Customer Care-BEHAVIOR VERSATILITY NOTES - University Education and Exams

BEHAVIOR VERSATILITY NOTES

Speaking and Listening Skills, Verbal and Nonverbal Communication
Communication Skills –
Both nonverbal and verbal communication skills are a vital part of
everyday life. Consequently, developing good listening and effective
speaking skills should be an integral part of everyone’s personal
development. Information cannot be effectively received, transferred or
exchanged without using good communication skills.

Verbal and Nonverbal Communication Skills
Individuals’ communication skills are a basis for an effective dialogue,
and involve both verbal and nonverbal communication skills.
While verbal communication helps to express oneself, nonverbal enhances
spoken ideas by means of bodily, voice, and eye behavior, facial
expression, etc. It reinforces the effect of spoken words. In addition,
nonverbal communication can be viewed as a reliable indicator of real
feelings of an interlocutor. Observed and paid attention to, it can help
a person to understand another one better.

Effective Listening

Listening is probably the most used skill in everyday communication. It
involves hearing and paying attention to the speaker. However, hearing
and effective listening are completely different abilities. Hearing
thousands of sounds every day is a normal thing for an individual.
Effective listening, on contrast, involves not only hearing, but also
comprehending and understanding the message.
Sounds simple. However, not everybody is a good listener – some people
prefer to talk. But to be a good communicator, what is important for an
individual in both the personal sphere and at the workplace is to be an
effective listener.

Pay attention to the speaker, first of all, in order to show you are
involved in communication.
Respond both verbally and nonverbally, showing that the message is
being comprehended and followed. Eye contact, gestures, facial
expression, short responses or brief expressions of attitude, such
as nodding, help the speaker to understand whether a listener
follows the conversation.
Do not interrupt the speaker in the middle of a speech. Wait till
the idea is explained completely, think the information over to
understand the meaning, and only then provide suggestions, comments,
or ask questions.
Ask questions and confirm your understanding of the message. A brief
summary of what the speaker said might be the best idea. It shows
that the speaker was listened and paid attention to.

Effective Speaking

As a mean of communication, effective speaking plays a vital role in
people’s lives. Though everybody speaks everyday and is able to express
ideas, thoughts, or requests, not everybody can do it well. Some people
are difficult to follow, some explain their thoughts in a complicated
manner, and some are simply boring to listen to. Avoid these mistakes.

Use plain and simple words unless the audience is specialized in the
subject area.
Use complete simple sentences for the message to be easier to
comprehend.
Do not speak too fast. It is difficult to comprehend information if
much of it is presented in a short period of time.
Make pauses. Pauses between sentences and ideas will give a listener
some space to think the words over, to understand the message.
Structure and connect ideas. Major points should be presented in a
logical manner. Otherwise it is difficult to follow the speaker. So,
make sure that each next thought expressed expands on the subject
and on the previous point.
Support ideas not only with words, but with intonation and nonverbal
means of communication as well. Proper intonation can stress certain
ideas you want to draw attention to. Nonverbal means of
communication, such as gestures and facial expression,
establish a closer connection with the audience, and enhance the
message being communicated.

PRINCIPLES OF COMMUNICATION

Introduction
Interpersonal communication is the foundation of human interaction. Its
importance for innovation and change can hardly be overemphasized. In
this section, communication from different viewpoints including
listening and speaking is ex.

Objectives
· To introduce communication and to demonstrate the importance of
communication in a variety of contexts including that of the manager of
innovation and change.
· To evaluate and discuss the characteristics of good communication and
how to improve our communication.

Communication is a two-way process of giving and receiving information
through any number of channels. Whether one is speaking informally to a
colleague, addressing a conference or meeting, writing a newsletter
article or formal report, the following basic
principles apply:

Know your audience.
Know your purpose.
Know your topic.
Anticipate objections.
Present a rounded picture.
Achieve credibility with your audience
1. Follow through on what you say.
Communicate a little at a time.
Present information in several ways.
Develop a practical, useful way to get feedback.
Use multiple communication techniques.

Communication is complex. When listening to or reading someone else’s
message, we often filter what’s being said through a screen of our own
opinions. One of the major barriers to communication are our own ideas
and opinions. There’s an old communications game, telegraph, that’s
played in a circle. A message is whispered around from person to person.
What the exercise usually proves is how
profoundly the message changes as it passes through the distortion of
each person’s inner “filter.”

Environmental factors
Communication can be influenced by environmental factors that have
nothing to do with the content of the message. Some of these factors are:

the nature of the room, how warm it is, smoke, comfort of the chair, etc
outside distractions, what is going on in the area.
the reputation/credibility of the speaker/writer.
the appearance, style or authority of the speaker.
listener’s education, knowledge of the topic, etc.
the language, page layout, design of the message. People remember:
of what they read
of what they hear
of what they see
of what they hear and see

Communication with Decision Makers

Innovation and change often depends upon persuading potential users of
the benefits of an innovation. To deal persuasively with decision
makers, it is necessary to know and understand their interests and
opinions. The following questions are helpful in organizing technology
transfer efforts:

Who are the key people to persuade?
Who will make the decisions about innovation and change?
What are these decision makers’ past experiences with innovation and
change?
What are the decision makers’ current attitudes toward innovation
and change?

Are they neutral, friendly, hostile or apathetic?

What is the most appropriate way to approach the decision maker?
What are the work styles of the decision makers? Are they highly
formal people who want everything in writing and all appointments
scheduled in advance? Or are they more flexible, responding
favorably to personal telephone calls and informal meetings?
What networks or groups is the decision maker a part of?
What programs or services will the new innovation improve?
What programs or services will the new innovation cause problems with?
How will the innovation or change benefit the decision maker?

Principles of Effective Persuasion

Whether making a formal presentation at a meeting or writing a report or
fact sheet, the following principles hold.

Do not oversell or overstate your case. Make effective use of
understatement.
Outline the topic you are trying to cover into two parts. The first
part should give broad background information, while the second part
provides a detailed summary.
Persuasion depends on clarity and simplicity. Avoid the use of
jargon and buzz words.
Be prepared to back up claims or facts immediately.
Incorporate major anticipated objections into your program or
presentation.
Address all relevant aspects of a topic, especially those that may
affect the functioning of an organization.
Use graphics and audiovisuals appropriately.
Consider ways to get meaningful input from people. Find out what
they think about the innovation or change.

Selling New Ideas
Creating Isn’t Selling
Often the creators of an innovation feel that convincing others of the
idea’s value is somehow superfluous to their activities. To them,
conceiving the idea is enough. This combines with their inner conviction
that their idea will “sell itself.” Change agents provide a link between
creators of new techniques and users.

Ideas Need Selling
Someone must recognize when an idea is good. It is important that when
an idea is good it is sold to those who can act on it–those who have the
power to evaluate and adopt it. Understanding users is an important
activity for any change agent. People must be
convinced that a particular idea or innovation has enough merit to
warrant adoption.

Selling Ideas Takes Effort
Selling innovations requires preparation, initiative, patience, and
resourcefulness. It may take more effort than originating the idea. In
an age of technical complexity and information overload, new ideas
seldom stand out. Information on new ideas must be targeted to the
appropriate users and relate to their needs and motivations.

Once is Not Enough
A new idea has to be suggested many times before it will “catch on.”
Initial failures at promoting a new idea are to be expected, so don’t
get discouraged if you don’t get the results you want the first time.
Some ideas take years to catch on. However, first exposures are crucial
to future prospects. Do it right the first time

Feedback (Listening)
Getting and giving feedback is one of the most crucial parts of good
communication. Like any other activity, there are specific skills that
can enhance feedback. Listening is a key part of getting feedback:

Listen to the Complete Message. Be patient. This is especially important
when listening to a topic that provokes strong opinions or radically
different points-of-view. In these situations, it’s important not to
prejudge the incoming message. Learn not to get too excited about a
communication until you are certain of the message.

Work at Listening Skills. Listening is hard work. Good listeners
demonstrate interest and alertness. They indicate through their eye
contact, posture and facial expression that the occasion and the
speaker’s efforts are a matter of concern to them. Most good listeners
provide speakers with clear and unambiguous feedback.

Judge the Content, Not the Form of the Message. Such things as the
speaker’s mode of dress, quality of voice, delivery mannerisms and
physical characteristics are often used as excuses for not listening.
Direct your attention to the message–what is being said– and away from
the distracting elements.

Weigh Emotionally Charged Language. Emotionally charged language often
stands in the way of effective listening. Filter out “red flag” words
(like “liberal” and “conservative,” for instance) and the emotions they
call up. Specific suggestions for dealing with
emotionally charged words include

Take time to identify those words that affect you emotionally.
Attempt to analyze why the words affect you the way they do.
Work at trying to reduce the impact of these words on you.
Eliminate Distractions. Physical distractions and complications
seriously impair listening.

These distractions may take many forms: loud noises, stuffy rooms,
overcrowded conditions, uncomfortable temperature, bad lighting, etc.
Good listeners speak up if the room is too warm, too noisy, or too dark.
There are also internal distractions: worries about deadlines or
problems of any type may make listening difficult. If you’re distracted,
make an effort to clear your head. If you can’t manage it, arrange to
communicate at some other time.

Think Efficiently and Critically. On the average, we speak at a rate of
80 words per minute. However, we think at a much faster rate, anywhere
from 100 to 150 words per minute. What do we do with this excess
thinking time while listening to someone speak? One technique is to
apply this spare time to analyzing what is being said. They critically
review the material by asking the following kinds of questions:

What is being said to support the speaker’s point of view? (Evidence)
What assumptions are being made by the speaker and the listener?
(Assumptions)
How does this information affect me? (Effect)
Can this material be organized more efficiently? (Structure)
Are there examples that would better illustrate what is being said?
(Example)
What are the main points of the message? (Summary)

Sending Messages
Messages should be clear and accurate, and sent in a way that encourages
retention, not rejection. Use Verbal Feedback Even If Nonverbal Is
Positive And Frequent. Everyone needs reassurance that they are reading
nonverbal communication correctly, whether a smile means “You’re doing
great,” “You’re doing better than most beginners,” or “You’ll catch on
eventually.” Focus Feedback On Behavior Rather Than On Personality. It’s
better to comment on specific behavior than to characterize a pattern of
behavior. For example, instead of calling a colleague inefficient,
specify your complaint: “You don’t return phone calls; this causes
problems both in
and outside your office.”

Focus Feedback On Description Rather Than Judgment. Description tells
what happened. Judgment evaluates what happened. For example, in
evaluating a report doesn’t say, “This is a lousy report!!” Instead,
try: “The report doesn’t focus on the information that I think needs
emphasis,” or “This report seems to have a lot of grammatical and
spelling mistakes.”

Make Feedback Specific Rather Than General. If feedback is specific, the
receiver knows what activity to continue or change. When feedback is
general, the receiver doesn’t know what to do differently. For example,
in an office situation, instead of saying “These folders are not
arranged correctly,” its better feedback to say, “These should be
arranged chronologically instead of alphabetically.”

In Giving Feedback, Consider the Needs and Abilities of the Receiver.
Give the amount of information the receiver can use and focus feedback
on activities the receiver has control over. It’s fruitless to criticize
the level of activity, if the decision to grant the necessary monies for
materials, personnel or technology is made at a different level.

Check to See if the Receiver Heard What You Meant to Say.
If the information is important enough to send, make sure the person
understands it. One way of doing this is to say, “I’m wondering if I
said that clearly enough. What did you understand me to say?” or “This
is what I hear you saying. Is that right?”

Selecting the Best Communication Method
In communicating with decision makers, use the most appropriate
communications method. One way to do this is to ask yourself the
following questions.

What is the purpose of your message? Do you plan to tell them
something new?
Inform? Do you plan to change their view? Persuade?
What facts must be presented to achieve your desired effect?
What action, if any, do you expect decision makers to take?
What general ideas, opinions and conclusions must be stressed?
Are you thoroughly familiar with all the important information on
the innovation?
What resources and constraints affect adoption of the innovation?
How much time is available? How much money is available
Which method, or combination of methods, will work most effectively
for this situation? Personal contact–requires scheduling, time and
interpersonal skills.
Telephone contact–requires good verbal skills and an awareness of
voice tones as

Nonverbal communication.
Letter–requires writing skills. E-mail—informal, needs to be short and
to the point, but not get lost in clutter. News release–requires writing
skills and cooperation of the media and time.

ORAL COMMUNICATION

Speaking to Communicate
Spoken communication occurs in many different
settings during the course of successful innovation and change. These
may be divided into three main types:

The formal and informal networks in which peers exchange
information, such as professional associations, work units, work
teams, etc.
The activities of change agents, opinion leaders, etc.
The contacts established at team meetings, conferences, training
courses, etc.

Whether to use oral communication is a decision we all make frequently
in the course of a workday. The change agent must be able to identify
those situations in which oral communication is the most appropriate one
to use. Don Kirkpatrick suggests the following
guidelines for making such decisions.

Use Oral Communication

When:
The receiver is not particularly interested in receiving the message. Oral

Communication provides more opportunity for getting and keeping
interest and attention.
It is important to get feedback. It’s easier to get feedback by
observing facial
Expressions (and other nonverbal behavior) and asking questions.
Emotions are high. Oral communication provides more opportunity for
both the sender and the receiver to let off steam, cool down, and
create a suitable climate for understanding.
The receiver is too busy or preoccupied to read. Oral communication
provides more opportunity to get attention.
The sender wants to persuade or convince. Oral communication
provides more flexibility, opportunity for emphasis, chance to
listen, and opportunity to remove resistance and change attitudes.
When discussion is needed. A complicated subject frequently requires
discussion to be sure of understanding.
When criticism of the receiver is involved. Oral communication
provides more opportunity to accomplish this without arousing
resentment. Also, oral communication is less threatening because it
isn’t formalized in writing.
When the receiver prefers one-to-one contact.

Presentation Styles
There are different styles of making a presentation and different people
will use the approach that suits them.

Good Old Boy: This is usually an experienced person who is the peer of
most of the audience. Generally, there is a lot of good information but
it may be poorly organized or poorly delivered.
The Entertainer: This person relies on jokes and stories to get their
point across. Good visual aids could be an important feature of the
presentation. Sometimes there is too much emphasis on satisfying the
audience that little information is actually transferred.
The Academic: This person tends to be very precise and deliberate in
presenting information. There is considerable content and it usually is
well organized. Unfortunately. it can also be boring and irrelevant and
not relate well to the audience.
The Reader: This person decides to read his material word for word. The
material is often not especially prepared for an oral presentation and
can be overly technical, boring and hard to understand. All topics are
covered and what is said is precise and accurate.
The Snail: This person is nervous about the presentation and goes into a
shell. Like a snail, this person also moves slowly and the presentation
seems to last forever. What is best? You have to have a style you are
comfortable with. Ideally, you have the rapport of the good old boy, the
organization and content of the academic, the ability to get and
maintain interest of the entertainer, and the precision of the reader.
If you do this you will avoid the slow pace of the snail and effectively
present information to your listeners.

The Gadgeteer: This person uses every gimmick and technique in his or
her presentation and visual aids. It can be overdone with the message
getting lost among the bells and whistles.

Components of an Effective Oral Report

Introduction Capture the attention of the group right from the start.

Give the necessary explanation of the background from which the
problem derived.
Clearly state and explain the problem.
Clearly state your objectives.
Indicate the method(s) used to solve the problem.
Suggest the order in which you will provide information.

Organization

Provide sufficient introductory information.
Use transitions from one main part to the next and between points of
the speech.
Use summary statements and restatements.
Make the main ideas of the report clearly distinguishable from one
another.

Content

Have adequate supporting data to substantiate what you say.
Avoid using extraneous material.
Present supporting data clearly–in terms of the ideas or concepts
you are trying to communicate.
Were the methods of the investigation clearly presented?
Visual Aid Supports
Use clear drawings, charts, diagrams or other aids to make
explanations vivid and understandable.
Make visual aids fit naturally into the presentation.
Be completely familiar with each visual used.
Don’t clutter your report with too many visual aids.

Conclusion
Conclude your report with finality in terms of one or more of the following:

the conclusions reached
the problem solved
the results obtained
the value of such findings to the county
recommendations offered

Question Period

Give evidence of intelligent listening in interpreting the questions.
Organize answers in terms of a summary statement, explanation, and
supporting example.
Show flexibility in adapting or improvising visual aids in answering
questions.

Delivery

Be natural, “communicative” in your delivery.
Use frequent eye contact to maintain rapport with the audience.
Vary your delivery with appropriate movements and gestures.
Speak distinctly.
Display confidence and authority.
Express enthusiasm for your ideas.

VISUAL COMMUNICATION

There’s an old saying that “a picture is worth a thousand words.” Life
would indeed be difficult without paintings, photographs, diagrams,
charts, drawings, and graphic symbols. These are some of the reasons why
SHOWING is such an important form of communication.

Most people understand things better when they have seen how they work.
Involved, complex ideas can be presented clearly and quickly using
visual aids.
People retain information longer when it is presented to them visually.
Visuals can be used to communicate to a wide range of people with
differing backgrounds.
Visuals are useful when trying to condense information into a short
time period.

Visual aids–used imaginatively and appropriately–will help your audience
remember more. Consider the following:

People think in terms of images, not words, so visuals help them
retain and recall technical information.
Visuals attract and hold the attention of observers.
Visuals simplify technical information.
Visuals may be useful in presenting technical information to a
nontechnical audience.

Questions to Ask about Visual Aids:

Is my objective clear?
What are my key points? Do they deserve the emphasis that a visual
aid gives?
What visual aid or aids have I planned to use?
Will the visual aid clarify my spoken words? Will it support my
spoken words rather than replace them?
Is each visual aid simple, orderly and consistent? Is it free from
incompatible and complicating ideas, symbols, art techniques and
typefaces? Can my audience quickly and easily grasp what they see or
must it be read to them? Avoid making it a reading session.
Is it symbolic or pictorial? Which treatment is best for my subject?
Which treatment is best from the standpoint of my audience?
Is my visual direct and to the point? Is the art functional or
ornate? Is it really one visual aid or several? If my subject is
complex, will it be presented in easily comprehensible units?
(Drop-ons or overlays) Was my artwork designed just for this
presentation?
Is my visual aid realistic? Does it give all the pertinent facts?
Have the facts been distorted?
Is my visual aid as effective as it can be made? Have I used all the
available techniques to make it so?
Did I put enough effort into the planning of the visual aid? Have I
sought criticism from others?
Will it achieve my objectives? Will my audience understand,
appreciate and believe it? If my presentation calls for some action
by the audience, will it stimulate them to do so willingly?
Have I overlooked anything in the use of the visual aid? Have I
tested the visual aid? Have I planned one or more rehearsals; if
not, why? Will my visual aid material is visible to the entire audience?

Visual Aid Checklist
Slides

Does the projector work properly? Bulb, lenses, change mechanism, fan.
Does each slide present a simple, clear message?
Are the slides arranged and numbered consistently and consecutively?
Are the slides clean and mounted properly?
Will the audience be able to see slide details in the location I
plan to use?
Does the slide tray have a title slide at the beginning and a blind
slide at the end to
avoid blinding the audience with light?

Power Point or Transparencies

Is the lettering large enough to be seen by the audience?
Is the projector placed so that the audience has an unobstructed view?
Is the projector and slide color scheme adequate for the lighting of
the room being used?
Does the projected image fit the screen?
Are my slides in proper order?
Does each present a clear message?
Is the projector compatible with the computer being used?

Video Tape

Do you have the correct machine for the tape you plan to show (Beta
or VHS)?
Is the equipment in proper working order?
Is the tape set to start at the proper place and does it “track”
properly?
Will the WHOLE audience be able to see the presentation?
Is the sound level on the monitor(s) set at the proper level?

The Location

Does the room match the size of the audience?
Is the location accessible to the physically disabled?
Can the lighting be controlled for showing slides and
transparencies? If so, is a reading light available?
Is the location equipped with a projector cart or table?
Are electrical outlets conveniently located–do I need extension cords?
Is the room equipped with an adequate screen?
If using video equipment, can monitors be set up at appropriate
locations?
Does the room have a speakers table or podium?
Will the location be available prior to your meeting so you can set
up and test your equipment?
Is the room equipped with a newsprint easel or chalkboard?
Does the room have chairs and tables or desks? Can they be
rearranged if needed?
Is the main entrance separated from the speaker area so that late
arrivals will not disrupt your presentation?

Always check out the room and equipment in advance to see that it works
properly! Never assume that it will work without trying it first. As a
general rule, the more complicated the technology for an oral presentation, the
more likely it will fail

Checklist for Tables and Charts

Be ruthless with numbers: use the fewest possible that will still
convey the point of the visual. Do not exceed twenty numbers or a
single slide.
Combine numbers into larger sums wherever possible; eliminate any
number that does not contribute significantly to your message.
Consider using a chart (pie, bar, etc.) for presenting some
information, especially if you want to draw comparisons between two
or more items.
When preparing charts use colors or patterns with a lot of contrast.
Split information into two or three smaller tables rather than using
one huge table.
Use no more than three or four columns per table.
Have a short, yet descriptive, title that states the point of the
visual. Put it at the top. Include a date at the bottom.
Label columns clearly and at the top. Show the units (dollars or
tons, for example).
On the left, label the statistics being compared.
Avoid footnotes and symbols that may not be generally understood by
your audience.
Use light horizontal lines if they improve readability.
Be consistent. Do not mix pounds and tons, years and months, gross
and net.
Avoid decimal points whenever possible. Use round numbers for tables
and graphs.
Highlight the most important numbers with boxes, underlining, or color.
If arithmetic operations are not obvious, state them: (less), or
“Less Depreciation Expense.”
Eliminate zeros by expressing numbers in thousands or millions, if
possible.
Show negative numbers in parentheses, not with minus signs.

WRITTEN COMMUNICATION

Written materials often bear the greatest burden for the communication
of new ideas and procedures. Effective writing is the product of long
hours of preparation, revision and organization. One book that follows
its own rules is Strunk and White’s Elements of
Style, a short book which argues persuasively for clarity, accuracy, and
brevity in the use of English. Its entire philosophy is contained in one
paragraph:

“Vigorous writing is concise. A sentence should contain no unnecessary
words, a paragraph no unnecessary sentences, for the same reasons that a
drawing should have no unnecessary lines and a machine no unnecessary
parts. This requires not that the writer make all his sentences short,
or that he avoid all detail and treat his subjects only in outline, but
that EVERY WORD TELL.” Clear, vigorous writing is a product of clear,
vigorous thinking. Clarity is born of discipline and imagination.
Kirkpatrick gives the following guidelines for using written communication:

Use Written Communication When:

The sender wants a record for future references.
The receiver will be referring to it later.
The message is complex and requires study by the receiver.
The message includes a step by step procedure
Oral communication is not possible because people are not in the
same place at the same time.
There are many receivers. Caution: the receivers must be interested
in the
Subject and will put forth the time and effort to read and understand.
It is cheaper. Caution: the same as above.
A copy of the message should go to another person.
The receiver prefers written.

Advantages of Written Materials

Highly technical topics can be presented using words and diagrams.
Written material provides a permanent record that can be referred to
from time to time or passed on to others.
Written material can be duplicated in large quantities or
distributed on the Internet relatively inexpensively.
It is fairly easy to distribute written material to many people, but
this practice is getting increasingly expensive and its
effectiveness questionable.
Written material is preferred when it is desirable to get the same
information to a group of people.
Written records and reports are sometimes useful in legal matters.
Written material may be useful for documenting the success or
progress of some project or activity.

Disadvantages of Written Material

People seldom take the time and effort to read technical materials.
The preparation of written documents is time-consuming.
Once prepared in large quantities, printed documents are difficult
to change.
Written material provides little feedback for the sender.
Technical documents are often too long and complex for the majority
of readers.
A portion of the population may not be able to read written material.
Too much reliance on written material as a communication method may
obscure the true needs of potential users.