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| Aim of Module | To enable students to relate to colleagues, supervisors & users through the study and practise of communication skills and techniques; to manage time effectively through a knowledge of the principles of time management and to solve problems in their work situation through a knowledge of simple techniques of problem analysis and decision making. |
| Credits | 7 |
| Suggested Time | 70 student learning hours |
| Prescription Expiry Date | Nov 2002 |
| Note | THIS IS A COMPULSORY CBC MODULE |
| Topics | Highest Skill Level | Suggested Assessment Percentage | |
| 1 Communication Theory | A | 35 | |
| 2 Individuals, Teams & Problem Solving | A | 20 | |
| 3 Assertive Skills | C | 10 | |
| 4 Non Verbal Communication | A | 10 | |
| 5 Stress and Time Management | A | 15 | |
| 6 Oral Presentation | A | 10 | |
| 100 | |||
| LEARNING OUTCOMES The Student Will | ||
| A | 1 | Understand and apply basic communication theory in a variety of situations. |
| A | 2 | Understand how individuals and teams work together and solve problems. |
| C | 3 | Recognise assertive responses and discuss their effect. |
| A | 4 | Understand and demonstrate appropriate non verbal communication. |
| A | 5 | Understand and demonstrate appropriate stress and time management skills. |
| A | 6 | Address a group on a prepared topic using appropriate oral presentation skills. |
| 1 Communication Theory |
| > | Communication process model. | |
| > | The importance of questioning techniques. | |
| > | How these questioning skills should be applied. | |
| > | The importance of patience, empathy, sensitivity and understanding when communicating with others, and how these can be communicated. | |
| > | Basic listening skills required to ensure comprehension of the subject under discussion. | |
| > | The way in which an interview should be conducted. | |
| > | What is expected of both the interviewer and the interviewee (include practice in both roles). | |
| > | How to approach the giving of verbal instructions and to ensure that they have been understood (include practice in doing this). | |
| 2 Individuals, Teams & Problem Solving |
| > | Actions and responses which lead to effective communication within a group, including written communications. | |
| (eg agenda, formal/informal notes of meetings) | ||
| > | Standard meeting procedure and protocol. | |
| > | List ways in which these vary if the meeting is informal, as opposed to formal. | |
| > | The purposes for which meetings most often occur in the data processing environment. | |
| > | Ways in which junior members of the staff will be expected to contribute. | |
| > | The concept of brainstorming and other group building activities and their application to team work. | |
| > | How to determine that there is a problem and what in broad terms it is. | |
| > | Ways of gathering relevant information about the problem. | |
| > | Ways of grouping and interpreting this information. | |
| > | How a selection between alternatives should be made. | |
| 3 Assertive Skills |
| > | The difference between assertiveness and aggressiveness. | |
| > | Why assertiveness is important | |
| > | When it is appropriate. | |
| > | Basic assertiveness techniques (eg: priority setting, deciding when to be assertive, openness to other points of view, selecting appropriate means of asserting a point of view, persistence, fogging/agreeing etc). | |
| 4 Non Verbal Communication |
| > | The concept of non-verbal communication. | |
| > | Typical body signals for boredom, fear, interest, lack of understanding and other simple reactions. | |
| > | How the recipient's reaction may be influenced by the body signals of the sender. | |
| 5 Stress and Time Management |
| > | Basic concepts of stress management including: | |
| - causes of stress (especially in the work situation) | ||
| - physical and emotional effects of stress techniques for lessening stress | ||
| - the importance of self-discipline in time management | ||
| > | How to set objectives for tasks to be done. | |
| > | Setting priorities. | |
| > | Setting time limits. | |
| > | Ways in which the set time limits for each task may be kept to, including time-saving procedures. | |
| Eg. | ||
| - resetting of priorities | ||
| - determining best use of time at present moment | ||
| - countering of procrastination | ||
| - breaking of task into manageable pieces | ||
| > | Ways in which interruptions may disrupt a planned use of time and how such disruptions may be handled. | |
| > | The properties and use of an action list. | |
| 6 Oral Presentation |
| > | The basic concepts of voice projection and modulation. This should include addressing a group on a prepared topic. | |
| > | Approaches to making verbal reports. | |
| Note | ||
| TEACHING/LEARNING METHODS | ||
| Role playing and practical exercises. | ||
| Oral Presentation. | ||
| Problem solving exercises. | ||
| Meetings. | ||
| Discussions. | ||