Faculty of Business & Management Sciences

Diploma in Accountancy

COMMUNICATION 2024
SUBJECT GUIDE

Subject code: COM154S/ COM154X

NQF Level: 5
Credits: 18

____________________________________________________________________________
Faculty of Business & Management Sciences 2024
 Communication: COM154S

CONTENTS

1. INTRODUCTION AND WELCOME 3

2. SUBLECT AIMS AND PURPOSE 3

3. TEACHING AND LEARNING STRATEGIES 4

4. STUDENT/ LECTURER EXPECTATIONS 7

5. CLASS ATTENDANCE and CLASS PARTICIPATION 8

6. STAFF CONTACT INFORMATION 10

7. TEXTBOOK AND STUDY MATERIALS 10

8. ASSESSMENTS AND MARK WEIGHTINGS 13

9. UNITS OF LEARNING

9.1 Graphical representation of core units 16

9.2 Subject Overview 16

10. INFORMATION LITERACY (INFOLIT) 22

11. INSTITUTIONAL GRADUATE ATTRIBUTES 25

12. 21st CENTURY SKILLS 26

13. UNESCO 2030 SUSTAINABLE DEVELOPMENT GOALS 27

14. BLOOMS’ TAXONOMY – lower and higher order thinking skills 29

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1. INTRODUCTION AND WELCOME

A word of welcome

Welcome to Communication. This is a fundamental subject that is taught in the first year in all
diploma qualifications in the Faculty of Business and Management Sciences (FBMS).

We wish you well in your studies and trust you will enjoy the first-year learning journey with us.

How to use this subject guide

Read the Subject Guide carefully. It contains all the essential guidelines and rules you need to
progress in the subject. Refer to the Contents page (p1) to help you find what you are looking for.

The Subject Guide is updated from time to time to keep pace with current events and rapid
change. You will be informed via Blackboard if there is an update.

The Units of Learning (Section 9) contains the weekly planner listing what you will learn each
week, classwork and self-study activities, how each unit will be assessed and what to study for
tests and exams. Please note that these dates are subject to change should unforeseen
circumstances arise. Your lecturers will inform you of any changes, and update the Subject Guide
on Blackboard.

Anything you don’t understand? Check with your lecturer: we are here to support you in achieving
your academic goals. Also refer to the Diploma in Accountancy Programme Guide and the
institutional Student Handbook for further rules and guidelines.

2. SUBJECT AIMS and PURPOSE

2.1 What is the main aim of this subject?

The subject aims to support you in developing competency in the reading, writing, speaking and
critical thinking skills needed to participate effectively in different workplace and societal contexts,
to work effectively as part of a team and to adapt to diversity and change.

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This subject will also provide you with a firm grounding in the academic and information literacy
skills and the graduate attributes that will support your undergraduate studies, enhance your
employability, and prepare you for any postgraduate studies you may choose to pursue later.

2.2 Why do all FBMS students study Communication?

Effective communication is recognised internationally as a key 21st century learning skill, together
with collaboration, creativity and critical thinking capability. The development of effective
communication skills is a key contributor to students’ success both academically and in the
workplace.

This subject helps students to improve competence in spoken, written and oral communication,
and to develop English language competency. Students will also have the opportunity to develop
critical literacy skills such as reading, academic writing skills, information literacy skills and a
range of graduate attributes including relational capability, problem solving, resilience and
technological competence.

The subject also promotes a culture that encourages students to be empathetic towards others, to
make ethical choices, to support sustainable development in all aspects of their lives, and to be
life-long learners with a problem-solving orientation.

Active participation in all these various aspects of the subject will enable students to develop the
confidence and smartness needed to function effectively in the modern knowledge economy.

3. LEARNING and TEACHING STRATEGIES

3.1 Learning and teaching approach

This subject focuses on developing competency in both the theoretical and practical aspects of
Communication in a supportive, collaborative environment.

Learning and teaching take place through both formal face-to-face lectures, online, and through
extensive self-study and peer learning activities. The Learner Management System (Blackboard)
is also used extensively in a variety of learning, teaching and assessment activities.

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Both formal lectures AND independent study/peer learning activities

outside of class time are equally important in higher education. The
Subject Time Allocation table (p.5) illustrates the importance of
independent study.

Communication carries 18 credits = 180 notional hours.

Simply out, this means the average student should spend 180 hours in various activities in the
subject over the course of an academic year. This translates into an average of 6- 6.5 hours per
week, roughly divided as follows:

SUBJECT TIME ALLOCATION PER WEEK/PER ANNUM

Activity Approx. time allocation per week and per annum % of subject
(p/a) time allocation
Formal lectures 3 hours per week 45
x 26 academic weeks = 78 notional hours p/a
Self-study 3.5 hours per week (average) 55
outside of class x 29 weeks (incl. Infolit training, homework, self-
time study, tutorials, assignments, exam study weeks)
= 102 notional hours p/a

Self-study activities include:

 Any additional online lectures, such as the InfoLit training sessions
 Lecture preparation and revision at home
 Completing classwork, class quizzes and assignments at home
 Peer learning activities such as study groups and group assignments
 Exam and test preparation
 Tutorials and student support interventions
 Consultations with lecturer, librarian etc.
 Independent research beyond the curriculum (library, online, additional reading etc)

3.2 Tutorials

Designated tutors are appointed to provide students with additional group or one-on-one
academic support. Tutorials are conducted both face-to-face or online.
Further information and arrangements for tutorial support will be discussed with students in class.

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3.3 Provisions for disability

A student who requires assistance with their studies or assessments due to a disability or
handicap, may request assistance from the CPUT Disability Unit. The student should inform their
lecturer of their disability so that the lecturer can also offer relevant support.

3.4 Learner Management System (LMS)

 The LMS used at CPUT is called Blackboard.

 The Subject Guide, summative assessment tasks, some formative assessment tasks and
selected reading material and study will be made available on Blackboard.
 The InfoLit training and assessment is presented via Blackboard only.
 Assessments such as the Academic Essay, Business Portfolio and selected class
exercises will all be submitted via Blackboard.
 In the case of campus closure e.g. for security reasons, lectures will be conducted
online via Blackboard as per the normal timetable.
 Blackboard is one of the primary channels of communications between lecturers and
students. Students are required to check Blackboard daily for notices and updates.

 Where assessment marks are posted on Blackboard, it is every

student’s responsibility to check their marks regularly, and to
discuss any discrepancies with the lecturer concerned.

3.5 Social media and class/group communication

The Blackboard learner management system, CPUT student email accounts and verbal
information given in formal lectures are the main tools for official communication between
lecturers and students. Some lecturers may also communicate formally with students through
WhatsApp groups. In addition, students are encouraged to elect class representatives, who may
form WhatsApp chat groups as a platform for communication between students. Please

Please note, it is not compulsory for lecturers to be part of student WhatsApp groups. groups.
Social media should be used in conjunction with Blackboard and student emails which remain the
primary sources of student-lecturer communication.

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4. LECTURER/STUDENT EXPECTATIONS

Our core values in the Faculty of Business and Management Sciences (FBMS) are

F: FAIR B: BOLD M: MORAL S: SINCERE

4.1 What is expected of me as a student?

 Academic and social integrity

All members of the CPUT community are expected to treat others with respect, empathy and
consideration at all times and to act ethically and honestly in line with faculty values, rules and
procedures. Students should make ethical choices and act in ways the benefit others, not just
themselves. This is especially relevant in the classroom to ensure that all students receive fair
and equal treatment in a safe, supportive learning environment.

Students must familiarise themselves with the university’s policy on plagiarism and uphold
international standards of academic integrity at all times.

 Academic planning and commitment: Tips and Guidelines

There is a significant transitioning gap between school and university. University study requires
students to adopt a more independent approach and to acquire a broad set of academic literacy
and life skills in order to achieve academic success and workplace readiness. Many students find
this transitioning gap very challenging, especially at first year level.

It is therefore important that you take control of your own academic progress from the beginning
of the academic year. Here are some tips and guidelines to help you in your learning journey:

 be focused and committed: attend all lectures, do your homework and class preparation,
participate in class, prepare thoroughly for exams, complete all assignments timeously
 have the right study materials: correct textbook, dedicated subject notebook and file for
handouts, calender
 be well organised: keep a diary, make good class notes, date and file all documents, plan
your time realistically, avoid procrastination
 be familiar with online teaching, communication and support systems (Blackboard, email,
WhatsApp groups, library website) and check these sites every day

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 collaborate: attend class, make friends with committed peers, form study groups, connect
to class WhatsApp groups
 engage with student support facilities be proactive in getting support from
lecturers/tutors/librarian/ student counselling etc. when necessary
 aim high: being a student is a privilege many are never given. Appreciate the opportunities
and do you best. Companies select those graduates who perform best and who can
demonstrate that they have the right skills, attitude and work ethic.
 stay positive- learn from your mistakes, focus on new opportunities to improve, don’t lose
sight of your goals
 establish a healthy work-life balance: plan your time effectively. Studying is hard work: set
aside quality time to relax, socialise, exercise, eat healthily and enjoy life.

WE DO NOT PLAN TO FAIL, BUT WE OFTEN FAIL TO PLAN.

Plan effectively to achieve your goals and dreams.

Watch https://youtu.be/CywoRvnTaqs?si=1H_M4AuSixZXqG2K for inspiration

4.2 What can I expect from my lecturer?

Your lecturer should

 at all times, act ethically, professionally and uphold high standards of academic excellence
 treat all students fairly in accordance with institutional /subject rules and policies
 establish safe and supportive environments for effective learning and teaching
 ensure that all subject academic output is correct, clear, fair and transparent
 return all marked assessments timeously and give clear and constructive feedback
 set up channels for regular communication with students during office hours
 be available for consultation at reasonable times

5. CLASS ATTENDANCE, CLASS PARTICIPATION

5.1 Class Attendance : Rules

 Class attendance is compulsory. Lecturers will keep attendance registers. Please ensure
that you arrive on time for your class. Constant interruptions by late-comers disturb
learning and teaching and are disrespectful to others.

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If you are unable to attend class, email an apology to your lecturer and make
arrangements with a peer to catch up on missed work. Also refer to the Programme Guide
for rules and procedures regarding missed classes.

 The faculty takes regular class attendance very seriously. Students who regularly miss
class/come late will be followed up by the departmental Student Retention Officer.

5.2 Class Participation : Tips and Guidelines

 Be active and proactive

Complete all classwork, homework and self-learning activities. This is important because
students do not learn most effectively from what they see, read or hear (passive learning).
Effective, deeper learning requires participation and practice (active learning) based on
what students can DO. Students should therefore make use of all opportunities to
participate actively in class in order to promote deep learning.

 Collaborate
Peer learning is one of the most effective ways of promoting quality learning. Classroom
and group activities support effective learning and help students to build positive and
supportive relationships.
 Ask questions: who, what, where, when, how, why?
 Be Bold: share your own thoughts, ideas and experiences.

You are encouraged to ask questions in class to check understanding

and to raise any queries, ideas or debates related to academic matters.
Cultivating an enquiring mind will help you to get ahead in your studies.

All questions and class inputs are treated respectfully. The lecturer is there to ensure that
the classroom is a safe space for learning, even when this is though mistakes. Students
do not need to feel fearful to ask questions or share their thoughts and ideas.

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6. STAFF CONTACT INFORMATION

Name Building Telephone E-mail address Consulting

and room number hours
number
Lecturer and Mrs Sonya Commerce stephensons@cput.ac.za Email for
Subject Co- Stephenson Building, Room appointment
ordinator 2.21

Senior Dr Jane-Francis Commerce 021 460 3165 janefrancisa@cput.ac.za Email for

Lecturer Abongdia Building, Room appointment
(Term 1) 2.41
Lecturer Mrs Amanda van Commerce 021 460 3165 Email for
Niekerk (from Building, Room appointment
Term 2) 2.41
Lecturer Mr Dominic awahd@cput.ac.za Email for
Awah appointment
Departmental Mr Nathan Library, kalamn@cput.ac.za Drop-in in the
Librarian Kalam Admininstartion library or
Building email
Head of Dr Aletta Consult with your Consult with
Department Neethling lecturer, the subject co- secretaries to
Financial ordinator or the set up an
Accounting departmental secretaries appointment
and Taxation before emailing any HOD
Departmental Mrs Jo-Anne Commerce 021 460 3952 ridderj@cput.ac.za 8:00-16:00
Secretary Ridder Building, Room
2.2
Departmental Mrs Colleen Commerce 021 460 3054 solomonsco@cput.ac.za 8:00-16:00
Secretary Solomons Building, Room
2.6

7 . TEXTBOOK AND STUDY MATERIALS

7.1 Textbook

Cleary, S (ed). 2021. The Communication Handbook. 4th ed. Cape Town: Juta

All students are expected to have a copy of the correct textbook with
them in class at all times and available for self study at home.

Sharing a textbook between multiple students in class is strongly discouraged as this

practice undermines effective learning.

Ensure that you have the correct edition - 4th ed (lime green)- as older versions do
not contain essential updates and relevant class exercises.

The textbook can be purchased at Van Schaik bookstore, Shop 43, Matador
Centre, 62 Strand Street, Cape Town. Ph 201 4180202 to check availability. Cost: R430.00

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7.2 Stationery

- An A4 notebook (preferably hardcover) used for this subject ONLY.

- A file/folder for handouts that is used for this subject ONLY.
- A pencil and coloured pens or markers are useful for adding erasable notes to the
textbook or for highlighting and organising class notes.
- Scrap paper is useful for rough classwork to avoid wasting pages in your notebook.

7.3 Additional reading and study material

 Students may use any relevant additional material, such as selected books, newspapers,
journal articles, internet sites, class notes, dictionaries, serach engines,videos etc to
support their studies. Students will receive instruction on how to select relevant material in
the Infolit training sessions using the CRAAP method (Currency, Relevance, Authority,
Accuracy, Purpose).

 From time to time, lecturers will also make additional study material available to students
via Blackboard or as handouts in class.

 The library has a variety hard copy and electronic material which students are encouraged
to use as additional sources. The departmental librarian, Mr Nathan Kalam, provides
students with guidance and support in the access, selection and use of these materials.
He is also available for consultation by appointment or drop-in in the library to assist you
with your assignments.

Students are invited to visit the library and make friends with our librarian who
will also lecture you on various aspect of academic writing and InfoLit,
Contact:
kalamn@cput.ac.za
D6 campus library

7.3 Smartphones and Laptops/tablets

 Smartphones are frequently used for class communication, as storage and retrieval
devices for documents needed for classwork and for searching and researching during
and class time. Please ensure your phone is charged and with you during class times FOR
ACADEMIC PURPOSES ONLY, not for personal use.

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 Some students also find it helpful to have a laptop/ tablet in class, but this is not a
requirement. Again, ensure your device is fully charged before you come to campus.
There is very limited access to plug points for charging devices in lecture theatres.

 Students have access to free wi-fi while on campus and in residences. While at home,
students all have free access to Blackboard for academic purposes.

 Ensure that your technological devices are kept safely on your person or close to you at all
times. This also applies to textbooks, notebooks, bags, keys and clothing items such as
jackets. If you lend your laptop/ tablet to another student, ensure that all your assignments,
classwork etc stored on your device is protected against possible theft

8 ASSESSMENTS AND MARK WEIGHTINGS

The pass mark for Communication is 50%.

8.1 Criteria for passing the subject

Communication marks are cumulative, based on formal exams, classwork and assignments that
are completed throughout the year. Students must participate in ALL formative AND summative
assessments in order to pass.

It is therefore crucial that students work consistently throughout the year.

Communication is continuously evaluated and students have multiple

opportunities for assessment throughout the year. There are therefore NO
supplementary examinations, tests or rewrites for any assessment.

Students who do not achieve a final year mark of 50% will have to repeat the entire subject
in the following academic year.

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8.2 Assessment schedule and mark weightings

CODE ASSESSMENT ASSESSMENT TYPE WEIGHTING

%
T1 InfoLit test Formal summative test 8
Date: 8-12 May Blackboard
T2 March Test Formal summative written test 7
Date: 13 March Face-to-Face
T3 Academic Essay Formal summative written assignment 10
Due date: 18 August Submission via Blackboard
T4 June examination Summative formal written examination 20
+ formative semester classwork
Date : TBD submissions
Face-to-face
T5 Report Assignment Summative written assignment (15) 25
Due dates: Oral presentation (10)
Written: 29 September Written portfolio submission: BB
Orals: 14-29 October Orals: Face-to-face
T6 November examination Summative formal written examination 30
+ formative semester classwork
Date: TBD Face-to-face

8.3 Missed assessments and late submission

Students who miss an assessment for any reason whatsoever do not automatically qualify for a
reassessment. If you miss an assessment, please advise your lecturer via email and submit a
valid medical certificate or other documentary evidence for the date of the missed assessment.
The lecturer will advise whether the student qualifies for reassessment.

NO late submissions of classwork or assignments will be accepted.

Formal tests and examinations: Re-evaluation on medical grounds

Students who miss the formal written test/examination in either April, June or November and who
have a valid medical certificate MAY qualify to write the Reassessment Examination.

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A student who misses a formal assessment for medical reasons must immediately inform BOTH
the departmental secretary AND their lecturer via email and subject valid substantiative
documentation.

Refer to the Programme Guide and Student Handbook for rules and policies regarding medical re-
assessments. Note that such re-assessments are managed by departmental administrative staff
and NOT by the subject lecturer.

Academic Essay, Report and Oral assignments.

Students who do not submit the Report assignment in a group as per the assignment brief or
miss/come late for the oral will score 0. NO extensions. NO rewrites. NO exceptions.

Class assignments, class tests and InfoLit test

Students who miss the upload or submission dates for these assessments are not normally
granted an extension or re-assessment as there is reasonable allocated for completion of these
assessments. It is the student’s responsibility to plan their academic work effectively.

Online submission via Blackboard

NO hard copy. NO emailed submissions. NO late uploads.

Students must ensure in advance that they are familiar with the LMS and assignment upload
procedures, with upload due dates and times, with loadshedding times or any other possible
technical problems and challenges, and plan accordingly. Students are strongly advised NOT to
leave uploading their work until the last minute as NO extensions will be given for late entries.

8.4 Feedback and marks verification

After the submission of assessments and marking is completed, feedback will be provided to
students within 14 days of the assessment due date. Marks will be made available to students for
verification in class and/or on Blackboard.

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Students have FIVE WORKING DAYS after return of assessments to query their marks with their
lecturer, after which NO changes will be made.

8.5 Plagiarism, Copyright, Safe Assign and Artificial Intelligence (AI)

All classwork, assignments and assessments must be your own original work.

Plagiarism and copyright

Plagiarism and copyright infringement are serious offences that can lead to expulsion from the
university and / or legal proceedings. All students will receive instruction on various aspects of
plagiarism.and must familiarise themselves with the institutional policy on plagiarism document.

Safe Assign
CPUT uses Safe Assign as a support tool for students to check plagiarism levels and edit their
work before submission.

Submitted assignments that are found to show unacceptability high levels of plagiarism will be
penalised appropriately.

All online assessments should be submitted via Safe Assign. You will receive instruction in the
use of this tool at the beginning of the academic year.

Artificial Intelligence (AI)

AI platforms such as ChatGPT are exciting and useful tools in the academic workspace if and
when correctly used. There will be ongoing discussions around AI as the technology develops
and its usefulness is better understood.

Students are expected to familiarise themselves with correct and ethical use of AI and should not
put themselves at risk by abusing AI tools.

8.6 Departmental requirements for assignments

Refer to the Assignment Guide on Blackboard.

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9. UNITS OF LEARNING

Graphic presentation of the core units of learning

Communication and
Online Business
Communication Difference/ Intercultural
Presence and
Theory Communication
Social Media

Oral Presentations Listening skills

Communication
Small group
communication/
teambuilding

Academic and Leadership

Conflict Problem-
Information
Resolution solving
Literacy

9.2 SUBJECT OVERVIEW

This is schedule is subject to change in order to accommodate

changing or unforeseen circumstances.

ACADEMIC
DATES TOPICS
WEEK

TERM 1

Weeks 1-2 19 INTRODUCTION AND WELCOME

February SUBJECT GUIDE DISCUSSION
-
1 March
UNIT 1: COMMUNICATION THEORY: (Chapter 1)

 Definition, model, elements, two-way process

 Feedback
 Effectiveness and efficiency
 Communication contexts
 Communication barriers, perception, audience
 Verbal and non-verbal communication (nvc)

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 Why do accountants need Communication skills?

 Academic referencing

COMMUNICATION IN THE ACCOUNTING PROFESSION- how

theory meets practice: (YouTube)

Week 3 4-8 UNIT 2: COMMUNICATION AND DIFFERENCE/

(cont. Week 5) March INTERCULTURAL COMMUNICATION (ICC): Chapter 2

 Globalisation and culture.

 Intercultural communication: Definitions, Characteristics and
Identity
 Intercultural theory: Edward Hall- Iceberg theory (surface vs deep
culture)
 The value of diversity and difference, especially in the workplace
 Barriers to intercultural communication in the workplace:
stereotyping, prejudice, bias, ethnocentricity
 Effective multi-cultural communication, especially in the
workplace (Communication with those who are different from us)

Week 4 11- 15/3 TEST WEEK (Communication test: 13 March)

BY END WEEK 4 INFOLIT 1: Introduction and Topic Analysis (self-study)

18-25 March RECESS WEEK

TERM 2
Week 5 25-28
(29 March- March UNIT 2: COMMUNICATION AND DIFFERENCE I/C cont.
Good Friday)
WEEK 5 INFOLIT 2: Evaluating Information, CRAAP method (self-
study)

WEEK 6 INFOLIT 3: The legal and ethical use of information(self-study

Week 6 2-5 April MARCH TEST RETURN AND DISCUSSION

(Mon 1 April -
Family Day) UNIT 2: COMMUNICATION AND DIFFERENCE: ORALS

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Weeks 7-9
8- 26 April UNIT 3 A: SMALL GROUP COMMUNICATION/ TEAMS: Ch. 3

 What is a team? Definition and characteristics

 Advantages and disadvantages of small groups/teams
 Stages of group development (How groups are formed)
 Group roles: task roles, maintenance roles, individual roles,
leadership roles
 Goals and SMART goal-setting
 Group conformity- Groupthink

UNIT 3 B: LEADERSHIP: Chapter 3

 Group leadership- what are the traits of an effective leader?
 Leadership styles : task-oriented, democratic
(participative),bureaucratic, laissez-faire, servant

UNIT 3 C: CONFLICT WITHIN GROUPS: Chapter 3

 Definition, positive vs negative conflict
 Causes of workplace conflict
 Strategies for dealing with conflict- Competing (confronting,
forcing), Avoiding, Accommodating, Compromising, Collaborating

UNIT 3 D: COLLABORATIVE PROBLEM-SOLVING: Chapter 3

 Problem solving as a 21st skill
 Brainstorming
 Nominal group technique
 The UNESCO 2030 Sustainable Development Goals: overview
(not for exam purposes)

WEEK 7 INFOLIT 4: Referencing (self-study)

WEEKS 8-9 INFOLIT 5: Search techniques/ Information Sources (self-study)

WEEK 10 28 Apr- UNIT 4: READING FOR ACADEMIC PURPOSES: Chapter 12

3 May  The comprehensive reading process
 The preview phase (skim and scan)
 Reading for structure (introduction, body paragraphs, conclusion)
 Reading for understanding
 Detailed reading, critical reading
 Format, planning, and drafting an assignment

Saturday 4 May @ 10:00

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Online on Blackboard INFOLIT REVISION LECTURE & QUESTION AND ANWER SESSION

WEEK 11 6-10 May CLASSWORK AND EXAM REVISION

OPENS : Wed 8 May 8:00 INFOLIT TEST- BLACKBOARD.

CLOSE: Sun 12 May 20:00

13-17 May STUDY WEEK

19-31 May JUNE EXAMS

22 June- 13 July JUNE RECESS

TERM 3
ACADEMIC
WEEK DATES TOPICS

12-13 15-26 JUNE EXAM RETURN AND DISCUSSION

July

UNIT 5: ACADEMIC WRITING : Chapter 12

 Note-taking
 Summary methods
 Paraphrasing
 Topic sentences
 Using connectives and transitioning words/sentences
 Introductions and conclusions
 Harvard referencing various sources (e.g. book, internet source,
AI, journal article, newspaper, interviews, class notes)

ESSAY ASSIGNMENT DISCUSSION AND PLANNING

14-15 29 July- UNIT 6: WRITTEN COMMUNICATION : Chapter 8

(Fri 9 Aug- 8 Aug
Women’s Day)  Register, tone, formal and informal (vernacular) writing
 Cs of good writing (clear, correct, concise, cohesive,
comprehensive, credible, courteous)
 Ambiguity, redundancy, jargon, verbosity, dialect, slang

16 12-16 UNIT 7: LISTENING SKILLS : Chapter 5

August
 Hearing vs Listening
 Why listening is important
 The listening process

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 Deliberate vs Empathic listening

 Barriers to effective listening- (e.g. culture and personality,
speech vs comprehension speed, perception/prejudging,
personal interests, environment, effect of technology)
 Active listening strategies
 How to be a good listener
 How to improve your listening skills

Due date:
Sunday 18 August @ 20:00 ACADEMIC ESSAY UPLOAD VIA BLACKBOARD

Weeks 19-30 UNIT 8 : REPORT WRITING : Chapter 14

17- 18 August
REPORT WRITING ASSIGNMENT DISCUSSION
 Types of reports (not for exam purposes)
 Structure of formal investigative report
 Audience and Purpose (Terms of Reference, Introduction)
 Methodology and methods of investigation, Sample populations
 Designing and conducting interviews and questionnaires
 Writing the Abstract (Executive summary)
 Data presentation and discussion (Findings)
 Writing Conclusions and Recommendations
 Graphic representation (guest lecture Week 18 refers)
 Professional Presentation
 Selecting groups and planning oral dates
 Discussion of marking rubrics
 Evaluating oral presentations
 Groupwork on report

Saturday 24 August GRAPHIC REPRESENTATION OF DATA: Guest lecture

10:00-12:00

19 2-6 Sept UNIT 9: MEETINGS : Chapter 15

 Types of Meetings, the AGM (Not for exam purposes)
 Committee structures (Not for exam purposes)
 Purpose of meetings
 Meeting terminology
 Meeting documentation: Notice, Agenda, Minutes, Proxy forms
 Roles of office bearers (brief overview)
 Meeting procedure
 Voting procedure

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 Writing New Business items correctly

 Writing proposals and motions

8-13 September RECESS WEEK

TERM 4

WEEK DATES TOPICS

20 16-20 UNIT 10 : ORAL COMMUNICATION (Ch 6 and 7)

Sept  Audience and Purpose

 Planning your presentation

 Writing Introductions and conclusions

 Overcoming nervousness

 Delivering your presentation

 Effective design and use of visual aids

Online presentations (e.g. Teams, video conferencing)

21-22 23 Sept- UNIT 11 A : BUSINESS CORRESPONDENCE : LETTERS: Ch 9

(Tuesday 24: 4 Oct  Format and tone of business letters
Heritage Day)  Letter of enquiry and request + responses
 Informational letter
 Letter of complaint + response
 Letter of adjustment
 Letter of thanks/ congratulations
 Writing “bad news” letters

UNIT 11 B : BUSINESS CORRESPONDENCE : E-MAIL: Ch. 9

 Guidelines for using email

 Format and Subject headings
 Greetings and salutations
 Organisation of content

Due: Sun 29 Sept @ 20:00 BUSINESS PORTFOLIO UPLOAD VIA BLACKBOARD

23 7-11 Oct UNIT 12: ONLINE BUSINESS PRESENCE: Chapter 11

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 Social media for business use

 Content
 Style
 Social media etiquette

2024: RELECTIONS

EXAM REVISION

24-25 14-25 Oct GROUP ORAL PRESENTATIONS

28 Oct-
1 Nov STUDY WEEK

4 Nov EXAMS BEGIN

10 INFORMATION LITERACY (INFOLIT)

It is compulsory for all first-year students to participate in the INFOLIT training. The training is self-
study and will be available online on Blackboard under the Information Literacy tab. There are five
modules, each comprising video material and a short self- evaluation quiz with multiple
submission opportunities.

The aim of the InfoLit training is to equip you with the academic literacy skills you will need to
manage the reading, writing and research requirements for undergraduate study and to assist you
in the successful completion of your assignments in all subjects all levels of your qualification.

Each module will take between 40-60 minutes to complete (video + quiz). Module 5 has three
videos and may take a little longer. The self-evaluation quizzes are formative assessments for
study purposes and do not count towards the test mark, however lecturers will monitor student
activity on each video + quiz using the Blackboard tracking facility. You are strongly encouraged
to complete each quiz to help you prepare for the test. There will also be an online revision
lecture/ QA session a week before the test. The date for this is on the Weekly Schedule (pgs 15-
21).

The final summative test will be completed on Blackboard. Your lecturer will discuss the details of
the test with you. This test counts 8% of the year mark for Communication.

Refer to the Subject Overview (pg 16) for dates for completion of each module and the due
date for upload of the summative test.

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The departmental librarian, Mr Nathan Kalam, is responsible for all aspects of the test and will
present the revision lecture/ QA session. You may contact him via email or personally in the
library with any questions or to arrange a consultation session.

Listed below is a summary and brief explanation of the five information literacy modules.
PLEASE NOTE: in 2024 topics will be presented in a different order to those listed below.
Review to the Subject Overview (pg 16) for details.

Module 1: SEARCH STRATEGY

 Analyse your topic, mind maps

 Identify keywords
 Find related terms (broader and narrower terms, synonyms)
 Use of searching techniques (Boolean operators, Truncation, Phrase searching)
 Combining keywords with search techniques to form search strings

Module 2: EVALUATING INFORMATION

This is based on deciding whether the information that you have found is suitable for your
assignment. The CRAAP test will help you to evaluate information:

Currency (when was it written?)

Relevance (is this about my topic?)
Authority (who wrote this and who published it?)
Accuracy (where does the information come from?)
Purpose (why was this written?)

Module 3: LEGAL AND ETHICAL USE OF INFORMATION: COPYRIGHT AND PLAGIARISM

Copyright means that you should use other people’s work in the correct way. This includes giving
credit to the origin of the information by referencing and adding reference list to your assignments.
Copyright is part of a group of intellectual property rights, which provide legal protection to
creators of works of the mind. Copyright in South Africa is governed by the Copyright Act No. 98
of 1978, as amended and the Regulations made in terms thereof and it grants owners of copyright

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(authors and other creators of intellectual property) the right to: Reproduce the work; create
derivative works based on the original work; distribute copies of the work; to perform the work, or
to display the work in public.

Plagiarism is defined as intellectual theft, the use of someone else’s work or ideas without proper
acknowledgement. Plagiarism and copyright offences are very serious.

Module 4: REFERENCING

Referencing is a standardized method of acknowledging the sources of information you have

consulted. Anything - words, figures, theories, ideas, facts - originating from another source and
used in your assignment must be referenced (i.e. acknowledged). Referencing is done for the
following reasons:

 to avoid plagiarism
 so that the reader can verify quotations
 so that the reader can follow up on the original author's thinking by consulting the source
you used
 Acknowledge debts to other writers
 Demonstrate the body of knowledge of which your assignment is based
 Evidence to support the points that you make

Module 5: INFORMATION RESOURCES AND INFORMATION TOOLS

 Entails the process of finding information using tools and systems and information
sources.
 Information finding tools and systems are: Catalogue, databases, internet, Dewey Decimal
Classification system (DDC).
 Information sources – some of these are covered: books, periodicals or journals,
newspapers, dictionaries, internet, government publications, standards, atlases,
encyclopedias, broadcast media, museums, archives, conference proceedings or reports,
maps, etc.

11. INSTITUTIONAL GRADUATE ATTRIBUTES

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What are graduate attributes?

Graduate attributes are the high level qualities, skills and understandings that a student should
gain as a result of the learning and experiences they engage with, while at university. This
‘graduateness’ is what sets them apart from those without a degree, and is the added value
which graduates can enjoy and share with employers and the wider community. They equip
students and graduates for life long personal development, learning and to be successful in
society. (Stirling University, 2024. https://www.stir.ac.uk/student-life/careers/careers-advice-for-
students/graduate-attributes/ Accessed online 3/2/2024)

CPUT has selected four graduate attributes that are in keeping with the vision and aims of the
university and which all its graduates should possess. These attributes and capabilities are:

1. Technological capability and foresight : the underpinning abilities are

 Using practical knowledge involving ability to transform knowledge and technological

capabilities to new contexts and platforms
 Using practical knowledge which enables the graduate to act in an environmentally
sustainable manner
 The ability to optimally communicate and follow through technological and other solutions
 Autonomous decision making based on the transfer and application of practical knowledge
 The ability to access relevant knowledge
 Awareness of social priorities, responsibilities and related problems with possible
technological solutions
 Critical and reflective stances to the use of technology

2. Resilience and problem-solving capability: the undrpinning ablilites are

• Reflect on and evaluate progress
• Administrative, organisational, and financial skills
• Locate, evaluate, synthesise, and apply information in context (information literacy)
• Face difficult and complex challenges
• Recover from setbacks and try again
• Self-healing

3. Relational capability: the underpinning ablilites are

• Understanding and respect for other’s knowledge, embracing diversity
• Recognise one’s own shortcomings (including in technology/practical knowledge)
• Effective communication across differences

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• Group work in addressing and solving problems (including technological problems)

• Harnessing the collective practical wisdom of others

4. Ethical capability: the underpinning abilities are

• An orientation to the public good
• Knowledge of field-specific professional ethics and the ability to take ethical decisions
• An ability to discern whether professional practices are within ethical boundaries
• An ability to act on unethical practices

12. 21st CENTURY SKILLS

What are the 21st century skills and why are they important?

21st C skills are based on “deeper learning” skills like critical thinking, problem solving and
teamwork. They comprise a combination of soft skills (e.g. collaboration and communication) and
hard skills with an IT focus (e.g. digital literacy).

Companies look for graduates with these skills as these employees are more flexible and
adaptable in our constantly changing workforce, have the ability to work cross-culturally, to think
for themselves to solve problems creatively and are more likely to be effective, ethical leaders.

The modern globalised world needs innovators who are responsible,creative thinkers able to find
sustainable solutions to global problems and to contribute to the advancement of modern society.

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1313.ine13ss

13. THE UNESCO 2030 SUSTAINIBLE DEVELOPMENT GOALS (SDGs)

13. 1 What are the SDGs and why are they important?

In 2015 UNESCO (United Nations Educational, Scientific and Cultural Organisation) members
came together to establish 17 objectives (SDGs) and 169 targets to be implemented over fifteen
years (2015-2030) with the overall aim to eradicate global poverty and other deprivations,
introduce strategies that improve health and education, reduce inequality and spur economic
growth globally, while at the same time ensuring environmental protection. The main goals are:

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13.2 What is an example of a global challenge that is being addressed through UNESCO?

An example of a modern global problem that UNESCO recognises as needing to be urgently

addressed, is building an ethical artificial intelligence. On its website (unesco.org/en), UNESCO
reported progress on addressing this challenge.

Building an ethical AI

In 2021, UNESCO introduced the 'Recommendation on the Ethics of Artificial Intelligence,'

adopted by 193 countries. It emphasizes human rights, transparency, and fairness in AI. The
guidelines help address AI's impact on data, the environment, gender equality, education,
research, healthcare, and social well-being. This is part of UNESCO's efforts to promote
technology and innovation in the service of humanity.

Organised by Slovenia under the patronage of UNESCO, the 2nd Global Forum on the Ethics of
Artificial Intelligence will take place in Kranj on 5 and 6 February 2024.

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14. BLOOM’s TAXONOMY

14. 1 What is Bloom’s taxonomy and why is it important in higher education?

Bloom’s taxonomy was developed by Benjamin Bloom in to assist educators in developing

activities that target different levels of critical thinking. It is a framework for learning that classifies
cognitive skills into six different levels of complexity. At university level, emphasis is placed on
developing higher order thinking skills. Class activities and assessments will require student to
demonstrate capability to use their knowledge to solve problems at the higher levels of
complexity.

The six levels of critical thinking are:

14.2 What kinds of questions could I be asked at the various cognitive levels?

Many activities or assessments require a range of thinking skills and may ask you to combine
lower order and higher order thinking. It is important to have sound knowledge and understanding
of foundational concepts so that you can apply these to solve complex problems or create new
ideas.

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An example of an exam question on Teambuilding may be:

CASE STUDY
Your company is onboarding two new members to your project team next week. Your
current project is running to tight deadlines, and you have very little time to integrate new
staff. However, you if you neglect the onboarding, these members may not be able to
quickly deliver the quality input you need from them for successful project completion.

Explain what you would do to onboard these new members successfully in a short time.
Give reasons for your answer.

This question requires you to demonstrate a range of cognitive skills:

COGNITIVE ACTIVITY COGNITIVE LEVEL

KNOW/REMEMBER and UNDERSTAND the
stages of team development and their LOWER ORDER
characteristics
KNOW, REMEMBER and APPLY a variety
of Forming strategies LOWER- HIGHER ORDER

EVALUATE which of these strategies are

most appropriate to your situation, and HIGHER ORDER
write a well-reasoned justification for your
choices
Possibly CREATE your own original
onboarding strategies based on your HIGHER ORDER
foundational subject knowledge put
together with experience you have gained,
research you have done or ideas you have
development yourself outside of the
classroom/ textbook space and to defend
your ideas.

The infographics below list some of the cognitive activities you may be asked to perform at
the various levels of critical thinking:

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