The document outlines training objectives centered around workplace communication, emphasizing the importance of politeness, civility, active listening, feedback, and conflict management. It identifies barriers to effective communication and suggests solutions for overcoming these barriers while promoting positive workplace relationships. It also provides exercises to enhance understanding and application of these concepts in real-life scenarios.

1. COURSE OBJECTIVES
1. Learn the value politeness, civility, courtesy and
respect at workplace.
2. Understand barriers and bridges to effective
communication.
3. Improve your abilities to listen in a focus and
attentive manner.
4. Be able to provide credit, give and receive
feedback among their superiors and peers.
5. Learn the skills to effectively manage conflict at
workplace.

2. LEARN THE VALUE POLITENESS, CIVILITY,
COURTESY AND RESPECT AT WORKPLACE
MODULE 1

3. POLITENESS
• Being duly respectful or indulgent with other
people according to social norms.

4. COURTESY
• A voluntary genuine and generous
consideration that is helpful in nature.

5. COURTESY
• Manners--simple things
like saying “please” and
“thank you” and knowing
a person's name or asking
after her family--enable
people to work together
whether they like each
other or not.

6. CIVILITY
• Being friendly in a reserved
correct sense.
• Use no reproachful language
against anyone; neither curse nor
revile
• Think before you speak;
pronounce not imperfectly, nor
bring out your words too hastily,
but orderly and distinctly.

7. RESPECT
• To avoid violation of or
interference with others,
willingness to show
consideration or appreciation.
• Rudeness, the opposite of
respect, has several well-
documented negative effects
on the workplace.

8. EFFECTS OF RUDENESS
• 28% lost work time avoiding the instigator
• 53% lost work time worrying about the
incident
• 37% believe commitment to employer
declined
• 22% decreased work effort
• 10% decreased amount of time spent at
work
• 46%contemplated changing jobs
• 12 % changed jobs

9. EXERCISE 1
• A new staff has joined your department. How
would make him/her feel welcome?
• You and your friends are off for lunch but your
other colleague can’t because his/her task is
still uncompleted. What could you do?
• While a co worker was pushing the trolley, it
slipped and knocked into you. You are in pain.
How would you react?

10. UNDERSTAND BARRIERS AND BRIDGES
TO EFFECTIVE COMMUNICATION
MODULE 2

11. NOISE FROM SENDER
• He or she may not have a
clear idea; may be oblivious
to the audience’s language
level, needs, and wants;
may not care if the receiver
interprets the information
correctly; or may not
carefully plan the
communication to get
positive results.

12. NOISE FROM MESSAGE
• The content may be poorly
organized, impenetrable, or
contradictory; the tone may
be condescending, arrogant,
or wishy-washy; the attitude
of the speaker may be harsh,
rude, and sarcastic.

13. NOISE FROM CHANNEL
• Perhaps, the words and the gestures
contradict one another. You’ve been in
conversations in which the words said, “Yes,”
but the body language screamed, “NO!!!!!”

14. NOISE FROM RECEIVER
• He or she may not be paying attention to the
sender, doing paperwork while pretending to
listen, daydreaming, etc. The receiver’s work
environment may be marked by physical noise
levels that prevent clear understanding.

15. NOISE FROM FEEDBACK
• It may be nonexistent, delayed, vague,
dishonest, or inappropriate in tone.

16. SOLUTION - SENDER
• Understand the
audience(s) language
and needs.
• Use the “you” attitude,
putting the audiences
first.
• Clarify for themselves
the idea, purpose, and
desired end result.

17. SOLUTION - MESSAGES
• The content in simple,
clear, concrete terms in a
form understandable to
the audience.
• An attitude of politeness,
courtesy, civility, respect.
• An ethos (picture of the
character of the sender
and organization) as
honest and credible.

18. SOLUTION - RECEIVER
• Ask appropriate questions
• Paraphrase what they hear the other saying—
put it in their own words

19. SOLUTION - FEEDBACK
• Timeliness
• Specificity, concreteness,
clarity
• Honesty
• Politeness, courtesy,
civility, respect

20. IMPROVE THEIR ABILITIES TO LISTEN IN
A FOCUS AND ATTENTIVE MANNER
MODULE 3

21. HELPING BEHAVIOURS - VERBAL
• Uses understandable words
• Reflects back and clarifies what the other is
saying
• Is nonjudgmental
• Adds greater understanding to the statements
of the other

22. HELPING BEHAVIOURS – NON VERBAL
• Uses a tone of voice similar to that of the
person needing the help
• Maintains good eye contact
• Shows some facial animation
• Occasionally smiles

23. NON HELPING BEHAVIOURS - VERBAL
• Preaching
• Exhorting--urging strongly
• Directing, demanding
• Straying off the topic
• Extensive probing and questioning, especially
"why" questions

24. NON HELPING BEHAVIOURS
NON VERBAL
• Shaking or pointing finger
• Looking away from the other
• Unpleasant tone of voice
• Too fast or too slow rate of speech

25. FOUR ACTIVE LISTENING SKILLS
Reflecting:
• Here the listener
restates as exactly as
possible what
another person has
said. The opposite of
reflecting is ignoring
or judging.

26. FOUR ACTIVE LISTENING SKILLS
Paraphrasing:
• The listener attempts to
restate the important
elements of the speaker's
statement to capture the
meaning. The opposite of
paraphrasing is challenging.

27. FOUR ACTIVE LISTENING SKILLS
Clarifying:
• Here, the listener asks
clarifying questions to
understand what was said.
Such questions can be
either open-ended or
closed-ended. Interpreting
is the opposite of
clarifying.

28. FOUR ACTIVE LISTENING SKILLS
Drawing Out:
• Here, the listener encourages the speaker to
expand what he/she said. Drawing-out
questions may ask about the central idea of
what is said.

29. EXERCISE 3
“THIS IS YOUR LIFE” INTERVIEW
• If your physician told you that you had only six
more months to live, how would you spend
your time?
• Best/worst cases: job, boss, direct report.
• If you could time back, what one thing would
you change? What would you not change?

30. EXERCISE 3
“THIS IS YOUR LIFE” INTERVIEW
• As the interviewer, take no notes. Just listen
well, probe for clarification.
• Share your reading with your partner to
clarify, validate, and deepen your perception.
How well did you read your partner?

31. BE ABLE TO PROVIDE CREDIT, GIVE AND
RECEIVE FEEDBACK AMONG SUPERIORS
AND PEERS
MODULE 4

32. ABILITIES TO PROVIDE CREDIT
• Positive reinforcement - if a person performs
an act and then is rewarded for that
performance, the person will generally repeat
the performance.

33. ABILITIES TO PROVIDE CREDIT
• “Catch them doing something good and
reward them.
• The giver of it must be sincere, specific, timely,
and individualized.

34. GIVING EFFECTIVE CONSTRUCTIVE
FEEDBACK
• Listen in depth to the suggestion or observe
closely the performance.
• Invite/make suggestions.
• Give/invite reactions.
• Summarize suggestions/steps agreed upon.

35. RECEIVING CONSTRUCTIVE FEEDBACK
• Ask the person to be more specific. The intent
for doing this is to gather more relevant data
which will help you understand what, why,
when and where the desired behavior is
expected of you.

36. RECEIVING CONSTRUCTIVE FEEDBACK
• Don't defend yourself
• Don't justify yourself
• Don't argue
• Don't say, "yes but"

37. EXERCISE 4
• Simon has been a loyal employee whom has
performed well for the last 5 years. Lately
another new joined employee has been
promoted with better salary and Simon is
disappointed.
• The reason Simon was by passed for the
promotion was because his performance was bad
lately and actually Simon did it on purpose
because he was not rewarded for his past good
performance.

38. LEARN THE SKILLS TO MANAGE
CONFLICT AT WORKPLACE
MODULE 5

39. WORK PLACE CONFLICT

40. CONFLICT EXISTS
• The realities of today’s office environment
include conflict between individuals and
between units.

41. CONFLICT EXISTS
• Conflict can be seen as a situation when one
person’s desires differ from those of another.

42. CONFLICT EXISTS
• To manage conflict well, you need to be able
to send appropriate and clear messages, listen
with your eyes and ears, and give and receive
constructive feedback.

43. CAUSES OF CONFLICTS
Task Interdependence.
• When units within an organization depend
upon one another for information, resources,
time, money, people, etc., conflict is
inevitable. Coordinating and sharing resources
is difficult.

44. CAUSES OF CONFLICTS
Shared Resources.
• All organizations have limited resources. The
greater the squeeze of time, money, facilities,
people, etc., the higher the potential for
conflict.

45. CAUSES OF CONFLICTS
Jurisdictional Ambiguities.
• When job responsibilities between units are
unclear, conflict will result.

46. CAUSES OF CONFLICTS
Communications Breakdowns.
• Poor communications,
intentional or unintentional,
usually result in
misunderstandings and
misperceptions between units.
Mistrust and conflict increase
as communications break
down.

47. INTERPERSONAL CONFLICTS
Perceived Inequity of Rewards and Status.
• People are particularly sensitive to matters of
equity, believing the rewards they receive
should equal their contributions.

48. INTERPERSONAL CONFLICTS
Ego-Centrism/Obliviousness of Others.
• Some people falsely assume that they are the
only ones right in their judgments about the
world and that others are wrong except in
those cases when the others agree with them.

49. ADDRESSING CONFLICT
• C - COMPETE
• A - AVOID
• C - COLLABORATE
• A - ACCOMMODATE
• C - COMPROMISE

50. LISTEN, THEN SPEAK OUT
• Believe it or not, just listening to an
employee’s issue is the first and most
important step in resolving conflict. You
should simply listen to all parties involved to
completely understand the nature of conflict,
and then start troubleshooting solutions.

51. GATHER THE GROUP
• As a leader, you’ll need to arrange a meeting
with all involved parties to discuss the issue.
Give everyone a chance to speak; this is a
good opportunity to hear all sides and gain a
full understanding of the conflict. Having a
group meeting may also expedite a resolution
that will satisfy everyone.

52. BE IMPARTIAL
• Don’t take sides! In a leadership position, you
shouldn’t display any sort of opinion that
favors one person over another. If you are
partial towards one person, try to access the
situation from all sides to come up with a fair
and reasonable solution.

53. DO NOT POSTPONE
CONFLICT RESOLUTION
• Address the conflict immediately. Otherwise,
the situation could escalate and could affect
employee performance. Just make sure not to
address the situation too quickly or without
careful consideration, as your decision will
directly affect the demeanor and performance
of your staff.

54. PROMOTE TEAMWORK
• Encouragement and motivation are powerful.
Remind your staff of successful projects that
required teamwork to complete. This is one of
the most effective conflict resolution
techniques and will really make the
employees think about the importance of
working in a team.

55. BROADCAST PRAISE
• As stated above, the power of encouragement
and motivation can be multiplied when it is
spread to recognize those who are modeling
the teamwork and cooperation that is desired
within any conflict. Try to give suitable models
in these instances.