Download Module: Communication

SCIP Module: Effective Communication
Contents:
•
Introduction and Preparation Sheet (current page)
•
SCIP Module: Effective Communication Outline
P. 2-3
•
Effective Communication and The New Zealand Curriculum
P. 4-5
•
Effective Communication and The Youth Development Strategy
of Aotearoa
P. 6
•
Effective Communication Risk Assessment/Management Plan
P. 7
•
Pictures (additional)
Introduction to Effective Communication:
This module has been designed to introduce SCIP groups to the value of communication. Through
this module, group members get to practice and reflect (with the guidance of their facilitators), on
the different parts of communication (i.e. sender, message, receiver, context) as well as different
communication styles (passive, aggressive, passive/aggressive and assertive). This module hopes to
introduce group members to the ways in which they communicate, and the contextual factors
behind their communication choices.
This module is written for a 50 minute timeslot. For groups with more time, you may like to extend
time on many of the tasks, or you may wish to follow this module with a second (Co-operation).
Preparation required:
•
Read the module outline and all other info provided before you deliver the module.
•
Have a plan for facilitation (i.e. who is to facilitate which parts of the module).
•
Know the location (school and room) of the SCIP group.
•
Know the name of the teacher of the group, and where to meet them.
•
Small and large sheets of paper
•
Pens
•
Pictures (for listening task)
1
SCIP Module : Effective Communication
50 minutes
Equipment Required:
• Paper (large sheets and smaller sheets)
• Pens
• Bluetack
Aim: Introduce SCIP groups to the value of communication. This module hopes to
introduce group members to the ways in which they communicate, and the contextual
factors behind their communication choices.
5min
Introduction: Working with and for others, both paid or voluntary often means
working as part of a group. Group work requires effective communication.
Communication means both sending messages and receiving messages. If you are able
to do both effectively, you are likely to understand and be understood. We need to
understand each other to work effectively with each other. So today, we are going to
look at effective communication!
5 min
Listening Skills: Pretty simple right...? All we need is for somebody to explain
something, and the other person to listen...
Preparation:
1. Split into pairs.
2. One person gets a picture (do not show your partner)
3. The other person gets paper and a pen.
4. Pair sits back to back.
5 min
Task: Person with picture needs to describe it to their partner. Their partner draws the
described image.
5 min
Compare: How similar are the images?
So what do we see? (allow group to explain the phenomenon) Recap: basically, I
explain an experience I have had to you, you will interpret this based on my language
(and in other instances, tone, body language etc.) and will come up with an idea of
what this is like. But they will very rarely match completely.
3min
5 min
Communication Styles: Split group into 4 smaller groups (If the group is too small
for 4 small groups, split into 3 groups, and do not discuss passive-aggressive)
Brainstorm: what body language is involved, what is the tone like, what kind of
things are said, what are they thinking, what does it feel like to experience?
1. Passive
2. Aggressive
3. Passive-aggressive (you may need to explain this one)
4. Assertive
2
2 min
Place brainstorms up on the wall for reference during role-plays. Which would
you say is the most effective? (*facilitate an understanding that 'effective' means we
both hear and are heard, understand and are understood – answer should be 'assertive')
2min
Communication Role Plays: For each of these scenarios we can try them with a
mixture of the following from initial message sender to message receiver: We should
be able to see differences in: the words used, the volume, the tone, and the body
language; and in the outcome of the communication.
•
3min
one person aggressive
the other person passive
Scenario Two
You are in a new relationship, and really like this person, but they have really bad
breath, and you want to tell them to sort it out...
•
3min
the other person aggressive
Scenario One
A new member of your voluntary work has been criticising how you do your work
(behind your back). You want to discuss this with them.
•
3min
one person aggressive
one person passive
the other person passive
Scenario Three
You delegated some work to some the else; it hasn’t been done properly. It's a real
mess. It needs sorting out.
•
one person assertive the other person assertive.
6min
Scenario Four
(2 min per Quickly re-visit each scenario with each person being assertive.
scenario)
3min
Reflect: What makes it hard to be assertive? Quick discussion. Farewell.
Note* for groups with more time, any of these tasks/discussion can be extended or you may like to
preceed or follow this module with a second i.e. co-operation.
Please also note that time-keeping on brainstorms and role-plays is very important for this module
to be completed on time.
Finally, rather than using set scenarios, feel free to get the group members to make up their own
challenging scenarios – for fun!
3
Effective Communication and the New Zealand Curriculum: Vision
That young people learn to be • Facilitators provide positive • Outcomes: Group members
confident: be positive in their
feedback, encouragement
ideas and contributions
own identity, motivated and
and invitations to share
are acknowledges and
reliable, resourceful, resilient
ideas in brainstorms and
affirmed as valuable to the
and enterprising
discussion. Facilitators
group. This builds
verbally express value of
motivation and confidence
all contributions, and
for further contributions.
encourage group members
to do the same.
That young people are
• In exploring communication
connected: That they are able
styles and reflecting on
to relate well to others, that they
their effectiveness, group
are effective users of
members have the
communication tools and are
opportunity to look at
connected to the land and the
their own communication
environment. Young people
tendencies, and better
realise that they are members of
understand how to
communities and international
communicate in positive
citizens
ways. Group members
learn that communication
is the key to group work.
Young people are actively
involved: They are participants
in a range of life contexts and
contribute to the well-being of
New Zealand – social, cultural,
economic and environmental
• Facilitators invite all group
members to contribute,
casting the net to the
entire group for ideas, as
well as asking specific
individuals specific
questions to engage their
contribution.
• Outcomes: Group members
apply the workshop to
their future interactions as
a group, and so contribute
more effectively, and are
better equipped to
contribute to and
understand group goals.
• Outcome: young people feel
actively involved in the
creation of brainstorms
and discussions, and
involved in the group.
Young people are lifelong
• Facilitators invite group
• Outcome: young people
learners: literate and numerate,
members to think
create group knowledge
critical and creative thinkers,
creatively and critically
around the value of
active seekers, users, and
about communication, and
effective communication.
creators of knowledge and
how complex it can be.
informed decision makers.
4
Effective Communication and the New Zealand Curriculum: Key Competencies
Thinking: creative/critical
•
Brainstorm/Discussion (Facilitated): group members are
encouraged to think creatively about communication and
its complexities.
Using language, symbols and
text:
•
Brainstorms/Discussion (Facilitated, but group led): group
members are encourage to write up their own
contributions to the brainstorm, drawing and symbols are
allowed! Group members are encouraged to role play
different uses of language, tone, behaviour to
communicate different emotions/motivations.
Managing Self: motivation,
can-do, resilience.
•
Facilitators to reinforce these capabilities: group members
should feel affirmed and encouraged by the facilitators to
contribute, increasing their motivation for future
participation.
Relating to others: active
listening, sharing, negotiating.
•
Brainstorms (Facilitated): group members are encouraged
to actively listen to others, and to share their own ideas.
Participating and
Contributing: community
involvement/contribute as a
group member.
•
Sharing experiences/Discussion/Brainstorms (Facilitated):
contributions of more observant and quiet group members
is to be facilitated.
5
Effective Communication and the Youth Development Strategy Aotearoa: Principles
1. Youth development is
shaped by the 'big picture':
values, belief systems, social,
cultural, economic contexts and
trends, Treaty of Waitangi and
human rights.
•
In reflecting on communication styles, and situations
where assertiveness become difficult, group members
start to develop an understanding of communication in
context.
2. Youth development is about
young people being
connected: positive
connections to other in society.
•
Coming together on a set of brainstorms allows young
people to connect over their ideas. Talking about
communication encourages group members to realise the
way in which we connect with others is important.
3. Youth development is based
on a consistent strengthsbased approach: build on
young people capacity to
enhance positive factors in their
lives.
•
Focus on positive behaviours and contributions.
4. Youth development
happens through positive
relationships: support to have
quality relationships.
•
As positive affirmation, active listening, sharing of ideas
and understanding is facilitated, young people continue to
strengthen positive relationships with the facilitators and
other group members.
5. Youth development is
triggered when young people
participate fully: opportunities
for greater control over what
happens to them, seeking their
advice, participation and
engagement.
•
As all group members contribution is facilitated and
valued, all group members are allowed and encouraged to
participate fully.
6. Youth development needs
good information: Effective
info gathering and sharing is
crucial.
•
Facilitators are to inform themselves on the plans for the
module in order to share this information with the group.
Facilitators should have a good understanding of
communication styles beyond module content in order to
relate group contributions to their own knowledge.
6
Risk Assessment/Management Plan: Effective Communication
Brainstorms/Role
Plays
Causal factors: People Causal factors:
Equipment
Causal factors:
Environment
Social Risks:
Exclusion,
rejection/derogation of
ideas, ridicule,
emotional triggers
• Dominant/confident • not enough pens
group members not • paper not big
allowing other's
enough/accessible
participation
to all.
• negative reaction to
somebody's
idea/rule
• derogatory laughter
during somebodies
role-play
• derogatory use of
role-play to allude
to past event
• pre-existing power
dynamics within
the group
(more/less
confident
members)
• pre-existing rivalries
within the group
• scenario reminds
group member of a
traumatic event
Management
Strategies:
• Affirm
• 1 pen for each group
positive/encouragin
member.
g behaviours and
• accessible paper
ideas.
• Ideally one facilitator
per brainstorm
group to encourage
participation from
all members.
• Allow people to
volunteer for roleplays knowing the
scenario beforehand.
• Allow people to
refuse participating
in role-play.
• Facilitators to model
involvement in
role-play as FUN –
facilitators to
encourage each
other!
• If necessary, attend
to any bullying (i.e.
facilitator to
discreetly remove
instigator(s) for a
quick discussion on
behavioural
expectations).
• strong facilitation
and positive
modelling of active
listening
• Shift/break up
dominant peer
groups or preexisting power
groupings.
7