INTRODUCTION TO COMMUNICATION SKILLS
Instructions
1. Introduce session and ask participants for a definition of
communication. The definition should include the idea that
communication is a two-way exchange of information which takes
the following forms: verbal, nonverbal, and paraverbal.
2. Discuss each form of communication with the class.
• Verbal – Communication through language
• Nonverbal – Communication other than through spoken language.
More powerful messages are usually conveyed through
nonverbal cues than through words themselves. 70-
90% of our communication is nonverbal. Examples
of nonverbal communication include:
Body language (e.g., folded arms)
Eye contact
Muscle tension (are neck or jaw muscles taut, fists clenched?)
Posture
Mannerisms (e.g., fiddling with hair, biting nails)
Proxemics (how close we stand when talking. In the US, we stand
between 18 inches to 2 ft. from each other; we get
uncomfortable if that boundary is violated. Proxemics vary
from culture to culture.)
• Paraverbal – Communicating not by what you say, but how you
say it. Examples of paraverbal communication
include:
Voice qualities/voice tone (is voice flat or monotone?)
Rate of speech (how fast or slow one talks)
Cadence/rhythm of voice
Volume
Inflection
3. To illustrate how powerfully messages are conveyed both
nonverbally and paraverbally, the facilitators will act out two
short role plays in front of the class. The facilitators start by
acting out Role Play #1: Nonverbal Communication.
4. Ask the class to analyze what was going on in the role play.
Participants should note that in spite of Isabel’s statements that
she was listening to Donna, her nonverbal cues were saying
more convincingly that she did not have the time or the desire
to listen.
5. Ask the class to observe Role Play #2 and to note the differences
in the attitudes portrayed. After the facilitators act out the
role play, ask participants what messages they feel were being
conveyed in both versions of the role play. The class should
note that in the second interaction, the tone and volume of
the voice (and perhaps some of the body language) conveyed
an entirely different message than came through in the first
interaction.
6. Lecturette: At the beginning of the session, we talked about
how communication is a 2-way process. One part of that
communication process is how we send messages out, either
verbally, nonverbally or paraverbally. The other part of the
communication process is how we understand the message that
is being sent to us, in other words, how we listen. Have you
ever heard the term active listening? How would you define
active listening?
7. After acknowledging the participant responses, read and
distribute the following definition of active listening:
Active listening is a way of listening that focuses entirely on what the
other person is saying and confirms understanding of both the content
of the message and the emotions and feelings underlying the message
to ensure that understanding is accurate.
8. Divide the class into 3 groups. Direct Group #1 to the flip
chart, Barriers to Effective Communication, and ask them
to list all the barriers they can think of that might hinder
communication. Direct Group #2 to the flip chart, Strategies
for Improving Communication and ask them to list all the ways they can think of to improve communication. Direct Group #3
to the flip chart, Active Listening Strategies, and have them list
all the ways that they can think of to engage in active listening.
Give an example of each. Give the groups 10 minutes to compile
their lists.
9. Ask each group to share their list with the class, making sure that
the Active Listening group goes last, since this topic will segue
way into the next exercise. (See Communication Brainstorm cheat
sheet for possible answers). The groups’ lists may overlap and
that is okay. For the Active Listening group, make sure to define,
discuss, and give examples of the following:
Open- and closed-ended questions
Focused questions
Paraphrasing
10. Tell the class that we are now going to practice some of the
active listening techniques discussed in the brainstorming
exercise. Hand out the worksheets on closed-ended versus openended
questions, focused questions, and paraphrasing. Review the
characteristics of closed-ended and open-ended questions and
ask participants to read one of the closed-ended questions. Ask
for a volunteer to re-phrase it as an open-ended question. (Do
the first example together as a class.)
11. Next, do the same for focused questions and paraphrasing.
12. Ask participants how it felt to use these active listening
techniques. Ask participants what differences there will be in
both the information they get from their client and the rapport
they will be able to establish.
Summary
Summarize these verbal techniques as ways to get more
information from clients. Each technique has the potential to
provide richer information about what the client has experienced,
is feeling, or is thinking.
ROLE PLAY #1: NONVERBAL COMMUNICATION
Both facilitators are standing in front of the class. Facilitator A approaches Facilitator B.
Facilitator A: Hi, Isabel. Look, do you have a few minutes? There’s something I really want to talk
to you about.
Facilitator B: Oh sure, Donna. Of course I have time for you. What is it you wanted to talk to me
about?
Facilitator A: Well, I’m having a problem with this client I’m working with. I just can’t seem to get a
handle on it. I feel I’m getting mixed messages from Lisa. She tells me that she needs
to find new housing since she can’t keep staying on her sister’s couch but then every
time I see her – she hasn’t made any of her appointments with housing. I feel like she
is at risk of ending up on the street.
Facilitator B: (Acts distracted and annoyed that Donna is taking up her time. She taps her foot, looks at
her watch, twirls her hair, looks away, picks her nails, etc). Oh really? Well, I just want
you to know that I’m here for you, Donna.
ROLE PLAY #2: PARAVERBAL COMMUNICATION
Facilitator A: Donna, I put that report on your desk this morning.
Facilitator B: (in a loud voice, dripping with sarcasm) Oh thanks, Isabel, I really appreciate that.
(The faciliators remind the class to note how the previous interaction differs from the following one.)
Facilitator A: Donna, I put that report on your desk this morning.
Facilitator B: (in a sincere tone of voice) Oh thanks, Isabel, I really appreciate that.
TYPES OF COMMUNICATION
• Verbal – Communication through language
• Nonverbal – Communication other than through spoken language. More powerful messages are
usually conveyed through nonverbal cues than through words themselves. 70-90% of
our communication is nonverbal. Examples of nonverbal communication include:
Body language (e.g., folded arms)
Eye contact
Muscle tension (are neck or jaw muscles taut, fists clenched?)
Posture
Mannerisms (e.g., fiddling with hair, biting nails)
Proxemics (how close we stand when talking. In the US, we stand between 18 inches
to 2 ft. from each other; we get uncomfortable if that boundary is violated.
Proxemics vary from culture to culture.)
• Paraverbal – Communicating not by what you say, but how you say it. Examples of paraverbal
communicatio n include:
Voice qualities/voice tone (is voice flat or monotone?)
Rate of speech (how fast or slow one talks)
Cadence/rhythm of voice
Volume
Inflection
DEFINITION OF ACTIVE LISTENING
Active listening is a way of listening that focuses entirely on what the other person is saying and
confirms understanding of both the content of the message and the emotions and feelings underlying
the message to ensure that understanding is accurate.
Active listening is not:
• Quickly agreeing with client before they finish speaking
• Passing judgment
• Asking follow-up questions that are for your own information
• Reassuring the client that the situation is “not that bad”
• Giving advice either from your personal experience or from professionals.
BARRIERS TO EFFECTIVE COMMUNICATION
• Hearing only part of the message
• Failure to listen
• Listening with a particular mind-set/prejudice
• Reacting emotionally
• Making assumptions
• Accents
• Physical barriers
• Cultural barriers
• Religious barriers
• Time pressures
• Distractions/interruptions
• Failure to wait for feedback/response
• Lack of sensitivity to emotions
• Poor volume, tone, emphasis
• Finishing person’s sentence for him/her
• Not acknowledging person’s experience, emotions, feelings, desires
• Jumping from topic to topic
• Acting phony.
EFFECTIVE COMMUNICATION STRATEGIES
• Making eye contact (like many nonverbal cues, this is culturally specific; in some cultures, direct eye
contact is a sign of disrespect)
• Use attentive body language: sit slightly forward with a relaxed, easy posture
• Be aware of your gestures
• Stay on the topic
• Don’t be phony, be yourself
• Be cultural sensitive
• Focus on the other person
• Determine what the other person already knows, then fill in the gaps
• Smile or nod
• Don’t monopolize the conversation
• Establish rapport
• Arrange for privacy
• Create an atmosphere free of distractions and interruptions
• Be warm and enthusiastic
• Show interest
• Look bright and alert
• Ask open-ended questions
• Use active listening.
ACTIVE LISTENING STRATEGIES
• Focus on the other person.
• Use attentive body language: sit slightly forward with a relaxed, easy posture.
• Use verbal cues such as “um-hmmm,” “sure,” “ah,” and “yes.”
• Ask open-ended questions.
• Use focused questions to get a more definitive answer than you would with an open-ended question.
Example: Counselor: “Where do you spend most of your day?”
Client: “I don’t know – it’s hard to say.”
Focused question: “Okay, let’s take yesterday. Was that a regular day for you?
What did you do in the morning?”
• Use laundry list questions to obtain specific information about something by providing a series
of choices and to get information you haven’t been able to get at with open-ended or focused
questions.
Example: Counselor: “What side effects have you experienced from the HIV meds you got?”
Client: “I’m not sure what’s the disease and what’s the drugs.”
Laundry List question: It’s good to distinguish between side effects and disease
symptoms, so let me list what side effects can be caused by…
(name of medicine). Have you had ..(list side effects of
medicines the patient is taking)?”
• Probe for more information, using open-ended questions or statements to obtain additional
information.
Example: “Tell me what you know about HIV.”
• Ask clarifying questions to help interpret what other person is saying.
Example: Client: “Oh, you know I don’t have a fixed address. I am living here and there.”
Clarifying statement: Tell me a little bit more about what you mean by here and
there.”
• Paraphrase what the other person has said.
Example: Client: “I have so much to do – medical appointments, working, taking care of the
kids. I don’t know how I’m going to keep it all together.”
Paraphrase: “You’re feeling overwhelmed by all of things going on in your life right
now.”
• Mirror or reflect what the other person has said.
Example: Client: Why should I tell any of my partners that I’m HIV positive? Let them find
out the way I found out – by getting sick.
Mirroring statement: “It sounds like you’re angry because no one informed you that
you were exposed to HIV.
CLOSED VS. OPEN-ENDED QUESTIONS
Closed-ended questions invite a yes or no answer. They begin with Do, Does, Did, Is, Are, Was,
Has, Have, Could, Would, and Will.
Open-ended questions cannot be answered by yes or no. They begin with: Who, What, When,
Where, Why, and How.
The purpose of open-ended questions is to facilitate engagement with the client so that the client will
open-up to the worker. This can help to improve the client-worker relationship as well to help
gather more information.
1. Closed: Do you live with somebody?
Open: Tell me about your living arrangements and anyone you live with?
2. Closed: Have you ever been really sick before?
Open: __________________________________________________________________
3. Closed: Do you work?
Open: __________________________________________________________________
4. Closed: Did you have any side effects from the medicines you had to take?
Open: __________________________________________________________________
FOCUSED QUESTIONS
1. Worker: Where do you spend most of your time?
Client: I don’t know, it’s hard to say.
Focused Question: ________________________________________________________
2. Worker: Who do you have contact with on a regular basis?
Client: Oh, I guess with some people over at the shelter, and then some other people I meet
for a drink now and then.
Focused Question: ________________________________________________________
3. Worker: How have you been feeling recently?
Client: Pretty lousy.
Focused Question: ________________________________________________________
4. Worker: What kind of work do you do?
Client: A little of this, a little of that. I hustle. Whatever it takes.
Focused Question: ________________________________________________________
PARAPHRASING
How to Paraphrase:
Repeat the meaning of what the client says, but use different words.
The paraphrase should begin with “You” to reflect what the client is expressing.
1. Client: I don’t know how I got emphysema. I only smoke one cigarette after each meal.
Paraphrase: ______________________________________________________________
2. Client: I feel worse when I exercise, I’d rather just sit around.
Paraphrase: ______________________________________________________________
3. Client: I have always taken care of myself. I should not have had a stroke. I blame my doctor
for his incompetence.
Paraphrase: ______________________________________________________________
4. Client: My boss just fired me even though it was only the second time I was late this week.
Paraphrase: ______________________________________________________________
*copy from:
http://peer।hdwg.org/sites/default/files/1%20IntroductionToCommunicationSkills-CommunicationSkills-Peer_Training.pdf 
التحرير هو اتخذ القرار في غرفة الاخبار تحت الضغط (Editing is newsroom decision making under pressure)।
