Analyse Why Individuals Communicate?

Unit 1: Lead Communication

Activity Brief					HSC		Number	1
Task Type:	Questions and Answers with Reflection	Level:	4	Pathway:		P	Date reviewed:	20/07/2023
Task Name:	Unit 1: Lead Communication

 

 

Description of Task:

Questions and answers with some reflection to demonstrate your knowledge and understanding of advanced communication skills. Approx. 2000 – 4000 Words

Scope of Task
The following areas are to be covered / discussed / referred to in your answers:
Communication needs Assistive technology Convey information Confidentiality
Values Confidentiality	Core Skills Communication I.T
British Values: Democracy Rule of law Freedom of speech Mutual respect Tolerance of each other	Legislation: The Care Act 2014 Equality Act 2010 The Health and Social Care Act 2008 (Regulated    Activities) Regulations 2014 Health and Safety at Work etc. Act 1974 Data Protection Act 2018 (GDPR).

Activity Resources

Additional resources Books: Moss B - Communication Skills in Nursing, Health and Social Care, 5th edition (SAGE Publications Ltd, 2020)               ISBN  978-1526490148 Tilmouth T and Quallington J – Level 5 Diploma in Leadership for Health and Social Care, 2nd edition (Hodder, 2016) ISBN 9781471867927 Websites: Ability Net Communication Aids https://abilitynet.org.uk/factsheets/communication-aids-0 Communication Transactional Analysis https://www.simplypsychology.org/transactional-analysis-eric-berne.html Communication Theory Laswell’s Model http://communicationtheory.org/lasswells-model/ SCIE Commissioning independent advocacy under the Care Act https://www.scie.org.uk/advocacy/commissioning Steeper Assistive Technology http://assistive-technology.co.uk/

Task Questions

1) Analyse why individuals communicate (Unit 1 - 1.2). 2) Research the following models and describe them at length. Discuss how they can be used to meet an individual’s needs. Transactional Analysis Lasswell’s (Unit 1 – 1.1, 1.3) TIP: Remember: If you quote from other people’s work, you need to reference it within your assignment. 3) Explain barriers to communication. How would you overcome these? (Unit 1 - 1.4). TIP: Think about environmental, emotional, social and physical reasons. Coming into care for the first time might also prove to be a barrier. You could overcome these in several ways: privacy, quiet room, listening skills, involving others and ensuring you use the service users’ preferred method of communication. 4) Analyse impact of ineffective communication on the individual (Unit 1 1.5). 5) Explain how independent advocacy can help to meet communication needs and the circumstances in which it might be required (Unit 1 1.6). 6) Discuss the role of Assistive Technology: What support will service users need to be able to use Assistive Technology? Describe the specialist service that would need to be involved. Describe how to set up and check the equipment used. Describe how to ensure service users know how to use it (Unit 1 - 2.1, 2.2, 2.3, 2.4). 7) Explain legal and ethical tensions between maintaining confidentiality and sharing information (Unit 1 - 5.1) You should make reference to the GDPR in this section 8) Discuss, at length, how confidentiality would be affected and maintained when using Assistive Technology (Unit 1 - 5.2).

Evidence sheet

Learner Name

Evidence Reference

Activity (X)

RA

QA

X

PD

AS

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Evidence Continuation Sheet

Assignment Guide

This is a guide with ideas and tips for your assignment. You should expand on the following and use examples from your practice. 1) There are many reasons why people communicate: Expressing their needs and wishes Telling you how they are feeling Letting you know they are in pain Asking and answering questions Delivering messages, this can be simply passing on a message or it can be a hidden message. Example: - “Did you sleep well?”        “No Dear.” There is often a hidden message here that gets missed Ask more questions and find out why they did not sleep well Gaining knowledge and understanding, this could be learning Getting to know the individuals and your team members. 2) Follow the links provided and describe models in your own words: http://www.businessballs.com/transactionalanalysis.htm http://communicationtheory.org/lasswells-model/ 3) Barriers to Good Communication Communication should be effective throughout the organisation When describing barriers, you need to think about: Individuals Team members Other professionals Families. Barriers can be: Noise Timing Lack of privacy Language Deaf, blind or need for special equipment Different agenda (hearing what you want to hear) Emails going to junk mail box Fax not transmitting Telephone message not passed on. 4) Importance of Effective Communication Promoting communication is an important part of your role. Understanding the communication needs of the individuals you support enables you to show/support others to communicate with them. This can be gained with experience. You are often in the best place to notice changes and pass these on. You can ensure you keep reports and notes up to date and ensure others do the same. By doing this, you are ensuring the individual’s well-being is maintained by promoting effective communication. Effective communication with everyone involved in the care of an individual ensures: Their needs are met Messages are correctly passed on Everyone involved in the care package knows what is planned Individuals have control of their choices Ineffective communication leads to: Isolation Care needs not being met Outside agencies and other partnerships in conflict. 5) Using Advocates: Helps individuals express their views Helps individuals reach decisions. 6) Assistive Technology Use examples from your practice. Follow the links below to help you: http://assistive-technology.co.uk/what_is_assistive_technology http://assistive-technology.co.uk/ 7) Breaking Confidentiality It is acceptable to do this when the individual is at risk of harm or abuse. https://www.scie.org.uk/key-social-care-legislation/data-protection 8) Use an example from your practice to answer this question.

 

Referencing

This guide shows you how to reference your work. The examples used within it are just to demonstrate how to reference. The web links in red give more guidance on referencing. Referencing, is an important skill to learn if you are completing an academic programme in the United Kingdom.  Clear and structured referencing allows the Assessor or Verifier to access your research sources and review them themselves, helps to protect you against claims of plagiarism, and provides evidence of your external research. We have included below a list of the main sources of information for your work, but please feel free to locate information via other sources if possible and relevant.  Once you have your resources, there are many different ways to reference them, but the style preferred for your QCF Diploma is the Harvard Referencing Style; examples and instructions on how to do this are listed below.  For a complete list of how to use the Harvard Referencing System, you can purchase a book or look at one of the many excellent downloadable instruction systems online, such as the De Montfort University guide available for free online at: http://www.library.dmu.ac.uk/Images/Selfstudy/Harvard.pdf. Some websites, for example; Neil’s Toolbox (http://www.neilstoolbox.com/), offer free tools such as the Harvard Reference Generator. Basic Guide to using the Harvard Referencing System Always show when you have used a quote by placing it in speech marks: “...................” Short quotes can be used mid-paragraph, but longer ones should be given a line of their own as well as being shown in speech marks.  It is also common to italicise the longer quote. This brief quote can be “used mid-paragraph” (Cox, 2010) without any problem “but longer ones should be given a line of their own as well as being shown in speech marks” (Cox, 2010). The name of the original author, researcher, etc. and the date of publication should be given in brackets at the end of each quote: (D Cox, 2010) or (Cox, 2010). The content of a quote will not be included within the mark of an essay, though the relevancy of the quote will.  You can copy the meaning of someone else’s work without copying their words by rewriting their work as your own.  Paraphrasing is a good way to demonstrate understanding and have the content marked but remember that the paragraph must include the author’s details. ‘In 2010, Miss D Cox stated that....’ or their name and date, i.e. (Cox, 2010). The reference list at the end of your activity must be in alphabetical order.  This makes it easy to find a particular reference from the text. “In the UK many people were not aware of HIV until the mid-80s as it had received little coverage in the press and what it had received falsely branded it a gay disease (bbc.co.uk). Throughout the 80’s and early 90s, despite the evidence to the contrary – including the deaths and diagnoses of haemophiliacs and drug users with AIDS – the papers still branded it as the ‘gay plague’ and, in the Sun’s case, the ‘gay bug’. (avert.org 2009)” avert.org, (2009) History of HIV and AIDS in the UK 1981-1995. Accessed online 09.05.2009 at http://www.avert.org/uk-AIDS-history.htm BBC.co.uk, Mystery disease kills homosexuals. Accessed online 09.05.2009 at http://news.bbc.co.uk/onthisday/hi/dates/stories/december/10/newsid_4020000/4020391.stm Beharrell, P (1993) ‘AIDS and the British Press’, in J. Eldridge (ed.) Getting the Message: News Truth an....” Examples of the main types of references Websites (the website address should be underlined). Author or Source, Year. Title. Available at: web site address/URL and [Accessed date]. National Society for Epilepsy. 2008. Epilepsy - did you know ...? [Online] (Updated 16 Jan 2005). Available at: http://www.epilepsysociety.org.uk/AboutEpilepsy/Whatisepilepsy/Epilepsy-didyouknow [Accessed 10 April 2010]. Books: Author, Initials/first name. Year. Title of book. Edition (if stated). Place: Publisher. Appleton, R. and Marson, T. 2009. Epilepsy (The Facts). 3rd ed. Oxford: Epilepsy Action in assoc. with Oxford University Press. Journals: Author, Initials. Year. Title of article. Full Title of Journal, Volume number (Issue/Part number), Page numbers. Perry, C., 2001. What health care assistants know about clean hands. Nursing Times, 97(22), pp.63-64.

Referencing Table
Unit	Assessment Criteria
1	1.1, 1.2, 1.3, 1.4, 1.5,1.6, 2.1, 2.2, 2.3, 2.4, 5.1, 5.2

 

 

About Unit 1: Lead Communication Assignment

In the Unit 1: Lead Communication Assignment, students are tasked with exploring the role of communication in leadership and understanding its importance in creating effective teams and achieving organisational goals. Effective communication is not only a skill but a key leadership trait that influences decision-making, team morale, and productivity. This assignment aims to build students` awareness of the many aspects of communication and how it can be used to lead teams successfully.

Why Individuals Communicate

Communication is central to all human interaction, particularly in leadership roles. Individuals communicate for various reasons, including:

• Information Exchange: One of the primary reasons individuals communicate is to exchange information, whether it’s giving updates, sharing knowledge, or explaining concepts.
• Building Relationships: Effective communication helps in building strong relationships, which is essential for fostering trust, cooperation, and understanding in a team environment.
• Influencing and Motivating Others: Leaders communicate to inspire and motivate their team members, influencing their attitudes, behaviour, and actions to align with organisational goals.
• Resolving Conflicts: Communication is key to resolving misunderstandings and conflicts. By discussing issues openly, leaders can clarify situations, find solutions, and maintain team harmony.
• Expressing Emotions: Communication is also a tool for expressing emotions, whether it’s showing empathy, providing support, or offering feedback. This emotional connection is crucial for team morale and individual well-being.

Types of Communication

Effective leadership requires proficiency in various forms of communication, each serving different purposes:

• Verbal Communication: This includes face-to-face conversations, meetings, and phone calls. Verbal communication allows leaders to provide clear instructions, engage in discussions, and give presentations.
• Non-Verbal Communication: Non-verbal communication, such as body language, gestures, facial expressions, and tone of voice, is equally important. These cues often communicate more than words, conveying emotions or reinforcing verbal messages.
• Written Communication: Writing plays a key role in leadership communication, especially for sharing formal documents like emails, reports, and memos. It is essential that written communication is clear, concise, and free from ambiguity.
• Digital Communication: With the rise of digital platforms, leaders must also be adept at communicating through online channels such as video conferencing, instant messaging, and social media, all of which require the same attention to clarity and tone.

Skills for Effective Leadership Communication

Strong communication skills are crucial for leaders. These include:

• Active Listening: Leaders must be able to listen attentively to their team members, asking clarifying questions and providing feedback. Active listening helps leaders understand the needs and concerns of their teams and build trust.
• Clarity and Conciseness: Leaders should strive to convey their messages clearly and succinctly. Overly complex or lengthy communications can lead to misunderstandings, while concise communication ensures that the message is easily understood.
• Empathy: Leaders who communicate with empathy are better able to connect with their teams, address concerns, and offer support. Understanding the emotions of others is essential in fostering a positive working environment.
• Providing Feedback: Offering constructive feedback is vital for team growth. Leaders should ensure their feedback is specific, actionable, and delivered in a way that motivates improvement and development.

Barriers to Effective Communication

Effective communication can be hindered by several barriers, including:

• Cultural Differences: People from different cultural backgrounds may interpret messages in different ways, which can lead to miscommunication. Leaders should be aware of these differences and adapt their communication style accordingly.
• Emotional Barriers: Emotions such as anger or frustration can cloud communication. Leaders need to manage their own emotions and help team members express themselves in a calm and clear manner.
• Physical Barriers: Environmental factors, such as noise, distance, or technical issues, can disrupt communication. Leaders should work to overcome these barriers by providing a conducive environment for communication.
• Perceptual Barriers: Misunderstandings can occur when individuals interpret messages through their own biases or preconceived notions. Leaders must ensure that their messages are clear and seek clarification when needed.

The Role of Communication in Leadership Styles

Different leadership styles require different approaches to communication. For example:

• Transformational Leaders: These leaders communicate a compelling vision and use inspirational language to motivate their teams. Their communication is focused on creating excitement and commitment to long-term goals.
• Transactional Leaders: These leaders communicate through clear, task-oriented instructions, focusing on performance and rewards. Their communication is often structured and aimed at achieving specific outcomes.
• Democratic Leaders: These leaders engage in open communication with their teams, encouraging input and collaboration. Their communication is inclusive, aiming to involve everyone in decision-making processes.

Building Effective Communication Channels

To be effective, leaders must establish clear communication channels within their teams. This includes:

• Regular team meetings to ensure information is shared and questions are addressed.
• Providing platforms for feedback to ensure team members’ voices are heard.
• Fostering an open-door policy that encourages team members to communicate freely with leaders

Example Answer - Unit 1

1) Analyse why individuals communicate

Communication is an essential human activity that serves a wide range of purposes, both in personal and professional contexts. At its core, communication is the exchange of information, thoughts, and feelings between individuals, and it plays a crucial role in shaping interactions and relationships. There are several key reasons why individuals communicate, each of which contributes to the effectiveness of social, professional, and personal engagements.

1. To Share Information

One of the most fundamental reasons individuals communicate is to exchange information. This can involve sharing facts, ideas, instructions, or updates that are necessary for the functioning of any relationship or environment. Whether in a workplace setting or within a family, communication allows individuals to convey important details, pass on knowledge, or provide instructions that others need to know in order to perform a task or make informed decisions.

Information sharing can be both one-way (such as giving instructions) or interactive (such as a discussion or brainstorming session), but it is always vital for ensuring everyone involved has the necessary context to understand situations or carry out responsibilities.

2. To Build and Strengthen Relationships

Communication plays an indispensable role in forming and maintaining relationships. Through both verbal and non-verbal means, individuals express their emotions, build rapport, and show interest in others. Effective communication allows people to understand one another’s needs, desires, and perspectives, which is crucial for creating trust and mutual respect.

In professional environments, clear communication strengthens team dynamics, fosters collaboration, and helps establish positive working relationships. In personal life, communication is key to maintaining friendships and family bonds, as it allows individuals to share experiences and provide emotional support.

3. To Influence and Persuade

Communication is often used as a tool for influencing or persuading others. Whether in the workplace or in social situations, individuals use communication to change the opinions, attitudes, or behaviours of others. Leaders, managers, and marketers frequently rely on persuasive communication to inspire action, motivate employees, or encourage consumers to buy products or services.

Persuasion through communication can involve logic, emotion, or appeal to authority. The goal is to guide others toward a particular viewpoint or course of action, and this is achieved by presenting compelling arguments, emotional appeals, or other rhetorical techniques.

4. To Express and Share Emotions

A significant reason individuals communicate is to express their emotions. Whether it is joy, frustration, sadness, or excitement, emotions are often shared through communication. By doing so, individuals can connect with others on a deeper, emotional level, and foster empathy and understanding.

Continued...