SCRK502 - Communicating and Consulting About Risk

Year

Credit points

Campus offering

Prerequisites

SCRK500 Introduction to the Social Psychology of Risk

Teaching organisation

Unit rationale, description and aim

Some of the greatest challenges for leaders and organisations include the interactions with, as well as the communication and collaboration with others. A study of social psychology (principles and concepts) enables the understanding why people do what they do, especially understanding how people communicate, collaborate, coordinate and influence on risk which is particularly important to innovation and will be explored in this unit.

This unit has been designed to build on the key concepts and principles developed in previous units. The focus of this unit is on the aspects related to influencing others for the effective communication and consultation of risk. This unit will expand study of social psychology principles and concepts to enable a new way of understanding how people make sense of risk.

Most resources on communication tend to concentrate on the mechanics, dynamics, challenges and contexts of communication. This unit looks at communication and consultation from two angles - a discourse on those mechanics and challenges of communication and reflects this with an understanding of the nature of risk. The unit has an emphasis on social determinants of risk and discusses aspects of communication in corporate and social risk contexts.

Social psychology of risk applies communication and consultation as social activities which convey meaning, purpose and understanding in risk. Whilst communication types, styles and mechanics are important the tendency is not to relate such study directly to the social psychology of risk. By focusing on the key aspects of Influence and Emotional Intelligence students will develop the skills to ethically drive change of attitudes and behaviours in those around them to develop and enhance risk intelligence.

The aim of this unit is to develop the capacity and capability required to effectively influence those around you using effective communication in order to enhance collaboration around risk intelligence.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Identify the principles the social psychology of risk to communication and consultation (GA 2, 3, 4, 5, 9 and 10) 

LO2 - Analyse the complexities of the unconscious/conscious decision-making dichotomy in communications (GA 2, 3, 4, 5, 9 and 10) 

LO3 - Evaluate risk aware behaviour and culture from a communication perspective (GA 2, 3, 4, 5, 9 and 10) 

LO4 - Demonstrate pitching, framing, reframing and priming of communications to develop risk intelligence (GA 2, 3, 4, 5, 9 and 10) 

Graduate attributes

GA2 - recognise their responsibility to the common good, the environment and society 

GA3 - apply ethical perspectives in informed decision making

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA9 - demonstrate effective communication in oral and written English language and visual media 

GA10 - utilise information and communication and other relevant technologies effectively.

Content

• Communication and consultation about risk  
• Issues such as heuristics, micro-rules and rules of thumb aligned to Intuitive decision making sense making and meaning making understanding transactional and network influence and communications based on narratives, discourse, and dialogue.  
• Theory of mind and emotional intelligence as well as worldviews, memes, and mnemonics types of communication / modalities and rapport  
• ‘Risk Appetite’, ‘Risk Attitude’, and ‘Risk Tolerance’.  
• ‘Risk Aware’ culture  

Learning and teaching strategy and rationale

Whilst this unit can be delivered as a face to face intensive, it is recommended for delivery as an intensive virtual classroom. In recognition of the student profile of generally time poor professionals, the virtual delivery mode combined with self-paced study is considered the teaching and learning strategy of choice. The application of 4 half days of intensive online delivery provides the ability for cohorts across different cities to interact and build on networks established in precious units to create communities of practice that are required for ongoing development of the field of psychology of risk.  

This unit builds on the key knowledge and understanding achieved in Unit 1 and 2 but relates the concepts taught in the previous units on communication, collaboration and the ability to influence and explores how these aspects relate to risk. As far as can be achieved using the virtual classroom delivery style, interaction is driven so that students can share their experiences aligned to the focus areas of this unit. 

The multi-mode delivery framework requires ongoing student involvement and engagement via the following: 

• Comment toolbox 
• External activities  
• Individual research  
• Conventional research and learning activities  
• Video streaming  
• Virtual Breakout rooms 

In addition, self-paced review and research will be required. The integration of the online, self-paced research and content review provides a basis for holistic learning and key message reinforcement. 

This learning and teaching strategy will facilitate active participation in a pedagogical approach that demonstrates alignment of teaching, learning and assessment and the strategy and is responsive to the diverse contexts of individual students and cohorts.  

Key content delivery is underpinned by case studies throughout the unit which highlights the application of the content. In addition, students are encouraged to share their real-life experiences and observations, aligned to the content, so that active learning and understanding of the relevance of material is achieved and reinforced. The focus on key outcomes and approaches with regards to critical thinking are addressed throughout the delivery. 

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video, workshops, and assignments etc.  

Assessment strategy and rationale

In order to successfully complete this unit students need to complete and submit three graded assessment tasks. 

The assessment will relate directly to the achievement of the outcomes and graduate attributes above. Consistent with the developmental nature of the course the focus of the assessment in this unit is on the acquisition of content knowledge leading to an understanding of its application to practice. 

Overview of assessments

Representative texts and references

Ariely, D. (2012) The Honest Truth About Dishonesty: How We Lie to Everyone—Especially Ourselves. Harper Collins. New York 

Cialdini, R. (2016). Pre-Suasion: A Revolutionary Way to Influence and Persuade. Simon & Schuster. New York 

Caldini, R. (2011). Influence, Science and Practice. Pearson, New York  

Collins, C. Benson, N. Ginsberg, J. Grand, V. Lazyan, N. Weeks, M. (2012). The psychology book: [big ideas simply explained]. DK Publishers. New York 

Medina, J. (2008), Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School.Seattle, WA: Pear Press,  

Schneider, G., Johnston, P. & Down, K. (2016). Dynamic Risk Equilibrium – The next wave. RiskManagement Today. Vol 26 No 10. LexisNexis: 180-184 

Schneider, G. (2017). Can I See your Hands: A Guide to Situational Awareness, Personal Risk Management, Resilience and Security. Universal Publishers. Florida  

Standards Australia.  (2010) Handbook 327: 2010 - Communicating and Consulting about Risk. 

Standards Australia. (2018). AS/NZS ISO 31000:2018 Risk management— Principles and guidelines 

Weick, E. & Sutcliffe. (2015) Managing the unexpected, Sustained performance in a Complex. World (Third Edition). Wiley. New Jersey