1. Communication -
Recap Week 4 6/8/2013
Mostly we don’t stop to think about how we
communicate with others.
We simply assume that we just know how to do it
However we don’t always get the message across
Communication is a complex process with the
potential for things to go wrong (miscommunication)

2. Communication
Models of communication are:
Communicator – this is the initiator or sender of the
message
Messages – combinations of verbal and non-verbal signs and
symbols that we use as a means to communicate
Channels – these are our senses through which we send and
receive messages – vision, hearing, touch, taste & smel

3. Communication
•Models of communication are:
Feedback – this is provided by the receiver and lets the
sender know the reaction to the message ie. Is the message
understood
Noise – in the context of interpersonal communication,
noise is a distortion, interruption or loss of the intended
meaning of a message. Noise can be physical but it can also
be emotional, idealogical or attitudinal. That is, our own
thoughts, feelings, attitudes, values, beliefs and world view
can affect how we listen to or hear the message being
communicated.
.

4. Communicate information in a
culturally appropriate way
Non-verbal communication and culture—Gestures,
movements, tone of voice, eye contact and facial
expressions vary in meaning across cultures. In India,
for example, shaking the head from side to side is an
indication of agreement rather than disagreement
which is how we understand it in Australia.
Personal space—Distancing oneself or getting closer to
clients may be misinterpreted as coldness or
inappropriately intimate or pushy. The gender of the
client and worker is also an important factor in how
personal space is utilised.

5. Communicate information in a
culturally appropriate way
Eye contact—There are many cultural variations of what
eye contact means. In some cultures such as Mexican,
Japanese, Korean and many indigenous Australian
cultures, avoidance of eye contact means respect. This is
sometimes misinterpreted as not listening or being rude
 Use of silence—Different cultures use silences differently.
Arabic people often regard silence as a time to collect
private thoughts; Russians, Spanish and French might
regard silence as indicating a common agreement or
shared view; while in Asian cultures silence is often used
as a sign of respect

6. Communicate information in a
culturally appropriate way
Cultural variation in interpretation of social issues—For
example, people might have a different interpretation of
issues such as what constitutes a marriage or a marriage
separation. In some cultures a woman may regard herself
as not being separated from her husband, even though the
husband has left, simply because they are still legally
married.
Cultural responses to emotions—Different cultures have
different rules about how to respond to emotions.
Touching the hand of someone crying might be acceptable
in our culture but in others, offering tissues or a glass of
water could be adequate.

7. Communication
To be an effective communicator we need to be very
aware of our own communication strengths and
weaknesses
You will need to regularly reflect on the interactions you
have with clients, co-workers and friends to assess what
works and what barriers might be present

8. Effective Communication
Week 5 13/8/2013
This occurs when the message sent is received as the
sender intended it.
This is achieved by the content of the message
(verbal) and the non-verbal cues matching each other
This means the messages are congruent – a match
between verbal and non-verbal
If we want to be effective communicators it is
important that we send messages that are congruent

9. Activity 1 Challenge Course
Create a challenge course using ordinary objects like
chairs, trash cans and stairs. Separate into pairs.
Blindfold one member of the pair and allow the other to
use sight. The object is for those with sight to guide
their partner through the obstacle course using only
words. Ask team members after the exercise to give
their perspectives on the role verbal communication
played in finishing the course.

10. Barriers to effective communication
There are lots of behaviours that we all engage in that
have a negative impact on communication
Following are behaviours that inhibit effective
communication
criticising (blaming)
praising
name calling (labelling)
diagnosing
ordering
moralising
excessive questioning
threatening
advising
diverting
reassuring

11. Activity 2 Reflective Writing
Students are to work individually. Using the 12 listings
on the previous power point slide, divide a piece of
butcher paper into the same amount.
Write down a recent of past experience where you
have been affected by ANY of these barriers and how it
made you feel. Discuss.

12. Barriers to effective communication
Diverting would be the most commonly used
roadblock to effective communication
Diverting occurs when you change the conversation
to something you want to talk about i.e. Changing the
subject

13. ACTIVITY 3 - Speaking
This game requires two participants and building blocks. The
participants sit with their backs to each other. Participant 1 is given an
object that is already built with the blocks, and he describes the object
to participant 2 with enough details so participant 2 can build the
object. Allow the participants three to seven minutes to complete the
game, depending on the complexity of the object.
At the completion of the game, the two participants should have
identical objects. If the objects are not identical, there were
communication issues. The two participants should talk to each other
about the message received versus the message relayed. Could
different words have been used; what were the different perspectives;
what type of listening skills were used? To ensure that the lessons
learned translate to the office, have the participants recount real-life
issues they encountered in which the message relayed was not the
message received.
Read more: http://www.ehow.com/way_5183464_games-learning-effectivecommunication-skills.html#ixzz2b62MKwn3

14. Skillful Listening
Unit Two
Nine Steps to Effective Listening
1. Face the speaker and maintain eye contact.
2. Be attentive, yet relaxed.
3. Keep an open mind to the speaker’s message – try to feel what the speaker is
feeling.
4. Listen to the words and try to picture what the speaker is saying.
5. Do not interrupt and do not impose your "solutions."
6. Wait for the speaker to pause to ask clarifying questions - ask questions only
to ensure understanding of something that has been said (avoiding questions
that disrupt the speaker's train of thought).
7. Give the speaker regular feedback, e.g., summarize, reflect feelings, or
simply say "uh huh."
8. Pay attention to nonverbal cues -- to feelings, tone of voice, inflection, facial
expressions, gestures, posture.
9. Be aware of potential barriers that impact your ability to listen effectively.
Effective Communication in the Workplace

15. Barriers to Listening
Sometimes people have a barrier that impedes their listening skills. Awareness of a
barrier is the first step in being able to overcome it.
1. Barriers to listening include:
past experiences that influence our reaction to the speaker or the message
2. worry, fear, anger, grief and depression
3. individual bias and prejudice
4. semantics and language differences
5. noise and verbal "clutter"
6. preoccupation, boredom and shrinking attention spans
Effective Communication in the Workplace