2. 'Etiquette' is a French word which means a 'ticket', on
ceremonial or other important occasions a 'ticket' of
instructions was issued to visitors detailing what they
should do.
Thus the ticket enlists the rules of decorous behaviour observed
in a polite society.
In a professional sense this includes behaviour towards clients
and colleagues which is in their best interests.
3. Social Manners/ Etiquette
How a person behaves when with others or
attending a gathering.
Social manners refers to social behavior
Table Etiquette
A set of guidelines to follow when eating.
Manners at the table.
4. Communication Style
Eye Contact
Talking tone
Eating manners
Walking
Suitably dressing up
Posture
General Habits for
example:
(Body Scratching, Nose
tapping, nail biting, shouting,
using bad words) etc.
5. You are more confident knowing what to do.
When you use good manners:
You feel comfortable interacting with others.
You show respect for others.
You are more relaxed in any situation.
6. 1.Preparing for the meal
2. During the meal
3. At the end of the meal
4. Dining away from home
CATEGORIES OF ETIQUETTES
GUIDELINE
7. Come to the table appearing neat
and clean.
Remove your hat.
Wash your hands and comb your hair
before coming to the table for a meal.
Do not comb your hair or apply
make-up at the table.
8. Show respect to elders by letting them go ahead of
you.
Stand behind your chair until everyone is at the table.
Take your seat when the host invites the guests to be
seated.
It is polite to help the person next to you to be seated.
9. A guest should follow the hosts’ lead to begin
serving and passing the food.
Be sure everyone is served before beginning
to eat.
Take a little of everything out of respect to the
cook.
Don’t take more than your share.
10. The napkin remains in your lap throughout the meal.
Blot your mouth lightly and wipe your fingers as
necessary.
Place the napkin on the seat of your chair if you
must leave during the meal
At the end of the meal, leave the napkin to the left
of your plate.
It need not be refolded, but should be neat.
11. 11
Don’t put more on the fork or spoon than can easily
be chewed and swallow at one time.
Avoid talking with food in the mouth.
If asked a question, wait to answer until the food is
chewed and swallowed.
Take small bites so they can respond quickly to the
conversation.
113.02D Manners and Etiquette
14. If you spill anything
use your napkin to mop up the spill.
If the spill is large or very messy, seek the
assistance of you host.
If you drop an utensil
leave it on the floor and request a replacement.
3.02D Manners and Etiquette
14
14
15.
16. Contribute appropriately to the conversation so
that the meal is a pleasant experience for all
present.
Use “Please” and “Thank you”
17. Silverware should be at
the 5:00 position with
the tines down to
indicate you have
finished.
Leave your loosely
folded napkin at the left
of the plate.
Do not stack plates,
unless asked by host.
Remain seated until all
have finished.
Host will indicate the
meal is over and can
leave the table.
Help clear the table at
informal meals.
18. Remain seated until all have finished.
Host will indicate the meal is over and can leave the
table.
Help clear the table at informal meals.
19.
20. It is two way
It involves active listening
It reflects the accountability of speaker and
listener
It utilizes feedback
It is free of stress
It is clear
EFFECTIVE COMMUNICATION…
24. Refrain from using office
supplies for personal use.
Refrain from using swear words.
Avoid emotional outbursts.
Don’t groom yourself in public.
Respect others’ cubicle/office
space.
Editor's Notes
It is rude of gentlemen to wear a hat while eating. Take off the head cover when you enter a restaurant. Never eat with your hat on.
Written and Spoken
For all types of communication:
Respectful – Be respectful of the recipient.
Clear – Convey the information in a concise, informative manner. Highlight the most important parts and minimize “communication clutter” with unimportant or inconsequential information.
Timely – Short notice or late information is generally useless and only acceptable on rare occasions or for true emergencies.
Common Courtesy – Use “please” and “thank you.”
Model the type of communication you like to receive – If you send communication that is rude, disrespectful, or untimely, that is most likely the type of communication you will receive in return from others. Model good communication and others may follow your lead.
Supervisors
Coworkers
Consumers
Consumer Employers
One of the most common errors we make is to try to speak to everybody when we really intend to reach a target audience. As a result, we reach almost nobody. We can do better if we tailor our messages to a specific audience, rather than broadcasting to everyone. When we know our audience, we know why and how we are trying to reach them, and we can evaluate whether we were successful. Unless you're distributing information about a hot issue, a crisis, or issuing a work-related task, most of your audience will be indifferent or only mildly interested in what you're trying to tell them. Some research shows that we are subjected to more than 1,500 competing messages every day. You can cut through this barrage of information and make your message a prominent one if you focus on your desired outcomes of the communication. For each audience, you should have a set of objectives. Use terms that are clear and precise.
So, how do you identify your audience?
You'll need to answer these questions:
Who is the primary audience for this message? Why (for what cause, reason, or prospect) is the message being delivered? What is the general aim of this information? What is the need to be met? What obstacles must be overcome? What will the content be? How will the message be presented? What outcome do you want? Can you influence the audience to change? What do you want them to do?
Your message will reach your targeted audience in direct proportion to your writing, speaking and presentation skills, as well as how the tools are used. Keep a member of your audience in mind while you're crafting your message. You need to know all you can about the interests, values, and characteristics of the audience (demographics). Keep your expectations reasonable. Changing behavior and attitudes can be slow and time-consuming. The same message may have to be repeated often and regularly. Each time you repeat the message, you are creating awareness.
Extra bits:
How do I identify my audience and what they want from me?
Before you even begin the process of writing, take some time to consider who your audience is and what they want from you. Use the following questions to help you identify your audience and what you can do to address their wants and needs.
Who is your audience?
Might you have more than one audience? If so, how many audiences do you have? List them.
Does your assignment itself give any clues about your audience?
What does your audience need? What do they want? What do they value?
What is most important to them?
What are they least likely to care about?
What kind of organization would best help your audience understand and appreciate your communication?
What do you have to say (or what are you doing in your research) that might surprise your audience?
What do you want your audience to think, learn, or assume about you? What impression do you want your writing or your research to convey?
What does the tone of your voice sound like? Does it reflect confidence? Strength? Assurance? Perhaps your tone reflects fear? Boredom? Immaturity?
Pitch – Do you vary the pitch of your voice, or do you speak in a dull, monotone voice?
Volume – Do your speak loud and clear, indicating confidence and commitment to the caller? Or, are you soft-spoken and uncertain of what you are saying, leaving a consumer unsure of your willingness and/or ability to help?
Emphasis – Are certain words emphasized during the conversation to convey meaning and importance to the caller? Again, be alert for a dull, monotone voice that will leave your consumers feeling dull and dreary about your organization.
Enthusiasm – Your either have it or you do not. “Faking it” isn’t a viable, long-term option.
We communicate with our voices, even when we are not using words. Nonverbal speech sounds such as tone, pitch, volume, inflection, rhythm, and rate are important communication elements. When we speak, other people “read” our voices, in addition to listening to our words. These nonverbal speech sounds provide subtle, but powerful clues into our true feelings and what we really mean. Think about how tone of voice, for example, can indicate sarcasm, anger, affection, or confidence.
