By :- Mohd Ali

Roll no :- 17
 Contains
1. Types of communication skills
2. Inter-personal & intra-personal skills
3. Stages of Communications
4. Example of communication
5. Tips to improve verbal communication
6. Tips of good communication skill
7. What is oral communication?
8. Basic step of oral presentation
9. Types of visual aids
Types of Communication skills

Communication is not just a vital skill, it is a necessity. Communication is one of the most fundamental assets we have as human
beings. Some studies have shown that the need for it comes inherently in every human being and that these skills are actually
nurtured by a persons environment. When you hear the word "communication" you naturally think about words.

A lot of people actually think that the word refers exclusively to the use of language. They then split that use of language down into
two different areas of oral and written communication I want to try to show you that there is so much more to these skills than
words, whether they be oral or written.

1) Verbal - Verbal skills encompass all forms of word usage. This means that both oral and written words come under this first
category. People use this type of skill actively everyday, although it can be argued that some people do not use it as much as others.
In using verbal communication skills, people tend to be more accurate in sending their messages. This is the reason why the verbal
skill is used as the media of education. Through the use of verbal skills, people can acquire knowledge the way others meant it.

2) Non-verbal - This type of skill makes use of symbols other than words to convey meaning. Generally, this type depends upon the
interpretation of the person receiving the message. This of course means that the message is open to interpretation and therefore
can be received both accurately or not, because it all depending on the perception of the receiver.

Despite there being many ways to make use of non-verbal communication skills quite often we barely notice them. We make use of
them through our expressions. For example, Whenever we laugh or cry, we are in fact making use of our non-verbal skills. Some
other ways we utilise them subconsciously. A twitch of an eyebrow perhaps, the rhythmic tapping of a foot, or a pen on a desk and
many other little things we don't really consciously control. They all send messages, all send signals and communicate to other
people.

Included in this type are the other ways through which we express ourselves. The way we dress ourselves is another way we try to
send messages. People can interpret what an artist wants to say through a painting. Our ability to send messages through these
methods often determines our status among society. So go ahead and develop your communication skills and express yourself. I
hope this short article has given you a little insight into the many types and diversity of communication we possess as humans.

3. Oral communication, while primarily referring to spoken verbal communication, typically relies on both words, visual aids and
non-verbal elements to support the conveyance of the meaning. Oral communication includes discussion, speeches, presentations,
interpersonal communication and many other varieties. In face to face communication the body language and voice tonality plays a
significant role and may have a greater impact on the listener than the intended content of the spoken words.

A great presenter must capture the attention of the audience and connect with them. For example, out of two persons telling the
same joke one may greatly amuse the audience due to his body language and tone of voice while the second person, using exactly
the same words, bores and irritates the audience. [citation needed] Visual aid can help to facilitate effective communication and is almost
always used in presentations for an audience.

A widely cited and widely misinterpreted figure used to emphasize the importance of delivery states that "communication comprise
55% body language, 38% tone of voice, 7% content of words", the so-called "7%-38%-55% rule". [2] This is not however what the cited
research shows – rather, when conveying emotion, if body language, tone of voice, and words disagree, then body language and
tone of voice will be believed more than words.[3][clarification needed] For example, a person saying "I'm delighted to meet you" while
mumbling, hunched over, and looking away will be interpreted as insincere. (Further discussion at Albert Mehrabian: Three elements
of communication.)'
Inter –personal skills

It's quite straight forward, people interacting with other people, that's what interpersonal skill means. 
We all start doing it from the moment we're born. 
And if all goes well as we grow up, we get more skilled at communicating our wants and needs, our feelings and thoughts. 
We also learn to interpret other people's in turn, so that in adulthood we are aware of how our behaviour impacts on others. 
We all find people with good interpersonal skills are easy to be around. 
They connect with other people effortlessly, they seem to know the right things to say and they make communication in general an
easy process. 
They even seem not to mind making fools of themselves. 
And here is the interesting part, it seems the more comfortable they are with themselves, then the more comfortable we are in
being with them. 
We don't actually pay conscious attention to what they're doing, but they are doing something that makes them easy to be with. 
Strangely, interpersonal skills are one of those things that you'll only really notice when someone doesn't have them! 
And you'll certainly notice it when yours have deserted you. 
That'll be the moments when you get wrong-footed, tongue-tied, or embarrassed. 
When you're in new or awkward situations or when you imagine that there are rules of behaviour that everyone else seems to know
but you. 
It is quite possible, with a little effort, for everyone to develop really effective interpersonal skills. 
You can learn how to deal with the feelings that arise in difficult situations instead of being overwhelmed by them. 
Nobody lives a feeling free life. 
Everyone has moments where they feel less than capable. 
The trick people with good interpersonal skills have learnt is to identify which feelings get in the way of connecting with others. 
Then they have practised new ways behaving when they find one of those feelings coming on.
A little time spent working on you interpersonal skill set will pay huge dividends. 
In time you'll find you'll be able to work well in any communication arena .
Stages of communacation
Communication barriers can pop-up at every stage of the communication process (which consists of sender, message, channel,
receiver, feedback and context – see the diagram below) and have the potential to create misunderstanding and confusion

To be an effective communicator and to get your point across without misunderstanding and confusion, your goal should be to
lessen the frequency of these barriers at each stage of this process with clear, concise, accurate, well-planned communications.
You can find out which barriers your communications tend to stuck at by taking our How Good Are Your Communication Skills? self-
test. But in summary, here's some more information about each stage of the communication process:
Source...
As the source of the message, you need to be clear about why you're communicating, and what you want to communicate. You also
need to be confident that the information you're communicating is useful and accurate.
Message...
The message is the information that you want to communicate.
Encoding...
This is the process of transferring the information you want to communicate into a form that can be sent and correctly decoded at
the other end. Your success in encoding depends partly on your ability to convey information clearly and simply, but also on your
ability to anticipate and eliminate sources of confusion (for example, cultural issues, mistaken assumptions, and missing
information.) A key part of this is knowing your audience: Failure to understand who you are communicating with will result in
delivering messages that are misunderstood.
Channel...
Messages are conveyed through channels, with verbal including face-to-face meetings, telephone and videoconferencing; and
written including letters, emails, memos and reports.
Different channels have different strengths and weaknesses. For example, it's not particularly effective to give a long list of directions
verbally, while you'll quickly cause problems if you criticize someone strongly by email.
Decoding...
Just as successful encoding is a skill, so is successful decoding (involving, for example, taking the time to read a message carefully, or
listen actively to it.) Just as confusion can arise from errors in encoding, it can also arise from decoding errors. This is particularly the
case if the decoder doesn't have enough knowledge to understand the message.
Receiver...
Your message is delivered to individual members of your audience. No doubt, you have in mind the actions or reactions you hope
your message will get from this audience. Keep in mind, though, that each of these individuals enters into the communication
process with ideas and feelings that will undoubtedly influence their understanding of your message, and their response. To be a
successful communicator, you should consider these before delivering your message, and act appropriately.
Feedback...
Your audience will provide you with feedback, verbal and nonverbal reactions to your communicated message. Pay close attention
to this feedback, as it is the only thing that allows you to be confident that your audience has understood your message. If you find
that there has been a misunderstanding, at least you have the opportunity to send the message a second time.
Context...
The situation in which your message is delivered is the context. This may include the surrounding environment or broader culture
(i.e. corporate culture, international cultures, etc.).
Removing Barriers at All These Stages
To deliver your messages effectively, you must commit to breaking down the barriers that exist in each of these stages of the
communication process.
Let's begin with the message itself. If your message is too lengthy, disorganized, or contains errors, you can expect the message to
be misunderstood and misinterpreted. Use of poor verbal and body language can also confuse the message.
Barriers in context tend to stem from senders offering too much information too fast. When in doubt here, less is oftentimes more.
It is best to be mindful of the demands on other people's time, especially in today's ultra-busy society.
Once you understand this, you need to work to understand your audience's culture, making sure you can converse and deliver your
message to people of different backgrounds and cultures within your own organization, in this country and even abroad

On the one hand, you'd think we all understand what communication is well enough to talk about it
meaningfully, since we all do it from a very young age. On the other hand, personal experience shows that
people get very easily confused about the communication that occurs in the real world. Most people can't really
answer ``What happens when you request a web page from a web server?'' If you can't even meaningfully
answer questions about how things work or what happens, how can you expect to understand the ethics of such
actions? And a complementary question, if one must have a post-grad degree in computer science to
understand what is going on, how can we expect to hold anybody to whatever ethics may putatively exist?

Since nobody can adequately describe what's going on, the debates almost inevitably degenerate into a flurry of
metaphors trying to convince you that whatever they are arguing about is the same as one of the existing
domains, and should be treated the same way. The metaphors are all inadequate, though, because as shown
earlier, there is a wide variety of activities that do not fit into the old models at all. As a result, the metaphor-
based debates also tend to turn into arguments about whether something is more like television or more like a
newspaper. There are sufficient differences between things like using a search engine and reading a newspaper
to render any metaphor moot, so the answer to the question of which metaphor is appropriate is almost always
``Neither.''

Before we can meaningfully discuss ethics, we need to establish what we mean by communication, and create a
model we can use to understand and discuss various situations with. We'll find that simply the act of clarifying
the issues will immediately produce some useful results, before we even try to apply the model to anything, as
so frequently happens when fuzzy conceptions are replaced by clear ones. After we're done, we will not have
need to resort to metaphors to think and talk about communication ethics; we will deal with the ethical issues
directly. As a final bonus, the resultant model is simple enough that anybody can use it without a PhD in
computer network topology.

 Standard Communication Model

The parts of th

connection

If there is an identifiable sender, receiver, and medium, they define a connection along which a

message can flow. When the sender sends a message, the medium transmits it, and the receiver
receive the message.

Note that until the message is sent and recieved the medium may not literally exist; for instance, your phone
right now theoretically connects to every other phone on the public network in the world. However, until you
dial a number or recieve a call, none of the connections are ``real''.

A connection is always unidirectional in this model. If communication flows in both directions, that should be
represented as two connections, one for each direction.

To send a message across the connection, a connection is initiated by a sender, and the receiver must desire to
receive it, excepting sound-based messages which due to a weakness in our physical design can be forced upon
a reciever. Either can occur independently; a receiver may be willing to receive a message, but the sender may
not send it until they are compensated to their satisfaction. A sender may wish to send a message, but no
receiver may be interested in receiving it.

For a given message from a sender to receiver, the ``medium'' is the everything the message traverses, no
matter what that is. If the phone system offloads to an Internet connection to transmit the message part of the
way, and the Internet connection is then converted back to voice on the other end, the entire voice path is the
medium. It may sometimes be useful to determine exactly where something occurred, but except for
determining who is ``to blame'' for something, all that really matters are the characteristics of the medium as a
whole.

Example

Let me show you an example of this model applied to one of the most common Internet operations, a search
engine query. Let's call the search engine S (for Search engine) and the person querying the engine P (for
person). Let's assume P is already on the search engine's home page and is about to push ``submit search''.

1. P (as sender) opens a connection to S (as receiver) via the Internet (the medium). P sends the search
request (the message).
2. S, which exists for the sole purpose of searching the Internet in response to such requests, accepts the
connection, receives the request and begins processing it. In the past, the search engine has read a lot of
web pages. It puts together the results and creates a new connection to P, who is now the receiver, using
the Internet. It sends back the results.

Technical people will note at this point that the same ``network connection'' is used, as TCP is both
send and receive, so no new ``network connection'' is ever created. This is true on a technicallevel, but
from this model's point of view, there is a new ``connection''; what constitutes a ``connection'' does not
always match the obvious technical behaviors.

On most search engine pages with most browsers, you'll also repeat this step for each graphic on the results
page, loading a graphic that's on the page. In this case, the person P is the sender for the first connection, the
company running the search engine S is the receiver for the first connection, and the medium is everything in
between, starting at P's computer and going all the way to the search engine itself.

This model does not just apply to the Internet and computer-based communication. It applies
to all communication. When you buy a newspaper, the newspaper is the medium, and the sender is the
publisher. When you watch television, the television is the medium, and the television program station is the
sender.
Tips to improve verbal communication
Verbal Communication Tips that ADD CREDIBILITY

1.   Avoid unnecessary laughter.

2.   Don't end statements with a question - use a period- bring your voice down.

3.   Say what you want to say and don't apologize for saying it.

4.   Place emphasis on key words.

5.   Avoid qualifiers - I think, I believe, If you aren't too busy, could you help me instead of I need help - they take away confidence.

6    Avoid fillers - umm, aaa, ugh - if you don't know what to say just stay silent.

7.   Avoid throat clearing, shaky voice.

8.   Move your mouth as you speak - this keeps you from mumbling for talking to fast.

9.   Speak at the correct volume.

10.Know your audience and your subject matter and be authentic. 

  
When you improve your communication skills you will increase your productivity and credibility. You will be seen
as the expert in the community.
Tips of good communication skills

1. he way one communicates does not only have an impact on their own profession and personal relations, but also an effect
on others. Those who do not have appropriate communication skills are usually ignored or simply kept at bay. Where are those
withgood communication skills are looked upon and well respected. After all a good listener and a good orator are popular in
their groups - professional and personal. 

Teaching communication skills can be a rather daunting task, considering that almost every individual feels that they are very
good communicators. In fact, most trainers prefer to be regarded as facilitators, who are able to bring to light the nuances that
occur while communicating ineffectively, rather than pointing a direct finger and saying - You all cannot communicate well'.
and when this occurs the participants are ready to delve deeper within and bring out the negative aspects of their
communications and replace it with the corrective measures. 

Based on the communication skills training programs conducted by known experts in the field, here are some tips to good
communication skills : 

Maintain eye contact with the audience : This is vital as it keeps all those present involved in the conversation. It keeps them
interested and on the alert, during the course of the conversation. 

Body awareness : One needs to be aware of all that their body is conveying to them, as well as others. For instance, if there is
anxiety rising during the course of a conversation then one feels thirsty and there maybe a slight body tremor. At that point
one needs to pause and let someone else speak. A few deep breaths and some water works as the magic portion at this point.
Gestures and expressions : One needs to be aware of how to effectively use hand gestures and the way they need to posture
their body to convey their messages effectively. Sometimes it may happen that they verbally convey something, but their
gestures and facial expressions have another story to tell. 

Convey one's thoughts : It is important for one to courageously convey what they think. This is because when things are left
unsaid, then what is being spoken is not as convincing as it should be. Then a lack of confidence develops. 

Practice effective communication skills : One should practice speaking and listening skills as often as possible. 

In order to practice effective speaking skills one cane read passages from a book aloud, in front of a mirror, or simply perform a
free speech in front of the mirror. And where listening is concerned, one can try transcribing from the radio or television, etc.
this helps in honing sharper list Stay

Focused: Sometimes it’s tempting to bring up past seemingly related conflicts when dealing with current ones. Unfortunately,
this often clouds the issue and makes finding mutual understanding and a solution to the current issueless likely, and makes the
whole discussion more taxing and even confusing. Try not to bring up past hurts or other topics. Stay focused on the present,
your feelings, understanding one another and finding a solution.

Listen Carefully: People often think they’re listening, but are really thinking about what they’re going to say next when the
other person stops talking. Truly effective communication goes both ways. While it might be difficult, try really listening to
what your partner is saying. Don’t interrupt. Don’t get defensive. Just hear them and reflect back what they’re saying so they
know you’ve heard. Then you’ll understand them better and they’ll be more willing to listen to you.
Oral Communication Skills
For successful communication, students require more than the formal ability to present

well and a range of formulaic expressions. Successful communication is contextdependent and therefore embedded in its particular
discourse community (Bizzell, 1989). Oral communication reflects the persistent and powerful role of language and communication
in human society. As Halliday (1978, p. 169 explains, communication is

more than merely an exchange of words between parties; it is a “…sociological encounter” (Halliday, p. 139) and through exchange
of meanings in the communication process, social reality is “created, maintained and modified” (Halliday, p. 169). Such a capacity of
language is also evident in Austin’s (1962) earlier work on speech act theory where, as cited by Clyne (1994, p. 2), language and thus
communication is an “…instrument of action”. Speech act theory, concerned with the communicative effect, that is, the function and
effect of utterances, dissects an utterance into three components: the actual utterance (the locution); the act performed by the
utterance (the illocution); and the effect the act has on the hearer (the perlocution). Searle’s (1969) work further defined speech acts
as directives, imperatives, requests, and so on. Communication is a dynamic interactive process that involves the effective
transmission of facts, ideas, thoughts, feelings and values. It is not passive and does not just happen; we actively and consciously
engage in communication in order to develop information and understanding required for effective group functioning. It is dynamic
because it involves a variety of forces and activities interacting over time. The word process suggests that communication exists as a
flow through a sequence or series of steps. The term process also indicates a condition of flux and change. The relationships of
people engaged in communication continuously grow and develop.
Ten Steps to Preparing an Effective Oral Presentation
1. Determine the purpose of your presentation and identify your own objectives.
2. Know your audience and what it knows.
3. Define your topic.
4. Arrange your material in a way that makes sense for your objectives.
5. Compose your presentation.
6. Create visual aids.
7. Practice your presentation (don’t forget to time it!)
8. Make necessary adjustments.
9. Analyze the room where you’ll be giving your presentation (set-up, sight lines, equipment, etc.).
10. Practice again.

Visual Aids
Visual aids can be powerful tools for effective communication. You are encouraged to use them whenever they might enhance a
speech. Why use visuals? They have five important benefits:

1. They increase understanding

Most of what people learn is ingested through their eyes - not their ears. Visual aids help to convey messages clearly.

They save time

Information that is presented visually is received and processes faster than a verbal message.
2. They enhance retention
3. They promote attentiveness
People think faster than you speak... visuals help keep them focused on your message.
4. They help control nervousness
Displaying visual aids gives you purposeful physical activity that lets your body process nervous energy without distracting
the audience
OHP Projector
Introduction

In the booklet on 'Selecting Appropriate Presentation Techniques and Instructional Media', we saw that the overhead
projector (OHP) is still probably the most useful and versatile visual aid that is available to the modern lecturer. It has long
since replaced the traditional chalkboard as the main teaching aid provided in practically all classrooms and lecture theatres,
and, although computer-driven data projectors are becoming increasingly widely used, their high cost means that it is highly
unlikely that they will ever completely replace the OHP. It is therefore important that all teachers, lecturers and trainers
should know how to make effective use of the OHP, so that they can exploit its potential to the full. This booklet has primarily
been written to help new, inexperienced lecturers to acquire this basic knowledge and expertise, although it is hoped that
more experienced staff will also be able to pick up some useful hints from it.

The booklet begins by discussing the main educational uses of the OHP, and highlighting its various strengths and weaknesses.
It then offers some basic guidelines on how to use the OHP effectively, showing (for example) how to avoid common faults
such as keystoning. Finally, it provides detailed guidance on how to design and produce OHP software.

How the OHP can be used in different instructional situations

Despite the increasing use that is being made of data projectors to display computer-generated materials to classes, the
overhead projector is still probably the most useful visual aid available to anyone who wishes to carry out expository teaching
of virtually any type. It is also extremely useful in many group-learning situations, both for presenting information to a group
(eg in a seminar, or the briefing for an exercise of the game/simulation/case study type) and in enabling members of a group
to display material that they themselves have produced (eg in a group project or case study). When linked with a laptop or
personal computer via a liquid-crystal display tablet, the OHP simply performs these same functions in a more sophisticated
way.

Some strengths of the OHP

The OHP has a number of definite advantages over most other methods of presenting visual information. A lecturer can, for
example, use it in exactly the same way as a chalkboard or markerboard (for writing out notes, working through calculations
and proofs, drawing graphic material, and so on) but with the great advantage of always facing the class, and thus being able to
maintain eye contact with the learners. Such eye contact, which is, of course, impossible when a lecturer is writing on a
chalkboard or markerboard, can play an extremely useful role in both expository and facilitative teaching, serving both as an
outward non-verbal communication channel for the teacher and as a means of obtaining feedback from a class on how a
session is going.

Another important advantage over the chalkboard or markerboard is that the OHP can also be used to show pre-prepared
material, thus enabling teachers and lecturers to build up banks of notes, diagrams, tables etc. that can be used over and over
again. When well planned and designed, such sets of overhead transparencies can often also provide all the cues and aides
mémoire that are needed during a lesson, so that no conventional teaching notes are required. As we will see later, such
material can be prepared using a wide variety of production methods (free-hand writing or drawing, typing, photocopying,
desktop publishing, and so on) and can incorporate a wide range of presentation techniques (progressive disclosure, use of
overlays, use of animation, etc.). Overhead transparencies are also relatively compact compared with some other types of
visual aids (eg charts), and are therefore easy to store in suitable boxes, large envelopes, folders or files. When computer disk
files are used, back-up copies should always be kept.

Compared with other projected aids, the OHP also has the great advantage that it does not require the room to be blacked out,
thus allowing students to take notes; indeed it can be used in all but the very brightest light (eg direct sunlight), an advantage
that tends to be lost when direct transmission of coloured electronic images is introduced, however. The OHP is also clean,
quiet, and 'user friendly', requiring no technical skill or knowledge on the part of the operator apart from the ability to change
the occasional lamp.