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Supervisory Practices in Child Welfare Module 2: People Management Instructor’s Guide Activity 4: Practice 3: Communicate for Results Purpose: To apply components of effective communication in listening actively and speaking and writing clearly, directly and concisely. Time: 75 minutes Objectives: Through this activity, the supervisor will: Demonstrate active listening Practice questioning techniques to improve understanding of the speaker Assess and improve his/her speaking skills Write clear, concise instructions Materials: (change below as needed) Participant Workbook Flip chart and markers Instructional placards blindfold Sequence: (of topics/exercises) 1. Squiggly Line 2. The Communications Process 3. Active Listening 4. The Art of Questions 5. Verbal Communications 6. Writing Clear, Concise Instructions V2: 1/2007 Module 2 Activity 5 Time 15 minutes 10 minutes 25 minutes 10 minutes 10 minutes 5 minutes Page 1 of 10 Supervisory Practices in Child Welfare Module 2: People Management Instructor’s Guide Activity 5. Practice #3 Communicate for Results (Total Minutes = 75) Method Script Tips/Notes Communication Demonstration (15 minutes) Integrative Statement Say: Before lunch we discussed several engagement and motivational strategies Communicating these strategies effectively empowers workers to do a better job of getting desired results Communication takes many forms – listening, writing and speaking are a few ways to convey a message Activity 5 explores some of the basics and gives practical ways to improve your skills as a communicator Communication is a two-way process where people send and receive information or ideas The purpose of communication is to get your message across to others This process leaves room for error Messages can be misinterpreted by one or more of the parties involved This causes unnecessary confusion and is counter productive Squiggly Line – Communication Demonstration flipchart, magic markers, instructional placards Do: Say: V2: 1/2007 Get two volunteers from class Volunteers decide who is sender; who is receiver Position receiver beside flipchart with magic marker Blindfold receiver Sender to read instructions from placards displayed by Trainer Receiver to follow sender’s verbal instructions Receiver cannot ask questions Module 2 Activity 5 Page 2 of 10 Supervisory Practices in Child Welfare Module 2: People Management Instructor’s Guide Trainer to display the placards, allowing enough time between each one for the sender to completer the instructions Trainer starts the action Discuss of demonstration Say: Key Points Volunteers – “How successful did you feel at this task?” “Would you be willing to engage in another communication activity?” “What would have helped you be more successful at this task?” Class – “What are some parallels between this exercise and casework practice?” There are many potential barriers to effective communication, including not being able to visualize what’s being asked. Miscommunication tends to compound; once two people begin to have communication problems, they could continue to have problems until they make an effort to improve their interactions. As people begin to experience frustration and a sense of failure in their efforts to communicate, it may kill their willingness to attempt to communicate any further. When communication is ineffective, the message can contain inadequate or distorted information The Communications Process (10 minutes) Say: V2: 1/2007 Turn to Workbook pg. 2. The Communications Process The communications process consists of a sender, message, channel, receiver, feedback Module 2 Activity 5 Page 3 of 10 Supervisory Practices in Child Welfare Module 2: People Management Instructor’s Guide and context. Sender – person who creates the message Message – thoughts and ideas to be communicated Channel – messages conveyed through channels. Examples of verbal channels are face-to-face meetings, telephone and videoconferencing. Examples of written channels include letters, emails, memos and reports. Receiver – person to whom message is delivered Feedback – verbal and nonverbal reactions to communicated messages. Feedback ensures that the receiver understood the message. Context – the situation in which the message is delivered. (i.e. office or client home) Barriers to Communication (10 minutes) To be an effective communicator, your goal is to remove as many barriers as possible at each stage of the communications process. A barrier is anything that prevents understanding of the message. If your message is too long, disorganized or has errors in it, the message will be misunderstood and misinterpreted. “What else can interfere with the message?” Turn to Workbook pg. 3. Barriers to Communication Barriers can be thought of as filters These filters muffle the message The way to overcome these filters is through active listening and feedback Say: Ask: Say: Active Listening (10 Minutes) Say: V2: 1/2007 One-half of the communication process is listening Hearing and listening are not the same thing Hearing is the act of perceiving sound. It is Module 2 Activity 5 Page 4 of 10 Supervisory Practices in Child Welfare Module 2: People Management Instructor’s Guide involuntary. Listening is a selective activity that involves the reception and interpretation of sound It involves decoding the sound into meaning Listening is divided into two categories: passive and active Passive listening is little more than hearing It is listening just enough to catch what the person is saying Examples of passive listening are when you are listening to music or when you are listening to be polite Active listening is listening with a goal in mind For example, you may be listening to get information or to show support It requires that a person not only hear the message, but understand the meaning and offer feedback How well do you listen? Ask: Say: Most people are convinced that they are good listeners Unfortunately, most of us do a lousy job of listening Studies find that we absorb only about 30% of what we hear When we fail to listen, we risk: o Misreading people’s intentions o Misinterpreting ideas o Confusing the issue What else can happen? Ask: V2: 1/2007 Module 2 Activity 5 Rhetorical question Suggestions: misjudging people’s qualifications Getting instructions wrong Jumping to wrong conclusions Antagonizing people Page 5 of 10 Supervisory Practices in Child Welfare Module 2: People Management Say: Say: Say: V2: 1/2007 Instructor’s Guide It takes a conscious effort to be a good listener Being a good listener involves more than resisting the impulse to interrupt a speaker Fortunately, good listening skills can be developed Let’s evaluate your listening skill level by completing this listening quiz Turn to Workbook pg. 4. The Listening Quiz 5 minutes Complete this exercise own your own later. Remember, we all can sharpen our listening skills Turn to Workbook pg. 5. HEAR Listening Techniques The HEAR model stands for hear, empathize, analyze and respond All factors are important to active listening Use this model to better understand the facts, ideas and feelings of the speaker It also helps the speaker clarify his/her thoughts, problems and solutions Turn to Workbook pg. 6. Active Listening Exercise (Part I) – Divide into groups of two; will be taking notes Roles assigned – Speaker, Listener Speaker and Listener sit facing each other Process o Speaker – completes sentence begun in Round 1 or 2 and speaks on that topic for 2 minutes o Listener – attentively listens; do ask Module 2 Activity 5 Page 6 of 10 Supervisory Practices in Child Welfare Module 2: People Management Ask: V2: 1/2007 Instructor’s Guide questions to clarify understanding of what is being shared o At end of Round 1, switch roles Round 1 – Speaker starts the communication by completing this sentence: o “The most difficult part of my job is …” At the end of 2 minutes the Speaker and Listener take 1 minute to reflect and record notes about their experience in the first round (individual activity) Switch roles and begin Round 2 – Speaker starts the communication by completing this sentence: o “My fondest childhood memory is …” At the end of 2 minutes the Speaker and Listener take 1 minute to reflect and record notes about their experience in the second round (individual activity) (Part II) – Remain in your groups of two and allow each person to briefly share his/her experiences and observations in the roles Group questions to discuss: o Speaker role – “How did you feel about sharing what you did? Did you feel that the Listener fully understood the meaning of what you shared?” o Listener role – “Did you have any difficulty listening to what was being shared and if so, why? Were things said that you did not understand and did you ask for clarification? If you felt a need for clarification but did not request it, why not? How did it feel to have to listen and not engage in conversation?” (Part III) – Return to larger group for class discussion o What is the most difficult aspect of effective listening? o How does the content or nature of what is being said affect your ability to actively listen? Is it easier to listen to less personal communication? More difficult to listen to communication that deals with sensitive issues? How can you use active listening to move toward mutual understanding of program guidelines and practices? Module 2 Activity 5 Page 7 of 10 Supervisory Practices in Child Welfare Module 2: People Management Transition Statements: Instructor’s Guide How do you plan to use the HEAR model to be a better communicator? Active listening is an important part of communicating for results, but good questioning techniques can open the door to effective communication. When we ask the right questions, we have a better chance of getting the right responses – in terms of information, experience, reactions or other data that we need. If we ask the wrong questions, we often get the wrong responses. The Art of Questions (10 minutes) Say: Say: “How you ask questions is very important in establishing a basis for good communication.” “The three most commonly used questions in child welfare are: o OPEN o CLOSED o INDIRECT Other effective types of questions are: o CIRCULAR o SCALING o SOLUTION-BASED Turn to Workbook pg. 8. Effective Questioning Techniques Another example of the Open question is: o “What kinds of concerns do you have about the visitation plan you and Mrs. Woodward came up with?” Another example of the Closed question is: o “Did you set a date for the Permanency Conference with the Halston family?” Another example of the Indirect question is: o “Tell me how you are doing with the paperwork these days.” Take a look at the rest of the questions and the examples for each. Are there questions on anything so far? Ask: Verbal Communications (10 Minutes) V2: 1/2007 Module 2 Activity 5 Page 8 of 10 Supervisory Practices in Child Welfare Module 2: People Management Say: Say: Ask: “Notice the tips to remember” “Who, What, How, When, Where, Why guide good verbal exchanges” “What are some reasons you put information in writing?” Turn to Workbook pg. 12. Reasons for Putting Information in Writing “It’s important also important that we demonstrate clear, concise writing for our workers.” “Always keep the person and the objective in mind when writing.” Turn to Workbook pg. 13. How to Write Clear Instructions Take a minute to look over this list Are any of these new to you? Turn to Workbook pg. 14. Which is written more clearly? “Which of these two sets of instructions is written more clearly?” “Why?” Ask: V2: 1/2007 “Verbal exchanges in person and by phone are an expedient method of communicating in most offices on a daily basis.” Turn to Workbook pg. 11. Verbal Communication Tips Say: Say: Instructor’s Guide Module 2 Activity 5 (if it isn’t written down, it doesn’t exist) Page 9 of 10 Supervisory Practices in Child Welfare Module 2: People Management Instructor’s Guide “Now it’s your turn” “Decide on a situation where you need to direct one of your workers to complete a task.” “In the next ten minutes, write clear, concise instructions using the guidelines discussed earlier.” “Keep in mind the reason why this task is necessary for the worker to complete.” “Share your written instruction with members of your group.” “Members are to offer suggestions for improvement.” “How did you do?” Our topic for Activity 5 has been Communicate for Results We have discussed: o Active Listening Skills o Questioning Techniques o Verbal Communication Skills o Writing Clear, Concise Instructions Are there any questions? “Let’s take a 15-minute break” Ask: Summary Statements: Ask: Say: V2: 1/2007 Module 2 Activity 5 Page 10 of 10