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Handout.
Definition:............................................................................................................................1
Communication model:........................................................................................................1
Process or content focused ?................................................................................................2
Assertivness:.........................................................................................................................2
Instructing.............................................................................................................................3
Types of Communication Barriers:......................................................................................3
Overcoming communication barriers...................................................................................4
Feedback...........................................................................................................................4
Receiving Feedback..........................................................................................................4
Active listening:................................................................................................................5
Further development:...........................................................................................................5
Definition:
1 The sharing of information between two or more individuals or groups
Communication model:
Transmission
Feedback
Crucial point here to realize is that everybody becomes sender and also receiver, everybody
decodes and encodes and everywhere we have threat of noise that can disrupt our message .
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Assertivness:
Instructing
Do you remember game with such a “girl” on a picture?
This game was about how is it when we communicate using only one way.
Then we transformed knowledge we gained during this game into guidelines for effective
instructing:
1. Give a big picture when instructing.
2. Use as many channels as possible or optimum number
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3. Work or message has to be meaningful.
4. Two way communication is necessary.
5. …………………………add your own
• Filtering
• Selective Perception
Receivers of communication selectively process a message based on their needs and attitudes.
Once again, it may be onscious or sub-conscious.
• Language
• Giver
Often there are personal characteristics of the communication giver that mean they will not be
able to transfer the message as freely as possible. These can include:
• Receiver
By the same token, the receiver may have some personal characteristics that influence the
way they accept communication.
They may be:
• Afraid
• No time
• Considered unimportant
• Resistant to change
• Lack of Communication skills
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Overcoming communication barriers
Feedback
Many inaccuracies occur because the feedback loop is not used. Asking questions is the most
effective way to ensure effective communication. Feedback is a very simple concept to
understand, and so the questions remains: why don’t we do it more often?
• Giving:
2. At an appropriate time.
If you approach someone while they are either busy or "not in the mood" they will not be in
the mood of acceptance of your feedback, no matter how well you phrase it.
Always explain in terms of the improvement that could occur and the benefits that would
accrue to the individual if he/she were to take on the feedback and change their behaviour.
Here are more tips:
Be sincere
Talk on behalf of yourself
Be descriptive not evaluative
Be specific not general
Receiving Feedback
Listening demands total concentration. The average person speaks at about 150 words per
minute, whereas the capacity to listen is over 1,000 words per minute. This creates idle time
for the brain to wander. Active listening helps the receiver to develop empathy with the
sender, (putting yourself in the other person’s position). Empathy helps you to understand the
different attitudes of the sender, and to actually understand content of the message.
3. Establish rapport
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• eye contact
• relaxed and receptive
• no interruptions
- Simplify Language
A sender should construct messages in manner that is easy to understand and process.
Remember effective communication is achieved when a massage is received and understood.
-Constrained Emotions
It would be ludicrous to suggest that we always communicate in a clearly rational manner.
Emotions can severely distort the transference of meaning. Ways to counter this include
changing your message format, altering the time and location of your communication, or even
filtering it in a positive way so that it is received better
Communication skills
Why Communications Skills Are So Important:
The purpose of communication is to get your message across to others. This is a process that
involves both the sender of the message and the receiver. This process leaves room for error,
with messages often misinterpreted by one or more of the parties involved. This causes
unnecessary confusion and counter productivity.
In fact, a message is successful only when both the sender and the receiver perceive it in the
same way.
By successfully getting your message across, you convey your thoughts and ideas effectively.
When not successful, the thoughts and ideas that you convey do not necessarily reflect your
own, causing a communications breakdown and creating roadblocks that stand in the way of
your goals – both personally and professionally.
In a recent survey of recruiters from companies with more than 50,000 employees,
communication skills were cited as the single more important decisive factor in choosing
managers. The survey, conducted by the University of Pittsburgh’s Katz Business School,
points out that communication skills, including written and oral presentations, as well as an
ability to work with others, are the main factor contributing to job success.
In spite of the increasing importance placed on communication skills, many individuals
continue to struggle with this, unable to communicate their thoughts and ideas effectively –
whether in verbal or written format. This inability makes it nearly impossible for them to
compete effectively in the workplace, and stands in the way of career progression.
Getting your message across is paramount to progressing. To do this, you must understand
what your message is, what audience you are sending it to, and how it will be perceived. You
must also weigh-in the circumstances surrounding your communications, such as situational
and cultural context.
Communications Skills - The Importance of Removing Barriers:
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Communication barriers can pop-up at every stage of the communication process (which
consists of sender, message, channel, receiver, feedback and context - see the diagram
below) and have the potential to create misunderstanding and confusion.
To be an effective communicator and to get your point across without misunderstanding and
confusion, your goal should be to lessen the frequency of these barriers at each stage of this
process with clear, concise, accurate, well-planned communications. We follow the process
through below:
Sender...
To establish yourself as an effective communicator, you must first establish credibility. In the
business arena, this involves displaying knowledge of the subject, the audience and the
context in which the message is delivered.
You must also know your audience (individuals or groups to which you are delivering your
message). Failure to understand who you are communicating to will result in delivering
messages that are misunderstood.
Message...
Next, consider the message itself. Written, oral and nonverbal communications are effected
by the sender’s tone, method of organization, validity of the argument, what is communicated
and what is left out, as well as your individual style of communicating. Messages also have
intellectual and emotional components, with intellect allowing us the ability to reason and
emotion allowing us to present motivational appeals, ultimately changing minds and actions.
Channel...
Messages are conveyed through channels, with verbal including face-to-face meetings,
telephone and videoconferencing; and written including letters, emails, memos and reports.
Receiver...
These messages are delivered to an audience. No doubt, you have in mind the actions or
reactions you hope your message prompts from this audience. Keep in mind, your audience
also enters into the communication process with ideas and feelings that will undoubtedly
influence their understanding of your message and their response. To be a successful
communicator, you should consider these before delivering your message, acting
appropriately.
Feedback...
Your audience will provide you with feedback, verbal and nonverbal reactions to your
communicated message. Pay close attention to this feedback as it is crucial to ensuring the
audience understood your message.
Context...
The situation in which your message is delivered is the context. This may include the
surrounding environment or broader culture (i.e. corporate culture, international cultures,
etc.).
Removing Barriers At All These Stages
To deliver your messages effectively, you must commit to breaking down the barriers that
exist in each of these stages of the communication process.
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Let’s begin with the message itself. If your message is too lengthy, disorganized, or contains
errors, you can expect the message to be misunderstood and misinterpreted. Use of poor
verbal and body language can also confuse the message.
Barriers in context tend to stem from senders offering too much information too fast. When in
doubt here, less is oftentimes more. It is best to be mindful of the demands on other people’s
time, especially in today’s ultra-busy society. Once you understand this, you need to work to
understand your audience’s culture, making sure you can converse and deliver your message
to people of different backgrounds and cultures within your own organization, in this country
and even
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The boss "heard" hostility from Terry, indifference, lack of consideration, among other
emotions. Terry may not have meant this, but this is what the boss heard.
Communications is so difficult because at each step in the process there major potential for
error. By the time a message gets from a sender to a receiver there are four basic places where
transmission errors can take place and at each place, there are a multitude of potential sources
of error. Thus it is no surprise that social psychologists estimate that there is usually a 40-
60% loss of meaning in the transmission of messages from sender to receiver.
It is critical to understand this process, understand and be aware of the potential sources of
errors and constantly counteract these tendencies by making a conscientious effort to make
sure there is a minimal loss of meaning in your conversation.
It is also very important to understand that a majoring of communication is non-verbal. This
means that when we attribute meaning to what someone else is saying, the verbal part of the
message actually means less than the non-verbal part. The non-verbal part includes such
things as body language and tone.
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• assumptions-eg. assuming others see situation same as you, has same feelings as you
• distrusted source, erroneous translation, value judgment, state of mind of two people
• Perceptual Biases: People attend to stimuli in the environment in very different ways.
We each have shortcuts that we use to organize data. Invariably, these shortcuts
introduce some biases into communication. Some of these shortcuts include
stereotyping, projection, and self-fulfilling prophecies. Stereotyping is one of the most
common. This is when we assume that the other person has certain characteristics
based on the group to which they belong without validating that they in fact have
these characteristics.
• Interpersonal Relationships: How we perceive communication is affected by the past
experience with the individual. Percpetion is also affected by the organizational
relationship two people have. For example, communication from a superior may be
perceived differently than that from a subordinate or peer
• Cultural Differences: Effective communication requires deciphering the basic values,
motives, aspirations, and assumptions that operate across geographical lines. Given
some dramatic differences across cultures in approaches to such areas as time, space,
and privacy, the opportunities for mis-communication while we are in cross-cultural
situations are plentiful.
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as how we hold our hands, or a handshake. Many gestures are culture bound and
susceptible to misinterpreation
Tactile:
This involves the use of touch to impart meaning as in a handshake, a pat on the back, an
arm around the shoulder, a kiss, or a hug.
Vocal:
The meaning of words can be altered significatnly by changing the intonation of one's
voice. Think of how many ways you can say "no"-you could express mild doubt, terror,
amazement, anger among other emotions. Vocal meanings vary across cultures.
Intonation in one culture can mean support; another anger
Use of Time as Nonverbal Communication:
Use of time can communicate how we view our own status and power in relation to
others. Think about how a subordinate and his/her boss would view arriving at a place for
an agreed upon meeting..
Physical Space:
For most of us, someone standing very close to us makes us uncomfortable. We feel our
"space" has been invaded. People seek to extend their territory in many ways to attain
power and intimacy. We tend to mark our territory either with permanent walls, or in a
classroom with our coat, pen, paper, etc. We like to protect and control our territory. For
Americans, the "intimate zone" is about two feet; this can vary from culture to culture.
This zone is reserved for our closest friends. The "personal zone" from about 2-4 feet
usually is reserved for family and friends. The social zone (4-12 feet) is where most
business transactions take place. The "public zone" (over 12 feet) is used for lectures.
At the risk of stereotyping, we will generalize and state that Americans and Northern
Europeans typify the noncontact group with small amounts of touching and relativley large
spaces between them during transactions. Arabs and Latins normally stand closer together
and do a lot of touching during communication.
Similarly, we use "things" to communicate. This can involve expensive things, neat or messy
things, photographs, plants, etc. Image: We use clothing and other dimensions of physical
appearance to communicate our values and expectations Nonverbal Communication:
The use of gestures, movements, material things, time, and space can clarify or confuse
the meaning of verbal communication. In the above example, factors such as Terry's tone,
the time of Terry's call, will probably play a greater role in how the message is interpreted
than the actual words themselves. Similarly, the tone of the boss will probably have a
greater impact on how his message is interpreted than the actual words.
A "majority" of the meaning we attribute to words comes not from the words themselves, but
from nonverbal factors such as gestures, facial expressions, tone, body language, etc.
Nonverbal cues can play five roles:
Repetition: they can repeat the message the person is making verbally
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Contradiction: they can contradict a message the individual is trying to convey
Substitution: they can substitute for a verbal message. For example, a person's eyes can
often convery a far more vivid message than words and often do
Complementing: they may add to or complement a vebal message. A boss who pats a
person on the back in addition to giving praise can increase the impact of the message
Accenting: non-verbal communication may accept or underline a verbal message.
Pounding the table, for example, can underline a message.
Skillful communicators understand the importance of nonverbal communication and use it to
increase their effectiveness, as well as use it to understand mroe clearly what someone else is
really saying.
A word of warning. Nonverbal cues can differ dramatically from culture to culture. An
American hand gesture meaning "A-OK" would be viewed as obscene in some South
American countries. Be careful.
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follow up dates
Active listening:
The only thing that I advise You here is to listen for understanding. That is active listening
all about. If your intent to understand is not genuine even showing your listening (do you
remember training session?) like non-verbals etc. will unmasked.
Further development:
I recommend attending you also these training sessions:
1 Assertiveness
2 Effective email
3 Effective meetings
4 Presentation skills
R – rarely
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S – sometimes
A – always
• Stop working.
• Stop watching TV.
• Stop reading.
• Look at the person.
• Keep a good distance between you and the speaker .
• Don't turn away from the speaker.
• Sit-up straight.
• Nod your head and make statements such as "uh-uh," "I understand," and "I see what
you mean" to show the speaker you truly understand what he/she is saying.
• If you don't understand, let the person know that. Don't fake listen!
• Repeat back phrases to clarify what the person is saying.
• Act like you are interested and ask questions to show that you are interested in what
the person is saying.
• Don't interrupt the speaker.
An activity is to do the "gossip" game in which a person tells one person a short story(three to
four sentences that are written down), the listener then whispers the story to his neighbor, and
this continues until the last person tells the story out loud. The object is to see how much the
story is changed in the translation. Do this activity. To demonstrate the benefits of effective
listening, do the same activity but have the participants use good listening skills rather than
just whispering into each others' ears. For the purpose of this exercise, the leader will take
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one person out of the room or away from the group and tell a different story. This will allow
the speaker and listener to use good skills instead of whispering the story in each other's ear.
Once the story is told, the leader calls another student away from the group and observes
while the previous listener tells the new person the story. This should continue until all
students get a chance to listen. If the group is too big, stop the activity after about five to ten
minutes. Gather the whole group together and have the last listener tell the story. The trainer
should read the original story so the class can compare. The complexity of the story should be
altered depending on the cognitive abilities of the students. Discuss whether the story is
translated better in the second exercise.
Another activity is a version of "Simon Says." During the first round, have the students face
away from "Simon" and look at a TV. During the second round, they look at "Simon" and can
repeat the instructions (self-instructional training). Discuss whether the students followed
directions better the second time around
Listener
Prepare with a positive, engaged attitude
• Focus your attention on the subject
Stop all non-relevant activities beforehand to orient yourself
to the speaker or the topic
• Review mentally what you already know about the subject
Organize in advance relevant material in order to develop it further
(previous lectures, TV programs, newspaper articles, web sites, prior real life
experience, etc.)
• Avoid distractions
Seat yourself appropriately close to the speaker
Avoid distractions (a window, a talkative neighbor, noise, etc.)
• Acknowledge any emotional state
Suspend emotions until later, or
Passively participate unless you can control your emotions
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• Set aside your prejudices, your opinions
You are present to learn what the speaker has to say,
not the other way around
Actively listen
• Be other-directed; focus on the person communicating
Follow and understand the speaker as if you were walking in their shoes
Listen with your ears but also with your eyes and other senses
• Be aware: non-verbally acknowledge points in the speech
Let the argument or presentation run its course
Don't agree or disagree, but encourage the train of thought
• Be involved:
Actively respond to questions and directions
Use your body position (e.g. lean forward) and attention to encourage the speaker and
signal your interest
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"Solution":
14-16 You are excellent!
13-12 You are good - but need help in a few areas.
11-7 You are fair, probably think you know it all. Could increase effectiveness in your team
significantly with skill building help .
6-4 You are poor, not listening at all.
3-1 You are deaf! :) Please, take the results with a sense of humor!
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