saimeche communicate clearly outcome 5 professional development programme

SAIMechE

COMMUNICATE CLEARLY

Outcome 5

PROFESSIONAL DEVELOPMENT PROGRAMME

INTRODUCTION

• Welcome• Signing of attendance register • Introduction of the Candidates• Explanation of the day’s programme

ASSESSMENT CRITERIA

The candidate is expected to display personal and work

process management abilities:

1. Manage self

2. Work effectively in a team environment

3. Manage people, work priorities, work processes and

resources

4. Establish and maintain professional and business

relationships

PRESENTATIONS

Individual Feedback presentations on theprevious assignment - Outcome 4

MANAGE PART OR ALL OF ONE ORMORE COMPLEX ENGINEERINGACTIVITIES.

GROUP DISCUSSION

Presentations

Handing in of presentation preparation

documents

CANDIDATE MATERIAL AND CANDIDATE SUPPORT

Candidate Manual

Outcome 5

COMMUNICATE CLEARLY

WORKSHOP OVERVIEW

• Overall Purpose

• Competency Standard

• Assessment Criteria

• Range Statement

• Section 1 – Theoretical concepts relating to “communicate clearly”.

• Section 2 – Practical Decision Making Model based on the assessment criteria

• Section 3 – Generic Guidelines

OVERALL PURPOSE

To prepare candidates for evidence submission (PoE) for Outcome 5

COMMUNICATE CLEARLY

COMPETENCY STANDARD

• SAIMechE Standard for Professional Competency (SPC)

• Foundation of the PDP• 11 Outcomes• Assessment Criteria• Range Statement

OUTCOME 5

• Basic Outcome Statement.

• Communicate clearly with others in the course of his or her engineering activities.

ASSESSMENT CRITERIAOUTCOME 5

Refer to manual

RANGE STATEMENT

Material relates to technical aspects and wider impacts of professional work.

Audience includes peers, other disciplines, clients and stakeholder audiences. Appropriate modes of communication must be selected.

SECTION 1

COMMUNICATING CLEARLY OUTLINE OF CONTENTS

1.1. Engineering Activities.1.2. Communicate With Others1.3. Communication1.4. Clear Communication

1.1. Engineering Activities.

Exertion of energy

Being active

Direction and focus

Not just talking about any activity

Engineering activities.

1.1. Engineering Activities.

Outcome 2 definition

American Council definition

Creative application of scientific principles

Develop structures etc.

Construct and operate

Forecast behaviour

Intended function

Economics and safety

1.1. Engineering Activities.

• Primary Engineering Activities

• Define, investigate and analyse• Design or develop solutions• Comprehend and apply advanced knowledge• Manage• Communicate clearly ( the subject of this workshop)• Recognise social, cultural and environmental effects• Meet all legal and regulatory requirements• Act ethically• Exercise sound judgement• Be responsible• Undertake professional development activities

1.1. Engineering Activities.

• Sub-Activities

• Design• Planning• Investigation and problem resolution• Maintenance• Project Management• Specific Outcome 5 activities• Context will influence format

1.1. Engineering Activities.

• The context• Clear and appropriate communication• While designing or problem solving• Seminars or workshops• Specific practice area• Writing or speaking• Engineering activities

1.2. Communicate With Others

• Others• Not in a vacuum• Other people involved• A relationship must exist• Challenges taken into account• No relationship – no communication• Nature of relationship –quality• Better relationship-better communication

1.2. Communicate With Others

• Others• Fundamental requirement• Talk to and behave towards• Quality of actions• Barriers in relationships• Relationship skills help communication• Circular nature of Outcomes• Barriers to communication

1.3. Communication

• Definition of communication• Science and practice• Transmitted• Science: theories, evidence, techniques• Practice: practical use• Effective communication complex• Barriers• Competent effective and clear

1.3. Communication

• Types of communication• Four basic types• Reading, writing, speaking and listening• Media and medium• Barriers

1.3. Communication

• Listening• Listening with understanding• Effective communication• Perceptions• Motivated to improve?• Pay attention• Attention with total awareness• Needs to become an unconscious habit

1.3. Communication

• Listening• More than just the words• Sounds and body language• Not to be taken lightly• Needs to be handled with care• Websites

1.3. Communication

• Speaking• Language a human thing• Many different languages• Culture• Adjust for barriers• Situational skills• The value of getting feedback

1.3. Communication

• Speaking• Public speaking can be stressful• An important skill• Thorough preparation• Purpose of presentation• Research and prepare well• Outline with main points• Practise

1.3. Communication

• Writing• Writing 4500 years old• Fundamental means of communication• A very important skill• Clear legible writing• Develop various skills

1.3. Communication

• Handwriting• Maintain this skill• Boosts learning and goal achievement• Mythical class of 53!!• 33% greater chance of achieving goals

1.3. Communication

• Journaling• Communicating with yourself• Powerful tool towards competence• Discipline, powerful and clarifying• Awareness of patterns• Notice and take action• Impact on communication

1.3. Communication

• Typing• Keyboards used a lot• Help with writing reports• Efficient• Online courses useful

1.3. Communication

• Reading• One of the fundamentals of education• Reading required to advance knowledge• Reading to keep up to date• Reading workshop manuals• Reading will advance competency

1.4 Clear Communication

• Media of communication• Intended communication must take place• No double meanings• Media or channel – mechanism• Consider the various options• Avoid unnecessary complexity

1.4 Clear Communication

• Barriers to communication• Many different things• Language• Simple barriers• Cultural differences• Take steps to eliminate barriers

TEA TIME

Section 1: GROUP ACTIVITY

Exercise 1

Communicate clearly

Self Assessment

Complete initial test on handout

Section 2

PRACTICAL DECISION-MAKING MODEL

Steps in communicating clearly

The assessment steps

Refer to the manual

Section 2 Introduction

Assessment criteria – practical modelUse on an ongoing basisEffective communicationComes into operationHas the intended outcomeGoal and objective achieved

STEP 1 Writing

Writing clear, concise, effective, technically, legally and editorially correct communication (e.g. letters, emails, reports, memos, specifications, etc.) using a structure and style which meets communication objectives and user/audience requirements.

STEP 1 Clear and concise

Seven powerful wordsClear, concise, effective, technically, legally and editorially correct Clear – no ambiguityConcise – brief but comprehensiveEffective –comes into operation

STEP 1 Technical

Technically correctCareful attention to detailLegal environmentComply with lawsLegally correct statementsMay need a lawyer

STEP 1 Editorially correct

Editorially correctConsistent understandingWell editedMay need a specialistCorrect – true and accurateGood standard

STEP 1 Reports

Often a major activityResponse to clientNature of brief and assumptionsConclusions and recommendationsSAIMechE workshop

STEP 1 Structure and style

Appropriate structure and styleWhat is the purposeDifferent responses

STEP 1 Audience requirements

Audience taken into accountBe aware of barriersEstablish audience requirementsCommunication technologyEstablish in advance

STEP 2 Reading

Reading to gain understandingRead technical and legal documentsUse information in projectsLanguage of their ownNever skip without understanding

STEP 2 Reading

Same applies to legal documentsForce majeureFind out what it meansEstablish meaning and correct useNo substitute for reading

STEP 3 Receiving Instructions

Vital to understandReceiver must participateListening fundamentalListen and understandAsk if not clearCheck for barriers

STEP 3 Questions to ask

WhatWhoWhenWhereWhyHow

STEP 3 Interpret

Bring out the meaningBeware of perceptionsCommon understandingAsk questions to clarifyDo not make assumptionsListen and understand

LUNCH TIME

Section 2: GROUP ACTIVITY

Exercise 2Refer to the manual

Working as one group

STEP 4Issuing clear instructions

Evaluate potential barriersAsk the questionsGet feedbackIdentify possible issuesUse of suitable communication aids

STEP 4Communication aids

More effective communicationCell phonesComputers and internetVast subjectMake use of expertsAppropriate communication aid

STEP 4 Communication barriers

Check for communication barriersSelect appropriate languageChoose communication aidClear and unambiguous instructionsClear and effective communication

STEP 5Oral presentations

Public speaking can be stressfulGlossophobia!TacticsExperience is the best cureAddress a small group firstWork up to bigger groups

STEP 5Purpose

Why are you speaking?What is the purpose?What do you want to achieve?Public speaking is not very efficientEliminate barriersMake message easy to absorb

STEP 5Audience

Find out as much as you canMould your presentationAudience will determine the natureTime spent will make all the difference

STEP 5 Presentation

Language decisionBe comfortableStyleFormal or informalChoose the appropriate style

STEP 5 Structure

Putting your presentation together80:20 ruleEnsure sound knowledgeEstablish main pointsConsider the orderIntroduction, body and conclusionSubsectionsRehearsing

STEP 5Visual Aids

True statementBest presentations directAppropriate aids can enhance presentationAids and not the mediaAdded assistance only

STEP 5 Supporting documents

Must not detractMay be handoutsAllow time for readingMay be presented on screenEnables seamless flowConcise and related to subject

RANGE STATEMENT

The Range Statement reads as follows: Material relates to technical aspects and wider impacts of professional work. Audience includes peers, other disciplines, clients and stakeholder audiences. Appropriate modes of communication must be selected.

ASSESSMENT TEST (SECTION 2)

Refer to manual

Do test on handout

GROUP ACTIVITY

In group of 6 discuss:

Reports

Presentations

GROUP ACTIVITY

In group of 6 discuss:

Case studies

GROUP ACTIVITY

In group of 6 discuss

Admin

GENERIC GUIDING PRINCIPLES

1. Competency Standard

2. Outcomes

GENERIC GUIDING PRINCIPLES

3. Assessment Criteria

4. Range Statements

References

Refer to manual

WRAP UP

Thank you for your participation and commitment to the PDP.

We trust you enjoyed the session.

Confirm date for next session.

Handout:

Please complete Workshop Evaluation Formsand hand to mentor.