Unit 1 LO2 Understand The Principles of Effective Communication

All work must be handed in by the end of the lesson, submit the booklets to edmodo. Export the Publisher files as a PDF before uploading.

P3 - Explain the principles of effective communication

P4 - Discuss potential barriers to effective communication

P5 - Demonstrate a range of effective interpersonal skills

D1 - Explain how some of the potential barriers can be reduced

P4 Demonstrate A Range of Effective Interpersonal Skills

Record yourself saying 'hello' and spelling your name using sign language

Upload the video to your blog page and add the link to edmodo.

Add information on Questioning techniques & Written communication to the booklet / report on interpersonal skills.

This could be evidenced by the use of observation by tutors or others which should be supported by documentary evidence. There must be at least three examples of the use of effective interpersonal skills and the learner should identify the situations they are evidencing and why they thought the skills were appropriate.

Look in the student book for some helpful information on Question Types & Written communication.

http://vle.cityacademy.bristol.sch.uk/user/74/146284.pdf

• Questioning techniques (e.g. closed, open, probing questions, response times)
• Written communication (e.g. emotions, note taking, reports, letters, faxes, email)
• Proofing documents (e.g. grammar checking, spell checking, proofreading, punctuation).

D1 explain how some of the potential barriers can be reduced

D1 explain how some of the potential barriers can be reduced

"learners must demonstrate their understanding explaining how some of the identified potential barriers to communication can be reduced or removed. This could be presented in the form of a report or presentation that explains their options and solutions and why they are appropriate"

Add the information to your report / booklet.

Unit 1 - P3 - Discuss Potential Barriers to Effective Communication

To communicate effectively, you need to prevent or reduce the effect of communication barriers as much
as possible. For example, for an audience to hear you, your voice should be clear and loud enough, without
any distortion or interference. Therefore, it is important not to position the mouthpiece of a telephone under your chin and, in direct communication, you should face your audience.


- Barriers to effective communication (e.g. language, distraction, noise, lack of concentration)

Links

http://www.skillsyouneed.com/ips/barriers-communication.html

Unit 1 P2 - Effective Communication (Lesson 2)

Create a booklet for people looking to work in the ICT industry on 'Effective Communication' including information on each of the categories listed below.

It is important that all the skills are covered in your report including all the information included in the brackets.

• Interpersonal skills (e.g. verbal conversation, lip reading, signing)

http://www.british-sign.co.uk/bsl-british-sign-language/fingerspelling-alphabet-charts/

• Cues in verbal exchanges (e.g. body language, use of intonation, nodding, summarising and paraphrasing)

http://vle.cityacademy.bristol.sch.uk/user/74/146284.pdf

Unit 1 - P2 Explain the Principles of Effective Communication

LO2 Understand the Principles of Effective Communication

P2 Explain the principles of effective communication

Learners could produce a report or presentation explaining the principles of effective communication and the potential barriers. This must draw on a range of different examples and show knowledge and understanding of all the categories identified in the Teaching Content. Learners should explain these giving examples in context.

http://vle.cityacademy.bristol.sch.uk/user/74/146284.pdf

Create a booklet for people looking to work in the ICT industry on 'Effective Communication' including information on each of the categories listed below.

It is important that all the skills are covered in your report including all the information included in the brackets.

• Interpersonal skills (e.g. verbal conversation, lip reading, signing)

• Cues in verbal exchanges (e.g. body language, use of intonation, nodding, summarising and paraphrasing)

D1 Refresher - Compare Issues

Compare legal, ethical and operational issues that may affect organisations

evidence must include a comparison of at least two criteria for each of the legal, ethical and operational issues and how they affect at least two different organisation types.

This evidence could be an extension of P3 but should compare the examples. Evidence of effects on the organisation must be clearly explained within the learner evidence.

example of table layout, you can choose any of the issues listed below the table

	Issue	Sector
		Public	Private
Legal	Data Protection Act
	Copyright
Ethical Issues	Disability
	Internal Policies
Operational Issues	Continuance Planning
	Security of Information

Legal issues
• data protection legislation (e.g. Data Protection Act 1998)
• Freedom of Information Act 2000
• other relevant legislation (e.g. Computer Misuse Act
1990)
• copyright considerations.

Ethical issues
• examples of ethical issues (e.g. moral, whistle blowing,
disability, use of information)
• codes of practice (e.g. email, internet, internal policies,
intellectual property, content)
• other (e.g. reporting bad practice or breaches).

Operational Issues
• security of information (e.g. backups)
• health and safety (e.g. processes, procedures,
regulations)
• organisational policies
• costs (e.g. for development, modification, training,
system upgrades)
• continuance planning.