Download Understanding Effective Communication

Conducting an Interview
Understanding Effective Communication
Module 7 Level 1
Level 1: Understanding Effective
Communication
Goal
• The recruiter will understand and respect the
diversity of migrant children and youth, and
their families, in order to interact with them
effectively.
• The recruiter will know how to properly
explain the MEP to migrant families and
youth.
Level 1: Understanding Effective
Communication
Objectives
Participants will be able to:
• Explain how culturally distinct non-verbal
communication and cultural factors can
influence communication.
• Identify strategies for bridging differences and
breaking down communication barriers.
Level 1: Cultural Awareness and
Explaining MEP to Migrant Families
and Youth
Objectives
• Explain the purpose of the MEP to migrant
families and youth.
• Provide information on the MEP.
Agenda: Level 1
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One-Minute Conversation and Debrief
MEP Categories and Debrief
Our Migrant Families
The Communication Process
Communication Barriers
Cultural Awareness and Communication
Communication Activity
Assessment
One-Minute Conversation
Topics: Purpose of the MEP
A
or Eligibility Factors
B
• Partner up with someone from your table group.
• One person in the pair should choose one of the
topics listed above, either A or B.
• On my signal, you will have 1 minute to explain
your topic to your partner as if you are the
recruiter and your partner is a new migrant
parent to your program.
One-Minute Conversation: Debrief
• As the recruiter, did you feel that you had
enough knowledge about your topic to speak
for a full minute? What information were you
unsure of?
• As a parent, did you understand all the
information that was being shared? Did you
have any questions about the information
shared?
MEP Categories
Migrant
Education
Program
Purpose of the
MEP
MEP Eligibility
Factors
MEP Services
MEP Categories
• Each person will receive a statement card to
place on the graphic organizer in front of the
room.
• Read the text on the card.
• Decide under which category your statement
belongs.
• When you are ready, tape your card
accordingly.
MEP Categories: Debrief
• With a partner, quietly read each of the
statement cards and the category it was
assigned to.
• Take notes in your Outline of any cards you
think were misplaced.
Our Migrant Families
Name some migrant family
characteristics
Our Migrant Families
Because I know my migrant families
characteristics, I know any conversation I have
with them should …
• Be in their own language, when possible.
• Use commonly understood words and
terms.
• Connect the program services to family’s
values.
One-Minute Conversation: Rewind
Purpose of the MEP or Eligibility Factors
A
B
The Communication Process
Message
we want to
convey
Message
recipient
receives
How we
convey that
message
Communication Barriers
Perception – The way you think about or
understand someone or something.
Recruiter says to parent, “Did you make a move
this summer?”
What could be the parent’s perception of
this question?
Communication Barriers
Word Choice – Selection of words or phrases
chosen to express oneself.
Recruiter says to parent, “Mrs. Ramirez, I wanted
to let you know your children’s eligibility in the
MEP is going to expire.”
What words, or phrases in this statement could
cause confusion for the parent?
Communication Barriers
Verbal Emphasis – Additional stress is placed on
words/syllables when we speak causing the
meaning of the sentence to change.
“Mrs. Ramirez, did you and your children travel
with your husband to the work site?”
• What were some of your thoughts as I read the
question with an emphasis on a different word
each time?
Communication Barriers
Internal Interference – Thoughts or emotions that
cause us to hear a message in a way other than it
was intended.
Can you give an example of when this happened
to you? Either as a listener or as a speaker?
Communication Barriers
External Interference – Surrounding sounds and
activities that distract us from hearing and
understanding a message the way it was
intended.
What types of external interference have you
experienced and how did you handle them?
What’s Next?
We have talked about:
• The importance of effective communication.
• Important migrant family characteristics that
affect our communication.
• The communication process.
• Communication barriers and how to overcome
them.
What’s next?
Cultural Awareness and Communication
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Concept of time
Perception of personal space
Conversational patterns
Body language, including eye contact
Cultural Awareness and Communication
Concept of Time
Precise:
• Time is valuable.
• Time should not be wasted.
• Punctuality is very important.
• Maintain rigid schedules.
Cultural Awareness and Communication
Concept of Time
Loose:
• Time is flexible.
• There is plenty of time.
• Appointments and deadlines are expressions of
intent, not commitment.
• Social relationships happening now are more
important than an appointment in the future.
Cultural Awareness and Communication
Perception of Personal Space
• Amount of space a person is comfortable
having between him/herself and another
person.
• Varies among cultures.
• Amount of acceptable space can vary between
males and females, females and females, and
males and males.
Cultural Awareness and Communication
Possible Conversation Patterns
Speak directly,
say exactly what you
mean, words are
powerful.
Speakers take
turns speaking,
long pauses
between
speakers.
Directness is
rude, meaning
should be implied,
non-verbals
are key.
Cultural Awareness and Communication
Possible Conversation Patterns
Two people often
talk at the same
time, few pauses.
Speak loudly, words
repeated for dramatic
emphasis, exaggeration
of content.
Cultural Awareness and Communication
Body Language
• Eye contact
• Physical contact
• Talking with “hands”
• Posture
Communication Activity
Role-model a conversation while keeping
in mind:
• Effective communication practices.
• The communication process.
• The impact culture has on communication.
Communication Activity
• Three roles
– 1- parent
– 2- recruiter
– 3- observer
• Parents, step into the hallway and wait for
further directions.
• Recruiters, form one group on this side of the
room.
• Observers, form one group on this side of the
room.
Communication Activity
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•
•
•
You have about 10 minutes to talk.
Be prepared to share.
Observers: Share with your pair what you saw.
Share with the whole group.
Level 1 Assessment
• Please complete the assessment
independently.
• When all participants are done, discuss
answers with a partner;
revise answers if needed.
• We will review as a whole group and you will
grade your own.