CMS CHAPTERS 1,2,3,12,13, APPENDIX B, MODEL, WTW, JOHARI, FEEDBACK, BASIC SKILLS
COMMUNICATION IN ORGANIZATION
Regulating skills= which one influences the structure and direction of the conversation
Assertive skills= whose purpose is to reveal clarity what one thinks and wants.
Skills= proficiency – choose functionally as possible from “repertoire of skills”
CHAPTER 1 REGULATING SKILLS
Purpose= to protect the order and clarity of the conversation
Start of a conversation
- Supply your intentions fairly soon after beginning
- Depends on your conversation if you do formally or informally
Goal evaluation
- To check on your goals -> ask goal evaluating questions
- “what was it exactly we wanted to achieve?”
Closing the conversation
- Watch the time
- Make a summery in the end
CHAPTER 2 LISTENING SKILLS
“Non”-selective listening skills= listener has only little influence on the conversation. Gives
the time to let the person speak.
Selective listening skills= listener find out and select certain aspects of the conversation that
finds important.
Non would mostly never used alone. Unconsciously selects what he finds important.
‘NON’-SELECTIVE LISTENING SKILLS
- Nonverbal behaviour
- Minimal encouragers
SELECTIVE LISTENING SKILLS
- Asking questions
- Paraphrasing
- Reflection of emotions
- Concreteness
- Summarizing
,‘NON’-SELECTIVE LISTENING SKILLS
Nonverbal behaviour
- interest you have in somebody can be read from this
- Facial expression
o Can you see from if somebody is interested or not
o Most remarkable facial expression is smiling -> shows interest, kindness,
sympathy
- Eye contact
o Stimulating eye contact means that your eyes should meet the speaker’s eyes
- Body posture
o Comfortable body position makes it easy for you to listen
- Encouraging gestures
o Nodding and supportive gestures with hands
Verbal following= the second ‘non’-selective way of showing interest.
Minimal encouragers
–> short verbal reactions (uh-huh, yes, yes and then?)
SELECTIVE LISTENING SKILLS
Asking questions
- Clarify what speakers are saying exactly and what they really want -> ‘problem
clarification’
- open-ended questions
o leave speakers much freedom in formulating answers
o ‘how’, ‘why’, ‘what’, ‘can’
- why questions
o a suitable open-ended question, because people always have reasons for
acting in that way
- closed (directing) questions
o answered with a single word (yes, no)
o want to find out factual and specific information
- when to ask open-ended or closed questions
o give speaker space to express, view in his own way -> open-ended questions
o find out something specific to see if you understood correctly -> closed
questions
, paraphrasing of content
- briefly stating in your own words what the speaker has said
- based on factual information
- function:
o listener can check if understood correct
o speaker experience understanding and might be stimulated by it
- important that paraphrase is in a questioning way -> change for speaker to correct
reflection of feelings
- mirroring of feelings
- goal:
o to show that you are trying to understand how the speaker feels here and, in
the conversation
- function:
o speaker notice that their feelings are being understood, accepted, getting
attention
o checking whether you have estimated the feelings of the speaker correctly
- feelings can let shown in words ‘I am scared’ or nonverbal ‘speed of talking’, tone of
voice’. ‘body posture’
concreteness
- let speakers tell their story as concretely and precisely as possible
- all skills above all contribute to the concreteness of the conversation
summarizing
- goal:
o to give structure to the conversation by ordering the main points
- both and relationship between summarizing of contents and summarizing of
emotions is made
- vital to make summary in a questioning tone
- function:
o you can check whether you have understood the speaker correctly
o you can order the different subthemes and vocalize them
CHAPTER 3 SENDER SKILLS
SENDER SKILLS- INITIATIVE
- giving information
- making requests and giving instructions
- giving criticism
SENDER SKILLS- REACTIVE
- refusing
- reacting to criticism
COMMUNICATION IN ORGANIZATION
Regulating skills= which one influences the structure and direction of the conversation
Assertive skills= whose purpose is to reveal clarity what one thinks and wants.
Skills= proficiency – choose functionally as possible from “repertoire of skills”
CHAPTER 1 REGULATING SKILLS
Purpose= to protect the order and clarity of the conversation
Start of a conversation
- Supply your intentions fairly soon after beginning
- Depends on your conversation if you do formally or informally
Goal evaluation
- To check on your goals -> ask goal evaluating questions
- “what was it exactly we wanted to achieve?”
Closing the conversation
- Watch the time
- Make a summery in the end
CHAPTER 2 LISTENING SKILLS
“Non”-selective listening skills= listener has only little influence on the conversation. Gives
the time to let the person speak.
Selective listening skills= listener find out and select certain aspects of the conversation that
finds important.
Non would mostly never used alone. Unconsciously selects what he finds important.
‘NON’-SELECTIVE LISTENING SKILLS
- Nonverbal behaviour
- Minimal encouragers
SELECTIVE LISTENING SKILLS
- Asking questions
- Paraphrasing
- Reflection of emotions
- Concreteness
- Summarizing
,‘NON’-SELECTIVE LISTENING SKILLS
Nonverbal behaviour
- interest you have in somebody can be read from this
- Facial expression
o Can you see from if somebody is interested or not
o Most remarkable facial expression is smiling -> shows interest, kindness,
sympathy
- Eye contact
o Stimulating eye contact means that your eyes should meet the speaker’s eyes
- Body posture
o Comfortable body position makes it easy for you to listen
- Encouraging gestures
o Nodding and supportive gestures with hands
Verbal following= the second ‘non’-selective way of showing interest.
Minimal encouragers
–> short verbal reactions (uh-huh, yes, yes and then?)
SELECTIVE LISTENING SKILLS
Asking questions
- Clarify what speakers are saying exactly and what they really want -> ‘problem
clarification’
- open-ended questions
o leave speakers much freedom in formulating answers
o ‘how’, ‘why’, ‘what’, ‘can’
- why questions
o a suitable open-ended question, because people always have reasons for
acting in that way
- closed (directing) questions
o answered with a single word (yes, no)
o want to find out factual and specific information
- when to ask open-ended or closed questions
o give speaker space to express, view in his own way -> open-ended questions
o find out something specific to see if you understood correctly -> closed
questions
, paraphrasing of content
- briefly stating in your own words what the speaker has said
- based on factual information
- function:
o listener can check if understood correct
o speaker experience understanding and might be stimulated by it
- important that paraphrase is in a questioning way -> change for speaker to correct
reflection of feelings
- mirroring of feelings
- goal:
o to show that you are trying to understand how the speaker feels here and, in
the conversation
- function:
o speaker notice that their feelings are being understood, accepted, getting
attention
o checking whether you have estimated the feelings of the speaker correctly
- feelings can let shown in words ‘I am scared’ or nonverbal ‘speed of talking’, tone of
voice’. ‘body posture’
concreteness
- let speakers tell their story as concretely and precisely as possible
- all skills above all contribute to the concreteness of the conversation
summarizing
- goal:
o to give structure to the conversation by ordering the main points
- both and relationship between summarizing of contents and summarizing of
emotions is made
- vital to make summary in a questioning tone
- function:
o you can check whether you have understood the speaker correctly
o you can order the different subthemes and vocalize them
CHAPTER 3 SENDER SKILLS
SENDER SKILLS- INITIATIVE
- giving information
- making requests and giving instructions
- giving criticism
SENDER SKILLS- REACTIVE
- refusing
- reacting to criticism
