Unit F280 - Sample scheme of work and lesson plan booklet

Sample Schemes of Work and Lesson Plans

Business, Administration and Finance

Diploma Level 3OCR Business, Administration and Finance Diploma Level 3: H844

Unit F280: Effective communication in the business world

This Support Material booklet is designed to accompany the OCR Business, Administration and Finance Diploma specification for teaching from September 2008.

© OCR 2009

Contents

Contents 2

Sample Schemes of Work: OCR Business, Administration and Finance Level 3 Unit F280: Effective Communication in the Business World 3

Sample Lesson Plan: OCR Business, Administration and Finance Level 3 Unit F280: Effective Communication in the Business World 11

2 of 14 Business, Administration and Finance Diploma

= Innovative teaching idea = ICT opportunity

Sample Diploma Scheme of Work

OCR BUSINESS, ADMINISTRATION AND FINANCE LEVEL 3 UNIT

F280: EFFECTIVE COMMUNICATION IN THE BUSINESS WORLD

SUGGESTED TEACHING TIME

8 HOURS TOPICWHAT IS COMMUNICATION IN THE BUSINESS WORLD (LEARNING OUTCOME 1: AC 1.1 AND AC 2.2)

TOPIC OUTLINESUGGESTED TEACHING AND HOMEWORK ACTIVITIES

SUGGESTED RESOURCES POINTS TO NOTE

Introduction to communication Mind-map the concept of communication. What do learners understand by the term?

Worksheet activity identifying the appropriate type of communication for different scenarios (a mixture of personal and business related)

PowerPoint presentation building up a model of communication

Whiteboard and pens

Worksheet

PowerPoint presentation

Most communication models include a sender, receiver, medium and barriers

Styles and approaches to communication

Class activity. Show a number of great speeches from movies, politics etc. Ask learners to identify different styles and approaches to communication (AL)

Worksheet activity. Using the same scenarios as previously, identify and justify an appropriate style and approach to that type of communication (again a mixture of personal and business)

Data projector and speakers

Worksheet

Learners can particularly look at the verbal and non-verbal communication that the speakers are using

Business, Administration and Finance Diploma 3 of 14









Media and Protocol for communication

PowerPoint presentation of different communication media with examples of their use

Class visit to a medium sized organisation to research communication media and protocol. There should be an opportunity to question a number of different staff about their use of communication media and to review some communication in action (ie meetings, emails that have been sent/received, notice boards etc) (EE)

Enterprise activity. Learners should develop a set of protocols for their own business enterprise (AL)

PowerPoint presentation

Key points to note sheet for visit

Learners are likely to be aware of many if not all of these media

This could be done by using an external speaker with examples or by following a case study approach if a suitable business can not be found

Learners should develop protocols for as many eventualities as they can think of, including ones that have not arisen yet. These should include:

Email; subject, use of cc and bcc,

forwarding, replying, multiple mailings

and attachments










Oral communication; preparation,

visual aids (powerpoint etc), dealing

with questions, feedback

Written communication; level of technical language, spelling punctuation and grammar, house style, sentence/paragraph structure, conventions/layout, formal/informal audience







8 HOURS TOPIC USE AND IMPACT OF BUSINESS COMMUNICATION (LEARNING OUTCOME 2: AC 2.1, 2.2, 2.3)



Technology in business communication

Mind-map different types of technology that aid business communication

Case study exercise. A case study of an organisation that has introduced a new piece of technology to aid communication. Learners should be led through the process of analysing the impact of this technology. (AL)

Learners should be split into pairs. Each pair is given a new piece of technology that could aid business communication and told to analyse for a specific businesses. One of the pair should argue for the introduction and the other against. Both arguments can be presented to the rest of the group (AL)

Whiteboard and pens

Case Study

Pictures/examples of technology

This is constantly changing and therefore important to get as much information from the learners as they are likely to be using some of the most recent developments

A good way of showing this process is to have a series of circles growing outwards from the centre. In the centre is the piece of technology. The next circle contains the implications (good and bad) of introducing it. The next circle shows the implications sorted into arguments for and against the introduction. Arguments are likely to include:

Speed and reach of communication

Ability to home work










Competitiveness

Profitability

Spam

Administrative issues

Technical infrastructure

Support requirements

Training

Need for guidelines/protocols

The benefits of effective communication and the consequences of poor communication.

PowerPoint presentation outlining the benefits of effective communication to the business and the consequences of poor communication to business

Role play activity. Learners to be split into groups of 3/4. Each group is to imagine they are working in a business. They should write a script and act a role play showing a scenario with poor/ineffective

PowerPoint presentation Benefits:

Increased efficiency

Improved productivity

Increased profitability

Improves reputation

Generates business

Facilitates the development and sharing of










ideas

communication and the same scenario with effective communication. They should then have a PowerPoint highlighting the specific benefits and consequences shown in the role play. (EL/AL)

Builds good working relationships

Consequences:

Loss of direction-stagnation

Impact on quality

Employer/employee conflict

Low employee morale

High employee turnover







8 HOURS TOPIC COMMUNICATING TO SUPPORT BUSINESS ACTIVITIES (LEARNING OUTCOME 3: AC 3.1, 3.2, 3.3)



The Communication Pentathlon

Each learner will take part in 5 activities (the pentathlon). Each activity has a different outcome and will be judged by a panel of independent judges (preferably from business) and their performance reviewed by the teacher/tutor and peers (EL/EE))

Influencing

Learners should be given a space in a hall or playground and using a range of communication they should influence as many other learners (probably from a lower year) to join them before the whistle blows. Emails should be sent to the learners before the activity to try to influence their behaviour

Negotiating

Learners to chair a role play meeting of negotiations between management and

A number of different resources, depending on the tasks undertaken. Use of ICT is probably essential

This is a chance to use Employer engagement as much as possible and to design the events to suit local business/staff










workers over pay. Workers will have their set of objectives and level of compromise as should management

Managing

A command task against the clock. For example the learner must get 3 learners to turn a sheet over whilst standing on it

Networking

A networking exercise to find people with certain experiences/skills. Judges to be part of the ‘network’

Persuading

Learners to write an article for a local newspaper persuading residents to do, or not do something










Controlled assessment – 6 hoursUse of OCR Model Assignment, possibly adapted for use with the centre’s own enterprise activity.


Sample Diploma Lesson Plan

OCR Business, Administration and Finance

Level 3 Unit F280: Effective Communication

in the Business World

Introduction to communication

OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour

Learning Objectives for the Lesson

Objective 1 Learners can understand what is meant by communication.

Objective 2 Learners can identify different communication methods.

Objective 3 Learners can identify the suitability of different communication methods for different scenarios.

Recap of Previous Experience and Prior Knowledge

No prior learning on the topic of communication.

Content

Time Content

0-10 mins Use following instructions icebreaker. An example can be found at http://www.mwls.co.uk/icebreakers/following_instructions.pl. This simple activity is likely to produce a number of results from those learners who get it quite quickly through to those who go all the way to the end.After the exercise has been completed there should follow a discussion over why different learners had different responses. The teacher should facilitate the discussion around to the way in which the message was communicated and context (time-pressure). Can learners think of any other times when communication has gone wrong?


http://www.mwls.co.uk/icebreakers/following_instructions.pl


Time Content

10-20 mins Ask learners to come up with elements of good communication. These should be built up into a mind-map on the whiteboard. They should include (although maybe not in these terms, these will be built up into a model of communication at the end of the lesson) Appropriate sender

Appropriate medium

Appropriate receiver

Lack of barriers.

20-30 mins Hand out a worksheet with a number of communication scenarios on. Next to each scenario should be a space for learners to write their opinion of an appropriate method of communication for that scenario.Examples of scenarios include:

Dumping your boyfriend/girlfriend

Asking for a pay rise

Ordering a pizza to be delivered

Finding out which diploma learners should pass or fail

Dealing with customer complaints

Advertising a new product.

Some of these should provide different answers form different learners and form the basis of the following discussions.

30-40 mins In pairs or small groups learners should discuss their answers, focussing on explaining why they decided upon their methods. The teacher should go round the groups and facilitate the discussions.

40-50 mins Each group should read out the answers they have obtained for each scenario. This can then open up the discussion for the whole class. The teacher should play ‘devils advocate’ on each. For example, why can’t you dump your boyfriend/girlfriend by text message. It would be much easier from your point of view. What can happen if you order a pizza online (ie you click the wrong button and end up with 10 margaritas!).

Consolidation

Time Content

10 minutes Using the whiteboard build up a model of communication

Sender Message Receiver Barriers Barriers

As each element is added to the model, relate the importance of having the correct element using examples from the previous discussions (ie asking your mate to dump your boyfriend/girlfriend).



Time Content

Homework Learners should write a set of simple instructions for using a piece of technology. A good example would be how to play a song on their IPOD, or how to save a number on their mobile phone. They should write the instructions for a young child to be able to follow. They can use pictures if they have the facilities.
