What is Group Communication?

- Group: A collection of three or more people who interact and attempt to influence each other to accomplish a common purpose Eg. A study group to study together and get good grades A social group to have a good time An assignment group to do an assignment - We all belong to some kind of group - The effectiveness of any group depends very much on the communication among its members Group Communication - Level 3 of the communication process - All the verbal and nonverbal messages shared among members of the group - Usually involves about 3 to 20 people Examples : a group of friends talking while having tea at mamak stall, a group of classmates discussing about an assignment, a committee meeting to organise an event, a staff meeting at the office

Characteristics of Effective Groups Effective groups have: 1. Ethical goals 2. Optimum number of diverse members 3. Cohesiveness 4. Norms 5. Interdependence 6. Synergy 1. Ethical Goals - Some groups may have goals that are not ethical because fulfilling the goals require its members to behave unethically Eg. criminal gangs, money-laundering scams - Effective groups have goals that benefit themembers - Fulfilling these goals may require sacrifice and hard work, but accomplishing them does not depend on any illegal or immoral behaviour 2. Optimum number of diverse* members - How many members in a group is considered an effective group? - Bigger group = more complex - Smaller group = more active participation from members - More important than the right number of people in a group is having the right combination of people in a group - Better to have a heterogeneous group (Members with different characteristics) than a homogeneous group (similar characteristics) 3. Cohesiveness - The force that brings group members closer together - In a cohesive group, members genuinely like and respect each other and work cooperatively to achieve the groups goals - One way of developing cohesiveness is through team- building activities

4. Norms - Culture or practices of a group - Expectations about how members are to behave while in the group - Effective groups develop norms that help them achieve their goals and foster cohesiveness Eg. coming on time for meetings, contributing ideas, not interrupting when the leader is speaking, etc. 5. Interdependence - Members rely on each others skills and knowledge to accomplish the group goals - Every member has a part to play and everybody has to play their part 6. Synergy - The multiplying force of a group of individuals working together that results in a combined effort greater than any of the parts Coming together is a beginning. Keeping together is progress. Working together is success. Henry Ford (Founder of Ford Motor) Types of Groups Groups can be divided into 5 categories according to their purpose: i) Social Friendship Groups ii) Support Groups iii) Interest Groups iv) Service Groups v) Work Groups i) Social Friendship Groups composed of friends who have a genuine concern about one anothers welfare and enjoy spending time together Most of us belong to more than one social friendship group during our lives Eg. primary school, secondary school, National Service, university, church, office make us feel accepted and belonged because these groups fill our need to be accepted and to belong, communication in these groups should: a) encourage quieter members to talk b) protect each other c) provide opportunity for members to disclose problems and receive support ii) Support Groups composed of people who come together to support one another by providing encouragement, honest feedback and a safe environment for people to express deep personal feelings or problems formed either by the government, NGOs, churches or local communities Eg. Befrienders, Womens Aid Organisation, Hospis, Alzheimers Association, MAKNA, etc. because these groups provide support and comfort to people, members of these groups should: a) listen patiently b) show care and encouragement c) give advice if needed

iii) Interest Groups composed of individuals who come together because they share the same concern, hobby or activity Eg. Toastmasters, Scouts, football club, dance club, housewives cooking club, etc. because members of these groups share the same passion, all members should have an opportunity to communicate their expertise by: - encouraging members to share success stories iv) Service Groups composed of individuals who come together to perform charitable works or to raise money to help organisations that perform such work Eg. Rotary Club, Lions Club, Mercy Malaysia, soup kitchens, etc. because these groups are voluntary and task- oriented, members need to be dedicated to the task as well as sensitive to the ego and emotional needs of members and should: a) be clear about individual roles and tasks b) encourage and praise member accomplishments c) be polite v) Work Groups a collection of three or more people formed to solve a problem or accomplish a specific task Eg. class assignment group, organising committee for an event, etc. because these groups are more task- oriented, members communication focuses on taskrelated issues and should: a) seek collaboration to resolve conflicts b) update other members on the status of individual efforts c) appropriately credit the contributions of other team members

Stages of Group Development Groups tend to move through stages of development Bruce Tuckmans Model (1965) identifies central issues facing a group at each stage of its development and the nature of communication during each stage. The stages are: I. Forming II. Storming III. Norming IV. Performing V. Adjourning I. Forming - initial stage - different individuals coming together as members and beginning to get to know each other - members try to understand precisely what the groups goal is, what role they will play in reaching the goal and what other group members are like - communication at this stage is rather formal and polite II. Storming - as members become more comfortable with each other, they begin to express their honest opinions and fight for power and position - members seek to have their ideas accepted and to find their place in the groups power structure - the formality and politeness during the forming stage is now replaced by informality and sarcastic remarks - some may even take sides and form coalitions

III. Norming - the group sets its culture, creating rules for members - results in greater trust and motivation to achieve the goals - members come to appreciate their differences, strengthen their relationships and freely express their ideas and opinions - there is increased cohesion, collaboration, emerging trust among members and motivation to achieve the group goal - members accept the norms established by the group IV. Performing - the skills, knowledge and abilities of all members are combined to overcome obstacles and meet goals successfully - there is harmony and productivity among members, and problem- solving takes place - conversations are focused on sharing task- related information and problem solving V. Adjourning - disengagement - the group recognises that it has reached its goal - the group will engage in some kind of formal or informal celebration to recognise their accomplishment and the role each member played - members determine how to end or maintain the relationships they have developed - relationships either come to an end or may continue

Leadership in Groups What automatically comes to your mind when you hear the word, Leadership? a person who is in charge a person who leads a group of followers - someone who is responsible Different Perspectives of Leadership 1. Leadership Traits 2. Situational Leadership 3. Functional Leadership 4. Transformational Leadership 1. Leadership Traits characteristics or qualities associated with effective leaders Eg. responsible, self-confident, intelligent, adaptable,achievement-oriented, energetic, persistent, good communication skills, sociable and innovative - Two kinds of thought: - leaders are born vs. leaders are made Some people are fortunate enough to be born with traits that encourage other people to follow them,and many people will call them leaders. But these types of people are few. The rest of us can, nonetheless, become great leaders by studying the actions of successful leaders. The Hon. Verne Orr (Secretary) 2. Situational Leadership people who have no one fixed style of leadership, they change depending on the situation 3. Functional Leadership people who ensure that a task is completed or goals are achieved, they are very focused on achievements and results 4. Transformational Leadership people who have a vision, will help group set goals, able to motivate and inspire members to achieve goals and will work together with members to achieve goals Roles of Members in Groups A role is a specific pattern of behaviour that a group member performs based on the expectations of other members. The roles depend on members personalities or needs of the group. 3 common types of roles among group members: i) Task roles ii) Maintenance roles iii) Self-centered roles i) Task roles - sets of behaviours that help the group by contributing directly to completing a task or accomplishing its goals - members who are very focused on getting the job done and accomplishing the groups goals by contributing ideas for discussion, asking questions to probe for ideas and opinions and bringing group members back when their discussions goes off topic

ii) Maintenance roles - sets of behaviours that help the group to develop and maintain good working relationships, cohesion and commitment - members who are focused on ensuring that there is always good relationships among members, ensuring everyone has an opportunity to speak, providing support for the contributions of other members, helping the iii) Self-centered roles - reflects behaviour that focus attention on self needs and goals at the expense of the group - members who are not focused on getting the job done, but rather trying to draw attention to themselves by disrupting and distracting others in the group, criticising almost everything, always blaming

Problem Solving in Groups - It is almost certain that all groups may encounter problems of various kinds Eg. membership, financial, lack of manpower, lack of resources, disagreements, personal clashes, etc.) - It is therefore important that problems are solved.and that they are solved effectively 6 stages of Systematic Problem Solving Process by John Dewey (1933): 1. Identifying & Defining the Problem 2. Analyzing the Problem 3. Determining Solution Criteria 4. Identifying Possible Solutions 5. Evaluating Solutions 6. Deciding 1. Identifying & Defining the Problem - Firstly, identify the problem and describe it in a way that all group members understand - Understand what the problem is and what needs to be resolved - Rushing to solve a problem only results in solving symptoms not the root causes - Ask yourself, If we solve this problem, are we confident that the consequences of this problem will not reoccur? 2. Analyzing the Problem - Finding out as much information as possibleabout the problem - Can be done through sharing by group members who had previous experiences of the same problem - Alternatively, search for additional information through Internet or other publications, talking to experts or by conducting surveys - After gathering information, it is important for the information to be shared with other 3. Determining Solution Criteria* - Criteria: standards or measures used for judging the qualities of proposed solutions - Criteria is what determines whether a particular solution will solve the problem or not - Solutions that do not meet the criteria should be eliminated

4. Identifying Possible Solutions - There is no such thing as just one way or the only solution to solve a problem - Ending up with a good solution depends on having a wide variety of possible solutions to choose from - One way to generate possible solutions is through brainstorming - Brainstorming: an uncritical, non-evaluative process of generating possible solutions by being creative and suspending judgment without evaluating whether they are good or bad 5. Evaluating Solutions - With the list of possible solutions, the group must go through them to find one solution that best solves the problem - The group needs to compare the list of possible solutions with the criteria established earlier - The possible solutions that do not meet the criteria are eliminated 6. Deciding The process of choosing among possible solutions 5 common methods used to reach a group decision: i) The expert opinion method ii) The average group opinion method iii) The majority rule method iv) The unanimous decision method v) The consensus method i) The expert opinion method -once the group has eliminated those solutions that do not meet the criteria, the group asks a member who has the most expertise or experience to make the final choice ii) The average group opinion method - each group member ranks each of the solutions that meet the criteria, the rankings are then averaged and the solution that receives the highest ranking will be chosen iii) The majority rule method - the group members vote, and the solution that receives the highest vote is selected iv) The unanimous decision method - the group continues to deliberate until every member believes the same solution is the best and every member agrees that solution should be chosen v) The consensus method - the group continues to deliberate until all members find an acceptable solution - some members may believe there is a better solution than the one chosen, but they feel they can accept the chosen solution and therefore they compromise - sometimes called win-win situation

What is Interpersonal Communication? - Level 2 of communication - Interaction between 2 people - Usually, the 2 people are located at the same place Example: 2 friends talking at the restaurant while having lunch - Can also occur even if physically separated, as long as only 2 people are involved Examples: * 2 friends chatting through Skype, * a son talking to his mother on the handphone, * writing a letter to a friend who is overseas

What is Intercultural Communication? Interactions that occur between 2 individuals whose cultures* are different What is Culture? Culture: values, attitudes, beliefs, lifestyles, family background and upbringing prevalent among people in a society. When 2 individuals whose cultures are different communicate with each other, communication between them becomes difficult and the communication between them is altered. When cultures are very different, they clash and often results in culture shock* and misunderstandings. Culture shock: the psychological discomfort of adjusting to a new cultural situation

Dominant Cultures & Co-Cultures Dominant cultures (macro culture) attitudes, values, beliefs and customs that a majority of people have in common Eg. Malaysia: going to mamak stall, pasar malam Co-cultures (micro culture / sub-culture) cultural groups whose attitudes, values, beliefs and customs differ from the dominant culture Eg. Malays, Chinese, Indians, Punjabis, Kadazans, Baba-Nyonyas, Orang Asli, etc. Major contributors to Co-Cultures include:Race Ethnicity Religion Gender Sexual orientation Social class Age

Communication between co-cultures (especially in Malaysia) can also be difficult because cocultures can be very different from each other Eg. Chinese Cantonese, Hokkien, Hakka, Hainanese, etc. Indian Tamil, Telugu, Malayalee, etc.

Barriers to Effective Intercultural Communication Anxiety discomfort or apprehension being in a different culture most people experience fear, dislike and distrust when first interacting with someone from a different culture

Assuming similarity or difference people often assume that norms, values and traditions in the new cultural environment will be the same as their own some also assume that norms, values and traditions in the new cultural environment will be different from their own

Ethnocentrism the belief that ones own culture is superior to others

Stereotypes and prejudice Stereotype: certain characteristics being ascribed to a certain group of people that cover up their individual differences Prejudice: a rigid attitude based on group membership that make us to think, feel or act in a negative way toward another person or group Incompatible communication codes misunderstanding of language used and communication styles among different cultures

Incompatible norms and values failure to understand / recognise other cultures norms and rules that are different from our own

Cultural Norms and Values Dutch Sociologist, Geert Hofstede (1980) identified 4 dimensions of culture that affect communication: 1. Individualism & Collectivism 2. Uncertainty Avoidance 3. Power Distance 4. Masculinity & Femininity

1. Individualism & Collectivism Individualistic culture Regards each person as distinct (different) from other people People place more importance on self and personal achievement People view competition between people as advantageous and useful Emphasises personal rights and responsibilities, privacy, voicing ones opinions, personal freedom, independence and self-expression Eg. U.S.A, Australia, Great Britain, Canada

Collectivist culture Regards people as deeply connected to one another and to their group* Places more importance on the interests of the group an individuals decision is shaped by what is best for the group Societies are highly integrated, maintains harmony and cooperation Emphasises on community, collaboration, interdependence, harmony, the public good and avoiding embarrassment Eg. South & Central America, East & Southeast Asia, Africa * Group family, friends, community, society

Individualism and collectivism influence many aspects of communication: i) Self-concept formation Example: (In a sports match) If you are from an individualistic culture, it will NOT bother you, if you did well but your team LOST. (Eg. Football in U.S.A.) because you will see YOURSELF as a champion! If you are from a collectivist culture, it WILL bother you very much, even if you did well but your team LOST. (Eg. Badminton doubles in China) because you will feel sad that YOUR TEAM didnt win! ii) Conflict management style Example: (When there is a disagreement) If you are from an individualistic culture, you will speak up and argue. (Eg. Meeting among Americans in an office) because individualistic culture emphasises on voicing out ones opinion, personal rights!

If you are from a collectivist culture, you will just keep quiet and try to agree (compromise). (Eg. Meeting among Japanese in an office) because collectivist culture emphasises on maintaining harmony and avoiding embarrassment! iii) Language used Example: (To show relationship) If you are from an individualistic culture, there will not be many words to describe relationship bonds in a family. (Eg. father, mother, brother, sister, cousin, etc.) If you are from a collectivist culture, you will have many words to describe relationship bonds in a family. (Eg. my maternal grandmother, my second uncle, my eldest sister, my nephew, etc.) esp. in Asian culture From last weeks lecture When 2 individuals whose cultures are different communicate with each other, communication between them becomes difficult and the communication between them is altered. When cultures are very different, they clash and often results in culture shock and misunderstandings. Eg. one individual from Individualistic Culture + one individual from Collectivist Culture 2. Uncertainty Avoidance Dealing with unpredictable people, relationships or events. Divided into 2 categories: High uncertainty avoidance Avoid uncertainty and unpredictability; such cultures do NOT tolerate unpredictable behavior, relationships or events. Strict rules, traditions, less tolerant towards deviant ideas and behaviours; believe in absolute truths, cautious of strangers and thus do not socialise easily or develop relationships with others. Eg. Japan, Portugal, Greece, Peru and Belgium Low uncertainty avoidance Easily accept unpredictability and ambiguity; such cultures tolerate unpredictable behaviour, relationships or events. Do not like rules, open-minded, take risks, take initiative, enjoy the excitement of new things, socialise freely with others (even with people they do not know well). Eg. U.S.A., Sweden, Denmark

Our view of uncertainty affects our communication with others: Example: (How we use language) People from High Uncertainty Avoidance culture tend to choose their words carefully before they speak, will ask a lot of questions and will be very specific with what they say. People from Low Uncertainty Avoidance culture tend to just say what comes to their mind, hardly ask questions and do not like to be told what to do (viewing it as a barrier to creativity). When 2 individuals whose cultures are different communicate with each other, communication between them becomes difficult and the communication between them is altered. When cultures are very different, they clash and often results in culture shock and misunderstandings.

Eg. one individual from High Uncertainty Culture + one individual from Low Uncertainty Culture

3. Power Distance Level of acceptance of differences in power held by different groups of people. Divided into 2 categories: High power distance Low power distance

High power distance Inequalities in power, status and rank are viewed as something normal and are acknowledged by all Everyone has a rightful place People who have higher power, status and rank should be treated differently from people who have less power, status and rank Eg. Arab countries of Middle East, India, Malaysia, Singapore, Guatemala, Venezuela Low power distance Inequalities in power, status and rank are muted Lower ranking people are not more respectful, in awe of nor they fear people with more power Even though power differences exists, this culture values democracy Eg. U.S.A., Austria, Finland, Denmark, Norway, Israel, New Zealand Our cultural beliefs about power distance affect our communication: Example: (Communication with authority figures) People from High Power Distance culture will NOT challenge authority figures. Instead, they will listen and obey what is ordered without question. People from Low Power Distance culture WILL challenge authority figures. They will question or confront authority figures if they have to.

Example: (Language Used) People from High Power Distance culture will address more powerful people in a more formal way, with respect and will use titles and formalities. Eg. Good morning, Mr. Tan. Good evening, Dato / Tan Sri Thank you, Prof. Robert / sir People from Low Power Distance culture will NOT feel a need to use titles and formalities. Eg. Good morning, Jess. Thanks, Bob. When 2 individuals whose cultures are different communicate with each other, communication between them becomes difficult and the communication between them is altered. When cultures are very different, they clash and often results in culture shock and misunderstandings.

Eg. one individual from High Power Distance Culture + one individual from Low Power Distance Culture 4. Masculinity & Femininity How strongly are distinctions between roles of each gender. Masculine cultures Expect people to maintain traditional sex roles men go to work, women stay at home Men and women have different behaviours men: leaders, assertive, dominant women: nurturing, caring Countries that practice Masculine cultures will value masculine roles more than feminine roles Eg. Japan, Mexico, Italy Feminine cultures Expect people regardless of gender to assume a variety of roles, depending on the circumstances and their own choices Men and women are free to behave the way they feel comfortable Both men and women learn to nurture, emphatise, assert and argue Eg. Sweden, Denmark, Norway When 2 individuals whose cultures are different communicate with each other, communication between them becomes difficult and the communication between them is altered. When cultures are very different, they clash and often results in culture shock and misunderstandings.

Eg. one individual from Masculine Culture + one individual from Feminine Culture

Intercultural Communication Competence How can we communicate effectively when doing intercultural communication? How can we overcome cultural barriers?

i) Engage in person-centred communication Requires a person to be motivated and flexible in interacting with others from different cultures Adjust to the other persons style of communication rather than expect the other person to adjust to our style of communication Be prepared to tolerate ambiguity (uncertainty) about the other person Do not assume that every individual who belongs to a particular cultural group is exactly the same as the others

ii) Respect what others present as their feelings and ideas Understand that our own views and another persons point of view may differ; and thus respect and accept others views as well Never say, You should not think/feel that way just because the other persons views differ from yours; it is indirectly telling that person his/her views are not valid/not accepted If you do not understand what they mean, ask them to explain; this shows you are interested and respect their views

iii) Recognise that adapting to cultural diversity is a process Resistance (rejecting the beliefs of particular cultures) Tolerance (willing to accept differences although may not understand) Understanding (knowing the real reasons of the differences) Respect (no longer judgmental but appreciating differences) Participation / Assimilation (incorporate some practices of other cultures into our own lives)

Introduction Relationship sets of expectations two people have for their behaviour based on the pattern of interaction between them. (Littlejohn & Foss, 2008)

Types of Relationships Types of Relationships 3 types:1. Acquaintances 2. Friends 3. Close Friends or Intimates 1. Acquaintances -people we do not know very well -may know them by name (or sometimes may not even know their name) -talk to them only when the opportunity arises or when there is a need -countless of such people in our lives -interactions are limited and rather formal (Eg. To security guard: Pak cik, Blok A dekat mana?) Eg. stranger sitting beside us in the train, a new classmate, waiter at mamak stall, bus driver, taxi driver, bus conductor, security guard, food delivery man, etc.

2. Friends -people whom we know after some time and have a more personal relationship -people we usually hang out with, spend time together, do things together, eat together, keep in touch with -provide help, comfort and support for one another -some exchange of personal and important information -many of such people in our lives Eg. classmates, room mate, school friends, church friends, National Service friends, childhood friends, etc. -interactions are more friendly and sociable in nature (Eg. Hey Mike, wanna go yam-cha tonight?) -over time, some acquaintances become friends as friendship develops; however it is voluntary -however, friends may fade away due to physical separation or disagreements/conflicts with each other 3. Close Friends or Intimates -people with whom we share close, caring and trusting relationships -high level of commitment, trust, independence, disclosure and enjoyment with each other - divided into 2 categories :i) platonic relationship ii) romantic relationship

i) Platonic relationship -two individuals who are not sexually attracted to each other (can either be one male & one female or both same gender) -very close, hang out together, share lots of personal and important information with each other -lots of exchange of personal and important info. -only a few of such people in our lives Eg. best friend, close friends -interactions are very informal, very sociable and rather intimate Eg. Good morning dear, how are you today? -although very close, it is also possible to fade away ii) Romantic relationship -two individuals who are sexually attracted to each other -very close and intimate, spend most of their time together, share lots of personal and important information with each other -usually only one such person in our life Eg. boyfriend/girlfriend, husband/wife -interactions are very informal, very sociable and very intimate Eg. Sayang/honey, which movie are we watching tonight? -also possible to fade away due to quarrels, misunderstandings, or unfaithfulness

Relationship Stages Relationship Stages Stage #1: Beginning and developing a relationship Begins in a very formal and polite manner Information exchange Closeness Relaxation and confirmation Increased disclosure and support Physical contact

Stage #2: Maintaining a relationship Spend time together Merge social networks Reciprocate unselfish acts Maintain mutually acceptable levels of affection, self-disclosure, favors and support

Stage #3: De-escalating or ending a relationship Spend less time together Develop independence in social networks Engage in less selfless behaviour Ends

Disclosure & Feedback

Disclosure & Feedback All relationships move through stages - beginning, developing, maintaining and perhaps ending. What enables a relationship to move between stages is the disclosure and feedback that occurs between the two individuals.

Self-disclosure sharing biographical data, personal ideas, and feelings that are unknown to the other person Feedback the verbal and physical responses to the other persons messages

Johari Window Johari Window The Johari window: a tool for examining the relationship between disclosure and feedback in the relationship. Created by Joe Luft and Harry Ingham, and named after them. Has four panes or quadrants to examine the relationship between disclosure and feedback in a relationship.

1st Pane: Open. Represents information both you and the other person knows. Includes information disclosed by you and observed by the other person.

2nd Pane: Secret. Information you know about yourself but which the other person does not know. When you disclose such data, the information moves into the open pane. As you disclose more information about yourself, the secret pane gets smaller.

3rd Pane: Blind. Information about you that the other person knows, but which you do not know. As your partner gives you feedback about you, the blind quadrant reduces and the open quadrant expands in this relationship.

4th Pane: Unknown. Neither you nor the other person is aware of such information. It is discovered by accident. You try something new and learn such information about yourself. As you disclose and give feedback the sizes of the quadrants reduces or increases. These changes reflect your relationships.

What is Listening? Q : Is there a difference between listening & hearing? A : Hearing a physiological process Listening a cognitive process Listening is the process of receiving, constructing meaning from, and responding to spoken or nonverbal messages. International Listening Association Listening One of the most important skills in communication. Listening implies cognitive reception and some retention. Some research studies say we listen to only 30% of the words we hear and retain even less. You can choose to listen or not. When you listen you can get a lot of information. With normal hearing capacity and the ability to think, we can choose to listen and absorb more or not! Its up to you to get the most from listening. Learning to Listen Good listening is a learned habit Develop it like how you develop any good habit i. Learn the skills ii. Make an effort to keep doing it Types of Listening Types of Listening The type of listening required depends on the situation, so consider first your purpose for listening. 5 types of listening: i) Appreciative Listening ii) Passive Listening iii)Emphatic Listening iv)Comprehensive Listening v) Critical Listening i) Appreciative Listening simply to enjoy the thoughts and experiences of others by listening to what they are saying do not have to focus as closely or carefully or specifically Eg. listening to a small girl describing how she caught a fish when she went out with her grandfather, listening to music while relaxing at home,listening to the radio while driving/cooking ii) Passive Listening does not require any special effort not focused on the subject attitude is neutral (no reactions) and listeners have no intention of wanting to recall any information cant remember details Eg. listening to a friend doing a presentation in class, listening to the Guest of Honour delivering a speechat an event

iii) Empathic Listening listening while trying to understand how someone else is feeling based on what they are talking about putting yourself into the shoes of the other person Eg. a counselor listening to a person sharing problems, a psychologist listening to a client , a friend listening to help another friend with personal problems iv) Comprehensive Listening listening to understand, learn, remember the content of the message being able to recall what has been said Eg. listening to a teacher in class, listening to a speaker/trainer at a training course v) Critical Listening listening to analyse the truthfulness of what you hear requires more psychological processing than the other types because requires one to understand and remember both the verbal and nonverbal message, assess the credibility and effectively analyse the truthfulness of the message Eg. listening to a salesman promoting a product, listening to a politician, listening to an advertisement on radio/ TV Stages of Listening 5 stages of listening: i. Attending ii. Understanding iii. Remembering iv. Evaluating v. Responding Stages of Listening i) Attending Definition: The process of focusing on what a speaker is saying regardless of the potential distractions. Attending 4 techniques 1. Get ready to listen physically: adopt a listening posture sit up and cock your ears! Mentally: Force yourself to follow the speaker 2. Shift from speaker to listener: be completely absorbed just listen, dont think of a response, be emotionally uninvolved, dont talk to others 3. Hear a person out: wait until he/she has finished dont tune off! 4. Observe nonverbal cues: besides listening, observe any nonverbal cues accompanying the words spoken listeners will interpret messages more accurately ii) Understanding Definition: Decoding a message accurately to reflect the meaning intended by the speaker. To get the message accurately, you need to listen actively. Active listening involves: 1. Asking questions 2. Paraphrasing 3. Emphatising with the speaker When you listen actively, you will understand the content of the message and the intention of the speaker.

Understanding 3 techniques iii) Remembering Definition: Being able to retain information and recall it when needed. Remembering 3 techniques 1. Repeat the information: saying something aloud or mentally rehearsing it 2, 3 or 4 times immediately after hearing it if not, it will be held in short-term memory for as little as 20 seconds and then forgotten Eg. name of person 2. Construct mnemonics: An artificial technique used as a memory aid which uses words or letters of the alphabet to remember facts Eg. names of the 9 planets in correct order My Very Easy Method: Just Set Up Nine Planets. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto (The first letter of each word stands for the name of the planet ) 3. Take notes: A powerful tool for increasing your recall of information iv) Evaluating Definition: Critically analysing what you have heard to determine its truthfulness Very important when you are asked to believe, act on or support what is spoken Eg.: politicians / advertisements Evaluating technique Differentiate between facts and inferences _ Facts: accuracy can be verified or proven _ Inference: based on personal opinions or feelings Eg. Amy says, Lets go for a picnic tomorrow. I am sure it will not rain tomorrow. Ask Amy whether she got the information from the weather forecast or did she feel that it would not rain tomorrow. v) Responding Definition: Giving feedback after the message is received. Responses depend on different situations, people and purpose of the communication. - When responding to a friend who appears to be emotionally upset, you respond by giving supportive statements. Eg. Its okay; dont worry too much about it. Everything will be fine tomorrow. If you need any help,I am here for you. - When responding to a colleagues suggestion that we may not agree with, you need to be ethical and demonstrate respect for the speaker. Eg. I really appreciate your suggestion, but I think it would be better if we try it out the next time.

Some Good Listening Habits 1. Show interest in the speaker as a person. 2. Be attentive to the speakers verbal & nonverbal behaviour. 3. Make eye contact with the speaker. 4. Be patient. Wait for the speaker to finish. 5. Be empathic. Try to understand the speakers feelings. 6. Dont be judgmental. 7. Be open-minded. 8. Ask questions in a non-threatening tone. 9. Be responsive by using verbal and nonverbal expressions. 10. Provide constructive feedback.

What is Nonverbal Communication? all human communication messages that transcend (goes beyond) spoken or written words (Knapp & Hall, 2006) Nonverbal communication behaviours: Are those signals that typically accompany our messages Examples: our eyes, face, gestures, use of voice and appearance Characteristics of Nonverbal Communication When used effectively, nonverbal communication helps clarify what we are trying to say verbally. 4 important characteristics: 1) is inevitable 2) is the primary conveyor of our emotions 3) is multichannel 4) is ambiguous 1. Nonverbal Communication is inevitable We cannot NOT communicate If we are in the presence of someone else, our nonverbal behaviors are sending messages Although we can choose what we say in our verbal messages, we often dont control our nonverbal behavior and how it is interpreted Eg: Jason yawns during class and looks out of the window Classmate A: interprets that Jason is bored Classmate B: interprets that Jason is tired Classmate C: interprets that Jason is disrespectful Jason himself: unaware that he is sending all these messages 2. Nonverbal Communication is the primary conveyor of our emotions When we listen to others, we base our interpretation of their feelings and emotions almost totally on their nonverbal behavior. About 93% of the emotional meaning of messages is conveyed nonverbally. Eg: Renee asks, How are you, Austin? Austin replies, I m fine, but thanks for asking. Austin uses a sarcastic tone, so Renee may interpret that Austin is angry about something. 3. Nonverbal Communication is multichannel We perceive meaning from a variety of nonverbal behaviors including: Posture Gestures Body movements Appearances Vocal mannerisms/ voice We usually base our perception on a combination of these behaviors Eg. Ahmad said, "I did badly in the exam. At the same time, his face appears sad, looking down, voice soft and low.

People can interpret that Ahmad probably failed the exam. 4. Nonverbal Communication is ambiguous Very few nonverbal behaviors mean the same things to everyone The meaning of one nonverbal behavior can vary based on culture, sex, gender and situation. Eg: direct eye contact America: a sign of respect Native America, Latin America, Caribbean, Africa: a sign of disrespect Types of Nonverbal Communication There are a variety of types of nonverbal messages that we interpret from others and display ourselves. These include: (i) the use of body (kinesics), (ii) the use of voice (vocalics/ paralanguage), (iii) the use of space (proxemics), (iv) the use of time (chronemics), (v) the use of appearance 1. Use of Body: Kinesics These include gestures, eye contact, facial expression, posture and touch. Gestures: movements of our hands, arms and fingers to describe or emphasise a point. Eg.: raising finger vertically across your lips Quiet! Eye contact: How and how much we look at others when we are communicating. Eg.: our eyes express a range of emotions fear, anger, affection, paying attention or not Facial expression: use of facial muscles to communicate emotions/reactions. Eg.: , Posture: how we position and move our body Eg.: sitting up straight communicates interest & respect Touch (haptics): what and how touch communicates. Eg.: pat, hug, slap, pinch, handshake, kiss 2. Use of Voice: Vocalics Interpretation of verbal message based on paralanguage (or vocal characteristics). Pitch: Highness or lowness of vocal tone. Eg.: low pitch conveys sadness or peacefulness. Volume: Loudness or softness of voice Eg.: Loud voice may convey strength, anger and appear pushy. Rate: the speed a person speaks. A person naturally speaks between 100 and 200 words/min. Quality (timbre): sound of a persons voice. Intonation: variety, melody or inflection in ones voice. Vocalised pauses: extraneous sounds or words that interrupt fluent speech 3. Use of Space: Proxemics How space and distance communicate

 Interpreted by: Personal space Physical space Artifacts Personal space: The distance we try to maintain when we interact with other people Physical space: the part of the physical environment over which we exert control. Sometimes we do not realise we claim space as our own Eg.: putting our bag on an empty seat Artifacts: objects or possessions we use to decorate the physical space we control

4. Use of time: Chronemics How do we manage and react to others management of time duration activity punctuality Divided into time orientation: monochronic polychronic Microsoft Photo

5. Self-presentation cues People interpret a lot about us based on how we look Includes our physical appearance, as well as our clothing and grooming

Guidelines for Improving Nonverbal Communication... What can we do to improve our nonverbal communication skills? Sending Nonverbal Messages 1. Be conscious of the nonverbal we are displaying. 2. Be purposeful in our use of nonverbal communication. 3. Make sure that our nonverbal cues do not distract our message. 4. Make our nonverbal communication match our verbal communication 5. Adapt our nonverbal behavior to the situation. Interpreting Nonverbal Messages 1. Do not automatically assume that a particular behavior means the same thing to everyone. 2. Consider nonverbal behaviors as they relate to the context of the message. 3. Pay attention to the multiple nonverbal cues being sent and their relationship to the verbal message. 4. Use perception checking.