Transcript COMMUNICATION - people.vcu.edu

COMMUNICATION
Communication
• Learning Objectives. We will:
– Relate the experience of the Communication Traps
game to basic principles of communication.
– Understand how listening can be an important part of
communication.
– Develop strategies to overcome barriers to
communication.
– Practice some skills of effective instruction.
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Communication
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Communications Trap
debrief questions
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What communication challenges did you face as a team?
How did this game simulate an actual team situation?
Did you trust your leader?
What sorts of barriers to success could the cones
represent?
5. What types of communication were used in this game?
6. How could you have communicated more clearly?
7. Do you think the first or last team member had an easier
time working through the maze?
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Give examples of various
forms of communication.
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White Board List
• Verbal?
• Nonverbal?
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Communication
“Back to Gilwell”
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Gilwell Song
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The circle with a dot in it, on Baden-Powell’s
gravestone (the trail symbol for “I have gone
home.”)
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BSA uniforms, patches, Wood Badge beads
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Wood Badge icon (Axe and Log)
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The Gilwell Gazette, including the agenda of the
day
These are all forms of communication (verbal and
nonverbal). Briefly discuss with the group what
messages they convey and what makes them
effective (or not).
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Verbal
Communication
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Verbal
Communication
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In the session on Values, Mission, and Vision, everyone had the experience of observing
President John F. Kennedy and Dr. Martin Luther King Jr. deliver speeches – that is,
using oral communication. What are some of the things that made those speeches
effective?
The messages were of importance
The messages presented visions that could affect the lives of the listeners
The speakers established themselves as authorities. They conveyed the sense that they
knew what they were talking about.
The speakers believed in what they were presenting.
The speakers got to the point. They did not waste the listeners’ time.
The speakers used personal skills of speaking, body language, tone of voice, and
charisma, and charisma to get their points across.
We are going to the moon!
I have a dream!
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Effective Communication
First Aid Medical Emergency Form
Who: Philmont Expedition 7-30 (8 Scouts, 2 Leaders)
What: Bear attack – two Scouts mauled
Where: Lovers’ Leap Camp
When: One hour ago
Why: We need assistance
How: Bring an ambulance, medics, and first-aid supplies. A really big
bear trap could also prove useful.
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•Pretend for a moment that this message is real.
•What is its impact?
•If it grabs your attention, why?
•What are its strengths as a form of communication?
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Basic Blueprint of
Communication
• A Sender
• A Message
• A Receiver
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Aristotle broke down communication into three
parts:
A sender, a message, and a receiver.
That was more than 2,000 years ago, and it is
still true today. It applies to all forms of
communication – spoken, written, music, film,
and even pantomime.
In a way, Aristotle’s theory even applied this
morning in the Zulu Toss game. Think of the
balls as messages. The game has senders who
are trying to toss their messages to others – the
intended receivers.
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Effective Listening as a
Communication Tool
• Good communication begins with good
listening.
• What is the most effective communication?
• Communication is a two-way process.
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Good communication begins with good listening, both on the part
of the receiver and on the part of the sender.
In the “Listening to Learn” session, we discussed the importance of
paying attention to what others are saying, their body language, etc.
The most effective communication provides what the listeners need
in a manner that engages their minds.
It also engages the minds of the senders of the information.
Whether they are communicating with one person or a thousand, they
“listen to their audiences by paying attention to the spoken and
unspoken signals that indicate whether the message is getting through.
Communication, then, is a two-way process. Both the sender and
the receiver have responsibilities to make it happen. Feedback from the
receiver helps guide the sender.
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Engaging the
Audience
• “Is this a good presentation?”
• “What do you want?”
• Feedback: Start, Stop, Continue
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Engaging the Audience
“I want this presentation to be a success. If it doesn’t seem to be going well, I want you
to let me know. If it’s not working, let’s do something about it and try to make it
better.”
When I start with that statement, how do you respond? How does it make you feel as a
listener? Uncomfortable? Included? More engaged in the process?
Have you ever had a speaker ask you to participate like that? Or a teacher? An employer?
Anyone else conveying information to you? Probably not. Most of the time we
have a preconceived notion of how a presentation will go, both as speaker or
audience. The speech is written out, the presentation is all prepared, and we’re
going to push through it no matter what. If there is printed material or PowerPoint
slides to accompany the presentation, we can feel even more locked into a oneway-street approach to communicating.
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“What do you want?”
• This is the most important question to
consider when preparing a program.
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We want knowledge. We want to learn a skill. We want to understand
something.
A speaker may not actually verbalize that question to an audience. But by
having this question in mind, the speaker is going to be more aware of
how an audience is responding, and thus more likely to open up a
presentation and adjust it to better fit their needs. “What do you want?”
If this is an unusual question for speakers to ask adults, think how rare
it is for us to ask it of young people. So often we are sure we know
what is best for them and we forge ahead without taking notice of the
audience— the Scouts in our units, the young people in our lives.
Effective communication must be two-way. If we don’t know what other
people want, there is little chance we can give it to them.
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Feedback
• Start-Stop-Continue
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So, how do we get feedback? We teach our youth how to
use an assessment and feedback tool called SSC, for Start,
Stop, Continue. This model allows a person to collect
information and then impart suggestions in a
nonthreatening manner.
It begins with the simple question of “What would you start
doing that you are not currently doing?” It then asks if there
is anything that the person or group should stop doing. It
ends with a focus on the positive—what is working well
and should be continued?
We will use this SSC tool as a part of our daily
assessments and as a way to deliver feedback to each
other.
You do not always have to have a Start or a Stop. If nothing
is wrong, don’t try to fix it!
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Barriers to Effective
Communication
• Lack of common ground.
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Lack of sincerity.
Lack of authority
Lack of clarity.
Poor presentation skills
Lack of receptiveness.
Environment.
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We have all received calls from telemarketers – most of us hate them. But why? What are the
barriers to effective communication that a telemarketer must overcome?
•Lack of Common ground. The telemarketer knows nothing about us and is aware of no shared
interest except that we have a telephone and we probably have a credit card.
•Lack of sincerity. The telemarketer is probably interested only in making a sale, not in our longterm satisfaction with a product or service.
•Lack of authority. The telemarketer is probably hired simply to make the calls and read a script.
We suspect that he or she is probably unqualified to answer questions of substance about the
product.
•Lack of clarity. The telemarketer may exaggerate, blur the truth, or fail to mention weaknesses of
a product.
•Poor presentation skills. Telemarketers may badger people, argue with them, or be bored,
distracted, or barely there.
•Lack of receptiveness. A telemarketer is not receptive to any needs we may have, other than the
desire for the product or service. Any discussion that isn’t leading toward a sale is considered
wasted time.
•Environment. Telemarketers disrupt our personal or family time, often calling during the dinner
hour. This intrusion into the home environment generally makes people less receptive to their
message than if they were to receive that message in the mail, for example.
And yet, even with all these drawbacks, telemarketing is successful often enough for many
companies to invest millions of dollars in it. Just think how powerful communication can be when
people take the time to overcome these barriers.
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Ways to Ensure Good
Communication
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Common Ground
Sincerity
Authority
Clarity
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Ways to Assure Good Communication
Common Ground. An important point of the Who Me game last evening was to learn something about the people in your
patrol. The more we know about each other, the greater the common experience we share and the easier communication becomes.
Sincerity. A speaker must care about the message and the receiver.
Authority. A speaker should know what he is talking about. There will be times, though, when a speaker is not an expert in a
subject. What becomes important then is the willingness to learn along with a group.
A Scout leader who knows nothing about constellations can bring a star chart along on a campout. He might say,
“I’ve never used one of these before, but I’d sure like to learn. Let’s figure this out together.” While his technical skill may not be
high, his ability as a communicator permits him to maintain his authority as he engages his Scouts in an interesting learning
experience.
Clarity. Speakers who care about their messages and their audiences are more likely to communicate with clarity. Speak to the target
audience on their level and use terms they understand. You can usually tell by their expressions if they are getting the message.
Sometimes you have to ask what they already know and then spend time correcting misperceptions or providing background
information.
Good Presentation Skills. Think about the presentation skills you’ve seen during this course that enhanced communication. Can
you suggest a few presentation methods that can interfere with good communication? Nervous habits that get in the way of conveying
a message. Perhaps we speak too quickly or too slowly. We might be able to improve eye contact or do a better job with body
language. Did we devote sufficient time to preparing the messages we intend to present.
Receptiveness. How can a speaker tell what his or her audience wants? How can you assess the way your listeners are responding to
a presentation? If things aren’t going well, are we willing to ask what we might do differently?
Later this week we will discuss ways to provide effective feedback. Receiving feedback from interested listeners can help any
speaker become more effective.
Environment The comfort of an audience can have a large impact on their ability and willingness to listen well. Consider the setting
in which you will make a presentation or lead a discussion. Consider the temperature, distractions, and lighting as well as seating
arrangements and ways to enhance the physical comfort of audience members. How many are familiar with the JLT video? How
does SM arrange Chairs?
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Communication in a
Digital Era
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E-mail
Text messaging
Blogs
Facebook or other “social networking”
sites
• Twitter
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Communication in a Digital Era
Ask the group:
How many of you use e-mail?
How many send text messages?
How many blog or read blogs?
Who has a Facebook account?
Who uses Twitter?
These are all ways to communicate using digital technology. Today’s youth are
masters of this! But there are issues we must be aware of, and to teach our youth
to watch out for. In today’s digital era, people communicate in many different
ways. Gone are the days of letter and telephone calls. In today’s era
communication moves fast and you must be prepared to handle that speed.
Scouts communicate in a much different way than you or I might communicate.
They will use not only e-mail and cell phones but might communicate using text
messaging and social networks as well.
Brainstorm with the group:
What are some of the pitfalls of e-mail?
What are some of the downsides to texting and tweets?
What must you be careful of with Facebook and other social networking sites?
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Communication Rules in a
Digital Era
• The responsibility for anything you write
is yours alone
• Be Authentic
• Consider Your Audience
• Exercise Good Judgment
• Respect Copyrights and Fair Use
• Remember to Protect Personal Information
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Communication Rules in a Digital Era
When communicating with either Scouts or adults through electronic media, here are a few important rules to remember:
1. The responsibility for anything you write is yours alone.
Oren Michaels, CEO of Mashery.com, explains that “people tend to interpret having the ‘right’ to express themselves online as
implying a lack of consequences when they say stupid things.” That’s not the case. You need to take responsibility for what you write,
and exercise good judgment and common sense.
2. Be Authentic.
Always include your name in anything you e-mail or post online. If you are embarrassed to attach your name to it, you should
probably think twice about posting it.
3. Consider Your Audience
Always consider who might be reading you post or e-mail. While a form of communication might be addressed to a colleague or
parent, remember, with the push of a button, another member of the household could distribute that e-mail to an infinite number of
people. There is no privacy in electronic posting or commenting.
4. Exercise Good Judgment
Always refrain from comments that could be interpreted as demeaning, inflammatory, or racially charged. It is important to
remember that in digital communication, because there is no body language or facial expressions, a comment you might think is
funny could actually be taken as offensive.
5. Respect Copyrights and Fair Use
“A Scout is honest.” Copying or downloading copyrighted material without paying the owner of that material is stealing. Make the
decision that you will honor the intellectual property of others and encourage those around you to do the same. Downloading
software or music illegally is the same as walking into a store and stealing a CD off the shelf.
6. Remember to Protect Personal Information
Your personal information does not belong posted on the Internet. Be cautious where you put your private information and who you
are sharing it with. Remember, everything is not always as it appears on the Internet. Online communication is a great tool.
Remember to use common sense and it will strengthen your troop, pack, or crew, not damage it.
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Effective Communication
and the Teaching of Skills
• The teaching of skills is an important use of
effective communication
• Example: tying a woggle
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Effective
Communication and the
Teaching of Skills
An important use of effective communication is the teaching of
skills. Scout leaders do this all the time. So do supervisors at the
job, co-workers, community volunteers—in fact, just about
everybody is called upon now and then to teach someone else
how to do something.
(Presentation note. Pose the following 3 questions one after another but do not discuss until you flip page)
[White Board List]
-Let’s discuss the newly learned art of Woggle tying.
What was the process?
-Give me some feedback on the teaching techniques.
What are the strong points?
How might it be improved?
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Tying A Woggle
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It was hands-on
There was a finished woggle on display
There was a handout with diagrams
The process was demonstrated
Each person worked through each step
Support and praise were evident
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Tying A Woggle
It was hands-on. Everyone had a cord from the beginning and
was actively involved in the process.
There was a finished woggle on display. Participants could see
the goal they were learning to achieve.
There was a handout with diagrams showing the steps of the
process - a multi-media approach to skills instruction.
The process was demonstrated. As it was demonstrated,
participants followed along, doing it themselves. The
communication was verbal, visual, and tactile.
The leader let each participant work through each step,
allowing everyone to make mistakes and to figure out corrections.
However, if a participant went too far afield, the leader would
gently bring him back to the correct method, thus avoiding too
much frustration.
The leader was generous with support and praise.
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Teaching Skills:
4 Main Steps
• EXPLAIN
• DEMONSTRATE
• GUIDE
• ENABLE
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Teaching of Skills: 4 Main Steps
Teaching a skill involves four very clear steps:
First, you EXPLAIN how to do the skill
Second, you DEMONSTRATE how to do the skill
Third, you GUIDE others to do the skills, providing
ongoing feedback.
Fourth, you ENABLE others to use the skill, providing them
with the time, materials, and opportunity to use the skill
successfully.
Explain, Demonstrate, Guide, Enable… The first letters of
those words spell the word “EDGE.” This teaching method is
called the “TEACHING EDGE.” The Teaching EDGE is how
we teach every skill in the troop and outside Scouting
whenever you are called upon to teach
something.
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Effective Skill Instruction is part
of the BSA’s “Four Steps to
Advancement.”
1. A youth learns.
2. A youth is tested.
3. A youth is reviewed.
4. A youth is recognized.
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Effective Skill Instruction
is part of the BSA’s
“Four Steps to Advancement.”
1.
A youth learns.
2.
A youth is tested.
3.
A youth is reviewed.
4.A youth is recognized.
(This can lead into a discussion of good communication as a tool
of skills instruction.)
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Key Points
• Communication is a tool of leadership.
• Communication is essential to effective teams.
• Communication happens in the
“common ground.”
• Communication should be clear and concise.
• Sender and receiver consider each other.
• Communication is written, verbal, and nonverbal.
• Feedback is a gift.
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Key Points
• Communication is a tool of leadership.
• Communication is essential to effective teams.
• Communication happens in the “common ground.”
• Communication should be clear and concise.
• Sender and receiver consider each other.
• Communication is written, verbal, and nonverbal.
• Feedback is a gift.
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Great Leaders are Great
Communicators!
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Great Leaders are
Great Communicators
Now flip to slide showing ticket turn in
date and final date for completion of
tickets
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Tickets must be turned
th
in on April 10 .
All tickets must be
completed by October
11, 2012
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Tickets must be turned
th
in on April 10 , 2011
All tickets must be
completed by
October 11, 2012
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