Learn Module Outline

IIE Learn Module Outline BUCOf020
Business Communication
BUCOf020
MODULE OUTLINE 2018
(First Edition: 2016)
This guide enjoys copyright under the Berne Convention. In terms of the Copyright Act, no 98 of 1978, no
part of this manual may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopying, recording or by any other information storage and retrieval system
without permission in writing from the proprietor.
The Independent Institute of Education (Pty) Ltd is registered with the Department of Higher Education and
Training as a private higher education institution under the Higher Education Act, 1997 (reg. no.
2007/HE07/002). Company registration number: 1987/004754/07.
© The Independent Institute of Education (Pty) Ltd 2018

Page 1 of 26
Table of Contents
Introduction ............................................................................................................................................ 3
Using this Module Outline ....................................................................................................................... 4
This Module on Learn .............................................................................................................................. 5
Icons Used in this Document and on Learn ............................................................................................. 6
Module Purpose ...................................................................................................................................... 8
Module Outcomes................................................................................................................................... 8
Assessment Information.......................................................................................................................... 9
Module Pacer ........................................................................................................................................ 11
Glossary of Key Terms for this Module.................................................................................................. 25

Page 2 of 26
Introduction
The aim of this module is to provide you with a range of communication and writing skills that
you will be able to draw on throughout your studies, and in doing so, prepare you more
effectively with practical strategies you can apply in both your search for a job and once you
have started down your chosen career path.
In this module you will learn, how to:

 Utilise and explain the process of communication in different contexts;
 Read, quote, paraphrase and reference accurately and effectively;
 Search effectively and efficiently for credible information online, which you can use in
your assessments;
 Communicate successfully with someone, across different cultures, using verbal and non-
verbal information;
 Write concise summaries, essays, emails and job applications;
 Create a good CV;
 Prepare for and communicate in job interviews;
 Interpret and write business reports and various infographics;
 Assess and interpret public relations and advertising communication using traditional,
new and social media.
It is useful to remember that, as with your other modules, you will only get as much out of this
module as you put in. It is up to you to make the effort of reading your textbook, completing
the required activities and revision exercises, and collaborating with your classmates and
lecturer/ tutor to build a solid and usable knowledge base of the above subject areas.
With this in mind, you will notice that each Learning Unit (1–7) has been designed to be
interactive – each features a range of material and activities with which you need to engage,
both inside and outside of the classroom. Your lecturer/ tutor may prompt you to do some of
these; for the rest, it is up to you how and when you fit them into your work schedule for the
module.
For revision purposes, please take note that all Learning Unit Objectives listed in the Module
Pacer for each Learning Unit are examinable – use these to guide your studies effectively for
your ICE Tasks, assignment, and exam. Remember that there is no test for this module, so you
will need to put in great effort with your assignment and examination to be able to complete this
module successfully.

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Using this Module Outline

This module outline has been developed to support your learning. Please note that the
content of this module is on Learn as well as in the prescribed material. You will not succeed
in this module if you focus on this document alone.
 This document does not reflect all the content on Learn, the links to different resources,
nor the specific instructions for the group and individual activities.
 Your lecturer will decide when activities are available/open for submission and when these
submissions or contributions are due. Ensure that you take note of announcements made
during lectures and/or posted within Learn in this regard.

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This Module on Learn
Learn is an online space, designed to support and maximise your learning in an active manner.
Its main purpose is to guide and pace you through the module. In addition to the information
provided in this document, you will find the following when you access Learn:
 A list of prescribed material;

 A variety of additional online resources (articles, videos, audio, interactive graphics, etc.)
in each learning unit that will further help to explain theoretical concepts;
 Critical questions to guide you through the module’s objectives;
 Collaborative and individual activities (all of which are gradable) with time-on-task
estimates to assist you in managing your time around these;
 Revision questions, or references to revision questions, after each learning unit.
Kindly note:
 Unless you are completing this as a distance module, Learn does not replace your
contact time with your lecturers and/or tutors.
 BUCOf020 is a Learn module, and as such, you are required to engage extensively with
the content on the Learn platform. Effective use of this tool will provide you with
opportunities to discuss, debate, and consolidate your understanding of the content
presented in this module.
 You are expected to work through the learning units on Learn in your own time –
especially before class. Any contact sessions will therefore be used to raise and address
any questions or interesting points with your lecturer, and not to cover every aspect of
this module.
 Your lecturer will communicate submission dates for specific activities in class and/or on
Learn.

Page 5 of 26
Icons Used in this Document and on Learn
The following icons are used in all your modules on Learn:
Icon Description
A list of what you should be able to do after working through the

learning unit.
Specific references to sections in the prescribed work.
Questions to help you recognise or think about theoretical concepts to

be covered.
Sections where you get to grapple with the content/theory. This is

mainly presented in the form of questions which focus your attention
and are aimed at helping you to understand the content better. You
will be presented with online resources to work through (in addition to
the textbook or manual references) and find some of the answers to
the questions posed.
Opportunities to make connections between different chunks of

theory in the module or to real life.
Real life or world of work information or examples of application of

theory, using online resources for self-exploration.
You need to log onto Learn to:

 Access online resources such as articles, interactive graphics,
explanations, video clips, etc. which will assist you in mastering
the content; and
 View instructions and submit or post your contributions to
individual or group activities which are managed and tracked on
Learn.

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Module Resources
Prescribed Material for Fielding, M. & du Plooy-Cilliers, F. 2014. Effective Business
this Module Communication in Organisations: Preparing messages that
communicate. 4th ed. Cape Town: Juta.
Recommended Readings, Please note that a number of additional resources and links to
Digital, and Web resources are provided throughout this module on the Learn
Resources platform. You are encouraged to engage with these as they will
assist you in mastering the various objectives of this module.
They may also be useful resources for completing any
assignments. You will not, however, be assessed under
examination conditions on any additional or recommended
reading material.
The following books provide additional guidance, examples, and

activities to help you through the various aspects of business
communication covered in this module. Please consult your
campus library/ resource centre:
 Cleary, S. 2015. Communication: A Hands-on Approach.

2nd edition. Cape Town: Juta.
 English, J. 2012. Professional Communication: Deliver
Effective Written, Spoken and Visual Messages. 3rd ed.
Cape Town: Juta.
 Fielding, M. & du Plooy-Cilliers, F. 2014. Effective Business
Communication in Organisations – Student Support
Material. Cape Town: Juta. [Online]. Available at:
https://juta.co.za/academic/media/filestore/2014/02/Stud
ent_workbook.pdf.
 Siewierski, C.L. 2015. Introduction to Scholarship: Building
Academic Skills for Tertiary Study. Cape Town: Oxford
University Press Southern Africa.
Module Overview You will find an overview of this module on Learn under the
Module Information link in the Course Menu.
Assessments Find more information on this module’s assessments in this

document and on the Student Portal.

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Module Purpose
This module will equip you with foundational communication skills necessary for a career in
the corporate environment. You will be familiarised with and will practise writing various
business-related documents, and prepare your own résumé, in addition to developing your
interview techniques. The module covers the practice of written communication and
emphasises writing skills, the relationship between clear writing and clear thinking, and the
process of effective writing itself.
Module Outcomes
Apply knowledge of various communication theories in given organisational and
MO1 academic contexts.
Apply knowledge of different types of communication in given academic and
MO2 organisational contexts.
Compile professional documents for given organisational and academic contexts.

MO3

Page 8 of 26
Assessment Information
Integrated Curriculum Engagement (ICE) BUCOf020/p/d BUCOf020w

Minimum number of ICE activities to 4 4
complete
Weighting towards the final module mark 10% 5%
Assignment BUCOf020/p/d BUCOf020w

Weighting 40% 25%
Duration 10 hours 10 hours
Submit after LU4 LU4
(i.e. Session 22 for BUCOf020) (i.e. Academic Week 7 for
(i.e. Session 14 for BUCOf020p) BUCOf020w)
(i.e. Academic Week 7 for
BUCOf020d)
Learning Units covered LU1–4 LU1–4
Resources required See assignment for details See assignment for details
Examination BUCOf020/ p/ d BUCOf020w

Weighting 50% 70%
Duration 2 hours 2 hours
Total marks 120 120
Open/closed book Closed book Closed book
Resources required Basic pocket calculator Basic pocket calculator
Learning Units covered All (LU1–7) All (LU1–7)

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Assessment Preparation Guidelines

Format of the Assessment Preparation Hints
Assignment
This assignment will test your ability NB – You will need Internet access to complete this
to understand, integrate and apply assignment effectively. If you do not have regular
the practical communication and Internet access at home, please make sure you
writing skills you learnt in LU1–4. book/arrange time in your campus computer lab or
resource centre to do your assignment.
Examination
The exam will focus on all LUs (1–7), To prepare effectively for the exam:
and will feature a combination of  Ensure that you work through all the Active
theory and practical, case study Learning questions, activities, and revision
questions, scenarios, and writing questions on Learn;
tasks.  Make sure that you can answer questions on all
of the learning objectives in each LU;
Please make sure you pay close  Apply the brainstorming, summarising and mind
attention to the instruction words mapping skills you learnt by undertaking these
(List, Explain, Discuss, Write, etc.), activities for each LU:
as well as the mark allocations of o E.g. create a mind map of each LU,
each question to ensure you are focusing on each of the learning
providing correct and sufficient objectives as your key points;
detail in your answers. o Brainstorm with your classmates what
questions may come up in the exam,
based on the learning objectives;
 You will need a very basic pocket calculator in
your examination – this is to calculate
percentages etc. for a question on graphic
devices. Please note that you may NOT use your
cellphone for this purpose.
NB – practice answering questions that require both

theory and practical application in one. You will often
be asked to describe/discuss theory from your
textbook or Learn and then to support your answer
with a practical example or scenario that demonstrates
how that theory works in the real-world.

Page 10 of 26
Module Pacer
Code Programme Contact Sessions Credits
BUCOf020 CCD1; DAFC1; DBM1; DBME1; DCBM1; 36 10
DCGD1; DCMM1;DINM1; DISD1; DITM1;
DPR1; DSDM1; HBP1; HCAD1; HCD1;
HCEM1; HED1; HHR1; HIS1; HLS1; HOA1;
HPP1; HRM1; HSS1
BUCOf020p CCD1p; DBM1p; DPR1p; HED1p; HBK1p; 23
HHR1p; HIS1p; HLS1p; HOA1p; HRM1p;
HSS1p
BUCOf020d DCM1d; DIM1d; HBK1d; HHR1d; 30
HRM1d; HSS1d; HIS1d
BUCOf020w HBP1w; HPP1w 12
Learning Unit 1 Introduction to Communication Theory
Overview:
In this learning unit, we will look at the basic elements of the communication process and
how using these can help us to develop good communication skills, which, in turn, will make
us successful social beings.
In order to develop these skills, we first need to acknowledge the fact that communication
skills need to be improved from time to time. Thus, the purpose of this learning unit is to
introduce you to four communication models developed over time, to illustrate the dynamic
nature of communication and its integral role in our lives.
If you are a full-time student, you will likely spend 4 sessions on this learning unit.
If you are a part-time student, you will likely spend 2 sessions on this learning unit.
If you are a distance student, you will likely complete this learning unit during the course of
Academic Week 1.
If you are a student on an IIE digital campus, you should complete this learning unit during
the course of Academic Week 1 and will likely spend 3 sessions on this learning unit.
Please work through Themes 1 and 2 on Learn, together with the relevant sections of your
prescribed source/s. To ensure that you are working towards mastering the objectives for
this learning unit, please also ensure that you complete all LU1 Activities on Learn. Also,
make sure you work throughout Week 1 on the following activity, which you can find at the
end of all LUs on Learn:
 Activity: Make sense of the terminology used in this module

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Learning Unit 1: Theme Breakdown

BUCOf020 Theme 1: What is Communication? Prescribed Material
Sessions: 1 – 4
BUCOf020p LO1.1: Explain the nature of communication. Textbook Chapter 2
Sessions: 1 – 2 LO1.2: Describe the components of the
BUCOf020d/ communication process using practical
BUCOf020w examples or scenarios.
Academic Week: 1 LO1.3: Discuss the barriers to effective
Related Outcomes: communication by referring to practical
MO1 examples or scenarios.
MO2 Theme 2: The Communication Models Textbook Chapter 2
LO2.1: Discuss the evolution of the
Contextual Reading
communication models.
on Learn (PDF) –
LO2.2: Apply selected communication models
Four Communication
to given scenarios or contexts.
Models

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Learning Unit 2 Academic Skills
Overview:
In this learning unit we will focus on the some of the academic skills essential to both the
tertiary education and business environments. We will examine reading as a skill, emphasise
the importance of writing in a suitable style and tone, learn how to do online research, and
to reference, quote and paraphrase written work correctly.
Academic Weeks 2 and 3.
the course of Academic Weeks 2 and 3 and will likely spend 5 sessions on this learning unit.
Please work through Themes 1, 2, 3, 4 and 5 on Learn, together with the relevant sections of
your prescribed source/s. To ensure that you are working towards mastering the objectives
for this learning unit, please also ensure that you complete all LU2 Activities on Learn.
Also, make sure you work throughout Weeks 2 and 3 on the following activity, which you can
find at the end of all LUs on Learn:

BUCOf020 Theme 1: Reading Skills Prescribed Material
Sessions: 5 – 10
BUCOf020p LO1.1: Differentiate between the types, Textbook Chapter 1
Sessions: 3 – 6 purposes, techniques, and situations for
BUCOf020d/ reading in academic and organisational
BUCOf020w contexts.to practical examples or
Academic Weeks: scenarios.
2 and 3
Related Outcomes:
MO1 Theme 2: Style and Tone Textbook Chapter 9
MO3
LO2.1: Use a suitable tone and style in
different communication tasks,
contexts, and scenarios.

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Theme 3: Online Research Contextual Reading

on Learn (PDF) –
LO3.1: Use appropriate online research tools
Refining the Online
and techniques to source reliable
Research Process
information in different contexts.
Theme 4: Quoting and Paraphrasing Textbook Chapter 12
LO4.1: Explain the purpose and process of
paraphrasing and quoting sourced
material in different contexts;
LO4.2: Write accurate and relevant direct
quotes and paraphrases for given tasks
and scenarios.
Theme 5: Referencing Textbook Chapter 12
LO5.1: Explain the importance, purpose, and
process of referencing to avoid
plagiarism in academic and
organisational contexts;
LO5.2: Write accurate and relevant Harvard
references for given tasks and
scenarios.

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Learning Unit 3 Communicating in the Workplace
Overview:
This learning unit introduces you to the three types of communication that influence the
success of our efforts to communicate, and examines the role they play in facilitating
communication within an organisational context. We also explore the various barriers that
need to be overcome in order to communicate successfully within the complex and changing
organisational space of today.
Please work through Themes 1, 2, and 3 on Learn, together with the relevant sections of

BUCOf020 Theme 1: Interpersonal Communication Prescribed Material
Sessions: 11 – 16
BUCOf020p LO1.1: Explain the nature and importance of Textbook Chapter 3
Sessions: 7 – 10 interpersonal communication in
BUCOf020d/ organisations by applying examples and
BUCOf020w scenarios.
Academic Weeks: LO1.2: Describe the roles, rules and skills
4 and 5 required in dyadic communication using
Related Outcomes: examples and scenarios.
MO1
MO3

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Theme 2: Non-verbal Communication Textbook Chapter 3

LO2.1: Describe the differences between
verbal and non-verbal communication
using examples and scenarios.
LO2.2: Discuss the need to be sensitive to non-
verbal cues by applying examples and
scenarios.
LO2.3: Describe the problems relating to the
interpretation of non-verbal
communication using examples and
scenarios.
LO2.4: Describe the types of non-verbal
communication using examples and
scenarios.
Theme 3: Intercultural Communication Textbook Chapter 6
LO3.1: Discuss the concepts of ‘culture’,
‘worldview’, and ‘cultural norms and
mores’ by applying examples and
scenarios.
LO3.2: Discuss the barriers to effective
intercultural communication by
applying examples and scenarios.
LO3.3: Discuss methods to improve
intercultural communication and
sensitivity by applying examples and
scenarios.

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Learning Unit 4 Planning and Writing Communication Messages
Overview:
We communicate messages in different ways, i.e. verbally, non-verbally, visually, through

our body language, text, images, etc. In this learning unit, we will apply some of the
communication and writing skills you have learnt, focusing on planning and creating targeted
messages in the form of summaries, essays, application letters, and business emails.
Please work through Themes 1, 2, 3, and 4 on Learn, together with the relevant sections of

Page 17 of 26

BUCOf020 Theme 1: Planning and Organising Messages Prescribed Material
Sessions: 17 – 22
BUCOf020p LO1.1: Explain the importance and process of Textbook Chapter 14
Sessions: 11 – 14 planning and organising messages by
BUCOf020d/ applying examples and scenarios.
BUCOf020w
Academic Weeks:
6 and 7
Related Outcomes: Theme 2: Writing Summaries Textbook Chapter 10
MO2
LO2.1: Discuss the characteristics, types,
MO3
purposes, and requirements of
summaries by applying examples and
scenarios.
LO2.2: Write a summary using the correct
procedure and structure for given
scenarios.
Theme 3: Writing Essays Textbook Chapter 10
LO3.1: Discuss the characteristics, types, and
basic structure of essays by applying
examples and scenarios.
LO3.2: Write an essay using the correct
procedure and structure for given
scenarios.
Theme 4: Writing Application Letters and Emails Textbook Chapters
7 and 14
LO4.1: Discuss the purpose and content of a
letter of application by applying
LO4.2: Explain the role and importance of
email and email etiquette in business by
LO4.3: Write a business email using the correct
procedure, structure, and format for
given scenario.

Page 18 of 26
Learning Unit 5 Interview Skills and CV-Building
Overview:
In this learning unit, you will apply the communication and writing skills you have learnt to
the context of the job-seeking process. You will focus on the correct structure and format of
a CV, how to prepare for job interviews, and on the best communication practices to use
during interviews.
Academic Week 8.
the course of Academic Week 8 and will likely spend 3 sessions on this learning unit.
this learning unit, please also ensure that you complete all LU5 Activities on Learn.
Also, make sure you work throughout Week 8 on the following activity, which you can find at
the end of all LUs on Learn:

Page 19 of 26

BUCOf020 Theme 1: The Job Interview Prescribed Material
Sessions: 23 – 26
BUCOf020p LO1.1: Explain the important factors relevant Textbook Chapter 7
Sessions: 15 – 16 to a job interview by applying examples
BUCOf020d/ and scenarios.
BUCOf020w LO1.2: Explain the importance and procedure
Academic Week: 8 of preparing for a job interview by
Related Outcomes: applying examples and scenarios.
MO1 LO1.3: Describe the phases of a typical job
MO3 interview using examples and scenarios.
LO1.4: Discuss the role of open and closed
questions in a job interview by applying
LO1.5: Write open and closed questions for
given interview scenarios.
Theme 2: Creating a CV Textbook Chapter 7
LO2.1: Explain the importance of accurate CV
design by applying examples and
scenarios.
LO2.2: Write a CV using the appropriate
content, structure, and format for given
scenarios.

Page 20 of 26
Learning Unit 6 Business Reports
Overview:
In any organisation, you will be expected to write and interpret formal business reports. In
this learning unit, you will examine what types of reports are used for which purpose, how
these reports are structured, and the ways in which relevant instructional graphics can be
designed and incorporated into them.
Please work through Themes 1, 2, and 3 on Learn, together with the relevant sections of
Also, make sure you work throughout Weeks 9 and 10 on the following activity, which you
can find at the end of all LUs on Learn:

Page 21 of 26

BUCOf020 Theme 1: The Nature and Purpose of Reports Prescribed Material
Sessions: 27 – 33
BUCOf020p LO1.1: Discuss the main purposes, types, Textbook Chapter 19
Sessions: 17 – 20 characteristics, audiences, and
BUCOf020d/ traditional elements of business reports
BUCOf020w by applying examples and scenarios.
Academic Weeks:
9 and 10
Related Outcomes:
MO2 Theme 2: Report Structure Textbook Chapter 19
MO3
LO2.1: Write selected elements of a business
report using the appropriate structure,
style, tone, and language for given
scenarios
Theme 3: Instructional Graphics for Reports Textbook Chapter 20
LO3.1: Differentiate between the purpose,
types, and format of tables and figures
as instructional graphics using examples
and scenarios.
LO3.2: Design and integrate selected
instructional graphics into written
messages for given scenarios.
LO3.3: Analyse levels of bias in given
instructional graphics.

Page 22 of 26
Learning Unit 7 Mass Communication for Organisations
Overview:
Mass communication is the transmission of messages to a wide audience, using technology,

at relatively low cost. In this learning unit we examine the concept of mass communication,
and how it can be used by organisations, especially for public relations and advertising.
this learning unit, please also ensure that you complete all LU7 Activities on Learn.
Also, make sure you work throughout Weeks 11 and 12 on the following activity, which you
can find at the end of all LUs on Learn:

Page 23 of 26

BUCOf020 Theme 1: Mass Communication Theory Prescribed Material
Sessions: 33 – 36
BUCOf020p LO1.1: Explain the nature of mass Textbook Chapter 17
Sessions: 21 – 23 communication by applying examples
BUCOf020d/ and scenarios;
BUCOf020w LO1.2: Differentiate between mass
Academic Weeks: communication and types of mass
11 and 12 media, traditional media, new media,
Related Outcomes: and social media using examples and
MO2 scenarios.
MO3 LO1.3: Discuss the functions of mass media by
Theme 2: Advertising and Public Relations as Textbook Chapter 17
Forms of Mass Communication
LO2.1: Discuss the importance and purpose of
public relations and advertising as forms
of mass communication in organisations
by applying examples and scenarios;
LO2.2: Discuss the roles of traditional media
and new media in organisations by
applying examples and scenarios;
LO2.3: Discuss the potential advantages and
disadvantages of new media for
organisations by applying examples and
scenarios.
LO2.4: Analyse given advertisements in terms
of the AIDA method and other specific
advertising techniques.

Page 24 of 26
Glossary of Key Terms for this Module

Term Definition
Blog Short for Weblog – Sites that provide commentary or news on a
particular subject, or function as personal online diaries.
Credibility Another word for trustworthy. It is the validity and legitimacy of a
source/message – whether it is believable or not based on what it says,
and who created it.
Cyberspace A virtual, unlimited space which we reach via computers, smartphones,
tablets or other Internet-connected devices to store and access
information.
Decode To extract the underlying meaning from a message to make sense of it.
Dyad Something that consists of two parts, or elements. A pair.
Encode To create a message using language – words, signs, symbols etc.
Globalisation The rapid expansion of technology throughout the world, especially
during the last 100 years, which has allowed us to travel and
communicate across vast distances relatively quickly and easily.
Going ‘Viral’ A message is said to have gone ‘viral’ when it is spread quickly across a
(relating to country, or the world, simply through word of mouth – and the sharing of
media such messages on social media platforms – at minimal or no cost to the
messages) business that created it.
Homepage The ‘front’ page of a website that users access by typing a standard
website URL, for example, http://www.samsung.com/za – into a browser
address bar. It is the portal from which users can access every other
webpage contained on the website, usually by means of dropdown
menus and links.
Intellectual Someone’s creative ideas, which often lead to the creation of products
property and services. Intellectual property rights are protected by law in most
countries – i.e. it is illegal to steal someone’s ideas, especially if you
intend to profit off what you have stolen.
Jargon Language – words, signs and symbols –specific to a group of people or
culture and which can be difficult to understand to anyone outside that
group/culture.
Linear Used to describe a straight line – being one-sided, or one-dimensional.
Objective Not influenced by emotions or personal prejudices – being unbiased.
Preliminary Relating to something (a message, action etc.) that comes first, before
the main message or event, often to prepare readers or an audience for
what follows.

Page 25 of 26
Term Definition
Signpost To give direction to someone by specifically stating what information is to
follow and in what order.
Stakeholder A person or group with a vested interest in a business – i.e. they are
directly affected by (and also affect) a businesses’ activities. E.g.
employees, customers, investors, shareholders, etc.
Strategy A planned, purposeful action undertaken to achieve a goal.
Subjective Relating to a specific person and their emotions, and way of seeing to
world. Provides a large potential for personal bias.
Transaction An interaction between people in which one party gives something to the
other (e.g. money), and expects something in return (e.g. a product).
Trend An idea that takes root (in cultures, societies, individuals) and builds over
time, changing, developing or influencing people’s beliefs and practices.
Wiki An information-based website developed collaboratively by a group of
people, and which allows anyone to add and edit the site content. It is
great for sharing ideas, but because of its open access style content, wikis
are not often considered credible academic sources.

Page 26 of 26

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IIE Learn Module Outline BUCOf020

© The Independent Institute of Education (Pty) Ltd 2018

© The Independent Institute of Education (Pty) Ltd 2018

In this module you will learn, how to:

© The Independent Institute of Education (Pty) Ltd 2018

Using this Module Outline

© The Independent Institute of Education (Pty) Ltd 2018

This Module on Learn

 A list of prescribed material;

© The Independent Institute of Education (Pty) Ltd 2018

Icons Used in this Document and on Learn

The following icons are used in all your modules on Learn:

A list of what you should be able to do after working through the

Specific references to sections in the prescribed work.

Questions to help you recognise or think about theoretical concepts to

Sections where you get to grapple with the content/theory. This is

Opportunities to make connections between different chunks of

Real life or world of work information or examples of application of

You need to log onto Learn to:

© The Independent Institute of Education (Pty) Ltd 2018

The following books provide additional guidance, examples, and

 Cleary, S. 2015. Communication: A Hands-on Approach.

Assessments Find more information on this module’s assessments in this

© The Independent Institute of Education (Pty) Ltd 2018

Compile professional documents for given organisational and academic contexts.

© The Independent Institute of Education (Pty) Ltd 2018

Integrated Curriculum Engagement (ICE) BUCOf020/p/d BUCOf020w

Assignment BUCOf020/p/d BUCOf020w

Examination BUCOf020/ p/ d BUCOf020w

© The Independent Institute of Education (Pty) Ltd 2018

Assessment Preparation Guidelines

NB – practice answering questions that require both

© The Independent Institute of Education (Pty) Ltd 2018

Learning Unit 1 Introduction to Communication Theory

© The Independent Institute of Education (Pty) Ltd 2018

Learning Unit 1: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2018

Learning Unit 2 Academic Skills

Learning Unit 2: Theme Breakdown

© The Independent Institute of Education (Pty) Ltd 2018

Theme 3: Online Research Contextual Reading

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Learning Unit 3 Communicating in the Workplace

Learning Unit 3: Theme Breakdown

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Theme 2: Non-verbal Communication Textbook Chapter 3

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Learning Unit 4 Planning and Writing Communication Messages

We communicate messages in different ways, i.e. verbally, non-verbally, visually, through

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Learning Unit 4: Theme Breakdown

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Learning Unit 5 Interview Skills and CV-Building

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Learning Unit 5: Theme Breakdown

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Learning Unit 6 Business Reports

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Learning Unit 6: Theme Breakdown

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Learning Unit 7 Mass Communication for Organisations

Mass communication is the transmission of messages to a wide audience, using technology,

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