Effective Communication

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Effective Communication

• Module 6 Session 3

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Activity - Folding paper

• We are going to start with a quick game.
• Four volunteers stand up in front of the class
  (if the whole class wishes to participate that is
  fine too).
• Each one gets a pieces of blank paper.
• Volunteers must eyes close their eyes and keep
  them closed.
• And they are not allowed to ask questions.
• Once all volunteers are ready and their eyes are
  closed skip to the next slide.

3
Instructions

• Ask volunteers to fold their paper in half and to
  tear off the bottom right hand corner.
• Tell them to fold the paper in half again and to
  tear off the upper right hand corner.
• Tell them to fold the paper again and tear off
  the lower left hand corner.
• This must all be done with closed eyes. The
  director should say the instructions slowly
  enough for them to follow but without responding
  to any questions they might ask.

4
Display and discuss

• Finally ask them to open their eyes and show
  their unfolded paper to each other and the
  audience.
• Discussion
• What words in the instructions could have been
  interpreted in different ways?
• How could direction have been clearer?

5
Learning objectives

• Communicate effectively in one-to-one and
  one-to-many discussions
• Notice when communication is at risk of breaking
  down and help towards avoiding it
• Provide constructive feedback without being
  critical

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Communication

• Communication is the transfer and receipt of
  information from one person to another (or from
  one point to another).
• It is always between at least two people sender
  and receiver and the roles will change
  frequently.
• But the message must be understood for
  communication to be considered complete.

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The Communication Process
Feedback
Receiver
Source
Encoding
Channel
Decoding
Message
Message
Message
Message

• Understanding occurs only in the mind of the
  receiver.
• They are responsible for completing the
  communication process.

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Key Communication Elements

• The Method
• Verbal
• Non-verbal
• Written
• Electronic
• The Situation
• Distance
• Speed
• Attitude
• Different cultures

• The Receiver
• Could be known or unknown
• Sender must imagine being the receiver
• Nature of Content
• Must be clear and understandable
• Unacceptable content should be avoided

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Common hindrances to effective communication

• Personal
• Attitude of both the sender and the receiver
• Misuse of body language
• Pre-judgement
• The I have heard it all before syndrome
• Emotional Reactions
• Mental closure
• Mis-communication (intentional or unintentional)
• These the ones most easily overcome.
  Communicators can influence them.

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Common hindrances to effective communication

• Situational
• Improper timing
• Noise and distractions in the environment
• Pressure of Time or other Resources
• Unfamiliar language
• Knowledge Level
• More difficult to control.
• Careful forward planning and thoughtful
  consideration can help.

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Common hindrances to effective communication

• Social
• Differences between people
• Relationship between the sender and the receiver
• Necessary formalities can help.

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Barriers that hinder effective communication

• Filtering sender manipulates information so
  that it will be seen more favourably by the
  receiver.
• Selective Perception receiver selectively sees
  and hears based on his/her needs, motivations,
  experiences, background and other personal
  characteristics.

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Barriers that hinder effective communication

• Defensiveness when individuals interpret
  anothers message as threatening, they often
  respond in ways that retard effective
  communication
• Language even within a language words can mean
  different things to different people.

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Effective communication

• Need to look out for barriers and ways to
  overcome them.
• catch and put right early,
• if not can lead to one or more people feeling
  alienated and thus a failure to communicate.
• When using electronic methods of communication
  use careful, thoughtful planning.

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Ten Considerations of Effective Communication

• Seek to clarify your ideas before communicating
• Examine the true purpose of communication
• Consider the total physical and human setting
• Consult with others in planning communication
• Be mindful of the overtones as well as the basic
  content of your message

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Ten Considerations of Effective Communication

• Take the opportunity to convey something of help
  or value to the receiver
• Follow-up your communication
• Be sure your actions support your communication
• Seek not only to be understood but to understand
  be a good listener

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Activity (practical)

• Now refer to the Practical sheet and complete
  Activity 2.
• This is a short role play exercise.
• Participants should be in groups of 2 or 3.

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Introduction to inclusive language

• Language is important in shaping and portraying
  perceptions and attitudes, and is by no means
  neutral.
• Choosing certain words can exclude and devalue
  people.
• Choosing appropriate words allows us to treat
  each other with dignity, respect and sensitivity.
  
• so.

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Gender-neutral language

• Use gender-free terms in writing or talking about
  traditionally male or female activities.
• Let language usage reflect the fact that both men
  and women are involved in workplace, home, etc..
• Example
• Degender, dont Re-gender
• ( e.g., chairman to chair, not chairwomen).
• Avoid occupational designations having derogatory
  ette and ess endings

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Disabilities

• Unless youre writing is specifically focused on
  disabilities, avoid singling out one disabilities
  simply for the sake of identification.
• Avoid words that imply victimisation or create
  negative stereotypes (e.g., victim or
  sufferer for someone with a disease).
• Avoid words such as poor, unfortunate or
  afflicted.

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Pronouns

• Avoid the pronoun he when both sexes are
  included. Alternative approaches are
• Recast the plural.
• Reword to eliminate the pronoun.
• Replace the masculine pronoun with one, you, or
  (sparingly) he or she as appropriate.
• Use a plural indefinite pronoun ( e.g. All those
  who are on the course should bring their notes
  with them tomorrow.)

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Pronouns - examples

• YES
• Give students their exams papers.
• The average student is worried about grades.
• A student who is dissatisfied with his or her
  grade can appeal it.

• NO
• Give each student his exam paper.
• The average student is worried about his
  grades.
• If the student is unhappy with his grade, he can
  appeal it.

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Activity (practical)

• Return to the Practical sheet and complete
  Activity 3.
• Rewrite the sentences incorporating what you have
  learned about inclusive language

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Listening skills

• Holds as much importance and responsibility as
  speaking and should be pursued actively.
• Good listening
• Promotes good understanding of others points
• Promotes good understanding of how your own
  points are being perceived
• Will help make you well understood in the group
• Will promote good relationships

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Active listening (6 points)

• Empathising and identifying with the speaker
• Help you to understand their points better,
  faster, as a whole gives you better grasp on
  entire issue.
• allow you to put your own points in a way which
  is attainable and poignant to the listener.
• Be responsive
• Maintain a high level of eye contact.
• Use body language to show interest and openness.
• Show your understanding using paraphrasing and
  short utterances, be careful to encourage not
  interrupt.

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Active listening (6 points)

• Listening and understanding points being made
• Listen openly to the other person
• Make sure you understand the point and the point
  of view before you form an opinion
• Judge the content, not the messenger or delivery
• Ask the other person for as much detail as he/she
  can provide

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Active listening (6 points)

• Listening between the lines
• Pay attention to verbal and nonverbal cues about
  how the speaker feels about their points
• Understanding the speakers feelings will allow
  you to respond sensitively and avoid problems
  such as defensiveness.
• Pay attention
• Fight distractions, especially thinking ahead to
  what you are going to say back! Your retort may
  not be relevant.

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Active listening (6 points)

• Testing for understanding (Feedback)
• Do not make assumptions ask questions to verify
  your understanding.
• Use multiple techniques to fully comprehend
• Ask open friendly questions such as If I have
  understood correctly you are saying that?
• Ask them to repeat themselves if necessary
• Ask them to rephrase things if you feel you are
  misunderstanding

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Speaking skills

• Don't totally control conversation
• acknowledge what has been said and incorporate it
  into your discourse
• Ask the other for others views or suggestions
• State your position openly
• Be specific, not global, make your point as your
  own
• Be clear in what you are saying but not damning
  of other opinions  

 
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Speaking skills

• Be validating, not invalidating ("You wouldn't
  understand")
• Acknowledge others uniqueness, importance.
• Don't react to emotional words, interpret their
  purpose
• Important not to allow personal feelings to
  derail the focus of the discussion.
• Respond in a way that acknowledges the emotion
  but eliminates it from the topic.

 
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Constructive Feedback

• Providing constructive feedback is a key part of
  training.Receiving it is key to the learning
  process.
• We now ideas on providing constructive feedback.
  give some
• When reading them think about two he principles
  of adult learning
• Autonomous, participants make decisions for
  themselves you are there to guide not tell them.
• Experience, particiapants past experience has
  provided them with a strong sense of self. They
  know more about themselves than you do.

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Constructive Feedback

• It must not be focused on the person
• Avoid accusations
• Focus on the behavior/message not the person.
  
• and behavior which the receiver can do
  something about..
• It must be presented as your opinion
• Leaves individual free to use it or not to use it
• It must not be evaluative - cause defensiveness.
  
• Be descriptive about the action, message and how
  you perceived it.

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Constructive Feedback

• It must always be solution orientated
• Never provide critical feedback for the sake of
  criticizing
• Must be for improvements sake
• Must include possible solutions and alternatives
  - which must in turn be open to criticism.
• It must include praise
• Points that impressed you as well as those that
  did not.
• By pointing these out you reinforce what you want
  from them by showing them which path to follow.

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Constructive Feedback

• It must be well focused and clear
• Be as specific and detailed as possible
• Be completely clear before you start
• Misunderstandings and generalisations during
  feedback can be damaging
• It must be benefit the receiver (not the giver)
• Given to help, not to hurt. Feedback is not to
  make us feel better or give a psychological
  advantage.
• Must be an amount of information that the
  receiver can use. Overload will reduce the
  possibility that receiver can use what he
  receives effectively.

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Constructive Feedback

• It must be appropriately timed
• Feedback presented at inappropriate time may do
  more harm than good.
• If time has past need to rethink whether you need
  to give the feedback. It is only to help the
  recipient and they may now have helped
  themselves.
• It must not be presumptuous
• It concerns what is said and done, or how, not
  why.
• Think of feedback as sharing of information
  rather than giving advice.

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Constructive Feedback

• It is part of the communication process.
• it can not start until you fully understand the
  point you are providing feedback on.
• it is not finished until they understand what you
  are explaining to them.
• It does not finish with your inputs your
  feedback must be open to further feedback.
• All the principles of communication covered
  earlier apply to feedback sessions too!.

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Activity (practical)

• Return to the Practical sheet and complete
  Activity 4.
• This activity involves group work examining
  feedback forms and adapting them to be
  constructive.

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Review of learning objectives

• Are you now able to
• Notice when communication is in risk of breaking
  down and help towards avoiding it.
• Be emphatic, encouraging listeners.
• Understand the importance of good communication
  in providing feedback.
• Understand the importance of feedback in
  training.
• Provide constructive, well focused feedback.