The document discusses effective communication and the communication process. It defines effective communication as conveying messages clearly while also receiving information clearly with little distortion. The communication process consists of a sender, message, encoding, channel, decoding, receiver, feedback, and context. Problems can occur at each stage, risking misunderstanding. To communicate effectively, one must understand this process and be aware that what is said is not always what is heard or understood.

2. I. WHAT
IS
EFFECTIVE
COMMUNICATION?
II. THE
COMMUNICATION
PROCESS
III. COMMUNICATION
BARRIERS
IV. ACTIVE
LISTENING
V. COMMUNICATION
&
RAISING
PUBLIC
AWARENESS
VI. PHASES
OF
BEHAVIOR
CHANGE

3. PART
I
WHAT
IS
EFFECTIVE
COMMUNICATION?

4. In
a
recent
survey
of
recruiters
from
companies
with
more
than
50,000
employees,
communication
skills
were
cited
as
the
single
most
important
decisive
factor
in
choosing
managers.

5. The
survey,
conducted
by
the
University
of
Pittsburgh’s
Business
School,
points
out
that
communication
skills
(including
written
and
oral
presentations)
and
the
ability
to
work
with
others,
are
the
main
factor
contributing
to
job
success.

6. People
who
possess
exceptional
communications
skills
maintain
a
competitive
advantage
in
securing
the
best
jobs:
• Communication/Interpersonal
skills
89.0%
• Ability
to
work
well
within
a
team
86.9%
• Personal
ethics
and
integrity
86.2%
• Analytical
and
problem
solving
skills
84.3%
• Work
ethic
82.9%
• Fit
the
corporate
culture
74.5%
• Success
with
past
hires
74.0%
• Leadership
potential
72.5%
• Strategic
thinking
67.1%

7. In
spite
of
increasing
importance
placed
on
communications
skills,
many
individuals
continue
to
struggle,
unable
to
communicate
their
thoughts
effectively,
whether
in
verbal
or
written
format.
This
inability
makes
it
nearly
impossible
for
them
to
compete
effectively
in
the
workplace,
and
stands
in
the
way
of
career
progression.

8. • Effective
communication
is
all
about
conveying
your
messages
to
other
people
clearly.
• It
is
also
about
receiving
information
that
others
are
sending
to
you,
with
as
little
distortion
as
possible.
• Communication
is
only
successful
when
both
the
sender
and
the
receiver
understand
the
same
information
as
a
result
of
the
communication.

9. EFFECTIVE COMMUNICATION
• By
successfully
getting
your
message
across,
you
convey
your
thoughts
and
ideas
effectively.
• When
communication
is
unsuccessful,
the
thoughts
and
ideas
that
you
send
do
not
necessarily
reflect
what
you
mean.
• This
will
cause
a
communication
breakdown
and
create
roadblocks.

10. Tell
me,
and
I
will
forget.
Show
me,
and
I
may
remember.
Involve
me,
and
I
will
understand.
Confucius,
circa
450
B.C.

11.
We
learn:
1%
through
taste
1.5%
through
touch
3.5%
through
smell
11%
through
hearing
83%
through
seeing

12.
10%
of
what
we
read
20%
of
what
we
hear
30%
of
what
we
see
50%
of
what
we
see
and
hear
80%
of
what
we
say
90%
of
what
we
say
and
do

13. • Effective
communicators
get
their
point
across
without
misunderstanding
and
confusion.
• The
goal
of
the
effective
communicator
should
be
to
lessen
the
frequency
of
problems
at
each
stage
of
the
communication
process.
• This
is
only
possible
with
clear,
concise,
accurate,
and
well-­‐planned
communications.

14. STEP
II
THE
COMMUNICATION
PROCESS

15. • Problems
with
communication
can
pop-­‐up
at
every
stage
of
the
communication
process
which
consists
of:
• Sender
• Message
• Encoding
• Channel
• Decoding
• Receiver
• Feedback
• The
context
• At
each
stage,
there
is
the
potential
for
misunderstanding
and
confusion.

16. MESSAGE
CONTEXT
SENDER
ENCODING
CHANNEL
DECODING
RECEIVER
FEEDBACK

17. As
the
source
of
the
message,
you
need
to
be
clear
about
why
you're
communicating,
and
what
you
want
to
communicate.
• Communications
is
a
two-­‐way
process
that
starts
with
the
sender.
• The
sender
should
be
conveying
information
necessary
for
mission
accomplishment.
• The
sender
must
be
proactive
in
making
the
receiver
understand
the
message.
• Too
often,
what
is
said
is
not
always
what
is
heard.

18.  State
one
idea
at
a
time.
 State
ideas
simply
and
clearly.
 Explain
when
appropriate.
 Repeat
if
appropriate.
 Encourage
feedback.
 Read
between
the
lines.
Did
your
choice
of
words,
tone
of
voice,
body
language,
intentional
gestures
or
subconscious
movements-­‐
convey
the
same
meaning?

19.  The
message
is
the
information
that
you
want
to
communicate.
 The
message
is
the
information
the
sender
wants
to
communicate
to
the
receiver.
 The
message
is
usually
verbal,
but
it
can
also
be
non-­‐verbal.

20.  Speak
clearly.
 Use
correct
terminology.
 Use
appropriate
vocal
tone
and
volume.
 Time
the
message
to
be
sent
when
the
receiver
is
able
to
listen.

21. • Be
relevant
to
the
receiver,
not
a
distraction.
The
message
needs
to
be
inclusive
and
informative.
• Inclusive
means
that
it
contains
everything
necessary
for
the
receiver
to
understand
the
sender’s
point.
• Informational
means
it
is
something
that
the
receiver
needs
to
know.

22. • This
is
the
process
of
transferring
the
information
you
want
to
communicate
into
a
form
that
can
be
sent
and
correctly
decoded
at
the
other
end.
• Your
success
in
encoding
depends
partly
on
your
ability
to
convey
information
clearly
and
simply.
• Your
ability
to
anticipate
and
eliminate
sources
of
confusion:
Cultural
issues,
mistaken
assumptions,
and
missing
information.
• A
key
part
of
this
is
knowing
your
audience:
Failure
to
understand
who
you
are
communicating
with
will
result
in
delivering
messages
that
are
misunderstood.

23.
Messages
are
conveyed
through
different
channels:
 Verbal
channels:
 Face-­‐to-­‐face
meetings
 Seminars
 Lectures
 Telephone
 Videoconferencing
 Written
channels:
 Letters
 Emails
 Memos
 Reports

24. Different
channels
have
different
strengths
and
weaknesses:
• It
is
not
effective
to
give
a
long
list
of
directions
verbally.
• You
may
cause
problems
if
you
give
someone
negative
feedback
using
email.

25. • Just
as
successful
encoding
is
a
skill,
so
is
successful
decoding.
• For
example,
taking
the
time
to
read
a
message
carefully,
or
listen
actively
to
it.
• Just
as
confusion
can
arise
from
errors
in
encoding,
it
can
also
arise
from
decoding
errors.
• This
is
particularly
the
case
if
the
decoder
doesn't
have
enough
knowledge
to
understand
the
message.

26. • Your
message
is
delivered
to
individual
members
of
your
audience.
• No
doubt,
you
have
in
mind
the
actions
or
reactions
you
hope
your
message
will
get
from
this
audience.
• Each
individual
enters
into
the
communication
process
with
ideas
and
feelings
that
will
influence
their
understanding
of
your
message,
and
their
response.
• To
be
a
successful
communicator,
you
should
consider
these
feelings
and
ideas
before
delivering
your
message,
and
act
appropriately.

27. • Your
audience
will
provide
you
with
feedback,
as
verbal
and
non-­‐verbal
reactions
to
your
communicated
message.
• Pay
close
attention
to
this
feedback,
as
it
is
the
only
thing
that
can
give
you
confidence
that
your
audience
has
understood
your
message.
• If
you
find
that
there
has
been
a
misunderstanding,
you
still
have
the
opportunity
to
send
the
message
again

28.  The
situation
in
which
your
message
is
delivered
is
the
context.
 This
may
include
the
surrounding
environment
or
broader
culture.
 Context
can
also
include
corporate
culture
or
international
cultures.

29. STEP
III
BARRIERS
TO
COMMUNICATION

30. • Barriers
are
influencing
factors
which
impede
or
breakdown
the
continuous
communications
loop.
• They
block,
distort,
or
alter
information.
• By
identifying
barriers
and
applying
counter-­‐
measures,
speakers
can
effectively
communicate.

31.  Preoccupation
 Anger
or
frustration
 Personal
bias
 Team
diversity
 Lack
of
confidence
 Inappropriate
priorities
 Organizational
structure
 Distractions
 Tunnel
vision
 Interruptions

32.  To
deliver
your
messages
effectively,
you
must
commit
to
breaking
down
the
barriers
that
exist
within
each
of
the
stages
of
the
communication
process.
 If
your
message
is
too
lengthy,
disorganized,
or
contains
errors,
you
can
expect
the
message
to
be
misunderstood
and
misinterpreted.
 Use
of
poor
verbal
and
body
language
can
also
confuse
or
distort
the
message.

33. • Barriers
in
context
tend
to
stem
from
senders
offering
too
much
information
too
quickly.
• When
in
doubt,
less
is
oftentimes
more.
It
is
best
to
be
mindful
of
the
demands
on
other
peoples’
time
in
today’s
ultra-­‐busy
society.
• You
need
to
understand
your
audience’s
culture,
making
sure
you
can
converse
and
deliver
your
message
to
people
of
different
backgrounds
and
cultures.

34. STEP
IV
ACTIVE
LISTENING

35. • Active
listening
is
a
process
used
by
the
receiver
to
facilitate
communication
and
enhance
performance.
• It
requires
the
receiver
to
be
active
in
the
communications
process.
• Listening
is
one
of
the
most
important
skills
you
can
have.
• How
well
you
listen
has
a
major
impact
on
your
job
effectiveness,
and
on
the
quality
of
your
relationships
with
others.
▪ Listen
more
than
talk
▪ Listen
to
obtain
information
▪ Listen
to
understand
▪ Listen
for
enjoyment
▪ Listen
to
learn

36.  Focus
attention
on
the
message.
 Look
at
the
sender.
 Listen
and
look
for
the
nonverbal
message.
 Observing
non-­‐verbal
messages
provides
information
regarding
what
the
sender
wants
to
convey.

37. • Your
perception
of
the
message
and
the
sender’s
message
may
be
different.
• Word
choice,
tone
of
voice,
body
position,
gestures
and
eye
contact
reflect
the
feelings
behind
the
spoken
word.
• Keep
an
open
mind
and
suspend
judgment.
• Verify
what
was
heard.
• Provide
the
sender
feedback

38. • According
to
the
results
of
research,
we
remember
only
25-­‐50%
of
what
we
hear.
• That
means
that
when
you
talk
to
your
boss,
colleagues,
customers
or
spouse
for
10
minutes,
they
only
really
hear
2½-­‐5
minutes
of
the
conversation.
• Research
also
reveals
that
when
you
are
receiving
directions
or
being
presented
with
information,
you
are
not
hearing
the
whole
message
either.
• You
hope
the
important
parts
are
captured
in
your
25-­‐
50%,
but
what
if
they
are
not?

39. • Clearly,
listening
is
a
skill
that
we
can
all
benefit
from
improving.
• By
becoming
a
better
listener,
you
will
improve
your
productivity,
as
well
as
your
ability
to
influence,
persuade,
and
negotiate.
• What’s
more,
you’ll
avoid
conflict
and
misunderstandings
–
all
necessary
for
workplace
success.

40. • The
way
to
become
a
better
listener
is
to
practice
“active
listening.”
• Make
a
conscious
effort
to
hear
not
only
the
words
that
another
person
is
saying
but,
try
to
understand
the
total
message
being
sent.
• In
order
to
do
this
you
must
pay
attention
to
the
other
person
very
carefully.

41. • Don’t
become
distracted
by
the
things
going
on
around
you,
or
by
forming
counter
arguments
that
you’ll
make
when
the
speaker
stops
speaking.
• Nor
can
you
allow
yourself
to
lose
focus
on
what
the
other
person
is
saying.
• All
of
these
barriers
contribute
to
a
lack
of
listening
and
understanding.

42. If
you're
finding
it
difficult
to
concentrate
on
what
someone
is
saying,
try
repeating
their
words
mentally
as
they
say
it
–
this
will
reinforce
their
message
and
help
you
control
a
mind
drift.

43. • As
a
listener
you
need
to
let
the
speaker
know
that
you
are
listening
to
what
he
or
she
is
saying.
• Acknowledgement
can
be
something
as
simple
as
a
nod
of
the
head
or
a
simple
“uh
huh.”
• You
aren’t
necessarily
agreeing
with
the
person,
you
are
simply
indicating
that
you
are
listening.
• Using
body
language
and
other
signs
to
acknowledge
you
are
listening
also
reminds
you
to
pay
attention
and
not
let
your
mind
wander.

44. • You
should
try
to
respond
to
the
speaker
in
a
way
that
will
both
encourage
him/her
to
continue
speaking,
so
that
you
can
get
the
information
if
you
need.
• While
nodding
and
saying
“uh
huh”
if
you
are
interested,
an
occasional
question
or
comment
to
recap
what
has
been
said
communicates
that
you
understand
the
message
as
well.

45. • There
are
five
key
elements
of
active
listening.
• They
all
help
you
ensure
that
you
hear
the
other
person,
and
that
the
other
person
knows
you
are
hearing
what
they
are
saying.
1. Pay
attention
2. Show
that
you
are
listening
3. Provide
feedback
4. Defer
judgment
5. Respond
appropriately

46. Give
the
speaker
your
undivided
attention
and
acknowledge
the
message.

Recognize
that
what
is
not
said
also
speaks
loudly.

Look
at
the
speaker
directly.

Put
aside
distracting
thoughts.

Don’t
mentally
prepare
a
rebuttal!

Avoid
being
distracted
by
environmental
factors.

“Listen”
to
the
speaker’s
body
language.

Refrain
from
side
conversations
when
listening
in
a
group
setting.

47. Use
your
own
body
language
and
gestures
to
convey
your
attention.
• Nod
occasionally.
• Smile
and
use
other
facial
expressions.
• Note
your
posture
and
make
sure
it
is
open
and
inviting.
• Encourage
the
speaker
to
continue
with
small
verbal
comments
like
yes,
and
uh
huh.

48. Our
assumptions,
judgments,
and
beliefs
can
distort
what
we
hear.
As
a
listener,
your
role
is
to
understand
what
is
being
said
and
provide
feedback.
• This
may
require
you
to
reflect
what
is
being
said
and
ask
questions.
• Reflect
what
has
been
said
by
paraphrasing:
“What
I’m
hearing
is…”
“Sounds
like
you
are
saying…”
• Ask
questions
to
clarify
certain
points:
“What
do
you
mean
when
you
say…”
“Is
this
what
you
mean?”
• Summarize
the
speaker’s
comments
periodically.

49. Don’t
interrupt
the
speaker.
Interrupting
is
a
waste
of
time.
• It
frustrates
the
speaker
and
limits
full
understanding
of
the
message.
• Allow
the
speaker
to
finish.
• Don’t
interrupt
with
counter-­‐arguments.

50. Active
listening
is
a
model
for
respect
and
understanding.
• You
are
gaining
information
and
perspective.
• You
add
nothing
by
attacking
the
speaker
or
otherwise
putting
him
or
her
down.
• Be
candid,
open,
and
honest
in
your
response.
• Assert
your
opinions
respectfully.
• Treat
the
other
person
as
he
or
she
would
want
to
be
treated.

51. • It
takes
a
lot
of
concentration
and
determination
to
be
an
active
listener.
•
Old
habits
are
hard
to
break,
and
if
your
listening
habits
are
as
bad
as
many
people’s
are,
then
there’s
a
lot
of
habit-­‐breaking
to
do!
• Be
deliberate
with
your
listening
and
remind
yourself
constantly
that
your
goal
is
to
truly
hear
what
the
other
person
is
saying.

52. • Set
aside
all
other
thoughts
and
behaviors
and
concentrate
on
the
message.
• Ask
question,
reflect,
and
paraphrase
to
ensure
you
understand
the
message.
• Start
using
active
listening
today
to
become
a
better
communicator
and
improve
your
workplace
productivity
and
relationships.

53. In
many
parts
of
the
world,
children
play
games
that
involve
passing
messages
from
one
child
to
the
next.
Wherever
these
games
are
played
and
whatever
they
are
called,
they
serve
as
simple
yet
profound
reminders
of
the
difficulties
associated
with
human
communication.
 Try
playing
this
game
with
stakeholders
as
an
'ice-­‐breaker'
activity
before
brainstorming
an
awareness-­‐raising
campaign.
The
rules
are
quite
simple.

Participants
space
themselves
out
so
they
can
whisper
to
their
immediate
neighbors
to
the
right,
left,
in
front
and
behind
but
not
hear
anyone
seated
further
away.
 The
facilitator
writes
a
short
message
-­‐
no
more
than
one
sentence
-­‐
on
a
small
piece
of
paper
and
shows
it
to
the
first
participant
at
the
front
of
the
room.
The
facilitator
keeps
the
paper.

54. • As
the
"Pass-­‐it-­‐On"
game
demonstrates,
communication
is
not
an
easy
process.
• The
idea
of
this
game
is
simply
to
pass
or
transmit
a
basic
message,
from
one
player
to
another.
• The
fun
of
the
game
lies
in
the
subtle
alteration
of
the
message
as
it
is
passes
from
the
first
player
to
the
last.
• The
critical
lesson
for
observers
is
just
how
easily
information
can
be
altered
through
repetitive
and
careless
communication.

55.  Once
something
is
said
or
published
it
cannot
be
taken
back
or
undone.
 The
challenge
is
to
avoid
or
minimize
opportunities
for
misunderstanding
and
misinterpretation.

56.  Communication
is
complicated
and
the
degree
of
complexity
is
most
often
determined
by
factors
or
variables
that
we
can
anticipate
and
to
some
extent
control.
 The
challenge
is
to
manage
these
variables
through
effective
planning,
implementation
and
monitoring.

57.  External
distractions
can
cause
the
message
to
be
missed
or
misunderstood.
 For
example,
the
physical
space
in
which
the
communication
is
occurring
may
have
negative
effects.
 Is
the
meeting
room
sufficiently
large
to
accommodate
everyone
in
relative
comfort?
 The
effectiveness
of
communication
may
be
diminished
if
people
feel
crowded,
they
cannot
hear
the
speaker
properly,
or
if
the
room
is
too
hot
or
too
cold.

58.  The
credibility
of
the
communicator
-­‐
can
I
believe
this
person?
 The
listener
or
reader's
level
of
education
and
background
knowledge
of
the
topic.
 The
design
of
the
message
-­‐
is
it
appropriate
to
the
audience?

59. • Cultural
differences:
The
bigger
and
more
diverse
your
audience,
the
more
likely
it
is
that
someone
will
misunderstand
your
message.
• Personal
differences:
Even
outwardly
homogenous
societies
or
communities
are
comprised
of
individuals
with
different
life
experiences
and
opinions.
• Language
differences:
The
language
of
the
Internet
for
example
is
English-­‐often
idiomatic
English
that
is
poorly
written
and
heavily
abbreviated.

60.
PART
V
COMMUNICATION
&
PUBLIC
AWARENESS
RAISING

61. A
well-­‐planned
and
thoughtfully
presented
awareness-­‐raising
campaign
is
arguably
one
of
the
most
efficient
and
effective
means
of
communicating
information
about
a
particular
issue
to
a
large
and
geographically
dispersed
body
of
people.

62. • To
raise
awareness
is
to
inform
and
educate
people
about
a
topic
or
issue
with
the
intention
of
influencing
their
attitudes,
behaviors
and
beliefs
towards
the
achievement
of
a
defined
purpose
or
goal.
• Generally,
awareness-­‐raising
is
understood
to
be
a
constructive
and
potentially
catalytic
force
that
ultimately
leads
to
a
positive
change
in
actions
and
behaviors.

63. A
successful
public
awareness
campaign
will
typically
involve
four
key
actions:
1.
Researching
the
issue
2.
Mobilizing
support
and
supporters
3.
Informing
the
public
4.
Lobbying
decision-­‐makers

64. • To
raise
public
awareness
of
a
topic
or
issue
is
to
attempt
to
inform
to
influence
a
community's
attitudes,
behaviors
and
beliefs.
• There
is
a
method
of
influencing
behaviors
and
beliefs
positively
for
the
achievement
of
a
defined
purpose.
• For
example,
improving
public
health
or
promoting
information
literacy
is
a
defined
purpose.

65. • Effective
communication
forms
the
basis
of
all
social
marketing
and
public
awareness
raising.
• Social
marketing
refers
to
the
practice
of
communicating
or
selling
“an
idea”
with
the
stated
object
of
changing
community
attitudes
and
actions
• For
example:
– Information
literacy
– Public
health
and
education
– Environmental
concerns

66. 1.
Know
your
purpose
2.
Let
your
purpose
guide
and
inform
your
message
3.
Know
your
audience:
Be
mindful
of
social,
cultural
and
educational
backgrounds
4.
Anticipate
problems
and
find
solutions-­‐or
manage
the
risk
5.
Ensure
credibility
with
your
audience:
trust
is
vital
6.
Present
information
using
a
variety
of
approaches
and
techniques
but
ensure
each
is
appropriate
to
your
purpose,
message
and
audience
7.
Look
for
practical
ways
to
get
useful
feedback
from
your
audience

67. PART
VI
PHASES
OF
BEHAVIOR
CHANGE

68. Five
distinct
phases
of
behavioral
change:
1. Pre-­‐contemplation
2. Contemplation
3. Preparation
4. Action
5. Maintenance

69. 5.
MAINTENANCE
4.
ACTION
3.
PREPARATION
2.
CONTEMPLATION
1.
PRE-­‐
CONTEMPLATION

70. 1. Pre-­‐contemplation:
Knowledge
Demonstrating
awareness
of
the
desired
behavior
2. Contemplation:
Approval
Voicing
endorsement
and
support
for
the
behavior
3. Preparation:
Intention
Making
the
decision
to
adopt
the
behavior
4. Action:
Practice
Committing
to
the
behavior
change
in
a
consistent
and
sustainable
way
5. Maintenance:
Advocacy
Encouraging
others
to
adopt
the
behavior
with
intention
and
practice

71. • To
achieve
lasting
behavioral
change,
people
must
be
encouraged
to
move
through
each
successive
phase
in
order
to
reach
a
point
where
new
behaviors
can
be
maintained.
• To
ensure
a
successful
campaign
to
raise
awareness,
it
is
necessary
therefore
to
know
which
phase
the
majority
of
the
target
population
is
in,
and
develop
an
appropriate
message
and
communication
strategy.

72. 1. Knowledge:
Knowing
there
is
a
problem
2. Desire:
Imagining
a
different
future
3. Skills:
Knowing
what
to
do
to
achieve
that
future
4. Optimism:
Confidence
or
belief
in
success
5. Facilitation:
Resources
and
support
infrastructure
6. Stimulation:
A
compelling
stimulus
that
promotes
action
7. Reinforcement:
Regular
communications
that
reinforce
original
message

73. 7.
REINFORCEMENT
1.
KNOWLEDGE
THAT
WAS
A
I
KNOW
SUCCESS
I
SHOULD
6.
STIMULATION
2.
DESIRE
I
AM
JOINING
IN
I
WANT
TO
5.
3.
SKILLS
FACILITATION
I
CAN
IT
IS
EASY
4.
OPTIMISM
IT
IS
WORTH
IT

74.  Robinson
goes
on
to
identify
each
step
as
an
obstacle
that
has
to
be
overcome
using
appropriate
communication
and
education
strategies.
 He
visualizes
each
step
or
obstacle
as
a
door
that
must
be
opened
in
the
context
of
raising
awareness
in
order
to
achieve
lasting
social
change.

75.
An
awareness-­‐raising
campaign
will
typically
communicate
either:
1.
One
central
message,
OR
2.
Closely
related
subsidiary
messages
that
are
linked
by
a
common
theme

76. There
are
four
key
components
of
an
effective
awareness
raising
campaign:
1.
Message
2.
Audience
3.
Strategy
4.
Timing

77. 1. Personal
communication
with
community
members
through
public
meetings,
presentations,
workshops
and
informal
social
events
2. Structured
education
and
training
programs
in
schools,
colleges,
universities,
adult
learning
centers
and
libraries
3. Printed
materials:
Brochures,
billboards,
cartoons,
comics,
pamphlets,
posters
4. Audiovisual
resources:
Pre-­‐recorded
cassettes,
videos,
CDs
and
DVDs
5. Websites,
email
discussion
lists
and
Web
Logs
(blogs)

78. 6. Mass
media
interviews
and
articles
in
newspapers,
magazines,
and
electronic
publications
accessible
via
the
Internet
7. Mass
media
interviews/
news
items
on
radio
and
television
8. Celebrity
spokespeople
9. Performances
of
specially
composed
stories,
songs,
plays
and
poems
10. Strategic
partnerships
and
alliances
with
other
organizations:
local
libraries,
schools
and
civic
society
11. Public
Relations
(PR)
12. Political
advocacy
and
lobbying

79. An
effective
awareness-­‐raising
campaign
strategy
will
employ
a
variety
of
different
communication
approaches
and
techniques
to
ensure
that
the
central
message
is
received
and
understood
by
a
diverse
audience.

80. Consider
five
challenging
issues
that
require
a
Public
Awareness
Campaign
in
your
community:
1.
2.
3.
4.
5.

81. • In
groups
of
three,
have
participants
analyze
the
communication
process.
• One
person
should
serve
as
the
speaker
• One
person
should
serve
as
the
listener
• One
person
should
serve
as
the
observer

82. • As
the
speaker
and
the
listener
communicate,
the
observer
should
note
the
qualities
of
their
communication,
then
provide
feedback
to
both
participants.
• Observers
should
consider
the
following
questions:
1. Was
the
message
clear?
2. Was
the
speaker
effective
3. What
kind
of
communication
style
did
he/she
use?
4. Did
the
listener
use
active
listening
skills?
5. Were
there
characteristics
of
effective
communication