F426 04: Communication

Procedure Applies to: No: Author: Authorised Revision : Revision due: Revision due: Revision due: due:

Version 1.0 SVQ Trainees AW 19 December 19 December 2011 2012

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Introduction

Communication skills underpin almost all personal, social, learning and working activity. They are essential in clarifying ones own thoughts, in interacting and conversing effectively with others, in expressing thoughts and in conveying information, feelings and opinions. There are two components to Communication: Oral and Written. The Oral component comprises the ability to speak and listen and the Written involves both reading and writing. The essential skills at each SCQF level are illustrated below. SCQF 4 Oral Written (Reading) Written (Writing)

Produce and respond Read, understand and Produce a to straightforward evaluate straightforward but oral communication. straightforward detailed written written communication. communication.

It should be clear from the table above you must demonstrate an ability to understand and use increasingly complex communication as you progress through the levels. To explain what this essentially means it is helpful to consider a few examples for each component. Oral Communication: This component involves the ability to produce and respond to oral communication for a range of purposes and audiences; essentially, to take part in discussions and make presentations, interacting with ones audience as appropriate. Attainment levels are described in terms of learners progressing from conveying basic information and opinions through short, informal conversational communication on familiar topics to presenting and analysing complex information and issues through more sustained discussions or presentations on complex topics. Written Communication: This component involves the ability to produce and respond to written communication for a range of purposes and audiences. Attainment levels are described in terms of learners progressing from dealing with brief communications expressing a few basic ideas or pieces of information about familiar topics to dealing with communications which analyse and explore complex information and issues.

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Quotation

listening.

I remind myself every morning: Nothing

I say this day will teach me anything. So if I'm going to learn, I must do it by

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~Larry King
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The aim of this course is: To improve the communication process and communication skills within the workplace. By the end of the course, participants will be able to: 1) Describe barriers to communication and how to overcome these. 2) Explain how to build rapport with others. 3) Recognise the importance of listening and not making assumptions. 4) Describe how to make communication clear and the importance of clarity. 5) Understand that what is meant is not always what is understood (intention v perception). 6) Recognise the importance of asking open questions to clarify understanding. 7) Describe their experience of a work activity and the key learning points about communication from that.

This course is suitable for: All levels of staff up to supervisor/junior manager.

Time: This course will take approximately 7 hours to deliver (excluding breaks).

Additional requirements: 1) One tennis shoe per group of participants. 2) Video clips: Skin Head & Anger Management. 3) Learning Log Templates

Additional requirements equipment: Youll also need plenty of space.

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A stopwatch would be useful. Projector & Laptop with speakers

The Naval Stand-Off Story

This story is an 'alleged' transcript of an actual radio conversation between a US naval ship and Canadian maritime contact off the coast of Newfoundland in October 1995. The tale, in various versions and featuring different nationalities, has circulated widely in emails and in books for many years. Numerous speakers and writers have used it to illustrate lessons relating to negotiation, & making assumptions.

Americans: "Please divert your course 15 degrees North to avoid a collision." Canadians: "Recommend you divert YOUR course 15 degrees South to avoid collision." Americans: "This is the captain of a US navy ship; I say again divert your course." Canadians: "No. I say again, you divert YOUR course." Americans: "THIS IS THE AIRCRAFT CARRIER USS LINCOLN, THE SECOND LARGEST SHIP IN THE UNITED STATES' ATLANTIC FLEET. WE ARE ACCOMPANIED BY THREE DESTROYERS, THREE CRUISERS AND NUMEROUS SUPPORT VESSELS. I DEMAND THAT YOU CHANGE YOUR COURSE 15 DEGREES NORTH, THAT'S ONE FIVE DEGREES NORTH, OR COUNTERMEASURES WILL BE UNDERTAKEN TO ENSURE THE SAFETY OF THIS SHIP." Canadians: "We are a lighthouse; your call." ~author unknown

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Reading Skills

Please complete the following

Name. Date.

1. 2. 3. 4. 5.

Read carefully all the following directions before doing anything. Print your name, last name first, on the line following the word name Draw a circle around the word all in direction number one Underline name in sentence number two In direction number four, draw a circle around the word underline and in sentence number one cross out the word anything Underline the title of this paper Circle the numbers 1,2,3,4, and 5 and put an X over number 6 In sentence number seven, circle the even numbers and underline the odd numbers Write I can follow directions above the title of this test Now that you have read all the directions as stated in direction number one, follow direction three only. Do not follow any of the directions 6 of 7

6. 7. 8.

9. 10.

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other than number one and number ten and therefore number three. Omit the others entirely

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