PST NTA Level 4

NTA Level 4 • Semester 1 • PST04106 Media of Communication Communication Skills • Source Session/Topic 2 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 2: Media of Communication Total Session Time: 120minutes + 2 hours Assignment Prerequisites • None Students LearningTasks By the end of this session students are expected to be able to: • Define media of communication • Explain types of communication media • Explain advantages and disadvantages of communication media • Describe factors influencing choice/selection of communication media Resources Needed • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |10 minutes |Presentation |Definition of Communication media | | | |Brainstorming | | |3 |15 minutes |Presentation |Types of Communication Media | |4 |35 minutes |Presentation |Advantages and Disadvantages of | | | |Buzzing |Communication Media | |5 |40 minutes |Presentation |Factors Influencing Choice of | | | |Small Group |Communication Media | | | |discussion | | |6 |05 minutes |Presentation |Key Points | | 7 |05 minutes |Presentation |Evaluation | |8 |05 minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have questions before continuing STEP 2: Media of Communication (10 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What are the media of communication? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | Media of communication are those channels that the message passes to get to the target receiver or audience. STEP 3: Types of Media of Communication (15 minutes) Some of the commonly used media are; • Written medium: Involve transmitting a message in a written form, for examples; Books, articles, letters, newspapers, memos, reports, email, notes,short text messages and social media • Visual medium: Relies on the eye for impression and information, for examples; use of diagrams, symbols, posters, pictures, billboards, projected images and sign languages • Oral medium: Message is passed by words of mouth, for examples; Telephone calls, face to face conversation, radio broadcast, group discussion and speeches • Audio medium: This involves electronic media employing sound signals, for example the use of radio • Audio-visual medium: This involves electronic media employing a combination of sight and sound signals (Audience can see and hear), for examples; Television, teleconferencing and films STEP 4: Advantages and Disadvantages of Communication Media(35 minutes) |Activity: Buzzing (10 minutes) | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the advantages and disadvantages of each communication medium?| | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | Written medium Advantages: • It provides a permanent record of information • It is widely accessed compared to other media • Facilitates organisational performance by standardisation of standards, formalisation of appointments and delegation of duties • It binds legally-whatever is agreed in on, put in writing and signed becomes a formal commitment supported by the Laws Disadvantages: • Costly in terms of time, energy, material and logistics • Quick clarification is not available (feedback) • Requires skills and competence in the use of language and vocabulary Visual medium Advantages: • Wide reach • Simple, high status with standardised meaning • Saves time Disadvantages: • They are risky-based on the trust that the audience has a capacity to interpret signs intended by a sender Oral medium Advantages: • Provides high level of understanding and transparency • Flexible- adjustments and changes can be done during presentation • Feedback can be given immediately • It is cheap • It is a common medium used in conflict resolution • It promote friendly relation • Better medium for transmitting private and confidential information Disadvantages: • Has no immediate permanent records, • It rely only on oral communication which may not be sufficient in business settings • It is less authentic than written medium Audio medium Advantages: • Medium to wide reach • High status • Good for simple messages and slogans • Relatively inexpensive (compared to Audio-visual media • Can help to generate interests, awareness and excitement Disadvantages • Programmes not always on at convenient times • No room for interaction • Audio only, no visual communication Audio-visual medium Advantages: • Self-sufficient-it employs visual image back-up for audio presentation • It has long lasting impact (images aid retention) • It has broader catchment Disadvantages: • Limited chances for clarification and feedback • Risks of communication breakdown • Expensive • Not everyone has a television set • Programmes not always on at convenient times STEP 5: Factors Influencing Choice of Communication Media (40 minutes) |Activity: Small Group discussion (30 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | | | |What are the factors influencing the choice of communication media? | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | The following are factors to be considered when choosing medium of communication: Reliability Effective communication is that which links the sender and the audience well. One should consider the channel chosen is reliable. For example it

NTA Level 4 • Semester 1 • PST04106 The Process of Communication Communication Skills • Source Session/Topic 3 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 3: The Process of Communication Total Session Time: 120 minutes + 2 hours Assignment Prerequisites • None Students Learning Tasks By the end of this session students are expected to be able to: • State elements of communication • Describe the process of communication Resources Needed • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |25 minutes |Presentation |Elements of Communication | | | |Buzzing | | |3 |60 minutes |Presentation |The Process of Communication | | | |Small Group | | | | |Discussion | | |4 |10 minutes |Presentation |Key Points | | 5 |10 minutes |Presentation |Evaluation | | 6 |10 minutes |Presentation |Assignment | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ orASKstudents to read the learning objectives and clarify ASK students if they have questions before continuing. STEP 2:Elements of Communication (25 minutes) |Activity: Buzzing (10 minutes) | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the elements of communication? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | The Five Important Elements of Communication: • A speaker/sender/source • Message • Channel • Receiver/recipient • Feedback STEP 3: The Process of Communication (60 minutes) |Activity: Small Group Discussion (15 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | | | |How are elements of communication involved in the process of | |communication? | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add on points not mentioned| | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | The elements of the Process of Communication • Source o Initiator/originator of the message o Bear initial purpose of the communication process cycle o Source can be an individual, organisation or government ministry o Source can also become recipient or the receiver of the message when sender give feedback • Message o Refers to content of communication. Pieces of information transmitted from the source (sender) to the receiver at each cycle. o The message can be either verbal or non-verbal • Channel o Path or medium through which the message passes from the source towards the target receiver. o For example written, oral, visual and audio visual channels • Receiver o Person whom message is intended. o Receiver interpret the message and give the response • Feedback o Response of the receiver to the sender’s message o Confirms the level of success of a communication process [pic] STEP 6: Key Points(10 minutes) • The elements of communication are a speaker/sender/source, message, channel, receiver/recipient and feedback • The process of communication employs all elements to complete the cycle so as to get effective communication STEP 7: Evaluation (10 minutes) • What are the elements of communication? • How are the elements of communication involved in the communication process? STEP 8: Assignment (10 minutes) |Activity: Take Home Assignment (10 minutes) | | | |DIVIDE students in groups or individuals | | | |ASK the students to work on the following assignment | |Prepare a scenario involving different elements of communication, | |Identify the elements used in the scenario and the way they were used | |in the process of communication. | |ALLOCATE time for students to do the assignments and submit | | | |REFER students to recommended reference | References Burger,B.A. (2009) Communication skills for pharmacist; building relationships, improving patient care (4th ed.). New York: American pharmacist association Burnard, P. (1992). A communication skills guide for health care workers (1sted.). London: Edward Anorld Communicating Health. An action guide to health education and health promotion (1sted.). London: MacmillanKadeghe, M. (2005) Communication skills; theory and practice (3rded.). Dar essalaam: Afroplus Industries Ltd. Kariuki, M. K.&Munga E. C. (2011)Fundamentals of communication skills (1st ed.). Mwanza: Victoria Education Promotional Centre Ltd. Kurtz, S.,Silnerman,.J.& Draper, J. (1998) Teaching and learning communication skills in medicine (1st ed.). London:Raddiffe Medical Place Ltd. Mahundu, C.M. (1999). A manual on communication skills (1sted.). Ndanda: Benedictine Publishers Pitt, B. (1991). Health, teacher’s diploma communication. Harare: MOH Rungapaidiachy, D. M. (1999) Interpersonal communication and psychology (1sted.). Massachusetts: Butterworth-Heinemann ← Previous TopicNext Topic →View all Communication Skills topicsOpen Complete Full Notes PDF / OFFLINE NOTES Unataka kutumiwa notes hizi kupitia WhatsApp?Kwa notes zilizopangiliwa vizuri kwa kusoma offline au PDF, bonyeza kitufe hapa chini. Ujumbe wenye Level, Semester, Module na Topic utaandaliwa moja kwa moja.TUMIWA NOTES WHATSAPP WhatsApp: 255620339260

NTA Level 4 • Semester 1 • PST04106 Using Skills of Communication Communication Skills • Source Session/Topic 4 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 4: Using Skills of Communication Total Session Time: 120minutes + 2 hours Assignment Prerequisites • None Students LearningTasks By the end of this session students are expected to be able to: • Define communication skill • Describe different types of communication skills • Describe principles of effective communication • Demonstrate communication skills Resources Needed • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |10 minutes |Presentation |Definition of Communication Skill | | | |Brainstorming | | |3 |25 minutes |Presentation |Types of Communication Skills | | | |Buzzing | | |4 |55 minutes |Presentation |Principles of Effective | | | |Small Group |Communication | | | |Discussion | | |5 |05 minutes |Presentation |Key Points | | 6 |10minutes |Presentation |Evaluation | |7 |10 minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have questions before continuing STEP 2: Definition of Communication skill (10 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is communication skill? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • Skill: It is learned ability to perform an action. • Communication Skill: It is the ability to convey information to another person effectively and efficiently STEP 3: Types of Communication Skills (25 minutes) |Activity: Buzzing (10 minutes) | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the types of communication skills? | | | |ALLOW few pairs to respond and let other pair to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | Types of Communication Skills • Listening skill: It is the ability to hear and understand the messages that others are communicating. These messages are transmitted verbally or non-verbally • Reading skill: These are skills that enable the reader in interpreting and deriving meaning from written or printed text • Presentation skill: These are skills that will enable your message to be delivered effectively • Writing skill: It is a process in which mental concepts and ideas are presented through readable forms • Non-verbal skill: Non-verbal is communication through body language for example eye contact, facial expression, hand gestures and head nod. It often takes on more meaning in interpersonal and/or emotional exchanges STEP 4: Principles of Effective Communication (55 minutes) |Activity: Group Discussion (15 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | | | |What are the principles of effective communication? | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | The following are Principles of Communication: Principles of Active Listening: • Pay attention – force yourself to pay attention, focus on the speaker, don’t destruct, let them to know they are being head • Use body language – direct eye contact, face the person, adopt an open body posture • Use listening responses – “yes”, “uh huh • Listening the whole message Principles of writing skills: • Simplicity • Readability • Clarity • Grammatical correct Principles of Reading Skills: • Pay attention • Concentration • Develop interest Principles of Presentation skills: • Confidence • Think before you speak • Voice variation • Speak loudly and clearly • Organize your talk Principles of Non-verbal skills: • Use them with care to avoid misunderstanding. This is evidenced by the fact that some nonverbal communication has the same meaning across cultures STEP 5: Key Points (05 minutes) • Communication skills is the ability to convey information to another person effectively and efficiently • Types of communication skills include listening skill, reading skill, presentation skill, writing skill, non – verbal skill • The principles of effective communication are active listening, writing skill, reading skill, presentation skill and non – verbal STEP 6: Evaluation (10 minutes) • What is communication skill? • What are different types of communication skills? • What are the principles of effective communication? STEP 7: Assignment (10 minutes) |Activity: Take Home Assignment (10 minutes) | | | |DIVIDE students in groups or individual | |ASK the students to work on the following assignment | |Prepare a presentation to be delivered to the class indicating the | |skills and principles that must be adhered while presenting | | | |ALLOCATE time for students to do the assignments and submit | | | |REFER students to recommended reference | References Burger,B.A. (2009) Communication skills for pharmacist; building relationships, improving patient care (4thed.). New York: American pharmacist association Burnard, P. (1992). A communication skills guide for health care workers (1sted.). London: Edward Anorld Hubley, J (1993)Communicating Health. An action guide to health education and health promotion (1sted.). London: Macmillan Kadeghe, M. (2005) Communication skills; theory and practice (3rded.). Dar essalaam: Afroplus Industries Ltd. Kariuki, M. K.&Munga E. C. (2011) Fundamentals of communication skills (1sted.). Mwanza: Victoria Education Promotional Centre Ltd. Kurtz, S.,Silnerman,.J.& Draper, J. (1998) Teaching and learning communication skills in medicine (1st ed.). London: Raddiffe Medical Place

NTA Level 4 • Semester 1 • PST04106 Barriers to Effective Communication Communication Skills • Source Session/Topic 5 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 5: Barriers to Effective Communication Total Session Time: 60 minutes + 2 hours Assignment Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define barriers to effective communication • Explain barriers to effective communication Resources Needed • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |10 minutes |Presentation |Definition of Barriers to Effective | | | |Brainstorming |Communication | |3 |80 minutes |Presentation |Barriers to Effective Communication | | | |Small Group | | | | |Discussion | | |4 |05 minutes |Presentation |Key Points | | 5 |10 minutes |Presentation |Evaluation | | 6 |10 minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Task (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have questions before continuing STEP 2: Definition of Barriers to Effective Communication (10 minutes) |Activity: Brainstorming (10 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is effective communication? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | Barriers to Effective Communication These are factors that reduce the intended smooth flow of information, or completely cut off the process of communication. STEP 3: Barriers of Communication (80 minutes) |Activity: Small Group Discussion | |Pass the Message (40 minutes) | | | |Have a message written on a piece of paper prepared before the | |exercise. | | | |INFORM the students that they are going to do an exercise and the | |exercise will start from the first student passing a message and each | |will pass the message to next student until all students get a turn. If| |necessary, divide a large class into two groups to do the exercise. | | | |GIVE the written message to the first student in the row. | | | |INSTRUCT the student to whisper the message to the second student in | |the same row | | | |LET the second student whisper to the third student the message, then | |third whispers to the fourth, then the fourth to the fifth until all | |the students had a chance to hear and whisper the message to another | |student | | | |INSTRUCT the last student to write down the whispered message and read | |out loud to the whole class. | | | |ASK the first student to read the written message loudly and compare | |the two messages. | | | |COMPARE with the actual message by reading it aloud. There will be | |laughter, as always there is distortion. | | | |ASK the students what they have learned from the exercise. Let them | |brainstorm and write on the flipchart: • Where there barriers to | |communication? • How effective was the channel of communication? • | |Would giving feedback helped to clear up confusion? | | | |SUMMARISE the exercise by informing them that information can be | |distorted if not passed properly using appropriate channel and without | |feedback. | | | |INFORM them that face-to-face verbal communication can be effective, | |but if it is to be passed through many people, the messages need to be | |documented using another channel (written or recorded) in order for | |everyone to receive the same message. | Barriers to Communication Wrong choice of medium: • Wrong choice of medium will include oral, written, visual and audio- visual has advantages and disadvantages. • Wrong choice of medium for certain types of messages results in failure to communicate successfully. o Example, minutes of meeting can only be written for proper communication in subsequent meeting. If orally taken, it becomes impossible to present them well when needed. Physical barrier: • Physical barrier may be due to inadequate facilities, faulty procedures, inaccuracy in processing and delivering of information, or obstructions due communication process • Most common of physical barriers include noise, time and distance Psychological barrier: There are barriers of communication that arise out of human behavior and metal processes which include; • Emotions: For example a message may be interesting and good if the sender is happy. If the receiver feels that the sender is angry, interpretation is that the information being communicated is very bad • Credibility of the source of information: If one of the communicating partner doubt the credibility of the other, their communication will be weak • Inattentiveness: o Senders and receivers must pay attention to their roles, for a successful and effective communication process o Inattentiveness can result from several reasons, for example if the information being passed has nothing new, or if there distractions in the environment of communication • Poor retention: One may not always retain what is received if there is interest in the message being communicated • Semantic barriers: o Semantics refers to how meanings are obtained from the language used o Semantics barrier occurs when the communicating partner interpret some words or statement differently STEP 4: Key Points (5 minutes) • Communiation barriers are those factors that reduce the intended smooth flow of information, or completely cut off the process of communication • Barriers to effective communication include wrong choice of medium, physical barrier, psychological barrier, semantic barrier STEP 5: Evaluation (10 minutes) • What are the barriers to effective communication? • What are different types of barriers to effective communication STEP 6: Assignment

NTA Level 4 • Semester 1 • PST04106 Writing Formal Letters and Technical Reports Communication Skills • Source Session/Topic 6 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 6: Writing Formal Letters and Technical Reports Total Session Time: 120minutes + 2 hours Assignment Prerequisites • None LearningTasks By the end of this session students are expected to be able to: • Define formal letter and technical report • List common types of formal letters and technical reports • Explain essential components of formal letters and technical reports • Write formal letters and technical reports Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers • Computer and LCD Projector • Handout 6.1: Formal Letters • Handout 6.2: Sample Technical Report SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |05 minutes |Presentation |Definition of a Formal Letter | | | |Brainstorming | | |3 |10 minutes |Presentation |Common Types of Formal Letters | |4 |25 minutes |Presentation |Essential Components of a Formal | | | |Buzzing |Letter | |5 |10 minutes |Presentation |Formal Letter Writing | |6 |05 minutes |Presentation |Definition of Technical Report | | | |Brainstorming | | |7 |10 minutes |Presentation |Common Types of Technical Reports | |8 |15minutes |Presentation |Essential Components of a Technical | | | |Buzzing |Report | |9 |10minutes |Presentation |Technical Report Writing | |10 |05 minutes |Presentation |Key Points | |11 |10 minutes |Presentation |Evaluation | |12 |10 Minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Tasks (5 minutes) READ orASKstudents to read the learning tasks and clarify ASK students if they have questions before continuing STEP 2: Definition of a Formal Letter (5 minutes) |Activity: Brainstorming (3 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is a formal letter? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | This is a letter exchanged between or among people/organisations for certain purposes. STEP 3: Common Types of Formal Letters (10 minutes) Common Types of Formal Letters • Letter of inquiry • Letter of offer • Letter of acknowledgement • Letter of acceptance • Letter of complaint • Letter of application • Letter of resignation • Recommendation letter • Cover letter • Order letter • Follow-up letter STEP 4: Essential Components of a Formal Letter(25 minutes) |Activity: Buzzing (10 minutes) | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the essential components of a formal letter? | | | |ALLOW few pairs to respond and let other pair to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | Essential components of a Formal Letter Writer’s address This can be: • Personal address to include street/location and postal office box number/city • Company address to include company’s name, street location or postal address and city Date Full calendar date of when the letter was written, for example 06 September 2015. Reference number A number useful for reference by a recipientfor relevant matters. Receiver’s/Reader’s address Address of the reader to include reader’s name/title, Company Street or postal address and city Salutation • It set the speed for the tone of the letter. For example, Dear Sir, with first names or Surname name • The use of salutation is determined by the relationship between the sender and the receiver. Subject or Reference statement • This is the theme of the letter • It should be short, clear, and written in the capital letter Body of the letter This includes introductory, discussion, concluding paragraphs Complementary close • It is determined by the salutation, such as; o “Dear Sir” takes a “Yours faithfully”, complementary close, o With a “Dear Mr/Mrs”, salutation, takes a “Yours sincerely” complementary close. Signature (writer’s signature) Sender’s name • Type the name of the sender • Mention your title/position (optional) Copy to (if any) For copy of letter write • cc (complimentary copy) • pc (photocopy) STEP 4: Formal Letter Writing(10 minutes) • Ways a Formal Letter should be written: o The address of the writer (sender’s) should appear in the top right hand corner o The date should go under the address o Always write the name and the address of the addressee on the left, above the salutation o Always leave a wide margin on the left, so that when filed the letter is still legible o If writing to someone who is not personally known to the writer, begin with Dear Sir or Dear Madam o A writer should be as brief as s/he can; but s/he should include as much relevant information as possible o Whenever possible the subject of the letter may be placed as a heading beneath the salutation o Formal letters almost always end with: yours faithfully, though: yours truly is also possible if the writer wants to be less formal 0. [pic][pic]Refer students to Handout 6.1: Sample of Formal letter STEP 6: Definition of a Technical Report (5 minutes) |Activity: Brainstorming (3 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is a technical report? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | A technical report is a specific form of writing that is organized to guide management and organization to make decisions. STEP 7: Common Types of Technical Reports (10 minutes) Common Types of Technical Reports • Investigative reports: Any organization

NTA Level 4 • Semester 1 • PST04106 Customer Care in Provision of Pharmaceutical Services Communication Skills • Source Session/Topic 7 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 7: Customer Care in Provision of Pharmaceutical Services Total Session Time: 120minutes + 2 hours Assignment Prerequisites • None LearningTasks By the end of this session students are expected to be able to: • Define a customer, customer service and customer care • Describe the importance of customer care in pharmaceutical services • Describe factors influencing customer care • Describe skills influencing customer care Resources Needed • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers • Computer and LCD Projector SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |15 minutes |Presentation |Definitions of a Customer, Customer| | | |Brainstorming |Service and Customer Care | |3 |10 minutes |Presentation |Importance of Customer Care in | | | |Buzzing |Pharmaceutical Services | |4 |25 minutes |Presentation |Factors Influencing Customer Care | | | |Group | | | | |Discussion | | |5 |50 minutes |Presentation |Skills Influencing Customer Care | | | |Role Play | | |6 |05 minutes |Presentation |Key Points | |7 |05 minutes |Presentation |Evaluation | |8 |10 minutes |Presentation |Assignment | SESSION CONTENTS STEP1: Introduction, Learning Tasks (5 minutes) READ orASKstudents to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Definitions of a Customer, Customer Service and Customer Care (15 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following questions: | | | |Who is a customer? | |What is customer service? | |What is customer care? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • A customer can be defined as; o A customer or client is a person seeking services from health facilities, institution , organization or from a service provider o A person who purchases goods or services from another o Anyone who receives products or services from a supplier of the products or services • Customer service is the provision of service to customers before, during and after a purchase. Accordingly, it may vary by product, service, industry and individual customer. • Customer care involves putting systems in place to maximize your customers' satisfaction with your service. o It should be a prime consideration for every service or business – your daily functioning and performance at the pharmacy depends on keeping your customers happy. So don't neglect the importance of customer care in all areas of your pharmacy service or business. STEP 3: Importance of Customer Care in Pharmaceutical Services (10 minutes) |Activity: Buzzing (5 minutes) | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What is the importance of customer care in Pharmaceutical services? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | Importance of Customer Care in Pharmaceutical Services • Builds trust • Allows self-disclosure • Enables one to make and keep relationships • Facilitates feedback and feed forward STEP 4: Factors Influencing Customer Care (25 minutes) |Activity: Small Group discussion (15 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | | | |What are the factors influencing customer care? | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | • There are several factors influencing customer care, also known as The Three Rs of customer satisfaction as explained below; o Results: Customer expects superior results from our product or service. They expect the product or service to be the best value for their money. ▪ In pharmacy, patients/clients expect medicines to be available and of good quality. o Relationship: Customers expect a relationship that is consistent with their value system. Here they expect to get relevant instructions especially on the use of medicines o Resource: Customers expect the Dispenser to be a resource to help them solve their problems. Patients/ clients expect the personnel to be competent in answering their questions concerning medicines and health matters in general. STEP 5: Skills Influencing Customer Care (45 minutes) |Activity: Role Play (20 minutes) | | | |ORGANISE the students into small manageable groups. | | | |ASK each group to select a customer( patient), a care giver (Dispenser)| |and an observer | | | |TELL the patient to act like s/he is suffering from Malaria and they | |come from Hospital with a prescription of medicine, s/he present it to| |the Dispenser | | | |TELL the Dispenser to attend to that patient applying principles of | |customer care. | | | |TELL the observer to pay attention to both the patient and the | |dispenser, in order to provide feedback regarding skills of customer | |care. | | | |ASK if there are any questions before beginning the exercise for the | |groups. | | | |ALLOW The Role Play to take place for the different groups. | | | |At the end of the role play, the facilitator should ‘derole’ before the| |large group discussion. | | | | | |SUMMARISE the activity with the following points: • This exercise | |demonstrates the impact of customer care service • Through this |

NTA Level 4 • Semester 1 • PST04106 Communicating to Patients/Clients with Special Needs 46 Communication Skills • Source Session/Topic 8 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 8: Communicating to Patients/Clients with Special Needs 46 Background There is currently an ever increasing demand for pharmaceutical personnel in Tanzania. This is due to expanding investment in public and private pharmaceutical sector. Shortage of trained pharmaceutical human resource contributes to poor quality of pharmaceutical services and low access to medicines in the country (GIZ, 2012). Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs) worked together to address the shortage of human resource for pharmacy by designing a project named “Supporting Training Institutions for Improved Pharmaceutical Services in Tanzania” in order to improve quality and capacity of PTIs in training, particularly of lower cadre pharmaceutical personnel. The Pharmacy Council formed a Steering committee that conducted a stakeholders’ workshop from18th to 22ndAugust 2014 in Morogoro to initiate the implementation of the project. Key activities in the implementation of this project included carrying out situational analysis, curriculum review and harmonization, development of training manual/facilitators guide, development of assessment plan, training of trainers and supportive supervision. After the curricula were reviwed and harmonized, the process of developing standardised training materials was started in August 2015 through Writer’s Workshop (WW) approach. The approach included two workshops (of two weeks each) for developing draft documents and a one-week workshop for reviewing, editing and formatting the sessions of the modules. The goals of Writers Workshopswere to build capacity of tutors in the development of training materials and to develop high-quality standardized teaching materials. The training package for pharmacy cadres includes a Facilitator Guide, Assessment plan and Practicum. There are 12 modules for NTA level 4 making 12 Facilitator guides and one Practicum guide. Acknowledgment The developmentof standardized training materials of a competence-based curriculum for pharmaceutical sciences has been accomplished through involvement of different stakeholders. Special thanks go to the Pharmacy Council for spearheading the harmonization of training materials in the pharmacy after noticing that training institutions in Tanzania were using different curricula and train their students differently. I would also like to extend my gratitude to St. Luke Foundation (SLF)/Kilimanjaro School of Pharmacy –Moshi for their tireless efforts to mobilize funds from development partners. Special thanks to John Snow Inc (JSI), Deutsche GesellschaftFür Internationale Zusammenarbeit (Giz), Merck Kgaa, BoehringerIngelheimGmbhand Bayer Pharma Ag and action medeor.V for the financial and technical support. Particular thanks are due to those who led this important process to its completion, Mrs Stella M. Mpanda, Director Childbirth SurvivalIntenational and Members from the secretariat of National Council for Technical Education (NACTE) for facilitating the process. Finally, I very much appreciate the contributions of the tutors and content experts representing PTIs, hospitals, and other health training institutions. Their participation in meetings and workshops, and their input in the development of this training manual/facilitators guide have been invaluable. These participants are listed with our gratitude below: Mr.Wilson Mlaki St. Luke Foundation/Kilimanjaro School of Pharmacy Mr.Samwel M. Zakayo Pharmacy Council Ms. Ester A. Tuarira MUHAS Ms. Tumaini H. Lyombe MUHAS Mr, Wensaa E. Muro KSP Ms. Dilisi J. Makawia KSP Ms. Julieth Koimerek KSP Rev. Baraka A.M. Kabudi MEMS Mr. Kelvin E. Mtanililwa Royal Pharmaceutilcal Training Institute Ms. Rose Bulilo CEDHA Ms. Diana H. Gamuya CEDHA Dr.Melkiory Masatu CEDHA Dr.Benny Mboya CEDHA Mr. Habel A. Habel City College of Health and Allied Sciences Ms. Zaina Msami Meru District Council Director of Human Resources Development Ministry of Health, Community Development, Gender, Elderly and Children Introduction Module Overview This module content is a guide for tutors of Pharmaceutical schools for training of students. The session contents are based on sub-enabling outcomes and their related tasks of the curriculum for Basic Technician Course in Pharmaceutical Sciences. The module sub-enabling outcomes and their related tasks are as indicated in the Basic Technician Certificate in Pharmaceutical Sciences (NTA Level 4) Curriculum. Target Audience This module is intended for use primarily by tutors of pharmaceutical schools. The module’s sessions give guidance on the time, activities and provide information on how to teach the session. The sessions include different activities which focus on increasing students’ knowledge, skills and attitudes. Organization of the Module The module consists of eight (08) sessions; each session is divided into several parts as indicated below: • Session Title:The name of the session • Total Session Time: The estimated time for teaching the session, indicated in minutes • Pre-requisites: A module or session which needs to be covered before teaching the session. • Learning Tasks:Statements which indicate what the student is expected to learn by the end of the session • Resources Needed: All resources needed for the session are listed including handouts and worksheets • Session Overview: The session overview box lists the steps, time for each step, the activity or method used in each step and the step title • Session Content: All the session contents are divided into steps. Each step has a heading and an estimated time to teach that step as shown in the overview box. Also, this section includes instructions for the tutor and activities with their instructions to be done during teaching of the contents • Key Points: Key messages for concluding the session contents at the end of a session This step summarizes the main points and ideas from the session, based on the learning tasks of the sssion • Evaluation: The last section of the session consists of short questions based on the learning tasks to check the understanding of students. • Handouts: Additional information which can be used in the classroom while teaching or later for students’ further learning. Handouts are used to provide extra information related to the session topic that cannot fit into the session time. Handouts can be used by the students to study material