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  • Skills Development Act amendment 15 Dec2017
    by TUCT on January 18, 2018 at 12:02 pm

    The minister of Higher Education published a proposal to change the Skills Development Act, comments due before the 31st of January 2018. Some highlights of these amendments propose to: The good: 1.   Remove SETA regional offices and create one central sharing system/office to be more effective. 2.   Sharing of resources, such as IT and HR. 3.   SETAs to … Continue reading "Skills Development Act amendment 15 Dec2017" […]

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The functions of an Assessment Quality Partner - AQP

An Assessment Quality Partner must, in respect of the qualifications and part qualifications specified in the Service Level Agreement; recommend the external assessment specifications document for approval by the QCTO; recommend the external assessment specifications document for approval by the QCTO; develop and maintain a national data-bank of instruments for external assessments;publish exemplars of external assessments;recommend to the QCTO the accreditation and withdrawal of accreditation of skills development providers for the knowledge and/or practical skills component using criteria and guidelines provided by the QCTO; register assessors and moderators for the external assessments;develop c[...]

Re: Barriers to Effective Communication

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Verbal Communication Barriers

1. Attacking (interrogating, criticizing, blaming, shaming)

“If you were doing your job and supervising Susie in the lunch line we probably wouldn’t be in this situation, would we?”

“Have you followed through with the counseling we asked you to do? Have you gotten Ben to the doctor’s for his medical checkup? Did you call and arrange for a Big Brother? Have you found out if you’re eligible for food stamps?”

“From what I can see, you don’t have the training to teach a child with ADHD. Obviously if you did you would be using different strategies that wouldn’t make her feel like she’s a bad person.”

2. “You Messages” (moralizing, preaching, advising, diagnosing)

“You don’t seem to understand how important it is for your child to get this help. Don’t you see that he’s well on his way to becoming a sociopath?”

“You obviously don’t realize that if you were following the same steps we do at home you wouldn’t be having this problem. You don’t seem to care about whatís going on in this child’s life outside of school.”

3. Showing Power (ordering, threatening, commanding, directing)

“If you don’t voluntarily agree to this evaluation we can take you to due process. Go ahead and file a complaint if you want to.”

“I’m going to write a letter of complaint to the superintendent and have this in your file if you don’t stop humiliating my son in front of his classmates. I know my rights.”

4. Other Verbal Barriers: shouting, name calling, refusing to speak.

Nonverbal Communication Barriers

1. Flashing or rolling eyes

2. Quick or slow movements

3. Arms crossed, legs crossed

4. Gestures made with exasperation

5. Slouching, hunching over

6. Poor personal care

7. Doodling

8. Staring at people or avoiding eye contact

9. Excessive fidgeting with materials