مهارات عامة

Introduction to Communication
A+
Chapter : 1
3rd
Edition
General Skills
Hashem Abuamira Hashem Abuamira Page 0

What is communication?
Why do we communicate?
What tools can we use to help us improve our communication?
How important is communication in the workplace?
 The manner in which you answer these questions will influence your ability to get along
with others when you try to make a valuable contribution to the society through your job.
 By studying effective communication we can find better ways of dealing with those people
who are important in our lives: those people we work with , study with, and live with.
Communication defined :
 Obviously, communication means different things to different people .
 To the supervisor on a job, it is a way of making sure that the job gets accomplished. To
those who love us, it is a way of maintaining the relationship. To friends and co-workers, it
is the tool that helps us to get along.
 Communication is sometimes defined as the process of sending and receiving messages.
 Effective communication involves understanding the information and the shared

understanding of the feelings, thoughts, wants, needs and intentions of the communicators,
which may NOT be clearly expressed in words.
Functions of Communication :
1) Practical functions
We communicate to have practical needs met, such as buying food, securing a job, and maintaining our
health and safety.
2) Social needs
We often communicate for the pleasure of communication. Communication also enables us to meet
others, demonstrate ties, maintain friendships, and build intimate relationships.
3) Decision making functions

Communication can and should help us to make better the decisions we make.
Hashem Abuamira Page 1

4) Personal growth functions

Communication can be seen as the primary means of intellectual, emotional, social and psychological
success.
Communication Process model :
 Sender/Receiver. We send and receive messages simultaneously .

 Encoding. The process of changing ideas into symbols.
 Decoding. The process of assigning meaning to the symbols so they can be understood .
 Message .The message is the idea, thought , feeling, or opinion to be communicated.
 Channel . The channel is the line through which messages travel from sender to receiver. In
face- to- face communication, messages are carried by sound and light waves.
 Feedback. Feedback is the receiver’s response to the message and indicates how the
receiver feels about the message or the sender.
 Context . Two factors affect what we say and how we say something the social context and
the physical context :
 The social context deals with the relationship between the sender and the receiver.
Clearly, what you say and how you say it will change , depending on whether you are
talking to your best friend, a total stranger or your boss.
 Also, the physical context will dictate what you say and how you say it ;your talk will
change if you are at work or at home.
Noise : Noise is any interference that prevents shared understanding.
Three types of noise contribute to communication breakdown :

1)Internal noise 2)External noise 3)Semantic noise
1)Internal noise :
 includes our attitudes, opinions, and beliefs toward what’s being said, as well as who is saying it,
and may prevent our understanding of others.
 Our interpersonal communication( the dialogues which occur inside our heads) is often a source
of disruptive internal noise.
 Internal noise is affected by our self concept, how we feel ,and what we expect.

 Daydreaming is the most obvious form of internal noise interfering with communication.
 Preoccupation with personal problems may be another form of internal noise .
2)External noise :
 deals with the noise in the environment: other voices, airplanes overhead, buzzing machines, and
so on; it most often affects our interpersonal communication- our communication between
people which is “personal”.
 This type of noise is more obvious than internal noise and is easier to deal with.
3)Semantic noise :
 occurs when the sender and receiver have different meaning for the words and gestures they use.
Semantic noise occurs when technicians and lay people communicate. When a printer tells the
customer he will burn an image of the customer’s picture, the printer means he will create a copy,
while the customer may assume his picture will be burnt and destroyed.
 Also, we must be careful with the gestures we use when communicating in a cross-cultural
setting. To you the V sign may signal “victory”, but for someone from a different culture it may
see it as a symbol of profanity.
How can we control those noises?

1) In some cases the only thing to do is to turn up the powers of concentration. In the case of
internal noise, for example, being aware of the topics and words that send you reeling is a
preventive step.
2) For external noise, turning off noises, tuning them out, or asking others to speak up increase the
chance of understanding considerably.
3) Finally , for semantic noise, being aware that people may have different meanings for the same
words is a beginning. Using questions and paraphrasing to clarify meanings and confirm
understanding can minimize semantic noise.
Communication Climate :
 Good communication does not just happen. Effective communication happens when the people
involved work to create a climate of openness, honesty, and respect for one another.
 Effective communication happens when the people involved act to minimize the breakdowns
that are likely to occur.

Video conclusions :
1- What’s a key to becoming a great conversationalist?

The key is to pause before replying, a short pause of 3-5 seconds after a person stops talking is a very
classy thing to do.
2- What are the 3 goals you accomplish when you pause?

-First, you avoid the risk of interrupting if the other person is just catching his or her breath before
continuing. Second, you show the other person that you’re giving careful consideration into his or her
words. Third, you actually hear the other person better, his or her words will soak into a deeper level
in your mind.
3- How do you mark yourself as a great conversationalist?

By pausing.
4- What’s another way to become a great conversationalist other than pausing?

clarification for Questioning
5- You should always assume what the other person is trying to say.
False
6- How does asking ͞How do you mean͟ change the first response?
The extensively more answers speaker
7- What’s the third way of becoming a great conversationlist?

Paraphrasing the speakers words into your own words.
8- What do you accomplish by paraphrasing the speaker’s words?

You demonstrate no uncertain terms that you are genuinely paying attention and making every effort
to understand his or her words or thoughts or feelings
9- When you practice effective listening people will :

1)Find you fascinating 2)Want to be around you 3)They will be relaxed in your presence.

10- When you listen to people you make them feel important
True
11- Listening builds trust

True
12- Listening builds self-esteem

True
13- Listening builds self-esteem in the listener

True
14- What’s the rate that our mind can process words at?
500-600 Words a minute.
15- What’s the highest rate that we can speak at?

150 words a minute.
Communication principles :
 We are always communicating, whether we intend or not. It has been found that 75 percent of our
waking day is spent communicating through reading, writing, speaking, and listening.
 The message sent is not necessarily the message received. In fact, some experts claim 50percent of
our communication is misunderstood. Get feedback!
 A part of the message is who sends it. It is impossible to divorce a message from who sends it.
 Communication is learned. We learn the gestures and customs of the culture in which e are raised.
We can always learn better ways of communicating

Overcoming Barriers :
The following barriers often contribute to misunderstanding, poor personal relations and decreased
quality in the workplace.
1) Gossip
When you hear gossip, you can check the facts face-to-face with the people directly involved. Until
then, you would be wise not to pass the message on and consider the message for what it is:
unsubstantiated rumor.
2) Gaps
The greater the difference, the greater the likelihood of miscommunication . Gender gaps, supervisor
–employee gaps, cultural gaps and racial gaps can be fueled by the assumption that all people of a
particular group “ automatically” think or feel a certain way.
Such assumptions result in stereotyping which can produce divisions between people that may be
difficult to reconcile. Gaps can be overcome by questioning the validity of your own stereotypes as
well as questioning the stereotypes of others. Moreover, gaps are minimized when we focus our
communications on individuals rather than on representative members of a group .
3) Loss of emotional control

Inability to control emotion is a barrier to communication. Emotions that get out of control can
quickly turn into barriers. For example, when listening to a powerful motivational speaker or a
skillful persuader, audience members may become overly enthusiastic. Such reactions can short-
circuit reasoning and prevent the listeners from receiving the information objectively. Being aware
of terms , phrases or topics that create an emotional response in both you and the people with
whom you interact is a necessary first step in overcoming this barrier. Recognizing that people have
different views of the world and that these differences are indeed valuable will help considerably.
4) Defensiveness
The tendency to misinterpret another’s comments as a personal attack when that was not the
intention is typical of defensiveness. For example, you might ask if a coworker has heard about
missing equipment in the storage room; the coworker might assume that you are making an
accusation of theft and react defensively. Defensiveness can be minimized by developing an accurate
self-concept, by checking possible interpretations with the speaker, and by sharing thoughts and
feelings honestly.

Giving and getting feedback :

It is vital to know how to give feedback to others, effectively and constructively without causing offense.
 Feedback is information about reactions to a product, a person's performance of a task, etc. which is used
as a basis for improvement.
 When giving feedback, some of the following consider the following suggestions:
1. Make the feedback appropriate.

Feedback is appropriate when it is requested from the sender or when it is necessary for the receiver to clarify
the message. Moreover, feedback is effective if it is given as soon after the sender’s message as possible. The
timing involved depends on the nature of the message, the setting in which the communication happens, and
the attitudes of the people involved.
For example, reprimanding a subordinate for not wearing safety glasses in the shop would best be done in the
boss’s office rather than out on the floor in front of others.
2. Make the feedback specific

Rather than telling a subordinate, for instance “ Your quarterly report wasn’t up to your usual standards,” it
would be clearer and more precise to say “ Your quarterly report needed to include the total sales of the
month of March”
3.Make the feedback positive

Make sure the tone of the feedback is positive, especially when it involves constructive criticism . In other
words, rather than criticizing your friend for a mistake, offer suggestions that might prevent the same mistake
in the future. Also consider giving positive feedback before any negative feed back.
When it is your turn to receive feedback, remember those tips:
1.Ask for feedback and receive it openly

Requesting feedback from your receiver may require you to be specific about the kind of information you are
seeking . For example, “ I need to find out what questions you have about the new pricing structure we just
discussed.”
2.Acknowledge the feedback

You might begin by thanking the receiver for the feedback given. Then you may consider paraphrasing the
feedback to make sure you fully understand what the receiver meant. A paraphrase could be stated like this:
“ So I sense you are uncertain about how the new pricing structure will affect our current customers.”
3. Consider the feedback received

4. Be open to suggestions, opinions, and concerns the receiver may share with you.
This consideration doesn’t necessarily mean that you agree with the receiver but rather that you are willing
listen as openly as possible. The information you receive can improve your own decision-making and at the
same time make the listener feel valued for providing the feedback .
Improving relations :
While specific verbal strategies can be used as communication tools, so can certain attitudes improve relations
with others. Four such attitudes include positive regard, empathy, openness, and trust.
1. Positive regard
Positive regard means accepting and respecting others as they are without judgment or evaluation. Accept
other people for who they are as human beings regardless of race, attitudes, or behavior. Believe in the
equality of all people rather than the superiority of one person ( or a group of people)over others( based on
money, gender, power, etc.)
2. Empathy
When you have empathy, it means you can understand what a person is feeling in a given moment, and
understand why other people's actions made sense to them. Empathy helps us to communicate our ideas in a
way that makes sense to others, and it helps us understand others when they communicate with us. We need
to develop an interest( indeed, even a curiosity)in other people and of wanting to know about their feelings,
thoughts, and experiences by putting ourselves in their shoes and understanding their viewpoint through
active listening. People should remain open-minded to new perspectives rather than closed-minded.
3. Openness
Communication with others by sharing your own true feelings and thoughts, and experiences.
Openness in interpersonal communication is a person's willingness to self-disclose and to reveal information
about himself or herself appropriately. Openness also includes a willingness to listen openly and to react
honestly to the messages of others. At the workplace. Open communication occurs when all parties are able
to express ideas to one another, such as in a conversation or debate. Some benefits of
open communication include transparency, team building and increased profits
4. Trust
 A positive communication climate also occurs when high levels of trust are evident.
 Trust is of two types :
1. Task trust is the trust associated with carrying out whatever is expected of you.

2. Interpersonal trust, is evident in keeping secrets( when requested of you), in supporting

colleagues, and in defending someone who is unfairly being criticized.
Nonverbal communication :
“ Action speaks louder than voice”
“ The most important thing in communication is to hear what is not being said” Peter F. Drucke .
Nonverbal communication means sending wordless messages.
Nonverbal communication is sometimes considered the strongest form of communication. More than voice or
words, nonverbal communication enables you to create your image in others minds and even you can show the
emotions and feelings that are not spoken.
Forms of non-verbal communication :
1.Eye Contact
Eye contact shows much without speaking . In American culture, maintaining eye contact shows respect and
indicates interest.
2.Facial Expressions.
Our facial expressions can communicate happiness, sadness, anger or fear.
3.Posture
A posture is a pose using the body as its communicator. Posture of the body reveals a lot about you. The
manner you walk, sit, stand or hold your head not only indicates your current mood, but also your
personality. For example, if you cross your arms while standing, you indicate that you may be closed off and
defensive. Walking with your head down and avoiding eye contact with others may indicate shyness.
4.Touch
For example, we shake hands to introduce ourselves and we pat on the back to show approval or praise.
People communicate and interact via the sense of touch which allows one to experience different sensations
such as: pleasure and pain.
5.Gestures
A gesture is a movement made to demonstrate an idea, gestures use different parts of the body to
communicate a message. Gestures include movements of the face, hands, or other parts of the body.

They allow individuals to communicate a variety of feelings and thoughts, such as contempt, hostility and
approval .
6.Personal space.
Is the space you place between yourself and others.
Video conclusions :
 Nonverbal communication: anything the communicates a message but it’s not a word
 We communicate in all the things we attach ourselves to.
 Nonverbal communication is a very broad field, and there’s a wide variety of things we can observe
nonverbally
 Some experts believe that nonverbals are more truthful than verbals because people they say things but
they don’t always mean them
 You can’t fake nonverbal communication
 There’s a problems that we don’t see the nonverbal side of communication because we’re busy with a
device.
 We as a species evolved to communicate nonverbally
 A text can never reply a kind smile
 In nonverbal communication we focus on comfort and discomfort.
 From the moment we are born we are doing specifying behaviours, we bite our lips, touches our faces,
smoke, our body is saying calm down. These behaviours indicate that our brain is dealing with some sort of
stress.
 Through nonverbal communication you can understand the following :
1)Emotions 2)Desires 3)Insicurities 4)Intentions 5)Manners
6)Competence 7)Trust 8)Personality 9)Respect 10)Empathy
 When you purse your lips this means you disagree.

 When we touch our necks that means we’re uncomfortable
 When we something bothers, we cover our eyes and wrinkle our nose.
 Rubbing the hands indicates that we feel stressed, while the steeple hand gesture makes you look more
confident and in control.
The key to becoming a great conversationalist is to pause before you reply. A short pause of three to five seconds
is a very classy thing to do.
When you pause, you accomplish three goals simultaneously :
 First, you avoid running the risk of interrupting if the other person is catching his or her breath before
continuing.
 Second, you show the other person that you are giving careful consideration to his or her words by not
jumping in with your own comments at the earliest opportunity.
 The third benefit of pausing is that you actually hear the other person better.
By pausing, you mark yourself as a brilliant conversationalist.
Another way to becoming a great conversationalist is to question for clarification. Never assume that you
understand what the other person is saying or trying to say. Instead, if you have any doubt at all ask ‘How do you
mean?’ or ‘How do you mean exactly?’, and then just pause.
A third way to becoming a great conversationalist is to paraphrase what the other person is saying in
your own words. The wonderful thing is that when you practice effective listening, other people will
find you fascinating, they will want to feel relaxed and happy in your presence because when you
listen to other people you make them feel important.
The reason why listening is such a powerful tool in developing the art and skill of conversation is because listening
builds trust! Listening also builds self-esteem. When you listen to another person, his or her self-esteem will
naturally increase. They will feel better about themselves and they will feel more valuable and respected.
If you don’t practice self-discipline in conversation, your mind will wander in a 100 different directions.
When you practice effective listening, you develop your own character and personality.

Creative Job Hunt
A+
Chapter : 4
3rd
Edition
General Skills

Creative Job Hunt
Creative Job Search Includes :
1.Finding job opportunities

2.Creating a CV( Curriculum Vitae)
3. Writing a cover letter/e-mail
4. Interviewing
5. Writing a follow-up letter/e-mail
Not many things are more important than getting a job. After all, income is paramount. Our
students will need to find employment once they graduate from a college, or a university.
Looking in the Right Places for a Job .
Consult the following resources for a wealth of job-related information :
1.Networking.
One of the best resources for finding job information is consulting with other people, or
networking. Networking pays. It is regarded as the most important strategy to follow. John D.
Erdlen and Donald H. Sweet, experts on job searching, cite the following as a primary rule of job
hunting: “Don’t do anything yourself you can get someone with influence to do for you.” Let your
professors, friends, classmates, neighbors, and relatives, know you are looking for a job. They
may hear of something and can notify you or, better yet, recommend you for the position.
You can also network with people you don’t know personally through professional networking
websites such as:
1.http://www.linkedin.com 2.http://www.ryze.com 3.http://www.tribe.net
Also, attend job fairs, professional and organization meetings, and community and civic functions
to meet the right contact people whom you can ask for advice and
also for possible follow-up help and recommendations.
2.The Internet
Learn about jobs by visiting a company’s website to see if it has vacancies and what the
qualifications are for them. You can also consult the many online job services that list positions
and sometimes give advice, including :
1.Monster.com—http://www.monster.com
2.Riley Guide—http://www.rileyguide.com
3.Yahoo! Hot Jobs—http://www.hotjobs.yahoo.com
4.Career Builder—http://www.careerbuilder.com

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5.Job.com—http://www.job.com
6.Career.com—http://www.career.com
7.Job Central—http://www.jobcentral.com
There are also many specialized job search sites.
3. Newspapers. Look at local newspapers.
4. Your campus placement office.

Counselors keep an online file of current available positions and can also tell you when recruiters
will be on campus to conduct interviews. Many placement offices have recruiting databases,
allowing students access to a broad range of contacts and interview information. Counselors can
also help you locate summer and part-time work, both on and off campus, positions that might lead
to full-time jobs. Most important, they will give you sound advice on your job search, including
strategies for finding the right job, salary ranges, and interview tips. Many placement offices also
sponsor career fairs to bring job seekers and employers together in specific professional fields.
5.The human resources department of a company or agency you would like to work for.
Often you will be able to fill out an application even if there is not a current opening. But do not call
employers asking about openings; a visit shows a more serious interest.
6.A résumé database service.
A number of online services will put your resume in a database and make it available to
prospective employers, who scan the database regularly to find suitable job candidates.
7. Professional employment agencies.

Some agencies list jobs you can apply forfree of charge (because the employer pays the fee) and
others that charge a stiff fee , usually a percentage of your first year’s salary. Be sure to ask who
pays the fee for this service. Because employment agencies often find out about jobs through
channels already available to you, speak to someone at your campus career center first.

Creative Job Hunt
Preparing a Résumé
The resume, sometimes called a curriculum vitae, may be the most important document you
prepare for your job search. It deserves your utmost attention. Regard your resume as a
persuasive ad for your professional qualifications. Prepare your resume at least six months before
you plan to graduate. You’ll need the finished document before writing any application letters.
A resume is not your life history or your emotional autobiography, nor is it a transcript of your
college work. It is a factual and concise summary of your qualifications, showing a prospective
employer that you have what it takes (in education and experience) to do the job you are applying
for.
What you include—your key details, the wording, the ordering of information, and formatting—are
all vital to your campaign to sell yourself and land the interview. Employers want to see the most
crucial details about your qualifications quickly. Accordingly, keep your print resume short
(preferably one page, never longer than two) and hard hitting. Everything on your resume needs to
convince an employer you have the exact skills and background he or she is looking for.
What Employers Like to See in a Résumé
Prospective employers will judge you and your work by your resume, their first view of you and
your qualifications.
They want an applicant’s resume to display the following seven characteristics:
1.Honesty.
Be truthful about your qualifications—your education, experience, and skills. Distorting,
exaggerating, or falsifying information about yourself in your resume is unethical and could cost
you the job you get. If you were a clerical assistant to an attorney, don’t describe yourself as a
paralegal. Employers demand trustworthiness.
2.Attractiveness.
The document should be pleasing to the eye and easy to read. It should use appropriate spacing,
fonts, and boldface. Your resume needs to show you have a sense of proportion and document
design and that you are neat .
3.Careful organization.
The orderly arrangement of information must be easy to follow, logical, and consistent. By doing
this, you demonstrate that you have the ability to process information and to summarize.
Employersprize analytical thinking.

Creative Job Hunt
4.Conciseness.
Generally, keep your resume to one page, as in Figure 7.4. However, depending on your education
or job experience, you may want to include a second page. Resumes are written in short
sentences that omit “I” and that use action-packed verbs, such as those listed in Table 7.1.
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‫حفظ‬
5.Accuracy.
Grammar, spelling, dates, names, titles, and programs must be correct; your resume tells readers
you can communicate effectively. Typos and inconsistencies only demonstrate that you don’t
check your facts and figures.
6.Currentness.
All information must be up-to-date and documented, with no gaps or sketchy areas. Missing or
incorrect dates or outdated contact information are flags to reject your resume.
7. Relevance.
The information needs to be appropriate for the job level. It must show that you have the necessary
education and experience and confirm that you can be an effective team player.
Your goal is to prepare a resume that shows the employer you possess the sought-after job skills.
A resume that is unattractive, difficult to follow, poorly written, filled with typos and other errors,
and not relevant for the prospective employer will not make the first cut.
It might be to your advantage to prepare several versions of your resume and then adapt each one
you send out to the specific job skills a prospective employer is looking for. It pays to customize
your resume. Following the process in the next section will help you prepare any resume.

Creative Job Hunt
The Process of Writing Your Résumé
To write an effective resume, ask yourself the following important questions :
1. What classes did you excel in?
2. What papers, reports, or presentations earned you your highest grades?
3. What computer skills have you mastered—languages, software knowledge,

navigating and developing Internet resources? Knowledge of e-commerce?
E-journaling? Skill at designing a blog and/or website?
4. What jobs have you had? For how long and where? What were your primary
duties?
5. How did you open or expand a business market? Increase a customer base?
6. What did you do to earn a raise or a promotion in a previous job?
7. What technical skills (other than computer skills) have you acquired?
8. Do you work well with people? What skills do you possess as a member of a
team working toward a common job goal (e.g., finishing a report)?
9. Can you organize complicated tasks or identify and solve problems quickly?
10. Have you had experiences/responsibilities managing money—preparing payrolls,

conducting nightly audits, and so on?
11. Have you won any awards or scholarships or received a raise, bonus, commendation,
and/or promotion at work?
What to Exclude from a Résumé
Here are some other details best left out of your resume:
1. salary demands, expectations, or ranges

2. preferences for work schedules, days off, or overtime
3. comments about fringe benefits
4. travel restrictions
5. reasons for leaving your previous job
6. your photograph (unless you are applying for a modeling or acting job)

Creative Job Hunt
7. your social security number

8. comments about your family, spouse, or children
9. height, weight, or hair/eye color
10. personal information, hobbies, interests (unless relevant to the job you are seeking)
Save comments about salary and schedules for your interview.
Parts of a Résumé
As with, memos, letters, and reports, resumes consist of specific parts. These parts—contact
information, career objective, credentials (education and experience), related skills and
achievements, and references—need to be included in any resume.
1.Contact Information
At the top of the page, center your name (do not use a nickname), address, including
your telephone number; and e-mail address. Avoid unprofessional e-mail addresses such as
Toughguy@netfield.com or barbiegirl@techscape.com. Also include your website and fax number
if you have these for an employer to contact you.
2.Career Objective
One of the first things a prospective employer reads is your career objective statement
that specifies the exact type of job you are looking for and in what ways you are qualified to hold it.
Create an objective that precisely dovetails with the prospective employer’s requirements. Such a
statement should be the result of your focused self-evaluation and your evaluation of the job
market .
It will influence everything else you include. Depending on your background and the types of jobs
you are qualified for, you might formulate two or three different career or employment objectives
to use with different versions of your resume as you apply for various positions.
To write an effective career objective statement, ask yourself four basic questions :
1. What kind of job do I want?

2. What kind of job am I qualified for?
3. What capabilities do I possess?
4. What kinds of skills do I want to learn?
3.Credentials
The order of the next two categories—Education and Experience—can vary. Generally, if you have
lots of work experience, list it first .

Creative Job Hunt
Education.
Begin with your most recent education first, then list everything significant since high school. Give
the name(s) of the school(s); dates attended; and degree, diploma, or certificate earned. Don’t
overlook military schools or major training programs institutes, internships, or workshops you
have completed.
Remember, however, that a resume is not a transcript. Simply listing a series of courses will not
set you apart from hundreds of other applicants taking similar courses across the country. Avoid
vague titles such as Science 203 or Nursing IV.
Instead, concentrate on describing the kinds of skills you learned.
Experience.
Your job history is the key category for many employers. It shows them that you have held jobs
before and that you are responsible. Here are some guidelines about listing your experience.
1.Begin with your most recent position and work backward—in reverse chronological order. List
the company or agency name, location (city and state), and your title. Do not mention why you left
a job.
2.For each job or activity, provide short descriptions of your duties and achievements. If you were
a work-study student, don’t say that you helped an instructor.
Emphasize your responsibilities; for example, you helped to set up a chemistry laboratory, you
ordered supplies and kept an inventory of them. Rather than saying you were a secretary, indicate
that you wrote business letters and used various software programs, designed a company
website, prepared schedules for part-time help in an office of twenty-five people, or assisted the
manager in preparing accounts.
3. In describing your position(s), emphasize any responsibilities that involved handling money (for
example, billing customers, filing insurance claims, or preparing payrolls); managing other
employees; working with customer accounts, services, and programs; or writing letters and
reports.
Prospective employers are interested in your leadership abilities, financial shrewdness (especially
if you saved your company money), tact in dealing with the public, and communications skills. They
will also be favorably impressed by promotions you may have earned.
4. If you have been a full-time parent for ten years or a caregiver for a family member or friend,
indicate the management skills you developed while running a household and any community or
civic service .

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4.Related Skills and Achievements

Not every resume will have this section but the following are all employer-friendly things to
include:
1.second or third languages you speak or write extensive travel certificates or licenses you hold
2.memberships in professional associations (e.g., American Society of Safety Engineers, Black

Student Association, National Hispanic Business Association,Texas Women Executives, Child
Development Organization) .
3.memberships in community service groups (e.g., Habitat for Humanity); list any offices you
held—recorder, secretary, fund drive chairperson .
5.Computer Skills.
Knowledge of computer hardware, software, word processing programs, and Web design and
search engines is extremely valuable in the job market.
List any civic (mayor’s award, community service, cultural harmony Honors/Awards.
award) and/or academic honors you have won (dean’s list, department awards, scholarships,
grants, honorable mentions). Memberships in honor societies in your major and technical/business
associations also demonstrate that you are professionally accomplished and active.
6.References
You can simply say that you will provide references on request or you can list the
names, titles, street addresses, e-mail addresses, and telephone numbers of no more than three
or four individuals. Be sure to obtain their permission first. List your references only when they are
well known in the community or belong to the same profession in which you are seeking
employment—you profit from your association with a recognizable name or title . in this section of
your resume , you may also indicate that a portfolio of your work is available for review .
Organizing Your Résumé
There are two primary ways to organize your resume: chronologically or by function or skill area.
You may want to prepare two versions of your resume—one chronological and one by function or
skill area—to see which sells your talents better. Don’t hesitate to seek the advice of a placement
counselor or instructor about which may work best for you.
1.Chronologically
Information about the job applicants is listed year by year under two main categories—education
and experience. This is the traditional way to organize a resume. It is straightforward and easy-to-
read, and employers find it acceptable.

Creative Job Hunt
The chronological sequence works especially well when you can show a clear continuity toward
progress in your career through your job(s) and in schoolwork or when you want to apply for a
similar job with another company.
A chronological resume is appropriate for students who want to emphasize recent educational
achievements.
2.By Function or Skill Area

Depending on your experiences and accomplishments, you might organize your resume according
to function or skill area. According to this plan, you would not list your information chronologically
in the categories “Experience” and “Education.” Instead, you would sort your achievements and
abilities—whether from course work, jobs, extracurricular activities, or technical skills—into two
to four key areas, such as “Sales,” “Public Relations,” “Training,” “Management,” “Technical
Capabilities,” “Counseling,” “Group Leadership,” “Communications,” “Network Operations,”
“Customer Service,” “Working with People,” “Opening New Markets,” “Multicultural Experiences,”
“Computer Skills,” or “Problem-Solving Skills.”
Under each area you would list three to five points illustrating your achievements in that area.
Skills or functional resumes are often called bullet résumés because they itemize the candidate’s
main strengths in bulleted lists. Some employers prefer the bullet resume because they can more
easily skim the candidate’s list of qualifications in a few seconds.
Preparing a Skills Résumé
When you prepare a functional or skills resume, start with your name, address, telephone number,
and career objective, just as in a chronological resume. To find the best two or three functional
areas to include.
The following individuals would probably benefit from organizing their resumes
by function or skill instead of chronologically :
• Nontraditional students who have had diverse job experiences

• People who are changing professions
• Individuals who have had changed jobs frequently
• Ex-military personnel reentering the civilian marketplace
Writing a cover letter/e-mail
 Every CV should be prefaced by a cover letter or cover e-mail. This is important for two
reasons: the cover letter or cover e-mail customizes the job search, and the cover letter
highlights the applicant’s value.

Creative Job Hunt
 Students will use the same CV regardless of which job they are applying for. The cover
letter, in contrast, should be written for a specific job opportunity. Thus, whereas the CV is
generic, the cover letter or e-mail will highlight how the student is truly the best hire for that
specific job.
 To accomplish this goal, the student will use the cover letter to focus on how he or she can
fulfill the requirements of the job as it has specifically been advertised.
What a cover letter/ email should accomplish
The cover letter should accomplish the following :
1.Essential components of a letter (writer’s address, date, reader’ address, salutation, text,
complimentary close, signature, and typed name.)
If the student is sending the CV via e-mail, then these components will change—no address,
salutation, or signature will be required.
2.Introduction.
Tell why you are writing and what you are writing about. This will tell the reader that you are
applying for a job (that’s the “why”) and which job you are applying for (that’s the “what”).
3.Body.
Tell what exactly makes you the best candidate for the job. List the ways in which you specifically
meet the advertised criteria.
4.Conclusion.
Tell what’s next. When would you like to set up an interview to discuss your credentials
Interviewing
With luck, you will write a cover letter/e-mail and CV effective enough to get an interview. Then the
next challenge occurs—landing the job.
Basically, interviewing requires common sense :
1.Arriving on time
2.Dressing appropriately
3.Looking people in the eye when speaking
4.Sitting and standing straight
5.Not smoking or chewing gum during an interview

Creative Job Hunt

Problem Solving ,Decision Making and Action Planning
A+
Chapter : 5
3rd
Edition
General Skills

We cannot solve our problems with the same thinking we used when we created them”
-Albert Einstein
What is problem solving?

-When you actively engage in problem solving, you should first identify the specific problem
needing to be solved, and then you should remove the wrong solutions.
-As long as you are breathing, you can solve problems.
-Problems can also be chances: they allow you to see things from a different perspective and
to do things in a different way: perhaps to make a new start.
Whatever issue you encounter, some steps are basic:
• Identify the problem

• Define the problem
• Examine the options
• Act on a plan
• Look at the consequences
This is the IDEAL model of problem-solving
Any job will also bring problems to be encountered. It is important to show to an employer that you
have the right skills to resolve these problems, and the personal toughness to deal with the
challenges and pressure they may bring.
You need to be able to:
1.Evaluate information or situations

2.Break them down into their basic components
3.find various ways of approaching and resolving them
4.Decide on the most appropriate of these ways
Innovation distinguishes between a leader and a follower.

Creativity is just connecting things. When you ask creative people how they did something, they
feel a little guilty because they didn’t really do it, they just saw something. It seemed obvious to
them after a while. That’s because they were able to connect experiences they’ve had and
synthesize new things.
-Steve Jobs

Solving these problems involves various skills. Which particular skills are needed will differ,
depending on the problem and your role in the organization, but the following skills are key to
problem-solving :
1.Lateral Thinking is the ability to think creatively, or "outside the box" as it is sometimes
referred to in business, to use your inspiration and imagination to solve problems by looking at
them from unexpected perspectives. Lateral thinking involves discarding the obvious, leaving
behind traditional modes of thought, and throwing away preconceptions.
2.Initiative is the power or opportunity to act or take charge before others do.
3.Logical Reasoning is the process of using a rational, systematic series of steps based on
sound mathematical procedures and given statements to arrive at a conclusion.
4.Persistence is when you continue to do something even though it is difficult or other people
are against it.
Barriers to problem solving :
1. Failure to recognize the problem

2. Making a hasty choice
3. Failure to consider all consequences
4. Conceiving the problem too narrowly
Stages to solving a problem :
3.Break the
1.Evaluate 2.Gather 4.Identify
problem into
the problem information solutions
parts
5.Select the 6.Take 7.Examine 8.Test and

best solution action results review

What is decision making?
• Decision making can be defined as the process of making choices among

possible alternative.
• A decision is made when there are many things you can do and you choose one of
them. You make lots of decisions everyday!
• Some decisions are easy like -----where shall I eat my lunch?
• Some decisions are difficult like.......choosing a major, changing a job or choosing
a life partner.
What is the secret of success?

-Right decisions.
How do you make right decisions?

-Experience
How do you gain experience?

-Wrong decisions
A.P.J. Abdul Kalam (former President of India)
The main steps in decision making are:
1. Clarify the nature of the problem before deciding action.
What is the purpose of the decision?

What is the expected outcome?
What are the key priorities: time, money, quality? Will a quick, cheap and cheerful solution do
or do you need to invest time and cash to get things absolutely right?
2. Collect and summarize the data systematically.
Decisions can't be made in a vacuum! Gather, collate, classify and organize the information
you need to make a decision. You need to analyze and evaluate all the important factors in
making the decision. Analyze the various factors involved in the problem and identify the key
ones.
Highlight any critical factors upon which the success on the decision will hinge.
Sound out the views and opinions of others: they may see something you have missed.

3. Use creativity/initiative in the generation of alternative solutions to the problem.
Produce a list of all the courses of action you can think of without trying to narrow these
down. At this stage just produce a list of possible courses of action without trying to evaluate
these.
Brainstorming may help here :

Think outside the box: don't just look at the obvious and tried and tested options.
How to brainstorm :
*The purpose of brainstorming is to produce as many possible options as possible without

evaluating them.
1.Get a blank sheet of paper and write down any idea or possible solution which may help.
2.Don't censor your ideas. Write down everything, no matter how silly or insignificant to keep
the flow going as once idea might lead to another.
3.Only when all the ideas have dried up, cross out or adapt all the weaker ideas: this should
still leave you with a number of possible solutions.
*Brainstorming can be done in a group, in which case no comments should be made about
the decisions proposed or group members put down for proposing unusual ideas.
4.Produce a SHORT list of the best options.

Remove any obviously poorer choices. Don't have too many options in your final list or it will
be too confusing. Differentiate between practical and impractical solutions.
5.Make your decision

For each of your shortlist of options consider its advantages and disadvantages. Try to
recognize any inconsistencies in your reasoning and question any assumptions you have
made.
6.Implement your decision

Try to have a backup plan in case your first option doesn't work out.
Learn to argue your solution if there is opposition from others
If it is a group decision, consider the implications for the other members of the team.
Communicate your ideas to the other team members, explain your reasoning and make sure
they understand the logic behind it and get their commitment to carry it out.
7.Evaluate how well things went

Learn from the experience especially if your solution does not prove successful!

Barriers to decision making :
1.Hasty: making quick decisions without thinking.

2.Narrow: decision making is based on very limited information.
3.Scattered: our ideas and thoughts in decision making are disconnected.
4.Fuzzy: the lack of clarity on important aspects of a decision causes us to overlook certain
important considerations
Decision Making Process :
1.Define the decision clearly.

2.Consider all the possible choices.
3. Gather all the relevant information and evaluate all the pros and cons of each possible
choice.
4.Select the choice that seems to best meet the needs of the situation.
5.Implement a plan of action and then monitor the results, making needed adjustments
What is action planning?
Action planning is a process which will help you to focus your ideas and to decide what steps
you need to take to achieve particular goals that you may have. It is a statement of what you
want to achieve over a given period of time. Preparing an action plan is a good way to help
you to reach your objectives in life: don't worry about the future, start planning for it!
It involves:
• Identifying your objectives

• Setting objectives which are achievable & measurable.
• Prioritizing your tasks effectively.
• Identifying the steps needed to achieve your goals.
• Using lists( keep a to -do-list).
• The ability to work effectively under pressure.
• Completing work to a deadline.
• Having a emergency plan

Speaking and Listening
A+
Chapter : 6
3rd
Edition
General Skills

Effective communication is heavily dependent on effective listening, something many of us may not
be fully proficient at. An additional purpose of effective listening is to convey interest and respect
for the other person. This is crucial if we are to have any ability to help solve problems and satisfy
the other person's needs and goals as well as our own. Giving constructive feedback depends on a
wide range of skills including listening skills.
Effective listening is a specific skill that can be consciously developed and practiced in various
situations, whether a meeting, supervision session, telephone conversation or chance meeting in
the corridor.
Listening is not simply a matter of hearing. Listening is an active psychological rather than passive
process, which enables us to attach meaning to all the information we receive. It requires
concentration and effort.
As we listen to others we interpret and evaluate the meaning from the verbal and non-verbal
information that we receive. We also plan and rehearse our response in preparing to execute it.
While the processes of evaluation, planning and rehearsal occur subconsciously, they can
nevertheless interfere with effective listening. It can be important to maintain awareness of this to
ensure that the processes that mediate between listening and speaking do not actually interfere
with the listening process itself. Listening Skills Developing effective listening skills involves two
specific steps (Hartley & Brackman, 2002). These are:
1. To develop the ability to recognize and deal with barriers that prevents you listening with full
attention.
2. To develop and use behaviors which help you to listen. Such behaviors can also serve to let the
other person know that you are giving them your full attention.
Barriers to Listening :
1.Forming a judgment or evaluation before we understand what is being said, or ‘jumping to

conclusions’.
2.Hearing what we want to hear.
3.Tuning out a point of view that differs from our own.
4.Formulating and rehearsing our response.
5.Being inattentive - thinking about something else entirely.
6.Having a closed mind- you do not want to hear what the person has to say.
7.Feeling anxious or self-conscious.
8.Judging the person, either positively or negatively.
9.Subjective biases based on ignorance or prejudice.
10.Cultural issues, e.g. listening to the differences in pronunciation of a different accent,
rather than the content of the message.
11.Excessive and incessant talking or interrupting.

Listening Behaviours :
So what are the keys to effective listening? Careful analysis of skills that are used by people
who are recognized as ‘good listeners’, show that they use a variety of techniques (Hartley &
Bruckman, 2002). Some active listening skills are given as follows :
Active Listening Skills
• Stop talking- listen openly to the other person.
• Remove distractions.
• Be receptive to the other person. Demonstrate that you are prepared to listen and accept
what they are saying (without automatically agreeing with it). Non-verbal cues can be
particularly important here, e.g. maintaining an open posture, appropriate/comfortable eye-
contact, leaning slightly forward. These are sometimes known as attending skills.
• Delay evaluation of what you have heard until you fully understand it.
• Try not to be defensive. Try to relax as any tensioner impatience is likely to transmit via non-
verbal leakage.
• Maintain attention. Respond through your own facial expressions or body gestures such as
a nod or a smile without interrupting the other person’s flow. This indicates that you are
listening interested and seeking to understand what they are saying and feeling (again, using
attending skills). Be patient.
• Much of the meaning we derive from communication, comes from non-verbal cues. While we
tend to focus on what we say, it is the non-verbal communication that proves to be significant
in conveying our message and forming judgements about others. Often a person says one
thing but communicates something totally different through vocal intonation and body
language. These mixed signals can force the receiver to choose between the verbal and non-
verbal parts of the message. Most often, the receiver chooses the non-verbal aspects (Stiff et
al, 1990) .

• Culture and Non-Verbal Messages :

Nonverbal communication has been said to have a greater universality than language, in that
‘we can often make ourselves known in a rudimentary way through signs and gestures when
communicating with people from differing cultural backgrounds who do not share a common
language’ (Hargie et al, 2004, p.38). However, a word of warning- non-verbal cues can also
differ dramatically from culture to culture. It can be vital for those in contact with people from
different cultures to do their research and discover what it means to make eyecontact, use
hand gestures, to touch another person etc in the other culture; and especially to find out
what is taboo (Goman, 2002). Be careful!
Questioning Skills :
• Every day of our lives, we use questions. Much of our day to day conversation involves
either asking or answering questions. Often however, we do not use skills of questioning to
our full advantage.
• Some very adept communicators demonstrate a high level of skill in gathering information
from others. Such individuals are able to maximize the effectiveness of workplace
communication through the use of skilled questioning techniques. They are aware that the
same question can be asked in many different ways and each of these ways can achieve a
different response. It is possible to improve on your questioning skills by becoming aware of
the different types of questions that can be asked so that you can use a variety of questioning
styles and know when a specific type of question will have the most impact.
Questioning Techniques :
Most texts on interviewing techniques will differentiate between open and closed questions.
An open question allows the person to answer in whatever way they choose. For example,
‘How are you finding writing up your case study report?
A closed question asks for specific information or a yes/no response.
An example would be ‘Have you completed your case study report?
Open questions tend to encourage people to talk, open up and expand. They can serve to
loosen up the flow of ideas and are useful when you are interested in gaining the widest
possible response from the student. They also tend to be useful in an interview situation
where a person’s answers and responses to open questions can reveal much about the
person’s personality in terms of how well they express themselves without guidance or
prompting.

Closed questions meanwhile, are more likely to encourage short answers. They are useful
when you want to establish facts and check on details. Inexperienced workers often ask too
many closed questions, especially in interviews or meetings, when they really want more
elaborate information or answers. Conversely, sometimes we just need the bare facts, or to
get straight to the point. Asking open questions in this kind of situation will not meet our
needs.
Venn (2004) advises that a closed question can be recognised easily because it starts with
words of phrases like:
• Do... • Is... • Can... • Could…. • Will... • Would... • Shall...• Should...
*Note the way in which how asking a closed question limits communication in the following
exchange:
Teacher: So, did the lunchtime seminar go OK?

Student: Well, yes, more or less
Practice Educator: Great! See you tomorrow.
*Asking the same basic question using an ‘open’ stylegathers much more detail from the
student which, in this situation, is more useful to the teatcher .
Teacher: So, how did you feel about the lunchtime seminar?
Student: Well…actually, I felt a bit lost. The speaker was talking about an area that I haven’t
covered yet in the course. I was wondering whether I need to know about that at this stage?
Should I be reading up on it?
Teacher: Ah, that’s unfortunate. Sorry, I hadn’t realized. I think that it is important that you
have some knowledge on the topic for the placement, but probably not at an advanced level.
I’ll speak to your academic tutor about including this topic for future placement preparation,
and in the 4meantime, look out some information for you…
Venn (2004) advises that open questions are more likely to start with words such as:
• How...• Why...• When...• Where...• What...• Who...• Which..
In reality however, asking open questions interspersed with occasional closed questions for
clarification, are a useful way to explore complex issues (Blundell, 1998). Often, both types of
questions are necessary for encouraging meaningful communication and gathering the
information that we are interested in.

Types of Questions :
So far, we have looked at 2 types of questions: open and closed. Other more advanced types
of questions include the following:
• Probing/clarifying Questions
• Direct Questions
• Hypothetical Questions
• Reflective Questions
(Venn, 2005; Blundel, 1998; Ellis, 2003)
1.Probing/Clarifying Questions
In reality, these are open or closed questions that serve to build on the person’s previous
answers, comments and responses. They use information already established in order that
we can explore further. These questions also demonstrate to the person that they are being
actively listened to.
2.Direct Questions
Direct questions can be either open or closed questions. However, they tend to have the
following characteristics:
1. When posing a direct question, you always use the name of the other person
2. You pose the question as an instruction.(Venn, 2004)
Direct questions are especially helpful when you need to get the other person’s attention and
acquire specific information. A direct question tends to begin with phrases such as:
Tell me Jane, ....... Explain to me Jell, ..... Describe to me Jill, ....
Use of the other person's name tends to grab their attention, while phrasing the question like
an instruction (‘tell me’ etc) gives a specific command.
3.Hypothetical Questions
Hypothetical questions can be an excellent way to encourage people to reflect on issues
through thinking through previously unconsidered options. They are also often used in
interview situations to test the creativity and mental agility of prospective students or
employees (Blundel, 1998). Consider the following hypothetical questions:
What other points would you consider if your client was older?
What other questions would you ask your patient if they also presented with shortness of
breath?
If I could arrange an extension on your final report, how would you feel about presenting the
workshop?

4.Reflective Questions
Reflective questions or statements are really comments made before another type of
question, which serve to soften the questioning as well as demonstrate to the speaker that
they are being well and truly listened to. They typically constitute a short summary of what
the other person has said, and may also be considered as a type of Paraphrasing.
Student : It’s just that I’m feeling really under pressure with the placement at the minute, and
then I slept in this morning and just managed to make it here in time, even though I missed
the bus and had to walk all the way in. And it was raining…
Teacher : It sounds like you had a bad morning. You were saying that you are feeling really
under pressure with the placement? (Reflective question)
In what way are you feeling under pressure? (Probing question)
The teacher does not want to cut the student off: but is keen to find out some specific
information while also letting the student know that s/he is paying attention to what has been
said. The practice educator does this by asking a reflective question followed up with a
question to probe for the specific information s/he is interested in. By using the reflective
comment and question, the student knows that they are being listened to.
Empathy :
• Empathy means being open to the ideas of others and sensitive to their values and
feelings: trying to see things from the other person's perspective.
• It is about demonstrating that you understand, that you can listen from other person's
point of view and reflect their meaning.
• Each individual has a unique perspective which should be valued. We each occupy our
own private world and never completely know what's going on inside other people's
minds.
• Be prepared to disclose your own feelings and beliefs to encourage others to do the
same: be open with other people.

Giving Feedback :
• Feedback has also been called constructive criticism.
• Only give feedback if the gain will exceed the pain: only use it for important things.
• Praise more than you criticize! Identifying and developing strengths is more effective
than focusing too much on negatives.
• Constructive criticism which shows the person how they can improve. Not "Debbie was
hopeless!", but "Debbie made some very useful contributions but her voice was a bit
quiet. I couldn't hear her very well, so she needs to raise her voice a bit in future."
• Try to give feedback immediately: on the spot if possible it's most effective when fresh
in the person's mind. The more quickly it is given the more relevance and power it will
have.
• Be direct and honest. Get quickly to the point, don't have long and embarrassing
introductions, although starting with some genuine praise based on what the person has
actually done will help.
• Give feedback in private if at all possible, it's insensitive to do this in front of others.
• Stick to a single clear issue, don't pack in too much criticism as this can be
disheartening.
• Don't repeat the same point over and over: this will just build up resentment.
• Only criticize behaviors that can be changed: "You need to improve your computing
skills" rather than "You're stupid"!
• Give feedback on a person's behavior not about the person themselves. Give accurate
descriptions of behavior not comments about the person's qualities and worth as an
individual: "You have been late for work a lot in the last month "rather than :"You're lazy"!
• Don't compare the person with other people, as this can build jealousy: "Jane is
always punctual“
• Use "I" not "You" statements: "I feel upset" not "You made me feel upset".
• Use specific examples. Don't say "You're hopeless at this", say"We need to give you
training on how to do this"!
• Allow the criticized person to express any concerns they may have.

• Use tentative words such as "sometimes" and "perhaps" rather than "always" and
"never": these allow the other person to avoid argument by saying that "always" is not
strictly true.
• Keep your emotions under control.
• At the end, Check understanding: "Does what I've said make sense to you?" and
summarize what you've agreed.
• Talk openly about your own concerns if necessary.
• If you are receiving feedback yourself, try to accept it in a positive and non-defensive
manner
Giving Praise :
• Tell people something they have done that you like or what you like about them.
• Give them thanks if they have done something for you. Even a simple thank you
can make a big difference.
• Give encouragement. If someone is not sure that they are able to do something,
give them encouragement if you think they can do it.
• Describe positive behavior and it's effect in concrete terms "I really appreciate
how you took the time to ....“
• Respond to praise by thanking the person.
Apologizing :
Being able to say sorry if you have done something wrong, but in an assertive rather than a
passive way .
Good Conversation
• Should be two way with both parties equally involved and interested. It is a shared experience. It
is a partnership.
• Build them around respect: treat other people the way you want to be treated yourself.
• Talk about mainly positive things. People who talk about good news tend to cheer people up
whereas people who always talk in negatives tend to depress the people they are talking to!

Obviously there must be a balance, as sometimes we must talk about unhappy events, but make
sure you don't do this too much.
• There should be a willingness to be open on both sides. Each person has the opportunity to
express their point of view and feelings. Relationships develop through conversations where we
open up and exchange details to create closeness.
• Always address someone by their first name if you know this. It shows that you are
treating them as an individual.
• A good conversation makes a difference; something useful happens and it has a

satisfying conclusion.
• Nod your head from time to time to encourage the speaker.
• Leave spaces: stay silent for a few seconds. Don't talk for too long: our attention only
lasts a few minutes before we need a break. Cut your story into bite sized chunks to allow
breathing space.
• Make descriptions specific.
• Ask the speaker to elaborate on major points.
Bad conversations
• We make guesses and assumptions rather than listening properly. Assumption is the enemy of
good communication; we assume that the other person is just like us.
• We score points off each other and apply pressure.
• Our opinions and feelings are denied: we feel under attack, ignored, patronized, put down and
threatened.

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Introduction to Communication

Hashem Abuamira Hashem Abuamira Page 0

 Obviously, communication means different things to different people .

 Communication is sometimes defined as the process of sending and receiving messages.

 Effective communication involves understanding the information and the shared

3) Decision making functions

Hashem Abuamira Page 1

4) Personal growth functions

Communication Process model :

 Sender/Receiver. We send and receive messages simultaneously .

Noise : Noise is any interference that prevents shared understanding.

Three types of noise contribute to communication breakdown :

Hashem Abuamira Page 2

How can we control those noises?

Hashem Abuamira Page 3

1- What’s a key to becoming a great conversationalist?

2- What are the 3 goals you accomplish when you pause?

3- How do you mark yourself as a great conversationalist?

4- What’s another way to become a great conversationalist other than pausing?

7- What’s the third way of becoming a great conversationlist?

8- What do you accomplish by paraphrasing the speaker’s words?

9- When you practice effective listening people will :

Hashem Abuamira Page 4

11- Listening builds trust

12- Listening builds self-esteem

13- Listening builds self-esteem in the listener

15- What’s the highest rate that we can speak at?

Hashem Abuamira Page 5

3) Loss of emotional control

Hashem Abuamira Page 6

Giving and getting feedback :

1. Make the feedback appropriate.

2. Make the feedback specific

3.Make the feedback positive

When it is your turn to receive feedback, remember those tips:

1.Ask for feedback and receive it openly

2.Acknowledge the feedback

3. Consider the feedback received

Hashem Abuamira Page 7

 Trust is of two types :

Hashem Abuamira Page 8

2. Interpersonal trust, is evident in keeping secrets( when requested of you), in supporting

“ Action speaks louder than voice”

Nonverbal communication means sending wordless messages.

Forms of non-verbal communication :

Hashem Abuamira Page 9

 We communicate in all the things we attach ourselves to.

 You can’t fake nonverbal communication

 We as a species evolved to communicate nonverbally

 A text can never reply a kind smile

 In nonverbal communication we focus on comfort and discomfort.

 Through nonverbal communication you can understand the following :

1)Emotions 2)Desires 3)Insicurities 4)Intentions 5)Manners

6)Competence 7)Trust 8)Personality 9)Respect 10)Empathy

 When you purse your lips this means you disagree.

Hashem Abuamira Page 10

 When we touch our necks that means we’re uncomfortable

When you pause, you accomplish three goals simultaneously :

By pausing, you mark yourself as a brilliant conversationalist.

Hashem Abuamira Page 11

Hashem Abuamira Hashem Abuamira Page 0

Creative Job Search Includes :

1.Finding job opportunities