EFFECTIVE COMMUNICATION
This page intentionally left blank.
LESSON 1. UNDERSTANDING COMMUNICATION BASICS
This page intentionally left blank.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.i
Lesson Objectives
At the end of this lesson, the participants will be able to:
• Indicate the value of empathic listening and effective feedback.
• Indicate how speakers’ and listeners’ nonverbal cues impact communication.
• Identify vocal factors that contribute to effective communication.
• Indicate how actively engaging the audience contributes to effective communication.
• Assess your current communication skills.
Scope
• Course Overview
• Lesson Overview and Objectives
• Effective Communication
• The Communication Process
• Communication Basics
• Listening
• Activity: Listening Self-Assessment
• Communicating Nonverbally
• Using Your Voice
• Activity: Using Your Voice
• Engaging Your Audience
• Activity: Open-Ended vs. Direct Questions
• Activity: Analyze Your Basic Communication Skills
• Summary and Transition
Methodology
The lesson will begin with an overview of the course and a review of the course objectives. A
video will discuss the importance of effective communication in emergency management. The
participants will then learn about the communication process and review communication basics.
Participants will complete a self-assessment of their listening skills and consider how nonverbal
communication impacts one’s effectiveness in transmitting and receiving messages.
The instructor will review methods for using your voice to improve your communication skills
and present strategies for engaging the audience. A video will summarize guidance on using
one’s voice. Participants will discuss the purposes of open-ended and direct questions. The
participants will conclude the lesson by completing a self-assessment of their communication
skills.
Materials
• PowerPoint visuals 1.1 – 1.30 and a computer display system
• Instructor Guide
• Student Manual
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.ii Instructor Guide February 2014
Time Plan
A suggested time plan for this lesson is shown below. More or less time may be required,
based on the experience level of the group.
Topic Time
Course Overview
15 minutes
Lesson Overview and Objectives
2 minutes
Effective Communication
13 minutes
The Communication Process
5 minutes
Communication Basics
5 minutes
Listening 5 minutes
Activity: Listening Self-Assessment 10 minutes
Communicating Nonverbally 5 minutes
Using Your Voice 10 minutes
Activity: Using Your Voice
10 minutes
Engaging the Audience
10 minutes
Activity: Open-Ended vs. Direct Questions
10 minutes
Activity: Analyze Your Basic Communication Skills
15 minutes
Summary and Transition
5 minutes
Total Time 2 hours
Two optional activities are included with this lesson, to be used at the instructor’s discretion
if time permits:
• Optional Activity #1: Communicating Nonverbally (15 minutes)
• Optional Activity #2: Using Your Voice (5 minutes)
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.1
COURSE OVERVIEW
Visual 1.1
Key Points
Welcome to IS-242.b: Effective Communication.
Instructor Note: Introduce yourself and any other instructors. Describe your background and
your experience as an effective communicator.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.2 Instructor Guide February 2014
COURSE OVERVIEW
Visual 1.2
Key Points
Instructor Note: Review the following information and answer any additional questions that
participants may have.
• Sign-in sheet
• Course evaluation forms
• Site logistics
o Emergency procedures
o Breaks
o Restrooms
o Cell phones and other electronic devices—silent
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.3
COURSE OVERVIEW
Visual 1.3
Key Points
Instructor Note: Conduct the following introduction activity.
Tell the participants to:
• Pair with another person (if there is an odd number of participants, there will be one group of
three).
• Interview that person about their prior emergency management experience.
Allow approximately 5 minutes for participants to interview one another.
Ask each participant to introduce his or her partner.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.4 Instructor Guide February 2014
COURSE OVERVIEW
Visual 1.4
Key Points
Being able to communicate effectively is a necessary and vital part of every emergency
management professional’s job. This course is designed to improve your communication skills.
During an emergency, it is especially challenging and important to communicate accurate
information clearly to the target audience. Disaster survivors generally look for someone who
can communicate valuable guidance, provide leadership, and lead them in problem solving.
When you successfully fill that role, you act to reassure survivors that their government and
private organizations are working toward community recovery.
Finely tuned communication skills are also important tools during the emergency planning
phase when educating the public about preparedness. In addition, being able to communicate
effectively with other emergency management personnel facilitates collaborative working
relationships and partnerships.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.5
COURSE OVERVIEW
Visual 1.5
Key Points
At the conclusion of this course, you should be able to:
• Identify factors that contribute to and detract from effective communication.
• Develop a strategy for ensuring that emergency communications meet the needs of the
whole community, including those with access and functional needs.
• Identify strategies for communicating effectively in emergency situations.
• Identify strategies for improving your oral presentation skills.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.6 Instructor Guide February 2014
COURSE OVERVIEW
Visual 1.6
Key Points
This course is comprised of four lessons:
• Lesson 1 offers an overview of communication basics.
• Lesson 2 addresses the importance of communicating with the whole community.
• Lesson 3 presents strategies for communicating effectively in emergency situations.
• Lesson 4 focuses on improving your oral presentation skills.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.7
EFFECTIVE COMMUNICATION
Visual 1.7
Key Points
The remainder of this lesson presents information about basic factors that contribute to effective
communication.
At the completion of this lesson, you should be able to:
• Indicate the value of empathic listening and effective feedback.
• Indicate how speakers’ and listeners’ nonverbal cues impact communication.
• Identify vocal factors that contribute to effective communication.
• Indicate how actively engaging the audience contributes to effective communication.
• Assess your current communication skills.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.8 Instructor Guide February 2014
EFFECTIVE COMMUNICATION
Visual 1.8
Instructor Notes: Present the following key points.
Transcript:
Effective communication is essential in the workplace. The average worker spends 50 percent
of the day communicating, and one-fourth of all workplace mistakes are the result of poor
communication.
As an emergency management professional, you need to be a skillful communicator to achieve
your objectives. Your role may involve communicating one-on-one or in small-group
discussions; making public presentations at briefings, community meetings, and press
conferences; taking part in media interviews; and issuing announcements and warnings.
You must be able to reach a broad audience that includes response partners and other
colleagues, private sector and nonprofit organizations, the media, and a very diverse public.
Effective communication is essential before, during, and after an incident. During routine
operations, strong communication skills enable you to engage in collaborative planning and
promote safety awareness in the community.
During an incident, communicating clearly and accurately can help to reassure survivors and
assist them in making responsible choices.
Following an incident, effective communication helps create a common understanding of the
situation so the whole community can work together toward recovery.
This course will help you understand what effective communication entails and identify ways to
improve your communication skills.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.9
EFFECTIVE COMMUNICATION
Visual 1.9
Key Points
Discussion Question: Think about a great current or historical orator, speaker, or presenter.
What characteristics made that person so effective?
Instructor Note: Facilitate a discussion around the question. If not suggested by the
participants, add that effective communicators:
• Project conviction and passion for their subject matter.
• Have credibility.
• Make even a large audience feel a personal connection.
• Appear poised and confident.
• Are well prepared and organized.
• Use clear and concise language.
• Use nonverbal gestures that draw attention while not being distracting.
• Vary the pace and know when to pause to make a point.
• Energize the listeners with a call to action.
• Maintain a professional demeanor.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.10 Instructor Guide February 2014
THE COMMUNICATION PROCESS
Visual 1.10
Key Points
Being an effective communicator involves establishing a personal connection with the audience
and using basic communication tools to reach that audience.
To communicate effectively—whether your audience is a single individual or a large group—it is
helpful to understand the basic skills that form the building blocks of effective communication.
Let’s begin with a brief look at what happens when two people communicate.
Oral communication is fluid and dynamic, and is shaped by both the speaker and the audience.
Even in its simplest form, communication is a two-way process in which several things typically
happen:
• You send a message using your voice and nonverbal cues.
• The other person listens, interpreting and personalizing the message, and gives feedback
verbally and nonverbally.
• Meanwhile, you are listening to the verbal feedback and attending to the nonverbal cues in
order to gauge how your message was received and to understand the other person’s
response.
The process is then repeated in the typical flow of conversation.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.11
COMMUNICATION BASICS
Visual 1.11
Key Points
This part of the lesson will focus on four basic communication skills:
• Listening.
• Communicating nonverbally.
• Using your voice.
• Engaging the audience.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.12 Instructor Guide February 2014
LISTENING
Visual 1.12
Key Points
Attending, or listening, is critical for successful communication. In fact, almost half of our
communication time is spent listening. Listening entails much more than just hearing sound.
• Hearing is a sensory experience that gathers sound waves indiscriminately. We can hear
something without choosing to listen.
• Listening is a voluntary activity that includes interpreting or processing that sound.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.13
LISTENING
Visual 1.13
Key Points
Barriers to effective listening can be external or internal. External roadblocks can include
distracters such as noise, an uncomfortable temperature or seating, or an inappropriate
location. Try to be aware of external roadblocks and offset them if possible.
Internal roadblocks include conditions or reactions within the speaker or audience, such as:
• Emotional interference or defensiveness.
• Hearing only facts and not feelings.
• Hearing what is expected instead of what is said.
• Not seeking clarification.
• Stereotyping.
• The halo effect (letting a loosely associated factor influence one’s perception).
• Resistance to change or automatic dismissal (e.g., “We’ve never done it that way before.”).
When listening, always:
• Keep an open mind.
• Maintain eye contact and show interest.
• Listen for the central themes.
• Consider the speaker’s nonverbal behaviors and tone of voice.
While listening, you should avoid:
• Being judgmental.
• Interrupting the speaker.
• Formulating a rebuttal.
• Distorting the message based on your own beliefs.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.14 Instructor Guide February 2014
LISTENING
Visual 1.14
Key Points
Active listening involves listening with empathy and paraphrasing. When you listen
empathically, you don’t just hear words. You attend to thoughts, beliefs, and feelings. Empathic
listening is highly active and takes practice.
When you paraphrase, you ensure clear understanding by restating main points in your own
words. Paraphrasing also provides important feedback that helps speakers gauge how well
they are getting their message across as intended.
Using the following active listening techniques will help you to improve your listening skills.
• Decide to listen and concentrate on the speaker.
• Use your imagination and enter the speaker’s situation. Concentrate and try to imagine
his or her frame of reference and point of view.
• Observe the speaker’s vocal inflection, enthusiasm or lack of it, and style of delivery. These
are essential components of the message. If you are speaking face-to-face, pay attention to
the speaker’s facial expressions and other nonverbal cues for more insight into the
message.
• Listen without interruption. Note key phrases or use word associations to remember the
speaker’s content.
• Use paraphrasing or clarifying questions to confirm that you received the intended
message. Paraphrasing demonstrates that you listened by:
o Summarizing—restating the speaker’s statement and feelings.
o Using your own words—not parroting back what was said.
o Remaining neutral—expressing neither your agreement nor disagreement (verbally or
nonverbally).
• Provide feedback. Check your perceptions of how the speaker is feeling—are you putting
the text of the message in the appropriate emotional context?
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.15
ACTIVITY: LISTENING SELF-ASSESSMENT
Visual 1.15
Key Points
Purpose: The purpose of this activity is to assess your listening skills
Time: 10 minutes
Instructions:
• Fill out the assessment on the following page.
• Read each item and then check the box indicating how frequently you actually use this skill.
• Remember, this is a self-assessment, so be honest.
Instructor Note: Give the participants 10 minutes to complete this activity. After 10 minutes,
note that most of us think we are effective listeners. However, research has shown that we
recall only 25 to 50 percent of what we hear. Therefore, we all need to work on our listening
skills.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.16 Instructor Guide February 2014
ACTIVITY: LISTENING SELF-ASSESSMENT
Visual 1.15 (Continued)
Listening Self-Assessment
Instructions: Read each item and then check the box indicating how frequently you actually
use this skill when talking with others. Remember, this is a self-assessment, so be honest!
Listening Skills
Usually
Do
Should Do More
Often
I make others feel at ease when I am talking with
them.
I try not to think about other things when listening to
others.
When I listen, I can separate my own ideas and
thoughts from the speaker’s.
I can listen to others with whom I disagree.
I try not to form a rebuttal in my head while others are
talking.
I observe others’ verbal and nonverbal behaviors.
I let others finish speaking before I begin talking.
I listen to what others say rather than assume that I
know what they are going to say.
As I listen, I figure out how others are feeling.
I ask others to clarify or repeat information when I am
unsure what was meant.
I can remember the important details of what others
tell me.
I paraphrase (by stating in my own words) main points
to make sure that I understand them correctly.
If I find I’m losing track of what others are saying, I
concentrate harder.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.17
COMMUNICATING NONVERBALLY
Visual 1.16
Key Points
Your nonverbal gestures speak volumes.
Body language alone—including facial expressions, gestures, eye contact, and tone of voice—
accounts for more than 90 percent of the message we send to others. Our words account for
only 7 percent of the message.
As Ralph Waldo Emerson said, “Your actions speak so loud I cannot hear what you are saying.”
Nonverbal clusters are several related nonverbal signals that work in concert. Generally, the
presence of a nonverbal cluster is more significant than a single signal because it reflects
changes in attitude and state of mind.
For example, yawning by itself could mean a listener is unreceptive to your message, is sleep-
deprived, or simply has been sitting still for too long.
Yawning in combination with fidgeting and lack of eye contact, on the other hand, could mean
much more, including that your message is not getting across and the person is bored.
If you understand nonverbal cues, you can use them to reinforce your message.
You can also use nonverbal understanding to “read” your audience and gather real-time
feedback about whether you are communicating successfully.
The job aid on the next page summarizes nonverbal cues and their meanings.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.18 Instructor Guide February 2014
Job Aid: Nonverbal Cues
Speaker’s Nonverbal Cues
The speaker’s nonverbal language reflects attitudes, emotions, state of mind, and related
messages. Nonverbal cues include:
• Vocal intonation:
o Pitch, tone, inflection, volume
o Rhythm, timing
• Silence
• Personal space
• Body language:
o Posture, body position
o Head movements
o Eye movement, eye contact
o Facial expressions
o Fidgeting, yawning
Listener’s Nonverbal Cues
Indicators of . . .
Boredom
• Slouching in one’s seat
• Yawning
• Staring out the window
• Lack of eye contact
•
Neutral expression
• Fidgeting
• Closed posture
• Drifting attention
• Slowness to respond
•
Neutral or “flat” speech
Frustration
• Rubbing forehead with hand
• Tense, worried expression
•
Throwing hands up in the air
Agreement,
Enthusiasm
• Leaning toward the speaker
• Making eye contact
• Nodding head
•
Relaxed, open posture
• Smiling or laughing
• Faster speech
• Higher pitch
Disagreement,
Confusion
• Frowning
• Shaking head
• Leaning back or away
• Pursing lips
• Tightened jaw and closed
posture
• Staring elsewhere
• Shallow, rapid breathing
• Limited facial expression and
hand gestures
• Slower speech
•
Lower pitch
Evaluation
• Chewing on eyeglass frames
• Wearing a thoughtful, intense expression
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.19
COMMUNICATING NONVERBALLY
Visual 1.17
Key Points
When nonverbal cues don’t match the spoken words, the result is mixed messages.
Often, nonverbal cues contradict or supersede verbal messages, and listeners instinctively react
with mistrust and caution. Mixed messages can indicate that the speaker:
• Is experiencing conflict.
• Is not sincere.
• Is not committed to the message.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.20 Instructor Guide February 2014
OPTIONAL ACTIVITY #1: COMMUNICATING NONVERBALLY
Visual 1.18
Key Points
Purpose: The purpose of this activity is to become aware of your own nonverbal language.
Time: 15 minutes
Instructions: Work in pairs as follows:
• Your instructor will pair up all participants so that each one can work with a partner. (If there
is an uneven number of participants in the class, there will be one group of three.)
• Using a smartphone (or a cell phone capable of recording video), one partner will record a
video of the other person doing a one-minute self-introduction, as described on the following
page of the Student Manual.
• If there are pairs in which neither person has a video-capable phone, the instructor will
divide those individuals among the groups that have such a phone.
• Each partner will have a turn being recorded while introducing himself/herself.
• Decide which person will go first.
• Play back the first video with the sound off so that you alone can see it, and consider the
questions about your nonverbal communication that appear in the Student Manual.
• Repeat the process with the other person doing a self-introduction while the first partner
records a video.
• Again, play back the video with the sound off so that only the second speaker can see, and
consider the questions in the Student Manual.
• The instructor will ask for volunteers to share any insights they learned about their own
nonverbal communication through this activity.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.21
OPTIONAL ACTIVITY #1: COMMUNICATING NONVERBALLY
Visual 1.18 (Continued)
Optional Activity: Communicating Nonverbally
The Setting: Find a private space in the training room. Imagine you are in a public meeting
room, where you are mingling informally with community members who have arrived early for an
information session on how to apply for disaster assistance.
Instructions for Your Self-Introduction: Take just a minute to think about your particular
information as suggested in the prompts below, and jot down a few notes if you wish. Then,
while your partner uses a cell phone/smartphone to record a video of you, introduce yourself to
an imaginary group of 3 community members whose homes have been impacted by severe
flooding.
• Your name
• Where you’re from
• How long you’ve been doing emergency management work
• Any personal experience with flooding
• Your commitment to help people here deal with the flood damage
Instructions for Evaluating Your Nonverbal Communication: Now watch the brief video
with the sound turned off. Consider the following questions:
• Does my body language reinforce my message?
• Are there any mannerisms of which I wasn’t aware?
• Does my facial expression, posture, or use of hands send any unintended message?
• How could I improve my nonverbal language to communicate more effectively?
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.22 Instructor Guide February 2014
USING YOUR VOICE
Visual 1.19
Key Points
Public speaking doesn’t come naturally to everyone, but it is a skill that can be learned.
Understanding the basics and practicing will make most of us better speakers. It’s also helpful
to begin small (e.g., a small group and informal setting) and work up to greater challenges.
When presenting to an audience, be sure to:
• Use clear and concise language.
• Speak loud enough to be heard.
• Vary the pace of your presentation.
• Slow down for important points.
• Use the pause.
• Avoid speaking with a monotone voice.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.23
USING YOUR VOICE
Visual 1.20
Key Points
To make yourself heard, imagine that you are talking directly to the person who is farthest away,
not the person in the front row. Standing up makes it easier to create volume. The following
techniques can help you project your voice:
• If the room is large, use a microphone.
• Use short phrases and slow your pace.
• Lower your pitch to reduce stress and to make your voice carry.
• Don’t try to talk over noise or side conversations.
• Rest your voice between presentations and take a drink of water.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.24 Instructor Guide February 2014
USING YOUR VOICE
Visual 1.21
Key Points
At transition points, or when you hear yourself adding a filler:
• Pause. (Remember: Pauses will feel longer to you than to your audience!)
• Take a breath.
• Gather your thoughts.
The job aid on the next page summarizes strategies to use your voice effectively.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.25
Job Aid: Using Your Voice Effectively
Do’s and Don’ts
DO . . .
• Use clear and concise language.
• Speak loud enough to be heard.
• Vary the pace of your presentation.
• Slow down for important points.
• Use the pause.
DON’T . . .
• Speak with a monotone voice.
• Be afraid of pauses.
Projecting Your Voice
• Have plenty of water to drink. Avoid tea and coffee to prevent dehydrating your vocal
area.
• Stand when presenting (if possible).
• If the room is large, use a microphone.
• Take a deep breath.
• Use short phrases and slow your pace.
• Lower your pitch to reduce stress and to make your voice carry.
• Don’t try to talk over noise or side conversations.
• Rest your voice between presentations and take a drink of water.
Avoiding Fillers (um’s and ah’s)
At transition points, or when you hear yourself adding a filler:
• Pause.
• Take a breath.
• Gather your thoughts.
Remember: Pauses will feel longer to you than to your audience!
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.26 Instructor Guide February 2014
VIDEO: USING YOUR VOICE
Visual 1.22
Key Points
This video summarizes important guidance about using your voice.
Transcript:
Think of your voice as an instrument. When used effectively, it can convey your message and
engage your listeners. This is especially true when presenting to a group—for example, at a
briefing or in a community meeting.
When making presentations, you need to control the volume, pace, tone, inflection, and
enunciation. Always speak loudly and clearly, even when using a microphone. Standing rather
than sitting helps you project your voice.
Be sure to vary the pace of your presentation while not going too fast or slow. People who
speak in a monotone should not be surprised when audience members begin nodding off.
Sound confident by using a downward inflection to end a sentence. For example, don’t say,
“More and more people are concerned about community preparedness than ever before?”
You’re telling, not asking.
Pauses are important. [Pause] Pausing before and after you make an important point causes
people to listen more carefully. In addition, pausing makes your presentation sound more
conversational and helps you avoid using fillers such as: . . . like, . . .um, or . . . ya know.
While you are presenting, make sure to take care of your voice. Have plenty of water to drink
and avoid caffeine, since it can dehydrate your vocal area. And remember: breathe deeply.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.27
ACTIVITY: USING YOUR VOICE
Visual 1.23
Key Points
Purpose: The purpose of this activity is to identify actions you can take to use your voice
effectively.
Time: 5 minutes
Instructions: Entire group:
Your instructor will read each of the statements in the Student Manual, and ask if you agree
or disagree with the action.
Be prepared to follow up the answers with a group discussion.
Statements:
• Pat is participating in a panel discussion. His throat is sore and he is hoarse. To get an
extra lift, he chooses to drink coffee during the presentation.
• Tanya knows she has a tendency to say “right” at the end of sentences. She decides that it
is better to pause to collect her thoughts.
• Maria, an inexperienced presenter, is addressing a large group in a room with poor
acoustics. She decides not to use the microphone, thinking that it will make her more
nervous.
• At a presentation before the town council, the program is running a little behind schedule.
Rather than rush the pace of the presentation, Pete decides to eliminate some unnecessary
content.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.28 Instructor Guide February 2014
ACTIVITY: USING YOUR VOICE
Visual 1.23 (Continued)
Instructor Note: If not suggested by the participants, note the following explanations for
the correct responses:
DISAGREE: Pat is participating in a panel discussion. His throat is sore and he is hoarse.
To get an extra lift, he chooses to drink coffee during the presentation.
Reminders:
• Have plenty of water to drink. Avoid tea and coffee to prevent dehydrating your vocal
area.
• Rest your voice between presentations and take a drink of water.
AGREE: Tanya knows she has a tendency to say “right” at the end of sentences. She
decides that it is better to pause to collect her thoughts.
Reminders:
• At transition points, or when you hear yourself adding a verbal filler, take a breath, and
gather your thoughts.
• Don’t be afraid of pauses. Pauses will feel longer to you than to your audience!
DISAGREE: Maria, an inexperienced presenter, is addressing a large group in a room with
poor acoustics. She decides not to use the microphone, thinking that it will make her more
nervous.
Reminders:
• If the room is large, use a microphone. After practicing with a microphone, you’ll find
that it is more of a help than a hindrance.
• Stand when presenting (if possible).
• Lower your pitch to reduce stress and to make your voice carry.
AGREE: At a presentation before the town council, the program is running a little behind
schedule. Rather than rush the pace of the presentation, Pete decides to eliminate some
unnecessary content.
Reminders:
• Vary the pace of your presentation.
• Slow down for important points.
• Use the pause.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.29
OPTIONAL ACTIVITY #2: USING YOUR VOICE
Visual 1.24
Key Points
Purpose: The purpose of this activity is to become aware of your own nonverbal language.
Time: 5 minutes
Instructions:
• Use the presentation video you created with your partner in Optional Activity #1.
• Listen to your voice without looking at the video screen.
• Evaluate your performance using the following questions.
Consider these questions:
• Does my voice project well enough to be heard clearly at the back of the
room?
• How are my pitch, tone, and pace? Would lowering the pitch help me
project better and sound more confident? Are the tone and pace varied
enough to sustain interest?
• Overall, does my vocal demeanor match the message I am trying to
convey?
• What improvements could I work on to communicate more effectively?
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.30 Instructor Guide February 2014
ENGAGING YOUR AUDIENCE
Visual 1.25
Key Points
To summarize, the ability to engage your audience—whether an individual or a group—is a key
element of effective communication. Basic strategies for engaging an audience include the
following:
• Understand your audience, and use that understanding to tailor your communication.
• “Read” your audience and be sensitive to nonverbal cues.
• Listen carefully, using paraphrasing to confirm your understanding.
• Use questions to encourage interaction and allow time for audience response—even if it
means remaining silent.
Additional ways to get your audience involved include:
• Clear your mind of all distractions.
• Try not to place a barrier, such as a lectern or podium, between you and the audience.
• Avoid standing in a fixed position, slouching, fidgeting, or shifting your weight.
• Use natural and spontaneous gestures and positive facial expressions.
• Avoid nonverbal behaviors that could be seen as negative or judgmental.
• Don’t be afraid to let your conviction and passion for the subject matter show.
• Demonstrate enthusiasm through your voice, facial expressions, and body movements.
• Draw people in by walking toward them.
• Avoid distracting behavior such as looking at your watch, or jingling change.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.31
ENGAGING YOUR AUDIENCE
Visual 1.26
Key Points
Asking questions can help you evaluate what listeners are thinking and how they are receiving
information. For encouraging interaction, open-ended questions are more effective than
direction questions.
Type Description Uses
Open-
Ended
Question
• Requires more than a “yes” or “no”
answer.
• Usually begins with “what,” “how,”
“when,” or “why.”
• To stimulate thinking
and decisionmaking.
• To encourage
discussion.
Direct
Question
• Requires a simple “yes” or “no”
answer or statement of fact.
• Often begins with “is,” “can,” “how
many,” or “does.”
• To confirm facts.
• To stop a discussion.
Questions should be clear, simple, and concise. Focus each question on a single issue.
Avoid Confusing Questions That Require More Than One Answer
“When presenting information is it more important to use verbal or nonverbal
information, and what is the best way of reinforcing verbal points with visuals?”
Better Question
“What is an example of how you’ve used both verbal and nonverbal information to
reinforce an important learning point?”
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.32 Instructor Guide February 2014
ACTIVITY: OPEN-ENDED VS. DIRECT QUESTIONS
Visual 1.27
Key Points
Purpose: The purpose of this activity is to identify open-ended and direct questions.
Time: 5 minutes
Instructions: Entire group:
• Your instructor will read each statement in the Student Manual, and ask if it is an open-
ended or a direct question.
• The instructor will then ask for volunteers to reword each question so that it is now the other
type of question. So for instance, if a statement is a direct question, the instructor will ask
the volunteer to rephrase that direct question into an open-ended question.
Statements:
• Is it important to involve stakeholders when developing plans?
• Why do community members react this way?
• How many of you have prior experience with sheltering and mass care?
• How would you respond to such a statement?
• Do you agree with this approach?
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.33
ACTIVITY: OPEN-ENDED VS. DIRECT QUESTIONS
Visual 1.27 (Continued)
Instructor Note: If not suggested by the participants, provide the following responses:
Direct Question: Is it important to involve stakeholders when developing plans?
Possible Open-Ended Question: How can we involve stakeholders when developing plans?
Open-Ended Question: Why do community members react this way?
Possible Direct Question: Are community members happy with this plan?
Direct Question: How many of you have prior experience with sheltering and mass care?
Possible Open-Ended Question: What kind of prior experience do you have with sheltering
and mass care?
Open-Ended Question: How would you respond to such a statement?
Possible Direct Question: Do you agree with that statement?
Direct Question: Do you agree with this approach?
Possible Open-Ended Question: What are the problems with this approach?
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.34 Instructor Guide February 2014
ENGAGING YOUR AUDIENCE
Visual 1.28
Key Points
When you ask open-ended questions, you hope to receive lots of answers and comments. To
encourage participant responses:
• Acknowledge all responses in a positive manner. Never ignore a response or comment,
and never judge a person’s response or declare that an answer is wrong.
• Avoid the tendency to answer your own question. Instead, wait a few seconds, so that
someone can respond. If too much time passes, then rephrase the question.
• If a response is unclear, ask a clarifying question and allow sufficient time for the person to
rephrase or clarify the response.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.35
ACTIVITY: ANALYZE YOUR BASIC COMMUNICATION SKILLS
Visual 1.29
Key Points
Purpose: The purpose of this activity is to analyze your basic communication skills.
Time: 10 minutes
Instructions:
• Review the job aid on basic communication skills, located on the following pages.
• Analyze your own strengths and areas for improvement in each basic skill area.
Instructor Note: Give the participants 10 minutes to complete this activity. After 10 minutes
ask for volunteer participants to share what they have discovered.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.36 Instructor Guide February 2014
Job Aid: Summary of Basic Communication Skills
Do’s . . . Don’ts . . .
Listening
Keep an open mind.
Maintain eye contact and show interest.
Listen for the central themes.
Consider the speaker’s nonverbal
behaviors and tone of voice.
Ask for clarification.
Paraphrase the meaning and feelings
being expressed.
Be judgmental.
Fake attention.
Interrupt the speaker.
Begin formulating a rebuttal.
Distort the message based on your own
beliefs or thoughts.
Nonverbal Communication
Eye Contact:
Look at people’s eyes.
Continually scan the group with your
eyes.
Look at the whole group.
Eye Contact:
Avoid eye contact.
Scan the group too rapidly or infrequently.
Only look at one or two people or at only
one side of the room.
Body Movement:
Position your body so you face the
majority of the people.
Vary your position in the room.
Stand with good posture.
Walk toward people when they speak.
Body Movement:
Talk to your notes, easel, or board.
Turn your back to part of the group.
Stand in fixed positions.
Slouch.
Distance yourself from people.
Gestures and Facial Expressions:
Use natural and spontaneous gestures.
Smile and be animated.
Convey emotion affirmatively.
Gestures and Facial Expressions:
Engage in distracting behavior such as
looking at your watch, or jingling change.
Look disinterested.
Use gestures or expressions that could be
seen as negative or judgmental.
Using Your Voice
Speak loud enough to be heard.
Vary the pace of your presentation.
Slow down for important points.
Use the pause.
Mumble.
Use “fillers” such as “like” or “um.”
Speak with a monotone voice.
Be afraid of pauses.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.37
Job Aid: Summary of Basic Communication Skills (Continued)
Do’s . . . Don’ts . . .
Engaging Your Audience
Ask clear, concise questions.
Ask open-ended questions.
Focus each question on a single issue.
Acknowledge responses in a positive
manner.
Allow time for the audience to answer.
Let your conviction and passion for the
subject matter show.
Ask questions that require two distinct
answers.
Answer your own question! Rephrase your
question if you don’t get an answer.
Ignore comments or questions.
Declare an answer is wrong.
Be afraid to remain silent while waiting for
responses.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.38 Instructor Guide February 2014
Basic Skills Analysis Worksheet
Listening
• What I do well:
• What I could improve:
Managing Your Own Nonverbal Communication
• What I do well: • What I could improve:
Observing and “Reading” Nonverbal Communication in Others
• What I do well: • What I could improve:
Using Your Voice
• What I do well:
• What I could improve:
Engaging Your Audience
• What I do well: • What I could improve:
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
February 2014 Instructor Guide Page 1.39
SUMMARY AND TRANSITION
Visual 1.30
Key Points
This lesson presented an overview of basic communication skills. You should now be able to:
• Indicate the value of empathic listening and effective feedback.
• Indicate how speakers’ and listeners’ nonverbal cues impact communication.
• Identify vocal factors that contribute to effective communication.
• Indicate how actively engaging the audience contributes to effective communication.
• Assess your current communication skills.
The next lesson will discuss communicating with the whole community.
Lesson 1. Understanding Communication Basics
Effective Communication (IS-242.b)
Page 1.40 Instructor Guide February 2014
This page intentionally left blank.
