Communication Strategies Instructor Guide
TABLE OF CONTENTS Preface ..............................................................................................................................................5 What is Courseware? ................................................................................................................................ 5 How Do I Customize My Course? .............................................................................................................. 5 Materials Required ................................................................................................................................... 7 Maximizing Your Training Power .............................................................................................................. 7 Module One: Getting Started .............................................................................................................9 Housekeeping Items.................................................................................................................................. 9 The Parking Lot ....................................................................................................................................... 10 Workshop Objectives .............................................................................................................................. 10 Pre-Assignment Review .......................................................................................................................... 11 Action Plans and Evaluations.................................................................................................................. 11 Module Two: The Big Picture ............................................................................................................ 12 What is Communication? ....................................................................................................................... 12 How Do We Communicate? .................................................................................................................... 13 Other Factors in Communication ............................................................................................................ 15 Case Study............................................................................................................................................... 16 Module Two: Review Questions.............................................................................................................. 17 Module Three: Understanding Communication Barriers .................................................................... 19 An Overview of Common Barriers........................................................................................................... 19 Language Barriers................................................................................................................................... 20 Cultural Barriers ...................................................................................................................................... 21 Differences in Time and Place ................................................................................................................. 22 Case Study............................................................................................................................................... 24
Module Three: Review Questions ........................................................................................................... 25 Module Four: Paraverbal Communication Skills ................................................................................ 28 The Power of Pitch .................................................................................................................................. 28 The Truth about Tone ............................................................................................................................. 29 The Strength of Speed............................................................................................................................. 30 Case Study............................................................................................................................................... 31 Module Four: Review Questions ............................................................................................................. 32 Module Five: Non-Verbal Communication ........................................................................................ 34 Understanding the Mehrabian Study ..................................................................................................... 35 All About Body Language........................................................................................................................ 36 Interpreting Gestures .............................................................................................................................. 37 Case Study............................................................................................................................................... 38 Module Five: Review Questions .............................................................................................................. 39 Module Six: Speaking Like a STAR ..................................................................................................... 41 S = Situation ............................................................................................................................................ 41 T = Task ................................................................................................................................................... 42 A = Action................................................................................................................................................ 42 R = Result ................................................................................................................................................ 43 Summary ................................................................................................................................................. 43 Case Study............................................................................................................................................... 44 Module Six: Review Questions ................................................................................................................ 45 Module Seven: Listening Skills .......................................................................................................... 47 Seven Ways to Listen Better Today......................................................................................................... 47 Understanding Active Listening .............................................................................................................. 48 Sending Good Signals to Others ............................................................................................................. 50 Case Study............................................................................................................................................... 51
Module Seven: Review Questions ........................................................................................................... 52 Module Eight: Asking Good Questions .............................................................................................. 54 Open Questions....................................................................................................................................... 54 Closed Questions..................................................................................................................................... 55 Probing Questions................................................................................................................................... 57 Case Study............................................................................................................................................... 59 Module Eight: Review Questions ............................................................................................................ 60 Module Nine: Appreciative Inquiry ................................................................................................... 62 The Purpose of AI .................................................................................................................................... 62 The Four Stages ...................................................................................................................................... 63 Examples and Case Studies ..................................................................................................................... 64 Case Study............................................................................................................................................... 65 Module Nine: Review Questions ............................................................................................................. 66 Module Ten: Mastering the Art of Conversation ............................................................................... 68 Level One: Discussing General Topics ..................................................................................................... 68 Level Two: Sharing Ideas and Perspectives............................................................................................. 69 Level Three: Sharing Personal Experiences ............................................................................................. 70 Our Top Networking Tips ........................................................................................................................ 71 Case Study............................................................................................................................................... 72 Module Ten: Review Questions .............................................................................................................. 73 Module Eleven: Advanced Communication Skills .............................................................................. 75 Understanding Precipitating Factors ...................................................................................................... 75 Establishing Common Ground ................................................................................................................ 77 Using “I� Messages ................................................................................................................................. 78 Case Study............................................................................................................................................... 79 Module Eleven: Review Questions .......................................................................................................... 80
Module Twelve: Wrapping Up .......................................................................................................... 82 Words from the Wise .............................................................................................................................. 82 Parking Lot .............................................................................................................................................. 82 Action Plans and Evaluations.................................................................................................................. 82
Learning is a treasure that will follow its owner everywhere. Chinese Proverb Preface What is Courseware? Welcome to Courseware.com, a completely new training experience! Our courseware packages offer you top-quality training materials that are customizable, user-friendly, educational, and fun. We provide your materials, materials for the student, PowerPoint slides, and a takehome reference sheet for the student. You simply need to prepare and train! Best of all, our courseware packages are created in Microsoft Office and can be opened using any version of Word and PowerPoint. (Most other word processing and presentation programs support these formats, too.) This means that you can customize the content, add your logo, change the color scheme, and easily print and e-mail training materials.
How Do I Customize My Course? Customizing your course is easy. To edit text, just click and type as you would with any document. This is particularly convenient if you want to add customized statistics for your region, special examples for your participants’ industry, or additional information. You can, of course, also use all of your word processor’s other features, including text formatting and editing tools (such as cutting and pasting). To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire table” and press OK.
(You will also want to perform this step if you add modules or move them around.)
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If you want to change the way text looks, you can format any piece of text any way you want. However, to make it easy, we have used styles so that you can update all the text at once. If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting. In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will then produce the Modify Style options window where you can set your preferred style options. For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would do:
Now, we can change our formatting and it will apply to all the headings in the document. For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by Courseware.com.
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Materials Required All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard or chalkboard instead.) We recommend that each participant have a copy of the Training Manual, and that you review each module before training to ensure you have any special materials required. Worksheets and handouts are included within a separate activities folder and can be reproduced and used where indicated. If you would like to save paper, these worksheets are easily transferrable to a flip chart paper format, instead of having individual worksheets. We recommend these additional materials for all workshops:
Laptop with projector, for PowerPoint slides
Quick Reference Sheets for students to take home
Timer or watch (separate from your laptop)
Masking tape
Blank paper
Maximizing Your Training Power We have just one more thing for you before you get started. Our company is built for trainers, by trainers, so we thought we would share some of our tips with you, to help you create an engaging, unforgettable experience for your participants.
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Make it customized. By tailoring each course to your participants, you will find that your results will increase a thousand-fold.
Use examples, case studies, and stories that are relevant to the group.
Identify whether your participants are strangers or whether they work together. Tailor your approach appropriately.
Different people learn in different ways, so use different types of activities to balance it all out. (For example, some people learn by reading, while others learn by talking about it, while still others need a hands-on approach. For more information, we suggest Experiential Learning by David Kolb.)
Make it fun and interactive. Most people do not enjoy sitting and listening to someone else talk for hours at a time. Make use of the tips in this book and your own experience to keep your
participants engaged. Mix up the activities to include individual work, small group work, large group discussions, and mini-lectures. 
Make it relevant. Participants are much more receptive to learning if they understand why they are learning it and how they can apply it in their daily lives. Most importantly, they want to know how it will benefit them and make their lives easier. Take every opportunity to tie what you are teaching back to real life.
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Keep an open mind. Many trainers find that they learn something each time they teach a workshop. If you go into a training session with that attitude, you will find that there can be an amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it, and make the most of it in your workshops.
And now, time for the training!
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Wise men talk because they have something to say; fools, because they have to say something. Plato Module One: Getting Started Welcome to the Communication Strategies workshop. For the better part of every day, we are communicating to and with others. Whether it’s the speech you deliver in the boardroom, the level of attention you give your spouse when they are talking to you, or the look that you give to the cat, it all means something. This workshop will help participants understand the different methods of communication and how to make the most of each of them.
Housekeeping Items Take a few moments to cover basic housekeeping items.
If you need an opening or a way to introduce the participants to each other, utilize the Icebreakers folder to begin or between breaks during the day.
Let participants know where they can find washrooms, break facilities, and fire exits.
Ask participants to turn off their cell phones or at least turn them to vibrate. If they must take a call, request that they do it outside.
Take this time to encourage the group to ask questions and make this an interactive workshop.
Write the words Respect, Confidentiality, and Practice on a piece of flip chart paper and tape it to the wall. Explain to participants that in order to get the most out of this workshop, we must all work together, listen to each other, explore new ideas, and make mistakes. After all, that’s how we learn!
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The Parking Lot Explain the concept of The Parking Lot to participants.
The Parking Lot is a visible place where you will “park” ideas that arise which are not on the agenda, may be off topic, or are better addressed outside of the program.
At the end of the session, we will review parked ideas and follow up, or make suggestions for your own investigation when you are back at work.
Suggestions for the trainer: 1. If you are working with a large group of participants, you may wish to nominate a recorder to park items as you are facilitating. 2. It’s a good idea to note the name of the contributor along with the parked item. 3. Items noted on the parking lot can be useful to you later as you plan future training sessions.
Workshop Objectives Research has consistently demonstrated that when clear goals are associated with learning that the learning occurs more easily and rapidly. With that in mind, let’s review our goals for today. By the end of this workshop, participants should be able to:
Understand what communication is
Identify ways that communication can happen
Identify barriers to communication and how to overcome them
Develop their non-verbal and paraverbal communication skills
Use the STAR method to speak on the spot
Listen actively and effectively
Ask good questions
Use appreciative inquiry as a communication tool
Adeptly converse and network with others
Identify and mitigate precipitating factors
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Establish common ground with others
Use “I” messages
Pre-Assignment Review The purpose of the Pre-Assignment is to get participants thinking about the communication strategies that they are already using and where they need to improve. Participants were asked to think of a situation where they missed an opportunity because of a lack of communication, and what communication skills in particular could have alleviated the problem. Take some time now to let participants share their thoughts.
Action Plans and Evaluations Pass out the participant action plans and evaluations, available in the activities folder. Ask participants to fill these out throughout the day as they learn new things and have ideas on how to incorporate the things we discuss into their lives.
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The more elaborate our means of communication, the less we communicate. Joseph Priestley Module Two: The Big Picture When we say the word, “communication,” what do you think of? Many people will think of the spoken word. People who are hearing impaired, however, might think of sign language. People who are visually impaired might think of Braille as well as sounds. In this module, we will explore the different ways in which we communicate.
What is Communication? The dictionary defines communication as, “the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs.” It is also defined as, “means of sending messages, orders, etc., including telephone, telegraph, radio, and television,” and in biology as an, “activity by one organism that changes or has the potential to change the behavior of other organisms.” The effectiveness of your communication can have many different effects on your life, including items such as:
Level of stress
Relationships with others
Level of satisfaction with your life
Productivity
Ability to meet your goals and achieve your dreams
Ability to solve problems
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Estimated Time
10 minutes
Topic Objective
To understand what communication is.
Topic Summary
The dictionary defines communication as, “the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs.” (Random House Dictionary, 2009)
Materials Required
Several sets of markers
Flip chart paper
Planning Checklist
Ensure you have enough sets of materials for several groups.
Recommended Activity
Divide participants into groups of four to six. Ask them to brainstorm things that they think of when they hear the word, “communication.”
Stories to Share
The word “communicate” comes from the Latin word “communicare,” meaning to share, or to make common.
Delivery Tips
If there is time, have each group present some of their ideas. Enhance the definition that we have provided.
How Do We Communicate? We communicate in three major ways:
Spoken: There are two components to spoken communication. o
Verbal: This is what you are saying.
o
Paraverbal: This means how you say it – your tone, speed, pitch, and volume.
Non-Verbal: These are the gestures and body language that accompany your words. Some examples: arms folded across your chest, tracing circles in the air, tapping your feet, or having a hunched-over posture.
Written: Communication can also take place via fax, e-mail, or written word.
Estimated Time
10 minutes
Topic Objective
To identify some of the main methods of communication.
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Topic Summary
Materials Required
Planning Checklist
We communicate in three major ways: spoken, non-verbal, and written.
Several sets of markers
Flip chart paper
Ensure you have enough sets of materials for several groups. Divide participants into groups of three or four. Make sure that there is an even number of groups. Then, assign each group a number, using each number twice. (So, you will have two Group Ones, two Group Twos, etc.) Ask each group to choose an everyday task, like tying your shoelaces or filling out a day planner. It should be a task that can be completed in the room. Then, ask them to write down a series of instructions that they can give to the other group to follow. They have two minutes.
Recommended Activity
After two minutes, have groups exchange instructions. Ask each group to follow the other group’s instructions as written, without making any changes. Give participants two minutes, and then debrief. Debriefing questions can include:
What methods of communication did you use? (Some groups will mainly use pictures, while other s will use words.)
Did you consider having someone from your group present to the other group? How might this have changed things?
How difficult was it to write down instructions? How difficult was it to follow instructions?
How did the time constraint affect the activity?
Delivery Tips
If possible, have some props like neckties or shoelaces handy to spark participants’ creativity.
Review Questions
What are the three main methods of communication?
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Other Factors in Communication Other communication factors that we need to consider.
Method: The method in which the communicator shares his or her message is important as it has an effect on the message itself. Communication methods include person-to-person, telephone, e-mail, fax, radio, public presentation, television broadcast, and many more!
Mass: The number of people receiving the message.
Audience: The person or people receiving the message affect the message, too. Their understanding of the topic and the way in which they receive the message can affect how it is interpreted and understood.
Estimated Time
10 minutes
Topic Objective
To understand some of the environmental factors that can affect communication.
Topic Summary
Method, mass, and audience are three key factors.
Recommended Activity
Involve the group in a discussion of how media has changed the course of major world events.
Stories to Share
One good example is how television changed the course of the war in Vietnam.
Delivery Tips
Be sure to keep the discussion focused on aspects of communication, rather than political or religious beliefs.
Review Questions
List the three main factors that were discussed in this topic.
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Case Study Boris and Ling were working on a presentation for an important business meeting the next day. Boris was set to present, but had doubts about his communication skills as lacked confidence in this area. Ling suggested they work on effective communication strategies to better his skills. Boris agreed, and together they discussed and prepared the three methods of communication: verbal, non-verbal and written. By the end of the day, Boris and Ling were confident that their written presentation, non-verbal presentation and verbal skills were on par for the presentation. Boris was overjoyed that he was prepared for the event, and Ling was happy that her suggestion could be of help in the professional situation.
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Module Two: Review Questions 1. Which statement best defines ‘communication’? a) Means of sending results via the telephone b) Activity by one object that chances behavior in another object c) The imparting or interchange of thoughts, opinions, or information by speech, writing, or signs d) Only the spoken word 2. Which of the following areas is affected by communication? a) b) c) d)
Productivity Ability to solve problems Relationships with others All of the above
3. Which two sections is Spoken Communication divided into? a) b) c) d)
Verbal and Non-verbal Non-verbal and Written Verbal and Para-verbal Para-verbal and Non-verbal
4. Which of the following is NOT a factor of communication? a) b) c) d)
Written Counselling Spoken Non-spoken
5. What is ‘Audience’? a) b) c) d)
The people receiving the message who thereby affect it The number of people receiving the message Relationships with others The way the communicator shares the message
6. What is ‘Method’? a) b) c) d)
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The number of people receiving the message The people receiving the message who thereby affect it The way the communicator shares the message Relationships with others
7. The following is NOT a method of Written Communication: a) b) c) d)
Fax Email Debate Text messaging
8. Which of the following statements is FALSE? a) b) c) d)
Paraverbal communication is what you are saying Communication affects your levels of stress Communication is the imparting of thoughts None of the above
9. What is Non-verbal Communication? a) b) c) d)
What you are saying How you say something Gestures and body language Written words
10. The following is NOT a method of Communication: a) b) c) d)
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Braille PowerPoint Presentations Text messaging None of the above
When you come right down to it, how many people speak the same language even when they speak the same language? Russell Hoban Module Three: Understanding Communication Barriers On the surface, communication seems pretty simple. I talk, you listen. You send me an e-mail, I read it. Larry King makes a TV show, we watch it. Like most things in life, however, communication is far more complicated than it seems. Let’s look at some of the most common barriers and how to reduce their impact on communication.
An Overview of Common Barriers Many things can impede communication. Common things that people list as barriers include:
I can’t explain the message to the other person in words that they understand.
I can’t show the other person what I mean.
I don’t have enough time to communicate effectively.
The person I am trying to communicate with doesn’t have the same background as me, and is missing the bigger picture of my message.
These barriers typically break down into three categories: language, culture, and location.
Estimated Time
10 minutes
Topic Objective
To introduce the idea of communication barriers.
Topic Summary
Barriers typically break down into three categories: language, culture, and
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location.
Materials Required
Flip chart paper
Markers
Planning Checklist
Before the workshop, think of some communication barriers that might be particularly applicable to your class.
Recommended Activity
Engage the class in a large group discussion about what communication barriers they have seen or experienced. Record ideas on the flip chart.
Stories to Share
As our methods of communication grow, so do the barriers.
Delivery Tips
If you have more than twenty people in your group, you may want to split the group.
Review Questions
What are the three main categories of barriers?
Language Barriers Of course, one of the biggest barriers to written and spoken communication is language. This can appear in three main forms:
The people communicating speak different languages.
The language being used is not the first language for one or more people involved in the communication.
The people communicating speak the same language, but are from different regions and therefore have different dialects and or unique subtleties.
There are a few ways to reduce the impact of these barriers.
As a group, identify that the barrier exists. Identify things that the group can do to minimize it.
Pictures speak a thousand words, and can communicate across languages.
If you are going to be communicating with this person on a long-term basis, try to find a common language. You may also consider hiring a translator.
Estimated Time
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15 minutes
Topic Objective
To identify the ways in which language can be a barrier. These types of barriers often take one of these forms:
Topic Summary
Materials Required
Recommended Activity
The people communicating speak different languages.
The language being used is not the first language for one or more people involved in the communication.
The people communicating speak the same language, but are from different regions and therefore have different dialects and/or unique subtleties.
A dozen small objects, such as toys, office supplies, or kitchen gadgets Divide the class into groups of ten to twelve. Have each group stand in a circle. Explain that you will give one person in each circle an object. They are to pass it to the person next to them and tell them what it is. That person must pass the object and its name along. The trick is that the name will not match the object. If the participant says the wrong name, they are out of the game. To make things more difficult, you can introduce more objects as the game moves along.
Stories to Share
In an episode of the medical drama ER, one episode featured a woman who overdosed on a prescription medication. She read the word “once” not as it is meant in English, but as its Spanish interpretation – where it means eleven.
Delivery Tips
Keep this activity light and quick.
Cultural Barriers There can also be times when people speak the same language, but are from a different culture, where different words or gestures can mean different things. Or, perhaps the person you are communicating with is from a different class from you, or has a very different lifestyle. All of these things can hinder your ability to get your message across effectively. If you have the opportunity to prepare, find out as much as you can about the other person’s culture and background, and how it differs from yours. Try to identify possible areas of misunderstanding and how to prevent or resolve those problems.
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An example: A British restaurant owner needs to talk to a culinary specialist in Australia. Although they speak the same language, their words could mean very different things. If you don’t have time to prepare, and find yourself in an awkward situation, use the cultural differences to your advantage. Ask about the differences that you notice, and encourage questions about your culture. Ensure that your questions are curious, not judgmental, resentful, or otherwise negative.
Estimated Time
10 minutes
Topic Objective
To understand some of the ways in which culture can impede communication.
Topic Summary
There can also be times when people speak the same language, but are from a different culture, where different words or gestures can mean different things. Or, perhaps the person you are communicating with is from a different class from you, or has a very different lifestyle.
Materials Required
Flip chart paper
Markers
Recommended Activity
Engage the class in a discussion about cultural barriers that they have seen or experienced.
Delivery Tips
This can be a tricky topic. Make sure that discussions stay respectful and positive.
Differences in Time and Place The last barrier that we will look at is location, definable by time and by place. These barriers often occur when people are in different time zones, or different places. Take this scenario as an example. Bill works on the east coast, while his colleague, Joe, works on the west coast. Four hours separate their offices. One day, right after lunch, Bill calls Joe to ask for help with a question. Bill has been at work for over four hours already; he is bright, chipper, and in the groove. Joe, however, has just gotten to the office and is, in fact, running late. He does not feel awake and chipper, and is therefore perhaps not as responsive and helpful in answering Bill’s question as he normally is.
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Bill thinks, “Geez, what did I do to make Joe cranky?” In response to the way he perceives Joe’s behavior, he, too, stops communicating. Their effort to solve a problem together has failed. So how can you get over the challenges of time and place? First, identify that there is a difference in time and place. Next, try these tips to reduce its impact.
Make small talk about the weather in your respective regions. This will help you get a picture of the person’s physical environment.
Try to set up phone calls and meetings at a time that is convenient for you both.
If appropriate, e-mail can be an “anytime, anywhere” bridge. For example, if Bill had sent Joe an e-mail describing the problem, Joe could have addressed it at a better time for him, such as later on in the day. Clearly, this is not always practical (for example, if the problem is urgent, or if it is a complicated issue that requires extensive explanation), but this option should be considered.
Another thing to watch out for is rushed communication. The pressure of time can cause either party to make assumptions and leaps of faith. Always make sure you communicate as clearly as possible, and ask for playback. The listening and questioning skills that you will learn in this workshop will help you make the most of the communication time that you do have.
Estimated Time
15 minutes
Topic Objective
To understand how geographical differences can affect communication.
Topic Summary
The last barrier that we will look at is location, definable by time and by place. These barriers often occur when people are in different time zones, or different places.
Materials Required
Flip chart paper
Markers
Recommended Activity
Engage the class in a discussion about cultural barriers that they have seen or experienced.
Delivery Tips
This can be a tricky topic. Make sure that discussions stay respectful and positive.
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Case Study Victor and Brianna were discussing their ideas for solving a particularly difficult logistics problem at work. Unfortunately, they were struggling to communicate their thoughts and differences with each other. Victor suggested they identify their communication barriers in order to resolve their differences and move towards a solution for their problem. Brianna agreed and together they discussed the barriers withholding them from properly communicating with each other. In the end, it boiled down to a lack of time to communicate effectively. Brianna rescheduled a suitable time with Victor to communicate on the project and they were both satisfied that they could now move towards problem resolution in a new time slot.
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Module Three: Review Questions 1. Which of the following does not represent a communication barrier? a) I can’t explain the message to the other person in words that they understand. b) I can’t show the other person what I mean c) The other person has a similar background to me and understands the bigger picture of my message d) I don’t have time to communicate properly 2. Which of these is not a Language Barrier? a) b) c) d)
The people communicating speak the same language The people communicating do not speak the same language The language used is not the first language for one or more of the communicators The communicators have different dialects but communicate in the same language
3. How can one reduce the impact of Language Barriers? a) b) c) d)
Identify that the barrier exists as a group Try to find a common language to communicate in Use pictures to communicate your meaning All of the above
4. Which statement is FALSE? a) b) c) d)
It is possible to overcome Communication Barriers A Language Barrier is one of the biggest barriers to written or spoken communication Communication is more complicate than it seems You should be judgmental when addressing Cultural Barriers
5. What is rushed communication? a) b) c) d)
When people communicate from different time zones When people communicate from different countries When people are short on time and communicate quickly When people have plenty of time but have cultural barriers and can’t communicate correctly
6. What is a Cultural Barrier? a) b) c) d)
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When people speak different languages When people come from different areas When people come from different areas and their gestures and meanings of words differ When people come from the same place but don’t get on
7. What is a Difference in Time and Place? a) b) c) d)
When the person you are trying to communicate with is the next city When the person you are trying to communicate with is in a different time zone When the person you are trying to communicate with is in your office Both a and b
8. How can you reduce the impact of a Difference in Time and Place? a) b) c) d)
Make small talk about the weather Try to set up meetings at times which are convenient for just you Refuse to communicate via email Both b and c
9. How can you reduce the impact of a Cultural Barrier? a) b) c) d)
Ignore it Be judgmental and resentful about the differences in culture Encourage questions about your own culture Both a and c
10. Which statement is TRUE? a) b) c) d)
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Small talk inhibits effective and meaningful communication Differences in Time and Place do not really affect communication Cultural Barriers may never be overcome None of the above
END OF FREE PREVIEW FULL WORKSHOP AVAILABLE EXCLUSIVELY AT:
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