Communication Soft Skills
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Chapter 10 of Megan Finley's communication guide emphasizes the importance of soft skills, particularly communication, in the workplace, highlighting that employers prioritize these abilities among new recruits. It discusses integrating communication skill development into all business curricula, focusing on speaking, listening, writing, and reading strategies alongside the ethical and cultural considerations that shape communication. The chapter also provides practical teaching methods for enhancing these skills, which include role-playing, critiques, and real-world applications in workplace scenarios.
Communication Soft Skills
- 1. + Chapter 10 Megan Finley Communication: Soft Skills
- 2. +Employers rate communication as the number one attribute among new recruits. – (NACEWeb, 2006) Communication Development Discussed in this Chapter: Foundations Form/Mode Societal Workplace
- 3. + When business communication is not offered as a separate course multiple sources suggest that it be integrated through the curriculum of every course in every business business subject. – p.40, National Standards (2007) Integrating communication skill development into other courses should be done with emphases on maximizing student learning preferences. – Duncan & Baker (2007)
- 5. +Speaking: Spoken communication can be enhanced through: •Signals •Voice inflection •Immediate feedback But it can also lead to misunderstanding. Placing phone calls and interviewing are two examples of spoken skill which need to be planned, practiced, revised, and rehearsed. Other skills include: •Introducing yourself to classmates •Reacting to in-class media presentations •Preparing and performing a presentation
- 6. + • Accomplishing the objective • Including an adequate outline • Supplying documentation • Using appropriate delivery • Incorporating effective presentation aids • Exhibiting good speaking techniques • Encouraging audience participation when appropriate A well prepared presentation includes:
- 7. +Criteria for evaluating spoken communication focus on: Speaker’s poise Clarity of content Voice projection and volume Topic development McGregor, 2007 Optimist International and Toastmasters International offer instructional materials and encourage student involvement in spoken competitions.
- 8. +Signaling: Body language includes: Posture Facial expressions Eye contact Grooming Gestures
- 9. + Body language exists even in non- action and varies across cultures: Person to person distance Bodily contact Work-related arrangements
- 10. + Time perceptions differ widely among countries and cultures:
- 11. + Students need to practice & interpret appropriate signaling Viewing & noting examples of non-verbal communication in presentations, movies, or television programs Students might pantomime actions or ask classmates to identify the intended message They might role-play situations in which non-verbal communication by the listener can encourage or distract speakers They can research and prepare spoken or writeen reports on cultural signaling differences In a written report document appearance can send the wrong signals through the misuse of headings or inappropriate margins
- 12. + Listening: Employees can expect to spend more time listening than reading, writing and speaking combined (Lehman & DuFrene, 2008). You can improve listening skills by: Observe signals that may reinforce the words in a message Practice active listening; concentrate on content and provide suitable feedback (verbal &/or non-verbal) Maintain an open mind; eliminate preconceived ideas about the speaker and focus on the message Avoid the temptation to interrupt; ask questions at an opportune time Record notes in outline format; avoid writing verbatim Resist both environmental and mental distractions Use lag time (the difference in speech speed and thought speed) to review what has been said or to anticipate what the speaker will say next
- 13. + Practice:
- 14. +Teaching strategies to develop and strengthen listening competencies: Lead students in identifying factors that influence listening using techniques such as: group discussions, brainstorming sessions, role playing, and simulation Give directions one time only. Ask students to explain or repeat the directions Play pre-recorded background noises such as phones ringing, doors slamming, and people talking. Give directions while the recording plays to illustrate environmental effects on listening. Conduct a discussion on the effects of noise. Interview employees and prepare an inventory of listening situations in business. Keep a log of time spent listening over a given period and record the purposes. (Davis & Brantley, 2005)
- 15. +Writing: Many hiring professionals believe the ability to write well can move employees up the corporate ladder. (College Board, 2005) Teaching strategies for writing: Have individuals or groups critique and revise sample documents which include examples of both effective and ineffective messages. Incorporate revision beginning with the first writing assignment. Use proofreading exercises for evaluating students’ abilities to detect errors in punctuation and word usage (Robles, 2005) Individualize instruction for students who lack a command of English mechanics. Use current issues/topics in the news for writing assignments. Motivate students by giving them timely feedback either online or in person. Write frequently with a positive attitude. Record the subject, outline key ideas, prepare a draft, verify content correctness, and revise repeatedly.
- 16. + Reading: Depending on your intended audience you will want to alter your mode of conveying messages. Make sure your students understand that: Time sensitive corrections such as the spelling of names should be handled by telephone. Personal information such as health diagnoses, professional evaluations, and professional termination notices should be handled face-to-face with a written notice sent throught the postal service to maintain confidentiality. Email and faxes lessen confidentiality. Study the latest in netiquette- or email usage standards Reading is considered to be the most important key to educational success. (Font, as cited in Ellzey, 2007)
- 17. +Students should practice and discuss call management techniques: Answer the phone promptly, preferably on the first ring Develop a friendly and cheerful greeting and identify yourself. Create a positive image for the company and yourself through your tone of voice, volume and articulation. Record and transmit information completely and accurately Demonstrate interest in the other person; repeat names and include curteous words such as “please”, “thank you”, and “you’re welcome”. Avoid personal calls at work.
- 18. + Cell Phone Etiquette: Maintain awareness of your environment Use cell phones in privacy Turn your phone off when in a group Keep your phone muted or on vibrate Focus on safety (Brantley & Miller, 2008)
- 19. + Societal Communication: Making ethical decisions Communicating with diverse populations Interacting in group situations Participating in meetings
- 20. +Ethics:The values and standards by which actions are judged right or wrong. (Goree, 2007) The ACT Model from the Center for American and International Law Alternatives- What choices are available for making this decision? List at least three options available for each situation. Consequences- What is expected to happen for each alternative? Label each alternative as having either positive or negative consequences. Telling- Answer the question, “How will I feel explaining this situation to my supervisor? My family? My friends? A police officer? A news reporter?” (Goree, 2002) Encourage discussions among students about confidentiality with regards to modes of communication and ethical implications of forwarding messages and disclosing message contents.
- 21. +Diversity: Age, gender, sexual orientation, education, cultural background, religion, and life experiences Collect multicultural information (as individuals or as teams) and prepare objective quizzes or crossword puzzles. Research and report on differences and similarities of doing business in various countries including: appropriate business dress, business practices, entertaining, greetings, and gestures. One resource is: executiveplanet.com (Dresser, 2005) Compile examples or word usage and generation-based terms. Research print and digital sources, interview someone who has lived/worked in another area of the U.S. or abroad, and consult with representatives of various age groups. (Arnett, 1999)
- 22. + Group Dynamics: Collaborative Learning Assignments For Teams: Generating ideas and making decisions on ethical issues Evaluating peer writing and speaking efforts Analyzing and revising written materials, such as changing negative statements to positive statements Collecting and reporting on current events Designing and preparing visuals for reports. Forming Teams: Assign groups in an odd number to avoid tied votes Assign members of a group based on assessments and interest inventories with an eye for diversity of aptitude Be sure that diverse gender and ethnicities are reflected in the team
- 23. + Meetings: Planning, Implementation, & Follow-up(Fry, 1997) Planning: Determine the purpose, identify the participants, prepare the agenda, & determine the location. Implementation: In a virtual meeting perform a roll-call to make sure everyone is online and all equipment is functional. Use Robert’s Rules of Order, (2000) to govern all activities.
- 24. + Guidelines for Visuals and PowerPoint During Meetings(Lehman, 2006) Select a light background with a dark print. For digital projection do the opposite. The 7x7 rule: no more than seven words per line and no more than seven lines per slide. Use lowercase and uppercase letters for easier reading.
- 25. + Follow Up- After the Meeting: Distribute the minutes in a timely manner Encourage participants to share comments, questions, and ideas at a virtual web site, through email, or with phone conversations When the meeting includes a slide presentation or website, notify participants about how to access and review the saved presentation. You may want to follow-up with a review to address questions or to allow absentees to attend.
- 26. +Workplace Communication The Job Search Process: Self-Assessment: Personality tests, skills inventories, can help you determine your needs and interests and match those with a potential employer. Potential Employers: Jobs can be located from a variety of sources including newspapers, libraries, online, career agencies, friends and family, career centers and organizations. For each type of job you should customize your resume to reflect their requirements. Teachers should assist students in creating a resume and choosing fonts, formats, paper, and wording. Accuracy and honesty should be stressed. Enclose an application form with your resume which states the position you’re applying for, mentioning your strong points, and asking for an interview. It should be addressed to a specific person at the firm. Discuss and practice interviewing with a potential employer with your student and possibly invite an employer to be a guest to talk to the class. Write a ‘thank you’ letter after every interview. Compile a portfolio of original work samples, class projects, academic transcripts, recommendation letters, and commendation messages.