MGT6306

MGT6306 Interactive Skills Workshop (IS)

Part I

Course Duration: One Semester

Credit Units: 2

Level: P6

Medium of Instruction: English

Prerequisites: Nil

Precursors: Nil

Equivalent Courses: Nil
Exclusive Courses: Nil

Part II

Course Aims:

· give students an understanding of the elements of learning from experience and how to develop their skills of learning
from experience,

· provide them with opportunities to identify their level of competence in those interactive skills which are critical to their
work and to their career, and to embark on a programme of self-improvement and development,

· sharpen their competence and broaden their knowledge in the field of interactive skills.

Course Intended Learning Outcomes (CILOs)

Upon successful completion of this course, students should be able to:

No.	CILOs	Weighting (if applicable)
1.	Interact effectively with others in a range of one-to-one and team settings.	__
2.	Gain insight into their interactive skill development needs and into ways of meeting them	__
3.	Assess their skills of learning from experience and identify practical ways of making improvements in those skills	__

Teaching and learning Activities (TLAs)

(Indicative of likely activities and tasks designed to facilitate students’ achievement of the CILOs. Final details will be provided to students in their first week of attendance in this course)

Semester A or Semester B
Total Hours (Group Size): Lab/Workshop 26 (40)

TLAs	ILO No.	Hours/week(if applicable)
Learning through team projects	1, 2, 3	---
Learning through individual work and class activities	1, 2, 3	---

Assessment Tasks/Activities

(Indicative of likely activities and tasks designed to assess how well the students achieve the CILOs. Final details will be provided to students in their first week of attendance in this course)

Coursework 100%

Individual Projects

1. Peer Evaluation (10%) and Feedback to Peers (15%)

Students evaluate each other on their team performance and receive a rating plus comments from the facilitator on the quality of the feedback that they give to their team-mates.

2. Critical Log Book (35%)

This is a facilitator marked project. Students complete a log describing and reviewing their experience of practising an interactive skill of their choice outside the classroom setting.

Team Projects

1. Movie Project (20%)

Teams select and re-enact a 3-4 minute scene from an English language movie. They have to memorize the script and understand and recreate each character, paying attention to the characters’ backgrounds, motivations, feelings and emotions. In addition to re-enacting the scene, students also have to produce a written transcript of the scene plus an analysis explaining why they chose it and why it is relevant from the perspective of interactive skills.

2. Interactive Skills Session (20%)

Teams design and present a learning session for the other students on a selected interactive skill. These sessions require a high level of class participation and have to be run as integrated learning events (i.e. presentation of concepts and guidelines together with opportunities for self-diagnosis and/or skills practice).

Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations

Critical Log Book

Fail (F)	Marginal (D)	Adequate (C- to C+)	Good (B- to B+)	Excellent (A- to A+)
No learning log produced or late submission	An unconvincing and/or confusing account lacking in any serious effort to reflect on learning needs, to describe skill practice opportunities, to give concentrated thought to reviewing the experience gained and to complete a realistic action plan.	Limited evidence given to support the identified learning need which is described only superficially. Accounts of opportunities for skill practice are brief, imprecise and/or short on plausibility. Reviews of opportunities lack both detail and careful thought. Action plan is set out in terms which tend to the general rather than the specific and to the unrealistic rather than the challenging.	Identified learning need is supported by evidence (e.g. feedback from others) and explained in a manner which suggests serious reflection. Opportunities for skill practice are described clearly and fully, setting out the background, what happened and the outcomes. Reviews of opportunities are balanced, objective and thoughtful. Action plan for further improvement is specific, credible and imaginative.	As B- to B+ but completed to a superior standard in terms of self-insight, log structure and referencing.

Movie Project

Fail (F)	Marginal (D)	Adequate (C- to C+)	Good (B- to B+)	Excellent (A- to A+)
Not showing up for the project.	Evidence of acceptable organization for the entire project, e.g. acceptable opening and closing, with cohesive content. Acceptable ability in use of language for both verbal and non-verbal skills. Evidence of an acceptable analysis that relates to interactive skillsThe overall content is of acceptable writing quality.	Evidence of appropriate organization for the entire project, e.g. appropriate opening and closing, with cohesive content. Appropriate ability in use of language for both verbal and non-verbal skills. Evidence of an appropriate analysis that relates to interactive skillsThe overall content is of appropriate writing quality.	Evidence of good organization for the entire project, e.g. good opening and closing, with cohesive content. Good ability in use of language for both verbal and non-verbal skills. Strong evidence of a good analysis that relates to interactive skillsThe overall content is of good writing quality.	Strong evidence of excellent organization for the entire project, e.g. effective opening and closing, with cohesive content. Excellent ability in use of language for both verbal and non-verbal skills. Strong evidence of a meaningful analysis that relates to interactive skillsThe overall content is of excellent writing quality.

Interactive Skills Session

Fail (F)	Marginal (D)	Adequate (C- to C+)	Good (B- to B+)	Excellent (A- to A+)
Session shows little evidence of any planning or rehearsal. Very little evidence of any learning by the class.	Session structure barely coherent with organization and presentation ability bordering on the unacceptable. Audience impact and participation almost nil. Little evidence that the session skills have been demonstrated or learnt.	Session structure only partly coherent with organization and presentation ability no more than acceptable. Audience impact and participation weak. Only limited evidence that the skills have been demonstrated and learnt.	A well-structured and imaginative session delivered to a high standard of organization and presentation and with strong audience impact. Clear evidence that the skills have been demonstrated and learnt.	A faultlessly structured and highly imaginative session delivered to a superior professional standard with compelling audience impact. Unobtrusive evidence that the skills have been demonstrated and learnt.

Part III

Keyword Syllabus:

Interactive skills for business; active listening; learning styles; team dynamics; team role; problem solving techniques; giving and receiving feedback.