Business Communication & Value Science

18MBH161T – Business
Communication & Value Science - I
UNIT 2
Dr.A.Kathirvel, Professor
Dept. of Computer Science and Engineering
Faculty of Engineering & Technology,
SRM Institute of Science and Technology, Vadapalani campus, Chennai
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UNIT 2
• Communication Skills: Overview of Communication Skills Barriers of communication, Effective
communication Business communication
• Types of communicationverbal and non – verbal – Role-play based learning - Importance of
Questioning
• Listening Skills: Law of nature- Importance of listening skills, Difference between listening and
Hearing, Types of listening. Listening activity - Expressing self On stage activity
• Connecting with emotions Best moments - Visualizing - Visual Activity
• Experiencing Purpose Discussion - Activity: Skit based on communication skills
• Activity: Skit 2 based on communication skills. Record skit. Activity: Skit 3 based on
communication skills. Activity: Skit 4 based on communication skills
• Evaluation on Listening skills – listen to recording and answer questions based on them.
Evaluate audio clip
• Email writing: Formal and informal emails, activity
• Paper and web based

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Copyright © 2013 Tata Consultancy Services Limited. All Rights Reserved
UNIT 2

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Day 1: Basic Communication Skills

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Copyright © 2013 Tata Consultancy Services Limited. All Rights
Reserved
Activity 1: Basic Grammar
By the end of the activity you will be able to:
 Recall basic grammatical concepts

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Field of Consciousness
ESTABLISHING RAPPORT

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How do you go about Establishing Rapport?
You need Self-Confidence
You must Understand People
You must be Enthusiastic
You must make Eye Contact
You must be Interested in them

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Hearing
Seeing
Smell
Touch
Taste
Communication is a Series of Experiences of

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Communication - Meaning
Communication is a dynamic process…
through this process we convey a thought or feeling to someone else.
how it is received depends on a set of events, stimuli, that person is exposed
to.
how you say what you say plays an important role in communication.

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TOTAL COMMUNICATION PROCESS
Reading
16%
Writing
9% Speaking
30%
Listening
45%

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LEVELS OF COMMUNICATIONVERBAL
Intra verbal: intonation of word and sound
Extra verbal verbal: implication of words and phrases, semantics
NON-VERBAL
Gestures
Postures
Movements
SYMBOLIC

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Barriers in Communication
(that have to do with the COMMUNICATOR)
Unwillingness to say things differently
Unwillingness to relate to others differently
Unwillingness to learn new approaches
Lack of Self-Confidence
Lack of Enthusiasm
Voice quality
Prejudice

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(that have to do with the COMMUNICATOR)
Disagreement between verbal and non-verbal messages
Negative Self Image
Lack of Feedback
Lack of Motivation andTraining
Language andVocabulary Level
Lack of SelfAwareness

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(that have to do with the RECEIVER)
Selective Perception
Unwillingness to Change
Lack of Interest in theTopic/Subject
Prejudice & Belief System
Rebuttal Instincts
PersonalValue System
Here-and-Now internal & external factors

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External Barriers in Communication
Environment
The venue
The effect of noise
Temperature in the room
Other People – Status, Education
Time

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5 Basic reasons we Do Not Listen
Listening is HardWork
Competition
The Rush for Action
Speed differences (120 wpm v/s 360 wpm)
Lack ofTraining

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4 Levels of Listening
The Non-Listener
The Marginal Listener
The Evaluative Listener
The Active Listener

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Improving Listening Skills
By not being Preoccupied
Being Open Minded & Non Defensive
Minimizing Interruptions
Effective Listening is: Hearing, interpreting when necessary, understanding
the message and relating to it.
By Asking Questions

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COMMUNICATION
7% WORDS
Words are only labels and the listeners put their own
interpretation on speakers words
38% PARALINGUISTIC
The way in which something is said - the accent, tone and
voice modulation is important to the listener.
55% BODY LANGUAGE
What a speaker looks like while delivering a message affects
the listener’s understanding most.

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TYPES OF BODY LANGUAGE
Remember that you are dealing with “PEOPLE”
(P)OSTURES & GESTURES How do you use hand gestures? Stance?
(E)YE CONTACT How’s your “Lighthouse”?
(O)RIENTATION How do you position yourself?
(P)RESENTATION How do you deliver your message?
(L)OOKS Are your looks, appearance, dress important?
(E)PRESSIONS OF EMOTION Are you using facial expressions to express emotion?

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Day 2: Basic Listening Skills

Listening Skills
www.worcester.ac.uk

• Listening is a great skill. It builds trust and encourages
problem solving but it takes practice.
• It’s more complicated than you might think – Most people
don’t think about it – it is second nature.
• Good listening enables people to tell their story.
www.worcester.ac.uk

Be a great listener
As a mentor you will ‘tune-in’ to people.
Where are they coming from?
What are they trying to say?
The art of listening requires that you:
• prepare yourself,
• hold the focus,
• Show that you are listening.
www.worcester.ac.uk

Be a great listener
Research suggests that the way people deliver a message
accounts for 93% of its meaning.
• Maintain good eye contact
• Encourage people to talk
• Reflect back what you hear
• Don’t interrupt.
‘ To help people think for themselves, first listen. And listen,
then listen.’
Nancy Kline (1999) Time to think.
www.worcester.ac.uk

Listening Skills - Tips
The SOLERapproach ( Egan, 2002)
Squarely face the person
Open posture
Lean towards the person
Eye contact
Relax
In your everyday listening practise this approach and
see what the effects are. www.worcester.ac.uk

Listening also involves good body language and non-verbal
communication and can give out many messages.
Good body language can put someone at ease before you say
anything.
• smiling and nodding
• an open friendly confident posture
• good eye contact but not staring
www.worcester.ac.uk

Give people time to say what they want to. Avoid interrupting or
finishing their sentence for them. It sends the message that you
are more important, you know what they are going to say or you
are in a rush.
Time for reflection: How do you know when someone is truly
listening to you? How do you know when someone isn’t listening
to you?
www.worcester.ac.uk

Types of Listening
• Reflexive listening: this is what the listener hears in their
own mind. It can lead to assumptions that are wrong.
• External listening: this is what the listener hears from the
person, the words they say and how they say them – how
they see things.
• Intuitive listening : this is what the listener feels abut the
person. He/she attends to the patterns and areas that are
avoided.
• Holding silence: Giving people time to think and then
speak. This is hard to do – ‘hold your fire.’
www.worcester.ac.uk

Blocks to effective listening
As the mentor you will be come a good listener.
There are blocks to listening. Be aware of these in yourself
and in others:
Poor listeners may demonstrate these behaviours:
• knowing the answer
• trying to be helpful
• trying to influence or impress
• making assumptions
• only hearing what you want to hear
• daydreaming
• being in a hurry
• looking for points to argue with
• feeling nervous or vulnerable www.worcester.ac.uk

Negative listening habits to avoid:
• The FAKER: mind is elsewhere
• The INTERRUPTER
• The INTELLECTUAL or LOGICAL LISTENER: interprets and
judges
• The HAPPY HOOKER: steals the focus
• The REBUTTAL maker: looking for a mistake, am argument or
dismissal
• The ADVICE giver: can be good but can be a turn off
www.worcester.ac.uk

Common Listening issues:
•Tuning in and out – on average we think approximately four
times faster than we speak, leading to listeners tuning out,
using the space to address their own thoughts, to daydream
rather than staying tuned into the listener.
•The glazed look – there are times when an individual will
concentrate on the speaker (mentee) rather than on what is
being said for whatever reason, bringing on that glazed look on
the face of those listening. We can all tell when this is
happening.
•Mentee-centred – It is important to remember that the person
is more important than the issues discussed. Our discussions
should always work around the development of the
mentee and not the subject.
www.worcester.ac.uk

Common Listening issues:
•Becoming heated – certain trigger phrases, words and views
may cause mentors to feel as if they should dive in with their
own opinions; resulting in the mentee becoming irritated, upset
and switching-off. It is better to hold back on this even if you
disagree.
•Giving space – during discussions the mentee will have
silences and spaces, which will vary in length. Avoid the
temptation to rush in and fill these, as we all have differing
periods of reflection and thinking. It is important to allow the
mentee time to internalise their thoughts. Silence can often be
an indication that thinking is going on.
www.worcester.ac.uk

Active listening:
• People like being listened to as it demonstrates respect.
As a good listener you will show that you are attentive and
that you are interested in what the speaker is saying.
• Resist the temptation to interrupt. Using silence gives the
speaker space and time to think about, construct and say
what they mean.
• Encourage the speaker to explore their thoughts. Make it
clear that you are interested in helping them to develop
their thoughts and ideas.
www.worcester.ac.uk

Active listening:
• The active listener will notice any misconceptions or
prejudices there may be. The active listener will be skilful
in reflecting back what the speaker has said. This helps
clarify understanding and lets the speaker know that you
are focusing on what they mean. This also helps the
speaker clarify complex thinking and provides an
opportunity for them to elaborate.
• When you reflect back it enables the speaker to confirm or
correct your understanding. Mirroring what the speaker has
said and using the same words is very helpful.
www.worcester.ac.uk

Some useful phrases for active listening:
Confirming:
Let me confirm...
Can I make sure I understand what you’ve said..?
Can I just check?
Summarising:
Can I summarise what you’ve said please?
I think you said...
Checking:
Is that right?
Have I understood you correctly?
www.worcester.ac.uk

To summarise, good listening skills
include:
• Paying attention: non-verbal, verbal and allowing people to
finish, being aware of body language
• Checking understanding: paraphrasing, summarising,
reflecting back the words.
• Allowing for silence: don’t rush in or interrupt. Allow
reflection to take place.
• Encourage exploration: “tell me more about that.” Make it
clear that you want to support the person in reflecting and
understanding.
www.worcester.ac.uk

Day 3: EMOTIONS
•What emotions
have you
experienced
in the past
24 hours?

Compare situations in
which you react to
those in which
you respond.

What emotions
do you experience
most often and how do you
express them?

•What triggers your
emotional reactions?
People?
Places?
Times?
Words?

What is emotional Intelligence?
• Self-awareness & developing a positive sense of self-worth
• Problem-solving
• Emotional management / Impulse control
• Decision-making
• Relationship-building / Empathy / Social Skills
• Taking responsibility for one’s actions

What is the connection?
At-risk youth Low EI
Unsuccessful in school
Disengaged
Disconnected from teachers & peers
Poorly developed sense of identity
Struggle with relationships
Negative attitudes
Inexpressive

What is the connection?
• http://www.lifetrack.com/lifetrack/en/concepts/turning_mindwheel.jsp

E I Training Program
• Level I Self-awareness
• Level II Emotion Management
• Level III Relationship Building

Level I: Self-awareness
• 1. How the brain works
• 2. Identification of emotions
• 3. Emotional triggers
• 4. Positive self-regard
• 5. Application of personal awareness

Cerebral Cortex:
Complex Thought

Limbic System: Emotions
Hippocampus: emotions &
memory
Amygdala: emotional control
& fear control
Hypothalamus: regulates fear
& aggression

The Amygdala
• Reptilian brain
• Fight or flight responses.
• Gate keeper of the brain, judging each new sensation to be a threat
or safe.
• When senses danger, sends out an alarm puttingthe entire body on
alert.

Emotional Hijacking
• We feel before we think; everything that we sense has already
been filtered through our emotional brain.
• When danger is sensed, we react emotionally first before the
information has reached any part of the cerebral cortex that allows
us to process and think rationally
• When what we sense reminds us of a past threat, we react with the
same intense emotions; we may not even be aware of the memory
that has been triggered.

Withstanding the Hijack
• In order to think rationally and respond rather than react
emotionally, we can need to allow the information to reach the
rest of the brain.
• We can do this by becoming aware of our emotional triggers
and learning to take a moment before reacting.
• These skills are key components of Emotional Intelligence.

Coping with Emotions
• We typically deal with emotions one of four ways:
• 1) exaggerating the emotion so that we are overwhelmed by them and lose
control;
• 2) accepting the emotion and not try to regain control;
• 3) substituting the emotion with something more comfortable like
distractions; or
• 4) managing the emotion through self-awareness.

Seven Basic Emotions
• Anger
• Happiness
• Fear
• Disgust
• Surprise
• Love
• Sadness

Which emotions do you feel most often ?
% of the day why?
• Anger
• Happiness
• Fear
• Disgust
• Surprise
• Love
• Sadness

Anger
• Blood rushes to our hands so we can fight.
• It can be an expression of frustration, stress, anxiety, loss,
confusion, embarrassment, jealousy, rejection, threat, etc.
• It is one of the most dangerous emotions because it is
energizing, and the more often we are angry, the less arousal
we need to stay in this state. Anger builds momentum.

Fear
• Blood rushes to our arms and legs so we can run or fight.
• It immobilizes us and forces us into fright, flight or freeze.
• It is connected to worry, anxiety, stress, nervousness, panic,
paranoia, and phobias.
• It is sometimes expressed as anger.

Sadness
• Metabolism slows, giving us time to mourn.
• It comes from not getting what you want or a fear of what might
happen.
• When sad, many people try to isolate themselves, but this cuts us
off from resources to get over the sadness.
• It is connected to depression, shame, disappointment, regret, guilt,
embarrassment, and insecurity.

Level II: Emotion Management
• 1. Impulse control
• 2. Stress management
• 3. Anger management
• 4. Managing sadness
• 5. Problem-solving

Level II Summary
• Emotional management is about how our thoughts, feelings and
behaviours impact one another
• We can not control our emotions, but with awareness, we can
decide how long we experience them and how much they can
impact our actions.
• Level II addresses:
• Impulse control Anger management
• Depressive thinking Stress management

Impulse Control
• responding instead of reacting
• recognizing the trigger and the
physiological reaction and then finding a
way to control your response

Anger Management
• Anger can have the snowball effect because it can gain momentum
from small triggers and when one has an existing level of anger.
• Venting often does not get it out of your system; instead it gets
stronger.
• Managing anger could mean focusing on an incompatible (opposite
emotion), using relaxation techniques, or using an awareness of
triggers as a cue to walk away.

Level III : Relationship Building
• Active listening
• Empathy
• Awareness of others’ feelings
• Open topics and conclusion

Depressive Thinking
• Sadness is the emotion that people try to avoid the most.
• People often isolate themselves when sad, which disconnects them
from supports.
• Laughter, exercise, small successes, and helping others can all help
in counteracting sadness.
• We often feel sad when we hold on to hurt feelings rather than
expressing them.

Stress Management
• Indicators of stress include: neck and back pain, headaches,
overreaction, and change in sleep or appetite.
• Worrying plays a part in stress and anxiety. It can create a cycle of
negative thinking.
• One major source of stress is how we perceive things.
• Ways of coping with stress, relaxation techniques, proper nutrition,
exercise and sleep.

Practicalities of the Program
• Recruitement
• Advertising
• Food
• Time
• Parent Involvement
• Location

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Day 4: Hey! Listen!

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Activity 1
• Explain the process of listening

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HEARINGVS LISTENING
• Hearing is an involuntary process. It begins with
vibrations, the movement of fluid in the ears and
then ends with the sound being sent to the brain.
• Listening starts in the brain.This is when we try
to make sense of the sound we heard. It is a
conscious, voluntary process.

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Principles of Listening
• Stop talking
• Prepare to listen
• Put the speaker at ease
• Remove distractions
• Empathize

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• Be patient
• Be impartial
• Listen to the tone
• Focus on ideas not words
• Look out for non-verbal
communication

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The Process of Listening
• Hearing
• Attending
• Understanding
• Remembering

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Activity 2:Types of Listening
• Listen effectively

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Types of Listening
• Pseudo listening
• Appreciative listening
• Empathetic listening
• Comprehensive listening
• Critical listening

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Day 4:Types of Communication

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How do you Communicate?
Short videos on verbal and non-verbal communication
Watch youtube videos VerbalVs NonVerbal communication
by DranzaVedadaro
Importance of NonVerbal communication by Patricia Jenkinson
• What is your preferred mode of communication?
• How effective do you think it is?
• Role play – verbal and non verbal communication

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1. What did you want to be when
you were little? A hero who slays
monsters? An astronaut?
Perhaps a pilot?
2. Imagine yourself to be that and
role play.What would you do?
What situation do you find
yourself in? How will you solve
your predicament? Let us know
with your communication skills,
verbal and non-verbal!
Roleplay!

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Learning & Reflection
 Different types of communication are
used to create interpersonal relations
 Communication is not only about
words or language
 There’s more to non-verbal
communication than just body
language
 Sometimes non verbal communication
is more powerful

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Day 5: Hey! Listen!

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Activity 1
• Explain the process of listening

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HEARINGVS LISTENING
• Hearing is an involuntary process. It begins with
vibrations, the movement of fluid in the ears and
then ends with the sound being sent to the brain.
• Listening starts in the brain.This is when we try
to make sense of the sound we heard. It is a
conscious, voluntary process.

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• Stop talking
• Prepare to listen
• Put the speaker at ease
• Remove distractions
• Empathize

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• Be patient
• Be impartial
• Listen to the tone
• Focus on ideas not words
• Look out for non-verbal
communication

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The Process of Listening
• Hearing
• Attending
• Understanding
• Remembering

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Activity 2:Types of Listening
• Listen effectively

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Types of Listening
• Pseudo listening
• Appreciative listening
• Empathetic listening
• Comprehensive listening
• Critical listening

Anubhaav

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: Anubhaav
 4 hours of Anubhaav
– Expressing self
– Empathizing with others
– Connecting with emotions
– Visualizing and experiencing
purpose

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Day 6: Email Writing

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 Differentiate between verbal communication and email writing
Activity 1: Verbal Communication Vs Email Writing

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Verbal Communication
 When messages or information is
exchanged or communicated through
words it is called verbal communication.
 The advantages of verbal communication
are:
– It is more personal.
– It is easier to reach an agreement as
people are talking face-to-face.
– It allows us to look out for non-verbal
clues so communication is clearer.

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Disadvantages of Verbal Communication
 It is not always possible especially when
people are communicating between
different locations.
 It may be more time consuming if face-to-
face meetings have to be set up.
 It is an oral form of communication and
cannot be documented.You must keep in
mind that you will need to eventually
document all communication and send it
via email .

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Emails
The advantages are:
 Quick communication with anyone across
the world.
 It acts as a point of reference
The disadvantages are:
 It is impersonal
 It can lead to unnecessary confusion
 There can be a delay in receiving a
response to an email.

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Sample of a Chat

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Emoticons

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Format of an Email

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Activity 2: Practice
 Write a business email

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Key Takeaways
 Verbal communication is more personal and allows us to
look out for non-verbal clues such as tone of voice, body
language etc.
 Email communication is quicker than verbal
communication and allows us to reach out to people
across the world. It also acts as a point of reference since
all communication gets documented.

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ThankYou

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