Interpersonal Communication Communication types Unilateral communication Directive communication
- Slides: 46
Interpersonal Communication
Communication types Unilateral communication Directive communication Transactional communication Interpersonal communication
Communication Simultaneous sending and receiving Meanings in and among people Environment and noise in communication Communication through channels
Individualistic Collectivistic Low-context: Communication is explicit and High-context: Communication relies on direct; one “gets to the point” context, past experience, and indirect cues Talk: Self-assertion is achieved through talk; Silence: Comfort may be derived from silence; talk is used to achieve comfort in groups silence is used communicatively and is valued Directness: Individuality and uniqueness are Indirectness: Hints and subtle cues are used asserted, opinions are expressed to disagree, to maintain harmony, and ambiguity is persuade, and avoid ambiguity tolerated to maintain harmony Uneven turn-taking: One party may Balanced turn-taking: Turns are distributed dominate; both parties may introduce topics evenly; each party takes short turns and does and speak at length about them not randomly shift topics
Prerequisites for Communication Frame of reference Selective perception
Communication Skills Listening Ø Ø Ø Rationale for listening Factors that interfere with effective listening Improving listening skills
Communication Skills Nonverbal communication Ø Ø Ø 93% Rule Body movements Vocal cues Spatial relations Minimal encouragers
Effective Communication Skills Nonverbal communication principles Ø Ø Congruence Individualism Verbal communication principles Ø Ø Concreteness Neutrality
Improving your communication skills Become a student of communication Nurture and communicate openness Keep communication meaningful Use silence effectively Adapt your communication to match the task and the relationship
Using statements and asking questions
Purposes of statements Statements that provide information Ø Descriptive statements Overt Covert Ø Guiding statements Used by one with greater expertise (e. g. , teacher) Evaluation, advice
Purposes of statements Statements that seek information Statements that confirm or clarify information Ø Ø Ø Paraphrasing Reflecting Summarizing
Pitfalls in practicing empathic listening The following invalidate another’s experience Ø Ø Finding the silver lining Being overly optimistic Offering blind reassurance Engaging in mind reading. http: //www. jaggym. com/blog/silver-linings
Giving verbal feedback Characteristics of effective interpersonal feedback Ø Ø Ø Descriptive feedback rather than evaluative or advisory Specific feedback rather than general Feedback directed toward changeable behaviors or situations Concise feedback Feedback checked to ensure clear communication
Giving verbal feedback Guidelines for giving effective feedback Ø Ø Solicited feedback rather than imposed Direct feedback rather than indirect Culturally sensitive feedback Well-timed feedback
Effective feedback or not? Thank you for letting me observe your class, Jana. I can’t believe what a group of wild things you have to deal with. I thought it was incredible the way you handled them. They sure learned their lesson, didn’t they?
Effective feedback or not? Let’s discuss my observation of your class, George. I couldn’t help but see that you have a very specific and detailed lesson plan. I also noticed that you frowned when Lea got out of her seat three times and you had to walk her back to it. It really screwed up your instructional pace.
Effective feedback or not? I found it helpful to observe your class, Jerry, as it gave me a clearer picture of your students. I noticed that your speech remained low and deliberate and at a normal volume even when Gabriel and Pablo were throwing things at teach other. When you sat down next to them and spoke softly, they quit throwing things. Is that what you noticed too?
Effective feedback or not? Thanks for letting me observe your class, Dwayne. You are the best. Way to go, dude. Keep it up.
Asking Questions
Purposes of questions Questions that seek information Questions that provide information Questions that clarify or confirm information
Characteristics of questions Question format Ø Ø Ø Direct/indirect Open/closed Single/multiple
Single or multiple questions? How often does Jenny have these crying spells? Will you speak to Mr. White and can we discuss this more tomorrow at lunch? I wonder how the other children react when Paula runs around the room. Does Peter refuse to get out of bed only during the week or on the weekends? Could you describe the kinds of problems Lee has in reading? What sets off this behavior and how often does it occur? I wonder if she has a disability and whether she’s overwhelmed by being at a new school. When does she usually act that way?
Characteristics of questions Question format Ø Ø Ø Direct/indirect Open/closed Single/multiple Degree of concreteness Ø Ø Presupposition Prefatory statements
Suggestions for effectively asking questions Use pauses effectively Monitor question-asking interactions Attend to the cultural context Make questions meaningful
Conducting interviews Prior to the interview During the interview After the interview
Difficult Interactions
Challenges Presented at the Secondary Level Barriers presented by the nature of high school environment Co-teaching more complex at secondary level Creating & Maintaining Co-teaching Relationships Know yourself Know your partner Know your students Know your “stuff” Keefe, Moore, & Duff, 2004
What is conflict? A struggle that occurs when individuals, interdependent with others, perceive that those others are interfering with their goal attainment
How can conflict be beneficial? Decisions made after addressing a conflict often are of high quality because of the intense effort invested in discussing perspectives and generating ideas.
How can conflict be beneficial? Professionals implementing decisions emerging from conflict are likely to have a strong sense of ownership for the decisions and for the commitment to carry them out.
How can conflict be beneficial? Conflict typically causes professionals to sharpen their thinking about their points of view so that they can clearly communicate them.
How can conflict be beneficial? Often, professionals who successfully manage conflict develop more open, trusting relationships with one another. This facilitates their subsequent interactions.
How can conflict be beneficial? Practice in effectively communicating during conflict can make it easier to address future conflict situations.
Causes of Conflict Between individuals with different goals Between individuals with the same goals Conflict about power
Conflict response styles Competitive style Avoidance style Accommodative style Compromising style Collaborative style
MEDIUM LOW IMPORTANCE of RELATIONSHIP HIGH Accommodating Collaborating Compromising Competing Avoiding IMPORTANCE of OUTCOME LOW MEDIUM HIGH
Resolving conflict Through negotiation Ø Win/win goal Through mediation Ø Requires neutral 3 rd party
Effective negotiation Understand your own motivation and that of others Clarify the issues Set your expectations Discuss each issue involved in the conflict Make and respond to offers Monitor for ethics and integrity
Understanding Resistance most often occurs as a response to an interpersonal exchange that has a personal impact. Ø Resistance occurs only in response to a perceived impending change. If no change exists, resistance vanishes.
Causes of Resistance Concerns about the proposed change Concerns about the personal impact of the change Concern about others involved in the change Homeostasis
Indicator Explanation Refusing to participate Response to change is “no, thank you” • “I just can’t deal with doing that right now. I have too many other responsibilities. Supporting without substance Response to change is “puppy on the dashboard” head nodding without meaning Displacing responsibility Response to change is claiming others will not permit it. • “the other parents are going to complain” “I understand that the state has said this is not legal” Deferring to a future time Response to change is putting it off Relying on past practice Response to change is to call on tradition as a reason to retain the status quo. “We’ve always done it this way. ”
Assessing whether to address resistance Determine whether resistance is an appropriate response Assess whether addressing resistance is warranted Consider the extent of others’ commitment to change
Persuasion as a strategy for responding to resistance Persuasion approaches Ø Ø Behavioral approach Consistency approach Perceptual approach Functional approach
Persuasion as a strategy for responding to resistance Persuasion strategies Ø Ø Ø Seek ways to promote incentives Relate the proposed change issue to a positive image Provide opportunities for other to become familiar with the change through observation Create discrepancies that can be brought to the attention of resistant individuals Link the proposed change with the resolution of the discrepancy
…more persuasion strategies Ø Ø Ø Ø Relate the change to others’ knowledge and experience Propose changes within the value system of others Gain public commitment Involve others early in the planning stages Be sensitive to adult learning preferences Clarify ownership of the task or activity Obtain and use feedback from participants
- Types of nonverbal communication chronemics
- Unilateral superior laryngeal nerve injury
- Unilateral tolerance and bilateral tolerance
- What is a unilateral tolerance
- Ideal requirements of space maintainers
- Test bilatéral ou unilatéral
- Monoplane occlusion definition
- Sentrikte kayma
- Unilateral balanced occlusion
- Actul juridic unilateral
- Application of silicon unilateral switch
- Unilateral tolerance definition
- Erythomatous
- Theilman formula
- Test bilatéral ou unilatéral
- Bilateral vs unilateral tolerance
- Space maintainer - unilateral (fixed)
- Multilateral competition games
- Contoh pengembangan organisasi
- Códigos de comunicación no verbal
- Unilateral laplace transform
- Unilateral presentation
- Palate
- Hemispatial neglect
- Unilateral contract
- Nasal polyps
- Anatomy
- Unilateral continuity
- Bilateral laplace transform table
- Complementary attraction
- Intra-personal skills
- Mastering team skills and interpersonal communication
- Basic interpersonal communication skills
- Communication and interpersonal skills
- Listening styles interpersonal communication
- Politeness theory in communication
- Interpersonal communication is inescapable
- Gender interpersonal communication
- Interpersonal situations
- 6 interpersonal skills
- Interpersonal communication is irreversible
- Module 3 communication/interpersonal skills
- Qualitative interpersonal communication
- Which factor characterizes masspersonal communication
- Interpersonal communication and emotional intelligence
- Objectives of interpersonal communication
- Special skills job application