 |
Prescription:IP100 Interpersonal Skills |
| 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
|
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. |
CONTENT
| | | | > | 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).
|
top
| | | | > | 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.
|
top
| | | | > | 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).
|
top
| | | | > | 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.
|
top
| | | | > | 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.
|
top
| | | | > | The basic concepts of voice projection and modulation. This should include addressing a group on a prepared topic. | | | | > | Approaches to making verbal reports.
|
top
| | | | Note | | TEACHING/LEARNING METHODS | | | | Role playing and practical exercises. | | | Oral Presentation. | | | Problem solving exercises. | | | Meetings. | | | Discussions. |
|
|
|
