Module 1 Communications Part 1

Interpersonal Skills

Facilitator Guide

NOTES

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Communications Module Part I - Facilitator Guide
Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

Table of Contents
Facilitators Guide .................................................................................................. 5
I. Purpose of the Facilitators Guide .............................................................. 5
II. Facilitating the Workshop........................................................................... 5
III.
Post-session Work................................................................................. 10
Agenda .................................................................................................................. 11
Learning Objectives .............................................................................................. 13
Getting Started ...................................................................................................... 13
1.0
What is communication?........................................................................... 17
1.1
Sender ................................................................................................... 17
1.2
Message................................................................................................. 17
1.3
Channel ................................................................................................. 18
1.4
Receiver ................................................................................................ 18
1.5
Feedback ............................................................................................... 18
1.6
Barriers.................................................................................................. 19
2.0
Types of communication........................................................................... 31
2.1
Verbal communication.......................................................................... 35
2.2
Non-verbal communication .................................................................. 37
2.3
Listening ............................................................................................... 54
2.3.1
Types of listening.......................................................................... 54
2.3.2
Improving Listening through Feedback........................................ 55
3.0
Ways we communicate ............................................................................. 73
3.1
Speeches................................................................................................ 76
3.2
Presentations ......................................................................................... 76
3.3
Correspondence/Office Communication .............................................. 76
3.4
Telephone.............................................................................................. 76
3.5
Voice Mail ............................................................................................ 76
3.6
Email ..................................................................................................... 77
3.7
Websites................................................................................................ 77
3.8
Blogs ..................................................................................................... 77
4.0
Factors influencing effective communication........................................... 81
4.1
Special needs / accessibility.................................................................. 81
4.2
Environment / setting............................................................................ 81
4.3
Literacy skills........................................................................................ 81
4.4
Cultural factors...................................................................................... 82
4.5
Email etiquette ...................................................................................... 82
4.6
Tone ...................................................................................................... 82
4.7
Respect.................................................................................................. 82
4.8
Gender neutrality .................................................................................. 82
4.9
Jargon.................................................................................................... 82
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Communications Module Part I - Facilitator Guide
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5.0
Parking Lot................................................................................................ 85
6.0
Discussion/Questions/Summary ............................................................... 85
7.0
Evaluation ................................................................................................. 85
8.0
Appendices................................................................................................ 85
Facilitator Tool Kit ............................................................................................. 105
References........................................................................................................... 127

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Communications Module Part I - Facilitator Guide
Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

Facilitators Guide
I.

Purpose of the Facilitators Guide

The facilitators guide is designed to assist facilitators to deliver the workshop as

an introduction to communications planning and to use the guide to develop a
workshop to assist community groups to improve their communications plan or
develop a communications plan or strategy.
The guide is supplemented by PowerPoint slides which can be used for the
workshop or modified to meet the requirements of your participants. The
workshop exercises are provided to encourage group discussion and interaction
and depending on your participants and time can be modified. Notes to facilitators
are contained in the exercises and throughout the guide marked with a bullet .

II.

Facilitating the Workshop

A facilitator guide, PowerPoint slides (with notes), and Course Outline are
provided for the facilitator. Participants will be provided with a Participant
Guide. The material is a guideline only and can be modified to meet the needs of
your participants.
a.

Facilitator Profile

Effective facilitation of this workshop will require:

Skills in group facilitation
Knowledge of adult education principles
Understanding of regional economic development boards, municipal and
other levels of government
Understanding of community based and/or volunteer organizations
Understanding of community economic development
Knowledge of interpersonal communications and communications
planning

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Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

b.

Participant Profile

Participants of this workshop will be a diverse group of individuals who may

come from a variety of backgrounds and represent a variety of groups,
organizations, or government departments. They will bring to the group a wide
range of attributes, knowledge, skills and experiences.

c.

Pre-Session Planning

A pre-session questionnaire or a meeting with participants is useful to assist you

with developing the agenda. In some instances, the facilitator will meet with one
or two key people in the organization to discuss the participants requirements
from the session.
Note: A sample pre-session questionnaire is provided in the Facilitators Tool
kit
Methodology
i.
Activities to support the various topics are contained in the facilitator and
participant guide. The activities or exercises have the following:

Suggested time lines

Objectives
Advance preparation
Exercise
Notes to facilitator
Facilitator resources
Participant resources

Depending on the size of the workshop, small groups should consist of 4-7
participants. Switching the membership of the small groups provides individuals
with the opportunity to hear fresh perspectives and to create the opportunity for
participants to expand their network.
While the method for each activity is prescribed, it is recommended that the
facilitator determine the best approach for each activity. The time lines suggested
are for guidance only as the exercises may take less or more time. You can adjust
according to your time and your participants. The key is to facilitate a process of
empowering and assisting participants to achieve established objectives.

ii.
Pre -Workshop Questionnaire
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The facilitator should try to identify the specific learning needs of each group in
order to customize the structure and content of the workshop so that it will
respond to the participants needs. Types of information and questions that will
assist you in designing each workshop include but may not be limited to:
Individual information (i.e. their name, where they work and/or volunteer,
relevant reporting relationships with others who may be attending, the
composition of their work/volunteer group, special needs etc.)
Past community development experience
Knowledge of past, present and/or future community development
initiatives which they were/are/ may be involved
Background information on vision, mission, goals and activities of their
community development efforts
A list of priority expectations
You can obtain this information in a variety of ways, such as:
1.

Arrange a meeting with a representative of the participant group ahead of

time. This is usually the most effective and efficient way to obtain
information.

2.

Develop a pre-workshop questionnaire which provides participants with

an opportunity to identify their specific interests and expectations. A
sample questionnaire is provided in the Facilitators Toolkit.

3.

Develop a draft outline of your planned approach to the workshop and

send it to the participants via fax, e-mail or snail mail. Ask them to
provide feedback on the agenda and the learning objectives. A sample
letter is provided in the Facilitators Toolkit. You may consider
incorporating additional information in this correspondence which you
will need to send out to the participants.

iii.

Developing/Customizing Agenda

The needs and interests of the participants and the time available will determine
the topics that will be explored in the workshop. You will develop your
workshop agenda based on your pre-session planning (questionnaire, interviews,
and meetings) but the agenda should include the following:

Objective of the session

An introduction
Establishing ground rules
A review of the key learning objectives
Topic overviews and activities
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Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

Identification and discussion of issues, concerns and challenges

A conclusion consisting of a review of expectations and completion of the
workshop evaluation

iv.

Materials/Supplies/Equipment

The following supplies will be required:

flip chart stand(s) and paper

markers, pens and pencils
masking tape
paper for participants
Post-it notes or stickers for exercises
copies of any handouts to be used
folders and/or small binders for participants tools

If you opt to use an overhead projector and laptop then you will need the
following:

Overhead projector
Extra bulb for the projector
Laptop
Extension Cords
Copies of overheads for participants
Screen
Power Bar
Discs

Caution: Always develop a Plan B when using technology

v.

Logistics

The workshop space should be comfortable as you will be spending a full day in
the room. The lighting, seating, temperature, location of washrooms, availability
of water or coffee, all contribute to the success of your session. Participants
should be advised in advance if food will be provided during nutritional breaks or
lunch. Ensure that you accommodate any special needs of your participants.
If you are not familiar with the allocated workshop space, arrange to visit it prior
to the session or discuss your requirements with a representative of the
organization or the facility you will be using.
This workshop has been designed to accommodate 12 to 16 participants. You will
need a large room that will accommodate a U-shaped seating arrangement which
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Communications Module Part I - Facilitator Guide
Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

will encourage group participation. To support the small group discussions which
will be taking place, break out rooms/sufficient space will be needed.
Suggested resources for participants to review prior to the session include:
vi.

Housekeeping

At the beginning of the session, it is important that you address all housekeeping
items. These may include but are not limited to:

Advise participants that they will receive handouts

Length of workshop
Nutrition and lunch break times
Location of the water cooler, kettle, coffee pot, washrooms, available
telephone etc.
Use of cell phones
How messages will be handled
Contact number
Emergency exit

vii.

Guidelines

Advise participants that you will be using a Parking Lot tool which is a space for
questions, comments and issues that arise during the session that are not covered
in the agenda or require additional material. The parking lot will be addressed at
the end of the session.
Another facilitation technique that some find useful is to assign a Timekeeper so
that the agreed upon time lines in the agenda are followed by the facilitator. The
timekeeper is responsible for advising the group when the allocated time for a
topic is up. Using a timekeeper allows the group to take a collective
responsibility for the effective use of time throughout the session.
Establishing Ground Rules is a useful strategy to get the group to identify actions
and behaviours that are to be followed during the session. For instance, a common
Ground rule is that the group sticks to allocated times unless everyone agrees; that
you address the issue and not the person; one person speaks at a time; no
interruption, etc. The group decisions on ground rules provide a positive
environment for the facilitator and the participants who have contributed to the
rules for the session.

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Communications Module Part I - Facilitator Guide
Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

III. Post-session Work

The post-session work involves addressing any issues that arise from the parking
lot or arranging for some follow up to address any issues. The participants are
responsible for evaluating the workshop and the facilitator so an evaluation form
is to be provided for each participant. A member of the group should collect the
completed forms and provide them to the organization and they will then be later
forwarded to the facilitator.
The facilitator should also prepare a list of lessons learned throughout the session
what worked, what needs improvement, what could change recognizing of
course that the participants and their expectations may change with the next
session.

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Communications Module 1 Part 1

Interpersonal Communications
The Communications Module is designed to be delivered over a two-day period.
The first day is Interpersonal Communications and Day Two is Communications
Planning.

AGENDA
Activity

Time*

Icebreaker

15 minutes

Welcome & Overview

10 minutes

Agenda Review

10 minutes

Communication Process

45 minutes

Types of Communication
Verbal

45 minutes

Non-Verbal

45 minutes

Listening

60 minutes

Factors Influencing Communication

45 minutes

Parking Lot

30 minutes

Discussion/Evaluation

30 minutes

* suggested times only can be modified to meet your needs

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Communications Module Part I - Facilitator Guide
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NOTES

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Communications Module Part I - Facilitator Guide
Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

Learning Objectives
The learning objectives for the Interpersonal Communications module
include:
Understand the fundamentals of basic communication
Identify various types of verbal communication
Discuss various types of non-verbal communication
Analyze communication and listening skills and identify and
practice ways to improve skills
Recognize various factors that influence communication

Getting Started
Icebreaker
Select an icebreaker from the facilitators tool kit or one of your own
choice that is suitable for your group and its size.

The first exercise in

this module could also be used as your icebreaker.

Agenda Review
Review the agenda with participants that you have prepared on flipchart.
Discuss any changes to the content or timelines.
Some groups or facilitators may wish to assign times for the various
sections, for breaks and for lunch.
Review ground rules
Assign time keeper
Discuss parking lot
Other

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Communications Module Part I - Facilitator Guide
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NOTES

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Communications Module Part I - Facilitator Guide
Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

Exercise 1: Getting to know you

Suggested time: 30 minutes
Objective
Give participants an opportunity to practice their communication skills
Advance preparation
None
Exercise
Pair participants and ask them to interview each other so that they may learn
enough about the person to introduce him/her to the rest of the group.

Note to the Facilitator

This exercise works best when participants dont know each other but can still
be used when they know each other.
It should provide an insight into how we communicate through the information
we ask and communicate about others and ourselves. It will be interesting to
see what people share with their partner and interviewer and what the partner
and interviewee chooses to tell the group.

Facilitator resources
Prepare flipchart page with title of exercise
Participant resources
Pen/pencil and paper

Review Exercise 1 and differences in communication styles

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Communications Module Part I - Facilitator Guide
Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

NOTES

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Communications Module Part I - Facilitator Guide
Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

1.0 What is communication?

Communicating and communication are complex interactions with a
variety of definitions. A short definition is that communication is a
process in which a person, through language, signs and symbols, conveys
a message to another person.
In order to understand the communication process, it is important to
examine the basic elements and their impact on the message. The sender,
message, channel, receiver, noise/distortion and feedback and each will
now be reviewed and discussed.
1.1

Sender
What influences your effectiveness as a sender?

1.2

Language and how you use it

Credibility
Knowledge of content, audience and context
Experience, attitudes and values

Message

Written
o Words, sentences, paragraphs

Oral
o Use of your voice tone, pitch

Non-Verbal
o Gestures
o Facial expressions

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Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

o Eye contact
o Environment (office set up)
1.3

Channel

Verbal
o Face to face meetings
o Telephone
o Video-conferencing

Written
o Reports
o Letters

1.4

Receiver
When receiver receives the message, communication has taken place.
However, there are several characteristics of receivers that can impact the
message and thus the communication process.

1.5

Abilities

Attitudes

Experience

Feedback

Receiver responds in some way

Key component as it allows sender to evaluate effectiveness of

message

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1.6

Barriers
Although communication process appears to be simple, there are certain
barriers throughout the process. The barriers can have a negative impact
on the process.

Inappropriate medium or channel

Incorrect grammar, inflammatory words, words that conflict with body

language

Technical jargon

Noise
o Can occur at any stage
o Interference from various sources radio, chatter, anything that
impacts attention

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Communications Module Part I - Facilitator Guide
Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

NOTES

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Additional Material # 1
Source:
http://www.mindtools.com/CommSkll/CommunicationIntro.htm
Communications Skills - The Importance of Removing Barriers:
Problems with communication can pop-up at every stage of the communication process
(which consists of sender, message, channel, receiver, feedback and context - see
the diagram below) and have the potential to create misunderstanding and confusion.

To be an effective communicator and to get your point across without misunderstanding

and confusion, your goal should be to lessen the frequency of these problems at each
stage of this process with clear, concise, accurate, well-planned communications. We
follow the process through below:
Sender...
To establish yourself as an effective communicator, you must first establish credibility. In
the business arena, this involves displaying knowledge of the subject, the audience and
the context in which the message is delivered.
You must also know your audience (individuals or groups to which you are delivering
your message). Failure to understand who you are communicating with will result in
delivering messages that are misunderstood.
Message...
Next, consider the message itself. Written, oral and nonverbal communications are
affected by the senders tone, method of organization, validity of the argument, what is
communicated and what is left out, as well as by the individual style of communicating.
Messages also have intellectual and emotional components, with intellect allowing us the

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Communications Module Part I - Facilitator Guide
Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

ability to reason and emotion allowing us to present motivational appeals, ultimately

changing minds and actions.
Channel...
Messages are conveyed through channels, with verbal including face-to-face meetings,
telephone and videoconferencing; and written including letters, emails, memos and
reports.
Different channels have different strengths and weaknesses. For example, it's not
particularly effective to give a long list of directions verbally, while you'll quickly cause
problems if you criticize someone strongly by email.
Receiver...
Your message is delivered to individual members of your audience. No doubt, you have
in mind the actions or reactions you hope your message will get from this audience. Keep
in mind, though, that each of these individuals enters into the communication process
with ideas and feelings that will undoubtedly influence their understanding of your
message, and their response. To be a successful communicator, you should consider
these before delivering your message, and act appropriately.
Feedback...
Your audience will provide you with feedback, verbal and nonverbal reactions to your
communicated message. Pay close attention to this feedback as it is crucial to ensuring
the audience understood your message.
Context...
The situation in which your message is delivered is the context. This may include the
surrounding environment or broader culture (i.e. corporate culture, international cultures,
etc.).
Removing Barriers At All These Stages
To deliver your messages effectively, you must commit to breaking down the barriers that
exist in each of these stages of the communication process.
Lets begin with the message itself. If your message is too lengthy, disorganized, or
contains errors, you can expect the message to be misunderstood and misinterpreted.
Use of poor verbal and body language can also confuse the message.
Barriers in context tend to stem from senders offering too much information too fast.
When in doubt here, less is oftentimes more. It is best to be mindful of the demands on
other peoples time, especially in todays ultra-busy society.
Once you understand this, you need to work to understand your audiences culture,
making sure you can converse and deliver your message to people of different
backgrounds and cultures within your own organization, in your country and even abroad.

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Exercise 2 - Discuss communication

barriers
Suggested time: 15 minutes

Objective
Provide participants with opportunity to discuss barriers in the communication
process.
Advance preparation
None
Exercise
Facilitator leads group discussion (brainstorming) on barriers to communication
and how they impact the communication process.
Note to the facilitator
Discuss issues such as inefficient use of time, morale, stress, loss revenue or
opportunities, etc.

Facilitator resources
Prepare flipchart sheet with Communication Barriers and write down some
examples of barriers to add to the discussion.
Participant resources
Pen/pencil paper if done on individual basis before large group discussion.

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NOTES

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Communications Module Part I - Facilitator Guide
Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

Exercise 3 - Identify and deal with

common communication problems
Suggested time: 30 minutes
Objective
Identify strategies to deal with common communication problems.
Advance Preparation
Review case studies
Exercise
Place into several groups and assign case to each group for review/discussion.
Each group assigns a recorder and presenter to report back to the large group.

Notes to the Facilitator

Issues arising in the cases studies include:
Chair not aware of project
Staff person responsible does not attend meetings
Senior staff person not at meeting
Other staff did not comment
Direction given to staff person was not clear
Staff person spent considerable time on
Participant Resources
Pen/pencil and paper; flipchart to record discussion and solutions

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NOTES

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Communications Module Part I - Facilitator Guide
Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

Exercise 3 - Case studies

1.

Harbour View Town Council Development

Directions: In your groups identify and discuss some of the

communication problems in this scenario. Consider the communication
process above sender, message, channel, receiver, feedback and
barriers.

The Harbour view town council was discussing an application for a

housing development adjacent to land to be obtained by the town for
economic development. The land for economic development purposes
had been discussed at length by the economic development committee and
approved by that committee and then by council.
During the council meeting, the staff person responsible for economic
development was not present. The housing development was approved
but several councilors raised concerns about land acquired for economic
development and the process the Town was following in its acquisition.
Several councilors who know about the process did not speak up to
address their colleagues concerns and questions about the land
acquisition. The media was present at the meeting as well as several
residents and the local media then produced an article on the issue.

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2.

Midland Lake Park Association Funding

Directions: In your groups identify some of the communication
problems in this scenario. Consider the communications process above
sender, message, channel, receiver, feedback and barriers.

The president/chairperson of the board of directors of Midland Lake Park

Association hears that a local similar organization may soon receive
funding for a similar wetlands related project for which the Association
has applied for funding. The president/chairperson calls the office to
request that an email be sent to the board asking for feedback on their
position on what he has heard, as he feels that he should raise a concern
about funding for the other project.
The president/chairperson is on her way to a meeting and the executive
director is at lunch so her assistant hears the concern and passes on the
message to the executive director when he returns. The executive director
immediately sends out the email to all members stating that
president/chairperson is concerned that funding has been provided to a
similar organization. Several board members are upset with the funding
and start calling the local government office to express concern about the
funding. It is discovered that the funding was not announced but was
contemplated and the Association would have been consulted before any
decision was made. The president/chairperson does not explain where she
got the information, and insists the problem was the administrative
assistant. The assistant says she gave her the impression funding was
announced and they were reacting to that and showed the executive
director her notes.

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3.

Timberland Development Association

Directions: In your groups identify some of the communication

problems in this scenario. Consider the communications process above
sender, message, channel, receiver, feedback and barriers.

The Timberland Development Association is pursing ownership of a large

marina which generates significant revenue and has potential for
waterfront tourism development. The executive director is very well
versed in the project, where similar projects are located and the
government departments and processes involved. During preparation of a
board meeting, an executive member contacts him to advise him that hes
heard that a similar project encountering some of the same government
hurdles has had them resolved so he should follow up immediately. The
executive director knows that the member is misinformed and suggests
that they wait for a few days. The board member is insistent and then
contacts the chair who directs the executive director to drop what he is
doing and follow up on the information. The executive director has to
defer working on the board package and spends the afternoon following
up to find he is correct. The board meeting that evening does not have full
documentation due to the afternoon project. The other board members are
complaining and the executive director is unable to place blame for the
problem on the chair and board member so takes the blame.

4.

Economic Development Corporation Funding

Proposal

Directions: In your groups identify some of the communication

problems in this scenario. Consider the communications process above
sender, message, channel, receiver, feedback and barriers.

The Executive Director of the local Economic Development Corporation

is working with a Town official on a funding proposal for a trail in the
town. The group working with the Corporation on the trail has also taken
on taken the cleanup of the lake that will be part of the trail and is
confronting the Town with allegations that they feel that the town is not
putting enough funding into the cleaning up of the lake and that they
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Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

continue to pollute it. The group has to write the Town to ask for support
for the funding proposal.
The Town official, in a telephone conversation with the Executive
Director, discusses how a confrontational approach is not always the best
approach and that the groups letter should address the funding issue and
not the other issues. The Town official asks the Executive Director if he
could try to work with the group in writing the letter to the Town. The
town official knows that support and funding for the trail will get better
support if the group approaches the town about the project and not the
other issues and relays this to the Director. The Town official is surprised
to see later in the day an email from the Director to the group stating that
the town official suggests that the letter should be non-confrontational.

Summarize communication process and challenges

Discuss

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Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

2.0 Types of communication

Now that we have a better understanding of the communication process,
we will now focus on the various types of communication some of
which we have already mentioned above.

Verbal

Non-Verbal

Listening

Complete exercise 4 (next Page)

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NOTES

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Government of Newfoundland and Labrador, Department of Innovation, Trade and Rural Development

Exercise 4 - How we communicate

Suggested time: 15 minutes
Objective
Understand how verbal, vocal and visual elements contribute to the total
message.
Advance preparation
Select participants for role play.
Exercise
Role play a brief conversation between two people and participants will
observe and interpret the sender and receivers verbal and non-verbal
communication skills.
Select two participants to participate in a three to four-minute role play an
exchange between a resident and town clerk.
The resident is refusing to pay interest on a business tax account despite
repeated bills and statement stating that interest is now accruing as bill not
paid on time. The resident is angry and challenging the clerk who is trying to
explain the fact that policy has been in place, ways to appeal, etc. The
resident decides to pay only the business tax amount and not the interest and
then leaves the premises, leaving the clerk frustrated and having to prepare a
report for council to discuss the interest.

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Note to facilitator:
Ask participants to think about how much of the conversation was verbal
what was said and how it was said and how much was visual or non-verbal
and compare with the statistic below. Discuss observations and record on
flipchart
Verbal (what we say)
7%
Quality and Tone of voice
38%
Visual (non-verbal)
55%
Source:

Pincus, M. (2004). Managing Difficult People. Avon, MA: Adams Media.

Facilitator resources :

Flipchart

Participant resources: Sample communication log in Appendix.

Discuss and provide examples (get participants to practice

as well)

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2.1

Verbal communication

Verbal communication is what we say and how we say it. There are various ways
in which we use our verbal communication skills we use them to talk, to listen,
to give and receive feedback, to question.
Speech

Range
o Musicality of your voice
Make musical type sounds when you speak
Average person has a range of 7 to 11 notes when they
speak
Speech that is interesting to listen to has at least 7 to 11
notes
o Monotone is less than 7 notes
Someone speaking with less than 7 notes had a
monotone voice
Speech that is monotone is difficult to listen to and does
not maintain attention

Pitch
o Point within range where voice is placed for speaking
o Deeper voices easier to hear than high squeaky ones

Volume
o Loudness or softness
o Depends on location

Enunciation
o Clearness of your speech

Pronunciation
o How you pronounce your words
o Dialect is important factor in some areas

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Infliction
o Change in pitch to emphasize word(s)

Tone
o Convey a range of emotions

Refer to additional reading material on non-verbal communication

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2.2

Non-verbal communication

Non-verbal communication is what we say with our body. It includes facial

expressions, eye contact, tone of voice, body posture and motions, and positioning
within groups. It may also include the way we dress, our silence and other
mannerisms.
Knowledge of non-verbal communication is important for those who work with
others as it enables them to interpret actions and understand feelings and attitudes
of others.
Examples of non-verbal communication

Body language
o Body position (slouching, arms folded)
o Body orientation (face to face, side to side)
o Eye contact (direct, downward)
o Gestures (pointing, swaying)
o Facial expressions (communicate emotions)
o Touch
o Personal space

Written Communication
o Provides medium when we are unable to communicate verbally
o Can provide opportunity to convey message
o Can be interpreted for meanings or impressions

Appearance/image
o How we dress
o How we present ourselves
o How we network or act in public

Environment
o office set up
o location of desk
o boardroom seating arrangement
o personal space

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 Summarize
Complete exercise 5
Refer to additional reading material on non-verbal
communication

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Additional Material #2
Verbal Communication Using your voice
Range
Anytime you speak, you are making sounds that are more or less musical. The average
man, for example, has a range of from seven to eleven notes. Speech that is interesting
to listen to uses this range of at least seven to eleven notes. Use less than seven, and
you have the boring old monotone style that put people off.
Pitch
Pitch is the point within the vocal range where the voice is placed for speaking. If your
pitch is too high or too low your voice will tire easily and is not flexible enough to be used
to its best advantage.
TIP . . . Keep your pitch a little lower than normal. Slightly deeper voices are easier to
hear than high squeaky ones
Volume
The volume or loudness of your voice will depend upon the conditions under which your
are talking. The size and acoustics of the room, then number and location of participants
and the level of noise in the immediate area all are factors which can affect the volume.
Volume, the range, should not become monotonous. Very effective emphasis can be
achieved by speaking softly which you are talking. The size and acoustics of the room in
the immediate area or very loudly as the occasion demands.
TIP . . . Make sure that you vary your volume BUT be sure to be heard. Project your
voice and consider the volume of your music and the acoustics of your exercise room.
Enunciation
Enunciation demands that each letter, syllable or word you use be uttered definitely,
audibly and distinctly
Pronunciation
Pronunciation is the way of sounding words. Mispronunciation, especially of key words,
can mislead a listener or just as bad, lower your credibility as a fitness leader.
TIP . . . Take some time before your class to discover the pronunciation of and practice
using words that are unfamiliar or familiar words that are often mispronounced

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Infliction
Inflection is basically a sliding change of pitch. When accompanied by a sudden and wide
change of volume or range, you get emphasis on single words or phrases than can be
effective and interesting to hear.

TIPS Dont overuse this technique. Your words will sound affected and insincere.
Do practice using inflection wisely as it is a certain way to improve the interest - holding
quality of your speaking

Change of Pace
This one involves both rate of speed of the presentation and pauses in speaking.
TIPS The large the class-the slower the rate should be
The lower the ability level of the class the slower your must speak. Beginners are at a
disadvantage - they are unfamiliar with the activities and the language.
Difficult or new material requires a slower rate of presentation.
Pauses should be clean, definite breaks in the presentation of material. They give
people time to let what was just said "sink in". ALSO pauses can be used to help you
think on the fly especially if youve been asked a difficult or embarrassing question.
This one involves both rate of speed of the presentation and pauses in speaking.
Verbal Mannerisms
Verbal mannerisms should always be avoided. Here are the most common examples:
Use of "pet" words or expressions over and over again in a lesson: e.g. "Right"? "You
know what I mean?". "OK".
Word Whiskers: e.g. "Er-r-r" or "and-a-a-a-", i.e. audible pauses.
Constant repetition of certain phrases is also annoying
Source: College of the North Atlantic (2006). Interpersonal communication skills and
conflict resolution. College of the North Atlantic and Municipal Training and Development
Corporation.

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Additional Material # 3
Non-verbal Communication
When Demosthenes was asked what was the first part of oratory he answered, "'action";
and which was the second, he replied, "action"; and which was third he still answered,
"action." People tend to believe actions more than words!
Have you ever heard anyone say, "His actions spoke so loudly I couldn't hear what he
said?" Have you ever wondered whether anyone has said this about you? What we do is
a means of communication, subject to interpretation by others. Did you ever stop to think
that even failure to act is a way of communicating?
Today, many researchers are concerned with the information sent by communication that
is independent of and different from verbal information; namely, the non-verbal
communication. Verbal communication is organized by language; non-verbal
communication is not.
Communication is the transfer of information from one person to another. Most of us
spend about 75 percent of our waking hours communicating our knowledge, thoughts,
and ideas to others. However, most of us fail to realize that a great deal of our
communication is of a non-verbal form as opposed to the oral and written forms. Nonverbal communication includes facial expressions, eye contact, tone of voice, body
posture and motions, and positioning within groups. It may also include the way we wear
our clothes or the silence we keep.
In person-to-person communications our messages are sent on two levels
simultaneously. If the nonverbal cues and the spoken message are incongruous, the flow
of communication is hindered. Right or wrong, the receiver of the communication tends to
base the intentions of the sender on the non- verbal cues he receives.
Categories and Features
G. W. Porter divides non-verbal communication into four broad categories:
Physical. This is the personal type of communication. It includes facial expressions, tone
of voice, sense of touch, sense of smell, and body motions.
Aesthetic. This is the type of communication that takes place through creative
expressions: playing instrumental music, dancing, painting and sculpturing.

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Signs. This is the mechanical type of communication, which includes the use of signal
flags, the 21-gun salute, horns, and sirens.

Symbolic. This is the type of communication that makes use of religious, status, or egobuilding symbols.
Our concern here will be with what Porter has called the physical method of non-verbal
communication.
Knowledge of non-verbal communication is important managers who serve as leaders of
organizational "teams," for at least two reasons:

To function effectively as a team leader the manager must interact with the other
members successfully. Non-verbal cues, when interpreted correctly, provide him
with one means to do so.
The team members project attitudes and feelings through non-verbal
communication. Some personal needs such as approval, growth, achievement,
and recognition may be met in effective teams. The extent to which these needs
are met is closely related to how perceptive the team leader and team members
are to non-verbal communication in themselves and in others on the team.

If the team members show a true awareness to non-verbal cues, the organization will
have a better chance to succeed, for it will be an open, honest, and confronting unit.
Argyle and his associates have been studying the features of nonverbal communication
that provide information to managers and their team members. The following summarizes
their findings:
Static Features
Distance. The distance one stands from another frequently conveys a non-verbal
message. In some cultures it is a sign of attraction, while in others it may reflect status or
the intensity of the exchange.
Orientation. People may present themselves in various ways: face-to-face, side-to-side,
or even back-to-back. For example, cooperating people are likely to sit side-by-side while
competitors frequently face one another.
Posture. Obviously one can be lying down, seated, or standing. These are not the
elements of posture that convey messages. Are we slouched or erect ? Are our legs
crossed or our arms folded ? Such postures convey a degree of formality and the degree
of relaxation in the communication exchange.
Physical Contact. Shaking hands, touching, holding, embracing, pushing, or patting on
the back all convey messages. They reflect an element of intimacy or a feeling of (or lack
of) attraction.
Dynamic Features
Facial Expressions. A smile, frown, raised eyebrow, yawn, and sneer all convey
information. Facial expressions continually change during interaction and are monitored

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constantly by the recipient. There is evidence that the meaning of these expressions may
be similar across cultures.
Gestures. One of the most frequently observed, but least understood, cues is a hand
movement. Most people use hand movements regularly when talking. While some
gestures (e.g., a clenched fist) have universal meanings, most of the others are
individually learned and idiosyncratic.

Looking. A major feature of social communication is eye contact. It can convey emotion,
signal when to talk or finish, or aversion. The frequency of contact may suggest either
interest or boredom.
The above list shows that both static features and dynamic features transmit important
information from the sender to the receiver.
Tortoriello, Blott, and DeWine have defined non-verbal communication as:
". . . the exchange of messages primarily through non-linguistic means, including:
kinesics (body language), facial expressions and eye contact, tactile communication,
space and territory, environment, paralanguage (vocal but non-linguistic cues), and the
use of silence and time."
Let's review these non-linguistic ways of exchanging messages in more detail.
Kinesics
Lamb believes the best way to access an executive's managerial potential is not to listen
to what he has to say, but to observe what he does when he is saying it. He calls this
new behavioral science "movement analysis." Some of the movements and gestures he
has analyzed follow:
Forward and Backward Movements. If you extend a hand straight forward during an
interview or tend to lean forward, Lamb considers you to be an "operator"- good for an
organization requiring an infusion of energy or dramatic change of course.
Vertical Movements. If you tend to draw yourself up to your tallest during the
handshake, Lamb considers you to be a "presenter." You are a master at selling yourself
or the organization in which you are employed.
Side-to-Side Movements. If you take a lot of space while talking by moving your arms
about, you are a good informer and good listener. You are best suited for an organization
seeking a better sense of direction. Lamb believes there is a relationship between
positioning of the body and movements of the limbs and facial expressions. He has
observed harmony between the two. On the other hand, if certain gestures are
rehearsed, such as those made to impress others, there is a tendency to separate the
posture and the movements. The harmony disappears.
Studies by Lamb also indicate that communication comes about through our degree of
body flexibility. If you begin a movement with considerable force and then decelerate, you
are considered a "gentle-touch." By contrast, if you are a "pressurizer," you are firm from
beginning to end. The accuracy of Lamb's analyses is not fully known. However, it is
important that corporation executives are becoming so sensitive to the importance of
non-verbal messages that they are hiring consultants, such as Lamb, to analyze nonverbal communications in their organizations.

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Facial Expressions
Facial expressions usually communicate emotions. The expressions tell the attitudes of
the communicator. Researchers have discovered that certain facial areas reveal our
emotional state better than others. For example, the eyes tend to reveal happiness or
sadness, and even surprise. The lower face also can reveal happiness or surprise; the
smile, for example, can communicate friendliness and cooperation. The lower face,
brows, and forehead can also reveal anger. Mehrabian believes verbal cues provide 7
percent of the meaning of the message; vocal cues, 38 percent; and facial expressions,
55 percent. This means that, as the receiver of a message, you can rely heavily on the
facial expressions of the sender because his expressions are a better indicator of the
meaning behind the message than his words.
Eye Contact
Eye contact is a direct and powerful form of non-verbal communication. The superior in
the organization generally maintains eye contact longer than the subordinate. The direct
stare of the sender of the message conveys candor and openness. It elicits a feeling of
trust. Downward glances are generally associated with modesty. Eyes rolled upward are
associated with fatigue.
Tactile Communication
Communication through touch is obviously non-verbal. Used properly it can create a
more direct message than dozens of words; used improperly it can build barriers and
cause mistrust. You can easily invade someone's space through this type of
communication. If it is used reciprocally, it indicates solidarity; if not used reciprocally, it
tends to indicate differences in status. Touch not only facilitates the sending of the
message, but the emotional impact of the message as well.
Personal Space
Personal space is your "bubble" - the space you place between yourself and others. This
invisible boundary becomes apparent only when someone bumps or tries to enter your
bubble.
How you identify your personal space and use the environment in which you find yourself
influences your ability to send or receive messages. How close do you stand to the one
with whom you are communicating ? Where do you sit in the room? How do you position
yourself with respect to others at a meeting? All of these things affect your level of
comfort, and the level of comfort of those receiving your message.
Goldhaber says there are three basic principles that summarize the use of personal
space in an organization: The higher your position (status) in the organization,
a. the more and better space you will have,
b. the better protected your territory will be, and
c. the easier it will be to invade the territory of lower-status personnel
The impact of use of space on the communication process is related directly to the
environment in which the space is maintained.
Environment
How do you arrange the objects in your environment - the desks, chairs, tables, and
bookcases? The design of your office, according to researchers, can greatly affect the
communications within it. Some managers divide their offices into personal and
impersonal areas. This can improve the communication process if the areas are used for
the purposes intended.

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Your pecking-order in the organization is frequently determined by such things as the

size of your desk, square feet in your office, number of windows in the office, quality of
the carpet, and type of paintings (originals or copies) on the wall.
It is obvious that your personal space and environment affect the level of your comfort
and your status and facilitate or hinder the communication process.
Paralanguage
Is the content of your message contradicted by the attitude with which you are
communicating it? Researchers have found that the tone, pitch, quality of voice, and rate
of speaking convey emotions that can be accurately judged regardless of the content of
the message. The important thing to gain from this is that the voice is important, not just
as the conveyor of the message, but as a complement to the message. As a
communicator you should be sensitive to the influence of tone, pitch, and quality of your
voice on the interpretation of your message by the receiver.
Silence and Time
Silence can be a positive or negative influence in the communications process. It can
provide a link between messages or sever relationships. It can create tension and
uneasiness or create a peaceful situation. Silence can also be judgmental by indicating
favor or disfavor - agreement or disagreement.
For example, suppose a manager finds a couple of his staff members resting.
If he believes these staff members are basically lazy, the idleness conveys to him that
they are "goofing off" and should be given additional assignments.
If he believes these staff members are self-motivated and good workers, the idleness
conveys to him that they are taking a well-deserved "break."
If he is personally insecure, the idleness conveys to him that they are threatening his
authority.
Time can be an indicator of status. How long will you give the staff member who wishes
to speak to you? How long will you make him wait to see you? Do you maintain a
schedule? Is your schedule such that your subordinates must arrange their schedules to
suit yours? In a healthy organization, the manager and his subordinates use time to
communicate their mutual respect to each other.
Closing Thoughts
Regardless of your position in the organization it is important for you to develop some
sensitivity to nonverbal messages. Cooperation improves as we recognize and respond
appropriately to non-verbal cues. Of course you have been aware of non-verbal
communications all of your life, but how much thought have you given them?

Source:
http://www.zeromillion.com/business/management/non-verbalcommunication.html

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NOTES

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Exercise 5 - Interpreting Non-Verbal

Behaviour
Suggested time: 15 minutes
Objective
Discover what you know about non-verbal behaviour
Advance Preparation
None
Exercise
Ask participants to think about some non-verbal behaviours they have observed.
Use the flipchart to record.
Note to facilitator
Some questions to start the discussion:
Some looks at you with a blank stare?
Someone jingling coins in their pocket
Someone use tapping their fingers
Someone sitting with arms folded
Facilitator resources
The facilitator should mimic some of the body language or ask participants to get
involved.
The exercise can be extended if time permits to give the group an opportunity to
practice and observe some non-verbal actions.
See appendix for additional information on body language.
Participant resources

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NOTES

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Exercise 6 - How are your listening skills?

Suggested time: 30 minutes
Objective
Identify listening skills
Advance preparation
Complete checklist
Exercise
Participants complete the checklist and discuss their findings.
Note to the facilitator
You may need to read the questions to the group if you have people with
limited reading or visibility skills.

Facilitator resource
checklist and flipchart
Participant Resources
checklist

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NOTES

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Exercise 6 - Rate your Listening Skills

1.

I take notes to help me remember the points

Yes__
2.

No__

Sometimes__

I am not easily distracted

Yes__
3.

No__

Sometimes__

I keep my emotions in check when I dont what is being said

Yes__
4.

No__

Sometimes__

I wait until someone is finished talking before I decide how I feel

Yes__

No__

Sometimes__

5.
When someone is talking, I smile, nod, and try to keep eye contact with
my speaker
Yes__
6.

No__

Sometimes__

I watch the speakers body language

Yes__
7.

No__

Sometimes__

I judge what was said, not the speaker

Yes__
8.

No__

Sometimes__

I dont interrupt

Yes__
9.

No__

Sometimes__

If Im not sure, I will put what the speaker said into my own words

Yes__

No__

Sometimes__

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10.
I listen not only for what was said but also for why its said
Yes__
No__
Sometimes__
11.
I listen for the speakers emotions
Yes__
No__
Sometimes__
12.
Yes__

I allow for silences

No__

Sometimes__

13.
I dont finish someone elses sentences for them or fill in words unless Im
asked
Yes__
14.
Yes__
15.
Yes__

No__

Sometimes__

I ask questions when I dont understand

No__

Sometimes__

I ask questions to get more information

No__

Sometimes__

16.
Im a patient listener. Im not thinking about what Im going to say while
someone else is talking
Yes__

No__

Sometimes__

How to rate your answers

If you have ticked any no answers you may want to work on improving your
listening skills. If you have ticked sometimes answers you may want to think
about the situations that cause you to do those things.
With practice, we can all become better listeners, as listening skills are important
in our daily personal and professional lives.
Good listeners use these ideas
Take notes
Be reading to tell someone what youve heard
Listen with your mind, body and heart
Dont be quick to judge
Ask questions
Paraphrase

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Make contact
Let the speaker finish
Judge the issue and not the person

Source: Parker, Barbara. J. (2001) Tea you can trot a mouse on. Volume 1.
Hubbards, NS: The Wee Society.

Summarize exercise 6
Review

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2.3

Listening
Listening is the cornerstone for good communication and is often the least
developed skill. Often the sender is more concerned with the message and
how they appear, than listening to the receiver.
The exercise just completed provides you with some insight into your
listening skills and whether you need to improve them.
We will now further discuss listening.

Types of listening

Pseudo
o Listen to meet some other need
o Make people think you are interested
o Keep alert to see if you are being rejected
o Get some time before your next comment
o Pretend to be listening to be polite
o Natural to be pseudo listening some times

Active
o Listen without barriers (time, emotional)
o Listen to the entire message by focusing on verbal and
non-verbal message
o Listen using your non-verbal communication skills
o Listen to the person without interrupting, judging or
arguing
o Clarify and ask questions or paraphrase

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Improving Listening through Feedback

Feedback can help you better understand yourself and another
person. How you encourage or receive it depends on your level
sensitivity level some are very sensitive and others are
unaffected.
Skills used in providing feedback include:

Paraphrasing

Perception Checking

Describing behaviour

Making I statements

Feedback is an important feature in interpersonal communication.

Paraphrasing

Paraphrasing allows you to test whether you understand what you

heard from another person. You can restate what was said, or state
their idea or information in your own words to show that you know
what was said.

Tests your understanding of communicators message

Allows communicator to clarify a misunderstanding

Provides climate where communicator can feel

understood

Provides communicator with sense that what they are

saying is important

Provide example and ask for examples

I dont think this office is doing to do it for me.
You want to move to another space?
Yes, that is what I would like.

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Perception Checking

Perception checking is stating in your own words what you

perceive the other person is feeling.

Describe other's feelings or behavior

Indicates to person that you want to understand their

feelings

State interpretation of behavior

Ask if interpretations are accurate

Provide example and ask for examples

Were you disappointed that your team wasnt selected?
You didnt say anything in the meeting about the new
policy do you agree with it?

Describing Behaviour

Describing behaviour states only what has been observed and not
what was said so is a good check of your ability to observe and
report what you observed.

State what has been observed

Does not judge behaviour

Use it when you want to let person be aware of their

behaviour

Use it when you want someone to be aware of a

negative behaviour

Provides a non-threatening opening to further

communication

Provide example and ask for examples

Say: Andrew, Bill has not had a chance to finish the
presentation
Do not say: Andrew you are always interrupting

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Making I Statements

Use when you want to explain your feelings

Use to reduce level of tension in conflict situation

How to make an I statement

When (description of behaviour, not person), I feel

(description of the feeling, because (tangible or real
effect) or how about if (suggestion for change)
o Pushes speaker to define what disturbs him/her
about the situation

When separates person from problem

I feel speaker is taking responsibility for his/her

actions and clarifying his/her feelings, and indicating
trust in the listener

Because pushes the speaker to look inside to define

what bothers him/her about the situation

Provide example and ask for examples:

Reaction may be: You make me so mad when you arrive

late for the meeting.
Say: When you arrive late I feel frustrated because I find it
difficult to continue the agenda when some matters have
been discussed.

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NOTES

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Additional Material # 4
Giving and Receiving Feedback
Feedback can help you:
to better understand another person
to be understood
There are four basic interpersonal communication skills that will help when it is important
that people understand each other.
Paraphrasing
What is it? Paraphrasing is one way to test you understanding of what another has
said. Stating the idea, information or comments of the other in your own words or giving
an example that shows what you think a person is talking about is paraphrasing.
When to Use it? Anytime you want to check your understanding of what you have just
heard.
Why Use It?
To test your understanding.
To let the other person know you are interested in them and what they have to say.
To reveal that you understand the others view so they may be more receptive to
your ideas.

Perception Checking
What is it? Perception Checking is stating in your own words that you perceive the other
to be feeling. A good perception check conveys the message "I want to understand your
feelings- is this (making a statement about the others feelings) the way you feel about it?

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When to use it? Use perception checking anytime you need to:
check on whether your inference (guess) on how the other person is feeling is correct.
get the others feelings out in the open.

Why use it?

feelings need to be recognized and acknowledged.
to test for accuracy of perception
to show your interest in the person and develop rapport

Describing Behaviour
What is it? This skill capitalizes on your powers of observation and your ability to report
clearly and accurately what you have observed. There are two tests a statement you
make must pass before it can be considered a behaviour description.
1. It states only what is observed rather than inferences or generalizations about the
other persons motives, feelings, attitude, personality traits.
Behaviour Description

Possible Inference

1. David walked out of training session David was annoyed

20 minutes before it finished
David had an appointment
2. Betty did not answer when Mary
Betty was embarrassed
asked her a question
Betty didnt hear the question
Betty resented the question.

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2. A behaviour description is non-evaluative. It does not say or imply what was good,
bad, wrong or right.
Behaviour Description

Evaluative Statement

1. David walked out of training session David is rude

20 minutes before it finished.
David doesnt care
2. Betty did not answer when Mary
David is irresponsible
asked her a question.
Betty doesnt like Mary
Betty is rude
Betty doesnt know the answer
When to use it?
When you want another person to know you are responding to a particular behaviour of
theirs by describing it clearly enough that they know what you have observed.
When you observe behaviours that you feel are having a negative impact or have
affected the group in some way.
Why use it?
It is non-threatening opening to further communication.
It makes communication easier because you can more clearly convey what the other
person is doing or has done that affects you or the group.

Making "I" Statements

What is it? When you make clear what feelings you are experiencing by naming or
identifying them you are using or making "I" statements.
"I" statements must:
a) refer to "I", "me", or "my"
b) specify or describe some kind of feeling.
They must not be confused with expressing feelings. Expressions can be misread.

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EXPRESSION OF FEELINGS

DESCRIPTION OF FEELINGS

"Yesterdays meeting was a disaster".

"I am disappointed about the way I

handled yesterdays meeting".

"You are one of my better groups".

"I like working with you. I appreciate the

way everyone participates in the
exercises and discussions".

When to use it:

When it is important for others to understand how you feel.
Why use it?
To avoid any mis-interpretation of your feelings
To give information to others about what is going on inside you that is necessary for
understanding and the further development of your relationship.

Tips for Giving Feedback:

Effective verbal feedback that is meant for constructive personal improvement should
focus on:
specific (here and now) information rather than general (there and then) commentary.
the behaviour rather than the person.
observations (what, how, when) rather than inferences (why)
constructive change (positive) rather than destructive commentary (negative).
behaviour descriptions which are in terms of "more or less" rather than "either/or".
an appropriate amount on information for the received to use rather than how much
information may have to the receiver rather than the "release" experienced by the sender.
behaviour which is changeable rather than fixed.
sharing of ideas and information in order to generate alternatives, rather than giving
advice which suggests specific solutions.

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In learning to give feedback, it is helpful to have a pattern in mind that will organize your
thinking. Here is one to remember.
"When you/I
I felt
How about if you

Source:
College of the North Atlantic (2006). Interpersonal communication skills and
conflict resolution. College of the North Atlantic and Municipal Training and
Development Corporation

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NOTES

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Exercise 7 - Review paraphrasing

Suggested time: 15 minutes
Objective
Discuss some ways to provide feedback through paraphrasing.
Advance preparation
None
Exercise
Discuss the paraphrasing exercises below.
Note to the facilitator
This exercise can be used if you have limited time and do not want to do the
lengthier exercise 9.

Facilitator resources
Exercises on following page
Participant resources

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Exercise 7 - Paraphrasing Exercise

Pick the most appropriate paraphrase:
1.

Council has decided to deny a staff member a professional

development request and advises the town manager to write the staff
member and advise her of the decision but do it in a nice way.
a. What do you want me to say?
b. Do I tell her the truth
c. So I should explain tactfully that there is no money in the
budget despite the knowledge and skills she will get from
the course?
d. I should encourage her to apply again next year and well
consider it?

2.

You are working on a deadline and a co-worker comes to you looking

for some time to discuss a project. You quickly respond that you dont
have time as you are on a short deadline and the co-worker says
sarcastically well I dont want to interrupt your important work, and
leaves the office. You have relied on him recently for some assistance
and sense he is feeling rejected. You go to his office:
a. You are a little testy today arent you?
b. I dont appreciate it when you judge the importance of
my work
c. It appears that you feel that your project is very important
and my input is require at this time
d. I am working on a major deadline and hope that you can
appreciate it and will talk to you later

3.

The board chair calls you asks you to get quotes on a computer that he
thinks should be purchased. He knows the computer expense is not
allocated in the budget but states that you to find the money to get the
computer.
a. You realize that we dont have the money right now
b. Where would you like me to call?
c. You want to take the time on an item that is not approved
in our budget
d. I understand you want to get a computer but you realize
that the expense is not allocated and perhaps we should
run it by the board first
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Exercise 8 - Practice Giving and

Receiving Feedback
Suggested time: 20-30 minutes
Objective
Review and discuss some effective ways to provide feedback through
Paraphrasing, Perception Checking, Describing Behaviour and Making I
Statements
Advance preparation
None
Exercise
Break group into smaller groups and assign the exercises on next page to them.
Ask them to review individually and create a response, and then within the group
discuss and select/develop a best response.
Each group shares their response with the rest of the larger group.

Paraphrasing Exercise
Write an effective paraphrase for the following statements, and remember to
include the facts and feelings.
A coworker and team member has been going through a difficult time with a
family problem, which she has shared confidentiality with you. As a result, you
are sensitive to her moods as well as her lack of full effort on your joint project.
You have a final report due on Friday and on Monday when you mention it to her
she retorts angrily I am not having a good week so Ill see what I can do and
besides it is only Monday, whats the rush?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Exercise 8 continued
Perception Checking
Provide a perception check for the following:
Why is it that everyone seems to tune out when I try to discuss some new
approaches to getting volunteers for the tourism project?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________
Describing Behaviour
Write a positive and negative response for the following issue.
John regularly interrupts others when they are speaking and then takes over the
discussion with his opinions.
You dont
say:_______________________________________________________
You
say:______________________________________________________________
__________________________________________________________________
__________________________________________________________________
Making I statements
Respond to the following with an I statement. Remember to take responsibility
for your feelings and to include the behaviour and effect.
You feel that you are taking on new responsibilities as whenever something needs
to be done that doesnt fit into someones job description it gets passed on to you.
You already take work home and not being paid any overtime for it. Today a
board member asks you to do a favor and you have a difficult time refusing the
request as that is the way you are! At the end of the day, a staff person asks you
to do something that she could easily do. You respond with an I statement.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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 Summarize verbal, non verbal and listening

Complete Exercise 8 and Discuss
Refer to Appendix Responses that Block Communication
(can be reviewed if time permits)
Discuss

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3.0

Ways we communicate

We use our verbal, non-verbal, listening, paraphrasing and feedback skills

when we communicate on one on one and group settings, formal and nonformal settings, at home, at work, in our volunteer capacity.
In the next section, we will explore some common ways in which we
communicate and will focus on some new methods of communication
such as voice mail and email.

Complete Exercise 9 Public Speaking (next page)

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Exercise 9 - Public Speaking Strategies

Suggested time: 15 minutes
Objective
Learn about public speaking strategies
Advance preparation
Exercise
Discuss why you fear public speaking list reasons on flipchart
Discuss some strategies that have worked for you as a public speaker
Note to facilitator
Use flipchart to capture participant responses to this question and some
strategies. It will be useful for participants to see.

Facilitator resources
Flipchart
Participant resources

Summarize exercise 9
Discuss

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3.1 Speeches
Ranked among highest of fears

Requires using voice characteristics

Provides immediate feedback

Excellent communication strategy to get message to particular

audience

Effective speech tools

o Preparation
o Performance
o Post-Presentation

3.2

Presentations

Less formal than speeches

Allows wider use of variety of tools

o Multi-media
o Handouts
o Discussion

3.3

3.4

3.5

Correspondence/Office Communication

Letters

Memos

Policies

Reports

Telephone

One-on-one

Conference calling

Voice Mail

Allows flexibility in personal and professional life

Requires commitment to return calls

Does not replace one-on-one conversation

Complete Exercise 10
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3.6

3.7

3.8

Email

Popular form of communication

Lack of attention to detail, spelling, and other standards

Encourages instant feedback

Lack of privacy

Replace formal communication

Websites

Provides information on person or organization

Enables individual or organization to control/edit material

Blogs

Provides new method of communicating

Provides venue to post thoughts, interact with people

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Exercise 10 - Email Practices

Suggested time: 15 minutes
Objective
Discuss some advantages and disadvantages of email
Advance preparation
Exercise
Using brainstorming, ask participants to generate a list of advantages and
disadvantages of email.
Note to the facilitator
The exercise is a good way to get participants to identify some of the
characteristics of email that they use or condone which really impact
communication. Discuss how email can be a non-verbal communication
technique.

Facilitator resources
Flipchart
If possible, provide some examples of emails
Participant resources

Summarize
Review/Discuss
Refer to additional material Responses That Block
Communication and discuss if time permits

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4.0
Factors influencing effective
communication
This last section of the interpersonal communication skills module will be
an opportunity to discuss some of the factors that influence our daily
communication in our personal and professional lives. These factors are
certainly not inclusive and are meant only to generate discussion and
further reflection on what impacts our communication skills and practices.

4.1

Special needs / accessibility

Recognize that some participants with visual, aural and

physical disabilities

Ensure that you provide an accessible location and

environment for all participants

4.2

4.3

Environment / setting

Room size

Seating arrangement

Temperature

Lighting

Audio/visual

Group size

Side conversations

Chairpersons abilities

Literacy skills

Recognize different literacy levels

Present using various methods

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4.4

4.5

4.6

4.7

Cultural factors

Learn cultural background of participants/audience

Reveal your cultural needs to speaker

Adjust to differences

Email etiquette

Treat email like written correspondence

Potential for immediate distribution

Way you communicate can impact the message

Tone

Respect

4.8

Respect organizational structure and protocols

Gender neutrality

Respect gender-neutral guidelines in writing and

communicating

4.9

4.10

Jargon

Minimize jargon

Avoid acronyms

Others

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Additional Material # 5
RESPONSES THAT CAN BLOCK EFFECTIVE COMMUNICATION

Evaluation Response
The phrases "You should..., "Your duty...," "You are wrong," "You should know
better," "You are bad," "You are such a good person" create blocks to communications.
There is a time for evaluation, but if it is given too soon, the speaker usually becomes
defensive.

Advice-Giving Response
"Why dont you try... ," "Youll feel better when...," "It would be best for you to ...,"
"My advice is..." are phrases that give advice.
Advice is best given at the conclusion of conversation and generally only when one is
asked.

Topping Response, or My Sore Thumb

"Thats nothing, you should have seen...," When that happened to me, I...,"When I was a
child...," "You think you have it bad..." are phrases of "one-upmanship."
This approach shifts attention from the person who wants to be listened to and leaves
him or her feeling unimportant.

Diagnosing, Psychoanalytic Response

"What you need is...," "The reason you feel the way you do is..." "You don really mean
that," "Your problem is ..." are phrases that tell others what they feel.
Telling people how they feel or why they feel the way they do can be a two-edged
sword. If the diagnoser is wrong, the speaker feels pressed; if the diagnoser is right, the
speaker may feel exposed or captured. Most people do not want to be told how to feel
and would rather volunteer their feelings than to have them exposed.

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Prying-Questioning Response
"Why," "who," "where," "when," "how," "what" are responses common to us all.
But such responses tend to make the speaker feel "on the spot" and therefore resist the
interrogation. At times, however, a questioning response is helpful for clarification, and in
emergencies it is needed.

Warning, Admonishing, Commanding Response

"You had better," "If you dont," "You have to," "You will," "You must" are used constantly
in the everyday work environment.
Usually such responses produce resentment, resistance, and rebellion. There are times,
of course, when this response is necessary, such as in an emergency situation when the
information being given is critical to human welfare.

Logical, Lecturing Response

"Dont you realize...," "Here is where you are wrong...," "The facts are...," "Yes, but..." can
be heard in any discussion with two people of differing opinions.
Such responses tend to make the other person feel inferior or defensive. Of course,
persuasion is part of the world we live in. In general, however, we need to trust that when
people are given correct and full data they will make logical decisions for themselves.

Devaluation Response
"Its not so bad," "Dont worry," "Youll get over it," or "Oh, you dont feel that way" are
familiar phrases used in responding to others emotions.
A listener should recognize the senders feelings and should not try to take away the
feelings or deny them to the owner. In our desire to alleviate emotional pain, we apply
bandages too soon and possibly in the wrong place.
Whenever a listeners responses convey non-acceptance of the speakers feelings, the
desire to change the speaker, a lack of trust, or the sense that the speaker is inferior or at
fault or being bad, communication blocks will occur.

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5.0 Parking Lot

Discuss any issues that arise throughout the day that are not part of the
workshop.

6.0 Discussion/Questions/Summary
7.0 Evaluation
Ask participants to complete an evaluation which covers the material, the
facilitator and the space/resources.

8.0 Appendices

Stimulating Discussion

The Seven Secrets of Attractive Body Language

Communications Glossary

Communications Log

Facilitator Tools

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STIMULATING DISCUSSION
The success of any discussion depends upon participation. An atmosphere of free
exchange can be created only when people see that a mutual sharing of opinions
and ideas is welcome. The skillful use of questions will encourage discussion.
You should be constantly on the alert for cues from the group that suggest
problems. If people begin to fidget, look bored, or show by their expressions that
they dont understand or disagree, you should ask questions to find out what is
going on.
Questions are of four basic types:
General - which elicit a broad range of potential responses.
Specific - which focuses in on an idea, leaving a limited range of responses.
Overhead - which are asked of the group allowing volunteers to respond.
Direct - which are asked of a selected individual.
General and overhead questions are less threatening and therefore are better to
start a discussion. Direct and specific questions are best used after peoples
become comfortable with group discussion.
The following examples provide some useful guidelines for generating discussion.
1. Ask For Feelings And Opinions
Use a method of asking questions that will help people express their ideas, draw
people out, and encourage discussion. For example:
What is your reaction to ...?
How do you feel about...?
What is your thinking on...?
What brings you to conclude that...?
What are some other ways to get at...?
What prompted your decision to...?
How did you happen to learn that...?
How did you feel when you found out that...?
Would you say that...?
2. Paraphrase
One way to help people reach mutual understanding is to paraphrase; that is, to
ask one person to repeat what someone else said to state what that person meant:
Are you asking me to...?
Let me see if I understand your position. Are you saying that...?
Im not sure I understand. Are you saying that....?
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 Before we go on, let me paraphrase what I think you are proposing....?

Let me restate your last point to see if I understand.
What I am hearing is....Is that right?
Before you go on, do you mean that ...?
3. Encourage Participation
Sometimes people tend to hold back. They can be encouraged to participate by
such questions as:
Steve, how do you feel about this ?
Mary, how would you answer Johns questions?
Before we go on, Id like to hear from Bill on this.
We have heard from everyone but Jane. Jane, what is your feeling on this?
Abe, do you understand what Maria said?
We havent heard from Sylvia yet. Sylvia, how do you feel about this?
4. Ask For A Summary
A lot of good ideas have been presented in the last few minutes. Will someone
please summarize the major points before we go on?
I have heard a number of proposals. Will someone summarize what has been
agreed upon?
It is clear Jim does not agree. Jim, will you summarize your major objections?
I have lost track. Will someone summarize what has been done s o far?
5. Ask For Clarification
I didnt understand that last comment. What would you do if...?
The examples you gave concern week day operation. Do they also apply to
weekends....?
I saw Maureen shaking her head. Maureen, would it help if we took a minute to
explain how these new instruction apply to your department?
It is still not clear to me. What do I do when.....?
6. Ask For Examples
Dorothy, will you give some examples of what you mean?
John, can you expand on that? Im not sure I understand
7. Test For Consensus
It seems that we have come to agreement on this issue. Let me ask for a show of
hands on this. Does everyone accept the idea that....?
Glenda, is that your feeling too....?
Before we go on to the next issue, let me check to make sure that all have agreed
to .....?
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8. Initiate Action
How do you think we should .....?
Frank, how would you suggest that we proceed on this?
Id like some suggestion on possible ways to get started. Pierre, how would you
propose we get started?
9. Explore An Idea In More Detail
What are some other ways to approach this problem?
Are there other things we should consider?
Otto, what would you add to what has been said?
10. Do A Quick Survey
Lets see a show of hands. How many are for this proposal?
Beverly, why dont you ask the others how they feel about your proposal?
How does everybody feel about this? Lets start with Barry.
11. Suggest A Break
We have been working on this problem for about an hour. I propose we take a
10 minute break.
12. Suggest A Procedure
I noticed that Carla has done most of the talking on this issue. I suggest we go
around the table to see how others feel.
Would it help if we put the agenda items in rank order of importance before we
started.
13. Suggest They Try Something
Bridget, I dont think you heard what Willie was trying to say. Why dont you
tell us what you heard her say before you state your objections.
Lets go around the table so that everyone gets a change to comment on this.
14. Stop The Action & Ask The Group To Talk About Something
Lets stop the discussion for a few minutes. I think it might help if each of us
told the group what he or she is feeling, right now.
15. Share Your Feelings
I feel you are not giving Harry a chance to explain his position.
Im frustrated. I think we should take this problem up next week when we
have more facts. How do the rest of you feel?
16. Reflect What You Think Someone Is Feeling
George, I get the impression that you are not satisfied with my answer. Is that
right?
Kims comments tell me that he needs to ask some questions on this is that
right, Kim?
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17. Be Supporting
Lets give Tony a chance to tell it the way he sees it.
Dave, you had your say, now its Janices turn. Give her a chance to explain.
18. Question Assumptions
Your proposal assumes that unless we use threats, they wont cooperate. Is that
right?
Your suggestion assumes that we cannot meet the schedule. Is that right?
Your objection assumes that we will not get promised deliveries. Is that a good
assumption?
19. Check Targets Or Orientation
Are we asking the right question?
Are these the most important goals?
Is this the best way to get their cooperation?
Is this the only way to get it done?
20. Confront Differences
Nick, you havent said so but it is clear to me that you dont agree. Is that right?
Martha, you seem to be holding back on this. Is there something here you
disagree with?
21. Role Reversal
Why dont you take the role of a customer for a few minutes. Now, as a
customer, how would you react this proposal?
Pretend you are the district manager for a moment. How would he react to this
proposal?
How would you feel if I treated you that way?
22. Look Into The Future
If we did it this way, what is the worst thing that could happen?
If is doesnt work, what have we lost?
If it works, how will it effect next weeks schedule?
23 Focus on Action Choice
We have considered every possibility, we must choose from these three
alternatives.
We have discussed both sides carefully. Its time we made a choice.

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THINGS TO AVOID
1. Unanswerable Questions
Be sure that the questions you ask can be answered by the group or by some
member of the group.
2. Question of Simple Assent Or Dissent
Unless followed by other questions of the Why, When, Where, How, What, Who
sort, a yes or no answer leads nowhere.
3. Vague, Indefinite, Ambiguous Questions
To get satisfactory answers, you must ask good questions. Sometimes you may
need to rephrase your question or break it down into sub-questions if not
immediately understood. Above all never try to play with words or trap a person
into an incorrect or misleading answer.
4. Witness-Chair Interrogation
You may have to ask a person questions in the interest of clarification, but
remember that you are not out to prove anything. Your conduct should never be
that of a courtroom cross-examination where the person answering feels
threatened.

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The Seven Secrets of Attractive Body Language

Face: Have an animated face and making smiling part of your regular repertoire.
Make sure you flash your teeth.
Gestures: Be expressive but dont overdo it. Keep your fingers closed when you
gesture, your hands below chin level, and avoid arm or feet crossing.
Head Movement: Use Triple Nods when talking and Head Tilt when listing.
Keep your chin up.
Eye Contact: Give the amount of eye contact that makes everyone feel
comfortable. Unless looking at others is a cultural no-no, lookers gain more
credibility that nonlookers.
Posture: Learn forward when listening, stand straight when speaking.
Territory: Stand as close as you feel comfortable. If the other person moves
back, dont step forward again.
Mirror: Subtly mirror the body language of others.

Source: Pease, A & B. (2004). The definitive book of body language. New York:
Random House.

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Communications Glossary
Advertising
Advertising is bringing a product (or service) to the attention of potential and
current customers. Advertising is focused on one particular product or service.
Thus, an advertising plan for one product might be very different than that for
another product. Advertising is typically done with signs, brochures,
commercials, direct mailings or e-mail messages, personal contact, etc.
Body Language
Body language is an outward reflection of a persons emotional state as each
movement or gesture can indicate what a person may be feeling or thinking at the
time. For instance, folded arms may indicate that the person is feeling defensive
or fearful. Body language is an important part of the communication process.

Blog
A blog (short for web log) is a user-generated website where entries are made in
journal style and displayed in a reverse chronological order.

Branding
Branding involves a strong, consistent message about an organization, product,
service or community which differentiates it from others. It is an image and
feeling that people have and consists of their perceptions and experiences, some
of which you can influence.
Channel
Messages are conveyed through channels which can be face to face meetings,
telephone calls, letters, emails, and reports.
Describing Behaviour
Describing behaviour is a communication tool in which you state only what was
observed and not what was said.

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Email
An electronic message sent via internet to another person. Can be basic message
or can include attachments such as letters, reports, photos, etc.
Enunciation
Enunciation is how clear you speak.
Feedback
Feedback is what you get from your audience in reaction to your message.
I statements
A communication tool to use when you want to explain your feelings. The tools
is good for reduce tension and conflict.
Making an I statement:
When (describe behaviour and not person)
I feel (describe the feeling that you get)
Because (tangible or real effect) or how about (a suggestion for change)
Making I statements pushes the speaker to define what disturbs him/her about a
situation.
Infliction
Infliction is the change in the pitch of your voice to emphasize words.

Listening
Listening involves listening to what another person is saying. Active listening is a
way of listening that focuses entirely on what the other person is saying and
confirms understanding of both the content of the message and the emotions and
feelings underlying the message to ensure that understanding is accurate. Hearing
is a passive skill.
Marketing
Marketing is the wide range of activities involved in making sure that you're
continuing to meet the needs of your customers and getting value in return.
Marketing is usually focused on one product or service. Thus, a marketing plan
for one product might be very different than that for another product. Marketing
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activities include "inbound marketing," such as market research to find out, for
example, what groups of potential customers exist, what their needs are, which of
those needs you can meet, how you should meet them, etc. Inbound marketing
also includes analyzing the competition, positioning your new product or service
(finding your market niche), and pricing your products and services. "Outbound
marketing" includes promoting a product through continued advertising,
promotions, public relations and sales.

Medium
The medium is the way to get your message across to your audience. More than
one medium is media.
Media
Media are the medium to carry message and include traditionally include radio,
television, newspapers, magazines, newsletters, and now include websites,
electronic newsletters, etc.
Media (press) release
A media or press release is a newsworthy announcement that is sent to your media
list.
Message
The message refers to what you are communicating and can be written, oral and
can be impacted by the senders tone, method of organization, what is
communicated, and the individuals style of communicating.

Non-verbal communication
Non-verbal communication is what we say with our body includes facial
expressions, eye contact, tone of voice, etc.
Noise
Noise refers to noise in a message and can include interference from various
sources and impacts the receivers attention.
Paraphrasing
Paraphrasing is a communication tool that allows you to restate or state in your
own words, what was said in order to understand what you heard.
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Perception checking
Perception checking is stating in your own words what you think another person
is feeling.

Pitch
The pitch of your voice is the point within range where voice is placed for
speaking. Some people have a deep voice and some have a high pitched or
squeaky voice.

Promotion
Promotion keeps the product in the minds of the customer and helps stimulate
demand for the product. Promotion involves ongoing advertising and publicity,
such as mention in the media. The ongoing activities of advertising, sales and
public relations are often considered aspects of promotions.
Pronunciation
Pronunciation refers to how you pronounce your words.

Public relations
Public relations includes ongoing activities to ensure the organization or company
has a strong public image. Public relations activities include helping the public to
understand the organization or company and its services or products. Often,
public relations are conducted through the media, that is, newspapers, television,
magazines, etc. As noted above, public relations is often considered as one of the
primary activities included in promotions.

Publicity
Publicity is mention in the media. Organizations usually have little control over
the message in the media, at least, not as they do in advertising. Regarding
publicity, reporters and writers decide what will be said.
Public service announcement (PSA)
A PSA is a brief announcement about an upcoming event that is publicized by
local media at no cost.
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Range
The range of your voice refers to the musicality of your voice.
Sales
Sales involves most or many of the following activities, including cultivating
prospective buyers (or leads) in a market segment; conveying the features,
advantages and benefits of a product or service to the lead; and closing the sale
(or coming to agreement on pricing and services). A sales plan for one product
might be very different than that for another product.

Sender
The sender is the person who sends the message and who must be credible, must
know the subject, the audience and context in which the message is delivered.

Target Audience
A target audience is the audience your message is intended to reach
Verbal communication
Verbal communication is what we say and how we say it. It includes the range,
pitch and volume of our voice, our enunciation and pronunciation, infliction and
tone of our voice.

Website
A website is an internet site containing information on a government department,
business, organization or individual for public viewing.

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NOTES

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Sources:
www.managementhelp.org - Basic Definitions of Advertising, Marketing,
Promotion, Public Relations and Publicity, and Sales by Carter McNamara, MBA,
PhD
www.8020info.com - Tourism Development From a Branding Strategy
Perspective
www.mindtools.com/CommSkll?Communicationintro.htm
http://en.wikipedia.org/wiki/Main_Page
Pease, A & B. (2004). The definitive book of body language. New York: Random
House.

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NOTES

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Communications Log
This simple log will assist you to determine the percentage of time you spoke,
listened or were silent.
Time
8 a.m.
9 a.m.
10 a.m.
11 a.m.
12 noon
1 p.m.
2 p.m.
3 p.m.
4 p.m.
5 p.m.
6.p.m
7 p.m
8 p.m
9 p.m
10 p.m
11 p.m
12 p.m

Activity

% speaking

% listening

% time silent

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Facilitator Tool Kit

1.

Tools and Techniques

General
Before starting a facilitated session there should be some form of "contract" or
agreement between the facilitator and the group. Many advocate that this should
be written but this is not necessary providing there is a clear understanding on the
basic issues such as;
the role of the group
the role of the facilitator
the broad aims of the session (note these need to be checked with the group)
For facilitated sessions it is useful to breakdown the traditional barriers that exist
between people. To assist with this it is often better to lay chairs out in an
informal style that facilitates open discussion.
The main aim of the facilitator must be to remain neutral and ensure that there is
the "buy-in" of all members of the group throughout the process. In order to
ensure that the "buy-in" is there from the start it is necessarily to agree the
common aims of the group and to agree to a process for meeting those aims
before starting that process. This makes facilitated sessions appear to go slowly at
the beginning but this apparent slowness will be compensated for as the group
gets into its stride and the common goals and "buy-in" throughout ensures that
they work as one.
Brainstorming - useful for developing ideas

Brainstorming is a useful method for identifying a wide range of ideas to solve a

problem. It involves the group calling out the ideas which are then be recorded
onto a flip chart. All ideas should be recorded and the session should be as free
flowing as possible. Sessions can last any time from a few minutes to hours
depending on the difficulty and complexity of the problem. Often the best ideas
can come when the session appears to be all but finished.
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When the free flow appears to slow it is often useful if the facilitator suggests a
different situation such as "What would a politician do if he had this problem" or
"How would they solve it in the navy".
It is useful to post a set of rules at the beginning of the brainstorm. These should
be agreed with all those taking part. A suggested set is as follows;
No discussion of ideas
Everyone to contribute
Problem definition displayed
Lots of ideas
Positive encouraging atmosphere
Allow time for thought
Accept every idea no matter how crazy

Conceptual Models - useful for understanding initial ideas

When a group comes together to investigate a possible way forward for the future
its individual members often have clear ideas of how they would see the future
mapped. It is important that each member of the group has an opportunity to
express those ideas at an early stage so that all members of the group can
recognize the basic paradigms behind the thinking of the others in the group.
Often these conceptual models are quite different but are still complimentary and
can be used as the basic building blocks of the final deliverable.
Conceptual models are best recorded as a mixture of graphics and words on a flip
chart.

Ranking and Rating- used for analysis of data

Following a brainstorm it is often useful to analyze the list formed to determine
priorities. There are a number of methods of undertaking this type of analysis.

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Simple Tally
Each member of the group are given the chance to come to the sheets with the list
of ideas and to place tally marks against (say) the top 5 items in their view. Items
are prioritized according to the tally score. This is useful for its speed; it also has
the benefit that group members need to get up out of their seats to write at the flip
chart.
Weighted Tally
A slight variation on the above is the weighted tally. Each member of the group is
asked to come to the front and score the ideas on the list from (say) five to one
with five being their top score. The additional "gearing" has the effect of
separating close scoring.
Consensus Marking
Where time is short, the list is long and the group is small. The members of the
group can be asked to call out marking against (say) 1 to 10 for each item on the
list. Providing the group is working well together an initial call may be challenged
until a consensus is reached. The debate that ensures in reaching the consensus is
often useful in increasing the understanding of the particular point.
The Multiplier Tally (or Consensus)
Often there are two criteria against which items need to be judged, for example
"effectiveness" and ease of implementation". Once again tally style scores are
taken from each of the participants but this time it will be under each category.
The two numbers are then multiplied to create the final priority list, although it is
sometimes useful to also look at high scores under each of the criteria.
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Force Field Analysis - useful for the analysis of the merits of apparently
conflicting ideas
Simple Force Field
In its simplest form two ideas or solutions are written down either side of a line.
The group is then asked to identify pressures that will move the line in either
direction to either of the solutions. For example if the problem to be solved was
inaccuracy in expense claims and one solution was to place them on computer
while the other was a more complex paper form then the pressures may be as
follows.
Towards the computer system;
Most errors are mathematical computer will resolve this
Computer system will check mileage to counter dishonesty
Computer system will check for level of expense against guidelines
VAT correctly accounted
User has previous expense claims to hand to check details
Towards the paper systems;
Some users still not familiar with computers
Paper system allows receipts to be submitted at the same time
If arrows are placed against the "forces" with their length approximately
proportional to their effect then the picture of which is the best solution

Neutral Statements Force Field

The Force Field analysis can be used to assess up to about 5 options using a
variation. Each of the options is identified with a symbol and a series of neutral
statements is determined by which the options can be judged. For the example
above such statements may include speed of payment, consumer usability, system
usability, accuracy, outlying office use. Marking judgements are usually
developed by consensus with the group and the appearance for the two options
above might be something like that shown below.
Black Ball Analysis - useful for comparing a number of options
For Black Ball analysis each of the options is given a name and are then listed
down the side of a flip chart. The participants are then asked for the criteria
against which they wish to judge the various options. The number of criteria
should ideally be restricted to about 6 to make for a practical way forward. Each
criteria is then taken in turn and the options discussed. If an option fully meets the
specific criteria it is given a black ball. If it partially meets the specific criteria it
is given a half black ball and if it generally does not meet the criteria it is given a
white ball. A simple addition at the end yields the answer as to the best option
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while the overall pattern of balls on the flip chart can sometimes be used to
identify areas where, for instance, all of the options are weak.
Cause and Effect Analysis and Solution Effect Analysis (Fishbone) - useful for
determining the root cause of a problem or for analysis of potential solutions
This form of analysis can best be appreciated from a diagram.

The headings at the end of each arm need to reflect the nature of the problem. In
cause and effect the team is looking at potential factors that may lead to the
"effect" or problem. The solution / effect diagram is the same shape but works the
other way round. At the head is the solution the team are looking for potential
effects out on the arms. This is useful for testing whether there are likely to be any
likely unwelcome side effects to a solution.
Fishbone diagrams can be used as part of the normal tool kit in meetings or
workshops or alternatively they can be pinned to the wall and contributions
sought on "Post-It-Notes" over a period of time.
Whichever system is used the result will be a series of categorized possibilities
along the arms (or bones!). The next aim is to look for links between those
possibilities to begin to understand the root causes in the case of cause and effect
or possible unwanted effects in the case of solution effect.
Process Flow Diagrams - useful for determining a series of actions
Process flow diagrams outline in order the steps necessary to complete a task. It is
not always easy to recognize all of the steps necessary and it is frequently
necessary to use a variant of the brainstorm to collect a list of likely steps. Each
member of the group is asked to write onto "Post-It-Notes" suggestions for the
steps; these are collected and categorized before starting the diagram. The easiest
way forward is to then ask for the first and last steps followed by the step nearest
the middle. The gaps between these can then be looked at in a similar way by
filling an item near the middle each time until the overall diagram takes shape.

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Analysis at the end should endeavour to remove nay steps which cause a return
backwards as these are where the inefficiencies are to be found.
With the addition of time and resource allocation process flow diagrams become a
planning network.
Source: http://www.users.waitrose.com/~dhollis/tq/facilt.htm

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2.

Icebreakers

http://www.nwlink.com/~donclark/leader/icebreak.htmlor the
For the following activities, it often helps to break the group into couples or trios.
The smaller groups allow for more discussion, keeps participants from mentally
wondering off, builds rapport, and allows for "one-on-one" relationships.
You can also break a large group into small groups by having them discuss the
activity with the person behind them, or having people take a different seat when
they return from breaks or activities. The idea is to get them to meet and learn
about other people besides their friends or favorite partner.
Icebreakers
Icebreakers are structured activities that are designed to relax learners, introduce
them to each other, and energize them in what is normally an unduly formal
atmosphere or situation. Icebreakers are not normally related to the subject matter,
where as "openers" are related to the subject matter that is to be discussed. In
addition, they often help to break up the cliques and invite people to form random
groupings in a non-threatening and fun way.
The term "icebreaker" comes from "break the ice", which in turn comes from
special ships called "icebreakers" that are designed to break up ice in the arctic
regions. And just as these ships make it easier for other ships to travel, an
icebreaker helps to clear the way for learning to occur by making the learners
more comfortable by helping to bring about conversation.
Listed below are a few icebreakers to help get you started.
The Magic Wand
You have just found a magic wand that allows you to change three work related
activities. You can change anything you want. How would you change yourself,
your job, your boss, coworkers, an important project, etc.? Have them discuss
why it is important to make the change. Another variation is to have them discuss
what they would change if they become the boss for a month. This activity helps
them to learn about others' desires and frustrations.

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Marooned
You are marooned on a island. What five (you can use a different number, such as
seven, depending upon the size of each team) items would you have brought with
you if you knew there was a chance that you might be stranded. Note that they are
only allowed five items per team, not per person. You can have them write their
items on a flip chart and discuss and defend their choices with the whole group.
This activity helps them to learn about other's values and problem solving styles
and promotes teamwork.
The Interview
Break the group into two-person teams (have them pick a partner that they know
the least about). Have them interview each other for about twenty minutes (You
can also prepare questions ahead of time or provide general guidelines for the
interview). They need to learn about what each other likes about their job, past
jobs, family life, hobbies, favorite sport, etc. After the interviews, reassemble the
group and have each team introduce their team member to the group. This
exercise helps them to learn about each other.
Who Done That?
Prior to the meeting, make a list of about 25 items relating to work and home life.
For example, a list for a group of trainers might have some of the following:
o

Developed a computer training course

Has delivered coaching classes

Is a mother

Knows what ADDIE means and can readily discuss it

Enjoys hiking

Has performed process improvement

Served in the Armed Forces

Is a task analysis expert

Ensure there is plenty of space below each item (3 or 4 lines) and then make
enough copies for each person.
Give each person a copy of the list and have them find someone who can sign one
of the lines. Also, have them put their job title and phone number next to their
names. Allow about 30 minutes for the activity. Give prizes for the first one
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completed, most names (you can have more that one name next to an item), last
one completed, etc. This activity provides participants with a list of special project
coaches and helps them to learn about each other.
The ADDIE Game (Analysis, Design, Development, Implement, Evaluate)
Make up a reasonable problem scenario for your organization where people need
to get introduced, e.g. "The manufacturing department is bringing in 20
temporaries to help with the peak season. They want us to build a short activity
that will allow the permanent employees to meet and introduce themselves to the
temporaries." Break the group into small teams. Have them to discuss and create
a solution:

Analyze the problem - Is it a training problem? If they decide that it

is not a training problem, then remind them that most problems can
be solved by following an ADDIE type approach.

Perform a short task analysis - How do people get to know each

other?

Design the activity - Develop objectives, sequence.

Develop the activity - Outline how they will perform the activity
and trial it

Implement - Have each small team in turn, introduce themselves in

front of the group using the activity they created.

Evaluate - Give prizes to the most original, funniest, etc. by having

the group vote.

This activity allows them to learn about each other's problem solving styles and
instructional development methods, it also introduces the members to each other.
This method can also be used to introduce the ADDIE method to new trainers.
Time - about 60 minutes.
Finish the Sentence
Go around the room and have each person complete one of these sentences (or
something similar):
o

The best job I ever had was...

The worst project I ever worked on was...

The riskiest thing I ever did was...

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This is a good technique for moving on to a new topic or subject. For example,
when starting a class and you want everyone to introduce themselves, you can
have them complete "I am in this class because..."
You can also move on to a new subject by asking a leading question. For example
if you are instructing time management, "The one time I felt most stressed
because I did not have enough time was ..."
Reviews
While icebreakers are used to start a learning session, reviews are used in the
closing of a session or module. They help to reinforce key concepts or topics.
Frame Game
Give each learner four blank cards and instruct them to fill in four different
responses on the subject: "What were main concepts or learning points of the
material we just covered?" Give them about five minutes to complete the exercise,
then collect the cards, shuffle them, and randomly deal three cards to each learner.
(Note: If desired, the trainer can make up four cards of her own, but they should
be philosophically unacceptable with the principles presented. That is, play devil's
advocate.)
Ask everyone to read the cards they just received, and then to arrange them in
order of personal preference.
Place the extra cards on the table and allow them to replace the cards in their hand
that they do not like. Next, ask them to exchange cards with each other. They
must exchange at least one card.
After about three minutes, form them into teams and ask each team to select the
three cards they like the best. Give them time to choose, then have them create a
graphic poster to reflect the final three cards.
Select or vote on best poster that best represents the topic.
Rearrange the Classroom (Change)
Prior to class, set the desks up in the old "traditional" classroom row style.
Except, that you should set your stage (podium, flip chart, etc.) in the back of the
class. Start your presentation (you will be behind them, facing their backs).
Explain to them that this is how a lot of change is implemented in organizations.
The leaders get behind their employees and attempt to "push" them into change.
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And the attempt to change is about as successful as trying to conduct a class this
way.
Also, point out that this is how a lot of traditional organizations are set up, in nice
even rows (departments), where it is hard to communicate and learn from each
other. But, real teams develop when we break out of our boxes and design
organizations that have cross functional teams working with each other. Ask them
to rearrange the room so that real learning, communication, and teamwork can
take place. Depending upon your learners, you might have to give them a few
pointers to get started, but then get out of the way.
During the next break or after lunch, have them rearrange the room again, using
some of the techniques that they learned. This can be repeated several more times,
depending upon the length of the presentation. But, each time they change the
setting, it needs to reinforce a concept that they previously learned.
Toy Story
Using Legos, Tinker Toys, clay, log cabins, etc., have each person or small group
build a model of the main concept that they have just been presented. After a
given time period, have each person or team present their model to the group.
They should describe how their model relates to their work or the subject being
taught.
Encourage creativity!
Ball-Toss
This is a semi-review and wake-up exercise when covering material that requires
heavy concentration. Have everyone stand up and form a resemblance of a circle.
It does not have to be perfect, but they should all be facing in, looking at each
other. Toss a nerf ball or bean bag to a person and have tell what they thought was
the most important learning concept was. They then toss the ball to someone and
that person explains what they though was the most important concept. Continue
the exercise until everyone has caught the ball at least once and explained an
important concept of the material just covered.
Process Ball
This is similar to the above exercise, but each person tells one step of a process or
concept when the ball is tossed to them. The instructor or learner, in turn, writes it
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on a chalkboard or flip chart. For example, after covering "Maslow's Hierarchy of

Needs," you would start the ball toss by having everyone give one step in the
pyramid of needs, e.g. Safety, Physiological, Esteem, etc.

Motivators
Motivators are designed to help encourage the learners.
Positive Reinforcement Cards
Whenever a learner arrives to class on time from breaks, lunch, etc. give them one
playing card. You can also hand out cards to people who volunteer for activities,
are helpful, answers a difficult question, etc. At the end of the day, play one hand
of poker. However, the only cards that are used are the ones that were given out
throughout the day. Give a small prize to the best hand (you can also pick the top
two or three hands if you are able to give away more prizes). Note that the more
cards a person has, the better the chance of winning.
Calm Down!
Sometimes the problem is not warming up, but the need to calm or "come down
to reality" after a session of intensive material is given. Also, to get the full
benefit of new material, some "introspective time" might be needed.
Have the learners lay their heads on their desks, lay on the floor, or get in a
comfortable position. Then, have them reflect on what they have just learned.
After about five minutes, say a key word or short phase and have them reflect on
it for a couple of minutes. Repeat one or two more times then gather the group
into a circle and have them share what they believe is the most important points of
the concept and how they can best use it at their place of work.
Note: This may seem like slack time to many, but reflection is one of the most
powerful learning techniques available! Use it!

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3.

Sample Pre-Session Questionnaire

Name: _______________________________________________________
Organization:___________________________________________________
Position:_______________________________________________________
How long have you been with the organization?_______________________
How do you think you learn best?
By listening (Audio Learner)
By doing -- practical, hands-on method (Tactile Learner)
By seeing a demonstration by instructor, slides, or visual aids (Visual Learner)
By discussing concepts with others or asking questions (Interactive Learner)
By practicing role plays, practice demonstrating skills (Kinaesthetic Learner)
A combination of the above (examples)
_________________________________________________
Not sure how you prefer to learn
What do you expect from this workshop? Do you have any specific expectations?

Do you have special considerations you want to share with the facilitator?
(Learning challenges)?

Other comments

Adapted from the Trainers Handbook and Success Strategies for Adjunct
Faculty.
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Pre-session Questionnaire
Adapted from The Trainers Handbook and Success Strategies for Adjunct
Faculty.
DATE: ______________________________2 pages total

The following information will enable the instructor to meet your individual
learning needs more accurately. All information will be kept confidential.
Name: ___________________________________
Course:____________________________________
Mailing Address:
____________________________________________________________

Telephone:
(Daytime)______________________(Evening)_______________________
Email:____________________________________________________________
Employer_________________________________________________________
Position
Title_____________________________________________________________
Briefly describe the duties/responsibilities of your current position:

In your current position, do you supervise people? _________If yes, how many?
Excluding college and university education, what other training have you attended
(workshops, conferences, management training, seminars)?

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____

How do you think you learn best?

By listening (Audio Learner)
By doing -- practical, hands-on method (Tactile Learner)
By seeing a demonstration by instructor, slides, or visual aids (Visual Learner)
By discussing concepts with others or asking questions (Interactive Learner)
By practicing role plays, practice demonstrating skills (Kinaesthetic Learner)
A combination of the above (examples)
_________________________________________________
Not sure how you prefer to learn
What is one specific thing you want to learn from this training program?

What concerns do you have about participating in this training program?

Do you have special considerations you want to share with the trainer (Learning
challenges)?

Other comments

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4.

Session Evaluation

Please rate your reaction

Activity

Agenda followed
Expectations met
Material covered
Activities conducted
Participant materials
Facilitator
Physical facilities
Refreshments

Other Comments:

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Some facilitating phrases

1.

What do we need to discuss or take action on in this meeting? In what

order should we discuss these items? How should we divide our time
among those agenda items; we have only a total of ___ minutes.

2.

Lets take a few moments to brainstorm (task). Or, How about if we

hear everyones ideas and suggestions before we discuss or vote on
any one of them?

3.

Lets go around the room and have each person in turn indicate

4.

How about if we take the next ___ minutes to do a ____ (exercise)

with the purpose of ____ (task or outcome). Does that seem
appropriate at this time?

5.

I need help. Im not sure what would be the best approach for
accomplishing _____(task). How would you suggest we approach it?

6.

What are the underlying problem(s)/concern(s)/need? OR What is the

desired outcome? OR I still dont have a handle on the underlying
problem.

7.

I feel the need to establish priorities. Im afraid were trying to

accomplish too much in one day.

8.

John, what do you think about this one?

9.

Good suggestion. Did everyone hear that? Thanks.

10.

If I heard you correctly, you think (feel)

11.

How about if we break into three groups of 8 and take 20 minutes to

discuss___ and come up with some suggestions to share with the rest
of the group.

12.

Summarize: The ideas presented so far are.

13.

Have you considered? How about? Would it be appropriate to?

14.

Do we all agree that?

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15.

Im concerned about ___________(behavior of the group)

16.

Say a little more about that.

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Facilitator Competencies
The following four clusters and a list of skills and attributes have been
identified as necessary for effective facilitation.
Personal Attributes

Team Attributes

Displays confidence
Is adaptable
Demonstrates sense of humour
Displays sensitivity
Is resourceful
Exercises confidentiality
Demonstrates respect
Listens well

Has professional boundaries

Respects self-disclosure
Is willing & able to assess self
Is aware of sensitive issues
Believes in purpose/mission
Has strong desire to bring about change
Believes in process

Is approachable

Knows own prejudices

Displays enthusiasm
Has desire to work with people
Is flexible
Communicates well
Is objective
Instructional Skills
Makes members feel important
Eases transition through problem
solving
Can summarize
Has motivational skills
Possesses critical thinking skills
Is able to resolve conflict
Is able to draw people out
Has organizational skills
Has time management skills
Gives and receives feedback

Facilitation Skills/Processes
Understands and conducts research
Has planning skills
Seeks more knowledge of facilitation
Understands mission statement
Able to co-facilitate
Provides a model
Prepares well
Keeps people focused
Has problem-solving skills
Handles resistance
Has delegation skills
Attends to the group
Is able to read the group
Displays neutrality
Respects ground rules

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NOTES

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References
College of the North Atlantic (2006). Interpersonal communication skills and
conflict
resolution. St. Johns, NL: College of the North Atlantic and
Municipal Training and Development Corporation.
Communications (Interpersonal). Retrieved from: www.managementhelp.org
Frank, F., & Smith, A. (1999). The community development handbook. A tool to
build community capacity. Ottawa, ON: Human Resources Development
Canada.
Frank, F. & Smith, A. (1999). The
Hollis, David. Facilitator Tools: Retrieved from:
http://www.users.waitrose.com/~dhollis/tq/facilt.htm
Icebreakers. Retrieved from:
http://www.nwlink.com/~donclark/leader/icebreak.html
OHair, D., Freidrich, G., Wiemann, J. & Wiemann, O. (1995). Competent
Communication. New York: St. Martins Press.
Parker, Barbara. J. (2001). Tea you can trop a mouse on. Volumes 1 and 2.
Hubbards,
NS: The Wee Society.
Pease, A & B. (2004). The definitive book of body language. New York: Random
House
Pincus, M. (2004). Managing Difficult People. Avon, MA: Adams Media
Non-Verbal Communication. Retrieved from:
http://www.zeromillion.com/business/management/non-verbalcommunication.html
Non Verbal Communication Skills. Retrieved from:
www.andrews.edu/~tidwell/lead689/NonVerbal.html
Resources for Facilitators. Retrieved from:
http://www.managementhelp.org/grp_skll/resource.htm

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Wood, Rick. (2007). - Tourism Development From a Branding Strategy

Perspective. www.8020info.com
Why Communications Skills Are So Important. Retrieved from:
www.mindtools.com/CommSkll?Communicationintro.htm
Strategic Communications Planning. Retrieved from:
https://secure.spinproject.org/downloads/StrategicCommunications.pdf
Wikipedia. Retrieved from: http://en.wikipedia.org/wiki/Main_Page

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