communicating with somebody who has a disability?
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(b) How can you build this relationship and maintain a level of trust?
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(c) What procedures would be in place within an organisation relating to communication?
(a) What types of information can you provide to a client of an or anisation?
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(b) Your manager has requested that you commence some training with new staff members on some strategies to assist specific needs with clients. What are some strategies you could assist the new staff members with to assist the communication barriers?
(c) What do you suggest if your clients and co-workers are struggling with communication barriers?
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(b) Research two translation services that are in your local area. Provide contact details for the service or the name(s) of the relevant personnel.
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8 (a) Describe a cultural or language communication barrier that you have encountered in the past and describe how you overcame it,
Tramjng
communication
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(b) Describe a confidence communication barrier that you have encountered in the past and describe how ytou overcame It
(c) Describe a miscommunication communication barrier that you have encountered in the past and describe how you overcame it.
CHCCOMOO? cotnrnuni( ation
Student Notes:
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(b) Imagine you are communicating at work with an irritated colleague who feels you didn’t do your fair share of work on a recent team project, How do ou diffuse the situation?
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10 (a) You are required to write an email to your supervisor requesting feedback from the supervisor on how you handled the situation in the previous question (b)
(b) Imagine you have received feedback from your supervisor, how will you respond? Draft an acknowled ment email response:
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(b) Who do you need to consult With before sendin out the agenda to staff?
Name:
(c) Write a sample email that you would sepuout to staff to invite them to the fundrat%ing meeting
12 (a) Describe what ‘organisation protocols’ are:
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13, (a) Imagine you have arranged a meeting in your workplace, the agenda has been set and you have some concerns about getting your ‘message across’ within the allocated timeframe.
What are some potential concerns relating to the individual and group dynamics you may have whilst conducting the meeting?
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(b) How can you avoid the above concerns from happerung within your meeting)

(a) You are holding a group meeting and you really would like input from the attendees. What can you
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CHCCOMO()?
16 (a) Research Relationship Conflict.
(b) Research Value Conflict.
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(b) Conflict resolution refers to collaboration and confrontation. Research and describe these terms:
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18 (a) Research – What are_person centred and rights – based approaches?
(b) How can these approaches be considered in our communication?
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CHCCOM()()2
(c) What would be some Signs that professional boundaries are being over stepped*
Student Name:
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CHC( comrnunjcation
20 Desenbe how the following forms of digital media is used in cornmunjcauon in the workplace
Websites Description
Emails
Social media
Podcasts
Tablets and
Applications
Newsletters
Intranet
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Assessment item 2. Activity
(a) Read the foilowtng transcript of a meeting and then answer the questions that follow
John. Why don’t we owanise a charity raffle?
Natalie That’s silly, they never work
David’ How about we —
Natalie. We could do a fancy dress day instead, that would get people interested
John That might work
Natalie. Or what about charity run? We could get loads of people involved jn that.
David. I liked the fancy dress day idea
John So, moving on, what charity shall we raise money for?
1 Is every member of the meeting participating equally? Explain the group dynamics you have interpreted in this transcript (100 words).
Student Name:
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2 It you were this meeting, what strategies could you hove employed to ensure that contributions were sought from each partlopant, and that each contnbution was acknowledged? List at teast three strat081es
Student Name:
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Student Notes:
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(b) You are planning a WOlk meeting to refresh the team’s knowledge of two or three Of your organisatton•s procedures
One member of your team has English as a second language, One member of your team is hearing impaired.
In no more than 500 words, plan a strategy to ensure the communication needs of these two Individuals are the additional services and resources that may be required
Student Name:
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CHCCOM002
(c) You ave playjng the role of a person employed within the Community Services sector You are chatnng a meeting With your team to discuss the divjston of work for an upcoming project
You have two team members that do not agree on how the workload should be divided They are becomtng quite heated within the meeting and it becomtng very uncomfortable the room.
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You are required to facilitate the resolution of this conflict.
(ii) What non-verbal actions might be demonstrated by the team members in this meeting?
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(a) There has been a meeting at your orgamsation, and you are required to write up the minutes of this meeting using the following information (in a professional format),
Meeting Information:
The meeting was held on 22nd January at 5pm It was decided that the organisatton would like to participate in a charity run competition. The participants of the meeting (Tm, Sarah, John, Natalie and David) voted a-I in favour of it.
Discussion points were raised by Sarah concerning how many participants would participate In the run, and David raised his concern about weather restrictions for the day. Tim forgot to bring the information about the charity to the meeting.
Finalising a date has been held over until the next meettng, which will be held at the same time on 30th January, and no new business was raised.
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Answer the following questions
Were the meeting oblectvves achieved P Did everybody partictpate?
Were the resources suitable?
Were there any conflicts? What went well?
(c) Draft an email requesting feedback on the meeting:
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Assessment Item 4, Effective Communication
this assessment tequires some students to complete the discussions (based on your mode of study) please tind details below
Classroom Students — are required to complete the discussions and worksheets, With 3 others in a classroom setting and assessed by trainer/assessor Trainer/assessor completes checklist.
Distance Students — are required to complete the dlscussjons with 3 others and have them sign and verify below
Traineeship Students — supervisor / manager completes checklist section only. The trainer/assessor will complete the comments section on site visit.
This assessment contains the following:
3 x role plays (discussions With 3 x nominated people)
3 x worksheets
Step by Step Instructions
You are required to have discussions With 3 nominated people regarding their idea of effective workplace communication and document their responses, followed by feedback you provide to them on the information they provided you in the discussion.
The nominated person is required to sign the section below (at the bottom of this table)
Student Name: Signature:
Nominated Person (a): Signature:
Nominated Person (b): Signature:
Nominated Person (c): Signature:
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CHCCOM002 communication
Trainer / Assessor practical skills instructions
What is the assessor looking for? What are the requirements?
Communicate effectively
Use respectful approaches
Understand conflict resolution
Address communication needs
Attend, participate and document meetings
Verbal and nonverbal communication
Understands sustainable approaches
Understands the guidelines for assessment task
Assessor Comments:
(Of
is
What in your opinion is effective communication?
What do you believe are barriers to effective communication?
Have you been involved in conflict resolution? Can you provide some detaiP
Worksheet for res onses:
Feedback you provided to nominated person (a):
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Student Notes:
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IS
What in your opimon is effective communication?
What do you believe are barriers to effective communication?
Have you ever facilitated a meeting at work? Can you provide some detail?
Feedback you provided to nominated person (b):
is
What In your opinion is effective communication?
What do you believe are barriers to effective communication?
How would you Identify and address problems with communication?
Worksheet for responses,
Feedback you provided to nominated person (c):
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Student Notes:
Checklist
Student Practical Skills Demonstration — Assessor Checklist
Student name. Date’ 242
Task descriptions Yes No
Does the identify and use appropriate communication techniques to communicate With clients and colleagues?
Can the student communicate in a manner that demonstrates respect, accepts individual differences and upholds ri hts?
Can the student represent the organisation appropriately and in accordance with communication policies and protocols?
Can the student provide information to clients and service providers in accordance with communication policies and protocols?
Does the student recognise and support communication needs of clients, colleagues and external networks?
Does the student facilitate access to interpreter and translation services as required?
Can the student identify and address problems and communication barriers?
Can the student defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisational requirements?
Can the student seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks?
Can the student develop an agenda and list of invited participants in consultation with appropriate people?
Does the student communicate details of the meeting to the participants and other stakeholders in accordance with organisation communication protocols?
Can the student contribute to and follow objectives and agendas for meeting?
Can the student provide opportunities to fully explore all relevant issues and provide relevant information?
Does the student use strategies that encourage all members to participate equally, including seeking and acknowledging contributions from all members? Can the student implement strategies to ensure the specific communication needs of individuals within the meeting are identified and addressed?
Can the student facilitate the resolution of conflict between participants
Can the student minute or record meeting in accordance with organisation requirements Does the student evaluate meeting processes and identify lessons learned or opportunities for improvement Assessor Comments:
Satisfactory Unsatisfactory
Trainer / Assessor Name: Signature:
Third Party Name: Signature:

*Week*	*Event*
2	Wednesday September 2, 2020 My brother’s birthday I had to arrive early. After all, my brother, Justin, has never been an organized person, and I knew something was likely to go amiss. And so I needed to be there early to check that everything was ok for his birthday party. I was pleasantly surprised. My 28-year-old elder brother’s house was spanking clean. He even had drapes on the front door and the windows. His huge smile and the scintillating aroma wafting from the kitchen were very unlike him. It all clicked when he introduced Chloe, “[Your name], meet my fiancée Chloe,” Justin said. I immediately liked Chloe. Not only because her organizational skills were tiptop, she was one of the most beautiful women I’ve ever seen, with a personality to match. She was the life of the party. She even made everybody wear masks and keep social distance without anyone raising a finger. I cannot wait to meet her at Christmas where we are all to congregate at our parent’s home.
3	Monday September 7, 2020 The coughing Registering for this academic year’s courses was one of the most unpleasant experiences of the year. I have a cold that has been pestering me for a few days. When I reported at the registrars this morning and started coughing, I was promptly sent out of the office. You see, I forgot to wear a mask, or even carry one in my bag. And so I went to the nearest shop where I got one. Then going back towards the registrar’s office, I developed a coughing fit. And so I sat on a bench to let it ease off. But it didn’t. One by one, the students seated on the bench and standing nearby left, giving me furtive glances. Despite having checked my symptoms earlier, I grew weary of this development. I got my phone out so I could open up the Covid-19 symptom checker so as just to confirm I was ok. The phone’s battery was dead though; because of the pestering coughs I had not had an opportunity to charge it sufficiently. As I was contemplating what to do, I was confronted b a security officer. “We are told you have a persistent cough. You’ll have to go to the clinic to get tested,” he said matter-of-factly. Despite my protestations, he was adamant. And so I spent the next hour at the clinic; queuing and getting tested. Phewks, it was just a common cold. But by the time I left the clinic at about 2 pm, I was exhausted and frustrated, and my cough was not going away. So here I am, self-isolated in my bed filling my journal. I will try register for the courses tomorrow.
4	Friday September 18, 2020 Lessons from Beast I love you Beast. I love you more than you’ll ever know. To me, you are the best dog in the world. There are so many reasons for this. For one, you do not have a bad bone in your body. Unlike some of my friends, you are not cunning or have a bad day off where you are curt and rude. In fact, you never answer back when I talk to you, just wag your tail or give me one of your many looks that I have come to know so well. I will never forget the earnest, pleading look that you gave me this evening as you ran off in the rarely trodden path as we took our daily walk around the estate. I just had to follow you to find out what you were so earnest about. And so off we ran towards the field next to the park, albeit my legs are not as sprightly as yours. By the time I reached you, you were standing over what seemed like pile of clothing. I could not believe it when I heard the crying noises inside the bundle. Peering over your head, there was the most angelic face with its eyes closed and fists trying to push out of the blanket that wrapped the small fragile body. The doctors said we were just in time otherwise the infant would have died soon after. The police were ever so cooperative, though I’ll have to go make a full statement at the station tomorrow so they can pursue the case or find a foster home for the toddler. You see, not all we humans are bad. But I still wonder who could leave such a lovely baby in the middle of a field? Why? When? How? For now though, I’m just happy that you had the sense to seek it out. You are indeed the best dog in the world, nay, the best being in the world.
5	Saturday September 26, 2020 The bus ride Dear racist, Thank you for the best bus ride I have ever had. You made me believe in the human spirit again. I wish more of your teeth had fallen off from that fist you received from the black man. How could you? Where did you summon the courage to stand there and utter those racist epithets? Just because you have a big body you think you can go around bullying everyone you meet? So where is there he came from that you’d wish him to go back to? Maybe you should go back to England or wherever your ancestors came from?! Then your seemingly affluent suburb home can be reallocated to an Aborigine family. After all, they maybe are more entitled to it than you are. I am proud of the tenets this great nation is built on. Tenets of fairness and equity. These bind us together, making us embrace our different backgrounds and benefit from the concomitant diversity. But then this may be a bit too complicated for you since your homeschooling may not have imparted these requisite skills. But not to worry, you’ll get there by and by. Maybe when more fellow riders stand back and cheer when you get walloped again after mouthing off similar epithets in future. I hope I’ll have another opportunity to cheer again. For now, do nurse your wounds until next time.
6	Tuesday, September 29, 2020 Shopping for trainers I love jogging. On Sunday, however, I noticed my trainers are really worn out. Yet I hate shopping. But I had no option if I was to get some comfortable trainers for my jogging. And that’s how I ended up at the shoe retailer in town today. There was a long queue when I arrived. Looking around, I notice why. There were only two shop floor attendants who were harried, running around to get the best fit for each customer. Despite obviously been frustrated, they assumed a regal pose and a fixed smile on their faces. I guess this is what kept the other customers patiently waiting in the queue; at least it is what kept me patient. I was also impressed they had time for quick small talk while we tried out my pair of trainers. Nonetheless, the cashier was not so friendly and I guess that is why he was not on the shop floor. But for my respect of the seemingly overworked shop attendants, I will retain my custom.
7	Sunday, October 11, 2020 The church encounter Maybe it is because of this Covid-19 thing, but I find I have become quite spiritual of late. I even say an occasional prayer. And so it was I found myself in my local church this morning. It was no surprise that most of the congregation were the elderly. Talking to my fellow youth, I have found that many are not believe in religion. ‘”Isn’t that the same church that fought between itself and with other religions for centuries?” “Why should I believe in an imaginary being?” “That make-belief world is not pragmatic”’ are some of the comments I get about religion from various youths. But there was a lot of pragmatism from the preacher today. He talked about God rewarding good people and punishing evil people. Sounded like karma to me. And it resonates with me since I have witnessed that what goes around comes around. What’s more, the lunch was delicious, with everyone being ever so polite and welcoming. I think I will go there again next Sunday.
8	Saturday, October 17, 2020 The Trial of the Chicago 7 I had read rave reviews about this movie but today I spent the last three hours on Netflix watching it. It gave me a deep sense of foreboding about events in the US, and the world in general. There is the civil unrest, flu pandemic and a presidential campaign based on law and order. This gives it urgency. Indeed, we should learn from history so that we do not repeat the same mistake. History is also rich in depicting the power of effective communication. The various characters in the movie display assertiveness albeit towards different ends; those on trial, the judge, the defense attorney and even the court’s audience. This is depicted in their language use, gestures, postures, silence and (mis)use of power. The defendants are eventually vindicated by the court’s audience who cheer their anti-war stance at the end, depicting that their communication skills have swayed the public opinion in their favor despite the best efforts of the powers-that-be to try and suppress their communiqué.
9	Monday, October 19, 2020 Overcoming acrophobia So here we were skipping through the valley towards (name of tallest hill near your place). I had thought of more romantic things we could do. But I had not voiced them. How could I when Lorna was so exuberant about her idea of climbing (name of tallest hill near your place)? Actually, how could I voce them when she could easily pick up the fear and trepidation in my voice? My feeble protest that I had no suitable gear had only led to a detour through the shops to grab some hiking gear. And so I meekly followed her as we wound our way through the valley towards (name of tallest hill near your place). “You are sweating,” she noted. We were now at the bottom of the hill. “Yeah, I need this exercise more often to shed off excess weight” I replied as I tightened my bootlaces. From the corner of my eye, I saw her give me a strange look. Soon, we set off on our climb. “It’s beautiful, isn’t it?” Lorna said as she observed the landscape from quarter way up the hill. I turned towards her gaze, “YYe..s… it’s beautiful,” I replied as I frowned towards the landscape. We were halfway up the hill when I heard some noise just behind me. I looked back and there was a lizard scuttling down the hill. From where I stood, I noticed this void of space separating us from the terra firma. “Oh no!” I let out a shriek. “It’s just a lizard,” replied Lorna. “Is it? Cool. Though I suggest we go back now. We might meet more fearful creatures up there”. Lorna laughed off my suggestion, noting that we’d come so far and we were nearly there. And so we continued climbing. Though it seemed like a couple of hours later, in about half an hour, we were at the top of the hill. “Wow!” Lorna exclaimed as she took in the scenes below. “I never tire of coming here.” “Yeah, look at this termite mound,” I said as I fell on my knees next to a small termite hill near the center of the hill. “Yes, they are all around us. That one over there is the biggest I have ever seen,” Lorna was pointing into the distance. I continued staring at the little termite mound at the center of the hill. “The termites must have deserted this one,” I observed. Lorna came and knelt next to me, “Look at me,” she said. “You don’t like my company now, do you?” I turned to look at her. She stared deep into my eyes. “You know I don’t like heights!” I blurted out. “And you brought me all this way…” my voice faded off. “You don’t?” she was astonished. “Why didn’t you… And you did all this for me?” She was holding my cheeks as she searched my face. “Ow!” She gave me a long hug. “Come, show me the biggest termite mound,” I said as we broke off from the embrace. We walked hand in hand to the edge of (name of tallest hill near your place) and stared at the expanse below.
10	Wednesday, October 28, 2020 The no-show I was taking Beast for a walk through the park when I met my friend Xang. We have not met since he invited me to a party at his place which I did not attend. “Hallo (Your Name)” he waved jubilantly. “Hello Xang” “You did not come to the party” “Sorry, I couldn’t. Something familial came up last minute. But I believe you enjoyed yourself.” “Yes. We had a lot of fun. Great company where we ate delicious food, played various board games and watched a movie.” “Sounds like great fun I missed. What did you eat?” “We had barbeque. Roasted pork, beef, lamb, dog__” “Yes?” “Sorry. We had rice, green peas and some chocolate too.” After some more banter, we parted ways. I am happy I did not attend the party. I don’t think I will be attending any of his parties any time soon.
11	Friday, November 6, 2020 Lorna’s political leaning “I wish Donald Trump will win” observed Lorna this evening as we watched news about the recent US elections. “His policies would sit very well with the Liberal National Party”. “No they would not,” I wryly replied. I realized Lorna is a Liberal National Party supporter today. I support Labor and this completely c caught me off-guard. “Yes, they would. He is for reduced taxation of businesses, fossil fuels such as coal and oil and border protection”. “I am not sure about the merits of those policies you mention,” I replied. “I think we need increased taxation for social support, a sustainable climate and to be more welcoming to immigrants. It wasn’t an immigrant who was responsible for the Christchurch mass shootings. Furthermore, I think Trump is simply a self-driven egomaniac.” “You cannot say that. Half of Americans voted for him. They must have seen something worthy in him.” “I’m not sure about their judgment or morality anymore”. “That’s the cooker alarm,” noted Lorna as she got up.”I’ll get dinner.” I definitely intend to pursue this conversation later. The political views of my future wife are important to me.