Download Verbal and non-verbal communication

Welcome
Module 9
Working With Adults
Description
Working effectively as a
member of an adult team
This means:
• Communicating effectively
• Helping others to solve their own problems
• Knowing the decision-making structures of
the Movement
• Representing others
Working With Others
Aim
To provide the underpinning skills and
approaches that an adult needs in order
to work effectively with other adults
Objectives
There are nine overall objectives for this module
• Communicate effectively with both adults and
young people as individuals and in groups
• Demonstrate awareness of different aspects
of verbal and non-verbal behaviour and
respond appropriately to these
• Listen and identify the main features of nonverbal communication i.e. those features in
communication that are achieved by means
other than speech, such as gesture, posture
and facial expression
Objectives
• Identify situations when listening skills are
particularly important
• Explain the value of listening skills when
working with individuals and groups
• Demonstrate the techniques of effective
listening skills
• Describe the practical application of The
Scout Association’s Child Protection Policy
when communicating with young people
Objectives
• Describe the communications and
decision-making structures of The Scout
Association and explain their role in that
process.
• Represent the views of others in formal
and informal settings
Session 1
Verbal and non-verbal communication
Key objectives:
1.
2.
3.
4.
5.
Communicate effectively with both adults and young
people as individuals and in groups
Demonstrate awareness of different aspects of verbal
and non-verbal behaviour and respond appropriately to
these
Listen and identify the main features of non-verbal
communication i.e. those features in communication
that are achieved by means other than speech, such as
gesture, posture and facial expression
Describe the communications and decision-making
structures of The Scout Association and explain their
role in that process.
Represent the views of others in formal and informal
settings
Verbal and non-verbal communication
Task 1
Two volunteers should hold a
discussion in front of the group using a
string telephone with their eyes shut.
Others in the group should observe how
each of the volunteers puts their point
across.
Verbal and non-verbal communication
Task 2
Watch some scenes from television programmes or
films. Comment on the verbal and non-verbal
communication demonstrated between the
characters. Consider the following points for each:
Verbal
• Pitch, tone and volume of voices
• How much of the communication was verbal?
Non-verbal
• Gesture
• Posture
• Facial expressions
• How much of the communication was non-verbal
Verbal and non-verbal communication
Think about how you would react in the same
situation. When you greet someone, what do
you do? What is the balance between verbal
and non-verbal communication? When you
are arguing with someone, what do you do?
Do you wave hands around? Do you move
your head around? Do you raise your voice?
Do your facial expressions alter?
Verbal and non-verbal communication
Task 2
In the same groups as before, discuss how you feel the
situation would change if you were representing someone
else’s views at the same meeting, if indeed the same
personalities were present. How would this change if the
meeting was less or more formal?
You may wish to think about the following:
• What skills and qualities are required to represent the
views of others?
• What would those people you represent expect of you in
such a meeting?
• What difficulties do you anticipate when representing
others?
Session 2
Listening Skills
Key objectives
1. Identify situations when listening skills are
particularly important
2. Explain the value of listening skills when working
with individuals and groups
3. Demonstrate the techniques of effective listening
skills
4. Describe the practical application of The Scout
Association’s Child Protection Policy when
communicating with young people
Listening Skills
Task 1
In small groups, think of some situations
when listening skills are particularly
important. Think of some occasions
when listening skills have been vital to
your role in Scouting.
Record the answers on a flipchart
Listening Skills
Task 2
Pick out three situations from Task 1 when
listening skills have been particularly
important. How valuable were your listening
skills in these situations? What would have
happened if you’d been working as an
individual or a group?
Be prepared to report back your discussion
with the rest of the group.
thank you