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Communication
Applications
Chapter 8
Developing Effective Interpersonal
Skills
Communicating Interpersonally
Section 1 Objectives
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1. Describe strategies for participation
appropriately in conversations.
2. Devise clear and appropriate requests.
3. Describe strategies for giving clear and
accurate directions.
4. Recognize the importance of appropriate
and purposeful questions.
5. Respond appropriately to the requests,
directions, and questions of others.
Becoming an Effective Conversationalist
Initiating Conversations
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Begin with small talk –
breaks the ice and sets
the tone for the
communication.
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Small talk topics –
usually does not involve
strong opinions, feelings,
or great detail
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Guidelines
 Check nonverbal signals both the sender and
receiver
 Take the lead -introduce
yourself, give a
complement
 Ask open-ended questions
-more than “yes” or “no”
 Stick to safe topics –
school, work, hobbies,
interests
 Don’t rush or skip the
small talk. –don’t
interrupt
Effective Conversationalist
Maintaining Conversations
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Chose only appropriate
topics –what is your purpose
and context of you
communication?
Ask effective questions –ask
them about themselves
Use tack and courtesy –
know what to say or not say
Demonstrate confidence and
assertiveness –use a clear
and direct manner
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Demonstrate immediacy
–are you approachable?
Practice ethical
communication –
priorities and values
Balance speaking and
listening –both people
cannot talk at the same
time, each must listen
too.
Listening in Conversations
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Listen to what is said.
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Listen empathetically.
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Pay attention to how they are expressing their feelings.
Listen to what is left unsaid.
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What does the speaker like?
What is the speaker leaving out of the verbal message?
What are they saying nonverbally?
Listen before you speak.
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Don’t make assumptions.
Requests, Directions, and
Questions
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Making Clear and
Appropriate Requests
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Requests for information –
“If you ask the wrong
question, you’ll get the
wrong answer.”
Requests to Persuade –
Because you are asking
someone to do something,
persuasive requests can be
tricky. Explain the problem
and give a solution at the
same time if you can.
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Giving Clear and
Accurate Directions
 Organize the steps –
Put the steps in order
 Avoid Assumptions –
Don’t assume they
know exactly what
you meant.
 Use Details – Use
details and general
language.
Appropriate Questions and
Responses
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Effective Questioning Strategies
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Rephrase the message
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Ask for clarification
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If you don’t know what a word means, ask.
Ask for more details
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Repeat it in your own words.
Ask specific questions for specific details.
Confirm through examples
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Verify understanding by giving examples.
Responding to Requests,
Questions, and Directions
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Stay objective.
 Focus on the message.
Assess the situation.
Use problem-solving style.
State consequences.
Don’s ask inappropriate questions and answer appropriately.
Redirect when you don’t know an answer.
Listen without judgment.
 Don’t assume you know the answer.
Listen for steps or main points.
Paraphrase.
 Repeat it in your own words.
Ask the speaker to explain.
 If you are unsure, ask.
Applying Professional Etiquette
and Protocol
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Section 2 Objectives
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1. Explain professional etiquette and protocol for making
introductions.
2. Describe professional etiquette and protocol for using
the telephone.
3. Compare and contrast professional etiquette for
offering and receiving criticism.
4. Analyze and evaluate the effectiveness of yor own and
other’s communication
5. Identify and use appropriate strategies for dealing with
differences, including differences in culture, gender,
ethnicity, and age.
Professional Etiquette and
Protocol
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Etiquette – an
established code of
behavior or courtesy.
Protocol – a code of
etiquette that is written
and prescribed by an
organization.
Making Introductions
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Your boss to a client.
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Your boss to a new co-worker.
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Respect is shown to your boss.
Your friend to your boss or a
co-worker.
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Respect is shown to the client.
At work – boss or co-worker.
Outside – equal respect.
Anyone and a guest of honor.
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Respect is shown to the one who
holds the most power or authority.
Using the Telephone
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Speak Clearly and Distinctly – make a
positive, not negative impression.
Identify yourself and your employer – let
them know who they reached.
Be a responsible listener – know how to
handle each caller efficiently.
Develop a plan when making phone
calls.
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If the person is available – know what you
are going to say.
If the person is not available – give a
summery to the person who answered.
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Prepare to receive phone calls –
have pen and paper, get the caller’s
name, phone number and purpose
of the call.
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Documenting the call – keep a
documentation of the call.
Answering the phone for someone
else – if asked to screen calls, do so
with tack and courtesy.
Dealing with hostile telephone
calls.
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Remain calm, listen empathetically,
keep your responses objective,
acknowledge the caller’s anger, and
let them know you want to help.
Giving Criticism
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Describe the Facts – descriptive communication is
talk that paints a picture of the facts of a situation.
Use positive language.
Evaluate the Behavior – evaluative communication
is talk that tells how you interpret a behavior and
how you feel about a situation.
Request Change – be specific in what you want to
see changed.
State the Consequences – tell the person what will or
may happen as a result of their behavior.
Receiving Criticism
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Ask for a description of the facts – find out what it is
exactly that you are doing wrong.
Paraphrase the criticism – state the person’s
criticism in you own words.
If possible, agree with the critic’s assessment – don’t
give excuses, tell them how you are going to change
the behavior.
Listen for the desired change – find the solution.
Stay focused on the positive consequences of
change – what good can come of it?
Appropriate Strategies for
Dealing with Differences
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Culture – be open to new ideas, avoid
rushing to judgment, and see diversity
as opportunity.
Ethnicity – don’t base even a part of a
person’s ethnicity on their physical
appearance.
Gender – use the correct
communication strategies for the
appropriate context.
Age – do not stereotype according to
age.