Module 8 Act.- Communication-1

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Module 8

LESSON TITLE: Communication

INTRODUCTION: Upon completion of this lesson students will understand the

importance of good communication skills in the classroom andworkplace. In addition, the objectives listed below should be met.

OBJECTIVES: Understand the importance of good communication skills

Understand how nonverbal communication skills affect their

overall communications in the classroom and at work Use effective listening techniques

Use proper oral communication skills

EQUIPMENT AND MATERIALS:

Module 8 Communic!ion S"ill#Overhead projector as needed

MODULE OVERVIE$:

All of us are constantly in a state of giving and receiving communications. roblemsarise when one does not receive, or understand, the message sent in thecommunication as it was intended, or when one subconsciously sends a nonverbalmessage that contradicts the spoken word. !his module attempts to help studentsunderstand the importance of good communications skills at school and at work.

!his document is under developmental copyright by the "eorgia #epartment of !echnical and Adult $ducation. #o not reproduce any part of thisdocument without written permission from the %ommissioner of the #epartment of !echnical and Adult $ducation or his assigned representative.

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COMMUNICATION

%ommunication occurs when a sender e'presses an emotion or a feeling, creates anidea, or senses the need to communicate. !he communication process is triggeredwhen the sender makes a conscious or an unconscious decision to share the message

with another person(the receiver.

$very communicative act is based on something that conveys meaning, and thatconveyance is the message. !he message may be either verbal )spoken or written* ornonverbal )body language, physical appearance, or vocal tone*. +essages may alsocome from the conte't(or place and time(of the communication. or instance, if youchoose to make a critical comment to someone, the place and the time you choose tomake that comment will make a big impact on how it will be received.

$very message is sent and received through one of our five senses(it is seen, heard,touched, tasted, or smelled. !he sensory media through which messages are sent and

received are communication channels. In a work setting, messages may be seenthrough body movement, letters, memos, newsletters, bulletin board notices, signs,emails, and so on. +essages that are heard come through conversations, interviews,presentations, telephones, radios, and other audio media. -ight and sound are the twomost frequent communication channels used in our society.

hen the receiver gets the message )through seeing, hearing, feeling, touching, orsmelling*, he or she will usually give feedback )return message* unconsciously orconsciously. !hus, the communications process is on/going.

!he worst assumption a sender of a message can make is that the message will be

received as intended. -o many things can go wrong during the communicationsprocess that we should always assume that something will go wrong and take steps toprevent that occurrence. 0arriers to good communications are always present. orinstance, the language itself can be a barrier(unclear wording, slang, jargon, the tone.

Another barrier is the failure of the sender to reali1e that his or her body language mightcontradict the spoken message. !he channel used to convey the message might bewrong. or instance, you would not use the telephone to relay a lot of statisticalinformation2 you would need to write that message on paper. oor listening skills canconstitute a barrier also.

Non%e&'l Communic!ion#

eople telegraph their intentions and feelings, whether they are aware of it or not. !heybecome unintentional senders. In other words, whatever goes on inside shows outside.!he messages we convey to others go far beyond the words we speak. robably overhalf of the meaning that others attach to our spoken message come not from the wordsof the messages themselves but from the tone of voice and from our body language.!his nonverbal impact comes particularly from the face, eyes, body, clothing, gestures,and touch. e have to be careful not to assume that just because a person displays


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one nonverbal signal that we are interpreting that signal correctly. e must look at thewhole cluster of signals to see if they support our reading of that person. or instance,a person who crosses his arms might be e'pressing defiance, but he might also just befeeling cold. e would need to check out his facial e'pressions and other nonverbalsigns to determine the correct reading.

+ost of us depend on our reading of others4 facial e'pressions to judge how they feelabout us or a particular situation. e depend on the face as the most trustworthyindicator of emotions such as happiness, surprise, fear, anger, joy, sadness, disgust,contempt, interest, concern, and embarrassment. e also look at the face for insightinto a person4s character )for e'ample, an 5open, honest face,6 a 5strong chin,6 or5beady eyes6*. A man who has a moustache, beard, or long hair might suggestconformity or nonconformity, depending on the time and the conte't. !he grooming ofhair says much about a person4s meticulousness. 7arrowed lips or jutted/out chin mightmean a person is angry or defiant.

!he eyes convey much meaning. $ye contact(or a lack of it(might tell us somethingabout a person4s confidence, friendliness, honesty, or desire to dominate. !he pupilsthemselves can signify interest or disinterest, among other things. upils dilate when aperson is interested or e'cited2 they grow smaller when a person is bored oruninterested. !he brow area and the narrowing of the eyes tell a receiver much also.rowns, scowls, and raised eyebrows might indicate displeasure or intensity. 7arrowedeyes can suggest anger, irritation, or doubt.

!he body is another rich source of nonverbal confirmation or denial of our verbalmessage. e draw conclusions about people before we ever e'change words basedon their se', posture, height, weight, and skin color. or instance, people often

stereotype others by thinking that tall people make good leaders, overweight people arejolly, and women are too emotional. e notice how the senders of messages hold theirbodies. e consider crossed arms to be a sign of defensiveness, defiance, orwithdrawal. 8ands on hips say that a person is goal oriented or ready and able to takesomething on. 9eaning back in a chair with hands clasped behind the head can beinterpreted as a sign of superiority, smugness, or authority. A slouched posture can beread to mean humiliation, defeat, or submission. Using our arms, bodies, and legs toblock in others or things can be a sign of territorial feelings. !urning your shoulder orbody slightly away from someone can be a sign of rejection of that person.

Our appearance can disclose several pieces of information about us. -omeone whodresses immaculately is likely to be a careful person who attends to detail. -omeonewho prefers 5old/fashioned6 dress might be very conservative in his or her opinions andvalues. A person wearing e'cessive jewelry is possibly displaying signs of amaterialistic nature. Our clothing during working hours can tell others what we do for aliving. or instance, a blue/collar worker4s clothes are designed to help or protect him orher in doing the job. !he white/collar worker usually wears more formal clothesconsidered appropriate for business but having little to do with protection.


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Our most common form of social physical contact(the handshake(is often relied uponas a source of data about another person. !he handshake is an indication of welcome,liking, acceptance, and greeting. !herefore, it is considered e'tremely rude not toaccept an offered hand. !he way you shake hands is another source of data aboutyou. A bone/crushing grip can be seen as a desire to dominate and a limp grasp as a

sign of insecurity or a negative outlook on life. A mechanical pumping up and down ofanother4s hand in a series of convulsive jerks suggests mental rigidity, strong will, andinfle'ibility. Other than the handshake, we have to be very careful with touching othersin the workplace because of harassment issues.

eople who are better readers of nonverbal messages tend to do the following things; !hey look at the totality of cues rather than isolated ones )remember the crossed

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thoughts. e need to pay attention to the tone of the words and the nonverbal cues ofthe speaker. -ometimes, these things undermine the actual meanings of the wordsthemselves. or instance, someone might be telling you that he or she is not upset, butthe tone or the body language might tell you otherwise.

Overall, effective listening can be e'pressed as follows. >ou should concentrate so thatcompeting e'ternal and internal distractions are eliminated. >ou should probe andreflect by asking questions to seek clarification and greater understanding. >ou mightask 5Is this what you mean


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If you have to put callers on hold to gather information to handle their call, always asktheir permission to do so. Or you might offer to call them back if you think they will haveto wait some time before you can get back with them. As a rule, nothing irritates a callermore than to be left on hold. hen you return to the phone, apologi1e for having thecaller wait for you.

-ometimes the caller is unhappy or angry about a situation. hen this is the case, bevery careful. A good tactic is to let the caller vent. hen he or she is finished, you willhear a noticeable sigh at which point you can e'press your understanding of andconcern for the situation. If you let the caller vent, he or she will then be ready to listento you and to be reasonable as you try to get to the root of the problem. 8owever, whenthe venting is nasty and involves foul language, it is permissible to warn the caller that ifheBshe does not refrain from using such language, you will hang up. If the uglinessdoes not cease, you do not have to listen.

In summary, when taking calls at work, you should remember to treat the callers as you

would want to be treated yourself. Also, treat them as if they were standing in front ofyou. Cemember this; !o any caller on the other end of that telephone line, you are yourcompany. !he responsibility of being your company4s sole ambassador during thatphone conversation should help you remember to use correct telephone techniques.

References:--COMEX: THE COMMUNICATIONS EXPERIENCE IN HUMAN RELATIONS, !"#,South-$estern Pu%&ishin' Com(an)

--O**ICE TECHNOLO+ AN PROCEURES, th E./, *u&ton-Ca&0ins, !!", South-$estern Pu%&ishin' Com(an)


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Communicatio

nActivities


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MODULE 8


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Su((e#!ed Ac!i%i!ie# +o&Module 8

COMMUNICATION

Ac!i%i!, Ti!le TimeP(eNo-

F -elf/Appraisal %ommunications -urvey F= FG

& Ceviewing 7onverbal %ues FG F3

3 0ody 9anguage($'ercises =/FG F

: Ceading 7onverbal %ues 3G FH

= 7onverbal %ues("estures =/FG &&

%oncentrating to Improve 9istening F= &D

D ractice 9istening -kills 3G &H

E !elephone $tiquette = 33

H %orrect !elephone Cesponses FG 3H

FG 8ow #o >ou %alm #own an Upset %ustomer< FG :F

FF racticing %ommunication -kills = :3

F& 0een !here, -aid !hat F= ::

F3 !he %oat =/FG :=

F: 8unter4s "ame =/FG :D

F= "i1mos &G =G


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Module 8 Ac!i%i!, . COMMUNICATION

Activity; -elf/Appraisal %ommunications -urvey

+aterials 7eeded; 8andoutsB!ransparency; -elf/Appraisal %ommunications -urvey

#irections; -tudents will complete the self/appraisal survey. Instructions andfollow/up for the students are included on the form.

+any self/appraisal surveys of communication skills are flawed inthat they call upon subjects to report on how well they actuallycommunicate )8ow well do you listen to others


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Sel/0A))&i#l Su&%e,1Communic!ion#

!he purpose of this survey is to determine your susceptibility to being a source ofcommunication breakdown. -ince no one but you will see the results of thisquestionnaire, answer the questions as honestly as possible. Cespond not as you wouldlike to be seen as a communicator but as you really are.

Indicate how frequently you engage in the following behaviors when communicatingwith another person or persons.

Use this scale to describe your behavior.

: J I always do this.3 J I often do this.& J I sometimes do this.F J I seldom do this.G J I never do this.

KKKK F. hen I have something to say, I am open and honest about my need tosay it.

KKKK &. I communicate with an awareness that the words I choose may not mean

the same thing to other people that they do to me.

KKKK 3. I recogni1e that the message I receive may not be the same one the otherperson intended to send.

KKKK :. 0efore I communicate, I ask myself questions about who my receiver isand how that will affect his or her reception of my message.

KKKK =. As I communicate to someone, I keep a watchful eye and ear out for anindication that I am understood.

KKKK . I make my messages as brief and to the point as possible.

KKKK D. I consciously avoid the use of jargon with those who may not understandit.

KKKK E. I consciously avoid the use of slang words and colloquialisms with thosewho may be put off by them.

KKKK H. I try not to use red/flag words )words that might trigger an emotionalresponse* that may upset or distract the receiver of my message.


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KKKK FG. I recogni1e that how I say something is just as important as what I say.

KKKK FF. I analy1e my communication style to determine what nonverbal messagesI send and how well they conform to the meaning I desire to get across.

KKKK F&. I carefully consider whether my message would be best understood by myreceiver in a face/to/face meeting, over the telephone, or in writing.

KKKK F3. I form opinions about what others say to me based on what I hear themsaying rather than what I think of them as a person.

KKKK F:. I make a genuine effort to listen to ideas with which I donLt agree.

KKKK F=. I look for ways to improve my listening skills.

!O!A9 -%OC$

Anl,2e Su&%e, Re#ul!#ind your score on the following table.

Sco&e In!e&)&e!!ion#=G J G Are you sure you were honest< If so, you are an e'tremely effective

communicator who almost never contributes to misunderstanding.:G J :H >ou are an effective communicator who only infrequently causes

communication breakdown. !he goal of these e'ercises is to move everyoneup to this level.

3G J 3H >ou are an above average communicator with occasional lapses. >ou causesome misunderstandings but less than your share.

&G J &H +any people )at least those who are honest* fall into this category. hilethings could be worse, there is much room for improvement in yourcommunication style. !he goal of these e'ercises is to move you to a highercategory.

FG J FH >ou are a frequent source of communication problems. $nthusiasticallytackle the rest of these e'ercises and consider their implications for youpersonally.

9ess!han

H

>our honesty is commendable, but it will take more than honesty to improveyour communication effectiveness. %onsider taking a communication course.


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Source: Come12The Communication E1(erience in Human Re&ations, Sussman an. ee(, South-$esternPu%&ishin' Com(an), !"#/

Module 8 Ac!i%i!, 3 COMMUNICATION

Activity; Ceviewing 7onverbal %ues

+aterials 7eeded; 8andoutsB!ransparency

#irections; "ive students a copy of the handouts on nonverbalcommunications. Use the handouts as a basis for discussion of ournonverbal behavior. #uring class, point out the nonverbal cuesbeing e'hibited by students, and ask the students to point out cuese'hibited by you the instructor. 7o answers are required.


F3

ime Required:

10 Minutes


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Non%e&'l Cue#:

acial e'pressions

0ody language

$ye contact

#ress and physical appearance

"estures

Mo#! Peo)le E4)&e## nd Cn Reco(ni2eSi4 B#ic Emo!ion#

Sdne## An(e&

5))ine## Su&)&i#e

Di#(u#! +e&Li3e S0i&&s: 4o% S0i&&s 5 Lesson 6 5 Non7er%a& Communication


F:

NO6

When our words send one messageand our nonverbal cues send another

message, people almost always

believe our nonverbal cues.


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!!8 The Uni7ersit) o3 +eor'ia Coo(erati7e E1tension Ser7ice


F=


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Ou& Communic!ion Come# +&om !*e+ollo7in( T*&ee Sou&ce#:

Po#!u&e

Peonl S)ce


F

Words 7%

Tone

38%

Intimate 1one//F in. J F in.

ersonal 1one//FE in. J : ft.

ublic Mone //Over F& ft.

-ocial Mone //: ft. J F& ft.

Li3e S0i&&s: 4o% S0i&&s 5 Lesson 6 5 Non7er%a& Communication!!8 The Uni7ersit) o3 +eor'ia Coo(erati7e E1tension Ser7ice

Very Interested Interested

Bored

Disagreement

Agreement Neutral


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Module 8 Ac!i%i!, COMMUNICATION

Activity; 0ody 9anguage($'ercises

+aterials 7eeded; 8andoutsB!ransparency; 0ody 9anguage

#irections; !he handout contains several e'ercises to enhance the studentsLunderstanding of how nonverbal cues affect communications. >oumay complete all the e'ercises or choose certain ones. Alldirections are on the handout, and no answer key is needed.


FD

ime Required:

5-10 Minutes


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Module 8 Ac!i%i!, COMMUNICATION

Bod, Ln(u(e

!hese e'ercises are designed to help students tune in to the subtleties of bodylanguage and what they might mean about interpersonal behavior.

E9ERCISE .: 5nd e#!u&e#:Ask students to demonstrate and describe the meaning of various hand gestures. >ouLllbe ama1ed at how many there are. #iscuss how facial e'pressions and other bodymovements influence the meaning of a hand gesture. hat do hand gestures mean indifferent culturesou will be presented with a small group of people either on

photographs or in person. -tudy these people for the nonverbalcues you receive from them. %omplete the handout survey and beready to discuss our reasons for your decisions.

#irections toInstructor; !he models should all be the same se', race, and appro'imately of

the same age in order to prevent students from falling back onstereotypes in making their rankings. ariations you should look forin selecting volunteer models are color of hair, presenceBabsence offacial hair, personality )it i&&show*, height, weight, build, personaleffects, and dress )from businesslike to very casual*. #isplay thefive )=* pictures in a way that all students can study them andcomplete their survey sheets.

ollow/up; Afterwards, you might draw a chart similar to the survey handout on

your whiteboard or on a transparency and ask students for theiranswers to each item on the survey. At any rate, you should leadthe class in a discussion of the questions at the bottom of theirsurvey handout.

-ample answers to these questions follow below.

Puestions F J =; Answers depend on studentsL own interpretations.

Puestions ; -everal students may believe that the nonverbal cuesthey are not aware they send but that other people

attribute to them are purely and simply unintentional.-hare with them the argument that there may be nosuch things as unintentional nonverbals, onlysu%conscious ones. !ake a devilLs advocateapproach, if you must, to get students to consider theimplications of their own nonverbal behavior.


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Module 8 Ac!i%i!, ; COMMUNICATION

Puestion D; Any message(verbal or nonverbal(that we receive

is biased by our senses in line with our values,attitudes, and e'periences. -ince a nonverbalmessage from a sender usually involves moreinterpretation by our senses than does a verbalmessage, we are more likely to be wrong in e'tractingmeaning from a nonverbal cue. !herefore, we shouldlook for other confirming cues(both nonverbal andverbal(before drawing conclusions about nonverbalmeaning.

Puestion E; As a receiver

!o the e'tent that nonverbal cues aresubconscious, they may be more honest than theverbal cues we receive.

7onverbal cues may conflict with the verbal ones

we receive.As a sender

e may be communicating messages of which we

are not aware to others.

0y controlling our nonverbal communication, we

can add desired impact to some of our messages.


&F

ime Required:

30 Minutes


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Module 8 Ac!i%i!, ; COMMUNICATION

Su&%e, o/ Non%e&'l Im)&e##ion#

7ow that you have studied A, 0, %, #, and $, make the following assessments of them.

F. !he coldest person is A 0 % # $!he warmest person is A 0 % # $

&. !he most intelligent person is A 0 % # $!he least intelligent person is A 0 % # $

3. !he hardest worker in this group is A 0 % # $!he most la' worker in this group is A 0 % # $

:. !he most assertive person is A 0 % # $!he least assertive person is A 0 % # $

=. !he wealthiest person is A 0 % # $!he poorest person is A 0 % # $

. !he person most interested in pleasure is A 0 % # $!he person least interested in pleasure is A 0 % # $

D. !he person most likely to hold a position of leadership is A 0 % # $!he person least likely to hold a position of leadership is A 0 % # $

E. !he most trustworthy person is A 0 % # $!he least trustworthy person is A 0 % # $

H. !he most se'ually active person is A 0 % # $

!he least se'ually active person is A 0 % # $FG. !he most satisfied )happy, contented, fulfilled* person is A 0 % # $

!he least satisfied person is A 0 % # $

F. or each person you rated, which nonverbal cues were the most apparent COMMUNICATION

Activity; %oncentrating to Improve 9istening

+aterials 7eeded; & te'tbooks, maga1ines, or newspapers

#irections to-tudents; +i! !&,:!he instructor will select two students to go to the front of

the room and stand facing the class. $ach will be given a differentsection of printed material to read to the class from a newspaper,te'tbook, or similar source. At a signal from the instructor, they willbegin reading at the same volume until the instructor directs themto stop. !hey will read for about two minutes. 0efore the readingbegins, choose the person to whom you will listen. hen the

readings have ended, summari1e the message communicated bythe person to whom you chose to listen.

7ote to Instructor; !ry to select readers with similar sounding voices and prompt themto read at competing volumes. !he concurrent readings should last& to 3 minutes. ront/page stories from a local newspaper willprovide appropriate te't. !his activity can also be done with threereaders if the classroom is relatively small. A way to conserve timeis to dispense with the written summaries and to do away with thediscussion of them. Instead, after each reading you can ask for ashow of hands of how many people believe they can summari1e

what was said. In order to validate the show of hands, you mighteven ask one or two to recite what they thought they heard.

#irections to-tudents; Second !&,:!he two readers will be given new sections to read.

Once again, you are to choose in advance to listen to one of themand not the other. !his time you should make a more concertedeffort to block out the other person )who may have distracted youthe first time around* and to focus solely on your speaker. !ry theseaids to listening. -it more forward in your chair. +aintain constanteye contact with your speaker, even though he or she is not looking

at you. Imagine that you and the speaker are completely cut offfrom any movement or sound in the outside world. #o whateverelse you believe will improve your ability to listen. hen the secondreadings have ended, summari1e what your speaker has said.

7ote to Instructor; >ou want students to do better this time in order to demonstrate thevalue of concentration. !herefore, be sure to emphasi1e to themthe techniques for concentration.


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Module 8 Ac!i%i!, > COMMUNICATION

ollow/up; %hances are the second summary was more accurate and was

easier for people to write than the first< hy< hat concentrationtechnique worked best for you< If your second summary was noteasier to write, why not< !he dramatic point of how simple it is toimprove your listening through concentration should be highlightedin this discussion.

Source: Come1 5 The Communication E1(erience in Human Re&ation, Sussman an. ee(, South-$esternPu%&ishin' Com(an), !"#/


&H

ime Required:

15 Minutes


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Module 8 Ac!i%i!, ? COMMUNICATION

Activity; ractice 9istening -kills

+aterials 7eeded; 8andoutsB!ransparency; Observer -heet

#irections toInstructor;

F. !he class will divide itself into triads )groups of three*. Onemember of the group is designated S(ea0er, the second isListener, and the third is O%ser7er.

&. -peaker chooses a topic that will serve as a focus ofconversation. !he topic should be one that -peaker isinterested in and has definite views about and should be one

that is likely to generate debate or disagreement. $'amplesof such topics include;

+y views on affirmative action.

!he role of unions today.

+oney as a motivator.

!he problem with public schools today.

!he problem with most people is . . .

omen in the work force.

+y definition of a successful life.

"ay rights.

Abortion.

9ottery.

#eadbeat #ads.

Celigion.

!he important thing is that -peaker selects a topic about

which -peaker has definite and strong views.

3. -peaker and 9istener hold a conversation for about three tofour minutes. !he purpose of the conversation is for 9istenerto practice these listening skills; probing, reflecting, andsummari1ing. At the conclusion of the conversation, 9istenershould summari1e -peakerLs position, including -peakerLs


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Module 8 Ac!i%i!, ? COMMUNICATION

underlying logic and rationale. In other words, 9istener

should indicate what -peaker said and why it was said.#uring the conversation, Observer is to analy1e 9istenerLsbehavior. !he Observer -heet is designed for this purpose.$ach of the questions on the sheet should be answered byObserver as soon as the summary ends. !he sheets will bediscussed.

:. Cotate the role assignments. #o this twice so that eachperson in the triad has a chance to be -peaker, 9istener, andObserver.

ollow/Up#iscussion; #iscuss the observer sheets. !hen lead discussion on the

following questions. Answers are italici1ed.F. hat did being in the Observer role teach you about

effective listeningcards, in which case the individual may act like any animal tofool the other players. !he decoys try to find one anotherand stay together. -tress that each participant will be both a


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Module 8 Ac!i%i!, .; COMMUNICATION

hunter and a hunter animal. $ach team will be comprised of

one set of the si' animals named or else will contain all#$%O>-. hen a participant thinks that his or her animalhas been found, he or she taps that player on the shoulder2the hunted animal should then show its card to the hunter. Ifit is the correct animal, the hunter holds on to the playerwhile continuing to search for that player4s prey. In the end,each team should form a circle with the animals holding ontoone another.

=. +onitor the activity. hen all the teams have formed, lead adiscussion with the reassembled group using the questions

below.

ollow/Up #iscussion;)Answers may vary*

8ow difficult was it to find your animal through actions onlyou may choose whether or not you wish to

provide definitions for the other terms shown on theworksheet )these definitions are provided on the answersheet*.

ollow/Up #iscussion;)Answers may vary*

#id group members do better with their individual answers or as

a team< hy COMMUNICATION

Activity; Interpersonal %ommunication -kills ideos

+aterials 7eeded; ideos; Interpersonal %ommunication -kills, ols. F, &, 3, and :, !T %C

#irections; !hese videos deal with the following topics.ol. F(%ommunicating to be liked, trusted, and respectedol. &(%ommunicating to increase understanding and minimi1e

mistakes

ol. 3(%ommunicating to increase our personal powerol. :(%ommunicating better with your team

!ime Cequired; ol. F(F hour = min.ol. &(F hour E min.ol. 3(F hour F: min.ol. :(= min.

9ocation ofideos; Administrative Office, #eborah ood


=D

ime Required:

Varies

Vol. 11 hour 5 min.

Vol. 21 hour 8 min.

Vol. 31 hour 14 min.

Vol. 456 min.


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Su((e#!ed Ac!i%i!ie# +o&Module 8

COMMUNICATION

Ac!i%i!, Ti!le TimeP(eNo-

F -elf/Appraisal %ommunications -urvey F= FG

& Ceviewing 7onverbal %ues FG F3

3 0ody 9anguage($'ercises =/FG F

: Ceading 7onverbal %ues 3G FH

= 7onverbal %ues("estures =/FG &&

%oncentrating to Improve 9istening F= &D

D ractice 9istening -kills 3G &H

E !elephone $tiquette = 33

H %orrect !elephone Cesponses FG 3H

FG 8ow #o >ou %alm #own an Upset %ustomer< FG :F

FF racticing %ommunication -kills = :3

F& 0een !here, -aid !hat F= ::

F3 !he %oat =/FG :=

F: 8unter4s "ame =/FG :D

F= "i1mos &G =G

F Interpersonal %ommunication -kills ideos aries =:


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Documents

Module 8 Act.- Communication-1