ELECTRICAL/ELECTRONIC SERVICING MANAGEMENT Level IV LEARNING GUIDE # Unit of Competence: | Utilize Specialized Communication Skills Module Title: Utilizing Specialized Communication Skills LG Code: EEL EES4 M07 L01-LG-27 TTLM Code: EEL EES4 TTLM 0220v1 LO1:- Meet common and specific communication needs of trainee Page1|15 | Author: Harari TVET Agency | EEL Level IV Date: may 2020 Version: 1Instruction sheet 1 Learning Guide #28 This learning guide is developed to provide you the necessary information regarding the following content coverage and topics — Identifying and meeting specific communication needs ‘+ Using different approaches to meet communication needs * Addressing conflict promptly and in a timely way This guide will also assist you to attain the learning outcome stated in the cover page. Specifically, upon completion of this Learning Guide, you will be able to — * Define Specific communication needs + Identify and confirm Basic communication processes Learning Activities 1, Read the specific objectives of this Learning Guide. 2. Read the information written in the “Information Sheets 1" in pages 3-9. 3, Accomplish the “Self-check’ in page 9. 4. If you eamed a satisfactory evaluation proceed to “formative exam”. However, if your rating is unsatisfactory, see your teacher for further instructions or go back to Learning Activity # 1. But if satisfactory you can proceed to Leaming Guide 29. Page2|15 | Author: Harari TVET Agency | EEL Level IVInformation Sheet-1 'dentifying specific communication needs of clients 1.1. Introduction ‘* Identifying information and communication needs The first step in the successful implementation of the accessible information standard is based on a consistent approach to the identification of patients’, service users’, careers’ and parents’ information and communication needs, where they relate to a disability, impairment or sensory loss. Communication and / or information needs must be identified at registration / upon first contact with the service or as soon as is practicable thereafter. This initial question may be asked over the telephone, face-to-face at a reception desk, as part of a registration or admission form or through an altemative process. In addition, communication and / or information needs must be identified proactively and opportunistically — the next time an existing patient / service user makes contact with / is seen by the service — but not retrospectively. There is no requirement for a retrospective search of records to identify already registered patients with needs, although this would be considered good practice. 1.2. Methods for identifying needs One of the fundamental principles of the Accessible Information Standard is that patients, service users, careers and parents should be asked to self-define their information and / or communication support needs, and it is these needs (and not their disability) which should be recorded. There is a clear rationale for this, in that the aim of Page3|15_ | Author: Harari TVET Agency | EEL Level IVthe Standard is to ensure that an individual receives information in a format that they can understand and any support which they need to communicate Recording that a person is ‘deaf’, for example, does not explain whether they are able to read written English. Assumptions about communication support or alternative formats required, or any recording of needs, must not be made without consultation with the individual themselves and / or, where appropriate, their career or parent Individuals must be asked about any information or communication support needs by a member of staff upon their first or next interaction with the service. This could, for ‘example, be over the telephone when calling for an appointment, results or repeat prescription, or face-to-face. Where the conversation is held face-to-face a private room or area should be offered and made available as appropriate. As a minimum, individuals should have two options or ways in which they can identify or explain their needs: a face-to-face conversation in a private room; and an online / paper form or similar document. One of these methods is likely to be suitable for many people, particularly if relevant members of staff have had appropriate awareness training in supporting people with communication needs. If questions are included as part of an online or paper form, for example a new patient registration form, many individuals will be able to read and complete such a form unaided or without professional assistance (particularly if relevant documentation is in line with ‘tips for printed communication. Data may then need to be manually entered onto patient record or administration systems by administrative staff, or, in the case of online entry, it may automatically be uploaded into the patient's record In addition, individuals may be asked to advise the service of their communication or information needs via inclusion of a request in a ‘generic’ letter such as an invitation to attend a ‘flu jab’ clinic, newsletter or via posters or onscreen information in a waiting area, or via contact by email or text message. Patients with such needs may then be prompted to speak to a member of staff, and may feel more confident or comfortable in doing so. For example: Page4|15 | Author: Harari TVET Agency | EEL Level IVAnytown Surgery We want to get better at communicating with our patients. Wewant to make sure you can read and understand the information we send you. If you find it hard to read our letters or if you need someone to support you at appointments, please let us know. We want to know if you need information in braille, large print or easy read. We want to know if you need a British Sign Language interpreter oradvocate. We want to know if we can support you to lipread or use a hearing aidor communication tool. Please tell the receptionist when you arrive for your next appointment, or call us (ON XXXXXXXXXX between XX and Xx. Thank you. Page5|15 | Author: Harari TVET Agency | EEL Level IV Date: may 2020 Version: 1Self-Check -1 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: 1. How could you identify communication needs? (3 points) 2. Demonstrate Methods for identifying needs? (3 points) Note: Satisfactory rating - 3 points Unsatisfactory - below 3 points ‘You can ask you teacher for the copy of the correct answers. Answer Sheet Score = Rating: Name: Date: Short Answer Questions Page6|15 | Author: Harari TVET Agency | EEL Level IVMeeting different approaches used to Information Sheet-2 2.1. Meeting communication and information needs The final step for the successful implementation of the accessible information standard is based on taking steps to ensure that the individual receives information in an accessible format and any communication support which they need ‘* Overview of requirements that meeting of needs of client Services must provide one or more communication or contact methods which are accessible to and useable by the patient, service user, careers or parent. The method(s) must enable the individual to contact the service, and staff must use this method to contact the individual. Examples of accessible communication / contact methods include ‘email, text message, telephone and text relay. Information, including corespondence and advice, must be provided in one or more accessible formats appropriate for the individual in line with records made in this regard. Where systems are used to auto-generate correspondence, systems must identify a recorded need for an altemative format and either automatically generate correspondence in an appropriate format (preferred) or prompt staff to make alternative arrangements. Systems must prevent correspondence from being sent to a patient in a standard format where this is not suitable / not in line with their recorded needs. Where needed, appropriate, professional communication support must be arranged or provided to enable individuals to effectively access / receive health or adult social care, to facilitate effective / accurate dialogue, and to enable participation in decisions about their health, care or treatment Appropriate action must be taken to enable patients, service users, careers and parents to communicate, including through staff modifying their behavior and / or supporting the use of aids or tools. This includes provision of communication support for individuals | Page?|15 | Author: Harari TVET Agency | EEL Level IVaccessing both outpatient and inpatient services, including long-term care and those in receipt of publicly-funded social and / or NHS care whilst resident in a nursing or care home. g of needs under the four categories / subsets As outlined in the specification, the accessible information standard has defined four new subsets to which communication codes have been associated and which are now available for use (noting that their use is mandated in line with the conformance criteria and timescales set by the Standard): ¥ Accessible Information - requires specific contact method Y Accessible Information - requires specific information format ¥ Accessible Information - requires communication professional Y Accessible information - communication support Page8|15 | Author: Harari TVET Agency | EEL Level IVSelf-Check -2 Written Test Directions: Answer all the questions listed below. Use the answer sheet provided in the next page 1. Describe meeting communication and information needs? (3 points) 2. Demonstrate categories of meeting of needs? (3 points) Note: Satisfactory rating -3 points Unsatisfactory - below 3 points ‘You ean ask you teacher for the copy of the correct answers Answer Sheet Score = Rating: Name Date: Short Answer Questions Page9|15 | Author: Harari TVET Agency | EEL Level IVInformation Sheet-3 | Addressing conflict promptly and in a timely way 3.1. Promoting a respectful and collaborative workplace lities of client in commu + Roles and responsi ation system All members of a group have the responsibility when communicating with individuals or groups within any organization or society have: ¥ Recognizing their role in contributing to constructive and collaborative working relationships; ¥ Raising concerns regarding inappropriate behavior in the workplace when it is witnessed or when it is brought to their attention; ¥ Resolving concerns and conflict constructively including communicating in a manner that aims to strengthen relationships, and attempting to utilize self-help pathways if possible; Y Collaborative problem solving including providing observational feedback to other staff members they have a concem with; Y Participating in the resolution pathways in good faith and maintaining confidentiality; ¥ Not victimizing, harassing or taking part in any inappropriate behavior toward any staff member involved in the resolution pathway; and ¥ Not raising vexatious, malicious or frivolous concerns Leaders and supervisors have a pivotal role in monitoring the workplace and managing workplace concerns or conflicts in a manner that prevents impact on the broader team. A leader or supervisor has a responsibility to:- ¥ Lead by example and promote a respectful and collaborative workplace that engages in constructive conversations; Y Be familiar with and actively promote this procedure; ¥ Monitor the workplace for early identification and resolution of workplace concems and conflict; Page10|15 | Author: Harari TVET Agency | EEL Level IVY Monitor staff member well-being for any possible indications of negative impact ‘on emotional or psychological health; Y Address less serious issues at the local level in order to prevent it from escalating to a more serious matter and seek advice in this procedure from Human Resource Services or other parties if needed; Y Encourage staff members to use the Self-Help Pathway early; ¥ Conduct an initial assessment of the concern and implement the most appropriate resolution pathway; Y Adhere to the specified timeframes; ¥ Make file notes of their involvement; ¥ Treat all workplace concerns and conflicts seriously, fairly, impartially and confidentially; ¥ Assist in ensuring the parties to a workplace concem are free of unfair repercussions, disadvantage, victimization and harassment; Y Ensure that while the resolution pathways are being followed, there should be as little disruption to work as possible; Y Monitor the working relationship following the resolution of a concern or conflict; Y Refer serious matters to other appropriate procedures, the complaints office or human resource services. Page11|15 | Author: Harari TVET Agency | EEL Level IVSelf-Check -3 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page 1. How could you recognize the role in contributing to constructive and collaborative working relationships? (5 points) Note: Satisfactory rating -3 points Unsatisfactory - below 3 points ‘You can ask you teacher for the copy of the correct answers. Answer Sheet Name: Date: ‘Short Answer Questions Page12|15 | Author: Harari TVET Agency | EEL Level IVOperation Sheet 1 | CONTENT- 1. Method of developing specialized communication skills among individuals, groups and organization. Step 1- Step 2- Step 3- Step N Operation Sheet 2 CONTENT- 1. Procedures for applying specialized communication skills among individuals, groups and organization. Step 1- Step 2- Step 3- Step N Page 13/15 ‘Author: Harari TVET Agency EEL Level IV Date: may 2020 Version: 1LAP Test Practical Demonstration Name: Dat Time started: Time finished: Instructions: Given necessary templates, tools and materials you are required to perform the following tasks within 10 hour. Task 1. Task 2. Task N. Page14|15 | Author: Harari TVET Agency | EEL Level IVList of Reference Materials Web address 1. https://modules.arviebabol.com/files/PROG 1 1/Lesson%201%20Utilizing%20Specialize 4%20Communication20Skills.pdf 2. hitps://www.coursehero.com/file/3671635 1/Ut Skillspdfi 3._https://www.coursehero.com/file/p71l4bn/BA SIC-COMPETENCIES-UNIT-OF- ing-Specialized-Communication- COMPETENCY-UTILIZE-SPECIALIZED-COMMUNICATION-SKILLS/ |. hitps:!/www.seribd,com/presentation/240911357/Utilize-Specialized-Communicaton hitps://na.ua.es/dspace/bitstream/10045/4457/1/Lesson pdf ‘raining gov.aw/TrainingComponentF iles/HLTOT/HLTCOM301C_RI.pdf i ‘raining gov.aw'TrainingComponentF iles/CHC08/CHCDIS301B RL .https://www.england.nhs.uk/wp-content/uploads/20 1 6/04/Meeting-information-and- communication-needs.pdf 9. hittps://www.manage gov. in/stud ymaterial/EC.pdf 10, https://ire.queensu.ca/sites/defaul/files/articles/coates-furlong-downie-conflict- management-and-dispute-resolution-systems.pdf_ 11. hitps:/www.researchgate.net/publication/325546183 CONFLICT RESOLUTION AN D_ANGER MANAGEMENT. 4. 5 6. htt 1. 8. 12, hitps:/Awww.neweastle.edu.aw/ _data/assets/pdf_file/0007/89242/resolving-workplace- concerns.pdf 13. https://hrdailyadvisor. blr.com/2013/06/24/6-steps-to-conflict-resolution-in-the- workplace! Page15|15 | Author: Harari TVET Agency | EEL Level IV Date:- may 2020 Version: 1ELECTRICAL/ELECTRONIC SERVICING MANAGEMENT Level IV LEARNING GUIDE # Unit of Competence: | Utilize Specialized Communication Skills Module Title: Utilizing Specialized Communication Skills LG Code: EEL EES4 M07 L01-LG-27 | TTLM Code: EEL EES4 TTLM 0220v1 LO2:- Contribute to the development of communication strategies Page1|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Instruction sheet 1 Learning Guide #28 This learning guide is developed to provide you the necessary information regarding the following content coverage and topics:— ‘+ Developing, promoting, implementing and reviewing strategies for intemal and external dissemination of information * Establishing and reviewing channels of communication ‘* Providing production process in effective communication © Maintaining production related network and relationship * using negotiation and conflict resolution strategies * Carrying out appropriate communication with trainees This guide will also assist you to attain the learning outcome stated in the cover page. Specifically, upon completion of this Learning Guide, you will be able to — + Contribute to the development of communication strategies ‘+ Identify and confirm the coaching processes ‘+ Define Guidelines for written records Learning Activities 1, Read the specific objectives of this Learning Guide. 2. Read the information written in the “Information Sheets 1” in pages 3-10. 3. Accomplish the “Self-check’ in page 10. 4. If you eamed a satisfactory evaluation proceed to “formative exam”. However, if your rating is unsatisfactory, see your teacher for further instructions or go back to Learning Activity # 1. Page2|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Information Sheet-1 DevelopingStrategies for internal and external dissemination of information 4.1. Introduction to communication and dissemination strategies of information Internal and external communication and dissemination strategy Dissemination activities will play a vital role within organization as a means of communicating purpose, activities and results at every stage during the project lifetime. Dissemination and communication efforts will branch out mainly in two directions, namely rising awareness and promoting consensus among stakeholders to ensure reaching goals and objectives, on the one hand, and popularization and visibility to the wider public, on the other. The Strategy will answer five main questions related to: Scope and objectives (Why?), Key communication messages (What?), Target groups and stakeholder integration (Where?), Pens Communication channels and methods (How?), and 5. Communication actors (Who?). In collaboration with the stakeholder identification and networking activities that are carried out in communication strategy will identify the main target groups in key environmental, economic and social sectors and define the most appropriate methods to adjust and communicate results to: (i) policy and decision-makers at the global, EU, and national/regional levels; (ii) local governments; (il) environment managers and planners; (iv) NGO's: (v) farmers and business associations, (vi) citizens. The strategy represents a concise plan to guide the communication and dissemination. Efforts to target the various audiences and spread out clear, understandable, coordinated and effective messages, thus raising awareness and maximizing the benefits resulting from the communication strategy implementation. The implementation plan describes the concrete measures, timeframe and responsibilities of the partners Page3|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1during the course of the project and facilitates the monitoring and reporting of the project’s goals. «Dissemination actors (Who) Within the consortium of partners, WP6 will take the responsibility for coordinating communication and dissemination. All other communication partners are expected to take part in the dissemination activities and actively contribute to popularize with communication and its outcomes. + Dissemination leader Pen soft as the leader of WP6 will be the dissemination leader during the communication project lifetime. As the information dissemination leader, the communicators will be expected t a) Coordinate and monitor all dissemination activities. b) Organize dissemination activities on all project levels. c) Encourage partners to initiate and to participate. d) Reach out and establish working contacts with relevant activities. e) Ensure regular quality content for the various dissemination channels within this strategy + External communication & dissemination Communication as a process encompasses in itself different layers of interactions, Dissemination in this sense can be treated as a special case of communication, characterized with a more one-directional, one-to-many flow of information. Communication as a whole also includes more two-directional practices, where feedback is easily received and used for the purposes of the project. It is hard to make a clear distinction between the different communication and dissemination means on the basis of feedback, however a basic division between the two would mean including the following channels: {- Page4|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Self-Check -1 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page Name: Date: Short Answer Questions 1. Explain the ways of information dissemination among individuals, groups and organization? (3 points) 2. Explain the advantages of disseminating information among individual and/or groups? (3 points) Note: Satisfactory rating - 3 points Unsatisfactory - below 3 points ‘You ean ask you teacher for the copy of the correct answers. Answer Sheet Page5|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1| Information Sheet-2 | Establishing channels of commut 2.4. Channels and flow of internal communication The channels thorough which messages are transported represent the structure of internal communication (van Riel and Fombrun, 2006). Asvan Riel (1995) and Chandler (1962) emphasized that; the structure of internal communication follows both the structure of the strategy and the organizational culture. Indeed, “when a company has chosen for a business unit structure it would make sense to adapt the structure of the ‘organization of the communication to match this. Coneretely, in such a case, it means that the business units should receive their own authorities in the area of communication or the situation will be inadequate” (van Riel 1995, p. 232). Some channels are formal i.e., line communication and parallel communication; others are instead informal i. , interpersonal management communication and grapevine (van Riel 1995, van Riel and Fom brun, 2006). informal channels are usually conducted face to face, whereas formal ones are conducted in writing. Certainly line communication can also be performed informally through cascade (Greener, 2000). These channels relate to the communication flow, or the direction of the communication. Channels such as the line are related to a downward or upward flow (Green baum et, al. 1988, van Riel 1995). Channels such as parallel communi jion are related to lateral communication, * Communication climate The communication climate represents attitudes and feelings about how information is communicated (van Riel and Fombrun 2008, Smith et, al. 2001). As with the content, the communication climate is very important to consider when thinking about intemal communication because it influences organizational member's identification with the ‘organization for which they work. Communication climate can be open (information being disseminated in the organization is trustworthy and open), participative (employees have the 6 feeling of having a voice in the organization), and supportive (employees have the feeling of being taken seriously). Page6|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Each of these elements might have a different weight during the different phases of the downsizing process. Which types of content, channel, flow, and climates are important during and after the downsizing? In investigating this further, a review of the literature on downsizing as well as studies that consider communication to be a relevant element is in order. The presented four dimensions of internal communication and their components will be the lens through which the present paper develops the literature review of downsizing studies. Table 1. Four dimensions of internal communication Contents Messages on the function of the individual inthe organization (e.g, job tasks, performance feedback, ob opportunites inthe organization) “We Messages on the organization (¢g, information on organizational goals, mission, vision, strategic direction) Channels | Interpersonal management com. ial chm oa a fe (structure) ins Formal channel, writen tom Formal channel, writen Cd [normal channel fave to face fit | esmne From top down (usually line communication) Apri From bottom up (usually lie communication) i Between lines (usually parallel communication) Page?|28 | Author: Harari TVET Agency | EEL Level IV Date may 2020 Version: 1Self-Check -2 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: 1. Discuss about channels and flow of intemal communication? (4 points) 2. Explain types of channels that used for communication system? (4 points) Not : Satisfactory rating - 4 points Unsatisfactory - below 4 points You can ask you teacher for the copy of the correct answers Answer Sheet Score = Rating: _ Name: Date: Short Answer Questions Page8|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Information Sheet-3 | Providing Coache in effective communication 3.1. Communication: a coach's most important tool Communication is one of the most important skills a coach can have. It is not just about being able to demonstrate skills and knowing your sport's tactics. It is about creating a relationship with the person in front of you. Knowing what makes them turn up to your session each week and understanding what motivates them to keep turning up. * Effective communication to reach everyone Being an effective communicator means that you can get your message across to everyone you coach. This doesn’t have to include people who are deaf or hard of hearing, but if you can communicate effectively with someone whose hearing is impaired, you will find that your communication skills build better relationships and, therefore, more successful coaching sessions. «Verbal vs non-verbal communication Words are very important in communication, but it is not the only thing you need to focus on Albert Mehrabian, an American professor, talks about effective communication making up 7% spoken word, 38% tone of voice and 55% body language. This doesn't mean that words are not important. It means that to be an effective communicator, all three elements have to be saying the same thing at the same time. As humans we rank those three elements in that specific order + Using effective communication to create a positive welcome ‘As humans, our natural instinct is to be indifferent to another person who doesn't look like us, as long as they are not displaying any behaviors that we find aggressive. As a coach, when you meet someone for the first time (for example, a new person comes along to your session), you must create a welcoming and authentic greeting in the first few seconds. You can display this physically by smiling — with your mouth and eyes, Page9|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1and show an open body stance (palms out and away from your body). It is essential that you continue this behavior (keeping your words, tone of voice and body language open and friendly) to ensure that you maintain good communication and start to build a relationship with that new person. Most coaching is not about showing how much you know about a sport and creating winners. It is about building rapport and getting the best out of a person and allowing them to achieve what they are able to achieve. Effective communication will allow this to happen. Page10|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Self-Check -3 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: 1. Why communication uses a coach's as the most important tool of communication? (3 points) 2. Briefly describe about verbal vs non-verbal communications? (3 points) Note: Satisfactory rating - 3 points ‘You ean ask you teacher for the copy of the correct answers. Answer Sheet Score = Unsatisfactory - below 3 points Rating: Name: Date: Short Answer Questions Page%1|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Mi relationship ee, taining work related network and 4.1. Understanding the role of networking in organizations + Defining networking The first question we seek to address is “what is networking”? A primary weakness of the fragmented networking literature is the lack of a consensus definition. Throughout 147The role of networking the history of its study, networking has been operetionalyized in a variety of idiosyncratic ways. For example, some scholars view networking behaviors that focus on the goal of building relationships that will help individuals advance in their careers (e.g. Forret and Dougherty, 2004) whereas others propose that the definition of networking should be limited to those outside of one’s direct chain of command (Orpen, 1996). These differences in definition have important implications for how networking is conceptualized, related to other constructs, and measured. Furthermore, the lack of a unified definition limits the potential for developing a comprehensive understanding of networking as a behavioral phenomenon. In this section, we review several historical definitions of networking. From these definitions we identify and integrate common themes toward the end of developing a definition of networking which incorporates several of these common themes. Gould and Penley (1984) provided one of the first empirical definitions of networking where they described networking as ‘the practice of developing a system or ‘network’ of contacts inside and/or outside the organization, thereby provided relevant career information and support for the individual” (p. 246). However, by defining networking as the development of networks, this definition contained a tautology and was thus limited in its usefulness. Michael and Yuk! (1993) took a more interpersonal perspective by defining networking behaviors as, “behaviors designed to build informal interpersonal relationships with people inside and outside the organization. In general networking involves the exchange of affect (liking, friendship), information, benefits, and influence” Page12|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1(p. 328). The authors elaborated that many behaviors can be used to build and maintain networks, including calling and visiting people, socializing before and after formal events, attending social activities, doing favors, mentoring, informal conversations, or passing on gossip. In contrast, Orpen (1996) believed networking is primarily utilitarian in focus and should refer primarily to external connections. Accordingly, he defined networking as “the process of building up and maintaining a set of informal, cooperative relationships with persons other than the manager's immediate superior and subordinates in the expectation that such relationships will help or assist the manager to perform his or her job better" (p. 245). More recently, Forret and Dougherty (2004) defined networking as a tool for career development. Specifically, they conceptualized networking as “individuals’ attempts to develop and maintain relationships with others who have the potential to assist them in their work or career" (p. 420). Similarly, Wolff and Moser (2009) defined networking as “behaviors thal are aimed at building, maintaining, and using informal relationships that possess the (potential) benefit of facilitating work-related activities of individual by voluntarily granting access to resources and maximizing common advantages + Nomo logical network As we have already explicated what networking entails and how it is commonly studied, we next tum to the important topic of what networking is not. Considering networking in the context of similar constructs in the literature allows us to understand its value as a distinct and independent concept and to predict how it may be related to other organizational phenomena. Therefore, in this section we consider the Nomo logical network (j.e. the pattern of similarities, differences, and interrelationships of networking with related constructs) of networking and the implications for the study of networking and approaches to its measurement. Mentoring and networking are closely related concepts and both relate to types of social interactions in an organizational context. Indeed, some interactions could be classified as examples of both networking and mentoring. For instance, an employee may seek out a more experienced coworker for advice and about how to handle an issue and [Page13|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1thereby develop an interpersonal relationship. In such a situation, the employee giving advice may be a mentor whereas the employee seeking advice may be networking. However, differences exist in regard to the perspective used when referring to and studying these two distinct constructs. For example, workplace mentoring serves the purpose of personal and professional growth of the prote’ge’ (Kram, 1985). This mentor is commonly a supervisor or somebody in the organization, but can also be an individual in a lateral position or even in a different organization (Eby, 1997). Research on mentoring often focuses on the mentor or the relationship between the mentor and prote ge’(Alllen et, al., 2008). Networking, on the other hand, is typically more focused on the prote ‘ge’. For example, a researcher studying mentoring may examine whether job-related or career-related mentoring better predicts future outcomes, whereas a networking researcher may ask if itis better to seek out contacts helpful for your current job or for your anticipated career trajectory. Of course, the mentoring literature is still growing and developing, and the construct has expanded beyond its original form. Besides lateral and extra-organizational mentors (Eby, 1997) the concept of developmental networks has received attention (e.g. Dobrow and Higgins, 2005; Ghoshet al., 2013). Developmental networks refer to a network of individuals that are actively involved in a leader’scareer through support and identity development via developmental assistance (Higgins and Kram, 2001), and applies social network theory and methods to mentoring. Accordingly, developmental networks are an extension of mentoring and150CD119,2 Downloaded by 54.210.20.124 At 10:38 14 September 2015 (PT)sufficiently distinct from networking behaviors. In summary, although, many mentoring behaviors can be considered forms of networking, we believe the two constructs should be considered independently. [Page14|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Self-Check -4 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page 1. What is the meaning of networking in organizations? (3 points) 2. How could you understand the role of networking in organizations? (3 points) Note: Satisfactory rating - 3 points You can ask you teacher for the copy of the correct answers Answer Sheet Unsatisfactory - below 3 points Score = Rating: Name: Date: Short Answer Questions Page 15|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Information Sheet-5 Negotiating conflict resolution strategies 5.1, Negotiation Strategies Negotiation and Influencing Basics Negotiation Style Developing the Business Opportunity Progressing Negotiations From Agreed Terms to Binding Contract The Softer Side of Negotiation ‘Take-Home Messages Negotiation is participatory Positional negotiation is not effective Power in negotiation comes from preparation Preparation is necessary prior to any interaction with the other party Ninety percent of the negotiation process is done before the first meeting Listening is probably your most important skill to develop The Art of Effective Negotiation Know yourself Know your own organization Know the opposite party Definitions and Guidelines Negotiation facilitates agreement when some of your interests are shared and some are opposed Negotiation is the process of evolving communication to get from opposition to consensus, manage conflict and reach agreement Negotiation principles apply as much to your internal team as they do to an outside party Negotiation and influencing skills are critical to getting the best deal, facilitating problem solving, gaining support and building co-operative relationships Negotiation is central to gaining agreement and exercising influence Page 16|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1‘+ The ability to influence others and resolve conflict is at the core of successful business ‘+ Negotiation is an integrated process requiring: ¥ Effective communication Development of consensus (intemal & extemal) Process Management Influence building and relationship development Success in negotiation depends on confidence Confidence enables and arises from a) careful advance planning to. SN 4K 8 maximize options and b) working creatively during the negotiations to optimize the outcome ¥ Success is ultimately measured by the potential contribution of a deal to the bottom line of your portfolio ¥ Sometimes the best deals are the ones not donel Page1?|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Self-Check -5 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: 1, Demonstrate negotiation strategies? (3 points) 2. Briefly describe about components of negotiation strategies? (3 points) Note: Satisfactory rating - 5 points Unsatisfactory - below 5 points ‘You can ask you teacher for the copy of the correct answers. Answer Sheet Score = _ Rating: Name: Date: Short Answer Questions Page 18|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1, Communicating with clients and colleagues in Information Sheet-6 appropriate organizational objectives * Client communication When a client seeks a service from an agency, it is very important that a case or action plan is developed collaboratively to best meet the needs of the client. You need to take a number of considerations into account to ensure this occurs: Involve the client in the planning: ¥ Actively listen to the client’s needs and wants. y Identify and discuss any constraints on the client's ability to achieve identified goals, e.g. lack of finances, abilities, prerequisites, family responsibilities. ¥ Check that the client has understood the plan as it applies to them. v Encourage questions and provide further feedback «Provide a range of options: ¥ Offer activities and options which are appropriate and of interest to the client. ¥ Work on small steps that don't set the person up for failure. «Provide clear direction: ¥ Clearly state (both verbally and in written form, if appropriate) the exact steps required by the client and by the support worker. ¥ Ensure that the client has the information required to take action on their own * Provide resources to ensure the client can take the required action: v Practical resources (e.g. telephone card, transport, and cash.) y¥ worker support ¥ Contacts/networks. Aim for the client to leave the interview with a clear understanding, feeling comfortable about the planning opportunity and about asking further questions at any time. Page19|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1+ Giving feedback Feedback is often about giving people an account of their behavior or actions as it relates to a certain criteria. In a communities and disability services context, feedback and advice form an important part of client service work, usually in the form of information, opinions, observations and suggestions offered by- ¥ the client in relation to the way their case is being managed ¥ The support worker and other people involved with the client about their progress. Feedback may be provided formally or informally by:~ v The client ¥ Significant others (family members, cares, other workers, professionals, etc.) ¥ Service providers ¥ Your observations/experiences as the support worker ¥ Your supervisor andior co-workers. A formal feedback process may be necessary where support workers are responsible for monitoring specific activities of the client's action or case plan. An informal process may be to discuss issues with the client and provide advice. When giving feedback you need to consider the following guidelines: ¥ Be flexible about when and how feedback is given Be creative about the most effective ways to provide feedback. v Be prepared to listen and consider the ideas, opinions and problems raised by the other person. v Ask direct questions to clearly identify any problems or issues. v Show that you respect and value the individual contributions of the other person. ¥ Provide feedback in such a way that people feel involved and believe contact with you is worthwhile. v Practice good communication skills such as active listening, using appropriate language, explaining meanings and asking questions. [Page20|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1v Ask the other person for suggestions on ways to overcome any issues/problems you or they have with the action plan. + Referral to other agencies From time to time in your work as a support worker you or your client will decide that they require additional or specialist support services which your organization is unable to provide. This will require you to be involved in the process of referring your client onto another agency. «The referral process Each organization will have clear guidelines on the particular process required by that agency and you will need to familiarize yourself with those, including whether a formal referral report is required It is important that the referral process is handled sensitively and effectively. While you may have built a good relationship with the client over time, the specialist or other service will be new to the person. Both parties may need to be supported to ensure that the referral process is comfortable and successful for the client. Some major ways of supporting this process ai v Ensure a referral letter or report accompanies the client. (Make sure you have the client's consent for any release of information) ¥ Arrange for an advocate (friend, elder, and worker) to be present for the first interview. ¥ Ensure that an interpreter is made available if required. ¥ Arrange a meeting of appropriate people. ¥ Use augmentative communication systems or aids if required. * Consulting with clients and others It is important to involve your clients in any decisions that are being made to assist them. Your clients may be able to identify their need, particularly if they are voluntary clients. If your client is an involuntary client, you may need to establish formal mechanisms that will assess their needs, such as case conferences and interviews. [Page21|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1These mechanisms may be outlined in law or in your agency's policies or procedures. If you need to consult with others about your client, you need to have their consent to do 80. * Consulting with others about a client You may need to consult other family members, other service providers and other workers. It is important that you only disclose information about your client on a need-to- know basis. This will help you respect your client's right to confidentiality. Make sure you cater for any additional needs when carrying out an assessment. * Examining reports, individual plans and case notes If you are able to access case plans, action plans or court reports, you may be able to identify client needs, based on the information the reports contain. There is usually a lot of information in a case plan, ranging from concems people have regarding the client through to strategies to reach desired outcomes. Looking at reports and case plans may help you meet the information needs of the client. + Statutory obligations Statutory obligations may help determine the information needs of your client. If your client is on a court order, there may be requirements or responsibilities that the client has to meet. You or the agency may be operating under statutory guidelines. These guidelines may direct the manner in which information needs are assessed and responded to. * Resource files and directories Access to up-to-date resource files that contain information about organisations is important in providing information to clients, including «types of services available + eligibility criteria + hours available * contact name and phone numbers + Available formats for information, e.g. video, audio, muttiple languages. [ Page22|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1+ Making the referral When you have identified a need for referral, you may need to follow up by contacting suitable services, and making arrangements for the referral. Always check your ‘organization's policy and procedures regarding referrals, as you must comply with these. * Contact suitable services To assist you in selecting the most appropriate service, you may need to obtain a range of information. For example, you need to ¥ establish whether there are vacancies, or how long the waiting list is Y provide sufficient non-identifying information on your client's situation and needs ¥ confirm that the referral of this client is appropriate and that a relevant service can be provided ¥ discuss what the service can provide and obtain information about participation of your client ¥ Clarify any obligations in relation to you or your client (e.g. resources required such as transport, charges, etc.) ¥ discuss monitoring of progress, sharing of information and confidentiality ¥ discuss details and provide additional information required by the service ¥ Identify the other agency's referral protocols, e.g. ask if a written report is required and what form that will need to take. Ensure that any referrals are in line with agency policy and documented as required. * Make arrangements You will need to make clear arrangements in terms of documentation, appointments. costs and travel. Consider the requirements regarding: ¥ referral documentation to be provided ¥ checking and confirming arrangements with referral agency ¥ ensuring the client understands the referral requirements ¥_ timing of other commitments that you and your olient have ¥ funds required and how you or your client will access these [Page23|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1¥ How your client might travel to and from appointments. Do not to commit to any requirement that cannot realistically be met either by you or your client. + Support participation Clients may need to be given enough initial information to access the service and then ‘ongoing updates of information to maintain their commitment to working with a particular program or service. They may need support in attending services; it is not always easy to maintain a commitment to attending a service, particularly if it involves discussion of personal issues. itis important that you encourage attendance. You can do this by: ¥ discussing progress ¥ listening to difficulties and assisting your client to manage these ¥ Following up any problems which require your input or for which your client needs advocacy. If your client lacks confidence or is unable to clearly communicate their needs, you may need to consider: ¥ planning an initial visit to the referred agency, or attending the first appointment along with the client ¥ ensuring that the client has the opportunity to provide as much information as they can to the agency ¥ providing the client with as much information as possible to take charge of the process from that point on with your minimal support ¥ Encouraging the client to provide feedback on the quality of the service and ways that the service may or may not be meeting their needs. What you intend as encouragement may sometimes be seen as intrusion. Always take the lead from your client. If unsure, check if they would like to talk. If they don't, respect their wishes and remind them that you are available if they wish to talk later. When referring a client to another service or organization: Page24|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1¥ As a support worker, your role will involve providing these supports as part of your duty of care to your client (including the continuing provision of information) to empower clients in the use of services/programs. v A primary need and basic right for any client is to be treated with dignity and respected as an individual at all times. ¥ Support for the referral process would depend on individual need. It is important to discuss with the client your concerns and seek her perceptions of how she is progressing. This hopefully will lead to her agreeing with the need for specialist help and raising her motivation to work with the psychiatrist. ¥ The next step could be researching available psychiatrists in the area and seeking feedback from other consumers about the quality of service, ete; you could share this information with the client to inform a final decision. ¥ Once the referral appointment is made, the worker and client will agree on the content of a referral letter and the worker would discuss who, if anyone, the client would like to accompany her to the first appointment. ¥ Where appropriate to the case plan, the worker would monitor the client's progress with these specialist appointments and record this feedback in the case records, Guidelines for written records To write case notes records of interviews and reports: ¥ Write it up as soon as possible. v Record the date, time, location and names of those present for the interview. ¥ Record the source of information (who said what). Use inverted commas to indicate direct quotes. v_ Aim for accurate and objective reporting — avoid bias and judgment. ¥ Record facts rather than your opinions. Where interpretations are unavoidable, make it clear that the information is a personal interpretation, e.g. ‘It has been my observation that.” ¥ Record behaviors - what the person actually did, their actions or expressions. ¥ Distinguish between facts and inference — what actually happened, not what you thought might have happened. Page25|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1v Record the reasons why you made a decision. ¥ Omit any information that is unrelated to case management When you are writing your notes: ¥ Be concise. Use short sentences and paragraphs. ¥ Use plain, everyday language v Use active verbs rather than passive verbs. John drove the car’ (active) is preferable to 'The car was driven by John’ (passive), ¥ Set out information clearly, using appropriate headings ¥ Check for misspelled words and inaccurate or unclear statements. You should ensure that all case notes, records of interviews and reports you write are dated and signed and meet all other organizational requirements Page26|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Self-Check -6 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page Name Id No. Date Part I:- Choose the best answer 1. Interview procedures which of the following require a formal interview? ‘A) Being involved in a grievance process. B) Advising a client about a program they may be interested in. C) Preparing a case plan for a new client. D) Asking a colleague for advice about a client issue. E) Establishing whether a client has breached a court order. 2. Questioning techniques, clarification of points, agreement on statements of fact, and distinguishing between fact, opinion, assumption and hearsay are all strategies for: A) Establishing rapport B) Eliciting facts C) Giving feedback D) Client referrals 3. Referral describes when a case worker: A) engages with a client via two-way communication B) makes reference to another person in a client's case notes C) arranges for the client to see another service provider D) checks the accuracy of factual information 4. An interviewee mentions a minor incident involving verbal abuse by her new partner. While she dismisses it as ‘nothing really’ you are still concerned as she has a history of abusive relationships. What do you think is the most appropriate ways of recording this exchange? A) communication diary B) file note C) incident report Page27|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1List of Reference Materials Reference 1. hitps://modules.arvicbabol.com/files/PROG I 1/Lesson%201%20Utilizing%20Specialize 1%2 ication%420Skills. 2. hitps://www.coursehero.com/file/3671635 1/Utilizing-Specialized-Communii Skillspdff 3. _https://www.courschero.com/file/p7rl4bn/BA SIC-COMPETENCIES-UNIT-OF- COMPETENCY-UTILIZE-SPECIALIZED-COMMUNICATION-SKILLS/ 4, hitps://swww.scribd.com/presentation/240911357/Utilize-Spe 5. hitps://rua.ua.es/dspace/bitstream/10045/4457/1/Lesson pdf 6. https://training.gov.au/TrainingComponentF iles/HLTO7/HLTCOM301C_RLpdf 7. https://training. gov.au/TrainingComponent¥ iles‘ CHC08/CHCDIS301B RI é 5 eae ized-Communicaton management-and-dispute-resolution-systems.pdf 11. hitps:/www.researchgate.neU/publication/325546183 CONFLICT RESOLUTION AN MANAGEMENT concerns.pdf 13. https://hrdailyadvisor.blr.com/2013/06/24/6-steps-to-conflict-resolution-in-the- workplace! 14, https://www.egdi-scope.eu/wp-content/uploads/2012/09/D6_2-Communication-and- Dissemination-Sirategy-EGDI-Scope.pdf 15, https://ajpp-online,org/resources/ downloads/06- Creating AnE ffectiveDisseminationStrategy-AnExpandedWorkbook, 16. hitp://www.esmeralda- project.eu/getatt_php?filename=ESMERALDA%20General%420Communication%20and ¥%420Dissemination420Strategy FINAL 13427 pdf 17. hitps://catalogue.pearsoned.co.uld/assets/hip/gb/hip_gb_pearsonhighered/samplechapter/0 133052540.pdf 18. https://www.researchgate.net/publication/320391612 The effectiveness_of commun ion_channels_in_government_and_business_communication 19, htips://www research gate net/publication/320391612_The_effectiveness_of_communication channels in_government and business communication cal Page28|28 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1ELECTRICAL/ELECTRONIC SERVICING MANAGEMENT Level IV LEARNING GUIDE # Unit of Competence: | Utilize Specialized Communication Skills Module Title: | Utilizing Specialized Communication Skills LG Code: "EEL EES4 M07 L01-LG-27 TTLM Code: EEL EES4 TTLM 0220v1 LO3. Represent the institutionInstruction Sheet 1 Learning Guide # 29 This learning guide is developed to provide you the necessary information regarding the following content coverage and topics: — * Conducting research and presenting when participating in internal or extemal forums; ‘+ Delivering clear and sequential presentation; ‘+ Utiizing appropriate media to enhance presentation; ‘+ Respecting differences in views; ‘+ Writing written. communication should be consistent; + Responding inquiries with institutional standard. This guide will also assist you to attain the leamiing outcome stated in the cover page. Specifically, upon completion of this Learning Guide, you will be able to:~ Identify and confirm handling general inquiries; Identify and confirm communication with co-workers; Identify and confirm types of groups; Identify and confirm organizational group meetings - team meetings; Identify and confirm writing for organizational purposes Learning Activities 1. Read the specific objectives of this Learning Guide 2. Read the information written in the “Information Sheets 1” in pages 3-12. 3. Accomplish the “Self-check’ in page 12. 4. If you eamed a satisfactory evaluation proceed to ‘formative exam”. However, if your rating is unsatisfactory, see your teacher for further instructions.Information Sheet 1 Conducting research and participating in internal or external forums 3.1. The ways to structure your presentation Now that the brainstorming and rough draft are out of the way, it's time to start structuring your presentation. This is the moment when we introduce the storytelling aspect into the equation. All the information you have gathered and organized in your rough draft now needs some attitude to really get your message across. We are going to look at seven different styles of storytelling structures that work great for presentations. They all have a different style of delivery and cadence. Choosing which one works for your presentation will depend on your message and on who your audience is. 1. Fact and Story Apresentation with this story structure moves back and forth between facts and stories, between “what is” (the present reality) eget prone neTMelia Seen process or plan to Cree sci urenul iaeSea Tey) eis lke aclimb uphill SOM SCN Tc att Tor thepres a can really impr vation,CD cli Wd. Situation - Complication - Resolution in the realm of B2B sales and business consultancy, most presentations follow curs eye cee aC € vent F inked by the words but and therefore. USCC coSituation - Opportunity - Resolution Asimilar structure to the one above, this structure is perfect Pieter teers oa Hook, Meat and Payoff Secret aL De tesa eae storytelling, While the Hero's Journey is more of a literary technique; Pee ae eee a rer)The presentation progresses in an upward motion following these steps:- 1. The lay of the land shows how things stand right now, what the destination is and how you plan to get there. The point is to get the audience excited and on board as quickly as possible by showing them the entire process straight up. Tell a story that relates directly to the introduction. Better yet, start with a story; 2. The roadmap is a visual map of how you will get to the final destination and reach the resolution. Set the audience on the right track; 3. The first step begins the adventure to get where you want to go; 4, The next steps are the middle section of the presentation, where all the steps are laid out one by one; 5. Almost there is the catharsis where you look back at how much has changed and progressed since the first step; 6. The arrival is the celebration of the end of the joumey. The audience should fee! like they have learned something new and gained new knowledge.Self-Check - 1 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: 1. Demonstrate the ways to structure your presentation? (5 points) Note: Satisfactory rating - 3 points Unsatisfactory - below 3 points You can ask you teacher for the copy of the correct answers. Answer Sheet Score= Rating: Name: Date: Short Answer QuestionsInformation Sheet-2 | Delivering presentation clear and sequential 3.2. To deliver presentations clearly and sequentially use presentation skills Public speaking is one of the hardest things to master. The trick to delivering a powerful presentation is to prepare carefully, take it slowly on the day and be enthusiastic about your topic. But presenting is not just about speaking to an audience of 1000s ~ the one- ‘on-one presentation you give to your boss can be just as important to you career and needs the same skill set discussed below. + Planning your presentation - prepare with care:- Start, by thinking about your audience and what aspect of the topic they are most likely to be interested in - you should be able to state the purpose of the presentation in an easy sentence. Then list your key points and write down the general structure of the presentation ahead, If you need to, write down every point that you want to cover and practice until you are totally comfortable with the material. + Delivering your presentation On the day, get a good night's sleep beforehand. Eat a healthy breakfast and try and free your schedule, so you're more relaxed going into the presentation. 2. Check out the venue — before you speak (even the day before) walk around the room or auditorium, sit in different seats to see what your audience will see and make sure you know exactly how the technology works. Practice using the presentation technology and know where the ‘help’ is most conferences have onsite technical support staff. 3. Before you present, spend 15 minutes going over your presentation. Then take 15 minutes off. Don't make last minute changes! Use the quiet 15 minutes to manage your reaction to nerves: a. Go to the toilet beforehand and avoid stimulants; you already have a powerful stimulant in the form of adrenalin in your system. Have a small drink of water to off set the dry- mouth effect of adrenalin. b. Then use the next 5 to 10 minutes to park any extraneous thoughts and worries that may interfere with your concentration, don’t ignore them - theyneed acknowledging (or they will come back at the most inappropriate moment), either physically write them down and put the note somewhere safe or use a virtual technique ‘such as the ‘Actors Box 4 ’ to hold them for a while. c. Then concentrate on your breathing for 5 minutes5. This focuses your thoughts, relaxes you and gets rid of any nerves. 4. Delivering the presentation: Remember, the open and close of your presentation are the most important parts. So put in extra effort into the opening to make it memorable - “In less than a minute, your audience forms impressions of you and your credibility based on what you say and how you say it". a. Your greeting is an essential element of your presentation, it is your first and best opportunity to establish rapport with listeners and you only get one chance to make a good ‘first impression’.Self-Check -2 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page 1. How could you deliver your presentation clearly and sequentially? (6 points) Note: Satisfactory rating - above 3 points Unsatisfactory - below 3 points +her for the copy of the correct answers, You ean ask you tes Answer Sheet Score = Rating: Name Date: Short Answer QuestionsInformation Sheet-3 | Utilizing appropriate media to enhance presentation 3.1. History of media use In a sense, teaching has always been a “multimedia” enterprise; instructors have typically spoken aloud to, drawn pictures, and attempted demonstrations for the benefit of their students. What has changed has been the evolving technology available for combining and delivering that information. Instructors who began teaching in the 1960s ‘or 1970s probably remember a time when the chalkboard was the main form of instructional media used in psychology classrooms, perhaps supplemented by mimeographed handouts and occasional glimpses of a sheep brain, an operant chamber, or a plastic model of an eyeball. These instructors may recall the enthusiasm with which students greeted the introduction of “new technologies” such as photocopied illustrations, slides depicting visual illusions, filmstrips with audio narration, and especially full motion 16-millimeter films with reenactments of classic experiments. © Rationale for multimedia use Why would any instructor want to use multimedia materials in the classroom? To a certain extent, psychology instructors have adopted these new types of media simply “because they could.” As each improvement in technology became available (in many cases with the support of textbook publishers), instructors who saw themselves as “hip, cool, and hi-tech” quickly incorporated the new tools, correctly perceiving that slick multimedia presentations have a certain amount of entertainment value for students. However, this rationale misses the point; in fact, the use of multimedia materials has substantial grounding in cognitive theory and research although, as is often the case, the research evidence followed the widespread use of these materials rather than preceded it+ Instructional techniques for appropriate multimedia use Prepare a class plan. The class plan is perhaps the most important resource for the successful use of multimedia materials, because it guides the selection of media and provides the context for each media element. Conceived of in this way, multimedia programs and materials are tools to direct attention and emphasize key points that are best understood visually rather than all-purpose guides for every point of every lecture. Instructors who begin integrating multimedia into their classes often report that the media use forced them to improve the organization of their class sessions, which may be an added benefit to students. Develop the class plan as a slide ware presentation. Many instructors use PowerPoint, keynote, flash, or a series of linked web pages to organize and present their lecture outline and media. Because Power Point is available ‘on nearly 100% of classroom computers, it has become the organizing tool for most instructors. Thus we will focus our comments on power point, even though we recognize that other tools have some specific advantages. Build in some flexibility. One major objection to integrating slide ware fully into classroom courses is that it would rob instructors of their flexibility to diverge from the topic, or go into more depth on one topic, or make an adjustment in response to student questions. The perception of loss of flexibility is related to the amount of planning that it takes to develop a slide ware presentation. Once developed, instructors feel that they have to stick to the order and get through all of the content. But there are ways to get around this situation. Remember that less is better when it comes to slide ware. by creating guiding bullets as opposed to paragraphs of text, maximizing clarity, strategically including visuals for specific impact rather than just because they may be cute, and minimizing distraction, the slide ware becomes more of a guide than a script, allowing instructors to take charge of the flow and use the program to direct it.Self-Check -3 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: 1. What is multimedia and audio visual presentation? (4 points) 2. Explain the advantages of audio visual presentation for effective communication? (4 points) Note: Satisfactory rating - above 4 points Unsatisfactory - below 4 points You can ask you teacher for the copy of the correct answers. Answer Sheet Score = Rating: Name Date: Short Answer QuestionsInformation Sheet-4 iewing differences in respected 4.1. Views of presentation The views in power point that you can use to edit print, and deliver your presentation are a! 5 follows:- y¥ Normal view; Slide Sorter view; Notes Page view; Outline view (Available in PowerPoint 2016 for Mac and newer versions); Slide Show view; CARRS Presenter view; ¥ Master views: Slide, Handout, and Notes. + Types of presentations v v v v v Informative: - these presentations are brief and to the point. Informative presentation:-pros and cons + pros ~+ cons — (5 mins!) Instructional:-these presentations give specific directions or orders Instructional presentation: - pros and cons + pros ~ + cons ~ (5 mins!) Effective presentation skills: - Presentation can be defined as a formal event characterized by teamwork and use of audio-visual aids. .. A good presentation should have a good subject matter, should match with the objective, should best fit the audience, and should be well organized. How you deliver your message is actually a vital component of the message itself. The three useful shadow effects in power point. In this article, you will lear the 3 types of shadow effects in power point outer, inner and perspective. Know about what each type i is used for and see examples of how to use them. Shadows make your objects and images pop out of your slide. Your presentation method that is, the way in which you deliver a presentation is just as important as organizing your material ahead of your presentationSelf-Check -4 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: 1. What are views of presentation? (3 points) 2. The main advantages of presentation? (3 points) Note: atisfactory rating - above 3 points Unsatisfactory - below 3 points ‘You ean ask you teacher for the copy of the correct answers, Answer Sheet Score = Rating: Name Date: Short Answer QuestionsInformation Sheet-5 | Responding written communic: 5.1. Written communication Sooner or later, you will need to communicate in writing. You will write down phone messages, leave notes for your co-workers, post a notice, and reply to email inquiries. Your job may even be to write business letters to external customers. In Module 1 - Verbal Communication - you learned that the actual words you say contribute less than 10% of the meaning of your message. However, when you communicate in writing, the actual words are all you have to get your meaning across. Much more than with verbal communication, communicating in writing depends on how you encode your message * Qualities of good written communication Communicating effectively in writing requires attention to all aspects of the product: content, organization, tone, and appearance. Regardless of the form of your written communication, it should be, without fail: + Composed correctly - Check your grammar and spelling. When in doubt, have your writing checked by an expert + Composing email messages There are basic rules to follow when you write for work. The bottom line is: the email messages that you send as an employee will look very different from the emails you write to your friends. + Correct composition Your friends don't care if you use complete sentences and words, correct grammar, and correct spelling. Your supervisor and coworkers do. In fact, the importance of correct spelling and proper grammar cannot be overemphasized. * ClarityIt won't bother your friends if you send them a message that is garbled. But it will bother your supervisor and your coworkers if you send one to them. PROOFREAD your message to make sure it says what you mean. Look for ambiguities. «Use these strategies to write clear messages Don't expect your reader to identify you from your email address. Identify yourself. 2. Keep the message as focused and short as possible. 3. Get to the point right away without being too curt 4. Use short paragraphs and bullets to break up long blocks of text. If you have multiple subjects in one message, number them, and start your message by telling the reader how many parts there are. 5. Write a meaningful subject line that describes the content and gives your reader a reason to open your message. Avoid a generic subject, including the dramatic: “Important! Read Immediately!” What is important to you may not be important to your reader. Rather than announcing that your message is important, write an informative subject that communicates the gist of what you feel is so important: “Emergency: All Cars in the Lower Lot Will Be Towed in 1 Hour.”Self-Check -5 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page. 1, What is written message? (3 points) 2. How could you use these strategies to write clear messages? (3 points) Note: Satisfactory rating - above 3 points Unsatisfactory - below 3 points ‘You ean ask you teacher for the copy of the correct answers. Answer Sheet Score = Rating: Name: Date: Short Answer QuestionsResponding inquiries in manner of consistent with organizational standards Information Sheet-6 6.1. Handling gener inquiries All workers within an organization are bound by the standards and guidelines of the organization. Among these standards will be those required for responding to inquiries. Consider a checklist like the one below to ensure that you have covered all you need to when responding to inquiries. v_ Am | clear about what specific information is needed? ¥_|s that information available in my agency? ¥ Does the person making the request have special needs that | must be aware of? ¥ Who is the most appropriate person to approach with the request? ¥ Have | kept in mind the confidentiality policy? ¥ Is the response | am giving in relation to the request clear and relevant? ¥ Is additional or supporting information required? ¥ Should this be referred to another agenoy or person? ¥ Does my agency have a policy around the release of this information? Ask the inquirer how you can help. Ask further questions to clarify the nature of the inquiry and provide a response, or direct the enquiry to a more appropriate person. Provide feedback to the person making the inquiry. For example, restating what you understand the request to be is a sound strategy that could save you time later. «Communication with co-workers Workers communicate with each other informally and formally in any organization. In an informal sense, workers often share a break and talk about personal aspects of their lives, such as families and interests. They may also discuss general workplace issues and share information informally. These formal meetings are recorded and documentary evidence of a worker's participation is maintained within the organization. While much of this communicationoccurs face to face, there are many other communication strategies used within a workplace. {yy Material such as letters, memos, reports, workplace documents, minutes of meetings, submissions, mission statements, newsletters, notices, press releases, flyers, and brochures. ty" Meetings, interviews, presentations, conferences, committees, formal speeches, training courses. cent Charts, diagrams, pictures, symbols, photographs, signs. [gy Techrotoateat Email, fax, telephone and teleconferencing, videoconferencing and sharing media such as video or audiocassette, CD-ROM, or Flash drive. Organizations will choose different communication channels for different purposes, for ‘example + a formal monthly report to the management committee + weekly staff meetings within operational divisions + areception area notice board to inform clients + newsletter to inform volunteers + periodical networking meeting to inform other providers + Email messages between support workers. + Working with groups Working within communities and disability service organizations often involves you in group work. Working with people in groups is a specialized skill. It is important that you understand group dynamics in order to optimize the outcome of your group work, whether that be working with clients or with other staff. ‘A group can be defined as a number of individuals who share a common goal or purpose. As a support worker, attending to the key principles of facilitation andempowerment will assist you to involve group members in group activities and decisions. + Types of groups The communities and disability services field supports a broad range of groups, from formal industry groups, work teams or client groups to less formal recreational and self- help groups. The group may meet face to face, or interact via telephone, email, video link or other communication process. «Formal groups A formal group is one that has officially prescribed goals and relationships. Support workers may participate in or organize a range of formal groups to achieve business ‘outcomes or support clients with specific needs. For example, a number of clients may have similar goals, and providing group facilitation may be more effective than working with individuals. The group may address the needs of such clients as: ¥ survivors of child sexual abuse < children touched by domestic violence bereaved children's group Alanson and A lateen < ra Gamblers Anonymous divorce recovery groups Self-esteem and peer support groups. < xSelf-Check -6 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page 1. List two reasons why a group may be formed? (5 points) Note: Satisfactory rating - above 3 points Unsatisfactory - below 5 points ‘You can ask you teacher for the copy of the correct answers. Answer Sheet Score = Rating: Name: Date: Short Answer QuestionsOperation Sheet 1 CONTENT- Operation Sheet 2 CONTENT- Procedures for --—-—-—-- Step 1- Step 2- Step 3- Step N Operation Sheet-N CONTENT-N Techniques for Step 1- Step 2- Step 3- Step NLAP Test Practical Demonstration Name: Date: Time started: Time finished: Instructions: Given necessary templates, tools and materials you are required to perform the following tasks within — hour. Task 1. Task 2. Task N.List of Reference Materials Reference 1. https://modules.arviebabol.com/files/PROG 1 1/Lesson%201%20Utilizing%20Specialize 4%20Communication%20Skills.pdf 2. https://www.coursehero.com/file/3671635 1/Utilizing-Specialized-Communication- Skillspdfi 3._hitps://www.courseh ero, com/file/p7rl4bn/BASIC-COMPETENCIES-UNIT-OF- COMPETENCY-UTILIZE-SPECIALIZED-COMMUNICATION-SKILLS 4. https://www.scribd.com/presentation/240911357/Utilize-Specialized-Communicaton 5. hitps://ua.ua.es/dspace/bitstream/10045/4457/1/Lesson pdf 6. hitps://training.gov.au/TrainingComponentF ile HLTO7/HLTCOM301C_RLpdf 4 8. https: //training.gov.au/TrainingComponeat¥ iles‘CHC08/CHCDIS301B RL pdf |. https://www.england.nhs uk/wp-content/uploads/2016/04/Mecting-information-and- communication-needs.pdf 9. hitps://www.manage. gov. in/studymaterial/ ECpdf ). https: //ire.queensu.ca/sites/default/files/articles/coates-furlons management-and-dispute-resolution-systems,pdf 11. hitps://www.researchgate, net/publication/325546183 CONFLICT RESOLUTION AN D_ANGER MANAGEMENT. 12. https://www.neweastle.edu.aw'_data/assets/pdf_file/0007/89242/resolving-workplace- concerns.pdf -downie-conflict- s-to-conflict-resolution-in-the- Dissem ination-Strategy-EGDI-Scope.pdf 15. https://ajpp-online.org/resources/downloads/06- Creating AnE ffectiveDisseminationStrategy-AnExpandedWorkbook J 16. http://www.esmeralda- project.ew/getatt, php? filename=ESMERALDA%20General%20Communication%20and ‘%2ODissemination%20Strategy FINAL_13427. 17. https://catalogue.pearsoned.co.uk/assetvhip/gb/hip_gb_pearsonhighered/samplechapter/0 133052540,pdf 18. https:/vww.researchgate, net/publication/320391612 The effectiveness of communicat 19, hitps://www.researchgate.nel/publication/320391612_ The effectiveness of communicat ion_channels_in_government_and_business_communicationELECTRICAL/ELECTRONIC SERVICING MANAGEMENT Level IV LEARNING GUIDE # Unit of Competence: Utilize Specialized Communication Skills Module Title: Utilizing Specialized Communication Skills LG Code: EEL EES4 M07 L01-LG-27 TTLM Code: EEL EES4 TTLM 0220v1 LO4. Facilitate group discussion Paget|32 | Author: Harari TVET Agency | EEL Level lV Date= may 2020 Version: 1Instruction sheet Learning Guide # 30 This learning guide is developed to provide you the necessary information regarding the following content coverage and topics:— * Defining and implementing mechanisms of effective group interaction; * Using strategies that encourage all group members; © Setting and following objectives and agenda; * Providing relevant information to group to facilitate outcomes; © Undertaking evaluation of group communication strategies; * Identifying and addressing specific communication needs. This guide will also assist you to attain the learning outcome stated in the cover page. Specifically, upon completion of this Learning Guide, you will be able to — + Identify and confirm good technique for negotiation + Identify and confirm responding to grievances + Identify and confirm mediation process + Identify and confirm facilitate group discussion Learning Activities 1, Read the specific objectives of this Learning Guide. 2. Read the information written in the “Information Sheets 1" in pages 3-31 3. Accomplish the “Self-check 1- 6" in page 3-31 4. If you eamed a satisfactory evaluation proceed to “formative exam”. However, if your rating is unsatisfactory, see your teacher for further instructions or go back to Learning Activity # 1. Page2|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Information sheet 1 D&fining and implementing mechanisms of effective group interaction 4.1. Mechanisms of effective group interaction + Responding to grievances Many conflicts can be resolved with good communication skills. At other times, conflicts may be more serious, perhaps resulting in a formal complaint or grievance. In these situations you have a duty to follow your organization's written policy and procedures. If you are involved in a conflict, you may be required to:- ¥ Inform the person or people involved that you must report the problem ¥ Report the matter to your supervisor or other appropriate person ¥ Document all the issues, dates, actions, etc. In a factual and objective manner ¥ Provide documents and forms, and attend interviews as required Managing grievances requires a good balance of acknowledging emotions and extracting factual information. If you are assisting with conflict resolution, procedures could include: a) Inform the people involved (in writing) of the process to be followed. b) Interview the people involved together and separately as appropriate. c) Document the process, outcomes and action agreed upon. d) Take action, review action. e) Follow up as appropriate. Any interview should end with clear outcomes indicating action to be taken, which is responsible for the action, and a strategy agreed to for reviewing the action and the process generally. if the conflict is an emergency situation:- y¥ Act immediately to deal with the emergency, according to organizational policy and guidelines; ¥ Contact the appropriate staff to manage the problem; Page3|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Once an emergency is under control, those involved may require debriefing from an appropriate staff member. + Negotiation Negotiation is a process for reaching an agreed outcome between two parties who seem to have opposing outcomes. The negotiation process involves developing rapport and establishing a common ground. A good technique for negotiation is to work through the following steps:- a) Allow others to state their case without interruption. b) Validate the other person's proposal — 'That's a very good point.’ c) Give direct feedback, showing sensitivity to their viewpoint you see it that way." d) Remain flexible, and make suggestions about how the situation could be ‘l understand why resolved. Would you feel better about it if | ...2" ) Express feelings. '| am concemed that f) List all available options — 'Perhaps we could 9) Find common ground - 'We both want clients to have the best service possible.’ h) Engage in problem-solving by using open-ended questions and accepting feedback. 'How do you think we could do it differently?’ i) Get agreement by identifying the highest common intent. We can both agree on Once you have established your common ground, work from there. + Mediation process Mediation processes allow for the identification of individual issues and the exploration of the history of the conflict. Mediation differs from negotiation in that it involves a third party, the mediator and is usually a more formal process. Mediation is often appropriate when:- ¥ The people involved have failed to negotiate an outcome between them. v Constraints between parties mean that they are unable to communicate effectively. vA formal grievance process requires an independent facilitator. {Page4]|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1‘ Mediation is often conducted in the following way:- ¥ All people involved are invited to attend an interview. (This could also include a mentor or support person.) ¥ The people being interviewed are given details of the interview in writing in advance. v The purpose of the interview and the procedure to be followed are clearly explained to all those in attendance. ¥ Allattendees are introduced and their reason for being there is explained. v- The person presenting the problem presents their report or story. ¥ Time is allowed for the person to express themselves fully without interruption. v Anyone else involved is given time to present the facts from their perspective. v The problem/issue/reason for conflict and its severity are clearly defined and agreed upon. ¥ Options for possible solution/solutions are identified and discussed. ¥ Decisions about strategies for solution/s are made and agreed on by all concemed. ¥ Action required and those responsible are identified, agreed upon and written down so that everyone is clear about the process. vA date is agreed upon to come back and review the situation, to ensure that the matter has been resolved to everyone's satisfaction. «Referral to mediation The crisis stage of conflict can be very complex and may have conflicting and competing issues that need to be dealt with. You may need to invite an independent facilitator to manage the process. Formal mediation will most likely require a written referral, similar to that required for referring a client on to another service. Confidentiality must be maintained at all times, and a Release of Information Form signed if required. [Page5|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Self-check 1 Written Test and Choice The optional self-check tests your understanding of the topics covered in this section. 1, Negotiation describes: A) a process responding to a formal grievance B) a process for reaching an agreed outcome C) a process involving a third party 2. If you are involved in a conflict you are required to A) undertake a mediation process B) attend a formal interview C) follow organizational policy and procedures 3. Describe two procedures that may be required of persons assisting with conflict resolution? : Choose the best answer from the given alternatives 1. Negotiation describes: ‘A) a process responding to a formal grievance B) a process for reaching an agreed outcome C) a process involving a third party 2. If you are involved in a conflict you are required to: A) undertake a mediation process B) attend a formal interview C) follow organizational policy and procedures Part II: - Short Answer 1, Describe two procedures that may be required of persons assisting with conflict resolution? Page6|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Information sheet 2 Using strategies that encourage all group members. 2.1. Using strategies that encourage all group members in communication system * Importance of effective team communication The changing technology is bringing a change in the workplace by making a focus on communication very essential. It is becoming important for team members to clearly know what their fellow team members are up to, their ideas and their plans to cary forward the project. The manager or the team leader should delegate roles and responsibilities as per the interest of their teams. If there is any communication breakdown it can take a huge toll on the workload, leading to a whole new challenge to figure out while, communicating being the initial challenge. Ultimately, communication will lead to impressive overall adoption. The communication story can be used to accomplish a variety of organizational goals like trusting each other, getting things are done in better and a simple way and knowing what to say and when to say. + How to communicate with your team more effectively? With good communication channels, your team can have a good support. Here are seven ways to take your team communication to next level and achieve happier and more productive team within the organization among co-workers at work place. However, communication strategies used in your workplace may include:- Written Material such as letters, memos, reports, workplace documents, minutes of meetings, submissions, mission statements, newsletters, notices, press releases, flyers, and brochures Verbal Meetings, interviews, presentations, conferences, committees, formal ‘speeches, training courses | Page7|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Cr ‘Charts, diagrams, pictures, symbols, photographs, signs Technol Email, fax, telephone and teleconferencing, videoconferencing and ‘ogical sharing media such as video or audiocassette, CD-ROM, or Flash drive, extemal hard disk and other storage devices, In general organizations will choose different communication channels for different purposes, for example: A formal monthly report to the management committee; Weekly staff meetings within operational divisions; Arreception area notice board to inform clients; Newsletter to inform volunteers; Periodical networking meeting to inform other providers; Cee RR K Email messages between support workers; Using strategies that encourage all group members at work place for effective communication and work activities we should be consider the following basic rule of communication system:- 4. Having One-on-One Intera Successful teams are made of team members who are purposeful in their interactions. One on one interaction is important with every individual you hire to make sure employee engagement doesn't fall short in your workplace. During these interactions, set your expectations and needs. Tell them about what your project demands, what are the norms of your company for employees and give them adequate preparation time to maximize their potential. When having one-on-one interactions, make sure you know when to listen to what your employees have to say. The leaders need to put their best foot forward for their new hiring to get to the bottom of things. Page8|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 12. Encourage two-way feedback In order to have smooth work environment, it is important to have two way communications. In workplace, feedback is important to generate results, where the main objectives are to strengthen progress towards company goals. A common mistake that leaders make when offering feedback is turning into one way dialogue (feedback). They give no opportunity to employees to present their own comments and concems. Encouraging two-way feedback is a sign of good communication in workplace that will give your team a chance to self-evaluate. Give detailed feedback to increase team communication and to coach your team members. You can keep a written record of feedback via your task management system which can help increase the overall communication and productivity. 3. Show appreciation Tell your employees, coworkers and colleagues about how much you care and respect them. Showing appreciation is an effective way to deal with low employee morale and to make your team members feel like they matter. This method to promote communication in team. Given a token of appreciation to your team members by congratulating them for great ideas, thanking a team member for finish a task and express gratitude even for small acts. 4. Conduct team building activities Team building activities have a great impact on productivity and overall teamwork of your team. It can help your people to communicate better, and also help them to build good relationships with one another. Create structure opportunities for your employees to collaborate through activities like team lunch, ice breaker games in meetings, group meetings, fitness sessions, puzzle solving games or any outdoor activity. You can schedule these activities at the end of the month or weekly to get your team together in the room. 5. Use time wisely Page9|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Utilizing coffee breaks can keep team building spirit strong and giving everyone an opportunity to get to know each other better. Team bonding is a better way to improve communication channels. A coffee break is an ideal opportunity for informal meetings and discussions. It encourages healthy communications amongst colleagues and also promotes the exchange of ideas. Let your team members have coffee breaks al same time to create an ideal environment for team members to relax and discuss issues. And this art of conversation will often encourage the team to discuss work as well. Thus coffee will not only act as an energy booster through the day but also promote productivity with relaxed conversations. 6. Promote Commu: jon and Collaboration Your team members will eventually be able to communicate better if they are able to collaborate with everyone well. Encouraging collaboration will promote diverse skills to make sure everyone is aware of ongoing projects. Leaders can get their people to talk, to share ideas to complete the project. Employees should be given opportunities to ask questions, ask for help when they need it and use tools to collect information, feedback, and updates. 7. Use appropriate platform of communication Every project needs an effective communication stream to reflect the progress of the project. The modem workplace is on its way to digital transformation. So, you need to invest on key systems and applications for productivity and communication. According to the needs of your project, communication tools can be an effective way for the whole team to meet up. With task management software, you can make communication streamlined between your team members. They can exchange messages about the tasks and all relevant information can be shared in the same place. It prevents a long email thread that has long been one of the communication approaches. With an understanding, the technology is evolving to support you always. [Page10|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Self-Check -2 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: 1. Explain how to communicate with your team members more effectively2(3 points) 2. Communication strategies used in your workplace may _ include: __ 2 (3 points) 3. Explain different communication channels used for different purposes to disseminate information among individuals, groups and organization? (4 points) Note: Satisfactory rating - above 5 points Unsatisfactory - below 5 points ‘You ean ask you teacher for the copy of the correct answers, Answer Sheet Score = Rating: Name’ Date: __ Short Answer Questions Page11|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020Information Sheet-3 | Setting and following objectives and agenda 3.1. Setting and following objectives and agenda for effective communication * Methods of communication to follow objectives and agenda for effective communication at work place Communication is more than just talking face-to-face, although this form of communication should never be neglected. However, individual people and projects may dictate different types of communication. Technology plays a big part of our communication toolbox and, when used effectively, can save time and help team members work more efficiently. Normally a combination of methods works well on most projects, but the key here is how to increase the overall communication across the whole team. By implementing a few simple strategies, you should start to see an increase in team interaction. To give you @ head start, we've come up with some tips, but don't stop here: “be creative and think out of the box” to bring game change for effective communication considers the following points:- 4. Open door policy When everyone is shut behind closed doors, it creates an atmosphere of secrecy. This applies physically as well as psychologically. As outlined in an article on Forbes, by physically opening your door, or encouraging an open plan environment, you are clearly communicating that everybody is part of the same team. You are effectively removing the barriers. This also offers the team a message of transparency, an important concept for building trust and clarity. Your team should also know that they can come to you at any time for help and guidance, and that you encourage interaction between colleagues. The other positive with open door policy is that it encourages communication on a regular basis, rather than as a blast of communication (as often seen in meetings). With Page 12|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1an open door policy, the status of the project can be continually discussed, leading to issues resolved immediately. 2. Encourage two-way feedback So you have been handed in the first draft of the completed project and it just isn't up to scratch. Handing it back with a note to improve it is an example of poor communication at work. At this stage your team member will be scratching their head, thinking “How?” they have already submitted the work they thought was required — what exactly do they need to do to improve it? Knowing how to give detailed and constructive feedback comes into its own as a method of increasing team communications. Learn how to offer feedback that coaches your team members rather than creating extra boundaries. Although verbal feedback can be a positive experience for all, encouraging a two-way conversation that enables your team to self-evaluate, it is difficult to retain all the information this way. Make sure you back it up with a written record, whether via your task management system or individually. If you are using task management software, feedback is visible to all which can help increase the overall communication and productivity. Furthermore, using online feedback as a form of communication to virtual teams has been shown in a study in Small Group Research to increase performance, as well as increasing motivation and satisfaction. 3. Clarity of roles and responsibilities Unclear instructions and miscommunications are the cause of many problems at the average workplace. If a team member is unsure exactly what is required of them, they are likely to flounder and not complete the task to the correct standards. By clarifying roles and responsibilities you are jumping the first hurdle to increasing communications. By using techniques such as Responsibility Chartering (RACI) accountability for each task is placed with the most appropriate person, which helps to clarify conception, expectation and behavior of each different role. [Page13|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 14. Build the team spirit if the team gets on well, they will automatically communicate better. Do you remember when you first joined a firm as a junior, standing awkwardly at the coffee machine, not knowing what to say to all your new colleagues? Even now, there are probably still a few people in the office who you just smile and say hello to in passing, without ever having a real conversation. Building a team spirit not only gives everyone the opportunity to get to know each other better, but helps to create an environment where everyone feels they have an investment in the outcome. According to team bonding specialists, Team bonding, this in tum improves communication channels. Now we've all heard of team building weekends, where everybody runs round obstacle courses, or builds a chair from a pack of balloons, but building a team spirit can be much simpler than that. Just nurture situations where you can gather the troops in an informal social atmosphere. Meeting together socially gives the team a chance to relax together without the boundaries of the work environment. You may find it effective to all go out to lunch ‘occasionally, or have “dress down Friday", or even a weekly fitness class one lunch time a week can be enough to break the ice. 5. Use time wisely Coffee breaks seem to be randomly distributed within some companies, with different team members breaking at different times. Why not consider going back to the “good ol days’, when coffee time was at a set time every day. Coming together face-to-face in an informal situation provides the ideal environment for team members to relax and go over what they have been working on, and any issues they are facing [Page 14|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Of course, they do need down-time too, when they can forget about work for 10 minutes, but just being together and practicing the art of conversation as a group will often be enough to encourage the team to discuss work as well. Another option is to offer an extended break period once a week ~ Monday works well — where the second half of the break is purely for work based discussions. A report on Harvard Business Review details research carried out on improving communications through set coffee breaks, and results demonstrated how social time could account for more than ‘60% of positive changes in communication patterns’. 6. Training When it comes to communication, you should never overlook the virtues of training. Training does take time, effort and money, but according to the communication experts and scientists, improved interactions were achieved by teams that were given relative training. This particular research concentrated on the benefits to virtual teams that rely on communications software, where much of the traditional training has focused on use to the software rather than “interpersonal communications dynamics” ‘Communications training is often overlooked in this area, yet implementing this type of 1g helps improve the quality of work overall Various courses are available to improve communication skills, aimed at improving ability to deliver your message, inform and persuade. All the basics are covered, including verbal, written, face-to-face, building relationships, giving presentations, presenting feedback and much more. 7. Use appropriate forms of communication Every project that comes through your office doors needs handling in an individual way, and the most effective communication stream should reflect that. If a particular task requires a hands-on approach, then you may need to instigate more face-to-face meetings to effectively communicate. [Page 15/32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Alternatively, your project may involve team members in different locations, and in- house meetings will not be viable. In this case technology comes in to its own advantages in communication processes; video conferencing can be an effective way for the whole team to “meet up”. E-mails have long since been one of the communication approaches of choice, but the problem with email is that your inbox can soon become full. This then creates a backlog of work, reading and sorting into appropriate files. Not only is this an inefficient use of time, but if the task is too daunting, it is easy to put it off. Itis also not the most effective method of saving information, as necessitates searching through individual emails, even if they have previously been categorized into specific file locations. Work collaboration applications, on the other hand, makes communication online a breeze. Every task has its own home, which can be accessed by everyone on the team. Messages regarding individual tasks can be sent and received, and all the relevant information kept in the same place, where it matters. Communication becomes streamlined as the whole team knows exactly the situation on any task, at any given point. 8. Online tools instead of meetings Did you know that the average team member spends over a quarter of their day in their inbox? On top of that nearly 20% of the day is spent chasing information or seeking someone to help with specific tasks. That is a lot of lost productivity time, which is why more companies are turing to cloud-based work collaboration software. This type of software allows you to centralize whole projects in one place, allowing every member of the team to access the information quickly and easily. It eliminates the need for backwards and forwards emails, plus decreases the amount of meetings. As a manager you can quickly see the status of the project through progress reports, keep on top of any issues that arise, and monitor team interaction and communication. [Page 16|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020 Version: 1Self-Check -3 Written Test Directions: Answer all the questions listed below. Use the Answer sheet provided in the next page: 1. Explain methods of communication to follow objectives and agenda for effective communication at work place including the steps? (5 points) 2. Explain online communication channels used for different purposes to disseminate information among individuals, groups and organization? (5 points) Note: Satisfactory rating - above 5 points Unsatisfactory - below 5 points ‘You can ask you teacher for the copy of the correct answers. Answer Sheet Score = Rating: Name’ Date: __ Short Answer Questions Page%7|32 | Author: Harari TVET Agency | EEL Level IV Date= may 2020