martin kelly communication skills: why they are important within an hnd programme

Martin Kelly

Communication Skills:Why they are important within an

HND Programme.

The Journey:

• developing learners from directed to independent learners

• preparing learners for progression to further study

• providing an opportunity for learners to develop their English language skills

• increasing learners’ confidence

Developments in Communication

H7TK 34 Communication: Business Communication (SCQFLevel 7)

replacesDE3N 34 Communication: Analysing and Presenting

Complex Communicationand

from August centres will deliver the new unit:H8T2 33 Workplace Communication in English

(SCQF level 6)

Developments in Communication

All new entries after 31/7/15 should be for the unit: Communication: Business Communication H7TK 34 (SCQF level 7)

The Assessment Support Pack for this new unit will be available on the secure web pages listing all Assessment Support Packs from August 2015.

Two additional HN units1. Workplace Communication in English H8T2 33

(SCQF level 6)This is a lower level unit that prepares students forCommunication: Business Communication. (SCQF level 7)2. Research Skills F60A 34This can be delivered as a forerunner to a project based Graded Unit or can be delivered throughout HND Year 2 simultaneously with any project based Graded Unit.

Workplace Communication in EnglishH8T2 33 (SCQF level 6)

• Summarise and evaluate written information on a complex vocational issue.

• Produce written information on a complex vocational issue.

• Produce and respond to oral communication on a complex vocational issue.

Outcome 1: Summarise and evaluate written information on a complex vocational issue.

• Break the class into groups of 4/5• Each group is tasked with finding an article of

interest from a newspaper or magazine on a business topic.

• Each group is set the following questions to answer:

1. What is the purpose of this article? 2. Say what the article is about, summarising the key points. 3. Say why you would recommend this to your classmates in

200 words.

Outcome 2:Produce written information on a complex vocational issue.

Instead of submitting a single 800 word report, candidates may produce a folio of at least 3 vocationally relevant documents which present and examineinformation and ideas amounting to a minimum of 800words on complex vocational issues.For example:1. An investigative report of 500 words2. Meeting papers, notice of meeting, agenda, minutes - 200

words3. Business email/letter - 100 words

The Investigative ReportThere are various report styles but whatever is agreed

upon should be in formal business-like language. Example: A Report Outline• Front Cover - the title of the report, your name and date• Contents page• Introduction - state the purpose, say who has requested it and

submission date• Procedures - state 2 or 3 methods you will carry out• Findings - this section must contain facts only• Conclusions - summation based on what was found out• Recommendations - list possible solutions/action points

Outcome 3: Produce and respond to oral communication on a complex vocational issue

• plan a contribution to a formal discussion• speak clearly and audibly• organise and present information clearly• use appropriate tone, pace and body

language• listen to others and respond in a way which

encourages communication• complete a written record of the discussion

Assessment Guidelines for Outcome 3

Each candidate must make a sustained spokencontribution of at least 5 minutes.Each candidate should make brief planning notesand a record of proceedings such as action minutes.Brief written records such as an outline agenda and action minutes must be accurate and suitable for wider distribution. A recording and/or observation checklist should be completed for each candidate.

Why English can be so challenging.

Did you know there are nine different ways to pronounce ‘ough’ in English?

This sentence contains all of them:

‘A rough-coated, dough-faced, thoughtful ploughman strode through the streets of Scarborough; after falling into a slough, he coughed and hiccoughed.’

Test your knowledge of English1. Is this grammatically correct? I would like to

briefly make a point.2. Change the following into the negative form

in 3 different ways. He must leave right away.

3. Think of 5 ways of changing this into the future. She arrived at 6 pm.

4. Which is more correct? I have just seen her. or I just saw her.

5. Is this correct? She didn’t used to smoke.

1.Yes2. i. He must not leave right away ii. He cannot leave

right away iii. He does not have to leave right away3.i. She will arrive at 6pm. ii. She arrives at 6pm. iii.

She will be arriving at 6pm. iv. She is going to arrive at 6pm. v. She is arriving at 6pm.

4.“I have just seen her.” – (“I just saw her” is correct in American English but not British English

5.No – “She didn’t use to smoke.”

Answers

Some websites to try out

• http://www.manythings.org/vocabulary/• https://ielts.britishcouncil.org/• https://www.ets.org/toefl• http://www.world-english.org/puzzles.htm• http://www.englishmedialab.com• http://a4esl.org/

https://ielts.britishcouncil.org/

https://www.ets.org/toefl

http://www.world-english.org/puzzles.htm

http://www.englishmedialab.com/

http://a4esl.org/

And finally...

“The word 'good' has many meanings. For example, if a man were to shoot his grandmother at a range of five hundred yards, I should call him a good shot, but not necessarily a good man.”

Gilbert K. Chesterton

http://www.brainyquote.com/quotes/quotes/g/gilbertkc106350.html

http://www.brainyquote.com/quotes/quotes/g/gilbertkc106350.html

Kim Tree

Roles and Responsibilities

of the tutor

What is a tutor?

• You have a variety of roles for which you must prepare– Teacher– Assessor and IV– Supporter– Professional in your own field

Teacher

• You must know the content of the units you are teaching in detail

• You have a duty to keep up to date with current business practices (CPD)

• Your materials should be varied to suit all learning styles

Assessor• Ensure you are aware of the evidence requirements

of each outcome of each unit• Review assessment packs to ensure they are

appropriate• Work as part of a team to review units from delivery

planning to end of unit review• Be unbiased in assessment decisions• Be consistent in assessment decisions• Give appropriate feedback

Internal Verifier (IV)• Work with assessors and teachers• Have appropriate professional understanding of the

topic and the IV process• Ensure that all is in order BEFORE delivery

commences• Make sure all assessors/teachers are following the

same rules• Make time to carry out the role thoroughly• You must remain neutral• Provide constructive feedback

Supporter• The students you meet along the way will not always

stick to your best laid plans• You may have to make adjustments to teaching

schedules and assessment dates• You may have to make alternative arrangements to

cope with personal difficulties• Your students are just a small representative proportion

of the population and come will all the same problems that the general population experiences.

• Your greatest tool – patience.

Business Professional

• Your own experiences in business will be one of the best teaching tools you have.

• Real life examples of experience are great ways to make learning realistic.

• Keep up to date with current business practice – up to date CPD.

Materials• Materials must be up to date• Knowledge of current professional practice

will help• Keep up to date with CPD• Use current sources of information• Some unit specifications require that

assessment and material is updated annually in line with current UK legislation.

Course Team• You are part of a larger team who are delivering units

which are part of a large framework.• Be proactive• Make sure you are up to date with current business

practice • Make sure you are up to date with frameworks• You are responsible for the pre delivery of units as

well as ongoing deliver and post delivery.• Give and receive constructive feedback.

Pre-delivery• Framework• Unit specifications• Teaching schedule• Materials• Assessment• Re-assessment available?

– If not, submit a reassessment for prior verification

• IV schedule• Assessment schedule for all units

During delivery

• Most up to date materials being used• Correct knowledge and skills being covered • Teaching schedule in place• Teaching on track• Ongoing discussions with colleagues where

appropriate• Monitoring of students progress• Assessments held in correct conditions• Assessment decisions unbiased

Post delivery• Review assessment results• Review teaching schedule• Review overall timing of delivery of units• Course team discussion about successes and areas

for improvement• Review timing of assessments• Take feedback from colleagues• Take feedback from students

Course team review

• Overall course team review• What worked• What needs to be improved upon• Staff• Materials• Feedback

Responsibility of Tutor• Prepare students for further study• Keep yourself up to date• Remember you know the content of the unit

and the assessment• Prepare the students for developing skills

identified in unit specifications• Help them to apply those skills in different

situations

And finally ………• Use a range of resources

• Keep yourself up to date with what is current in business practice

• Don’t be afraid to try new resources

• Be an active and positive team member

Discussion

Any questions?• ?

Kim Tree

Accounting FRS 102: Update

151413121110987654321

£1 Million£500,000£250,000£125,000£64,000£32,000£16,000£8,000£4,000£2,000£1,000£500£300£200£100

Welcome to

Who Wants to be a Millionaire

Introduces

FRS102

50:50

© Mark E. Damon - All Rights Reserved

151413121110987654321

£1 Million£500,000£250,000£125,000£64,000£32,000£16,000£8,000£4,000£2,000£1,000£500£300£200£100


A: Only Accounting lecturers

C: Everyone involved in HN Business

B: No one

D: EVs

50:50

151413121110987654321

£1 Million£500,000£250,000£125,000£64,000£32,000£16,000£8,000£4,000£2,000£1,000£500£300£200£100

Who should be interested in FRS102?