Topic 2 | U

 se communication strategies
to provide work instruction
2A Giving a presentation
2B Communicating information and instructions
2C Communicating and negotiating work requirements

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2A Giving a presentation

Any presentation, whether it’s a formal training session or an informal talk in

front of a small team, must be well structured and appropriate for its audience.
A successful presentation leaves an audience with a clear understanding of its content
and a positive impression of the speaker – but being an expert in your field does not
make you an expert presenter. To get your message across, you need to be a good
communicator as well.
Effective presenters choose appropriate material and adapt both their content and their
approach to the needs of their audience. Like most communication skills, presentation
skills can be learned and then developed through practice.

Types of presentations
Your audience determines the type of presentation that is appropriate.
Presentations can take many forms. Sometimes you need to present information to
others within your organisation – for example, at an informal team meeting or in-house
training session. At other times you may need to address an external audience in a
more formal setting, such as a professional conference. Different forums often require a
different approach.

External forums
An external forum is one in which you address an audience of people from outside of
your organisation, such as customers, representatives of other companies, community
members or conference participants.
There are many kinds of external forums, including formal presentations, workshops and
panel discussions.

Formal presentations

└ A formal presentation requires research, preparation and the ability to present material
confidently. Formal presentations are usually scripted, planned and have a clear
structure. They are suitable for providing information to groups – at meetings, for
example, or at lectures, conferences, seminars, open days or information sessions.
The use of visual aids such as images, tables and charts help to enhance information
and engage the audience. There may be handouts provided to the audience and the
presenter may use a set of notes to refer to during the presentation. Many presenters
allow time for questions at the end of the presentation.

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Workshops

└ A workshop is an interactive presentation that usually combines some formal

delivery of content with audience participation through questions and guided
activities. Workshops are suitable for audiences whose members have similar levels
of knowledge about a topic. They provide an opportunity to learn by ‘doing’, rather
than simply listening.

Panel discussions

└ A panel discussion is a group presentation at which several professionals discuss

a specific topic and respond to questions from a host or from the audience.
Panel discussions work well at conferences, allowing representatives of different
organisations to present current research findings or share their experiences and
opinions with each other and with the audience.

Internal forums
An internal forum is one in which you address an audience of people who are part of
your organisation, such as management, staff members, support workers or volunteers.
Even when you present to an audience you are familiar with, such as team members, you
are representing the organisation, so you must be professional and well prepared. It is
essential that you understand the audience and their needs and present the information
appropriately.
There are many types of internal presentations. For example, you might:
• Explain the organisation’s communication policy at a team meeting
• Hold an in-house workshop to train staff in the use of new software
• Demonstrate a work instruction for a procedure for evacuation during a fire
• Outline your organisation’s standards and expectations at an induction session
for trainees
• Present a formal proposal to senior management for approval

Planning your presentation

Before drafting your presentation, it helps to draw up a plan. Important questions
include:
• What is my central message?
• What are the main points I need to cover?
• How much time do I have?
• How will I capture my audience’s attention?
• How will I begin and end the presentation?

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Once you have a basic plan, you need to research your content so that you’ll be confident
speaking about it – try to do this well beforehand. Then you need to consider the
audience you’ll be presenting to, their needs and expectations, and the communication
method or medium that will suit them best. The final step in planning your presentation
is to order your content, taking care to structure it logically – at which point you’ll be
ready to rehearse!
Any information you include in your presentation must be correct and up to date.
Research your topic using reliable sources. Thoroughly researching your topic means you
will fully understand it, have something valuable to share with your audience and be able
to answer their questions.

Thinking about your audience’s needs and expectations

Knowing your audience will help you tailor your presentation for maximum
effect.
There is much more to delivering a presentation than speaking clearly. To communicate
effectively, you need to find out about your audience. Who are they? And what do they
hope to gain from your presentation?
Important factors to consider include your focus and pace, and any cultural
protocols you should observe. In Australia, for example, speakers often begin with an
‘acknowledgment of country’, recognising the traditional owners of the land on which the
gathering is being held.
You should also think about any needs a particular audience may have. Providing the
necessary support may take some degree of preparation, so it’s worth thinking about this
question ahead of time.

Focus and Your content should be tailored your audience, whether they are beginners
pace with no knowledge of a subject or experts in the area you are discussing.
Your delivery also needs to be adjusted accordingly. This means:
• Taking listeners’ prior knowledge into account when choosing your
content, so it is not too basic or too complex
• Using language that they will find familiar and explaining any terms or
concepts that might be new to them
• Speaking at a comfortable pace, pausing to check for comprehension
and reinforcing key points as needed

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Cultural Greetings, introductions and the order in which people speak may be
protocols dictated by protocol, and your audience will expect you to follow the usual
custom. It is useful to know certain details in advance, including:
• The full name of anyone you will be introducing or interacting with, and
how to pronounce it correctly, as well as their current title
• The appropriate way to welcome others to the stage (with a handshake
or an embrace, for example)
• Whether the audience are welcome to ask questions during or after the
presentation

Audience Before making your presentation, consider any needs your particular
needs audience has and how you can address them. For example, this might
mean:
• Preparing handouts in large print or languages other than English
• Checking that a facility has an audio induction loop system, or working
with a signing interpreter
• Checking the location has suitable facilities such as access to the room
and no stairs.
• Simplifying complex ideas, and matching visuals and spoken content
closely to accommodate people with cognitive impairment

Preparing visual aids

Well-prepared visual aids can improve an audience’s understanding of your
presentation’s content.
Many speakers incorporate visual elements into their verbal presentations to draw the
audience in and keep them engaged. An image can often communicate an idea more
powerfully than text, and complex information, particularly numerical data, is often best
conveyed visually.
Programs such as Microsoft PowerPoint and Prezi allow you to create ‘slide shows’ that
incorporate images – such as illustrations, photographs, diagrams and charts – as well
movement and sound. You’ve probably seen many presentations created using these
programs, so you should have a good sense already of what works and what doesn’t. Have
you ever heard a presenter apologise to their audience, saying that they know a slide is
hard to read? The solution is simple: if you know a slide is hard to read, don’t include it in
your presentation!
It can be reassuring to have a slide show to refer to, which is one reason that they’re so
popular, but you should limit the information you include on each slide, including only
key phrases and essential points. Your slides should be a prompt, reminding you of what
you want to say, not a script that you read out word for word.

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You should also judge your use of images, video and audio content carefully, making sure
that they really do add something to your presentation and aren’t just a distraction. In
some cases, it’s more effective just to talk directly to your audience, or to choose another
more suitable format for your presentation. At a workshop, for example, you can give
a practical, hands-on demonstration while your audience gathers around to see what
you’re doing up close.
Tips for preparing a slide show

• Limit the number of slides, so you don’t overwhelm your audience

• Create a template to ensure your presentation is formatted consistently
• Add your organisation’s logo and the date of your presentation to the header or footer
• Keep the text brief, including only key phrases and essential points
• Use large type and plenty of white space, to make your slides easy to read
• Acknowledge your sources and credit them appropriately

Ordering your content

Presentations, like stories, should have a clearly signposted beginning, middle
and end.
If a presentation is logically organised and clearly structured, it is easier for an audience
to follow. All good presentations include an introduction, a body and a conclusion.
The introduction is your opportunity to grab the audience’s attention, and to introduce
yourself, your topic and the aim of the presentation.
In the body, you communicate your ideas or information, ideally covering a maximum of
four or five points. These points should be ordered logically and the connection between
them should be clear. If your audience already knows something about a topic, this is a
good starting place. Starting with the known and moving on to the unknown helps your
audience to process and retain the new information.
In your conclusion, you summarise your main points and bring them together. Don’t just
trail off at the end with a comment such as ‘Well, that’s about all.’ Be clear and confident,
so that the audience’s final impression of you is positive.
Some presentations include a section at the start devoted to ‘housekeeping’ – basic
information about the schedule or venue. If you have materials for distribution, you
might hand them out at the start too. It’s a good idea to decide beforehand how and when
you will hand them out, so that you can organise others to help you if you need it.
You should also decide in advance if you will answer audience questions during your
presentation or allocate time at the end. Sometimes you may wish to make yourself
available to answer further questions or hand out information to interested members of
the audience after the presentation has formally concluded.

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A typical ‘running order’ for a presentation

Introduction • Introduce yourself, unless your audience already know you well
• Greet the audience and briefly explain what your presentation is about

Housekeeping • Tell the audience when breaks are scheduled, where refreshments will
be served and where they can find the toilets and emergency exits
• Let the audience know about any assistive technologies or services that
are available, such as the provision of an Auslan interpreter
• Tell the audience if they should feel free to ask questions throughout or
save them until the end

Body • Give your presentation, making your points clearly and concisely
• Answer questions from the audience, where appropriate

Conclusion • Summarise your main points and share any conclusions they have led
you to
• End with a clear, decisive statement about the importance of the
information you’ve just presented and how you hope the audience will
be able to apply it
• Thank the audience for their attention

Question time • Invite questions, making sure you take them from a range of people
• Repeat the questions so everyone in the audience knows what was
asked
• Keep your responses brief
• If you can’t answer a question, say so; if possible, refer it to someone
else who can

Finishing up • Thank the host or organiser

• Pack up your equipment
• Answer questions from individual members of the audience and/or
hand out further information

Rehearsing your presentation

Rehearsing your presentation is the best way to build confidence: it allows you to time
yourself, so that you won’t have to rush through it on the day – or even worse, finish early.
It also allows you to refine your material and prepare for audience questions.
If possible, you should try to rehearse at the actual venue – whether that’s the break room
at work or a conference centre with a professional sound and lighting system – to make
sure you’re familiar with the set-up and equipment and will have everything you need.

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Timing yourself
Timing your rehearsal can save you from running short or going over time in
front of an audience.
First, confirm how much time you have to speak, then look at your plan and decide how
long you’ll need to discuss each point. If you spend too long on any one idea, you may run
over time, or the audience may become bored and restless. Make sure you factor in time
for questions, too, either during the presentation or at the end.
Next, check the clock and write down the time, or start the stopwatch on your phone,
then run through your presentation out loud. Remember that your slides are just a
prompt to remind you of what you want to say. Your audience will be able to see the
slides, so you don’t need to read them out.
When you get to the end, check the time again. How long did you take? Did you fill the
available time comfortably, leaving some room for questions? You may find that you
need to revise your plan, adding or cutting material to bring your presentation to the
appropriate length.

Refining your material

Rehearsals are a final opportunity to improve your presentation before you deliver it.
Rehearsing will help you identify opportunities to improve your presentation. As you
practise, listen for:
• Problems with flow, structure or logic
• Any jargon, terms or expressions that may confuse the audience
• Where you can pause to emphasise a point
• Where to include ‘signposts’ for your audience, using words such as next, another
thing to note, on this slide you can see, however and finally
Perhaps try recording yourself and listening to it afterwards, or ask a friend to be your
audience and give you feedback on your content and delivery. Did you speak too slowly
or too fast? Did you sound confident? Is there anything you could do better, or want to
do differently? Keep practising until you feel confident of your material and can speak
without relying too heavily on your notes.

Preparing for questions

You should always provide time for questions, to allow your audience the opportunity
to interact. Some people feel let down if they are not given a chance to comment or pose
questions to the presenter.

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Before you rehearse, write a list of questions you think the audience might ask, and
try to answer as many as you can in the time available. You could even ask colleagues
to suggest some possible questions to help you prepare. You may not anticipate every
question you’ll be asked, but having a few responses prepared will make you feel more
confident.
Where appropriate, you could even ask your audience to submit written questions in
advance, so that you can give them some thought ahead of time.

When to provide time for questions

└ Some presenters prefer to have an audience ask questions throughout their

presentation

• Others prefer to present uninterrupted, and to answer questions at the end

• You may need to take a flexible approach, depending on the content of your
presentation and your audience’s needs

How to invite questions

└ To avoid confusion and unwanted interruptions, it’s best to let the audience know at
the outset when you’ll be taking questions

• Let listeners know what to do if they have a question, such as raising their hand or
signalling to an attendant for a microphone
• People who are shy or reluctant to speak in front of a group may find it less
intimidating to submit questions on a slip of paper, or to write their questions on a
whiteboard during a break in the presentation

Visiting the venue

It’s helpful to rehearse at the actual venue, so you can make sure you’re familiar with the
facilities and equipment and gauge how long it will take to set up and pack away your
materials – especially if you’re presenting somewhere other than your workplace, where it
might be difficult to find solutions to last-minute problems.
Large venues usually have a speaker’s lectern from which a range of devices are
controlled. It helps to do a run-through at the lectern to make sure you have everything
you need and know which buttons to press or menu options to select.
For example, you might need to check that you:
• Have the right cables or drives you need to connect your laptop or load your
presentation
• Know how to operate the data projector
• Can turn the lights up and down and switch between screens or slides as needed

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It’s also wise to check that the text on your slides can be seen and read easily from the
back of the room, and to make sure you’re aware of any assistive technologies available,
such as an audio loop or closed captioning display devices.
Being well prepared on the day of your presentation is important, not least because
it makes you feel more confident. In the end, though, it’s your delivery that decides
whether all your careful planning pays off. Confidence comes with practice, but there are
guidelines you can follow and techniques you can use to give yourself the best chance of
connecting with your audience and getting your message across.

Final preparations
Make a list the night before of everything you need, and check that you have it all before
you leave for the venue. Always arrive early, so you can set up your equipment and check
everything is working. Keep work health and safety principles in mind: don’t try to move
heavy equipment by yourself, and make sure that cords are taped down and equipment
does not block walkways or exits. You should also be aware of the emergency exits and
evacuation procedures, particularly if it is your role to point them out to the audience.
Some people prefer to present from behind a lectern, so they don’t have to worry about
tripping over or dropping things. Others prefer to move around the stage. Whatever your
preference, make sure you have your notes in easy reach, so you can return to them if you
need to, and have a glass of water close by in case your throat gets dry.
Connecting with your audience
Think back to the last time you watched a skilful presenter. How did they make you feel?
What was it that left an impression on you? The answer is, more often than not, the way
they engaged with their audience.
The most important tip is to remember to face the listener. Don’t look down at your
notes, or at your slides – just glance back at them when you need to. Looking at your
audience as you speak shows them that you genuinely want to communicate – that you
care that they’re listening and value their attention.
Tips for connecting with your audience

• Use gestures and body language effectively

• Don’t overdo hand gestures; use them sparingly, to emphasise key points

• Make eye contact and smile at various audience members to reach out and engage them
from the start

• Refer to your notes only when you need to

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• Speak slowly and modify your voice so everyone can hear, especially if you are not using a
microphone

• Check that the audience understands what you are saying by observing their facial
expressions; try to gauge their attention, and watch for signs that they are becoming restless

• Let the audience know that you welcome their questions

Example

Giving a presentation without sufficient preparation

Pat has booked a trainer to deliver training to her team. The training company sends
materials in advance. On the morning of the training session, Pat sets up the meeting
room and prints out the materials ready for the trainer. The team are all there on
time, but the trainer is 20 minutes late. Pat accepts her apologies – sometimes things
happen that are beyond our control, and she gives the trainer the benefit of the doubt.
The trainer, who seems disorganised and flustered, takes another 20 minutes to set
up. She has brought a laptop with her but doesn’t have a cable she needs to connect
it to the projector in the meeting room. While Pat is on the phone to IT, trying to find
a solution, she hears the trainer mutter under her breath about how the room is
arranged and the training materials have been collated. Pat is annoyed, and her team
are clearly growing restless. When the trainer finally starts, it takes some time before
the team’s attitude shifts and they become fully engaged. The training session is
useful, but Pat decides afterwards not to work with that company again.

Practice Task 4
Question 1
Describe three things you can do to meet your audience’s needs when delivering a
presentation.

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Question 2
Experienced presenters say giving a presentation is like telling a story – you need a beginning,
a middle and an end. Why is it important to structure your presentation?

Question 3
Which of the following statements relate to meeting the needs of everyone in the audience?
Tick all that apply.

Practice pronouncing the names of people you need to introduce.

Researching relevant cultural protocols you need to be aware of.

Printing all hard copy documents one sided and in large font.

Using as many visual images as written words in the presentation.

Checking the suitability of a venue such as access to rooms and facilities.

Question 4
Develop a list of do’s and don’ts for preparing and delivering a presentation using visual aids.
Include five of each.

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2B Communicating information and instructions

Clear communication prevents confusion and ensures that workplace tasks can
be carried out safely, efficiently and without error.
When sharing important information or giving instructions to others at work, you can
ensure that your message is clear by:
• Including only the relevant detail
• Using plain language, short sentences and consistent terminology
• Avoiding abbreviations, technical terms and jargon that your audience
won’t know
• Providing demonstrations, diagrams or illustrations, where this will help
To ensure your message is well received, you should choose your words carefully,
using inclusive language and the appropriate tone. This is especially important when
instructing someone how to do something or providing feedback. It might help to
prepare by rehearsing what you want to say in advance or writing a draft.
These rules hold true no matter how you choose to communicate, but you should
also give some thought to the best way to get your message across. Sometimes verbal
communication is most effective; at other times, it’s better to write things down.
Either way, the final step is to seek feedback, to make sure that the person you are
communicating with has understood what you are telling them.

Written or verbal communication?

The decision to communicate verbally or in writing depends on a combination of
factors.
Context is always important in deciding whether to communicate verbally or in
writing. As discussed in topic 1, this means considering your audience, the nature of the
information you need to convey, your aim or purpose in communicating it and any time
constraints that apply. If you are making first contact with a colleague or a customer,
for example, it may be best to speak to them directly or over the phone, to establish an
immediate connection. If you are giving someone detailed instructions about a long-term
project they’ll be working on, it may best to do so in writing, so they can refer back to
your instructions as needed.

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Examples of common ways to communicate verbally and in writing are set out in
the table below. As you read over them, think about which methods might be most
appropriate for different audiences and different kinds of information. What aims
or purposes are the various methods suited to? Which would you use if you needed
to communicate information quickly? Which would you use when accuracy is more
important than speed?
Verbal communication methods Written communication methods

• Face-to-face conversation • Email/letter

• Phone call • SMS text/instant messaging
• Voicemail • Note (for example, a telephone message)
• Informal discussion • Group chat
• Formal meeting • Report
• Video conference • Newsletter
• Podcast • Blog post
• Product demonstration • Written instructions/procedural manual

Verbal communication
Verbal communication is only effective if a speaker uses clear language that
suits their audience’s needs.
Verbal communication is effective and fast. Two people can exchange information
and respond to each other instantly. Most importantly, verbal communication allows
us to ask questions if we do not hear or understand what has been said. One distinct
advantage that face-to-face verbal communication has over written communication is
that it is accompanied by body language, which helps to get your message across. Giving
a demonstration while talking your audience through what you’re doing can also be an
extremely effective way to help them learn information and master new skills.
Many people think verbal communication is the easiest way to communicate, but
this is true only when the speaker is clear and chooses their words carefully. Good
communicators also listen carefully, look at the people they are talking with, and
confirm that they’ve been understood rather than making assumptions.

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Body language

• Be aware of nonverbal cues you give your audience through your posture,
facial expressions, eye contact and gestures
• Pay attention to your audience’s body language to gauge their interest and
engagement

Active listening

• Focus carefully on the words said to you

• Don’t interrupt
• Make eye contact and nod to indicate you understand

Confirming understanding

• Be aware of nonverbal cues you give your audience through your posture,
facial expressions, eye contact and gestures
• Pay attention to your audience’s body language to gauge their interest and
engagement

Written communication
The advantage written communication has over verbal communication is that it
serves as a permanent record that the user can return to whenever they need.
Written communication is much more likely to be effective if it is clear and concise. Try
to limit yourself to one idea per paragraph. Make your paragraphs and sentences short,
and keep your language simple. Don’t say: ‘Pursuant to our discussion at yesterday’s
meeting, I herewith furnish a preliminary version of the report.’ Instead say: ‘I’m
enclosing a draft of the report we talked about at the meeting yesterday.’
Where it’s appropriate, you can use images or graphics, such as screenshots, charts or
diagrams, to make your point clearer. For example, the instructions that come with flat
pack furniture are illustrated with drawings to help users understand how to assemble it.
This may be especially helpful for readers with learning or cognitive disabilities.
Leaving lots of white space can also make text easier to read, so don’t try to crowd too
much onto the page.

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Writing clearly

• Never use an unusual word or a technical term if a familiar word will do

• Break long, complex sentences up into two or three short, simple sentences
• Keep paragraphs short: no longer than five or six lines

Writing concisely

• Think carefully about what your audience needs to know

• Say exactly what you mean in the fewest words possible
• Avoid repetition and unnecessary or irrelevant information

Seeking feedback
When a worker misunderstands an instruction, it can result in lost productivity, or even
put their own and other workers’ safety at risk. You should always make sure someone
understands the basics and has retained this information by seeking feedback before you
move on to more complex information or instructions.
You can seek feedback by asking questions, or inviting the person to paraphrase what
you’ve just told them, explaining it to you in their own words. If you’re giving them
instructions, try asking them to demonstrate how to perform the task you need them to
do. In a formal training situation, you could ask trainees to participate in a role-playing
exercise, or give them a quiz to test what they’ve learned.

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Example

Sharing information with a team

Tia is the payroll officer at a small business. Management recently decided to
implement a new financial system and Tia is in charge of updating their payroll
processes. The new system means a few small changes for staff in the way they
submit leave requests. It is important for staff to understand the new system so that
their leave balance and pay will be accurate.
Tia decides to present the changes a month in advance at the upcoming staff
meeting. She prepares a PowerPoint presentation, along with a detailed handout that
includes screenshots and step-by-step instructions for submitting leave requests. In
order to be well prepared, Tia asks a colleague from another department to look over
her handout to ensure it is clear and will be understood.
Her colleague recommends some minor changes based on her experience with a
team often reluctant to adopt new technology. Tia gratefully accepts the feedback,
makes the changes and feels prepared to present the information to staff.

Practice Task 5
Question 1
When deciding whether to give verbal or written instructions, what are three things you need to
consider?

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Question 2
What are the advantages of communicating instructions verbally rather than providing them in
writing? Tick all that apply.

It is faster than communicating in writing.

Your audience can ask questions and get immediate answers.

Most people prefer to talk, rather than reading a document.

Your audience’s body language helps you to gauge if they’ve understood.

It’s easier to be concise when you speak than when you write.

Question 3
How can you ensure you have effectively communicated instructions for a task to a new
trainee?

Question 4
Which of the following statements are correct? Tick all that apply.

Word choice is far more important when writing instructions than when delivering
them verbally.

You should avoid using abbreviations that your audience won’t know.

Asking a person to paraphrase what you have said is a useful way of checking that
they’ve understood you.

Your tone can influence how your message is received.

A paragraph should ideally be around 15 to 20 lines.

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2C Communicating and negotiating work

requirements
The aim of negotiating is to reach a mutually satisfactory agreement.
Negotiations are an important part of daily work life and require effective
communication skills. When discussing the allocation of tasks and resources, you need
to agree on the following:
• A clear understanding of the tasks to be done
• The standard to which they must be done
• Who will do the work
• The resources these workers will need
• A realistic deadline
A lack of clarity about any of these questions can lead to stress and conflict in the
workplace. The SMART principles discussed in topic 1 are useful here: if you clarify your
objectives before taking on a task or project, you can anticipate potential problems that
may arise and negotiate solutions.
Because production standards, staffing levels and resources are often fixed, the time
frame in which a task must be completed may be the first or most obvious focus for
negotiations about what can be achieved, and when it can be achieved by.
When conflict does arise, communication is the key to finding out what caused it;
negotiation skills come into play again when determining how it can be resolved.

Negotiating time frames

Schedules and deadlines are usually negotiated with your team leader, supervisor or
manager. Different areas within the same organisation often have competing priorities
and experience different demands on their workers and resources, so agreeing on time
frames can be difficult, especially when you have to take the needs of a customer or client
into account, as well as the capabilities of external suppliers.
Agreeing on a time frame should be done carefully, considering what can be realistically
achieved within a set period of time. Underestimating the time required to complete a
task can create unnecessary stress and put workers’ health and safety at risk.

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Factors to consider when negotiating time frames

• The scope of the task/project

• The number of workers required

• Current workload

• Competing priorities

• The cost of completing the task/project

• The cost to the organisation if the task/project is not completed on schedule

• The start date

• The midpoint or milestones

• The finish date

• How much can realistically be done in the given period

• The relevant supervisors’ and managers’ level of support for the task/project

Confirming that instructions have been understood

Communication is a two-way process: a message is sent by one participant and received
and interpreted by another. Sometimes, though, the receiver misinterprets the sender’s
meaning or intention.
There are many factors outside of your control that may influence a person’s
interpretation of your message. For example, they may lack background knowledge that
they need to understand what you are saying. Our physical and emotional state also
influence how we take in, process and react to information: a tired or stressed listener
may react differently to one who is relaxed and well rested. Prejudice and bias can also
come into play.
Checking that a message was not just received but correctly interpreted is an important
part of efficient communication. You can’t control how someone interprets your message,
but you can provide clarification. To be sure the other person has understood, ask them
a few questions. If they can’t answer easily or quickly, you may need to offer further
explanation.

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Questions that confirm understanding:

• Could you please explain what I’ve just told you?

• Could you please repeat that back to me in your own words?

• What does that mean to you?

• Could you please outline the steps you need to take?

• What steps do you need to take next?

• Could you please summarise the main points for me?

• How would you explain that to someone else?

Example

Confirming understanding
Lisa is a hardworking member of Kim’s team. She is eager to do a good job, but she’s
reluctant to ask for help when she doesn’t understand instructions, which sometimes
causes problems and is frustrating for both Kim and the team.
One day Kim asks Lisa to compile each state’s figures for the monthly sales report.
Kim explains the process and demonstrates it on screen. She asks Lisa if she has
understood and if she can prepare the figures by the end of the day. Lisa says she
understands, and that she can have the job done on time, but Kim thinks she looks
and sounds unsure.
To confirm that Lisa has really understood, Kim asks her to demonstrate how to
compile the figures for the Victorian team. Lisa is flustered and doesn’t know where
to start. Kim smiles reassuringly, tells her not to worry and talks her through each
step again. When they have compiled the figures for Victoria, Kim watches as Lisa
compiles the figures for Tasmania on her own. Kim pays close attention and prompts
Lisa only when she needs help. Lisa appears much more confident at the end of the
training session, and she produces the figures for the national report without any
errors by the end of the day.

Clarifying reasons for a conflict

Ineffective communication often leads to conflict. To find out how and why conflict
has arisen, you need a full understanding of the situation from the perspectives of both
parties involved. Remember that each party may see things differently, and that neither
may be seeing the full situation, particularly if they have competing priorities.

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The following techniques can help you to identify the source of a conflict and start to
work towards a resolution. They can be used not just to understand conflicts but to seek
information about any workplace situation that requires clarification.

Prompt

└ Encourage both parties to explain the situation, speaking to them separately if

necessary, and prompting them to share freely if they hesitate.

Don’t interrupt

└ Interruptions can be frustrating or confusing, so save your questions until the person
has finished speaking. If you finish listening to everything they have to say, you may
find they’ve told you all you need to know and that you don’t need to clarify anything
else. Jot down reminders for yourself if needed.

Ask questions

└ Asking direct questions can help you to fill in specific details you need to understand
the bigger picture. For example, you might say something like: ‘I’m confused about
the sequence of events. Can you tell me again what happened first?’

Reframe the situation

└ Reframing means changing the way a situation is perceived, viewing an event,

interaction or behaviour from a different point of view. It is a complex communication
technique that takes time and practice, as well as a certain degree of calm and level-
headed thinking in potentially difficult situations.

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Practice Task 6
Question 1
Provide two examples of questions that would help to confirm that your instructions have been
understood.

Question 2
Which of the following statements are correct? Tick all that apply.

Competing priorities are a common source of conflict in a team.

Factors outside of your control may influence your audience’s interpretation of your
message.

Reframing involves seeing a situation from another perspective.

If you deliver your message clearly, there is no need to check if you’ve been
understood.

Summary
• Presenting information effectively requires planning
• Rehearsing or writing a draft can help you refine a presentation’s content,
structure and delivery
• Whether you are speaking or writing, being clear and concise is the best way to
get your message across
• To be sure you have been understood, you need to seek feedback
• Negotiation skills can be used to avoid or resolve stress and conflict at work

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