NCP BP105T Communication Skills

NEHRU COLLEGE OF PHARMACY BP105T COMMUNICATION SKILLS
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NEHRU COLLEGE OF PHARMACY
BP105T
Communication Skills
1st
Sem B.Pharm (KUHS) Lecture Notes
Prepared by
Dr Sudheer Marar
Krishnapriya M
Vineetha K R
Faculty Members, Dept. of MCA
Nehru College of Engineering and Research Centre

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SYLLABUS
BP105T.COMMUNICATION SKILLS (Theory) 30 Hours
Scope: This course will prepare the young pharmacy student to interact effectively with doctors, nurses, dentists,
physiotherapists and other health workers. At the end of this course the student will get the soft skills set to work
cohesively with the team as a team player and will add value to the pharmaceutical business.
Objectives:
Upon completion of the course the student shall be able to
1. Understand the behavioral needs for a Pharmacist to function effectively in the areas of pharmaceutical
operation
2. Communicate effectively (Verbal and Non Verbal)
3. Effectively manage the team as a team player
4. Develop interview skills
5. Develop Leadership qualities and essentials
UNIT – I 07 Hours
Communication Skills: Introduction, Definition, The Importance of Communication, The Communication Process – Source,
Message, Encoding, Channel, Decoding, Receiver, Feedback, Context
Barriers to communication: Physiological Barriers, Physical Barriers, Cultural Barriers, Language Barriers, Gender Barriers,
Interpersonal Barriers, Psychological Barriers, Emotional barriers
Perspectives in Communication: Introduction, Visual Perception, Language, Other factors affecting our perspective - Past
Experiences, Prejudices, Feelings, Environment
UNIT – II 07 Hours
Elements of Communication: Introduction, Face to Face Communication - Tone of Voice, Body Language (Non-verbal
communication), Verbal Communication, Physical Communication
Communication Styles: Introduction, The Communication Styles Matrix with example for each -Direct Communication
Style, Spirited Communication Style, Systematic Communication Style, Considerate Communication Style
UNIT – III 07 Hours
Basic Listening Skills: Introduction, Self-Awareness, Active Listening, Becoming an Active Listener, Listening in Difficult
Situations
Effective Written Communication: Introduction, When and When Not to Use Written Communication - Complexity of the
Topic, Amount of Discussion’ Required, Shades of Meaning, Formal Communication
Writing Effectively: Subject Lines, Put the Main Point First, Know Your Audience, Organization of the Message
UNIT – IV 05 Hours
Interview Skills: Purpose of an interview, Do’s and Dont’s of an interview
Giving Presentations: Dealing with Fears, Planning your Presentation, Structuring Your Presentation, Delivering Your
Presentation, Techniques of Delivery
UNIT – V 04 Hours
Group Discussion: Introduction, Communication skills in group discussion, Do’s and Dont’s of group discussion

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UNIT 1
Communication Skills.
Introduction
Communication is a key element in any human activity. Communication is a
learned skill. However, while most people are born with the physical ability to
talk, not all can communicate well unless they make special efforts to develop
and refine this communication skill. Very often, we take the ease with which
we communicate with each other for granted, so much so that we sometimes
forget how complex the communication process actually is.
Communication takes place when we are supposedly at the same level of
understanding and comprehension as other interlocutors. Common forms of
communication include speaking, writing, gestures, touch, using pictures and
broadcasting. Communication is therefore not what is said whether verbally or
non-verbally, but what is understood.
Definition
What is communication?
Communication is a word derived from the Latin word communis or
commūnicāre, which means ‘to make common’ or ‘to share’.
Communication is the act of conveying intended meaning to another person
through the use of mutually understood signs and language.
Communication is the art of transmitting information, ideas and attitudes from
one person to another. Communication is the process of meaningful
interaction among human beings.

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The basic steps of communication are: the forming of communicative intent,
message composition, message encoding, and transmission of signal, reception
of signal, message decoding and finally interpretation of the message by the
recipient.
Communication is simply the act of transferring information from one place to
another. When you call or talk verbally to your friend, then you are said to be
communicating with your friend.
The Importance Of Communication
Communication makes sense when you think about it. If you can communicate
well, you can get your message across to others in an effective way and they
then have accurate instructions to complete their assigned tasks. If you are not
able to communicate well, the messages you send get lost in translation.
Communication breakdowns result in barriers against your ability to develop
both professionally and personally. Even though communications skills are so
important to success in the workplace, there are many individuals who find
these skills to be a stumbling block to their progress. They struggle to convey
their thoughts and ideas in an accurate manner, making it difficult to progress
and nearly impossible to lead well.
However, there is hope for anyone who finds communicating to be difficult.
These skills can be practicedand learned. It takes learning about how
communication works, how to communicate exactly what it is you want to say,
what mode of communication is best, and what factors are influencing the
ability for you to send and receive messages with acumen.
Characteristics of Communication
The characteristics of communication include:

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1. Communication is a process: Communication is a 2 way process which
involves; listening to others (Receiving) message Asserting/Expressing
(Sending).
2. Communication is a dynamic: it is ever changing depending on the variables
at play.
3. Communication is a complex a process.
4. Communication is a two-way process of reaching mutual understanding, in
which participants not only exchange (encode-decode) information but also
create and share meaning.
5. Communication involves the sharing of information using a code.
6. Communication occurs between people and sometimes animals
7. Communication is irreversible: once one has communicated something it
cannot be recalled back. 8. Communication is a system
9. Communication must have the elements of communication: Source,
receiver, channel, message, noise, feedback.
10. Communication can be verbal/ non-verbal or visual.
11. Communication can be accidental especially in non-verbal
Functions of communication
Human beings communicate for various reasons. Here are some of the reasons
why we must communicate:
1. To change in behaviour
2. To influence others
3. To express our thoughts and emotions through words & actions.
4. It is a tool for controlling and motivating people.
5. It is a social and emotional process.
6. Communication for improving self-confidence
7. Entertain

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8. Educate
9. Establish relationships
10. Inform
11. Solve problems
12. Make orders
13. Give directions
Communication process
There are models which try to explain the communication process. A model is
an explanation of the occurrences in a phenomenon. Elements of
communication have been explained in different models which attempt to
explain the communication process. Communication is a two-way process that
results in a shared meaning or common understanding between the sender
and the receiver. An understanding of how communication works can help us
to understand and improve our communication. The elements of
communication enable us to understand how communication works. The
process of communication can be understood using a model known as the
‘Encoding/Decoding’ model. The Encoding/Decoding model has several parts:
source/sender, encoding, message channel, receiver, decoding and feedback.
All of these parts will be explained below as well as how they relate to the
process of promotions (marketing communications).
These are the elements of communication and are explained below:
 The Source/ The Sender
The process of communication begins with the ‘source’ also known as the
‘Sender’ . The source refers to the individual or group who intend to

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communicate an idea to their audience. Source is the originating point of any
communication act. It is the source who gets the urge that necessitates
communication for the purpose of satisfying that urge. The stronger the
stimulus or the urge the greater is the need to communicate. The greater the
need to communicate, the more the need is for effectiveness. The source is
also referred to as the sender, or encoder.
 Encoding
When the source of the communication puts together their intended message,
this is referred to as ‘Encoding’. ‘Encoding’ can be defined as transforming an
abstract idea into a communicable message. This is done using words, symbols,
pictures, symbols and sounds. Encoding is the process of putting ones thoughts
into words. Encoder is the person who translates his/her thoughts into
meaningful words.
 Message
The message is the most crucial element of effective communication. A
message can come in many different forms, such as an oral presentation, a
written document, an advertisement or just a comment. The message is not
necessarily what the sender intends it to be. Rather, the message is what the
receiver perceives the message to be. As a result, the sender must not only
compose the message carefully, but also evaluate the ways in which the
message can be interpreted.
 Channel
The message travels from one point to another via a channel of
communication. The channel sits between the sender and receiver. The

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encoded message must now be delivered to its audience via a message
channel. A message channel is a term that refers to the medium that carries
the message from the sender to the receiver. There are many channels, or
types, of communication channels for example, from the spoken word to radio,
television, an Internet site or something written, like a book, letter or
magazine. Every channel of communication has its advantages and
disadvantages. For example, one disadvantage of the written word, on a
computer screen or in a book,
 The Receiver
Anyone who is audience to the message is referred to as the receiver. The
receiver means the party to whom the sender transmits the message. A
receiver can be one person or an entire audience of people. A receiver is the
eventual recipient of the message. The receiver is also the decoder of the
message For example, all viewers of a television advertisement can be referred
to as the ‘receivers’ of the message.
 Decoding
When the receiver views or hears the message they do what is termed
‘decoding’. Decoding can be defined at the receiver interpreting the message
and coming to an understanding about what the source is communicating. The
receiver is also the decoder of the message. Decoding of a message is as
integral to communication as encoding it. Decoding is the process of giving
meaning to the encoded message. It can also be referred to as extracting the
embedded meaning or interpreting what was encoded by the sender. The
ability of the receiver in decoding the message correctly is decisive in
understanding the message in its holistic sense

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 Feedback/Response
Feedback refers to any response the receiver offers to the message, this could
be communication or behavior. The last element of effective communication is
feedback. This is the response from the receiver and later the source. Feedback
is the receiver's response or reaction to the sender's message. The receiver can
transmit feedback through asking questions, making comments or just
supporting the message that was delivered. Feedback helps the sender to
determine how the receiver interpreted the message and how it can be
improved. Without feedback the communication process breaks down. The
feedback given determines the direction the communication process will take.
 Noise/Barriers
Noise is the term given to anything that disrupts the communication. That is,
anything that prevents the audience from receiving the message the way they
source intended to. It doesn’t necessarily involve and audible distraction.
Anything that is competing the source’s and the receivers’ attention is called
noise. Barriers to communication are the factors that contribute towards the
total or partial loss or failure of the communication. In simple terms they can
be referred to as those features that act as blocks to the desired outcome of
any communication process.
They are many and very multidimensional in nature. Noise can be internal or
external.
a) Internal: Noise that is coming from within the interlocutors such as a
headache, anger, stress etc
b) External noise: Noise from the environment such as; cars passing, children
shouting, siren from an ambulance e.t.c.
A communication process that employs all the elements works as follows:

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The source has an urge–a need that requires being satisfied encodes the
message in verbal and/or non-verbal language that is considered to best
communicate the message according to the intent.. In order to make
that happen, it has to be in a form and format that conveys the intent in
the best possible manner. This message is encapsulated in the linguistic
conventions such as symbols i.e., words besides signs that can be
referred to as non-verbal language.
Barriers to Communication
Barriers are the factors which influence the clarity, accuracy and effectiveness
of the message by acting upon any or all of the basic elements of
communication process.
1. Physiological Barriers
Physiology is the state of human body and mind. Physiological barriers of
communication occur due to the physical condition of sender or receiver
which might even be physical disabilities. Physiological barriers may
result from individuals' personal discomfort, caused, for example, by ill
health, poor eye sight, or hearing difficulties. These may also affect one’s
personality in many different and mostly negative ways.
For example, A person with short term memory loss is unable to convey
the message after a while as he/she forgets the message and hence the
communication fails.
2. Physical Barriers
Physical barrier is the environmental and natural condition that act as a
barrier in communication in sending message from sender to receiver.
Organizational environment or interior workspace design problems,
technological problems and noise are the parts of physical barriers.

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When messages are sent by the sender, physical barriers like doors, walls,
distance, etc. do not let the communication become effective. The barriers
are less if the proximity of the sender and the receiver is high and less
technologies are required. Disturbance in hearing due to thunders,
telephone call disconnection, problems in television reception, message not
being sent in chat, etc. are some examples of physical barriers of
communication.
3. Cultural Barriers
Culture is handed down from one generation to another. It gives people
their way of seeing the world and interpreting life. A single culture has many
sub-cultures. Culture prescribes behaviour. Different cultures have different
meaning of words, behaviours and gestures. Culture also gives rise to
prejudices, ethnocentrism, manners and opinions. It forms the way people
think and behave. When people belonging to different cultures communicate,
these factors can become barriers.
In America, people communicate freely and that is a part of their culture. In
Germany, an Indian who is used to being very indirect with his communication
might find their direct way of speaking rude. Being direct is part of the German
culture and it is reflected in the way they communicate. Communication
shapes culture and culture shapes communication.
4. Language Barriers
Communication becomes difficult in situations where people don't understand
each others' language. The inability to communicate using a language is known
as language barrier to communication. Language barriers are the most

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common communication barriers which cause misunderstandings and
misinterpretations between people.
Most of the people in the world do not speak English or, even if they use, it is
their second or third language. If the speaker and receiver do not use same
language and words, there is no meaning to the communication. Not using the
words that other person understands makes the communication ineffective
and prevents message from being conveyed.
5. Interpersonal Barriers
Withdrawal is an absence of interpersonal contact. It is both refusals to be in
touch with others.
6. Psychological Barriers
The psychological barrier of communication is the influence of psychological
state of the communicators (sender and receiver) which creates an obstacle
for effective communication.
Communication is highly influenced by the mental condition that the
communicators are in and is disturbed by mental disturbance. If the people
involved in communication are not emotionally well, they won’t be able to
communicate properly. There are 3 types of psychological barriers would be
discussed as they are the most common ones.
a. Perceptual barriers
b. Emotional Barriers, and
c. Experiential barriers.
 Perceptual barriers
Perceptual barriers can significantly alter our understanding and thus
affect our communication. They are deep rooted and work in
conjunction with our experiences.

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For example, a person takes females to be weak which is the person’s
perception. He/she tells that to someone who does not think so. This
causes a misunderstanding between the two. Everything they
communicate after that becomes unsuccessful that the view of the
person is already set.
 Emotional barriers
One of the other chief psychological barriers to open and free
communication is the emotional barrier. emotions like fear,
nervousness, confusion, mistrust and jealousy affect communication
process.
For example, a person having extreme moods of happiness will laugh at
anything at all said to him/her. The same person when sad will cry or
get angry at insignificant situations.
 Experiential barriers
Experiential barriers on the other hand become barriers by virtue of not
having experienced them leading to altered interpretation and
comprehension. Our experience shapes our view of the world. For
example, when children experience trauma at the hands of trusted
adults (especially family members) their emotional link with the adult
world is severed, creating distrust. They are left with three companions:
guilt, fear and feelings of inferiority.
Perspectives in Communication
Introduction

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A communication perspective focuses on the way in which our shared
meanings and practices are constituted through language and symbol, the
construction of messages, and their dissemination through media,
organizations, and society. A communication perspective not only examines
the way that messages transmit information and influence individual and
collective behaviour; it also examines the way that messages create, sustain,
and change cultures and communities. We all come to each communication
exchange with our own ‘filter’ through which we see the world, the person we
are communicating with, and the situation or topic we are communicating
about. These filters mean that we don’t always start with the same perspective
as the person we are communicating with. Our individual perceptions are the
‘filter’ through which we communicate with others.
Visual Perception
Visual perception is the ability to see and interpret (analyze and give meaning
to) the visual information that surrounds us. The process of "taking in" one's
environment is referred to as perception. There’s an old saying that "a picture
is worth a thousand words." Life would indeed be difficult without paintings,
photographs, diagrams, charts, drawings, and graphic symbols. These are some
of the reasons why SHOWING is such an important form of communication.
 Most people understand things better when they have seen how they
work.
 Involved, complex ideas can be presented clearly and quickly using visual
aids.
 People retain information longer when it is presented to them visually.
 Visuals can be used to communicate to a wide range of people with
differing backgrounds.
 Visuals are useful when trying to condense information into a short time
period.

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Visual aids--used imaginatively and appropriately--will help your audience
remember more. Consider the following:
 People think in terms of images, not words, so visuals help them retain
and recall technical information.
 Visuals attract and hold the attention of observers.
 Visuals simplify technical information.
 Visuals may be useful in presenting technical information to a
nontechnical audience.
Language
The different perspectives we experience can be with language as well. How
many times have you received an email that seemed to have a certain ‘tone to
it,’ and that perception of tone colored the way that you might have
responded?
 The same words can have very different meanings depending on how
we interpret them.
Here’s another example. What is the meaning of the following phrase?
 A woman without her man is nothing
Sounds pretty bad at first glance, doesn’t it? Look again. If you add
punctuation or change the word emphasis, how does the meaning
change
 A woman without her man is nothing
The words were the same in both cases. But the meaning has now
changed completely. So although we think our meaning may be clear
when we use specific words in a certain order, we can’t always be
certain that the other person will read or hear them in that way.
 Other factors affecting our perspective:
There are a multitude of other factors that can affect our perspective,
thereby affecting how we communicate with another person. Some of
these factors come from our past experiences, our prejudices, our
feelings, and our environment. Some of these will be discussed in
greater detail in later chapters.
Past Experiences

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Imagine that you are in a meeting where you will be discussing changes in your
personnel policies atwork. What will you be bringing to that conversation? You
might have examples of other company’s personnel policies. You might have
examples from your own time in the company that demonstrate why you feel
that certain changes might need to be made. Or you might come to the table
empty-handed, with just a pad of paper and a pen in order to take notes.
What influences you to do any of these things? Your past experience. You
would bring outside information because you have learned in the past that
comparing situations can be helpful in decision making. You bring examples of
your own experience because you have learned in the past that examples can
be powerful ways to make your case. Or you come to the table empty-handed
because in the past you have felt that your input wasn’t valued or you have no
past experience in this topic and so you are a ‘clean slate’ information wise.
In every one of these situations, your communication is being affected by your
past experience. You enter a situation, a meeting, or a conversation, with
certain expectations of what will happen in that scenario, and you behave
accordingly.
Of course, sometimes you want your past experience to influence your future
communications. For example, when your team responded positively to the
sales tactics you put in place, those same or similar tactics can certainly be
successful again. when our negative past experiences stifle our communication
or alter our full potential for communicating that we need to be aware.
Prejudices
We all have prejudices. They occur when we take our past experiences with a
person and assume that the same type of experience will happen with all

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people who are similar to the first. Prejudices are partly due to culture and
partly due to personal preference or experience. Not all prejudices involve a
negative characteristic either; for example, you could consider all of one group
to be smart.
The problem with prejudices is when they start to influence how or to whom
we communicate. To get an idea of how this could be happening in your
workplace, consider how you might complete the phrases below. If you can’t
think of a way to complete it from your own experience, complete each phrase
with a stereotype that you might have heard in the past:
• Women in the workplace are….
• Young people in the workplace are…
• Seniors in the workplace are…
• Working mothers in the workplace are…
• Supervisors at work are…
• The lowest job level workers are…
• Blacks, whites, or (fill in a race) in the workplace are…
• Homosexuals in the workplace are….
• Christians, Muslims, or (fill in a religion) in the workplace are…

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• Disabled people in the workplace are…
Prejudices occur when we take an isolated experience with one ‘type’ of
person and then act as if all encounters in the future with people of the same
‘type’ or with the same characteristics will result in the same experience
When we categorize people like this, we eliminate their individuality. If you are
communicating to a person through a perceived prejudice or stereotype, at the
very least you are greatly limiting the chances of your communication being
successful or producing the desired result. At the most, you are alienating or
insulting someone with whom you are trying to build a working relationship.
Your goal should be to see each person as an individual that is separate from
any preconceived notions you might have about them. It takes practice, but
wouldn’t you like to be seen and communicated with as an individual and not
as a sum of different labels that can be placed on you?
Feelings
For this area of influence, there are actually two ways in which your feelings
can influence your communication with another person. The first simply refers
to the way that you feel on a given day; if you feel well, you’ll communicate in
one way and if you feel ill you’ll communicate in another. Since your well being
fluctuates, it makes sense that the way you communicate will change
somewhat with how well you are feeling. If you find yourself experiencing
difficulty in communicating due to an illness or other physical stressor,
recognizing and acknowledging it, when appropriate, can be very helpful when
others might interpret the change in your communication as having something
to do with them.

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The second aspect related to feelings refers to how you feel about a specific
person. When you genuinely like someone, the way you communicate is going
to show it. Unfortunately, the same can be said for when you don’t like
someone. However, as you continue learning about effective communication
skills in the following chapters, you will find some tools to help you be as
effective as possible in communicating, even when it’s with someone that you
dislike.
Environment
The last area of influence on your communication is your environment. All of
us communicate differently in different environments. This is simple enough to
observe in everyday life. Do you speak to your colleagues the same way that
you do to your friends? Do you talk to strangers with more or less formality
than people you know well? Do you talk to your subordinates the same way
when your own boss is there as you do when she is not there? As you go
through your workday, notice how where you are, what is going on and who
else is present may be impacting the way that you communicate.
Recognizing how the environment might be affecting others you communicate
with is a skill that can come in handy for you, particularly when you perceive
that the environment is having a negative impact on your ability to
communicate effectively with someone. This skill will help you to perceive why
someone might be communicating in the way that they are. It will also give you
a factor that you can alter in order to make the person more comfortable or to
establish a level of formality that you feel is important in a particular situation.

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Module II
COMMUNICATION
 Communication creates meaning through the exchange of messages.
 The prefix “C-O-M” means “together”
 There must be an understanding or a coming together for successful
communication to take place.
ELEMENTS OF COMMUNICATION
Sender: The person with the message to communicate
Receiver: The person or persons whom the message is addressed; the
person who interprets the message.
Encoding: The process of putting the message into the form in which it is
to be communicated.
Decoding :The process the Receiver undergoes in trying to interpret the
exact meaning of a message.
FACE TO FACE COMMUNICATION
“when a small group of people or only two persons involve them in informal
talking when they come to face to face, it is called face to face
Communication.”
• Two-way communication
• Verbal exchange of thoughts or information between two or more
people
• Descriptions include:
– Share,discuss, argue, interact
• Formats include:
– meetings interviews
– phone calls classes
• Response from receiver necessary for effectiveness.

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Tone of Voice
Emotions and attitude
A)Emotions
• Powerful communication filter
• Receivers may think with their emotions
• Strong emotions can prevent reception, or distort the strength of a
message
• May shift attention from the message content to feelings
B) Attitude may be based on:
• voice
• accent
• gesture
• dress
• delivery
• mannerisms
• speaker’s topic
Body Language (Non-verbal Communication)
• Messages without words or silent messages
• Not spoken or written
• Include:
– posture
– facial expressions
– voice tone

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– gestures
– appearances
– eye contact
 More impact than verbal message
 Being more conscious of nonverbal messages improves
communication
 Make sure verbal and nonverbal messages are consistent:
 message clarity
 builds trust
Body Language (Kinetic Gestures)
Movements of the:
 Body
 Limbs
 Head
 feet and legs
 facial expressions
 eye behavior
 posture
Eye Contact
 Honest person has a tendency to look you straight in the eye when
speaking.
 At least listeners accept it like that. People avoid eye contact with other
person when an uncomfortable question asked.
 Transmit more information than any other part of the body.
 Western standard in business setting:
meet other person’s eyes 60 - 70%

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Facial Expressions
• Identifies inner feelings and emotions of person
• Most observations are accurate
• “Wearing your emotions on your sleeve”
Gestures
 Messages indicating reaction to situation
 Should command respect
 Meanings vary across cultures
Physical Communication
 Not all nonverbal communication comes through movement and motion
 Some are static self presentation characteristics
 body height
 weight
 hair
 skin color
 breath odor
First impression
 We know the importance of “first impression”
 But first impressions happen everytime when we initiate the
communication.
 Positive first impression make communications much easier and
more comfortable.
 Negative first impressions can cut off a relationship before it gets
started.

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Verbal Communıcatıon
is a primary communication that includes skills like reading, writing and
speaking verbally in a common language.
 Of all the skills necessary to succeed in college, the two most important
are:
 Reading – the intake of information
 Writing – the production of information
 Before all else, if you don’t like to read, accept the importance of the
skill and work on it. This is CRITICAL to your success!
Commit to reading goals
 Plan time and space to concentrate
 Capture knowledge and connect ideas
 Preview and Review

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COMMUNICATION STYLES
There are mainly 4 basic communication styles:
DIRECT
 Gets to the bottom line.
 Speaks forcefully.
 Maintains Eye contact.
 Presents position strongly.
SPIRITED
 Persuasive.
 Is a good story-teller.
 Focuses on the big picture.
 Uses motivational speech.
CONSIDERATE
 Listens well.
 Is a good counselor.
 Uses supportive language
 Builds trust
SYSTEMATIC
 Presents precisely
 Focus on facts
 Efficient on speech
 Well organized workplace

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Module III
1.Basic Listening Skills
1.1 Introduction
Listening is the most important communication skill .We probably
spend more time using our Listening Skills than any other kind of skill
.Like other skills, Listening takes practice ,Real Listening is an active
process ,Listening requires attention . Effective Listening is the
process of analyzing sounds, organizing them into recognizable
patterns, interpreting the patterns and understanding the message
by inferring the meaning .Many of the problems we experience with
people in our daily lives are primarily attributable to ineffective
listening or lack of listening.
Listening is important in more arenas than in the work place. We listen for
multiple reasons:
 To build relationships
 To understand others
 To be entertained
 To learn
 To show empathy
 To gather information

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1.2.Self-Awareness
Self-awareness is the capacity to recognize your own feelings, behaviors, and
characteristics - to understand your cognitive, physical and emotional self. At a
basic level, it is simply understanding that you are a separate entity from
others. In a broader sense, the questions:
 Who am I?
 What do I want?
 What do I think?
 How do I feel (physically and emotionally)?
are all questions that require self-awareness to answer.
Take time to become aware of your own listening behavior in different
scenarios. At work, at home, with friends, with strangers, or with other groups
that you communicate with, notice the following:
Your body language – how are you standing or sitting? Are you tense or
relaxed? In an open position or a closed one?
 Do you make eye contact? Do you keep it? Or do you look away, look
down, or turn your eyes to other people or things in your environment?
 Are you following every word? Could you repeat what was just said
verbatim? Or is your mind wandering off to lunch, that email you need
to write, or that phone call you just had?
 Are you planning what you will say in return?
1.3.Active Listening:

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Active listening means being as attentive and involved in the conversation
during the times that you are listening as when you are speaking. You must
learn to be consciously attentive to the words that are being said, but in
addition, to the whole message that the other person is attempting to relay to
you. In order to do this you must pay close attention to the speaker. This
requires concentration and practice. It means being certain that you either
eliminate or ignore the distractions surrounding you, and that you don’t spend
the whole time coming up with your response to what they are saying. This
may sound difficult, but there are some simple tools you can use to make
active in listening a regular habit.
Active listening involves listening with all senses. As well as giving full
attention to the speaker, it is important that the ‘active listener’ is also ‘seen’
to be listening - otherwise the speaker may conclude that what they are talking
about is uninteresting to the listener.
Interest can be conveyed to the speaker by using both verbal and non-verbal
messages such as maintaining eye contact, nodding your head and smiling,
agreeing by saying ‘Yes’ or simply ‘Mmm hmm’ to encourage them to continue.
Stop any mental chatter
 Don’t start preparing your response or rebuttal while the other person is
talking.

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Check for understanding.
Our personal experiences, our perceptions, and our feelings can all influence
the way that we hear. It is possible for the message to get mistranslated or
misinterpreted, so that we hear a message that was not intended. Before
responding, it’s important to check for understanding using these tools. .
 Use reflecting and paraphrasing. Check that you heard the message
correctly by saying things like “what I hear you saying is….” or “If I’m
hearing you correctly, you’re saying…..” or “I think you’re talking
about….”.
 Ask questions that will help clarify the speaker’s meaning. Suggestions
include things like,“Can you tell me more about…..?” or “What did you
mean when you said…?” or “I think you’re saying… is that right?”
 Summarize what you’ve heard occasionally – don’t wait until the end or
you might not remember exactly what was said.
 Nod from time to time, when appropriate
 Use appropriate facial expressions
 Monitor your own body language. Be sure you remain open and
relaxed rather than closed and tense.
 Use small comm. uh-huh, yes, right.
 If you are in a group, avoid side conversations

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1.4. Becoming an Active Listener
There are five key active listening techniques you can use to help you become
a more effective listener:
1. Pay Attention
Give the speaker your undivided attention, and acknowledge the message.
Recognize that non-verbal communication 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
2. Show That You're Listening
Use your own body language and gestures to show that you are engaged.
 Nod occasionally.
 Smile and use other facial expressions.
 Make sure that your posture is open and interested.
 Encourage the speaker to continue with small verbal comments like yes,
and "uh huh."
3. Provide Feedback
Our personal filters, assumptions, judgments, and beliefs can distort what we
hear. As a listener, your role is to understand what is being said. This may
require you to reflect on what is being said and to ask questions.
 Reflect on what has been said by paraphrasing. "What I'm hearing is... ,"
and "Sounds like you are saying... ," are great ways to reflect back.
 Ask questions to clarify certain points. "What do you mean when you
say... ." "Is this what you mean?"
 Summarize the speaker's comments periodically.
4. Don’t interrupt

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Interrupting is a waste of time. It frustrates the speaker and limits full
understanding of the message.
 Allow the speaker to finish each point before asking questions.
 Don't interrupt with counter arguments.
5. Respond Appropriately
Active listening is designed to encourage respect and understanding.
You are gaining information and perspective. You add nothing by
attacking the speaker or otherwise putting her down.
 Be candid, open and honest in your response.
 Assert your opinions respectfully.
 Treat the other person in a way that you think she would want to
be treated.
1.5. Listening in Difficult Situations
Listening is particularly difficult when you are in a heated or emotionally
charged situation. In order for your communication to be successful and
productive, you may need to employ some additional tools in order to listen to
others and to allow for the exchange of information despite your feelings.
Some tips include:
 If possible, suggest that you move the discussion to a private location
with no distractions.
 If tension is high, start by agreeing on what your goal of the discussion
will be. Are you resolving a problem? Learning about what happened in
a difficult situation?
 If you need to, set ground rules. These could include agreeing that you
won’t bring up old events again, that you will keep personal comments
out of the discussion, or that you will both keep your voices down.

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 While listening, remind yourself of the active listening guidelines.
Breathe slowly in and out in order to remain calm.
 If you can’t seem to pay attention, try repeating to yourself in your mind
every word that the other person says. Then you are ‘hearing’ the
message twice and it has a better chance of getting through.
2.Effective Written Communication
2.1.Introduction
Writing skills are an important part of communication. Good writing skills
allow you to communicate your message with clarity and ease to a far larger
audience than through face-to-face or telephone conversations. You might be
called upon to write a report, plan or strategy at work; write a grant
application or press releasewithin a volunteering role; or you may fancy
communicating your ideas online via a blog. And, of course, a well written CV
or résumé with no spelling or grammatical mistakes is essential if you want a
new job.
Effective writing allows the reader to thoroughly understand everything you
are saying. This is not always easy to do. Here are a few tips that will help you:
 Know your goal and state it clearly. Do you want the reader to do something
for you or are you merely passing along information? Do you want a response
from the reader or do you want him to take action? Your purpose needs to be
stated in the communication. Avoid information that is not relevant. Clarity is
key.

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 Tone can help your writing be more effective. Certain forms of communication,
like memorandums and proposals need a formal tone. Writing to someone you
know well would need a more informal tone. The kind of tone depends on the
audience and purpose of the writing.
 Explain in clear terms what you want the reader to do. They can not oblige if
they do not understand. Also, they may not even want to try to help if the
communication is vague and sloppily written. It is good to include why it is
beneficial to them to do what you ask or to help you.
 Language needs to be simple. Do not overuse clichés, jargon, and expressions
or try to impress with big words. Keep sentences and paragraphs short and
concise.
 Less is more when it comes to length. Leave out words that do not contribute
to the main focus of the communication. This can make the reader work
harder to know why you wrote.
 Using an active voice will strengthen your writing. Sentences that are written in
the active voice will flow better and are easier to understand. Long,
complicated sentences will slow the reader down, even more so if they are
written in the passive voice. An active example is “I caught the ball.” and a
passive example is “The ball was caught by me.” Active voice will engage the
reader and keep his attention.
 Good grammar and punctuation are very important. It is a good idea to have
someone else proofread your writing before you send it. If you cannot do that,
then try reading it out loud.

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2.2.When and When Not to use Written Communican
Written communication means the communication in written form. In this
communication, the sender writes the message using words and then sends to
the receiver. Written communication can take place in many different forms as
such letters, memos, circulars, manuals, notices, reports, questionnaires
etc.sending an email is easy. How many of us haven’t written one while on
hold with another call or in those few moments between one meeting and the
next? Texts are even easier – and let you send information from virtually
anywhere. Yet when is written communication most effective, and when is it
not? There are a number of factors that can help you make that choice.
2.3.Complexity of the Topic
Using written communication is an excellent choice for sharing information
that is easily organized and easily understood by the independent reader.
Highly complex topics or lengthy explanations are not good choices for
normal written communication. Written communication should ‘stand alone’
for the reader. However, there is a point at which written communication
becomes inefficient for one of several reasons. The information may be too
complex to organize in a manner that will be intelligible to your reader
without further assistance. The amount of explanation required to make the
information intelligible might be cumbersome, leading to misinterpretation or
lack of understanding. In the long run, you’ll end up answering so many
follow-up emails or phone calls that in these cases you would have been better
off having a face-to-face meeting or in a formal training session.

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2.4.Amount of ‘Discussion’ Required
If the topic is complex or involved enough that there will need to be a long
exchange of discussion-type emails, the longer you allow the exchange to
continue in writing, the more you are risking that someone will misunderstand.
Furthermore, you can’t be assured that everyone who received the email has
actually had the chance to participate in the discussion unless you are able to
track the receipt of others’ emails or require everyone to respond one way or
the other. Therefore, decision making, long, involved explanations or
conversations, or controversial subjects are not usually good topics for written
communication. Lengthy discussions by written communication (email) are not
efficient, and each exchange risks meaning getting lost.
2.5.Shades of Meaning
We’ve learned non-verbal communication is the most important form of
communication in getting your message delivered. When you are writing, you
are left to the small portion of communication that is possible through words
alone in getting your message through to your reader. So the more intense the
emotions around a topic or the more important the message is, the less likely
writing will be a successful form of communicating. Written communication
alone does not allow for non- verbal communication – the most important
aspect of getting your meaning across. For example, it can be difficult to
convey tone of voice, humor, sarcasm, or other shades of meaning in writing
alone. Don’t risk offending someone or causing confusion by someone not
understanding your true meaning by trusting written communication with the
task of conveying highly emotional or important information.
2.6.Formal Communication

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Although there are exceptions, written communication is still the common
choice when the level of formality between two parties is high. For example,
think about your customers or clients. Chances are that formal communication
such as contract terms, sales agreements, account information, or other legal
or administrative information will be transmitted in written form. This gives
you both the information in a format that you can pass on as needed, and gives
you both reference material to help you in continuing your communication. As
the level of formality decreases in the relationship, you are more likely to move
from paper documentation to email communication as well. The higher the
level of formality of communication, the more likely you will use written
communication. Plus, you will usually employ email more as the level of
formality decreases.
3-Writing Effectively
Written Communication is More Effective When- people spend more time in
oral communication, written communication is more effective under the
following circumstances:
 Conveying Complex Information: When the sender wants to convey
complex information, written communication serves better than oral
communication. Having the written document, the receiver can read it
repeatedly until he/she understands the entire message.
 Need for Permanent Record: Written communication is preferable when a
permanent record is needed for future reference.
 Communicating with Large Audience: When the audiences are large in
number and geographically dispersed, written communication is fruitful
there. The sender can communicate repeatedly with the same written
document or information sheet.

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 Less Need for Interaction with Audience: Written communication is also
suitable when immediate interaction with the audience is either
unimportant or undesirable.
 Maintaining Uniformity of Application: When any message is to be applied
uniformly at different places, the sender should prefer written
communication instead of oral communication.
Although some of the following information relates to either email or paper
communication, it is mainly geared towards email since so much of our work
involves email. However, you can apply most of the advice to paper
communication as well.
3.1 Subject Lines
When you are writing a letter or an email, the subject line of the
communication is like the headline in a newspaper. It calls your attention to
the communication and should also let you know what it is about. The best
subject lines will also tell you what needs to be done – and will let the recipient
prioritize which emails to open first and which ones to ignore for later (or
altogether!)
What do these subject lines tell you about the information that will follow?
 Response to Your Email
 Question
 Hello
 Meeting
 Information for you
By these subject lines, the first one could be clear if the receiver has only
written one email that day. But most of us handle dozens, if not hundreds,

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emails every week. It’s unlikely the receiver will remember exactly what you
are responding to.
The other subject lines are too general. They don’t specify what information
will be contained or what action the recipient needs to take. If there is
important or urgent information included, it might go unread or opened,
scanned, and dismissed.
Instead, try subject lines such as:
 Question Regarding the Change in Health Benefits – Response Needed
 Meeting Requested on New Website Design – Please Confirm Availability
 URGENT! Change in On-Call Schedule for Memorial Day Weekend
 Response to Your Question on the Marketing Plan for 3rd Quarter
 Each of these tells the reader what information they will find when they
open the email, and also tells them whether or not they need to take
action. The reader can decide which of these is most important and
process the incoming emails in the best order.
3.2. Put the Main Point First
When you write your communication, you need to know exactly what,
why, and to whom you are writing.Once you know what the main point
of your email is, you should put that first in the communication. We all
tend to scan written communication to save time, focusing more at the
top of the information than the bottom. Putting your main information
at the top of the communication pulls the reader’s attention to the main
topic, request or instruction. You can follow with background
information after you’ve stated the reason for writing – but if you start

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with the background information, you risk your reader missing the point
of the communication.
Here’s a bad example:
Dear Tom,
I spent some time with Joan this morning reviewing the numbers
from last quarter’s sales results. I was concerned to see that there seems
to be a downward trend in sales of the Widget Deluxe, which is
significantly different from what we forecasted. I am concerned that
this might have an impact on our launch of the Widget Super Deluxe
planned for next quarter. I think we should meet with the marketing
team and the sales team to see if we can identify any possible issues with
the sales and fulfillment process that we could influence. Would you let
me know when you are available this week?
Thanks,
Julie
Notice the subject line? Again, it’s not precise. Then the writer doesn’t
get to the point of the communication until the last line. If the reader is
scanning for information, he might not even get to the last line before
moving on to the next email. If that happens, you’ll have to write
another communication or follow-up with a phone call – which is a
waste of your time.

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Now read this version:
Subject: Request to Meet with You Regarding Sales Process –
Please Respond
Dear Tom,
I’d like to meet with you, the sales team, and the marketing team
this week to discuss the impact of the latest sales trends on the launch
of Widget Super Deluxe. Would you be available on Monday at 3pm for
about an hour? I spent some time with Joan this morning reviewing the
numbers from last quarter’s sales results. I was concerned to see that
there seems to be a downward trend in sales of the Widget Deluxe,
which is significantly different from what we forecasted. I think we
should attempt to identify any possible issues with the sales and
fulfillment process.
Thanks,
Julie
See the difference? The second email has a clear subject line that asks for a
response. It gets to the point in the first paragraph. Even if the reader is
scanning the information, he will have a better chance of getting the message.

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3.3. Know Your Audience
When you are writing a communication, you need to be able to identify to
whom you are writing. Sure,you could be writing to the ‘world’ of your
organization or the ‘world’ of all of your customers, but you need to know
what it is that they will gain from your communication. Is it just information for
everyone, or are there particular unidentified members of the audience who
need to receive your communication, recognize the information that is
important to them, and then take a specific action?
For example, say you are changing the HMO healthcare plan at the office so
that domestic partners are now eligible for coverage. You might be sending the
communication to everyone in your organization, but your true audience is
employees that have domestic partners. In thinking about those people, what
information do they need? What choices do they need to make? What
concerns might they have in acting on the information? How can you handle
those concerns in your communication? Identifyin your audience helps you
target and fine tune the communication in order to make it as effective as
possible.
Another aspect of knowing your audience is being aware of what they don’t
know. Most of us have a ‘lingo’ that we use in the day to day operations of our
work. They might be technical terms, references to internal structures or
teams, or acronyms that are shared among peers. However, you need to be
certain that every member of your audience would understand that lingo or
acronym before using it – and thatevery person they might forward your
communication to would also understand it. When in doubt, add abrief
explanation or spell it out.

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3.4. Organization of the Message
Perhaps your communication has more than one request or call to action. If
the actions are unrelated to each other, the best choice is to send a separate
email for each one. That requires your reader to see each topic in the subject
line and then to respond accordingly.However, you might have situations
where you have several requests or several important facts for the reader. In
that case, you need to organize the information in a way that increases the
chance that the reader will give you all of the information or take all of the
actions that you request. You can do this by using topic headings that still put
the main topic of the communication at the top such as: Response Needed,
Background, Concerns. Or RSVP Requested, Instructions, Directions, FAQs. You
could also use bullets or numbers for each subtopic. Or consider using bold or
colored font to highlight requested actions. One word of caution – avoid using
all capital letters, which can be interpreted as ‘yelling’. Your job is to make it
easy and fool-proof for your reader to get your message. Use whatever tools
you can employ to ensure that the message is delivered fully, as long as they
are still professional and appropriate for your audience.

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UNIT IV
INTERVIEW SKILLS
The most important thing to remember about any interview is that it is a two-
way process. It is as much about you finding out whether you want to work for
the company as them finding out whether they want you. This means it is
important to present yourself as you really are, not pretend to be something
you’re not.
The keys to a successful interview are preparation and practice. It is
important for you to think about yourself and your past experiences
in order to be ready to articulate what you have to offer an employer.
Points to ponder include:
 How your present and past experience relate to the position
 Your current and future career goals
 What skills and expertise you have to offer
 The skills that you would like to develop or improve
 Location, salary, and lifestyle priorities
 Kinds of people and environments you prefer
 Past experiences you want to highlight such volunteer works,
hobbies, travel

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PURPOSE OF AN INTERVIEW
The purpose of the interview is a two-fold concept
 Employer needs to find out if you are the best candidate for the job and
 You need to find out if this is a good opportunity for you.
From the employers perspective, they want to find out:
 Can you do the job?
o Do you have the appropriate background, including education,
skills, and experience?
o Do you have the expertise needed to make you "stand out?"
o Are you able to learn and adapt?
 Will you do the job?
o Do you want to work for this company, or do you simply see it as a
stepping-stone?
o Are you aware of and honest about your future goals and plans?
o Are you motivated and eager to learn?
 Will you fit in?
o Do you work well with others?
o How do you respond to supervision and criticism?
o Do you have the skills to balance where their team is currently
weak?
o Do they like you?
From the candidate's perspective, you want to find out
 What do I want my typical work day to look like?
o What are my career goals for the next five years?
o Do I want to spend a lot of time on the phone?

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o Do I want to work with new people every day?
o Will this job help me to achieve these goals?
 What kind of work schedule do I want?
o Does this position require a great deal of overtime?
o Will I be required to travel?
o Are evening hours involved?
 What kind of work setting do I want?
o Do I want to work mostly in the office?
o Do I want travel involved?
o Am I willing to relocate?
Interview Do’s
 Do make sure that your hands are attractive. This means spotlessly
cleaning with trimmed nails.
 Do make sure your hair is in place and conservative.
 Do pay attention to your scent. Women with powerful perfumes and
men with intense colognes can destroy interviews. Moderation is
recommended.
 Do go to the rest room before you visit the employment lobby. It is
embarrassing to interrupt an interview, and you want to be as
comfortable as possible.
 Do get a good night’s sleep before each day that you search for
employment. If you yawn in the lobby or smother a yawn during the
interview, it will cost you. Be rested and at your alert best.
 Do look the interviewer in the eye. Recruiters place a lot of emphasis on
eye contact.

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 Do try to sparkle! Use gestures in your conversation. Make sure they are
smooth and emphatic.
 Do smile.
 Do make sure you get the interview’s name right and use it a few times
in the interview.
 Do have some money with you. You never want to be in the
embarrassing position of having to say, “I don’t have any money with
me.” The employer will almost always pay any expenses for something
the company asks you to do.
 Do take notes if you wish. Write down some questions before you go
into the interview.
 Do let the interviewer set the pace of the interview. Let him or her lead
with the questions.
 Do let the interviewer decide when the interview is over.
 Do ask the interviewer when you will hear from him or her again if he or
she does not offer the information.

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Interview Don’ts
Don’t be late. In fact, plan to be early for any scheduled interview. If you
are late or arrive just in the nick of time, the interviewer will start to
wonder how prompt you might be after you start to work.
Don’t wear your outer clothes into an interview. Take any kind of
overcoat off. Take rubber boots off and leave them in the employment
lobby. Wearing those to an interview gives the impression you are
anxious and want to leave.
Don’t sit down until you are asked. Don’t worry about this, the recruiter
won’t make you stand-but if you move quickly to your chair and sit
down, you will appear forward.
Don’t have anything in your mouth except your teeth-no gum, no
candies, no breath mints and no cigarettes (obviously!)
Don’t lean on or put your elbows on the interviewer’s desk. Sit back in
your chair, so the interviewer can see more of you. Sit erect.
Don’t wear tinted glasses into an interview and if don’t wear your
eyeglasses all the time, don’t park them on top of your head. Take them
off and put them in your purse or pocket.
Don’t carry an oversized handbag even if it is fashionable. Carry a bag
that is smaller and more manageable. Put it on the floor during the
interview. Never place it on the interviewer’s desk.
Don’t have unusually long fingernails. This applied to men as well as
women.
Don’t show your nervousness by drumming your fingers, swing your leg,
or cracking your knuckles. Don’t have any loose change in your pocket—

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most of us tend to jingle it when we’re nervous. (You really shouldn’t
have your hands in your pockets in the first place.)
Don’t keep adjusting your clothes.
Don’t fiddle with your hair.
Don’t compare the recruiter’s office with others that you have seen. The
recruiter might decide that you have seen the inside of too many
employment offices, including his or hers.
Don’t pick up anything from the recruiter’s desk unless you are invited
to do so.
Don’t listen to any phone calls the recruiter may receive while you are
with him or her. It’s hard not to listen, but do you best to tune it out.
After such a phone call, don’t comment on something he or she said or
ask a question about the conversation.
Don’t stand if someone else (man or woman) enters the recruiter’s
office. Keep your chair and don’t say anything to the visitor unless you
are spoken to first. If the recruiter introduces you to the person who
came in, then you may stand.
Don’t overuse the interview’s name. Too much of that is annoying.
Don’t be a comedian.
Wisecracks and laughter can come later. Be pleasant, but remember
that the interviewing process is formal and serious. An overly
lighthearted approach will cause the interviewer to question the
seriousness of your purpose.
Don’t give one or two word answers. The recruiter is trying to get to
know you. Talk to him or her. If you go into a shell, you probably won’t
be hired.

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Don’t dominate the conversation. Answer the questions thoroughly, but
don’t drone on forever.
Don’t interrupt. It is inexcusable in an interviewing situation.
Don’t use profanity even if the recruiter does. It can’t possibly help your
image.
Don’t use a lot of slang.
Don’t gush. You can be pleasant without being syrupy.
Don’t say “you know” all the times. It’s, you know, annoying.
Don’t call the interviewer by his or her first name, unless invited to do
so.
Don’t slip into a speech-making or preaching tone of voice. You are not
on the Senate floor. You are in a conversation.
Don’t mumble.
Don’t chatter while the interviewer is reviewing your resume. Let him or
her read it in peace.
Don’t interpret items on your resume until you are asked. Your resume
should be self-explanatory. If additional details are needed, the
interview will ask for them.
Don’t try to overpower the recruiter with bragging or overstatement.
He or she will not respond well, and he or she is probably skilled in
recognizing distortions of background and experience.
Don’t lie about anything. Sometimes candidates lie about their salary.
Recruiters often ask for proof, such as a W-2 form.
Don’t criticize your present or past employer too much. If it is a bad
situation, you can mention it but don’t harp on it. Be objective instead
of complaining or bad mouthing.

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Don’t get angry or even irritated during the interview. You can be firm—
not angry—if the questioning becomes improper or begins to slip into
irrelevant areas.
Don’t look at your watch during the interview. This tends to hurry things
along. Let the interview set the pace.
Don’t ask, “Will I get the job?” or “Can I have the job?” Those questions
tend to push the recruiter and he or she will not like that. Rather say, “I
hope you can consider me as a candidate for this job” or I’m really
interested in the job.”
Don’t talk about the salary until later in the hiring process or until the
recruiter brings it up.
Don’t inspect or read documents on the recruiter’s desk.
Don’t call the recruiter “sir” or “ma’am” too much. Respect is
mandatory, but don’t go overboard.
GIVING PRESENTATIONS
Dealing with fears
Fear of public speaking and presentations
You are not alone if the thought of speaking in public scares you. On the
contrary.
Understanding/overcoming fear of public speaking and presentations
The key to managing and controlling anything is first to understand it,
especially its causes.
The cause of fear is (a feeling of) insecurity and/or an unfamiliar or
uncontrollable threat.
In the context of presentations and public speaking this is usually due to:

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 lack of confidence, and/or
 lack of control (or a feeling of not having control) - over the situation,
other people (the audience) and our own reactions and feelings
 and (in some cases) possibly a bad memory or experience from our past
The effects of these are heightened according to the size of the audience, and
potentially also the nature of the audience/situation - which combine to
represent a perceived uncontrollable threat to us at a very basic and instinctive
level (which we imagine in the form or critical judgment, embarrassment,
humiliation, etc).
This 'audience' aspect is illustrated by the following:
"Most of us would not feel very fearful if required to give a presentation to a
class of 30 five-year-old children, but we would feel somewhat more fearful if
required to give a presentation to an interview panel of three high court
judges. So audience size is not everything - it's the nature of the situation and
audience too."
As such audience size and situation are circumstantial factors which can
influence the degree of anxiety, but they are not causal factors in themselves.
The causes exist because of the pressure to command, control, impress, etc.
Confidence and control
The two big causal factors (low confidence and control) stem typically from:
 inadequate preparation/rehearsal, and/or
 low experience.
If we have a bad memory which is triggering a fear response, then it is likely
that the original situation we recall, and which prompts our feelings of anxiety,
resulted from one or both of the above factors.

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Planning, Preparing and structuring a presentation
• Proper preparation and rehearsal can help to reduce fear by about 75%.
• Proper breathing techniques can further reduce this fear by 15%.
• Your mental state accounts for the remaining 10%
Steps to Reduce Speaking Fears
 Know the Room
o Arrive early and walk around the room.
o Stand up front by lectern or podium.
o Test out the microphone if using one.
o Walk around where the audience will be seated.
o Walk from where you will be seated to the place where you will
be speaking.
 Know the Audience
o Try to greet some of the audience and chat with them.
o Friends are easier to talk to than a group of strangers.
 Know Your Material
o Speak about things you know or that interest you.
o Study your material until you know it.
o Practice your speech.
 Learn How to Relax
o Sit comfortably with your back straight.
o Breathe in slowly, hold your breath for 4 to 5 seconds, and then
slowly exhale.
o To relax your facial muscles, open your mouth wide and eyes
wide, and then close them tightly. Pause and open them again.

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 Visualize yourself speaking
o Imagine yourself walking confidently to the lectern.
o Imagine yourself speaking, your voice loud, clear, and assured.
o When you visualize yourself as successful, you will be successful.
 Realize People Want You to Succeed
o Audiences want speakers to be interesting, informative, and
entertaining.
o They want you to succeed, not to fail.
 Don’t Apologize for Being Nervous
o Most nervousness does not show.
o If you don't say anything, nobody may notice.
 Concentrate on Your Message
o Your nervous feelings will ease as you focus your attention away
from your fears.
o Concentrate on your message and your audience, not yourself.
o Your nervous feelings will ease as you focus your attention away
from your fears.
 Turn Nervousness into Positive Energy
o The same nervous energy that causes stage fright can be an asset
to you.
o Transform this energy into vitality and enthusiasm in delivering
your speech.
 Gain Experience
o Experience builds confidence and reduces anxieties.
o Volunteer to speak when possible to build your confidence.

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DELIVERING THE PRESENTATION
Conceptualize Your Presentation
Understand Your Task
• The purpose of the presentation?
• To persuade? To inform? Build community? etc.
• The two or three key points you wish to make?
• Who is your audience?
– What do they need to know about your topic?
– What is the most interesting way to connect the audience
with your content?
Structure Your Presentation
Frame your presentation
 Introduction:
– Write out your opening statement
– Focus on building rapport with the audience within the first
five minutes of the presentation. Body
 Body
– Your top two or three points with supporting data
– Why is this information important to the audience?
– What relevance is there? Why should they care?
– Conclusion
– Write out your closing statement
Things that will leave a negative impression even if your content is fabulous:
– Going over your allotted time frame
– You don’t know how to work with your audio-visual
equipment
– Not taking ownership for learning how to work the
equipment.
– The audience is physically uncomfortable
Too cold, too tired, anxious to stand up, too cramped.

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Practice, Practice, Practice
 Practice saying the words out loud.
 Practice using your visual presentation with the words you plan to use.
 Practice in a mirror if possible to observe your posture and personal
presence as you speak.
 Notice and modulate your volume, pace, voice pitch and bad habits like
“umm” Converted material to notes
TECHNIQUES OF DELIVERY
 Control voice
 Body language and eye contact
 Limit interruptions
 Group presentation
 Keep it simple
 Good design and preparation builds confidence
 Practice builds confidence
Talk like a confident presenter,
Walk like a confident presenter,
And act like a confident presenter,
Your audience will think you are a confident presenter,
You will too

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MODULE-V
GROUP DISCUSSION
Introduction
Group discussion is an important activity in academic, business and
administrative spheres. It is a systematic and purposeful interactive oral
communication process, where an expressive exchange of ideas, thoughts and
feelings take place. The participants sit facing each other almost in a semi-
circle and express their views on the given topic/issue/problem.
Group Discussion is never a Debate. Debate, is competitive in nature while
group discussion is a co-operative group process. In a debate, a speaker can
speak either ‘for’ the topic or ‘against’ the topic whereas in a GD, the speaker
can express both.
Significance of GD for Students
As a Professional student, it helps you to train yourself to discuss and argue
about the topic given, it helps you to express your views on serious subjects
and in formal situations. It improves your thinking, listening and speaking
skills. It also promotes your confidence level. It is an effective tool in problem
solving, decision making and personality assessment. GD skills may ensure
academic success, popularity and good admission or job offer. Participants
should know how to speak with confidence, how to exhibit leadership skills
and how to make the group achieve the goals.

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During a recruitment process, the panel which normally comprises of the
technical and HR experts of the company will observe and evaluate the
members of the team. The rules of the GD – the time limit, panel’s
expectations etc are explained after the initial introduction by the panel,
soon after the topic or case to be discussed is given to the group members.
The panel does not interfere during the discussion, it only observes. The
panel may provide some time to think over the topic or may ask them to
start immediately. Each candidate is supposed to express their opinions on
the topic. The discussion carries on till the panel signals termination.
Communication skills in GDs
There are four major areas of evaluation in selection GDs:
 Subject knowledge,
 Oral communication skills,
 Leadership skills and
 Team management skills.
Subject Knowledge:
Participants must possess a thorough understanding of the topic on which
they are supposed to speak. You must prepare yourself to talk on a wide
range of subjects. Be abreast of the current events, national and
international affairs, burning social and economic topics, scientific and
environmental issues, key newspapers’ controversial topics and any
experience that may be expected of an educated person. As a member of the
group, you are expected to contribute substantially to the discussion. The
originality of your ideas, your knowledge and initiative and your approach to

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the topic or case contribute to your success in the group discussion. The best
way to equip yourself is to read daily newspapers, good magazines, national
and international journals and also watch new bulletins and informative
programmes on the television. The greater your knowledge of the subject,
the more enthusiastic and confident you will be during the discussion. Once
you have understood the topic or issue, you should be able to generate ideas
as well as organize them so that you present it well. You will have the ability
to analyze facts or information in a systematic way. A person putting forward
new ideas that may work will be accepted as the natural leader of the group.
The panel will observe the ideas put forward, their originality, the depth of
analysis and their relevance to the topic. Moreover, your approach to the
topic delivery, will be observed keenly by the evaluators.
Oral Communication Skills:
If subject knowledge is important, communication skills is more important as
without expression, the knowledge is of no use. As the exchange of ideas in a
group discussion takes place through speech, one of the pre-requisites of
success in a GD is the ability to speak confidently and convincingly. Good
communication skills include active listening, clarity of though and
expression, apt language and proper non-verbal clues.
Listening: is as important as speaking in a GD, unless you listen, you
cannot contribute to the stated purpose of communication. One of the
weaknesses of most human beings is that we love to listen to our own
voice rather than listen to others.

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Clarity: is the art of making yourself clear to the audience. Only when
your expressions are clear, you can convince your team and the panel.
More than words, it is the tone in which they are spoken that conveys
the message. A lively and cheerful voice with appropriate modulations
will attract the audience.
Apt Language: The flow of language must be smooth. Use simple
language and avoid long winding sentences. Appropriateness of
language demands that there should be no
Errors of grammar. Do not use unfamiliar phrases and flowery
language. Be precise. Be polite and courteous.
Proper non-verbal clues: Non-verbal clues include eye contact, body
movements, gestures and facial expressions. The panel very keenly
watches the non-verbal behavior of the team. They generally evaluate
the body language cues of the team to determine personality factors
such as nervousness, co-operation, frustration, weakness, insecurity,
self-confidence, defensiveness, etc. A candidate who appears
professional is more likely to be noticed by the panel.
Leadership Skills:
The success of any team depends to a larger extent on its leader. The panel
evaluates a candidate’s personal skills which allow him to prove himself as a
natural leader in the GD. Though there is no appointed leader in a GD, a
leader emerges. Assertiveness, emotional stability, objectivity, self-
confidence, decision making, discretion, initiative, good communication skills,
patience, persuasiveness and adaptability are some of the leadership qualities

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that are immensely useful in proving oneself as a natural leader in GD. A good
leader should neither be very authoritative nor submissive but must be
democratic. Such leaders see to it that all the members in the team
participate and when there is a problem, try to deal with it amicably. Leaders
should know how to deal with the ‘bull dozers’, who make noise but do not
have any logic.
Team management skills:
Your group behavior is reflected in your ability to interact with the other
members of the group. You must be mature enough to not lose your temper
even if you are proved wrong. You must be patient and balanced. Your
success in a GD depends on how well you play the role of initiator,
information seeker, information giver, procedure facilitator, opinion seeker,
opinion giver, clarifier, summarizer, social-supporter, tension reliever,
compromiser, attacker, humorist and dominator. The selection panel notes
the differences in the amount of participation of the members. Your ability
lies in analyzing the problem well and making others to endorse your view.
Finally while appreciating others point of view, you should effectively present
yours without contradicting other’s opinions. Your ability in convincing the
team is your success
DOs of participating in a GD:
 Listen to the subject carefully
 Put down your thoughts on a paper
 Initiate the discussion if you know the subject well
 Listen to others if you don’t know the subject

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 Support you point with some facts and figures
 Make short contribution of 25-30 seconds 3-4 times
 Give others a chance to speak
 Speak politely and pleasantly. Respect contribution from other
members.
 Disagree politely and agree with what is right.
 Summarize the discussion if the group has not reached a conclusion.
DON’Ts of participating in a Group Discussion
 Doo not initiate the discussion if you do not have sufficient knowledge
about the given topic.
 Never Over speak
 Never intervene and snatch other’s chance to speak.
 Avoid Arguing and shouting during the GD
 Do not Look at the evaluators or a particular group member
 Don’t Talk irrelevant things and distract the discussion
 Don’t pose negative body gestures like touching the nose, leaning back
on the chair, knocking the table with a pen etc.
 Never mention erratic statistics.
 Never Display low self-confidence with shaky voice and trembling
hands.
 Don’t Try to dominate the discussion
 Avoid embarrassing situations by asking others to speak, when they
don’t want.

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QUESTION BANK
LONG ANSWER (ESSAY)
1. Detail about the characteristics of communication.
2. List out the functions of communication.
3. Explain any 4 major skills to be a better professional with good communication skills.
4. Explain Visual Perception with example.
5. Explain in detail, Elements of Communication Process.
6. List the Do’s and Don’ts of Interview.
7. When and When-Not to use Written communication.
8. What are the four major areas of evaluation in selection for Group discussions?
9. What are the Techniques for Delivering a good Presentation?
10. Differentiate the various Perspectives in Communication.
11. Why is Communication Skills important to Pharmacists?
12. Define Communication and explain Communication process.
SHORT ANSWER
1. Explain i) sender
ii) Encoding
iii) Channel
iv) Message, with reference to communication process.
2. Explain with example, the causes of Physiological Barriers
3. Differentiate between Physical and Psychological barriers
4. Draw the communication diagram and explain the Communication Process.
5. Describe the language barriers of Communication
6. List out the significance of Gender communication barriers and how to overcome them
7. Explain Communication Styles.
8. Differentiate between Debate and Group Discussion.
9. What are the 3 factors affecting the Perspectives of communication
10. Explain the Basic Listening Skills of Communication
11. List the features of Non-verbal communication
12. How to become an active listener? List out the qualities.
13. Discuss about Effective Written Communication
14. How to deal with Fears while attending an Interview.
15. Explain the Structure of a Good Presentation.

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16. Explain the Basic Listening Skills of Communication
17. Discuss about Effective Written Communication
18. Discuss Formal Communication
19. What does the term interview refers to? How to plan before attending an interview board?
20. Explain the Complexity of Topic in Written Communication.
21. How to deal with Fears while attending an Interview.
22. Explain the Structure of a Good Presentation.
23. How to organize a Message effectively?
24. Explain the steps to reduce Speaking Fears.
25. What is the significance of GD in a student’s life?
All the best!!!!!

NCP BP105T Communication Skills

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