COMMUNICATION

COMMUNICATION

MODULE II











Concept of communication: The speaker/writer and the listener/reader, medium of communication, barriers to communication, accuracy, brevity, clarity and appropriateness

Reading comprehension: Reading at various speeds, different kinds of text for different purposes, reading between lines.

Listening comprehension: Comprehending material delivered at fast speed and spoken material, intelligent listening in interviews.

Speaking: Achieving desired clarity and fluency, manipulating paralinguistic features of speaking, task oriented, interpersonal, informal and semi formal speaking, making a short classroom presentation

Group discussion: Use of persuasive strategies, being polite and firm, handling questions and taking in criticisms on self, turntaking strategies and effective intervention, use of body language

COMMUNICATION







Oxford Advanced Learner’s Dictionary defines communication as ‘ The activity or process of expressing ideas and feelings or of giving people information ’

According to Newman & Summer “ communication is an exchange of facts, ideas, opinions by two or more persons ”

Characteristics of Communication:

(a) Process of transmitting and receiving ideas accurately, involves two people- sender and receiver.

(b) Two way process- Information flow from top to bottom and vice versa.

(c) It may be in written or oral form

(d) The longer the chain of communication, greater are chances for interpretation and misunderstandings.

PARTICIPANTS IN COMMUNICATION o o o o o

Communication- written, verbal, non-verbal and audiovisual

Involves two direct or indirect participants

Direct participantscurrently taking part in communication process

Example : someone writes a letter and someone else reads it, someone makes a gesture to another person

Indirect participantsviewers of film, readers of a book

PARTICIPANTS IN COMMUNICATION o o o o o

Sender- Speaker / Writer / Gesticulator- performer

Receiver- Reader / Listener / Interpreter- audience

Direct and everyday communication- dynamic exchange b/w sender and receiver

Receiver’s understanding, feeling and response should be taken to consideration

Five stages of message in process of communication

o o o o

CHANNELS AND MEDIA OF

COMMUNICATION

Choice of channel and media of communication depends on

(a) Sender-receiver relationship

(b) need and purpose of communication

Different channels, need and media of communication

Nonverbal need- simplification, explanation and observation media- face to face, charts, graphs, diagrams, OHPs and

LCD projectors

Verbal need- one to one conversation, record is not needed, immediate response media- face to face, telephone, mobile phones, voice mail, audio tapes, internet, teleconferencing

o o


COMMUNICATION

Audio-visual need- simplification and more explanation, marketing, entertainment, immediate response media- television, cinema, video tapes, video conferencing, internet (through webcams)

Written need- record is necessary, immediate response is not required, communication is detailed, in depth, or complex media- Letters, memos, reports, print, e-mails, fax, SMS on mobile phones, chatting through internet

Grid- a new medium of communication o o

Share computing power and data sharing capacity

Combine the resources of about 100,000 processors

o


COMMUNICATION

Communication process carries messages in different directions o Downwards Communication : Highly Directive, from Senior to subordinates, to assign duties, give instructions, to inform to offer feed back, approval to highlight problems etc.

Limitations :

1)

2)

3)

4)

Distortion / Dilution

Delay

Filtering

Too much or Too less

o


COMMUNICATION

Upwards Communications : to give feedback, to inform about progress/problems, seeking approvals.

Limitations :

1) Psychological Ombudsperson

2) Hierarchial o

Lateral or Horizontal Communication: Among colleagues, peers at same level for information level for information sharing for coordination, to save time.

o

Diagonal communication : Facilitates efficiency, among persons at different levels who have no direct relationship with each other, in case of emergencies


COMMUNICATION

COMMUNICATION NETWORKS



Formal Communication – established and agreed procedures



Informal Communication – channels not formally recognised –

‘the grapevine’

Grapevine

1.

a secret means of spreading or receiving information

2.

the informal transmission of (unofficial) information, gossip or rumor from person-to-person


COMMUNICATION

Executive Director

Vice President

A.G.M.

Manager

Supervisor

Forman


COMMUNICATION

Horizontal Communication

Manager

Supervisor 1 Supervisor 2 Supervisor 3

BARRIERS TO COMMUNICATION











Communication becomes successful only if receiver understands what sender is trying to convey

Process of communication may be blocked due to various barriers

Generally classified as

(a) Physical Barriers :

Large working areas physically separated from others. Eg) walls, physical distance etc..

Negative environment. Eg) Background noise








(b) Psychological Barriers :

Emotions- hostility, tiredness, anger, lack of confidence etc..

(c) Linguistic Barriers :

Communication failure in language

Mispronounced sounds, incorrect grammar, different accent, lack of clarity




(d) Perceptual Barriers :

Lack the perspective to see other’s point of view



This leads to debates

(e) Cultural Barriers :





Socio-cultural barriers

Interaction with cross-cultural group

1.

Communication Barriers

Filtering :

The sender manipulates the information in such a way that it will be seen more favourably by the receiver. The more vertical level in the organisation’s hierarchy, there are more opportunities for filtering.


2. Noise :

It means “ Interference that occurs in a signal and prevents you from hearing sounds properly.” The word 'noise' is also used to refer to all kinds of physical interference like illegible handwriting, smudged copies of duplicated typescript, poor telephone connections etc.

3. Semantic Problems :

Semantics is the systematic study of meaning. Problems arising from expression or transmission of meaning in communication are called semantic problems.



Examples : Words like ‘Value’(What is the value of this ring?

(ii) What is the value of learning about communication?)





‘Cheap’( They gave us cheap stuff.

At this shop, they sell things cheap )

‘Cover’ ( Will 50 rupees cover the expenses ? )


4. Emotional Barriers :

Both Encoding and Decoding of messages are influenced by our emotions. A message received when we are emotionally worked up will have a different meaning for us than we are calm and composed. The fear and mistrust that form the roots of our emotional barrier which stop us from communicating effectively with our co-workers.

5. Stereotyping :

When we have preconceived ideas about other people and refuse to discriminate between individual behaviours. It causes people to act as if they already know the message that is coming from the sender.

Tendency to attribute characteristics to an individual on the basis of an assessment of the group to which they belong.


6. Language Barriers :

Communicated messages must be understandable to the receiver.

Words mean different things to different people. Language reflects not only the personality of the individual but also the culture of the society.(Using Jargons, abbreviations etc)

7. Cultural Barriers :

The world is made up of diverse cultures. A cultural barrier arises when two individuals in an organization belong to different religions, states or countries. The same category of words, phrases, symbols, actions and colours mean different things to people of different countries.

8. Wrong Assumptions :

Are generally made because the sender or receiver does not have adequate knowledge about each others background or entertains certain false notions, which are fixed in their minds.


9. Wrong Channel :

Passing a message through the Incorrect channel can cause distortion of the message to occur.

10) Lack of Planning :

Message to be sent across may not be carefully planned. Some people may not care to choose a suitable time and place that are very necessary for effective communication.


11. Perceptual Barriers :

The most common problem faced these days is that of the difference in opinion between two people. The varied perceptions of every individual give rise to a need for effective communication.

12. Muddled messages :

Effective communication starts with a clear message. messages are a barrier to communication because the sender leaves the receiver unclear about the intent of the sender.

12. Information Overload :

Availability of huge amounts of data which the receiver is unable to handle effectively. Very often vital, relevant information gets mixed up with too many irrelevant details and therefore it goes ignored by the receiver.

13. Poor Listening :

The various distractions that hinder listening can be emotional disturbances, indifferences, aggressiveness and wandering attention.

Poor listening accounts for incomplete information & Poor retention.


14. Distance :

Distance infact is major example of communication barrier that affect an organization. Offices located in different locations give little opportunity to people to interact in person and hence major business communication barrier exists between employees located in different offices.

15. Organisational Barrier : a) b) c) d)

All organisations have communication policies which describes the protocol to be followed. It is the structure & complexity of this protocol that usually causes communication barriers.

Too many Transfer Stations

Fear of Superiors

Negative Tendencies : Confliction of Ideas

Physical Barriers : Proximity

HOW TO OVERCOME BARRIERS

7)

8)

5)

6)

3)

4)

1)

2)

9)

10)

Overcoming Perceptional Barriers

Effective Listening

Create Synergistic Environment

Convey Emotional Contents of the Message

Use Appropriate Language

Use Proper Channel

Encourage Open Communication

Ensure Two – Way Communication

Best Use of Body Language

Have Clarity , Brevity and Accuracy

TIPS FOR EFFECTIVE COMMUNICATION o

ACCURACY

Important factor in communication- whether information given is accurate

Depends on





How well communicators create verbal and nonverbal messages understood by others

How well the messages are recognized, comprehended, recalled and interpreted.

o



Example: if a sender expresses authentic anger, the recipient should be accurate to classify the expression as anger rather than, say, love or surprise.

Accuracy can be divided into expression or encoding accuracy, which concerns message production, and judgment or decoding accuracy, which concerns message reception.

TIPS FOR EFFECTIVE COMMUNICATION

To achieve Accuracy and Precision :



Check facts for accuracy of information





Revise your draft for grammar, usage, spelling and punctuation

Take care of your pronunciation, accent, intonation and non-verbal mannerism







Use simple, familiar and exact words

Use words carefully with proper discretion

Avoid Excessive Jargon


BREVITY





Brevity is the quality of being brief but comprehensive in expression. Shortness in expression effectively wins the attention of the reader.

specific and goal-oriented approach- clearer views, wise decisions and immediate end-results.

Ensure Brevity by :

1)

Include only relevant Facts

2)

3)

4)

Avoiding repetition

Avoiding wordiness

Organize your message well

5)

Avoid exaggeration

Speak to express, not to impress!








Ensure that you do not sacrifice content at the altar of brevity.

Try to get opinions and answers.

Never ignore what others have to say in the rush to present your piece.

Too Many Words

On the part of

On account of the fact that

At the present time

Such as the following

The show came to an end

In the majority of instances

Shorter version

By

Because

Now

For example

The show ended

Mostly


CLARITY o o

Quality of being well explained and easy to understand.

Clarity is vital, because without clarity the idea changes.

o

Acts as a tool to make thoughts and ideas expressed in very impactful manner.

Lack of Clarity o o

Leads to misunderstandings

Clarity in the message holds great importance. Eg) letter o

Leads to errors, frustration, conflicts.

Attain Clarity o o

Recognize importance of asking open questions to clarify understanding

Quality of message- simple, direct and purposeful

Once the stage of clarity is achieved, Confidence , Advanced

Vocabulary and Right attitude follows.


APPROPRIATENESS o

Ability to uphold the expectations of the situation at hand.



Give appropriate facts.



Send your message at the appropriate time.



Send your message in the correct style.

MODULE II
















R EADING C OMPREHENSION







Active reading is nothing more than mindset.

It all depends on the attitude you have

Before you start reading, try keeping a dictionary, note paper, pen/pencils and highlighter in hand



Read with a positive approach and a open mind

“Reading Comprehension means understanding an idea of a text in its wholeness”

“Reading is a complex communicative process in which a reader receives inputs through the physical process of reading, followed by decoding and understanding the text, analysis and finally a proper response”

Decoding : Ability to recognise words accurately and their meaning and pronunciation. Read letters and focuses to change the coded message into information

Comprehending : Identification of the central theme, main ideas, supporting details and writing patterns. The Reader interprets the message and understands its literal meaning

Text Analysis : Process of identifying relationships among different units within the text in order to distinguish between relevant and irrelevant information and draw inferences and conclusions.

Response : Our response to a text depends on correct understanding and evaluation of the text.


Input Decoding Analysis Response









For Effective Reading

Basic familiarity with language being used

Know the visual shapes of words, sound and pronunciation of each word and its meaning

Have knowledge of grammar of that language

Develop the ability to read at different speeds, skip and skim when required








Dont’s in reading moving your head, instead of eyes from side to side

Indicate words on a page with finger or something like pen or pencil

Notice one word at a time while reading

T YPES / T ECHNIQUES OF R EADING S KILLS

•

Scanning : Reading something rapidly for a specific information. Concentrate on the key word and need not recall the exact content of the page.

•

Skimming : Reading a text quickly to gain a general impression of whether the text is of any use . The purpose is to get an overview of the text to check its relevance.

•

Word for Word : When some textual material is not readily understood and it requires a slow, careful and analytical reading.

T YPES / T ECHNIQUES OF R EADING S KILLS

•

Extensive Reading : Broaden the general understanding of a subject. Read for pleasure with emphasis on understanding the overall meaning.

•

Intensive Reading : An in-depth knowledge and understanding of the finer details of the subject .

•

Speed Reading (Fixation) : In order to increase our speed we must take in more words with each fixation, rather than make our eyes move faster. Reading everything in detail but develop speed through practice.

100 wpm

READING SPEED

Low level of reading experience coupled with low comprehension and understanding.

Maximum levels of regression, sub-vocalization and mind drift.

100 –

200 wpm

Individual displaying a lifelong avoidance of reading.

Characterized by high levels of regression, sub-vocalization and concentration problems.

200 –

250 wpm

Vast majority of the world’s readers are positioned

Regression of about 10% of all words read with full subvocalization, Occasional concentration

READING SPEED

250 –

350 wpm

Enthusiastic readers with a fair reading experience.

Occasional regressions with slightly reduced sub-vocalization.

350 –

500 wpm

Enjoyment of reading as a pleasurable activity.

Occasional regressions to compensate for mind drift and better recognition of words without full sub-vocalization.

500 –

800 wpm

Reading is pleasurable Good control over daily reading commitments

800 –

1000 wpm

READING SPEED

Word recognition and

Comprehension is maximum.

Extremely Efficient reading speed with low sub-vocalization and no regressions.

1000w pm +

A speed reader who maintains skills by regular practicing and drilling.

Optimum Comprehension and complete control over all reading requirements.

R EADING D IFFERENT K INDS OF T EXT

1)

Reading Entertaining Messages / Text : Not to receive serious information but to be entertained.



2) Reading General Messages / Texts : To broaden our outlook and widen our intellectual understanding and appreciation of things.



3) Reading Reference Materials : To obtain specific information that might be used in various academic and professional activities.

R EADING D IFFERENT K INDS OF T EXT



4) Reading Business Documents : Requires attention to all parts of the document. It demands concentration, involvement and responsibility.



5) Reading Scientific and Technical Texts :

We should understand not only linguistic and semantic patterns, but also discipline – specific information.





Linguistic and Semantic Patterns : Visual Skills,

Perceptual Skills, Vocabulary Skills, Skimming

Skills, Critical Reading Skills

Discipline – Specific information : understanding of the subject and familiarity basic

R EADING B ETWEEN L INES



Understanding the hidden meaning or intention behind explicitly stated words is known as reading between the lines.

Many writers do not directly state what they mean but present ideas in a more indirect, round about way. ( What do you infer from these lines ?

What does the author imply in lines…..? )

R EASONS FOR P OOR C OMPREHENSION



Inability to understand a word / sentence







Inability to understand how sentences relate to one another

Lack of interest or concentration

Inability to understand how the information fits together in a meaningful way

W AYS TO IMPROVE YOUR R EADING

C OMPREHENSION







Skim the passage for overall understanding and to grasp the main idea.

Use intensive reading techniques to get the contextual meaning

Use the ‘Study Reading Speed’ of about 200 – 300

WPM.



Read a variety of materials. Don't limit yourself to books.

W AYS TO IMPROVE YOUR R EADING

C OMPREHENSION



Circle unknown or unfamiliar words as you read.







After reading, recall , jot down and check for accuracy and completeness.

Answer the questions about the material after reading it.

Answer to the point even if the answer is in few words or just one word.

MODULE II
















L ISTENING COMPREHENSION









Listening is an active process of receiving, interpreting and reacting to the spoken word.

Listening means trying to see the problem the way the speaker sees it--which means not sympathy, which is feeling for him, but empathy, which is experiencing with him.

Listening requires entering actively and imaginatively into the other fellow's situation and trying to understand a frame of reference different from your own.

This is not always an easy task.

"The reason why we have two ears and only one mouth is that we may listen the more and talk the less."














Hearing is not Listening

Listening Actively- Conscious effort to focus on the sound and determine what it is.

Listener has to hear, analyze, judge and conclude.

A person who listens well and engineers appropriate body language is a good conversionalist though he/she may speak little.

This is active listening.

It leads to learning




Listening Is With The Mind



Hearing With The Senses



Listening Is Conscious.



An Active Process Of Eliciting Information



Ideas, Attitudes And Emotions



Interpersonal, Oral Exchange

P URPOSE OF L ISTENING















To get an overall idea of some message

To understand the main points of a lecture

To go through the whole material or learn it whole heartedly

To give suggestions to someone.

In seeking advice to solve problem

To get entertainment

To understand speaker’s point of view to specific information

L ISTENING P ROCESS









Sensing : Listening sounds and concentrate on them in order to receive the message.

Decoding : Process of changing the coded message into information. It also involves the recognition of false starts, pauses, stress etc.

Evaluation : In order to evaluate a verbal message correctly, facts have to be separated from opinions, relevant from irrelevant information etc.

Response : If the message has been analyzed, interpreted and evaluated correctly, the response will be appropriate.

B ARRIERS TO GOOD L ISTENING



Listening partially or selectively or ignore the messages.

Reasons o

Physical



 o

Distractions from other sounds or distance

Example: Talking in a moving train, crowded street

Prejudging









You automatically shut out information

Prejudge- you disagree or don’t care

May not like the person

Differences in culture, social status, age, attitude or environment

B ARRIERS TO GOOD L ISTENING

Tips to avoid prejudging





Listen to information that is useful even if it isn’t pleasant to hear

Listen to message, not messenger

 o



 o

Try to remove cultural, racial, gender, social and environmental barriers

Careless Listening

Listening is partial

Inattentive listening

Talking

B ARRIERS TO GOOD L ISTENING o

Psychological Barriers : Emotional Disturbance, Anxiety o

Linguistic Barriers : Improper Message Decoding,

Ambiguous Language, Unclear Phrases o

Cultural Barriers : Cultural Differences, values, Social

Norms

LISTENING TO WORDS SPOKEN AT

DIFFERENT SPEEDS











We can speak around 120 to 150 wpm

Brain is capable of processing 500 to 750 wpm





Hence we waste this time on side excursions

Thus we miss connection and thus takes to time to get in track

Three techniques to keep your concentration

Summarize what the speaker has said. Take notes.

Try to guess where the speaker is going next

Question the truth, validity of speaker’s words

LISTENING INTELLIGENTLY AT

INTERVIEW











Interviews require you to listen as much as you speak

Try to understand interviewers perspective.

Listen with the whole body. Example: Body language of listener, posture, facial expression

Let the interviewer finish starting her/his questions

Paraphrase and query to fine-tune the question and answer

SKILLS AND TIPS FOR TELEPHONIC

INTERVIEWS























Plan ahead

Be punctual

Concentrate on your voice modulation

Speak clearly and slowly

Avoid long pauses or frequent halting

Use simple, direct and enthusiastic responses

Always keep a glass of water handy

Maintain the highest level of concentration

Sit at a quiet place without background noises and other disruptions, and be relaxed

Smile through the phone, it really makes a difference

Keep the conversation interesting and easy to follow

SKILLS AND TIPS FOR TELEPHONIC

INTERVIEWS









Know when to talk and when to stop talking

Always keep a paper and pen within reach

Role-play practice may help in the telephonic interview

Always end on a positive note

MODULE II
















S PEAKING S KILLS



The purposeful process by which people, using audible and visible symbols, communicate meaning in the minds of their listeners. It is flexible, changing, as well as complex and varied.



Is an interactive communication process that involves speaker and listener.

A CHIEVING DESIRED C LARITY AND

F LUENCY









Flow of words without pauses and repetition

Range of vocabulary appropriately used

Appropriate use of grammar

Confident of the content

Clarity





The average number of words can be spoken per minute is about 120-140.

Correct Pronunciation



The volume should be adjusted keeping in mind the number of audience, the size of the room etc.


F LUENCY



Proper Stress and Intonation



Think and organize the contents of the message properly



Simple and unambiguous words and expressions should be used in a speech



Recording one’s presentations may help to know


F LUENCY

Fluency











Aim for clear oral communication devoid of speech errors

Practice correct pronunciation, accent, and tone to make the speech impressive.

Learn from your mistakes and make sincere efforts to correct them

Concentrate in your ideas rather than your appearance

Listen to good speakers and read material written in good English.


F LUENCY







Read aloud the passages from books or magazines that you enjoy reading

Practice your speaking skills in small talks – on hobbies, current affairs, games etc with your friends or family members.

Believe in what you’re speaking





Spare at least one hour everyday for developing your English fluency

Write personal diary in English

Betty Botter bought some butter but, said she, the butter’s bitter. If I put it in my batter, it will make my batter bitter. But a bit of better butter will make my bitter batter better. So she bought some better butter, better than the bitter butter,

Put it in her bitter batter, made her bitter batter better. So ‘twas better Betty Botter bought some better butter.

P ARALINGUISTIC F EATURES OF

S PEAKING





Paralinguistic communication refers to the study of human voice and how words are spoken.

Paralinguistic signals and cues refer to every element and nuance of your speech.



Paralinguistic communication can be more subtle than other forms of non-verbal communication.


S PEAKING





Rate: How many words per minute? Some persons speak slowly and some speak very fast. It is best to vary your speaking pace. Use pauses to create emphasis. A well-paced , varied message suggests enthusiasm, self-assurance and awareness of audience.

Volume: How loud or soft is the voice? Vary your volume to make your voice audible and clear.

Confidence, Assertiveness, and Boldness are reflected in louder speech.


S PEAKING







Pitch: Pitch refers to the number of vibrations per second of your voice. The rise ( anger, excited

) or fall (sadness, shock) of the voice conveys various emotions. A well balanced pitch results in a clear and effective tone. It helps us avoid being monotonous.

Inflection: Refers to the rising and falling pitch of the voice when somebody says a word or syllable.

Intonation : Intonation refers to variations in pitch.


S PEAKING





Articulation : Speakers should be careful not to slop, slur, chop, truncate, or omit sounds between words or sentences. If all the sounds are not uttered properly, the flow of understanding gets interrupted and deters the listener from grasping the meaning of the message.

Good Pronunciation: Pronunciation is the manner of uttering or speaking (words and sounds), and ‘ Good’ Pronunciation is the way of speaking that ordinary people find easy to understand. One should be careful enough to pronounce individual sounds along with word stress according to the set norms.


S PEAKING



Quality: Quality generally refers to those vocal characteristics that allow you to differentiate one voice from another. It may be rich and resonant, soft and alluring, hoarse and husky or harsh and irritating. All of these represent different combinations of rate, pitch, and volume.





Intensity or Voice Modulation: Modulation pertains to the way we regulate,vary or adjust the tone, pitch and volume of sound.

Flexibilty and vitality to your voice


S PEAKING







Word Stress and Sentence Stress



Pauses or Silence: A pause in speaking lets the listener reflect on the message understand it accordingly.

Advantages :



Glide from one thought to another

Disadvantages :

Hinder the flow of speech

T

YPES OF

S

PEAKING

Inter-personal : When you come face to face with someone and communicate with that person it is called interpersonal speaking. However, there are occasions when it is Semi-formal and

Informal.

1)

2)

Semi-Formal : Exchange of information in a classroom, Bank counter

Informal : Exchange of personal Information with Friends and relatives

Semi-Formal Informal



Semi – Formal Content





Mostly factual

Semi-formal words and expressions



Accepted rules and custom









Fixed norms of behavior

Always formal in style

Objective approach

Logically organised and structured









Personal and Emotional content

May be emotional or factual

Colloquial words and expressions

No accepted rules







No fixed norms

Both formal and informal style

Both objective and subjective



Not always structured

2.

3.

4.

5.

6.

7.

G

UIDELINES FOR EFFECTIVE SPEECHES

AND PRESENTATIONS

1.

Break the material into main parts .Do not have more than 5-6 main ideas as it is difficult to remember more at a stretch

Prepare notes or outlines

Arrange them in a logical, coherent manner

Make your information or facts effective. You may include statistics, illustrations and graphs if required.

Draw conclusions based on your main points

Use appropriate visual aids

Be prepared with answers to possible questions from the audience

M AKING SPEECHES AND PRESENTATIONS



Right style



Using the correct language



Signposting



Content of presentation

2.

3.

C ONTENT OF PRESENTATION

1.

Why are you making the presentation and who will be listening to the presentation

Selecting the content

Planning for the talk i)The beginning ii)The middle iii)The end

N ON VERBAL AND AUDIO VISUAL ELEMENTS

1.Use of audio-visual aids

2.Eye contact

3.Intonation

4. Body movement

5. Word /phrasing-

The way something is expressed in words : order of words to express something

INTONATION

MODULE II
















W HAT I S GD?



Group Discussion is a Systematic and Purposeful

Interactive Oral Process .



Group Discussion is a systematic oral exchange of information, views and opinions about a topic , issue, problem or situation among members of a group who share certain common objectives for decision making or problem solving.

U SE OF P ERSUASIVE STRATEGIES



















Use of following tips may be helpful

Do your homework and be acknowledgeable about the topic of the discussion.

Show maturity before reacting to others.

Listen carefully and then react.

Always use evidence to justify your views.

Establish mutual respect.

Win confidence of others.

Be considerate.

Always be friendly and respectful during GDs

S TRATEGIES FOR I MPROVING GD S KILLS

(I) Content



Initiative Leader





Remind Goal, Procedure

Contribute Systematically - Good General Knowledge &

Awareness of the Current Affairs















Keep the discussion alive and lively

If the topic is unfamiliar, wait till someone come up with important information

Create Conducive Atmosphere – tending to promote or assist

Promote Optimal Participation

Moving the Discussion Along

Handle Conflict

Effecting Closure

(II) Communication



Use simple and appropriate words with right pronunciation



Use grammatically correct sentences, concise and unambiguous expression



Use simple language without exaggeration



Speak fluently but with a moderate speed, pauses and volume



Use tone variation and do not let your speech become monotonous



Do not interact just in monosyllables



Do not use non-word fillers too often- uh, um, er ,ah



Filler sounds must be checked



Do not use slang



Use linking phrases to link arguments



Make use of polite expressions to disagree or to interrupt others



Avoid using technical terms

III) Critical Thinking : A good discussion always involves a lot of networking. Networking involves active thinking, building on one another’s points, negotiating , persuading and collating views.

To improve Critical Thinking :

1)

Restraining your emotions

2)

3)

4)

5)

Looking at things differently

Analysing information

Asking Questions

Solving Problems

IV) Knowledge of Group Dynamics

To manage a group well :



Generate agreement on a common viewpoint



Be adaptable



Show positive attitude



Do not Distract others



Accept Criticism sportingly



Motivate other participants



Deal with hostile members and conflicts tactfully



Join the Discussion



Never enter the discussion with a disagreement



Do not make a personal remarks



Have a shared leadership



Process of a Group Discussion















Topic is declared beforehand or can choose from the given ones

Anyone can initiate discussion or a particular candidate

One person may conclude or a particular member

Group can decide the procedure or follow as per the instructions

Discussion may take place on a topic to find common solution

GDs can be conducted through teleconferencing also

GDs may be conducted in the form of case study



Topics for Group Discussion :





Abstract - Perceptive and creative thinking more than facts. Example: Black is beautiful

Concrete – Need factual content in combination with the right perspective. Example: Deforestation is harmful

Range of Topics :

Current, Social, Political, Economic Management,

Case Studies, Abstract / Creative

L EADERSHIP S KILLS

(I) Being Polite but Firm :



















Do not apologize when you disagree with someone

Do not make sentences sound like questions

Avoid using tag questions

Do not say anything unless you’ve completed your thoughts

Use the ‘I’ language

Do not allow yourself to be interrupted

To make a statement powerful, try and drop the tone of your voice at the end of the sentence.

Be assertive and not aggressive.

If we feel suggested ideas by other member may not go well with the organization, we need to express our view firmly but politely

II) Handling Difficult Questions and Criticism

Questions







Before you answer a question, always think it over

Avoid prolonged discussions, responses and arguments with one person

Avoid providing detailed responses to questions that will take the focus away





Pre-empt a Difficult question

After you’ve responded to a person, ask them if you’ve answered to their satisfaction









Criticisms

Not to become nervous and defensive the moment someone disagrees ( approach / flaw)

Keep an open mind and try to judge your own statements objectively

Do not hold grudges against people

III) Turn –Taking and Effective Intervention

Strategies





Taking turn

Being ready to speak when one finishes is taking one’s turn.

Holding the turn

There may be members in a group who do not wish to give turns to others to speak.



These type of members in fact lose by coming across as bad listeners.



Yielding the turn

When we give a hint that we are concluding our remarks and others can take up the discussion further, we are yielding the turn.


Strategies



Interferences are necessary in GDs as for correcting error, controlling unruly behaviour, adding some detail, or asking a question for clarification.



Interrupt somebody when only when there is a valid reason and also using appropriate phrases while doing so.


Strategies









Do not go on speaking yourself. Keep your arguments short and precise.

Do not speak just to interrupt someone.

If you need to make a point , you can say

Always intervene to help someone to say





Do not allow Group Discussion to become unfocused

If too many people are speaking at the same time, you can intervene

MODULE II
















COMMUNICATION

COMMUNICATION

Speak to express, not to impress!

READING SPEED

READING SPEED

LISTENING TO WORDS SPOKEN AT

DIFFERENT SPEEDS

LISTENING INTELLIGENTLY AT

INTERVIEW

SKILLS AND TIPS FOR TELEPHONIC

INTERVIEWS

SKILLS AND TIPS FOR TELEPHONIC

INTERVIEWS

YPES OF

PEAKING

Semi-Formal Informal

UIDELINES FOR EFFECTIVE SPEECHES

AND PRESENTATIONS

INTONATION

Related documents

Products

Support

COMMUNICATION

COMMUNICATION

Speak to express, not to impress!

READING SPEED

READING SPEED

LISTENING TO WORDS SPOKEN AT

DIFFERENT SPEEDS

LISTENING INTELLIGENTLY AT

INTERVIEW

SKILLS AND TIPS FOR TELEPHONIC

INTERVIEWS

SKILLS AND TIPS FOR TELEPHONIC

INTERVIEWS

YPES OF

PEAKING

Semi-Formal Informal

UIDELINES FOR EFFECTIVE SPEECHES

AND PRESENTATIONS

INTONATION

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib