11 Interpersonal communication
Section Information
Outcome/Competency: Demonstrate interpersonal communication
Time to complete this section: 6.5 hours
Rationale:
Why is it important for you to learn this skill?
Interpersonal skills are incredibly valuable to employers – they underpin people’s ability to work together and for the business to function well. This fact is what makes demonstrating you have the appropriate interpersonal skills so vital for landing a job. Interpersonal skills also help avoid mistakes and ensure everyone has the information they need to do their job safety and correctly.
Objectives
To be competent in this area, the individual must be able to:
Understand the basics of communication
Communicate with co-workers, customers, and external organizations in a clear, effective, and concise manner
Plan and deliver short, organized spoken messages and oral reports tailored to a specific audience and purpose
Learning Goals
Understand the basics of communication
Demonstrate effective communication skills
Plan and deliver short, organized spoken messages and oral reports tailored to specific audiences and purpose
Introduction:
This module addresses elements, forms, and modes of communication. It also provides examples of barriers to communication and strategies for overcoming them, and strategies for simplifying technical information for a non-technical audience. You will have opportunities to practice these skills through several communication games, as well as a short presentation.
Objective One
Understand the basics of communication
Topic 1: Communication (1h)
Definition: Communication is the process of transmitting information from one person to another. It is the act of sharing of ideas, facts, opinions, thoughts, messages or emotions to other people, in and out the organisation, with the use of the channel to create mutual understanding and confidence.
It is not tied to words, i.e. whether an individual speaks or not, the message is automatically conveyed to the other party. Besides words, communication can take place through symbols, letters, actions, expressions, etc.
Elements of Communication
Communication is a two-way process, wherein interchange of message connects the sender and receiver, towards an agreed direction, consisting of seven elements:
- Sender: Otherwise known as a source, it is the person who has something to pass on, to another individual.
- Encoding: The sender of the message, selects appropriate words or non-verbal techniques to convert the idea into the message, which is called as encoding.
- Message: Message implies something that the sender wants to communicate to the receiver. Without a message, no communication is possible.
- Medium: Medium alludes to the channel or mode, through which message is communicated to the receiver, i.e. it can be sent by way of electronic word processing system, graphic, symbol, etc.
- Receiver: The one to whom the message is directed, is called receiver. He/she notices and conveys some meaning to the message.
- Decoding: The act of interpreting message by the receiver, is termed as decoding. The receiver’s outlook, experience, and attitude play a vital role in decoding message.
- Feedback: The process of communication can never be completed, if the response of the receiver is missing. It enables the communicator of a message to know whether the message has been received and interpreted in the same manner as directed.
All the seven elements of communication has a great role to play in the entire process, as there can be some deformation between the intended message and the received one.
Forms of communication
Formal Communication: Alternatively known as official communication, it passes through predefined channels which all the members of the organization are bound to follow. In every organization, a corporate ladder is established, through which communication flows, which can be:
1. Downward: Superior to subordinate
2. Upward: Subordinate to superior
3. Horizontal: Between employees of the same level, but different areas of responsibility (department).
4. Diagonal: Between employees of different levels and department.
Informal Communication: The form of communication which grows spontaneously out of personal or social needs, among members of the organization, called as grapevine or informal communication. It is a secondary network of information in an organisation, which can be:
1. Single strand chain
2. Gossip chain
3. Probability chain
4. Cluster chain
Informal communication is the fastest form of communication, that rapidly transmits information to various members of the organization. Further, the response of the members can also be obtained quickly.
Modes of Communication
Verbal Communication: Communication, in which words (spoken or written) are used to transmit information is called verbal communication. It can be done in two ways:
- Oral communication: E.g., Face to face conversation, telephonic conversation, lectures, speeches, conferences, etc.
- Written communication: E.g., Letters, emails, newsletters, text, etc.
Non-verbal Communication: The communication between parties in which words are not used as a means for interchanging message, i.e., except words, other means are used like sounds, symbols, actions, and expressions. Communication takes place non-verbally through:
- Body language, E.g., Gestures, postures, body movements, etc.
- Paralanguage, E.g., Pitch variation, tone, speaking speed, word stress, etc.
- Sign language E.g., Hand movement, facial expressions, etc.
- Time language E.g., time used to communicate our message.
- Space language, E.g., Space maintained between the parties to communication, during the conversation.
[Source: https://businessjargons.com/communication.html ]
Topic 2: Overcoming barriers in communication (1h)
Overcome Barriers for Effective Communication
- The first and most complex barrier to effective communication is attitude. It’s complex because it encompasses so many factors that shape a state of mind, including:
- Gender
- Socio-economic status
- Culture
- Personal beliefs
- Religious beliefs
- Lack of familiarity or credibility
- Selective perception (the act of filtering what we see and hear to suit our own agenda)
To counteract these challenges and champion factors that promote effective communication:
- Adopt a cooperative tone.
- Put yourself in the other person’s position (or at least try to do this). It’s called empathy, and it’s another learned life skill that follows the mastering of active listening.
- Create a rapport – a sense of ease and comfort. (With time, rapport can develop into trust, which can foster open, honest communication.) For now, do your best to reduce any tension and encourage a free flow of communication.
- Keep an open mind. Refrain from judging or criticizing.
- Dispense with defensiveness or forming premature assumptions.
- Focus intently on the message, not on any contributing factors (such as, the presence of emotion or a hard-to-understand accent).
- The second barrier to effective communication is language and medium. Like attitude, it is equally broad and includes such factors as:
- Word choice
- Tone (including pitch, intonation, and volume)
- Body language and gesture
- Nonverbal cues
To counteract these challenges and champion the factors that promote effective communication:
- Use simple, clear, precise language.
- Avoid complex words and metaphors.
- Drop slang and jargon from your vocabulary.
- Avoid biased language or words that imply stereotypes.
- Do your best to align your facial expressions with your tone of voice.
- Eliminate (or at least reduce) your use of hand gestures. You may intend them for emphasis, but they could be distracting.
- Refrain from gossip (both listening to it and spreading it).
- Always protect someone’s basic right to privacy.
- Select a medium that complements your message. For example, an urgent piece of information probably demands a speedy medium. You can always follow up later with a second medium.
- Consider reinforcing even a rote verbal message with a written message if it’s important. It might serve as clarification, too.
Saying what you mean and meaning what you say may sound simple – at least, until you drill down and consider some examples that may give you pause. Moreover, “considering the source” is important, too, because two people may respond to the same message in two different ways.
Obviously, if you must reprimand an employee, it’s better to do so privately and in person. But what about if you want to compliment an employee? Should you do so with an “audience” – so everyone within earshot can hear? Just as you didn’t master the English language in one year, you probably won’t learn to minimize the foibles of language and medium, either. Give yourself time; you’ll persevere.
- The third barrier to effective communication is listening and feedback. Without good listening skills, the sender of a message will not know if the recipient understands it. And without feedback, the sender will not know if the recipient has interpreted the message properly.Many factors can impede this crucial process, but they tend to fall under the categories of:
- Inattentiveness
- Defensiveness
- Premature assumptions
- Lack of precision
- Clarity and fluency
- Inaudibility
Polishing your active listening skills will go a long way toward helping you counteract these challenges and toward championing factors that promote effective communication. You can also:
- Look alert (and be alert, too).
- Be specific.
- Ask questions for the sake of clarification.
- Withhold judgment – and a response – until you’re sure the other person has finished the message.
- Even if asked for advice, try to offer it, not issue it, like a directive. Known as soft-pedaling, this type of advice can be more easily accepted if you invoke the word “we” – even if you’re not actually part of the solution. Or try, “What do you think about…?” or “Did you ever consider doing…?”
- The fourth barrier to effective communication is noise and physical obstacles, factors to consider eliminating for effective communication that can include:
- Noise from people
- Noise from machines
- Noise from traffic
- Temperature Lighting
- Seating and layout
- Crowding
Removing (or at least reducing) such distractions seem like an obvious remedy – one that can solve all problems. When you cannot – when you’re at the mercy of an inferior environment – the best step you can take is to move to one that is more conducive to listening, talking, and interacting. Yes, you may have to interrupt someone to suggest a change in venue. But a short interruption will probably pale in comparison to trying to forge ahead in an environment in which your important messages are competing with other sources.
You Will Learn and Grow
You’re probably going to make some mistakes as you finesse your communication skills. Unlike computers and computer programs that can be tweaked by pressing a few buttons, human beings, as you know, do not come equipped with buttons or an instruction manual. This is partially why the human may turn out to be the most challenging – but also the most rewarding – of all.
Topic 3: Quiz (30m)
Multiple Choice Quiz
1. The content of the communication is called:
a. a message.
b. noise.
c. media richness.
d. jargon.
2. To convert a message into groups of words, symbols, gestures, or sounds that present ideas or concepts is called:
a. encoding.
b. feedback.
c. noise.
d. media richness.
3. Which of the following is not a medium of transmission?
a. memos.
b. policy statements.
c. discussions.
d. none of the above.
4. Which of the following is an example of non verbal communication media?
a. time.
b. bulletin board.
c. space.
d. A & C.
5. Any communication that conveys a message consisting of words is called:
a. verbal communication.
b. oral communication.
c. written communication.
d. non verbal communication.
6. A certain look or glance is an example of:
a. verbal communication.
b. oral communication.
c. written communication.
d. non verbal communication.
7. Manuals and policy statements are referred to as:
a. upward communication.
b. horizontal communication.
c. downward communication.
d. none of the above.
8. Suggestions for improvements from an employee in the accounting department is an example of:
a. upward communication.
b. horizontal communication.
c. downward communication.
d. the grapevine.
9. When the accounting manager communicates to the purchasing manager the dollars available for purchases in the current month, this is an example of:
a. upward communication.
b. horizontal communication.
c. downward communication.
d. the grapevine.
10. An informal and unstructured communication channel that cuts across formal channels of communication is called:
a. upward communication.
b. horizontal communication.
c. downward communication.
d. the grapevine.
11. Which of the following is not a potential problem (barrier) to personal communications?
a. credibility of the sender.
b. personal makeup of the parties involved.
c. some individuals tend to be disorganized.
d. none of the above (all are potential problems).
12. Which of the following is an example of gender-neutral language?
a. sales clerk.
b. Dear Sirs.
c. David & Joanna Warren.
d. A & C.
13. ______________ is the process by which the receiver interprets the symbols used by the source of the message by converting them into concepts and ideas.
a. decoding.
b. listing.
c. encoding.
d. none of the above.
14. The _____________ is the individual or group that develops the message to be communicated to internal and external parties.
a. source.
b. encoder.
c. decoder.
d. jargon.
15. Noise is not a problem at which stage of the communication process?
a. source.
b. receiver.
c. decoding.
d. none of the above (noise is a problem at all stages).
Answer key:
a
a
d
d
a
d
c
a
b
d
d
d
a
a
d
[Source: https://tools.mheducation.ca/college/partridge/student/olc/1mcp_mc_10.html ]
Objective Two
Demonstrate effective communication skills
Topic 1: How to Improve Your Communication Skills (45m)
1. Listen Attentively
You must listen and not just listen, so you’ll know how to respond, and also to understand what the person is trying to convey.
Don’t interrupt them when they are talking. Focus on what they are saying, how they say it, how they move. Show interest and ask them questions so they’ll talk some more.
2. Watch Your Own Body Language
I’m sure you’ve already read somewhere that crossing your arms while talking to people means that you are “not really open to the conversation.”
Not facing them and keeping an eye contact means that you are “not really interested in what they have to say.”
Remember, an effective communication is two-way and not just you talking to yourself.
Make sure that the message that you’re trying to convey matches the movements of your body.
For example, if you say you’re happy but you’re not smiling, would the person you’re talking to believe you? Or if you’re trying to discipline a team member but you’re smiling, do you think that will be effective?
It may seem silly, but how you display yourself matters at all time, so try to show yourself as you want to be perceived.
3. Volume, Tone and Speed
This is similar to body language: you must match it with what you’re trying to say.
Even written messages have tones in them by using punctuation marks (so be careful with those exclamation points and question marks!)
Be sure to use the proper volume, dependant on the situation. Lower your voice when talking close to each other and speak louder when talking to an audience.
Talking faster could mean that you’re too nervous and talking too slowly could show that you think the person you’re talking too is ‘unable’ to understand– which is not how we want them to feel. You can talk slowly when you’re trying to make a point, but not too slow where you’ll sound boring, and not for too long, otherwise you will sound as though you can not speak properly.
4. Empathize but Be Assertive
Empathizing with the person you’re talking to means that you’re trying to feel how they feel so you’ll know how to form your words in a way that they will understand.
How the person you’re talking to feels is important, but your own ideas and feelings matter to. Don’t just give in all the time, you must give them a piece of yourself as well.
5. Know What You’re Trying to Say – Before You Say It
Remember the saying, “Think before you speak”? Yes, it still applies. When you’re trying to say something, but you can’t explain to yourself, then you won’t be able to explain it to someone else. Have confidence and form your words properly in your head before you say them out loud. This way you’re sure to convey the right message.
You might ask “how am I supposed to apply all of these while speaking and at the same time be myself?” Simple. You practice. There’s no harm in practicing how to speak to other people. It’s better than making a fool out of yourself when the talking time comes. Practicing will make you feel silly at times, but it will make it a lot easier to get it right.
[Source: https://tradescoaching.com/communicate-effectively/ ]
Topic 2: Practicing Communication Skills (1h)
Exercise 1:
After the activity, ask your team members to think about the strategies they used. Discuss these questions:
- Which negotiation strategies worked? Which didn’t?
- What could they have done better?
- What other skills, such as active listening or empathy, did they need to use?
Exercise 2:
Talk with your team about how this activity encouraged them to communicate. How could they learn to open up and communicate more effectively in work situations in the future?
Exercise 3:
Define specific actions that your whole team agrees with and create an action plan to carry them out. Then, continue to coach and support your team when addressing other elephants in the future.
This exercise requires a very experienced facilitator. Your team members may be reluctant to discuss contentious issues in a group, or they may be fearful of raising subjects that could be seen as “off limits” to them. The facilitator will need to reassure participants that they can do so in a safe, trusting environment.
The Elephant List is reproduced with permission from Gabriele Bankers, an organization development specialist from Denver, U.S.
Exercise 4:
Talk with your team members about how they felt about this exercise. Discuss these questions:
- How did speakers feel about their partners’ ability to listen with an open mind? Did their partners’ body language communicate how they felt about what was being said?
- How did listeners feel about not being able to speak about their own views on the topic? How well were they able to keep an open mind? How well did they listen?
- How well did the listening partners summarize the speakers’ opinions? Did they get better as the exercise progressed?
- How can they use the lessons from this exercise at work?
Exercise 1: Card Pieces
In this activity, team members trade pieces of playing cards to put together complete cards.
Uses
This exercise is useful for showing team members others’ perspectives. It builds communication and negotiation skills and helps people to develop empathy.
People and Materials
- Enough people for at least three teams of two.
- Playing cards – use between four and six for each person.
- A private room.
Time
15 minutes.
Instructions
- Cut each playing card into half diagonally, then in half diagonally again, so you have four triangular pieces for each card.
- Mix all the pieces together and put equal numbers of cards into as many envelopes as you have teams.
- Divide people up into teams of three or four. You need at least three teams. If you’re short of people, teams of two will work just as well.
- Give each team an envelope of playing card pieces.
- Each team has three minutes to sort its pieces, determine which ones it needs to make complete cards, and develop a bargaining strategy.
- After three minutes, allow the teams to start bartering for pieces. People can barter on their own or collectively with their team. Give the teams eight minutes to barter.
- When the time is up, count each team’s completed cards. Whichever team has the most cards win the round.
Exercise 2: Make a Team With…
In this activity, team members must act quickly to form small teams based on instructions that you shout out.
Uses
This activity strengthens communication skills. It also teaches team members how to think on their feet.
People and Materials
- Any number of team members.
- A private room.
Time
15 minutes.
Instructions
- Explain to participants that they will have to form a team based on the instructions that you shout out. For example, some instructions could include “Get into a team with people who have the same number of children as you” or “Get into a team with people who like similar types of music to you.”
- Shout out instructions. People can shout out or sit down to signal that their team is “complete.” Encourage people to work as quickly as possible. Repeat the exercise as many times as you want.
Exercise 3: The Elephant List
This exercise is for teams that are committed to open and honest conversations, even when the subject is a difficult one.
Uses:
Not all exercises are light-hearted or playful. Sometimes, it may be necessary to shine a light on subjects that your team has been avoiding, or that it doesn’t know how to broach. This activity can help teams to have a candid conversation about the proverbial “elephant in the room,” such as a key manager’s impending retirement, or a serious flaw in a process or decision.
People and Materials:
- Any number of team members but, if there are more than six or seven people taking part, you may have to have a quick vote to decide which “elephants” to address, and in which order.
- Sticky notes or small sheets of paper with an elephant image, which you can call “elephant sheets” (you can get creative here!).
- Three flip charts in a wide circle, or in a U-shape.
Time:
You can set your own time limit for discussions.
Instructions:
- Assemble your team and explain the objectives of the exercise, which are: to create an environment of open communication, to identify any obstacles or problems that the team faces, and to help the team move forward on projects or initiatives while openly discussing potential “elephants in the room.”
- Explain that you will address each elephant using the principles of Control-Influence-Accept (CIA). This means deciding whether they are issues that the participants have Control over, that they can Influence, or that they need to Accept.
- Hand out the sticky notes or elephant sheets and give your team members five minutes to write down one elephant. They should also write whether their elephant is C, I or A. Putting their names on the sheet or sticky note is optional.
- Collect the elephants, read them aloud one by one, then record them on the relevant flip charts (marked C, I or A).
- As mentioned above, if you have many elephants or are limited by time, you may need to vote on which ones to address.
- Decide as a group whether the A elephants really are issues that just must be accepted and agree on whether any of the C or I elephants are actually A elephants. Then, let the A-list elephants go. Basically, just accept them.
- Tackle C and I elephants in open conversations and try to come up with solutions or action items. Look at each elephant through the “4 Ws.” Why are we doing this, or why is this happening? What are we doing about it? Who can resolve this issue? When can we resolve this?
Exercise 4: Just Listen
This is an activity that encourages participants to communicate how they feel about a subject. People get into pairs and one member talks about his or her opinions. His partner listens without speaking, and then, without rebuttal, recaps on what has been said.
Uses
This activity strengthens your team members’ listening skills. Listening is an incredibly important part of good communication, and it’s a skill that people often ignore in team activities. This activity also shows them how to listen with an open mind.
People and Materials
- An even number of team members, ideally.
- Eight index cards for each team of two. Each card should list one topic. The topics should be interesting, but not too controversial. You don’t want the listeners disliking the speakers just because they disagree with their viewpoint.
- A private room.
Time
- 25-30 minutes.
Instructions
- Have your team members sit down in pairs.
- Give each pair eight index cards.
- One partner will blindly choose a card and then speak for three minutes on how they feel about the topic. As they talk, the other person cannot speak.
- After three minutes, the listener has one minute to recap on what their partner has said. They cannot debate, agree, or disagree – only summarize.
- Next, the roles switch, and the process starts again.
Exercise 5: The Blindfold Game
In this activity, blindfolded participants must rely on their partners to navigate an “assault course” successfully.
Uses
This helps to improve communication and listening skills, and to build trust between partners.
People and Materials
- Any size group works well in this exercise.
- Enough blindfolds for half of the participants.
- A large, private room.
- Furniture and other items that you can use as obstacles.
Time
- Around 15-20 minutes.
Instructions
- Scatter furniture and objects around the room before the activity begins. Your course should be challenging, but still safe to navigate around.
- Put team members into pairs and ask them to stand at one end of the room.
- One person from each pair should put on the blindfold.
- The sighted people must guide their partners across the room and give instructions to help them to avoid the obstacles.
- When each team reaches the other side of the room, partners should switch roles and then repeat the exercise.
Talk with your group after the exercise. Discuss these questions:
- How did participants have to communicate differently to guide their partners?
- How did their listening skills change and adapt when they were blindfolded?
[Source: https://www.mindtools.com/pages/article/team-building-communication.htm ]
Topic 3: Simplifying Information for Non-technical audiences (45m)
People working in trades often believe that communication is one of those skills that is nice to have, but not critical to their career. If they ever need it, they believe they’ll figure it out. How difficult can it be?
What they soon discover is that communicating effectively is challenging and communicating technical information to a non-technical audience (such as clients, customers, managers, or stakeholders) can be a nightmare. They can’t seem to convey what they believe to be simple information to a non-tech audience, who might believe the tradesperson is looking down on them because they’re struggling to understand.
To make matters worse, senior leaders become increasingly frustrated with the poor communication, letting the tradespeople know this shortcoming could hurt their careers.
If you’re in trades, it’s time you started giving more serious thought to how you will communicate, especially with those who do not have trade experience. With some planning, non-technical audiences will begin to applaud your efforts and really learn what you’re trying to teach them, instead of becoming frustrated and complaining about your efforts to their bosses.
If you’re asked to explain technical information to a non-technical audience, here’s what you need to do:
Don’t assume anything
Don’t sabotage your efforts from the beginning by assuming that your audience has some basic tech knowledge. Try conducting a brief survey of attendees before the meeting to determine the skill level. Consider providing a “cheat sheet” of terms you plan to use repeatedly, along with definitions so that your audience can refer to them throughout the workshop or training sessions. While technical speak or powerline technician terms might become second nature to you, it will seem strange – and a bit intimidating – to the non-technical audience. Remember to stay away from industry specific acronyms that the average person is unlikely to know.
Don’t try to do too much
Be realistic in how far you can move your audience in one session. You may need to hold regular meetings and plan a strategy for how information will unfold. Sometimes you may feel you’re only making incremental progress, but to those who are unfamiliar with the subject, it may feel like an earthquake.
Hit them where they live
Your non-technical audience is going to be much more receptive to your information if they understand how it will impact them directly. Do your homework beforehand so you have a good picture of the hassles and headaches of attendees – then craft your presentation to specifically tell them how this solution will help. Try to use many of the terms they may use in their everyday workday so they feel more comfortable with the information being presented.
Level the playing field
Non-techies may believe they’re being talked down to when technical personnel present new information. That’s why it’s important to break the ice by letting your audience know that while you have technical expertise, you have no clue how to drive a forklift or how to deal with an angry customer. Those are the things they’re good at, and you have respect for what they do. Let them know that you’re there simply to help them understand technology better. Just because they’re unfamiliar with technology does not mean they’re stupid.
Don’t data dump
While this information may be a head rush for you, the everyday person is going to be less enamored by a bunch of technical information. Try to only include technical information if it directly relates to something the audience knows.
To make information easier to understand, create a presentation with visuals. By creating visuals with your information, you can energize your audience by only showing important and relevant information in a format they can easily understand and digest.
Use a canary in the mine
Ask a non-technical employee to sit through a dry run of your presentation or training. Then, ask for an honest assessment (it helps to select someone who is outgoing and articulate). What went right? What went wrong? Where can you make improvements before unveiling it to a group? This non-techie also can later provide a testimonial to the rest of the group, underscoring the value of the information and training you will be providing.
Engage them on all levels
Look for visuals that illustrate your point, such as photos of problem areas that you are going to discuss. Many people are visual learners, so think of providing a diagram that shows how the new system will look.
Ask for feedback
People may be shy about asking questions, feeling like they’re “dumb” questions. Provide multiple ways for people to meet with you or contact you, until they feel more comfortable asking the questions in a group. Assure them that your job is to teach them, not judge them.
Determining Appropriate Levels of Technicality
As an engineer, you will communicate highly technical information from the perspective of a trained expert. But not all your audiences will share your training and background, so you need to be able to adjust the level of technicality in your writing, while still communicating the information accurately.
A writing style and vocabulary that is overly simplified might bore an expert-level target audience or cause the writer to lose credibility. An overly complex style might overwhelm a target audience of laypersons, causing the writer’s message to get lost and not achieving the purpose of the communication. Technical communicators must ask:
- What level of detail does my audience need for how they will use the information?
- What type of vocabulary will my audience understand and find useful?
The chart below describes some of the ways language and communication might change as you speak to various audiences.
|
Audience Type |
Language Characteristics |
|
Expert |
Level of detail: Facts and figures need little explanation; may include formulas and equations; measurements and specifications have a higher degree of precision. Vocabulary: Acronyms, technical terms, and jargon used; high level of technicality in the language without needing to define words. Examples: |
|
Informed Persons |
Level of detail: Technical information is provided, but advanced concepts are explained; application examples or comparison / contrasts often included might acknowledge audience concerns (e.g. business or financial implications); measurements given, but may be less precise. Vocabulary: Jargon and technical terms include definitions; acronyms more likely to be spelled out or replaced; vocabulary supports understanding of application rather than technical precision. Examples: |
|
Laypersons |
Level of detail: Concise, few specific technical concepts; technically detailed information provided in service of the audience’s needs and goals (e.g. a user manual); measurements provided in common, familiar units. Vocabulary: Simplified language, avoiding unnecessarily complex terms; new concepts and terms are clearly defined and explained; provides commonly recognizable examples and familiar analogies. Examples: |
[Source : https://ohiostate.pressbooks.pub/feptechcomm/chapter/2-audience/ ]
Topic 4: Hand signals (15m)
Hand Signals
As a powerline technician you will learn hand signals for using various equipment. It’s important that you learn the hand signals and use them appropriately as machinery that will be used can sometimes be quite loud and you will not always be able to use your voice to communicate important safety information or instructions to your colleagues.
Take a look at the examples on the next page.
Objective Three
Plan and deliver short, organized spoken messages and oral reports tailored to specific audiences and purpose
Topic 1: Presenting Technical Information to a Non-Technical Audience (45m)
Communication Worksheet 8: Presenting Technical Information to a Non-Technical Audience
Choose a technical topic that you are familiar with and create a 5-minute presentation to the class. You should assume the audience is a layperson for the purposes of this assignment. A layperson is an everyday person that has no knowledge of your area. You can choose any topic you are familiar with, but there must be a technical component that you simplify in your presentation. Here are some random topics:
- Indigenous medicine
- Computer gaming (choose one game)
- Indigenous spiritual ceremony (choose one)
- How to calculate Body Mass Index
- Climate change
- Indigenous traditional dance
- How a car works
- Hunting (choose a specific component)
- The Pow-wow
- COVID vaccines
You will be graded, based on the following rubric:
|
Category |
Scoring Criteria |
Total Points |
Score |
|
Organization (15 points) |
The type of presentation is appropriate for the topic. |
5 |
|
|
Information is presented in a logical sequence. |
5 |
|
|
|
Topic is organized in an easy-to-understand format appropriate to the audience. |
5 |
|
|
|
Content (45 points) |
Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the presentation. |
5 |
|
|
Technical terms are well-defined in language appropriate for the target audience. |
5 |
|
|
|
Presentation contains accurate information. |
10 |
|
|
|
Material included is relevant to the overall message/purpose, and level of detail is appropriate to a layman. |
10 |
|
|
|
Appropriate amount of material is prepared, and points made reflect well their relative importance. |
10 |
|
|
|
There is an obvious conclusion summarizing the presentation. |
5 |
|
|
|
Presentation (40 points) |
Speaker maintains good eye contact with the audience and is appropriately animated (e.g., gestures, moving around, etc.). |
5 |
|
|
Speaker uses a clear, audible voice. |
5 |
|
|
|
Delivery is poised, controlled, and smooth. |
5 |
|
|
|
Good language skills and pronunciation are used. |
5 |
|
|
|
Visual aids are well prepared, informative, effective, and not distracting. |
5 |
|
|
|
Length of presentation is within the assigned time limits. |
5 |
|
|
|
Information was well communicated. |
10 |
|
|
|
Score |
Total Points |
100 |
|
Topic 2: Presenting (1h)
Instructions
Before moving onto the next section, allow each student to present their 5-minute presentation. Allow time for students to ask questions. If there are too many students for every student to present in the allotted time, split the students into groups and have them present to each other in the smaller groups and circulate to ensure you are seeing some of each presentation.