Unit 14: Publicity and Communication Skills
Sending and receiving messages activity guide and handout
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Unit 14: Publicity and Communication Skills
Sending and receiving messages activity guide and handout
Estimated duration: 20 minutes
Aim •
To provide a theoretical context for interpersonal communication challenges
Outcome By the end of this class, students will be able to: • Describe the difference between non‐verbal and verbal communication • Define communication as sending and receiving messages which can be both verbal and non‐verbal • Identify blocks to listening • Define passive, aggressive and assertive communication styles • Describe how words, tone and body language contribute to communicating messages
Resources • • •
Whiteboard A balloon (for part 1) Handout: Sending and receiving messages (included below)
Activity Description There are four related subtopics in this activity. Firstly discuss the concept of sending and receiving messages. This then moves into a quick brainstorm of ways in which we block our listening to what others are saying. This is followed by a discussion on the idea that there are three types of communication (aggressive, passive and assertive). The activity finishes with a discussion of body language and tone of voice. Part 1: Sending and receiving messages Key Understandings Communication is a two‐way process which involves one person sending a message and another person receiving the message. Write this on the whiteboard: Communication = Sending + Receiving Messages
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Pose the following questions to generate whole group discussion: • What is sending a message? (Tap a balloon and allow it to float to the ground) • Do we have control over how the message is received? • How do we send a message? (SMS, email, phone, verbal, non‐verbal) • How do we receive messages? • How do you know if I am listening? Summarise discussion: • We don’t only use words to communicate. We also use our bodies. This is called non‐verbal communication or body language. • When we use words (speaking) and our bodies we also send a message. • When we listen we use our ears to read the tone of a message. How messages can be misinterpreted • Effective project leadership involves communicating clearly to other people to ensure that you get the desired results. • If you consider communication in its most simple form, it involves a sender (the person sending the message) and a receiver (the person or people receiving the message.) • We often picture a leader as a sender: the person with the vision and drive who delegates task to others. In this sense the people who take instruction could be seen as receivers. They receive directions from the leader. But do receivers also take on a leadership role? • Communicating clearly would be very easy if it was simply a matter of one person sending a message and the other people receiving the exact message that the leader intended. Because communication is a two way process, messages are sent both ways. • The first thing that you must do is develop a common language. This involves developing a shared understanding of concepts and terms that ensure that the sender and receiver are on the same page. • One of the most useful methods of overcoming barriers in communication is the giving and receiving of feedback. Feedback is information that is sent back to the source. • As a sender, to ensure that a common language is in place you need to: ¾ Send a clear message. Use uncomplicated language and emphasise what needs to be done. ¾ Elicit feedback. Make sure that the person who has received that message understands what you mean ¾ Clarify Feedback. To understand and respond to feedback involves being alert to cues that indicate whether or not you’ve been understood (e.g. nods from the other person, looks of puzzlement, etc.) as well as checking with others that the message sent has had the desired effect and that the meaning is accurate.
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Sender:
•
• • •
Send a clear message Elicit feedback Clarify feedback
As a receiver, to ensure that a common language is in place you need to: ¾ Offer feedback. This serves a corrective function by informing the communicator that something is not understood and the communication needs adjustment. ¾ Ask questions. This will help clarify the message of the sender. ¾ Confirm you understand. If you are confident you understand the message let the sender know. Receiver: • • •
Offer feedback Ask questions Confirm you understand
Part 2 ‐ Blocks to listening Ask the students if they can think of things that they do which might stop or block there listening of what others are trying to communicate to us. The following is a list of ideas to discuss: • Comparing – trying to assess who is smarter, more competent, better off, etc. • Mind reading – not paying attention because you distrust the person, so you are trying to figure out what the person is “really” thinking and feeling • Rehearsing – your whole attention is thinking and rehearsing what your going to say next • Filtering – you listen to some things but not others. You might focus on just getting enough information to see if someone is angry or unhappy or if you’re in danger. You let your mind wander once you’re sure you’re not in danger. • Judging – you might have judged them as stupid or nuts so you don’t pay much attention to them • Dreaming – you’re half listening but you start to think of other things that the conversation has triggered for you • Identifying – everything the person says you refer back to your own experience. They say they feel sick and you start to think about all the times you have felt sick. • Advising – you are a problem solver and after hearing a little bit you’re off thinking about how to solve the problem
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• • • •
Sparring – arguing and debating is your first response and the other person does not feel heard because you are so quick to disagree. You tend to focus on things to disagree with rather than what you agree with. Being right – you go to any lengths to be right so you twist the facts, make excuses or change the subject to ensure you’re never wrong. Derailing – you just quickly change the subject to block the listening. This might be through a joke. Placating – you continually agree and want to be nice and supportive but are only half listening. “Right, absolutely, I know, yes, really” are repeated over and over to try and reassure the person.
Part 3 ‐ Three types of communication Discuss the following three different way of communicating: 3 types of communication Aggressive assertive passive Passive reaction This is when you ignore or do not say anything about what you really feel or think about the situation. It’s giving the cold shoulder, avoiding the person or problem. They win and you lose. Passivity shows a lack of respect for our own rights and the rights of others to know the effect of their behaviour upon us. Aggressive action This might be yelling, demanding or lashing out. Aggression closes communication. It’s about trying to win while the other person loses, and showing a lack of respect for a person’s rights to express themselves and feel safe. People often react out of fear and withhold information Assertive communication This means standing up for yourself but doing so in a way that still respects the other person and respects their rights. It’s about trying to get a win‐win situation. Assertive communication is defending ones rights while honouring the rights of others Feedback is a way of helping people consider their behaviour. It is a way of communicating that gives them information on how they affect others. For example you might describe the action another person is doing, e.g. name calling, and how it affects you, e.g. feeling angry or sad. Effective communication is:
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Assertive – communication defending one's own rights while at the same time honouring the rights of others plus Feedback – communication that gives people information on how they affect others equals Assertive feedback Assertive Plus Feedback Equals Assertive feedback Part 4: Three elements of communication Research has show that communication has three main elements. Each has an important effect on the communication. Communication is: Words 7% Tone 43% Body Language 50% Think about these examples: • If someone came up to you after your favourite pet died and said "sorry to hear about your pet" with a big smile on their face, what would you think? The body language doesn’t seem to agree with the words. • If someone said “I can’t wait to come to your party” but the tone of their voice was slow, monotone and sounded bored, would you believe them? The tone doesn’t agree with the words. • If some said “I love you to you” but were checking out someone else who was walking down the street, would you think they were sincere? The words don't seem to agree with the body language.
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Student Roles and Responsibilities Participate in agreed tasks Contribute to class discussions
Level of Teacher Support Facilitate discussion Organise materials and equipment Introduce tasks and activities Provide assistance when requested
Assessment To use these learning activities as assessment tasks, collect evidence such as: Teacher checklist and observation Teacher checklist for class discussions
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Unit 14: Publicity and Communication Skills
Sending and receiving messages handout Blocks to listening • Comparing – trying to assess who is smarter, more competent, better off, etc. • Mind reading – not paying attention because you distrust the person, so you are trying to figure out what the person is “really” thinking and feeling • Rehearsing – your whole attention is thinking and rehearsing what your going to say next • Filtering – you listen to some things but not others. You might focus on just getting enough information to see if someone is angry or unhappy or if you’re in danger. You let your mind wander once you’re sure you’re not in danger. • Judging – you might have judged them as stupid or nuts so you don’t pay much attention to them • Dreaming – you’re half listening but you start to think of other things that the conversation has triggered for you • Identifying – everything the person says you refer back to your own experience. They say they feel sick and you start to think about all the times you have felt sick. • Advising – you are a problem solver and after hearing a little bit you’re off thinking about how to solve the problem • Sparring – arguing and debating is your first response and the other person does not feel heard because you are so quick to disagree. You tend to focus on things to disagree with rather than what you agree with. • Being right – you go to any lengths to be right so you twist the facts, make excuses or change the subject to ensure you’re never wrong. • Derailing – you just quickly change the subject to block the listening. This might be through a joke. • Placating – you continually agree and want to be nice and supportive but are only half listening. “Right, absolutely, I know, yes, really” are repeated over and over to try and reassure the person.
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Unit 14: Publicity and Communication Skills
Sending and receiving messages handout, p.2 Communication styles
Communication is made up of: 7% words 43% tone 50% body language Three different way of communicating Passive reaction This is when you ignore or do not say anything about what you really feel or think about the situation. It’s giving the cold shoulder, avoiding the person or problem. They win and you lose. Passivity shows a lack of respect for our own rights and the rights of others to know the effect of their behaviour upon us. Aggressive action This might be yelling, demanding or lashing out. Aggression closes communication. It’s about trying to win while the other person loses, and showing a lack of respect for a person’s rights to express themselves and feel safe. People often react out of fear and withhold information Assertive communication This means standing up for yourself but doing so in a way that still respects the other person and respects their rights. It’s about trying to get a win‐win situation. Assertive communication is defending ones rights while honouring the rights of others 3 types of communication aggressive assertive passive
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