Communication Skills in The Workplace

Communication
Ski lls at Work
CAPITA
LEARNING & DEVELOPMENT
CAPITA
LEARNING & DEVETOPMENT Communication Skil[s at Work
CONTENTS
fntroduction 1
Expectations 2
What is communication? 3
Your communication style and understanding others B
Personality types in communication 13
Analysing communication 18
The dynamics of listening 23
Are you a good listener? 25
Empathic listening and trust 27
The aft of conversation 29
Presenting and preparing verbal information 30
Planning and preparing written communication 34
Presenting oral work 46
Top tips 47
Waterstone's recommends 48
Stop, stalt, continue 49
@ Capita Learning and Development

Communication Skitts at Work
lntroduction We[,casfie

Communication Ski[ts at Work
Expectations
In order to make the most of the course,
please take a moment to consider your
objectives for the course:
r When you return to your business, how

will you know that you have achieved your
objectives and are actually putting them
into practice in your role?
' What will you see yourself doing

differently?
r What will others be saying about your
communication skills?
r How will you feel different about your
communication skills?
r What will success in communication skiils
mean to you?
f**

What is communication?
Communication is the constant flow of
information, messages and ideas between
people. It can be defined as follows:
"A two-way exchange of ideas, facts and

feelings between two or mare people in
order to achieve mutual understanding,
which leads to action."
So why does communication go wrong?
What are the barriers to effective

communication?
Think about an example of a breakdown in

communication that you have had at work.
Use the space below to make notes.
ry"
l',]oies

ffi
when planning your communication

communication" - things it is important to consider the
that can imp"a on how the different..barriers to
,i-urr.g" is received.
Typicafly there are 3 different
types of barriers:
j --
Physica | : rh is
;;h"r"
iniiuol;;;;;::_-:**
yff :- #*E=";JtJH,:,8iJ::
jT:- di *,J"j;.:iT!ililil":jl,,X,:
il:l,ji,J:f lX?Xil;ll?,f #ff "JjJt : 4 ".! " jX'.H;J ;;i t,y ilffi
; ; t_ r i
semantic: This occurs when

the ;;**ff_?iilg
distorted due to ranguage
or curtural a*rerencei "il'*rJt,"g ."rrrilr"d b"."."J
;;il;;;"mmunicators.
i
1
I
i
{
1
l
{
f-:*'*'"'*'*.
i Psychot og i.u I' ir", * J il II
; perceive
uo" u, ffi *.,:F* .d"t;G
:T person is saying.
and interpret what rpi,lil.r,ur ttufi filil-il; ;; :I
t,
{a
!

Intrapersonal com munication

There are two types of communication,
comm u nication with you rself, ( i ntra persona ),
|
and communication with others (interpersonal).

It is important to first understand how you
communicate with yourself (intrapersonal),
as this will determines how you see the world
around you.
Divisions of the mind

Nobel Prize winner Roger W. Sperry reshaped
our understanding of our brains and ourselves.
In the 1950s Sperry studied patients who
suffered from crippling epileptic fits and who
had decided to undergo surgery to try and
relieve their symptoms.
The surgery cut the bundle of white matter

- the corpus callosum - that connects the
two hemispheres of the brain. Along with
successful ly treati n g their epi epsy, these'spl it-
I
brain'patients exhibited some strange new

symptoms.
Sperry found through a series of experiments

that there were two modes of thinking,
'represented rather separately in the left and
right hemispheres respectively.'
The left hemisphere processes the details,

step by step in a logical linear way. The right
hemisphere sees the whole problem and is
more intuitive. However tempting it is to talk
of right and left hemispheres in isolation, they
are actually two half brains that are designed to
work together as a smooth, single, integrated
whole in one entire, complete bmin.
In other words, leading a healthy, happy,

successful life depends on both hemispheres
of your brain. However, the contrast in how
our cerebal hemispheres work does provide
a poweful metaphor for how individuals lead
their lives. Some people are more comfortable
with logical, sequential, computer-like
reasoning. Others are more comfortable with
holistic, intuitive and nonlinear reasoning.

F*-e-
F
!:- E
Left brain modes of thinking

Right brain modes of thinking
Verbal
Using words to name, describe, Non-verbal
and define. Showing an awareness of things,
but minimal
connection with words
Analytic
Figuring things out step-by-step f Synthesis
and part_by_
parc. f nutting things together to form wholes.
Symbolic
Using a symbol to stand for something. Analogic
Seeing likenesses between -*****-i
understanding metaphoric relationships,
Abstract
Concrete
]aking out a small bit of information and using Relating to things
it to represent a whole thing. as they are in the present
moment.
Temporal
Keeping track of time: Sequencing Non-temporal
one thing j Being without a sense
of time.
:S:::::l!er, doins nrst tAints n[t]'ri.ono f
things second and !o on.
Rational
Drawing conclusions based on reasons
facts. and Not requiring a basis of reason of
facts: willing
to suspend judgement.
Digital
Using numbers as in counting. Spatial
whe.re things are in relation to
f lSeinO other
f:1ln9t and how parts go together to form a
whole.
Logical
Drawing conclusions based on.logic: Intuitive
one thing Making leaps of insight, often based
following another in logical order.
incomplete patterns or hunches.
Linear
Thinking in terms of ljnked ideas, Holistic
one thought whole things ail at once, perceiving
fouowins another, {leeing
!19cttv ro
convergent conclusion. "ft;;l;;;;s
a g o_v_eral.l patterns and structures, which often
I leads to divergent conclusions.

f nterpersona I com mu n ication

Researchers have broken down interpersonal
communication into a number of elements in
order that it can be more easily understood.
These are:
r the communicators - both sender and

receiver
r the message
. noise
'feedback
r context Feedback consists of messages the receiver
. channel returns, which allows the sender to know how
accurately the message has been received, as
For any communication to occur there must be well as the receiver's reaction. The receiver
at least two people involved. Communications may also respond to the unintentional
are almost always complex, two-way processes, message as well as the intentional message.
with people sending and receiving messages to Types of feedback range from direct verbal
and from each other; in any interaction. statements, e.g. "Say that again, I don't
understand", to subtle facial expressions
The Message not only means the speech used or changes in posture which might indicate
or information conveyed, but also the non- to the sender that the receiver feels
verbal messages exchanged such as facial uncomfoftable with the message. Feedback
expressions, tone of voice, gestures and body allows the sender to regulate, adapt or repeat
language. Non-verbal behaviour can convey his/her message in order to improve the
additional information about the message communication
spoken. In particulaq it can reveal emotional
attitudes which may underlie the content of All communication is influenced by the
speech. context in which it takes place. However,
apaft from looking at where the interaction
Noise has a special meaning in communication takes place, i.e., the situational context
theory. It refers to anything that distorts the (room, office, etc.), the social context
message, so that what is received is different needs to be referred to i.e., the roles,
from what is intended by the speaken Whilst responsibilities and status of the pafticipants.
physical 'noise'(sounds) can intefere with The emotional climate and participants'
communication, such things as the use of expectations of the interaction will also affect
complicated jargon, inappropriate body the communication,
language, inattention and cultural differences
can be considered'noise'in the context of The Channel refers to the physical means
interpersonal communication. In other words, by which the message is transferred from
any distoftions or inconsistencies that might one person to another. There are numerous
occur during an attempt to communicate can channels available at work such as email,
be seen as noise. repofts, presentation, face-to-face meetings
or teleconferences.

Your communication style and

understanding others
Read each statement and think about your communication style. Circle the score which best
typifies your reaction:
2 = strongly agree 1 = tend to agree 0 = disagree
do not hesitate to point out others' mistakes'
Ihand over important tasks to others despite the risk of my being zlr 0
2 personally criticised if they are not done'
3 I put forward well thought through ideas and plans' 2 1 o
4 I am not afraid to praise or criticise another's performance' 2 1 0
5 I am willing to be influenced in my thinking by others. 2 t 0
R I put together a good logical argument to persuade others' 2 1 0
7 I define standards which I think others ought to meet. 2 1 0
8 I encourage people to generate their own solutions to problems. z 1 0
o When opposed I am able to construct a good counter argument' 2 0
10
Ipass on praise and criticism which others have made about another's 2 I 0
work to motivate them to achieve.
11 I value, and am receptive to, the ideas and suggestions of others' 2 1 0
L2 I provide detailed plans as to how the job should be done' z 1 0
13 I tend to make snap judgements about what others say or do' z 1 0
t4 I am willing to admit my own mistakes or errors. z I 0
I
;15 I suggest sound alternatives
J
to the proposals which others have made. 2t1 0

-l**T-
People know when
done.
I approve or disapprove of what they have said or
t'i ' 0l t
17 1I listen and try to use the ideas of others. z

'i o
, o i It is usual for me to persist with proven ideas, suggestions and

-td; proposars.
i
2 ;i;
|it 19 lI foster a competitive spirit to get what I want from people. 2 1 U
h*-*---*,t-
It
ift 20 i I put as much effort into developing the ideas of others as I do my own, 2 1 0
@
anticipate objections to my viewpoint and am ready with reasoned

I zt licOunter
: l argument. I 0
22 I make it clear what I am willing to give in return for what others do, 2 1 0
23
I am quite open about my hopes and fears, my aspirations and my
difficulties in achievins them. 2 1 0
I draw attention to inconsistencies and flaws in the logic of others'

24
ideas. 2 I 0
tili
25 I use rewards and recognition to make other people do what I want, i2i 1 0
26
I go out of my way to show understanding of the needs and wants of
others. z 1 0
27 I present my ideas in a clea4 logical way. 2 I U
2B I judge people by what they do rather than what they say. 2 1 o
29 I help others to express themselves. z 1 0
t
When others disagree with my ideas i find another way to persuade i
30
them that I am correct. 2 I 01
?

How to score Communication styles -

Transfer the score that you have given to interpreting your j"or",
each statement to the table below. Then total
each column. The helper needs to be on guard against:
r wanting so much to maintain harmony

: 3 : that you do not push for what you want
: : : ' being so quick to believe in others that
7 8 9 you don't use good judgement
10 11 72
r being so loyal to others that you let them
take advantage of you
13 1.4 15
r expecting that everyone is going to be as
16 t77 18 concerned about how other people feel as
you are
20i 2t
I
r wanting to help others so much that you
23!
.- _*-" I _?i_ force your help on them and get in their
way
26t t
27
. being quick to blame yourself for anything
28 29 30 that goes wrong
Total B Total H Total T r sharing your thoughts and feelings with
people you should not trust with them
B = Battler r fearing that if you said what you really
H = Helper thought about others they would be huft
T = Thinker not helped
Look at your highest score. This is your

r struggling to maintain harmony at the
preferred style of communication. expense of facing issues or facing the
facts
. acting to please others just to be likeable.
The thinker needs to be on guard

against:
r wanting so much to be certain that you
delay in reaching decisions
. being so concerned with right and wrong
that you pay little attention to people,s
feelings and ideas
. being so cautious that you find it hard to
place trust in others

10
Communication Ski[[s at Work
' expecting that everyone is going to be ' sharing only those thoughts and feelings
as concerned as you are with details and that help you get your own way
logic
I wanting so much to be self-dependent
' fearing that if you said what you really
feel others would know how to take
that you cut yourself off from people who advantage of you
really like you
r struggring to win an issue regardress of
r being quick to blame yourself if anything the facts or what other people might feel
goes wrong, telling yourself off for not
being cautious enough r acting to direct others just to exert your
authority.
r keeping your thoughts and feelings to
yourself so others don't get to know the Reproduced from Compendium of euestionnaires and
real you Inventories, Sarah Cook, Gower.
. fearing that if you said what you really
feel, others would see you as illogical and
emotional
r struggling with the facts with such
determination that others' feelings are
disregarded
. acting to turn others away just to asseft
your self-dependence
The battler needs to be on guard against:

r wanting so much to win that you ride
roughshod over others to get your own
way
. being so much in a hurry to get things
done that you disregard how others feel
and what they think
. being so sure you are right that you don't
listen to others
r expecting that everyone is going to enjoy
competing with you and fighting for what
they want
r wanting others to do things your way so
much that you become dictatorial
. being quick to blame anything that goes
wrong on the failure of others to co-
operate
@ Capita Learning and Development 11

Communication styles _ strengths

and risks
} HELPER STRENGTHS
HELPER RISKS
Trusting
Optimistic Gullible
Loyal Impractical
Idealistic Slavish
Helpful Wishful
Modest Self-denying
Devoted
ssvULCU Self-effacing
I
Self-sacrificing
f Caring Smothering
j Supportive
Submissive
I Accepting Passive
f Polite
Adaptable Deferential
Without principles
THINKER STRENGTHS
THINKER RISKS
Cautious
Practical I Suspicious
Economical Unimaginative
Reserved Stingy
Methodical Cold
Analytical Rigid
Orderly Nit-picking
Fair Compulsive
Persevering Unfeeling
Conserving Stubborn
Thorough Possessive
Obsessive
f BATTLER STRENGTHS
f::::::::::T:TIf..
f setf-confident - . faarrr.eRRrsKs
f Enterprising if Arrogant
f opportunistic
I
Ambitious ;
f
Organising f
Ruttrtess
persuasivJ Controiling
f pressuring
t
f
Forceful J
Quick to act f Dictatorial
Imaginativ" I Rash
Competitiv" J
Dreamer
proud f Combative
Bold I Conceited
Risk-taking f ?rash
Gambler
"-"*%***J
72
Personatity types in communication

Improving your interpersonal relationships been many modifications to the words used to
is about modifying your behaviour and not describe the behaviours, but the underlying
changing your personality. There is no need to theory remains the same. For the purpose of
be a different person to improve interpersonal interpersonal skills training we have used the
relationships. All you need to do is change following terms:
your approach and reactions.
. Director
Behaviour and personality are linked, but they r Socialiser
are not the same. Your personality is made . Relater
up of the complex web of your opinions, 'Analyser
beliefs and convictions, shaped over a long
period of time. Your behaviour depends on
how you interact with your environment. your
personality is evolutionary and it is likely
to be the same today as it was yesterday.
Behaviour on the other hand is revolutionary.
The way you behave at a football match

will be completely different if you enter a
solicitor's office immediately after the match.
Therefore, your environment changes and
modifies your behaviour. Furthermore, you
may have a behavioural style at work that
is different to your social behaviour. This
is called the "work mask". Although your
behaviour is different according to the
situation, and is therefore capable of being
changed, your behavioural style will have a
learned pattern and it will take a conscious
effort to modify it.
A theory originating with Dr. Marston

in 1928
- in his book'Emotions of Normal people' -
described human behaviour with four typical
patterns. These were on the basis of passive
to active. Using these two limits as a base
line, four typical patterns of interaction
between the individual and their environment
could be seen. He called these:
. Dominance
. Inducement
r Submission
. Compliance
The DISC system is used extensively today
as a recruitment tool to help identify a
behavioural profile in candidates. There have

The Director loves a challenge and may be

They are interested in the unusual and also
considered by some to be reckless. They are
in adventure. They are curious and they
always ready for competition. When something
usually have a large range of interests. They
is at stake, it brings out the best in them. They
are willing to attempt anything. They will
have respect for authority and responsibility
also be a self-stafter and because of multiple
and want their authority to be accepted at face
interests, they prefer an ever-changing
ugJ.r". If a challenge is not present, this person
environment. They lose interest in a project
will stir up trouble. They will work iong hours
once the challenge has gone, and prefer
continually, especially to overcome toJgh
others to complete the job to an obvious
situations.
conclusion. They spread themselves thin in
order to be an active part of as many facets
as possible, and due to innate resUessness,
continually seek new horizons. They tend to
be dissatisfied and impatient.
If you want to modify your behaviour to

match the Director style in a conversation,
you need to:
. Try to support their goals and objectives.

r Keep your relationships businesslike.
. If you disagree with the director argue the
facts and don't introduce your personal
feelings.
In dealing with people this person is usually r
direct, positive, and straightforward, saying Be precise, efficient, time disciplined and
what he or she thinks. They are blunt and well organised.
even sarcastic, although they will not hold r Be prepared to negotiate on a one to one
a grudge. The bottom line is that they take basis.
control assertively, as in, ..Cut the buil and tell
me what it's about,,. They can explode and
take issue with people. They take for granted
that others think highly of them, They like to
be out in front and have the spoHight.
If they are not centre stage, they will sulk.

They may hurt the feelings of others without
realising it. They tend to be responsive to
flattery since he or she is basically egotistical.
They are usually a rugged individual and
very self-sufficient. They can be excessively
critical and good at finding fault when things
or people do not meet their standards. After
saying what he or she has to say, they forget
it. They will usually join organisations to
further a goal rather than for social activity.

t4
The Socialiser is outgoing, persuasive and The Socialiser likes to buy goods and services
gregarious. They are usually optimistic and that have status, and they are very interested
can generally see some good in any situation. in designer labels. They do not shop at Pound
The Socialiser is also principally interested in Land, instead wanting quality and value
people, their problems and their activity. They above cheap products. They will not usually
are willing to help promote the projects of buy from a company that they have not heard
other people as well as promoting their own, of, or a company that appears to have little
although they may lose sight of business goals standing in the market place.
in this respect. Other people tend to respond
to this person in a natural manner. The You will need to be patient to get your point
Socialiser joins organisations for social activity, across, and it may take some time, as they
rather than having altruistic intentions. like to do all the talking.
To modify your behaviour to match the

Socialiser style in a conversation, you need to:
. Get them to talk about their ideas and

then try to support them.
. Don't hurry the discussion. Let them talk.
r Try to develop ideas together.
. The Socialiser doesn't like to lose
arguments so try not to argue about
ideas.
. When you reach an agreement, iron out
the specific details concerning what,
They meet people easily and become when, and how. Be sure that you both
intimate on a first name basis at the first agree.
meeting, with all the warmth of a life-long
r Summarise what you have agreed
friendship. However they will claim to know a
tremendously wide range of people and can on, even though it may appear to be
be namedroppers. unnecessary.
r Be enteftaining and move fast.
The Socialiser might be perceived by others
to be supefficial and shallow, and they can
switch sides of an argument without any
apparent awareness of inconsistency.
They tend to jump to conclusions and may

act on an emotional impulse. Decisions are
usually based on a surface analysis of the
facts, and because of their trust and willing
acceptance of people, they may misjudge the
abilities of others.

G
Communication Skitls at Worl
The Relater is usually easygoing, refaxed,

undemonstrative and controlteO. ine fact
that relater's style in a conversation, you need
they aren't explosive and easily triggered to:
may conceal grievances, and they may r Try to suppoft the relater,s feelings.
hold
gru.dges. They like to build a
close relationship
with a relatively small group of intimate . Make it clear that you are interested in
associates, and they will appear contented them as a person.
and relaxed. patience and deliberateness
characterise their usual behaviour, r Take time to get them to tell you their
Th.e relater is a good neighbour personal feelings and objectives.
and is always
willing to help those they consider to r
be When you disagree don,t discuss the facts,
friends.
discuss your personal feelings instead.
. The relater likes to know that the decision
they make will involve the minimum of
risk. Offer personal assurances of support,
but do not overstate your guarantees or
you will lose their trust.
r Be prepared to meet with them several
times to get their co-operation.
They strive to maintain the..status quo,,

and
are wary of change, particularly when
it is
unexpected or sudden. Once in the .,groove,,
of an established work pattern this p6rson
can
follow it with a seemingly unending'puti"n.".
Usually very possessive, they devjop
strong
attachments for their work group, club
and
family. They have deep family ties anJ
witt
be uncomfortable when separateO
fiom tneir
family or base for extended periods
of time.
The relater operates well as a memUer
of a
team and can co-ordinate their own
efforts with
those of other people with rhythm and
ease.

16
The Analyser is usually peaceful. They adapt The analyser tries to escape the unfavourable,
to situations in order to avoid antagonism. but they will only show this tendency if placed
Being sensitive and seeking appreciation, this in an antagonistic situation.
person can easily be hurt by others. They are
basically humble, loyal and unasseftive, doing They will need to see everything in writing
to the best of his or her ability whatever is before making a decision and will question the
expected of them. detail of a proposal or contract. ("It says here
on page 22 paragraph 4.........") They will want
to know in detail how the system works and
will want a detailed cost comparison - usually
on a spreadsheet. They will then usually refer
the decision to a committee.
analyser style in a conversation, you need to:
r Try to support the Analyser's organised,

thoughtful approach.
. Be systematic, exact, organised and
prepared.
r Give the Analyser time to clarify your
words and actions (because they will take
They are cautious and conservative, and are
their time).
therefore slow to make decisions until all r Provide solid, tangible and factual
the available information has been checked. evidence that what you say is true and
This may frustrate other people who act accurate - they like things in writing.
more quickly. Due to a basic reluctance to
make risky decisions, there is a tendency to . Do not rush the decision making process
wait and see which way the wind is blowing - be patient and answer every question
before they act. On many occasions the carefully.
Analyser displays a good sense of timing and
shrewdness in selecting the right decision at ' Give explanations and more explanations.
the right time. I Suppoft the Analyser's feelings.
They are capable of moulding themselves to

the image expected of them, and will go to
extreme lengths to avoid conflict. They very
seldom step on anyone's toes intentionally.
They strive for a stable, ordered life and

tend to follow procedure in their personal
life as well as their business life. They are
systematic thinkers, and proceed in an
orderly, predetermined manner. They are also
precise and attentive to detail. They usually
stick to methods that have brought them
success in the past.
@ Capita Learning and Development T7

r.ry".-nF**
. ._,.=.. &
Communication Skitts at Wor

Ana tysing com m unication
In any interpersonal exchange, it is useful
to This means that 93olo of the meaning
understand the importance of factors is
other inferred by tone of voice and body language
than the words we use when trying
to convey - so how something is said becomes much
(as the speaker) or interpret (a.
ifiu tistener) more important than what is actually said.
meaning in communication.
To communicate effectively, it is important
In the early 1970s, professor Albert to pay attention to these three elements
Mehrabian of
pioneered the understanding communication. you can pick up on signs
of communication thal
give clues to the person,s real ieelings
and his research concluded lhat and
thei" u.u meaning, and similarly, you will send signals.
three elements of communication:
Pay attention to your own tone and
body
r Verbal - the words language and ensure that it supports
used what
you are saying.
' Vocal - the tone of voice, speed, volume
and pitch Communicating effectively builds trust;
this is
an important part.of any relationship,
r Visuaf - body language, gestures, and key
to successful relationships in the worlplace.
eye
contact and expressions When forming first impressions we look
at the
In order to be believable and credibte three V's.
our vocal
and visual communication must
match our In order to communicate skilfulty we need
verbal communication. In other worOs, to
wnat be aware of our three V,s and how they
we say must be backed up by our are
tone of voice projecting to other peopte. Are we
a.n! our body language in order to congruent?
create the Are we projecting a message in the way
right impact, understanding and rnuuning. that
we want to?
Dr Mehrabian concluded that when
our vocal The last two V,s together are referred
and visual communication is incongruent to
with the words used (verbat comm-unication) as "non-verbal communication,, (NVC).
then the effectiveness of our communication Repeated experiments by researtn"r,
huu"
diminishes and the different uf".uni, confirmed that body language contributes
at
are interpreted in the following order least 55o/o (if not even more) to face_to_face
of communication. Body language involves
importance: at
least these elements.
T-
I
I
Vocal Verbal
L* (use of voice) (choice of words)

18
'.sww
Communication Skilts at Work
Non verbal communication (NVC) of it. Through the use of language homo
NVC is undoubtedly a more primitive form
of sapiens has succeeded in such awesome feats
communication than language. of collaboration as building the pyramids
and putting men on the moon. Only through
Much social meaning is conveyed nonverbally language can we access and discuss the ideas
rcther than verbally. Research suggests that of Shakespeare and films of Scorsese. NVC
in some cases nonverbal cues cont.ibute tends to convey information of a different
more than half to the meaning of the overall type, to do more with feelings and attitudes.
message received. This is particularly so where It is largely upon this soft of detail that
there is a marked incongruity between what interpersonal relationships are built, sustained
is said and how it is said; when expectations and sometimes terminated.
surrounding either channel are violated,
and when there is an emphasis upon social/ We can often make ourselves known in a
affective rather than cognitive/task issues. rudimentary way through signs and gestures
We are inclined to be less aware of the when communicating with people from
nonverbal accompaniment of much of what differing cultural backgrounds who do not
we say, than we are of the actual words share a common language. NVC has therefore
spoken. Indeed much of NVC can take place a greater universality than language. It is
outside of conscious awareness. While we very impoftant when travelling for business
often carefully monitor what is said to achieve purposed overseas to be culturally aware
the desired effect, how we say it may escape of
the meaning of different body language so as
censor thereby .leaking, the reality oi ttre not to offend.
situation. In other words, NVC is a more
truthful form of communication through the Why do we use NVC?
insights that it affords into what may lie
behind the verbal message. Replacing verbal communication. Some
forms of NVC, especially gestures are
Skilled interactors can learn to control what used as direct substitutes for words under
their bodies say as well as the messaqes circumstances where speech is either not
sent in words. The work of Spin Doctors with feasible or desirable.
politicians and other influential people
in the
public eye does not merely stop at verbal
Complementing the spoken word. Forms
manicure. Appropriate faciat expressions, of discourse ranging from sarcasm to humour
looks, gestures, and tones of voice are all often rely upon something being said.in
included in the packaged end product.
a particular way., The words suggest one
interpretation but tone of voice and bodv
Language is pafticularly suited to conveying
language something different. The NVC
ideas and information about our environment, provides a frame for interpreting what is
our understandings and intentions in respect said.
This suggests the possibility of a specialist

19
function for NVC to do with detecting deception, and control? In largely nonverbal ways, both
although nothing has been proven to date. parties establish, sustain or terminate a
particular type of interpersonal association.
Expressing emotions and interpersonal Generally those who get on well engage
attitudes. How we feel about others is in more eye contact and interact at closer
revealed through NVC. Again the extent interpersonal distances.
to which this is done intentionally and
with awareness can vary. Some emotional Regulating Conversations. How do we
cues such as pupil dilation in response to manage to conduct conversations so that we
heightened arousal are largely beyond our don't keep interrupting or talking over each
control. Others suggesting anger or sadness other but at the same time, avoid awkward
are more manageable. Likewise we can silences between speech turns? NVC helps
convey attitudes about others nonverbally to regulate turn taking. Convercationalists
with little awareness of having done so, or on are able to anticipate when they will have an
the other hand, deliberately decide to give oppoftunity to take the floor through observing
another the'cold shoulder'. tone of voice, gestures andlor gaze.
Conveyi ng persona | /socia l/cu ltural Forms of NVC

identity. In complex and subtle ways
involving habitat, dress, deportment and Territory and personal space
accent, we send messages about ourselves: We all have areas of the environment that we
who and what we are, and how we wish to be regard as ours in some way and to varying
received and reacted to by others. Impression extents; those spaces to which we claim
management or self-presentation are terms special rights of access and ownerchip. Such
used to refer to this process of projecting an territories may include home, office and desk'
image that we want affirmed by those with Additionally, we all occupy an envelope of space
whom we deal. In business organisations that we move around in and think of as ours.
with steep hierarchical structures of control,
projecting suitable images of status forms an This is our personal space. As such we feel
inevitable part of dealings with others both very uncomfoftable if it is violated. The extent
within and outside the company. Features to which people do give us this space depends
such as size of office space and opulence on a variety of factors including culture,
of furnishings take on a special significance personality, age, sex, status and dominance' It
in this process. Many firms have standards is more common and permissible for a person
stipulating the minimum size office and type of high status to encroach upon someone of
of office for an employee at a particular level lower status than the other way round.
in the management pecking order.
This is the distance people maintain while
Negotiating relationships. Communication interacting. It is shaped by the following:
is a multi-faceted activity. Two people
discussing an issue are never just discussing r Cultural, ethnic background
that issue. They are doing other interpersonal . Gender - females typically adopt closer
things at the same time both in what they
say and how they say it. One of these other distances than males
things has to do with the relationship that I Personality - extroverts adopt closer
they share, Is it positive or negative? Is distances than introverts
there an equal or unequal sharing of power
20
Gestures are normally thought of as

' Interpersonal relations - friends adopt
movements of the hands and arms, but can
closer distances than strangers
also be made with the head as when nodding
' Age - the very young and old adopt closer approval. The extent to which they are put
distances to use varies depending upon such factors as
culture and situation. Italians are notorious
' Topic of conversation - taboo or sensitive users while in Britain, newscasters would seem
topics that engender discomfoft promote
to find little need for them at all. There are five
greater interpersonal distance
types of gestures:
. Physical/social setting - the location
places constraints on how far apart people Emblems. These gestures function like
can be (e.9. crowded party). words. Examples include the signs used by
policemen to direct the flow of traffic, by
Seating arrangements those communicating with the deaf and by
The way in which the work space is arranged bookmakers at racetracks. In all cases the
and utilised can send strong signals about the gesture has a direct verbal translation that can
status and authority of occupants, the sorts of differ from culture to culture.
tasks and activities being implicitly proposed
and the desirability and appropriateness of fllustrators, These accompany speech and
focused communication in that situation. are linked to it. On their own they make little
or no sense. Such hand gestures can be
Facial expressions used to enhance and facilitate what is said.
The face is the most expressively significant Managers who are good public speakers will
area of the body, particularly the regions of the use gestures to add emphasis and create
eyes and the mouth. It is through co-ordinated impact.
movements of over 20 different muscles that
we encode some 1000 distinct expressions Regulators. These orchestrate convercation
making the face a rich source of nonverbal and ensure that turn-taking is switched
information, pafticularly to do with emotion. smoothly. Hand movements can also convey
Primary emotional states are quite universal emotional states although the face is a
but cultural norms dictate when and with richer source of such information, Gestures
whom it is appropriate to display emotion. can reveal emotional dispositions such as
embarrassment (e.9. hand over the mouth) or
Eyes are 'the windows of the soul'. Eye contact anger (e.9. white knuckles).
plays many roles in face-to-face interaction. In
this way we: Adaptors. These are self-manipulative
gestures and include such things as scratching,
. Initiate contact rubbing, hand wringing and hair preening.
. Define the interperconal relationship Also known as displacement activiff which
happens when we are not aware of it. Often
' Regulate the flow of conversation when the body is trying to release tension
and stress. When we lie, or when we are not
' Monitor feedback congruent our body language will attempt to
. Orchestrate discussion communicate this.
. Reflect inner activity Posture. It was once thought that the

primary communicative function of posture
was to carry information about the intensity

Communication Skitts
at W(
of emotionaf experience
extent status anr and to a fesser
;il*s,i:*,fT"",",.y:+tTlxiTfitli,.n
ri*nn*ff.#'""J'H::r'rU"*
rapport. lres for establishing
empathic
il'-
Tle oen3_1at term paratinsuisrics
,Y:""1:.=.such
rncrudes feature,
", +J"li'._iJ.no
*::: ;':H,:Jl!f;T ?1,:ti"'i " " J o,t,=,, o,. 1
:,:*:;;;ff:#ili[,$ffH,;.;
stghing, speech
dvr ue nci es a n
j
J
ucn a-s';;;;l'"Jil' d vocl isatio ns

I
3 t?o'ahh' are also
incfuded' li ;#'i: have
""I' become fashionabfe
for some ; d""';io
Eo tlaunt' rather in business
th"";t::::"ssful
n try to disguise,
regronaf accents. their
ffi mff;:t,le3t11es : Fea tures or th e

"t;"",
;x j*1ffi *"iFi:3 jffi"",H: j;.
and manag"r",nottous impact in business
are afso a iignificant
source or *o.t-il:Il"v
,,"u.in;t",i#,x',13,i#!lf_"1r:#"::?*;:! f
srze and design,

incfuding furnishings
oecor, shoufd nol and
very potent ror.T-overfooked' su-cn cues are
inrormation ror
:uai..:[""|' il'::: T,
stat-us ;i,..'i;d,,:^111?o''t the Power and
makins
orsanisation,
but abour [il;;l':'iithin .an
itsef F its structure,
.urture-Jnj'
il;#ili"?
Physical appeari
extent rt'",i,i"Ei1c-1and dressr To the
attraaive i;';";:
t?ke ourselves more
w-e have;ffi;;:.t_tI", we present oursefves
fife. suitab;i-il'fi1l11t9gu in most wafks or
mri*{#*fiiff''"mruf; f
@ Capita Learning
and Development
L*
at Work
Communication Skitls
ft'," dynamics or listening

We tend to think of oood communication
;"4;; sPeakin6' Yet itl::1"1j""'
It has been
G;;;; that lets us down'spend
estimated that managers ?: I"h
total communication
il;t;; their
but not always
time listening to others -to listen it can be
effectively' tf peopie fail or jgar of
attributed to lack oi connAence
si|ence.Active|isteningisnotabouthearing
and seeing' ft is muifr
tngt: demanding than
able to.tunein as fully
that. It is about n"ing
totality of the-message
.t pfttiur" to theand in turn communicating
i",'"n JJ,"ered,
back that level of lomprehenti?1'-tltuth
way has oeen
irt"ning in this concefted is not being said'
r being mindful of what
describedu'fi't"ningwiththethirdearand in the fact thatthe
considerable sensitivitY'
Is there significance
;;il;; employee has not mentioned
something
the
exPected.under
There are two keY comPonents:
;i;[ il;ould have
circumstant"'uiourJtnitg"-a-1...............1^to,abad
about tuning in to wittr what is being avoided'
1. Tuning in - This is ""p"ti""t"
or is it indicative of a
lack of trust and
meaning and
and picking up ir'" deep with you?
is beins confidence in the relationship
;;;i;i;;;'; ror ine other or wfr3t
communicated.iensingwhattheemployee
across' or 'on occasion 2. Conveying understanding .']hit,]t
is struggling t; get where the active bii of 'active listening'
avoid disclosing' is a
even activefy iwing to ;;;"; in. It is important lnu,t-tryl'::"n"t
a sense of
inattenging task' It requires: conveys back to t'nl speaker to
wfa! is being said i"i"g iL,""ed to and a commitm:nl What'istey
. listening carefully to grasp what is problematic'
dg*^i,t mean thal
and asking oneself"What is that both paruLs asree )l|^ltlthe
perspective?'What is the c?.nv:r-s-Tion may
from the
'p"uft"t3 time'. at this juncture listener senses durinf
its significanl ut this but thatthe listener
this issue been not always ne aicura-te
in the tonu"Lution?"Has isdedicateotogettingitright'Itinvo|ves:
it fit into a theme
mentioned UeforeZ"Does have
or does n t""t' on the-oth".t,h?nd'to . Verbal encouragers'
These 1r9 b.ri3f
ini g nt' an!.
of the blue?'
come comPteteiY out expressions i kE
f
.lqj.tosether
or
is said' vocalisations s-uch as'Uh-huh'
r being sensitive to how something with
feedback' :onvey
cues can be picked 'Ah-hah" that provide They
attention uno llnoi"
Strong understanding'
"moiionut
up through'inl ionu
of voice' speed of
qualitY' the speaker to continue'
sPeech, and voice "naoutug"
behaviour' Important r Verbal following' Good listeners,.
' observing nonverbal information can conversationaiiyrottowthespe.akerrather
emotional und uttit'dinal across the line of
the body than attempti;; i; *t
be revealei'in irtit way'-Does the topic'
or unease talk by, for inst-ance' changing of
language signal discomfort
com.plement or This facilitat"t tft" i"'tner?evetopment
with the toiicu Does it
sator the Point being made'
contradict what is being
23
a aup,r" Learning and DeveloPment

Communication Ski[[s at Work
' Reference to past statements. Bringing Reflecting

in some point made earlier in this or Reflective statements depend upon careful
previous conversations is a very palpable listening. They can be thought of as
way of showing that active listening is statements that encapsulate and re-present
taking place. the speaker's essential message. They are a
way of showing empathy. Guidelines for using
r Linguistic matching. Matching the other refl ective statements i nclude :
in posture or gesture or other forms of
expression as the speaker can create a r Use your own words
sense of being listened to and engaged
with. . Do not go beyond the information
just received by including your own
. Summarising. Being able to neafly and interpretation of it
succinctly summarise the main points
covered by the speaker in a segment . Be concise - remember it is only the core
of the conversation, or in a more message that you are trying to catch and
comprehensive way at the end, is a reflect
further tangible demonstration of effective
listening.
. Be specific, it usually aids understanding
Demonstrating active listening non- r Be accurate
verbally . Do not over-use reflections - doing so may
We can show that we are actively listening to a restrict the exploration of issues
speaker by:
r Stick to the immediate message received,
r Mirroring the facial expressions of the although more wide-ranging summaries of
speaken This suggests that feelings are what has been communicated can also be
being recognised and empathised with. useful.
r Direct eye contact. An avefted gaze often
indicates a lack of interest or unease with
others and what they have to say.
r Appropriate paralanguage. As with
other aspects of nonverbal communication,
mirroring the paralanguage of speakers
in tone and of voice and speed of speech
shows engagement with them and their
problems.
r Head nods. These signal attention,
interest and agreement and as such are
examples of nonverbal encouragers,
facilitating speakers in pursuing their lines
of conversation.
. Attention posture. A relaxed, open,
forward-leaning posture is commonly
regarded as indicative of deep involvement
with another dialogue

24
Are you a good [istener?

To discover if you are a good listener, answer each question honestly and objectively based
on what you do - not what you would like to do or believe you ought to do. Place a tick next
to the answer of your choice after every question.
When taking part in a discussion, do you:
Usually
Face the speaker and make sure that you can

hear? u
Ensure that you have fully listened to the speaker
before you respond? n f
Make a judgment of the person and what s/he is
going to say based on their appearance?
4" | Recognise your own biases or judgments and make

i allowances for them?
Use your eyes as well as your ears to listen? x

Not allow the speaker to finish if you feel what they
are saying is wrong?
Identify any feelings or emotions underlying what

is being said?
Make sure that you have the last word? T

9. Concentrate on what the speaker is saying?
Make a conscious effort to show the talker you are

listenino? u

*
Your listening profile

When you have completed the questionnaire, work out score for each question. Total these
to arrive at a final score.
Question Usually Sometimes Seldom
10
10
10
Interpret your score

90 points or more
You are an excellent listener
70-85 points
You listen well - but there is room for improvement
Below 7O
you have some bad listening habits, with extra practise these can be improved
26
@ Capita Learning and DeveloPment
Empathic [istening and trust

Empathic listening is concerned with seeing There is truly no greater oppoftunity to build
things from the other person's frame of trust than when the other person is subjecting
reference. It requires us to use intuitive skills you to a negative emotional outburst. Absorb
from the right side of our brain. People who it, show that you understand how they feel and
are right-side brain dominant usually find you will create the foundation for co-operation.
empathic listening comes easie6 and may even If you can embrace the principle of absorbing
be a natural habit, but anyone can develop the other people's emotions, even mild abuse,
skills required. Empathic listening shows in our you will begin instinctively to empathise in a
responses to the speaker. way that will benefit all of your relationships,
whether in business or otherwise.
In contrast, attentive listening will cause us
to make what Steven Covey describes as Read the following statements. Discuss in pairs
'autobiographical' responses. This occurc when the two most significant statements to you and
we subject the other person to our own views, discuss why.
experiences and motives. If we find ourselves
responding to someone in any of the following "Good questions outrank easy answets."
ways, we are not listening with empathy, and anon
therefore not building trust with them:
"A prudent question is one half of wisdom."
r evaluating Sir Francis Bacon
. probing "He who asks questions, cannot avoid the
I interpreting answers"
African Proverb
. advising
If someone is upset, or angry or emotional in "The question is not whether we will die, but
any way we must avoid responding with our how we will live."
own autobiographical opinions or intentions.
Joan Borysenko
They are not relevant to that person.
"The simplest questions are the most profound.
We need to reflect and rephrase what the
Where were you born? Where is your home?
other person is saying so that they know that Where are you going? What are you doing?
we understand how they feel, and their point Think about these once in a while and watch
of view. The exchanges may go on for several your answets change."
minutes, and with each one we gradually Richard Bach (American Writer, author of
build more trust and allow the other percon to 'Jonathan Livingston Seagull')
expose more of their true feelings to us.
"The power to question is the basis of all human
This process is pafticularly effective for progress."
overcoming emotional objections. Our natural Indira Gandhi (Indian Politician and Prime
response to hearing someone say that they're Minister. t9l7-L9a4)
too busy is to persuade them that our need
is greater than theirs, and to ride roughshod "The wise man doesn't give the right answets,
over their feeling. But it's the last thing that the he poses the right guestions"
other percon needs. They want to be listened Claude Levi-Strauss
to, to be underctood, or to let off steam. The
more we can absorb and empathise with the
other person's position, the more we begin to
build a platform for trust.

Communication Skitls at Worl
"It is not every question that desenres an

answer."
Publilius Syrus (Roman author, lst
century B.C.)
"Ihe fest of a good teacher is not how many

questions he can ask his pupils that they will
answer readily, but how many questions he
inspires them to ask him which he frnds it hard
to answef'
Alice Wellington Rollins
"Openly questioning the way the world works

and challenging the power of the powefful is
not an activity customarily rewarded."
Dale Spender
"Leam from yesterday, live for today, hope for

tomorrow. The impoftant thing is not to stop
questioning."
Albeft Einstein, Nobel Prize for Physics,
t92l
"The first question which the priest and the
Levite asked was: "If I stop to help this man,
what will happen to me?" But... the good
Samaritan reversed the question: "If I do not
stop to help this man, what will happen to
him?"
Martin Luther King, Jr.(American Baptist
Minister and Civil-Rights Leader. 1929-
1e68)
"You can tell whether a man is clever by his
answerc. You can tell whether a man is wise by
his questions."
Naguib Mahfouz (Egyptian novelist
and screenplay writer - Nobel Prize for
Literature, 1988)
"It is better to know some of the questions than
all of the answers"
James Thurber
"Questioning is the door of knowledge"

Irish Sayings
"Question everything. Every stripe, every star,
every word spoken. Everything."
Ernest Gaines
@ Capita Learning and Development 2t

The art of conversation

What is conversation?
Conversation is about building relationships
with others. It is about the way people
think together; and it is the means by
which they work out their relationships to
each other. When we converse we influence
people about us and may even be trying to
persuade them.
Conversation involves two elements: talking

and listening. Listening is, by far, the most
important element. By conversing well
we are able to communicate our ideas,
our thoughts, our commercial and social
messages clearly, precisely and completely.
When conversing well we will be actively The essential skills of conversing to
listening and thereby gain better results influence and persuade others:
from our endeavours.
r actively listening
Why is conversation an art?
Communication has a framework with . powerful questioning
guidelines for us to adapt to the situation. r summarising
For example we have guidelines for
listening; different types of questions to get ' choice of words
the answers we require; words to express
our ideas, thoughts and feelings, The way . use of body language
we use these guidelines when conversing is r observation
an art.
' use of silence
Compare conversing to the paintings
of great artists like Renoir, Monet and
Cezanne. Before they became master artists
they first became skilled and expert in
basic strokes. They learned the principles of
painting. Only then were they free to create
masterpieces. So communication skills
are the brush strokes and conversation is
creating the masterpiece.
The dynamics of conversation

Conversation is a verbal dance. In Latin
the root meaning is "to keep turning with".
So conversation is essentially dynamic. For
conversation to be successful all participants
must be moving. The success of our
relationship is determined by how well we
use the essential conversation skills.

Presenting and preparing verbal

information
The 3P Model Purpose
Before communicating your message or Know why you are communicating, what you
information, you need to know why you want to achieve or the outcome to be.
are communicating; consider who you are
communicating with; and plan what and Person/People
how you are going to communicate it. Consider who you are communicating with:
is it one person or many; what's their level I
1
So, use the 3P Model: of understanding; what do they know, need i

tn or want tn
knnw nr
to know to know' their ii
what will fheir
know; whaf
r Purpose reaction be, their resistances or objections, g
r Person/People their prejudices or biases; what are they j

like as a person or people; will they have j
. Plan any questions to ask?
j
It can be applied to all communication Plan g
methods very simply. You know your purpose and who you are i
communicating with so now plan key points 3
to communicate, the order to present it in, I
and how you will get these across.
I
---r N
il

Preparing oral communication in 5

stages
Preparation and notes are essential. The BBC
allowance for the preparation of scripts is one
hour per minute of speaking time.
Stage one: brainstorm

Jot down your thoughts and ideas about the
subjects as they occur. Make pattern notes
on the subject, developing as many parts as
possible. After a week or so you will have a
mass of headings, together with references,
quotations, statistics, illustrations, etc.
Stage two: structure, select and

organise your material pictures with words - quoting practical
You now have far more material than you can examples and drawing on your own experience
possibly use in one talk. But leave it and allow brings the subject more alive to the listener;
your sub conscious time to get to work. After a and increases your own credibility. Use visual
few days you will have a burst of insight. Now aids, where appropriate, to present images and
you know the line or theme you wish to take to clarify your arguments. Present technical
on this occasion. Select the material you are illustrations, statistical information, etc. in a
going to use according to: way that is appropriate to your audience.
I the objective of your talk Stage four: opening and closing a

' the audience talk - two crucial areas of any talk
Only when you have completely sorted out the
r what you Must tell them main part of your talk should you think about
. what you Should tell them the opening and the end.
r what you Could tell them
The beginning - opening
Select what is relevant to them. Remove The last of all to be prepared. Think of this as
from your headings and jottings all that is not being in two sections.
relevant. Be ruthless in selection. Betterto say
too little than too much, First - the GENEML INTRODUCTION, in which
you relate yourself and your subject with the
You must have a beginning, a middle and place and the audience. You must know your
an end. Where should you begin your final right to speak on the subject, your experience.
preparation? The Greeks knew the answen Begin Both you and they also require time to.tune in,
with the middle section. prove your case by to each other. You might call this rapport time.
anticipating likely objections. Select your best
reasons for your proposition and use these best Second - The INTRODUCTION PROpER, in
reasons and arguments to validate your case. which your subject and objectives are made
clear. Striking openings are easy to invent
Stage three: illustrate but difficult to follow. A clear; quietly stated
Think about how to make your talk more opening is best.
interesting for your audience. you can paint

The ending
Closing may contain (in more or less this order)
r A summary Ctell'em what you told.em)

r Conclusions (which should follow logically
from the BODY)
. Recommendations (which should follow
logically from the BODY)
. Actions to follow (by whom and by when)
r A note of finality (what you want to leave
them with).
Now that the substance ofthe speech has been

prepared, the end will flow natumlly from it.
Draw the threads together. Repeat the main
points. Always point the way ahead. Leave the
audience with something to consider.
Stage five: notes

Notes should be brief and consist of key words.
Verbatim notes will only help you to read
aloud. Notes are best on cards, because they
do not shake as much as sheets of paper if
you are nervous. As they are smaller, they will
encourage you to use key words only. you can
also write the timings on the cards to check on
how slow or fast you are. Cards can be slipped
together with treasury tags.
Body
The above is sometimes called an overall
or external structure. In addition, there
should be a logical internal structure, within
the body. Some popular internal structures
incl ude adva ntages-versus-d isadvantages,
ch ronolog ical, ca use a nd effect, old-versus-new,
compare and contrast, logical categories and
before and after. Which to use depends on your
subject, audience analysis and other factors. As
with the external structure, the internal should
ensure a smooth, logical flow of ideas.
1".*
Contributing assertively at
meetings
Many of us find meetings very stressful. It
is often daunting to be in a large group with
either your peers, whom you want to have
a good impression of you, or with people
who are in a position of authority to you,
particularly if this includes the boss.
Here are some hints that might make the

situation less stressful.
. Make your presence known early - even

before the meeting has started. Engage
others in conversation, offer tea, ask
questions. Do not sit and wait until you
are spoken to.
. When making your contribution, keep it
short.
. Avoid interrupting others and do not allow
others to interrupt you.
' Be aware of your non-verbal messages

and keep these as asseftive as possible.
' Speak early to establish yourself as an

active pafticipant.
. Whenever possible get a reaction to your
contributions. Ask members what they
think about your ideas, statements, etc.
. If new information leads you to change
your mind, be honest and open about it,
do not apologise.
. Do not let the views of one or two
influential members affect your thoughts.
Raise your doubts and ask for the views of
others.
r Be clear about which issues you want
to be assedive about and restrict your
contribution to these rather than taking a
stand on every issue.

Planning and preparing written

communication
Much in the same way that spoken Establishing your purpose
communication can be applied to the 3P PURPOSE means why you're writing and what
model, we can also apply the very same model you want to document to achieve. Follow the 3P
to written communication. model. It is impoftant to decide at the outset
whether you're trying to inform, persuade,
Modern communication relies on the trusted explain, record (or some combination of these)
spell checker; to what extent do you rely on This involves considering who the audience are
your spell checker? and what they already know. You will also need
to remain aware of any overriding limitations,
Eye halve a spelling chequer such as a deadline or the need to produce a
It came with my pea sea repoft on "one side of the paper".
It plainly marques four my revue
Miss steaks eye kin knot sea Planning the content
Eye strike a key and type Content means what you have to say:
And weight four it two say your message and ideas
Weather eye am wrong oar write
It shows me strait a weigh . Bubble diagrams - suitable for letters /
As soon as a mist ache is maid emails
it nose bee fore two long
And eye can put the error rite ' Horizontal plan - suitable for long or
Its rare lea ever wrong complex documents when you are
Eye have run this poem threw it knowledgeable about the topic
I am shore your pleased two no . Mind maps - also suitable for long
Its letter perfect awl the weigh
complex documents, also useful for when
My chequer tolled me sew.
you are trying to generate ideas
Read through your work before you send it. Deciding the structure
A structure means how you should organise
Good informative writing can be described the content. Use a reader - centred structure
as: writing that reveals the intended meaning so that the reader can quickly see "what's in it
clearly and concisely to the reader with the for me" Possible structures include:
desired tone of voice and impact.
' Top heavy triangle - the commonest
There is no magic formula to achieve this way of structuring a letter or email, as
apparently simple goal; the PROCESS method it puts the most important points first
is a useful mnemonic for the initials of the five (often who what when where whY and
steps: how) Followed by points of decreasing
importance
r Purpose
. Content ' Chronological order - useful for
reporting observations as it helps the
'Structure reader follow the sequence of events
. Style Heading and subheadings - provide
'
r Revision of everything resting places and help the reader to skim

r Questions and answers - useful for the necessary explain them if you think your
audience will not understand. Prefer every
same reasons and because they create a
day English to words like endeavour,
dialogue
asceftain, peruse, herewith, re and prior
. Short paragraphs - helps the reader to to the commencement of. Don't use advise
assimilate i nformation easily when you mean inform or tell; its main
dictionary meaning is to give advice to.
. Lists - for breaking up long sentences
or splitting complex messages into r Strong verbs - Writers often over use
manageable chunks. A list is easier to noun phrases like the preparation of, the
read than a long sentence implementation of and the utilisation
of, instead of the more basic underlying
' Tables - for presenting complex detail verbs prepare, implement, and use.
simply For example, instead of "we will give
r Informative summaries of key consideration to your request" we could
findings especially helpful in repofts as say; "we will consider your request."
they help the reader to decide whether to . Simple prepositions - about, on, or for,
read the whole document. can often replace their wordy alternatives
with regards to, in relation to, regarding
Using a clear style or in respect of.
Style means how you express yourself in
words and sentences. Elements of clear style Revision of everything
include: This is the 5th part of the process method. It
is vital to re- read your writing through the
r Short sentences - Most reading expefts eyes of a first time reader and critically revise
suggest an average sentence length of 15- it. Leave the draft to stand for as long as you
20 words. Try to keep one main idea per can; you'll revise it with a fresher perspective.
sentence, plus one subsidiary related area Revise with PROCESS in mind, ask yourself:
. Personal reference words - terms like . Is the purpose clear
I, we, you help to make the writing more
human and may make your meaning Have I included all essential points of
'
clearer. content - perhaps including the action
points and a deadline for reply - are they
' Conciseness - the alt of making every
accurate?
word worth its place in the sentence.
In this sentence for example, six . Have I cut all unnecessary detail?
useless words (in ltalics) could be cut:
I appreciate your concern over this . Is the structure obvious to the reader?
matter but I do not think a lower speed
' Is the style clear, concise and right for the
limit would be a suitable solution in this
reader?
instance. Obviously you don't want to
sound blunt, but phases like I should point . Are spelling grammar and punctuation
out that and I must emphasise that are correct?
often redundant.
' Overall is the writing fit to go?
r Write in Plain language. Avoid
unnecessary technical and legalistic
expressions. When they are really

Writing exercise: accuracy, brevity, clarity

Use language to communicate, not to confuse.
The following all appeared in letters sent to the public. Can you express them better, bearing in
mind the basic rules of writing well? Be accurate, brief and clear.
Sentence Examples
selection of the machine was chosen by XyZ company and under the
terms and conditions of the contract, we are not responsible for the
performance of the machine.
Your &nswert
The proposals we will accept regarding the arrears is if you pay f.64.78 per
month but the future payments are to be paid as and when they fall due.
Your Ansrnrer;
we would be grateful if you could let us have your comments on this

matter at the earliest date convenient to yourselves in order that we can 32 i
1
make further steps to resolving this problem. t

1
t
Ycur Answer: 1

We trust this is sufficient information for your requirements.

Yeun ^*,nswer:
!l
$ In the meantime, if you have any queries regarding this matter; please do I
I not hesitate to contact me under the above reference. ,
Perhaps you would acquaint us of your decision in due course.

Ycur l{nsv.rer:
It is very much regretted that you should have been so misinformed as

regards customer service, but most gratifying that some of our valued
retailers such as Smith & Co. are willing to offer completely but very much
appreciated unsolicited testimonials as to the seruice we like to think second
to none,

Communication Skitts at Wor
Upon receipt of the above, I shall give

the matter my prompt attention.
Your Answer:
copv or which is encrosed ror

33,:5fi:::
perusal, ::: ::f
you will see '11,oi1"I,.u vour
that tapes were'in fact ordered, tr.'"r"r"*lil'.ort
returning them must be borne by yourself. or
Your Answer:
10! order no. 636/FB, I am writing to express our

Y:l:^"ffn:*.lo.your
srncere regret that we were unabre to firi you..
situation arose from the fairure or oui oroe, iir lis entirery. This
supprier to observe the precise
instructions we had given them.
Your Anssrer:
11 we would appreciate it if you could please

advise us as to your intentions
as soon as possible.
Ycur Answer:
I
t-

The Missing Cheque

Can you improve the tone of this letter?
Referring to your letter of the 4th March, we think you must be mistaken when you
say that you sent us a cheque on the 3rd January for the amount then owing on the
account. We have no trace of receiving the cheque and it is most unlikely that we
have made any mistakes because we have a very reliable method of dealing with
inward remittances. Moreover, your letter of 3rd January makes no mention of an
enclosed cheque. Surely you would have mentioned the cheque had you enclosed it.
I am afraid we cannot accept your claim that the amount owing has been paid and
must ask you to look further into the matter at your end. We expect you to settle
your account without further delay.
Yours faithfully,

Communication Skitts at Wr
Electric blankets
Re word this letter using accuracy brevity
and clarity.
we are in receipt of your letter

of
that the order you have ptacea 20th instant, and have pleasure in informin g you
*it|., u, wirr receive ori'n--"rt attention,
v* i"quie wirr oe ient to vo, u, soon as and that
;::'lil:'f :r"r'Ji'rfl5**"t' we are in a
we are, however, very sorry to

moment very depleted,.and owingtothat our stock of these brankets is at the
say
oemand we have blen iniorlec t|-," p-tong"J c;ii"wea$,e. and
dv ine -'uk"o ir,uti[&'rr"
the resulting
suppty us with a further stoct unrikery to be abre to
foianotn"r. ten days or so.
we are extremery sorry not be
abre to satisfy your requirements
we assure you that we arways immediatery, but
oo eveiyilring'we p"r'Lrv i"n ,o
are met promptlv' should you see that your orders
find yorrsetiin;;ffi;iita-in etsewhere
the brankets
ISlnlilt"li:,1"J":1ili5;i#ilt'rli tr'"' untir the eno or tr-,e monin]y-ol'*irr
once again, expressing our regret
at being unable to fulfil your order on
;:tr?:l,Hl,iff"f:;lf*oi";;', u"o i'.;t'si;;t this
v", *irr continue to ravour us
We remain
Yours faithfully,

I.- , -.'
Communication Skitls at Work
Punctuation revision quote within a quote. euotation marks are

Full stops (.) normally show that a sentence often used to draw attention to the first use of
has ended. There,s no need to show full stops a technical word or supposedly novel idea.
in abbreviations or acronyms: BBC and HSE.
Some organisations insist that ie and eg Capital letters are for the first letter of a
should be i.e. and e.g. sentence; a person,s name and courtesy
title; the name of a specific organisation etc
Semi-colons G) are dual purpose. First they - House of Commons and Act of parliament.
separate two closely related statements which Other uses of capital letters are common
could othenrrise be complete sentences: within organisations but would be rare in the
Please let me have your comments; I need press for example
to send out a reply tonight. Second they
separate items in a list - as an alternative to r Products: Personal life Assurance plan
commas. So they deliver the goods invoiced
by the colon. r Parts of the organisation: Finance division
Colons (:) perform three main purposes: ' Job titles: factory Inspector; Chief
r To introduce a veftical or horizontal executive
list
when there is also a substantial pause Apostrophes (')
' To act as a stop which predicts the arrival
r Use an apostrophe to show that a letter is
of impoftant news - the possibilities were
equally dangerous: to advance or to missing: Today,s the day for a fresh start
(today is)
retreat
r To separate two closely related but
I It's no concern of mine (it is)
contrasting statements know as antithesis . Remember that pronouns (words in place of
- Man proposes: God disposes, nouns) such as his, ouns, youls, theirs and
A colon does not need to be accompanied by its don't need apostrophes. They are words
a dash...ever in their own right. - no letters are missing/
Hence:
Commas (r) act as a brief separator between
parts of a sentence that need to be separated His head is aching
for ease of reading. They help readers to see Its head is green
where one clause ends and another begins: if Ours is worth more than yours
you return the form by midday, we will post r Use an apostrophe to show possession.
you a response by tonight. A pair of commas Take a two stage approach, first identify
can enclose information that is additional the possessor or possessors. Then add the
to the sentence: the footballer, who will be apostrophe direcily afterwards. Examples:
16 tomorrow, makes his debut on Saturday.
Commas can also separate listed items. The judge's wig was askew (the wig of the
judse)
Quotation marks (..,') indicate the opening
and closing of direct speech: ..There is no The hermit's cave was damp (the cave of
alternative," said the prime minister. Many the hermit)
writers prefer single quotation marks and use
double quotation marks only to surround a The people's decision is final (the decision
of the people not the peoples)

4t
r Exceptions are nouns ending in s or ss. The topic sentence usually comes first as this
Then add's placement prepares the reader for what is
to come. It also serves as a reminder to the
Mr Jones's bread is better or, less writer and guards against irrelevancies.
commonly Mr Jones'bread is better
The cardinal rule in paragraph building is to
The boss's decision. confine it to one subject/topic. More than
r If too many s sounds would result, just one paragraph may be needed to develop the
thought completely, but if so the subdivisions
add an apostrophe:
should be clear. The central thought of one
paragraph should not spill over into the next
Moses' journey through the desert.
one,
r In some expression of measurement and
time, apostrophes are used: Follow these guidelines - but do not regard
them as rigid rules.
They took a week's vacation
1. Use a minimum of three paragraphs on
The firm gave us 5 months'notice any one page.
' Don't use apostrophes for plurals where 2. Break up longer paragraphs into shofter
no possession is involved. ones using lists.
1960s MPs taxis, JPs

3. Write the first sentence of each paragraph
as a summary of the paragraph. The
reader should be able to speed-read these
Hyphens (-) link words that form a topic sentences and pick up the gist of
composite adjective before a noun. For each paragraph.
example: computer- based work, short-term
goals, out-of-hours work. Some nouns formed
by two or more words need hyphens, such as
run-up, build-up, free-for-all. These are called Examples of Transitions
composite nouns.
Same idea:
Paragraphs next, similarly, also, moreover, furthermore,
in addition.
Paragraphs, like headings, are sign-posts
guiding the reader through the material. They
provide both visual and mental breaks. Contrast:
neveftheless, yet, on the other hand,
however, in contrast (to).
The function of the paragraph is to develop
one thought or idea.
Example:
for example, for instance
A well constructed paragraph contains a
topic sentence that clearly states the central
thought. This topic sentence is the equivalent Conclusion:
conseguently, so, therefore, as a result.
of the growing idea of a document or section.
All other sentences in the paragraph must
relate to the topic sentence. Points in order:
first, finally, then, at the same time.

42
The following passage has no paragraphs, which makes it hard on the eye and difficult
to read.
Break the passage up into logical paragraphs.
Fifteen hundred fifth-formers have taken part in the two-day'Making Opportunities'

conference which has been run in each of six areas. The conference encourages
young people to consider their skills, achievements and potential beyond their
academic ability, and develops their self-confidence by showing them how to market
themselves to future employers. Close to 150 group advisers from industry and
commerce were involved in these conferences and in many instances this has led
to lasting links between the schools and local firms. More than 300 sixth-formers
have taken pari in a similar conference, Managing The Future, which gives young
people a greater understanding of the working world and their role in it. A large part
of the Society's inner city work has been running enterprise workshops for various
groups in the community, Foriy-four people completed the Head Start in Business
course and 29 are still in training. Of these, 200/o are preparing to trade, 5olo have
undertaken further skills training, L2a/o have gone into other full-time employment
and 6o/a have decided to look for other work. The Society has also developed an
outdoor pursuits course for young people and company employees to undeftake
together. The course, which has been run in Bristol for a group from Leeds, gives the
employed and the unemployed an opportunity to build their self-confidence, learn
from each other and develop together.
__J

Communication Skitls at
Work
Answer:
Fifteen hundred fifth

formers have ta,
-i
;:1 |"fi:B I T; it: : u * n i, n n-":t"
" ! f i l"'*: lH : ::L y ? k i n s o ppo rt u n it ie s
fi*::1.":'#m,ffi :fr,if
ff r**::nm::ff :f"Ti[JffiT:*il:,[":,_",
""?
a dvise rs rrom n d usrl1

:ti:r* iittJ# Tf
rrr rrltsl'tY instances
i
d, co m m rce, we
this has r"a,"l.rr,:"'g=rinksre nvorved n rh ese
-a 1
e i
and rocar fi;;;:"
i
between the schoors
lolmers have take-n.part

in a simirar
ffl?i:hi.lon',J:T
their role in t.
- ' -i voung people a sreater
;il;;;;l;nJ conre.rence, Manasins rhe
of the working w-orrd and
lj::g: partgtorpr
of the Society,s inner
citv work h:c F,^^_
l::y::i"rtcourse'andrthe community-'-*otk has been running
_.
I
enterprise workshops
Py,:'l:.:: 2-e are stil compieteJifi" r,:"-?'rtarr
t in ;i?Tf-r:ur.people in
Jfi;ll,i,",i.TlTft-[iliiT:T":fl
:i.trfl #,;:jff ,.ff ]:#"1ntffi:?ffi g;;;;"'
deve.roped an outdoor,pursuits
ii;fJ"iii.[6#:: course ror youns
run'in eiirl"r?i5'rv emplovees to ,"1:T:(: t"g"th"r. fi_e cgyrse, unemproyed
which has been
f,:fru1ilffi ,?il."i,f;T"h::i;;:.n:i_,X**:_,"ff:*f
#J":S,
@ Capita Learning and

Development
Don't make it difficult for the reader.
In presenting written information try always consider the reader, They will eventually be able
to work out what you want or are trying to say, the theory below explains text messaging
language and short hand. Even with jumbled words and language recognition theory willLnable
the reader to decipher what it is you mean to say, but it does make it harder:...
Arinocdcg to rencet rseaerch, the hmuan brian is plrectfey albe to raed colmpex
pasasges of txet caiinontng wdors in whcih the lrettes hvae been jmblued, pvioedrd
the frsit and lsat leetrts rmeian in teihr crcerot piiotsons.
The fcat taht you are ridenag tihs now wtih reaitvle esae is poorf of the thoery.
Wehre did all of tihs strat?
It smees taht the trehoy orgteiinad form a 1976 ppaer at the Uvnitsriey of Nigaonthtm
wtiertn by Graahm Rwsnailon of Asrhodelt, wichh gvae rsie to an acirlte wihch
aaeprrped in the'Narute' pbuolitaicn in 1999.
A fhrtuer alircte in the Tiems neppeawsr in speemebtr 2003 pivroedd mroe
eanxopiatln auobt the peohoemnnn.
In the Tmeis aitlcre, Dr Reoaesln MhActcry, a neruo-phylcoogsy lruecter form Knigb
Ceglloe, Cgmdbriae, ssegegtud taht hmuan bnegis are albe io usnatdnerd jeublmd up
wdors buaecse the hmaun bairn parimliry raeds the mannieg rehatr tahn the piothenc
cnontet of wdors (the sdnuos of the wrdos and leertts),
Dr McRtcahy was qoteud as saiyng, taht "...if you can acaitinpte waht the nxet wrod in
a snnetece cloud be, you wlil not nslsciareey ntcoie if smoe of the leettrs in taht wrod
are out of pclae...", and she aslo taht she was sepsrruid at jsut how rosubt the barin's
rgceotnioin aeiibtils had been pverod to be. "The hamun biarn is a lot mroe toanelrt
tahn we had pahrpes risaeled, and it has to cpoe wtih diisputrng in eevydray ;fie."
The torehy pdeoivrs a fiatsincang pprciesetve on mderon cutonacniimmos and the
dmveelnoept of laguange.
The terohy aslo hples to eaipxln the doepmevnlet of merodn txet mseniagsg lagunage,
and how the hamun biran so rlaidey utendrnsdas atboivbinears and cimtonobnais of
lrettes and nbrmeus mainkg new'wdros' whcih we've nveer seen beofre and yet stlil
are albe to usterdannd alsomt iammeiltdey. For emxpale: 'c u lte8r', wihch you'll nitcoe
you can utransnded eevn thgouh it's jmulebd.
One of the gerat lsneoss form tihs troehy dmsttnareoes the rmaaebrlke pweor of the i
huamn biarn.
wehn we are yonug we not olny lraen how to raed, but aslo ibcerndily and
uninaenionltlty lraen how to raed waht wuold by nmoral cooevntnin be decerbisd as
uettr nnsosnee.
Tihs bges qtuseonis abuot the dicrieotn of laagngue eolotuvin.
Waht wlil lgganaue look lkie in geotrnaiens to cmoe?
Whtuoit dobut hmuan binegs are albe to asobrb pvrseiogerlsy mroe maening form
pvolesesrrigy rucdnieg anotmus of wrdos and lrttees.
ri
rl
@ Capita Learning and Development 45 I
'l
rll
Communication Skilts at Work
Presenting oral work
Just as in written presentation,
oral
presentation has a structure
too.
Use the PROVE model to put
clearly and concisely. '' point
your r' across
PROVE Model of persuasion

Proposition
r State your proposal
in a concise, positive
way,
Reason
r Give your best reasons
(maximum of 3)
ve_ryconcisely, based on the values Use vivid visual verbal images,
of the believe in
listener. Don,t go into detail what you say and be enthuiiastic
f,"i".- to make it
compelling.
Other view
. Consider a proposal you
would like to
. Give the counter arguments make to someone at work.
and address
to show you,vl .onriJ"i"J J..r" .
lhgm
lsrener,s point of view.
What is your proposal?
r Give three reasons to
support your
Verify proposal?
. Give examples of success, r What are the counter arguments?
the benefits to
the listener and proof of why : What evidence
it,s a good is there to support your
idea.
proposal?
End I Summarise your reasons and proposal
' Summarise your reasons and

restate your
proposition.
46
:
I
I
-l
i
Top tips
Follow these top tips for effective
communication :N otes
I
I
I
I
1. Good interpersonal skills mean i
I
outstandi ng communication I
i
2. Communication is a learned skill
3. Make sure that your messages are

congruent (visually, vocally and verbally)
4. It's not what you say but how you say it
5. Build trust by showing you understand
how others feel
6. Make the time to prepare your presentation.
Delivering a simple message is not easy to
do. It will also help you deal with netves.
7. Use the three Ws when planning to write a
document:
Why are you writing the document?

What is the purpose of the document?
Who will read the document?
B. Ensure a logical approach is given to all

documents, with a beginning, middle and
an end.
9. A document's strength will be increased if
an impact is created in its beginning and
end sections

fir
Waterstone's recom mends

Capita Learning & Development are delighted of most rapid growth in social psychology
to paftner with Waterstone,s the leading online and communication. "The Handbook of
and high street book seller, to bring you a book Communication Skills" represents the most
list that is designed to excite your interest and significant single contribution to the literature
inspire you to continue your reading following in this domain. It will be of continued interest
on from your training course. to researchers and students in psychology and
communication, as well as in a variety of other
Waterstones.com stock over 2 Million books contexts, from vocational courses in health,
(and growing) and thousands of eBooks business and education, to many others
all at fantastic prices. They also offer FREE such as nurses and social workerc whose
delivery to your local store and regularly have day-to-day work is dependent on effective
amazing online only promotions - so make interperconal skills.
sure you bookmark Waterstones.com and sign
up to their Email Newsletters to keep in touch Collins Improve your Writing Skills by
with their latest news and offers. Graham King
The essential guide to writing English, this
The Handbook of Communication book will help you to develop your written
Skills by Owen Hargie communication skills and to use language to
"The Handbook of Communication Skills,, is express yourself clearly and correctly. Using
recognised as one of the core texts in the field this book, your confidence will grow as you
of communication. This thoroughly revised begin to appreciate that the English language
and updated third edition arrives at a time is not a fearsome book of rules but an
of considerable growing interest in this area, unrivalled communications tool that you can
with recent research showing the impoftance learn to use with the familiar ease of a knife
of communication skills for success in many and fork. The basic principle of this incredibly
walks of life. The book,s core principle, useful book is that'clarity begins at home,:
that interpersonal communication can be say what you mean and you stand a better
conceptualised as a form of skilled activity, chance of getting what you want!
is examined in detail and a comprehensive
transactional model of skilled communication
presented, which takes into account current
conceptual and research perspectives.
This book provides a comprehensive analysis

of research, theory and practice in the key
skill areas of communication, such as non-
verbal communication, persuasion, leadership,
assertiveness, self-disclosure, istening
I
and negotiation. Each chapter is written

by a recognised authority in that pafticular
specialism, among them world leaders in
their pafticular fields. In the 10 years since
the last edition, a large volume of research
has been published and the text has been
comprehensively updated by reviewing this
wealth of data. In addition a new chapter on
persuasion has been added - one of the areas W
Waterstone's DISCOVER SOMETHING NEW

48
Stop, start, continue
re
$$
h#


, We hop=e yo!'vg €njoyed your: training.with
' Capita"L€arning & Development, however; donlt
let your ldarning j.ourney stgp here. We have
a comprehensive rdadmap of learning -choices
available fgr V,qu arid your organBation:
. Qyer lOO Open Gounses to attend where
you can, network and share.knowledge
and ideas with delegates from other
organisations.
r Sive time and budget bytrainjng in-
'house. We can train as rnany peopld as_you
wish, from one to one coaching to groups
and wholedepaftments at your venue or a
venue of youi choice '.
. Giving you the freedom and flexibility
. :. to learn at work or id your own time with.
.. .our flexibleportal
blended ldarnipg options via our
e-leqrning .(free with managernent
training).and ILM Level 3 course Getting
,. Stafted i1 .Manggement '
r Shoft on time? We can help you the most
, .of your learning time with our 90 minute .
modules and Rapid & Real 3 hour: seminars

. Hetping you to gain a formal, industry
recognized qualification with our
accredited professional qualifications which
i rqh ineonJunction with,UK universities and :- :.-'
. in{ustry approved bpdierh. .. -.: '
Capita Learning &-DevelopplenLalso offels a

. Pay only for the training your rqnge of outsourcing and managed F,e[vjaes '
. organisation'needs with our tailored soluUdns to give your organisation the freedom
out more with our
.trainir.lg sglutions; Find and fleXibility-to fOqusron it€ ane business
*9g initial ggidgnce and consultancy. activiUes. Working in partnership With our
bliepts, we cgo'.typicqlly introdir'ce costseviiigs .
of 25o/o in the first yeai.
Recommended Further
Development ,' F.o r,more i nfOrmation cal | .0gO0.O 22 3 4X4 o r ^visit
' www.Caqita-LD"egrul</rnanag€=d-se.rvicris. ., .
r Communication skills for managers
- r Interpersonal skills Speak to your trainer about further development
f-:.:,:- .: I Influencing and Persuading Skills - pathwa..ys or: cali usiree onO6o_9 O22 34tO
r Assertiveness -r or ernail courses@cipita,co. uk'a nd, we'll be
r Emotional intelligence happy to qdvisg on furttigq learnipg to help you
ggt. to your. chosen {estinati6n..' Alternatively,,
r Righting written English
log on to www.Capita-LD.co.uk to find irut
moreinformation.: : r' '..
To find out more call us free on
OSOO O22 34LO, visit our website at
www.capita-ld.co.uk or email us at
courses@capita.co.uk
.'L. CAPITA
Gommunication Skills at Work Activity Guide LIARNtt*s & $tv[rsp,v]6NT
9:30 Welcome attendees

CAPITA
i^pdilt i!!t,11N.fii
&
10:15 Explain: Introduce self,

experience/background
Run lcebreaker - Ask participants to

Interview everyone in the room, find out :
Inbrview ereryffe in the mm, find qit ;
. Name
. Orgsnisaiion
. Rolc
Then $bcl 5 qGstions tDm lhc sp€ed

qhaltng handoul and spe€d chst b
ereryme
Eadr pemn shguld amwer one qusstion

ftom ewry pe|s m the gDup Take
notss THEN get @dy io ontributE to
the pEfile of ewry peM n lhe oom Then select 5 questions from the speed
chatting handout and speed chat to
everyone.
Each person should answer one question

from every person in the group. Take
notes THEN get ready to contribute to the
profile of every person in the room
When the time is up (15 mins) Trainer to

ask everyone to contribute to the profile of
each person in the room.
i.e. this is Derek, he's an administrator

for xcom, and facilitate 5 pieces of info
from the group.
-Coverdomesties{Ask thedelegates to
pick a picture and say what they think it
ffi'' @ ffi means (timings, fire evacuation

procedures, refreshments, role play,
mobile phones, the role of the trainer,
ffi
re ffi n sharing experiences, personal belongings
and that the course will be magic)
fr # &
@ Capita Learning & Development
,'
Communication Skills at Work Activity Guide
CAPITA '
tfAffi N tf-ts & $svHtsp&{&1
Explain: Over the next two days they will

have an opportunity to look at a range of
This course wlll enable you to: techniques that they can adapt and adopt.
. Communicate more effechvely face to face and In wrtrnq They will also have an opportunity to
, Apply the pnncrples of good busness wnting
. Get your pornt across concisely and confidently practice those techniques and receive
. Structure and communic:te your m6sage effectively clearly
and confidently feedback on them.
. Appreciate the art of conversation; preparing your structure
for stating your case and usrng peFuason
. Understand the rmportance of achve hstenrng
. Understand how to frame your message to suit your audrence
. Understand you own communicatDn style
' Successfully contnbute to meetings and deliv€r presentatrcns
Explain: The contents of the programme

and ask if anyone has done anything like
. Welcome and Introductrons this before
. What is communlcatlon?
. Your Communrcaton Style & Undemtanding Others
. Analysing communlcation
. Close
Highlight This course is a safe and
secure environment to discuss personal
behaviours
Remember only share what you want to
' Recap and Revrew

. The Dynamlcs of Lrstenrng
. Pres€nung & Prepanng Verbal Communrcatron
. Plannrng & Preparing Wntten Communicatron
. Presenting Oml work
. Putting it Into Pradrce
. Close
Explain:
Workbook: stick to the pages that we're

on and resist temptationloJlick through.
There are pages of text in the workbook
that we wont go through, but will make
reference for those of you who may wish
to read later
Bucket; anything that we cover on this

course that makes you think - Anything
that you would do differently, anything
that you know you already do, record in
your "bucket" (the stop, start and continue
page at the back of the book. With the

CAPITA
Gommunication Skills at Work Activity Guide t[ARf*tN* & *svgt*']M grdT
Time Slide Notes
blue margin. lf you write down any of

these thoughts of ideas you're more likely
to remember them. lt also become a good
reference point after the course).
10:15 Session: What is Communication?
11:00 Ask: What is communication?
Ask delegates to write down their

definition.
Facilitate discussion
Show slide
Communication is ..."A two way

expression of thought, feeling or intent
Atwo way
expression of
that leads to action."
thought, feeling or
intent that leads to
aciion
Ask: Think of an example of when

communication broke down between you
and some one else at work
Write out the communication on a flip

chart like a play script
What happened?
Why Qid thg com4qnjca{qr brgak Qgw4!
What could have happened to prevent the

break down?
What could I have done differently?
ln pairs or groups
Allow 20 minutes (adjust according to

no's.)
Feedback in plenary

CAPITA
Gommunication Skills at Work Activity Guide f_f;ARf{$N* & SgVgLSpMIH"f',
Barriers to communication
Go through workbook and relate any

barriers listed to reasons why
communications. broke down in delegates
examples of communication breakdown.
ffi
Ask: What do we mean by interpersonal

communication?
Get: interactions between people
Discuss: misunderstandings
11:00
11:15
11:15 Intrapersonal Communication
12:30 Ask: How do we communicate with

ourselves?
It's what goes on inside our head and has

a direct impact on what happens outside
us and how other people perceive us.
Ask: ls this is a concept they have ever

thought about?
Say: Our brain takes in information from

our 5 senses. Every time we have a
thought, this thought scours the surface of
our brain via an electrical signal. Every
time we have this thought or experience it
scours a groove deeper into our brain,
making it easier for the electrical signal to
travel. lf this thought, or experience is
negative, and we continue thinking with
that thinking pattern, it becomes harder to

CAPITA
Communication Skills at Work Activity Guide |rARf{$tf6 & *fvfr t*pfiAs NT
change. Unless we make a conscious

effort to CHOOSE to change.
Part of our inability to choose comes from

our lack of awareness of our behaviour.
Ask: How aware are you?
Say: When we discussed what

communication is, some of you may have
mentioned a two way street (draw)
It's between two people.
This is interpersonal communication:
lntrapersonal communication changes the

two way street, and it become a three
way. Some one communicating with
yourself about what you're doing,
checking your responses, telling you to
change if its not working and try
something else
Highlight iceberg analogy.
We are who we are by how we have been

brought up / experiences/ values / beliefs/
These cannot be seen by immediately,
but do evolve in our behaviour...which is
just the tip of the ice berg.
Ask:-Whatdoyou sorne{imessayto -
yourself in the following scenarios?
. Vlhan you fiBt wslk Inlo a oom full of people you dont k|w? Discuss in pairs:
. \tt/hs lou ee angry gt sre one ds lor sre thhg lhet
lhcy harcnt dffi?
. VrJhsn you hawnt dme $me lfiing lhat you sirl you wld?
. \'\ll|ffi yo! aE Own a perHbn to do?
. l *rH your bos iells you lha you'E runnng a rEatng?
o When you first walk into a room fullof
. Whs you liEl meetm oreiorlie fiEltire?
. V\,/htr you'E asked b do a pE$trtaton at short notE / tr
people you don't know?
asked to speak n tDnt of a gwp of peopla
. When you are angry at some one else

for some thing that they haven't done?
. When you haven't done some

CAPITA
Communication Skills at Work Activity Guide tEA&tstfdil & ssvfi-spM IsT
Time Slide Notes
that you said you would?
. When you are given a presentation to

do?
. When your boss tells you that you're

running a meeting?
. When you first meet some one for the

first time?
o When you're asked to do a

presentation at short notice / or asked
to speak in front of a group of people
Find out what your intrapersonal voice

says and discuss your answers in pairs.
How could you change it to consciously
adjust your synaptic route and therefore
your external appearance?
12:30 Lunch
13:30
13:30 Session: Your Communication Style &

Understanding Others
15:15
Ask: Delegates complete questionnaire
to identify their communication style (pg I
- 10 workbook)
Complete by circling 2= strongly agree
1=tend to agree 0= disagree. Allocate
score to the question and a produce
another three columns, which must then
be added up. (Allow 10 minutes)
Say: look at the summary of the strengths

and weaknesses of each style
Facllitate discussion
To what extent to you agree?
In groups look at the negatives of the

three communication styles and produce

CAPITA
Communication Skills at Work Activity Guide :-EARNtNfi & ffi$Vfr t-#p$lSprr
a flip chart summary of what's good / not

so good about the three styles.
Allow 15 minutes
Feedback in plenary
Explain: A theory originating with Dr.

Marston in 1928, identified four main
types of behaviour:
r Dominance
o Inducement
. Submission
. Compliance
The DISC system is used very
extensively today as a recruitment
behavioural profile tool. There have been
many modifications to the words used to
describe the behaviours, although the
underlying theory remains the same.
For the purpose of training we have used

the following terms:
r Director
. Socialiser
. Relater
o Analyser
Provide a brief overview of

each
personality type using the workbook as a
-
reference (page 14 17):

CAPITA
Communication Skills at Work Activity Guide LeARru tNfi & *svs Lspa$sNT
Time Slide Notes
Explain: There are no rights or wrongs

behaviour
Activity: Split into groups and ask the

delegates to think about famous people
and then put them in one of the high
categories. Some people might have a
ditferent behaviour at work and socially.
Ask the group where they think they fit in.
Using the information in the workbook,

ask the delegates to identify the key
people at work they need to influence and
what category they fall into.
Exercise: Consider how you would

influence the following personaliW types.
o Director
. Socialiser
e Relater
. Analyser
Refer to workbook

CAPITA
Communication Skills at Work Activity Guide LIARru]N$ & SrVgLSp&ArNl
Time Slide Notes
Feedback in plenary
15:15 Coffee
15:30
Session: Analysing Com munication
Talk about Albert Mehrabian's 3 V's
Tone of voice (vocal - 38%) (pitch

and pace)
Words (verbal :7"/o) (lncludes
accent. No jargon!)
Body Language (visual - 55%)
Ask delegates to write, on post-it notes,

as many words as they can think of
relating to the 3'vs.
e.g: vocal- tone, volume
Stick them on flip chart and if there are

any repetitions group them together
Then take each V in turn.
Trainer Led Exercise: On flipchart ask

the delegates to tell you each of the
aspects we need to think about with body
language.
As they are calling these out discuss in

group what does good look like? Get
them to act out what is good and what is
had- --

CAPITA
Communication Skills at Work Activity Guide LIARWING & SEVEISPfrdl gNT
Tone of Voice
Explain: lf you say the following sentence

stressing different words each time it
takes on a different meaning:-
"l only buy books from Amazon".
For example, stressing the word'books'

could imply that they buy other items such
as Music/films from another source.
This highlights the importance of

stressing the right words to convey the
right meaning.
Ask: Group to think about a time when

they have phoned a member of their
family and within a couple of seconds it is
easy to tell that something is wrong as
their tone of voice conveys their feelings.
Emphasize: the fact that you need to be

more conscious of the tone of voice you
use on the phone as this accounts for
80%of the way your message is
conveyed etfectively. (2O%words) Don't
forget that your body language is filtered
through your tone of voice.
Words
Explain: Be conscious of the persons'

level of knowledge/skill when talking to
them i.e. don't exclude anybody by using
technical jargon/acronyms etc.
Exercise
How would you BEHAVE, adjust your

three V's with the different colour
personality types.
Get delegates in split in to their groups

and add on to their do's and don't split
flips specific 3 v characteristics that the
@ Capita Learning & Development 10

CAPITA
Communication Skills at Work Activity Guide L[AR1$rNG & *[VF'_*p$Crl}T
colours might exhibit.
Refer to pages: 18-22 in work book for

further reading on 3 v's
16:30
17:00
9:30 Run through agenda tor Day 2
10:00
. Recap and Review
. The Dynamrcs of Ltstenrng
. Presnting & Preparing Verbal Communrcation
- Planning & Prepanng Wntten Communicatron
. Preenhng Oral work
. Puttrng it into Prachce
. Cl6e
Recap and review
Get delegates to enter in their " buckets"

elements of yesterday that they learnt /
generated self awareness of and the
implications for them when they go back
to work
; State the most rmponant fact(s) you

have leamd yesterday
-
G
il
Glre (an) qample(s) of how you will
change wis you oo back to work
According to the number thrown,
l|I
m
Talk for one minute about what you
barnt yesterday do what it says on the slide
& Tellthegrcup about any dffi@lty you
E might hile in puttlng what you have
leamed hto pEctie Allow 20 minutes review
C Give another member of the group a
E ptee of posttiv€ advlce
S Glre youEelf a posltlw plec of advre /
l* key leaming poht trcm ysterday
@ Capita Learning & Development t7

CAPITA
Communication Skills at Work Activity Guide LIARff [SS & SSV[{"*FMf NT
10:00 Session: The Dynamics of Listening
11:00 Now let's have a look at one of the most

important communication skills -
listening.
Listening Exercise 1: (to demo how it

feels when you are not being listened to)
Process: Split the delegates into two

groups. Ask one group to come up with
any topic they like and be prepared to talk
about it for a few minutes.
Take the other half of the group outside of

the training room and brief them as
follows:
Pair up with somebody who is going to

talk for a few minutes. Initially, demo
active listening skills (eye contact,
smiling, ask questions, mirror their body
language etc). Then on the trainers'
signal (i.e. move to the other side of the
room/write something on the flip chart)
they should stop employing these skills.
Usually this makes the talker dry up a bit

when they feel they aren't being listened
to.
Then on the trainer's second signal they

should demo active listening skills again.
Trainer should ask the talker's how they

felt it wenVif the listeners'did a good job.
lf not, why not?
Tell the talker's what the brief to the

listeners was: -
Listening Exercise 2:
1. How many animals of each

species did Moses take into the
ark? (None - it was Noah)
2. Can a man marry his widow's
sister? (No-he's dead)
3. How many months have 28 days?
(Allof them)
4. A plane crashes over the ocean.
@ Capita Learning & Development L2

CAPITA
Communication Skills at Work Activity Guide LEARf$|NS & *gvrlfip'nse N'f'
Are the survivors buried in the

country they are travelling FROM
or the country they are travelling
TO? (Neither - survivors aren't
buried)
5. Draw a rectangle. At the bottom of
the rectangle, draw a semi-circle.
At the side of the semi-circle, draw
another semi-circle. At the top of
the rectangle, draw a small oval
shape. (This should look like a lit
candle in a small candle-holdeQ.
Ask: How it went before giving them the

answers.
Ask Why it was unreasonable to ask

them get the last one (no. 5) right....
Trainer: Hopefully they will say that if

they had the chance to clarify the
question then they could have checked
size/dimensions/angles etc). Highlight
how it was funny that from the same set
of instructions (almost) everybody has
come up with a different image.
Levels of listening
Explain we need to identify the different

types of listening. These are detailed in
$elwth t the workbook (page WB). Give delegates

an example of each as you work through
Pedphed I them.
ng-P-eripheraf
lgnodng f I g no ring6 P retend i
Selective, Attentive, Empathetic.
Explain.that although attentive listening is

good it is important when dealing with
anyone that you are also able to show
empathy with their plighVsituation. This
will help to get them to at least listen to
your point of view.

CAPITA
Gommunication Skills at Work Activity Guide LfARff tNS & *gV[l*$]N f, rn]T
Ask - do you think attentive listening is

the best level?
Are you able to give the facts back? Are

you able to repeat the story?
Discuss
The best level of listening is not to be able

to regurgitate but to understand.
Show slide
Steven Covey
"Seek first to
understand then be Seek first to understand than to be
understood," understood.
Steven Covey
The Ultimate level of listening is to be
empathic
It translates facts data and information

and demonstrates to the person that you
have understood. lt processes that
information to emotion:
So that must have felt
That must be like...
I guess you must feel like.....
Instead of using our own

autobiographical responses we are
listening empathically when we are
putting on some one else's shoes and
walking around in them.
11:0O
11:15
Ask: How well do you listen?
Complete the questionnaire on page 25 -

26 of the workbook
Discuss participants thoughts on their

listening profile.
@ Capita Learning & Development t4

. .
CAPITA
Communication Skills at Work Activity Guide Lfr$.Rrs$rus & nrvsL*pf$rsNT
Time Slide Notes
Ask: How can you improve your listening

skills?
Exercise: which of the two statements

are most profound to you (page 27 -28\
Discuss allthe statements in pairs and

decide which one you can relate to the
most.
Feedback in plenary
The art of conversation
Speaking Show slide:

chorce of words
Use of silence
Listening
Discuss the components of a
Summarising conversation.
Use of body
ranguage
Observation Using the example of the 5 minute chat,
test your listening skills and come up with
empathic responses and questions to
build on.
Output: flip empathic responses and

questions on flipchart. How can we be
less auto biographicalwhen we
communicate with others.
Allow 15 minutes.
12:30 Lunch
13:30
13:30 Session: Presenting and preparing

verbal communication
14:15
Discuss:
How do you prepare lf you're about to go
into a meeting and you have some thing
you need to say?
Discuss 3 P's
Purpose - Know whv vou are

CAPITA
Communication Skills at Work Activity Guide L&&R$llr* & ngvrtspse Nx
Time Slide Notes
communicating, what you want to achieve

or the outcome to be.
Person/ People- Consider who you are

communicating with: is it one person or
many; what's their level of understanding;
what do they know, need to know or want
to know; what will their reaction be, their
resistances or objections, their prejudices
or biases; what are they like as a person
or people; willthey have any questions to
ask?
Plan - You know your purpose and who

you are communicating with so now plan
key points to communicate, the order to
present it in, and how you will get these
across
See work book page 30
Explain: this afternoon you will be

presenting a proposalto me'Allen
Demerara Sugad'as if you were the
apprentice.
Your proposal must be work related,

some thing that needs to change, an idea
that you have had that you'd like to
implement. lt can be any thing.
You will be filmed, and feedback will be

given on your 3 v's and colours that you
were projecting
You'll be able to take your DVD home

with you to review your feedback.
We'll start filming after 3pm.

' - '{PITA
L'
Communication Skills at Work Activity Guide &
LrARslniG ntv[i-fips$srt}T
Time Slide Notes
To help you plan your proposalwe'll look

at planning a presentation
1. Brainstonn TRAINER INPUT ON THE 5 KEY

2.Siructure. select
and organise
STAGES (TH|S tS NOT A FULL
material PRESENTATIONS COUSE . BUT
3. lllustrate
4. Opening and AIMED AT PROVIDING KEY TIPS
closing a talk
5. Notes
Refer to pages 31- 32.
Draw participant's attention to contributing

effectively at meetings page 33.
14:15 Session: Planning & Preparing Written

Communication
15:00
Say: We've talked about the 3p's and the
5 stages
This is another mnemonic to help you

remember
Explain: PROCESS
. Purpose
. Gontent
r Structure
. Style
. Revision of everythinq
See work book pages 34- 35. Use flip

chart and discuss
Discuss: structure of emails layout or

letter and reports
Cover: beginning middle and end
Cover: emails - The importance of

convenience,
Reports- beginning middle and end
Letters - layout
Endings and beginnings
Accuracy brevity and clarity
Get to the point
@ Capita Learning & Development L7

CAPITA ,
..
Communication Skills at Work Activity Guide LIARNNN6 & #S\'[LOFSf; $T "

Time Slide Notes
Discuss: using unnecessary words
Discuss: getting to the point
Exercises on accuracy, brevity and

clarity.
Page 36 - 38
Exercise: lmproving the tone of letters
Page 39 - 40
Punctuation revision
Talk through page 41 -42
Exercise on paragraphs on page 43

/\ ril
\/U Answer on page 44
?! t(r, 3t Exercises are optional depending on

time
15:00 Coffee
15:15 Set up DVD camera. Make sure alldisks

are formatted
15:15 Session: Presenting Oral Work

16:30 Introduce PROVE model
Explain the PROVE model ( page 46)
Say: apply your proposal to the PROVE

model
You have 30 minutes to prepare
You proposal should last no longer than 5

minutes

''
.t . rLAPITA
Gommunication Skills at Work Activity Guide LfrAR$dtf*G & SSVEISPSSNT
Time Slide Notes
Start Adjust timing depending on numbers of

filmin delegates
g
15:45 Allow 5 minutes feedback
Facilitate feedback through delegates

special attention to 3v's and the "colouf'
the audience sees
16.30 Ask: group to consider all the points

-17.00 raised throughout the day's training
session and to write down anything they
would like to implement (i.e. what
behaviours might they introduce/change)
when they get back to work on their
action notes sheets. Encourage them to
make sure they are'SMART'
(specif ic/measu rable/ach ievable/realisticit
ime bound).
Ask: Everybody to share one action from

their notes with the rest of the group
before leaving.
Ensure: Everybody completes a course

comment form!
f
Highlight courses they may be interested
in and direct them to the back of the work
book for more information
Thank: Participants for their etfort

Communication Skills at Work Activity Guide
CAPITA .
trARtrt$]fi & * gvfit#p&t gltT
1,,
Time Slide Notes
"t

Communication Skills in The Workplace

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Communication Skills in The Workplace

Uploaded by

Copyright:

Available Formats

Communication

Ski lls at Work

@ Capita Learning and Development

@ Capita Learning and Development

r When you return to your business, how

' What will you see yourself doing

@ Capita Learning and Development

"A two-way exchange of ideas, facts and

So why does communication go wrong?

What are the barriers to effective

Think about an example of a breakdown in

@ Capita Learning and Development

Communication Skitts at Work

when planning your communication

semantic: This occurs when

@ Capita Learning and Development

Intrapersonal com munication

and communication with others (interpersonal).

Divisions of the mind

The surgery cut the bundle of white matter

brain'patients exhibited some strange new

Sperry found through a series of experiments

The left hemisphere processes the details,

In other words, leading a healthy, happy,

@ Capita Learning and Development

Communication Skitts at Work

Left brain modes of thinking

@ Capita Learning and Development

f nterpersona I com mu n ication

r the communicators - both sender and

@ Capita Learning and Development

Your communication style and

2 = strongly agree 1 = tend to agree 0 = disagree

do not hesitate to point out others' mistakes'

3 I put forward well thought through ideas and plans' 2 1 o

4 I am not afraid to praise or criticise another's performance' 2 1 0

5 I am willing to be influenced in my thinking by others. 2 t 0

R I put together a good logical argument to persuade others' 2 1 0

7 I define standards which I think others ought to meet. 2 1 0

8 I encourage people to generate their own solutions to problems. z 1 0

o When opposed I am able to construct a good counter argument' 2 0

11 I value, and am receptive to, the ideas and suggestions of others' 2 1 0

L2 I provide detailed plans as to how the job should be done' z 1 0

13 I tend to make snap judgements about what others say or do' z 1 0

t4 I am willing to admit my own mistakes or errors. z I 0

@ Capita Learning and Development

17 1I listen and try to use the ideas of others. z

, o i It is usual for me to persist with proven ideas, suggestions and

anticipate objections to my viewpoint and am ready with reasoned

I draw attention to inconsistencies and flaws in the logic of others'

27 I present my ideas in a clea4 logical way. 2 I U

2B I judge people by what they do rather than what they say. 2 1 o

29 I help others to express themselves. z 1 0

@ Capita Learning and Development

How to score Communication styles -

r wanting so much to maintain harmony

Look at your highest score. This is your

The thinker needs to be on guard

@ Capita Learning and Development

The battler needs to be on guard against:

@ Capita Learning and Development 11

Communication styles _ strengths