Communicate verbally and non-verbally in the workplace

1. Communicate verbally and non-verbally in the workplace

2. P&P4F Verbal and non-verbal communication P&P4F Kninesics and proxemics P&P4F Acoustic semiology and tacesics Communicate verbally and non-verbally in the workplace Modules Topics Notional Hours 10 12 13 15 15 15 80 TF301.01 Understanding verbal communication TF301.02 Understanding non-verbal communication TF301.03 Understanding kinesics and proxemics TF301.04 Understanding graphic representations TF301.05 Recognising safety signs & symbols8 TF301.06 Understanding acoustic semiology and tacesics Total Notional Hours

3. US: 9961 Communicate verbally and non-verbally in the workplace Critical Cross-field Outcomes Identify and solve problems Work effectively with others TF301.01 Understanding verbal communication Communicate effectively Organise and manage myself and my activities Collect, analyse, organise and critically evaluate information Be able to name and give examples of each of the different types of verbal communication used in the workplace Be able to explain the difference between verbal and oral communication Use science and technology effectively and critically Know the advantages and disadvantages of oral and written communication Demonstrate an understanding of the world as a set of related systems Understand what direct and indirect oral communication is Understand what direct and indirect written communication is Use mathematics Learner and societal development

4. Notional Hours 10 Topic Specification: TF301.01 Understanding verbal communication Learning Activities Assignment Description Topic assessment criteria Use Multi media WHAT • The assessor will observe and confirm that learners: • Are able to explain the difference between direct oral communication and indirect oral communication • Are able to explain the advantages and disadvantages of oral and written communication • Are able to list and give an example of the different types of verbal communication used in the workplace everyday Self study to provide examples of verbal communication used in the workplace and determine the percentage verbal communication used by the learner on a given day Self Study Plant investigation Collect Information Media search HOW Interview experts Attend lectures • By observing your co-workers, make a list of each of the different types of verbal communication used in the workplace and give examples • Keep record of the verbal communication (listening, talking, writing, reading) used by you on a given day and present your findings by means of a pie chart to the rest of the group • Learners provide their understanding of the advantages and disadvantages of oral and written communication in a group discussion Group Discussions Sketch List/Tabulate Analyse, plan and make decisions Compile lists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Complete a questionnaire

5. US: 9961 Communicate verbally and non-verbally in the workplace Critical Cross-field Outcomes Identify and solve problems Work effectively with others TF301.02 Understanding non-verbal communication Communicate effectively Organise and manage myself and my activities Collect, analyse, organise and critically evaluate information Be able to list non-verbal signs used by people in the workplace Know the three categories of non-verbal communication (visual and acoustic semiology and tacesics) Use science and technology effectively and critically Understand why actions speak louder than words Demonstrate an understanding of the world as a set of related systems Understand the importance of understanding the nature of non-verbal messages Understand what non-verbal communication is Use mathematics Learner and societal development

6. Notional Hours 12 Topic Specification: TF301.02 Understanding non-verbal communication Learning Activities Assignment Description Topic assessment criteria Use Multi media WHAT • The assessor will observe and confirm that learners: • Are able to explain the three categories of non-verbal communication (visual and acoustic semiology and tacesics) • Are able to understand what non-verbal communication is • Are able to list non-verbal signs used by people in the workplace An individual exercise to observe non-verbal signs used by co-workers in thee workplace Self Study Plant investigation Collect Information Media search HOW Observe co-workers • Observe three co-workers and list the non-verbal signs used by them • List your interpretation of the non-verbal signs and give feedback to the co-workers • Note their responses to your interpretation and give oral feedbcak to the rest of the group • In a group discuss your findings and discuss whether non-verbal communication strengthen, contradict, complement or substitute verbal communication • On a flip chart, list the three categories of non-verbal communication Attend lectures Group Discussions Sketch Case studies Analyse, plan and make decisions Compile lists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Complete a questionnaire

7. US: 9961 Communicate verbally and non-verbally in the workplace Critical Cross-field Outcomes Identify and solve problems TF301.03 Understanding kinesics and proxemics Work effectively with others Communicate effectively Organise and manage myself and my activities Collect, analyse, organise and critically evaluate information Understand how the four zones can be viewed differently by different cultures Know the four different zones in which space around us can be used Use science and technology effectively and critically Understand the concept “proxemics” Demonstrate an understanding of the world as a set of related systems Understand how body language may convey different messages in different cultures Be able to explain how facial expressions, gestures and posture can convey a message Use mathematics Understand the concept “kinesics” Learner and societal development

8. Notional Hours 13 Topic Specification: TF301.03 Understanding kinesics and proxemics Learning Activities Assignment Description Topic assessment criteria Use Multi media WHAT • The assessor will observe and confirm that learners: • Are able to explain the concept “kinesics” • Are able to explain the concept “proxemics” • Are able to explain the four different zones in which space are used • Are able to explain how body language can convey different messages in different cultures • Are able to identify the zones used by people in certain situations An individual exercise to study the use of zones by people in certain situations and a group discussion to determine the meaning of kinesics and proxemics Self Study Plant investigation Collect Information Media search HOW Interview experts • Learners complete a multiple choice questionnaire to demonstrate their understanding of the different zones used by people in the following situations: • Office • Taxi • In the lift • Walking in the street • In a group discuss the possible reasons for using different zones and discuss how body language can convey different messages • Individually explain your understanding of kinesics proxemics in the group Attend lectures Group Discussions Sketch Case studies Analyse, plan and make decisions Use checklists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Complete a questionnaire

9. US: 9961 Communicate verbally and non-verbally in the workplace Critical Cross-field Outcomes Identify and solve problems TF301.04 Understanding graphic representations Work effectively with others Communicate effectively Organise and manage myself and my activities Collect, analyse, organise and critically evaluate information Be able to illustrate information by using different types of graphic illustrations Use science and technology effectively and critically Know the different types of graphic illustrations (graphs, pie charts, bar charts, organisational charts, pictographs, line graphs) Demonstrate an understanding of the world as a set of related systems Understand that certain illustrations are internationally understood Use mathematics Understand how information is conveyed by graphic signs, illustrations and types of lettering Learner and societal development

10. Notional Hours 15 Topic Specification: TF301.04 Understanding graphic representations Learning Activities Assignment Description Topic assessment criteria Use Multi media WHAT • The assessor will observe and confirm that learners: • Are able to explain how information is conveyed by graphic signs, illustrations and types of lettering • Are able to provide examples of internationally understood illustrations • Are able to explain different types of graphic illustrations (graphs, pie charts, bar charts, organisational charts, pictographs, line graphs) • Are able to illustrate information by using different types of graphic illustrations An group and individual exercise to obtain examples of internationally understood illustrations as well as the different types of graphic illustrations Self Study Plant investigation Collect Information Media search HOW Interview experts Attend lectures • In a group do a research on the internet to obtain examples of internationally understood illustrations and information conveyed by means of graphs, pie charts, bar charts, organisational charts, pictographs and line graphs. • Individually, prepare a report to explain your interpretation of the illustrations • Draw a organogram of your organisation • Present your organogram to the rest of the group Group Discussions Organogram Case studies Analyse, plan and make decisions Use checklists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Complete a questionnaire

11. US: 9961 Communicate verbally and non-verbally in the workplace Critical Cross-field Outcomes Identify and solve problems Work effectively with others TF301.05 Recognising safety signs & symbols Communicate effectively Organise and manage myself and my activities Be able to read and demonstrate understanding of the safety notices posted on company notice boards Collect, analyse, organise and critically evaluate information Use science and technology effectively and critically Be able to explain the meaning of all emergency signals Be able to explain what all the colour coding used in the workplace means Demonstrate an understanding of the world as a set of related systems Be able to explain what all the symbolic signs used in the workplace mean Use mathematics Learner and societal development

12. Notional Hours 15 Topic Specification: TF301.05 Recognising safety signs & symbols Learning Activities Assignment Description Topic assessment criteria Use Multi media WHAT • The assessor will observe and confirm that learners: • Are able to explain the meaning of all symbolic signs • Are able to explain the colour coding system and the meaning of the codes • Are able to explain the meaning of and expected action from the various emergency signals • Are able to demonstrate understanding of the various safety notices An individual and group exercise where learners do an audit of all the symbolic signs in and outside the workplace and query each other on the meaning and relevance of these signs Self Study Plant investigation Collect Information Media search HOW Interview experts Attend lectures • Individual study the signs in the workplace • Do the audit of all signs and explain their meaning • Discuss findings in a group and indicate misleading and wrongly placed signs • Recommend improved ways of displaying signs to ensure compliance in a short report • Individually search the internet to determine the meaning of colour in different cultures • Present your findings in an oral presentation to the group Group Discussions Sketch Case studies Analyse, plan and make decisions Compile lists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Complete a questionnaire

13. US: 9961 Communicate verbally and non-verbally in the workplace Critical Cross-field Outcomes Identify and solve problems TF301.06 Understanding acoustic semiology and tacesics Work effectively with others Communicate effectively Be able to give examples of tacesics and phatic communication in the workplace Organise and manage myself and my activities Collect, analyse, organise and critically evaluate information Understand what is meant by tacesics and phatic communication Understand the advantages and disadvantages of filler sounds and music Use science and technology effectively and critically Be able to explain how pitch, tempo and rhythm, intensity and accent can add meaning to the sender’s words Understand what is meant paralinguisticsics Demonstrate an understanding of the world as a set of related systems Understand what is meant by acoustic semiology Use mathematics Learner and societal development

14. Notional Hours 15 Topic Specification: TF301.06 Understanding acoustic semiology and tacesics Learning Activities Assignment Description Topic assessment criteria Use Multi media WHAT • The assessor will observe and confirm that learners: • Are able to explain what is meant paralinguisticsics • Are able to explain what is meant by acoustic semiology • Are able to explain what is meant by tacesics and phatic communication • Are able to explain n how pitch, tempo and rhythm, intensity and accent can add meaning to the sender’s words • Are able to give examples of tacesics and phatic communication in the workplace • Are able to evaluate the quality of your own voice • Are able to explain advantages and disadvantages of filler sounds and music An individual exercise to determine the quality of your own voice by recording a conversation and evaluating the quality of your voice Self Study Plant investigation Collect Information Media search HOW Interview experts Attend lectures • Make a tape recording of a casual conversation between you and a co-worker. • Making use of a questionnaire, critically evaluate the quality of your voice • Discuss your findings with the facilitator and make recommendations on how you can improve the quality of your voice • Complete a multiple choice questionnaire provided by the facilitator to explain your understanding of paralinguistics, acoustic semiology, tacesics and phatic communication and the advantages and disadvantages of filler sounds and music Facilitator session Sketch Case studies Analyse, plan and make decisions Compile lists Develop recommendations Job assignment Make presentation Complete documents Execute, test and evaluate Draft a report Complete a questionnaire