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3.  The ability to effectively communicate with all people in an organization is a fundamental skill that all leaders must master.  This class is designed to teach state of the art dynamic communication skills.  Effective communication is knowing what, when, and to whom information should be shared.  It is also an assessment of sensitivity to the manner in which the receiver will optimally understand the message. 3

4.  Effectively communicate  Actively listen  Take responsibility for the communication process  Conceptualize what to do to improve the communication process and apply it 4

5.  Active Listening  Listening to Understand  Giving Feedback 5

6. The listener does not have to agree with the speaker, s/he must simply state what they think the speaker said. Often, the listener is encouraged to interpret the speaker’s words in terms of feelings. 6

7. Thus, instead of just repeating what happened, the active listener might add, “I gather that you felt angry or frustrated or confused when…” 7

8.  Participants should form triads  One person should take a 2 minute uninterrupted turn expressing their opinion about a prescribed topic  One person should actively listen & reiterate what they heard at the end of 2 minutes  One person should provide feedback about whether the 2 nd person heard what the 1 st person said 8

9. 1. Gun Control (“The Right to Bear Arms”) – 1 st Speaker 2. Capital Punishment (“The Death Penalty”) – 2 nd Speaker 3. British Petroleum & the Gulf spill (“Environmental Responsibility”) – 3 rd Speaker 9 #1#2#3

10.  What were some of the Active Listening techniques that were used?  What is the biggest impediment to Active Listening?  What listening approaches can you adopt to better gather, understand or act on information?  What listening approaches can you adopt or improve to strengthen relationships? 10

11. E = Event What’s the event or situation that the speaker is describing ? A = Action What’s the action or task that the speaker employed or is describing? R = Result What’s the result or outcome of the speaker’s effort(s)? 11

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15.  Listen to the following issue as narrated by your Instructor  Make notes about what you hear  Be prepared to describe the E.A.R. 15

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17. 17 E = Event What’s the event or situation that the speaker’s describing ? A = Action What’s the action or task that the speaker employed or is describing? R = Result What’s the result or outcome of the speaker’s effort(s)?

18. Humanist Carl Rodgers listed 5 types of feedback. The sequence is important; they are given in order of frequency of use (which is not necessarily the same order of effectiveness): 18  Evaluative  Interpretive  Supporting  Probing  Understanding

19.  Evaluative feedback makes a judgment about the other person; evaluating worth or goodness.  There is a big difference between judging a person and their actions. 19

20.  In interpretive evaluation, you seek to test your understanding of what has been said by interpreting & paraphrasing back to the other person what you think has been said.  This is typically followed by a question to allow the other person to agree with your interpretation or offer a correction. 20

21.  In supportive evaluation, you seek to support the other person in some way.  In flattery, you support the other person’s ego by telling them they are good in some way (whether or not this is true).  With developmental supportive feedback, you seek to help the other person change in some way.  This is not always easy, as some criticism may be involved. 21

22. Probing seeks to find more information by asking deeper questions that seek specific information. 22

23. At the ‘understanding’ level, you are seeking to understand not just what was said, but the whole person underneath. 23

24.  “That was truly awesome! Can you sing it again, please?”  “Your are not a very nice person.”  “What happened next?”  “So you are interested in joining the club– is this right?”  “That was awful! You should give up singing.”  “You are a lovely person.”  “Why do you think hat happened?”  “That was not a very nice thing to do.”  “You look wonderful!”  “Could you tell me more about what happened?”  “Hmm. I think the red dress suits you better.”  “You look dreadful.”  “What size was it?”  “Your singing is improving. You could try recording it and listening to the opening notes.”  “It sounds like you have person experience of this. Would you like to talk about it?” 24

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