Unit 2 Booklet

Unit 2: Public Service Skills

Name

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Tutor Group

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Teacher

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UNIT 2: PUBLIC SERVICE SKILLS

Contents Content

Page Number

Key Information- Dates/Checklist

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Unit Content

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Learning Outcomes

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Grading Grid

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Assignment 2.1

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Assignment 2.2

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Assignment 2.3

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Assignment 2.4

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Web Links

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Command Verbs – Pass

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Command Verbs – Merit

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Command Verbs - Distinction

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UNIT 2: PUBLIC SERVICE SKILLS

Key Information Assignment Deadline dates as follows

Assignment Title 2.1 2.2 2.3 2.4 Practical Assessment

Hand in Date 27 January 2010 10th February 2010 17th March 2010 5th May 2010 12th May 2010 19th May 2010 26th May 2010 9th June 2010 16th June 2010 th

Criteria Checklist Assignment Numbers / P1 Skills Unit 2: Public Service 2.1 Skills

P2

P3

P4

P5

M1 M2 M3

D1

D2

2.2

2.3

2.3

2.4

2.1

2.1

2.3

2.3

2.4

Completed?

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UNIT 2: PUBLIC SERVICE SKILLS

Unit Content The public services require a high level of teamwork and communication skills to enable them to meet public expectations. This unit allows learners to develop a range of teamwork, professional and personal life skills and methods of instruction that are important for a career in the public services. Learners will identify some of the different qualities essential for effective teamwork, in addition to examining the characteristics needed for working as a part of a team. Teamwork skills will be developed through learners taking part in a range of practical team-building activities. Learners will be able to draw on their new experiences in order to evaluate the performance of their team members. This unit examines a range of interpersonal skills useful for learners’ studies as well as their daily work routine in the public services. Learners will gain an insight into various methods of instruction conducted in the public services. This will be achieved through researching the main principles and techniques surrounding the qualities of good instruction culminating in learners being able to effectively deliver a short fact- or skills-based lesson to a small group of people. Learning outcomes On completion of this unit a learner should: 1 Understand the purpose and importance of teamwork in the public services 2 Be able to use a range of interpersonal communication skills 3 Understand various methods of instruction.

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UNIT 2: PUBLIC SERVICE SKILLS

Learning Outcomes in Detail 1 Understand the purpose and importance of teamwork in the public services Teamwork: types of teams in the public services eg crew, shift/watch, regiment; multiagency/services teams; specialist teams eg search and rescue, project teams; emergency services; projects for implementing new policies Importance of teamwork: eg achieving organisational objectives; camaraderie; teamwork within organisational structures; command and control Qualities for effective teamwork: group and self-discipline; leadership; cooperation; communication; combining individual skills; problem solving; achieving aims; working with others Team building: participation in team activities; team-building exercises; sporting events and outdoor group activities; characteristics within teams Teamwork skills: including communication, problem solving, co-operation, conflict management 2 Be able to use a range of interpersonal communication skills Reading — relationship to public services: skimming, scanning and detailed reading of public service documents; barriers to effective reading Writing — relationship to public services: structure and format of letters to personnel, internal memorandums; report writing; note taking; email Verbal communication — relationship to public services: one way/two way communication, questioning skills, tone, emphasis, audience awareness, use of jargon, abbreviations, participating in group discussions; verbal presentations of basic information; barriers to verbal communication in both operational and non-operational situations Listening — relationship to public services: effective listening skills; information collation; receiving orders and direction; taking statements; intelligence gathering; barriers to effective listening Non-verbal communication: body language; gesture; facial expressions; eye contact; posture

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UNIT 2: PUBLIC SERVICE SKILLS

3 Understand various methods of instruction Instruction: select subject; plan instruction eg objective, audience, timing methods; give instructions eg demonstrate, practice instruction — role play, case studies, explanations, one to ones Qualities of a good instructor: confidence; manner; ways of speaking, moving and appearance during lesson; attitude; firm/fair/friendly; diligence; enthusiasm and interest in the subject Facts/skills: for instruction — time, parts and content, notes, beginning, preliminary instruction, introduction, objective, reason why and incentive; middle teaching points; Explain — Demonstrate — Imitate — Practise (EDIP), end of lesson; summary; handouts

Grading criteria To achieve a pass grade the evidence must show that the learner is able to:

To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to:

P1 describe the purpose and importance of teamwork using examples from at least two contrasting public services

M1 explain the importance of teamwork in at least two contrasting public services

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: D1 analyse the importance of teamwork in a specified public service

M2 analyse the application of interpersonal communication skills in a chosen public service

D2 evaluate the effective use of interpersonal and communication skills in a given public service.

P2 participate in different team-building activities P3 describe the effectiveness of various methods of interpersonal communication skills

M3 demonstrate effective instruction skills.

P4 demonstrate use of interpersonal skills to communicate with personnel in given situations P5 describe the qualities of a good instructor and how they are used.

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UNIT 2: PUBLIC SERVICE SKILLS

Assignment 2.1 Public service teams P1 M1 D1 Scenario For the benefit of you and your fellow students, you have been asked to write a report on the purpose and importance of teamwork in public services.

Task 1 (P1) Groups (a)

Ask your tutor to invite a speaker from a local public service who is able to talk in detail about teamwork in that public service. Ask them about the following areas and make notes: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

(b)

examples of specific teams in the service the jobs they do how they are organised team leaders different roles of members good and bad team members the advantages of teamwork for the service the advantages of teamwork for team members the characteristics of an efficient and effective team partnership between different teams temporary and permanent teams resolving conflict in teams.

Individually research the purpose and importance of teamwork in at least two contrasting public services. Make notes on what you see and hear, and on what people tell you.

Task 2 (P1 M1 D1) Produce a report that: 1. describes the purpose and importance of teamwork in at least two contrasting public services (P1). 2. explains the importance of teamwork in at least two contrasting public services (M1). 3. draws conclusions on the importance of teamwork in a specified public service (D1). 7

UNIT 2: PUBLIC SERVICE SKILLS

Assignment 2.2 Team-building activities P2 Scenario Team-building activities are widely used for initial training in the uniformed public services and in many kinds of private industry. Their purpose is to break down barriers between people who don't know each other very well and to enable them to start cooperating in shared tasks. They are intended to be fun and may seem like games, but they are also ways of learning teamwork. You have recently joined a public service and as part of your induction you will take part in team building activities.

Task (P2) Write an account of your visit to Bicester Barracks.

1. 2. 3. 4. 5. 6.

Explain each of the tasks you completed on the visit to Bicester barracks How were these tasks organised and presented to you? What aspects of team building/teamwork did you learn? Why is teamwork important in the Public Services? How could the day have been improved to develop teamwork further? How relevant were the activities to your future career plans?

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UNIT 2: PUBLIC SERVICE SKILLS

Assignment 2.3 Interpersonal communication P3 P4 M2 D2 Scenario You have been asked to produce a study of how interpersonal communication is used in your public service and produce a report back to your superior officer.

Task 1 (P3) Research an area of work in a public service. Carry out a period of observation and list all the different types of interpersonal communication you see in that workplace. Try to assess their effectiveness.

Task 2 (P3 M2 D2) Produce a short report that includes: (a) (b)

a description of the interpersonal skills you observed (P3) an analysis of how the interpersonal skills you observed were used, e.g. in what situations and for what purpose (M2) an evaluation of how effectively the skills are used - say what appeared to achieve more results and what the users appeared most skilled at. Was there a link between the role or rank of the person and the skills they used? (D2)

(c)

Task 4 (P4) Pairs/Groups Carry out the following role play demonstrating the interpersonal skills you have learned. Select a character to play from the roles below and prepare a script:

Role A You are a community police officer interviewing a young person who has been accused by a store detective of stealing sweets, batteries and a couple of music CDs. Decide: (a)

what is the aim of the interview

(b)

what information you want to obtain

(c)

what you are going to do with the young offender.

The offender may deny the accusation at first.

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UNIT 2: PUBLIC SERVICE SKILLS

Role B You are a young person accused by a store detective of stealing sweets, batteries and a couple of music CDs. You are going to be interviewed by a police officer. You are frightened and at first you deny all knowledge of any shoplifting. You do not have to answer every question. You can tell lies, but you must correct them after about 10 seconds. You can be cheeky three times. You can beg the police officer not to go and talk to your parents.

Role C You are still the community police officer. You decide to go and see the parents of the young person who has been caught shoplifting. Your aim is to tell them what has happened, in the hope they will ensure the incident is not repeated. Your main fear after you get there is that the parents will be so angry with their child that he or she will get hurt.

Role D You are the parent (played by one person) or parents (played by two people) of a young person who has been caught shoplifting. A police officer comes to tell you about it. The officer brings your son or daughter with them. You are angry. You make threats of violence but you do not carry them out.

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UNIT 2: PUBLIC SERVICE SKILLS

Assignment 2.4 ‘Instruction’ P5, M3 Scenario You are an instructor working for a public service organisation which gives young people skills or knowledge that will help them in their work or in sport or recreation and life in general.

Task 1 (P5) Describe the qualities of a good instructor and how they are used. Write a short report on an instructor you have observed, for example, Sergeant Jones at Bicester Barracks. Focus on the qualities you observed in the instructor. Include in your report: 1. 2. 3. 4. 5.

Objective of the session, timing, demonstration and explanation Confidence and manner, firm/fair/friendly. Ways of speaking, moving and appearance throughout the session Attitude, enthusiasm and interest in the content of the session Diligence and attention to detail throughout the session

Task 2 (M3) Design a team building session for Year 10 BTEC students. The task you set should last about 20 minutes and be for groups of between 5 and 15 students. The task should have clear written instructions. You will be expected to lead a group through your chosen activity and will be assessed on your effective instruction skills in this task. Evidence will include preparatory notes a lesson plan and an evaluation of your performance: 1. 2. 3. 4. 5. 6. 7. 8.

Write a few sentences for each bullet point below: The age and present level of education or training of your target group What you are going to instruct them on What equipment you need for the task The time and place where the instruction will happen Any health and safety considerations you need to consider. Write a lesson plan. (Introduction to lesson, Middle and End section) After your session complete the Evaluation form.

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UNIT 2: PUBLIC SERVICE SKILLS

Web Links

www.edexcel.org.uk/home/

http://www.army.mod.uk/

http://www.raf.mod.uk/

http://www.royal-navy.mod.uk/

http://www.mod.uk/DefenceInternet/home

http://www.bucksfire.gov.uk/bucksfire/default.htm

http://www.thamesvalley.police.uk/bcu/milton_keynes/index.htm

http://www.hmprisonservice.gov.uk/

http://www.mkweb.co.uk/emergency_services/home.asp

http://www.hmrc.gov.uk/

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UNIT 2: PUBLIC SERVICE SKILLS

BTEC COMMAND VERBS - PASS DESCRIBE Give a clear description that includes all the relevant features. Think of it as ‘painting a picture with words’. DEFINE Clearly explain what a particular term means and given an example, if appropriate, to show what you mean. DESIGN Create a plan, proposal or outline to illustrate a straightforward concept or idea. EXPLAIN Set out in detail the meaning of something, with reasons. More difficult than describing or listing so it can help to give an example to show what you mean. Start by introducing the topic then give the ‘how’ or ‘why’. IDENTIFY Point out (i.e., choose the right one) or give a list of the main features. ILLUSTRATE Include examples or a diagram to show what you mean. INTERPRET Define or explain the meaning of something. LIST Provide the information in a list, rather than in continuous writing. OUTLINE Write a clear description but not a detailed one. PLAN Work out and plan how you would carry out a task or activity. STATE Write a clear and full account. SUMMARISE Write down the main points or essential features.

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UNIT 2: PUBLIC SERVICE SKILLS

BTEC COMMAND VERBS - MERIT ANALYSE Identify separate factors, say how they are related and how each one contributes to the topic. COMPARE / CONTRAST Identify the main factors that apply in two or more situations and explain the similarities and differences or advantages and disadvantages. DEMONSTRATE Provide several relevant examples or related evidence which clearly support the arguments you are making. This may include showing practical skills. DESIGN Create a plan, proposal or outline to illustrate a relatively complex concept or idea. ASSESS Give careful consideration to all the factors or events that apply and identify which are the most important or relevant. EXPLAIN IN DETAIL Provide details and give reasons and/or evidence to clearly support the argument you are making. HOW / WHY JUSTIFY Give reasons or evidence to support your opinion or view to show how you arrived at these conclusions.

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UNIT 2: PUBLIC SERVICE SKILLS

BTEC COMMAND VERBS - DISTINCTION APPRAISE Consider the plus and minus points and give a reasoned judgement. ASSESS Must make a judgement on the importance of something (similar to evaluate). COMMENT CRITICALLY Give your view after you have considered all the evidence. In particular, decide the importance of all the relevant positive and negative aspects. CRITICISE Review a topic or issue objectively and weigh up both plus and minus points before making a decision. DRAW CONCLUSIONS Use the evidence you have provided to reach a reasoned judgement. EVALUATE Review the information then bring it together to form a conclusion. Give evidence for each of your views or statements. EVALUATE CRITICALLY Decide the degree to which a statement is true or the importance or value of something by reviewing the information. Include precise and detailed information and assess possible alternatives, bearing in mind their strengths and weaknesses if they were applied instead.

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