communication skills-behaviors of an effective communicator

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BEHAVIORS OF EFFECTIVE COMMUNICATOR

BEHAVIORS OF AN EFFECTIVE COMMUNICATOR• By the end of this session, you will be able to :

• Identify the good and bad behaviors displayed by your instructors in the past

• Identify the 13 behaviors of an effective communicator

BEHAVIORS OF AN EFFECTIVE COMMUNICATOR

• I felt talked to - not down.• The coordinator listened and cared• I received praise when due• The coordinator was competent• The coordinator made me look at myself• The coordinator stretched me• I know where I stood

BEHAVIORS OF AN EFFECTIVE COMMUNICATOR

• The coordinator was warm• The coordinator was content• The coordinator had a sense of humour• The coordinator was consistent. She/he had no favorites

• The coordinator gave me help where needed

• The coordinator was approachable

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UNDERSTANDING STUDENT BEHAVIOR

Transaction Analysis (TA)

UNDERSTANDING BEHAVIOR - TA· By the end of this session, you will be able

to :- Identify the EGO states and the characteristics

of each state- Understand how these ego states contribute to

a healthy personality- Use TA concepts to analyze transactions

between people

EFFECTIVE HUMAN SKILLS• Major Ingredients• Understanding Past behavior

• Why do they do, what they do ?• Predicting future behavior

• How will they respond next time, tomorrow, next month ?• Directing, changing, controlling behavior

• Influencing behavior

BENEFITS OF USING TA• To better predict the kinds of responses we may evoke from people

• To analyze and understand behavior

• TA concepts are in a language which we can understand, without being trained psychiatrists

T R A N S A C T I O N

Stimulus + Response

EGO STATES• Parent

• Evaluative Behavior• Value laden

• TAUGHT• Adult

• Reasonable• Logical / Rational• Unemotional• Evaluated reaction

• THOUGHT• Child

• Emotional• Spontaneous

• FEELINGS

PARENT : TYPICAL BEHAVIORS• Verbal

• DO• Don’t• Ought To• Never• TST-TSK• There - There• OK! That’s enough

• Non-verbal• Foot-tapping• Finger pointing• Folded arms• Eyebrow arching• Expression of disapproval /

approval

Adult : Typical Behaviors· Verbal

- I think ...- I believe ...- It appears ...- Based on my

experience …

· Non-verbal- Being calm, collected,

self-controlled, lack of emotional compulsive behavior

Child : Typical Behaviors· Verbal

- WOW- Terrific- Cool- Neat- Yes! Yes!

· Non-verbal- Sitting on the edge of

the desk- All forms of playing- Swinging legs- Foot tapping

VARIOUS PARENT STATES• Nurturing Parent

• Understanding and caring , set limits on and provides direction for behavior, does not put people down.

• Critical Parent• Attacks personalities and behavior, very evaluative and judgmental.

VARIOUS CHILD STATES• Happy Child :

• Doing things because’ they want to, but behavior not disruptive to others / environment

• Destructive Child• Doing things because’ they feel like it, but behavior is

destructive to self / environment• Rebellious Child

• Rebel openly by being very negative, or rebel subtly by forgetting, being confused or putting off something that one wants them to do

• Complaint Child• Do what others want

Willingness Unwillingly(Happy Child) (Destructive Child)

TYPES OF TRANSACTIONS

• Blocked• Response is inappropriate or unexpected as well as out of

context with what the sender had originally intended• Open

• EGO state addressed is the one to respond, and response is expected or predictable.e.g... HC-HC, NP-HC,A-A, NP-NPCP to RC ?CP to CC ?

• Ulterior• One appears to be sending one kind of message, but is

secretly sending another!

LIFE POSITIONS• I am OK, you’re OK !• I am OK, You’re not OK !• I am not OK, You’re OK !• I am not OK, You’re not OK !

How do these influence Student Behavior?

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COMMUNICATION SKILLS

COMMUNICATION• At the end of this session, you will be able to:

• Describe the process of communication• List the elements and components of communication• Understand the types of communication• Identify the barriers of communication• identify how to improve communication

COMMUNICATION

“The Man on the Photo”A man stands with a photo in his hand.

Another man is passing by and asks him :

“Who is the man on the Photo” ?

He Answers :

“I have neither brothers nor sisters and the man’s father is my father's son“

“Who is the man on the Photo“ ?

Answer : _________________________

ELEMENTS OF COMMUNICATION• The Sender• The Message• The Medium• The Receiver

PROCESS OF COMMUNICATION• To Whom ?• Through which Medium ?

• With what Effect ? • Who ?• Says What ?

PROCESS OF COMMUNICATIONSENDER RECEIVER

Idea

Encode

Select medium

Send

Receive

Decode

Interpret

Action

TYPES OF COMMUNICATION• Oral v/s Written

• Formal v/s Informal

• Body Language

WORDS & DELIVERY

• Choice of words used• Delivery

* Speed, pitch, volume* Pauses* Interjections* Tone* Being Personal

• Content• Ensure Understanding

BARRIERS TO COMMUNICATION

• Judging- Criticism- Name - calling- Diagnosing- Praising evaluatively

• Sending Solutions- Ordering- Threatening- Moralizing- Excessive / Inappropriate Questioning- Advising

BARRIERS TO COMMUNICATION• Avoiding the Others Concerns

- Diverting- Logical Argument- Re-assuring

• Telling the other person that he is sending a roadblock

HOW TO OVER COME BARRIERS* Adjust to the world of receiver* Use feedback* Use reinforcement* Direct, simple Language* Face to Face* LOGIC in communication* Different channels / media* Appropriate time, place and environment

SUGGESTIONS TO IMPROVE COMMUNICATION

• Present one idea at a time• Explain, illustrate or demonstrate• invite questions• Sum up, Assess• Get Action• Make it brief• Get acceptance of one idea before moving on to next

OTHER CRUCIAL FACTORS• Motivate the other person to listen• Evaluate with an open mind• Respond to ideas and feelings• Be encouraging• Empathize

HOW TO IMPROVE COMMUNICATION

EFFECTIVENESS• Make sure what you say

• Is heard by the Listener• Is Understood• Holds his/her interest• Gets him/her involved• Leads to action !

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LISTENING SKILLS

LISTENING SKILLS• At the end of this session, you will be able to :

• Define Listening• Identify what prevents effective listening• Understand the levels of listening• How to improve listening effectiveness

LISTENING IS MORE THAN MERELY HEARING

• Hearing • The physiological sensory process by which auditory sensations are received

by the ears and transmitted to the brain.

• Listening • A more complex psychological procedure involving interpreting and

understanding the significance of the sensory experience

WHAT IS LISTENING ?• Taking in information and intent• Remaining non-judgmental and empathic• Acknowledging• Providing input• Re-stating• Asking for clarifications

WHAT PREVENTS EFFECTIVE LISTENING• Prejudice against the speaker

• External Distractions• Thinking Speed• Premature evaluation• Rejection without evidence• Attempting to extract only facts

LEVELS OF LISTENING• Level 1

• Level 2

• Level 3

• Not judging• Minimum distractions• Acknowledging (verbal / non-

verbal)

• Hearing the words• Emotionally detached• No response

• Day dreaming• Forming rebuttals

HOW TO IMPROVE LISTENING EFFECTIVENESS• Be prepared to listen

• Open mind• Understand not refute• Focus your attention• Get the main idea• Take notes• Avoid interrupting• Summarize and evaluate

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QUESTIONINGSKILLS

QUESTIONING TECHNIQUES OBJECTIVES

• By the end of this session, the participants will be able to :• List the purpose of questions• List the characteristics of questions• List the types of questions• List the techniques for asking questions• List the types of questions to avoid

PURPOSE OF QUESTIONS • To get and maintain interest• To keep interest in a discussion• To stimulate and guide student thinking• To evaluate and summarize• To distribute discussion• To determine student attitude• To develop the subject

5 TYPES OF QUESTIONS• Factual recall• Comparison• Opinion• Case Problem• Rhetorical

FOUR TECHNIQUES FOR ASKING QUESTIONS

• Direct (Ask -> Pause - > Call - > Listen Emphasize )

• Overhead

• Reverse

• Relay

TYPES OF QUESTIONS TO AVOID• Catch• Irrelevant• Leading• Pumping (reverse question gone wild)• Ambiguous

COACHING SKILLS• Objectives• At the end of this session, you will be able to:

• Analyse Student Performance Problems• List the reasons for students not using a resource and take corrective action• Understand specific problems that the student may face and proactively

handle them

ELEMENTS OF COACHING• With respect to performance there can be 3

situations :•There is a deviation hence correction is required•There is a need to maintain performance•There is a need to improve performance

What would be your first step in this Situation ?

• ANALYZE PERFORMANCE DEVIATION

STEPS TO BEGIN ANALYSIS• Establish Rapport• Seek Information / State symptoms

• Be Tactful• Give trainee first chance

• Seek Contract• Identify Special Problems

SPECIFIC PROBLEMS TRAINEE MAY FACE• Resources

• Self Organization• Attitude / Motivation• Understanding• Skill• Knowledge

RESOURCES

• Not available - not being used• What are some reasons why a student does not use a

resource ?• Not available or did not know of existence • Never learned how to use it• Forgot to use it• Feels the resources is unreliable• Perceives no “Pay Off” for using the resource• Feels performance is good enough without using the

resource

SYMPTOMS OF LACK OF SELF ORGANIZATION ?• Not doing the total job leaving out steps

• Disorganized in approach as a whole.• Not following recommended procedure• Using inappropriate short cuts• Careless or too careful• Not using correct aids tools to save time• Or time wasted on being too exact

ATTITUDE / MOTIVATION• Not a skill Deficiency• Cannot be solved by Coaching

UNDERSTANDING• Cannot relate concepts• Does not understand basic operations• Does not understand terminology• Cannot follow task sequence

KNOWLEDGE• Student has forgotten facts necessary for performance

• Leaving out a procedural step• Checking the Wrong figures• Leaving out word or number

SKILL & WHY SKILLS EXISTS ?

• Has Necessary theoretical knowledge but cannot apply it.

- Cannot operate a piece of equipment- Cannot use a particular verbal skill- Cannot do simple calculations- Cannot manipulate particular type of tool

SKILL & WHY SKILLS EXISTS ?

• Why Skill Deficiency exists• Never learned the skill• Does not use the skill often• Environment has changed• Never had feedback about Quality of work

METHODS OF ANALYSIS AVAILABLE• Categorized into four types

• Data • Excessive performance times• Performance less than standards• Specific tasks not attempted• Inappropriate tasks being performed

• Observation• Counseling• Testing / Questioning

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JOHARI WINDOW

IMPROVING INTERPERSONAL SKILLS (JOHARI WINDOW)

Objectives :

By the end of this session, you will be able to :

* Understand the difference between self perception and other’s - perception and the relation with personality

* Understand the importance of feedback and disclosure

* Identify the application of JOHARI Window concepts to your role.

J0HARI WINDOWUnknown to

SelfKnown to

self

Knownto

Others

Unknownto

Others

Shared and mutually held public info, feelings,

motives, etc..

Unsuspected info, feelings & reactions etc .. Known only to

otherHidden info, motives &

feelings known only to self

Undiscovered potentials &

creative reservoir known neither to self nor others

• Public - Area known to self and also known to others in any specified setting

• Blind - Areas Unknown to self but known to Others. Feedback is given or unwilling to see.

• Private - Area Known to self but unknown to others. Unwilling to share/disclose or others may not be receiving data.

• Unknown - Area unknown to self, Unknown to others.

JOHARI Window

Processes that affect the shape of the Johari Window

==> Feedback & Disclosure

How can we improve / increase the feedback from others ?

* Accept that people can have any feelings, only behavior is to be limited.

* Treat Others with Respect (I’m OK, You ‘re OK)

* Improve Listening Skills

JOHARI Window

EFFECTIVE FEEDBACK - CHARACTERISTICS• Trust

• Helpful• Immediate• Specific• Suggestive

SELF DISCLOSURE* Revealing oneself

• Feelings• Emotions• Facts• Knowledge

* Act of showing respect* Requires Trust* It has its risks

TAKING INTERPERSONAL RISKS• Take Initiative in self disclosure

• Accept self disclosure

• Reciprocate

• Self fulfilling prophecy

Making Effective Disclosures

• Incorporate disclosure in Behavior, not in speech alone

• The disclosure has to be relevant (as per

environment)

Significant ConclusionsHigh correlation between the size of the Public area and a person’s Effectiveness

Different settings have different Johari window. Friend - parent

MAIN SKILLS FOR INTERPERSONAL EFFECTIVENESS

• Listening

• Empathy

• Diagnostic Ability

• Experiential Learning

THE ENDLEARNING WILL

HAPPEN

ONLY WHEN YOU PRACTICE

WHAT YOU HAVE LEARN’T