Basics of Effective Communication.doc

8/12/2019 Basics of Effective Communication.doc

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The Opportunity

Virtually everything that happens for good or ill in an organization, or evenbetween human beings in general, is a direct result of communication. Think ofwhat the world would be like if instructions were always clearly given andaccurately understood; if feelings and ideas were heard with the heart, and notjust with words; and if each of us had the same mental picture as the other

person has during an important discussion.

Because communication is a multi-faceted process between comple humanbeings, there is always room for improvement. !hen you effectivelycommunicate" (Check all that are important to you.)

#ou will have fewer communication problems.

#ou will give clear directions that are easily understood and followed.

$nterpersonal relationships may improve.

#ou will have greater confidence in your ability to make sure that youunderstand important information.

#our kids might even listen to you. %But we make no promises&'

Effectiveness Indicators

!e are always communicating in one way oranother. To determine the specific targetareas needed for you to effectivelycommunicate, go to the Basics of

(ommunication )ffectiveness $ndicators

Assumptions

There are several basic assumptions we need to identify that influencethis approach to communicating effectively. (Roll your mouse over thebullets to see the detail.)

#ou are never *not communicating.*

*(ommunication* is the word used to describe the way humanbeings connect with each other.

The desire to communicate is an innate human need.

+lthough the communication process is very simple, the manyvariables that affect it make effective communication one of ourmost difficult challenges.


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eveloping effective communication skills is a lifelong uest.

Strategy 1 UNDERSTAND the Communication

rocessCommunication is a word that is used by everybody to mean a lot of differentthings. $ts important to understand that communicationis aprocess/a seriesofevents, not just one event. )ffective communication is a result of how well eachof these events is managed and delivered.

To prepare yourself to improve your communication skills, you need to"

Tip 01" Understand the elements.

Tip 02" Recognize disruptive factors.

Tip 03" Include a feedback loop in the process.

Understand the E!ementsThere are many models that seek to organize and eplain what happens in thecommunication process. $dentifying the components in a simple modelissomewhat misleading because it can give the impression that communication isa clean, straightforward process. But, in fact, communication involves acomple set of variables. $f it were as simple as it looks, all of us would bemuch better at it, right4 5owever, understanding these key components willhelp you develop effective communication skills when you"

Create a Message. (ender!

eek to understand the Message. (Receiver!

hare feelings and ideas through "our Message.

React to the Message through feedback.

Realize the presence of noise.

6ounds simple enough, doesnt it4 7ets look at each of these components.

Create a "essage #Sender$

#ithout going into etensive neurological eplanations, lets put it this way"(ommunication is all in your head& !ell, maybe not all, but it certainly beginsand ends there. +nd it begins with the 6ender.


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To send a 8essage, a person must say ordo something that represents an idea inhis or her own mind. The 6ender has amental image, a vision, an idea, anopinion, or perhaps some information

that he or she wants to convey tosomeone else. The 6ender initiates thecommunication process and has aprimary interest in making sure itseffective. 6trategy Two will discuss the6enders role in greater detail.

See% to Understand the "essage #Receiver$

If a tree falls in the forest andtheres no one there to hear it,does it make a sound4 5mmm.

9ood uestion. 6o if someonesends a 8essage and theres noone to receive it, is itcommunication4 The answer isno. (ommunication reuiresboth a 6ender and a :eceiver.

To receive a 8essage, a person must interpret something said or done byanother person/the 6ender/and give it a name and develop a feeling about it.The :eceivers job is to then seek to understand whatever it is the 6enderwants to communicate. The :eceiver shares responsibility with the 6ender toensure an effective communication process. 6trategy Three discusses thedetails of :eceiving skills.

Share Ideas through a "essage #Sender$

#e have someone initiating the communication %the 6ender', and anotherresponding to it %the :eceiver'. The *communication* at this point centersaround the *what* that is being communicated/the 8essage.

The 8essageis the vehicle for the 6ender to sharefeelings, thoughts, and ideas. $t is the way the 6endersmental images are transmitted to the :eceiver. 8essagescan travel in a variety of ways, including spoken, written,or behavioral. The 8essage may be immediately clear andunderstood, or murky and misleading, based on how wellall of the components in the communication process have

been considered and accommodated.

+lways remember that the meaning of the 8essage will be whatever the:eceiver assigns to it. $n other words, the 6ender may have a meaning in mind,but the :eceiver can only know what it means to him or her personally.Messageis not synonymous with meaning. $n fact, the communication challengeis to make sure that the meaning that is intended by the 6ender is the same asthe meaning the :eceiver assigns to the 8essage when its received.

React to the "essage through &eed'ac% #Receiver$


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Messages go both ways. $nother words, the 6ender sends a8essage to the :eceiver, whothen sends a 8essage back tothe 6ender. The 8essages that

are sent back from the :eceiverto the 6ender are calledfeedback.

There is always some kind of feedback. 6aying nothing is a *8essage*/perhapsa powerful one. $ts important for the 6ender to pay attention to the feedbackfrom the :eceiver.The :eceiver may be very passive and not initiate verbal feedback. The 6endermay not insist on it. $n such cases, communication may or may not occur.!ithout meaningful feedback, you cant even be sure that the 8essage wasreceived.

Rea!i(e the resence of Noise

$oiseis the name given to the multitude of factors that can interfere in thecommunication process and keep it from being complete and accurate. Beassured that noise is always present in the process, and the uestion is notwhetherit will disrupt the 8essage, but by how much.

There are two types of noise" physical andpsychological. hysical noise is environmental. $tis usually easy to identify, unless you havebecome so used to it that youre unaware of itsimpact. )amples of physical noise can includepresses in a machine shop, background chatterin a store, or whining children in the grocerystore line.

sychological noise is unfortunately more constant and certainly tougher todeal with because its *all in your %and the other persons' head.* These are thepsychological issues that can have a significant effect on the way 8essages areunderstood. )amples of psychological noise are mistrust, disinterest, andstrong emotions. #oull learn more about


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&no% ho% the situation ma" distort Messages.

'e a%are of language and nonverbal skills.

!ell look at these one at a time.

Chec% )our Surroundings *efore Communicating

bviously, physical noise is an issue when thecommunication is spoken. $ts just commonsense to strive to find a uiet environment whenyou are trying to send and receive oral8essages. 5owever, if youre preoccupied withwhat you want to say, you may not think tocheck your surroundings before you begin. $f younotice that youre having to ask the 6ender torepeat, or if you are freuently asked to repeator restate, be sure to check out the level ofphysical noise. #ou might have become used to

that dull roar and didnt realize that it wasinterfering with your ability to effectivelycommunicate.

Rea!i(e +o, )our erception &i!ters Understanding

)erceptionis a major player in the communicationprocess. )very human being is separated from the*real world* by a perceptual screen.erceptions form the personal and uniue window

through which each human being sees his or her ownworld. #ou have probably observed that people seethings differently. 5ow does this affectcommunication4 >or instance, if you perceive that the6ender is trying to put you down, you will *hear* thewords differently than if you believe the 6ender istrying to give you objective feedback. #our perceptualscreenfilters the 8essage.

#ou can probably think of other eamplesof how your perception has filteredthe meaning that you assign to 8essages.

Identify the Impact of *e!iefsenders choose words that are consistent with their own uniue beliefs andeperiences. >or eample, $f you believe that women dont belong in the workforce, you will probably use words with negative connotationsand ehibitrelated nonverbalbehaviors when you communicate about female employees.


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$f you have spent many years working in a salesenvironment, your definition of *teamwork* willprobably be uite different from that of anassembler in a manufacturing plant. + singlefather of three young children sees a very

different world than a mature career woman. $n aconversation, your choice of words and eamplesbased on your own *world* may or may notcommunicate your ideas well to someone whoselife is very different from yours.

-no, +o, the Situation "ay Distort "essages

*particular situation may set up specific circumstances in which 8essages willbe distorted. >or eample, if you try to communicate with someone who ishaving a very bad day, your 8essage is likely to be distorted by the :eceiver,and will probably be perceived as more negative than you had intended. $f youcriticize your manager in a meeting of senior eecutives, all :eceivers willdistort your 8essage, particularly your manager, who will become defensiveand selectively understand your meaning. #ou will also distort the 8essage yousend in order to make your point or cover your backside.!hen you pass *bad news* along to your management you will have a verystrong, subconscious desire to soft pedal it, especially if your organization has ahistory of *shooting the messenger.* This can lead you to distort unconsciously%or perhaps consciously&' the 8essage. +nd, last but not least, your 8essagemay be distorted by the intentions that underlie it. >or eample, if you wish toreally encourage someone by what you say, you may choose words that give theimpression that the person is more wonderful than you intended to convey.

*e A,are of .anguage and Nonver'a! S%i!!s

This point may seem obvious, but it must be included

because, if were not careful, the distortion can happenwithout our even recognizing it. 5ave you ever had theeperience of listening to someone whose words wereplain, or perhaps rough, and you just didnt get what heor she was saying4


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two-way echange.

To help you include a feedback loop in the process, make sure you"

*sk for and seek feedback. (ender!

)rovide feedback. (Receiver!

eek to evolve a common understanding.

!hen both 6ender and :eceiver take responsibility for making sure there issufficient feedback, it will probably happen. 5eres how to do it.

As% &or and See% &eed'ac% #Sender$

The 6ender, presumably the person mostinvested in this communication %since he or sheinitiated it in the first place', should beconscientious about soliciting feedback. + good

way to ensure communication failure is tofigurativelysend a 8essage and run. + 8essageworth sending is worth following up on. $f youhave a clear understanding of all the ways that8essages can be distorted, you do not want toleave this to chance.

5ow can you ask for feedback4

5ow would you eplain this in your own words4

(an you give me an eample of what $m talking about4

!hat do you understand that $ want4

!here do you think you would start4

7ets check to make sure that we both understand this the same way. Tell me what you

heard me say.

$t takes just a few seconds to determine whether or not what you intendedmatches what was received. !hether in spoken conversations or writtencorrespondence, if shared meaning is important, you must ask for feedback.

rovide &eed'ac% #Receiver$


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Receiving the 8essage isnt a passive activity.!hether the 8essage was sent by reuest ornot, if you are a :eceiver, you need to makesure that the meaning you have assigned to the8essage matches that of the 6ender.6ometimes your feedback is automatic/auizzical look, a smile and a nod, or a *#ouvegot to be kidding/you want what4* =ther timesyou need to restate what youve heard, or askclarifying uestions.

!hat can happen if you dont provide feedback4 5ave you ever thought youunderstood what you were told to do, only to come back later and find youhad wasted a lot of effort doing the wrong thing4 +t the time you wished youhad asked more uestions. 8ake it a habit to confirm your understanding byproviding feedback, whether or not the 6ender has asked for it.

See% to Evo!ve a Common Understanding

It is etremely important that you do not assume that you have a commonunderstanding unless you have included feedback in your process. Through thegive and takeof feedback, both 6ender and :eceiver should seek to develop acommon understanding. Then %and onlythen' has communication occurred.

$f the 6ender arrogantly feels that its the :eceiversproblem if he or she doesnt understand, then the6ender will have to accept the conseuences, whichare lack of communication and probably an impairedrelationship. +t the same time, the :eceiver mustactively participate in coming to this understandingin order to maintain the relationship and take action,

if necessary, in response to the 8essage.(ommunication is a mutual responsibility. 8aintainthat feedback loop.

ocusing on any one aspect, at the neglect of theothers, will limit your ability to convey your thoughts, ideas, suggestions, andneeds to others. :emember that communication is a comple interaction thatcan be improved by recognizing and addressing the key elements. #ou can dothis when you"

Tip 01" Understand the elements.
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Tip 02" Recognize disruptive factors.

Tip 03" Include a feedback loop in the process.

your understanding of 6trategy 1.

SEND C!ear and Consistent "essages'oth 6enders and :eceivers send 8essages/the 6ender as the initiator, the:eceiver in the feedback loop. Both need to send 8essages that are clear andconsistent. The way the 8essage is developed and presented is etremelyimportant in creating effective communication. +nyone who sends a 8essageshould"

Tip 0A" elect the appropriate %ords.

Tip 0" Use supportive nonverbal cues.

Tip 0C" Choose the right method.

Tip 0D" Consider diversit" factors.

)ach of these tips will help you send clear, consistent 8essages.

Se!ect the Appropriate /ords

#e are able to function as a society because the meaning of our words/ourlanguage/is close enough among all of us that we can understand what we areeach saying. 6ometimes groups of people develop uniue wordsthat othersdont understand. $n other cases, there are so many possible meanings that,unless the 6ender is more specific, theres a great opportunity formisinterpretation.

The whole point of communication is to develop shared meaning, not just ofwords, but of concepts. This can be facilitated if you, as the 6ender"

Use %ords that are familiar to the Receiver.

Use specific and concrete %ords.

Choose the right %ords.

*void ,argon.

Use /ords that are &ami!iar to the Receiver

In the broadest sense, using words that are familiar to the :eceiver suggeststhat the 6ender needs to adjust his or her vocabulary to reflect what the:eceiver commonly uses. + ?niversity professor lecturing to colleagues at aconference should select a very different set of words than if she were giving aspeech for a civic organization. ifferent industries and professional disciplinesmay use different words to epress similar concepts. !hile differences in


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vocabulary for interpersonal communication may be less dramatic than theseeamples, keep in mind that you want to send 8essages in words that are asfamiliar and comfortable to the :eceiver as possible.

+t the same time, dont pick up and use words that arent natural for you. #ouwill sound phony, and probably get yourself in trouble for using them

incorrectly.

+lso, consider the formality of the setting. >or eample, casual conversationscall for different words and anecdotes than what is appropriate for an eecutivepresentation.

Use Specific and Concrete /ords

#ords create pictures in the mind. The more ambiguous and intangible theword, the more it is subject to misinterpretation. >or instance, think of theword dog. )ven though everyone knows what a *dog* is, what picture comes tomind4 $s it large, small, furry, sleek, yappy, uiet, brown, spotted4 $f a 6enderuses the word *dog* without additional information, communication may notoccur.

!hat happens if you discuss workepectations, values, priorities, beliefs, andplans in ambiguousterms4 Eery littlemeaning will be shared. Therefore, it iscritical that you choose words that are asspecific and concrete as possible. There willalways be gaps between the mental imagesof two people, but the gap will be smaller ifyou select words that are precise.

Choose the Right /ords

This is an area in which it helpsto have an adeuate vocabulary.The more words that you feelcomfortable with, the morelikely you are to be able tochoose words that accuratelyreflect what you mean.

There are subtle differences between wordsin any language that nativespeakers would recognize, although they may not be able to specifically statewhat the difference is. >or eample, if you are angry, would it be moreaccurate to say that you are miffed, or peeved, or irritated, or annoyed4 $f the

only word you ever use is *angry* then your 8essage might lack clarity thatcould be important to understanding.

Avoid 0argon


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+ou probably dont realize how much jargonyouuse in your daily conversations. Thats not aproblem when youre communicating with otherswho share that vocabulary. $n fact, jargon is avery powerful way of building common bonds and

epediting the work process. 5owever, if youredescribing your workday to a friend at the gym oryour spouse at home, you may find that, as far astheyre concerned, youre speaking a foreignlanguage. +nd you are.

6ome industries are notorious for acronyms.


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*n angry voice and uiet gestures4 !hat can thismean4 $n this eample, the :eceiver will probablygive more credence to the angry voice, but wonderwhat the 6ender is really trying to say.

The 6ender may be trying to control the meaningthat he is trying to convey, and the :eceiver justends up with a mied 8essage. Be sure that yourvoice and gestures match/that they convey thesame meaning so the 8essage doesnt get confusing.

Convey a ositive and Confident Image

It takes energy for the :eceiver to payattention to a 8essage and the nonverbal

cues that go along with the words. $f you,the 6ender, feel inadeuate and arestruggling to create a meaningful 8essage, itwill take additional effort for the :eceiverto understand what you are trying tocommunicate.

Think through what you want to communicate, and then send your 8essagewith confidence. (hoose your words and style to compensate for anyinadeuacies that you may have, and to project the most positive 8essagepossible.#our nonverbal behaviors need to support and reinforce your spoken words if

you hope to communicate effectively. $n addition, you need to choose anappropriate wayto communicate, which leads us to Tip 0C.

Choose the Right "ethod

#e are fortunate to live at a time when we have so many communicationoptions. 5owever, it also complicates our lives as we are faced with choicesabout what will work best. !hile there are some general guidelines to follow,there are eceptions. 6o as a rule, be sure to"

Initiate action faceto face.

-ocument important issues.

Use the telephone appropriatel".

Consider email.


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#ant something done fast4 9o directly tothe person and have a conversation. Thisgives you the opportunity to clarify what isneeded, identify any constraints orpriorities, get agreement on approach, and

helps to reduce or eliminate etra *handoff*or approval time. The telephone can also beuseful, since it allows two-way discussion.

>ace-to-face %oral' communication is also the mode of choice for conversationsthat are sensitive or difficult. +nything that may have repercussions or falloutshould be dealt with face-to-face. There is a strong tendency to avoid personaldiscussions in these cases, but thats usually a mistake. #ou need to bephysically present with the :eceiver in most communication of this kind,providing you want to work out a mutually agreeable solution.There are also other situations when face-to-face may be the mode of choice.

Document Important Issues

#ritten 8essages are most effective when"

Information needs to be accuratel" and thoroughl" communicated.)amples" $nstructions for a babysitter; work processes; changes in policy orprocedures.

+ou need to have proof that communication has occurred. )amples"isciplinary discussions; conversations with an attorney; customercomplaints.

+ou are communicating information of a general nature. )amples"$nformation for all employees; family newsletters.

+ou are follo%ing up on oral Messages. )amples" (anceling subscriptionsor memberships; important instructions to an employee.

o not put in writing anything that you are going to be sorry for later& Ieep in

mind that words in print somehow pack a heavier wallop than the same wordsmerely spoken. !ritten communication is important, but it should be welleecuted and used appropriately.

Use the Te!ephone Appropriate!y

#e have become accustomed to *chatting* on the phone. $t tends to be a lessformal communication vehicle, although it is certainly used often in businesssettings to get things done. + phone call has a personal feel to it, which isoften appropriate, even in more serious discussions.

Ieep in mind that telephone conversationsdont have the impact of face-to-face

communication, nor do they have thecredibility of written documentation. $n aserious situation, whether personal business orat the office, important phone conversationsshould al%a"s be documented.

+s a general guideline, use the phone for checking status, issuing gentlereminders, maintaining relationships, and holding urgent conversations withpeople in remote locations who must take immediate action or from whom you


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need instant information.

Consider Emai!

)eople seem to either love or hate this modern miracle. !hile it providesnumerous advantages, as well as a few pitfalls, the key issue when choosing e-mail is that others can review 8essages and reply at their own convenience. #ouare also able to send and receive 8essages at your convenience. Eoice mail can

perform this function as well, but e-mail still outperforms voicemail.

)-mail allows you to think through what you want to say, while voice mail maycatch you off guard. )-mail also provides documentation, which voice mailobviously cannot. or

eample, disclosing personal problems.' ersonal space is different. 6omecultures are very comfortable standing close together while conversing, whileothers epect a fairly large open space between communicators.Be aware of these differences, but be waryof stereotypes as you try tocommunicate with those who are culturally different.

*e Sensitive to 2ender Differences


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)op psychologists have made a lot of moneyaddressing the gender differences that impactcommunication effectiveness. 6ome of theissues may be overstated and overly general,and stereotyping is always a concern.


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lower status people.

The location where communication occurs tends to determine who has status. >or

eample, talking in your bosss office gives the boss even more status than if you were inyour own office, resulting in more formal modes of address. +nd talking with the schoolprincipal in her office gives her more status than speaking to her at the grocery store.

These should be considered in order to facilitate effective communication. $nbusiness, the degree to which status differences are acknowledged andaccommodated is going to depend on your own organizations culture. !hile thetrend is toward *associate* type relationships, some organizations are stillhighly status oriented. 7ook around you. ay attention to the social norms inyour environment.+s you have learned, there are a lot of things to consider in sending 8essagesbesides just choosing words and doing it. #ou will find your effectivenessincreasing as you recognize and address the numerous other factors that impactcommunication.

SEND C!ear and Consistent "essages

U M M * R +

*lthough communication is a shared responsibility of both 6ender and :eceiver,the 6ender needs to get the process off to a good start. #ou will be more likelyto send 8essages that are clear and consistent if you"

Tip 0A" elect the appropriate %ords.

Tip 0" Use supportive nonverbal cues.

Tip 0C" Choose the right method.

Tip 0D" Consider diversit" factors.


ACTI3E.) SEE- to UnderstandTypically, the burden for effective communication has been placed on the6ender. That person accepts the responsibility and assumes that the :eceiver, ifintelligent enough, will understand the 8essage, and if not, will just need to be

told again and again until he or she catches on.

)ffective communication relies on the active participation of the :eceiver. The:eceiver must have self-awareness and involvement in order to participate fullyin the communication process. The :eceiver should actively seek to understandthe 6enders 8essage. To do this, the :eceiver must"

Tip 0G" Recognize perceptual influences.


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Tip 0J" Use effective listening skills.

Tip 01F" )revent misunderstanding.

(learly, this is not a passive role. 7ets eplore the last three tips.

Recogni(e erceptua! Inf!uences

The concept and impact of perception was discussed earlier.


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If the :eceiver doesnt understand a 8essage, he orshe will develop distorted perceptionsabout boththe 6ender and the 8essage. $f you are notcompletely comfortable with what you believe the

8essage conveys, check it out. Taking a few minutesto validate/or refute/the 8essage you havereceived is worth it.5ow do you do this4 :eturn feedback to the 6ender.This will allow you to either confirm or change themeaning you assigned to the 8essage. #ourperception will then be based on a clear 8essage,not assumptions.

:ecognizing perceptual influences, and making allowances or counteractingthem, will greatly enhance your ability to :eceive 8essages in thecommunication process.

Use Effective .istening S%i!!s

$early everyone knows how to listen, and yet this is one of the biggest andmost freuent complaints in the uest for effective communication. !hy arentwe all better listeners4

)ffective listening reuires action. $t cant be passive, even though sometimeswed like it to be. The (hecklist for 7istening@uicTool has been provided tohelp you get a jump-start on honing your listening skills. +nd you willsignificantly improve your listening skills if you"

)a" close attention to %hat is said.

eek to understand connotative meanings.

'e sensitive to the needs of others.

These are all easier said than done. But theyre not, as they say, *rocketscience.* 6o lets take a look at what is reuired.

ay C!ose Attention to /hat is Said

*0earing* is easy for most of us. ayingattention is another story. #ou need to reallyfocus on the 6ender and the words and

nonverbal behaviors that are being displayed.+ human mind is capable of thinking muchfaster than words can be spoken, so you endup with a lot of unoccupied brain time. This iswhy your mind often wanders when youresupposed to be listening. Theres a real speedmismatch&
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?se this etra brain time to observe nonverbal cues and think through what isreally being communicated. ont prepare what youre going to say in response,but rather tune in completely to what the other person is saying. #ou candecide how to respond after you have heard the full 8essage that has comeyour way.

See% to Understand Connotative "eanings

o whats the difference if the 6enderchooses the word *desperate* to conveythe meaning that shes *anious* to havesomething done immediately4 !hat ifshe had used the word *concerned*4)ach of those words has a differentconnotation. $f you dont pay attention/and then use feedback to clarify/youmight miss some very importantmeaning in the 8essage that has beensent to you.

ont rely on the 6ender to make these connotations clear. Take responsibilityyourself to seek to understand them.

*e Sensitive to the Needs of Others

*s the initiator of the communication, the 6enderbears a heavy burden in trying to convey meaning tothe :eceiver. +s the :eceiver, it is important that yoube sensitive to the needs of others, particularly the6ender. oes she seem anious or uncomfortable4 (anyou say or do anything to put her more at ease4 $s she

having difficulty getting the right words to come out4(an you help by carefully and tactfully suggestingalternatives48aintain the spirit as well as the rules of effectivecommunication by using active listening skills.

revent "isunderstanding

*s in almost every area of life, its easier to prevent than to repair the damage.This is especially true with communication. ?ndoing misunderstandings cantake a long time. Trust may have been destroyed, as well as personalrelationships. !ork efficiency and uality may have been impacted.8isunderstandings can be far reaching, and are worth spending some effort to

prevent. !hile some misunderstandings may be inevitable, you will minimizetheir likelihood if you"

*sk clarif"ing 1uestions.

Maintain the feedback loop.

Confirm shared meanings.


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As% C!arifying 4uestions

ometimes youll receive a 8essage, eitherspoken or written, or perhaps even nonverbal,that just doesnt seem right to you. ont wait and

wonder. +sk clarifying uestions. )ven if the6ender is in a hurry and doesnt seem to want tobe bothered, ask anyway.


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#hen all is said and done, the :eceiver needsto confirm with the 6ender that the intendedmeaning in the 8essage is now shared.

This may be as simple as restating the 8essage,or as involved as elaborating on how you plan tocarry out a set of instructions. 8ake sure thatcommunication has truly occurred, using the:eceiver tools and strategies that you havelearned in this module.

ACTI3E.) SEE- to Understand

U M M * R +

The :eceiver takes an active role in seeking to understand the meaning that the6ender intended to be conveyed in the 8essage. This reuires participating inthe communication process and using these :eceiver skills"

Tip 0G" Recognize perceptual influences.

Tip 0J" Use effective listening skills.

Tip 01F" )revent misunderstanding.

ine Tune #our(ommunication 6kills, a @uicTool activitythat you can print and use to find outhow well you are communicating and how you are perceived.


itfa!!s

(ommunicating often seems *easier said than done.* There are some possiblepitfalls that you need to be aware of when communicating.(If you roll your mouse over the pitfall, you will see suggestions for avoiding ordealing with that item.)

+ssuming that what you heard is what wasmeant.

+ssuming that when a 8essage is sent it isautomatically received.

iscounting the importance of feedback.
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$gnoring nonverbal cues.

Thinking that communication is a simpleprocess.

App!y /hat )ou +ave .earned

Congratulations& #ou have completed the asics of Communication course.


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:eview and print any or all @uicTools. These optional/but useful/worksheets and aids can be printed and copied for use in practicingthe skills learned in the module.:ead about the (ontent )pert who contributed this module.@uicInowledge (ontent )perts are selected to develop a particular

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)pand your @uicInowledge. There is avariety of other @uicInowledge.comtopics that will support and enhancethe skills you have learned in thismodule.

:eview additional references. The:eferences section directs you toreadily available books or magazinearticles that will give you more detailon this topic.

Congratu!ations6

+ou have successfully completed the @uicInowledge68 '*IC 4/44/CTIV/ CMMU$IC*TI$course. (lick on any 6trategy or Tip at theleft to go back and review that section.

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Documents

Basics of Effective Communication.doc