REPORT 191 PROGRAMMES SUBJECT SYLLABUS and Vocational... · Classified and display advertisements...

REPORT 191 PROGRAMMES

SUBJECT SYLLABUS

COMMUNICATION &

MANAGEMENT COMMUNICATION

LEVEL: N4

Implementation: January 2019

2

CONTENTS PAGE

1. General aims 3

2. Specific aims 3

3. Pre-requisite 4

4. Duration 4

5. Evaluation 4

6. Learning content 6

7. Mark allocation 6

8. Module 1: Basic communication principles 8

9. Module 2: Interpersonal relationships and social interaction 13

10. Module 3: Introduction to organisational communication 16

(Communication N4 only)

11. Module 3: Mass media & advertising

(Management Communication N4 only) 18

12. Module 4: Interviewing 21

13. Module 5 and 10: Meeting procedure 25

14. Module 6: Language usage 28

15. Module 7: Concise communication 30

16. Module 8: Business letters 32

17. Module 9: Correspondence in the business world 35

18. Module 10: Meeting correspondence 36

19. Module 11: Reports 38

20. Module 12: Critical evaluation of written and visual material 39

21. Module 13: Critical evaluation of auditive and oral communication 41

3

Syllabus: Communication N4 and Management

Communication N4

1. General aims 1.1 To equip students with the necessary knowledge (theoretical) and skills (practical) of

verbal and non-verbal communication to function efficiently and professionally in the

business world.

1.2 To acquire knowledge and practice of acceptable norms and ethics applicable in the

business world in terms of self-development, interpersonal relationships and social

interaction.

2. Specific aims 2.1 To acquire in-depth knowledge of the basic communication principles necessary for the

Success of all communication processes.

2.2 To promote the emotional, intellectual and social development of students.

2.3 To enable students to understand the verbal and non-verbal factors of communication

within an organisation in order for them to function efficiently and professionally in

their future place of work.

2.4 To introduce students to a general organisation structure and their possible position in

the hierarchy, which will have a direct influence on their communication needs.

(COMMUNICATION N4 ONLY)

2.5 To acquaint students with interviewing as a communication process.

2.6 To equip students with the knowledge and skills to make a positive contribution during

a meeting.

2.7 To introduce students to the mass media and the world of advertising.

(MANAGEMENT COMMUNICATION N4 ONLY)

2.8 To help students acquire the ability to speak and read fluently.

2.9 To equip students with adequate written communication skills and techniques to draft:

• concise communications

• business letters

• reports

• meeting correspondence

• graphic communications

• letters of goodwill, and

• correspondence in the advertising world

BEFORE having these checked by a supervisor.

4

2.10 To train students to evaluate a situation or facts; to draw a conclusion; to express their

opinion and to act accordingly with confidence.

2.11 To teach students to listen analytically and to provide sound feedback.

3. Prerequisite A student must have passed English at least at First Additional Language level in the

National Senior Certificate (NSC), National Certificate Vocational (NC (V)) level 4 or its

equivalent. A pass in Introduction to Communication will provide entrance for students who

obtained a Senior Certificate but initially lacked the required language proficiency to enrol for

Management Communication N4.

4. Duration Full-time: 6 hours (of which 5 must be lecturer contact hours) per week for one semester.

This instructional offering may also be offered part-time.

5. Evaluation

5.1 Evaluation is conducted continuously by means of assignments, case studies, class

tests and oral work. A semester mark (min. 40%) as well as an examination mark (min 40%)

is required to pass the instructional offering. The semester mark and the examination mark

will be calculated together in a ratio of 40:60 to derive the promotion mark.

5.2 The EXAMINATION in Communication N4 and Management Communication N4

(Business Studies - Report 191) will be conducted as follows:

5.2.1 TWO PAPERS based on CASE STUDIES are written.

PAPER 1: CORRESPONDENCE

Modules 5 to 13

MARKS: 100

DURATION: 3 HOURS

OPEN BOOK: Two references and two dictionaries allowed.

NO external examination papers or memoranda allowed.

5

PAPER 2: THEORY

Modules 1 to 5 & 13

MARKS: 100

DURATION: 2 HOURS

CLOSED BOOK:

Maximum of two dictionaries allowed

________________________________________________________________________

COMMUNICATION – Memorised theoretical background (Modules 1, 2, 3, 5, 6 and 14) will

count ± 25%, applied theoretical background (Modules 1, 2, 3, 5, 6 and 14) ± 25%.

________________________________________________________________________

MANAGEMENT COMMUNICATION – Memorised theoretical background

(Modules 1, 2, 3, 4, 5, and 14) will count ± 25%, applied theoretical background (Modules 1,

2, 4, 5, 6 and 14) ± 25%

LANGUAGE: Candidates are allowed to answer these papers in ONE language only. Papers

will only be set in English, but provision will be made language should the need be expressed

by industry and educational institutions.

Afrikaans will be available as: Bestuurskommunikasie and Kommunikasie N4.

_________________________________________________________________________

5.2.2 DICTIONARIES: To support the concept of using reference works in communication,

students will be allowed to take a maximum of two dictionaries– one bilingual and/or one

explanatory (Examination Instruction No. 50 of 1990) – into the examination room. Students

will ALSO be allowed to take a maximum of two additional reference works into the

examination room when writing PAPER ONE: Language and Correspondence. ONLY

College dictionaries will be allowed in the examination room for PAPER TWO.

5.2.3 WEIGHTING: The tables below agree with the cognitive weights of the analysis grid

prescribed in the DHET ICASS guidelines for Report 191 programmes COGNITIVE

CATEGORIES: Recall, comprehension, application, analysis, synthesis and evaluation of

learning content are important aspects in determining a student’s knowledge and

understanding of the learning content of the instructional offering.

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PAPER 1 – CORRESPONDENCE

The following weights are consequently awarded to each category:

KNOWLEDGE APPLICATION/

COMPREHENSION

ANALYSIS/SYNTHESIS/

EVALUATION

10-20

* Format/Language & Style 40-60 20-30

PAPER 2 – THEORY

The following weights are consequently awarded to each category:

KNOWLEDGE APPLICATION/

COMPREHENSION

ANALYSIS/SYNTHESIS/

EVALUATION

30-50 20-30 20-30

6. Learning content THEORETICAL BACKGROUND

It is essential that this section should be illustrated and evaluated within the context of

practical case studies.

7. Mark allocation in the examination as an indication of the

weighting of the different modules

7.1 Paper ONE

Précis Summary

± 15

Core notes (COMMUNICATION only) Concise communication Forms and questionnaires Graphic material Critical evaluation and editing Classified and display advertisements Notices

± 25

Letters Reports Meeting correspondence (The different topics may be covered separately or as part of a case study)

± 60

100

7

7.2 Paper TWO

1 Basic communication principles ± 30

2 Interpersonal relationships and social interaction ± 25

3

Introduction to organisational communication (COMMUNICATION ONLY)

OR

Mass media & advertising (MANAGEMENT COMMUNICATION ONLY)

± 15

4 Interviewing ± 15

5 Meetings ± 15

100

GRAND TOTAL : 200

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Module 1: Basic communication principles

General aim

On completion of this module, the student should be familiar with the theoretical concepts

representing the elements of the communication process AND be able to apply these

concepts successfully in practical situations.

LEARNING CONTENT LEARNING OUTCOMES

The student must be able to:

1. The importance of effective

communication

•

•

list reasons why effective communication is important in

the world of work

name the advantages of effective communication and

illustrate these by reference to his/her own experience

2. The communication process •

•

define the communication process

identify the elements of the communication process

3. The communication model: Jakobson

THE INTERACTIVE MODEL

•

•

illustrate the communication process graphically

demonstrate the manifestation of the communication

process in real-life situations

4. Categories of communication:

• Intrapersonal

• Interpersonal

– between individuals

– between groups

– within groups

• Mass communication

• Extra-personal communication

•

•

•

•

•

•

•

•

•

•

•

identify the main forms of intrapersonal communication

define interpersonal communication

differentiate between intrapersonal and interpersonal

communication

distinguish between various individual interpersonal

communication situations

identify interpersonal communication between various

groups

identify interpersonal communication within groups

define mass communication

distinguish between mass communication and (other

forms of) interpersonal communication

name factors which will have an influence on mass

communication

identify effective mass communication

define extra-personal communication

provide examples from his/her personal life and the

workplace

9

Factors which influence communication

(positively/negatively)

– personality

– frame of reference

– reasoning

– emotions

– meaning (semantics)

•

•

identify the factor(s) which could possibly influence a

particular communication situation

adapt his communication to prevent these factors

from distorting the communication process

10

5. Interpersonal communication

• Verbal communication

– Oral communication

+ Direct (face to face; 5 or fewer)

+ Indirect (e.g. telephone

conversation; addressing an

audience)

- Written communication

+ Direct (personal letter)

+Indirect (newspaper article,

advertisement)

• Non-verbal communication

– Visual semiology

+ Kinesics (bodily movements)

+ Proxemics (use of distance)

+ Graphic representations

(elementary pie charts, bar charts, line

graphs, pictograms)

+ colour coding

+ signs and symbols

– signs (universal nature)

– symbols (social/cultural)

– Acoustic semiology

+ Paralinguistic (tone, tempo,

rhythm, accent)

+ Filler sounds

+ Music

+ Silence

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

define the various types of verbal communication

recognise instances of different types of verbal

communication in real-life situations

differentiate between direct and indirect oral

communication

differentiate between direct and indirect written

communication

recognise the benefits of communicating directly and

indirectly

define non-verbal communication

differentiate between verbal and non-verbal

communication define visual communication

define the various forms of visual communication

recognise the various forms of visual communication

in real-life situations

Interpret the meaning of the various types of visual

communication encountered in real-life situations

identify the four main territorial zones

identify the various graphic representations

interpret the various graphic representations

analyse the information conveyed by the various

graphic representations

evaluate effectiveness of the graphic representations

identify and briefly explain examples of colour as

(non-verbal) code in everyday/ workplace contexts

recognise signs and symbols plus their meaning from

various contexts

define acoustic semiology

identify the various aspects of paralinguistics

define the concept of filler sounds

identify practical situations where music and silence

are used to convey various messages

deduce the content of different messages conveyed

by means of either silence or music in various

situations

evaluate the effectiveness of paralinguistics, filler

sounds, music and silence in real-life situations

11

• Communication by means of

touch (tacesics)

• Cultural relativity in non-

verbal communication

– Concept

– Non-universal nature of

non-verbal communication

• Non-verbal communication in

support of – or in conflict with –

verbal communication:

− in support of − in conflict with

•

•

•

•

•

•

• •

•

•

identify practical situations where various

messages are conveyed by touching the

receiver in different ways

interpret the content of the various messages

being conveyed by means of touch

explain the concept ‘cultural relativity’

recognise that non-verbal communication is not

universal (the same) in all cultures

illustrate how non-verbal codes (proxemics,

kinesics, tacesics and colour) differ amongst

cultures (Eastern Western-African) and therefore

convey divergent messages

NOTE: example – how (traditional) African

nonverbal communication differs from that of

Westernised societies

identify situations in which the non-verbal

communication supports the verbal communication

concerned

evaluate the effectiveness of the non- verbal

communications in such situations

identify situations in which the non-verbal

communication contradicts the verbal message being

conveyed

evaluate the credibility of the communication in such

situations

list the various forms of non-verbal communication

being employed, either in support of or in conflict with

a particular verbal message

6. Phatic communion • define ‘phatic communion’

illustrate the practice of phatic communion in

real-life situations

evaluate the effectiveness of phatic communion

practised in specific situations

7. Listening skills

• Improving listening

• Types of listening

+ Attentive listening

+ Critical/analytical listening

+ Appreciative listening

• Importance of listening

• develop effective listening skills identify the

purpose of a conversation/ speech/lecture

list facts stated distinguish between objective

and subjective statements

develop willingness to listen to full argument

before responding

indicate comprehension

recognise the benefits of listening

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Didactic guidelines

1. Theoretical principles should be applied to practical real-life situations.

2. Discussion and evaluations should be done on the basis of case studies.

3. Theoretical principles should be linked to other modules, such as interviewing,

correspondence, meetings, etc. which are all applications of the basic communication

process.

4. Although the art of effective listening could be formally introduced and refined in oral

work, it should be practised continually and become part of the student’s way of life.

5. Role play, excursions, film clips and interviews could all contribute to an understanding

and evaluation of the communication process.

Recommended references

1. Adams, B & Gill, D 2002 , The ABC of Communication Studies United Kingdom, Nelson

Thornes Ltd, p33

2. Adey, A.D. & Andrew, M.G. 1990 Getting it right, Kenwyn, Cape Town: Juta & Co.

3. Baron, R.A. & Byrne, D. 1991 Social Psychology, Albany & New York: Allyn & Bacon.

4. Steinberg, S Introduction to communication studies 2007 Juta, Cape Town

5. Viviers, D & Van Schalkwyk, H. 1992 Success with English Language and

Communication Skills Pinelands, Cape Town: Maskew Miller Longman (Pty) Ltd.

E-link

https://www.mbaknol.com non-verbal communication

https:// www.youtube.com – video clips

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Module 2: Interpersonal relationships and social interaction

General aim

On completion of this module, the student should be familiar with the theoretical

concepts conveying the requirements for sound interpersonal relations and social

interaction, as well as possible obstacles to such interaction.

The student should also be aware of the various interpersonal and social relationships in his

own personal and business world; the obstacles which may interfere with these relationships

and be able to prevent or offer possible solutions to these obstacles.



1. A healthy self-image: basis for sound

interpersonal relationships

• Elements of self-image

• Dimensions of self-image

– physical

– intellectual

– psychological

– sexual

– dexterity or skill

• Characteristics of a good/poor self-

image

• Improvement of the self-image

Human needs: Maslow’s Hierarchy of

needs

•

•

•

•

•

•

•

•

•

•

•

define self-image

identify the various elements and dimensions of self-

image

explain the various elements and dimensions of self-

image

illustrate imbalances in self-image by reference to real

life situations or case studies

discuss the relationship between a person’s self-image

and the way he conducts himself

identify persons with a good/poor self-image from real

life situations or a case study

suggest practical ways to improve one’s self-image

list the five levels of Maslow’s hierarchy of needs

illustrate Maslow’s theory of needs diagrammatically

explain the theory regarding the individual’s progress

through the various levels of needs

differentiate in practical situations between people on

various levels of needs

2. Interpersonal relationships

• Primary reference groups

• Secondary reference groups

•

•

indicate elementary knowledge of primary and

secondary reference groups

identify primary and secondary reference groups

14

3. Barriers (interferences) to interpersonal

communication and social interaction

• Physical/external (furniture, venue,

noise, temperature, etc.)

• Physiological (state of poor health,

disability, etc.)

• Psychological (personality traits,

emotions, lack of credibility, reputation,

attitude, etc.)

• Perceptual differences (sender -

receiver)

– background

– education

– intelligence

– occupation

– interests/hobbies

– needs

– personality

– attitude

– age

– sex

– culture

– religion

+ Specific examples of perceptual

barriers:

– stereotyping (prejudice)

– generalisation

– ethnocentricity

(multicultural/intercultural barriers)

• Semantics (language barriers)

• Interaction of barriers\

• Gatekeeping

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

define the term ‘barrier’ in general

give an explanation and examples of each barrier in

particular

recognise specific barriers which harm the

communication process between parent and child,

employer and employee, a man and a woman, in real-

world situations/case studies

describe the effect these interferences may have on

interpersonal communication situations

propose practical solutions to problems arising from

these interferences

identify the effect perceptual barriers may have on oral

and written communication

suggest ways to avoid/ rectify this

define the concepts of ‘stereotyping’, ‘generalisation’ and

‘ethnocentricity’

describe their influence on communication.

recognise and evaluate real-world examples of

stereotyping, generalisation and ethnocentricity,

i.e. racism, xenophobia, sexism, etc. explain the term

‘xenophobia’

recognise and compare examples from African contexts

[note: for enrichment only]

revise a given message which would otherwise have

harmed the relationship between the sender and

receiver (case study)

explain how semantic barriers may harm the

communication process

identify words/phrases in a given message which might

give rise to misconceptions and serious

misunderstandings

Indicate how one barrier can lead to another define the

term ‘gatekeeping’

Explain the purpose of gatekeeping

Illustrate gatekeeping by referring to practical examples

15

• Illustrate gatekeeping by referring to practical examples

judge the value of practical gatekeeping situations

Didactic guidelines

1. Theoretical principles should be applied to practical real-life situations. Case studies,

films, videos, magazine and newspaper articles could be used to illustrate, discuss and

evaluate theoretical concepts.

2. The student must be made aware that it is never too late to develop one’s self-image.

Lecturers should create and use situations in class to provide opportunities for self-image

development.

3. Students must be made aware that all human beings are different, and that these

differences could lead to a breakdown in communication if the sender and receiver are not

both trying to prevent possible barriers from harming the communication process.

4. In discussing situations, lecturers should progress from situations which would fall in the

frame of reference of the students, to situations which students might possibly encounter

in their future world of work.

5. Theoretical principles should be linked to other modules, such as interviewing,

correspondence, meetings, etc. in which barriers could pose problems.

6. Practical experience of and solutions to barriers could be addressed in the oral modules.


Frost, R et al, Communication Dynamics, 1993, Lexicon Publishers (Heinemann), Isando.

Steinberg, S, Introduction to communication studies, 2007, Juta, Cape Town

E-link

https://counsellingresource.com – self-image: how we see ourselves

16

COMMUNICATION ONLY

Module 3: Introduction to organisational communication

General Aim

On completion of this module, the student should have an understanding of the basic

hierarchical structure of an organisation and his/her place in the hierarchy.



1. Introduction to organisational

communication

•

define/explain the concept ‘organisational

communication’

2. Basic hierarchical structures

• line organisation

• line and staff organisation

• functional organisation

•

illustrate the hierarchical structure of an organisation

graphically

3. Forms of address in communicating with

• superiors

• peers

• subordinates

•

•

•

•

differentiate amongst the different structures and the

advantage/disadvantage of each for the organisation

identify his/her position within the organisational

structure

use the correct register when communicating verbally

and non-verbally with:

• his/her superiors

• his/her peers

• his/her subordinates

criticise examples of incorrect behaviour in given

situations

4. Means of communication

• written communication

• oral communication

non-verbal communication

•

•

•

identify the different types of communication in an

organisation and provide examples of each

differentiate between formal and informal address styles

in oral and written communication (first, second and

third person)

select the correct means of communication in a given

situation

17

Didactic guidelines

1. Show a video/role play in class and discuss appropriate register in real-life situations.

2. Draw the student’s attention to register (formal and informal) when dealing with

correspondence.

3. Correctness of tone, form and register in correspondence and oral communication must

be evaluated continually.


Frost, R et al, Communication Dynamics, 1993, Lexicon Publishers (Heinemann), Isando.

Van Schalkwyk, H and Viviers, D Success with English Language and Communication Skills

Maskew Miller Longman (Pty) Ltd., Cape Town.

Adey, A.D. & Andrew, M.G. 1990, Getting it right, Kenwyn, Cape Town: Juta & Co.

E-link

https://www.lucidchart.com – types of organisational charts

https:// www.youtube.com – video clips on appropriate register in the workplace

http://www.lucidchart.com/



http://www.youtube.com/

18

MANAGEMENT COMMUNICATION ONLY

Module 3: The mass media and advertising

General aim

On completion of this module, the student should be aware of the various media for

communicating with large audiences and be able to recognise and criticise manipulative

reporting and propaganda. The student should also be able to critically evaluate examples of

mass media communication.



1. 1. The main mass media

• Print, audio, audio-visual, electronic,

library, outdoor

• examples: TV, radio, newspapers,

LAN/WAN, billboards, e-mails and

electronic messaging

•

•

recognise the main mass media categories

list examples for each category

2. Communication process employed by the

mass media

Definition of mass media

•

•

•

define ‘mass media’ as an extension of the interpersonal

communication process sketch an elementary diagram

of the process

identify the elements in the process

explain the differences between the interpersonal

communication process and the mass communication

process

3. Functions of the mass media

– inform

– interpret

– educate

– entertain

– advertise

– render service

– promote culture

– “moral watchdog”

•

•

list the functions of the mass media

explain the role (functions) of the mass media in society

19

4. The language employed by the mass

media

• Aspects determining choice of

language

– target group

– objective

• Objective and subjective usage

• Register, tone and style of rational vs.

emotional (persuasive) communication

The fine line separating ethical rhetoric

from manipulative reporting and

propaganda

•

•

•

•

•

identify the target group and decide on the style of

communication to be used

differentiate between factual writing and the expression

of feelings/opinions/ prejudice choose the appropriate

register, style and tone for a given purpose

recognise how register, style and tone affect the reader

analyse the register, tone and style employed in

examples

justify or criticise language usage employed in

examples

5. Manipulative reporting

• Concept

• Techniques used in manipulative

reporting

•

•

explain what manipulative reporting is recognise

instances of manipulative reporting rewrite such

examples in a more acceptable form

explain and illustrate the techniques used in

manipulative reporting

6. Propaganda

• Definition

• Elements of propaganda

– ethos

– logos

– pathos

• Techniques employed by

propagandists

– stereotyping or name calling

– substitution of names

– selection of facts

– generalisation

– appeal to authority/use of testimonials

– pinpointing the enemy

– repetition

– assertion

– lying

•

•

•

•

•

•

•

•

define ‘propaganda’

list the elements of propaganda

explain these elements

formulate his/her own opinion based on all the true

facts– recognise when these have not been given

discuss the techniques used in propaganda

list the techniques employed in a given passage

recognise writing which is ethically unacceptable and

intended to “brainwash”

explain why it is unacceptable to brainwash

20

7. . Advertising in the mass media

• Purpose of advertising

– to inform

– to remind

– to persuade

• Criticism against advertising

– economic wastefulness

– over-exposure

– materialism

– stimulation of false needs

– material in poor taste

– directed at the masses

– appeals to emotions

– misleading and deceptive

contributes to stereotyping and

manipulation of children

•

•

•

Name and discuss three purposes of advertising

Explain the various criticisms pronounced against

advertising

Evaluate an advertisement based on given information

8. Advertising principles:

Aspects of consumer behaviour

• Cultures and subcultures

• Social class/marketing bands

• Social mobility, conformity/non-

conformity and reference groups

• Information processing by

consumers:

– exposure

– attention

– comprehension

retention

•

•

•

•

•

•

FOR ENRICHMENT ONLY

Explain the concepts ‘culture’ and ‘sub-culture’

discuss the possible influence of cultures and

subcultures on advertising

Explain the concept of social class/marketing bands in

advertising

Explain the concept of social mobility

Discuss the role conformity or non-conformity by the

consumer plays in advertising

Explain/discuss the different steps in consumer

processing

Explain the influence of consumer processing on

advertising

21

9. Requirements for effective advertising

• Knowledge of:

– AIDA formula

– product/service

– target audience

– objective of company/ group/

advert

• The AIDA formula

– Attention

– Interest

– Desire

– Action

• Product

- life cycle

- function (uses)

- brand (identity)

- competition

• Target audience:

– market segment

– group segmentation according to

demographic, psychographic and

geographic factors

• Objective of advertisement

(i. e. inform/remind/persuade)

Factors to be considered:

– market segment to be reached

– information needed by target

group -

– reaction required, etc.

• Presentation styles

– factual (hard sell)

– imaginative (soft sell)

– negative presentation

– humorous presentation

•

•

•

•

•

•

•

•

•

•

•

•

•

•

name and explain the requirements for

effective advertising

evaluate a given advertisement using the AIDA formula

and any additional information

recognise a good idea which has been well presented

and explain why it is successful

design an effective advertisement using the AIDA

formula

name aspects of product (knowledge) which could

persuade target audience (i.e. 1. life cycle/durability-

2.function / uses- 3.brand identity -4.competition

comparison)

apply knowledge of product to an advert

identify the target market for a specific product/ service

using demographic/ psychographic information

identify specific target groups intended in given texts-

deduce characteristics of these groups

discuss the various factors which have to be kept in

mind when designing an advertisement for a particular

target group

understand the different objectives

evaluate the suitability of a given advertisement

designed for a specific target group

choose the most effective images/words to obtain a

required effect

evaluate the appropriateness of language employed in

a given advertisement

determine which medium will reach the largest

segment of the target audience

evaluate the success of the advertisement

22

Didactic guidelines

1. Make use of examples appearing in various media.

2. Students should be aware of the influence of mass media and advertising and should be

in control of their individual decisions and opinions while being able to recognise and

enjoy an imaginative approach.

3. Encourage students to express a substantiated opinion.

4. Students should be aware of the integration and overlapping of the content with

Entrepreneurship and Business Management N4.


De Wet, J.C., The art of persuasive communication (2nd Edition), 1991, Juta, (Chapter 3)

Krause, R.C., Understanding Public Relations, 1977, David Philip, Cape Town

E-link

https://www.globalissues.org – media manipulation

https:// www.youtube.com – video clips of advertisements, different presentation styles

http://www.globalissues.org/


23

Module 4: Interviewing

General aim

On completion of this module, the student will have acquired knowledge of the interview

process and be able to apply this knowledge during a typical job interview.



1. Definition – the interview •

define/describe/graphically illustrate the concept

(interview)

2. The interview as a communication process

• verbal and non-verbal forms of

communication

• participants

– individuals (-‘wer /’wee)

– individual (-‘wer) and group (-‘wees)

– panel (-‘wers) and individual (-‘wee)

– interferences (barriers)

verbal, non- verbal, psychological,

perceptual physical and

physiological factors

•

•

•

describe/recognise the verbal and non-verbal forms of

communication which come into play

identify the participants in the interviewing situation

recognise the interferences which could impede the

process

describe the (negative and positive) effects these

interferences may have on the interview

3. Introduction to general interviewing

• Categories

– informational (informative)

– persuasive

– combined

• Methods/types

– face-to-face

– telephone

– videoconference/skype

– taped interview

– group interview

– panel interviews

– psychometric assessments

– portfolio interview

– structured/ unstructured interview

(formal/ informal)

– case interviews

– screening

•

•

•

•

explain the different categories of interviewing and give

an example of each

recognise a specific category from a given situation

decide on the category of interviewing to be used for a

specific purpose

recognise different interview methods

Note: the above interview types/methods are not

mutually exclusive (not separate but overlap) indicate

basic knowledge of screening techniques particularly

those employing social media

[Note: for enrichment only]

24

4.1

4.2

4.3

Employment interviews

• Employment interview as an

informational interview

– specific purpose

The responsibilities/role of the interviewer

• Before the interview

– dress code

– preparing the venue

– formulating suitable questions

• During the interview

– typical questions asked

+ open

+ closed

+ specific

+ reflective

+ hypothetical

+ leading

Hints for the applicant

– applying for a position

Before

Points to remember when being asked for

an interview:

– do research on the organisation

– personal documents required

– dress code

– preparation for answering questions

– punctuality

– posture

– establishing rapport on entering the

office

Conduct during the interview:

– non-verbal communication

+ eye contact

+ voice (tone, register, pronunciation)

+ body language

+ application of listening skills

+ answering & posing questions

– verbal communication

– possibility of typing/skills test

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

describe the general purpose of an informational

interview

explain the specific purpose of employment interviews

discuss the responsibilities/role of the interviewer in the

employment interview

explain how the interviewer prepares before the

interview

identify and list the type of questions which may be

asked at an interview, and provide a practical example

of each plan and prepare answers to possible questions

practise question-and- answer exchanges in given

situations

critically evaluate the question-and- answer exchanges

in a given situation

name possible sources of information

critically analyse a given advertisement to determine

the relevance for the prospective employee

explain applicant’s preparation for a job interview

recognise and able to answer a variety of question

types

explain the interview process

apply the theoretical principles to a practical situation

write his/her covering letter and cv (so 8.6)

recognise non-verbal cues in interview apply non-verbal

cues during actual interview

evaluate information obtained at interview

substantiate decision to decline/accept position if

offered

25

After the interview

– consider information given at interview

– come to a decision

– react to feedback (negative or

positive)

from interviewer

• write a letter of acceptance/to decline appointment

5.

5.1

Introduction to a disciplinary interview

COMMUNICATION ONLY

• definition

Verbal and non-verbal communication of

interviewee

• attitude

• assertiveness/aggressiveness

• choice of words

• non-verbal communication

•

•

•

•

•

•

•

•

define/describe a disciplinary interview

give practical examples of situations which (could)

result in disciplinary interviews

describe the correct attitude an interviewee should

display

explain the difference between aggressiveness and

assertiveness and provide an example of each

r ecognise the importance of the correct word choice

rephrase a given statement to elicit a more favourable

response

discuss the importance of non-verbal actions in the

disciplinary process

practise positive non-verbal reaction to real-life

disciplinary situation

Didactic guidelines

1. Role play different situations in class: use job advertisements from local newspapers.

2. Critically analyse an audio-visual presentation on interviewing skills.

3. Invite consultants from employment agencies to discuss and demonstrate the interview

process.


Van Schalkwyk, H, Language Communication – English (Second edition) 1992 Lexicon,

Isando.

E-link

https://www.livecareer.com – tips for jobseekers

https:// www.youtube.com – video clips of (un-)successful interviews

https://www.saica.co.za – Basic Conditions of Employment Act

https://www.labourguide.co.za – basic conditions of employment

http://www.livecareer.com/




http://www.saica.co.za/



http://www.labourguide.co.za/



26

Modules 5 and 10: Meeting procedure

General aim

On completion of this module, the student should be able to behave appropriately when

attending or conducting a meeting and be able to compile the relevant documents pertaining

to meetings.



1. Definition •

define the concept ‘meeting’

distinguish between formal and informal meetings

2. Types of meeting:

• Public meetings

• Private meetings

– General meetings:

+ frequent (formal and informal)

+ annual (AGM)

+ special (urgent/extraordinary)

– Committee meetings

Management meetings (command

meetings)

•

•

differentiate between different types of meetings

recognise procedures relevant to different types of

meeting when compiling required documentation

3. Basic meeting terminology:

notice, agenda, minutes, ballot, vote,

quorum, adjourn, chairman, secretary,

treasurer, additional member, constitution,

honorarium, ad hoc committee, casting

vote, convene, verbatim, closure, motion,

proposal, second, attendance register,

committee, co-opt, proxy, unanimous

•

•

explain meeting terminology

use the terminology correctly in written and oral

communication

4. Control of meetings

• Statutes (legislation/acts)

• Common law

• Constitution of organisation

• Traditions and customs (of org.)

• Legality of meetings

•

•

•

name the requirements for the control of meetings

briefly explain each requirement for the control of

meetings

name and/or explain the requirements for a meeting to

be legal (constitutional).

5. Aspects addressed by the constitution

• Definition

Aspects stipulated in constitution

•

•

explain the term ‘constitution’

discuss clearly the aspects to be stipulated in a

constitution

6. The chairperson

– qualities of a good chairperson

•

•

name the qualities of a good chairperson,

discuss the duties and powers of a good chairperson

27

powers and duties of the chairperson •

apply the knowledge concerning the duties and powers

of a good chairperson when acting in this capacity

7. The secretary

– qualities of a good secretary

duties of a secretary

•

•

•

•

•

•

name the qualities of a good secretary

explain the duties of a good secretary

perform the duties of a secretary

write core notes during a meeting

extend core notes into minutes that are grammatically

and logically correct

present written minutes and reports orally at a meeting

8. Notices, agendas and minutes of the

following:

– General

+ frequent/regular meetings (weekly,

fortnightly, monthly general meetings)

+ annual general meetings (clubs, etc.)

+ special general meetings

(extraordinary/urgent)

– Committee meetings

•

•

•

write the notice, agenda and minutes of the various

types of meetings

recognise the use of ‘action minutes’ distinguish and

apply the correct formats for formal and informal

(memo/circular) notices

Didactic guidelines

1. Show a video on meetings as an introduction to meeting procedure.

2. Encourage students to join social groups and attend these meetings.

3. Hold meetings in class and encourage participation. Lecturers provide help in structuring

the very first meeting in class to ensure that an orderly and pertinent meeting is

conducted.

4. Special attention should be given to format, objectivity, grammar (tense, person and style)

and content (meeting procedure to be followed) in the writing of minutes.

5. Meeting correspondence should be set as part of a case study and evaluated according to

criteria set out in the Lecturer’s Guide.

6. Special attention should be given to the time period/date order of meetings in order to

deal with correct chronological application of dates in the correspondence. (Module 5.8

and 10)


Van Schalkwyk, H and Viviers, D, Success with English Language and Communication Skills

Maskew Miller Longman (Pty) Ltd., Cape Town.

E-Link

https:// www.youtube.com – video clips on conducting effective meetings

https://www.etu.org.za>Toolbox>building an organisation – meeting skills


http://www.etu.org.za/


28

Module 6: Language usage

General aim

The student must be able to use the minimum of words to communicate effectively.



1. Concise writing in business

• Choice of words

– terminology

– positive

– slang

– archaic expressions

– expletives (there is … there are … it is

expected …)

• Concord: subject-verb agreement

• Pronouns

• Modifier (any word/group of words that

describes qualifies another word/ group of

words)

• Parallelism

• Redundancy

– tautology (unnecessary repetition)

– pleonasm (using more words than are

required)

– verbosity (unnecessary, pompous and

complicated words)

– circumlocution (putting things in a

roundabout way)

• Condensation

– single words for phrases

– phrases for clauses

only essential adverbs and adjectives

•

•

•

•

•

•

•

•

rewrite a passage/sentence in simple to-the- point

english without changing the message

avoid using slang and archaic expressions omit

expletives and write sentences in the normal sequence

(subject, verb, complement)

ensure that the subject and verb agree in number

correct sentences where the connection between the

pronoun and the antecedent is unclear

[wrong: the nurse took the secretary to her (?) office]

correct a sentence in which the modifier is misused

make sure that parallelism is accomplished by using the

same kind of grammatical structure for expressing

related ideas

revise/correct a sentence/passage by omitting all forms

of redundancy

reduce sentences/passages without changing the

meaning

2. Subjective and objective language usage •

•

•

decide on the correct language and the most effective

way to convey a given message

change the language in a passage from subjective to

objective language

choose words to suit the target audience

3. Direct and indirect speech; active and

passive voice

• use direct and indirect speech, and the active and

passive voice in natural communication situations

4. Extension and reduction of core notes •. take down core notes during meetings, on instruction or

29

COMMUNICATION ONLY

•

at conferences/ seminars, etc.

extend these core notes into meaningful

correspondence/communication

5. Précis/summary writing •

•

•

•

•

•

•

read passage with comprehension

identify the writer’s intention

identify the main ideas and the supportive

arguments/information

differentiate between facts and opinion

summarise the facts logically (orally and in writing)

write a précis in the required number of words

(paragraph form)

write a summary in the required number of words (point

form)

6. Simple graphic material

• tables

• graphs

• charts

• maps

• illustrations/signs

• read and interpret simple graphic material

Didactic guidelines

1. Students must know that a word in a document incorrectly used or numerous

grammatical errors will not only cause irreparable damage to the image of a company,

but can also have grave financial implications for that company. It is therefore imperative

that they take ALL writing very seriously and make it a habit to proofread their work

before handing it in.

2. Use at least 15 minutes of each period for remedial work.

3. Remember to integrate graphic related content of Module 1.5 with Module 6.6.


Pinker, S., The sense of style: The thinking person’s guide to writing in 2014, the 21st century,

Viking Penguin. New York

Strunk, W Jnr. & White E. B., The Elements of Style, 1999, Allyn & Bacon Publishing Co.,

New York

Viviers, D & Van Schalkwyk, H, Success with English Language and Communication Skills,

Maskew Miller Longman, Cape Town

E-link:

https:www.jlakes.org./ch/web./the elements of style.pdf www.jlakes.org/ch.web/pinker –

steven-the-sense-of-style.pdf

http://www.jlakes.org./ch/web./the

http://www.jlakes.org./ch/web./the

http://www.jlakes.org/ch.web/pinker

30

Module 7: Concise communication

General aim

On completion of this module, the student must be able to compile concise

communications that meet the requirements of each medium.



1. Telephone message •

take a telephone message down correctly in clear,

unambiguous language and deliver the message to the

person concerned

2. Fax – completion of cover page •

•

complete the cover page for sending a fax and compile

a short message which includes all the information the

receiver would need

3. Memorandum (short) •

write a short internal memorandum in which the

information is presented logically and in clear and

unambiguous language

4. Formal (3rd person) invitation

• Invitation

• reply (accept/decline)

•

formulate an invitation (or reply) according to accepted

standards of etiquette that would comply with the

degree of formality required

5. Forms and questionnaires

(for example: to open an account; be

admitted to hospital; rent a flat; job

application e g Z83, waybills)

•

•

•

•

distinguish between a form and a questionnaire

establish the aim of the sender

read the instructions and/or questions with

understanding

complete the form/questionnaire correctly and supply

the necessary information

determine the responsibility (if any) of the sender/

receiver

6. E-mails •

compile a short email adhering to professional

standards of etiquette, form and clarity of style

31

Didactic guidelines

1. Source material used in class should relate to the situation in the outside world, and

also, if possible, include material of the student’s future world of work.

2. Broaden the students’ frame of reference by introducing them to as many examples of

concise communication as possible.

3. Simulate situations as a point of departure during lesson presentation.

4. Together evaluate forms and questionnaires for

a) relevance

b) language used

c) type of questions asked

d) overall clarity

e) layout

5. Remember there is no right or wrong answer. Correct language usage, spelling,

applicability of the answers and whether given instructions were carried out, are evaluated

in the examinations.


Van Schalkwyk, H., Language Communication – English (Second Edition), 1992, Lexicon,

Isando

Zinser, W., On writing well, 1976, Harper Collins, New York

E-link:

https:// www.youtube.com – how to write business emails with attached file(s)

https://lacstrainingblog.com/.../effective-professional-writing-how-to-be-concise-

sites.ieee.org/pcs/ communication-resources-for…/style/write-clearly-and-concisely/

www.instructional solutions.com/blog/business-writing-books simplicity-and-clutter-onwriting-

well.pdf


32

Module 8: Business letters General aim

On completion of this module, the student will be equipped with adequate written

communication skills and techniques to compile the following business letters before having

these checked by a supervisor.



1. Business correspondence •

•

•

•

•

•

decide on the appropriate form and layout of the letter

use the relevant terminology

write grammatically correct letters

identify his/her audience

use the correct tone and style to suit the audience/

occasion

select the relevant facts (case study) necessary for

inclusion in a letter

2. Enquiries and replies (positive and

negative replies)

– requesting information

– reservation of accommodation/ venue

•

write a letter in which he/she enquires/ answers an

enquiry about a given person/ object/situation/

product/service unambiguously and in the appropriate

tone and style

3. Complaints, adjustments/refusal to make

adjustments

•

•

•

write a letter of complaint in which the problem is clearly

defined in a firm, tactful and non-abusive tone

decide on the degree of subjectivity which would be

permissible in lodging/ answering a complaint

answer a complaint tactfully and without discrediting

anyone, offer a solution and/or provide the

correct/applicable information

4. Invitations to guest speakers (positive and

negative replies)

•

write a letter of invitation/decline an invitation/ accept an

invitation

5. Letters to the press (editor) •

•

•

decide on the relevance of a topic in writing a letter to

the press

formulate his/her thoughts on a specific subject and

express them logically and convincingly

understand the use of a ‘pseudonym’

33

6. Employment letters

• Job application/covering letter and CV

• Request for testimonial

• Letter of appointment (successful)

• Letter to unsuccessful applicant

• Letter of acceptance

• Letter declining position

• Resignation

•

•

•

•

•

•

•

•

•

apply for a position in answer to an advertisement

(fictional or real) by supplying a cv and covering letter

present required personal information neatly and to the

point on an application form or a cv

choose a suitable person to write his/her testimonial or

to act as a reference

ask someone in writing for a testimonial/to act as a

reference

list the type of information which would be required by

the writer of the testimonial

write a letter of appointment to a successful candidate

providing all the necessary information

write a letter to an unsuccessful candidate

write a letter accepting the position

write a letter declining the position

tender his/her resignation without harming existing

relationships

7. Letters of goodwill

inter alia –

– acknowledgements of receipt of letters

- in the absence of employer

•

•

evaluate a situation and decide on a suitable form of

communication in consultation with the relevant

authority

choose the correct language and style of

communication to convey the required information

34

Didactic guidelines

1. Use job advertisements from newspapers and recruiting officers to share workplace best

practice.

2. Students should be aware that many companies use application forms which ought to be

accompanied by a covering letter and CV.

3. Case studies should be used to place the correspondence in a frame of reference.

4. Company policy documents could be issued to the students to create a feeling of “being

employed”. Students then have to make sure that their letters would not harm the image

of the company.

5. The lecturer should make use of real documentation in the classroom, e.g.

advertisements; complaints from readers/listeners; application forms; complaints from

consumers as reflected in the newspapers.

6. Teach students to identify the receiver, select the relevant facts and then to decide on

the type of letter before actually writing it.

7. Motivate students to evaluate their work first before “posting” it, and to correct all errors.

8. Pay attention to sentence construction, spelling, correct lay-out and terminology.

9. Lecturers should accommodate all fields of study in their choice of correspondence.


ALL other Communication texts previously mentioned.

E-link

www.etu.org.za>toolbox.admin skills

www.writing centre.uct.ac.za.pdf

http.//www.//shop.thevoiceclinic.co.za/business-english-writing-skillsprogramme


35

Module 9: Correspondence in the advertising world

General aim

On completion of this module, the student should be proficient in drafting all relevant forms of

advertising material. The student must also be capable of taking responsibility for the office/

company notice board.



1. Classified advertisements •

•

•

•

decide on the information to be included e.g. contact tel.

no. or address

reduce information so that the end product is brief but

clear

make use of appropriate headings

“place” the advertisement in the local newspaper

2. Display advertisements

• vacant positions

• products

• services

•

•

compile a simple display advertisement using the AIDA

principle

to elicit the desired response use appropriate

vocabulary

3. Notices •

draw up a notice for the company’s notice board

ensuring that the information (visual and/or written) is

attractively presented, correct in every detail and easily

understandable

4. Sales promotion letters


ONLY

•

determine the target audience and write a sales letter

which will promote the sales of the specific

product/service

5. Circular letters


ONLY

•

•

•

identify the audience to be reached

determine the necessary information and language to

be used in the circular

write a successful circular with /without recipient

address

36

Didactic guidelines

1. Students should be exposed to a variety of classified and simple display

advertisements in newspapers, magazines and on outdoor notice boards. Students

could evaluate these advertisements first in groups and then share the view of the

group with the rest of the class.

2. Students should be made aware of the importance of words, colour and form in the

advertising world. Communication lecturers of colleges which have an art department

could request the help of the art lecturer(s) in this respect.

3. Students should take responsibility for drafting and preparing these communications so

that a faultless end product is produced without supervision.

4. Note that Module 5.9 has reference to Module 10.


E-link

https:// www.creativebloq.com – examples of print ads/display ads

https:// www.marketingprofs.com – using the AIDA formula in social media marketing

www.letters.org.miscellaneous

smallbusiness.chron.com – writing a business sales letter

https://www.clickz.com. – digital marketing/email marketing

www.abahe.co.uk/.../– writing an advertisement. pdf

http://www.creativebloq.com/

http://www.marketingprofs.com/

http://www.clickz.com/



http://www.abahe.co.uk/.../

37

Module 5 and 10: Meeting Correspondence

Module 11: Reports

General Aim

On completion of this module, the student should be able to evaluate a situation or facts;

reach a conclusion; formulate his/her thoughts and report clearly, exactly and logically,

verbally or in writing, on a given situation.



1. Investigation reports

– inquiry into a problem/crisis

•

•

•

•

•

acquire information on subject

identify the relevant details organise details logically

submit clear and accurate information objectively

use suitable register and tone

write the required report in formal or informal (memo)

format

2. Feedback report

– on completion of a seminar, etc.

•

•

•

•

•

prioritise information organise details logically

write a clear, grammatically correct report

use suitable register and style

write the required report in formal format

write the required report in memo (informal) format

3. Progress report

– on assigned project, etc.

•

•

•

prioritise information organise details logically

write a clear, grammatically correct report

use suitable register and style

4. Incident/accident report

• occupational injury

• theft

• bomb threat

• complete forms providing all relevant details

38

Didactic guidelines

1. Students must be made aware of the fact that many assignments, in the working world,

are not considered done until the paperwork (report) is written. The manager/principal

does not have time to gather information and establish the relevancy thereof. The writer

has to sort out the details and place emphasis on information in order of importance or, if

the situation demands it, in chronological order.

2. Progress reports, depending on the situation, need NOT include a recommendation.

3. An attempt should be made to develop the student’s inductive, deductive and analytical

thought processes and his ability to evaluate as objectively as possible. Teach the

student to:

• distinguish between fact and opinion

• reach a conclusion based on facts – offer a solution if requested to

• substantiate a recommendation.

4. Report writing should first be done by the lecturer on the board and in collaboration with

the whole class. Subsequent reports can be done in groups and eventually by the

individual students in the class.

5. Case studies should, as far as possible, relate to the relevant fields of study, e.g.

hairdressing, tourism, art, business studies.


E-link

www.makeuseof.com/writing-professional-reports-documents

www.reading.ac.uk/ssc/resource-packswriting.doc – on style and structure

writing.engr.psu.edu/workbooks/formal_report_template.doc – templates for formal

reports

http://www.makeuseof.com/writing-professional-reports-documents

http://www.reading.ac.uk/ssc/resource-packswriting.doc

39

Module 12: Critical evaluation of written and visual material

General aim

On completion of this module, the student should be able to evaluate and edit given visual

and written materials, such as formal speeches, demonstrations, business letters, layout of

forms, circulars, simple reports and minutes of regular meetings, and correct possible errors

and use and read proofreading symbols.



1. Written communications •

•

avoid and rectify errors of style, punctuation, language

and content

recognise proof-reader’s symbols

[Note: for enrichment only]

2. Layout, design and content •

•

•

select the correct layout/material for the specific

communication

ensure that all necessary information is provided

judge the reasoning (logic) of the communicator and

identify words, phrases, omissions which could lead to

unsuccessful communication

3. Choice of words •

•

•

ensure that the receiver would be able to understand

the message correctly

recognise objective style and eliminate unnecessary

emotive language

provide his own opinion, substantiated by facts, on the

suitability/success of an audio-visual communication

taking into account e.g. the clarity of images/design, the

atmosphere created through the use of sound and

colour, and the final effect created or message

conveyed

4. Reference works

•

use the applicable reference works with ease

40

Didactic guidelines

1. Students must realise the importance of presenting correspondence that is, as far as is

humanly possible, without errors. They should, therefore, get into the habit of first editing

their own work before handing it in.

2. Students should first evaluate and edit examples of simple communication which would

give them the confidence to progress to more difficult pieces of communication.

3. Lecturers should make use of advertisements, brochures, notices, etc. to provide

opportunities for the evaluation of written and visual communication.

4. Students should be encouraged to express their own views and to cultivate a well-

reasoned opinion.


All other recommended style guides

E-link

https://writingcenter-tools/editing-and-roofreading – editing and proofreading

https://www.coursera.org-formatting-proofreading-written-assignments

http://www.coursera.org-formatting-proofreading-written-assignments/



41

Module 13: Critical evaluation of auditive and oral

communication

(not for examination but class room practical assessment only)

Development of listening and speaking skills

General aim

On completion of this module, the student should be self-assured enough to engage in

effective oral communication with persons inside and outside the organisation.

NOTE: Module 14 will not be theoretical assessed but practical, informal during teaching

and learning period.



1. Aspects of telephone technique

• Qualities of a pleasant voice

– relaxation

– breath control

– pitch

– volume

– tempo and rhythm

– tone

– resonance

– articulation

– projection

– enthusiasm and energy

– pronunciation

• Telephone etiquette

– rules of etiquette

– choice of words

– tone of voice

• telephone conversations e.g. dealing

with difficult clients

•

•

•

•

•

•

•

•

•

list the characteristics of a pleasant voice and discuss

the role of each in successful communication

do exercises to improve his/her voice control

apply this knowledge when speaking

evaluate the effectiveness of oral communication

between two parties and substantiate his/her

conclusions

pronounce words correctly

sound enthusiastic and full of energy when talking

p ractise the degree of voice projection necessary to be

heard in a small and/or a big room

apply the rules of etiquette when answering the

telephone or in making a call

practise all telephone conversations which might

possibly be encountered in practice

42

2. Development of listening skills

• Importance of listening

• Difference between listening and

hearing

• Listening elements

– attention

– understanding

– remembering

• Types of listening

– pleasurable listening

– discriminative listening

– critical listening

– EMPATHIC listening

(also empathetic i.e. listening with

empathy)

•

•

•

•

•

•

•

•

•

•

•

•

•

•

provide reasons why listening is important in his

vocational field

explain the difference between hearing and listening

apply the elements attention, understanding and

remembering to the listening process and explain the

importance of each

evaluate the sound quality of auditive material

listen with enjoyment to music, a video, people

socialising [note: enrichment only]

listen seriously, e.g. listen to an order/ instructions and

be able to carry it/them out; listen to a lecture and take

notes

listen critically to an example of propaganda/advertising

identify a line of thought

listen for and evaluate the supportive arguments used

by the speaker to illustrate/emphasise his point

identify possible barriers to the listening process

overcome possible barriers to the listening process/

prevent possible barriers from harming the listening

process

identify “missing facts” in a logical presentation

evaluate the relevance of content and act accordingly

demonstrate empathy while listening to a person who

feels dissatisfied/unhappy

3. Communication in small groups •

•

apply listening and voice control techniques while

communicating in small groups

participate actively in group discussions

4. . Interview

• general interview

• employment interview

•

•

conduct an interview with a client/ subordinate/

prospective employee

conduct himself/herself well as an interviewee at an

employment interview

43

5. Presentation communication

oral presentation of minutes, reports,

submissions

•

•

•

•

•

•

select systematised factual information which has been

collected on a specific subject through interviews,

telephone conversations, group discussions,

questionnaires or consulting relevant sources

verbally present findings factually and logically

apply the principles of investigation for the writing of a

report (chairman’s report, report on field trip, accident

report, etc.) to oral communication

apply the theory on non-verbal and oral communication:

state facts with conviction, mention sources of

information, control tone of voice and gestures, etc.

use direct and indirect speech/active and passive voice

correctly

avoid the irrelevant use of adjectives, adverbs as well

as emotive words and phrases

Didactic guidelines

1. Informal communication situations demand thorough preparation from both the lecturer

and the students to avoid the lesson becoming a casual but meaningless “chat”.

2. A clear lesson goal should be established for every lesson.

3. Evaluation is a continual process and acceptable norms applicable to the specific oral

component must be used.

4. Use small group discussions, videos, speakers from commerce & industry, role- play and

simulations to introduce students to the demands made in practice, and to establish a

critical awareness of the self.

5. Lecturers should make use of videos, advertisements, guest speakers, etc. to provide

opportunities for the evaluation of auditive as well as audio-visual communications.

6. Students are able to improve their listening skills only with the help of more

knowledgeable people. Lecturers should, therefore, construct lessons with this particular

aim in mind.


Grossfeld, R The Art of Speaking 1980 McGraw-Hill Book Company (Heinemann) Isando

Tubbs, S and Moss, S 1987Human Communication (Fifth Edition) Random House, New York

E-Link

https:// www.skillsyou need.com – 10 principles of listening

https:// www.youtube.com – oral communication in the workplace and tips for effective


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speeches/presentations

https://www.shopthevoiceclinic.co.za/...//customer-service-programme-pronunciation

open.lib.umn.edu/communication/ch/5-1-understanding-how-and-why-we-listen

https://www.tasanet.com/...centre/...audioforensics

http://www.shopthevoiceclinic.co.za/.../customer-service-programme



http://www.tasanet.com/...centre/...audioforensics



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