Curricula

Objective

EA-TR EUR ACE Transferable Skills: The students are able to function in different communication situations taking the recipient, the situation, and the requirements of their professional field into consideration, and to communicate in a structured, intelligible and convincing manner.

YHTOP Learning skills: The students are aware of different communication styles in different cultures and they can use this knowledge in their communication.
YHTVI Communication Skills: The students are able to act in an appropriate and skillful way in various communication and interaction situations faced in the world of work.

Content

Communication process model and principals.
Development of one’s own communication skills.
The written and oral communication skills needed in various communication and interaction situations germane to the students’ own field in working life.
The communication and argumentation skills of a specialist.

Qualifications

Familiarity with and ability to follow JAMK's Project Reporting Instructions.

Assessment criteria, satisfactory (1)

Excellent (5): The students are able to give presentations using creative visual means and various argumentation methods. They can take a leading and inspiring role in discussions and take accountability for the quality of the result. They can propose effective procedures for discussions and consistently strive to achieve set targets. In written pieces, the students can take the reader into consideration and adapt the text accordingly. Their texts are easy to read, and the language and style are consistent and controlled.

Very good (4): The students can communicate as specialists in a convincing, inspiring and interactive way. They are able to use the feedback they receive, reflect upon it, and use it to further their own development. They are aware of their own strengths and development needs and know how to take developmental action. They are able to give well-grounded feedback on other students’ communication skills. The students take an active, responsible and instigative role in work-related discussions. They can influence the achievement of the objectives as well as the creation of a positive atmosphere through their own actions.

Good (3): The students can communicate in a structured way, as specialists, and support their communication both verbally and visually while considering the recipient and the situation. They are able to choose argumentation methods suitable for each receiver and situation. They can act in work-related discussions in a responsible and active way. Through their own actions they can enhance the achievement of objectives. The students are able to write texts with content appropriate to the type of text, a clear structure and good language and style. They are aware of their own strengths and development needs, and know how to take developmental action. They can give well-grounded feedback on other students’ communication skills. They consider communication skills to be an essential part of their professional skills and they are interested in developing them. They are able to use the feedback they receive towards improving their own skills.

Satisfactory (2): The students can give structured specialist presentations using visual aids. They can evaluate both the procedures for conversation and the characteristics of conversational skills. They can assess their own communication skills. They are aware of how their own communication style and non-verbal communication affect various communication situations. They understand the significance of communication skills in their professional life. They follow the agreed procedures.

Adequate (1): The students are able to give clear specialist presentations using visual aids. They can support their views and give and receive feedback. They recognise the central features typical of work-related discussions in their field. They can participate in discussions according to agreed procedures. They recognise the characteristics of conversational skills. The students are able to produce documents and other informative texts using guidelines and models. In their texts, they show the ability to use formal style and correct grammar. They are aware of the effects of their own communication style in communication situations. They recognise the communication process model and the role of communication as part of their professional skills.

Lecturer’s assessment, peer assessment, self assessment.