Oral Communication Skills
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This webinar covered oral communication skills. It began with introductions and an explanation of the agenda. [1] It then discussed what oral communication involves, including speaking and listening skills. [2] Common challenges learners face with oral communication were explained, such as confidence issues. [3] Strategies for building oral communication skills were provided, such as modeling, role plays, and using technology like recordings.
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Oral Communication Skills
- 1. Webinar 5: Oral Communication Welcome! Make sure: • you can hear us and • we can hear you then Mute your microphone While waiting to begin… 1. Test your system Facilitators: From LLNandVET meeting place: • Ann Leske • Chemène Sinson From Vanguard Visions: • Allison Miller 2. Introduce yourself Type into chat box (bottom left corner of screen) Tell us: who you are – where you work – what you do – contact info (optional) – other (?) 1
- 2. Phone 02 8417 2487 Enter Code 966 6792 # Technical problems? 2
- 3. Using anymeeting We’re recording! Mute or unmute your mic Mic etiquette • Keep mic muted • If you want to speak, type in chat box: “may I speak?” or equivalent Type messages and questions here Everyone sees all messages Camera off, please 3
- 4. Allison Miller Technology Just so you know who we are… Ann Leske LLN Chemène Sinson VET 4
- 5. Consider and identify what is involved in the FS oral communication Explain why it’s necessary to ‘tune-in’ to the FS oral communication Identify at least one strategy you can feasibly use in your own training to build and support oral communication skill development. Webinar 5 objectives 5
- 6. Webinar 5 agenda 6 What Why How12:30 – 1:45pm AEDT
- 7. Topic 1: What is ‘oral communication’? 7 Activity What comes to mind when you think about oral communication ? Padlet
- 8. Topic 1: What is ‘oral communication’? 8 Formal and informal communication Listening skills Specific transactional structure Activity What comes to mind when you think about oral communication?
- 9. 9 What does ‘oral communication’ involve? ACSF Indicator .07 Speaking ACSF Indicator .08 Listening
- 10. Topic 2: Why ‘tune in’ to oral communication? 10 Activity What oral communication challenges do your learners experience? (First 1 – 2 thoughts)
- 11. Activity What oral communication challenges do your learners experience? Topic 2: Why ‘tune in’ to oral communication? Selecting formal or informal register Unfamiliar with specific formal exchanges Confidence in one situation, less confidence in another Using appropriate technical terms 11
- 12. Topic 2: Why ‘tune in’ to oral communication? Common challenges Holding back, remaining quiet – why is that? Reluctance to deal with people they don’t know Say they understand and nod but don’t do what is expected Constantly check instructions with peers Look blank or puzzled when you explain things Difficulty managing conflict 12
- 13. Topic 2: Why ‘tune in’ to oral communication? 13 WELL program participants:Authority to Publish obtained
- 14. Activity Complete this sentence: From my experience, many learners need… Topic 3: How can we build oral communication skills? 14 Type the first thing that comes to mind
- 15. Part 1 – teaching tips Part 2 – use technology to build oral communication skills 15 How can we build oral communication skills? we’ll cover…
- 16. Get started building oral communication skills—a checklist Prepare Be aware of the learners’ needs Be aware of the task demand Check Ask learners what they know about the skill Deliver Outline the session structure Expose how the foundation skill relates to the task Name the key purpose or skill Explain why the skill will be relevant Explain what the skill links to Use the ACSF/CSfW language. 16 Covered in multiple webinars
- 17. How can we build oral communication skills? 17 Message What you say Message What you say Message What I hear What’s your understanding of what I mean? Here’s what I think you mean
- 18. How can we build oral communication skills? Model: Appropriate language/communications Provide: Guided role plays Conversation scripts – different contexts Conversation structures Appropriate ways of communicating 18
- 19. CSfW Focus Area 2 Interact with others Communicate for Work • Select and use appropriate communication and protocol • Contribute to formal and informal conversations • As a listener, understand, interpret and act • Get the message across Connect and work with others • Understand own interpersonal skills: strengths and weaknesses • Build rapport • Cooperate and collaborate Recognise and utilise diverse perspectives • Recognise different values, beliefs and cultural perspectives • Respond to and utilise different points of view • Manage conflict How can we build oral communication skills? 19
- 20. What to communicate, with whom and how Teach specific strategies to manage ‘self’ Speaking assertively How to negotiate Contributing in meetings/discussions Leading a meeting Explaining a procedure to peers Managing conflict Inappropriate workplace communication Managing interactions Effective listening skills Taking turns, asking questions When to use formal and informal language Explaining or elaborating on ideas Justifying an opinion Collaborative skills Managing non-verbal communication How can we build oral communication skills? 20
- 21. Giving a short talk: Choose appropriate language for audience and purpose Prepare before delivery Use talk/speech markers— introduction, key points, conclusion Select and organise ideas in advance, make notes, present ideas clearly Respond to questions and feedback Interactive strategies including tone and communication rules Conversations with a customer: Use vocabulary appropriate to the situation Open the conversation Listen to the customer Clarify their need Take turns Do not interrupt Sometimes use gestures to show understanding Determine a solution Close the conversation What to communicate, with whom and how Teach specific strategies for specific contexts’ How can we build oral communication skills? 21
- 22. Are you really listening? Develop active listening skills Give reasons to purposefully engage with what is communicated Establish what to listen for prior to starting Establish what to do while listening—e.g. take notes Provide details about what will be required afterwards Ask interpretive questions to extend or continue thinking – What do you think was the purpose of that? – Do you agree with the message? Why or why not? – What are three key points raised? How can we build oral communication skills? 22
- 23. This is a section of a form accessed from the National Centre for Language Literacy and Numeracy (NZ) Learning Progress:Teaching Adults to listen and speak to communicate 23
- 24. How can we use technology? 24
- 25. Use technology to build oral communication skills Real time conversations (synchronous): Google Hangout Skype / Face time / Lync / Facebook Webinars (Adobe Connect, Anymeeting, Blackboard Big Blue Button, GotoMeeting, WebEx, WiziQ) Asynchronous: Podcasts / Vodcasts Voice recorder (mobile phone app) 25
- 26. 26 Use technology to build oral communication skills Record model examples/provide scripts and structures Screencasts Screencastomatic or screenr Voice thread (video explanation (1) and (2)) Movenote Powtoon (create animations) Locate model examples or examples to critique YouTube How to enhance listening via video Zaption and Blubbr (play create video trivia)
- 27. Webinar 5 agenda 27 What Why How12:30 – 1:45 pm AEDT
- 28. Consider and identify what is involved in the FS oral communication Explain why it’s necessary to ‘tune-in’ to the FS oral communication Identify at least one strategy you can feasibly use in your own training to build and support oral communication skill development. Webinar 5 objectives 28
- 29. Did you meet your personal target? Reflection 29 What will you take from here?
- 30. More info Next webinar: Numeracy 2:30 – 3:45pm AEDT, today Contact us 30 vanguardvisions.com.au llnandvetmeetingplace.wordpress.com Chemène Ann Allison
- 32. BBC Skillswise (Speaking and Listening) NationalCentre of Literacy and Numeracy for Adults -Teaching Adults to Listen and Speak to Communicate What works for LLN videos Resources 32
- 33. Resources If you aren’t sure what foundations skills underpin the workplace training your learners are preparing for… Check out Foundation skills within workplace roles N.B. The NZ Workbase descriptions of each foundation skill are very detailed If you are looking for foundation skills delivery practice examples (Australian context)… Check out Why/how to integrate foundation skills into VET e.g. the four NFSS delivery practice examples - delivery model videos 33
- 34. Webinar series:TeachingTips to build your learners’ foundation skills by LLN andVET Meeting Place andVanguardVisions is licensed under a Creative Commons Attribution 4.0 International License. Based on a work at https://llnandvetmeetingplace.wordpress.com. 34 All images used in this presentation were created by us or accessed via Creative Commons license All photos were accessed from http://www.freeimages.com/
Editor's Notes
- Go through items on slide. Mention: for most of webinar intent is to remain muted. If we invite speaking, etiquette: Keep it short and concise Speak only if contribution or query is beneficial to all. If you have a query relevant to your own situation, please type in chat box.
- The ACSF – Oral communication, like other skills is a social everyday event, shaped by context and purpose. It involves transactional - practical in purpose, for a specific outcome – generally more formulaic and structured – and may be situations where learners have no prior experience or knowledge of the people they interact with And interpersonal exchanges – for the purpose of establishing, building and maintaining relationships, solve problems, explore issues, deal with conflict, share emotions Oral communication is also influenced by variables such as power relationships, culture, emotional or attitudinal factors Where more than two speakers are involved, articipants need to draw on an increasing range of participating strategies to effectively participate
- Show this slide after getting ideas from participants.
- Oral communication involves the ability to convey and interpret communicative intent. This includes the knowledge and ability to understand the real intention of a communication, for example, to get something done, to solve a problem, or to manage interpersonal relationships. The ability to recognise and use the forms of listening and speaking that are appropriate to different contexts. This includes being sensitive to audience, topic and situation, for example, using appropriate language in a formal situation, being able to interpret colloquial language It also involves being aware of ‘self’ in the situation: what does this communication trigger, how effectively can I respond?
- Pose question (show on slide). Give time for participants to type responses in chat box Move to next slide (with our thoughts) when ready
- Show this slide after getting ideas from participants. Building learners’ confidence and awareness of the need to communicate effectively is important
- There can be many good reasons why learners act in these ways, and they may have nothing to do with low verbal skills. We sometimes need to reflect on our own ways of interacting and the expectations we have of learners: it may be that changes on our part will enable learners to feel they can communicate more readily.
- Almost all teaching and learning and workplace communication involves listening, speaking and interacting. As well as selecting specific activities to teach particular skills, it is important that trainers/teachers are able to use every opportunity available for encouraging, modelling and improving the quality of talk with and between learners and workers. Encourage talking in class (or in the workplace) iwhen it is constructive, reflective and assists with building knowledge and confidence. Teaching and learning takes place in interactions between and among learners and workers at least as much as (and probably more than) between trainers/teachers and learner/worker. Aim to engage learners in authentic opportunities that foster interaction and that build on the skills and knowledge gained in family, community and work contexts.
- Pose question (show on slide). Give time for participants to type responses in chat box Move to next slide (with our thoughts) when ready
- Expose and be explicit about the foundation skill under the microscope – be explicit
- For learners it’s about being either a sender or a receiver of messages, and the same applies to trainers. For trainers it’s about how to enable the learner to be more effective in their role and context Speaking and listening appear to be very straight forward – but there are many variables that interplay (ACSF and CSfW) Such as capacity to listen, hearing capacity, following the gist of what is said, understanding terminology, and following the communication structure
- The CSfW features oral communication skills and provides a teaching and learning framework of effective communication strategies deemed important by Australian workplaces. It is possible to communicate via written or spoken means. For this webinar – let’s look at the performance statements from the Oral Communication perspective. The highlighted words off trainers clear aspects to develop, as well as offering leaners clear expectations of what is expected. Although they are positioned within their own Skill Cluster, the capacity to communicate effectively in the range of workplace contexts is critical to the Skill Cluster Getting the Work Done – for example if workplace problems are identified, discussed and resolved – contribution to the decision-making process and the generation of ideas is valued
- Guidelines are involved with most conversational patterns, giving and using cues is also involved
- Strategic competence enables listeners and speakers to integrate and apply the various components of listening and speaking by using strategies to ‘manage’ communication. Develops the ability to monitor and adjust one’s own speech (“I mean,…”), check that communication is working when listening (“What did you say?”) and to use fillers in conversation (“Well actually,…” “As you were saying…”). Adults also need to have knowledge of language and text features in order to hear, produce and understand meaningful speech
- Adults have to listen without an opportunity to interact in many different situations. These include listening to a trainer or formal speech; listening to TV, radio, film and music; listening to instructions on the job, announcement, voice messages on the phone or overhearing other people talking. Listening alone is one of the least effective ‘learning’ strategies - the average retention rate of information conveyed this way is 5% so can present barriers to effective learning. Listening takes energy and commitment. Some learners do not listen at all Some learners hear what is being said but don’t allow it to penetrate Some learners hear and think about what is said Active Listening is the skill of reflecting back the listener’s interpretation of what was heard to check if the intended message was received
- Developing checklists of the key requirements of different communication / conversation expectations can be useful for trainers to use if they can sit back and observe. Similar checklists also enable learners to reflect on their skill development. Including the option to rate themselves on a short/straightforward scale, and identify aspects for further development is also worthwhile
- Allison to add notes
- Allison
- Ann
- Participants identify: Most useful info or ideas gained Questions they still have. If few participants: invite participants to speak and share key learning (or type into chat box).
- Confirm time of next webinar Reminders: They will need to log on using separate link for the next webinar. Please check emails and sign into the correct one. Invite people to contact us if they have more questions or want more information. Let them know they’ll receive copies of the Ppt slides, and the slides have extra reading and references.