communication competence module

The module: COMMUNICATION

COMPETENCE

Responsible partners for this module: Karalius Mindaugas Vocational Training Centre (LT)

Turku University of Applied Sciences (FI)

2016

STRUCTURE OF THE MODULE

INTRODUCTION INTO MODULE

1. Introduction into module:

1.1. Brief introduction of the competence;

How to attain the needed outcomes via communication, the achievement of goals by communicating? How to clearly and specifically send, transmit information to the other so that it would be perceived precisely as it was meant? The main challenge is the communication efficiency; it is the reception of such information, as it was intended to be sent, with minimum distortions. This can be achieved only when two or more communication sides - the information sender and the recipient (s) - with respect, actively and openly seek the information to be communicated and received. Generally, however, this process is very fragile. Falsely information is being conveyed and incorrectly accepted. Various studies suggest that these communication problems are very relevant to the success of our activities. The importance of communication skills is increasing constantly. Rhetoric, non-verbal expression as well as listening and comprehension skills are becoming increasingly relevant. The persons, who have developed these skills, feel confident in various professional, businesses, every day, household communication situations. They much easier establish and maintain connection, find common language with both familiar people and the strangers. What else could serve as an argument for learning the communication module? Moral, religious and ideological diversity of media images abundance which is constantly developing an illusion of temporary momentous and superficial life. Search for Self, authenticity in the contemporary world, which was deprived of reliable values’ support, encourages us to self-assessment, reflection on communication activities. When a person reflects, only then the self-development becomes possible. Thus, how our moral values - honesty, respectfulness, active position - affect the ability to communicate, to listen and understand the information? How to convey and receive targeted information verbally and non-verbally? How to reflect one’s own communication skills? This module will help to provide answers to these questions and support while acquiring and/or developing communication skills: • The ability to self assess/reflect on communication activities. • The ability to communicate targeted information verbally (orally and in writing). • The ability to convey targeted information non-verbally. • The ability to receive targeted information transmitted verbally and non-verbally.

1.2. The goal of the module (in one sentence);

The goal is to provide knowledge and skills needed to understand and use verbal and non-verbal language.

1.3. Target groups of learners;

• adult students (full or part time) • employees, employers (at schools seeking to improve their key competences);

1.4. Information about authors of module: photo, short CV focused on the experience of authors related to the topics of module, contacts;

Dr. Vilma Šliužaitė. She holds a Doctor in Sacred Theology. Position: Values Education Methodology Advisor at Karalius Mindaugas Vocational Training Centre, Kaunas, Lithuania. Most important project work: 1. Preparation of the Vocational Education Program Learning Materials to the Modules

of the Subsections of Hair and Beauty Care as well as Services at Home and Probation of the Modular Education Programs. No. VP1-2.2-ŠMM-04-V-03-013; (Project Start Date: 26-06-2012, Project Finish Date: 31-08-2015). Position: Creator and executor of a values education program. 2. Technology Enhanced Learning Integration in an Organization. No. VP1-3.1-ŠMM-07-K-03-045 2014. Position: Participant in the module “The Basics of Public Speaking” (20 hours). 3. Development of Adult Key Competences through E-Learning. No. EEE-LT08-ŠMM-01-K-01-014. Position: Creator of the module for adults e-learning. Contact information: e-mail: [email protected] tel. +370 676 90733.

Ilona Lukoševičiūtė – Noreikienė. She holds a Master degree of Social sciences (Andragogy). Position: Values Education Teacher at Karalius Mindaugas Vocational Training Centre, Kaunas, Lithuania. Most important project work: 1. Vytautas Magnus university “University services opening for highly qualified specialists” VP1-2.2-ŠMM-04-V-06-007 project activities No 1.2.1 “Qualification development program design” – project teacher functions.

2. Development of Adult Key Competences through E-Learning. No. EEE-LT08-ŠMM-01-K-01-014. Position: Creator of the module for adults e-learning. Contact information: e-mail: [email protected] tel. +370 61573669.

CONTENTS OF COMPETENCE, SKILLS 2. Contents of competence: skills. For each competence there should be proposed 5-6 skills.

2.1.Title of skill 2.2.Short description of the

contents and application of skill 2.3.Methods of skill development

Ability to self-assess/reflect communication activities.

Able to: • name and discuss

communication concept, process and its models;

• discuss preconditions of efficient communication;

• characterise peculiarities of educating communication activities’ self-assessment reflection;

• be able to self-assess communication abilities.

Case study Thematic discussions/assessing group discussions Video lecture Literature analysis Reflection

Ability to communicate targeted information verbally (orally and in writing).

Be able to communicate verbally: written (communication culture, rules) and oral (public speaking) communication.

Video lecture Literature analysis Thematic discussion/assessing group discussion Video record analysis Reflection

Ability to convey targeted information non-verbally.

Be able to communicate non-verbally: apply information encoding and forming appearance - image.

Video lecture Literature analysis Thematic discussion/assessing group discussion Video record analysis Reflection

Ability to receive targeted information transmitted verbally and non-verbally.

Be able to apply ways of information sending and receiving (types of listeners, barriers) practice activities.

Case study/modelling Video lecture Literature analysis Thematic discussion/assessing group discussion.

2.2. Contents and application of skills. There is provided short explanation of the meaning of skill and described typical good practice cases of the application of this skill). Objective of this module: a person having completed this training could gain or/and develop communication competence. Alongside he/she would form open approach and respect to a different attitude, positive initiatives and constructive dialogue, value dispositions. The module provides possibility to gain or/and develop the following communication abilities:

• self-assess/reflect communication activities. This ability includes identification of personal

communication concept, its process and models, discussion of efficient communication preconditions, consideration of peculiarities of communication activities education as well as self-assessment of communication barriers and skills. The learner following self-assessment will gain an advantage of a purposeful foreseeing one’s communication perfection trends and possibilities. The advantage which is significant for a successful career planning.

• convey targeted information verbally (orally and in writing). This ability includes knowledge of communication rules and norms, knowledge of private and public speaking similarities and differences, understanding of the oral – written text ratio, public speaking ability development. The learner will understand what is public speaking, what are its types; also he will get familiar with the stages of the speech preparation, he will be able to prepare a speech. The learner will be able to communicate qualitatively in writing.

• convey targeted information non-verbally. This ability includes knowledge of the non-verbal communication codes, understanding of their impact on information transfer. The learner will understand what communication codes are, their types; they will be able to encode and

transfer a targeted message to the listener. They will be able to characterise the impact appearance has to communication process.

• to receive targeted information sent verbally and non-verbally. This ability includes knowledge of listening - receiving process, information receivers’ types as well as of communication barriers. The learner will be able to receive and decode the target information sent to him/her.

2.3. Methods of skill development – there should be suggested and described 3-5 methods for development of skill by explaining how to apply them in the process of skill development.

This online teaching/learning module recommends the communication competence acquisition and/or development via application of teaching/learning in collaboration principle. It gives learners the opportunity to learn from each other as a combination of: • individual work: case analysis/modelling, video lectures listening, literature studying, search for information on the Internet; • communication and collaboration in thematic discussions, virtual consultations with tutors. The following teaching/learning methods were selected: • Case study. In any communicative situation - both formal and informal – it is crucial to have good communication skills. If a person has the necessary communication skills, it is a great advantage. If one does not have good skills, it has to be assessed what one is able to do now, and, knowing what abilities and skills are necessary to effectively communicating as well as what barriers hinder, one can formulate very specific targets, what she/he has to do to obtain them. Acquired communication abilities are best revealed through the past experience case analysis. • Video lecture. The theoretical materials of the module will be presented in video recorded lectures to students at their convenient time and place, according to their pace of learning, to effectively improve the desired competence. • Thematic discussions/assessing group discussions Thematic discussions will help to apply theory in practice, and at the same time to develop efficient communication skills. • Reflection method is intended to help the learners after each learning stage - the task - by performing reflection to self-assess in greater depth the communication activities, the changes. Reflection will consist of four cycles: experience, reconsideration, action, self-assessment. Constant reflection will make it possible to constantly monitor oneself and design projects of their communication competence’s development.

TASK FOR INDEPENDENT AND/OR GROUP LEARNING Skill: The ability to self-assess/reflect communication activities. Themes: I. Communication Basics:

1.1. Communication. Major Concepts. 1.2. Major Communication Process Model.

1.3. Communication Efficiency. 1.4. Peculiarities of Communication Activities’ Self-assessment Reflection Education.

1.1. Task. My communication skills and barriers. Aim of the task help to self-assess communication skills and barriers. Type of the task: Individual/group Methods: Thematic discussions/assessing group discussions Task: Stage I. Case presentation.

Individual work Recall your previously experienced most striking public speaking communication situation – a case (when it was necessary to prepare and deliver a public speech). Write it down and analyse this situation by the following aspects: Actions: Your actions in the situation (speech preparation, presentation process; verbal, non-verbal elements’ distinction). Audience’ actions in the situation. Results: the results you have achieved. Resume: to sum up the analysed actions and results, what has been done and what were the achievements. Stage II. Case study: communication skills and barriers. Individual work - Analyse achievements presented in the Resume by attributing to each of them needed communication skills. - Identify the communication barriers hindering you from attaining better goals of communication. Group: discussion - Share the results with the colleagues at virtual discussion. - Ask the colleagues to give their feedback about your communication skills as well as barriers to better communication. - Give your feedback about two of your colleagues’ communication skills and barriers to better communication. Stage III. Communication skills and barriers’ self-assessment. Individual work Self-assess the gained communication: - skills: grade each one using a five-point grading scale (1- skill under formation, 5 – professional skill); - barriers: grade each one using a five-point grading scale, assessing how much one or another ability is important for a person to achieve successful communication (1- has no impact, while 5 – has very great impact).

Material resources needed for the accomplishment of task: materials, instruments, equipment, tools, etc.

• Computer and Internet access. Information resources needed for the execution of tasks: books, manuals, Internet access, databases, etc.

• Recommendations for drafting case analysis.

Stage IV. Communication skills and barriers case studies presentation to the tutor. In accordance with the recommendations of the tutor, the learner carries out analysis of the case and submits it to the author.

Tutor’s activities

Stage I. Observe the way the learners implement the task, help to properly form actions, results, resume. Stage II. Observe the way the learners implement the task, help them to list the achievements. Stage III. Observe the way the learners implement the task, help to list the abilities, barriers. Stage IV. Assess and give constructive feedback about the learner’s communication skills and barriers’ case study and his/her ability to participate in virtual group discussions (assessment of the participation pro-activeness level, content of activities, communication culture, information communication technologies (ICT) application skills).

Self-assessment questions In a virtual environment

Individual work Self-assess the teaching/learning experience. Give written answers to the questions presented:

• How much successful you were in forming communication actions?

• How much successful you were in characterise results? • What communication skills have you identified? • What communication barriers have you identified? • How much successful you were in identifying

communication skills and barriers to a colleague? • What was most difficult during the task fulfilment? Why? • What was most valuable during the task fulfilment? Why? • How did I feel while performing the task? Why?

1. 2. Task. Communication – what is it?

Aim of the task Help to define communication as such, its concept, process and its model. Characterise and discuss efficient communication preconditions, also the peculiarities of communication activities reflection and self-assessment’s development. Help to develop communication skills.

Type of the task: Individual/group Methods: Thematic discussions/assessing group discussions, Video lecture,

literature analysis. Task: Individual work

Stage I. Individual communication concept development 1. Look through the Video lectures “Communication: concept, process

and major aspects and barriers of communication” and “Reflection – fundamental to self-education”. Study the recommended literature.

2. Give answers to the “Self-control questions” (interactive link). 3. At the virtual discussions forum express your approach on three

questions: • What is communication? What is efficient communication? What

are the differences of these two concepts? • What helps to avoid disruptions/misunderstandings in

communication? Why? • What is reflection? Why is it important in the development of

communication competence?

Group: discussion Stage II. Communication skills development through discussions in a virtual environment. 3. Raise a question or concern related to the topic; initiate and support discussions offered by your friends; 4. React to the attitudes expressed by your friends or give answers to the questions raised by them, join the discussions initiated by others.


Stage I. Observe the way the learners implement the task, help to properly and in due time perform the task. Stage II. Observe the way the learners implement the task, help them to properly and in due time to perform task Stage III. Assess and provide a constructive feedback about the learner’s understanding of the theory and his/her ability to communicate while participating in a virtual group discussion (assessment of participation pro-activeness, content of activities, communication culture, ICT application skills).

Self-assessment questions

Individual work Self-assess the teaching/learning experience. Give written answers to the questions presented:


• Computer and Internet access.

Information resources needed for the execution of tasks: books, manuals, Internet access, databases, etc.

• “Self-control questions” (interactive link). • Reflection of task I (interactive electronic form) • Recommended literature. • Video lectures:

o “Communication: concept, process and major aspects and barriers of communication”.

o “Reflection – fundamental to self-education”.

II. Skill: The ability to communicate targeted information verbally (orally and in writing). Themes: Communication verbally

2.2. Verbal communication. 2.3. Oral communication: public speaking. 2.4. Written communication: writing messages, proposals, letters (official business, electronic).

2. Task. Verbal communication (let us talk using words) Aim of the task Help to develop ability to communicate verbally. Type of the task: Individual/group Methods: Video lecture, literature analysis, thematic discussion/assessing group

discussion.

In virtual environment

• How much successful you were in characterising the communication concept?

• How much successful you were participating in the thematic virtual discussion? Formulate questions? React to questions of colleagues? Develop discussion?

• Which communication skills become evident while participating in the virtual discussion?

• Which communication barriers did you have while communicating in the virtual discussion?

• What was most difficult during the task fulfilment? Why? • What was most valuable during the task fulfilment? Why? • How did I feel while performing the task? Why? Reflection of task I (interactive electronic form)

Task: Individual work Stage I. Written communication. 1. Look through the Video lectures “Verbal communication”. “Written communication: writing messages, proposals, letters (business, electronic)” and “Oral communication: public speaking”. 2. Give answers to the “Self-control questions” (interactive link). 3. Design an electronic official “Invitation to my public lecture” and submit it to the virtual discussions forum. 4. Design “My public lecture” (as based on recommendations) and submit it to the virtual discussions forum. Group work: discussion Stage II. Communication skills development through discussions in a virtual environment. 4. React to “Invitations to public lecture” and to “Public lectures” presentation given by two of your colleagues, express your remarks on the followings aspects:

• Three positive elements were observed in the “Invitations”, “Presentation”.

• Three negative elements were observed in the “Invitations”, Presentation”.

• Three interesting elements were observed in the “Invitations”, “Presentation”.

React by joining the initiated discussions and efficiently develop them further on.


Stage I. Observe the way the learners implement the task, help them in case of any questions. Stage II. Observe the way the learners implement the task. Assess and provide constructive feedback about learner’s communication skills: perform the individual assignments while participating in a virtual group discussion (assessment of participation pro-activeness level, content-based activities, communication culture, ICT application skills).


Individual work Self-assess the teaching/learning experience. Give written answers to the questions presented: • How much successful you were in writing “Invitation to a public

lecture”? • How much successful you were in preparation “Public

presentation”? Which parts were most important? Why? • How much successful you were in presenting to your colleague

your remarks? • What was most difficult during the task fulfilment? Why?

• What was most valuable during the task fulfilment? Why? • How did you feel while performing the task? Why?

Reflection of task II (interactive electronic form)




• “Self-control questions” (interactive link). • Video lectures:

o “Video lectures “Verbal communication”. o “Written communication: writing presentations, proposals, letters (business,

electronic)” o “Oral communication: public speaking”.

• Recommended literature. • Recommendations for preparation of “Public speech”. • Reflection of task II (interactive electronic form)

III. Skill: The ability to convey targeted information non-verbally. Themes: Communication non-verbally

3.1. Non-verbal communication and types of its codes. 3.2. Appearance – professional image formation.

3. Task. Non-verbal communication (let us talk without words) Aim of the task Help to acquaint with the non-verbal communication codes’ variety, the

impact of appearance to communication process. Develop communication skills.

Type of the task: Individual/group Methods: Video lecture, literature analysis, thematic discussion/assessing group

discussion, video record analysis. Task: Individual work

Stage I. Familiarisation with the non-verbal communication 1. Look through the Video lectures “Non-verbal communication and types of its codes” and “Appearance – professional image formation”. 2. Give answers to the “Self-control questions” (interactive link). Group work: discussion Stage II. Communication skills development through discussions in a virtual environment. 3. Following the recommendations given by the tutor, introduce yourself and make a comment on the video record of one of the meetings between




• “Self-control questions“ (interactive link). • Video lectures:

o “Non-verbal communication and types of its codes” o “Appearance – professional image formation”.

• Recommended literature. • Reflection of task III (interactive electronic form)

different representatives. Deliver your presentation at the virtual forum. 4. Look through the five presentations offered by your colleagues and

present the summary of the following questions: • What are the most common mistakes of non-verbal communication? • What suggestions could you give to correct those mistakes?


Stage I. Observe the way the learners implement the task, help them deal with their questions. Stage II. Observe the way the learners implement the task. Assess and present constructive feedback about learner’s ability to fulfil individual assignments and his/her communication skills while participating in a virtual group discussion (assessment of participation pro-activeness level, content of activities, communication culture, ICT application skills).


Individual work Self-assess the teaching/learning experience. Give written answers to the questions presented: • How much successful you were in presenting the video record?

Which presentation criteria were most valuable? Why? • How much successful you were in presenting the summing up

remarks? • What was most difficult during the task fulfilment? Why? • What was most valuable during the task fulfilment? Why? • How did I feel while performing the task? Why?

Reflection of task III (interactive electronic form)

IV. Skill: The ability to receive targeted information transmitted verbally and non-verbally. Themes: Communication: information reception and comprehension.

4.1. Listening process. 4.2. Types of listeners. 4.3. Communication barriers.

4. Task. I learn to receive information Aim of the task Help to acquaint with the listening process, types and barriers, to

characterise what impact to communication process lies from the targeted information reception. Help to model a public speaking communication situation – case by applying the ways of information presentation and reception.

Type of the task: Individual/group Methods: Case study/modelling, video lecture, literature analysis, thematic

discussion/assessing group discussion. Task: Individual work

Stage I. Information reception. 1. Look through the Video lectures “Listening process and its types” and “Communication barriers”. 2. Give answers to the “Self-control questions” (interactive link). Stage II. Communication skills development through discussions in a virtual environment. 3. Look through your “1st Task” in which you have analysed the public speaking communication situation – case and try to model a situation as based on these criteria: Actions:

• Recognise in situation the types of audience/listeners (the way of information reception (its type), one’s type of behaviour in communication).

• Design/remodel your own communication actions as based on public speaking principles, non-verbal communication codes, choice of the image, and type of listener.

Results: What communication results could you achieve? Resume: make a summary of actions and results models, what could be done and achieved.

Stage III. Communication skills and barriers. Individual work - Analyse achievements presented in the Resume by attributing to each of them needed communication skills. - Identify the communication barriers hindering you from attaining better goals of communication.

Group: discussion - Share the results with the colleagues at virtual discussion. - Ask the colleagues to give their feedback about your communication skills as well as barriers to better communication. - Give your feedback about two of your colleagues’ communication skills and barriers to better communication. Stage IV. Efficient communication situation presented to the tutor. As based on recommendations model a public speaking communication situation and present it to the tutor.


Stage I. Observe the way the learners implement the task, help them in case of questions. Stage II. Observe the way the learners implement the task. Assess and present constructive feedback about the learner’s ability to fulfil individual assignments and his/her communication skills while participating in a virtual group discussion (assessment of participation pro-activeness level, content of activities, communication culture, ICT application skills).

Self-assessment questions In virtual a environment

Individual work Self-assess the teaching/learning experience. Give written answers to the questions presented: • How much successful you were in modelling public speaking

communication situation? • Is there any change in “public speaking communication in

situation” starting from the first task in comparison to the recent? If yes, what is it?

• How much successful you were in hearing and understanding the remarks presented by your colleagues?

• What was most difficult during the task fulfilment? Why? • What was most valuable during the task fulfilment? Why? • How did I feel while performing the task? Why?

Reflection of task III (interactive electronic form)




• “Self-control questions“ (interactive link). • Video lectures:

o “Listening process and its types ” o “Communication barriers”.

• Recommended literature. • Reflection of task IV (interactive electronic form)

ASSESSMENT OF COMPETENCE

1. Assessment of competence

Each task is accompanied by the list of criteria for self-assessment of acquired competence together with the range of assessment. Both criteria and the range should be defined by the developers of module referring to the contents of task and targeted skills. Criteria of self-assessment

Range of self- assessment Perfect Good Satisfactory Non-satisfactory

Ability to self-assess/reflect communication activities.

I am able to list the communication skills of my own, barriers, I want to develop them further on and I know how to develop them.

I am able to list the communication skills of my own as well as I want to develop them further on.

I am able to list the communication skills of my own.

I am not able to list the communication skills of my own.

Ability to communicate targeted information verbally (oral and written).

I am able to openly, respectfully express my thoughts orally and in writing, to efficiently participate at a discussion.

I am able to openly, respectfully express my thought orally and in writing.

With the help I am able to convey targeted information in writing and orally.

I am not able to convey targeted information orally and in writing.

Ability to convey targeted information non-verbally.

I am able to communicate non-verbally: I apply codes and use image.

I am able to communicate non-verbally: I apply codes.

With the help I am able to convey targeted information by using information transfer codes and image.

I am not able to convey information non-verbally.

Ability to receive targeted information sent verbally and non-verbally.

I am able to apply the ways of information presentation and acceptance in practice activities.

I am able to receive purposeful information sent verbally and non-verbally.

With the help I am able to receive targeted information sent verbally and non-verbally.

I am not able to receive targeted information sent verbally and non-verbally.

Criteria should refer to the quality of the performance of task and its results. For example, if we evaluate the communication competence, criteria of assessment should include both the result of communication process (e.g. quality of transferred information) but also the quality of the process of communication itself (e.g. learner friendliness of communication, consideration of ethical norms in communication process etc.).

REFERENCES - THE LIST OF THE LITERATURE

1. Buehl D. Interaktyviojo mokymosi strategijos. Vilnius: Garnelis, 2004. 2. Griebliaukienė B., Večkienė N. Komunikacinė kompetencija. Vilnius. Žara. 2004. 3. Fiske. J. Įvadas į komunikacijos studijas. Vilnius. Baltos lankos, 1990. 4. Lekavičienė, R. ir kt. Bendravimo psichologija šiuolaikiškai. Vilnius: Alma litera. 2010. 5. Marzano R. J. Naujoji ugdymo tikslų taksonomija. Vilnius: Žara, 2005. 6. Nauckūnaitė Z. Iškalbos mokymas. Kaunas. Šviesa. 2000. 7. Petty G. Šiuolaikinis mokymas. Praktinis vadovas. Vilnius: Tytoalba, 2006. 8. Pečiulis. Ž. Efektyvi komunikacija. Vilnius. Versus aurerus, 2004. 9. Teresevičienė M.,Gedvilienė G. Mokymasis bendradarbiaujant. Vilnius: Garnelis, 1999.9.

Internetosvetainės

1. E.mokyklos interneto svetainė http://www.emokykla.lt (lietuvių kalba, žr. 2016-01-19); 2. Švietimo ir mokslo ministerijos interneto svetainė http://www.smm.lt (lietuvių kalba, žr.

2016-01-22) 3. Ugdymo plėtotės centro svetainė http://www.upc.smm.lt/ugdymas/ (lietuvių kalba, žr. 2016-

01-22) 4. Europos profesinio švietimo plėtros cento svetainė:

http://www.cedefop.europa.eu/en/publications-and-resources/publications/4064(lietuvių kalba, žr. 2016-01-24).

5. Key competence for life long learning. European reference framework website: http://ec.europa.eu/education/index_en.htm (English language 2016-01-20).

6. Greene, J. O., Burleson, B. R. (2003). Handbook of communication and social interactions kills. London: Routledge. Available at: http://icar.univ-lyon2.fr/ecole_thematique/tranal_i/ documents/org_seq_etendues/Mandelbaum_narrative.pdf

7. Rickheit G., Strohner H. (2008).Handbook of communication competence. Berlin, New York: Moutonde Gruyter. Available at: http://npu.edu.ua/!ebook/book/djvu/A/iif_kgpm_Rickheit_Handbook_of_Communication.pdf.pdf

8. Hargie, O. (2006). The handbook of communication skills. London and NewYork: Routledge. Available at: http://196.29.172.66:8080/jspui/bitstream/123456789/1996/1/76.pdf

9. Effective Communication, Team FM (2013) Avalaible at: www.free-management-ebooks.com

communication competence module

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