effective communication for leaders (handouts)

Army Family Team Building Leadership Development

L.3 Effective Communication for Leaders

FY13 Handouts

INSTALLATION MANAGEMENT COMMAND - FAMILY PROGRAMS

Effective Communication for Leaders

Handouts

Army Family Team Building Program Leadership Development

FY13



FY13 Handout 1

Are You Communicating Effectively

Determine your communication effectiveness as a leader by checking yes or no to the following questions.

Yes No

1. When you communicate something to your team, do you plan what

you are going to say and think? � � 2. When you communicate something to your team, do you plan what your

team members’ responses may be? � �

3. Is your communication a two-way process? � � 4. Do you know how your team members prefer to receive

communication, e.g., email, memo, face-to-face? � � 5. Do you base your responses on facts rather than opinions? � �

6. Do you articulate clear goals and plans? � �

7. Do you take into account the impact of emotions and feelings in a given situation? � �

8. Do you encourage an open exchange of ideas to promote the

development of the team and individual team members? � � 9. Do you shape your communication style in accordance with your

audience? � �

10. Do you create presence (a positive impression)? � � 11. Do you speak with candor and directness to maintain an open

working environment? � �

12. Do you adjust your communication based on the type of communication (meeting, one-on-one, email, telephonic)? � �



FY13 Handout 2

Types of Communication

Type of Communication

Challenges How to Overcome When Best Used

Telephonic

Face-to-Face

Meeting

Written (E-mail, Letters,

Reports, etc.)

Social Media (Facebook,

Twitter, etc.)

Text / Instant Messaging



FY13 Handout 3.1

Cultural Differences in Non-Verbal Communication

Note the implications of the proverb: “Actions speak louder than words.” In essence,

this underscores the importance of non-verbal communication. Non-verbal communication is especially significant in intercultural situations. Non-verbal differences most likely account for typical difficulties in communicating. General Appearance and Dress

All cultures are concerned about how they look and make judgments based on looks and dress. Americans, for instance, appear almost obsessed with dress and personal

attractiveness. Consider differing cultural standards on what is attractive in dress and on what constitutes modesty. Note ways dress is used as a sign of status.

Body Movement

We send information on attitude toward person (facing or leaning towards another), emotional statue (tapping fingers, jiggling coins), and desire to control the environment

(moving towards or away from a person). There are more than 700,000 possible motions we can make, making it impossible to categorize them all! We just need to be aware of body movement and position is a key ingredient in sending messages.

Posture

Consider the following actions and note cultural differences:

o Bowing (not done, criticized, or affected in the US; shows rank in Japan)

o Slouching (rude in most Northern European areas) o Hands in pocket (disrespectful in Turkey)

o Sitting with legs crossed (offensive in Ghana, Turkey) o Showing soles of feet. (Offensive in Thailand, Saudi Arabia)

Even in the US, there is a gender difference on acceptable posture. For example, it is okay for women to walk arm-in-arm, but it is looked down upon for males to do so. In

other countries, such as Egypt or Italy, it is perfectly acceptable for males to walk arm-in-arm. Gestures

It is impossible to catalog them all. However, we need to recognize that there is an incredible number of possibilities and variety and that what is acceptable in one’s own culture may be offensive in another. In addition, the amount of gesturing varies from

culture to culture. Some cultures are animated; other restrained. Restrained cultures often feel animated cultures lack manners and overall restraint. Animated cultures often

feel restrained cultures lack emotion or interest.



FY13 Handout 3.2

Even simple things like using hands to point and count differ. For example: Pointing -- US with index finger; Germany with little finger; Japan with entire hand (in fact, most

Asians consider pointing with index finger to be rude.). Counting: Thumb = 1 in Germany, 5 in Japan, middle finger for 1 in Indonesia. Facial Expressions

While some say that facial expressions are identical, the meaning attached to them differs. Majority opinion is that these do have similar meanings world-wide with respect

to smiling, crying, or showing anger, sorrow, or disgust. However, the intensity varies from culture to culture. Note the following:

o Many Mediterranean (Latino / Arabic) cultures exaggerate grief or sadness, while

most American men hide grief or sorrow. o Some see “animated” expressions as a sign of a lack of control.

o Many Asian cultures suppress facial expression as much as possible. o Too much smiling is viewed as a sign of shallowness. o Women smile more than men.

Eye Contact and Gaze

In the US, eye contact indicates: degree of attention or interest, influences attitude change or persuasion, regulates interaction, communicates emotion, defines power and

status, and has a central role in managing impressions of others.

Western cultures see direct eye to eye contact as positive (advise children to look a person in the eyes), but within the US, African-Americans use more eye contact when talking and less when listening with reverse true for Anglo Americans. This is a possible

cause for some sense of unease between races in the US. A prolonged gaze is often seen as a sign of sexual interest. Arabic cultures make prolonged eye contact. — the

belief is that it shows interest and helps them understand truthfulness of the other person (A person who doesn’t reciprocate is seen as untrustworthy.). Japan, Africa, Latin American, Caribbean avoid eye contact to show respect.

Touch

Question: Why do we touch, where do we touch, and what meanings do we assign when someone else touches us?

Touch is culturally determined, but each culture has a clear concept of what parts of the

body one may not touch. Basic message of touch is to affect or control — protect, support, or disapprove (i.e., hug, kiss, hit, kick).

o The US — the handshake is common (even for strangers). Hugs and kisses are

for those of opposite gender or of family and friends (usually) on an increasingly more intimate basis.



FY13 Handout 3.3

o Islamic and Hindu: typically do not touch with the left hand. To do so is a social insult. Left hand is for toilet functions. Mannerly in India to break your bread only

with your right hand (sometimes difficult for non-Indians). o Islamic cultures generally do not approve of any touching between genders (even

handshakes), but consider such touching (including hand holding, hugs) between same-sex to be appropriate.

o Many Asians do not touch the head (head houses the soul and a touch puts it in

jeopardy). Basic patterns: Cultures (English, German, Scandinavian, Chinese, Japanese) with

high emotional restraint concepts have little public touch; those which encourage emotion (Latino, Middle-East, Jewish) accept frequent touches. Smell

o The US — fear of offensive natural smells. There is a billion dollar industry to mask objectionable odors with what is perceived to be pleasant — again connected with “attractiveness” concept.

o Many other cultures consider natural body odors as normal (Arabic). o Asian cultures (Filipino, Malay, Indonesian, Thai, Indian) stress frequent bathing

— and often criticize the US of not bathing often enough. Paralanguage

o Vocal characterizers (laugh, cry, yell, moan, whine, belch, yawn). These send

different messages in different cultures. Japan — giggling indicates embarrassment; India – belch indicates satisfaction.

o Vocal qualifiers (volume, pitch, rhythm, tempo, and tone). Loudness indicates

strength in Arabic cultures and softness indicates weakness. For Germans it indicates confidence and authority. Meanwhile for Thai, it indicates impoliteness

and loss of control to the Japanese. (Generally, one learns not to “shout” in Asia for nearly any reason!). It is also gender based. Women tend to speak higher and more softly than men.

o vocal segregates (un-huh, shh, uh, ooh, mmmh, humm, eh, mah, lah). Segregates indicate formality, acceptance, assent, uncertainty

Taken from: BSAD 560, Intercultural Business Relations, Dr. Charles H. Tidwell, Jr.



FY13 Handout 4

Communicating the Task, Purpose, Method and End State

o Define Task. Defining the task identifies the project to be done, when it is to be

accomplished and the effects desired.

o Disseminate the Purpose. This identifies what you want from the team in

relation to the project.

o Describe the method. Describing the method identifies how the task is to be

accomplished. This can be done in detail or left up to the team to decide with minimal or no guidance from the leader.

o Define End State. The leader defines what must be accomplished for the

success of the project. This requires assessment and decision by the leader. If successful, the team can prepare for future projects. If the team is not successful, the team will:

o Repeat the process. o Adjust the methods for getting the task done.

It is vital that you communicate effectively with your team during the process and obtain feedback.

Remember to:

o Check in with team members on a consistent basis to ensure the team is meeting project requirements, offering guidance and answering any questions.

o Forward new information to the team as it becomes available

o Ensure time-lines are met.

o Make and communicate any adjustments needed, based on progress of the project or changes from the originator of the project.

o Make changes to the team in order to meet project requirements or deadlines, if

needed.



FY13 Handout 5

Task, Purpose, Method, End State Scenario

Using the define task, purpose, method, and end state strategy, complete the following

scenario. You are in charge of a team of 6 people. They have worked well together before. Each

offers a different strength to the team. Your boss assigned you to create a presentation on what Family Members can expect during a deployment. She wants you to include

information on the other agencies on post that can help both Family Members and Service Members during deployments. You have one week to get the presentation done. It will be briefed to the garrison commander and later on to the unit’s Service

Members and their Families before they deploy.

What is the task?

What is the purpose?

How will you disseminate the purpose to your team?

What methods will you employ to make sure the project is done in a timely manner?

What is the desired end state of the project (e.g., how long should it be, which agencies, etc.)?

How will you communicate effectively with your team while the project is underway?



FY13 Handout 6

Sample Communications Strategy

The following table shows how a leader may plan and manage communication. Method Purpose End state Communications

team role Frequency

Intranet/Internet Home page Business

metrics/ dashboard

To keep employees up to date on progress

Update data that is not automated

Daily

E-mail Information bulletins

Leaders messages

Other organizational information

Inform, engage Employees understand our purpose, progress, and how they connect

Consult, develop, publish

Weekly and as necessary

Activity reports Inform Employees understand what the rest of the organization is doing

Collect and publish

monthly

Meetings Leadership team employee meeting (open to all)

Model open organization, inform

Take notes Weekly

All-manager meetings

Inform, clarify Note taking Monthly

All-employee meetings

Inform, clarify Planning, logistics Twice a year

Website pages

Telephone



FY13 Handout 7

SMART Goals

1. Specific

2. Measurable

3. Achievable

4. Realistic

5. Time and Location Specific



FY13 Handout 8

12 Tips for an Effective Communications Strategy

1. Focused communications must be led from the top. What are the goals,

ambitions and strategic aspirations for the future?

2. Consistency in message is vital. What do the people in the organization need to think, feel and do in order to make the goals a reality?

3. Charismatic yet natural and planned communications are more effective. Where are you now and what needs to change in your current

perceptions, attitudes, or access to basic information?

4. Communication via the Leader is preferred and more effective. What’s the role of the communication function in helping close the gap of what we

want for the future, and what we’ve got today?

5. Team Member communications are not optional extras, they are part of

any organization and should be planned and budgeted for as such. What are the roles and responsibilities of leaders, managers, employees and communication professionals? What are the resource levels we need?

6. There must be integration between internal and external communications. What are the communication activities we’re going to need – and who will

be responsible for what?

7. Timing is critical. What are the deadlines you, as the leader, need to meet? Based on this, what will be your team deadlines? Is there any

flexibility to change the timeline?

8. The tone of any communication is important if you want people to engage

effectively. Have you considered the cultural mix of your group in your communication strategy? Is your leadership style effective in communicating with your team?

9. Keep all communication focused on the WIIFM the ‘what’s in it for me?’ factor. What motivate individual team members?

10. Communication is a two-way process. How will you receive feedback from your team? How will you facilitate open communication between your team members?

11. A single key theme or a couple of key themes is a means of giving a consistent message. How will you focus your communication strategy so

that the team stays on track?

12. Set your standards and stick to them. Have you made your standards clear? Are the standards SMART (specific, measurable, achievable,

realistic and time/location specific).



FY13 Handout 10

Personal Communications Strategy Methods Purpose End State Communications

team role Frequency

Intra/Internet

Telephone

E-mail

Meetings

Website

pages



FY13

References Army Family Team Building (2006/7) Level III communication skills for leaders.

Army Family Team Building (2006/7) Level III delegation for leaders.

Brigade Aviation Element Handbook. (2006). Appendix J – Fire support quick reference. (Training Circular No. 1-400). Washington, D.C.; Department of the Army.

Data Entry Outsourcing Services (n.d.) Audio transcription services, video transcription services, conference transcription services. Retrieved at http://sites.google.com/site/dataentryoutsourcingservices1/audio-transcription-services-video-transcription-services-conference-transcription-services

Dineshbakshi (2009). What is delegation? Retrieved at

http://www.dineshbakshi.com/igcse-business-studies/business-organisation/revision-notes/1102-delegation.html

Dotterer, J.C. CPT. (2012) Commander’s intent: Less is better. GlobalSecurity.org.

Retrieved from http://www.globalsecurity.org/military/library/report/call/call_9824_ch1.htm

Goman, C. K. (2009, July 17). Body language: Mastering the silent language of leadership. Washington Post.

http://views.washingtonpost.com/leadership/leadership_playlist/2009/07/body-language-mastering-the-silent-language-of-leadership.html

Headquarters Department of the Army. (1993). Operations. (FM 100-5). Washington, D.C. Department of the Army.

Lucas, S, E. (1946). The art of public speaking (10th ed.). McGraw-Hill Higher Education.

Papa, J. (n.d.) Activities for verbal communication skills. Retrieved from

http://www.ehow.com/list_6018794_activities-verbal-communicationskills.html#ixzz1WdDSrcnb

The Teal Trust (n.d.) Delegation skills: Five tips for great delegation. Retrieved at

http://www.teal.org.uk/et/page7.htm

Tidwell, Jr., C. H. Ph.D. (n. d. ) Handout for BSAD560 intercultural business relations. http://www.andrews.edu/~tidwell/bsad560/NonVerbal.html

US Department of Transportation – Federal Highway Administration. (n.a.) Public involvement techniques for transportation decision making. Retrieved from

http://www.au.af.mil/au/awc/awcgate/fhwa/facil.htm

http://sites.google.com/site/dataentryoutsourcingservices1/audio-transcription-services-video-transcription-services-conference-transcription-services

http://sites.google.com/site/dataentryoutsourcingservices1/audio-transcription-services-video-transcription-services-conference-transcription-services



http://www.globalsecurity.org/military/library/report/call/call_9824_ch1.htm





http://www.au.af.mil/au/awc/awcgate/fhwa/facil.htm



FY13

Evaluation Form

Date: ____________________ Location: _______________________

Instructor: _____________________________

Part 1: Class Evaluation

Rate the following statements

Strongly Strongly

Agree Disagree

1. The content was relevant to my needs and interests. 5 4 3 2 1

2. The training materials were easy to use and understand. 5 4 3 2 1

3. There was adequate time to cover each section. 5 4 3 2 1

4. The stated objectives were met. 5 4 3 2 1

5. The activities and discussion enhanced the learning process. 5 4 3 2 1

6. What aspects of the class benefited you the most?

________________________________________________________________________________

7. Do you have any suggestions for improving the class content?

________________________________________________________________________________

Part 2: Instructor Evaluation

Rate the following statements:

Strongly Strongly

Agree Disagree

1. The instructor was knowledgeable class topic. 5 4 3 2 1

2. The instructor presented the material in a manner that was 5 4 3 2 1

easy to understand.

3. The instructor answered my questions. 5 4 3 2 1

4. The instructor was professional in appearance and manner. 5 4 3 2 1

5. What aspects of the instructor’s presentation did you find most beneficial?

__________________________________________________________________________________

6. Do you have any suggestions for improving the instruction?

__________________________________________________________________________________

Do you wish the AFTB Program Manager to contact you? __ yes __ no. If yes please provide contact information. Name: _____________________ Phone: ________________ Email:_________________

effective communication for leaders (handouts)

Government & Nonprofit

communication style

communication effectiveness

team members responses

type of communication

individual team members

nonverbal differences

fy13 handouts

cultural differences