Business Communication
Objective of the Course
• understanding the importance and the difference of Business Communication • To increase
– Listening – Speaking – Writing
Basic Communication Model
Speaker encoding message decoding listener
3 V of Communication
• Verbal:What you say:the message
• Vocal: How you say: music of your voice • Visual: How you seem&who are you
Most powerful element of communication is:
Visual
Common Problem Areas
Sending:
Lack of gestures, tone of voice, ambigious words !: Convey the importance of the message.
Environment:
Problems in Sending
• using technical words for communication to nontechnical people
• forgetting that the visual and vocal elements are the most important, words less.
Noise in the environment
• Noise creates distortions of the message and prevents it from being understoood the way was intended
• Noises may be ringing telephones, honking horns, messy, chaotic surroundings etc.
Perception Problems
• Listeners ability to understand.
• Lack of attention, inattentive or bored listeners • Emotional state, stress, fear, anxiety, anger, • Financial pressures
• Prejudgements
The importance &difference of
business communication
• Time is money&time has a cost
Business Comm. must be
• brief
• Well-designed • precise
• specific • Short
• Net&clear
Four Personal Types
• Beside necessity of being briefly and precise
• There are different types of people in businessworld.
• They seem different, behave different
Two Dimensions of the Model
indirectness directness
Dimension 1:
Directness versus Indirectness:
• Describes the person’s observable behaviour
• Means the tendency to move forward by
Dimension 2:
Supporting versus Controlling:
• Explains the motivating goal behind our observable actions
• Supporting people tend to put relationships with others as their chief priority
Typical
Direct
People I
• Fast-paced, assertive, take charge
• Forceful, type A personality who confront
conflict, change, risk and decision making head on
• Outspoken communicators who often dominate • Competetive, impatient, confrontational, they
Typical
Direct
People II
• Confident; maintain strong eye contact and have firm handshakes
• People who thrive on accomplishment and are not concerned with rules and policies
• Tend to think “It is easier to beg forgiveness than to take permission”
Typical
Direct
People III
• Direct people may seem hasty, combative, has lower awareness of others’ needs,
impatient, dominant, manipulative and talkative
• They may seem dedicated, determined,
Typical
Indirect
People I
• Cautious in their approach to risk, decisionmaking and change
• Slow-paced, low-key, meek, harmonious • Slow to take initiatives at social gatherings • Tentative,reserved communicators who
hesitate to contribute in meetings,
Typical
Indirect
People II
• On unimportant issues prefer to conform, rather then argue. When they have strong convictions about an issue, however, they will stand their ground.
Briefly direct-indirect-
Verbal
• Low quantity of verbal communication
Direct
• Tells( Have a sit or sit down)
• Talks
• Expresses opinions readily
Briefly direct-indirect-
Vocal
Indirect
• Steady, even delivery • Less forceful
• Lower volume
• Slower speech patterns
Direct
• More voice variety • More forceful
• Higher volume
Briefly direct-indirect-
Visual
Indirect
• Gently handshake • Intermitten
eye-contact
• Limited gestures to empasize points
• Exhibits patience
Direct
• Firmly handshake • Steady eye contact
• Gestures to emphasize points
Typical
Supporting
People I
• Are emotionally open, with animated facial expressions and physical gestures
• Feel comfortable expressing joy, sadness, confusion
• Maintain closer physical proximity; end to be huggers, handshakers, and touchers
Typical
Supporting
People II
• Enjoy loose, amusing conversations, frequently tell stories, often embarrassing incidents
• Prefer unstructured time and are seldom disturbed when other people waste their time
Typical
Supporting
People III
• Supporting people are motivated by their relationships and feelings
• They want to get to know people and they tend to make decisions based on feelings, experiences and relationships
• Emotionally open and show it by using body
Typical
Supporting
People IV
• They like to make conversations enjoyable, so they often willingly stray from the
subject to discuss personal interests and experiences
• They may seem not dependant, weak,
Typical
Controlling
People I
• Emotionally reserved-called pokerfaces
• More rigid, physically, and less expressive than Supporting people.
• Tend to keep physically distant from others • Guarded and controlled physically, mentally
Typical
Controlling
People II
• Fact-oriented decisionmakers. Want to see statistics or hard evidence.
• People who prefer working alone and put little value on opinions and feelings
• More comfortable operating in an entellectual mode. • Champions of time management. They are the
Typical
Controlling
People III
• Controlling types are motivated by the task at hand and want to accomplish their goals.
• Usually keep their distance, both physically and mentally.Tend to stay away from others.
• Have strong sense of personal space and territory and hate it whensomeone invades it.
Typical
Controlling
People IV
• Controlling people adhere to a more time disciplined agenda.
• Concentrate on business, keep their personal feelings private.
• They prefer working with things or through people rather than with them or for them.
• They may seem restrictive, coercive or
Self assesment
First
• Are you more direct or indirect?
• Are you more supporting or controlling? Second
Being open to different styles
• Knowing which personal style best
describes you and the other people you need to communicate with is an important step in analyzing and improving your
communication skills.
• Each personal type has a different way of perceiving the world, behaving and
Four Behavioural Styles
The
Socializer
I
• Socializers are direct and supportive • Friendly,enthusiastic, action people
• Like applause, admiration, compliments
• Tend to place more priority to relations than tasks, like to have fun and enjoy life
The
Socializer
II
• Need interaction and contact with people • Are risk taker and based on more intuition. • Act and decide spontaneously
The
Socializer
III
• Like changes and innovations • Needs help in getting organized • Dislike conflict
• Maintain a positive, optimistic orientation to life
• Exaggerate and generalize
The
Socializer
IV
• Jump from one activity to another
• Work quickly and excitedly with others
• Seek esteem and acknowledgement from others • Disorganised, touchers, motivational
The
Director
I
• Directors are direct and controlling
• They are driven by an inner need to take charge of situations
• Are firm in their relationships with others, oriented toward productivity and goals and concerned with bottomline results
The
Director
II
• Need to be in charge, dislike action • Act quickly and decisively
• Think logically, power oriented • Want facts and highlights
The
Director
III
• Like changes
• Prefer to delegate details
• Cool, independent and competetive
• Low tolerance for feelings, attitudes and advise of others
• Work quickly and impressively alone • Want to be recognized for their
The
Director
IV
• Have a tendency to engage in arguments and conflict, decisive, precise, efficient
• Have good administrative skills
• Always in a hurry and talk business shortly • For more balance they need to learn active
The
Thinker
I
• Thinkers are both indirect and controlling. • Analytical, persistent, problem-solver
• Security conscious, in high need to be right • Slow to reach a decision but decisive
The
Thinker
II
• Think logically and analytically • Need data
• Need to be right
• Like organization and structure
The
Thinker
III
• Need to understand the process • Are cautious decision-makers • Prefer to do things themselves • Work slowly and precisely alone
• Like to be admired for their accuracy • Avoid conflict
The
Thinker
IV
• Disciplined about time, rigid, like charts&graphics • Critical for their own performance
• Tend to be accountants, engineers, computer programmers, system analysts, architects,
chemists, physician, maths.
• For balance they need to improve timely
The
Relater
I
• Relaters are supporting and indirect.
• They are the most people-oriented of all 4 • Having close, friendly, personal relations
with others is one of the their most
important objectives, and dislike conflict.
The
Relater
II
• Concerned with stability • Think logically
• Want documentation and facts • Need personal involvement
The
Relater
III
• Work slowly with others • Try to accomodate others • Want tranquility and peace
• Seek security and belongingness • Enjoy teamwork
The
Relater
IV
• Have strong networks of people like them • Unassertive, warm, reliable, soft-hearted
• Compliant, slow in taking action, avoid risk • Good trust builders, good team players
The
Relater
V
• Primary strenghts of Relaters are caring for and loving others
• They like others to be friendly, courteous, genuine, responsible and sensitive
The Four Style in
Business Life
• The Socializers like other-people to be risk-takers and act quickly, and decisively
• The Directors like others to be decisive, efficient, receptive and intelligent
• The Thinkers like others to be credible, professional, sincere and courteous
The Four Style in
Social Life
• The Socializers like others to be unhibited, spontaneous and entertaining
• The Directors like others to be assertive, clever and has sense of humour
• The Thinker like others to be pleasant and sincere
The Four Style At Glance
Relater
• Relationship-oriented • Moves, act and speaks
slowly
• Wants tranquility peace
• Socializer
• Relationship-oriented
• Moves, acts, speak quickly • Risk- taker
The Four Style At Glance
Thinker
• Task-oriented
• Moves, acts and speaks slowly
• Wants to be accurate • Enjoys solitary,
intellectual work
• Cautious decision-makers • Good problem-solving
skills
Director
• Task-oriented
• Moves, acts and speaks quickly
• Wants to be in charge
Adapting Yourself I
If you are a
Director
Lower your emphasis on
Control of other people
Develop and
demonstrate more
Supportive skills and actions such as
listening, questioning, and positive
Adapting Yourself II
If you are a
Socializer
Lower your emphasis on
Need for approval from other people or groups
Develop and
demonstrate more
Directive skills and actions such as self-assertion,
Adapting Yourself III
If you are a
Relater
Lower your emphasis on
Resistance to try new or different opportunities
Develop and
demonstrate more
Adapting Yourself IV
If you are a
Thinker
Lower your emphasis on
Unnecessary
perfectionism and the tendency to focus on weakness
Develop and
demonstrate more
Supportive skills and actions such as
emphatic listening,
positive reinforcement of others, involvement with others with
Communicating with
Socializers
I
Direct &Supporting people who talk, move and make-decision quickly and they are relation oriented:
• Support their opinions
Communicating with
Socializers
II
• Avoid conflict and arguments
• Agree and make notes of the specifies of any agreement
• Compliment their appearance, creative ideas, persuasiveness, and charisma
Communicating with
Directors
I
Direct &Controlling People, who talk, move and make decisions quickly, and they are task-oriented
• Support their goals and objectives • Talk about the desired results
Communicating with
Directors
II
• Recognize their ideas rather than them personally
• Be precise, efficient, well-organised
• Provide them clearly described options with supporting analysis
Communicating with
Thinkers
I
Indirect &Controlling people who move and make decisions more slowly. They are task-oriented.
• Be thorough and well prepared
Communicating with
Thinkers
II
• Compliment their efficiency, thought process and organization
• Be systematic, exact, organised and prepared
• Describe a process in detail and explain how it will produce results
Communicating with
Thinkers
III
• Allow time for deliberation and analysis • Answer questions and provide details and
analysis
• List advantages and disadvantages of any plan
Communicating with
Relaters
I
• Be warm and sincere• Support their feelings by showing personal interest
• Assume that they will take everythink personally
• Allow them time to develop trust in you
Communicating with
Relaters
II
• Actively listen
• Discuss personal feelings in the event of a disagreement
• Discuss and support relationship • Compliment their teamwork, their
One-Dimensional Adapting
Sometimes you may want to adapt your style but you may be not sure what style the other person has. If you recognised one
Increasing
Directness
I
If the person is Direct (moves and speaks quickly; readily expresses thoughts and
feelings) you can increase the directness of your conversation by the following:
• Speaking in a faster pace
• Initiating conversations and decisions
Increasing
Directness
I
• Using direct statements rather than roundabout questions
• Communicating with a strong, confident voice • Challenging and tactfully disagreeing when
appropriate
Increasing
Indirectedness
I
If the person is Indirect (moves and speaks more slowly, is cautious in expressing
personal thoughts and feelings,and in making decisions) you can increase your
Indirectedness by the following:
Increasing
Indirectness
II
• Showing less energy, Being more mellow. • Not interrupting
• Providing pauses to allow other person speak
• Refraining from criticizing, challenging, or acting pushy
Increasing
Supportingness
I
If the person is Supporting( motivated by
relationships and feelings), you can increase your Supportingness by the following:
• Sharing your feelings and letting your emotions show
Increasing
Supportingness
II
• Paying personal compliments
• Taking time to develop relationship • Using friendly language
• Communicating more, loosening up, and standing closer
Increasing
Controllingness
I
If the person is Controlling (motivated by the task at hand and accomplishing goals) you can increase your controllingness by
following:
Increasing
Controllingness
I
• Keeping to the agenda
• Leaving when the work is done; not wasting time
• Not initiating physical contact
• Downplaying enthusiasm and body movement
We learned that
Dynamic communication that persuades influences requires a speaker and a listener who are on the same wavelenght
• By understanding 4 styles, you have the basis for expanding your communication potential
Next Lesson
We will work on
Lesson II
We will learn
Verbal Communication
• Active listening
• Art of Asking Questions • Using Feedback
Verbal Communication
• Sending the messages verbally.
We may use 4 styles for efficient sending.
• Receiving the messages accurately.
Listening
The most important skill of a manager is ...?.. Ineffective or poor listening is the most
frequent causes of misunderstandings,
mistakes, unhappy customers, low morale emloyee, missed sales, in private life
Reasons of Poor Listening I
Reasons of poor listening are as follows: • Listening is hard work: requires
concentration
• Competition:competition of taking our attention by advertisements, radio, TV etc. • The rush to action: we think that we know
Reasons of Poor Listening II
Reasons of Poor Listening III
Lack of training: we do more listening than speaking, reading or writing but we
receive no formal education for good listening.
The average employee spends about 3 quarters of each working day in verbal
Reasons of Poor Listening
The typical employee’s listening effectiveness is only 25 percent.
Three-fourths of everything that employee hears is distorted or quickly forgotten.
The normal untrained listener is likely to
Benefits of Better Listening
It improves relationships:
Listening to someone makes them feel good about you which leads to increased trust and credibility and an increased willingness
Benefits of Better Listening
There are fewer Misunderstandings
Fewer errors result in lower costs, better products and services and higher profits Better Understanding
Four Levels of Listening
People typically listen at one of four basic levels of attentiveness. Each category
Nonlistening I
The nonlistener does not hear the speaker at all. In fact, no effort is made to hear the speaker.
Recognized by her blank stare and nervous mannerism and gestures
Non listener wants to do all or most of the
Nonlistening II
The nonlistener is usually considered a social boor and know-it-all, perceived as
insensitive and nonunderstanding.
Marginal Listening I
Hears the sounds and the words but not the meaning and intent. The message is not
Marginal Listening II
Marginal listening is hazardous, because
misunderstanding are possible. In 1st level speaker may notice the non-listener but may not notice the marginal listeners level of
Evaluative Listening I
More concentration and attention are required at this level. The evaluative listener is
actively try to hear what the speaker is saying but is not making An effort to
Evaluative Listening II
Evaluative listener tends to stay away emotionally from the conversation.
Evaluates the message strictly on the basis of words delivered, totally ignoring that part of the message carried in the speakers vocal intonation, body language and facial
expressions. Thinks that she understand but the speaker does not think so.Critizes
Active Listening I
Unquestionably the most comprehensive and powerfull level of listening. Demanding and tiring because it requires the deepest level of concentration, attention and mental as well a emotional processing effort.
Active listener refrains from coming to
Active Listening II
Attention is concentrated on the thoughts and the feelings of other person as well as the spoken word.
To listen in this manner requires our initial suspension of our own thoughts and the feelings in order to give attention solely to the message and intent of the speaker.
“emphaty”. It requires listener give
Developing Listening Proficiency
You should develop 6 separate skills:CARESS
Concentrate
Acknowledge
Research
The
C
ARESS Model I
Concentrate:
Focus your attention on the speaker and only on the speaker. That will help you to
eliminate environmental “noise” and help you “receive” the message clearly.
The
C
ARESS Model I
Concentrate
External Environmental Barriers:
Noises in the room, other people talking, poor acoustics, uncomfortable, cold, hot room, visitors, outside traffic, TV, radio, telephone
External Speaker-Related Bariers:
The
C
ARESS Model I
Concentrate
Internal Listener-Related Barriers are 2 types: Internal Physical Barriers:Bad timing like times
close to quitting or lunch times. Pain,
discomfort, stress, fatigue prevent attention Internal Phychological Barriers:Inner voice,
The
C
ARESS Model I
Concentrate
All of this barriers create incredible distractions which prevent the communication.
To begin lowering these barriers we have to assess whether they are in our control or not. Try to control and overcome the barriers.Then,
The C
A
RESS Model II
Acknowledge:
When you acknowledge your speaker, you demonstrate your interest and attention. Your acknowledgement encourages the
The
C
ARESS Model II
Acnowledge
Think about how you like to be listened to: • eye contact
• Verbal responses and participation like
asking questions an vocal prompts: “hmm”, • Gestures like smiling, leaning forward with
The CA
R
ESS Model III
Research:
Gather information about your speaker, his interests and objectives. This will help you understand the message, ask questions for a more in-depth conversation and respond to the speaker in a way that promotes
The CA
R
ESS Model III
Research
As Listening skill, research allows you to clarify the message, go to deeper topic.
As research tools asking questions and giving feedback let the communication flow easier. If only speaker is talking listeners only listen,
The CA
R
ESS Model III
Research
There are 3 parts of emphathy statements:
Tentative Statement
Tentative Statement
Defining the feeling
Putting it into its situational context
“It seems to meIt seems to me, you’re very frustrated
The CA
R
ESS Model III
Research
Emphathy statements proves your attention.
Encourage speaker to share feelings. It is a good way to get people open up and share thoughts with you.
Gives opportunity to the speaker refine, expand or correct message
The CAR
E
SS Model IV
Exercise Emotional Control:
Deal with highly charged messages in a
thoughtful manner and wait until the entire message is received before reacting.
The CAR
E
SS Model IV
Exercise Emotional Control
What causes an emotional overreaction? Often differences in values, beliefs, attitudes,
education, image etc. can cause...
Dressing style, too casual or to high-powered.. Speaker’s accent, regional differences.
The CAR
E
SS Model IV
Exercise Emotional Control
Do emotional control by recognizing and redirecting your negative emotional
reactions.
Recognize by increased heartbeat, respiration or facial flush that you are getting upset.
The CAR
E
SS Model IV
Exercise Emotional Control
Pause: or delay of action with taking deep breath, or counting till ten and try to calm down
Common ground: Try to think about what you have in common with the speaker, rather than focusing on
what is different
The CARE
S
S Model V
Sense the Nonverbal Message:
What is the speaker saying with his body
The CARE
S
S Model V
Sense the Nonverbal Message
According to Dr. Mehrabian, author of Silent Messages, about %90 of the message is
carried through visual and vocal channels. Only 7-10 % is verbal, through actual words. It is critical that we learn to recognize the
The CARES
S
Model VI
Structure:
Structure and organize the information as you receive it. This is what you should do with the time generated by the gap between
speaking and the hearing speeds. By
organizing the information as you received it, you will improve your retention and
The CARES
S
Model VI
Structure
There is a time gap between the listening and the speaking speeds. The gap time can be used by structuring.
Structuring revolves around three primary activities as:
The CARES
S
Model VI
Structure
1.Indexing: is taking mental or written notes of 1. the topic or the major idea,
2. the key points being discussed, and
3. the reasons, subpoints and supporting points Indexing is made easier by listening for
The CARES
S
Model VI
Structure
2. Sequencing: is listening for order or priority. Sometimes someone tells you something in
which the order is very important, you are given instructions or directions where the order is crucial. Like indexing you need to
The CARES
S
Model VI
Structure
3. Comparing: is trying to discriminate between what is fact and what is
assumption, discriminate between advantages and disadvantages and discriminate between positives and
negatives.You also listen for consistency. Another method is taking notes on what the
ACTIVE LISTENING
ATTITUDE
The skills needed to improve listening are relatively simple to learn and implement. Perhaps the harder task is developing the active listening attitude.Understand that: 1. Attitude: Listening is as powerful as
ACTIVE LISTENING
ATTITUDE
2. Attitude: Listening saves time: People who listen actively find that they experience fewer mistakes, fewer interpersonal
misunderstandings, less employee and customer turnover.
3. Attitude: Listening is important and
The Art of Asking Questions
The word is full of questions:
Good, silly, important and offensive questions. Questions can built rapport and trust or
foster suspicion and dislike. Questions can open up a conversation or weaken&closed. Questions generate information or loose
The Art of Asking Questions
Asking good questions is particularly
important in organizations where working together to achieve a common purpose
depends upon the members of the
organizations understanding each other
clearly.Asking questions about how things are done, why they are done, who is
The Art of Asking Questions
We ask questions a lot since our childhood.
But the point is being able to ask right question at the right time for communication.
Why Do We Ask Questions?
Why do we ask questions?
2. To stimulate conversation: For socializing.
How are you? Have you heard? Did you see? Can you believe? What do you think? Etc.. 3. To gain the other’s views: When you need
to know what someone else is thinking, ask.
Why do we ask questions?
4. To check agreement: What does other person think about what you have discussed? Do you think we are on the right track? Can you
support this decision? Are we in agreement, Do you have any objections? How does this sound to you?
Why do we ask questions?
6.To build rapport and trust: Rapport and trust are built by showing support for the other person’s goals and objectives. How can I help you? What can I do to help you to meet your objectives? What would you like to accomplish? Tell me about your
The Two Major Types of
Questions-Closed
There are two types of questions:
1. Closed:generally simple, information
gathering questions. Response to a closed question is usually “yes”, “no” or a very brief answer.
The Two Major Types of
Questions-Closed
Closed question perform the following functions: 1. They allow specific facts to be gathered. What
colour do you prefer?
2. They are easy to answer. Will you be finished, by 5.00 p.m.?
3. They are useful in the feedback process where someone wants to check the accuracy or
The Two Major Types of
Questions-Closed
4. They can be used to gain commitment to a position. Does this seem right so far?
5. They can be used to reinforce positive
statements. This seems like a good plan, doesn’t it?
The Two Major Types of
Questions-Open
Open questions are generally more deep and require longer, more complex answers. Are used to draw out a wide range of responses on a broad topic.
Often ask for opinions, thoughts and feelings. • How did you feel about the meeting?
• What could we do to make this project better? • How can we meet our objectives?
The Two Major Types of
Questions-Open
Open questions have the following characteristics: 1. They can not be answered by a simple yes or
no. How do you think we could make this process work better?
The Two Major Types of
Questions-Open
4. They draw out ideas and feelings. How do you feel about the reorganization of the department?
5. They encourage elaboration on objectives,
needs, wants and problems. What do you think about the new employee review system?
The Two Major Types of
Questions-Open
7.They stimulate thinking about your ideas.
Where do you think we might run into problems with this idea?
8.They allow a broad range of responses and styles. How would you change the policy?
The Two Major Types of
Questions-Goals
1.Fact-Finding: If you are looking for
The Two Major Types of
Questions-Goals
2.Feeling-finding:to understand a person’s feeling about a subject generally requires open questions.“Are you happy about the project?” Does not get the same response as the open-ended question “How do you feel about the project?”Used properly,
The Two Major Types of
Questions-Goals
3. Clarifying: Closed questions are used to verify your understanding of a conversation.
Do I understand you correctly? Are you
referring to ..? Do you mean..? are examples of questions which you may ask to make
The Two Major Types of
Questions-Goals
4. Expanding: Open questions are used to draw out further information on a topic.
The Two Major Types of
Questions-Goals
5. Directing: Directing questions are
generally closed and point the conversation toward a particular goal. What was the other point you wanted to make? Can we go back and talk about your first item? Could’nt we postpone the decision for a week? With
these questions, you want to direct the
Questioning Strategies I
All forms of communication are improved by planning and understanding the focus of the communication. Questioning is similar.
In questioning, or for starting a conversation, you may start with an open, broad question and you may go deeper by choosing any
Questioning Strategies II
Some General Strategies
1. Have a plan: Know what you want to
accomplish and what type of questions you will need to use. You do not have the questions
written but in advance you should be clear about your objectives.
2. Keep the question simple: It is best to ask for one answer at a time. If there are two or three
Questioning Strategies III
Some General Strategies
3. Stay focused: Keep the questions on track and follow a topic to its conclusion. Any question that starts with “By the way..” is probably means that the subject has
changed. Hold the question for later.
Questioning Strategies IV
Some General Strategies
6. Stay nonthreatening: Trust is a key essential in communication. The wrong question can
quickly destroy trust and the relationship. “Why didn’t you...?”, “How could you..?”, Aren’t you...” are the questions which
generally make people defensive. Once someone throws up a wall of defense, the
Questioning Strategies V
Some General Strategies
7. Ask Permission: If the ares of questioning is sensitive, explain the need for the
questions and ask permission before
questioning. “The application requires
Questioning Strategies VI
Some General Strategies
7. Avoid manipulation: Keep the relationship as a primary focus. Tricking someone into giving you an answer you want destroys trust and rapport.
Would you prefer to work overtime tonight or tomorrow night? Does not give a person the chance to say that he does not want to work overtime at all. Explaining the need for the
Making sure with feedback
“It isn’t very far.”
“I need it very quickly.”
“That will cost a lot of money.” “It will not cost you too much..”
Making sure with feedback II
These kinds of statements which we use very frequently in our daily life, needs to be
clarified and confirmed with the other part of the communication. Unless, there may be misunderstandings and lack of information. Feedback and clearification can take the
Types of Feedback
Feedback comes in a number of forms. There is
verbal, nonverbal, fact and feeling types. Each serves a specific purpose in the
communication process. • Verbal Feedback:
Types of Feedback-Verbal I
1. to ask for clarification of a message.
2. To give positive and/or negative strokes to the other person.
3. To determine how to structure a presentation that will be meaningful and effective for the other
person.
1. to ask for clarification of a message.
Types of Feedback-Verbal II
• Let me be sure I understand what you’ve said • Let’s see if I can review the key points we’ve
discussed.
• I hear you saying...
Types of Feedback-Verbal III
Clearifying feedback statements can also end with the following:
• ...Did I understand you properly? • ...Did I hear you correctly?
• ...Was I on target with what you mean? • ..Were those our major concerns?
Types of Feedback-Verbal IV
Using feedback is mostly very critical in the workplace. There is only one way to know if the message you are receiving is the same as the message being sent.That is by asking for clarification, or restating the message
Types of Feedback-Verbal V
2. To give positive and/or negative strokes to the other person.
When a person does something positive that
behaviour needs to be positively reinforcement. Simple statements are in order such as: “The
Types of Feedback-Verbal VI
“You are doing an excellent job staying with budget”.These statements tell the person
specifically what you recognize and appreciate. Given in a timely and consistent manner, this type
Types of Feedback-Verbal VII
On the other hand, when behaviour requires negative feedback, offer it in a private,
constructive environment. Ignoring
inappropriate performance tends to prolonge it, as silence has been meant as tacit
approval. No one likes to be critized, so
negative feedback should be directed only at the performance. If possible it must be
Types of Feedback-Verbal VIII
For example:, use phrases such as: “It’s obvious that you put in a lot of effort on this report.
The issues are so complex that it would help if we had a one page summary.”,”Your work is extremely accurate but when you come in late, it puts us all behind schedule.”,”I
Types of Feedback-Verbal IX
It is important to make sure you give the
person enough specific information so that he can correct his performance in the future. 3. During presentation:
By asking simple questions, you can determine whether a presentation is
Types of Feedback-Verbal X
For example in a project planing presentation you may ask, after general brief summary as “Would you like me go into the details of this project, or do you have some other questions that you’d like to ask me first?” allows you to determine the
persons present state of mind or level of
Types of Feedback-Nonverbal I
Nonverbal means the message of positive or negative attitudes, feelings, opinions that you give by using our bodies, eyes, faces, postures and senses. You do this consiously or unconsciously, just as others do with you. The sensitive, perceptive communicator uses
Types of Feedback-Nonverbal II
The result is a positive continuance of the
interaction and increased trust and credibility in the relationship.
The # of the nonverbal feedback is not as
Types of Feedback-Nonverbal III
Nonverbal feedback is very important in manager/employee relations.Too often ineffective communications between
managers and employees result in “mixed messages” This means that while one
Types of Feedback-Nonverbal IV
Mixed messages create tension, distrust. Rightly and wrongly, the person feels that you are
purposely hiding something. It is extremely important to keep your verbal and nonverbal messages syncronized.
Types of Feedback-Fact I
Like fact-finding questions, fact feedback is about specific data and information. Fact
feedback is asking a spesific, closed question or making a spesific statement of the facts as you know it and asking for clarification.
When you are depending on the other people’s facts and they are depending on yours, it is critical to get and give the information
Types of Feedback-Fact II
• Due to recent layoffs, all employees are expected to work harder.
• There will be a short wait for a table. • Don’t spend too much time on that job.
Types of Feedback-Fact III
• What exactly do you mean by “working harder” How much hours may be the overtime?
• How long is the wait? Will we wait 15 mnt or .? • How much time should I spent on the job? Is
there a deadline?
Types of Feedback-Feeling I
What are the underlying causes and
motivations behind her message and her
facts? How much personal feelings does her message carry for her? How does she really feel about what she is saying to you? Does she know whether her message is really
Types of Feedback-Feeling II
Feeling feedback is especially important in organizations.. Perhaps because it is so seldom requested. The old school of
business etiquette believed that feelings had no place at work. Personal lives, feelings
and emotional involvements were to be left in entrance of the work. We know today
Types of Feedback-Feeling III
Research has shown that one of the most effective ways to handle organizational change is to let people “chat” about how
Types of Feedback-Feeling IV
Organizations are a complex web of people working to achieve a common purpose.
As organizational life becomes more complex and more demanding, it requires the full
commitment of each member to achieve the organizational goals. Full commitment
Types of Feedback-Feeling V
Organizations that request and provide a high level of feeling feedback understand that
the feelings of each person are critical part of the communication process.
Types of Feedback-Feeling VI
Feeling Feedback should be two-directional: You need to make effort to understand the feelings, emotions and attitudes that underlie the messages that come to you.
Types of Feedback-Feeling VII
Followings are candidates for feeling feedback questions:
• I am tired of all the politics around here. • My last review was a joke
Types of Feedback-Feeling VIII
Examples of requests for feeling feedback would be:
• How are the “politics” here affecting you?
• What’s bothering you about your last review? • Whay do you feel that management isn’nt
committed to the quality program? • What would make you feel like the
Types of Feedback-Feeling IX
Fact feedback is meeting of minds, feeling
feedback is meeting of hearts. It is just effective use of empathy.When you can really experience the other person’s true feelings and understand where she is coming from and project this
emotional awareness to her, it serves to
The Keys to Effective Feedback I
Through the effective use of feedback skills, you can create a good communication climate.
Give and Get Definitions: The meanings and the interpretations of the words and phrases may differ according to the different people, group, region and society. There are many many different meanings of the words, in
The Keys to Effective Feedback II
Do Not Assume: Because it is dangerous.
Do not assume anything in communications. Do not assume that you and the other part are
talking about the same thing.
Do not assume that the words has the same meaning or automatically understood.
The Keys to Effective Feedback III
Ask Questions: Rule is This:
“If there is a doubt, check it out”. Questioning is a method for checking.
Clarifying questions, expansion questions, direction questions, fact-finding questions, feeling-finding questions and open
The Keys to Effective Feedback IV
Speak The Same Language: Avoid from
using technical and ambiguous words. If the people do not understand you, this may
increase suspect and distrust.
The Keys to Effective Feedback V
Give Feedback On The Behaviour, Not The Person
This is about positive and negative strokes. Relate the feedback with the action or behaviour to be praised or punished. Never direct it to personality of the person. Indicating specificaly, the
behaviour and action, give the person the chance to understand and work on for better
The Keys to Effective Feedback VI
Track The Good Timing: There are times when it is best not to give feedback. Take a deep breath, close your mouth and restrain your body language and facial expressions in these situations. When the person was
Conflict Resolution
People naturally disagree about what to do, how to do, and when to do it.
That interaction of ideas and opinions sparks new ideas and leads to better solutios and plans of action.
However when differences of opinion are accompanied by too much emotional
Nature of Conflict
Conflict does not need to be destroying. Open communication without emotional
explosions is the key method for resolution. Thre are three components of conflict:
1. Two or more persons are involved
Common Sources Of Conflict I
• Ambigious Responsibility Levels: Clear job descriptions and and organization charts can help prevent these conflicts.
• Limited Resources: Generally every
department require to extend their share in
limited sources and maximize its own results. • Conflict of Interest: Each individual in an
organization needs to know how his own
Common Sources Of Conflict II
• Communication Barriers: Differing
perceptions, language, ineffective listening, “style” differences, power and status barriers. Communication training is the solution for this. • Interdependency: Increasingly our ability to
Common Sources Of Conflict III
Increased Interaction:The more people interact, the more potential there is for conflict. The trend toward increasing levels of participation and teamwork
indicates a higher level of conflict and a greater need for conflict resolution skills.
Competition: For rewards such as promotions,
recognition conflict is natural. If the organization
The Four Phases of Conflict
Conflict may occur between individuals, groups and organizations. Phase are the same.
1. First:Appears in change.A budget cutback, a new project, change of manager or value etc.
2. Perceived: The point at which members are becoming aware of the problem& the tension.
Strategies For Managing Conflict I
Each strategy has advantages&disadvantages. In any case, familiarize yourself with them.
Avoidance:Rarely work, ostrich approach.
Accommodation:Someone sacrifies or say OK
Domination:Someone imposes a solution.
Negotiation:Involves moderate levels of
Strategies For Managing Conflict II
Collaboration:Requires a high level of cooperation and assertiveness. Takes
4 Components of Collaboration I
1. Understanding&Respecting: Collaboration assumes an equality for all parties.The goals and objectives of each person are presented equally regardless the positions. All of the goals and objectives need to be ranked and evaluated logically with participation of all the parties. Each member tries to stay
focused on the organization’s goals rather
4 Components of Collaboration II
2. Assertiveness:For a collaboration to succeed, each person must feel safe in expressing his ideas and opinions. Each position needs to be presented as powerfully possible. People often confuse assertiveness with agression.
4 Components of Collaboration III
3. Creative Problem-Solving: Good creative problem-solving skills can help define a
solution that results in a win for each person. It is important to focus on the problem rather then specific solutions. Spend time
Strategies For Managing Conflict VI
4. Confrontation: This is a specific
Details of Confrontation
Confrontation process allows you to get at the root causes of the conflict in a productive
manner. You are indirectly trying to say. “Let’s exchange ideas-pleasantly and comfortably. I will try to hear you will take your opinion into account before I state mine. Than I want you hear my opinions and them into account. Once we have exchanged our opinions, we will
Levels of Confrontation I
There are levels of confrontation which starts with understanding till behavioural change. 1. Reflection: Demonstrate your sincere desire
Levels of Confrontation II
“I understand that you feel/think___________ because________________.”
Levels of Confrontation III
2. I Statement: With I statements you reveal your feelings, asserting your own needs and objectives in a nonjudgemental fashion.
Levels of Confrontation IV
3. Diplomatic Disagreement: In the
diplomatic disagreement stage you try to achieve understanding in a gentle, tactful manner. You want the other person to
Levels of Confrontation V
“You feel/think________________.”
“I appreciate your position and understand that __________.”
“I understand that you think we need a new computer.”
Levels of Confrontation VI
4. Gentle Confrontation: In gentle
confrontation you try to cause a change in behaviour and built the relationship at the same time. You want to suggest the change in a tactful manner. The format includes
reflection, an indication that other person is valued, an I statement and indication od
Levels of Confrontation VII
“You feel/think_______.”
“I appreciate your position and I understand that_____________.”
Levels of Confrontation VIII
“You think the accounting department should pay our vendors immediately.”
“I appreciate your position and understand that it helps you negotiate better prices.”
I feel frustrated, however, because I am trying to manage our cash flow as well as our profits.
If you continue to pressure the accounting dept., it will make it much more difficult for me to manage the cash flow and the investments. That could
