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LEVEL 2 COMMUNICATION SKILLS

(Listening, Responding & Assertiveness Skills)

Anand Mehta

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COMMUNICATION SKILLS TAKEN UP FOR DEVELOPMENT

LISTENING

RESPONDING

ASSERTIVENESS

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PROGRAM SCHEDULE
0930 1100 Active Listening a key communication skill for executives. Skill practice exercise (listening of contents and feelings) Reasons for listening. Poor listening behaviours. Components of listening. Tea Are you Responding? an exercise. Response styles. Building Listening Skills in Dyads / Triads. Lunch. How Assertive are you? an exercise. Assertive, Aggressive or Non Assertive. Exercise or Role Play. Tea. The spectrum of communication. Your preferred response style and EQ. Do you want to change your pattern of behavior. The Action Plan. Feedback & Program Closing.
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1100 1115 1115 1215 1215 1300 1300 1400 1400 1530

1530 1545 1545 1615 1615 1700 1700 1730

WHY EFFECTIVE LISTENING?




GOD HAS DIRECTED US TO


 

LISTEN MORE TELL LESS

WE AS MANAGERS NEED TO BE GOOD COMMUNICATORS. COMMUNICATION SKILL LIES IN DEPTH OF LISTENING SKILLS.

LISTENING LIFE.

PROVIDES

CRITICAL

INPUTS

FOR

MANAGING

PEOPLE WITH WHOM WE ASSOCIATE IN OUR WORK AREA; IN

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EFFECTIVE LISTENING Contd.


* LISTENING PROVIDES US VITAL INPUTS FOR EFFECTIVE DECISION MAKING & RESULTS. * LISTENING DEMANDS DISCIPLINE PROMOTES COMMUNICATION REDUCES TENSION FACILITATES COOPERATION

* LISTENING DEMANDS ENERGY

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GOOD vs. POOR LISTENING.


GOOD LISTENING

POOR LISTENING

MAINTAIN EYE CONTACT WITH SPEAKER. IDENTIFICATION OF FEELINGS EXPRESSED AND UNDERSTANDING THE TRUE SENSE OF MESSAGE.

NO EYE CONTACT PICKUP ONLY THOSE FACTS WHICH SUIT OUR RULES, PROCEDURES, STYLE OR APPROACH.

UNDERSTANDING CONTENT, ASKING QUESTIONS & FEEDBACK / CONFIRMATION.

DO NOT GIVE ATTENTION; CARRYON OUR OTHER WORK WHILE HE IS SPEAKING. CONTINUOUS EVALUATION.

NONEVALUATION OF SPEAKERS CONTENT TILL HE HAS FINISHED / SUSPENDING JUDGEMENTS. DEMONSTRATING THAT WE ARE DEEP INTO SPEAKERS PROBLEM, SINCERELY TRYING TO FIND ANSWERS WITH CONSCIOUS EFFORTS, LOGIC & CONSISTENCY.

INTERRUPTING AND IMPOSING OUR STATEMENTS AND WORDS ONTO SPEAKER.

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ACTIVE LISTENING


IN ACTIVE LISTENING WE TRY TO UNDERSTAND WHAT THE OTHER PERSON IS FEELING OR WHAT HIS MESSAGE MEANS. THEN WE PUT THE UNDERSTANDING OF THE MESSAGE INTO OWN WORDS AND FEED IT BACK TO HIM FOR VERIFICATION. ACTIVE LISTENING DOES NOT SEND A MESSAGE OF OUR OWN SUCH AS OPINION, ADVICE, LOGIC ETC. IT HAS TWO COMPONENTS  IDENTIFICATION OF THE FEELINGS EXPRESSED.  FEED BACK OF THE CONTENT.

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SKILL PRACTICE EXERCISE ON ACTIVE LISTENING.

30 minutes.

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THREE REASONS FOR LISTENING


1. UNDERSTAND AND RETAIN INFORMATION: PEOPLE WHO CAN UNDERSTAND PERSONALLY AND RETAIN MORE

INFORMATION HAVE A GREATER CHANCE OF BECOMING SUCCESSFUL BOTH AND PROFESSIONALLY. WHETHER IT IS UNDERSTANDING INSTRUCTIONS, ADVICE OF SENIORS AND COLLEGUES, LEARNING ABOUT NEEDS AND REACTIONS OF PEOPLE WITH WHOM WE ASSOCIATE OR DISCOVERING THE CONCERNS OF OTHERS UNDERSTANDING AND RETAINING INFORMATION IS VITAL FOR EVERY JOB.

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THREE REASONS FOR LISTENING, Contd


2. BUILDING & MAINTAINING RELATIONSHIPS: POOR LISTENING WEAKENS RELATIONSHIPS, EFFECTIVE

LISTENING BUILDS BETTER RELATIONSHIPS. IN FACT POOR LISTENING PREVENTS DEVELOPMENT OF RELATIONSHIPS IT FAILS TO PICK UP OTHERS PERSPECTIVES.

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THREE REASONS FOR LISTENING, Contd


3. HELPING OTHERS: COUNSELLING?. AS MANAGERS, SUPERVISORS, TEACHERS . WE MUST LISTEN CAREFULLY SO THAT WE CAN OFFER SOUND AND APPROPRIATE ASSISTANCE.

WHEN OTHERS LISTEN TO US WITH UNDERSTANDING AND CONCERN, WE GAIN DIFFERENT AND USEFUL PERSPECTIVES FOR SOLVING PROBLEMS.

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POOR LISTENING BEHAVIOURS


(Check which one describes us) 1. PSEUDOLISTENING APPEAR TO BE ATTENTIVE; THEY LOOK YOU IN THE EYE, NOD, SMILE AND EVEN ANSWER YOU OCCASIONALLY. THEY USE A POLITE BEHAVIOUR TO MASK NOTHING TO DO THOUGHTS THAT HAVE WITH WHAT SPEAKER IS SAYING.

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POOR LISTENING BEHAVIOURS,

Contd.

2. STAGE HOGS INTERESTED ONLY IN EXPRESSING THEIR IDEAS AND DO NOT CARE ABOUT WHAT ANYONE ELSE HAS TO SAY. THEY ASK QUESTIONS TO DEMONSTRATE THEIR SUPERIORITY AND HOLD THE FLOOR.

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POOR LISTENING BEHAVIOURS, Contd.


3. SELECTIVE LISTENERS RESPOND ONLY TO THAT PART OF A SPEAKERS COMMUNICATION THAT INTEREST THEM, REJECTING EVERYTHING ELSE.

SIMILARILY

INSULATED

LISTENING,

DEFENSIVE

LISTENING

(WHENEVER YOU HAVE A SHAKY SELF IMAGE AND YOU PROJECT YOUR OWN INSECURITIES) etc. ARE ALL POOR LISTENING HABITS.

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COMPONENTS OF LISTENING
HEARING PHYSIOLOGICAL ASPECT NON SELECTIVE PROCESS OF SOUND WAVES IMPINGING ON THE EAR. IT CAN BE DIMINISHED BY PHYSIOLOGICAL

DISORDERS, BACKGROUND NOISE, FATIGUE ETC. ATTENDING PHYCHOLOGICAL PROCESS; WE ATTEND TO SELECTIVE SOUNDS; FILTER OUT SOME MESSAGES AND FOCUS ON OTHERS; NEEDS, WANTS, DESIRES AND INTERESTS DETERMINE WHAT IS ATTENDED TO.

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COMPONENTS OF LISTENING, Contd..


UNDERSTANDING IS A DEEPER PROCESS; YOU MUST UNDERSTAND LANGAUGE, CONTEXT, YOUR OWN KNOWLEDGE OF THE SUBJECT; YOUR MENTAL ABILITIES AND INTERPRETATION SKILLS; FEELINGS START PLAYING ITS PART IN UNDERSTANDING MESSAGES. REMEMBERING HIGH RECALL OF INFORMATION DEPENDS ON HOW MUCH ATTENTION WE PAY TO WHAT OTHERS ARE SAYING. RESPONDING FINAL PART OF LISTENING PROCESS IS RESPONDING TO A MESSAGE GIVING FEEDBACK. RESPONDING DEMONSTRATES THAT THERE IS A COMMUNICATION TRANSACTION. IT IS ACTIVE LISTENING.
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TYPES OF LISTENING RESPONSES.

SILENT LISTENING

QUESTIONING

PARAPHRASING SUPPORTING

ANALYSING

EVALUATING

ADVISING

MORE REFLECTIVE LESS DIRECTIVE

LESS REFLECTIVE MORE DIRECTIVE

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EXERCISE

ARE YOU RESPONDING ?


(DISCUSSION ON SPECIFIC SITUATIONS AND RESPONSES) TIME 20 MTS.

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THE FOUR RESPONSE STYLES

   

RECOMMENDING (ADVISING). ASKING FOR INFORMATION (QUESTIONING). CRITICAL. EMPATHIC.

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TYPES OF RESPONSES


EMPATHIC RESPONSE: A NON JUDGEMENTAL RESPONSE THAT CAPTURES THE ESSENTIAL THEME AND / OR FEELING EXPRESSED. HAS POTENTIAL FOR BUILDING RAPPORT AND MUTUAL UNDERSTANDING.

ADVISING RESPONSE: A RESPONSE THAT OFFERS ADVICE, TELLS THE TALKER WHAT TO DO OR WHAT NOT TO DO, SOLVES THE PROBLEM OR DOES THE THINKING FOR THE TALKER.

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TYPES OF RESPONSES,


Contd..

QUESTIONING RESPONSE: A RESPONSE THAT ASKS FOR ADDITIONAL INFORMATION TO GET A CLEAR UNDERSTANDING BEFORE RESPONDING. HOWEVER, USED TO EXCESS, THE TALKER MAY FEEL GRILLED.

CRITICAL RESPONSE: A RESPONSE THAT EXPRESSES A FORM OF CRITICISM RESULTING FROM A NATURAL TENDENCY TO JUDGE, APPROVE, OR DISAPPROVE OF A MESSAGE RECEIVED.

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ASKING FOR INFORMATION


QUESTIONING : ASKING SINCERE NON DIRECTIVE QUESTIONS.
A)TO

CLARIFY MEANINGS EXAMPLES a) WHAT DID YOU MEAN WHEN YOU SAID HE HAD BEEN RUDE TO YOU? b) HOW DO YOU DEFINE THE TERM GOVERNANCE AS PER YOUR PERCEPTION? c) COULD YOU BE MORE SPECIFIC?
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ASKING FOR INFORMATION, Contd.


B) TO LEARN ABOUT OTHERS THOUGHTS, FEELINGS AND WANTS. OPINION, EMOTIONS, NEEDS, HOPES ETC ARE SOMETIMES BURIED INSIDE MANY MESSAGES. WE NEED TO DRAW A QUESTION WITH SENSITIVITY. a) WHAT DO YOU THINK ABOUT THE NEW PUNCH CARD SYSTEM? (Open question) b) HOW DID YOU FEEL WHEN YOU HEARD THE NEWS OF YOUR TRANSFER? (Open question)

c) DID YOU FEEL ANGRY? (Closed question)

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ASKING FOR INFORMATION, Contd.


C) TO ENCOURAGE ELABORATION. WE CAN ENCOURAGE ELABORATION SIMPLY BY

ACKNOWLEDGING THAT WE ARE LISTENING. EXAMPLES.

a) I AM NOT SURE I UNDERSTAND. b) KEEP GOING I AM FOLLOWING YOU. c) TELL ME MORE ABOUT THAT.

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ASKING FOR INFORMATION, Contd.


D) TO ENCOURAGE DISCOVERY. COUNSELLORS, DOCTORS, THERAPISTS ASK QUESTIONS TO PROD THEIR CLIENTS INTO DISCOVERING SOLUTIONS FOR THEIR PROBLEMS. a) SO, WHAT DO YOU SEE AS YOUR OPTION? b) WHAT WOULD BE YOUR IDEAL SOLUTION?

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ASKING FOR INFORMATION, Contd.


E) TO GATHER MORE FACTS AND DETAILS.
SUCH QUESTIONS HELP LISTENER GET A BIGGER PICTURE. Ex. a) WHAT DID YOU DO THEN? b) WHAT DID THE SUPERVISOR SAY AFTER THAT?

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ASKING FOR INFORMATION, Contd.


SINCER GENUINE QUESTIONS AIMED AT UNDERSTANDING OTHERS Vs COUNTERFEIT QUESTIONS AIMED AT SENDING A MESSAGE, NOT RECEIVING. Ex. a) YOU DIDNT LIKE THAT MOVIE. DID YOU? b) I GUESS IT WASNT TERRIFIC. c) YOU SAID YOUD CALL AT FIVE OCLOCK, BUT YOU FORGOT, DIDNT YOU?

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ASKING FOR INFORMATION, Contd.


LET US ALSO UNDERSTAND PARAPHRASING, EMPATHIZING, SUPPORTING, ANALYZING, EVALUATING, ADVISING ETC. PARAPHRASING : IS FEEDBACK THAT RESTATES IN YOUR OWN WORDS, THE MESSAGE OF SPEAKER, IT CLARIFIES. EXAMPLE. SPEAKER : VINOD IS A SUCH A SHAMELESS PERSON. BELIEVE THE WAY HE ACTED LAST NIGHT. I CANT

PARAPHRASE : YOU THINK THOSE JOKES OF VINOD WERE PRETTY OFFENSIVE?

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ASKING FOR INFORMATION, Contd.


SPEAKER BILINGUAL EDUCATION IS JUST ANOTHER FAILED IDEA OF LIBERALS? PARAPHRASE LET ME SEE IF IVE GOT THIS RIGHT. NOT WORK? IT ASSISTS LISTENING. IT CONFIRMS THE MESSAGE, IT IS ALSO AN IDEAL WAY OF TAKING THE HEAT OUT OF INTENSE DISCUSSIONS. PARAPHRASE WE HAVE AGREED THAT WELL TAKE ANOTHER FEW DAYS TO THINK ABOUT OUR CHOICES AND MAKE A DECISION ON TUESDAYRIGHT? EVEN FACTUAL INFORMATION IS PARAPHRASED FOR CLARIFICATION & CONFIRMATION.
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YOURE MAD

BECAUSE YOU THINK BILINGUAL EDUCATION SOUNDS GOOD, BUT IT DOES

EMPATHIZING
IDENTIFYING WITH SPEAKER. EMPATHY INVOLVES EMOTIONAL CONTAGION, GENUINE CONCERN e.g.. USE OF BRIEF RESPONSES LIKE I SEE, WOW, OUCH, MY GOODNESS. IN THE FOLLOWING STATEMENT, EMPATHIZING IS EXPRESSED. I CAN SEE THAT REALLY HURTS I KNOW HOW IMPORTANT THAT WAS TO YOU I CAN TELL YOURE REALLY EXCITED ABOUT THAT WOW, THAT MUST BE ROUGH I THINK IVE FELT THAT WAY TOO THIS MEANS A LOT TO YOU, DOESNT IT
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EMPATHIZING, Contd.
EMPATHIZING IDENTIFIES WITH SPEAKERS EMOTIONS AND PERCEPTIONS, OFFERS LESS EVALUATION. IT IS A SKILL. RESPONSES LIKE THE

FOLLOWING ARE NOT EMPATHIC RESPONSE. DONT WORRY ABOUT IT. ITS NOTHING TO GET SO UPSET ABOUT THAT IS A SILLY WAY TO FEEL YOU GOT PROMOTED, BIG ACHIEVEMENT I HAVE BEEN GETTING OUT OF TURN PROMOTIONS SO OFTEN.

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SUPPORTING
SUCH RESPONSES REVEAL THE SPEAKERS SITUATION. EXAMPLE. I SHALL BE THERE IF YOU NEED ME I DONT CARE WHAT THE BOSS SAID I THINK YOU DID A GREAT JOB OR YOU ARE A TERRIFIC PERSON. IF YOUR BOSS DOES NOT RECOGNISE IT, THATS HIS PROBLEM. EVERYONE NEEDS REASSURANCE, COMFORT, SUPPORT WHEN FACED WITH PROBLEMS. MAKE SURE YOUR EXPRESSION OF SUPPORT IS SINCERE. ALSO BE SURE OTHER PERSON ACCEPTS YOUR SUPPORT. LISTENERS SOLIDARITY WITH

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ANALYZING

LEADS TO

INTERPRETATIONS AND FINDING OF

SOLUTIONS. BUT OFFER YOUR INTERPRETATIONS IN A TENTATIVE WAY RATHER THAN AS ABSOLUTE FACT. BE SURE THAT YOUR MOTIVE FOR OFFERING AN ANALYSIS IS TRULY TO HELP THE OTHER PERSON.


EVALUATING : IS AN APPRAISAL OF SPEAKERS THOUGHTS OR BEHAVIOURS IT MAY BE FAVOURABLE OR UNFAVOURABLE. IT PASSES JUDGEMENTS. THE CONDITIONS FOR EVALUATION TO SUCCEED ARE

OTHER PERSON SHOULD REQUEST AN EVALUATION FROM YOU. YOUR EVALUATION SHOULD BE GENUINELY CONSTRUCTIVE.

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ADVISING :
IT SHOULD BE GIVEN WHEN REQUESTED. STILL IT MAY NOT BE HELPFUL. IT MIGHT BE HARMFUL. BEFORE OFFERING ADVICE, MAKE SURE. THAT OTHER PERSON SUGGESTIONS. REALLY WANTS TO HEAR YOUR

OTHER PERSON IS READY TO ACCEPT IT. YOUR ADVICE IS CORRECT. THAT RECEIVER WONT BLAME YOU IF ADVICE DOESNT WORK.

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COMMUNICATION RESPONSE STYLE.

EXERCISE 30 MTS

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IMPROVING LISTENING SKILLS


10 COMMANDMENTS STOP TALKING; CONCENTRATE REACH FOR CENTRAL IDEAS PUT THE SPEAKER AT EASE EVINCE INTEREST; DEMONSTRATE SINCERITY TAKE NOTES; PICK UP KEY WORDS.. PHRASES HOLD JUDGEMENTS; SUMMARISE IN YOUR MIND, ANALYSE CLARIFY UNDERSTANDING; ASK QUESTIONS RESPECT FEELINGS; BE SENSITIVE TO SPEAKERS FEELINGS HOLD ANGER; BE PATIENT DEVELOP EMPATHY .. (PROJECTIVE LISTENING) WORK AT LISTENING
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BUILDING LISTENING SKILLS (IN DYADS)


1.

CHOOSE A PARTNER, A & B. FIND A SUBJECT ON WHICH YOU AND YOUR PARTNER SEEM TO DISAGREE A MORAL ISSUE, PHILOSOPHICAL OR PERSONAL TASK. A MAKES A STATEMENT, B PARAPHRASES THE IDEA AND FEEDBACK TO A (ONLY WHAT B HAS HEARD WITHOUT ADDING ANY JUSTIFICATION OR INTERPRETATION) A RESPONDS TO B WHETHER THE RESPONSE WAS ACCURATE OR WHAT CHANGE NEEDS TO BE DONE.

2.

3.

4.

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BUILDING LISTENING SKILLS (IN DYADS)


5. B THEN PARAPHRASES THE REVISED STATEMENT, AGAIN CHECK

TILL B & A UNDERSTAND CORRECTLY.


6. NOW B & A CAN REVERSE ROLE & REPEAT THE PROCESS.

CONCLUSION HOW DO A & B FEEL? IS THERE A GREATER UNDERSTANDING? DO THEY FEEL BETTER? HOW SUCH PARAPHRASING CAN BE HELPFUL IN LIFE?

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BUILDING LISTENING SKILLS (IN TRIADS)


1. 2. A, B, C. A BEGINS BY SHARING A CURRENT REAL PROBLEM WITH B. B SHOULD RESPOND IN WHATEVER WAY SEEMS MOST HELPFUL. Cs JOB IS TO CATEGORY EACH RESPONSE BY B AS SILENT LISTENING, QUESTIONING, PARAPHRASING, EMPATHIZING, ANALYSING, EVALUATING, SUPPORTING. AFTER 4-5 MTS., C SHOULD SUMMARIZE Bs RESPONSE STYLE. A DESCRIBES WHICH OF THESE WERE HELPFUL & WHICH WERE NOT. 4. REPEAT 2 MORE TIMES THIS PROCESS BY CHANGING ROLES. CONCLUSION : ONE CAN CONCLUDE WHICH RESPONSE STYLE ARE EFFECTIVE AND WHAT SHOULD BE THE OPTIMUM COMBINATION.
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3.

THE SPECTRUM OF COMMUNICATION


AGGRESSIVENESS TOTALLY YOU, EXCLUDING OTHERS. RIGHTS AND DIGNITY OF DISREGARDS THE AGGRESSIVE OTHERS.

STATEMENTS PUT DOWN, EMBARRASS, AND HUMILIATE.

ASSERTIVENESS PRIMARILY YOU, SECONDARILY OTHERS. EXPRESSION OF YOUR NEEDS AND WANTS IN A MANNER ACCEPTABLE TO OTHERS. CAN CONVEY UNPLEASANT INFORMATION IN A NON-THREATENING, NON-ABRASIVE MANNER.
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THE SPECTRUM OF COMMUNICATION, Contd.


RESPONSIVENESS PRIMARILY OTHERS, SECONDARILY YOU. RECOGNIZES THAT OTHERS BRING STRENGTH, RESOURCES, AND DIFFERING PERCEPTIONS TO A SITUATION. SEEKS TO ENLIST THESE QUALITIES IN MEETING JOINT CONCERNS OR SOLVING PROBLEMS.

NON-ASSERTIVENESS TOTALLY OTHERS, EXCLUDING YOU. NON-ASSERTIVENESS IS AN ABDICATION OF RESPONSIBILITY AND A SURRENDER OF RIGHTS. PRACTICALLY INVITES OTHER PEOPLE TO DISREGARD OR TAKE ADVANTAGE OF THE NON-ASSERTIVE PERSON.

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HOW ASSERTIVE ARE YOU?


EXERCISE 30 MTS

ROLE PLAY ASSERTIVE, AGGRESSIVE RESPONSE

NON-ASSERTIVE
TIME 40 MTS

OR

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FOUR INTERPERSONAL STYLES


ASSERTIVE

QUADRANT 1: ASSERTIVE + RESPONSIVE.

QUADRANT 2: ASSERTIVE + NON RESPONSIVE.

QUADRANT 3: UNASSERTIVE + RESPONSIVE.

QUADRANT 4: UNASSERTIVE + NONRESPONSIVE.

RESPONSIVE
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UNASSERTIVE NON RESPONSIVE


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QUADRANT 1 : ASSERTIVE & RESPONSIVE.




QUICK DECISION MAKER. LIKES TO BE AROUND OTHERS. LOTS OF ENERGY. GOOD AT SEEING THE BIG PICTURE EMOTIONALLY EXPRESSIVE.

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QUADRANT 2 : ASSERTIVE & NONRESPONSIVE.




RESULTS - ORIENTED. GOOD AT TIME MANAGEMENT. QUICK DECISION MAKER. HIGH ENERGY. TASK ORIENTED. FOCUS ON DATA RATHER THAN PEOPLE.

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QUADRANT 3 : UNASSERTIVE & RESPONSIVE.




TEAM PLAYER. GOOD AT MAINTAINING PRODUCTS AND RELATIONSHIPS. DIPLOMATIC TIMING AND SPEECH. QUICK TO OFFER ASSISTANCE TO OTHERS.

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QUADRANT 4 : UNASSERTIVE & NONRESPONSIVE.




SYSTEMATIC AND WELL ORGANISED.

GOOD AT WORKING ALONE.

TASK ORIENTED.

DETAIL ORIENTED.

CAUTIOUS DECISION MAKER.


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YOUR POSITION A FEW QUESTIONS.


WHERE DO YOU POSITION YOURSELF? CAN YOU GIVE SOME EXAMPLES / CLUES IN SUPPORT OF YOUR ASSESSMENT?
3.

1.

2.

WRITE 3 LIFE EVENTS DEMONSTRATING YOUR INTERPERSONAL RESPONSE STYLE.

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CLUES FOR DEALING WITH QUADRANT 1 (ARs)


Make work fun Make personal contact Provide as much freedom as possible Demonstrate excitement and enthusiasm. Say what you think. Highlight the recommendations of others.

Create and sell a clear vision before focusing on the details

Disclose something about yourself.

Be patient with overstatements

Focus on feelings

Recommend a particular course of action

Show appreciation for his/her work

provide incentives when possible

Summarize face to face communication in writing

Allow conversational spontaneity

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CLUES FOR DEALING WITH QUADRANT 2 (ANs)

Demonstrate high energy

Be clear about your goals and plans

Avoid power struggles.

Persuade with facts and figures.

Be on time for meetings and assignments.

Be prepared with a well organized presentation.

Cut to the chase and minimize any small talk.

Focus on the results of the action being discussed.

Respond promptly to messages and requests.

Focus on thoughts rather than feelings.

Present two well thought out options.

Say what you think.

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CLUES FOR DEALING WITH QUADRANT 3 (URs)


Slow your pace Demonstrate more feelings Provide structure for difficult tasks. yourself

Take a few minutes to build rapport

Phrase your ideas more provisionally

Make sure goals are well defined and job assignments are clear.

Don't interrupt

Show that other people support the idea you are proposing

When possible, allow the person to talk to others before committing to a decision

Ask for his or her opinion.

Discuss the effects of decisions on employees and morale.

Express appreciation for contributions

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CLUES FOR DEALING WITH QUADRANT 4 (NUs)

Get right down to business

Mention the pros and cons of your proposal.

Don't create unnecessarily tight deadlines.

Don't rush

Provide factual data for your opinions, decisions and conclusions.

Provide more and longer pauses to allow the person time to talk.

Focus on thoughts rather than feelings. Emphasize quality, economy and low risk.

Provide written materials or follow up in writing.

Take time to be thorough.

Slow your pace.

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EMPATHIC RESPONSE AND EQ




EMPATHIC RESPONSE, BEING THE BEST RESPONSE IN TERMS OF LISTENING SKILLS, REQUIRES US TO UNDERSTAND MEANING OF EMPATHY IN OUR LIFE EMPATHY IS ONE OF THE FIVE MAJOR DIMENSIONS IN DETERMINING EQ WHICH IS BASED ON EI PRESENT IN OUR PERSONALITY EI IS THE ABILITY TO MANAGE OURSELVES AND OUR RELATIONSHIPS EFFECTIVELY. HIGHER EI NORMALLY LEADS TO HIGHER EQ WE NEED TO BUILD UPON HIGHER EQ TO IMPROVE OUR RESPONDING SKILLS
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YOUR PREFERRED RESPONSE STYLE AND EQ.


A SELF ASSESSMENT QUESTIONAIRE 45 mts
5 EI DIMENSIONS
SELF AWARENESS SELF REGULATION MOTIVATION EMPATHY SOCIAL SKILLS.

EMPATHY IS A KEY DIMENSION IN EI


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SUMMARISING KEY LEARNINGS




LISTEN TO BOTH CONTENTS AND FEELINGS. DO NOT ADOPT POOR LISTENING BEHAVIOURS. RESPONDING IS A KEY COMPONENT OF LISTENING. EMPATHIC RESPONDING STYLE IS AN EFFECTIVE COMMUNICATION STYLE.

LISTENING SKILLS CAN BE IMPROVED BY PRACTICE.

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SUMMARISING KEY LEARNINGS,




Contd.

ASSERTIVE RESPONSIVE IS AN EFFECTIVE INTERPERSONAL RESPONSE STYLE.

HIGHER EQ DEMONSTRATES EFFECTIVE CONTROL ON SELF AND RESPONSE PATTERN.

WE CAN BUILD ON OUR COMMUNICATION SKILLS.

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THANKS FOR YOUR KIND ATTENTION.

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