This document discusses interpersonal communication skills and effective communication. It covers topics such as communication models, sending understandable messages, listening skills, adapting to different communication styles, and the consequences of poor communication. The objectives are to perceive and reduce obstacles to communication, send clear messages, actively listen to understand others, and adapt to different communication styles. Effective communication requires the sender's message to be understood by the listener in the same way it was intended.

1. INTERPERSONAL
COMMUNICATION SKILLS
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2. Communication
Sending, receiving, nonverbal
(Plan, instructions, incentives)
Emotional intelligence (empathy)
Problem Solving
Conflict Resolution
Technical
Engineering
Cost Estimating
Finance
Production
Accounting
Management
Planning
Organizing
Directing
Controlling
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3. What are the Consequences of
Poor Communication?
• For yourself
• For the other person
• For the organization
• e.g., Bicycle
• 80% manager’s time
• Most of problems
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4. Consequences of Poor Communication
• Fail to achieve objectives
• Fail to satisfy needs
• Waste energy
• Make bad decisions
• Frustrating meetings
• Hurt feelings
• Destroyed relationships
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5. OBJECTIVES
• Perceive and reduce obstacles
• Contract for effective
communication
• Send understandable messages
• Read and use non-verbal
communication
• Actively listen to understand and
build trust
• Adapt to different
communication styles
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6. COMMUNICATION:
One person sends a message to another with
intent to share meaning and evoke a response
• Verbal e.g., “Does anyone
have a suggestion?”
• Non Verbal e.g.,
Somebody flips you off or
gives you a dirty look
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7. Effective Communication
• Sender’s message reflects
intentions
• Listener interprets
sender’s message exactly
the same way as sender
intended it
• Common meaning is
understood
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8. COMMUNICATION MODEL
• Sender
• Channel
• Receiver
• Noise
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9. NOISE
• “I know you believe
you understand what
you think I said, but I
am not sure you
realize that what you
heard is not what I
meant”
• Versus “Mind Meld”
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10. Environmental Noise
What are some examples?
• Distractions
• Poor connection
• Competing Stimuli
• Competing Needs
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11. Sender Noise
What are some examples?
• Ambiguous intentions [e.g., feelings]
• Different meanings (average US word =
28 definitions)
• Acronyms or lingo
• Incongruent verbal and non-verbal
• Attitude
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12. Receiver Noise
What are some examples?
• Poor listening
• Evaluate & judge speaker
• Lack of trust in speaker
• Different Paradigm
– Distort to match
expectations
– Incorrect inferences
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13. Sending Effective Messages
• UNDERSTANDABLE
• CREDIBLE
• FEEDBACK
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14. Sending Understandable Messages
1. INCREASE REDUNDANCY
2. BE COMPLETE AND
SPECIFIC
3. TAKE RESPONSIBILITY
4. BE CONGRUENT
VERBAL = NONVERBAL
5. SIMPLIFY LANGUAGE
Avoid acronyms and lingo
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15. Sender Credibility
1. EXPERTNESS
2. RELIABILITY
3. INTENTIONS
4. WARMTH AND
FRIENDLINESS
5. DYNAMISM
6. OTHERS’ OPINIONS
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16. Importance of Feedback
• Clarify if meaning of
message understood
– Sender
– Receiver
• Verify if learning is
being applied correctly
• Determine if help is
useful
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17. One-way versus Two-Way
Communication
• Volunteer = sender
• Class = receiver
• Effectiveness versus
efficiency
• One-way exercise
• Two-way exercise
• Analysis
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18. SQUARE ARRANGEMENT I—ONE-WAY COMMUNICATION
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19. SQUARE ARRANGEMENT II—TWO-WAY COMMUNICATION
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20. Trial I
Diag. I
Trial II
Diag. II
Elapsed
Time
Guessed Correct Trial I
Actual Correct Trial I
0 1 2 3 4 5
Guessed Correct Trial II
Actual Correct Trial II
0 1 2 3 4 5
Feelings - Trial I
Feelings - Trial II
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21. Modeling Exercise
A Difference of Opinion
Group Ex. 1 TIPS 6e
• Performance Appraisal
Role Play
• Volunteers to play
– Dana: Boss
– Blair: Subordinate
– Read situation & your role
only
• Class read all
– Observe
– Provide feedback re:
Observer’s Rating Sheet
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22. MAKE SURE YOU ARE A
POWERFUL RADIO STATION
1. CLEAR SIGNAL: Clear strong voice matching your intended meaning
2. CLEAR ENVIRONMENT: Send messages at a good time when there
are no distractions or interference
3. BE SURE LISTENER’S RADIO IS ON: Get receiver’s attention and
be on the right frequency
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23. Contracting
• Personal Recognition
• Agenda
• Time
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24. Communicating Feelings
• Frequent source of
difficulty in relationships.
Why?
• Repress, Deny, Distort or
Disguise. Why?
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25. Communicating Feelings Exercise
• Form new trios – no one from learning group
• Write individual answers
– To feeling statements, TIPS6e
• Compare answers in trio
• Class discussion
– What skills for sharing feelings
– What happens when feelings expressed
ambiguously
• Feelings
• Responses
– Why express ambiguously?
• Circumstances?
• Consequences?
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26. Your Message Sending Behavior
• Individuals Answer
Questions, Exercise 3
– Describe your message-
sending behavior
– Strengths
– Areas that need
improvement
• Trios
– Share & explain answers
– Listeners provide feedback;
how they perceive senders’
skills & how they can
improve
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