Module-1 Personality Development

COMMUNICATION SKILLS
Communication is interchange of thought, opinions, or information, by speech, writing
or signs.
It is the sum of all things one person does when he wants to create understanding in the
mind of another; it involves a systematic and continuous process of telling, listening,
understanding.
How Communication takes place?
Barriers of Effective Communication:
Status
It is a state, condition or situation. In common usage it may refer to!
"ocial status
#conomic status
Halo Effect
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Source
creates
messages
Receiver
sends
messages
Interprets
messages
Filters
Experience
!nowledge
(eelings
Selects a
c"annel
Sends
#essages
Feed
$ack
&oise
Module-1 Personality Development
)he "alo effect refers to a cognitive bias whereby the perception of a particular trait is
influenced by the perception of the former traits in a se*uence of interpretations.
#dward +. )horndi'e was the first to support the halo effect with the empirical research.
In a psychology study published in 1,-., )horndi'e as'ed commanding officers to rate
their soldiers; )horndi'e found high cross-correlation between all positive and all
negative traits. People seem not to thin' of other individuals in mi/ed terms; instead we
seem to see each person as roughly good or roughly bad across all categories of
measurement.
Complexes
In psychology a complex is an important group of unconscious associations connected by a
recogni0able theme,
112
or a strong unconscious impulse lying behind an individual3s
otherwise mysterious condition! the detail varies widely from theory to theory. 4owever
their e/istence is widely agreed upon in the area of depth psychology at least, being
instrumental in the systems of both Freud and Jung. )hey are generally a way of mapping
the psyche, and are crucial theoretical items of common reference to be found in therapy.
)he term 5comple/,5 or 5feeling-toned comple/ of ideas,5 was adopted by Carl Jung when
he was still a close associate of Sigmund Freud. 6Theodor Ziehen is credited with coining
the term in 17,7.8 9ung described a 5comple/5 as a 3node3 in conscious; it may be
imagined as a 'not of unconscious feelings and beliefs, detectable indirectly, through
behavior that is pu00ling or hard to account for.
Closed % &ll knowing mind
"ome people thin' that they 'now everything about a sub:ect and they do not give
importance to other ideas, they feel that other information will be of no use. )hey thin' in
their own terms and don;t change their ideas.
'oor Retention ( "ome people have very poor memory and such people fail to recall
things or incidents easily.
'remature Evaluation ( People who have a tendency to draw conclusion before
understanding or evaluating things related to a person or a particular sub:ect.
&$stracting
Slant
Cognitive )issonance
*anguage Barrier
)he < =;s that should be borne in mind in any type of =ommunication!
Candidness > fran'ly disclosing the facts.
Clarit+ , unambiguous
Correctness ( right information.
Conciseness , short
Concreteness , valid
Courtes+ ( showing some form of concern
Completeness ( full 'nowledge.
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$ule of (ive
Receive
-nderstand
&ccept
-se
.ive Feed$ack
/on,0er$al Communication!
Sign or sign language 6also signed language8
It is a language which, instead of acoustically conveyed sound patterns, uses visually
transmitted sign patterns 6manual communication, body language and lip patterns8 to
convey meaning?simultaneously combining hand shapes, orientation and movement of
the hands, arms or body, and facial e/pressions to e/press fluidly a spea'er3s thoughts.
"ign languages commonly develop in deaf communities, which can include interpreters
and friends and families of deaf people as well as people who are deaf or hard of hearing
themselves
&ction (It is also related to body language and the various movement of the body to
convey our ideas
.esture
@ gesture is a form of non-verbal communication made with a part of the body, used
instead of or in combination with verbal communication. )he language of gesture allows
individuals to e/press a variety of feelings and thoughts, from contempt and hostility to
approval and affection. Most people use gestures and body language in addition to words
when they spea'. )he use of gesture as language by some ethnic groups is more common
than in others, and the amount of such gesturing that is considered culturally acceptable
varies from one location to the ne/t.
1lfactics is the study of smell in relation to human communication. Aur body associates
certain smells with different feelings and emotions. "mells are also powerful at triggering
our memory, with certain smells being tied to different emotions, people, or events.
Alfactics is also one of the most commodified part of body language, with perfumes,
colognes, fragrances, and deodorants being very important, especially in @merica and
#urope.
!inesics2 Binesics is a nonverbal behavior that is connected to movement. $esearchers P.
#'man and C. %. (riesen describe five forms of 'inesics! emblems 6nonverbal messages
that have a verbal counterpart, li'e the 5%5 for victory8; illustrators 6nonverbal
movements that illustrate what is being said, as in hand gestures8; affective displays
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Module-1 Personality Development
6primarily facial movements that display emotions, as in frowns, smiles, etc.8; regulators
6nonverbal signs that regulate, modulate, and maintain the flow of speech during a
conversation, as in nodding8; and adaptors 6changes in posture or other movements, li'e
slouching or resting one3s chin on one3s hand8.
'roxemics
)he term 5pro/emics,5 coined by researcher #dward ). 4all, refers to the 5perception
and use of space.5 Body space-the distance deemed appropriate in social intercourse
between two people-is one e/ample of pro/emics. 4all identified four bodily distances!
intimate 6. to 17 inches8; personal-casual 61.D to E feet8; social-consultive 6E to 1. feet8;
and public 61. feet and beyond8. 4all noted that different cultures set different norms for
body space, and that standing too close or too far away can lead to misunderstandings and
even suspicion and disharmony, based on these cultural standards.

1cculesics )he study of the way the eyes are used during communication, occulesics is
also culturally determined. In the Fnited "tates, we are suspicious of people who 5don3t
loo' us in the eye.5 In other parts of the world, however, it is considered rude or
presumptuous to establish eye contact with a person you don3t 'now well, and so
lowering one3s ga0e is a common sign of respect or deference.

Haptics2 4aptics, a nonverbal behavior identified by psychologist $ichard 4eslin, deals
with manners of touching in different societies. Ane prominent e/ample of a haptic action
is the handsha'e, which can be interpreted in widely divergent ways depending on the
cultural conte/t.

C"ronemics
It is the study of the use of time in nonverbal communication. )he way we perceive time,
structure our time and react to time is a powerful communication tool, and helps set the
stage for the communication process. @cross cultures, time perception plays a large role
in the nonverbal communication process. )ime perceptions include punctuality,
willingness to wait, and interactions. )he use of time can affect lifestyles, daily agendas,
speed of speech, movements and how long people are willing to listen.
Bod+ language
Gody language is a term for communication using body movements or gestures instead
of, or in addition to, sounds, verbal language or other communication. It forms part of the
category of paralanguage, which describes all forms of human communication that are
not verbal language. )his includes the most subtle of movements that many people are
not aware of, including win'ing and slight movement of the eyebrows. In addition body
language can also incorporate the use of facial e/pressions.
1$3ect language
Fsing pictures, slides, and charts.
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4"e Seven C5s:
)he seven =;s of effective communication should be borne in mind before participating
in a Hroup Discussion.
=andidness
=larity
=orrectness
=onciseness
=oncreteness
=ourtesy
)he other important characteristics of a successful communicator are!
@ttitude
Politeness
Hood +istener
"ensible
Grevity
(actual
Gody +anguage
Ab:ective
.ood listening skills:
1$serving ( what one does.
Hearing ( what one says and how one says
Feeling ( how one is feeling.
Sensing ( what one has not said, but wishes to or means to say.
*istening Skills
1. 4ave a purpose or reason for listening.
-. @s' *uestions.
I. Provide spea'er with both verbal and non verbal feedbac'
E. Ge aware of one;s attitude towards the ne who is spea'ing
D. @ttempt should be done to listen ob:ectively.
J. Cait before responding
<. Chile one of the members is spea'ing no interruption is to be done.
7. Important themes should be loo'ed for.
,. Ane;s own values should not be imposed on others during the discussion.
.R1-' )ISC-SSI1/S
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Module-1 Personality Development
Hroup Discussion involves finding a solution to a problem which is related to a company
or any organi0ation or regarding any topic which needs a solution by the active
participation of the members.
It is a techni*ue or method to used for screening the candidates as well as testing their
potential.
Features of .roup )iscussion:
It is a Hroup @ctivity carried out by participating individuals.
It is used as a reliable, testing device
It is an informal discussion in which participants of the sane educational standard
discuss a topic of current interest.
It is also 'nown as leaderless discussion.
It means it aims to find out the natural leadership level of candidates.
"trictly spea'ing, no one from group or outside will be officially designted as
leader or president or anything.
/ature and purpose
)here is bound to be a competition and clash of interests among the members.
#veryone is 'een to top the discussion.
)he dynamics of the group will stimulate each candidate to reveal his or her
inherent natural leadership *ualities in a spontaneous manner.
6"at is tested?
It is based on the principle that leadership *ualities are essential to achieve results
in all group endeavors along with 'nowledge and power of e/pression.
4"e topic to $e discussed ma+ $e of (
)he company
)he industry
=urrent affairs
$ecent news headlines
Fniversity life
1$3ectives:
)o arrive at a solution to a problem.
)o understand the problem considering various perspectives.
)o ta'e the right decision after 'nowing the positive and negative sides of the
problem.
4ime allotted or duration:
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Fsually a time period of about I. minutes is allotted.
It varies depending on the type of problem.
'ositive &ttitude
@ll participants should accept responsibility for the smooth conduct of the group
activities.
@nother thing is open mindedness > the willingness of the candidate to consider a
broad range of ideas and suggestions from others.
How is performance 3udged?
"election is done based on the impact created by each candidate on the group.
6"o gets selected?
)he one who e/presses his ideas well.
Ane who has sound arguments, and shows 'eenness and interest.
Ane who has sufficient 'nowledge of his sub:ect
Ane who has a logical and systematic approach.
How to start participating?
It involves many roles for the participants to ta'e up.
=hoosing any role the participant can perform multiple functions.
"omeone should propose the sub:ect with his K her ideas and procedures. )his gets
the group started.
)iscussion *eaders"ip
7ualities of t"e *eader
Interest in the topic.
@bility to balance the view points.
(le/ibility along with a basic plan.
@bility to involve everyone in the discussion.
Directing the discussion
Beeping focus on the goal.
6"at are to $e avoided?
Ab:ecting others.
"pea'ing pessimistically
)otal negative attitude
@ggressiveness
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Irrelevant stories.
Secret of scoring sure success:
Positive attitude
+eadership *uality
"ei0ing the opportunity, the aspirant should impress and influence.
#lo*uent and (luent spea'ing.
=onveying of well balanced sentences.
"mooth and catchy delivery.
Patience and a winning smile.
@bility to hold the group members attention.
How can a topic $e anal+8ed?
=onsidering the pros and cons of the problem.
Fse of available information
"ynthesi0ing different points of view.
=onsidering an issue or a problem in a broader angle.
@voiding any repetition of ideas or arguments
Beeping within the scope of the given sub:ect.
How to excel ot"ers in a group?
@ good support always results in good relationship with theirs.
=onflicting viewpoints should be resolved by active participation and a positive
attitude.
Gehaviour should not be disagreeable.
Pleasantries, attitude of co operation, and sharing e/periences with others will
create an attraction towards oneself.
#ncouraging non-participants and tactful handling of conflicting opinions win the
admiration of other members.
@ttentive towards others Lpoint of view.
Reasons for re3ection
)he candidate may be re:ected if >
4e shows arrogance or re:ection.
4e is too assertive or dominating.
4e indulges in *uarrels and clashes with the other members.
4e has remained silent and dull, devoid of ideas.
4e is disinterested in the sub:ect.
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Module-1 Personality Development
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Role 'la+ing
In role,pla+ing, participants adopt and act out the role of characters, or parts, that may
have personalities, motivations, and bac'grounds different from their own. $ole-playing,
also 'nown as RP to some, is li'e being in an improvisational drama or free-form theater.
6"at is role pla+ing?
$ole-playing is getting together with some friends to write a story. It;s :oining around a
campfire or a dining room to spin some tall tales. $ole-playing is being creative and
having fun with friends. $ole-playing games are stories. Mou create one of the main
characters, and you create a story around your character. )he rest of the players also
create stories around their characters. @nd there;s an editor who brings those stories
together. In most role-playing games, one person plays the Nreferee,O who can be thought
of as the N#ditorO of the story.
Role pla+ing "as t"ese components:
a clearly defined and simple 5situation5 applicable to the problem or issue at hand;
written descriptions of the 5roles5 6characters8 for participants to play
goals to be accomplished during the session;
a trained small-group leaderKfacilitator;
sufficient time for each participant to spea'
an overall time limit for the session; and
@n evaluation period.
6"+ is it useful?

Role pla+ing is an enlig"tening and interesting wa+ to "elp people see a pro$lem
from anot"er perspective2
It builds bridges between people, so they can appreciate the pressures and
constraints faced by others.
$ather than simply listening to speeches, people actively address the impacts of
their decisions, actions, and positions on other people.
"ince statements made while playing a character are not binding on any
participant, role playing facilitates involvement by engaging participants in a
non-threatening process.
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Module-1 Personality Development

In role pla+ing pla+ers $ecome interactive2
)hey step out of their normal roles and into another role -- often one that opposes
their own goals and values.
In this way, for e/ample, an environmental activist and an industrial
representative might change roles for purposes of the e/ercise.
Gy presenting their own interpretation of how their characters would react,
participants are often enlightened about the attitudes and behavior of others.

Role pla+ing s"ows "ow people stereot+pe ot"ers and ma'e :udgments based on those
stereotypes.

)oes it "ave special uses?
& common application of role pla+ing is emplo+ee training2
@s part of its &eighborhood )ransit "ervices Cor'shops program, the Goston
)ransportation Department used role playing and other techni*ues to train staff in
facilitation s'ills and responding to *uestions and comments.
)his enabled city staff to continue a program initially developed and conducted by
consultants.
Role pla+ing "elps w"en interaction among participants is needed to brea' down
barriers or reduce conflict or tension.
$ole playing :ump-starts a lifeless group or helps people get to 'now each other at
meetings or conferences.
$ole-playing e/ercises are particularly useful when groups have clearly defined
positions that draw battle lines and limit communication.
Role pla+ing is also used to $ring expert opinion to $ear on a pro$lem2
@t a recent conference, a group of public involvement specialists participated in a
role play that e/amined the needs of a power authority preparing a sustainable
energy strategy.
)hrough the role play -- in which a wide range of interest groups, elected
officials, and residents were portrayed -- the e/pert group helped the power
authority outline appropriate responses and involve the public better.
Role pla+ing is used as an ice,$reaker at regular committee meetings.
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Module-1 Personality Development
If participants; thin'ing is changed through role playing, they are more li'ely to
accept opinions about a variety of issues. @s a result, later public involvement
efforts are easier and more productive.
Participants come to see that their opponents; views can also change.
$ole playing also spices up an otherwise dull topic by creating characters with
humorous names that allude to their
How Can I Become Involved 6it" Role,'la+ing?
)he same way you;d get involved with any other game.
Mou either find some people who are already playing, or you start a game
yourself.
)he former is recommended, but either way is fun.
Effective use of role pla+ing in learning and development
$ole playing has been around as a learning tool for a long time.
Cithout defining it as such, many of us use role play as a basic tool of life.
Chenever we pro:ect into the future in a 'ind of 3what if3 scenario we are
indulging in a role play of some sort, we are pro:ecting ourselves into an
imaginary situation where, though we cannot control the outcome, we can
anticipate some or all of the conditions and 3rehearse3 our performance in order to
influence the outcome.
In a learning environment role play can be a very fle/ible and effective tool.
Role pla+ o$3ectives
Ge very clear about what you want people to get out of the role playing
e/perience. Muddy thin'ing at the outset will result in muddy outcomes. =lear
thin'ing and role play preparation result in clear outcomes.
@re you assessing s'ills or are you developing themP If you are assessing people,
they need to 'now the competency level e/pected of them and the brief needs to
have measurable outcomes. People also need to trust that the role play will have
the same level of challenge for them and their peers. "o, don3t put people through
an assessment role play until you 'now they have reached a certain standard
6through development activities and role plays8.
@re you giving everyone the same level of challenge, or are you fle/ing according
to the level of s'ill demonstrated by each individualP )he former is more
recommended for assessment, the latter for development
6"at are t"e draw$acks?
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Module-1 Personality Development
Role pla+ing re9uires significant time and skills primarily for preparing
scenarios and roles, ta'ing dry runs, and conducting the e/ercise.
'articipants ma+ $e uncomforta$le playing roles that negate their true feelings.
)he leader must provide reassurance, support, and suggestions.
4"e outcome is unpredicta$le even with a strong leader. @lthough the action
can go in an unplanned direction, a trained leader can step in and refocus the
session. In addition, an unpredicted outcome may bring up new issues that have
not yet been considered.
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*etter writing
Many people might wonder the need for letter writing in a world dominated by
emails. If you wish to streamline your communication, never ignore the power of
a well constructed letter. @n email cannot achieve the impact that a well written
letter can generate. Chether it is business, sales, cover or personal letter, you can
master it by learning some simple tips.
:2 4"e content of a letter s"ould $e planned well.
)o streamline your communication, ma'e a draft of your letter.
)his will help in communicating effectively.
Ma'e sure that all the points have been detailed and chec' your letter for
readability.
$ephrase those sentences that can be misunderstood.
=hec' the spelling, especially, the name of the receiver.
@nother 'ey aspect is the consistency in the spelling of names.
)o be on the safer side, it is always wise to prepare a draft of business,
sales and cover letters.
;2 -se of language.
(or business letters, always use formal language.
"ales letters need to attract potential customers.
"o they can be informal with catchy headlines. Gut when the sales letter
tal's about guarantee, delivery and other core issues, use a formal tone.
=over letters should always be written in formal language.
Ma/imum fle/ibility with language can be shown in a personal letter.
Depending upon your relationship, you can choose a formal or informal
language..
<2 =our letter mig"t $e intended for several people.
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Module-1 Personality Development
)his does not mean that it should not have a personal touch.
@lways write a business or sales letter li'e writing to a single person.
@ personal touch in your sales letter or newsletter will ma'e the reader
feel more comfortable. )he reader should never feel li'e reading a
brochure.
)he letter should have the effect of a personal conversation.
E2 1ne of t"e $est met"ods to streamline +our communication is to make
effective use of all modern da+ writing tec"ni9ues.
Fse headlines to indicate the sub:ect matter.
Ma'e use of bullets to detail important points.
Fse simple language
D. Brevit+2
)oday, people do not have time to spend on reading long letters.
Ma'e your point in least number of words. &ever deviate from the core
sub:ect.
Fnnecessary deviations from the sub:ect can do more harm than good.
"ometimes the reader might totally ignore the letter.
+etters are an important tool of communication.
$emember, they can also become documental evidences.
Mour success in the modern day world depends on how effectively you
are able to streamline your communication.
#ain Steps in Business *etter 6riting:
Identif+ =our &ims
=learly establish what you want to achieve from the letter- whether it is to win bac' a
dissatisfied customer or to reprimand an employee. Chatever the aim, create your letter
from these goals.
Esta$lis" t"e Facts
ma'e sure you have the relevant accurate facts available. (or a late payer, this might
include relevant invoices, complaint forms, tal's with your sales department, and any
previous correspondence from the customer.
!now t"e Recipient of t"e *etter
Crite in the language of your recipient. )ry to put yourself in the position of the
recipient. $ead it from hisKher point of view. Is the letter clear or open to
misinterpretationP If you 'now the recipient, use this 'nowledge to phrase the letter to
generate your desired response.
Create a Sample Cop+
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4aving established your aims, and amassed the relevant facts with a conscious view of
the recipient- write down the main points of your letter.
)ecide on '"+sical *a+out of *etter
)he physical appearance of a letter consists of the paper and the envelope. )he first thing
a recipient sees is the envelope. It is essential that it is of suitable *uality with the name
and address spelled correctly. Quality envelopes and paper suggest a professional
company. It is wise to ma'e sure the envelope matches the si0e of the paper. Chile you
will use 7 1K- / 11 inches si0ed paper for the ma:ority of letters - a E / J inches can be
used for specific shorter letters. Gut insist that correctly si0ed envelopes are used for the
paper you use, allowing you to maintain and convey a coordinated image.
4ec"nical *a+out of *etters:
*etter"ead:
)his will include your company3s name, address, telephone number, fa/ number, and
email address. Include your web address if available. Ather information may be re*uired
depending on the legal status of your business formation. =ontact your legal adviser for
e/act details.
/ame and address:
@lways include the recipient3s name, address, and postal code. @dd :ob title if
appropriate. Double chec' that you have the correct spelling of the recipient;s name.
)ate:
@lways date your letters. &ever abbreviate 9anuary I1 to 9an. I1.
References:
)hese are optional. )hey are a good idea if you have a large volume of correspondence.
)hese days modern word processors made this an easy tas' to complete and maintain.
Salutations:
)he type of salutation depends on your relationship with the recipient. @lways try to
personali0e the letter, thus avoiding the dear sirKmadam situation.
Su$3ect matter:
@gain this is optional, but its inclusion can help the recipient in dealing successfully with
the aims of your letter. &ormally the sub:ect sentence is preceded with the word 5$e!5. It
should be placed one line below the greeting.
Communication:
)his will contain a number of paragraphs; each paragraph dealing with one point and one
point only.
Signature:
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)he signature should be clear and legible-showing you are interested in the letter and
conse*uently the recipient. Mour signature should also be followed underneath by a typed
version of your name and your :ob title.
Enclosures:
If you include other material in the letter, put 3#nclosure3, 3#nc3, or 3 #ncs 3, as appropriate,
two lines below the last entry.
Format:
)here are three main formats! bloc'ed, semi-bloc'ed, and indented. )he former has all
entries tight against the left -hand margin. )he semi-bloc'ed format sets the references
and the date to the right margin for filing and retrieval purposes, with the remaining
entries placed against the left margin. )he indented format follows the same layout as
either of the above, but indents each paragraph by five or si/ spaces.
'rose:
=larity of communication is the primary goal. Don3t use technical :argon if the recipient
is unli'ely to understand it. "hort sentences are less li'ely to be misunderstood or
misinterpreted. Ge precise, don3t ramble. =hec' each sentence to see if it is relevant. Does
it add to the pointP
#anner:
@lways try to personali0e your letters. @lways try to be civil and friendly even if the
sub:ect matter is stern and sensitive. Hive the impression to the recipient that some effort
and thought has gone into the letter.
&ccurac+:
Ance the final version of the letter has been created, polish it off with a final spelling and
punctuation chec's
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'resentation skills
Presentations and reports are ways of communicating ideas and information to a group.
Gut unli'e a report, a presentation carries the spea'er3s personality better and allows
immediate interaction between all the participants. @ good presentation has!
Content - It contains information that people need. Gut unli'e reports, which are read
at the reader3s own pace, presentations must account for how much information the
audience can absorb in one sitting.
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Structure - It has a logical beginning, middle, and end. It must be se*uenced and
paced so that the audience can understand it. Chere as reports have appendices and
footnotes to guide the reader, the spea'er must be careful not to loose the audience
when wandering from the main point of the presentation.
'ackaging - It must be well prepared. @ report can be reread and portions s'ipped
over, but with a presentation, the audience is at the mercy of a presenter.
Human Element - @ good presentation will be remembered much more than a good
report because it has a person attached to it. Gut you still need to analy0e if the
audience3s needs would not be better met if a report was sent instead.
The Voice
)he voice is probably the most valuable tool of the presenter. It carries most of the
content that the audience ta'es away. Ane of the oddities of speech is that we can easily
tell others what is wrong with their voice, e.g. too fast, too high, too soft, etc., but we
have trouble listening to and changing our own voices.
4ere are four main terms used for defining vocal *ualities!
0olume! 4ow loud the sound is. )he goal is to be heard without shouting. Hood
spea'ers lower their voice to draw the audience in, and raise it to ma'e a point.
4one! )he characteristics of a sound. @n airplane has a different sound than leaves
being rustled by the wind. @ voice that carries fear can frighten the audience, while a
voice that carries laughter can get the audience to smile.
'itc"! 4ow high or low a note is. Pee Cee 4erman has a high voice, Garbara Calters
has a moderate voice, while 9ames #arl 9ones has a low voice.
'ace! )his is how long a sound lasts. )al'ing too fast causes the words and syllables
to be short, while tal'ing slowly lengthens them. %arying the pace helps to maintain
the audience3s interest.
Color! Goth pro:ection and tone variance can be practiced by ta'ing the line 5)his
new policy is going to be e/citing5 and saying it first with surprise, then with irony,
then with grief, and finally with anger.
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)he 'ey is to ov e r - ac t . $emember "ha'espeare3s words 5Al l t he wor l d' s a
s t age 5 -- presentations are the opening night on GroadwayR 1
Mour body communicates different impressions to the audience. People not only listen to
you, they also watch you. "louching tells them you are indifferent or you do not
care...even though you might care a great dealR An the other hand, displaying good
posture tells your audience that you 'now what you are doing and you care deeply about
it. @lso, a good posture helps you to spea' more clearly and effectively about your
presentation, display!
E+e contact! )his helps to regulate the flow of communication. It signals interest in
others and increases the spea'er3s credibility. "pea'ers who ma'e eye contact open the
flow of communication and convey interest, concern, warmth, and credibility.
Facial Expressions! "miling is a powerful cue that transmits happiness, friendliness,
warmth, and li'ing. "o, if you smile fre*uently you will be perceived as more li'able,
friendly, warm, and approachable. "miling is often contagious and others will react
favorably. )hey will be more comfortable around you and will want to listen to you
more.
.estures! If you fail to gesture while spea'ing, you may be perceived as boring and
stiff. @ lively spea'ing style captures attention, ma'es the material more interesting,
and facilitates understanding.
'osture and $od+ orientation! Mou communicate numerous messages by the way
you tal' and move. "tanding erect and leaning forward communicates that you are
approachable, receptive, and friendly. Interpersonal closeness results when you and
your audience face each other. "pea'ing with your bac' turned or loo'ing at the floor
or ceiling should be avoided as it communicates disinterest.
'roximit+! =ultural norms dictate a comfortable distance for interaction with others.
Mou should loo' for signals of discomfort caused by invading other3s space. "ome of
these are! roc'ing, leg swinging, tapping, and ga0e aversion. )ypically, in large rooms,
space invasion is not a problem. In most instances there is too much distance. )o
counteract this, move around the room to increase interaction with your audience.
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Module-1 Personality Development
Increasing the pro/imity enables you to ma'e better eye contact and increases the
opportunities for others to spea'.
0oice. Ane of the ma:or criticisms of spea'ers is that they spea' in a monotone voice.
+isteners perceive this type of spea'er as boring and dull. People report that they learn
less and lose interest more *uic'ly when listening to those who have not learned to
modulate their voices.
4o fail to prepare is to prepare to fail2
Hreat presentations re*uire some preplanning. (irst, read meetings for an outline of
preparing and conducting a meeting, such as ac*uiring a room, informing participants,
etc. @ presentation follows the same basic guidelines as preparing for a meeting.
Chat is the purpose of the presentationP
Cho will be attendingP
Chat does the audience already 'now about the sub:ectP
Chat is the audience3s attitude towards me 6e.g. hostile, friendly8P
@ ED minutes tal' should have no more than about seven main points. )his may not seem
li'e very many, but if you are to leave the audience with a clear picture of what you have
said, you cannot e/pect them to remember much more than that. )here are several
options for structuring the presentation!
4imeline! @rranged in se*uential order.
Climax! )he main points are delivered in order of increasing importance.
'ro$lem>Solution! @ problem is presented, a solution is suggested, and
benefits are then given.
Classification! )he important items are the ma:or points.
Simple to complex! Ideas are listed from the simplest to the most comple/.
=an also be done in reverse order.
Mou want to include some visual information that will help the audience understand your
presentation. Develop c"arts grap"s slides "andouts, etc.
)o5s and )on5ts
If you have handouts, do not read straight from them. )he audience does not
'now if they should read along with you or listen to you read.
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Do not put both hands in your poc'ets for long periods of time. )his tends to
ma'e you loo' unprofessional. It is AB to put one hand in a poc'et but ensure
there is no loose change or 'eys to :ingle around. )his will distract the listeners.
Do not wave a pointer around in the air li'e a wild 'night branding a sword to
slay a dragon. Fse the pointer for what it is intended and then put it down,
otherwise the audience will become fi/ated upon your 5sword5, instead upon
you.
Do not lean on the podium for long periods. )he audience will begin to wonder
when you are going to fall over.
"pea' to the audience...&A) to the visual aids, such as flip charts or overheads.
@lso, do not stand between the visual aid and the audience.
"pea' clearly and loudly enough for all to hear. Do not spea' in a monotone
voice. Fse inflection to emphasi0e your main points.
)he disadvantages of presessntations are that people cannot see the punctuation
and this can lead to misunderstandings. @n effective way of overcoming this
problem is to pause at the time when there would normally be punctuation
mar's.
Fse colored bac'grounds on overhead transparencies and slides 6such as
yellow8 as the bright white light can be harsh on the eyes. )his will *uic'ly
cause your audience to tire. If all of your transparencies or slides have clear
bac'grounds, then tape one blan' yellow one on the overhead face. (or slides,
use a rubber band to hold a piece of colored cellophane over the pro:ector lens.
+earn the name of each participant as *uic'ly as possible. Gased upon the
atmosphere you want to create, call them by their first names or by using Mr.,
Mrs., Miss, and Ms.
)ell them what name and title you prefer to be called.
+isten intently to comments and opinions. Gy using a l at e r al t "i nki ng
t e c "ni 9ue 6adding to ideas rather than dismissing them8, the audience will
feel that their ideas, comments, and opinions are worthwhile.
=irculate around the room as you spea'. )his movement creates a physical
closeness to the audience.
+ist and discuss your ob:ectives at the beginning of the presentation. +et the
audience 'now how your presentation fits in with their goals. Discuss some of
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Module-1 Personality Development
the fears and apprehensions that both you and the audience might have. )ell
them what they should e/pect of you and how you will contribute to their
goals.
%ary your techni*ues 6lecture, discussion, debate, films, slides, reading, etc.8
Het to the presentation before your audience arrives; be the last one to leave.
=onsider the time of day and how long you have got for your tal'. )ime of day
can affect the audience. @fter lunch is 'nown as the graveyard section in
training circles as audiences will feel more li'e a nap than listening to a tal'.
Most people find that if they practice in their head, the actual tal' will ta'e
about -D per cent longer. Fsing a flip chart or other visual aids also adds to the
time. $emember - it is $etter to finis" slig"tl+ earl+ t"an to overrun2
Conflict #anagement
=onflict Management refers to long term management of intractable conflicts. It is the
label for the variety of ways by which people handle grievances- standing up for what
they consider to be right and against what they consider being wrong.
)hose ways include such diverse phenomena as gossip l+nc"ing terrorism warfare
law and avoidance. Chich form of conflict management will be had in any given
situation can be somewhat predicted and e/plained by the social structure > or the social
geometry of the case.
=onflict Management is often considered to be distinct from conflict resolution. )he
latter refers to resolving the dispute to the approval of one or both parties, whereas the
former concerns an ongoing process that may never have a resolution. &either is it
considered the same as conflict transformation, which see's to reform the positions of the
conflict parties.
Conflict Resolution refers to the range of processes aimed at alleviating or eliminating
sources of conflict. It is sometimes called as dispute resolution or alternative dispute
resolution.
'rocesses of conflict resolution
1. &egotiation
-. Mediation.
I. Diplomacy.
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Module-1 Personality Development
@rbitration, litigation, and formal complaint processes such as ombudsman are usually
described with the term dispute resolution. Process of mediation is often referred to as
alternative dispute resolution.
#et"ods
)here are many tools available to persons in conflict and when they are used depends on
second factors. )he list of tools available to practice include >
&egotiation
Mediation
=ommunity building
Diplomacy
&on > violence
Prayer
=ounseling
4"e difference $etween negotiation mediation and ar$itration:
/egotiation: this is the process where mandated representatives of groups in a
conflict situation meet together in order to resolve their differences and to reach
agreement. It is a deliberate process, conducted by representatives of groups,
designed to reconcile differences and to reach agreements by consensus. )he
outcome is often dependent on the power relationship between the groups.
&egotiations often involve compromise - one group may win one of their
demands and give in on another. In wor'places Fnions and management
representative usually sue negotiations to solve conflicts. Political and community
groups also often use this method.
#ediation: when negotiations fail or get stuc', parties often call in and
independent mediator. )his person or group will try to facilitate settlement of the
conflict. )he mediator plays an active part in the process, advises both or all
groups, acts as intermediary and suggests possible solutions. In contrast to
arbitration 6see below8 mediator;s act only in an advisory capacity - they have no
decision-ma'ing powers and cannot impose a settlement on the conflicting
parties. "'illed mediators are able to gain trust and confidence from the
conflicting groups or individuals.
&r$itration: means the appointment of an independent person to act as an
ad:udicator 6or :udge8 in a dispute, to decide on the terms of a settlement. Goth
parties in a conflict have to agree about who the arbitrator should be, and that the
decision of the arbitrator will be binding on them all. @rbitration differs from
mediation and negotiation in that it does not promote the continuation of
collective bargaining! the arbitrator listens to and investigates the demands and
counter-demands and ta'es over the role of decision-ma'er. People or
organi0ations can agree on having either a single arbitrator or a panel of
arbitrators whom they respect and whose decision they will accept as final, in
order to resolve the conflict.
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Module-1 Personality Development
=onflict is when two or more values, perspectives and opinions are contradicting in
nature and haven;t been agreed yet, includes!
1. Cithin oneself when we are not being according to your values.
-. Chen your values and perspectives are threatened
I. Discomfort from fear of the un'nown or from lac' of fulfillment.
=onflict is inevitable and often good, for e/ample, good teams always go through a form,
storm, and norm and perform period. "etting the most out of diversity means often
contradicting values, views and opinions.
Conflict is a pro$lem w"en it
1. 4ampers productivity
-. +owers morale
I. =auses more and =ontinued conflict
E. =auses inappropriate behaviors
Stages of conflict:
"olve it before it becomes much more serious. )ypical stages include!
6"ere potential for conflict exists - in other words where people recogni0e that lac' of
resources, diversity of language or culture may possible result in conflict if people are not
sensitive to the diversity.
*atent conflict where a competitive situation could easily spill over into conflict - e.g. at
a political rally or in the wor'place where there are obvious differences between groups
of people.
1pen conflict - )his can be triggered by an incident and suddenly become real conflict.
&ftermat" conflict - the situation where a particular problem may have been resolved
but the potential for conflict still e/ists. In fact the potential may be even greater than
before, if one person or group perceives itself as being involved in a win-loose situation.
Signs of conflict $etween individuals:
contradicting and bad-mouthing one another
deliberately undermining or not co-operating with each other, to the downfall of
the team
Signs of conflict $etween groups of people:
cli*ues or factions meeting to discuss issues separately, when they affect the
whole organi0ation
one group being left out of organi0ing an event which should include everybody
groups using threatening slogans or symbols to show that their group is right and
the others are wrong
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Module-1 Personality Development
4+pes of managerial actions t"at cause workplace conflicts:
:2 'oor communication
#mployees e/perience continuous surprises, they are not informed of new
decisions, programs etc.
#mployees don;t understand reasons for decisions; they aren;t
involved in decision ma'ing.
-. 4"e alignment of t"e amount of resources is insufficient.
)here is
Disagreement about what does what
"tress from wor'ing with inade*uate resources.
I. 'ersonal C"emistr+ including conflicting values or actions among
managers and employees, for e/ample!
"trong personal natures don;t match.
Ce often don;t li'e in others what we don;t li'e in ourselves
E. *eaders"ip pro$lems including inconsistent too strong or too uninformed
leadership evidenced by
@void conflict, passing the buc' with little follow through on decisions.
#mployees see the same continued issues in the wor'place.
"upervisors don;t understand the :obs of their subordinates.

!e+ managerial actions or structures to minimi8e conflict:
1. Regularl+ review 3o$ descriptions. Het your employees input to them. Crite
down and date :ob descriptions. #nsure!
9ob roles don;t conflict.
&o tas's fall in a crac'.
;2 Intentionall+ $uild relations"ips wit" all su$ordinates2
Meet at least once a month alone with them in office
@s' about accomplishments, challenges and issues.
<2 .et regular status reports in writing and include:
@ccomplishments
Plans for the upcoming period.
?2 Conduct $asic training a$out
Interpersonal communication
=onflict management
Delegation
D. )evelop procedures for routine tasks and include emplo+ees input.
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Module-1 Personality Development
J2 Regularl+ "old management meetings for example ever+ mont" to
communicate new initiatives and status of current programs2
6a+s to deal wit" conflict:
)here is no single and best way to deal with conflict. It depends on the current
situation.
"ome ma:or ways that people use to deal with conflict!
&void it - Pretend it is not there or ignore it.
&ccommodate it. Hive it to others.
Competing > wor' to get your way.
Comprising > mutual give and ta'e.
Colla$orating > focus on wor'ing together.
4o manage a conflict wit"in oneself:
1. &ame the conflict or identify the issue.
-. Het perspective by discussion with friends
I. Pic'ing at least one thing you can do about the conflict.
E. )hen ta'e some action.
4o manage conflict wit" anot"er:
1. Bnow what you don;t li'e about yourself first.
-. Manage yourself
I. Move the discussion to a private area if possible.
E. Hive the other person time to spea'.
D. @c'nowledge where you disagree and where you agree.
J. %erify that you are accurately hearing each other.
<. Cor' the issue, not the problem.
7. If possible identify at least one action that can be done by one or both
,. )han' the person for wor'ing with you.
1.. If the situation remains a conflict, then,
=onclude if the other person;s behavior conflicts with policies,
procedures, in the wor'place if so,
Present the issue to your supervisor.
=onsider whether to agree or disagree
=onsider see'ing a third party to mediation.
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$aghavi % &aya'
Module-1 Personality Development
$aghavi % &aya'