Utilize specialized communication skills

Training, Teaching and Learning Materials Development Lo-1

ETHIO-ITALY POLYTECHNIC COLLEGE

Hardware and Network Servicing Level IV

LEARNING GUIDE # 28

Unit of Competence: Utilize specialized communication skills

Module Title: Utilize specialized communication skills
LG Code: ICT HNS4 M08 1110
TTLM Code: ICT HNS4 TTLM 0111

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LO -1 Meet common and specific communication needs of clients and

colleagues
INTRODUCTIO
Learning Guide # 28
N
This learning guide is developed to provide you the necessary information regarding the following content
coverage and topics –
 Specific communication needs
 Basic communication processes
This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –

 Define Specific communication needs

 Identify and confirm Basic communication processes

Learning Activities
1. Read the specific objectives of this Learning Guide.
2. Read the information written in the “Information Sheets 1” in pages 3-9.
3. Accomplish the “Self-check” in page 9.
4. If you earned a satisfactory evaluation proceed to “formative exam”. However, if your rating is
unsatisfactory, see your teacher for further instructions or go back to Learning Activity # 1. But if
satisfactory you can proceed to Learning Guide 29.

 Your teacher will evaluate your output either satisfactory or unsatisfactory. If unsatisfactory, your
teacher shall advice you on additional work. But if satisfactory you can proceed to the next topic.

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Information Sheet 1 Basic communication processes

Basic communication processes
Communication is simply the sending and receiving of information between at least two people. The message may be
verbal or non-verbal, but to be effective, the message sent must be in a language or code that the receiver will understand.
For example, in the context of a residential care facility, telling the young people that 'It is ten pm.' is commonly
understood as 'Turn the TV off'. In another context, young people may read this as a signal to head off to a nightclub.
Successful communication

Communication problems occur when sender and receiver do not share the same code or understanding of the language
used.
For example, when young people use the word 'whatever' in response to a question it is often unclear to parents whether
this signals agreement, disagreement or general apathy.
Unsuccessful communication
The channel describes how the information is relayed. For example:
 Verbal channels include face-to-face meetings, telephone and videoconferencing.
 Non-verbal channels include sign languages, body language, gestures, and facial expressions.
 Written channels include letters, emails, memos and reports, signs and symbols.
Different communication channels have different strengths and weaknesses; the most important thing is that the receiver
can access the message through that channel.
For example, if the intended receiver has a hearing disability and you do not share a common non-verbal language; your
message would be better understood in written form.
The two-way communication process
In an effective two-way communication the sender (or source):
 encodes the message into a form the receiver will understand
 Relays the message via an appropriate channel.
The receiver is then able to:
 access the message
 Decode the message.
The receiver in turn becomes the sender, providing an appropriate response, and the process continues until the
communication concludes.

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At any time in the process, a lack of response or an inappropriate response would alert the sender to a problem with the
communication. The sender would then need to encode the message differently, or use a different channel to ensure that
the communication is received and understood.
Sending/Encoding
 Anticipate and try to eliminate any potential sources of confusion, e.g., cultural issues, mistaken assumptions and
missing information.
 Know your audience and encode your message in a way most likely to be understood by the intended recipient. Do
you share a common culture, language etc? Will you need to use an interpreter?
 Consider the context, or situation, in which the message is delivered. Words or gestures may have a different meaning
for persons from a different culture or environment.
 Be alert to feedback. Feedback is the verbal and nonverbal reaction to your communicated message, provided by the
receiver or audience. Feedback is your cue that your audience has understood or misunderstood your message. If you
find that there has been a misunderstanding, at least you have the opportunity to send the message a second time –
perhaps choosing a different code or channel etc.
Communication channels
 Know your audience and relay your message in a way most likely to be accessible to the intended recipient. Does the
recipient have a disability that makes some channels of communication difficult? Does the recipient have the technical
skills to retrieve an electronic communication?
 Avoid giving a long list of directions verbally.
 Be aware that humour or emotion may not translate well in email and other written messages, and may be
misinterpreted.
 Is formal or informal written communication most appropriate?
 Workplace policies and procedures may require certain communications to be provided in a specified format.
Receiving/Decoding.
 Take the time to read written messages carefully.
 Listen actively to verbal communication.
 Watch for body language and gestures.
 Consider the context, or situation, in which the message is delivered. Words or gestures may have a different
meaning for persons from a different culture or environment
 Provide feedback. Provide a response and perhaps restate the communication so that the sender knows you have
understood correctly.
 Let the sender know if you are confused by the message.

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Barriers to effective communication
A communication barrier is anything that prevents you from receiving and understanding the messages others use to
convey their information, ideas and thoughts. These barriers may be related to the message, internal barriers related to
thoughts and feelings, or external barriers.
Barriers related to the message include:
 lengthy or disorganized messages
 complex or ambiguous language
 inconsistent body language
 Disregard for specific needs.
Internal barriers include:
 fatigue
 disinterest
 poor listening skills
 past experiences with the client
 home or work problems
 Poor listening skills.
External barriers include:
 noise and other distractions
 unpleasant environment
 Problems with technology or equipment.
These barriers keep the message from getting through. When you are communicating, monitor the actions of the receiver
by observing their body language, response to the message, etc. To check that the message has been received as it was
intended, ask questions and listen to their response.
Specific communication needs
Community and disability service workers work with a diverse range of clients who, because of their disability or
personal, emotional and cultural situation, may require workers to develop and use specialist communication skills.
You must be able to adapt your communication style to meet the needs of this client group in a fair, non-judgmental and
effective manner.
Areas of specific need you should consider when communicating with others include:
 Disability (including but not limited to intellectual impairment, physical impairment, psychiatric disability,
hearing or vision impairment, learning difficulties, and attention deficits).
 Literacy (e.g. false assumptions about level of intelligence and understanding, concerns about the content of
documents and forms, what is being written down).
 Language (e.g. non-English-speaking backgrounds, not familiar with service-specific jargon and acronyms).
 Gender, age, experiences, emotional well-being and other individual attributes.
 Critical situations. Crises traditionally cause disorganisation of thought and hence need special skills by workers
in establishing rapport with clients.
 Culture (including experiences in other countries, music, spirituality, customs, gender, social expectations, body
language, and position in the community).

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 Remote location (limited access to services and resources, distance travelled).

Irrespective of their particular needs, all clients must be treated with dignity and all communication must demonstrate
respect and be open and non-judgemental.
Strategies for specific needs
You will usually find that there is more than one way to provide the information required. Depending on your client
group, you will need to adapt your communication strategy to meet the particular needs of clients and co-workers; you
may need to include use of techniques and aids such as:
 facial expressions, hand signals and other physical gestures
 objects, photographs, pictures or symbols, written words
 specific techniques and aids
 videos or practical demonstration
 translations of printed material
 language and cultural interpreters
 Augmentative communication systems, such as devices and processes that replace, or are an adjunct to, speech,
e.g. speaking machines, Auslan or Makaton (a system of symbols and pictures).
The techniques and aids that you use must be appropriate for the individual. For example:
 Unnecessary use of hand movements can be distressing for some people with a mental illness.
 A person who is deaf may need a specific type of interpreter specialising in either sign language, aslant or cueing.
 Pens and notebooks may create barriers when you are communicating with a person who is illiterate. Within a
community that has low rates of literacy, informational videos may be more helpful to clients than written
brochures.
You should discuss any difficulties in communicating with a particular person with your supervisor or mentor. It may be
necessary to invite a third party to support communication with a client, or even to provide an alternative support worker.
People who may be able to assist with communication include professional interpreters, case workers, or non-professional
helpers or support people, for example, trusted friends of the client, family members or adults.

Non-professional support persons

Non-professional support people such as family members, careers or professional advocates are not neutral. If these
people are to act as interpreters, be aware that the communication may be influenced by advice or emotional involvement.
Be extremely reluctant to use children as interpreters for their parents, especially in any sensitive family matters. This
practice can disturb the role and status of members within a family system and contribute to instability and interpersonal
problems within the family.

Working with interpreters

Interpreters include language interpreters and cultural interpreters, who can provide a cultural context for communication.
Translators work specifically with written materials. When you are working with interpreters:

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 The interpreter or translator should be neutral: their purpose is only to relay the message from one person to
another.
 The interpreters should not provide advice or give opinions.
 Be aware of factors that could impact on the interpretation process. For example, differences in dialect or
conflicting politics, beliefs or values may cause a person to reject an interpreter.
 Make it clear to the interpreter that the message must be communicated as you intended. Ask them to check with
you for nuances or to clarify meaning to ensure this occurs.
 Address all questions, eye contact and body language to the client as if you are asking the questions directly. The
focus of the communication should be on the worker and the client – not on the worker and the interpreter.

Building rapport
Rapport describes a positive relationship that forms between two or more persons. Once you have identified the possible
barriers to effective communication and considered some strategies to overcome these, you can then look at how to build
rapport with the client.
Establishing good rapport with others is an essential skill for community and disability service workers. It is particularly
important when you are interviewing clients, as it allows free and open discussion and provides better outcomes.
Pay attention to the small things, like greeting people when you enter a room and saying goodbye when you leave.
Consider cultural differences in greetings: for example, handshaking or direct eye contact may make some people
uncomfortable. Making small talk may help a client relax before an interview.
Check that your client understands what you have discussed. Arrange for an interpreter if necessary. It is important that
the client understands what services the agency provides, what statutory obligations they have and any processes to
address grievances they may have.
Strategies for building good rapport include:
 Being clear about your role and the purpose of the interaction.
 Using a person's preferred name when speaking with them.
 Paying attention to making them comfortable.
 Using a pleasant tone that is clear and precise.
 Explaining words and expressions that may be unfamiliar and not using jargon.
 Asking simple and clear questions.
 Explaining what you already know.
 Explaining clearly any mandated position you have. For example, you may have to report to other authorities any
disclosure of abuse.
 Explaining the actions that are undertaken both during the interview and as a result of the interview.
 Using age-appropriate language. Avoid jargon and use words familiar to the other person.
 Conveying acceptance by showing interest and concern.
 Being sincere and realistic in praise and goal-setting.
 Not promising anything that cannot be delivered when the interview is over.

Demonstrating objectivity
Objectivity is essential in ensuring that personal bias does not inhibit communication. Strategies could include:
 avoiding conversation topics where values and attitudes may conflict, e.g. politics
 remembering that the communication is about meeting the client's needs, not yours
 not taking a difference of opinion personally
 using paraphrasing, reflection of feelings, and clarification techniques rather than offering your own opinion
 Remaining calm and predictable rather than responding impulsively to differences of opinion.

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Assessing the level of acceptance and rapport
Be aware of the mood of the interview or interaction. For example, if your client is particularly anxious, you may need to
take a break, introduce temporary changes in the topic, or allow a period of silence. If more than one person is conducting
the interview, as some situations and policies direct, then it is a good idea to assign one person as an observer of non-
verbal cues.
Signs to watch for include:
 Sounds. Sounds like laughter, moaning, humming, crying and sighing can indicate to you how the client is coping
with the information they are disclosing and help you in your assessments that follow .
 Body language. The way a person is sitting, walking in, using their eyes, their hands, fidgeting, tapping their feet
and so on are also good indicators to observe during the interview.
 Cultural signs. Consider cultural differences when observing non-verbal cues. For example, people in some
Aboriginal and Torres Strait Islander communities do not use eye contact during conversation as a form of
respect.
If you are interviewing clients from different cultural backgrounds, consider asking a supervisor or other knowledgeable
person about any cultural cues you should be aware of.
Case study: Determining communication needs
Read the case study below and answer the question that follows.
Your new client Toby is a young Indigenous Australian male from a remote community. He also has a hearing impairment. Your supervisor explains
that Toby's previous caseworker was unable to engage him, and asks how you might adapt your interview technique to build a better relationship with
Toby.
 What areas of specific communication needs could apply to Toby?
 How might you improve the communication process?
Answer: Toby may have a combination of specific needs arising from differences in culture, remote location, gender and
age: for example, he may not respond well to direct questioning. He may also have specific communication needs related
to his hearing impairment, such as an interpreter of sign language, aslant or cueing, or the support of a friend or relative.
Managing mistrust and conflict
The context in which most community and disability service work occurs frequently exacerbates the potential for
misunderstanding and tensions within the worker–client relationship.
 Clients may not have requested the service and are considered involuntary, e.g. young people on Juvenile Justice
Orders, people on Mental Health orders, probation orders and Drug Court orders.
 Clients with multiple disabilities, as well as their families, may have experienced a history of frustrations and
rejections both in their personal lives and in their relations with various helping agencies. These previous
experiences may have affected their expectations of workers, and their role.
 Clients may be experiencing major crises in their lives; this heightened emotional state can cause them to
misinterpret actions.
 In some areas of work, the clients may have significant communication barriers as well as cultural differences,
which can contribute to suspicion.
You need to demonstrate patience, understanding, and respect for others' cultural, religious or other preferences. In this
way, you can minimize any barriers arising from the clients' and co-workers' actions or beliefs, and ensure that they do not
contribute to breakdowns in communication, resulting in mistrust or conflict.

Identify conflict
Conflict may be unavoidable, due to the nature and purpose of some communications; however, by identifying early signs
of conflict it is possible to avoid communications becoming emotionally charged or destructive.
Signs of conflict can be verbal, non-verbal, or indicated through body language:
Verbal disagreement Non-verbal indicators Body language
This may include: This may include: This may include:

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 a raised voice  non-participation  Closed posture (crossed arms, etc.)
 a sharp tone  distraction  color of face (pallor)
 snide remarks  withdrawal  angry expression
 asides (comments intended for one  continual lateness  positioning (e.g., moving away)
person to hear, but directed toward  non-attendance
others)
 direct explanation

Self-check LO -1
The optional self check tests your understanding of the topics covered in this section.
1. List three examples of areas of specific need that may require you to adapt your communication strategies:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Building rapport refers to:
A) establishing a positive relationship
B) a build-up of mistrust or tension
C) a stage in the development of case notes 
3. A refugee client seems comfortable as you discuss his case, but becomes agitated on being asked to read or sign
paperwork. Give two possible reasons related to communication needs:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. The clients described below have specific communication needs and require a support person when attending an
interview. A family member is most appropriate in the case of:
A) A client with a disability who needs the support of a career.
B) A client with language difficulties who needs an interpreter
C) An anxious client who needs the support of a trusted person
5. What are the five behaviors in responding to conflict?
A) avoiding, smoothing, diverting, forcing, problem-solving
B) managing, avoiding, compromising, forcing, problem-solving
C) managing, smoothing, diverting, forcing, problem-solving
D) avoiding, smoothing, compromising, forcing, problem-solving
6. Which of these communication barriers are barriers related to the message?
A) Fatigue
B) complex language
C) poor listening skills
D) inconsistent body language
E) unpleasant environment 
7. Which of the following is an internal barrier to communication?
A) disorganized messages 
B) noise
C) inconsistent body language 
D) problems with technology
E) past experiences with the client 

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Formative exam lo1
Name__________________________________ Id No.________ Date ____________
Part I choose the best answer

1. Building rapport refers to:

A) establishing a positive relationship
B) a build-up of mistrust or tension
C) a stage in the development of case notes 
2. The clients described below have specific communication needs and require a support person when attending an
interview. A family member is most appropriate in the case of:
A) A client with a disability who needs the support of a career.
B) A client with language difficulties who needs an interpreter
C) An anxious client who needs the support of a trusted person
3. What are the five behaviors in responding to conflict?
A) avoiding, smoothing, diverting, forcing, problem-solving
B) managing, avoiding, compromising, forcing, problem-solving
C) managing, smoothing, diverting, forcing, problem-solving
D) avoiding, smoothing, compromising, forcing, problem-solving
4. Which of these communication barriers are barriers related to the message?
A) Fatigue
B) complex language
C) poor listening skills
D) inconsistent body language
E) unpleasant environment 
5. Which of the following is an internal barrier to communication?
A) disorganized messages 
B) noise
C) inconsistent body language 
D) problems with technology
E) past experiences with the client 

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