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nic duc dan edg n q rnin ati k ua mu g e gui wl tio lea nic ge q om nin g kno uca g mu led c rai rnin try ed din om ow t lea us ing tan s c kn indtrain ndersourceustryskills u res ind Communications Research Skills Guide The OCR Guide to Communications Version 1 n t tr on i gui uali ski mm g le cati owl nce ificat ills s n cati ing n q dge co din edu kn ida ual sk urce e m ni arn atio wle ces stan g stry gu q dge eso ion u n n r e m ng l duc kno sou nder raini indu ning atio wle ce r ficat lls s di ing eustry ce reon u nt t ion lear educy kno idan uali e ski ource ainn ind idanificatioyme nicatding ning dustr g gution qledge res cationls io g guqual empl mmurstan trai n in arnin uca knowdanc alifi skil nintion kills es counde menticationg leng edstry gui on quedge n o l i i g u i i e a s c y uc dge sour ation plo mun tand train indarnin ucatknowdanc ucat ry m om ers nt tion le ed ry d i t e c e s r e e l u fi u i w nce ual ills s c nd me ica ing ing ust g g ing ind a n q e sk urce on u loy un and rain ind rnin rain on ding i mp mm rst t t on lea t t ati an o t o g i s a d t a wle e re lific ls e co de en cati ng en nic erst t no danc qua skilurces on un loym uni andi loymmmu und skills n e p p e i i t m g n o n m t o s e g u c n o r g cati led res ifica s em com de s em es atio edg rni ploy du knowance qual skillurces on un skill sourcualificnowl g leas em ce ry guid tion edge reso ficati edgece re n q try k ndin skill idan ent ngeducanowl nce quali nowl idanucatioindusderstaedge g gu loym g try k guidation stry k g gug ed tion n un nowl arnin empg s u d ning duca indu arninaininunica catiostry k ng le skills arninedge e t tr m alifi du ndi ge l e on e r l l a w g e in ati ing en om qu in sta led ing kno ion ain unic tandloym ces ction tion der now tand stry ificat s p ur ca ica un y k ers du ual es r m e m nd em eso du un tion str nd in q urc ls n uskillsnce r ing e ommlifica indu ion uation ation reso skil ces communication industry knowledge skills employment training education qualification understanding learning guidance resources communi nce resources communication industry knowledge skills employment training education qualification understanding learning guidance resources ng guidance resources communication industry knowledge skills employment training education qualification understanding learning guidance r standing learning guidance resources communication industry knowledge skills employment training education qualification understanding learn cation understanding learning guidance resources communication industry knowledge skills employment training education qualification unders tion qualification understanding learning guidance resources communication industry knowledge skills employment training education qualificat g education qualification understanding learning guidance resources communication industry knowledge skills employment training education yment training education qualification understanding learning guidance 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Other skills guides are available at employment trainin yment training education qualification understanding learning guidance resources communication industry knowledge skills edge skills employment training education qualification understanding learning guidance resources communication industry knowledge skills em www.ocr.org.uk. ry knowledge skills employment training education qualification understanding learning guidance resources communication industry knowledge unication industry knowledge skills employment training education qualification understanding learning guidance resources communication ind ces communication industry knowledge skills employment training education qualification understanding learning guidance resources communi nce resources communication industry knowledge skills employment training education qualification understanding learning guidance resources ng guidance resources communication industry knowledge skills employment training education qualification understanding learning guidance r standing learning guidance resources communication industry knowledge skills employment training education qualification understanding learn cation understanding learning guidance resources communication industry knowledge skills employment training education qualification unders tion qualification understanding learning guidance resources communication industry knowledge skills employment training education qualificat g education qualification understanding learning guidance resources communication industry knowledge skills employment training education yment training education qualification understanding learning guidance resources communication industry knowledge skills employment trainin edge skills employment training education qualification understanding learning guidance resources communication industry knowledge skills em ry knowledge skills employment training education qualification understanding learning guidance resources communication industry knowledge unication industry knowledge skills employment training education qualification understanding learning guidance resources communication ind ces communication industry knowledge skills employment training education qualification understanding learning guidance resources communi nce resources communication industry knowledge skills employment training education qualification understanding learning guidance resources standing learning guidance resources communication industry knowledge skills employment training education qualification understanding learn cation understanding learning guidance resources communication industry knowledge skills employment training education qualification unders g education qualification understanding learning guidance resources communication industry knowledge skills employment training education employment training education qualification understanding learning guidance resources communication industry knowledge skills employment t ry knowledge skills employment training education qualification understanding learning guidance resources communication industry knowledge ces communication industry knowledge skills employment training education qualification understanding learning guidance resources communi ng guidance resources communication industry knowledge skills employment training education qualification understanding learning guidance r cation understanding learning guidance resources communication industry knowledge skills employment training education qualification unders g education qualification understanding learning guidance resources communication industry knowledge skills employment training education edge skills employment training education qualification understanding learning guidance resources communication industry knowledge skills em unication industry knowledge skills employment training education qualification understanding learning guidance resources communication ind ng guidance resources communication industry knowledge skills employment training education qualification understanding learning guidance r fication understanding learning guidance resources communication industry knowledge skills employment training education qualification unders loyment training education qualification understanding learning guidance resources communication industry knowledge skills employment train mmunication industry knowledge skills employment training education qualification understanding learning guidance resources communication 4 Communications Communications Content Page 5 Getting started Page 6 What is communication? Page 8 Effective communication Page 10 The communication process Page 12 Methods of communication Page 17 Team working Page 20 Communication Activities 5 Getting started You may find it useful, when reading this that this task requires, what does this tell guide, to think about the different ways that you about the assumptions you make you use communication at the moment and when completing a task with someone how you might use different communication else? How do you know that your co- tools to achieve your goals. The following workers are aware of the things that you questions might help you do this. assume and do not communicate to them? Communication questions 6. How would you determine what style of communication to use. For example 1. 2. 3. Do you think you are a good complexity of language and formality to communicator? If so, why do you think use in speaking to someone you’ve not you are a good communicator? met before? What about if you are not What kinds of communication do you aware of their context, i.e. they could be think you’d need to use in your dream a friend’s parent, a reality TV star or your job? local MP? How does the way you speak to your family differ from the way you speak to your teachers or your friends? 4. How does the language you write in differ from the way you speak? Write down a few lines of conversation you’ve recently had with someone else and see how it looks compared to your normal writing style. 5. This document is optimised to be printed with reduced colours. When you’re working with someone to achieve a task, what information do you think it’s important to share? Disclaimer Please note that whilst every effort has been made to ensure the accuracy of the content, OCR’s resources are provided for general information purposes Try instructing someone to pick up a pen when they can only accept the only to be used at the discretion of practitioners and centres. The resources most basic commands, e.g. forwards 5 are provided for guidance purposes only and do not constitute an endorsed centimetres, right 20 centimetres, close teaching method that is required by the Board. OCR shall not have any liability whatsoever for any losses, including losses for forefinger and thumb together. Given the high level of detailed communication any misinterpretation, or subsequent impact howsoever caused. www.ocr.org.uk www.ocr.org.uk Communications Communications 6 What is communication? your group and, in a work context, you ›› Technical will engage with lots of different You may need to use technical language people in completing your work. The when communicating with others. It is We are all capable of communication and acceptable to all group members. Each knowledge and assumptions that we especially important to ensure that you use a range of different skills to achieve this group has its own accepted norms which make in respect of our friends and understand the information enough to everyday. Good communication plays a key are unique to the group. For example, regular colleagues do not help us when be able to convey it and also the context part in the success of everything we do and text, Twitter, social media sites, email or interacting with people we are not as that it is being presented in. This will in the successful performance of individuals face to face, use of acronyms, slang or familiar with, and who may not share our enable you to communicate it clearly and and teams. Effective two-way communication shorthand terminology. normal style of communication. ensure that the recipient understands the individuals, enabling a better understanding of Do you have in-jokes or words that you You need to consider your audience objectives and easier resolution of problems. use with your friends that other people and their needs and motivators when Don’t be embarrassed to ask Good communication can streamline don’t understand? communicating in this way, so you can questions if you are not clear on the convey your message in a way that is information presented, and a follow up most likely to receive a positive response.. communication with the other person to generates good relationships between 7 message. activities, getting things done on time, on budget and to the required standard. This type of communication can often be easier due to the knowledge that Different types of communication? check their understanding can be helpful. is developed and shared within the group. This can lead to an accurate Communication is about sending and assumption of how the person you are receiving messages using different methods, seeking to communicate with likes to such as speech, text (in hard or soft copy), receive information and their potential signals, signs and body language. reaction. However this is not always true, can you think of an example of Receiving communication requires not miscommunication that has led to only good listening skills but use of our disharmony or upset in a group? This can other senses to understand the non-verbal occur when the assumptions that we information that is being given. Can we see make about someone else are not correct. that the communicator is upset or calm for example? Are they frowning or smiling? ›› Communication outside groups It is unlikely that the groups you belong ›› Communication within groups to operate in isolation, without any Everyone who undertakes activities interaction with other individuals or together regularly, from sports to study to groups. Your sports team will interact with work, communicates with each other and other teams, your class will interact with develops ways of communicating that are different teachers and people outside www.ocr.org.uk www.ocr.org.uk Communications Communications 8 Effective communication Can you think of examples where barriers to communication have been an issue? You might like to think about: Is the message clear? • understood, so there are several stages to Both parties have a responsibility to ensure • think about. that the outcomes of their communication are background noise, other activities going clear and mutually understood. This can be on? Effective communication will only happen Choice of language – too complicated, technical or confrontational? if the message is sent, received and then • Distraction – bad telephone line, Assumptions – assumed agreement or Very often there is a difference between what achieved by: we think we say and what we actually say. • asking questions Also between how we think we have handled • discussion people, including customers, and how they • meetings to listen – not equally prioritising your think they have been treated. Communication • undertaking research and sharing the communication or not being receptive to results. your message. is a two-way process with responsibilities on Barriers to effective communication Effective communication is not always easy to achieve and there are sometimes obstacles in Do you listen actively? the way that have to be overcome in order to Do you concentrate on what the ensure that your message is sent and received person communicating with you is as you intended. saying and ask questions to check your understanding and show that you’re listening? This will make them feel that you have heard their message and empathise with their position, increasing the likelihood of a positive outcome. 2. Do you make the effort to use language, tone, volume and pace to suit your audience and make yourself seem approachable and receptive to communication? www.ocr.org.uk • Lack of concentration or willingness Non-shared objectives - a common s ng rce ge lls ski ndi resouwledn a t o s ce kn tio ancekills ndingdge ng nt r e d a e i n e unduida ustry educg guidge serstanowllearn loym ces g ind ng nin wle und ry k g mp ur g o n i r t i n s e o re on u rni on ain lea kn ion us nd ls leanicati nt trding stry lificat n inderstae skil ance ucatni ind e u d d o d u a g i n i e d n t m u m loy rsta in q ica n u led gu ng catio ndingra i com mpundecationcation mun catio knowrningtraini mun erstaent tic e lls tion uni edu comualifi stry lea ent com undloym mun s i k s ca mm g ces q ndu ing ym es ion p m der lifi co nin ur ion i nd lo rc at em co n quarces t trai reso ucatcationersta empresouualificskills urces tion uemploic u n q e o so ca s en ce ed ni nd lls e resloymuidanning mmu ion u e skiidancation ledg ce re ualifi skillommuing p g g trai co cat ledg gu duc now dan n q dge s c and t m e nin nt ces alificommunication g e y k gui atio wle rce erst ent r r e u d u now nin g r c lea loymresouion qstry k learraininndusrtning edury kno reson undploymon in p ce cat du ing t t n i lea ing ust nce tio em ati ing m e an du in and en tio g ain ind ida ifica lls nic arn n r n i u d e l m a o n t guining icatio ders ploy unictandi ent tation ng gu quage skomming leucatinow n m s c i n i tra munion uills emcom nder ploymuniclearn catioowledrces standng edstry kour t g du n ou er ini du res comlificage skurcestion uls em comm din g e try k res und tra in ce tion l quawlede resoalificae ski urces rstanaininndus ance ationmentcationuidan lificaploym knodanc n qu ledg reso undeent trtion i guid alific ploymuning g n quas em nica w nce ion ym ica ing qu em om rni tio kill mu le guiucatio knod s m ng n rn c ea ca n ls a at lo ed ustry gui ualific empommug leaucatioe skilurces ing l eduledgees cotandi g ed g d g d c s g c o n d q r l in rnin on skil ces ndi g e led res stan inin nowsou ders raininindu leaucati dge sour erstaainin knowance ndernt trastry kce re on unent tation g le ed owle ce ren und nt tr stry guid ion u yme indu idan ficati loym unic ndin aini kn idan atio yme indu ing ificatmplo tion g gu uali emp omm ersta nt tr tion gu alific mplo tion learnqualills e nica rnin ion qkills es c und ymeunica ndi qu ills e unica ing tion e sk mmug lea ucat ge s ourcation mplo mm ersta em sk mm standduca ledg s co ndin g edwled e resalific ills e s co und kills u co der g e now urce rsta inin kno anc qu sk urce tion e s reso d unainin try k reso nde t tra stry guid tion edge reso ifica ledg nce g e tr dus nce ion u men indu ing duca owl nce qual now uida ainin com in uida ficat ploy ion earn g e y kn uida ion try k g g t tr rces uca g uali em icat ng l inin ustr g g cat dus rnin men esou ed rc q ills un ndi t tra ind rnin edu n in lea loy e r ning sou sk omm rsta en tion lea ing atio ding emp anc trai e re men c nde loym ica ing rain nic tan ills guid ent anc loy nd u mp mun and nt t mu ers sk ng ym uid mp rsta ic e om erst me com und dge rni plo g g lls e nde un c nd loy es ion wle lea em rnin ski n u mm loy u mp urc cat kno ing ills lea ge atio co p m e eso lifi ry nd sk ngwww.ocr.org.uk s r qua ust rsta ge di owledualific urce ills e uca d d e ed n n q so sk goal, or values – for example honesty or keeping to agreements. Some examples of these responsibilities are 1. views? • both sides. given below. 9 10 Communications Communications The communication process 11 Receiving the message – this is about the Message interpretation – the head receptionist receptiveness of the person receiving the may think that the manager is in a meeting message. Have they got their phone switched at the present time and doesn’t want to be on or logged into their email? disturbed and not what is intended, which is that the manager wants to meet with the Communication can take many forms but the features of the process are often similar: Message interpretation – this tests head receptionist now. She asks a question how competent the sender has been in of the manager to clarify his requirement and transmitting the message and how well the acts accordingly. receiver understands the message. Feedback – the head receptionist meets with Intention of sender Feedback – has the message been the manager at the required time and in the understood, has the communication been right place. successful? The message Feedback An example of the communication process Intention of the sender - a hotel manager has decided to have a meeting with the head receptionist. The message – the request for a meeting Message interpretation Receiving the message between the hotel manager and the head receptionist could be transmitted verbally or by sending an email. Receiving the message - the hotel manager phones the head receptionist and says Intention of the sender - this could be a The message – this is about how the message set of instructions or an idea that needs to is transmitted or sent to the intended receiver be passed on. The information to be passed of the message. It is sometimes referred to as on has to be put together in a form that the the method or channel of communication. recipient will understand. The outcome of this This could be an email, telephone call, stage is the information that the sender would video-conference, face to face meeting, text like to convey in a format that they think is message or similar. “meeting now”. most appropriate. www.ocr.org.uk www.ocr.org.uk 12 Communications Communications Methods of communication It is very important that you proof read your ›› messages before you send them. Try using the A receptionist using the public address system to try to contact a guest. following checklist to help you. When communicating verbally, it is important 1. Have you correctly addressed the to think about the following factors; message? Is the email or postal address There are a number of methods that can Have a look at our guide on producing be used to communicate information in a documents for more information on this. correct? If you are replying to an email, make sure that you do not press ‘Reply language that you are using right for to All’ if your message is not intended for your audience? Is it too complex or too everyone on the original email. simple? Too formal or too informal? business environment: ›› Written The written word is a widely established ›› Verbal form of communication. The accuracy of ›› Non-verbal. the written word is extremely important. 2. Try to re-read your message with fresh • • Appropriate language – is the style of Pace – are you speaking at the right eyes. Does it make sense and clearly pace to allow your audience to convey your requirement? understand what you are saying, process Check your spelling and grammar, not the information and respond where just using standard tools but by eye necessary? Are you confusing them by external customers. yourself as the tools do not always pick going too fast or boring them by going For example: the message out loud to make sure it Communications, both to internal and Written communication external customers, should be clear, accurate This method provides a written record and can and legible. 3. be used to communicate with internal and ›› ›› Memos – used for internal communication ›› Emails – can be used for both internal and external communication ›› Reports - can be used for both internal and external communication ›› Forms/questionnaires - often used for communication with customers ›› Notice boards - often used for communication with employees ›› Newsletters - can be used for both internal and external communication ›› up non-standard spellings. Try reading Internet - can be used for both internal and external communication. too slow? • sounds right. Letters - often used for communication with external customers and suppliers 13 Tone – does your tone of voice command attention while still being friendly? Do you aggressive or submissive? Your tone Verbal communication can give away what you’re really thinking This method can be face-to-face, over the so be careful! telephone or via video-conference. • Proximity – are you standing close enough to your audience to allow them All 3 methods are used very frequently in all to hear your message and read your body environments and so it’s important to get it language? Are you intimidating them by right. Think about your audience and what being too close or showing disinterest by type of language is most appropriate, e.g. standing too far away? Bear in mind the formal or informal. needs of those who need to lip read or dislike intrusion into their personal space. For example, what do you think is appropriate for the following conversations? ›› A supervisor passing orders to operatives ›› A waiter taking an order from a customer ›› A mechanic using the telephone to order supplies for the workshop www.ocr.org.uk www.ocr.org.uk 14 • Communications Communications Clarifying or repeating – are you convey whether they are confident or not presenting key points in different ways to through their body language, which ensure that your meaning is clear? Direct can have an impact on the effectiveness of the repetition is a simple way of doing this communication taking place. ›› or you can clarify your meaning with an example or by making your point in a Examples of non-verbal communication different way. include: ›› Gestures of hand or arm movements Non-verbal communication that can portray a message to another The difference between the words people person. Usually gestures are used to speak and actually understanding what enhance the understanding of what they are saying comes from the non-verbal is being said verbally, however some communication that is exchanged. By gestures carry their own meaning and developing an awareness of the signs and can be misinterpreted by others. Gestures signals of body language and other non-verbal can be used to convey both positive communication, it is easier to understand and negative responses. For example, other people, and communicate more putting a hand-up with the palm facing effectively with them. a person gives the meaning of ‘stop that’. Shrugging shoulders can mean ‘not sure’. Care must be taken with assumed meaning, particularly when communicating with individuals from other cultures. There are sometimes subtle, and sometimes not so subtle, movements, gestures, facial expressions and even shifts in individuals’ whole bodies that indicate something is not quite right. 15 Facial expressions are used to convey The way an individual dresses and the clothes meaning in communication. They can they wear play an important role in the way be an indication of the emotional state they are perceived by others. A person’s of the person communicating. Facial physical appearance and dress creates a expressions include smiling, frowning, definite impact on the communication or raising an eyebrow. A quizzical process. This is why many establishments expression can show that the person has have a uniform for employees to wear when misunderstood or maybe has a question at work and sometimes a strict code for hair they want to ask. A sad expression can styles, jewellery, makeup, and other body be an indication that the individual decoration such as tattoos. What assumptions has something on their mind that may do you make about people based on their prevent them from being focussed on appearance? Are they always accurate? the matter under discussion. ›› The position in which a person sits or stands can send out messages to those they are communicating with. Having crossed arms can mean ‘I’m not taking any notice’. Leaning back can send out messages of boredom or being relaxed, whereas leaning slightly forward is seen as positive as it shows interest in what the other person is saying. Leaning too far forward can be seen as intrusive and intimidating. Standing turned away from another person can show a lack of interest. When talking to people, non–verbal signals as well as speech are often used, such as gestures, facial expressions, body positioning, and movement of the body, for example, smiling will convey friendliness. First impressions are often made from observing an individual’s body language; they do not even have to say anything at all. A person can www.ocr.org.uk www.ocr.org.uk 16 Communications Communications Formal and informal communication of information to convey? Does the recipient You will already be used to using informal need to take urgent action as a result of the and formal styles of communication. In the message? first case, you communicate informally with 17 Team working Most enterprises rely on team effort and co- There are many things that an individual friends, through text messages, conversation Is a formal style of language necessary? operation to deliver the desired outcomes, can do to help build positive relationships in and on social networking sites. In the second Is the content of the message only likely to whether that is a product, service or other teams, for example: case, you will speak to staff in your school be understood and taken seriously if suitably outcome. ›› or college formally, and also in professional formal language is used, for example a bank contexts like a bank or when applying for a overdraft letter? Does the recipient need A team can be defined as two or more people job. to be convinced of the sender’s expertise who have set objectives, who communicate make up 93% of all communication and and importance through the use of formal regularly to achieve the objectives and who a smile communicates positive intentions language? determine the behaviour that is acceptable. in all languages and cultures. Informal communication can be defined as a friendly, unplanned and unstructured Speaking to people. To work effectively in a team you must communicate. Do you agree with this definition? Can you ›› ›› Smiling at people. Non verbal messages Calling people by name. The easiest exchange between two people without a The most important thing to think about specific objective in mind. For example, two when deciding whether to use informal or strangers chatting about the weather at a bus formal communication is what method and Teams can have the following characteristics: The reason we forget names is because stop. Formal communication has a specific style will best convey your message and ›› A regular membership we don’t really pay attention and are objective and it is often important that the achieve your desired outcome. ›› A sense of shared purpose thinking about what we are going to say ›› Interdependence in getting their tasks message conveyed is very clearly defined come up with an alternative? person in the eye and repeat their name. and delivered. This can be about the method in which the communication is delivered, a done ›› letter rather than an e-mail for example, and the style of language used, being more formal way to remember a name is to look the A need to communicate and interact to next. ›› Being a good listener. Listening is not about waiting for your turn to talk. achieve their objectives ›› The ability to act as a unit when required. and structured than that used in informal conversation. There are two factors to consider when deciding whether formal or informal communication is most appropriate. How important is the message? Will there be serious consequences if the message is not received and understood? Are there complicated or important pieces www.ocr.org.uk www.ocr.org.uk 18 ›› Communications Being friendly and helpful. To make a friend, you have to be a friend. Don’t wait for someone else to take action. ›› Speaking and acting as if everything you do is a genuine pleasure. ›› Communications 19 Communication Activities Visit our website for some printable Communication Activities. Becoming genuinely interested in people. You can like almost anybody if you try. Consider “difficult” people as a challenge or a puzzle. ›› Being considerate about the feelings of others. There are always at least two sides to a story. ›› Being alert and always giving a good service. ›› Having a sense of humour, patience and humility. Teams can be formal or informal. For example: ›› Formal teams are created by an establishment to carry out certain tasks. In a hospital there will be a nursing team responsible for looking after patients. ›› Informal teams are groups of people formed through friendship and/or common interest, or in a work context for less formal tasks like research or networking. www.ocr.org.uk www.ocr.org.uk www.ocr.org.uk OCR customer contact centre General qualifications Telephone 01223 553998 Facsimile 01223 552627 Email [email protected] For staff training purposes and as part of our quality assurance programme, your call may be recorded or monitored. © OCR 2013 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484455. OCR is an exempt charity.