LEARNING OBJECTIVES• The components of effective communication• The importance of appropriate writing and speaking in academic and corporate settings• Improvement of communication skills through written and verbal activities• The role of non-verbal communication cues• Development of participants’ personal statements
LEARNING OUTCOMES• Gain a better understanding of effective communication skills and their importance• Learn how to avoid some common grammatical errors• Acquire an appreciation of the role of non- verbal communication cues• Complete a draft personal statement
TERMINOLOGY & PHILOSOPHY Definition of Communication• An act or instance of transmitting• Information transmitted or conveyed - A verbal or written message• A process by which information is exchanged between individuals through a common system of symbols, signs, or behaviors http://www.merriam-webster.com/dictionary/communication
COMMUNICATION SCENARIO I You see the cashier smile at you while waiting in the checkout line. You stop your texting and smile back as the woman in front of you says “NO” to the foot-stomping child whose hand she tugs. Noticing the commotion, the two deaf people signing to one another turn around not hearing an announcement regarding today’s special over the store intercom.
COMMUNICATION SCENARIO II From Eats, Shoots & Leaves Lynne TrussA panda walks into a café. He orders a sandwich, eats it, then draws a gun and fires two shots in the air.“Why?” asks the confused waiter, as the panda makes towards the exit. The panda produces a badly punctuated wildlife manual and tosses it over his shoulder.“I’m a panda,” he says, at the door. “Look it up.”The waiter turns to the relevant entry and, sure enough, finds an explanation.“Panda. Large black-and-white bear-like mammal, native to China. Eats, shoots and leaves.”
COMPONENTS OF VERBAL COMMUNICATION• What words do you use? The message• How do you verbally communicate? Tone, pitch, pace, inflection (Paraverbal)• What does your body communicate? Body language• What was being said? Listening• Who are you speaking to? Audience
BARRIERS/REMINDERS: VERBAL COMMUNICATIONBarriers• Not listening• Use of idioms, acronyms, abbreviations• Distractive mannerisms• Rambling responses• Grammatical errors (Subject verb agreement)• Inappropriate body language (no eye contact, slouching, finger pointing)Reminders• Listen• Be concise/focused• Be aware of proximity• Volume, Pace, tone, pitch• Word usage (Grammar)
COMPONENTS OF WRITTEN COMMUNICATION• Who is it for? Audience• What is the message? Word choice• How is it written? Punctuation, word usage, grammar Remember the old adage “Writing is Rewriting”
BARRIERS/REMINDERS: WRITTEN COMMUNICATIONBarriers• Lack of preparation• Lack of focused response• Grammatical errorsReminders• Read the instructions• Remember the audience• Be concise/focused
PREPARING FOR ACADEMIC INTERVIEW ANDWRITING A PERSONAL STATEMENTQuestions that need to be answered:1. Why graduate school?2. Within my discipline what interests me?3. Why this particular institution?4. Why am I qualified?5. What are my strengths and weaknesses?6. What do I bring to the graduate program?7. What are my plans after graduation?8. What type of career am I considering?9. What personal values will guide my decisions?10.Do I have a plan?
ACADEMIC IN-PERSON INTERVIEW ACTIVITY It is generally accepted that between 70-90% face- to-face verbal communication is “nonverbal” and “paraverbal.” Listen to what is being asked or said and keep your response on point and to the point while keeping in mind the following: Nonverbal Paraverbal Body Language Pace Posture Tone Mannerisms Volume Proximity Inflection Eye contact Pitch
WRITING YOUR PERSONAL STATEMENT ACTIVITIY• Personal statements usually focuses on who you are, that is, your qualities and character. It can also include your research interests if a statement of purpose is not requested.• The audience may be faculty, discipline specialist, and non-specialist.
CONCLUSIONTo successfully convey a verbal or writtenmessage to communicate takes:• Self Assessment• Seeking Guidance• Planning• Practice