...Unit 1 Promote Communication in Health, Social Care or Children’s and Young People’s settings. 1.1 Identify the different reasons people communicate. The different reasons people communicate are to express their concerns or fears about something. People use communication to express needs for care, support, ask or give answers, when socialising with family and friends or developing relationship people communicate with each other. Communication is used to show support and reassure, to share ideas and experience. 1.2 Explain how communication affects relationships in the work setting. Good communication in a work setting is very important as this help to build an effective working relationship between service users, their families, and care service provider. A good communicating...
Words: 950 - Pages: 4
...We communicate to build strong relationships with the children and young people, address their emotional needs and support their educational and developmental goals. Communication also helps to ensure effective collaboration amongst the staff team and external professionals involved in the young people’s care Describe factors to consider for effective communication (1.2) Effective communication involves actively listening to others which means paying attention, showing interest in what the person has got to say and responding appropriately and asking questions, interacting back with the person. It also means expressing ideas clearly and concisely, using simple language and avoiding jargon as this will ensure clear and easy understanding for...
Words: 1230 - Pages: 5
...QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’...
Words: 65883 - Pages: 264
...PROMOTECOMMUNICATION IN HEALTH, SOCIAL CARE OR CHILDREN’S AND YOUNG PEOPLE’S SETTINGS. Understand why effective communication is important in the work setting. 1.1 Identify the reason people communicate; * To obtain information: in a health settings or any organisation setting, information will be gathered concerning clients, it is therefore important that you can communicate verbally (using appropriate words) and non-verbally (email and care plan). * To establish and maintain relationship with others: we need to communicate with others in other to know more about them, to develop and to maintain relationship with them. * To understand and to be understood: people communicate to understand needs, choices preferences, problems etc. we communicate to be understood also by others. 1.2 Explain how communication affects relationships in the work settings; As a care assistant communication plays a vital role and it is the heart of everything I do therefore effective communication is essential to carry others along. Communication can lead to a good or bad service within a work setting. Good communication encourages participation that promote equality within the work setting. To communicate effectively you have to ensure information is clear, accurate, detailed, non-judgmental etc. all of the above are important for references and legal purposes. It enables everyone to work to the same standard in other to avoid confusion. I.e. if carer A states it down clearly in the...
Words: 1988 - Pages: 8
...SHC 21: Introduction to communication in health, social care of children’s and young people’s setting 1.1 Identify different reason why people communicate. Communication is about connecting with others and being understood. Exchanging this type of information can be done either verbally via words or in written form, non-verbally including body language and eye contact and tone of voice. There are many reasons why people communicate including: • Provide and seek information from others • Encourage or discourage behaviour being negatively or positively reinforced • Developing healthy relationship with children and young people as well as their families, colleagues and other professionals in the work place. • Allow ideas to be conveyed clearly and effectively • Express emotion such as:...
Words: 963 - Pages: 4
...Combined Supporting Notes and Technical Specifications including Units for ------------------------------------------------- ILM Level 5 NVQ Diploma in Management (8331) Version 4 20/08/2010 © The Institute of Leadership and Management (ILM) 2012 © The Institute of Leadership and Management (ILM) 2012 Supporting Notes for ILM QCF NVQs | This document is intended for current ILM centres and contains supporting notes for ILM National Vocational Qualifications (NVQs) in the QCF. The main purpose of this document is to act as a refresher to help reacquaint our centres with some of the key sections covered in the ILM Centre Manual and provide guidance to assist a centre in preparing to deliver an ILM NVQ. This a generic document and should always be read in conjunction with the ILM QCF NVQ Qualification Specifications Part 2 Technical Info document and the ILM Centre Manual (www.i-l-m.com/centres). IMPORTANT NOTES: * This document replaces the previous ILM NVQ Level 2, 3, 5, and 7 General Qualification Information for QCF NVQs. * 2011 SCQF SVQs are now standalone products and are no longer S/NVQs. They have separate specifications to meet SQA and SCQF requirements. Please refer to our SVQ webpage’s for detail and SVQ resources section online * Centres should be aware that the specifications for NQF Team Leading and Management NVQs at Levels 2, 3, 4, 5 should continue to be followed for learners who have been registered on this version of the...
Words: 22926 - Pages: 92
...Outcome 1 1.1 People communicate to share their needs, feelings and information or instructions and to build relationships with others. 1.2 Effective communication affects all aspects of working in adult social care setting as it is needed to build relationships with the service user and to be able to identify there likes, dislikes, and needs. If you don’t have effective communication then important information won’t be shared between staff or the relevant health professionals. Any staff training or appointments for clients need to be communicated so daily activities can be planned around them. Another reason why using affective communication is important is to be able to share any information about the service user using the communication books, handover books or health updates, to make sure everyone is aware of any changes in medication or personal preferences that might affect their behaviour. If a client’s behaviour towards something or someone changes then this information needs to be shared so any changes in their care plan can be made and so that everyone on shift is aware and can avoid any disruption or emotional stress to the service user. 1.3 It is important to observe an individual’s reactions when communicating with them as it helps give a better understanding of how they are feeling and what they are trying to express, their reaction may show positive or negative reactions to what is being said or done that helps you to assess their needs and whether any...
Words: 1101 - Pages: 5
...People use communication for lots of different reasons, every single day. We use it to socialize, “Good morning”, “Hi, how are you?”, “Did you see the footie last night?”. We use it to express emotions, encouragement, share ideas and theories are formed from extensive discussions. Good education and helpful guidance are based on good communication, as well as sharing information and experiences. People talk about the choices they wish to make, why they have taken the decisions they have and the views they hold, to help others understand and respect them more. Aii 1.2 Explain how communication affects relationships in an adult care settings Having good communication within a care setting, not only with the service user but colleagues...
Words: 1469 - Pages: 6
...that English will play an important role in communication. As a result, English teaching and reform are coming to a turning point, how to improve students' spoken English is the core issue of students and teachers. Students are more and more eager to learn English well especially the oral English, but a lot of difficulties and barriers in the way. Therefore, how to stimulate middle school students' oral English interest becomes more and more important. In this paper, the author pays attention to studying the present situation of Middle school students Oral English study, and propose some personnel but effective strategies to stimulate students’ oral English skills. Key words：Oral English, interests, communication. Table of Contents Abstract…………………………..........................….............................................……….ii Table of Contents…………………………………………………………........…………iii Outline…………………………………………………………………………………… v 1. Introduction…………………………………………………………………………… 1 2. The Significant Value of Oral English………………………………………………… 2 2.1 English is the most widely used languages…………………………………………. 2 2.2 Oral English Skills is the Necessary Condition for Future Job……………………. .2 3. The Reasons Why The Middle School Students Lack Of Oral English Study Interest. .3 3.1 The out-of-date teaching methods………………………………………………………. 4 3.2 The current examination system…………………………………………………………5 3.3 Students lack of the essential language environment………………………………………6 3.4 Spoken English...
Words: 3244 - Pages: 13
...evidence that shows you are able to: | Task no. | Evidence(page nos.) | LO1Understand the relationshipbetween organisationalstructure and culture | 1.1 | compare and contrast different organisational structures and culture | 1 | | | 1.2 | explain the relationship between an organisation’s structure and culture can impact on the performance of the business | 1 | | | 1.3 | discuss the factors that affect individual behaviour at work | 2 | | LO2 Understand differentapproaches to managementand leadership | 2.1 | compare the effectiveness of different leadership styles in different organisations | 3 | | | 2.2 | explain how organisational theory underpins the practice of management | 3 | | | 2.3 | evaluate the different approaches to management used by different organisations | 3 | | LO3 Understand ways of usingmotivational theories inorganisations | 3.1 | discuss the impact that different leadership styles may have on motivation in organisations in periods of change | 4 | | | 3.2 | compare the application of different motivational theories within the workplace | 4 | | | 3.3 | evaluate the usefulness of a motivation theory for managers | 4 | | LO4 Understand mechanisms fordeveloping effectiveteamwork in organisations | 4.1 | explain the nature of groups and group behaviour within organisations | 5 | | | 4.2 | discuss factors that may promote or inhibit the development of effective...
Words: 3403 - Pages: 14
...omit the data. CS3911 (Team Number) (Team Name) Software Requirements Specification Document Version: (n) Date: (mm/dd/yyyy) Table of Contents 1. Introduction 5 1.1 Purpose 5 1.2 Scope 5 1.3 Definitions, Acronyms, and Abbreviations 5 1.4 References 5 1.5 Overview 5 2. The Overall Description 6 2.1 Product Perspective 6 2.1.1 System Interfaces 6 2.1.2 Interfaces 6 2.1.3 Hardware Interfaces 6 2.1.4 Software Interfaces 7 2.1.5 Communications Interfaces 7 2.1.6 Memory Constraints 7 2.1.7 Operations 7 2.1.8 Site Adaptation Requirements 7 2.2 Product Functions 8 2.3 User Characteristics 8 2.4 Constraints 8 2.5 Assumptions and Dependencies 9 2.6 Apportioning of Requirements 9 3. Specific Requirements 9 3.1 External interfaces 10 3.2 Functions 10 3.3 Performance Requirements 11 3.4 Logical Database Requirements 11 3.5 Design Constraints 12 3.5.1 Standards Compliance 12 3.6 Software System Attributes 12 3.6.1 Reliability 12 3.6.2 Availability 12 3.6.3 Security 12 3.6.4 Maintainability 13 3.6.5 Portability 13 3.7...
Words: 6285 - Pages: 26
...[pic] Level 3 Coaching and Mentoring Candidate Workbook: Part 1 |[pic] |Unit 3011: Principles, skills and impact of coaching and mentoring | | | | | |Unit 3013: Coaching and mentoring relationships | | | | | |Unit 3014: Coaching and mentoring operational processes | |Name |Sharon Singh | |Department/ Location |Retail - MIT | Table of Contents/ Mapping Matrices Unit 3011 is about the core principles, skills and impact of coaching and mentoring on individuals and teams. |Learning Outcome |Assessment Criteria |Page(s) | |1. Be able to understand the core|1.1 Define coaching and its purpose |5 | |principles of coaching and...
Words: 4501 - Pages: 19
...they are looking at how they can improve employee engagement over the next few years. The new Board have noticed that employee satisfaction feedback scores have consistently been decreasing over the last year and would like you to carry out an analysis as to the reasons and provide recommendations. Task 1 (this task provides evidence for LO 1.1, 1.2, 1.3) Section 1: Culture at FacileAvion Discuss the role of culture by focussing on the following areas: Compare and contrast different organizational cultures and structures (1.1) Explain how the relationship between organisation structure and culture can affect performance (1.2) Discuss the factors which affect individual behaviour at work, specifically in the context of a company that is similar to FacileAvion (1.3) Required: Write section 1 of the report (max: 1,250 words) Task 2 (this task provides evidence for LO 2.1, 2.2, 2.3) Section 2: Management and leadership at FacileAvion Explain and contrast the...
Words: 1925 - Pages: 8
...3.1 LECTURE 3 Communicating Interculturally To accompany Excellence in Business Communication, 5e , Thill and Bovée © 2002 Prentice-Hall 3.2 Lecture 3 Objectives Discuss trends that have made intercultural business communications so important. Discuss culture and subculture and culture’s four basic characteristics. Delineate the differences between high-context and low context cultures. Recognize cultural differences. Discuss ethnocentrism and stereotyping. To accompany Excellence in Business Communication, 5e , Thill and Bovée © 2002 Prentice-Hall 3.3 Lecture 3 Objectives continued Discuss three ways to improve communication with people who speak English as a second language; then discuss three ways to improve communication with people who do not speak your language at all. Explain why studying other cultures helps you communicate more effectively. Illustrate how word choice affects communication among people from other cultures. To accompany Excellence in Business Communication, 5e , Thill and Bovée © 2002 Prentice-Hall Quick Quiz 3.4 Some Key Definitions Define each of the following terms: Intercultural communication Market globalization Cultural diversity Culture Subculture To accompany Excellence in Business Communication, 5e , Thill and Bovée © 2002 Prentice-Hall A Few Basic Concepts About Culture Culture is learned. Cultures vary in stability. 3.5 Cultures vary in complexity. Cultures vary in tolerance. To accompany...
Words: 997 - Pages: 4
...Solutions to selected exercises from those assigned in outline (Chapters 1, 2 & 3) Message for Analysis (p. 31) Students will recognize this document as ineffective because it presents so many barriers to communication. The memo • Creates emotional barriers right from the first sentence (accusing employees of lying and cheating, later calling them names), preventing readers from perceiving the intended message • Presents a restrictive and authoritarian attitude, reflecting an environment that discourages open communication and thus discourages employee candor • Expresses bias or prejudice (in the slur against women employees) • Reflects the author’s anger and defensiveness (“I simply have no choice”) • Assumes bad intentions on the part of the employees, underlining the lack of audience-centered thinking • Uses vague, confusing language (More than three times during what period? Will have to answer to the author for what specific penalties?) • Polarizes workers by inciting conflict between “punctual” employees and others 1.2 The tasks described have the following communication directions: a. Downward, upward, and horizontal—since the entire company is involved. A memo is the best choice (either printed or electronic) to ensure that everyone receives the message (as opposed to, say, a blog posting, which is more passive). b. Upward. Depending on the situation, could be a formal proposal or a presentation at an executive meeting. c. Horizontal. Because this situation...
Words: 76273 - Pages: 306
