115789 Oral Interaction

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oral-interaction-md

COURSE SUMMARY

  • Short name:   Oral Interaction
  • Full description:   Sustain oral interaction across a wide range of contexts and critically evaluate spoken texts
  • Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta)  www.etdpseta.org.za
  • NQF: 5
  • Credits: 5
  • Duration: 1 day
  • Re-Assessment fees: None
  • Assignment extensions: Up to 18 months at no additional cost.
  • Hidden fees: None
  • Workshops: Weekly in Durban
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa
  • Success rate of learner: Our success rate for complete assignments and certified learners currently is estimated at 99%.
  • Short-cuts: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA.
  • Discounts: We offer a members discount for returning students, pensioners and NGO discount. Group discounts on own venues are also offered.

SUPPORTING STRUCTURES

Currently we have the following supporting structures in place for our members:

  • Telephone support 7 days a week.
  • Whatsapp –
    • Cell. 0825507946 Tel. 0867227014 English.
    • Cell. Zulu 0727372733 Tel. 0318115749 English/Zulu.
  • Helpdesk – www.help.trainyoucan.co.za – 7 days a week (integrated email and sms notifications).
  • Weekly workshops in Durban on Fridays between 8am and 12am.
  • Skype support – contact helpdesk for details.
  • Members private forum with model answers to all  activities including JOB opportunities.

COURSE DETAIL

  •  This course is based on the Unit Standards 115789  – click here to read more
  • People credited with this unit standard are able to:
    • Interact critically and purposefully as a listener and/or speaker in oral communication
    • Analyse and critically evaluate oral interactions and presentations
    • Use strategies for listening and speaking in sustained oral interactions
    • Analyse and evaluate responses to spoken texts critically and adjust own as required.
  • Purpose of the course:
    • Competence at this level will enable learners to present and participate effectively in oral communication in various contexts.Learners at this level have a fundamental knowledge base of the purposes and the context for communication as well as of target audiences. They effectively apply the style and language register required in different contexts. Learners can identify and make assumptions and inferences from and in oral communication. They speak fluently and confidently in both formal and informal settings and can articulate their purpose and meaning clearly. Language can be used to convey and evaluate detailed information, to express ideas and feelings and to use appropriate presentation skills and strategies. Learners use language correctly and effectively in their spoken communications.
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

  • Training Manager
  • Mentors & Coaches
  • HR Persons
  • Managers who need to assess their staff
  • Persons with no formal experience of the SETA and the NQF
  • Recruitment Staff
  • Learning material developers looking to enhance their programmes
  • Anyone else who can benefit from assessment methodologies
  • New training providers applying for accreditation
  • Employers running learnerships

Also learners who study towards their ODETDP SETA Qualification. Click here for more detail

ENROLMENT REQUIREMENTS

  • The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training. (Have scope or experience to train in a specific field.)
  • Minimum of 14 days workplace experience in training or facilitation. (part time or full time)
  • Basic communication skills (English = reading and writing skills on a NQF level 4 (Grade 12 or equal))
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Copy of ID and CV for registration purposes. (Indicating previous workplace experience)
  • Pen and paper.
  • A4 lever arch file + 12 dividers. (Cheap dividers)

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop
  • Organisation or Provider policies where available or at least knowledge of the organisations policies if any. These might include: Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Visit your SETA’s website and determine if they have any policies or rules of contact for their assessors available. Where not possible will TRAINYOUCAN provide a copy of this.
  • Visit any SETA of your choice and obtain a copy of the Assessors Registration template that you must complete on completion and submit to your SETA. This is very helpful if you have any questions or answers regarding the completion of this document. (Where possible will TRAINYOUCAN provide copies of this.
  • Internet access to view additional support on our Forum

PROCESS FLOW

  1. Enrol as a learner with Trainyoucan by completing the application form. (PDF document or the online enrolment)
  2. Attend the contact session with Trainyoucan. (Each course starts with a 2 hour induction on the SETA’s and explaining the accreditation process. (Most of the learners find this very useful.)
  3. We provide you with all the learning material that you need, including a workbook that you must complete. (Outside the classroom as required by the Unit Standard and OBE Learning)
  4. You complete the workbook and submit this to our offices for assessments, or you can attend any of our FREE workshops for additional support. Any person who attended any of our courses can attend our workshops for FREE. One of the assessors can also evaluate your POE (Portfolio of Evidence) during the workshop and provide you feedback immediately.
  5. Your POE is submitted to our Assessors that will complete the assessment process and provide directly feedback to you through our online tracking system.
  6. Your file is scheduled for verification with the relevant SETA and uploaded on completion. Your final Certificate will only be issued once the SETA verified your POE for security reasons and a final SOR will be issues. (SOR, also called the “Statement of Results” will be issued by the relevant SETA once the process was completed). You MUST receive your SOR one completion from any provider as proof that you were registered. NO SOR = NO ACCREDITATION. (Bear in mind that this process can take up to 3 months to complete.
  7. We provide you with all the guidance and resources to register with the relevant SETA of your choice.

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

  • Administrative procedures and record keeping and policies.
  • Management review
  • Authorization of affiliates
  • Tutor selection, training and performance review
  • Issuance of training certificates
  • Learner Support
  • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

  1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
  2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

 Before you can start with any course you should ask the following questions:

  • Is the course accredited and with what SETA?
  • What is the process and duration from start to completion?
  • Are there any additional fees for support to re-submission?
  • Entry Requirements? Do you charge for registration and why?
  • What discount can I get if I do more courses with your institute?
  • What after support and resources to you offer?

 COPY OF THE UNIT STANDARD

logoAll qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

Sustain oral interaction across a wide range of contexts and critically evaluate spoken texts
SAQA US ID UNIT STANDARD TITLE
115789 Sustain oral interaction across a wide range of contexts and critically evaluate spoken texts
ORIGINATOR ORIGINATING PROVIDER
SGB Communication Studies
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 04 – Communication Studies and Language Language
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular-Fundamental Level 5 Level TBA: Pre-2009 was L5 5
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD
Competence at this level will enable learners to present and participate effectively in oral communication in various contexts.

Learners at this level have a fundamental knowledge base of the purposes and the context for communication as well as of target audiences. They effectively apply the style and language register required in different contexts. Learners can identify and make assumptions and inferences from and in oral communication. They speak fluently and confidently in both formal and informal settings and can articulate their purpose and meaning clearly. Language can be used to convey and evaluate detailed information, to express ideas and feelings and to use appropriate presentation skills and strategies. Learners use language correctly and effectively in their spoken communications.

Learners credited with this unit standard are able to:

  • Interact critically and purposefully as a listener and/or speaker in oral communication
  • Analyse and critically evaluate oral interactions and presentations
  • Use strategies for listening and speaking in sustained oral interactions
  • Analyse and evaluate responses to spoken texts critically and adjust own as required.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning: NQF Level 4:
Accommodate audience and context needs in oral communication.

UNIT STANDARD RANGE
Range statement:

The learner engages in and sustains extended oral interactions in a wide range of socio-cultural, learning and/or workplace contexts.

Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

Unit Standard Range:

  • Texts and sources include oral and written texts such as telephonic enquiries and queries from clients, verbal instructions and requests, recordings, interviews, discussions, face to face contact, radio and TV broadcasts, advertisements, Internet and graphics.
  • Workplace related texts used for listening and speaking activities include brochures, pamphlets, information documents, newspapers, journals, magazines, financial newspapers and magazines, legislation documents, gazettes, regulation rules, business correspondence, articles and any other texts used within the workplace and field of learning.
  • Assumptions and inferences are demonstrated when a learner uses the ideas and information explicitly stated in a verbal text or bases conjectures and hypotheses on product and industry or workplace knowledge and/or personal experience. Inferences are opinions and the learner must be able to verbalise the rationale underlying his/her inferences. Inference requires thinking that goes beyond the stated information.
  • Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Interact critically and purposefully as a listener and/or speaker in oral communication.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Responses show a clear understanding of complex issues under discussion in one-on-one or group situations.

ASSESSMENT CRITERION 2
Own understanding is clarified and further developed during discussions and opportunity is provided during interactions for the clarification of one another’s understanding.

ASSESSMENT CRITERION 3
Discussions and/or disagreements are managed sensitively and in a manner that supports the goal of group or one-on-one interaction.
ASSESSMENT CRITERION RANGE
Disagreements/agreements in groups; personality clashes; conflict management, resolving deadlocks, obfuscation, negotiating consensus, positively summarising conclusions.

ASSESSMENT CRITERION 4
The underlying assumptions, points of view and subtexts in spoken texts are identified and evaluated when appropriate to clarify understanding, remove bias and/or sustain interaction.

SPECIFIC OUTCOME 2
Analyse and critically evaluate oral presentations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Point of view and information in spoken texts are identified and meaning described in relation to context and purpose of the interaction.

ASSESSMENT CRITERION 2
Values, attitudes and assumptions in discourse are identified and their influence on the interaction described and evaluated.

ASSESSMENT CRITERION 3
Techniques, skills and strategies used by speakers to evade, transfer or dissipate responsibility for an issue are identified and interpretations of the text reflect this insight.

ASSESSMENT CRITERION 4
The impact is critically analysed, evaluated and synthesised.
ASSESSMENT CRITERION RANGE
Range of impact:
Clarity of purpose, communication of message, speaker’s capability.

SPECIFIC OUTCOME 3
Use and evaluate strategies for listening and speaking in sustained oral interactions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Characteristics of a speaker’s style and tone that attract or alienate an audience are identified with reference to the particular effect of each feature in creating audience response.

ASSESSMENT CRITERION 2
Non-verbal cues/body language and signals are critically analysed for impact on audience and used appropriately.

ASSESSMENT CRITERION 3
The influence of rhetorical devices is used and evaluated for effect.
ASSESSMENT CRITERION RANGE
Pause, rhetorical question, exclamation, analogy, emphasis, repetition, rhythm, use of inclusive/exclusive pronouns, stress, intonation, volume.

SPECIFIC OUTCOME 4
Analyse and evaluate responses to spoken texts critically and adjust own as required.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Responses to spoken texts are analysed in relation to audience, purpose and context. Inappropriate responses are identified, evaluated and adjusted accordingly.

ASSESSMENT CRITERION 2
When confronted by opposing views, own position is put forward with confidence and sensitivity in a manner appropriate to the interaction.

ASSESSMENT CRITERION 3
Tone, approach, style, register and language usage are appropriate to context, and adapted so as to maintain oral interaction when it breaks down or is difficult to initiate or maintain.
ASSESSMENT CRITERION RANGE
Pedantic, illogical, aggressive or manipulative language is identified and modified to sustain interaction.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQAs.

Moderation Option:

The moderation requirements of the relevant ETQAs must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria:

Learners can understand and explain that language have certain features and conventions which can be manipulated in a workplace environment. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes.

Learners are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the stated embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the learners’ performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. Learners acquire further knowledge of the workplace context, protocol and culture.

UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A

UNIT STANDARD LINKAGES
N/A
Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems: using context to decode and make meaning individually and in groups in oral, reading and written activities.

UNIT STANDARD CCFO WORKING
Work effectively with others, in teams and individually: using interactive speech in activities, discussion and research projects.

UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one’s activities responsibly and effectively through using language.

UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information: fundamental to the process of growing language capability across language applications and fields of study.

UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, audio-visual and multimedia aids, mathematical, technological, commercial and language skills in formal and informal communications.

UNIT STANDARD CCFO DEMONSTRATING
Understand the world as a set of inter-related parts of a system: through using language to explore and express links, and exploring a global range of contexts and texts.

UNIT STANDARD CCFO CONTRIBUTING
Contribute to the full development of oneself: by engaging with texts that stimulate awareness and development of life skills and the learning process in general and in the workplace.