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Communication Skills 2

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Swastik Sharma
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Communication Skills 2

Uploaded by

Swastik Sharma
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Qf. ebemémas—— —placrilition,, ahont tecturcs., sbuainars_prescnitahion or tome otter for ph el pesentation > ng a ba p-vaamaers fl 0 sperttn aid aay a in i driteaested in our -frcatrh im, Ao eto, 14a pfaroforiats viduals alevineg bun frsentatie »_andl Atro..o ples orfidlemes wtle. speoking One needs j-do_wadnshnd ste bast elements gf vam _effectioe prraeotation— othe APs thot fs, Plart,.Prepar,. Prnctice 8+ Perform . One Ans to make. pracrtahin—ol. dome point of dime or. the other, | —Pasfersionals sin liffeml fields , sinelucling.iemtists amd enginssrs shove} eluant. & eel of fomfersimal amd. Ausimes ottaaction — ar arg | >The} | euclirince 0 4 onay newt in businels m-penenal ess te. thucfore wwe shoutel nme | de-mnamouto erly “ 7 q too dv sactaent os sfdeads.sim a postuorire ogy, Ando make ourauditnce { => Planning 0 puyeoset_ be > To anf > pe > Po ler b> Audience —{ afmeliuoles | eneadls te Aowat preertlation sis 0. ceombimation of hate. elements : conbornh, cles2y re sand olelivery. . et Conlemt vineludes an. susearch ceondl crganizotisn of notniols. a Destyn ais The architecture ap cine Alidles amc .graphiol emhomesmenti.. Delivery is hao ome vera Aiifhea. messorge..—— aca PD moke the presentation grat, here amuse “Pe ayneigiy of. Thee thse elomemh .. Sach of Ahese..clemorth ccamrics equal weight cmd benpowtantes.. Thue is so_jprocas do cennntiong sthe_opresenotion.,.Lirst, ons. onuet ~ werent the cortlamt...fhem ne aul: clesign ofexsthod_conllint. Feailly L6ne aust: develops celieuy atrilegg 4 § style as ee Montent = his step _invebwes Pueardaiong Paring come mgs —anpaniging dhe. onaleriol a presentation... [ae enna [Rate presentation. .should +be welt -plarmed_.nsadvamee_s9 cthatt - amaleniad is .cloliveréd effectively. Planting. the _preserntation L..thus, — iho mestfimpentaunt’ element. ct shelps thei freceeenten 9p know ohé_auolfonee; aye > Shimulale. the imforeat. df ¥ “pam a > Ammo tlt/her puypose 5 - oe Se ey analige uthe_eccasion ; and ie - ae > Select send marnine tr stofsie for Ais/hta-forcsenntestion —_______ Planning oun oral. =poesemtation— hues dinvolves._ pau rprsse identiBeabion, —-nucliomee analyst. , analysing. the occasion 5 de_cthe forceess Of wey de-mamowiong the Hopi. 9). portsentertion a a > pat 0. freterilotion. should slant by defining ls peper-8 fansal — - payfaores Amdude + — oe > Mo Anform — _ do shane sinyoomation = > To pertuads ~ to. .change behaviour, vattihels , bell, values &. 40:60. > Vo clemonstrle.— 49 help listers Rneidchavo to désomethimg — A Audionce amalysts Ls sam dilegial spovil of the process. spotemtatian. lt £ melucoles sideurtifyiog-- -ourdiomcs .chanacteristicn » scmalysing audience — ened vend expectations,. md dentifying fades for galing. camo mals vi aad ch = U-Dzl= ‘f6-N= C=E As cam acronym vend has cif [ome — aucionce.. ~crnalyats ccilogenies othad_all surveys. shad + efmelucle . dato he the mnombens? Hao cull be sed-thecvon ovhectsts chet. nsledge enbent the dope P ohlhbe ~seadllasaetong. 2 ae ee = lnlhot.t thet age, sox, educational. ackgtowd Le tofomn HAP atroet_- =—lnlhy oll rhe vot ahts ener? Inno’ asked thom to beth) ea e Inthe ull £ tnd ahen £ speak? lel overgene deabte 1 if tn seemae a 4+ pe — thot. sabe Listeners mond). hal. oumy meade as 4 shes} tout ned ¥.cthe person wha wamnks — | [Ee = How cam_L_custem fit _messogeto thet audibnee) : : E_ xbeclations - = What de, the Listens expect do learm from-me9 loans tho he_frcenten shold indulge sdeato_don-defsth Seseaseh of — the _tofsie_olf one. wfihes ido make vo cheolihle presentation in font Y the ctudibnee, them _6ne aust bevel versed eit whe Yopic. fhe more. &§ —Rnwebdge . ent faa jestny 0 the tof). more conficlemt One socnds, <2 De pri a collect, TAC potter. Shoulol gicup he __.fnformatin into logical. Caligaries. ound _ fiealy ee dough outline aw tho $e eaaled .. L “Palen ne bt hem. the A eel acral presenttochim is well streéliened ; zhi makes i ensien_ for cihe dittenen oo follows Boskally , there care those ports to The beginning Bf 0. portseritation & the meet alimpastant foart. At. is tohen you edlablith .a Aapport aith che eudfence cnd when — jou have itr attention, Few potmts to be covered gh. introduction of othe Preentection AACS = > Greet the audience _ ~ otntodiuce oneself Crame, position, A compoary) > Give title cand datreduce gubject —— ~ (ive your objectives ( pruypost, a. oct) eer > Armounce Ihe Outline A: — > Make .a transition between Ahe Vantroduction &: the becly. -_ > The miele or the of he. poeseiptat-® halal tun. frmpostiont 5 AE his sport comains mast Sjvathe un. Seleching the ldlails to be _ciscesed: aAth tha Quoliemes | MNbither athe infomation should be -bointaftdl tin. bebe, mort Shontol -be Hl like. traces Leaving .wedliemee cutth shalf of Akt Rnowtedge. he potrits to be consiclenedl rhtle. fromntong, the ted 4] othe presentation OMS: oo > Cmtemr a > Quantity ~> Sequenci yor feloas Lo . fi—4 = Keepit the. auckonce's attembion... _ . - no ~2 Aiimkiing feleas,, sections / making. dreunitions ms => % be stlear. ke comeaede._ —>_ he end or cthe ceonelusion of one's retorlation Should sanelace fous partis va trtef rembnden of what ras tried to shoo Ln.onels Appeech » a thot comclusion.,. Ahamles te_ahe audience. for Lihning, wound van dimvitation to. ek eqauestinu make comments av apen fs Lines make sere “the ouciones Spas Dee ied whe, matin point... = Use a _gpaphis wand. visual ofdsto enhance. the. foreaentattem , tual aids act dimpact d imbtrcat to .0. yneseritation. They enable you do coppead AD_amene thaw One sense cat The same time, cthesthy, simercasioy. Phe cxdion- me's tonclersfandung.d4 Attention devel. With picuru, the comcepla:or toleas yo sprtsent oreo lemngen Ainmply, voords = abut userds. plus images. Visual u's vamd cudio= visuals umelucke a. wiole vonicly. of cemmuni ~ =caction, product, dike_plip. chou, -oveshead tramsparorcées , glicles, cua me peclanusinngs ,.modlels, charts diag Vicleo/ film, ete of visual ccuicls. peat: poorly. selected or « ed cdlone, thy, 7 adobe from what aid Ji lath 48_use_visuol aids? Ly Visual cdicls_ shal yi ycucr foreseritation make. Things Aafapen. Wi ot helps | pete ach. your g,jexts by porriding emphoc to whatever & ony Aaidl. To. Sum up, nieunl_auids_shouldl be used: Pere the a attention - _ shutiitea) - The Poke tne time_te-overl jputtiing info on_aboardl [= beer mae ene selanify poms 41) 20 help athe speaker a TS anon ene_nses_ visual aisle, their use ends to encourage aestiag 40 Al |, emanememt on speaker. post. Dnts Qn extra movement nr Het ae nL forcsentabion The use $9 | ¥ tills, Shon, core raul them spss thile ing the ive sound of Lats. - — => Kaye shoulol +e lenient & €ary. fo sean ‘porigental/ fandsiope— —— elayoret & (Prreferatee. ~ > Fontsige on shicles —_ “maybe nor mar decay hon see L af dhe wom. fl good clea ts Pe_uise clefpercart. Bipts for clippeseuat _ | types of cont el fr |___8 (8 for other Tent _ - > Dam't_clésblay choo auch _lnyfermation, _ct8o ning ese: oe, [ow vse cate kaj 0 sat athe pssentabion nama i eee Pepasing graphita, make -4ur0 my ou net tor cousded Yiatls too mainimum — | > Keop tha: neumben of slicles ho ca mint mun ee Lr Don't usd - chin mam ny oli ffexeanl_stramaition offels—__ > Dont uve fw small fen e ____ = |e Daly and. nd finally, these! othe pe ela Ome_meeds fo | Umdestamd -row efd_omake the _ =poattipant. Sutalin_ ores message — |The quality. of sthe verte, shouldbe uisedt fo..th- “fulleet 09 jrnelecoles — | neces, sfoead(. fast-cn sload)_, veuaiery, -spitch (AGA orlo), Silent § or fomuses. The voree £.uthmportan< 3 = to uimelicate..impurlamur, meaning __ — Pr creoli atmesphut end co avail upelg nonotandes anol _-tpudtitng ofhe. uualtemes osteo: — Apu from. Ihat sbocly longuage also playse geet eke eae _ ations» The gotolen mule cs “ Be matual ote. clon)”, maintain — eye conlact st Kesh auolionces' cutfenti¢m.. - — Group Discussion Guidelines, and Roles Overview: The gr iscussi Overview: The group discussion process, headed by the group discussion leader, should facilitate participatory egalitarian (fo the extent possible) discussion among group members, and not the lecturing or domination ofthe group by one or two members. It won't work if people are passive; you all must be active both in listening and sharing, ‘The ideal behind this is that active participation enables students to more fully engage the materials an arrive at a deeper understanding of them. General Guidelines: A group that funetions well should adhere to the following: © Group members must come prepared to discuss the readings (having perused them at least). ©. "Group discussion is a cooperative, not competitive, learning process. Good results depend on everyone sharing their thoughts. Through active discussion you all will often come up with new insights that no onc had previously arrived at individually, through a dialogic learning process. «Every member of the group is given the opportunity to participate and makes some contribution to the sroup discussion process, taking turns doing so. Group discussion leaders should hold other members accountable by actively seeking their input. ‘Material from the readings is discussed (stay on topic), though not necessarily comprehensively, as the group should go more in-depth key points of its choosing. Group Process Step 1:_Introduce yourselves Step 2: Identify and discuss main ideas and themes. 1S & your reactions to and critiques of the readings Students often focus on examples of main ideas or themes here, which is fine (be they real or hypothetical try to remember to link you from the news, your personal experience, or your imagination), However, examples to a point from the readings, and not get lost in details of various examples, stay on topic. Also, react to and evaluate the readings a bit Step 3: Groups report to the rest of the elass_(3-5 minutes per group) The discussion group leader presents to the rest of the class what seems to have been the most importsnk oF ed. ‘This is key test question material difficult point discussed, or the best new insight your group generat pay attention and take notes! Group Discussion Leaders ” Roles Joie: Your RDP’s should adequately prepare you for group discussion, though just doing the readings will suffice Init g Get the discussion started or restarted to @ ng a few specific questions on the pa void group silence. One way group discussion leaders i readings. can do this by posin ticular reading _ Facilitating participation at you make sure that all members & pale or bers get at least an opportunity to pé iy to try to rectify thet; this eray speak. If anyone or few dominate a group, itis your respons ‘mean going around in-turn or calling on people. ing and summarizing: . ‘on on topic and moving. Itis also includes summ: ped. arizing what the group has said Keep the discu to explain) information and and moving on, In addition you should be prepared to clarify (try symthesize it on occasion (draw connections between different readings or points), or ask the ( professor for help when needed. 4, When provided, use some of the guidelines. questions, or other materials Lwill provide to give guidance or focus for specific topics or readings Roles for Ali in group discussion & critiques You must TALK & LISTEN to each other to get information, and more so to raise new points acd insights that may only emerge through discussion. Group members should take seriously and respond to each other's comments and contributions. The point is not to each give presentations Giving and asking for information & reaction: ‘2g all members in an interactive discussion (statement and response, and further 7 but rather to ef response, etc.) each other’s interpretations of mate Discussing and Explaining, questioning, and debating various interpretations ofthe readings and related issues they raise facilitates greater learning and understanding! Various group members may have differing, intexpretations on what the readings say or mean (which ie natural) Its important fo solicit, ss each other's interpretations of the readings or the larger issues they False question, and dis because this typically enhances the learning process for everyon Stay on topic Though this exercise ideally often leads to a free-wheeling discussion, it is important to not stray = off topic too far, and instead try to Tink your comments to the readings in some way, at Ie occasionally —e.g. referring to them as a point of departure for your comments. * Communication skills * Interpersonal skills * Negotiation and Convincing skills * Assertive skills * Empathy and consideration for others opinion Skills to be honed for SD * Self-contro! and patience * Be friendly, warm and cooperative * Speak intimately, informally * Don't see others as adversaries * Be receptive * Appreciate the good points of others * During heated arguments, be silent, then give a studied opinion and take control of the situation Pay attention to * What you speak * When you speak * How you speak During the GO = Try for consensus * If there is a conflict, take control * Give positive angle to the discussion * Complement and consolidate * Don't cry out or shout Ending the GD = Sum up the discussion with the observer's consent = Add some points as your view * Thank al! Post GD * Shake hands * Thank All * Give oral but personal compliments to the participants use the expressions like To flavor your participation in GDs, ‘your permission, may | supplement? - May I Suggest? During the GO * Try for consensus * If there is a conflict, take control + Give positive angle to the discussion * Complement and consolidate * Don't cry out or shout Ending the SD * Sum up the discussion with the observer's consent * Add some points as your view Post GD * Shake hands * Thank All * Give oral but personal compliments to the participants To flavor your participation in GDs, use the expressions like * with your permission, may i supplement? *'May I intervene? * May I add to that - May I Suagest? * There is or can be another angle? * While supporting what you said, may I add? * with your n, Sir, mi mn? Permi Ssion, sir, may sum up the discussi io The Five. ste P formula for success in interview and GD ™ Practice * Dynamic listening * Think before you answer * Cite reasons, examples and anecdotes * Make a confident ending Use STAR technique * Situation * Task * Action * Result od S '@ DISCUSSION METHODS: There are wo basic types of discussion methods; the conlerence met and the workshop method. The conference method involves meetings of staff members, usually from the same organization, and is convened to pass on information, communicate management policies or decisions, or to solve organizational problems. These meetings are usually held for only one or Wwo days, and generally consist of large discussion groups. The workshop method, on the other hand, is usually utilized when there are participants from a range of companies meeting for periods of lonscr problem or shared interest. The than two days, for the purpose of devoting their attention to a specif cussion groups tend to be small, and techniques such as role playing, case study, eritical incident are commonly used. GROUP DISCUSSION GUIDELINES: 1. Planning and Preparation, Research and prepare your ns beforehand, just as you would for a lecture. Identtly your objectives, and check for the lesson plat training rooms. 2. Opening the Session. A good beginning, with opening availability of materials and ed, will eliminate misunderstanding carly def jy define the purr and discussion objectives cl eee Presenting the Topi aids, then identify its he discussion. she tt sion from each individ comments carefully made Specifice! and lay the groundwork or the session. 3- it i mportance for the «ce the problem with the use of visual imp Jon. During the course of possible self-expres ner should tty 4 discussion. Sta |. Conducting the Di: ince participation, and the greatest fons, as well as to give o: jual participants. to encourage full 17 ecasional summaries. Yeu must ing ques vena small lap: It is helpful to ask pertinent, les conversation 10 attention may allow the nd of the discussion. restate listen carefully and attentively, for 5, Summarize the Discussion. At the ¢ move in the wrong direction. cession. Paraphrase any conclusions. highlights that occurred during the course of the sc certain way to learn the art of TRAINING THROUGH GROUP DISCUSSIONS: In the end, the only f— see what works and what doesn’t, what ise up your valuable time and handling discussions is to try them for yoursel seems to ind behavioral change and what serves only to U encourage new ideas a1 ner is to simply watch and listen, that of trainees. The best guide for the begin aking, and avoid an obviously manipulative rol course of the discussion. Once you have mastered the technique, you may’ observe common rules of courtesy in spe: Je when you are influencing the wan! find that you nev’ use a lecture again! distens : sstning Ve Vent 1 ey ~ ANE Ue OM e044 In faa WOOK ds Braiong do Uslen fs . aie alisuaibed dn unumums Studies as She : Pommmnt kind a Communication Aileen. i procs shat Coratsts x fi Clernovls : ~Heosinng, atttenelive, , unclotlmding , Acspon es Atmembeding d d a4 "Heung “Heasing A wha paywrteptal diramtion of Hing, a ihat oceuns whim 4 wry ae ae a 2 j { i Ustening — ast. Tngat Uprslecatanoling = oceeuAa. aoken que: make sore 4 annessoae, Rexpoonding — comatets 9 aiding, obscle fesdback fo ne apeolen uch as ceed and apjovoforiaite fected exertions . - @mombesing - bs — fittening us not fut a powire activity t active portieparts din a torn raomsacttou . | I Sy foe Mites ey | > Mak Lew ; | gue | The ability de sual anaes ant btke Reavy 5 ust ~° edraohtonu . : Shs ee ae don't ewraluatte others before eau! i ee if oe extrad the conitrad tclax => ey > lek, sinerne eee 4 voles Th ce < puword >, Baaphomne ate aunt yous > Bugpenal yous aon agenola ~ — whilly Hox cas Uitentng, , wo hale the sheaken ‘Ch seuping arat whet i Sint 3 Eornpecthic fastening - iu frncuring, tha pier ah some ef of ofreumétences You might Rave Clene gnu. 2pume Thr ot a dhe city dp tapeatennce othe used rom are Otho's I st fren 3 Open i geort with law — Often we Liston to Score peorls L make “ool gt de the othr i os wher wet pew

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