This document provides handouts for a leadership development course on effective communication for leaders. The handouts cover topics such as determining communication effectiveness, different types of communication and their challenges, cultural differences in non-verbal communication, communicating task details to teams, creating SMART goals, developing a communications strategy, and references. The handouts are meant to help leaders improve their communication skills and effectively communicate with their teams.

1. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13 Handouts
INSTALLATION MANAGEMENT COMMAND - FAMILY PROGRAMS
Effective Communication
for Leaders
Handouts
Army Family Team Building Program
Leadership Development
FY13

2. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13 Handout 1
Are You Communicating Effectively
Determine your communication effectiveness as a leader by checking yes or no to the
following questions.
Yes No
1. When you communicate something to your team, do you plan what
you are going to say and think? � �
2. When you communicate something to your team, do you plan what your
team members’ responses may be? � �
3. Is your communication a two-way process? � �
4. Do you know how your team members prefer to receive
communication, e.g., email, memo, face-to-face? � �
5. Do you base your responses on facts rather than opinions? � �
6. Do you articulate clear goals and plans? � �
7. Do you take into account the impact of emotions and feelings in a
given situation? � �
8. Do you encourage an open exchange of ideas to promote the
development of the team and individual team members? � �
9. Do you shape your communication style in accordance with your
audience? � �
10. Do you create presence (a positive impression)? � �
11. Do you speak with candor and directness to maintain an open
working environment? � �
12. Do you adjust your communication based on the type of
communication (meeting, one-on-one, email, telephonic)? � �

3. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13 Handout 2
Types of Communication
Type of
Communication
Challenges How to Overcome When Best Used
Telephonic
Face-to-Face
Meeting
Written
(E-mail, Letters,
Reports, etc.)
Social Media
(Facebook,
Twitter, etc.)
Text / Instant
Messaging

4. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13 Handout 3.1
Cultural Differences in Non-Verbal
Communication
Note the implications of the proverb: “Actions speak louder than words.” In essence,
this underscores the importance of non-verbal communication. Non-verbal
communication is especially significant in intercultural situations. Non-verbal
differences most likely account for typical difficulties in communicating.
General Appearance and Dress
All cultures are concerned about how they look and make judgments based on looks
and dress. Americans, for instance, appear almost obsessed with dress and personal
attractiveness. Consider differing cultural standards on what is attractive in dress and
on what constitutes modesty. Note ways dress is used as a sign of status.
Body Movement
We send information on attitude toward person (facing or leaning towards another),
emotional statue (tapping fingers, jiggling coins), and desire to control the environment
(moving towards or away from a person). There are more than 700,000 possible
motions we can make, making it impossible to categorize them all! We just need to be
aware of body movement and position is a key ingredient in sending messages.
Posture
Consider the following actions and note cultural differences:
o Bowing (not done, criticized, or affected in the US; shows rank in Japan)
o Slouching (rude in most Northern European areas)
o Hands in pocket (disrespectful in Turkey)
o Sitting with legs crossed (offensive in Ghana, Turkey)
o Showing soles of feet. (Offensive in Thailand, Saudi Arabia)
Even in the US, there is a gender difference on acceptable posture. For example, it is
okay for women to walk arm-in-arm, but it is looked down upon for males to do so. In
other countries, such as Egypt or Italy, it is perfectly acceptable for males to walk arm-
in-arm.
Gestures
It is impossible to catalog them all. However, we need to recognize that there is an
incredible number of possibilities and variety and that what is acceptable in one’s own
culture may be offensive in another. In addition, the amount of gesturing varies from
culture to culture. Some cultures are animated; other restrained. Restrained cultures
often feel animated cultures lack manners and overall restraint. Animated cultures often
feel restrained cultures lack emotion or interest.

5. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13 Handout 3.2
Even simple things like using hands to point and count differ. For example: Pointing --
US with index finger; Germany with little finger; Japan with entire hand (in fact, most
Asians consider pointing with index finger to be rude.).
Counting: Thumb = 1 in Germany, 5 in Japan, middle finger for 1 in Indonesia.
Facial Expressions
While some say that facial expressions are identical, the meaning attached to them
differs. Majority opinion is that these do have similar meanings world-wide with respect
to smiling, crying, or showing anger, sorrow, or disgust. However, the intensity varies
from culture to culture. Note the following:
o Many Mediterranean (Latino / Arabic) cultures exaggerate grief or sadness, while
most American men hide grief or sorrow.
o Some see “animated” expressions as a sign of a lack of control.
o Many Asian cultures suppress facial expression as much as possible.
o Too much smiling is viewed as a sign of shallowness.
o Women smile more than men.
Eye Contact and Gaze
In the US, eye contact indicates: degree of attention or interest, influences attitude
change or persuasion, regulates interaction, communicates emotion, defines power and
status, and has a central role in managing impressions of others.
Western cultures see direct eye to eye contact as positive (advise children to look a
person in the eyes), but within the US, African-Americans use more eye contact when
talking and less when listening with reverse true for Anglo Americans. This is a possible
cause for some sense of unease between races in the US. A prolonged gaze is often
seen as a sign of sexual interest. Arabic cultures make prolonged eye contact. — the
belief is that it shows interest and helps them understand truthfulness of the other
person (A person who doesn’t reciprocate is seen as untrustworthy.).
Japan, Africa, Latin American, Caribbean avoid eye contact to show respect.
Touch
Question: Why do we touch, where do we touch, and what meanings do we assign
when someone else touches us?
Touch is culturally determined, but each culture has a clear concept of what parts of the
body one may not touch. Basic message of touch is to affect or control — protect,
support, or disapprove (i.e., hug, kiss, hit, kick).
o The US — the handshake is common (even for strangers). Hugs and kisses are
for those of opposite gender or of family and friends (usually) on an increasingly
more intimate basis.

6. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13 Handout 3.3
o Islamic and Hindu: typically do not touch with the left hand. To do so is a social
insult. Left hand is for toilet functions. Mannerly in India to break your bread only
with your right hand (sometimes difficult for non-Indians).
o Islamic cultures generally do not approve of any touching between genders (even
handshakes), but consider such touching (including hand holding, hugs) between
same-sex to be appropriate.
o Many Asians do not touch the head (head houses the soul and a touch puts it in
jeopardy).
Basic patterns: Cultures (English, German, Scandinavian, Chinese, Japanese) with
high emotional restraint concepts have little public touch; those which encourage
emotion (Latino, Middle-East, Jewish) accept frequent touches.
Smell
o The US — fear of offensive natural smells. There is a billion dollar industry to
mask objectionable odors with what is perceived to be pleasant — again
connected with “attractiveness” concept.
o Many other cultures consider natural body odors as normal (Arabic).
o Asian cultures (Filipino, Malay, Indonesian, Thai, Indian) stress frequent bathing
— and often criticize the US of not bathing often enough.
Paralanguage
o Vocal characterizers (laugh, cry, yell, moan, whine, belch, yawn). These send
different messages in different cultures. Japan — giggling indicates
embarrassment; India – belch indicates satisfaction.
o Vocal qualifiers (volume, pitch, rhythm, tempo, and tone). Loudness indicates
strength in Arabic cultures and softness indicates weakness. For Germans it
indicates confidence and authority. Meanwhile for Thai, it indicates impoliteness
and loss of control to the Japanese. (Generally, one learns not to “shout” in Asia
for nearly any reason!). It is also gender based. Women tend to speak higher
and more softly than men.
o vocal segregates (un-huh, shh, uh, ooh, mmmh, humm, eh, mah, lah).
Segregates indicate formality, acceptance, assent, uncertainty
Taken from: BSAD 560, Intercultural Business Relations, Dr. Charles H. Tidwell, Jr.

7. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13 Handout 4
Communicating the Task, Purpose,
Method and End State
o Define Task. Defining the task identifies the project to be done, when it is to be
accomplished and the effects desired.
o Disseminate the Purpose. This identifies what you want from the team in
relation to the project.
o Describe the method. Describing the method identifies how the task is to be
accomplished. This can be done in detail or left up to the team to decide with
minimal or no guidance from the leader.
o Define End State. The leader defines what must be accomplished for the
success of the project. This requires assessment and decision by the leader. If
successful, the team can prepare for future projects. If the team is not
successful, the team will:
o Repeat the process.
o Adjust the methods for getting the task done.
It is vital that you communicate effectively with your team during the process and obtain
feedback.
Remember to:
o Check in with team members on a consistent basis to ensure the team is meeting
project requirements, offering guidance and answering any questions.
o Forward new information to the team as it becomes available
o Ensure time-lines are met.
o Make and communicate any adjustments needed, based on progress of the
project or changes from the originator of the project.
o Make changes to the team in order to meet project requirements or deadlines, if
needed.

8. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13 Handout 5
Task, Purpose, Method, End State
Scenario
Using the define task, purpose, method, and end state strategy, complete the following
scenario.
You are in charge of a team of 6 people. They have worked well together before. Each
offers a different strength to the team. Your boss assigned you to create a presentation
on what Family Members can expect during a deployment. She wants you to include
information on the other agencies on post that can help both Family Members and
Service Members during deployments. You have one week to get the presentation
done. It will be briefed to the garrison commander and later on to the unit’s Service
Members and their Families before they deploy.
What is the task?
What is the purpose?
How will you disseminate the purpose to your team?
What methods will you employ to make sure the project is done in a timely manner?
What is the desired end state of the project (e.g., how long should it be, which agencies,
etc.)?
How will you communicate effectively with your team while the project is underway?

9. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13 Handout 6
Sample Communications Strategy
The following table shows how a leader may plan and manage communication.
Method Purpose End state Communications
team role
Frequency
Intranet/Internet
Home page Business
metrics/
dashboard
To keep
employees up to
date on progress
Update data that
is not automated
Daily
E-mail
Information
bulletins
Leaders
messages
Other
organizational
information
Inform, engage Employees
understand our
purpose,
progress, and
how they
connect
Consult, develop,
publish
Weekly and as
necessary
Activity reports Inform Employees
understand what
the rest of the
organization is
doing
Collect and
publish
monthly
Meetings
Leadership team
employee
meeting (open to
all)
Model open
organization,
inform
Take notes Weekly
All-manager
meetings
Inform, clarify Note taking Monthly
All-employee
meetings
Inform, clarify Planning, logistics Twice a year
Website pages
Telephone

10. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13 Handout 7
SMART Goals
1. Specific
2. Measurable
3. Achievable
4. Realistic
5. Time and Location Specific

11. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13 Handout 8
12 Tips for an Effective
Communications Strategy
1. Focused communications must be led from the top. What are the goals,
ambitions and strategic aspirations for the future?
2. Consistency in message is vital. What do the people in the organization
need to think, feel and do in order to make the goals a reality?
3. Charismatic yet natural and planned communications are more effective.
Where are you now and what needs to change in your current
perceptions, attitudes, or access to basic information?
4. Communication via the Leader is preferred and more effective. What’s the
role of the communication function in helping close the gap of what we
want for the future, and what we’ve got today?
5. Team Member communications are not optional extras, they are part of
any organization and should be planned and budgeted for as such. What
are the roles and responsibilities of leaders, managers, employees and
communication professionals? What are the resource levels we need?
6. There must be integration between internal and external communications.
What are the communication activities we’re going to need – and who will
be responsible for what?
7. Timing is critical. What are the deadlines you, as the leader, need to
meet? Based on this, what will be your team deadlines? Is there any
flexibility to change the timeline?
8. The tone of any communication is important if you want people to engage
effectively. Have you considered the cultural mix of your group in your
communication strategy? Is your leadership style effective in
communicating with your team?
9. Keep all communication focused on the WIIFM the ‘what’s in it for me?’
factor. What motivate individual team members?
10. Communication is a two-way process. How will you receive feedback
from your team? How will you facilitate open communication between
your team members?
11. A single key theme or a couple of key themes is a means of giving a
consistent message. How will you focus your communication strategy so
that the team stays on track?
12. Set your standards and stick to them. Have you made your standards
clear? Are the standards SMART (specific, measurable, achievable,
realistic and time/location specific).

12. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13 Handout 10
Personal Communications Strategy
Methods Purpose End State Communications
team role
Frequency
Intra/Internet
Telephone
E-mail
Meetings
Website
pages

13. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13
References
Army Family Team Building (2006/7) Level III communication skills for leaders.
Army Family Team Building (2006/7) Level III delegation for leaders.
Brigade Aviation Element Handbook. (2006). Appendix J – Fire support quick
reference. (Training Circular No. 1-400). Washington, D.C.; Department of the Army.
Data Entry Outsourcing Services (n.d.) Audio transcription services, video transcription
services, conference transcription services. Retrieved at
http://sites.google.com/site/dataentryoutsourcingservices1/audio-transcription-services-
video-transcription-services-conference-transcription-services
Dineshbakshi (2009). What is delegation? Retrieved at
http://www.dineshbakshi.com/igcse-business-studies/business-organisation/revision-
notes/1102-delegation.html
Dotterer, J.C. CPT. (2012) Commander’s intent: Less is better. GlobalSecurity.org.
Retrieved from
http://www.globalsecurity.org/military/library/report/call/call_9824_ch1.htm
Goman, C. K. (2009, July 17). Body language: Mastering the silent language of
leadership. Washington Post.
http://views.washingtonpost.com/leadership/leadership_playlist/2009/07/body-language-
mastering-the-silent-language-of-leadership.html
Headquarters Department of the Army. (1993). Operations. (FM 100-5). Washington,
D.C. Department of the Army.
Lucas, S, E. (1946). The art of public speaking (10th
ed.). McGraw-Hill Higher
Education.
Papa, J. (n.d.) Activities for verbal communication skills. Retrieved from
http://www.ehow.com/list_6018794_activities-verbal-
communicationskills.html#ixzz1WdDSrcnb
The Teal Trust (n.d.) Delegation skills: Five tips for great delegation. Retrieved at
http://www.teal.org.uk/et/page7.htm
Tidwell, Jr., C. H. Ph.D. (n. d. ) Handout for BSAD560 intercultural business relations.
http://www.andrews.edu/~tidwell/bsad560/NonVerbal.html
US Department of Transportation – Federal Highway Administration. (n.a.) Public
involvement techniques for transportation decision making. Retrieved from
http://www.au.af.mil/au/awc/awcgate/fhwa/facil.htm

14. Army Family Team Building Leadership Development
L.3 Effective Communication for Leaders
FY13
Evaluation Form
Date: ____________________ Location: _______________________
Instructor: _____________________________
Part 1: Class Evaluation
Rate the following statements
Strongly Strongly
Agree Disagree
1. The content was relevant to my needs and interests. 5 4 3 2 1
2. The training materials were easy to use and understand. 5 4 3 2 1
3. There was adequate time to cover each section. 5 4 3 2 1
4. The stated objectives were met. 5 4 3 2 1
5. The activities and discussion enhanced the learning process. 5 4 3 2 1
6. What aspects of the class benefited you the most?
________________________________________________________________________________
7. Do you have any suggestions for improving the class content?
________________________________________________________________________________
Part 2: Instructor Evaluation
Rate the following statements:
Strongly Strongly
Agree Disagree
1. The instructor was knowledgeable class topic. 5 4 3 2 1
2. The instructor presented the material in a manner that was 5 4 3 2 1
easy to understand.
3. The instructor answered my questions. 5 4 3 2 1
4. The instructor was professional in appearance and manner. 5 4 3 2 1
5. What aspects of the instructor’s presentation did you find most beneficial?
__________________________________________________________________________________
6. Do you have any suggestions for improving the instruction?
__________________________________________________________________________________
Do you wish the AFTB Program Manager to contact you? __ yes __ no. If yes please provide contact
information. Name: _____________________ Phone: ________________ Email:_________________