COMMUNICATION SKILLS

Objectives:
By the end of the training module, participants will have an understanding of communication,
identify their own communication style and be equipped with some effective skills to enhance
their communication in their personal and professional lives.
Materials:
Paper, pen, card, and powerpoint presentation.
Partcipant: Young adults
Total number of participant: 20
Total hours of training: 8 hours 30 minutes

Activity
Topic Methodology Duration
Number

Day 1

Activity 1 Listen and draw Ice breaker 30 mins

Activity 2 Introduction to Communication Discussion, Lecture 45 mins

Twea Break 15 mins

Activity 3 Verbal communication Discussion, Lecture 45 mins

Activity 4 Non Verbal Communication Lecture , Discussion 45 mins

Lunch Break 45 mins

Identifying your communication Assesment,

Activity 5 45 mins
style Discussion

Activity 7 Communication Style Discussion, Lecture 30 mins

Break for the day

Day 2

Activity 8 Power of Body Language Activity, Discussion 20 mins

Activity 8 Feedback in Communication Lecture, Discussion 60 mins

Tea Break 15 mins

Activity 9 Johari window activity, Discussion 20 mins

Activity 10 Listning in Communication Lecture, Discussion 40 mins

Activity 11 Wrapping up Q&A,Feedback 30 mins

DAY 1
Activity 1 : Trade card (Ice breaker)
1.1 Introduction
Firstly the facilitator introduce himself\herself, their credentials, topic and purpose of the
training, the trainers will provide required skills to employees for doing their job effectively,
skillfully and qualitatively, and the overall structure of the programme. This will give a brief
orientation about the programme and it will help the participants to set the level of expectations.
1.2 : Trading Card
Step 1 : Inform the participants that the session will begin with an icebreaker activity.
Step 2 : Provide the participant with a card and pen.
Step 3 : Gather your group of participants together and hand out a piece of paper and a pen or
pencil to each player. Tell them you will give them verbal instructions on drawing an object, one
step at a time.
Step 4 : Provide instructions from facilitator’s note 1(A).

Facilitator’s note 1(A):

You could, for instance, order them to:
A square with 5 inch sides should be drawn.
Draw a circle inside the square that precisely fits in the centre of the area.
Cut the circle into four equal pieces by intersecting two lines.
The difficulty of the exercise will increase as you go along; one mistake could cause all
subsequent instructions to be misunderstood or applied incorrectly. To guarantee that their
drawings are accurate, participants must pay close attention while listening. After reading all
of the instructions, compare the drawings to choose the winner.
Source: Ackerman, C. E., MA. (2023). 49 Communication Activities, Exercises & Games.
PositivePsychology.com. https://positivepsychology.com/communication-games-and-
activities/#adults

Step 5 : continue until every participant is able to socialize with their team members and
determine.
Step 6: Explain to the group that the aim of the activity was for the group of participants to get to
know one another and build rapport.
Step 7: Inform the participants that the session will next look into conflit and its effects, before
going in-depth about the contents of the training programme.

Activity 2: Introduction to Communication

2.1 what is communication?
Discussion: what do you think communication is?
Step 1 : Summarize the answers provided by the group and explain to the group that
communication. (Refer Facilitator’s note 2(A)).

Facilitator’s note 2(A)

One of the most fundamental management skills is communication. Through effective
communication, a manager can make wise decisions, develop well-thought-out plans, build a
solid organisational structure, and even build strong relationships with his subordinates.
efficient management and organisation depend on efficient communication. Employees that
are well-communicated with are more engaged in their work and have a better comprehension
of what they do. Organisational issues can be avoided by communicating information in a
clear, precise, and timely manner. Employees won't be aware of what their coworkers are
doing, won't know what their goals are, and won't be able to evaluate their performance if there
isn't communication between them. Communication serves as the nerve system for every
organisation since without it, managers will not be able to instruct their subordinates and
management won't have the knowledge needed to make plans and choices.
Communication concept
The Latin word "communis" (common) is where the term "communication" comes from. Thus,
exchanging of ideas, facts, opinions, information, and understanding is referred to as
communication. It is the passing on of knowledge and insight from one individual to another.
Despite the word "communication" being often used, there is no agreement on what it means
among communication specialists. It is generally understood to be the method by which people
communicate information. Written messages, spoken words, and gestures are all used in the
process. The process of conveying information, ideas, messages, facts, emotions, and
understanding from one person, location, or thing to another can be referred to as
communication.
The process of conveying information, ideas, messages, facts, emotions, and understanding
from one person, location, or thing to another can be referred to as communication.
The goal of organisational behaviour is to investigate how communication affects how people
behave within organisations.
A planned transfer of farm technologies from the research system to the farmers' system via
the extension system and media is referred to as agricultural communication. This is done in an
effort to bring about the desired changes in terms of increased productivity, profitability, and
prosperity as well as to obtain feedback from the clients.
Communication functions
a. The information function helps people who need knowledge for direction in their actions. It
also satisfies employees' needs for information about issues that affect them.
b. The employee is made aware of his responsibilities to the formal organisation by the
command and instructional functions, which also give him extra instructions on how to carry
out his duties effectively.
c. The influence and persuasion function, sometimes referred to as the motivational function,
motivates the right person to carry out or display a specific activity. Messages are spread to
persuade people that their activities will be advantageous to them personally or to the
organisation.
Workers should support rather than compete with one another in their efforts. Inappropriately
integrative communication leads to the unification of work activities rather than their
fragmentation. Only when employees are aware of their responsibilities and job requirements
can they function effectively and be engaged in their work. Employees won't work towards the
organization's main goals, values, and strategies unless they are made clear to them.
Communication process
The technique of two-way communication involves sending a message from a Sender to
receiver and back again. Speech and hand signals are both forms of communication. or any
other form, signals. There are eight steps to communication, regardless of the format.
1. Coming up with an idea: The sender should believe that he is communicating a significant
message to the recipient. What the sender wishes to convey to the recipient should be evident
to him.
2. Codification of the message: The sender does the coding. In order to communicate his
thought as clearly as possible, he chooses the proper words, diagrams, or symbols in this step.
 In order to properly arrange the words and symbols that make up the message, he also chooses
the medium of communication.
3. Delivering the message: In this phase, the message is sent utilising a suitable communication
channel, such as a memo, phone call, or in-person encounter. The sender makes an effort to
ensure that the timing of the message is appropriate while it is being transmitted. Additionally,
the sender makes sure that there are no obstructions or other forms of interference that can
obstruct communication. The likelihood that the message will reach the intended audience and
keep their attention increases when the communication route is clear of obstacles or other
distractions.
4. Message reception: The message is now sent to the intended recipient, who is also known as
the receiver. If the message was delivered verbally, the recipient must be a good listener to
prevent information loss during message transmission.
5. Message decoding: The receiver decodes and comprehends the message. The message must
be understood by the recipient exactly as it was intended by the sender. A message's
communicator can get the recipient to pay attention to him, but understanding must come from
the recipient alone. "Getting through" to someone is the term used to describe this aspect of
comprehension.
6. Message acceptance or rejection: The message might be accepted or rejected by the
receiver.Not only can the recipient decide whether to accept a message, but he can also decide
whether to accept it entirely or in part. The receiver's decision to accept the information is
influenced by a number of variables, including his assessment of the message's accuracy, the
sender's legitimacy, and the potential consequences of doing so.
7. Putting the information to use: The recipient uses the information in this phase. The
information may be put to use, discarded, or saved for later.
8. Giving feedback: Feedback happens when the recipient responds to the message or confirms
receiving it. Only after feedback has been given is the communication loop considered to be
finished.

Activity 2: Verbal Communication

2.1 what is Verbal Communication?
Discussion: what do you think Verbal Communication is?
Step 1 : Summarize the answers provided by the group and explain to the group. (Refer
Facilitator’s note 3(A)).

Facilitator’s note 3(A)

Verbal communication takes place directly between the superiors and juniors in organizations
and between farmers and extension functionaries in the field and is often known as face to face
communication. It takes the form of talks, a public address, verbal discussions, telephonic
talks, telecommunications and other artificial media, such as audio-visual aids speeches and
orders, holdings of meetings and conferences, lectures, social get-togethers, training sessions,
public address systems, museums, exhibitions, counseling etc. Verbal communication enjoys
certain merits
i. It is the least time consuming, is more direct, simple and the least expensive.
ii. It is more communicative and effective and aids in avoiding delays, red-tape and
formalities.
iii. It generates a friendly and co-operative spirit.
iv. It provides an immediate feedback, as questions can be put and answers obtained about the
information transmitted
v. Since every information cannot be put into writing, most of it is conveyed by means of oral
instructions, mutual discussions and telephonic conversations.
However, verbal communication has certain demerits. These are: Lengthy, distant and
important information cannot be effectively conveyed verbally Verbal talks may often be
distorted if there is some cause of indifference between the receiver and the sender. It is
inadequate where permanency and uniformity of form are required. Due to various
communication gaps, as a result of status and other physical or personal barriers
communication is incomplete. Spontaneous responses may not be carefully thought. The
spoken words can be more easily misunderstood than the written words. It presupposes
expertise in the art of effective speaking.
Written Communication
A written communication is always put into writing and generally used when the audience is at
a distance or when a permanency or record is required or where its preservation is essential in
case it is needed as a evidence in cases of dispute. It is generally in the form of instruction,
orders, rules and regulations, policies, procedures, posters, memos, reports information
 bulletins. The merits of written communication are: It serves as evidence of what has occurred
or what was stated It provides a permanent record for future use It reduces the chances for
misinterpretation and distortion of information It is reliable when transmitting lengthy
information on financial, production or other important data. It provides an opportunity to the
subordinates to put up their grievances in writing and get them supported by facts However, a
written communication also suffers from certain disadvantages. It is generally an expensive
and a time-consuming process. Even though such communication has been transmitted, it is
not certain whether the receiver has understood it. Written materials not only get out of date
but may also be leaked out before time. It sometimes leads to excessive formality and rigidity
in personal relations.

Activity 4 : understanding different styles of communication

4.1 what is Non Verbal Communication?
Discussion: what do you think Non Verbal Communication is?
Step 1 : Summarize the answers provided by the group and explain to the group. (Refer
Facilitator’s note 4(A)).

Facilitator’s note 4(A)

A message can be sometimes expressed without the help of words. Nonverbal communication
is the process of communicating without the use of words. It is defined as non-word human
responses like facial expressions and gestures and the perceived characteristics of the
environment through which the human verbal and nonverbal messages are transmitted.
Nonverbal communication is also known as “silent language.” It involves the use of cues,
gestures, vocal characteristics, facial expressions, and spatial relationship between the sender
and the receiver to convey a message. For example, a smile, glance, stare or a frown convey
different meanings. The components of Non Verbal Communication are:
1. Kinesics is the interpretation of body language such as facial expressions and gestures —
or, more formally, non-verbal behavior related to movement, either of any part of the body or
the body as a whole. Body Language is technically known as kinesics Body language is the
unconscious and conscious transmission and interpretation of feelings, attitudes, and moods,
through:
• body posture, movement, physical state, position and relationship to other bodies, objects
and surroundings,
• facial expression and eye movement,
• and this transmission and interpretation can be quite different to the spoken words. Body
movements include gestures, facial expressions and other physical movements. Every body
movement conveys a certain meaning.
For example, raising an eyebrow conveys disbelief, rubbing the nose indicates puzzlement and
shrugging shoulders shows indifference. When a person is eager to hear something, he sits
with his feet under the chair, toes pressed to the ground, and leans forward on the desk. When
a person is listening carefully, he maintains eye contact and frequently nods his head. Body
language coupled with verbal communication gives more meaning to a message.
2. Proxemics is the technical term for the personal space aspect of body language. Proxemics is
the study of measurable distance between people as they interact. Body spacing and posture
are unintentional reactions to sensory fluctuations or shifts, such as subtle changes in the sound
and pitch of a person's voice. Social distance between people is reliably correlated with
physical distance, as are intimate and personal distance, according to the following
delineations:
• Intimate distance for embracing, touching or whispering
o Close phase – less than 6 inches (15 cm)
o Far phase – 6 to 18 inches (15 to 46 cm)
• Personal distance for interactions among good friends or family members
o Close phase – 1.5 to 2.5 feet (46 to 76 cm)
o Far phase – 2.5 to 4 feet (76 to 120 cm)
• Social distance for interactions among acquaintances
o Close phase – 4 to 7 feet (1.2 to 2.1 m)
o Far phase – 7 to 12 feet (2.1 to 3.7 m)
• Public distance used for public speaking
o Close phase – 12 to 25 feet (3.7 to 7.6 m)
o Far phase – 25 feet (7.6 m) or more.
3. Oculesics: It is the study of the role of eye contact in non verbal communication. Our eyes
are a very significant aspect of the non-verbal signals we send to others. Oculesics is one form
of nonverbal communication, which is the transmission and reception of meaning between
communicators without the use of words. It can include the environment around the
communicators, the physical attributes or characteristics of the communicators, and the
behavior of the communicators
4. Chronemics is the study of the use of time in nonverbal Communication. The way we
perceive time, structure our time and react to time is a powerful communication tool, and helps
set the stage for the communication process. Across cultures, time perception plays a large role
in the nonverbal communication process. Time perceptions include punctuality, willingness to
wait, and interactions. The use of time can affect lifestyles, daily agendas, speed of speech,
movements and how long people are willing to listen.
5. Haptics refers to the study of touching. There is six different kinds of touch. These include:
positive, playful, control, ritualistic, task-related and unintentional. Managers should know the
effectiveness of using touch while communicating to subordinates, but need to be cautious and
understand how touch can be misunderstood. Working with others and using touch to
communicate, a manager needs to be aware of each person’s touch tolerance.
6. Paralinguistics: It is the study of variations in pitch, speed, volume, and pauses to convey
meaning. Interestingly, when the speaker is making a presentation and is looking for a
response, he will pause. However, when no response is desired, he will talk faster with
minimal pause.
7. Paralanguage refers to the non-verbal elements of communication used to modify meaning
and convey emotion. Paralanguage may be expressed consciously or unconsciously, and it
includes the pitch, volume, and, in some cases, intonation of speech. Sometimes the definition
is restricted to vocallyproduced sounds. The study is known as paralinguistics. Paralanguage
refers to voice quality, volume, pitch, speed and non-fluencies (like ‘ah,’ ‘um,’ or ‘uh.’) used
to convey a message. It helps to convey information about the attitude of the speaker.
Sometimes there may be a contradiction between what a person says and what his actions
indicate. In such cases, the person’s actions can be regarded as a truer picture of his feelings
and ideas.
Physical Appearance: Physical appearance always contributes towards how people perceive
about individuals. Neatly combed hair, ironed clothes and a lively smile will always carry
more weight than words. It is believed that physical appearance determines the success a
 person will attain at every stage of his life.

4.1 understanding non verbal communication

The following guidelines can help individuals understand nonverbal communication better: 1.
Observe keenly what is happening: When nonverbal behaviour involves an emotional response
(for example, tears rolling down the cheeks or eyes becoming red), it clearly conveys the
message to the other person.
2. Consider the differences between verbal statements and nonverbal behaviour: If there is a
discrepancy between what a person says and what his body language indicates, then the situation
should be studied closely. It is believed that actions are more accurate than words. 3. Look for
subtleties in nonverbal behaviour: Through careful observation, one can differentiate between a
fake action and a genuine action. For instance, a sarcastic smile can be differentiated from a
genuine one.
Activity 5: Identifying your communication style
5.1 Communication style assessment
Step 1: Inform the participants that they will be taking an online assessment for which the link
had been sent to their respective email ids prior to the beginning of the training session (Refer to
Facilitator’s note 3(A))

Facilitator’s note 3(A)

Link for the online communication style assessment (sent to the participants via email):
https://www.glassdoor.com/blog/quiz-whats-your-communication-style/
Instructions before beginning the assessment:
The assessment contains 10 questions that are related to how you interact and exchange
information with others. Each question has five alternative responses. Read each statement
carefully and select the option that best describes your behaviours. There are no right or wrong
answers. Be as honest and quick as possible. There is no time limit, but it generally takes 4-6
minutes to complete the assessment. Feel free to ask me if you have any doubts regarding any
statement and you can begin now. The results of the test will be displayed after you submit
your responses. Please make a note of the result of your quiz.
 Source: Malacoff, J. (2018). QUIZ: What’s Your Communication Style? - Glassdoor Blog.
Glassdoor. https://www.glassdoor.com/blog/quiz-whats-your-communication-style/

Step 2: Instruct the participants to access the link and take the online assessment/ quiz.
Step 3: Provide necessary instructions before the participants begin the quiz (Refer to
Facilitator’s note 3(A)).
Step 4: Inform the participants that their results indicate their predominant communication style.
Step 5: Ask the group as to how many of them got each of the 5 different styles – aggressive
communication style, passive/submissive communication style, passive-aggressive
communication style, manipulative communication style and assertive communication style.

Step 6: Ask the participants to make note of and remember their respective communication styles
as it will be carried into the next activity.
Activity 6 : Understanding communicating styles
Assertive

This is one of the most recommended communication styles and reflects and promotes high self-
esteem. It is a healthy style of communication and allows you to more likely achieve what you
are looking to achieve. With assertiveness, you have the confidence of communicating without
having to employ manipulation or games. You know your limits and you don’t allow yourself to
be pushed beyond them just because the other person wants or needs something from you.
Surprisingly, this is the least used style.

A person employing this style will be able to achieve their goals without having to hurt others.
They protect their own rights while being respectful of other people’s rights and they know how
to express themselves socially and emotionally. Assertive communication means making choice
and taking responsibility for them, asking directly what needs to be met, expressing feelings with
‘I’ statements and accepting that there is a possibility of disagreement.

It also involves good eye contact, use of even, rounded, and expansive gestures, and medium
pitch, speed, and volume.
People on the receiving end are able to be clear about what is expected or felt because they know
where they stand. This will mean more respect and makes it much easier to communicate. With
assertive communications style, you feel good about yourself, and leave the other person feeling
respected and heard.

The aggressive Style

This style involves winning, even if it is at someone else’s expense. People employing this
method usually feel like their needs are far much more important than that of other people. They
feel like they have more rights and are the ones who contribute more compared to other people.
This is not an effective way of communicating because people will be more focused on reacting
to how it is delivered than the message itself.

Aggressive communication can involve using frightening, loud, threatening and hostile voice. It
relies on intimidating, not respecting or bullying other people in order to achieve their goals, they
are always out to win. Their posture seems bigger than others and they use fast, big, and sharp
gestures when talking. Every method they employ to communicate is there to intimidate the
other person and make them do what they want.

Many people try their best to avoid confrontation, and this is why there are people who will do
what they don’t want to in order to end the confrontation. The person on the receiving end will
become uncooperative, defensive, hurt, afraid, humiliated, and will lose respect for the
aggressive person. There are people who will tend to fight back and become aggressive. This is
never a good place to be in because it can sometimes result in physical and verbal violence.
People will find it hard to report any mistake and problems to an aggressive person because they
fear a “blow up” Ultimately conflict and unhealthy relationships result.

The Passive-Aggressive Style

This communication style involves being passive on the surface but actually acting out anger
indirectly or behind the scenes. In order to deal with an overwhelming lack of power, prisoners
of war will resort to employing this communication style. People who opt for this style are those
who feel like they have no power and are resentful. They usually express their feelings through
the subtle undermining of the object (real or imagined) of their resentment – even if it means
sabotaging themselves. The perfect way to describe this method is the expression “Cutting off
your nose to spite your face”.

People who use this style ae often indirectly aggressive, devious, sulky, complaining, devious,
and patronizing. They gossip and are two faced, they will pretend to be pleasant to people to
their faces, but become poisonous behind their backs by using rumors, sabotage. They try their
best to present a perfect picture, but they are doing the opposite on the back. They are able to
fool people because they use a sweet and sugary voice, telling people what they want to hear.
This will make it harder for the other party to notice what’s going on. They are warm and
friendly, and you can easily fall into this trap without knowing.

People on the receiving end will feel hurt, angry, confused and also resentful. This will make it
harder for them to trust the person in the future and may be unwilling to work with them. This
style will sometimes get you the results you wanted, but it will have a lasting effect for a long
time. Even when you are sincere, people will not believe you because they will think you are
trying to take advantage of them again, also resentment and anger build as you are not directly
asking for what you need.

The Submissive Style

People who use this style are the ones looking to please other people and avoid any conflicts.
People with this type of communication will put the needs of other before theirs because they see
other people needs as being more important than theirs. They will not contribute much because
they don’t see it as being good enough as that of other people because they think the other people
have more rights than them.

Using this method will leave you feeling inferior and you will have a hard time with your
colleagues and friends. Being a doormat is never the best option and harmful to self-esteem.
People using submissive communication style always feel apologetic and try their best to avoid
confrontation. They will yield to other people’s preferences and are not able to express their
feelings and desires.
They tend to balm others for events and will always feel like they are the victim. They will also
find it hard to take responsibility or make decisions.
The other person on the receiving end will feel guilty, frustrated, and exasperated. They will see
this as an opportunity to take advantage of you and again resentment can build distancing you
from others.

The Manipulative Style

This style is scheming, calculating, and shrewd. People who use this style are very skilled at
controlling or influencing other for their own advantage. They have spoken words that hide
underlying messages, and the other person doesn’t know what it is. Manipulating can seem like
an effective method to get your way, but it comes at an expense. People who do this don’t have
regard for other people and are focused on what they are going to get in the end.

These types of people don’t ask directly for their needs to be met, they guilt other people. They
can even employ artificial tears to make it look even more real. They use “hang dog” expression,
making it much harder to say no to them. Their voice is envious, patronizing, high pitch, and
ingratiating.

People on the receiving end will feel guilt and be ready to help them in any way they can. They
can start to develop feelings of frustrations and resentfulness, and can end up getting annoyed,
angry, or irritated. It is hard to know where manipulative people stand, making it harder to work
with them.

Direct

This is a style where the speaker doesn’t mask the message he wants to pass across. This
involves the use of clear language that can be easily understood by the other person. There are
times when the receiving party doesn’t want to hear something, but using a direct style will mean
providing them with all the information but might be received in a more harsh way. It is much
easier to know where a person stands when they use direct communication.

Indirect
This is the opposite of direct communication. People employing this style tend to mask their
intentions and needs. It is hard to know what they are looking to achieve. It can be hard for a
person decipher what you are trying to communicate, especially if they are not accustomed to a
particular group or culture. This can sometimes employ the use of facial expressions or subtle
signs. If say you don’t approve a certain habit by a co-worker, you may emit loud exasperated
sighs or glare at the person whenever they do it. The person on the receiving end may not
necessarily understand what is wrong and might end up thinking that you don’t like them for no
particular reason. This can cause a lot of problems especially if you are supposed to work on
something together.

Day 2

Activity 8 : Power of Body Language (Ice breaker)

Step 1 : Tell the participants that you are going to give them a series of instructions and you want
them to follow them as fast as they can.
Step 2 : State the following actions as you engage in them:
a. Put your hand to your nose.
b. Clap your hands.
c. Stand up.
d. Touch your shoulder.
e. Sit down.
f. Stamp your foot.
g. Cross your arms.
h. Put your hand to your mouth (but while saying this one, put your hand to your
nose).

Step 3 : Observe how many participants copied what you did instead of what you said.
Step 4 : Provide instructions from facilitator’s note 1(A).

Facilitator’s note 1(A):

 Share this observation with your group and lead a discussion on how body language can
influence our understanding and our reactions. It can reinforce what we hear or it can interfere
with the verbal communication we receive. The more aware we are of this possibility, the
better communicators we become. It’s vital to keep your own body language in mind, just as
it’s vital to notice and understand others’ body language.
Source: Ackerman, C. E., MA. (2023). 49 Communication Activities, Exercises & Games.
PositivePsychology.com. https://positivepsychology.com/communication-games-and-
activities/#adults

Activity 8 : Feedback in communication

The importance of feedback cannot be overemphasized and needs no special elucidation.

Feedback is the yardstick which measures the effectiveness of communication and is used for
evaluation review and to amend the message in the light of response. Efficient workers have
reliable feedback and they succeed in their effective communication. The "Glossary of Training
Terms" defines Feedback as: "The process by which information about the results of an action is
communicated to the source of the action. It is argued for example, that learning takes place
either through the informational characteristic or the knowledge of result, or through a
combination of health".
Characteristics of feedback
i. Intention: Effective feedback is directed towards improving work performance and making the
worker a more valuable asset. It is not a personal attack. Feedback is directed towards aspect of
the job.
ii. Specificity: Be specific rather than saying things like “you always” or “you never”. Vague
criticism causes resentment.
iii. Description: Effective feedback can also be characterized as descriptive rather than
evaluative. It tells the receivers what he or she has done in objective terms, rather than presenting
a value judgment.
iv. Usefulness: Effective feedback is information that the receiver can use to improve
performance. If it is not something the receiver can correct, it is not worth mentioning.
v. Timeliness: There are considerations in timing feedback properly. As a rule, the more
immediate the feedback, the better. This way the receiver has a better chance of knowing what
the sender is talking about and can take corrective action.
vi. Clarity: Effective feedback must be clearly understood by the recipient. A good way of
checking this is to ask the recipient to restate the major points of discussion.
vii. Validity: In order, for feedback, to be effective, it must be reliable and valid.
viii. Readiness: In order, for feedback, to be effective, the receiver must be ready to receive.
When feedback is imposed upon the receiver it is much less effective.
Feedback should be a continuous process as the audience and communicators are neither always
the same persons, nor they are interacting in the same situation. The extension agent shall take
steps to analyze the responses of the audience, which may be positive, negative or no response. If
there has been no response or negative response to a message, the extension agent shall find out
reasons for the same. If it pertains to research, the problem should be referred as feedback
information to research, to find out solutions for the same.

8.1 Value of Feedback

Providing feedback therefore needs to be a constructive activity that should be helping to learn. It
should not be destructive and critical. Equally important, the recipient should not interpret it as
destructive and critical. To be effective, feedback needs to be skillfully given and the receiver
must hear, understand, accept and act upon it. However accurate the feedback, if the individuals
rejects it, the result will be no improvement in performance. Therefore, always consider the
human element during feedback.
H - Hear U - Understand M - Motivate A - Acceptable N - Negotiate
The giving and receiving of feedback are skills which require very careful handling. They
require courage, tact, honesty, understanding and respect – both for yourself and for others. Like
all other skills, they are developed only through practice. In providing feedback to others you
will need to be sensitive to the feedback you will receive in response. The giving of feedback
cannot be separated from receiving it in return.
Guidelines for giving Feedback
● You are giving feedback to someone in his/her performance.
 ● Your intention must be to improve performance through your feedback.
● Focus Feedback on behaviour rather than on personality Feedback should focus on
observations rather than inferences.
● Concentrate on change rather than make value judgments
● Feedback is most acceptable when it is describing specific rather than general patterns of
behaviour.
● Focus the feedback on the value it may have for the individual.
● Focus feedback on the amount of information the individual can use, rather than the
amount you feel capable of giving.
Feedback is most acceptable when it is describing specific rather than general patterns of
behaviour. Feedback should be well-timed Positive feedback followed by negative Check the
accuracy of the feedback
Guidelines for Receiving Feedback
● Be positive towards the feedback giver
● Listen to the feedback
● Clarify and check understanding
● Check the feedback with others
● Ask for feedback not volunteered
● Describe how to use feedback.
Explore Options Thank the feedback giver Giving and receiving feedback is a demanding
process that requires confidence and respect between the parties involved. The advice offered is
necessarily broad and will vary between different individuals and activities. We cannot doubt the
value of the feedback in learning. The provision of feedback is especially important for those
process skills that occur during learning activities, particularly involving interpersonal skills.
Activity 9: Johari window
The method of conveying and accepting feedback is interpreted in this model. A Johari is
represented as a common window with four panes. Two of these panes represent self and the
other two represent the part unknown to self but to others. The information transfers from one
pane to the other as the result of mutual trust which can be achieved through socializing and the
feedback got from other members of the group.

1. Open/self-area or arena – Here the information about the person his attitudes, behaviour,
emotions, feelings, skills and views will be known by the person as well as by others. This is
mainly the area where all the communications occur and the larger the arena becomes the more
effectual and dynamic the relationship will be. ‘Feedback solicitation’ is a process which occurs
by understanding and listening to the feedback from another person. Through this way the open
area can be increased horizontally decreasing the blind spot. The size of the arena can also be
increased downwards and thus by reducing the hidden and unknown areas through revealing
one’s feelings to other person.

2. Blind self or blind spot – Information about yourselves that others know in a group but you
will be unaware of it. Others may interpret yourselves differently than you expect. The blind spot
is reduced for an efficient communication through seeking feedback from others.

3. Hidden area or façade – Information that is known to you but will be kept unknown from
others. This can be any personal information which you feel reluctant to reveal. This includes
feelings, past experiences, fears, secrets etc. we keep some of our feelings and information as
private as it affects the relationships and thus the hidden area must be reduced by moving the
information to the open areas.

4. Unknown area – The Information which are unaware to yourselves as well as others. This
includes the information, feelings, capabilities, talents etc. This can be due to traumatic past
experiences or events which can be unknown for a lifetime. The person will be unaware till he
discovers his hidden qualities and capabilities or through observation of others. Open
communication is also an effective way to decrease the unknown area and thus to communicate
effectively.

Activity 10 : listing in communication skills.

Discussion: what do you think listening in Communication skills is?

Step 1 : Summarize the answers provided by the group and explain to the group. (Refer
Facilitator’s note 10(A)).

Facilitator’s note 10(A)

Listening helps in the following ways: Building trust Establishing Credibility Gaining
Support Getting things done Collecting Information Exchange Reflecting Demonstrate
respect.
Types of listening
Here are six types of listening, starting with basic discrimination of sounds and ending in deep
communication.
Discriminative listening : Discriminative listening is the most basic type of listening,
whereby the difference between difference sounds is identified. If you cannot hear differences,
then you cannot make sense of the meaning that is expressed by such differences. We learn to
discriminate between sounds within our own language early, and later are unable to
discriminate between the phonemes of other languages. This is one reason why a person from
one country finds it difficult to speak another language perfectly, as they are unable to
distinguish the subtle sounds that are required in that language. Listening is a visual as well as
auditory act, as we communicate much through body language. We thus also need to be able to
discriminate between muscle and skeletal movements that signify different meanings.
Comprehension listening : The next step beyond discriminating between different sound
and sights is to make sense of them. To comprehend the meaning requires first having a
lexicon of words at our fingertips and also all rules of grammar and syntax by which we can
understand what others are saying.
Critical listening : Critical listening is listening in order to evaluate and judge, forming
opinion about what is being said. Judgment includes assessing strengths and weaknesses,
agreement and approval. This form of listening requires significant real-time cognitive effort
as the listener analyzes what is being said, relating it to existing knowledge and rules, whilst
simultaneously listening to the ongoing words from the speaker.
Biased listening Biased listening happens when the person hears only what they want to hear,
typically misinterpreting what the other person says based on the stereotypes and other biases
that they have. Such biased listening is often very evaluative in nature.
Evaluative listening In evaluative listening, or critical listening, we make judgments about
what the other person is saying. We seek to assess the truth of what is being said. We also
judge what they say against our values, assessing them as good or bad, worthy or unworthy.
Evaluative listening is particularly pertinent when the other person is trying to persuade us,
perhaps to change our behavior and maybe even to change our beliefs. Within this, we also
discriminate between subtleties of language and comprehend the inner meaning of what is said.
Typically also we weigh up the pros and cons of an argument, determining whether it makes
sense logically as well as whether it is helpful to us.
Appreciative listening In appreciative listening, we seek certain information which will
appreciate, for example that which helps meet our needs and goals. We use appreciative
listening when we are listening to good music, poetry or maybe even the stirring words of a
great leader.
Sympathetic listening In sympathetic listening, we care about the other person and show this
concern in the way we pay close attention and express our sorrow for their ills and happiness at
their joys. Empathetic listening When we listen empathetically, we go beyond sympathy to
seek a truer understand how others are feeling. This requires excellent discrimination and close
attention to the nuances of emotional signals. When we are being truly empathetic, we actually
feel what they are feeling.
Therapeutic listening In therapeutic listening, the listener has a purpose of not only
empathizing with the speaker but also to use this deep connection in order to help the speaker
understand, change or develop in some way.
Dialogic listening The word 'dialogue' stems from the Greek words 'dia', meaning 'through'
and 'logos' meaning 'words'. Thus dialogic listening mean learning through conversation and
an engaged interchange of ideas and information in which we actively seek to learn more about
the person and how they think.
Relationship listening Sometimes the most important factor in listening is in order to develop
or sustain a relationship. Relationship listening is also important in areas such as negotiation
and sales, where it is helpful if the other person likes you and trusts you.
Types of Faulty Listening: But being able to listen well when we need and want it to be a
prized skill is important. Each of us have bad habits that can interfere with the quality of our
listening. The following are the various types of bad listening habits:
1. Pseudo-listening: Sometimes we look as though we’re listening, engage in all the right
external behaviour, but allow our minds to travel elsewhere. Students may perform this type of
listening in some of the classes where they are not willing to listen. When a superior delivers a
long and technical speech, subordinates usually go for it. This type of listening is very
common when listeners have to forcibly listen.
2. Selective listening: We allow ourselves listen only to those parts of a message that are of
particular interest or immediate relevance to us. For example, perhaps one wants someone to
listen carefully as he tells about an argument with one’s best friend. Instead, the other person
pays little attention until he mentions that his or her name was brought up during the argument.
3. Self-centered listening : An approach was summarized by the humorist Fran Lebowitz as
“The opposite of talking isn’t listening. The opposite of talking is opportunity to speak; we use
that time to rehearse our next response instead of really listening to him or her. We are so
focussed on self that the others don’t have a chance. This is the type of listening, which a few
management students use on case discussions.
4. Fill-in listening : Selective listening leaves inevitable gaps in our understanding. Then,
when we do not have nay option except to simply fill in the gaps by hearing what we expect to
hear. This is nothing but fill-in listening. This is the type of listening that we usually go for.
The phone conversation hasn’t been of much interest to a listener on the other end of the line
until one hears a matter relating to his interest. Then, he makes efforts to fill the gaps of the
earlier message. This happens when you listen to others under forced circumstances.
5. Insulated listening : On the other hand, we actually choose not to listen to messages that
make us uncomfortable. This is the type of listening that occurs when we don’t hear criticism
of an unfinished job or advice about improving poor grades or bad driving habits. Rather than
choosing what parts of a message to focus on, they choose what parts to miss. This affects
listening adversely.
6. Defensive listening: In this listening, we focus on ideas that aren’t even there, interpreting
comments as persona attacks when they were not intended that way. This is the type of
listening which teenagers may do when they mistake an innocent parental question for an
expression of distrust, and it is the type of listening parents are doing when they view an
innocent question from a child as a sign of disrespect or disregard.
7. Reconstruction listening: Sometimes we also use reconstructive listening (also called
assimilation). This habit occurs when we take a new message and reconstruct it so that it fits
with or is just like a prior message. If we are used to hear everyone talk about a particular class
in a highly negative manner, we may hear a new comment about the class as negative when it
wasn’t at all. If we are used to particular instructions in a classroom, we may hear the old
instructions, when actually new instructions are being spoken.
 Bad listening habits
There are many ways to listen badly, sometimes affected by the listener and sometimes by the
environment.
1. Lack of interest in the subject
2. Focus on the person, not on the content
3. Interrupting
4. Focus on the detail, missing the big picture
5. Force-fitting their ideas into your mental models
6. Body language that signals disinterest
7. Creating or allowing distractions
8. Ignoring what you do not understand
9. Letting emotions block the subject
10. Daydreaming
The Effective Listener
● Makes eye contact
● Exhibits affirmative head nods and appropriate facial expressions
● Avoids distracting actions or gestures that suggest boredom
● Asks questions Paraphrases using his or her own words
● Avoids interrupting the speaker
● Doesn’t over talk
● Makes smooth transitions between the role of speaker and that of listener

Activity 11: Wrapping up

11.1 Q&A

Invite the participants to ask any doubts or questions they would like to clarify.

11.2 Feedback
Thank the participants and ask them to share their feedback by answering the questions (Refer to
Facilitator’s note 11(A)). Responses are written on a small piece of paper and are shared
anonymously in order to obtain honest feedback.

Facilitator’s note 19(A)

• What you liked the most about the program?

• One thing you learnt from the program (your major takeaway)?

• One thing you will definitely use from the program?

• What could have been done better?

Suggestions for improvement: __________________________________