WEEK 3

1. WEEK 3 Modes of Communication Communication as used in a Therapeutic Context

2. What is communication? - refresh • Communication is the method by which people share their ideas, information, opinions and feelings. • People sharing ideas, information, opinions and feelings may contribute to the operations of teams and the work of individuals. • Communication is a two-way activity between two or more people. There are various modes of communication, some of which are used more commonly in some workplaces than others

3. Methods of Communication • In any situation there are various methods of communication. • The following is a list of some methods of communication: • person to person - face to face, reading a letter, making a phone call • in a small group - planning, problem solving, decision making, written reports, memos, noticeboards • in a meeting - presenting, bargaining, negotiating agreements • using mass media - speaking in public, on radio or television, writing for print media such as newspapers and journals, books, advertising • others - training, teaching, entertaining.

4. Activity 1.1 Complete the Worksheet: ‘Methods of Communication’

5. Verbal Communication • Verbal communication is when a person puts across a message by speaking. The message can be sent to an individual, a team or a  group. • The message can be sent in person, via an intercom, over the phone, email etc. • The person sending the message should express the message clearly so that the receiver is able to understand and act, if required, on the message. • The receiver of the message should be able to understand what was said. Many times the message may not be received as the sender intended, due to a range of factors including lack of attention or interest.

6. Verbal communication breakdown • Communication breakdown occurs when the sender's message does not get through to the receiver or the receiver misunderstands the sender's message. • The following are examples of communication breakdown. • Inattention: The receiver is not concentrating or is not interested in the sender's message. • Physical barriers: The message is not received due to noise, poor eyesight / hearing etc • Poor expression: The sender has expressed himself / herself poorly therefore the message has not been interpreted as intended. • Premature evaluation: The receiver only hears part of the message, then jumps to a conclusion about the remainder of the message rather than listening to it.

7. Verbal communication breakdown cont • Emotions: When the message is expressed with strong emotions, whether it be angry, fearful etc, the meaning of the message may be misinterpreted • Gatekeeper: The sender/receiver’s message is communicated through a third party which may result in breakdown or misinterpretation of the message. • Communication chain: The message is sent via a number of parties and relies on the message being unchanged by these parties, eg A sends message to B, which sends it to C, which sends it to D. • Denial: The receiver does not want to hear the message, therefore there could be a barrier to the sender's message. The receiver may be fearful of change, they may not want to do a task etc. • Lack of questioning: The receiver does not understand the message and does not ask the sender for clarification etc.

8. Activity 1.2 Complete the worksheet 1.2 Modes of Verbal Communication

9. Non-verbal Communication • There are numerous ideas, thoughts and feelings that are communicated without words. Only one third of a message is sent in a person-to-person exchange in words alone. People have the ability to read non-verbal cues. These cues are learnt from the environment and through culture and can therefore be misinterpreted. • The following are examples of non-verbal communication; • yawn • tears • frown • crossing arms • averting eyes • Non-verbal communication is divided into six types. They are: • body language • physical characteristics and appearance • voice • space • environment • time • Silence can be a type of non-verbal communication.

10. Six types of Non Verbal communication • There are six types of non-verbal communication. • Body languageBody language is the way that we communicate by the use of the body. • The parts of the body associated with body language are the face and part of the face, the whole head (with face expressions), hands/fingers/arms/ touching, legs, feet and sitting position. • The face is the most commonly used channel of communication. A raised eyebrow means surprise, lips pursed means anger. The face is used to encourage or discourage feedback. • The whole head can be used to communicate. A nod means agreement, moving the head up and down communicates interest to the speaker. • Legs are often crossed to communicated discomfort, feet may act as pointers to the person we are communicating with. • Physical appearance • Body shape and size have influence on the way people are perceived by others and can be inaccurate. Hair, clothing and personal style also send a message about who we are and what we are.

11. Six types of Non Verbal communication cont • Voice • The way words are said contribute to the message being sent. There are four vocal cues • qualifiers - tone, rate, pitch and volume of speech • fillers - words used to fill conversations ie. 'okay', 'well', 'um', 'ah' • differentiators - vocal sounds that help us communicate i.e, giggles, yawn, sighs • qualities - the way the voice is used ie. husky, firm, questioning etc. • Space • The way people control space around them, sends messages to others. There are 4 distances within which communication can take place. • public - distance in a public meeting • social - distance when speaking to strangers including work colleagues • personal - distance when speaking to someone of equal status • intimate - distance when allowing personal contact and closeness

12. Six types of Non Verbal communication cont • Environment • The environment affects the way communication is undertaken. The way the room is organised, the colour, temperature, ventilation and smells affect communication both positively and negatively. • Time • The use of time affects the way communication is undertaken. In business 'time is money'. People are not expected to waste time and are expected to meet deadlines. • An individual’s treatment of time communicates attitudes. If a worker is constantly late for work they may communicate lack of commitment to the organisation.

13. Activity 1.3 Complete Worksheet 1.3 Non Verbal Communication

14. Writing • Written communication provides a record for the future. Written communication can be studied, reflected on and absorbed at the receiver's own pace. Written communication is permanent and makes a lasting impression. • The written word can sometimes have more authority. Words can be written, rewritten, edited until the communication is seen as clear and accurate and is ready to be sent to the receiver. • Written communication includes letters, memos, email, minutes of meetings, reports, instructions, diagrams, maps, other pictorial aids etc. • Written communication can overcome distance and can be cheaper than face-to-face meetings. It can be useful when information has to be sent to large numbers of people and can reinforce verbal communication.

15. Writing as a mode of communication • Whatever the reason for writing, the message will be more effectively sent if the text is clear, readable and business like. • The following are six steps to help when writing workplace documents: • The purpose • Why is the text being written?What does the reader need to know/do?How does the reader need to feel? • The plan • Jot down key points to be made in logical sequence.Gather facts that will be included • Draft • Write the documents with particular people in mindNatural language should be usedThe text should be readable and flow naturally

16. Writing as a mode of communication cont • Edit • Read through the document to make sure it is clearWords should be familiar and sentences should be short • Final draft • Arrange final draft on computer • Check • Check the document carefully and give it to others to read for errors and readabilityMake changesMake sure the documents looks professional so that it is appealing to read

17. Activity 1.4 Complete Worksheet 1.4 Written Communication

18. Reading as a mode of communication • In most workplaces there is a lot of reading required of personnel. The reading material may include minutes of meetings, Occupational, Health and Safety procedures and practices, work procedures, reports etc. • Due to the amount of reading required for many workers, reading skills need to be developed so that time spent reading is efficient and effective. • When reading a workplace document, questions to ask before hand are: • Why am I reading this? • What is the purpose of the document? • What do I expect to be able to know / do as a result? • It may be helpful to think in terms of the outcomes of the reading. The outcomes may be: • memorising the information • getting a broad overview • getting evidence • finding out what has happened • answering a question /topic • revising • getting a range of opinions • getting concrete facts

19. When reading a text, the following procedure may be followed: • skim the material to get a good idea of what it is about and / or the main ideas – areas to look at include the table of contents, chapter summaries, graphs / tables, illustrations and captions • read to find answers to specific questions – this makes the reading process an active process as there is a purpose • read the material normally, taking notes about the material in your own words –also mark the document to aid with revision and relocating the material / points • recall what you have read with the material out of sight – have you picked up the main facts and ideas • review all the headings / notes afterwards to avoid forgetting.

20. Activity 1.5 Complete worksheet 1.5: Reading as a mode of communication

21. Overcoming communication barriers • Personnel in a workplace communicate with peers, managers, supervisors, members of the public, suppliers and others. • Barriers to communication can cause problems and misunderstanding with effective communication. • Some barriers to communication are: • jargon • disabilities • age • status • lack of empathy • stereotyping • unclear or incomplete messages • distance • lack of time • poor spelling - inaccurate sentence structure. • Steps to overcome communication barriers should be put in place.

22. Overcoming communication barriers • All personnel should be interested in overcoming barriers to effective work practices    in an organisation. • The following list outlines points to consider in relation to overcoming communication barriers. • feedback - enables communication to become a two way process with both the sender and the receiver trying to achieve mutual understanding • consider the words used - long complicated sentences and unfamiliar words confuse people. Communication should be clear, complete, concise, concrete, correct and courteous. • use repetition - repeating messages several time using different examples can help others to understand the messages being sent • use empathy - seeing a situation from another person's viewpoint and trying to understand others opinions concerns and attitudes makes better communicators • timing - poor timing can result in messages not being received effectively • being positive rather than negative helps make communication more effective - what is wanted not what isn't wanted • select the best location - talk somewhere that will encourage open communication not a noisy shop floor or a busy office • listening reduces communication • check written communication for spelling errors and ensure the sentences are clear, concise and  not ambiguous.

23. Informal vs Formal Communication • Usually used with friends and family • Contains shortened version of words • Contains slang words • Used in a Professional Setting • No Slang • Pronounce words correctly Informal Formal

24. Personal v’s Electronic • Involves immediacy of presentation • Can still be verbal or non verbal • Message receipt is instant • Is inherently impersonal • Is open to interpretation • Is communicated according to the timeframe of the receiver

25. Direct and Indirect communicaiton • In your communication toolbox, direct and indirect skills are like a hammer and screwdriver: both are helpful, but you need to use the right tool at the right time.  Trying to hang a picture with a screwdriver is frustrating.  And not very effective.  Direct Communicators say exactly what they think and attempt to convince others that they are right.  Indirect Communicators are more likely to observe, ask questions, and present possibilities.  Here are some clues to the style a person prefers:

26. Use clear, definitive statements. • Participate actively in meetings. • Make their points with conviction. • Are comfortable telling others what to do. • Use words like “should”, “have to”. • Tell others why their ideas should be adopted. • Ask a lot of questions. • Quietly observe in meetings. • Offer suggestions for consideration. • Like to get others involved in discussions. • Use words like “maybe”, “possibly”. • Ask others to consider their ideas. People who are DIRECT. . People who are INDIRECT. . .

27. Most of us are naturally inclined to be either more direct or indirect, so we tend to overuse one set of skills and neglect the other.  • Consider the four influence strategies described following.  Determine which ones you use most often and which you tend to avoid.   

28. Observe and Wait • The power of watchful waiting is often overlooked.  Postponing action may feel like torture to people who are natural “do-ers”, but sometimes doing nothing is the wisest course.  Careful observation can provide information about emotional reactions, interpersonal conflicts, political alliances, and power shifts. 

29. In a meeting, monitoring topic changes and interpersonal undercurrents may reveal the perfect moment to make your point.  Accurate and timely observations are essential to the influence process, since they enable you to select the most effective communication strategy for each situation.   However, any strength carried to an extreme becomes a weakness.  Too much waiting and observing will only convince others that you have nothing to say. 

30. Ask and Listen • Successful consultants, counselors, and salespeople are masters of asking and listening.  They understand that the more you know about another person, the more influential and helpful you can be.  Artful questioning can help you fully understand others’ concerns, problems, values, or opinions. 

31. Of course, asking questions is a pointless exercise unless you plan to listen to the answer.  Think about your own conversations.  When someone is speaking, do you really listen or are you mentally rehearsing your reply?  Effective listening means being fully focused on the other person – not fidgeting, multi-tasking, or impatiently waiting for your turn to talk.  But asking and listening can also be overdone.  Too many questions can feel like an interrogation.  And if you only listen, without ever sharing your own opinions, people may suspect that you have something to hide. 

32. Persuade and Convince • How do con artists separate people from their money?  How do preachers inspire people to live right and do good deeds?  How do salespeople convince customers to buy their product?  By being mastering the skills of direct persuasion. 

33. To convince others, you must be willing to speak up and demonstrate confidence in your idea, product, or opinion.  You also have to know your audience.  Consider their goals, background, experiences, needs, and fears, then shape your communication accordingly.  • To hold their interest, get them actively involved in the discussion.  And remember that persuasion occurs not only through words, but also through tone, posture, and expression.  So generate some excitement about your proposal!  Paint a mental picture.  Tell a story.  Be upbeat and positive!  But never forget that effective persuaders also know when to shut up and listen. 

34. Order and Act • Sometimes you only get results by telling people exactly what needs to be done.  This means being firm and clear, but never rude or offensive.  “Order and act” can be an appropriate strategy whenever the situation calls for strong leadership.  Some examples: working with people who lack experience, leading a group that has difficulty making decisions, dealing with an employee performance problem. 

35. To maximize your ability to influence, you need to equip your communication toolbox with both direct and indirect skills.  You must be able to make conscious choices about your behavior and not be blindly driven by your natural habits.  So look for role models and practice the skills that are less comfortable for you.  Developing any ability takes time and practice, so be patient with yourself and don’t give up.  After all, you couldn’t drive a car the first time you got behind the wheel, but now you’re probably pretty good at it!

36. Self Reflection • Do you engage more direct or indirect communication skills in your everyday life? • How does this manifest? • As a health practitioner which communication skills will you need to practice and engage more; direct or indirect?