Module 2 covers interpersonal relationships and social interaction and all you need to know as a student to understand this module. Especially for TVET College students studying in South Africa.
N4 Interpersonal relationships and social interaction, FET Colleges, South Af...Suzaan Oltmann
Interpersonal relationships and social interaction. This N4 Module for Communication in FET Colleges, South Africa, is explained on a slideshow. For all N4 students studying at FET Colleges in South Africa.
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N4 Communication - Basic Communication Principles for N4 students at TVET Col...Varsity College
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N4 Interpersonal relationships and social interaction, FET Colleges, South Af...Suzaan Oltmann
Interpersonal relationships and social interaction. This N4 Module for Communication in FET Colleges, South Africa, is explained on a slideshow. For all N4 students studying at FET Colleges in South Africa.
N4 Communication - Interviews for students at TVET Colleges in South Africa.Varsity College
Interviews is Module 4 for the theory paper for students at TVET Colleges in South Africa. It also links with the module in N6 Communication, also about interviews. This slideshow can be used as notes to understand the module better.
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This module lays the foundation for all communication studies. The Basic Communication Principles is Module 1 for N4 students at TVET Colleges in South Africa. These notes can be used as background for students' studies.
N4 Communication & Management Communication - Module 1 case studyFuture Managers
This PowerPoint presentation accompanies N4 Communication & Management Communication published by Future Managers Pty Ltd. Its content relates to page 23 of the above named book.
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what is non-verbal communication ?
categories of non-verbal communication
relation between verbal & non-verbal communication
importance of non verbal communication
elements & code of non-verbal communication
how to improve non-verbal communication
Job characteristic model: a great tool to design jobs an important step to find right match between you and your employer. it helps to motivate and encourage employee to complete his task and responsibilities. Helps to solve some vital issues of HR
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This module about interviews in the workplace but also on radio and television, will give N6 Communication students more information about this module. It can be used as background notes for their studies.
what is non-verbal communication ?
categories of non-verbal communication
relation between verbal & non-verbal communication
importance of non verbal communication
elements & code of non-verbal communication
how to improve non-verbal communication
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Emergency AC Repair is one of the top HVAC companies operating in Florida. We specialize in offering both commercial and residential ac solutions to the residents of Florida. Our innovative range of services have endeared us to our clients and deepened our penetration into new markets.
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course knowledge of each chapter, some engineering cases are combined into classroom teaching. Based on
some actual engineering objects, the students can understand electrical systems well through on-site tasks such
as use, dismantling, assembly, connection and commissioning. Based on some training devices, the practical
ability of students can be improved using project tasks. The teaching results show that, for the students who
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knowledge well
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Week 7 Lecture in the module 'Cognition & Development'. Conceptualisations of Self and Identity.
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Identify key milestones in the development of self.
Outline theories of identity development.
Identity formation is the fundamental development task of psychological maturity.
It is a striving to achieve unified, integrated sense of self.
Identity is a definition of self shared by the person, other people and society at large.
Human Dynamics is identifies fundamental distinctions in human functioning that cross age, culture, race, and gender.
When the differences are recognized and understood, people are better able to appreciate their diverse ways of functioning, and to relate, manage, parent and teach in ways that accommodate the differences, enabling all to function at their individual and collective best.
Similar to N4 Communication - Interpersonal relationships and social interaction. A module for students at TVET Colleges in South Africa. (20)
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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3. 2.1 A HEALTHY SELF-IMAGE: BASIS FOR
SOUND INTERPERSONAL RELATIONSHIPS
Self-image: is a continuous interpretation and evaluation
of his physical, psychological and social qualities, as
observed by him on the basis of his daily experiences.
As such man’s self-image is an expression of what he
thinks he is and not necessarily what he really is.
4. 2.1.1 ELEMENTS OF THE SELF-IMAGE P.32
The way a person perceives himself (i.e. what he
thinks of himself)
The way a person interprets others’ perception of
him (i.e) what he thinks others think of him
The way a person would like to be (his ideal self-
image)
1: Low self-image
2: Realistic self-image
3: The way she would
like to be –
Ideal self-image
5. 2.1.2 DIMENSIONS OF THE SELF-IMAGE P.32
1. Physical dimension
Individual’s experience of his own body.
2. Dexterity (skills) dimension
Evaluation of technical and social skills against
meaningful people in a person’s life
3. Intellectual dimension
Individual’s evaluation of his level of intelligence
4. Psychological dimension
Your view of yourself (introvert vs extrovert)
5. Sexual dimension
How popular an individual believes himself/herself to be
among members of the opposite sex
Extent to which an individual believes he/she complies
with the traditional behavioural stereotypes for males
and females, as prescribed by society
6. 2.1.2.6 COPING WITH IMBALANCES IN THE
SELF-IMAGE P.34
Often imbalance exists
between an individual’s
actual self-image (the way
he thinks he is) and his ideal
self-image (the way he
would like to be). If a girl
wants to be more pretty
then she can then
compensate for this
imbalance by concentrating
on other dimensions, like
enhancing her intellectual
dimension. In this way she
maintains a positive self-
image.
7. 2.1.3 CHARACTERISTICS OF A GOOD AND A
POOR SELF-IMAGE
Single most noticeable difference between
someone with a good self-image and someone with
a poor self-image is the presence or absence of
self-esteem.
Lack of self-esteem: individual constantly has
negative views about himself (poor self-image)
Summary on page 35 explains differences. NB!
Someone with a good self-image will reflect MOST
of the characteristics listed most of the time, but not
necessarily all of them. (left)
Same can be said about a poor self-image (right)
8. 2.1.4 IMPROVEMENT OF THE SELF-IMAGE P.34
Self-image is formed throughout life and by different
situations and experiences in life. An individual’s self-image
is dynamic and of a developing nature. One can improve
them.
The following THREE requirements can help to improve
one’s self-image.
Self-knowledge (about your strengths and weaknesses)
A realistic self-ideal (perception of the way one would like
to be)
Self-esteem (reasonably consistent positive views about
oneself. An unconditional acceptance of the person by
meaningful others – parents, peer groups, other adults.
9. 2.1.5 PRACTICAL GUIDELINES FOR IMPROVING
YOUR SELF-IMAGE P.35
Be realistic about your abilities – recognise your
strengths and weaknesses; and set your goals
accordingly.
Tackle tasks you can cope with and make sure you
complete them.
Encourage yourself to achieve success. Develop
the “I can do it” attitude.
Do not say negative things about yourself – think
positively.
Be proud of your achievements.
Accept compliments from others graciously.
Analyse and evaluate all criticism.
11. 2.1.6 MASLOW’S HIERARCHY
Physiological needs: Biological survival of the
human being – food, water, oxygen, sleep.
Security: need for stability (predictable routine),
order, protection, freedom from fear.
Affiliation needs: Need to give and receive love, as
well as need to be accepted by and belong to a
certain group.
Need for esteem and self-esteem: individual’s need
to evaluate himself positively.
Need for self-actualisation: express growth needs.
You have a need to utilise your talent, abilities and
potential.
12. 2.1.6 MASLOW – HOW EMPLOYERS HELP
Physiological needs: providing adequate lunch-hours,
regular tea-breaks and holiday and sick leave facilities.
Security needs: Employers take care of security needs of
employees by providing a safe working environment, etc.
Affiliation needs: Arranging welcoming functions for new
employees as well as regular social functions for
employees and their families.
Need for esteem and self-esteem: presenting incentive
awards, creating opportunities for promotion, and by
public recognition of work done.
Need for self-actualisation: provide opportunity for
advanced study and in-service training. Social
involvement in community affairs (such as fighting cancer
or adult basic education).
13. 2.2 PRIMARY AND SECONDARY REFERENCE
GROUPS P.39
Primary reference
groups: with whom
the individual has
direct contact.
Secondary reference
groups: with whom
the individual has
indirect contact with
other people.
14. 2.3 BARRIERS IN INTERPERSONAL COMM AND SOCIAL
INTERACTION
External (physical barriers):
factors outside sender like lighting, ventilation, noise
Internal barriers
Physiological: physical condition interferes
Psychological: personality and emotions interfere
15. BARRIERS TO INTERPERSONAL COMM AND SOCIAL
INTERACTION – PAGE 40
Perceptual barriers
Background, Education and training, Intelligence,
Occupation, Needs, Interests, Personality, Attitude, Age,
Sex, Race, Religion
Prejudice and stereotyping: passing judgement before a
proper trial or enquiry
Ethnocentricity: cultural relativity – one culture judges
another's values and norms according to own culture’s
values and norms.
Semantic barriers: Sender and receiver attach different
meanings to a particular word or expression. Example:
vague expressions, jargon and slang
16. 2.3.2.7 INTERACTION BETWEEN VARIOUS
COMMUNICATION BARRIERS P.44
Communication barriers do not operate in isolation
They often overlap and result in a more serious barrier.
A physiological barrier like a stutter can lead to a
psychological barrier, e.g. being withdrawn. This can
lead to perceptual barriers, since the stutterer’s need
might differ from those of his colleagues.
17. 2.3.3 GATE-KEEPING P.44
Sometimes fear of known or unknown consequences
causes people to create communication barriers
deliberately. This process is known as gate-keeping.
If you did not complete an assignment, you may want to
avoid to see your lecturer – not until the work is done.
(Also see page 44 for more examples)
18. 2.3.4 OVERCOMING COMM BARRIERS
Speak clearly and audibly
Use simple, unambiguous language
Be tactful and practise empathy. Be sensitive
towards culture, age, background, intelligence-
level, needs, interests.
Be sincere
Be a good listener
Allow your conversation partner to air his opinions.
Be fair, constructive and tactful when offering
criticism
Accept constructive criticism gracefully.