Communication Skills

Ms. Amy O. Maki, M.Ed.

MATC Scholars ProgramOctober 3 – 6, 2012

University of Nebraska-Lincoln

OUTLINE

• Introduction

• Learning Objectives

• Learning Outcomes

• Session Presentation

• Conclusion

LEARNING OBJECTIVES

• The components of effective communication

• The importance of appropriate writing and speaking in academic and corporate settings

• Improvement of communication skills through written and verbal activities

• The role of non-verbal communication cues

• Development of participants’ personal statements

LEARNING OUTCOMES

• Gain a better understanding of effective communication skills and their importance

• Learn how to avoid some common grammatical errors

• Acquire an appreciation of the role of non-verbal communication cues

• Complete a draft personal statement

TERMINOLOGY & PHILOSOPHY

Definition of Communication

• An act or instance of transmitting

• Information transmitted or conveyed - A verbal or written message

• A process by which information is exchanged between individuals through a common system of symbols, signs, or behaviors

http://www.merriam-webster.com/dictionary/communication

COMMUNICATION SCENARIO I

You see the cashier smile at you while waiting in the checkout line. You stop your texting and smile back as the woman in front of you says “NO” to the foot-stomping child whose hand she tugs. Noticing the commotion, the two deaf people signing to one another turn around not hearing an announcement regarding today’s special over the store intercom.

From Eats, Shoots & Leaves Lynne Truss

A panda walks into a café. He orders a sandwich, eats it, then draws a gun and fires two shots in the air.

“Why?” asks the confused waiter, as the panda makes towards the exit. The panda produces a badly punctuated wildlife manual and tosses it over his shoulder.

“I’m a panda,” he says, at the door. “Look it up.”The waiter turns to the relevant entry and, sure enough,

finds an explanation.

“Panda. Large black-and-white bear-like mammal, native to China. Eats, shoots and leaves.”

COMMUNICATION SCENARIO II

COMPONENTS OF VERBAL COMMUNICATION

• What words do you use? The message

• How do you verbally communicate? Tone, pitch, pace, inflection(Paraverbal)

• What does your body communicate? Body language

• What was being said? Listening

• Who are you speaking to? Audience

BARRIERS/REMINDERS: VERBAL COMMUNICATION

Barriers• Not listening• Use of idioms, acronyms, abbreviations• Distractive mannerisms• Rambling responses• Grammatical errors (Subject verb agreement)• Inappropriate body language (no eye contact, slouching,

finger pointing)

Reminders• Listen• Be concise/focused• Be aware of proximity • Volume, Pace, tone, pitch• Word usage (Grammar)

• Who is it for? Audience

• What is the message? Word choice

• How is it written? Punctuation, word usage, grammar

Remember the old adage “Writing is Rewriting”

COMPONENTS OF WRITTEN COMMUNICATION

Barriers• Lack of preparation• Lack of focused response• Grammatical errors

Reminders• Read the instructions• Remember the audience• Be concise/focused

BARRIERS/REMINDERS: WRITTEN COMMUNICATION

PREPARING FOR ACADEMIC INTERVIEW AND WRITING A PERSONAL STATEMENT

Questions that need to be answered:1. Why graduate school?2. Within my discipline what interests me?3. Why this particular institution?4. Why am I qualified?5. What are my strengths and weaknesses?6. What do I bring to the graduate program?7. What are my plans after graduation?8. What type of career am I considering?9. What personal values will guide my decisions?10.Do I have a plan?

ACADEMIC IN-PERSON INTERVIEW ACTIVITY

It is generally accepted that between 70-90% face-to-face verbal communication is “nonverbal” and “paraverbal.” Listen to what is being asked or said and keep your response on point and to the point while keeping in mind the following:

Nonverbal ParaverbalBody Language Pace

Posture ToneMannerisms VolumeProximity InflectionEye contact Pitch

WRITING YOUR PERSONAL STATEMENT ACTIVITIY

• Personal statements usually focuses on who you are, that is, your qualities and character. It can also include your research interests if a statement of purpose is not requested.

• The audience may be faculty, discipline specialist, and non-specialist.

CONCLUSION

To successfully convey a verbal or written message to communicate takes:

• Self Assessment

• Seeking Guidance

• Planning

• Practice

Slide design © 2009, Mid-America Transportation Center. All rights reserved.

Ms. Amy O. Maki, M.Ed.A.O. Maki & Associates, L.L.C

12821 82nd Avenue NEKirkland, WA 98034aomaki@comcast.net

CREDITS