Session 1: Introduction to Communication Skills

Students Learning Tasks

By the end of this session students are expected to be able to:

 Explain the importance of communication

 Describe different forms of communication
 Describe different methods of communication

SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have questions before continuing

STEP 2: Definition of Communication (5 minutes)

 Communication
o Process in which message is conceived, organised, transmitted, received and
responded to. OR

o Process of exchanging information, thoughts, feeling , idea, instructions or knowledge

 Effective Communication
o Process in which message is effectively conceived, organised, transmitted, received
and responded to

STEP 3: Importance of Communication (20 minutes)

Activity: Buzzing (10 minutes)

ASK students to pair up and buzz on the following question for 2 minutes

 What are the importance of communication?

 ALLOW few pairs to respond and let other pairs to add on points not mentioned

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

Importance of communication

Management

 Helps in building effective relationship within an organization. Without timely communication of

accurate information, management cannot effectively conduct its function of organizing, directing,
controlling and coordinating the activities of organization

 Helps in relationship outside organization in order to maintain its external relationships

Office

 It helps office to receive, record and process information

 It helps to communicate the processed information to the management so as to make timely

decision

 It helps the office to communicate the management decision to different levels of staff and
outsiders

Therefore Communication is necessary to:

o Share knowledge and experiences

o Build relationships
o Motivate
o Inform
 o Teach
o Persuade
o Entertain
o Inspire
o Giving or receive direction

STEP 4:Different Methods/Forms of Communication (60 minutes)

Communication can either be:

 Verbal: through spoken words
 Non-verbal
o Gestures (smiling, leaning forward, nodding)
o The way we stand
o The way we sit
o Facial expressions
o Silence
o Eye contact

 People often say one thing but seem to feel a different way
o Crying while saying, ‘I am fine’
o Saying that you are listening when you are not making eye contact with the speaker and
you are looking all around the room while the speaker is talking
o Saying that you are not bored or tired when you are yawning

Communication can also be categorised according to the nature of the communication process,
as follows:

 Interpersonal communication: it involves more than one individual; it may be between two
people or among many people. For example in group meetings, interviews, conversation
among individuals or memos to members of staff.
 Intrapersonal:
o Occurs within an individual
o Involves thoughts, feelings, and the way a person looks at himself/herself
o Sender and receiver are the same person
o The channel is the individual’s brain, processing the thoughts and feelings
o There is feedback through discarding certain ideas and replacing them with new ideas
o Largely influenced by experiences one has gone through, and relationships with other
people

Activity: Role Play (20 minutes)

ORGANISE the students into small manageable groups.

ASK each group to select a speaker, a listener and an observer for the first round. (Speaker and
listener will switch roles for the second round so they are given a chance to play both roles).

TELL the speakers to choose a topic that interests them, something that they feel they can speak
about for 2 minutes. It does not matter what topic they choose to speak on as long as they can speak
for 2 minutes about it.

TELL the listener that s/he is not supposed to speak during the 2 minutes but should concentrate on
using the non-verbal communication to ensure the speaker that s/he is listening.

TELL the observer to pay attention to both the speaker and the listener, in order to provide feedback
regarding both of their verbal and non-verbal communication skills.

ALLOW 2 minutes for the first speaker, and then ask the students to switch roles and allow 2
minutes for the second and third speaker. The students will formally end their roles by ’derolling’
before the large group discussion.

CONDUCT a large group discussion using the following questions after each student has had a
chance to be the speaker:

• How did it feel to speak for 2 minutes without being interrupted?

• Did you feel that your partner was listening to you? Why or why not?

• Did you feel that your partner understood you? Why or why not?

• How did you know that your partner was listening and understanding?

•For the observer: Did you think the listener was showing active listening? Why or why not? What
could he or she do better?

SUMMARISE the activity with the following points: • This exercise demonstrates the impact of
 verbal and non-verbal communication. • Through this exercise we have learned the necessity of
being aware of both verbal and non-verbal communication in the healthcare setting.

INFORM students that actions speak louder than words.

STEP 6: Key Point (10 minutes)

 Communication is transfer of information to achieve a goal
 Communication can either be verbal on non-verbal or Interpersonal or intrapersonal
 It is important to be aware of both verbal and non-verbal communication in the healthcare setting.
 Effective communication helps organizations and individuals to work efficiently

STEP 7: Evaluation (10 minutes)

 What is communication?
 What is effective communication?
 What is the importance of communication?
 What are the forms of communication?

STEP 8: Assignment (10 minutes)

Activity: Take Home Assignment (10 minutes)

Students to work on the following assignment

 Prepare a fifteen minutes talk on any subject of their interest and present to their colleague.
After presentation students should discuss on the methods/ forms of communication used

ALLOCATE time for students to do the assignments and submit

 REFER students to recommended reference

References
Burger,B.A. (2009) Communication skills for pharmacist; building relationships, improving patient care
(4th ed.). New York: American pharmacist association

Burnard, P. (1992). A communication skills guide for health care workers (1st ed.). London: Edward Anorld

Hubley, J. (1993). Communicating Health. An action guide to health education and health promotion
(1sted.).  London: Macmillan

Kadeghe, M. (2005) Communication skills; theory and practice (3rded.). Dar essalaam: Afroplus Industries
Ltd.

Kariuki, M. K.&Munga E. C. (2011)Fundamentals of communication skills (1sted.). Mwanza: Victoria

Education Promotional Centre Ltd.

Kurtz, S.,Silnerman,.J.& Draper, J. (1998) Teaching and learning communication skills in medicine (1st
ed.). London:Raddiffe Medical Place Ltd.

Mahundu, C.M. (1999). A manual on communication skills (1st ed.). Ndanda: Benedictine Publishers

Rungapaidiachy, D. M. (1999) Interpersonal communication and psychology (1sted.). Massachusetts:

Butterworth-Heinemann

Pitt, B. (1991). Health, teacher’s diploma communication. Harare: MOH