Understanding, defining and developing the dimensions of the DARE+ Competences

Targeted competences:

Interpersonal communication

Connection to programme competences or aims

Definition (Dare+): The comprehensive interaction between individuals and in groups through dialogue. It implies empathetic listening and being able to express thoughts, ideas, feelings and emotions clearly and assertively.

Learning outcomes for the session

At the end of this session trainers will be able to:

• identify the elements of interpersonal communication
• identify the different ways of transferring information
• Use dialogue to generate an effective communication

Pre-requisite learning/competence

None

Resources

Andrews, J. and Higson, H. (2008). Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study. Higher Education in Europe, Vol.33, No. 4, 411-422.

Canale, M. (1983). From Communicative Competence to Communicative Language Pedagogy. In J. C. Richards and R. W. Schmidt (eds). Language and Communication. New York: Longman, 2-27.

Celce-Murcia, M. (1995). Communicative Competence: A Pedagogically Motivated Model with Content Specifications. Issues in Applied Linguistics, 6, 5-35.

Constanzo, E. (2009). Towards the Development of a Global Communicative Competence: The Integration of Oral and Written Skills in Teaching and Learning a Foreign Language. PORTA LINGUARUM 12, 107-116.

Morreale, S.P., Osborn, M.M. and Pearson, J.C. (2000). Why Communication is Important: A Rationale for the Centrality of the Study of Communication. Journal of the Association for Communication Administration, 29: 1-25.

Sonseca, A., Sahuquillo, O., Martínez-Casas, J., Carballeira, J., Denia, F.D. and Ródenas, J.J. (2015). Assessment of Oral and Written Communication Competences in the European Higher Education Area: A Proposal of Evaluation Methodologies. 1^st International Conference on Higher Education Advances, HEAd’15, Universitat Politècnica de València, Valencia.

Session duration: 45-60 minutes

Number of participants: Between 10 and 20 (so that it encourages effective interpersonal communication)

Session description

1. Welcome and introductions. This can be the starting point to discuss interpersonal communication and to put it into practice: how effective has the communication been?
2. Short presentation/discussion about the meaning and scope of interpersonal communication and the differing acts of transferring information (orally, written, visually, non verbal). It is important to emphasize that we all communicate in different ways and this is thus a competence that everyone shares. However, interpersonal communication is not always as effective as it should be.
3. Brainstorming on the different ways of transferring information and the effectiveness of them depending on the participants in the communication and their particular backgrounds as well as on the information shared amongst them.

Mode of evaluation (based on Celce-Murcia et al.’s (1995: 10) model of Communicative competence):

This training session will use a variation of a “minute paper” called 3-2-1 as the mode of learning assessment, described below:

At the conclusion of the training, have participants write the following on a sheet of paper which will be collected (this should only take 5 minutes at most):

1. Write 3 take aways from this session for yourself. What do you want to remember about interpersonal communication competence?

2. Write 2 action steps you will put into practice related to improving your interpersonal communication skills in your personal and professional lives.

3. Write 1 burning question you still have about interpersonal communication competence that you plan to research further.