HCC_Training_-_Communication_2

Human Capital Corporation

Continuous Professional Development

Communication Skills

ABILITY TO COMMUNICATE: The Most
essential Soft Skill

A man is seldom better than his
conversation
- German Proverb

Continuous Professional Development

WHY THIS TOPIC ?

Do we realize that,
70 % of our communication efforts are:

Speaking misunderstood Visual
Writing misinterpreted Images
rejected
distorted or Body
not heard Language

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COMMUNICATION : Content

ESSENCE AND NATURE
PROCESS
INTERPERSONAL SKILLS
NON VERBAL COMMUNICATION
PERSUASIVE COMMUNICATION

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INGREDIENTS FOR A BETTER
COMMUNICATOR

ABILITY TO COMMUNICATE

AMBITION DRIVE
COLLEGE EDUCATION
MAKING A SOUND DECISIONS
SELF -CONFIDENCE
GOOD APPEARANCE

GETTING THINGS DONE WITH&
THROUGH PEOPLE
CAPACITY FOR HARD WORK

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DEFINING COMMUNICATION

Communication is a two-way process that includes

sending the right message that is also being correctly
received and understood by the other person/s who is
receiving it on the other end.

The whole purpose is to create understanding
between the two
What is conveyed may be words, actions, facial
expressions, tone of voice, gestures, and even silence:
but each contributes in some way to an understanding
of what is intended.
The Three Dimensions of Communication are:

Convey information
Receive feedback
Create Understanding

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COMMUNICATION

Communication is the process of sending and receiving
information or messages among people…

Feedback

receiver Medium sender

Encode Decode

SENDER RECEIVER

COMMUNICATION -NATURE

Communication is Expectation
Communication makes Demand
Communication differs from Information

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CHANNELS OF COMMUNICATION

COMM TYPE VOCAL NON-VOCAL

VERBAL Spoken Words Written Words
NON-VERBAL Sign
NON-VERBAL Grunt Facial Expressions
Inflection
Posture Gesture

Spatial Relationship

Reasons that trigger a communication

To change behavior

To get and give Reasons that To change behavior
Information trigger a
To ensure
To persuade communication understanding

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COMMUNICATION BARRIERS�

INITIATION OF MESSAGE

Different personalities of sender and receiver
Different personalities of sender and receiver
Receiver evaluates credibility of sender
Words have different meaning
Receiver hears what he wants to hear

Code not understood
Noise

Distorted message

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COMMUNICATIVE LANGUAGE PROCESSES

PROCESS OF COMMUNICATION

To speak ,

Plan and organize a message (cognitive skills);
Formulate a linguistic utterance (linguistic skills);
Articulate the utterance (phonetic skills)

To write , the learner must be able to :

Organize and formulate the message (cognitive and
linguistic skills);
Hand-write or type the text (manual skills)

GOAL OF MUTUAL UNDERSTANDING

Ways that help to achieve the goal of mutual
understanding are :

ASSERTIVE SPEAKING - or the act of expressing yourself directly,
positively and with confidence, so that your point comes across
clearly and you maintain respect towards others.

ACTIVE LISTENING - or the act of providing non-verbal and verbal
feedback to a speaker that allows his or her message to be
expressed and shows understanding of the message.

COMMUNICATIVE LANGUAGE PROCESSES

To listen , the learner must be able to:

Perceive the utterance (auditory phonetic skills);
Identify the linguistic message (linguistic skills);
Understand the message (semantic skills);
Interpret the message (cognitive skills);

To read , the reader must be able to:

Perceive the written text (visual skills);
Recognize the script (orthographic skills);
Identify the message (cognitive skills).
Understand the message (semantic skills);
Interpret the message (cognitive skills).

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Communication VS Conversation

Any time we hear the word COMMUNICATION, we
can substitute it with CONVERSATION

When you think, “I need to communicate a job proposal to you,” 
instead say, “I need to have a conversation about a job proposal
with you” 
Instantly that does two things:

1) This becomes a two-way activity;
2) It creates an opportunity to understand and reciprocate

more, creating comfort between two unknown individuals.
 
IDEALLY COMMUNICATION BECOMES EFFECTIVE THROUGH
CONVERSATION, THOUGH AT TIMES IT CAN BE INTENTIONALLY
ONE WAY

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EXERCISE:

EVALUATE DIFFERENT APPROACHES TO DECIDE
BEST FIT TO USE FOR COMMUNICATING THE
MESSAGE

1.Your manager calls you into his office, slams his hand down on the
desk and says, “You ruined this report!” Will you:

a. Tell him it is his fault for failing to provide you with good direction.
b. Nod in agreement, then tell everyone in the office that the manager is an idiot.
c. Calmly ask him to note the errors and tell him you will fix them.
d. Nod in agreement, and decide that you are incapable of doing this job.

2. Your family isn’t helping with household chores. Will you: a. Hold
a family meeting and ask everyone to volunteer for chosen chores.

b. Stop washing dishes and laundry so that they have nothing clean to use.
c. Make lots of noise as you are cleaning, and yell at them for being lazy.
d. Forget about your hobbies and make time to take care of everything.

Describe a time when you were asked to take on too many tasks
and had to say “no” to someone.

A friend keeps forgetting to return things he or she has borrowed
from you. Last week he or she borrowed five dollars, and you really
need the money back to buy lunch. Assertively tell your friend what
you need.

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FOUR APPROACHES TO SPEAKING

1. MY WAY OR THE HIGHWAY: THE AGGRESSIVE APPROACH
“You must…”
“Because I said so”
“You idiot!”
“You always/never….”
“Who screwed this up?”

COMMON BEHAVIOURS
Blaming, accusing
Intimidating body language
Demanding, ordering
Raised voice
Harsh, personal language
Verbal browbeating

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FOUR APPROACHES TO SPEAKING

2. THE APPEASING WAY: THE NON ASSERTIVE APPROACH

“Uh…..if that’s the way you want to do it….um, that’s fine with me.”
“I don’t know if I could do that.”
“I’ll talk to him soon about that problem; I’ve been really busy.”
“I am sorry to ask you.”
“I hate to bother you.”
“Maybe that’s a good idea”

Behaviors:
Soft voice
Overly agreeable, no point of view expressed
Avoidance
Withdrawn body language
Sounding unsure

3. SUBTLE BUT AGGRAVATING: THE PASSIVE -AGGRESSIVE
APPROACH
“I knew that wouldn’t work.”
“If that’s the way you want it…..”
“How could you even think of that?”
“When was the last time you helped me?”
“The problem with Joe is….”

Behaviors:
Appears to agree but really does not agree
Tells others but not the source of concern
Makes subtle digs and sarcastic remarks
Beating around the bush
Sounding hopeless and helpless

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FOUR APPROACHES TO SPEAKING

4. STRAIGHT AND POSITIVE: THE ASSERTIVE APPROACH

“Yes that was my mistake.”
“As I understand your point…..”
“Let me explain why I disagree with that point.”
“Let’s define the issue and then explore some options to help resolve it.”
“Please hear me out and then work with me to resolve my concern.”

Behaviors:
Takes responsibility
Listens actively
Takes initiative
Speaks up, is direct and constructive
Shows sincerity
Is solution focused
Assumes confident voice and body language
Addresses concerns directly to the source
Requests needs

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INEFFECTIVE COMMUNICTAION

Example of Ineffective Communication…
Memo from CEO to Manager:

Today at 11 o’ clock there will be a total eclipse of the sun. This is
when the sun disappears behind the moon for two minutes. As this is
something that cannot be seen every day, time will be allowed for
employees to view the eclipse in the parking lot. Staff should meet in
the lot at ten to eleven, when I will deliver a short speech introducing
the eclipse, and giving some background information. Safety goggles
will be made available at a small cost.

Memo from Manager to Department Head:

Today at ten to eleven, all staff should meet in the car park. This will
be followed by a total eclipse of the sun, which will appear for two
minutes. For a moderate cost, this will be made safe with goggles.
The CEO will deliver a short speech beforehand to give us all some
information. This is not something that can be seen every day.�

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INEFFECTIVE COMMUNICTAION

Example of Ineffective Communication…
Memo from Department Head to Floor Manager :

The CEO will today deliver a short speech to make the sun disappear for
two minutes in the form of an eclipse. This is something that cannot be
seen every day, so staff will meet in the car park at ten or eleven. This
will be safe, if you pay a moderate cost.

Memo from Floor Manager to Supervisor :

Ten or eleven staff are to go to the car park, where the CEO will make the
sun disappear for two minutes. This doesn’t happen every day. It will be
safe and as usual, it will cost you.

Memo from Supervisor to Staff:

Some staff will go to the car park today to see the CEO disappear. It is
a pity this doesn’t happen every day.

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INTERPERSONAL COMMUNICATION

Interpersonal skills are the life skills we use every day to

communicate and interact with other people, individually
and in groups.

Social Skills
People Skills

People with strong interpersonal skills are usually
more successful in both their professional and
personal lives.

5 Ways to develop Interpersonal Skills

Get over yourself
Get to understand others
Listen more than you hear
tUondyeorusstaonmdettihmaetspNeoonp-levearcbtaulally listen

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INTERPERSONAL STYLES AND RELATIONSHIP

That’s a good question!

Close end questions limit the answer to yes or no
Open end questions allow the responder total
freedom in answering
Direct questions ask for specific information;
limit answers to brief fact statements
Probing questions follow up other questions
to solicit additional information
Hypothetical questions present a theoretical
situation to which receiver responds

See examples of each on the next slide…
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INTERPERSONAL STYLES AND RELATIONSHIP

Keep it Open to answer

Open questions elicit longer answers. They usually
begin with what, why, how. An open question asks
the respondent for his or her knowledge, opinion or
feelings. "Tell me" and "describe" can also be used in
the same way as open questions. Here are some ex-
amples:

What happened at the meeting?
         Why did he react that way?
         How was the party?
         Tell me what happened next.
         Describe the circumstances in more detail.

Why to keep it Open ?
Open questions are good for:

Developing an open conversation:
"What did you get up to on vacation?"

Finding our more detail: "What else do we
need to do to make this a success?“

Finding out the other person's opinion or
issues: "What do you think about those changes?"

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INTERPERSONAL STYLES AND RELATIONSHIP

Closely Asked ?
A closed question usually receives a single
word or very short, factual answer.

For example, "Are you thirsty?"

The answer is "Yes" or "No";

"Where do you live?“

The answer is generally the name of your town
or your address.

When to ask CLOSED questions?

Testing your understanding, or the other person's: "So, if I get this
qualification, I will get a raise?"

Concluding a discussion or making a decision: "Now we know the
facts, are we all agreed this is the right course of action?“

Frame setting: "Are you happy with the service from your bank?"

A misplaced closed question, on the other hand, can kill the
conversation and lead to awkward silences, so are best
avoided when a conversation is in full flow.

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INTERPERSONAL STYLES AND RELATIONSHIP

NEW Concept: FUNNEL Questions

This technique involves starting with general questions, and then
homing in on a point in each answer, and asking more and more
detail at each level. It's often used by detectives taking a
statement from a witness:

"How many people were involved in the fight?"
"About ten.“

"Were they kids or adults?"
"Mostly kids.“

"What sort of ages were they?"
"About fourteen or fifteen.“

"Were any of them wearing anything distinctive?
“Yes, several of them had red baseball caps on.“

"Can you remember if there was a logo on any of the
caps?“

"Now you come to mention it, yes, I remember
seeing a big letter N."

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INTERPERSONAL STYLES AND RELATIONSHIP

FOCUS on information Model

This technique involves starting with general questions, and then
homing in on a point in each answer, and asking more and more
detail at each level. It's often used by detectives taking a
statement from a witness:

Focus the discussion on the specific information you need
Open-end question to expand the discussion
Close-end question to get specifics
Use active listening skills to understand what you are hearing
Summarize and close the discussion

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INTERPERSONAL STYLES AND RELATIONSHIP

FOCUS on information – An example

Focus the discussion on the specific
information you need

“I need to ask you about the HR focus for 2012

Open-end question to expand the discussion

“What kinds of decisions were made regarding expansion
of Project Management Division at CBRE ?

Close-end question to get specifics

“Did the HR approve the candidates demand for CTC” ?

Use active listening skills to understand what
you are hearing

“What I think I heard you say was that the decision
was made”?

Summarize and close the discussion

“So to wrap up, we have agreed for 10 lacs PA CTC that
includes HRA, Perks, except the variable pay”?

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INTERPERSONAL STYLES AND RELATIONSHIP

FOCUS on information – An example

Focus the discussion on the specific
information you need

“I need to ask you about the HR focus for 2012

Open-end question to expand the discussion

“What kinds of decisions were made regarding expansion
of Project Management Division at CBRE ?

Close-end question to get specifics

“Did the HR approve the candidates demand for CTC” ?

Use active listening skills to understand what
you are hearing

“What I think I heard you say was that the decision
was made”?

Summarize and close the discussion

“So to wrap up, we have agreed for 10 lacs PA CTC that
includes HRA, Perks, except the variable pay”?

Continuous Professional Development

INTERPERSONAL STYLES AND RELATIONSHIP

FOCUS on information – An example

Focus the discussion on the specific information

you need
“I need to ask you about the HR focus for 2012

Open-end question to expand the discussion

“What kinds of decisions were made regarding
expansion of Project Management Division at
CBRE ?

Close-end question to get specifics

“Did the HR approve the candidates demand for
CTC” ?

Use active listening skills to understand what you

are hearing
“What I think I heard you say was that the decision
was made”?

Summarize and close the discussion

“So to wrap up, we have agreed for 10 lacs PA CTC
that includes HRA, Perks, except the variable pay”?

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QUESTIONING TECHNIQUES

FOCUS on information – An example

Close end question
“Did you attend the review meeting this morning”
Open end question
“What was discussed at the staff meeting this
morning”?
Direct question
“Which topics was the last organization that you
have worked for”?
Probing question
“Can you tell me the reason for so many job changes
in last 2 years?
Hypothetical question
“What would you have done, if your Designs were
rejected by the Client”?

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CASE STUDY

Mir worked in a research department for a year as a researcher and he was
laid off as the entire department was closed due to recession. He decided
to meet the CEO for a possible outplacement as the organization had sever-
al other departments to accommodate him. However the secretary of
the CEO, Sunita did not permit Mir to meet by saying that CEO was busy. Mir
returned without meeting the CEO. He got better employment opportunity
elsewhere and joined.

Mir, being a researcher, wrote an article for an international journal while
working in the research department. It was published after 9 months and
received complimentary copies from the publisher.
Therefore, Mir wanted to share the successful publication with his former
CEO and went to meet him to gift the book as a complimentary copy. Below
was the conversation Mir had with the secretary of the CEO.

Mir: I would appreciate if you could arrange an appointment with CEO. I
want….. (Secretary interrupted)

Secretary: Why did you come? We had already handed over your resume to
Prem for outplacement. You may go now.

Mir: I did not come for employment opportunity. Don’t assume that people
would come here for employment only. I have come to gift a complimentary
copy where my article featured in International journal. The CEO would be
glad to share the success.

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CASE STUDY

Secretary: No, No, the CEO sees everything and knows everything as every
article publication is known to him.
Mir: It is not departmental journal. It is a prestigious journal globally and I
want to inform him and gift the book.
Secretary: “You will not get appointment. The CEO is busy” said firmly.
Mir: I anticipated that CEO would be busy and I have already written the
details of my name over the complimentary copy.

Secretary: Okay, leave it and go. (She said impolitely and started looking
here and there)Mir handed over the complimentary copy to Secretary.

Mir: Fine, please hand over to CEO. I am leaving the place. However, I will
send an email to CEO about my coming physically to gift the book. (Secre-
tary probably worried as the Mir had already mentally prepared to send the
email and keep the CEO informed. If Secretary had any intention to skip
handing over the complimentary copy, CEO will know as Mir would send
mail.) Mir handed over the complimentary copy to Secretary and departed
the office. He sent an email to his ex-CEO about his coming and he could
not meet as the latter was busy with his schedules.

After 5 hours, the Secretary telephoned Mir and said firmly, “CEO told to
return the book to you. You come and take the book back.”Mir replied, “It is
the complimentary copy meant for the CEO only”. Secretary insisted to take
back the book immediately. Ken told Secretary to courier and he was about
to give his address.

Secretary interrupted Ken’s conversation and replied, “No we don’t send
you through courier. You have to come and take.” Ken responded politely,
“Right now, I am far away from that place. When I come to that area I would
take back the book.”

The very next day, Ken received email from his ex-CEO congratulating Ken
for the publication and thanked for coming all the way to gift the book. Ken
felt excited that his ex-CEO was pleased with publication.

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CASE STUDY
Questions

1. What were the communication challenges in the above case study?
2. Was the Secretary right in avoiding the Ken who came all the way from long
distance to gift the complimentary copy?
3. Was it right for Secretary in insisting to come and take the complimentary

copy back physically instead of couriering?
4. Was Secretary a good listener?
5. Did Secretary empathize with Ken?
6. What were the other challenges prevented smooth communication

between Ken and Secretary?

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CASE STUDY

Action to Take:

• It requires lot of clarity and persuasion in communicating in such situations.
• People need to break their pre-conceived notions and mindset.
• They should suspend their judgment that prevents from listening.• They
need to open up their minds and hearts for effective listening and better com-
munication.
• In such situation the Ken should have waited for sometime till the secretary
gets freed mentally to communicate.
• Inner dialogue or inner conservation that takes place among all human
beings is often the culprit of communication. The Secretary had lot of inner
conversation that prevented from listening.
• Sandwich feedback is essential to communicate and correct and exit
smoothly from such a situation.
• The secretary had excessive ego that would have resulted into a conflict had
Ken not exited smoothly after getting instructions to leave the place.Take-
aways:At times, the people those who work with higher officials try to create
rift because of their excessive egoism which may arise out of their accessibili-
ty to higher officials or miscommunication or the inability to empathize, un-
derstand and appreciate others.Sometimes preconceived notions prevent
communication. When the reality goes against their pre-conceived notions,
people start defending and stop observing the cues of others’ body language
because of high ego.There are barriers and filters that prevent smooth com-
munication. Barriers are physical in nature such as external disturbances and
distractions that prevent listening. Similarly filters are psychological in nature
that take place within the mind such as biased thinking, inner conversation
which might become noise while listening, pre-conceived notions, being
pre-occupied with other activities and excessive ego. In this context the Sec-
retary had filters rather barriers that prevented effective communication.At
times, the metal kettle that stores and serves tea is hotter than the tea itself. A
few secretaries think too much bigger than their bosses. They become too
big for their shoes.

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FOUR APPROACHES TO SPEAKING
How to be effectively assertive:�

Use assertive body language. Face the other person, stand or sit straight
Don't use dismissive gestures, be sure you have a pleasant, but serious, facial
Expression, keep your voice calm and soft, not whiney or abrasive.

Use "I" statements.

Focus on the problem you're having, not on accusing or blaming the other
person.

Example:

"I'd like to tell my stories without Interruption." instead of
"You're always interrupting my stories!”; or
"I see it differently than you do.” instead of “you know that's not right"

Continuous Professional Development

FOUR APPROACHES TO SPEAKING

How to be effectively assertive:

Use facts, not judgments.

Example: "Your punctuation needs work and your
formatting is inconsistent" instead of "This is sloppy
work." or"Did you know that shirt has some spots?
" instead of "You're not going out looking like THAT,
are you?“

Express ownership of your thoughts, feelings,
and opinions.

Example: "I get angry when he breaks his promises."
instead of "He makes me angry." or
"I believe the best policy is to…" instead of "The only
sensible thing is to …“

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FOUR APPROACHES TO SPEAKING

How to be effectively assertive:

Make clear, direct requests.
Don't invite the person to say ”no.”
Example: "Will you please ... ?" instead of
"Would you mind … ?"

COMMUNICATIVE LANGUAGE PROCESSES

AGGRESSIVE ASSERTIVE

Blunt Direct
In conflict situations, a In conflict situations, a
harshness in tone firm tone
In conflict situations, In conflict situations, col-
blame and browbeat the laborate on the solutions
other person Speak up, yet hear what
Push your own way the others have to say
One way conversation Two way conversation
flow

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DO NOT CONFUSE AGGRESSIVE FOR ASSERTIVE

BLUNT DIRECT
BEYOND DIRECT: MEAN FACTUAL
INSULTING, HARSH
BARBING, HUMILIATING CLEAR, CONCISE AND
CANDID

ISSUE FOCUSSED

DO WE NEED TO ADOPT BLUNTNESS ?

People react and decide based on both passion and
reason. Blunt may have a role after direct has run its
course.
If conscientious but dispassionate direct communications
have failed to communicate the true sense of importance
and urgency, the emotional impact of blunt communication
may be warranted to effect urgent change.

Example :

What do we do when we see a child running into the street toward
Oncoming Traffic ?
We communicate direct and urgent. But also display
an edge of anger or fear in your communication
may be effective in getting the child’s attention and preventing an
accident

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FOUR APPROACHES TO SPEAKING

Ken: Was that the correct way to give feedback by making
the senior executive as a laughing stock in front of all?
Ben: That is how you need to treat some people. And if you
are friendly you cannot correct participants.
Ken: I don’t think so.

Ben: I think you don’t speak with convictions?
Ken: I didn’t understand. Could you be more specific?
Ben: During training program, you did not speak with force.
That means your convictions were not strong.
Ken: Is it?
Ben: Yes

Ben: Another thing, I observed, sometimes you shoot ques-
tions with your participants such as ‘did you understand?’
That means do you doubt the understanding capacity of
your participants? That is not good.
Ken: Yes, sometimes I shoot such close ended questions to
get feedback from my participants whether I am reaching
them or not during training programs? It is not exactly test-
ing their competency level to understand my content. In any
presentation, I shoot such questions to know their pulse and
to get their attention to the training process..

Continuous Professional Development

CASE STUDY

Especially I shoot such questions when I find unfavorable
vibes from the participants. If I don’t get favorable response,
then I shift my training methodology and strategy towards
more interaction rather than delivering lecture. It was a strat-
egy I adopt to get my participants back to the track of train-
ing process

Ben: You get defensive. Don’t do that.
Ken: Are you sure? If it so, then I need to change my strategy.
Could you cite an incident where I got defensive?
Ben: During the case study discussion, one participant was
highlighting only problem. However you insisted on
solutions.
Ken: Yes, people, in general, focus on issues and individuals.
However I believe in focusing on ideas. That was the reason.
Besides, I wanted to grill the participant so that he could
come out with more innovative ideas towards solving the
issue rather than brooding over the issue. And you have
seen him coming with more ideas subsequently.By the time,
the car reached Ken’s residence. Ken came out of the car
and thanked Ben for the feedback and also for dropping him
at his residence. He found that there was authenticity in few
questions and decided to bring behavioral improvements
and threw other questions into dust bin that did not have
any validity and relevance.

Continuous Professional Development

CASE STUDY
Questions to ponder:

How far Ben was justified in giving feedback?
Could anybody give feedback without asking?
Was Ben biased in giving feedback?
What will you do if you were in the shoes of Ken?
Could Ben have given better feedback?
Was it constructive or negative feedback?

Continuous Professional Development

CASE STUDY

Solution to Case Study

Only competent people can feedback. It is not desirable to give feedback
when the other person has not asked for it.

Ken was a good listener without any excessive ego. He listened to Ben pa-
tiently. It means he wanted to grow. Ken had humility to receive feedback.
He did not get defensive. Ben was objective and specific in giving feedback.
However there was little bias in giving feedback wherein Ben demonstrated
his superiority complex over Ken which the latter realized but did not
express it openly as Ken believed in preserving relations with others. Be-
sides, Ben should learn how to give sandwich feedback. Sandwich feedback
is all about giving positive compliment first then insert the area where be-
havioral changes have to be made (that is constructive feedback) and con-
clude with positive compliment so that the receiver does mind and would
appreciate feedback.

A feedback is said to be negative when it covers only with negative inten-
tions and elements without taking the positive actions of an individual into
account. In contrast, a feedback is said to be positive when it covers only the
positive intentions and elements without taking negative actions of an indi-
vidual. A constructive feedback is the blend of both positive and negative
elements and actions of an individual without any fear or favor. It is objec-
tive, specific, and precise and it focuses only on the issues not on the individ-
uals to bring out behavioral improvement among the individuals. Precisely,
constructive feedback attacks only the behaviour of the individual but not
the individual.

Continuous Professional Development

CASE STUDY

Solution to Case Study

It seems Ben gave only negative feedback as he did not focus on the posi-
tive actions and aspects of Ken during the training program, probably be-
cause of his excessive egoism. Ken realized the intentions and motives
behind Ben but kept quiet as he did not want to break his relations with Ben.
However, Ken should have been more assertive rather than passive by keep-
ing quiet to the comments of Ben.

Takeaways:

Continuous feedback is essential to grow as a successful person because
nobody knows clearly how others perceive them. Besides, many people
don’t know about themselves.

The objective of any feedback is to improve the person. It should not be per-
sonal but professional. It is essential to separate the issues from individuals
for effective feedback. Attack the issue, not the individual while giving feed-
back. If you attack the individual it becomes personal and the feedback will
not have any significance. Besides, the other person gets defensive leading
to strained relations.

Above all, giving feedback is highly challenging. Always give sandwich
feedback and constructive feedback for bringing out behavioral improve-
ment and maintaining better interpersonal relations with others.

Continuous Professional Development

EFFECTIVE COMMUNICATION
How to be effectively assertive:�
TONALITY OF VOICE

TONALITY OF VOICE

BODY LANGUAGE

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SOFTWARE TESTING HELP
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COMMUNICATION SKILLS
NON VERBAL COMMUNICATION

NON VERBAL COMMUNICATION

INTRODUCTION

Non-Verbal (non word) communication
means all communication without words.
i.e. Messages can be communicated through

Gestures and touch
Body language or posture
Facial expression
Eye contact.

Roles in Non-Verbal Communication

Repetition
Contradiction
Substitution
Complementing
Accenting

NON VERBAL COMMUNICATION

BODY LANGUAGE

“The bodily gestures, postures, and facial expressions
by which a person communicates nonverbally
with others”

-(Soukhanov 1992:211).

KINESICS:

POSTURE
GESTURE
FACIAL EXPRESSIONS
GAZE / EYE CONTACT

NON VERBAL COMMUNICATION

BODY LANGUAGE

Facial expression(s)
Eyes
Lips
Arms
Hands
Fingers
legs

BODY LANGUAGE

Facial Expressions

Forehead Wrinkles Anger

Eyebrows Outer Anger
Edges up

Nose Upward Contemp

EYES LIPS

Centered Focused Parted Relaxed,happy

Wandering Disinterested, Together Possibly
Gazing Up Bored Wide Open Concerned
Very happy/
Thinking Very Angry

Gazing Down Shame

Gaze on the Side Guilty

BODY LANGUAG

ARMS HANDS

Arms Crossed Angry, On Top of Amazement
Disapproving the Head

Open Honest, Accepting Puzzled ,
Confused
Scratching Head

Rubbing Eyes Tired

Rubbing Chin Thinking,
folded Timid, Shy

BODY LANGUAG

FIINGERS

Fingers Tense
Interlocked

Pointing at you Angry

OK Signal Fine
V Sign Peace