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applied Communications study guide 2.2
- Course
- Applied communications
- Institution
- Vaal University Of Technology (VUT)
Applied communications study guide , perfect for 2nd year students.
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Page 1 of 111, Student conduct (academic honesty, rules of engagement, etc.)
Learning policies and procedures
The table below presents important information for you on the policy and procedures for
plagiarism, grievance and appeals, sick test, class attendance, and your rights and responsibilities
as a student. We urge you to read, remember and heed to these pointers, as they will empower
you to become the successful student that you strive to be.
Criteria Policy and procedure
As you know, time is limited and must, therefore, be
managed optimally. As a smart, responsible student,
Class
ensure that you are punctual for classes. It is important
attendance,
that you attend and participate in ALL lectures for this
punctuality and
module. We encourage you to engage in group
participation
discussions, debates and we appreciate your action
learning, insight, and opinions.
As a VUT student, YOU have rights such as, to be taught
according to the module Learning Outcomes (LOs);
assessed as per the Assessment
Rights and
Criteria (ACs); fair, valid, and reliable teaching, learning
responsibilities
and assessment. As a VUT student, YOU also have
responsibilities. The responsibility of learning and
providing evidence of that learning rests with YOU.
The consequences for plagiarism are very serious. When
needed, the VUT disciplinary processes will be followed.
Plagiarism is any form of literature fraud. Dishonesty and
plagiarism are not tolerated and will be punished.
Plagiarism means the following (Maurer, Kappe, & Zaka,
2006, p.1050-1051):
Plagiarism and
self-plagiarism
Presenting someone else’s words as one’s own original
work
The duplication of someone’s work without appropriate
recognition of the source
Quoting without quotation marks
Giving incorrect facts of a cited source
Copying of a sentence replacing words with synonyms
without citing
Page 2 of 111
, the original source
When the majority of the discussion comes from one
source, whether
cited or not
Self-plagiarism of one’s own writings that have
appeared previously in the public domain.
It is important to acknowledge any thoughts, ideas and
information that are not your own. It is also important to
use a standard form of referencing to provide all relevant
information that will help any person who may be
interested to read further about the information. As a
result, you need to keep an accurate record of where
you collect your data. You will be required to cite your
source(s), especially when referring to an item within your
text. You are also required to indicate the reference
where the citation can be found at the end of your work
(in a “List of References” section at the end of your
assignment). It is important for you to enquire and adhere
to the requirements set by the university regarding the
consequences of plagiarism.
As a student, you must be able to follow procedures,
solve problems and manage conflict. The Department’s
grievance procedure should be followed in case of any
dissatisfaction, grievance or appeal of results.
Step 1: If you experience any problems in this module,
contact your lecturer.
Grievance and Step 2: If a satisfactory agreement is not reached, then
appeals you may consult with the course/qualification
coordinator.
Step 3: If a satisfactory agreement is not reached, then
you may consult with the Head of Department
responsible for the module.
Step 4: If you are still dissatisfied, then contact the
Executive Dean of the Faculty.
Assignment deadlines and test dates are given well in
advance. No
Assignment
extension will be allowed. In the case of health issues,
deadlines
follow the
appropriate university policy.
Page 3 of 111
,Please take note of the following important information regarding submission of assessments:
E-mail submissions:
When submitting an assessment through e-mail, it is important to ensure that your lecturer know
whose assessment it is, immediately after opening the e-mail. Therefore, it is important to ensure
that your assessment contains all the necessary information 1) in the subject line and 2) in your
attachment / saved assessment document. Please see the attached example of a correct email
submission. Pay attention specifically to the subject line, as well as to the attachment. If your e-
mail is not correctly submitted, you will be penalised.
Example of a correct e-mail submission:
This is the correct way in which to save your document and submit your e-mail. The lecturer can
clearly see who the student is (initials and surname), what his student number is (to allocate marks)
and in which class the student is. This saves the lecturer a lot of time and shows that you are
professional.
Page 4 of 111
,Example of an incorrect e-mail submission:
This is an incorrect way to submit your document. The lecturer cannot allocate marks for the
student on ITS, as it is not clear whose assessment it is (the surname and initials of the student),
what his student number is, or in which class the student is. Remember that your lecturer have
many different groups and may have as many as 500 students per semester.
Page 5 of 111
,Unit 1
Interpersonal communication skills in the workplace
LEARNING OUTCOMES
After completing this unit you should be able to: Assessment outline
Group dynamics Case study
define group dynamics, group cohesion and group think;
This unit will be assessed by means
explain the different stages of a group becoming a team; of a test on Unit 1 and 2.
identify and explain different roles of group members; and
outline different leadership styles within a group. Completion/submission date
Conflict resolution Refer to Vutela and lecturer
communication
define and explain what conflict is;
identify the different types of conflict; Assessment details
explain how to handle and manage conflict;
explain the ways in which conflict can be avoided or reduced; and
To be communicated
outline the benefits of conflict.
Additional resources
Persuasion
explain what persuasion is;
Power Point
identify conditions for persuasion; An explanatory Power Point
distinguish between the different types of audiences; and presentation summarizing this unit
choose or select relevant persuasive strategies. will be shared on VUTELA and other
platforms.
Negotiation and mediation
Additional materials
define negotiation and mediation;
demonstrate an understanding of the difference between Articles/links/videos/image/audio
files that provide supplementary
negotiation and mediation;
information/definitions//examples
outline the stages of the negotiation and mediation process;
etc. might be made available on
identify and address barriers to successful negotiation; Vutela and other platforms. These
outline the characteristics of a good negotiator or mediator; and materials will clearly be marked as
illustrate an understanding of effective negotiation techniques. “supplementary”. This means that
you will not be assessed on them.
Page 6 of 111
,Independent working schedule
Due to COVID 19 and possible alternative class arrangements, you may need to work through the
content in your own time so that you can understand and follow and meaningfully participate in
online/Whatsapp discussions and teaching initiatives executed by your lecturer. The following
table provides a guideline of the reading and independent work that you will continuously need
to do in order not to fall behind. Please note that this table/calendar corresponds to the one on
Vutela and Dropbox. Additional work might however be added to the calendar from time to time
so it is important that you check the online calendar daily.
Week Date Day Activity Source
Monday Reading READER: Group dynamics – Section 1.1 to 1.5
Tuesday Reading READER: Conflict resolution – Section 2, 2.1 - 2.2
Wednesday Reading READER: Conflict resolution – Section 2.3
Reading READER: Conflict resolution – Section 2.4 to 2.6
ACTIVITY 1:
1
Activity 1 Complete activity 1 (not a formal assessment) to assess your
Thursday understanding of conflict management styles.
VUTELA/WHATSAPP/EMAIL:
Feedback Let your lecturer know which parts of the work on conflict
resolution remains unclear.
Reading READER: Problem solving – Section 3
ACTIVITY 2:
Friday
Activity 2 Complete activity 2 (not a formal assessment) to practice
applying to problem solving model.
Monday Reading READER: Persuasion – Section 4, 4.1 to 4.3
2 Reading READER: Persuasion – Section 4.4
ACTIVITY 3 and 4:
Tuesday Complete activity 3 and 4 (not formal assessments) to
Activity 3
determine if you can identify the various audiences one
and 4
could have to persuade, as well as the persuasion strategies
used in reality.
Feedback VUTELA/WHATSAPP/EMAIL:
Page 7 of 111
, Let your lecturer know which parts of the work on problem
solving and persuasion remain unclear.
Wednesday Reading READER: Negotiation – Section 5, 5.1 to 5.2
Reading READER: Negotiation – Section 5.3 to 5.4, To summarise
ACTIVITY 5:
Thursday
Complete activity 5 (not formal assessments) to determine if
Activity 5
you can identify the resistance point, aspiration base and
settlement range in a particular negotiation context.
Reading READER: Mediation – Section 6, 6.1 to 6.4
VUTELA/WHATSAPP/EMAIL:
Friday
Feedback Let your lecturer know which parts of the work on negotiation
and mediation remain unclear.
Remember that you have to familiarise yourself with this unit’s content as you will be writing
a test / assessment on it after the completion of Unit 1 and 2.
Page 8 of 111
,1 Group Dynamics
Adapted from Forsyth (1999).
1.1 List of definitions
Group dynamics: The scientific study of groups or a term referring to group processes.
Three or more individuals who influence one another through social
Group:
interaction.
The strength of the bonds that link group members or the unity of a group.
Group cohesion:
Influenced by factors such as members’ similarity, group size, group
success, external competition and threats.
Groupthink: A strong agreement-seeking tendency that affects a group’s decision
making.
Example:
Doing what the group tells you to do even if it is contradictory to your own
thinking.
1.2 Three important reasons for working in groups
People working together solve problems more creatively and rapidly.
Essential skills such as active listening and synthesising one's own and others' points of view
are learned during group work.
Group work is a vital element of participative classroom management. It empowers all
students in the class by allowing them opportunities to explore and enrich their own
knowledge and to practise skills such as speaking, writing and illustrating.
1.3 Implementing successful group work
The first important aspect of group work is the realisation that group members can only function
effectively if they see themselves as part of a team.
Page 9 of 111
, A group becomes a team through the following structured process:
1. Forming: Students get to know one another - their strengths and weaknesses.
2. Storming: Conflict arises and arguments occur.
3. Norming: Group members set rules for working together.
4. Performing: Effective collaboration occurs.
5. Adjourning: The task has been completed successfully and the group dissolves.
1.4 Group member roles
Task roles: Roles reflecting the work to be done to accomplish a goal.
Maintenance roles: Roles reflecting the group behaviour that keeps the group working
together effortlessly.
Individual roles: Dysfunctional roles played by members as individuals in a group.
Leadership: Any behaviour that influences a group.
1.5 Leadership styles
Authoritarian/Dictator: Dominance by one person.
Democratic: All group members are part of decision making.
Laissez-faire: Leader taking no initiative in directing a group (hands-off approach).
2 Conflict Resolution
“Conflict is inevitable, but combat is optional” - Max Lucado
Page 10 of 111
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