Ethiopian TVET-System

HARDWARE AND NETWORK SERVICING

LEVEL IV

LEARNING GUIDE # 1

Unit of Competence : Utilize specialized

communication skills
Module Title : utilizing specializing communication
skills
LG Code : ICT HNS4 07 1110
TTLM Code : ICT HNS4 07 1110

LO 1: Meet common and specific communication needs of clients and colleagues

 LO -1 Meet common and specific communication needs of clients and colleagues

Basic communication processes

Communication is simply the sending and receiving of information between at least
two people. The message may be verbal or non-verbal, but to be effective, the message
sent must be in a language or code that the receiver will understand.
For example, in the context of a residential care facility, telling the young people that
'It is ten pm.' is commonly understood as 'Turn the TV off'. In another context, young
people may read this as a signal to head off to a nightclub.
Successful communication

Communication problems occur when sender and receiver do not share the same code
or understanding of the language used.
For example, when young people use the word 'whatever' in response to a question it
is often unclear to parents whether this signals agreement, disagreement or general
apathy.
Unsuccessful communication
The channel describes how the information is relayed. For example:
 Verbal channels include face-to-face meetings, telephone and videoconferencing.
 Non-verbal channels include sign languages, body language, gestures, and facial
expressions.
 Written channels include letters, emails, memos and reports, signs and symbols.
Different communication channels have different strengths and weaknesses; the most
important thing is that the receiver can access the message through that channel.
For example, if the intended receiver has a hearing disability and you do not share a
common non-verbal language; your message would be better understood in written
form.
The two-way communication process
In an effective two-way communication the sender (or source):
 encodes the message into a form the receiver will understand
 Relays the message via an appropriate channel.
The receiver is then able to:
 access the message
 Decode the message.
The receiver in turn becomes the sender, providing an appropriate response, and the
process continues until the communication concludes.

At any time in the process, a lack of response or an inappropriate response would alert
the sender to a problem with the communication. The sender would then need to
encode the message differently, or use a different channel to ensure that the
communication is received and understood.
Sending/Encoding
 Anticipate and try to eliminate any potential sources of confusion, e.g., cultural
issues, mistaken assumptions and missing information.
 Know your audience and encode your message in a way most likely to be
understood by the intended recipient. Do you share a common culture, language
etc? Will you need to use an interpreter?
 Consider the context, or situation, in which the message is delivered. Words or
gestures may have a different meaning for persons from a different culture or
environment.
 Be alert to feedback. Feedback is the verbal and nonverbal reaction to your
communicated message, provided by the receiver or audience. Feedback is your
cue that your audience has understood or misunderstood your message. If you find
that there has been a misunderstanding, at least you have the opportunity to send
the message a second time – perhaps choosing a different code or channel etc.
Communication channels
 Know your audience and relay your message in a way most likely to be accessible
to the intended recipient. Does the recipient have a disability that makes some
channels of communication difficult? Does the recipient have the technical skills to
retrieve an electronic communication?
 Avoid giving a long list of directions verbally.
 Be aware that humour or emotion may not translate well in email and other
written messages, and may be misinterpreted.
 Is formal or informal written communication most appropriate?
 Workplace policies and procedures may require certain communications to be
provided in a specified format.
Receiving/Decoding.
 Take the time to read written messages carefully.
 Listen actively to verbal communication.
 Watch for body language and gestures.
 Consider the context, or situation, in which the message is delivered. Words or
gestures may have a different meaning for persons from a different culture or
environment
 Provide feedback. Provide a response and perhaps restate the communication
so that the sender knows you have understood correctly.
 Let the sender know if you are confused by the message.
Barriers to effective communication
A communication barrier is anything that prevents you from receiving and
understanding the messages others use to convey their information, ideas and
thoughts. These barriers may be related to the message, internal barriers related to
thoughts and feelings, or external barriers.
Barriers related to the message include:
 lengthy or disorganized messages
 complex or ambiguous language
 inconsistent body language
 Disregard for specific needs.
Internal barriers include:
 fatigue
 disinterest
 poor listening skills
 past experiences with the client
 home or work problems
 Poor listening skills.
External barriers include:
 noise and other distractions
 unpleasant environment
 Problems with technology or equipment.
These barriers keep the message from getting through. When you are communicating,
monitor the actions of the receiver by observing their body language, response to the
message, etc. To check that the message has been received as it was intended, ask
questions and listen to their response.
Specific communication needs
Community and disability service workers work with a diverse range of clients who,
because of their disability or personal, emotional and cultural situation, may require
workers to develop and use specialist communication skills.
You must be able to adapt your communication style to meet the needs of this client
group in a fair, non-judgmental and effective manner.
Areas of specific need you should consider when communicating with others include:
 Disability (including but not limited to intellectual impairment, physical
impairment, psychiatric disability, hearing or vision impairment, learning
difficulties, and attention deficits).
 Literacy (e.g. false assumptions about level of intelligence and understanding,
concerns about the content of documents and forms, what is being written
down).
 Language (e.g. non-English-speaking backgrounds, not familiar with service-
specific jargon and acronyms).
 Gender, age, experiences, emotional well-being and other individual attributes.
 Critical situations. Crises traditionally cause disorganisation of thought and
hence need special skills by workers in establishing rapport with clients.
 Culture (including experiences in other countries, music, spirituality, customs,
gender, social expectations, body language, and position in the community).
 Remote location (limited access to services and resources, distance travelled).

Irrespective of their particular needs, all clients must be treated with dignity and all
communication must demonstrate respect and be open and non-judgemental.
Strategies for specific needs
You will usually find that there is more than one way to provide the information
required. Depending on your client group, you will need to adapt your communication
strategy to meet the particular needs of clients and co-workers; you may need to
include use of techniques and aids such as:
 facial expressions, hand signals and other physical gestures
 objects, photographs, pictures or symbols, written words
 specific techniques and aids
 videos or practical demonstration
 translations of printed material
 language and cultural interpreters
 Augmentative communication systems, such as devices and processes that
replace, or are an adjunct to, speech, e.g. speaking machines, Auslan or
Makaton (a system of symbols and pictures).
The techniques and aids that you use must be appropriate for the individual. For
example:
 Unnecessary use of hand movements can be distressing for some people with a
mental illness.
  A person who is deaf may need a specific type of interpreter specializing in
either sign language, aslant or cueing.
 Pens and notebooks may create barriers when you are communicating with a
person who is illiterate. Within a community that has low rates of literacy;
informational videos may be more helpful to clients than written brochures.
You should discuss any difficulties in communicating with a particular person with
your supervisor or mentor. It may be necessary to invite a third party to support
communication with a client, or even to provide an alternative support worker.
People who may be able to assist with communication include professional
interpreters, case workers, or non-professional helpers or support people, for example,
trusted friends of the client, family members or adults.

Non-professional support persons

Non-professional support people such as family members, careers or professional
advocates are not neutral. If these people are to act as interpreters, be aware that the
communication may be influenced by advice or emotional involvement.
Be extremely reluctant to use children as interpreters for their parents, especially in
any sensitive family matters. This practice can disturb the role and status of members
within a family system and contribute to instability and interpersonal problems within
the family.

Working with interpreters

Interpreters include language interpreters and cultural interpreters, who can provide a
cultural context for communication. Translators work specifically with written
materials. When you are working with interpreters:
 The interpreter or translator should be neutral: their purpose is only to relay
the message from one person to another.
 The interpreters should not provide advice or give opinions.
 Be aware of factors that could impact on the interpretation process. For
example, differences in dialect or conflicting politics, beliefs or values may
cause a person to reject an interpreter.
 Make it clear to the interpreter that the message must be communicated as you
intended. Ask them to check with you for nuances or to clarify meaning to
ensure this occurs.
 Address all questions, eye contact and body language to the client as if you are
asking the questions directly. The focus of the communication should be on the
worker and the client – not on the worker and the interpreter.

Building report
Report describes a positive relationship that forms between two or more persons. Once
you have identified the possible barriers to effective communication and considered
some strategies to overcome these, you can then look at how to build report with the
client.
Establishing good rapport with others is an essential skill for community and
disability service workers. It is particularly important when you are interviewing
clients, as it allows free and open discussion and provides better outcomes.
Pay attention to the small things, like greeting people when you enter a room and
saying goodbye when you leave. Consider cultural differences in greetings: for
example, handshaking or direct eye contact may make some people uncomfortable.
Making small talk may help a client relax before an interview.
Check that your client understands what you have discussed. Arrange for an
interpreter if necessary. It is important that the client understands what services the
agency provides, what statutory obligations they have and any processes to address
grievances they may have.
Strategies for building good report include:
 Being clear about your role and the purpose of the interaction.
 Using a person's preferred name when speaking with them.
 Paying attention to making them comfortable.
 Using a pleasant tone that is clear and precise.
 Explaining words and expressions that may be unfamiliar and not using jargon.
 Asking simple and clear questions.
 Explaining what you already know.
 Explaining clearly any mandated position you have. For example, you may have
to report to other authorities any disclosure of abuse.
 Explaining the actions that are undertaken both during the interview and as a
result of the interview.
 Using age-appropriate language. Avoid jargon and use words familiar to the
other person.
 Conveying acceptance by showing interest and concern.
 Being sincere and realistic in praise and goal-setting.
 Not promising anything that cannot be delivered when the interview is over.

Demonstrating objectivity
Objectivity is essential in ensuring that personal bias does not inhibit communication.
Strategies could include:
 avoiding conversation topics where values and attitudes may conflict, e.g.
politics
 remembering that the communication is about meeting the client's needs, not
yours
 not taking a difference of opinion personally
 using paraphrasing, reflection of feelings, and clarification techniques rather
than offering your own opinion
 Remaining calm and predictable rather than responding impulsively to
differences of opinion.
Assessing the level of acceptance and report
Be aware of the mood of the interview or interaction. For example, if your client is
particularly anxious, you may need to take a break, introduce temporary changes in
the topic, or allow a period of silence. If more than one person is conducting the
interview, as some situations and policies direct, then it is a good idea to assign one
person as an observer of non-verbal cues.
Signs to watch for include:
  Sounds. Sounds like laughter, moaning, humming, crying and sighing can
indicate to you how the client is coping with the information they are disclosing
and help you in your assessments that follow.
 Body language. The way a person is sitting, walking in, using their eyes, their
hands, fidgeting, tapping their feet and so on are also good indicators to observe
during the interview.
 Cultural signs. Consider cultural differences when observing non-verbal cues.
For example, people in some Aboriginal and Torres Strait Islander communities
do not use eye contact during conversation as a form of respect.
If you are interviewing clients from different cultural backgrounds, consider asking a
supervisor or other knowledgeable person about any cultural cues you should be
aware of.
Case study: Determining communication needs
Read the case study below and answer the question that follows.

Your new client Toby is a young Indigenous Australian male from a remote community. He also has a
hearing impairment. Your supervisor explains that Toby's previous caseworker was unable to engage
him, and asks how you might adapt your interview technique to build a better relationship with Toby.

 What areas of specific communication needs could apply to Toby?

 How might you improve the communication process?

Answer: Toby may have a combination of specific needs arising from differences in
culture, remote location, gender and age: for example, he may not respond well to
direct questioning. He may also have specific communication needs related to his
hearing impairment, such as an interpreter of sign language, aslant or cueing, or the
support of a friend or relative.

Managing mistrust and conflict

The context in which most community and disability service work occurs frequently
exacerbates the potential for misunderstanding and tensions within the worker–client
relationship.
 Clients may not have requested the service and are considered involuntary, e.g.
young people on Juvenile Justice Orders, people on Mental Health orders,
probation orders and Drug Court orders.
 Clients with multiple disabilities, as well as their families, may have
experienced a history of frustrations and rejections both in their personal lives
and in their relations with various helping agencies. These previous experiences
may have affected their expectations of workers, and their role.
 Clients may be experiencing major crises in their lives; this heightened
emotional state can cause them to misinterpret actions.
 In some areas of work, the clients may have significant communication barriers
as well as cultural differences, which can contribute to suspicion.
You need to demonstrate patience, understanding, and respect for others' cultural,
religious or other preferences. In this way, you can minimize any barriers arising from
the clients' and co-workers' actions or beliefs, and ensure that they do not contribute
to breakdowns in communication, resulting in mistrust or conflict.
Identify conflict
Conflict may be unavoidable, due to the nature and purpose of some communications;
however, by identifying early signs of conflict it is possible to avoid communications
becoming emotionally charged or destructive.
Signs of conflict can be verbal, non-verbal, or indicated through body language:
Verbal disagreement Non-verbal indicators Body language
This may include: This may include: This may include:
 a raised voice  non-  Closed posture (crossed
 a sharp tone participation arms, etc.)
 snide remarks  distraction  color of face (pallor)
 asides (comments  withdrawal  angry expression
intended for one person  continual  positioning (e.g.,
to hear, but directed lateness moving away)
toward others)  non-attendance
 direct explanation

Self-check LO -1

The optional self check tests your understanding of the topics covered in this section.

1. List three examples of areas of specific need that may require you to adapt your
communication strategies:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Building report refers to:

A) establishing a positive relationship
B) a build-up of mistrust or tension
C) a stage in the development of case notes
3. A refugee client seems comfortable as you discuss his case, but becomes agitated
on being asked to read or sign paperwork. Give two possible reasons related to
communication needs:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. The clients described below have specific communication needs and require a
support person when attending an interview. A family member is most
appropriate in the case of:
A) A client with a disability who needs the support of a career.
B) A client with language difficulties who needs an interpreter
C) An anxious client who needs the support of a trusted person
5. What are the five behaviors in responding to conflict?
A) avoiding, smoothing, diverting, forcing, problem-solving
B) managing, avoiding, compromising, forcing, problem-solving
C) managing, smoothing, diverting, forcing, problem-solving
D) avoiding, smoothing, compromising, forcing, problem-solving
6. Which of these communication barriers are barriers related to the message?
A) Fatigue
B) complex language
C) poor listening skills
D) inconsistent body language
E) unpleasant environment
7. Which of the following is an internal barrier to communication?
A) disorganized messages
B) noise
C) inconsistent body language
D) problems with technology
E) past experiences with the client