COMMUNICATION SKILLS TRAINING - AdValue

83 Pages·2012·2.74 MB·English

communication
SkillS training

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

http://advalue-project.eu

table of contentS

1 | Communication Skills Training ................................................................................................................. 4

2 | Criteria for Assessing Communication Competence ..................................... 14

3 | Communication Skills Self-Assessment Exercise .................................................. 17

4 | Communications Planning ......................................................................................................................... 25

5 | The Communication Cycle .......................................................................................................................... 27

6 | The 7 Cs of Communication ...................................................................................................................... 31

7 | Making a Great First Impression! ...................................................................................................... 35

8 | Body Language ............................................................................................................................................................... 38

9 | Mehrabian’s Communication Model ......................................................................................... 42

10 | Assertiveness .................................................................................................................................................................. 44

11 | Giving Feedback ....................................................................................................................................................... 48

12 | Getting Feedback ................................................................................................................................................... 50

13 | Feedback Matrix ........................................................................................................................................................ 53

14 | Active Listening ......................................................................................................................................................... 55

15 | Role Playing ....................................................................................................................................................................... 58

16 | Conflict Resolution ............................................................................................................................................... 59

17 | Journal writing ............................................................................................................................................................. 64

18 | Learner copy 1 .............................................................................................................................................................. 65

Communication skill descriptors scaling sheet

19 | Learner copy 2 ............................................................................................................................................................... 67

Communication skill descriptors scaling sheet

20 | Learner copy 3 .............................................................................................................................................................. 69

Communication skill descriptors scaling sheet

21 | Tutor copy 1 ....................................................................................................................................................................... 71

Communication skill descriptors scaling sheet

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

http://advalue-project.eu

table of contentS

22 | Tutor copy 2 ....................................................................................................................................................................... 73

Communication skill descriptors scaling sheet

23 | Tutor copy 3 ....................................................................................................................................................................... 75

Communication skill descriptors scaling sheet

24 | Line manager/Mentor/Peer copy 1 ......................................................................................... 77

Communication skill descriptors scaling sheet

25 | Line manager/Mentor/Peer copy 2 ......................................................................................... 79

Communication skill descriptors scaling sheet

26 | Line manager/Mentor/Peer copy 3 ......................................................................................... 81

Communication skill descriptors scaling sheet

27 | CERTIFICATE OF COMPLETION ......................................................................................................... 83

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

http://advalue-project.eu

communication SkillS training

I. Introduction

1. Overview of the training.

Everyone uses interpersonal communication skills.
We use them at home with our families, in the
workplace with our bosses and coworkers, on our
computers when we answer email, and on the
telephone when we order pizza. This manual is
intended to help you improve your interpersonal
communication skills and develop new skills to
become a more effective communicator.

Interpersonal communication applies to all of
our relationships, personal and business. Others
respect or reject us based on our interpersonal
communication skills. People send us messages
in every interpersonal communication encounter.
Those messages can be explicit (verbal comments)
or implicit (nonverbal facial expressions, other body
language, and physical space).

The first step in communication is using the
appropriate method. In the work place there is likely
to be a variety of tools available and you will need
to decide whether a situation calls for an email, a
phone call or a face to face conversation.

In particular, when you are in a new job role, you
can gain benefits from making first approaches
with new colleagues by going to see them, or
by telephoning customers or clients introducing
yourself rather than using email. Both face to
face conversations and telephone calls allow
you to have two-way conversation and give you
an opportunity to get your personality across,
which is far harder via email. Conversely email is
great if you are trying to organise a meeting or to
summarise the action points from a meeting as it
is more time effective than telephoning everyone
individually.

Ascertaining the appropriate tone to use in any given
situation is the second step to success. This applies
when either written or verbal communication
is called upon. To be able to do this, you need to
understand who your audience is. A formal tone
is more appropriate when addressing a new or
recently acquired customer than if you were to
address your colleagues in a team meeting.

Hand in hand with this approach is recognising
when you need to adapt the way you present
information based on the experience of your
audience. It would be reasonable to assume, when
presenting information to a group of colleagues
who have been working on a project with you,
that they would have a similar level of background
knowledge and understanding as you do. Therefore
you could use common abbreviations and acronyms
without the need for explanation. Conversely if
you are communicating the results of your project
to a new audience, you need to ensure that any
abbreviations or acronyms are clearly explained.

Communication should never be a one-way
process. When we talk about ‘actively listening’, it
means ensuring you are engaged with others in
order to understand what they are saying. Asking
questions and summarising the main points of
the conversation is a good way of checking your
understanding of what has been discussed and
demonstrates that you have been listening to what
the other person has been saying. Visibly showing

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

http://advalue-project.eu

your interest in what others are saying helps to build
rapport and can also be achieved through positive
body language like appropriately maintaining eye
contact, smiling and nodding.

Competency in written and verbal communication
skills means you are able to:

Select appropriate and effective
communication methods.
Ascertain the appropriate tone and level of
language in specific situations.

Present information via a verbal or written
medium that is easily comprehensible to
others.

Actively listen and pay attention to people,
asking questions if necessary.

This course, designed for AdValue project, will
provide innovative training contents and tools to
allow participants to learn, practice and increase
their Communication Skils.

2. Learning objectives.

Familiarize the students with the concept
of human communication; theories and
dimensions; and its role in the success of the
individual on personal, social, and practical
levels.

Make sure that The student acquires
the necessary skills of the effective
communication with himself and others in
social and formal settings.

Teach the student how to apply these skills
in various life situations.

The main aims of the training module are to foster:

Awareness of the variability of language and
communication forms over time and in different

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geographical, social and Communications
environments.

Sound
knowledge
of
Basic
vocabulary,

functional grammar and style, functions of
language.

Awareness of various types of verbal interaction
(conversations, interviews, debates, etc.) and the
main features of different styles and registers in
spoken language.

Understanding the paralinguistic features of
communication (voice-quality features, facial
expressions, postural and gesture systems).

And to practice and to improve the:

Skills needed to use aids (such as notes,
schemes, maps) to produce, present or
understand complex texts in written or oral
form (speeches, conversations, instructions,
interviews, debates).

Ability to communicate, in written or oral form,
and understand, or make others understand,
various messages in a variety of situations and
for different purposes. Communication includes
the ability to listen to and understand various
spoken messages in a variety of communicative
situations and to speak concisely and clearly. It
also comprises the ability to monitor whether
one is getting one’s message across successfully
and the ability to initiate, sustain and end
a conversation in different communicative
contexts.

Ability to distinguish, in listening, speaking,
reading and writing, relevant from irrelevant
information.

Ability to formulate one’s arguments, in speaking
or writing, in a convincing manner and take full
account of other viewpoints, whether expressed
in written or oral form.

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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

http://advalue-project.eu

3. Learning outcomes – the expected results from
the trainings

The student should be able to:

Identify basic communication principles.

Apply a communication process model.

Set clear goals for their communication.

Determine outcomes and results.

Initiate communications.

Avoid communication breakdowns.

Translate across communication styles.

Listen for improved understanding.

Achieve genuine communication.

Match the body language to the message.

Work constructively with emotions.

Manage verbal communication.

4. Training Module AdValue.

Communication Skills Training programme is
designed for participants to take a serious look
at themselves in relation to who they are now
and who and how they want to be in the future.
Provides participants with the opportunity to
understand how communication works and how
to communicate with confidence and flair.

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Communicate skills is therefore a challenging
training programme that incorporates material
from many disciplines. It aims to make a substantial
difference
to
each
participant’s
leadership,

communication and relationship skills.

The course is designed to equip participants with
the awareness, tools, confidence and energy to
create the impact they choose, when they choose
to create it. Our central and guiding focus is to
constantly reinforce confidence in participants by
concentrating on what works about the individual.

The training programme is a journey that begins by
exploring the dynamics and techniques of effective
interpersonal communication, moving on to the
subtle nuances of perception and finally to the
full impact of connection when presenting and
relationship building.

5. Description of the “physical” framework of the
training:

Target group.

This course is designed for anyone who requires
the skills to clearly communicate with others in the
workplace and in the professional life. Therefore is
designed for individuals who want to:

Learn and practice principles essential to good
oral and written communication.

Gain useful and pragmatic strategies for
communicating in a variety of workplace
situations.

Speak, write, and listen with increased
confidence and competence.

Enhance leadership skills and opportunities for
career promotion.

Develop personal presence and greater self-
trust.

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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

http://advalue-project.eu

Learn in a supportive environment.

Optimal number of participants: 8-12

Environment – Indoor

Duration of the whole training module. 20 h

Resources

PowerPoint.

Sheets

Templates.

Video.

Segments of books.

II. Topic template

Subtopic
Approaches,

methods, tools
Duration

1. The base of
Communication

Lecture / Group

Discussion
2 hours

2. Setting clear
goals for your
communication

Lecture / Group

Discussion
/ Individual

activities

4 hours

3. Communication
in person

Lecture / Group

Discussion /
Work in pairs /
Role playing

2 hours

4. Feedback

Lecture / Group

Discussion /
Role playing

3 hours

5. Listening
for improved
understanding

Lecture / Group

Discussion /
Role playing

2 hours

6. Difficult
communication
situations

Lecture / Group

Discussion /
Role playing

3 hours

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III. Training process

1. Subtopic N 1 – The base of Communication.

1.1. Learning objectives.

Upon completion of this subtopic, participants
should be able to:

Identify basic communication principles.

Recognize
perceptual
filters
that
hinder

communication.

1.2. Trainers’ Toolbox.

Tool 1.A - Criteria for Assessing Communication
Competence

Tool 1.B - Communication Skills Self-assessment
exercise.

1.3. Training process.

Theory.

During this unit we will identify basic communication
principles and we will recognize perceptual filters
that hinder communication.

We will stress the Importance of removing barriers.
Communication barriers can pop-up at every stage
of the communication process (which consists
of sender, message, channel, receiver, feedback
and context) and have the potential to create
misunderstanding and confusion.

To be an effective communicator and to get
your point across without misunderstanding
and confusion, your goal should be to lessen the
frequency of these barriers at each stage of this
process with clear, concise, accurate, well-planned
communications.

To deliver your messages effectively, you must
commit to breaking down the barriers that exist
in each of these stages of the communication
process.

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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

http://advalue-project.eu

Let’s begin with the message itself. If your message
is too lengthy, disorganized, or contains errors,
you can expect the message to be misunderstood
and misinterpreted. Use of poor verbal and body
language can also confuse the message.

Barriers in context tend to stem from senders
offering too much information too fast. When in
doubt here, less is oftentimes more. It is best to be
mindful of the demands on other people’s time,
especially in today’s ultra-busy society.

Once you understand this, you need to work to
understand your audience’s culture, making sure
you can converse and deliver your message to
people of different backgrounds and cultures
within your own organization, in this country and
even abroad.

If you want to be an expert communicator, you need
to be effective at all points in the communication
process – and you must be comfortable with the
different channels of communication. When you
communicate well, you can be very successful. On
the other hand, poor communicators struggle to
develop their careers beyond a certain point.

Approaches and methods.

Lecture/discussion
with
maximum
trainee

participation through questioning and relating of
personal experience.

The foregoing module is easily adapted to
discussion. The trainer should attempt to elicit from
the trainees their experiences with transmission,
interference and ways of avoiding interference,
which are well within the purview of trainee
experience.

Trainees should be asked to tell the course
participants about good communicators and poor
communicators they have known, describing why
they are memorable. The reasons they give should
be related to the types of interference and ways

in which interference was or could have been
avoided.

We will use Tools 1.A- Criteria for Assessing
Communication
Competence
and
1.B-

Communication Skills Self-assessment exercise
so that to make trainees aware about different
communication elements and to assess their own
communication skill profile.

Such a discussion invariably brings out other
indirectly related aspects of spoken communication
which provide points of reference when subjects in
later unites are being dealt with.

2. Subtopic N 2 - Setting clear goals for your
communication.

2.1. Learning objectives.

Upon completion of this subtopic, participants
should be able to:

2.1 Determine outcomes and results

Solicit feedback

Match intentions and results

2.2 Initiate communications

Figure out what to say and the best way to say it

2.2. Trainers’ Toolbox.

Tool 2 – Communication Planning.

Tool 3 – Communication Cycle.

Tool 4 – The 7 Cs of Communication and training.

2.3. Training process.

Theory.

The first principle of public speaking is to have a clear-
cut objective. This unit provides clues for identifying
and training how to plan the communication. To be

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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

http://advalue-project.eu

a successful public speaker, people must be able to
answer the following questions:

1. Who is your audience?

2. What does the audience want most?

3. How can you help get what they want?

Tool 2 Communication Planning will help participants
through the preparation steps and so help them create
an audience-focused communication plan that’s sure
to get your message heard.

Do you ever get lost while organizing your message,
or struggle to identify what your audience truly
needs to know? There are so many factors to
consider during preparation and presentation that
it’s easy to forget an important point.

The Communication Cycle, Tool 3, is a six-step
process that helps participants to develop and
refine their message. It helps them ensure that they
don’t forget anything essential the first time they
present it, and it helps them maximize its impact
in the times that follow. By putting the process into
the form of a cycle, this approach encourages them
to use the feedback they receive to improve their
communications in the future.

We
can
spend
almost
our
entire
day

communicating. So, how can we provide a huge
boost to our productivity? We can make sure that
we communicate in the clearest, most effective
way possible. Tool 4, 7 Cs of Communication,
provide a checklist for making sure that
meetings, emails, conference calls, reports, and
presentations are well constructed and clear – so
the audience gets our message.

Approaches and methods.

Lecture/ group discussion with maximum trainee
participation through questioning and relating of
personal experience.

Trainees will be asked to develop their own
communication planning, using the template and
recommendation of Tool 2.

Trainees
will
practice
also
with
Tool
3-

Communication Cycle, and Tool 4, 7 Cs of
Communication. Participants will be asked to put
in common their results.

3. Subtopic N 3 – Communication in person.

3.1. Learning objectives.

Upon completion of this subtopic, participants
should be able to:

3.1.1. Create value in their conversations

Strength their relationships

Distinguish value from waste

3.1.2. Take personal responsibility

Recognize their role in creating successful
communications

Identify internal and external factors that impact
their communications

Communicate nondefensively

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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

10

http://advalue-project.eu

3.1.3. Match their body language to their
message

Enhance their message to gain their intended
results

Creat believable and credible messages

Ensure that their attitude supports rather than
hinders communication

Speak through silence

3.2. Trainers’ Toolbox.

Tool 5 – Make a great first impression.

Tool 6 – Non verbal communication.

Tool 7 – Mehrabian´s Communication model.

Tool 8 – Assertiveness.

3.3. Training process.

Theory.

It takes just a quick glance, maybe three seconds, for
someone to evaluate you when you meet for the first
time. In this short time, the other person forms an
opinion about you based on your appearance, your
body language, your demeanor, your mannerisms,
and how you are dressed. So whether they are in your
career or social life, it’s important to know how to
create a good first impression. Tool 5 will help us to
work on first impressions, providing some useful tips.

The difference between the words people speak and
our understanding of what they are saying comes
from non-verbal communication, otherwise known
as “body language”. By developing your awareness
of the signs and signals of body language, you can
more easily understand other people, and more
effectively communicate with them. Tool 6 will
explain many of the ways in which we communicate
non-verbally, so that you can use these signs and
signals to communicate more effectively.

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So communication is made up of more than just the
words we use. Our tone of voice, facial expression
and body language all play a major role in how
we’re understood. And if we’re communicating in a
situation where we can’t use all of these elements to
enhance our messages, we need to be very careful.

We might well have heard the popular statistic
that only 7% of any message is conveyed through
the words you choose. The other 93% is allegedly
found in subtle clues like your tone of voice and
body language. This claim stems from a study done
by psychologist Albert Mehrabian in the late Sixties.
But beware, it’s all too often misquoted! In Tool 7
we’ll explain what Mehrabian’s Communication
Model really says, and look at how you can use its
findings in your everyday life.

Are you comfortable talking with people you
don’t know? Do you dread saying no? Do you
allow strangers to cut you off in the cafeteria line?
Do you regret stepping on others to achieve your
goals? Do you feel you get your needs across to
others?

Your words and behavior tell people who you are.
Human communication and behavior fall into three
basic categories:

Passiveness.

Aggressiveness.

Assertiveness.

Assertiveness is an alternative to the extremes
of passiveness and aggressiveness. Norma Carr-
Ruffino defines assertion as “confidently expressing
what you think, feel and believe - standing up for
your rights while respecting the rights of others.”
Assertiveness is not necessarily easy, but it is a skill
that can be learned. Tool 8 will help us to identify
and practice assertiveness.

Approaches and methods.

1.

2.

3.

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

11

http://advalue-project.eu

Lecture/ group discussion with maximum trainee
participation through questioning and relating of
personal experience.

Trainees will practice in pairs presentation skills,
following the suggestions of Tool 5.

They will practice in group the identification of non
verbal aspects of communication as is showed in
Tool 6.

Finally, they will practice assertiveness, making role
playing in pairs that will be discussed in group with
Tool 8.

4. Subtopic N 4 - Feedback.

4.1. Learning objectives.

Establish message feedback.

4.2.
Trainers’ Toolbox.

Tool 9 – Giving feedback.

Tool 10 – Getting feedback.

Tool 11 – Feedback matrix.

4.3. Training process.

Theory.

When done in the right way and with the right
intentions, feedback communication is the avenue
to performance greatness. Employees have to know
what they are doing well and not so well. For them
to really hear your thoughts and suggestions on
ways to improve, though, that feedback has to be
delivered carefully and frequently. Giving feedback
effectively is a skill. And like all skills, it takes
practice to build your confidence and improve. Toll
9 provides a collection of “feedback giving” tips that
trainees can start putting into practice.

To our skills and grow professionally, it’s essential
that we get feedback on the work that we do. After
all, we can’t fix something that we don’t know is

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broken! In turn, we improvement could lead to
a promotion or to other opportunities down the
road. It will also raise our self-confidence, and show
our boss that we truly care about our work. Working
with Tool 10 we’ll look at how to ask for feedback,
and how you can learn from it.

The feedback matrix is a useful tool that helps with
self-exploration. It encourages us to examine both
the positive and negative aspects of feedback,
and then connect the comments back to what we
already know about opurself, and what wwe did
not know and need to explore more fully. We will
work with the matrix with Tool 11.

Approaches and methods.

Lecture/ group discussion with maximum trainee
participation through questioning and relating of
personal experience.

Trainees will practice in pairs feedback skills,
following the suggestions of with Tools 9, 10 and
11.

They will get group feedback as well, performing
role playings in pairs that will be discussed in
group.

5. Subtopic N 5 - Listening for improved
understanding.

5.1. Learning objectives.

Upon completion of this subtopic, participants
should be able to:

Ask clarifying questions

Confirm the message

Demonstrate respect, empathy and sensitivity

Listen for the entire message

Interpret nonverbal cues

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•

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

1

http://advalue-project.eu

5.2. Trainers’ Toolbox.

Tool 12 – Active Listening.

5.3. Training process.

Theory.

Most of us think we are good listeners. We assume
listening comes naturally. However, listening is just
as complicated as reading, writing and speaking.
Listening requires mental and physical activity. We
spend 80 percent of each day listening. Listening is
our most frequently used communication skill, yet
we often feel that it requires no effort on our part.

During this unit we will be able to identify the
difference between Reflecting Listening and
Physical Listening. Reflective listening encourages
the other person to disclose his feelings, thereby
helping him understand his emotions and move
toward a solution to the problem. Reflective
listening provides a mechanism that draws the
other person out. We will learn how we can do this
in several ways.

But listening involves also giving physical attention
to the speaker. We will learn also how to do it so that
to show interest in what is being said. Tool 12 will
give us the five key elements of active listening.

Approaches and methods.

Lecture/ group discussion with maximum trainee
participation through questioning and relating of
personal experience.

With Tool 12 will work on the five key elements of
active listening and trainees will be asked to work
in pairs to develop their listening skills.

6. Subtopic N 6 - Difficult communication
situations.

6.1. Learning objectives.

Upon completion of this subtopic, participants

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should be able to:

6.1 Create openness

Identify appropriate degrees of disclosure

Establish value and trust

6.2 Work in difficult communication situations

Ability to express anger appropriately.

Expression of ability to cope with aggression
from others skillfully.

6.2. Trainers’ Toolbox.

Tool 13- Role Playing.

Tool 14- Conflict resolution.

6.3. Training process.

Theory.

Role playing is a useful technique for thinking
about difficult situations before they occur, so that
you have good pre-prepared responses for the
different eventualities that can arise. Role-playing
can also be used to analyze problems from different

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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

1

http://advalue-project.eu

perspectives, to spark brainstorming sessions, to
experiment with different solutions to a problem,
to develop team work, and help group problem-
solving. More than this, by preparing for a situation
using role-play, people build up experience and
self-confidence in handling the situation in real life.
We will practices difficult communication situations
with Tool 13.

In many cases, conflict in the workplace just seems
to be a fact of life. We’ve all seen situations where
different people with different goals and needs have
come into conflict. And we’ve all seen the often-
intense personal animosity that can result. The fact
that conflict exists, however, is not necessarily a bad
thing: As long as it is resolved effectively, it can lead
to personal and professional growth. With Tool 14
we will learn and practice how to resolve conflicts
rationally and effectively.

Approaches and methods – detailed

description

Lecture/ group discussion with maximum trainee
participation through questioning and relating of
personal experience.

Trainees will practice in pairs difficult communication
situations, following the suggestions of Tools 13
and 14.

They will get group feedback as well, performing
role playings in pairs that will be discussed in
group.

IV. Trainers Toolbox – All the Annexes.

Tool 1.A - Criteria for Assessing Communication
Competence

Tool 1.B - Communication Skills Self-
assessment exercise.

Tool 2 - Communication Planning.

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Tool 3 - Communication Cycle.

Tool 4 - The 7 Cs of Communication and
training.

Tool 5 – Make a great first impression.

Tool 6 – Non verbal communication.

Tool 7– Mehrabian´s Communication model.

Tool 8 – Assertiveness.

Tool 9 – Giving feedback.

Tool 10 – Getting feedback.

Tool 11 – Feedback matrix.

Tool 12 – Active Listening.

Tool 13 - Role Playing.

Tool 14 - Conflict resolution.

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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

1

http://advalue-project.eu

criteria for aSSeSSing
communication competence

Communication competence is the ability to relate
to others with accuracy, clarity, comprehensibility,
coherence,
expertise,
effectiveness
and

appropriateness. It is a measure of determining
to what extent the goals of interaction are
achieved. However, communicative competence
is contingent upon the context in which the
interaction takes place. Communication which is
successful with one group in one situation may not
be perceived as competent with a different group
in another situation. McCroskey (“Self-report as an
approach to measuring”) clarifies that: “The domain
of communicative competence includes learning
what the available means are, how they have been
employed in various situations in the past, and
being able to determine the ones that have the
highest probability of success in a given situation.

Canary and Cody (Interpersonal Communication)
provide six criteria for assessing competence.
The criteria include - adaptability, conversational-
involvement,
conversational-management,

empathy, effectiveness, and appropriateness. They
are explained in greater detail below:

1. Adaptability: Adaptability is the ability to assess
situations and when necessary change behaviors
and goals to meet the needs of interaction. It signals
awareness of the other person’s perspectives,
interests, goals, and communication approach,
plus the willingness to modify ones own behaviors
and goals to adapt to the interaction situation.
By mindfully tracking what is going on in the
intercultural situation, both parties may modify
their nonverbal and verbal behavior to achieve
a more synchronized communication process.
In modifying their behavioral styles, polarized
views on the problem may also be depolarized or
“softened.” It consists of six factors:

Social experience - participation in various
social interactions

Social composure - refers to keeping calm
through accurate perception

Social confirmation - refers to acknowledgment
of partner’s goals

Appropriate disclosure - being sensitive to
amount and type of info

Articulation - ability to express ideas through
language

Wit - ability to use humour in adapting to social
situations; ease tensions

2. Conversational Involvement: Conversational
interaction is a factor that determines the degree to
which individuals participate in conversation with
others. Specifically, receivers of communication
differ in terms of their attentiveness and
perceptiveness. These parameters influence how
information and cues are received from others.

In a study involving 1000 self-assessment reports,
Cegala D J (“Interaction involvement: A cognitive
dimension
of
communicative
competence.

Communication
Education”)
found
that

approximately 48% of individuals are not generally
highly involved in their conversations. He describes
perceptiveness as, “the ability to assign appropriate
meanings to others’ behavior as well as the ability to
understand what meanings others have assigned to
one’s own behavior”. Attentiveness is cognizance of
another’s communicative behavior. Responsiveness
is “a tendency to mentally react in a given situation
or circumstance and adapt by knowing what to say
and when to say.”

Highly involved persons are predicted to be more
issue-oriented and attentive to the underlying
message in the conversation. On the other hand,
less involved persons are expected to concentrate
on events or surface of the conversation.

1.

2.

3.

4.

5.

6.

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP

communication SkillS training toolS

1

http://advalue-project.eu

3. Conversational Management: Conversation-
management
is
essentially
the
way
the

communicators regulate their interactions. It is
a matter of knowing the rules of interpersonal
communication exchanges and following them.
Communication rules are just like other socially
conditioned behaviors and are acquired in the
same way. What are the rules that an astute and
observant communicator knows about to manage
interaction?

Wiemann J (Explication and Test of a Model
of
Communicative
Competence:
Human

communication”) mentions the five most common
communicative competencies:

First, one cannot interrupt the speaker.

Second, only one person may talk at a time.

Third, speakers’ turns must alternate or
interchange.

Fourth,
frequent
or
long
pauses
are

inappropriate.

Fifth, both parties should be assured that
the other is devoting his or her undivided
attention.

4. Empathy: Empathy, in its broadest usage,
is considered a fundamental dimensión of
interpersonal and communication competence.

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2.

3.

4.

5.

Empathy is the ability to demonstrate understanding
and sharing reactions in any given situation. It is
an innate human capacity that gives the ability
to understand the unique experiences of another
person.

It connects people with one another on a
meaningful and fulfilling level.

It demonstrates a person’s caring attitude
toward others

It helps understand the people better.

It usually leads conversation towards emotional
issues.

It lets one build a personal rapport with others

It helps reduce ones irritation with others
attitude or behaviour.

It helps reduce ones prejudice or negative
assumptions about others

It fosters more meaningful, more helpful, closer
friendships.

5. Effectiveness: Effectiveness refers to the degree
to which communicators achieve mutually shared
meaning and integrative goal-related outcomes.
Effective encoding and decoding processes
lead to mutually shared meanings. Mutually
shared meanings lead to perceived intercultural
understanding. Interaction effectiveness has been
achieved when multiple meanings are attended
to with accuracy and when mutually desired
interaction goals have been reached. Interaction
ineffectiveness occurs when content or relational
meanings are mismatched and intercultural noises
and clashes jam the communication channels.
Communication effectiveness can improve task
productivity.

6. Appropriateness: A fundamental criterion
for determining communication competence,

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