1. Level 5 Award in Leadership and
Management Skills
Day 2
2. Objectives for today … to
• Reflect on thoughts, observations or questions
after Day 1
• Explain the communication process and
evaluate strategies to overcome barriers
• Evaluate how interpersonal and
communication skills affect managerial
performance
• Develop an understanding of how a personal
development plan can improve your
managerial performance
5. Importance of Communication
• Effective communication dictates operational
efficiency and facilitates teamwork. It
underlies the efficiency of key functions such
as managing, training, selling and resolving
conflicts within an organisation
6. Communication skills are…
The ability to convey information to another
effectively and efficiently. Business managers
with good verbal, non verbal and written
communication skills help facilitate the sharing
of information between people within a
company for its operational benefit.
7. Interpersonal skills are…
The set of abilities enabling a person to interact
positively and work effectively with others.
These skills include the areas of communication,
listening, delegation of tasks and leadership.
8. Interpersonal Skills
• Strong interpersonal communication is at the heart
of any successful organisation. It goes beyond
merely words and involves a variety of
communication methods, such as gestures, voice
tone, facial expression and body language.
• The successful use of interpersonal skills by a
manager can create a proactive, hard-working and
united culture. Equally, poor interpersonal skills can
negatively affect a teams performance
9. Communication – linear model
‘transmission of information, ideas, attitudes, or
emotion from one person to another, primarily
through symbols’.
… is dependent on the quality of the linkages
between the various elements in the process
(Shannon and Weaver 1949)
11. Linear model – a ‘done to’ process
• Sender: the message creator.
• Encoding: the process of putting thoughts into messages
through the creation of content and symbols.
• Decoding: the process of interpreting and assigning meaning
to a message.
• Message: the transmitted information.
• Channel: the medium through which the message passes.
• Receiver: the target of the sender and collector of the
message.
• Noise: those distractions which interfere with the
transmission of the message
12. A model of the communication process
SENDER
(Source) RECEIVERChannel
Encoding Decoding
Feedback (optional)
Noise
Message Channel
The Communication Process
Adapted from Stoner and Mason (1998)
13. Transactional model… a ‘do with’
process
‘both people involved in the interaction are
communicators, and instead of the process
illustrated as linear, it becomes circular in its
function. Thus the process is an exchange. The
two people engaged constantly respond to each
other by initiating messages and sending
responses back and forth’ (DeFleur, 2005).
20. Albert Mehrabian (1971)
• Famous for research on communication
• Others understand us based on the impact of our body
language, our voice, and our words, in unequal proportion.
• Are we fully aware of the impact we currently make on
others?
• How can we judge ourselves on each area (appearance, voice,
words)?
• Do our behaviour and appearance support each other?
• Perception is the meaning of the message
• Others may need knowledge too.
• Are you congruent ?
21. Non verbal communication /
body language – see memory stick
• Facial expressions
• Gestures
• Posture
• Body position
• Use of space
22. Understanding Body langauage
• Situation
• Normal Patterns
• Congruence – Does it match?
• Sensory Preferences – questionnaire on
memory stick
23. Developing Rapport
• Rapport is being able to relate to others in a
way that creates a climate of trust and
understand
• A close and harmonious relationship in which
the people or groups concerned understand
each other’s feelings or ideas and
communicate well
http://www.oxforddictionaries.com
26. How we use language ?
• Big picture v small picture ?
• Visually – what you see
• By sounds – what you hear
• By feelings – what you sense and can feel,
taste or smell.
• By how you talk to yourself
• Language is subjective !!
27. Visual thinkers
• Talk quickly
• See memories as pictures
• Breathe from top of lungs
• Need minimum detail
• Get bored quickly
• Interested in how things ‘look’
• Think in bigger picture
• Like to be ‘shown things’
• Will change subject
• Use words like
28. See how you
go….
Its very clear
to see…
Imagine
winning…..
Catch a glimpse
of…
Take a peek
at…
In view of……
29. Auditory thinkers
• Easily distracted by noise
• Love the phone and music
• Breathe from middle of chest
• May talk to themselves.
• May repeat what you have said to them
• Tone of voice is very important
• Like steps and procedures
• Love to be told how they are doing
• Love stories
• Use words like……….
30. I want to hear
what you have to
say….
I think they are
very tuned in…
I really
want to
be heard
That sounds
great
To tell the truth
Unheard of
Utterly useless
Loud and clear
31. KINAESTHETIC- FEELINGS THINKERS
• Includes taste and smells
• Want to know how things feel
• May talk slowly
• Breathe lower
• Respond to physical rewards
• Memorise by doing something or walking it
through.
• Speak deliberately
• Will want the details
• Think things through
32. I feel this is the right
thing to do
I need to get a
hold of this
Lets tap into….
This is a solid idea
It may have
slipped through
the net
I got into a
scrape
It will catch on
soon
33. Analytical thinker
• Always comes secondary to the others
• Spend time processing internally
• May talk to themselves out loud
• Will look for things to make sense
• Logical and process driven
• May want extensive details
• May talk in long sentences
• Memorise by steps
• Often uses the language of logic and business
34. • Visual language
• Auditory language
• Kinaesthetic language
• Analytical and logical language
Exercise – Sell the pen
35. Listening
There are two types of listening:
Active Listening is when you are concentrating
on the message being given by the other
person
Passive Listening is when you find yourself
waiting for the other person to stop speaking
so that you can say something yourself.
36. Exercise…
Now think about how you will assess and
measure that your communication is effective ?
• Qualitative ?
• Quantitative ?
• Did it drive change ?
• Feedback ?
• Choose one written and one verbal method ?
• Feedback to the group
37. Using questions….
• Use short, clear, simple questions, starting
with words such as:
• Who?
• How?
• Where?
• When?
• What?
• In what way?
• Tell me about?
• Use ‘why’ with caution
• How specifically – what do you mean by?
40. Communication Summary for
Managers
• Acknowledge and respond to individuals’
communication styles presented in the workplace
• Adapt your communication to build rapport and get
the message across to colleagues and clients
• Always check understanding
• Encourage ‘open’ communication at all times
• Demonstrate effective listening skills
• Protect your own emotional state and keep
communication on an adult level
41. Consider afterwards -
Managerial Communication Barriers
• What are the barriers you experience in your
workplace
• Physical barriers
• Sender’s Personal barriers
• Receiver’s personal barriers
• How can you overcome these barriers?
Assignment: Understanding the Management role AC 2.1, 2.2
Assignment: Assessing your own leadership capability and
performance 2.2
42. Interpersonal skills … how do you
relate and communicate with
others?
What do you think the important interpersonal
skills are for a manager ?... And why ?
45. Honey and Mumford Styles
Style Attribute Activities
Activist
Activists are those people who learn by doing.
Activists need to get their hands dirty, to dive in with
both feet first. Have an open-minded approach to
learning, involving themselves fully and without bias
in new experiences.
Brainstorming, problem solving, group discussion,
puzzles, competitions, role-play
Reflector
These people learn by observing and thinking about
what happened. They may avoid leaping in and
prefer to watch from the sidelines. Prefer to view
experiences from a number of different perspectives,
collecting data and taking the time to work towards
an appropriate conclusion.
Paired discussions, self analysis questionnaires,
personality questionnaires, time out, observing
activities, feedback from others, coaching
Theorist
These learners like to understand the theory behind
the actions. They need models, concepts and facts in
order to engage in the learning process. Prefer to
analyse and synthesise, drawing new information
into a systematic and logical ‘theory’.
Models, statistics, stories, quotes, background
information, applying theories
Pragmatist
These people need to be able to see how to put the
learning into practice in the real world. Abstract
concepts and games are of limited use unless they
can see a way to put the ideas into action in their
lives. Experimenters, trying out new ideas, theories
and techniques to see if they work.
Time to think about how to apply learning in reality,
case studies problem solving, discussion
46. Flexible communication ….consider
• Honey & Mumford
• Preferred communication style
• How will you use this knowledge to improve
your communication within your team?
• How would you manage people with each of
the 4 learning styles identified and
communication styles ?
47. Your development plan should be…
• Based on feedback – seek it out !
• SMART development objectives
• Based on a critical assessment of your own
knowledge, skills, personal attributes and behaviour
and their effect on your managerial ability
• Demonstrate self awareness
• Linked to your development needs and priorities
• Easy to read and understand – see development plan
handout
Understanding the management role: 3.1, 3.2, 3.3
48. For Next Session
• Complete Day 2 Worksheet
• Start Development Plan activities
