communication skills-behaviors of an effective communicator
TRANSCRIPT
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BEHAVIORS OF EFFECTIVE COMMUNICATOR
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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
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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
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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)
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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
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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
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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
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T R A N S A C T I O N
Stimulus + Response
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EGO STATES• Parent
• Evaluative Behavior• Value laden
• TAUGHT• Adult
• Reasonable• Logical / Rational• Unemotional• Evaluated reaction
• THOUGHT• Child
• Emotional• Spontaneous
• FEELINGS
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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
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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
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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
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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.
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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)
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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!
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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
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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
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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 : _________________________
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ELEMENTS OF COMMUNICATION• The Sender• The Message• The Medium• The Receiver
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PROCESS OF COMMUNICATION• To Whom ?• Through which Medium ?
• With what Effect ? • Who ?• Says What ?
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PROCESS OF COMMUNICATIONSENDER RECEIVER
Idea
Encode
Select medium
Send
Receive
Decode
Interpret
Action
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TYPES OF COMMUNICATION• Oral v/s Written
• Formal v/s Informal
• Body Language
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WORDS & DELIVERY
• Choice of words used• Delivery
* Speed, pitch, volume* Pauses* Interjections* Tone* Being Personal
• Content• Ensure Understanding
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BARRIERS TO COMMUNICATION
• Judging- Criticism- Name - calling- Diagnosing- Praising evaluatively
• Sending Solutions- Ordering- Threatening- Moralizing- Excessive / Inappropriate Questioning- Advising
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BARRIERS TO COMMUNICATION• Avoiding the Others Concerns
- Diverting- Logical Argument- Re-assuring
• Telling the other person that he is sending a roadblock
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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
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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
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OTHER CRUCIAL FACTORS• Motivate the other person to listen• Evaluate with an open mind• Respond to ideas and feelings• Be encouraging• Empathize
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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
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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
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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
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WHAT IS LISTENING ?• Taking in information and intent• Remaining non-judgmental and empathic• Acknowledging• Providing input• Re-stating• Asking for clarifications
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WHAT PREVENTS EFFECTIVE LISTENING• Prejudice against the speaker
• External Distractions• Thinking Speed• Premature evaluation• Rejection without evidence• Attempting to extract only facts
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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
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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
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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
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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
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5 TYPES OF QUESTIONS• Factual recall• Comparison• Opinion• Case Problem• Rhetorical
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FOUR TECHNIQUES FOR ASKING QUESTIONS
• Direct (Ask -> Pause - > Call - > Listen Emphasize )
• Overhead
• Reverse
• Relay
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TYPES OF QUESTIONS TO AVOID• Catch• Irrelevant• Leading• Pumping (reverse question gone wild)• Ambiguous
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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
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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
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STEPS TO BEGIN ANALYSIS• Establish Rapport• Seek Information / State symptoms
• Be Tactful• Give trainee first chance
• Seek Contract• Identify Special Problems
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SPECIFIC PROBLEMS TRAINEE MAY FACE• Resources
• Self Organization• Attitude / Motivation• Understanding• Skill• Knowledge
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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
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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
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ATTITUDE / MOTIVATION• Not a skill Deficiency• Cannot be solved by Coaching
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UNDERSTANDING• Cannot relate concepts• Does not understand basic operations• Does not understand terminology• Cannot follow task sequence
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KNOWLEDGE• Student has forgotten facts necessary for performance
• Leaving out a procedural step• Checking the Wrong figures• Leaving out word or number
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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
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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
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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
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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.
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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
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• 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
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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
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EFFECTIVE FEEDBACK - CHARACTERISTICS• Trust
• Helpful• Immediate• Specific• Suggestive
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SELF DISCLOSURE* Revealing oneself
• Feelings• Emotions• Facts• Knowledge
* Act of showing respect* Requires Trust* It has its risks
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TAKING INTERPERSONAL RISKS• Take Initiative in self disclosure
• Accept self disclosure
• Reciprocate
• Self fulfilling prophecy
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Making Effective Disclosures
• Incorporate disclosure in Behavior, not in speech alone
• The disclosure has to be relevant (as per
environment)
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Significant ConclusionsHigh correlation between the size of the Public area and a person’s Effectiveness
Different settings have different Johari window. Friend - parent
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MAIN SKILLS FOR INTERPERSONAL EFFECTIVENESS
• Listening
• Empathy
• Diagnostic Ability
• Experiential Learning
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THE ENDLEARNING WILL
HAPPEN
ONLY WHEN YOU PRACTICE
WHAT YOU HAVE LEARN’T