HCS102 Communication and Human Services – Management Assignment Help

Assignment Task

Task    

Students from different ages and stages of their lives, including many with experience in Human Services work already, will sometimes ask us why they need to do a subject like HCS102. That is, having communicated with colleagues and clients for years (and sometimes decades!) in the workplace, what could this subject possibly offer over and above the learning that has taken place through all of that ‘communication experience’’? Well, our hope is that this subject offers you a new way of understanding communication by carefully examining the ‘thinking’, ‘being’ and ‘doing’ cycles that happen behind every communication event.  presents a model of communication that sees all communication as being grounded in our values, culture, experiences, history, family contexts and the social systems in which we operate (for example, workplace, church, social groups, family). It is not just about the ‘mechanics’ of communication – the sender, message and receiver elements – or about ‘reflection-on-practice’, or even about delivering the world’s best presentation. In Assignment 2, for example, the PowerPoint is merely a vehicle for working within this communication model.

• The key message from this subject is that every communication event is a learning experience, provided that we have the intent to reflect on how our communication experiences reflect those aspects of ‘self’ as described above.
• This model is therefore foundational to the critically reflective learning that is to take place throughout your whole Course. And we are not just talking about reflective practice. We are talking about an ongoing commitment to developing self-awareness as well as new insights and understandings about self; by examining our communication experiences.
• No human service worker, regardless of their experience, is at the end of this journey, since there is no end point. That is why, regardless of a person’s experience, this subject represents a vital introduction to what we will be
• expecting of our students later on, particularly as they work through their theory and practice subjects and placements.
• As an example, in our Theory and Practice subjects, students are always (and understandably) anxious about counselling role plays, particularly if they are the one in the ‘hot seat’. This provides an excellent opportunity to invite students to reflect and think about what that anxiety is really about. We will discuss this with you in the context of a communication experience and take you back to HCS102. We are all here as learners, yet students inevitably feel pressure to be able to perform skills perfectly – what is that about? What are the experiences, family/school contexts and cultural norms contributing to each individual student’s unique experience of this communication event? We find that having this discussion not only consolidates important learning from and reminds students of the framework we will explore this session, but also helps to reduce anxiety by creating an opportunity to explore feelings and reassure one another about their expectations of each other. In turn, this serves as a wonderful example of ‘extra-dimensional communication.