I-TECH LMI Module: Communication Practice
Total time: 2 hours
Learning Objectives: By the end of this module, participants will be able to:
1. Identify barriers to effective communication.
2. Discuss ways to overcome barriers and improve communication.
Overview
Session
Time
Title
Content
1
5 min
Introduction
Learning Objectives for Module and overview
2
45 min
7 Barriers to
Communication
Small group exercise to increase understanding of
the 7 barriers
3
1 hr
Communication
Issues
Small group exercise using scenarios to practice
identifying strategies to overcoming barriers
4
10 min
Wrap-Up
Emphasize the importance of communication to
leadership and of overcoming barriers. Fill out
Application Worksheet.
Resources Needed



Flipchart paper
Markers
Tape
Handouts
•
•
•
Handout 1: Seven Barriers to Great Communication
Handout 2: Communication Scenarios
Handout 3: Application Worksheet
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Module: Communication Practice
Trainer Instructions
Session 1. Introduction: 5 minutes
Clarify the objectives of this session.
Explain that there are two parts to this session. First, we will break into 7 small groups to discuss the 7
common barriers to communication as they relate to participants’ experience. The groups will report
back.
Then, we will work in 5 small groups to address 5 communication challenges. These small groups will
also report back to the full group.
Session 2. 7 Barriers to Communication: 45 minutes
1. Break into small groups
2. Assign each group a barrier
3. Each group will read about the barrier assigned to them (Handout 1) and discuss how this barrier
relates to our work. They will find a volunteer to report back after 10 minutes. The group will need
to:
a. Explain the barrier
b. Share several examples from their context
c. Describe some possible solutions
4. Give the groups 10 minutes to discuss this
5. Ask each group to make a BRIEF (5-minute) presentation
Session 3. Communication Issues: 1 hour
1. Assign each table one of the 5 scenarios described on the Communication Scenarios handout
(Handout 2).
2. Give the groups 15 minutes to discuss the issue.
INSTRUCTIONS
a. Have one person read the handout with a description of the challenge and instructions for their
work
b. Discuss the challenge
c. Clarify the communication elements of the challenge
d. Identify Barriers to Communication that might be affecting the situation
e. Develop the beginning of a strategy to address the issue. You will not have enough time today
to develop an entire strategy, but you can begin the process. Consider:
 How could we handle this?
 What specific steps could we take?
f. Assign someone to report out from the group (you may use flipchart paper if you would like)
3. Explain that this is not a lot of time, so the groups will have to work fast.
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4. After 15 minutes, ask each group to report to the full group what they discussed.
5. After each presentation, ask the full group to comment on the ideas presented.
 Any comments on this report?
 What additional thoughts do you have about this strategy?
 Are there any key issues missing from this discussion?
Session 4. Wrap-Up: 10 minutes
1. Wrap-up by reminding participants that communication is one of the most important skills in being
an effective leader and manager.
2. We all need to pay attention to communication and work on improving how we communicate with
each other.
3. Ask if there are any questions.
4. Ask participants to fill out the Application Worksheet for this session (Handout 3).
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Handout 1
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Seven Barriers to Great Communication
It's not always easy and often takes a lot of determination. But making an effort to remove the obstacles
- tangible and intangible - that stand in our way can be the key to building relationships that really work.
-by Eric Garner
Many people think that communicating is easy. It is, after all, something we have done all our lives.
There is some truth in this simplistic view because communicating is straightforward. What makes it
complex, difficult, and frustrating are the barriers we put in the way.
If we are not aware of these barriers, we are even more likely to fall victim to them. Working on
improving communication may require more than awareness of the barriers, it may require changing
your thoughts, your feelings, your behavior, and your physical connections. That way, you can break
down the barriers that get in your way and enjoy effective communication.
Here are the 7 top barriers to communication.
1. Physical barriers
Physical barriers in the workplace include:
 Marked out territories
 Areas into which strangers are not allowed
 Closed office doors
 Barrier screens
 Separate areas for people of different status
 Large working areas or working in one unit that is physically separate from others.
Research shows that one of the most important factors in building cohesive teams is proximity. As long
as people still have a personal space that they can call their own, nearness to others aids communication
because it helps us get to know one another.
2. Perceptual barriers
The problem with communicating with others is that we all see the world and experience events
differently. Our thoughts, assumptions and personal experience shape our perception of reality.
Perceptual barriers are experiences that distort communication.
For example, if the receiver of the communication is untrusting because of past experiences, then s/he
may form an opinion of what is being communicated without effectively listening. Another example of
perceptual communication is when the sender of the communication has low self-esteem and therefore
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does not convey his message with conviction. In this case, the strong words will not convince the listener
because the perception of the communicator is that he does not believe in the message.
3. Emotional barriers
One of the chief barriers to open and free communication is the emotional barrier. It is comprised
mainly of fear, vulnerability and suspicion.
For some of us, our unwillingness to communicate fully comes from our childhood and infancy when we
were taught to be careful what we said to others. We may have been told, “Don’t speak until you're
spoken to" or "Children should be seen and not heard". As a result, many people hold back from
communicating their thoughts and feelings to others. They feel vulnerable.
While some caution may be wise in certain relationships, excessive fear of what others might think of us
can stunt our development as effective communicators and our ability to meaningfully contribute to the
workplace.
4. Cultural barriers
Cultural barriers may affect our communication patterns. Cultures affect how we think – the ways we
see, hear, and interpret the world. Communicating across cultures is especially challenging. Thus the
same words can mean different things to people from different cultures, even when they talk the
"same" language. When the languages are different, and translation has to be used to communicate, the
potential for misunderstandings increases.
Each culture has its own rules about proper behavior that affect verbal and nonverbal communication.
Whether one looks the other person in the eye or not; whether one says what one means overtly or
talks around the issue; how close the people stand to each other when they are talking; whether
emotions are shared – all of these and many more are rules of communication that differ from culture
to culture.
There are also cultural issues related to communication within work groups (a clinical team, a project
team, etc.). When we join a group (and if we wish to remain in it), we may need to adopt the
communication patterns of the group.
5. Language barriers
Language that describes what we want to say in our terms may present barriers to others who are not
familiar with our expressions and jargon. When we couch our communication in such language, it is a
way of excluding others. In a global market place the greatest compliment we can pay another person is
to talk in their language.
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6. Gender barriers
While there are no absolutes and individual differences in communication types vary across employees
groups, general identified trends can assist managers in elevating simple gaps in communication styles.
Robin Lakoff, author of “Language and a Woman’s Place,” studied differences in how boys and girls in
the United States are taught to communicate throughout their early childhood development. Essentially,
Lakoff observed that girls are taught to use passive, empathetic voices and are more encouraged toward
active listening. Boys, however, are encouraged toward competition, using forceful, active tones.
Reinforced by local social values, these communication styles can be carried into the
workplace. Deborah Such, a nonverbal communication and networking coach, explains subtle
differences in the ways men and women communicate. She describes a scenario where a man and
woman are conversing. It would not be uncommon for the woman to nod continuously while the man is
speaking. “To her,” Deborah points out, “she is merely encouraging him to continue speaking; but to
him, it is a sign that she agrees with everything he is saying.” This scenario illustrates how slight
differences in understanding contribute to misunderstanding. To counter this, one must periodically
engage the listener for feedback and comprehension.
7. Interpersonal barriers
Interpersonal barriers to communication can result in workplace conflict that is difficult to resolve.
Interpersonal barriers might take the form of positive and negative attitudes, inattentive listening,
emotional reactions and other dynamics. These result in withdrawal (refusing to engage), passive
resistance (doing the work according to procedures, but not contributing all that you could or being in a
meeting, but not actively participating), and even manipulation (sabotaging the work of another).
Effective interpersonal communication requires a high level of honesty and acceptance of yourself and
others.
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Handout 2
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Communication Scenarios
GOAL: Provide an opportunity for you to work with your colleagues to identify communication strategies
and practice communication skills to solve work-related issues.
DIRECTIONS:
1. Read the Communication Scenario below.
2. Identify Barriers to Communication that exist.
3. Develop a strategy to address the issue.
a. How will you handle this?
b. What specific steps will you take?
4. Report Back
A. Communicating with Colleagues
You are a member of a working group that is closely tied to the technical area for which you are
responsible. You arrive, on time, for a special working group meeting (not the regularly
scheduled meeting). The purpose of this meeting was to deal with a time-sensitive matter, and
you rearranged your schedule to attend.
The facilitator, another manager at your level, was responsible for organizing this important
meeting, but only half of the team members are there. The facilitator does a terrible job
facilitating:
 She talks too much,
 Forgets to ask others for their opinions (when you remind her, she asks, but does not really
listen or take their ideas into consideration), and
 Makes jokes about another team member who is not present.
After the meeting, she rushes out, saying that she has to join a conference call.
How do you handle this situation?
B. Communicating With Those You Supervise
All three of your supervisees have big activities next week. They want your help in planning
them and they want you to attend the events.
 One is running her first team meeting on Tuesday;
 Another has two counterparts in town from another country and the three of them
want to start discussing an exciting, new project; and
 The third is helping coordinate a workshop on Wednesday for the unit.
Unfortunately, that is a very busy week for you. You have an all-day meeting on Monday at the
Ministry of Health and a staff meeting on Friday, and you had promised your spouse that you
would take Wednesday (your anniversary) off so that you could visit the nearby hot springs and
go out to dinner.
What do you do?
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C. Communicating Across the Miles
Your project team is spread across a huge geographical area (and many time zones). One works
in your city but works in a different building a few blocks away, and the other two are based in
an office that is over 1,000 miles away. All of them are relatively new to I-TECH.
 One joined late last year,
 One started a year ago, and
 The third is brand new – you have never met him.
Plan a strategy for ensuring that the team communicates adequately.
D. Communicating with Supervisors
Mr. Abalo, Technical Director for Togo’s AIDS Action Committee (AAC), sits down at his desk
after a long day of home visits. He is exhausted but still has to fill out his monthly indicator
form, which is due on his supervisor’s desk the next morning. He gathers all his reports and
tallies the required numbers. As he looks over the completed report he is shocked to see how
many home visits he has made this month.
He hadn’t realized how quickly the number of children in his program was growing and how
significantly his workload had been increasing. “That explains why I’m so tired lately”, he
thought to himself. Mr. Abalo completed the report and turned it in on time.
A month later he sat down at his desk to complete the same form, again following a long day in
the field. He found the same pattern. The number of children in his program was steadily
increasing. This pattern continued for a few months and Mr. Abalo grew increasingly tired. He
began to wonder how long he could continue to manage this level of growth. He also began to
wish for an assistant or another staff member for his program; someone who could help him to
manage the increasing workload. “A nice dream,” thought Mr. Abalo, but he would never dare
mention his wish to his supervisor.
What needs to be communicated to address this situation?
How should it be done?
E. Communicating Within a Team
Dr. Saied is relatively new to the position of Medical Director at Togo’s AIDS Action Committee
(AAC) and is very excited about his new role. Dr. Saied has watched the AIDS epidemic grow in
his native Togo and has longed to play a more active role outside of the hospital setting.
Dr. Saied has a lot of ideas for AAC, but he has encountered difficulties managing his staff. Dr.
Saied’s clinical team of 5 physician’s assistants and 6 nurses works part time for AAC and part
time in the public sector. The clinical team is required to attend monthly team meetings, but
few if any of the team members regularly show. Dr. Saied has repeatedly announced that these
meetings are mandatory, but his proclamations have had no effect.
Lately Dr. Saied has become increasing frustrated with his team. He often finds himself yelling
at underperforming physician’s assistants or chastising lazy nurses.
How could effective communication help in this situation?
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Handout 3
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Application Worksheet
Reflecting on the session that was just completed, think about what ideas, skills or information
are most relevant for you. Quickly write down what key learning occurred for you.
What key learning did you acquire this session?
How can you apply this to your work?
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