Learner Guide (Activities)

Working together for a skilled tomorrow
Learning Materials
Unit Standard Title:
Communicate verbally with clients in a

financial services environment.
Unit Standard No:
9303
Unit Standard Credits:
NQF Level:
Learner Guide
This outcomes-based learning material was
developed by
Charmaine Lloyd of Skills Forward
and reviewed by
INHLE Business Solutions and Skills Initiative
with funding from INSETA in (insert month) 2003.
The material is generic in nature.
Its purpose is to serve as a guide for the further development
and customization of company-specific, learner-specific
and situation-specific learning interventions.
Disclaimer:
Whilst every effort has been made to ensure that the learning material is accurate, INSETA takes no responsibility
for any loss or damage suffered by any person as a result of the reliance upon the information contained herein.
INSMAT final materials
31/10/03
Delegate Name:___________________
Telephone Number__________________
a choice of words is a choice of worlds

PROGRAMME OVERVIEW
Communication is a skill, which we take for granted. However, human communication is
complex and in order to ensure that we have the best possible interpersonal relationships, we
need to constantly seek to improve our communications skills. This programme is about
understanding why verbal communications sometimes fail, and how to improve our own verbal
skills through improved listening, using plain language, and giving feedback. It is contextualised
to the financial services industry in that the programme will look at specific examples of
communication in the industry and how to keep records of interactions with clients.
INSMAT final materials
31/10/03
Learner Guide
CONTENTS
PAGE
COURSE STRUCTURE....................................................................................................5
UNIT STANDARD............................................................................................................10
INTRODUCTION: COMMUNICATION IN CONTEXT.....................................................14
MODULE 1: NON VERBAL COMMUNICATION.............................................................17
Module Outline:............................................................................................................17
Learning Outcomes:.....................................................................................................17
Module 1: Lesson 1 - Forms of Communication..........................................................18
Activity 1 - The scope of communication..................................................................18
Module 1: Lesson 2 - Body Language.........................................................................20
Activity 2 - Video.......................................................................................................20
Activity 3 - Charades.................................................................................................22
Research assignment one...............................................................................................23
Module 1: Lesson 2 - Identifying and Responding To Vocal Qualities.........................24
Activity 4 - Identifying feelings by listening to and responding to vocal qualities.....24
Activity 5 - Identifying meaning by vocal cues only..................................................26
Activity 6 - Identifying meaning through voice and body language..........................28
FURTHER READING: Forms of communication - Speech and Language..............30
Glossary.......................................................................................................................36
Summary: Key Learning Points:...................................................................................37
MODULE REVIEW.......................................................................................................38
MODULE 2: LISTENING.................................................................................................39
Module Outline:............................................................................................................39
Module 2: Lesson 1 - Listening Habits.........................................................................40
Introduction:..............................................................................................................40
Activity 7 - Listening Inventory..................................................................................41
Assessing Your Listening:...............................................................................................41
Activity 8 - Get interested in interest:........................................................................43

Introduction:.................................................................................................................... 43
Module 2: Lesson Two - Barriers To Communication..................................................51

Activity 9 - Communication and Listening Barriers...................................................51
Communicate verbally with clients in a financial service environment
Developed by Skills Forward for INSETA
Learner Guide
Further reading.........................................................................................................52
Activity 10 - The power of perceptions......................................................................54
Research assignment two...............................................................................................61
Module 2: Lesson Two - Listening For Information......................................................64
Introduction:..............................................................................................................64
Activity 11 - Listening and taking notes.....................................................................67
Module 2: Lesson 3 - Questioning...............................................................................69
Activity 12 - Asking Questions..................................................................................74
Additional Reading: The importance of REALLY listening........................................75
Module 2: Lesson 3 - Rephrasing and Paraphrasing...................................................77
Activity 13 - Reflecting feelings.................................................................................78
Glossary.......................................................................................................................80
Summary of Key Learning Points:................................................................................80
MODULE REVIEW.......................................................................................................81
MODULE 3: VERBAL EXPRESSION..............................................................................82
Module Outline:............................................................................................................82
Module 3: Lesson 1 - Use of Language.......................................................................83
Activity 14 - Use of language....................................................................................85
Activity 15 - Suggest improved language use..........................................................88
Activity 16 - Language usage in the business environment.....................................93
Module 3: Lesson 2 - Providing Information and Reaching Consensus......................95
Activity 17 - Client Liaison Role-play........................................................................98
Research assignment three...........................................................................................101
Research assignment four.............................................................................................103
Glossary.....................................................................................................................104
Summary of Key Learning Points:..............................................................................104
MODULE REVIEW.....................................................................................................105
CONCLUSION............................................................................................................106
PORTFOLIO OF EVIDENCE........................................................................................107
EVIDENCE
PORTFOLIO OF EVIDENCE CONTENTS...................................................................108
RUBRIC FOR ASSESSMENT.......................................................................................110

Learner Guide
COURSE STRUCTURE
Introduction:
Communication
in context
Module 1:
Non verbal
Communication
Module 2:
Listening
Module 3:
Verbal
expression
understanding the communication process
Identify forms of communication

Identify Body Language
Identifying Non verbal qualities
Responding to non verbal behave
Identify barriers to communication

Listening for information
Taking notes
Questioning
Rephrasing and paraphrasing
Using appropriate language

Providing information
Providing solutions
Reaching Consensus
Keeping a record of the interaction

Learner Guide
HOW TO COMPLETE THIS COURSE SUCCESSFULLY
This course has been designed to meet the outcomes of the unit standard: "Communicate
verbally with clients in a financial services environment. The course is outcomes based which
means that we take the onus of learning away from the facilitator and put it in your hands. The
facilitators role is to assist you to work through the material and guide you in the activities that
will lead you to competence.
Formative Assessment:
In order to gain credits for this unit standard you will need to show an assessor that you are
competent.
The activities in this workshop are designed not only to bring about your
competence, but also to prove that you have mastered competence. You are required to create
a file called your Portfolio of Evidence (POE) to show your assessor that you have mastered the
outcomes of this unit standard. Where you see the POE icon, you must remove the worksheet
from your Learner Guide and place it in your POE.
Summative assessment:
Not all the specific outcomes will be formatively assessed during the workshop or in the
workplace. The INSETAs objective is to create independent and self sufficient learners. This
means that you will also be required to do independent research and assignments outside the
training room. This work will also need to be presented in your POE. Your assessor and you
will conduct a pre assessment meeting to discuss the assessment process and how you will
collect evidence of your competence. When you are ready, you will advise your assessor that
you are ready for the assessment. The summative assessment activities are indicated at the
end of the learning guide. If your summative assessment is conducted using observation, role
plays or verbal assessment, place a signed copy of the checklists, once completed by the
assessor / assessment panel, in your POE.

Learner Guide
Different activities will be required of you in order to enhance your learning. The following Icons
indicate the different actions required:
Individual Reflection: In experiential and learner-centered learning it is useful

to reflect on your existing knowledge and experiences. You will find these
activities often lead into the topic to warm you to the topic, and get you to start
thinking about your existing knowledge and attitudes regarding the subject.
We also use this technique for learning that is of a personal nature.
For
example, when the activity is too personal to share with a group.
Paired Activities: When working in pairs, you get an opportunity to share your
knowledge and experiences with another learner. It also presents you with an
opportunity to interact with another learner on a more personal level, than you
would in a larger group. Sometimes your facilitator will pair you with someone
who has different experience to yours so that you can learn from each other.
Sometimes you will be paired with someone who is like you so that you can
identify gaps in your own understanding.
Small group work offers opportunities to get to know other people in the
workshop and exchange ideas in a team setting. It will be more challenging to
work in this type of group if you are introverted, because you need to
contribute to the activities to benefit from the learning experience. On the
other hand, if you tend to be more outgoing, you should remember to give
other team members an opportunity to participate.
Your facilitator may
interchange your group so that you will meet everyone on the workshop and
learn from everyones collective experiences.
Whole group activities are used to introduce the topics and for the plenary
and wrap up sessions. It is important for you to contribute and listen during
this stage just as much as in the smaller group and paired activities.

Learner Guide
Explanation of activities, contd
Reading: Although the material is designed to be experiential (which means

we want you to experience learning and practice skills rather than read a lot of
content to acquire knowledge), there is a knowledge component of
competence. Some of these readings will need to be done in the classroom
and are provided in the readings.
References: We may suggest further reference material in the form of books,

articles or internet web addresses for you to expand your knowledge on the
topics.
Research: You may sometimes be required to do your own research. We will

sometimes suggest reference materials such as books, articles and web sites
where you can do your research and read further information on the topic,
either for your assignments or to expand your knowledge.
Glossary: The designers have aimed to keep the use of language plain and
simple.
However, where they feel that a word or term may need an
explanation, this icon will be indicated next to the paragraph, and the word will
be highlighted in red and bold (for learner guides not printed in colour), and a
glossary has been provided at the end of the module to explain the word. We
also want to encourage learners to expand their vocabulary and we encourage
you to use the space provided to include any other words that you have not
understood.

Learner Guide
Explanation of activities, contd
Portfolio of Evidence (POE): This icon indicates that you must place the
activity as evidence in your POE.
Own notes: This icon is used where space has been provided for your own
notes.
It is very important for you to take your own notes during your
workshop, as your recall is improved by the information that you take down by
your own understanding.
References: This icon is used to acknowledge our sources of information.
You must also ensure when you build up your POE that you acknowledge your
sources to avoid plagiarism. Plagiarism is copying or using someone elses
ideas and presenting them as they are your own.

Learner Guide
UNIT STANDARD
1.
2.
TITLE:
Communicate verbally with clients in a financial services environment.
UNIT STANDARD NUMBER:
3.
LEVEL ON NQF:
4.
CREDITS:
5.
FIELD:
Business, Commerce and Management Studies
Sub Field:
Finance, Economics and Accounting
6.
ISSUE DATE:
7.
REVIEW DATE:
8.
PURPOSE:
This unit standard is intended for people who attend to client queries either face to face
or telephonically.
It reinforces the listening, speaking and recording reading skills
necessary to communicate with clients in a Financial Services environment.

The qualifying learner is capable of
Listening for information in a verbal communication.
Using plain language in verbal communication.
Capturing information from a verbal communication
Providing information in response to a verbal communication.

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Learner Guide
9.
LEARNING ASSUMED TO BE IN PLACE:

There is open access to this unit standard. Learners should be competent in
Communication and Mathematical Literacy at level 2
10.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

Specific Outcome 1:
Listen for information in a verbal communication.
Assessment Criteria
1.1
The emotional state of the caller/client is gauged from tone, pitch, pace and
volume of voice.
1.2
Body language is observed to support the interpretation of the clients vocal

indicators in face-to-face interactions.
1.3
Own tone, pitch, pace and volume are adjusted to empathise with the clients
emotional state.
1.4
The main idea is extracted from the clients verbal communication and an
assessment is made of the clients needs.
1.5
Questions are asked to elicit supporting details and clarify understanding of the
need.
Specific Outcome 2:
Use clear plain language in a verbal communication.
Assessment Criteria
2.1 Technical language is used appropriately and explained in own words where
necessary.
2.2 Verbal mannerisms, jargon and slang are identified and assessed in terms of their
contribution to a business interaction.
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Learner Guide
2.3 Variation in tone, pitch, volume and pace are used to enhance meaning and to
respond appropriately to the client in different circumstances.
2.4 Barriers to effective communication in the business environment are identified in
order to facilitate communication with clients.
Specific Outcome 3:
Provide information in response to a clients request.
Assessment Criteria
3.1 Appropriate information is clarified in plain language.
3.2 The clients interpretation of the information is checked using open-ended questions.
3.3 A range of relevant options is described and explained to the client in order to agree
on a plan of action.
3.4 Consensus is reached on the most viable option to resolve the query or request.
3.5 The proper procedure to be followed is outlined clearly including action steps,
responsibilities and deadlines.
Specific Outcome 4:
Capture information from a verbal communication.
Assessment Criteria
4.1 The main idea and supporting details of the communication are recorded in rough
notes to facilitate recall.
4.2 Accurate file notes are recorded on the system or manually as required to form a
comprehensive record of the interaction.
11.
ACCREDITATION AND MODERATION:

This unit standard will be internally assessed by the provider and moderated by a
moderator registered by INSQA or a relevant accredited ETQA. The mechanisms and
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Learner Guide
requirements for moderation are contained in the document obtainable from INSQA,
INSQA framework for assessment and moderation.
12.
RANGE STATEMENT:
The typical scope of this unit standard is:
1. Barriers to effective communication could include pronunciation, enunciation, dialect,
slang and jargon.
13.
NOTES:
CRITICAL CROSS FIELD and DEVELOPMENTAL OUTCOMES:

This unit standard supports in particular, the following critical cross field
outcomes at unit standard level:
The learner is able to demonstrate ability to
Identify and solve problems in which responses show that responsible

decisions using critical and creative thinking have been made in
responding to client requests and queries.
Collect, organise and critically evaluate information by listening to and

assessing the clients emotional state and needs.
Communicate effectively verbally in responding to a clients query in plain

language.
Communicate in writing by recording the interaction on the system to

create a comprehensive record.
Be culturally and aesthetically sensitive across a range of social contexts

in assessing the clients emotional state and responding accordingly.

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Learner Guide
INTRODUCTION: COMMUNICATION IN CONTEXT
Reading
Before beginning the course, it may be helpful to understand how communication

happens. In simple terms, communication scientists originally saw the process in a
view that looked similar to the diagramme below:
ENCODE
DECODE
message
Communicator
Receiver
Communication scientists positioned that in communication there was a communicator

and a receiver for communication to take place.
In short the following process takes
place.
The communicator is responsible for encoding his purposes into a message and
sending it in a way that will be understood by the receiver.
The message is interpreted in the context (background or situation) of the
communication.
The receiver receives the messages, and decodes it by transforming the verbal and
nonverbal signs into meaning for herself.
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Learner Guide
Encoding and decoding happen unconsciously unless you are learning a new language
or painstakingly trying to put things into simple language for others, for example when
developing a lesson plan.
There are some added complexities to this model, which will be introduced now:
VALUES
CULTURE
SEX
BACKGROUND
EXPERIENCES
OCCUPATION
FEELINGS
KNOWLEDGE
ATTITUDES
VALUES
CULTURE
SEX
BACKGROUND
EXPERIENCES
OCCUPATION
FEELINGS
KNOWLEDGE
ATTITUDES
Noise
ENCODE
ENCODE
DECODE
DECODE
Noise
message
NOISE
feedback
Communicator
Receiver
The receiver is not a passive participant in the process. He/she also encodes feedback
to the communicator who in turn decodes the message.
To add to this there is what communication scientists called noise interfering with the
communication process:
Noise is anything that interferes with you being able to hear and interpret the message.
It is more than the distracting noise such as the sound of the air conditioner at work. It
is anything that would make it difficult for you to hear the message, or makes you hear
something that is different from the intended message.
The outcome of your
interpretation often depends on how you cope with external, internal and semantic
noise.
15
Learner Guide
External noise: Something in the environment that distracts your attention. A bad
odour, a cold room, a hard chair, a static on the telephone line, or even a pair of
sunglasses. Smudges on a printed page hinder interpretation of a written message,
or snow on a TV set interferes with the clarity of the message on the TV broadcast.
Get the picture?
Internal Noise: Thoughts and feelings in people that may interfere with
communication. Your moods, personal prejudices, personal interest in the topic, as
well as the amount of attention you pay to others.
Semantic noise: Interferences with interpretation due to the meaning of words.

Should you use unfamiliar insurance and investments jargon with your clients, they
may be unable to understand you, just as much as you cannot understand a doctor
who diagnoses your illness with unfamiliar medical terms. Use of slang, profanity or
ethnic slurs can also distort meaning when communicating with others.
Lastly note that no two people are the same. In the communication process the
communicator and the recipient come along with a different world views. They have
different ages, backgrounds, cultures, religions, etc. This means that sometimes it can
be quite difficult to see things from one anothers perspectives.
It is important to bear this basic overview of the communication process in mind as you
begin this course. If you remember the complexities of the communication process, you
may become more aware of the effort that is needed to make yourself more understood
whenever you communicate verbally.

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Learner Guide
MODULE 1: NON VERBAL COMMUNICATION

Module Outline:
Listening means observing the verbal and non-verbal parts of a message. The non-verbal part
of the message conveys the feelings of the speaker and can have more power, sometimes than
the actual words. In fact, researchers estimate that 65% of our messages are transmitted nonverbally. This module will look at the different forms of non-verbal communication, and how to
be more aware of your clients emotions through observing their non-verbal behaviour. You will
also look as your own non-verbal interactions to maximise your interactions with clients.
Learning Outcomes:
By the end of this module you will be able to demonstrate:
Competencies
Knowledge of:
The forms of non verbal communication

The cues (signs) that can be picked up from the client to
determine his/her feelings through body language, tone of voice,
volume, etc.
How to use your own voice and body language to show a client
that you understand his/her feelings and want to resolve their
query
Identify how your others are feeling by their verbal and non verbal
behaviour
Identify your areas for development in communicating non
verbally
Skills to:
Attitudes
show:
and
values
that
A commitment to improve your communication style to minimise

miscommunication

17
Learner Guide
Module 1: Lesson 1 - Forms of Communication

Activity 1 - The scope of communication
Individual reflection
10mins
Tick in which of the following instances the action

describes that communication is taking place.
ACTION
A client informing you of his new address on the telephone

Questioning your team leader about how to manage an angry client
Paraphrasing (restating in summary) a clients requirements
A comfortable moment of silence during a lively conversation between friends
Arriving at a meeting with the new Head of Department with your hair untidy and
clothing that could be regarded as unprofessional, even though you have a wardrobe
that is professional and meets the corporate standards
A presentation from the CEO to all staff
Reading an email from the Life Officers Association
A radio broadcast
An advertisement to purchase a funeral policy
Junk mail in your post box
A road sign indicating a yield for traffic
A person laughing
Your team mate arriving 5 minutes early for a meeting
A new staff member speaking too quietly to be heard in a team meeting
A T shirt with the name of the political party which you support on the front
The distance you sit from a stranger on the bus
Listening to your clients complaint
Your team mate slouching at her desk
Writing a report
Waving to your colleague as you leave the office for the day
Averting your eyes from a superior
Crossing your arms in a team meeting
Ignoring someone you work with when you walk past them
Your client pursing his lips and raising his eyebrows when you tell him that he cannot
take a loan of R50 000 on his policy
Touching your colleagues arm to get his attention
Wearing the latest designer clothes
A manager walking into the office and banging the door behind him
Saying uh, er, well, more so than the average population so that it becomes a
distraction
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Learner Guide
A client speaking in a high pitched tone to the call centre operator

Staff going on strike
Voting at the general elections
Did you tick all of the above? I am sure you will agree that in all the above interactions
someone is communicating something. It is virtually impossible for a human being not
to communicate when interacting with someone else. In fact, even if you decided to
sleep all day for a week, you would be communicating something to the people near to
you. Depending on your own situation, perhaps that you are burnt out, lazy, depressed,
or just taking a break from the world. In the case where staff members complain that
their company is not communicating with them, some form of communication is
happening. The fact that they are not receiving the information they require or expect
does not mean that their company is not communicating with them.
Perhaps the
message is that the company communication channels are poor, or that the staffs
expectations for information are unrealistic.
Human Communication happens on two levels:
Intrapersonal within yourself. Your thoughts and ideas.
Interpersonal Between you and another or others
Note: There is another form of communication, which is media communication. This is
not covered in this course, although you may have noticed some examples of it in
activity one.
Module 1: Lesson 2 - Body Language

Activity 2 - Video
Paired Activity
10mins
Your facilitator will play a video clipping to you, and turn

off the sound. Carefully watch the interaction between
the characters on the screen. After the screening your
facilitator will ask you to work in pairs. Complete the
worksheet below. Work neatly, because your activities
must go into your portfolio of evidence.
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Learner Guide
1. Take notes on what you think is happening:
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------2. What emotions are the characters showing?

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

20
Learner Guide
3. Even without sound, you are able to interpret meaning from the characters body
language. What body language can you identify?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------4. Why is it important to watch peoples body language if you want to be a good
communicator?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------5. How can it help you to observe body language when dealing with your clients?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------6. What potential pitfalls are there when observing body language?
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Communicate verbally with clients in a financial service environment
21
Learner Guide
-----

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Learner Guide
Activity 3 - Charades
Small group activity:

In small groups you will role-play certain emotions.
Your facilitator will give each of you a card, which
describes an emotion. You will use body language only
30 mins
(no words or sounds) to show that emotion. Your team

members will try to guess what emotion you are roleplaying by the body language you are displaying.
Make notes below of the body language you observed.
Facial Expressions
Body movement,
Eye contact
My interpretation of
posture and
their body
gestures
language
Name:
Name:
Name:
Name:
Name:
Name:
Name:

23
Learner Guide
Research assignment one
We learn our non-verbal behaviour patterns from our parents and our community and
this can differ from culture to culture. As a client services agent you need to be aware
that your clients come from different backgrounds and cultures, and that the way they
express their emotions may differ. For this assignment you will need to:
1. Create a checklist of body language with the text book interpretations of their
meaning, and then
2. Interview a colleague or friend of another culture to find out if these interpretations of
non-verbal behaviour apply to your interviewees culture.
You will indicate the
differences and similarities.

Show the checklist you designed. (you can use the further reading section in this
module to assist you)
Show the interview form you used.
If you have access to a tape recorder, record the interview with the other person
Show your conclusions.

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Learner Guide
Module 1: Lesson 2 - Identifying and Responding To Vocal Qualities

Every time we speak, our voice reveals our gender, age, geographic background, level
of education, native birth, emotional state, and our relationship with the person spoken
to. Other people can read these cues accurately. We send important information about
ourselves; when we listen to others, we can receive important information about others.
In this lesson you will look at using the qualities of your voice to identify the emotional
state or feelings of the speaker and to use your voice to respond appropriately.
Activity 4 - Identifying feelings by listening to and responding to vocal qualities

Paired Activity
1. Your facilitator will put you in pairs. You will take turns to
tell each other a story of three minutes about:
o An unresolved issue you have back at the work
place or
40 mins
for activity
o A client that made you feel glad to be in your job or
15 mins
o Your views on how client service can be improved in plenary

your division
2. Listen to your partners voice.
3. You will respond to your partner with advise or your own
feelings about the topic.
4. Then complete the worksheets that follow.
5. You will then reverse roles.

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Learner Guide
Vocal Qualities Worksheet

Speakers name: _____________________
Vocal qualities
Volume
Definitions
The volume or loudness of ones voice.
This can range from a whisper to a shout.
Pitch
The height or depth of the voice, from low

to high.
Inflection
The rise and fall of the voice within the

pitch. This takes the repetitiveness out of
a persons voice and makes it interesting
Timbre
Pace
Whisper
1 2 3
Low
1 2
The pace of ones speech: Do we speak
Flat
1 2
The way in which words are pronounced

affects the interpretation of the message
Shout
9 10
High
9 10
Monotonous
to listen to.
The fullness and richness of the voice
faster or slower than the average person?

Clarity
Your partners
1 2 3 4 5
Slow
1 2
10
Flexible
Full
9 10
Fast
9 10
Unclear
10
clear
Interpret what your partner was feeling about the topic, by the vocal cues they gave
during the talk:
My
partner
feels
(list
words
to
describe
the
feelings)------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ----------------------------- about an issue with an

unresolved issue back at the work place / A client that made them feel glad to be in
their job or their views on how client service can be improved in their division
Ask your partner for confirmation of their emotions about the topics.
Activity 5 - Identifying meaning by vocal cues only

Paired activity:
20 mins
Working in pairs you will demonstrate how the meaning

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Learner Guide
of the same verbal statement can change because of

the use of voice accompanying it. Sit back to back with
your partner for this activity so that you cannot use
body language to assist you to interpret the message.
Complete Activity Five directly after this activity.
1. Each member of the pair will be given a statement to say to his or her partner.
2. Person A says to person B: I would like to apply for a loan. Person B says to
person A There is no cash value on your policy At this point try to be as neutral
and non -expressive as possible.
3. Person A says to person B Can I speak to your manager. Person B says to person
A; My manager is out to lunch. Again the statements are made in a neutral and
non-expressive tone.
4. Round One to statements in two:
a. Person A makes the statement with verbal cues to express anger
b. Person B uses responds with verbal cues to express concern
c. Person A makes the statement with verbal cues to express arrogance
d. Person B uses response with verbal cues to express anxiety
5. Round Two to statement three
a. Person A makes statement with verbal cues to express grief
b. Person B makes response that communicates compassion
c. Person A makes the statement with verbal cues that expresses shyness
d. Person B makes the statement with verbal cues that express lack of interest

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Learner Guide
What vocal qualities did you observe during the dialogue? (If applicable)
Volume
Pitch
Inflection
Pace
Loud/Quiet
High/Low
Varied
Fast/Slow
Anger
Concern
Arrogance
Anxiety
Grief
Compassion
Shyness
Lack of interest

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Learner Guide
Activity 6 - Identifying meaning through voice and body language

Paired Activity
Working in pairs role-play the phrases below. Take turns to
switch between being person (a) and person (b). Use the
appropriate body language and voice qualities to convey the
intended message.
Complete the worksheet during the
activity to identify the non-verbal behaviours.
20 mins
for activity
20 mins
plenary
In a neutral tone of voice person (a) says to person (b): What is the procedure to
make a claim?
In a neutral tone of voice person (b) says to person (a) The member must
complete the following forms
Then:
1. (a) says the same sentence to (b) using non verbal behaviour that
conveys anger
a. (b) responds with fear
b. (b) responds with helpfulness
conveys grief
a. (b) responds with lack of interest
b. (b) responds with compassion
3.
(a) says the same sentence to (b) using non verbal behaviour that
conveys authority
a. (b) responds shyly
b. (b) responds submissively
conveys love
a. (b) responds with happiness
b. (b) responds with irritation

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Learner Guide
conveys tiredness
a. (b) responds with eagerness
b. (b) responds with anxiety
Worksheet:
What non-verbal behaviour did you observe or use for the following emotions?
Emotion
Tone
Vocal Qualities
Pitch
Pace
Facial
Body Language
Gestures
Posture
Anger
Fear
Helpfulness
Grief
Lack of
interest
Compassion
Shy
Submissive
Authority
Love
Happiness
Irritation
Tiredness
Eagerness
Anxiety

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Learner Guide
FURTHER READING: Forms of communication - Speech and Language
Language helps us to make ourselves understood through using a united system of

words. We take our language for granted until we suddenly cannot find the right words
to explain ourselves, or when someone asks us to explain what we mean. Have you
ever tried explaining yourself to someone who is not a first language speaker of your
language? It is much easier to be misunderstood. Even when you are not speaking out
loud, you are using language to think and create meaning. We call this intrapersonal
communication. i.e. interpersonal communication happens between you and others,
and intrapersonal communication happens within yourself. Speech and language
includes but is not limited to:
Verbal or spoken communication
Written communication
Art, e.g. poetry, music, literature
Non-Verbal
The term non verbal communication: is used when we refer to communication that
is not written or spoken.
Researchers have found that when we interact with each
other, we interpret more meaning through non-verbal behaviour than through the
verbal message.
In fact, they claim that as much as 65% of the meaning is
understood though non-verbal communication.
Body movement, posture and gestures

Body movements are strong indicators of how you feel. You can tell how your boss
is feeling sometimes just by the way she is walking! Some people walk as if they are
in a daze (research tell us that those are the ones who are likely to get mugged first
they are communicating: come and get me!), others walk with purpose.
Sometimes you can see if a person is feeling dejected (sad) by the way they walk.

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Your posture can also communicate a lot about your personality, your status, how
you are feeling today, your self-image, and your gender. Have you ever noticed how
a tall person who is uncomfortable with being tall may slouch their shoulders, whilst
some 6 foot models strut their stuff on the cat walk? Do you see how this shows a
difference in their self-image? But remember, a slouch may just be a temporary
indication of a persons emotional state for the day perhaps they only feel dejected
now, and will bounce back when they have overcome their particular emotional
hurdle. We must be careful not to generalise our interpretations.
Gestures are movements of hands, arms, legs and feet. Hand gestures commonly
describe or emphasise verbal descriptions or communicate attitudes. For example,
crossed arms communicate a less aggressive attitude than putting your hands on
your hips.
Facial Expressions and eye contact

Facial expressions are said to communicate how we are feeling and our
reactions to the messages we are receiving. These are generally the real sign to
how strongly we feel about the message we have received. Have you ever
received unwelcome news, and you did not want to show people your reaction,
but your face and eyes gave you away? After all it is said that the eyes are the
mirror of the soul.
The way we use our eyes is also a way of interpreting meaning. Who will be
viewed as more confident?
(a) A public speaker who does not look at her audience or
(b) a public speaker who looks up during her speech?
------------------------------------------------------------------------------------------------I am sure you answered (b). Sometimes if someone is not being truthful they
cannot look you in the eye. Can you think of other instances when people do not
maintain eye contact?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Learner Guide
------------------------------------------------------------------------------------------------------------Perhaps you are aware that in some African cultures, it is respectful to drop your
head in conversation with a superior.
Or did you think of someone who is
distracted or bored? They will find it very difficult to maintain eye contact if they
are not concentrating on what you are saying or the presentation at hand. Share
any additional ideas with your fellow learners.
Use of space
People convey messages about themselves by using space.
Consider for
example whether a new student decides to sit in the back or front of the class, or
if a staff member sits far from the head of a table or at the head of a table during
a meeting. Most teachers will tell you that the mischief-makers will sit at the back
of the class and the more serious students choose a position near the front
Use of touch
Use of touch can also communicate the nature of the relationship between
people. Examples are: Lovers will touch each other more frequently than friends.
You could pat someone on the back to calm them down. Can you think of other
examples? Beware that touching behaviour is different for people of different
cultures, but we also need to be very aware of what makes other people
uncomfortable and what is inappropriate. Also find out what touching behaviour
could be understood as sexual harassment
Use of time
People can use other peoples use of time to interpret messages.
If someone
phoned you at three am, you would probably expect it to be bad news. Similarly if
you do not return a clients call within a time frame that he thinks is appropriate, he
may interpret your non verbal behaviour as an indication that you do not care about
his business. Time is often a reflection of status, the higher your status, the more
control you have over time. For example, the executives in your organisation will
control how long you will wait for an appointment. Different cultures and personality
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Learner Guide
types view time differently, often resulting in misunderstandings.
Organisations
therefore need to have company standards for time keeping that everyone adheres
to.
Personal appearance
Personal appearance includes the way you look, including but not limited to:
the clothes you wear,
your personal grooming,
the symbols you wear (badges, tattoos, etc),
your sense of style, etc
and can influence first impressions, job interviews, consumer buying behaviour and
even courtroom decisions. Your personal appearance can give away cues about
your age gender, identity, personality, attitudes, social standing, and income, to
name but a few.
A job seeker looking for a position as a professional in a leading investments
company who arrives for an interview wearing jeans and takkies, will probably not
get the job, even if he has all the right qualifications and experience because the
interviewer may interpret that the candidate is not professional.
What do the appearances of the people below communicate to you?
Age:
Culture:
Age:
Social Standing:
Income:
Age:
Culture:
Age:
Social Standing:
Social Standing:
Culture:
Income:
Income:
Social Standing:
Culture:
Income:

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Learner Guide
Ones perception is ones reality.

The above saying means that even if someone elses perception of you is incorrect or
unfair, it is real to the person who perceives it. Our role is to manage other peoples
perceptions of ourselves. This can be done very much through taking care of our
physical appearance, without compromising our unique individuality.
This means that even if someone elses perception of you is incorrect or unfair, it is real
to the person who perceives it. Our role is to manage other peoples perceptions of
ourselves.
This can be done very much through taking care of our physical
appearance, without compromising our unique individuality.

Vocal qualities
In South Africa we have a variety of accents and ways in which people speak. This
adds to the diversity of our nation and we do not want to make everyone a clone of
the other. Only when our vocal qualities lead to miscommunication, do we need to
work on refining it.
We need to use or vocal qualities to enhance the meaning of our message.
Therefore we change our vocal qualities according to our situation:
Volume:
Some people speak softer or louder than others. We can increase or decrease the
volume of our speech to change our meaning. E.gs.
A client will use a louder voice to exclaim his dismay at having his call
transferred for a third time.
A soft voice would be used to show sympathy towards a client who has called
in to enquire about benefits after her spouse has passed away.
You have to speak louder when you are interacting with a client if the air
conditioning unit is faulty and making a noise.
Note: Speaking too loudly in inappropriate situations can be irritating, and interfere
with meaning. Speaking too softly can make it difficult for listeners to hear and
understand you.

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Learner Guide
Inflection:
Inflection is the rise and fall of the voice. People who do not use inflection in their
voices have a monotonous drone.
However, overusing inflection can create
childlike speech. You would typically use more inflection when you are talking about
something exciting.
Pitch:
When interpreting emotions from the highness or lowness of the voice, we can
typically infer a range of emotions from calmness, cosines, lack of interest through to
depression from a low-pitched voice. A high pitch can indicate extreme emotions
such as fear or excitement.
Resonance
This is the quality and fullness of your voice, or how pleasant or unpleasant your
voice sounds to the listener.
Rate
Rate refers to the pace of your speech. Speaking quickly usually indicates excitement,
anger, volatility, whilst a slower speech would indicate being relaxed, trying to make a
point, depression, lack of interest, etc.
Note: Speaking too quickly can cause your listeners not to hear all your words, and
speaking too slowly can be monotonous and boring for your listeners.
Clarity
Clarity refers to the clearness of your pronunciation. Your accent is acceptable provided
that the listener can understand what you are saying.
A final note on vocal qualities: For some of these vocal qualities the emotions indicated
are very opposite for the same vocal characteristic.
For example: How do you
differentiate if the speaker is calm or depressed, when the pitch of their voice is low?
Answer: You need to look at everything as a whole. You would need to observe the
body language that accompanies the vocal message and the words that are being sent.
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Learner Guide
Glossary
Use the space provided to fill in words that are unfamiliar to you and look up their meanings.
Word
Components
Context
Meaning
Each of the parts of which a thing is made up of
The situation that something is taking place in to help us fix its
Cues
meaning
Something that is said or done that acts a signal for someone
Generalise
Hurdle
Interaction / Interacting
Interferes
Model
Painstakingly
Posture
Preconceived
Sexual harassment:
(usually an actor) to say or do something

Make a statement that is true of most cases (but not all)
An obstacle, a problem
Have an effect on each other (inter means between, or among)
Gets in the way or obstructs
Something complex is simplifies by presenting it in a diagramme
Make a careful effort with work
A pose, the way a person sits, stands or walks
Idea formed in advance, before full information is available
Unwelcome sexual advances, requests for sexual favors, and
other verbal or physical conduct of a sexual nature constitutes
sexual harassment when submission to or rejection of this
conduct explicitly or implicitly affects an individuals employment,
unreasonably interferes with an individuals work performance or
Unconsciously
Unkempt
Other words:
creates an intimidating, hostile or offensive work environment.

Not aware of things
Looking untidy or neglected

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Learner Guide
Summary: Key Learning Points:

Use the space provided below to summarise the key learning points of this
module:

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Learner Guide
MODULE REVIEW
Reflect on the past module and answer the
questions below.
10 mins
Which assessment criteria from the unit standard are covered in this module?
What natural forms of evidence do I have that I can include in my Portfolio of Evidence that
relate to these assessment criteria? (Natural forms of evidence are evidence that occur in the
workplace that you can use to show as proof of competence)
How can I practically apply the lessons learned back to the workplace?
Skills to improve during the next week.

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Learner Guide
MODULE 2: LISTENING
Module Outline:
Seek first to understand and then to be understood
- Steven Covey
This is a golden rule for communication which most of us neglect. This module deals with
identifying the clients needs through listening (which includes other skills such as questioning
and rephrasing).
Learning Outcomes:
Competencies
Knowledge of:
Skills to:
Communication
Barriers to communication
Listening techniques
Questioning techniques
Listen attentively to the client
Ask the right questions to understand the clients need
Show empathy to the client
Rephrase the clients statements to ensure that you have

understood him/her correctly
Attitudes
and
values
that
show:
Use your voice effectively to respond to client appropriately
Identify barriers to listening

Respect for other peoples feelings
The ability to put yourself in someone elses shoes
Client centric behaviour in an overriding concern to understand

the client
How well? Within the context of:
The function within which you operate and
The sub-sector of the insurance industry within which you are working.

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Learner Guide
Module 2: Lesson 1 - Listening Habits

Introduction:
To meet the criteria of this unit standard you need to show that you can listen to your
client. The title of this unit standard can be deceiving at first glance as the word verbal
can imply that the focus of the standard is on your speaking and verbal competence.
However, if you analyse the components of the unit standard you will see that speaking
is just a small part of the communication process. In order to provide clients with
information, you first need to understand their requirements through listening to their
needs.
In fact studies conducted have shown that we spend more time listening than in any
other communication interaction. See pie graph below: Listening 53%, reading 17%,
Speaking 16%, Writing 14%.
Alarmingly, studies show that the average adult only hears 65% of the message and
only remembers 25% of that message two months later.
Think about your own listening behaviour. Did you ever get lost because you did not
follow the directions someone gave you correctly? Have you missed an appointment
because you got there at the wrong time? Have you jumped to the wrong conclusion or
felt misunderstood?
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Learner Guide
Activity 7 - Listening Inventory

The purpose of this inventory is to make you aware of
your listening habits. When you have completed this short
quiz, you should be able to create an action plan of
10 mins
listening habits for improvement. This is, of course, a

subjective inventory and not an objective test. Circle the
appropriate choice regarding your personal degree of
listening effectiveness.
Assessing Your Listening:
Indicate your responses to the questions below by placing an X in the space provided
next to the answer you feel would apply to you:
1. Do you prepare yourself to listen by focusing on the speaker?
Usually
Sometimes
Seldom
2. Do you keep your mind on what the speaker says?

Usually
Sometimes
Seldom
3. Do you periodically review and summarize the main points

Usually
Sometimes
Seldom
4. Do you allow for your own bias on the subject, and try to look at it from the
speakers point of view?
Usually
Sometimes
Seldom
5. Do you listen (by watching the speaker) for meaning that was not in words?
Usually
Sometimes
Seldom
6. Do you think ahead of the speaker and try to anticipate the next point?
Usually
Sometimes
Seldom
7. Do you form questions that you would like to ask?

Usually
Sometimes
Seldom
8. Do you make a conscious effort to evaluate the logic of what is being said?
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Learner Guide
Usually
Sometimes
Seldom
9. Do you accept the emotional sentiment of the speaker?

Usually
Sometimes
Seldom
10. Do you echo or mirror responses to feed back to the speaker that you are
listening?
Usually
Sometimes
Seldom
Scoring: Give yourself 10 points for each "usually," 5 points for each "sometimes," and
0 points for each "seldom." If your score is below 50, youve developed some bad
listening habits. If it is 50-70, you are a very good listener. If it is 80-100, you are an
exceptional listener.
Total
Total
Total
Usually
Sometimes
Seldom
Grand total
What does the above say about your listening skills?
How much are you missing of your clients message?
Learning to listen effectively is one of the most powerful skills you can teach yourself as
a client agent. Listening is a mental skill, which can be developed. To listen effectively
we need to pay attention to what is said (the verbal) and how it is said (the non verbal).

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Learner Guide
Activity 8 - Get interested in interest:
Small group activity:
Individually read the story below of the king who loved

carpet.
Then, divide into groups of three and carry on a
10 mins reading
conversation in which one of you is the talker, the
30 mins listening
other is the listener and one is the observer.
10 mins plenary
The talker should decide what to talk about, or your

facilitator may give you topics to discuss. The facilitator
will let you know when to finish (approximately 3 to 5
minutes).
The listeners" job is to listen for the talkers interest

level. Note how interested the talker is on a scale of 010. Notice whether the level changes as he or she talks.
Listen for inflection (variance or change in the way he or
she uses his/her voice) and the tone of the person's
voice. What other observations can you make about the
person talking? After the facilitator calls time, use the
space provided to note any additional details you
noticed about the person talking.
Now reverse the roles and repeat the exercise until

everyone has participated as talker, listener and
observer discuss your observations with one another.
Adapted from the: THE INNER GAME OF LISTENING
Source: Jill Collins, Alverno College, Milwaukee, WI
Introduction:
Too often, as listeners, we allow distractions, attitude, or personal biases to interfere with our
abilities to engage in a useful listening experience. When we are taking part in a conversation
with someone, we tend to decide what the outcome is going to be and how we feel about it
before we see the big picture. This kind of judgmental awareness can really get in our way.
Instead of seeing things the way they are, we see things the way we think they are.

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Learner Guide
Non-judgmental awareness is the art of seeing something as it is, without distortion. It is the
basis of the inner game of listening. Non-judgmental awareness is about finding something to
get interested in, we learn to listen for more than we're used to hearing. We discover what there
is to hear, see and feel rather than what we always thought was there. As our skill of awareness
develops, our minds become concentrated and quiet. With a quiet mind, we can do what we're
doing better and learn to enjoy it more. We can gain valuable insights into ourselves, and
others. In order to clarify this point I'd like to share with you a story entitled:
The King Who Loved Carpet

Once upon a time, there was a king who never wore shoes. He was forever bruising and scraping his
royal feet. One day, completely exasperated with this problem, he turned to his trusty minister and
ordered: I want you to carpet the entire kingdom by tomorrow morning, or it's off with your head!
The poor minister sat up half the night thinking about this impossible task, and knowing full well that
he would surely lose his head come morning. Suddenly, just as the sun began to rise, his fear turned
to joy. He had an idea. Bounding from his bed, he ran to the royal carpetorium.
When the king awoke the next morning he jumped quickly out of bed and hurried to the royal window
to view his carpet covered kingdom. Seeing not one inch of carpet anywhere he began bellowing for
the minister roaring wildly. Minister, Where's my minister? I'll have his head!
At that very moment, the minister appeared at the king's door clutching a pair of very foreign objects
in his hands. Oh your highness, please be so kind as to try these first, he begged. The king agreed,
and in the wink of an eye the minister slipped the world's first pair of carpet slippers onto the king's
royal feet.
Instantly the king's anger turned to delight. Shuffling around the room with the softness of the finest
carpet in the kingdom beneath his feet, all he could do was smile with every step.
The moral of this story relates to effective listening and finding something to get interested in. It
is about listening for more than we are accustomed to, and turning every interaction into a
challenge. Throughout life we often find ourselves in situations we don't like and can't change;
we can, however, learn how to change our own experience and gain valuable insights along the
way. Let's put this lesson to use and try an exercise that allows us to practice.
Getting
Interested In Interest

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Learner Guide
Worksheet: Listener:
What did you hear?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------How did you get interested in what the talker was saying?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------How did you change your personal listening experience to make it more fulfilling?
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Learner Guide
Worksheet: Observer:
What did you observe the listener doing to make sure that he/she understood the
message?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Can you give the listener any tips to improve his/her listening style?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------What did the speaker do to make him/herself more interesting. Was there anything
that was distracting about the way the speaker spoke that would make it difficult for
the listener?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------What tips would you give to the speaker to ensure that he/she is understood better
in future?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Communicate verbally with clients in a financial service environment
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Learner Guide
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Worksheet: Listener:
What did you hear?
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Learner Guide
message?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------What did the speaker do to make him/herself more interesting was there anything
the listener?
in future?
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Learner Guide
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Worksheet: Listener:
What did you hear?
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Learner Guide
message?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------What did the speaker do to make him/herself more interesting was there anything
the listener?
in future?
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Learner Guide
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Module 2: Lesson Two - Barriers To Communication

People misunderstand each other on a daily basis for a variety of reasons. We call
these barriers to communication. This lesson will focus on the listening aspect of
communication and examine how it affects communication .
Activity 9 - Communication and Listening Barriers

Large group
Icon
Large group activity:

Refer to the model in the introductory module.
Your facilitator will guide a discussion to help you
identify the barriers to communication.
Make
20 minutes
notes in the space below.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Communicate verbally with clients in a financial service environment

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Learner Guide
-----------------------------------------------------------------------------------------------------------------------

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Learner Guide
Further reading
Our mental ability creates a problem with listening. Consider the following:
We can speak at the rate of 125 to 150 words per minute.
We can listen at between 275 and 300 words per minute.
We can think at more than 3,000 words per minute.
These figures show that we can listen at three times the rate most people can speak
and we process words at almost twenty times the rate most can speak. Therefore, your
mind can race ahead and wander while someone else speaks. We can plan our day
and contemplate what we will do after work and still get the gist of what someone is
saying. But while our minds wander, we miss much of what we are capable of hearing.
The listening process is more than hearing. Hearing is a passive process, whereby
sounds are received in the ear. You can hear someone, but not understand them. We
need to strive to listen to them as opposed to hearing them.
Barriers to listening:
In listening, interference to the message are called listening barriers. Listening barriers
can be internal or external:
External barriers are distractions in the listening environment.
They include
background sounds such as the humming of computers, telephones ringing, the sound
of your colleagues having a conversation, the static on the telephone, etc.
Poor listening behaviours:
Fidgeting: shows impatience, and tells the communicator that you are distracted.
Lack of concentration: if you allow your mind to wonder you will not be able to
pick up the main ideas of the conversation.
Inaccurate listening means that you either pay too much attention to the
message and do not focus on the emotions and feelings of the communicator,
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Learner Guide
whilst you could also pay too much attention to the emotions and neglect the
ideas that are being expressed.
Internal barriers are our own physical and psychological barriers that we bring to the
communication interaction, that inhibit active listening. These include feelings such as
tiredness, sadness, dejection, boredom, thinking about the soccer match tonight, etc, as
well as personal prejudices, about the communicators appearance, status, race, gender,
sexual preferences, etc.
Our attitudes also affect the way we listen. If we think we are more informed than
others, we may no want to give others he time to listen to them, or if we have
stereotypes, we may not want to listen to a woman talking about finance or may not be
able to empathise with a person of another race. Instead of listening to them!
Other barriers include jumping to conclusions, the tendency to ignore topics that are
regarded as difficult or boring, and the listeners ability to understand the ideas
expressed by the communicator (we call this noise in module one)
Semantics and word connotations:

Words mean different things to different people. African men and women are likely to
object to being called a girl or a boy, whereas people of other races may not feel too
upset about a facilitator walking into the rooms jokingly saying to adult learners, Good
morning boys and girls. This is due to the history of our country where African people
were not addressed as men and women. Write down other examples? E.g. Chief,
Mama
or
Mazungu
Boer,
Meid
rich
whitey
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Learner Guide
Tone differences:
In some cultures, language is formal and in others it is informal. Using a personal,
informal style in a situation in which a formal style is expected can be embarrassing and
off-putting.
Perceptions:
Perceptions vary from person to person. Often people perceive things differently about
the same situation. We assign different meanings to what we perceive.
This will be
demonstrated in the next activity.
Activity 10 - The power of perceptions
Paired Activity
10mins
In pairs, look at the pictures that follow, and describe to

your partner what you see.
You may see different
images. Try to change your viewpoint until you see

what you partner can see. If you have seen any of the
pictures before do not tell your partner what they are.

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Learner Guide
NB: This page must be printed in colour

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Learner Guide

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Learner Guide
Perceptions continued:
Perceptions are the way in which we gather information from our surroundings to interpret the
information around us and explain what is happening. Perceptions are sometimes inaccurate
and are handed to us by our parents and through our communities and our culture.
Unfortunately as we go out into the world, we cling to those perceptions because it is human
nature to select only those things happening in the environment that confirm our frame of
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Learner Guide
reference that is, our attitudes, values, and beliefs. That is why for example, people will only
buy a newspaper thats editorial policy confirms their own political views.
People expose
themselves to information with which they already agree and disregard information that we do
not agree with. To further strengthen our perceptions, we see what we want to see and hear
what we at to hear.
Perceptual inaccuracies:
Have you ever had a first impression of someone that turned out totally different when you really
got to know the person? Be aware of the following that can cause mistakes in your evaluation
of another person when you meet them:
Emotional State:
Your frame of mind or emotional state when meeting someone can affect your perception. If you are
feeling down or irritable on meeting someone new, you are more likely to form a negative opinion of
them, than on a good day.
Selective perception
This refers to where people choose information based on their existing attitudes, values and beliefs.
You will see and hear what you want to see and hear. E.g. You have heard that people who went to
a certain university like to have a good time and are not serious about hard work. Your new team
leader is from that particular university, and you see her at the social club after work. This confirms in
your mind that she is a socialite and not going to be serious about her work.
Halo effect
This refers to forming a perception of people based on a single characteristic. Therefore if you
perceive a person unfriendly, you may see everything they do in a negative light, even their
professional work is of a high standard. This also works equally if the perception is favourable. E.g.
your colleague is also your friend. She does not do her work on time but because you like her, you
downplay her shortcomings.
Stereotyping
Our minds need to access information quickly in order to react to changes and information from the
environment. They therefore store, organise and recall information in a certain way. Stereotypes are
the mental categorisation of people according to general rather than specific characteristics. They
are critical sometimes. For example if you were inviting a Jewish person to your home, you have
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Learner Guide
information stored in your mind that most Jewish people do not eat pork. Or if you hear a voice on
the phone, you would immediately access the files in your mind to identify if the voice belongs to
women or a man, and perhaps the education and language level so that you can reflect your own
language back at the appropriate level. Can you see then that in itself stereotyping is useful and
used to describe differences among groups and to predict how others will behave? Stereotyping
helps reduce complexity and helps us make quick decisions.
Stereotypes become a problem
when they support unfairness and intolerance. It becomes a barrier to communication when a
listener or speaker does not pay the same attention to the communicator or recipient because of their
stereotyping behaviour. For example, Viloshini, has heard that all accountants are dull and boring.
When she meets Stefan, an accountant, she automatically perceives him as dull and boring and does
not make the effort to get listen to him. To avoid unfairness in stereotyping we need to regard people
as individuals.
Additional Reading:
The following article (Sunday Times 24 August) is interesting to demonstrate how stereotyping
can sometimes fail. People are individuals and cannot merely be classified according to a
system. Can you see some inaccuracies that can be caused by stereotyping behaviour?
By The Way - Suzanne LeClerc Madlala

My ELDEST daughter recently had an encounter with "multiculturalism". It was an encounter of the third
kind, that category that includes a UFO landing in the garden and luring one on board for experimental
purposes.
In her case, she happened to be sitting in a high school classroom, with the creature from outer
space taking the form of a social studies teacher.
"Now, learners, we will be focusing on multiculturalism this week, a very important part of our new
syllabus. As you all know, we are living in a Rainbow Nation, and therefore we must get to know one
another and our various cultures better. This will help to promote peace, love and tolerance, all
those wonderful ingredients for a happy new South Africa."
I imagined the teacher's introduction to this exciting new topic must have been something like
that. Never mind that many of the children had been classmates since Grade 1 and had well over a
decade of experience learning together, as well as hitting, pushing, teasing, arguing, laughing and
rehearsing for Christmas concerts.
The basic elements of tolerance were put in place long ago, as these kids came to realise that it
was "adapt or die" schoolyard politics, and they simply had to live with each other, like it or not. The
multi-hued learners had a pretty good idea about each other and their various "cultures" already,
but the teacher obviously thought otherwise.
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Learner Guide
Certainly, a sensitive and informed engagement with issues around culture, race, ethnicity, gender
or class is a valuable component of a modern school syllabus. Prejudiced attitudes of a kind are a
lot like bones; they become ossified through time. It's of little use trying to teach an old racist or
sexist new ways of thinking. We have to start when they are young. But the problem is that very few
among us are skilled enough or wise enough or experienced enough to handle these topics with the
care that they demand.
So, back in the social studies class, the kids were asked to "break into their cultural groups", with
each group assigned one of the four corners of the classroom. Neatly, there were four corners for
the four obvious groups whites, coloureds, Indians and Zulus (yes, "Zulus").
But what was obvious to the teacher was not so obvious to the learners. They milled around
playing musical corners and humorously sought advice from one another as to where they should
go. Joel, the French boy, who is black, decided the "white" group was appropriate. The visiting
Venezuelan girl joined the "Indian" group, and the Xhosa-speaking boy joined the "Zulus". If the
teacher was up to the task, she could have used this as a marvelous opportunity for
demonstrating the stupidity inherent in such simplistic attempts to categorise people. Instead, the
teacher became impatient with the pupils' to-ing and fro-ing and instructed them where they should
go!
My daughter, whose life began with a Home Affairs battle in 1989 when they wouldn't accept her
race as "human" and informed her parents that she was in fact Cape Coloured, was marched off
to the "coloured" corner. Joel, the French kid, was put in with the "Zulus", the Venezuelan was
assigned to the "whites", and the African-American girl was taken out of the "Zulus" group and reassigned "coloured". The Xhosa boy was told he could stay with the "Zulus".
Once in their "appropriate" groups, the assignment was given: "Discuss your culture: its traditional
foods, customs, dress, music, whatever else that marks you off as special. Then each of you will
take a turn presenting to the class one aspect of your unique culture."
And so my French-Canadian-Zulu-American-South African global citizen girl child came home to
recount her story about how her classmates had to provide the necessary cultural advice for her
to stand up the following day and talk about the music of her culture.
With CDs of Christina Aguilera, Avril Lavigne and TKZ, I wondered what cultural music she had in
mind. "It's called the Coon Carnival," she reported, something she had not even heard about up
until then. "I think they play the banjo and dress up like clowns. Most of their songs are in
Afrikaans. Oh, well, at least I don't have to talk about coloured foods."
Unable and unwilling to hide my shock/horror, I asked what those foods might be. "Snoek, that's a
fish. You know that advert on TV about I&J? Those are coloureds catching fish. They like fish."
"What?!!" I couldn't help but screech. My child was going to stand up in front of her class and
mindlessly reproduce some apartheid-era notions of race and culture of which she has no reference
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points in her own life, and against which her parents spent years fighting. All to satisfy the teacher
and her syllabus.
When I demanded to know the exact location of this teacher's classroom, the time she leaves
school each day and her home phone number, my daughter begged me not to intervene. "Oh, no,
please, mommy, it's just a silly lesson. We don't care about it. We know it's dumb." The mortified
child didn't want mother causing a scene.
So I ended up writing a lame little note suggesting to the teacher that such an exercise would be
useful as a way of slamming racial or cultural classifications, but otherwise harmful if mishandled. I
can only hope that she got the point.
If our schools can do no better than spew out discredited ways of understanding diversity, than
we're in trouble. It would be best to skip the "multicultural" lessons altogether and wait for a new
generation of teachers to tackle the topic. Or, better yet, the teachers should become the
learners while our children design exercises that could help repair some of the brain damage
incurred from the past.
When it comes to multiculturalism, our children are far more aware than we are and further along
with the whole project of negotiating and managing diversity. A lot of our children today actually live it,
so let's just let them lead the way.
Suzanne Leclerc-Madlala is professor and head of anthropology at the University of Natal
Research assignment two
This is a syndicate assignment.
You have learnt about internal barriers to communication at length. Do you recall that this was
called noise in the introductory module? You discovered that there are three types of noise:
External noise: Something in the environment that distracts your attention.
Internal Noise: Thoughts and feelings in people that may interfere with
communication.
Semantic noise: Interferences with interpretation due to the meaning of words.

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For this assignment you need to identify the noise that is happening in your
department and explain how it impacts on your business unit and the interactions you
have with your clients.
You will present a summary of your findings in a short report and make
recommendations to your management team to reduce the noise.
During this presentation you will use the verbal and non verbal skills you have learnt
during this course.
Some suggestions of the research process may include:
You may use an interview form to interview all team members
Listen to a telephone calls
Use surveys, etc
And discover: (examples)
PCs are outdated and slow reducing productivity while trying to access information
during a telephone conversation (external noise)
There is team conflict and lack of co-operation (internal noise)
Staff are stressed (internal noise)
Most staff are second language speakers of the business language of the
organisation and cannot converse confidently with the clients (semantic noise), etc
So you make recommendations: (examples)
Upgrade PCs (check budgets)
Team building interventions

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Staff are supported through Employee Wellness programmes
Communication and language training for staff, Etc
These are broad suggestions.
You need to discuss them with your assessor and
contextualize them to the needs of your business.

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Module 2: Lesson Two - Listening For Information

Introduction:
Research has shown that the quality of listening for information is related to our
intelligence, motivation, and listening habits. We probably cannot improve interpersonal
listening by becoming smarter, but we can make significant improvements in motivation
and listening habits.
1. Clarify the purpose for listening: You will not be motivated to listen if you believe that
the information given by the other person is unhelpful or irrelevant. You may need to
let the person know what your purpose is: "Could you explain X to me?" "I want you
to tell me how to X correctly." "Id like you to describe what happened." If the other
person initiates the information, then ask about his or her purpose: "What is your
purpose in telling me this?"
2. Maintain active involvement in the interaction: When we feel involved, the process of
interacting with others is enjoyable. When we feel uninvolved, the danger of
daydreaming and pseudo-listening increases. Involved listening requires giving
feedback. Feedback can improve the quality of information, which the other person
provides. Nonverbal cues and backchannel comments ("yes," "uh-huh") shows
interest, paraphrasing material clarifies understanding, and asking questions bring
out further information. Often it is important for us to make comments about the
information and to reveal relevant information of our own.
3. Keep the purpose for listening in mind: The purpose will help focus our attention on
what is important. It will also help monitor the direction of the discussion. We can
then steer the discussion back on tract and in productive directions: "A few minutes
ago you were saying X; Id like to know a little more about that."
The guidelines above will help maintain motivation for listening and quality of
interacting. Motivation itself is a major factor in concentration, and will help listen
effectively even under adverse conditions. However, more steps may be taken to
increase concentration:
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4. Make the environment conducive for listening: The optimal environment feels
pleasant, allows us to sit as close as is comfortable to the other person, features few
distractions, and places us out of hearing of others who are not part of the
interaction. If the selected environment is too distracting, change position, remove
the distraction, or suggest a different environment.
5. Look at the other person: An important part of the other persons message is sent
through nonverbal communication. Looking at the person helps receive the entire
meaning. In addition, it avoids potential outside distractions and signals interest to
the other person, as discussed above.
6. Recognize your own concerns and feelings: Outside concerns which we bring to the
discussion may compete for our attention. Feelings aroused by the other person
may threaten to distort the message. Concerns and feelings will not go away by
attempting to ignore them. If the situation is informal and we know the other person
well enough, discussing our concerns and feelings is an effective way of managing
them. However, just silently recognizing and accepting that they are there is a helpful
step toward to listening through them.
7. Make sure to understand the other persons point before evaluating it: Critically
analyzing ideas and information is important, but not while the person is speaking.
Arguing in our minds or preparing responses while the speaker is talking are habits
which interfere with our concentration on the message. A critical response will form
as we begin our turn to speak.
The preceding suggestions are aimed primarily at improving concentration on the
message sent by the other person. Effective informational listening also calls for
internal processing to increase the usefulness and retention of the information being
received.
8. Relate new information to past knowledge and experience: That does not mean
distorting new information to fit prior expectations; in fact, it may mean contrasting it
with what we already know. The point is that information is not useful or memorable
in a vacuum; we must tie it to things we already know. When the details are
descriptive, visualizing them also helps remember them.

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9. Organize the information in a way that makes sense: People often talk in a
stream of consciousness. The apparent connections between pieces of
information may be understandable at the time, but these connections quickly
evaporate from our memories. If the information is reorganized in relation to a
familiar pattern, such as time, space, or a learned system of concepts, it will be
more useful and memorable and help guide our questions and feedback.
10. Select key words or phrases which pull details together. Its usually a mistake to
try to remember everything that another person says. Short-term memory does
not hold much; new details tend to push out the ones which came just before. We
remember more immediately afterward if we recall key phrases. Trying to keep
everything in mind leads to frustration and the possibly of giving up listening.
11. Rehearse silently or jot down key phrases while the person is speaking. In many
interpersonal situations, taking notes would appear rude or suspicious. In those
situations, silent rehearsal and verbal paraphrase are the best ways to retain the
information until you have a chance to write it down. However, even when note
taking is acceptable, such as in a formal interview, extensive notes hurt
concentration and rapport with the other person.
12. Write out notes as soon after the discussion as possible. No matter how vivid the
key phrases are, the associated detail will begin immediately to fade from
memory. If the details are important to remember, they must be written down for
future reference and study.

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Activity 11 - Listening and taking notes

Your facilitator will ask two delegates to role-play
an interview from a TV broadcast.
Listen
carefully. As you would not have the opportunity

to ask questions for a TV broadcast, you must
take notes, and then identify the key message of
the interview. Make your notes below, then in a
10 mins
listening
10 mins plenary
few paragraphs summarise the key points.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Large Group Discussion

Your facilitator will discuss this with the whole group. Check if you agree with their
answers.
----------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Module 2: Lesson 3 - Questioning

Having established the initial contact with your client, and listened to their query, your
first response will be to question him/her to ensure that you have understood the query
correctly and to reach consensus for further action. With relevant, insightful questions
you will be able to manage the client interaction and reach a conclusion.
The Ask & Listen stage of the client interaction can be
thought of as "examining the patient." If you expect to
be respected as a professional, it's a step you can't
skip or even gloss over. Take time to learn the different
types of questions and practice using them.
By
developing your questioning skills, you will build credibility with you clients and enhance
the client image of your organisation.
Types of questions for client relationships:

There are two main dimensions to questions: Openness and Directness. Openness
ranges from open questions, where there are unlimited response possibilities, to closed
questions where response is limited to yes, no, or a few options. Directness ranges from
totally direct where the intent of the question is obvious, to Indirect where intent behind
the question is not so apparent. Another factor affecting questions is bias. Biased
questions have only one right answer, which exposes to clients that the question is
really not a question at all. Instead it is a manipulative way of getting the client's
agreement.

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Closed Questions:
While open questions have a whole choice of possible responses, closed questions limit
the possible responses to a simple one word answer like yes, or no, a number (policy
number, date of birth, etc), or to a few options, like today or Thursday. Closed questions
often begin with: Do, Are, Is, Which, Have. "How many," and "How often".
Although closed questions limit possible responses, they have several uses and can be
extremely useful in the hands of the right person.
In the Financial Services environment, we usually use them to verify who the client is and if
they are entitled to the policy information.
E.g. what is your policy number, your date of birth, identity number, your address
It is also used to help focus the client back to business.
E.g. "This is very interesting, but can I help you resolve your concern?"
Closed probes can also be used to confirm your understanding of a point your client has
made or to confirm needs. You might ask:
E.g. "Then, we can assume you will deposit last months contribution today, right?"
"If I understand you then, you'd like to take additional medical cover without increasing your
contribution, is that accurate?"
When you ask questions to confirm needs, your questions should be asked so that your
client can answer with a yes or no response,
E.g. "Would you be interested in . . . ?"
"Will it be important to you to . . . ?"
"Do you want to . . . ?"
When you need specific information, closed questions are effective. "How many times did
you try to contact your agent?" or "On what date were you burgled . . . ?", What is your new
address?

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Open questions
Open questions typically begin with words like: what, how, why, where, who and how.
They can also be statements.
"Can you tell me more about . . . ?"
"What happened when . . . ?"
"How did you hear about . . . ?"
You will typically use open probes to explore your client's situations and to identify
needs. They are great ice breakers to get people talking. They are especially
advantageous, because they are open to a large range of responses, indicating what's
on the client's mind.
Open probes can also be used to clarify your understanding of what your client has
said. When you clarify, you ask questions to understand what your client has said and
why he or she has said it.
Direct vs. Indirect Questions

Questions can also be direct or indirect. Direct questions go straight to the point and
their intent is obvious. "Are you the legal owner of the contract?" or "How old are you?"
and "How much are you willing to spend?" are direct questions. The problem with them
is pretty obvious. They can be off-putting and embarrassing, but their bigger problem is
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they bluntly expose your intent. They usually produce either incorrect information or
none at all.
A better approach is using indirect questions. With indirect questions, the intent is not so
obvious. For example, to determine if someone s the legal owner of the contract: What
is your identity number? or someone's age: "what is your date of birth?
Indirect questions are softer and more comfortable for clients to answer. Information
gained from them is usually honest and useful. Unfortunately, they may not leap to mind
at just the moment you need them. So plan some indirect questions in advance that will
help you learn what you need to know about your clients. Also, raise your sensitivity to
when you are asking direct and indirect questions. To help you get started, in the next
activity, we will review two lists of sample questions, the first are direct, the second,
indirect. Think about what makes them direct or indirect, how they would make you feel
as a client, and if they would be useful to add to your own questioning repertoire.
Direct Questions
"Why is that important?"
"Did you make that decision?"
"Do you really want to devalue your policy by taking those loans?"
Open & Indirect Questions
"What do you feel will be most important in the decision?"
"Where would you normally go for help with this type of project?"
"What would you like the outcome of this conversation to be?"
"What are your long term financial goals?"
"What do you wish you could change?"

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Biased / Leading Questions
If you are not careful and conscious of it, your questions may carry bias. Bias is when
the wording or tone of your questions indicates what the correct answer should be. "You
want me to increase your monthly contributions by R200 then, don't you?" and "You'd
have to agree our product is better than our competitors, wouldn't you?"
Bias reduces your credibility and makes clients feel they are being manipulated. And
depending on how asked, can be terribly insulting, especially if the client does not share
your opinion.
Raise your awareness to biased-sounding questions and don't let them creep into your
discussions with clients. Here are some additional questions that you should not ask:
"You wouldn't expect our competitor to recommend us, would you?"
"You do care about the environment, don't you?"
"You wouldn't want your children be left destitute, would you?
"Saving money is important to you, isn't it?

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Activity 12 - Asking Questions

Large Group
Your facilitator will place three key phrases from an
industry related article on the flip chart. Each of you will
be given two chips. These will entitle you to ask one
open and one closed question. Your open question may
20 mins
not be biased or direct. Each player must use their two

chips to discover information to determine what the
article is about.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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Additional Reading: The importance of REALLY listening

Are You Listening?
Esther Derby
This summer I had a rare-for-me experience. I had the opportunity to be THE CLIENT on a software
development effort. I dont mean buying a box of off-the-shelf softwareyou know, MS Office, Adobe
Acrobat, QuickenI mean a real development project for my Web site. I say opportunity because it never
happened. Here's the way my conversation went when I contacted Web site specialist Cecil about the
project.
Hi, Cecil. Id like to add a search capability to the articles page on my website, I said.
Cecil launched: Well, the thing about search engines is that you have to register with each one and resubmit
Ahem, I interrupted. Perhaps I wasnt clear. I want people who come to my site to be able to search
for articles on my site. I want site visitors to see a list of all the articles and be able to choose one to read
just like I have it nowbut I also want them to be able to search for articles on a certain topic.
Oh, well, then what you want is a self-administered database, Cecil said.
Im not sure I need a database. Ive been doing fine uploading the articles with FTP. Plus theres only
one author since its my site, I said. I know Ive seen other sites with search capabilities. Can't the
visitor's search by topic without the whole database thing?
You dont understand, Cecil said Were database gurus! We could convert your entire website to a
database and then you could update the content.
Thanks, Cecil. Ill get back to you, I said. I hung up the phone and sighed.
It felt like Cecil hadnt heard much of what Id said, and wasnt interested in what I needed or wanted. I
was frustrated and discouraged. If you notice your clients seem frustrated when you are defining
requirements (or worse, after youve delivered the system), consider making a shift in how you go about
understanding client needs.
Ask wide open questions to explore
Open-ended and context free questions can help us explore what our clients want:
1)What problem are you hoping to solve?
2)What does a successful solution look like?
3)How will the system be different from what you have now?
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These questions may seem sort of wide open and they are. These are good questions to ask at the
beginning a project to understand where the client is coming from and where they want to go.
Manage expectations
Chances are you wont be able to deliver on everything your client wants.
But when you have the
information, you can begin to manage expectations.

I had client back in the early 80s who wanted to be able to talk to the computer and have it do what he
asked it to do. Speech recognition was just coming out of the research labs, and there was no way I
could deliver what he wanted with the resources available ($20,000 and a CICS mainframe system with
dumb terminals!). But because I knew that was what he really wanted, we were about to have the
conversation about whether that was achievable. He still wanted speech recognition, but because he had
been listened to, he accepted that it wasnt possible at that time.
Understand priorities
What is most important to the client? If you can deliver the top 10 items on a 50-item list will the client be
satisfied? If you get to the other 40, thats great; if you dont, youve still delivered value. But if you start
with item 35 or 49, no matter how nifty it is, the client wont be satisfied.
By the way, I still dont have a search capability on my website. I decided Cecil would lead me down a
rabbit trail of nifty technology that was more than I needed and not what I wanted. Maybe hell read this
article J.

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Module 2: Lesson 3 - Rephrasing and Paraphrasing

As an active listening response, paraphrasing or rephrasing, clarifies understanding of
what your client has said. Rephrasing is repeating to the speaker, in your own words,
what you heard them say. This may sound basic and like a waste of time. After all, if
they just said it, why repeat it?
Rephrasing is one of the most powerful listening
techniques available to you, and it is one of the easiest to learn. Simply think carefully
about what you just heard, put it in your own words, and say it back to them in the form
of a question. For example, when someone says to you they are concerned about the
fact that they may be under insured, your rephrase and their response might sound like
the following:
"I can certainly appreciate that being under insured in these uncertain times would be a
concern to you!"
"Yes, I have just altered my home, and bought new furniture and think it is time to
increase my insurance amount! What can your company do to help me?"
Rephrasing shows the other person that you really understand their situation. It also
gives the person a chance to repeat and expand upon their concern, which makes them
feel better about it and gives you the chance to identify something you can do to make a
difference. Keep in mind that a rephrase must be sincere. Artificially posing a rephrase
does more damage than good. If you mindlessly repeated their sentence like a parrot,
the client would probably get irritated. Some good ways to begin rephrase questions
are the following:
"As I understand it . . ."
"Do you mean . . ."
Reflecting feelings
Clients also have feelings. They may phone in or visit your offices in a bad mood, or
feeling angry, upset, or hurt. Something you may say might irritate them, sometimes
company procedures are an irritation to them.
Reflecting feelings feeds back the
emotion communicated nonverbally by the client. When effective, reflecting feelings

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means you have grasped the implication of what the client just said. An example is
when the client says he has had a busy week, and you say: "You must be glad it is
Friday."
When your reflection on the implication is sincere and shows concern, it will be effective
in communicating your interest. Use this listening technique with friends and family to
gain a comfort level, then try it on clients.
Before long, you'll be surprised to find
yourself doing it naturally without even thinking about it.

Successful use of reflecting feelings entails focusing attention on the other person and
repeating the feelings revealed. Avoid mentally processing how you think the person
should be feeling, and use reflecting feelings sparingly.
Usually reflecting feelings should be brief and stated in the second person:
"You look relieved,"
"You sound irritated."
"You seem embarrassed."
"You appear angry."
Activity 13 - Reflecting feelings

Complete the exercise below individually.
Instructions: Read each situation. Make up a
response to the statement, which reflects the
unexpressed feelings that the other person
10 mins
10 mins plenary
seems to be experiencing. Since you have to

imagine the person's nonverbal expression,
the feelings may differ from the ones I
suggest.
ask
(Alternative: Your Facilitator may
some
situations).
delegates
The
to
role-play
suggested
the
responses
appear at the end of the module.

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Learner Guide
REFLECTING FEELINGS WORKSHEET
Situation 1: A client is fretting about her up-coming medical. She says, "Do you think I'll
do OK?"
-------------------------------------------------------------------------------------------------------------------Situation 2: A client says, "Its to the point now that I dont like to come into the city to
drop off my contribution, as I am afraid of being mugged."
-------------------------------------------------------------------------------------------------------------------Situation 3: A client says, I am tired of being passed from one department to the next
without having my query resolved."
-------------------------------------------------------------------------------------------------------------------Situation 4: A colleague says with a little laugh, "I can't believe I went out this morning
with that rip in the back of my pants."
-------------------------------------------------------------------------------------------------------------------Situation 5: A broker says, "Whew! I'm really glad that New Business application has
finally been accepted."
--------------------------------------------------------------------------------------------------------------------

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Glossary
Did you see any words in this module that are unfamiliar to you? List them here and look up
their meanings?
Word
Meaning
Summary of Key Learning Points:

module:

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Learner Guide
MODULE REVIEW
questions below.
10 mins

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Learner Guide
MODULE 3: VERBAL EXPRESSION

Module Outline:
Now that you have the skills to understand what your client wants, you need to respond
to the query or problem. In this module you will develop the competencies required to
interact verbally to reach consensus with your client.
Learning Outcomes:
Competencies
Knowledge of:
Terminology and jargon used in the industry, sub sector and

function within which you work
Plain language
Judge the suitability of various responses

Verbalise (put into words) your intended response
Make yourself understood clearly
Skills to:
Respect for other peoples feelings
Attitudes and values that

show:
Client centric behaviour in an overriding concern to ensure

that you are understood
Self confidence to state your beliefs and opinions without
being disrespectful
How well? Within the context of:
The business language of your organisation
The function within which you operate
The sub-sector of the insurance industry within which you are working.

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Module 3: Lesson 1 - Use of Language

In writing and speaking we can use different types of language. In discussions at work,
with clients, strangers, etc. there are unwritten rules that are followed. These unwritten
rules are called "register use". Register use can help you communicate effectively.
Incorrect register use can cause problems at work, cause people to ignore you, or, at
best, send the wrong message. Of course, correct register use is very difficult for many
learners of English. This feature focuses on different situations and the correct register
used in the various situations. To begin with, let's look at some example conversations.
Formal:
In the business environment it is customary to address your client in a formal register. If
you see your client more frequently, the degree of your formality may decrease.
Informal
You use this type of language with people who are familiar to you. You may make good
use of this register in verbal communications with clients, but you need to first find out
whether your client would not be offended by your use of this register.
Slang
Slang is used by a specific group of people who understand the meaning of the words
that are used.
Different geographic communities may use words that are only
understood in that community. For example, a group of friends may have made up their
own words and group language which outsiders will not be able to understand. In an
organisation, slang is company-specific jargon that is NOT formally accepted. Slang
may be appropriate to use in interacting with your colleagues, but is not acceptable for
use with clients.
Jargon:
Jargon is language that is used by a specific group of people, which is normally not
clear to others who are not part of this group. Jargon is useful when speaking to
experts and members of the groups as it avoids long-winded explanations. But when

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dealing with a non-layperson, avoid jargon and use language that explains the concept
to them clearly.
Verbal Mannerisms
Verbal mannerisms are the unconscious phrases we use such as uhm, well, you
know. er. Sometimes we use these to buy time, when we are thinking about an
appropriate answer, uhm or to lead into a subject well. Sometimes we use them
if we are nervous. Beware that they can interfere with meaning, give away a lot about
your emotional state and be distracting for your listener.
Plain Language
Dont use convoluted words. See! Convoluted is a word that shows off my vocabulary
but could cause misunderstanding. To ensure that understanding happens first time
around use plain language that is simple to understand. Lets start again. Dont use
words that are difficult or complex when a plain word will do. This is not to say that you
should not build your own vocabulary, to ensure that you understand people who do not
use plain language.

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These are common words that we tend to use instead of their plain counterparts.
INSTEAD OF THIS
USE THIS
whilst
while
terminate
end
regarding
about
purchase
buy
Prior to
before
persons
people
Per Annum
a year
particulars
details
In the event of
if
In respect of
for
In excess of
more than
forward
send
consequently
so
commence
start
advise
tell
Go to http://www.plainenglish.co.uk/A-Z.html for a free A-Z of plain English
alternatives to the pompous words and phrases that litter official writing.
Activity 14 - Use of language

Small Group
Read the following scenarios and identify on the
continuum below at what level you would use
formal or informal language.
Then give an
example of how you would address the person
20 mins activity
10 mins plenary
in the situation. An example is provided. The

next activity follows directly.

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Learner Guide
Worksheet
1. You apologise for your departments poor service to an angry client.
Informal
1
Formal
2
10
x
e.g. Mr. Maharaj, this is not the service you should expect from our organisation. I apologise
and I will make every effort to change your experience
2. You answer the telephone in your call centre.

Informal
1
Formal
2
10
e.g.
3. You speak to your colleagues during a break in the smoking room.

Informal
2
Formal
10
e.g.
4. You discuss your running achievements with your director during a graduation held
for learners, who have successfully completed this programme.
1
Informal
2
Formal
10
e.g.

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Learner Guide
5. You phone a client to thank her for the flowers she sent to you for your excellent
service.
Informal
2
Formal
10
e.g.
6. You speak to your director when she comes around for a departmental visit to find
out what is happening in the division.
Informal
2
Formal
10
e.g.
7. You confront a colleague about his constant late coming and error rate and explain
the impact on the team.
Informal
2
Formal
10
e.g.
8. You respond to Mrs. Grey who drops by weekly to bring home baked biscuits for the
team and find out how her unit trusts are performing.
1
Informal
2
Formal
10
e.g.

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Learner Guide
Activity 15 - Suggest improved language use

Small Group
1. Read the following transcript of an interview
between
David
Williams
and
Bruce
Campbell. Use the first worksheet to identify

any
insurance
jargon
and
suggest
an
20 mins activity
10 mins plenary
alternative for the non-insurance layperson.

Also look at language and make suggestions
for plain language usage. Can you identify
any verbal mannerisms in the transcript?
2. On the second worksheet identify jargon that
is specific to your department and company.
Identify when it is appropriate to sue it and
when t is inappropriate. Identify alternatives
to your company jargon for the non-layperson.
Transcript:
Date aired: 28 July 2003
Guest: Bruce Campbell, Mutual and Federal
David Williams, associate editor of the Financial Mail speaks to Bruce Campbell of Mutual and
Federal concerning the group's interim results and the future for itself as well as the industry in
general.
Q: Well, you seem to be quite cheerful. Was it a good results presentation for the six months to
June?
A: Yes. We are very pleased with the first six months. We achieved a 14% growth in premiums.
So, the necessary price corrections in our business are coming through. We achieved a R111million underwriting surplus that is a substantial improvement from the R51-million at this point
last year. R111-million is about a 4.1% underwriting surplus to net written premiums. It has been
a target of Mutual and Federal for some years to get to that level. We are pleased with that.
On the strength of that result we have declared an interim dividend of 25 cents a share, that's
up from 22 cents a share this time last year. It is also about 14% growth in terms of the dividend.
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Learner Guide
So, we are very pleased with a solid set of results.

Q: How did you fair in the sector generally? How have you compared against your main rivals?
A: Well, it is difficult to say. We are the first insurer to report 30th June results. Some of our
competitors will only be reporting later or next week. But, I would think 4% to be a pretty good
performance in this sector, David.
The market conditions have been conducive to an improving underwriting result, but I would
have to wait and see what their results are like.
Q: In the sector generally, is it difficult at the moment? Is it competitive out there? Tough?
A: It is tough out there. If one looks at the industry as a whole, in 1999/2000/1 the results were
generally negative. That led to quite a sharp increase in rates of about 16% in 2002. So, you are
seeing an improving result coming through, but it is competitive.
Clearly the focus or endeavour of insurance is not to increase premium levels. We want to try
and contain them so that you keep your product affordable.
Q: There are particular areas of your business that are of interest, particularly vehicles.
Everyone in South Africa drives a vehicle, if they can. What part of your business deals with
vehicles? Is it a substantial part?
A: Yes, it is a substantial part. It is typical of most insurers SA-wise or even internationally. About
45% of our premium flows would relate to motor vehicle insurance. It is an emotive issue. The
key issue driving motor vehicle premiums is not crime but rather accidents. The interesting thing
is that as far as thefts are concerned, we've noticed a leveling-off of the number of thefts,
whereas a number of years ago it was on the increase. What is of concern is the escalation of
motor vehicle accidents.
Q: What about hijacks?
A: About 10% of motor vehicle thefts are attributable to hijacking. It seems to have reached a
plateau though, but it is not getting any better.
Q: Do you have problems with fraud?
A: I don't think the fraud aspect is as significant as others would think it is. People don't just
have accidents on purpose. It is an accidental issue. Look, there is an element of fraud and you
have to constantly be vigilant and try and stamp it out.

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Learner Guide
Q: Bruce, how do you see it going forward? Many dread purchasing insurance, but we need to.
How about the sector and Mutual and Federal for the next six months to a year?
A: On behalf of Mutual and Federal, the market conditions are conducive to profitability. There
has also been a correction of premium levels. I hope, in general, that rate increases or premium
increases are within inflationary parameters. Our endeavour would be to keep those premiums
as low as possible, but I think our performance is sustainable.
As far as the industry is concerned, I understand that they have had a hardening of markets
over the last couple of years; I think there is more hardening to come.
- Summit TV is broadcast on Channel 55 on DStv

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Learner Guide
Worksheet One:
Try to identify at least 3 examples for each of the categories below:
Examples
Alternatives
Jargon
Plain
Language
Verbal
Mannerisms

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Learner Guide
Worksheet Two
Try to think of at least 5 examples:

Jargon
When appropriate to
When not
Alternative words
use
appropriate
and phrase to use

for non-layperson

94
Learner Guide
Activity 16 - Language usage in the business environment

Large Group
To conclude this section your facilitator will nominate one
of the group members to lead a brainstorming session on
the
advantages
and
disadvantages
of
verbal
mannerisms, jargon (technical language) and slang.
10 mins
When you have completed the brainstorming activity,

complete the worksheet below.
TIPS FOR BRAINSTORMING
Write down all your suggestions for each category

Encourage each other to write down everything that they can think
about
Encourage all delegates to "have a go"
Start with a blank sheet of paper
Write the category in the centre of the page
Use 3 minute bursts - use an egg timer
All ideas accepted
No put-downs of ideas
Use words or short phrases
Scatter the words about the page (no linear or grouping of words)
Read over the words
Ideas still flowing? Do another 3 minute brainstorm
http://english.unitecnology.ac.nz/resources/units/postcards/brainstorm.html

95
Learner Guide
Worksheet
Advantages
Disadvantages
Contributions to a business
How do they hinder a
transaction
business transaction
Verbal Mannerisms
Jargon
Slang

96
Learner Guide
Module 3: Lesson 2 - Providing Information and Reaching Consensus

We have looked at the language you can use to provide the information or solve your
clients query. We will now turn our attention to the competencies you need to provide
options and reach consensus with the client.
Customer Skills
You will probably agree that as an effective client agent you should be able to do the
following:
Relate to your client:

Understand and meet your clients expectations so that he or she feels comfortable
with you.
Discover:
Question, listen and share to gain the clients agreement on the problem.
Suggest:
Present your solution to the clients problem
If you apply the skills taught in modules one and two, you are in a good position to
relate to your client and discover their problem.
We will focus in this lesson on suggestion the solution:
Suggestion a solution:
When you suggest a solution to a customer, you will convey your own understanding of
the solution. This will most effective if you try to see the solution through their eyes of
the client and discussing the solution in the following ways.
Basics: What the solution is. How it works. People arent interested in the fine details of
your solution so keep it simple.
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Learner Guide
Options: People like to be presented with choices, provide alternatives options if there
are any.
Benefits: Explain what the solution will do for the client and how it will make them feel
when the problem is solved.
Below are some examples of phrases you can use for the process:
I have some suggestion that will meet your needs
The idea is
This will solve your problem because
Your alternatives are to or
May I suggest?
The third party story is another way of suggesting solutions. You simply mention how
someone else benefited from the same solution, without mentioning names or betraying
confidences.
Most people feel satisfied with a solution if they know others have
benefited form the same solution.

Concluding an interaction:
Once a solution has been suggested and accepted, you may conclude the call. Ensure
that you and the client have mutual understanding about the conclusions, deadlines and
actions steps.
Below are some examples of phrases you can use for the process:
So we have agreed that
To confirm our conversation
You will send meby
I will phone you back tomorrow at
I am correct in understanding that you want

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Learner Guide
Keeping records:
Ensure that if there are any comebacks on the query you will be able to recall the
interaction with the client.
Your colleagues may also need to be able to access
information about the interaction in your absence or if the call comes straight through to
them.
Most companies have an on-line system for recording the details of the interpretation.
Ensure that the notes you leave on the system follow these principles:
The information recorded meets your company and departmental standards.
Any user accessing file note will see the main ideas without the extra details.
The conclusions and agreed actions are captured.
Only use abbreviations that are known to others. I.e. dont create your own
abbreviations expecting other users to understand what you mean. E.g. Client 2
rcpt R200 at Std Bank Client to deposit R200 at Standard Bank.
Sometimes it is a good idea to create a system note to alert future users of potential
problems. E.g. Client was very angry handle with care.
Most systems allow for contact details for future reference. Ensure that you make
the next users work easier by capturing any additional information that could assist
with future queries.
Is there any information that you can forward to another department that could
assist with sales leads? E.g. the client may have mentioned buying a new home (he
may need new insurance cover), or getting married (more life cover), or getting a
promotion (increase his investments), etc.

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Learner Guide
Activity 17 - Client Liaison Role-play

Small Group
Each of you will take a turn to be a client agent and roleplay a client interaction with another. The rest of the group
must observe the role-play and provide feedback to the
client agent on the suggestions provided to the client.
The client agent must provide a solution to the client.

Use the techniques that follow for providing the
40 mins roleplay
20 mins plenary
solution.
You must also remember to use the correct forms of

language discussed in lesson one.
Observers must provide feedback using the worksheet

provided.
Scenarios have been suggested, but these may not

suit your subject matter expertise. If this is the case,
create role-plays that relate to the work in your own
environment. Indicate the scenarios clearly for your
POE.
Where applicable, work within legal and company

parameters
Suggested role-play Scenarios

Customer queries:
1. Mrs. Jones comes into the walk-in-centre of your company.
She feels that her
intermediary has incorrectly advised her regarding the product she has bought. Find
out why she feels this way, and make recommendations that will satisfy her.
2. Ms. Arendse has just given birth to a child. She phones your company to advise of
the new addition to her family. She wants to know what the implications are of the
birth of her child to her full portfolio with your company. Explore what her portfolio
consists of and recommend a course of action.
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Learner Guide
3.
Prof. Dlamini has found out that another companys premiums are cheaper than
your companys for the same product. You answer his call. He is dissatisfied with
the premium and asks for alternatives, or he will take his business to your
competitor.
4. Mr. April is a broker who arrives at your offices. His clients policy lapsed, as the new
debit order details were not updated when he transferred his account. His bank was
supposed to inform you of the new account details. His client did not receive your
letter to inform him of the outstanding premiums because it was sent to an old
address.
His address had changed and your company had not changed the
address.
5. Miss Fourie wants to change the method of payment on her policy from debit order
to cash, after your company has incorrectly debited her account for the second
month in a row. Your company does not accept cash payments.
6. A reporter from a newspaper comes into your branch to interview you about the
reasons for the claim on a certain Ms. Zondos policy being repudiated.

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Learner Guide
OBSERVER EVALUATION
For Name:________________
Listening
Competency
Your Name: ________________
Competent
Not Yet Competent
Provide examples
Provide Examples
Asked Closed Questions

Asked Open Questions
Suggest Solutions
Suggest the basics
Conclude
Rephrase Statements
Gain agreement
Suggest options
Explain the benefits
Agree to action steps
Use of Language
Commit to a deadline
Plain Language
Slang
Jargon

102
Learner Guide
Research assignment three
You have just learned skills that your industry has determined are critical to your
success to communicate successfully with a client in the financial services environment.
This is a syndicate assignment.
Use the checklist from activity 17 as a basis. Identify at least 5 standards of excellence
that your company and department need for a client agent to be measured against
when interacting verbally with a client.
For example you may want to add that the call must be answered with in 3 rings if this is
a criteria in your department. A blank checklist follows on the next page to assist you in
the process.
The resulting checklist must be something that you can use in the client services
environment to evaluate the performance of each other.
This checklist will be used to assess you in a real or simulated client interaction see
research assignment four.

103
Learner Guide
OBSERVER EVALUATION
For Name:________________
Competency
Your Name: ________________
Competent
Not Yet Competent
Provide examples
Provide Examples

104
Learner Guide
Research assignment four
This assignment is designed to measure your interactions with clients in an authentic /

real situation.
We call this naturally occurring evidence.
You will need to provide
evidence of your competence to communicate verbally with clients in a financial

services environment using the competencies you have learnt on this programme.
If you are in a client services environment you will arrange that your assessor can
evaluate you against a live telephone call or you will produce a tape recording of
an interaction with a client.
If your interactions with clients are in face to face situations rather than in telephonic
situations, try to get feedback from agents and broker consultants.
Use the
observation form used in activity seventeen as well as the one that you created in
research assignment three.
Explain the purpose of the questionnaire to the
respondent. Include this in your POE as evidence of your competence.
If you are currently not in a position where you service clients verbally, your assessor
will organise a role-play that is relevant to your subject matter expertise and
experience to show that you are competent.
For the above client interactions show the notes that you have created of the client
interaction.
(Print them from the system if they were captured on an information
system). Use the tips provided on page 97 keeping records and your company
standards for record keeping.
If your interaction is simulated. You will be given time
after the presentation to create notes.

105
Learner Guide
Glossary
Did you see any words in this module that are unfamiliar to you? List them here and look up
their meanings.
Word
Meaning
Summary of Key Learning Points:

module:

106
Learner Guide
MODULE REVIEW
questions below.
10 mins

107
Learner Guide
CONCLUSION
Congratulations. You have concluded the workshop based part of this programme.
In training and education the assessor, the trainer and the learner strive to reach the successful
completion of the outcome. If you apply the competencies you have acquired you will be able to
produce the outcomes of this unit standard.
You must now build your POE. Meet with an assessor to discuss the time frames for delivery
and the evidence that will be required to obtain the credits for this unit standard.
A POE contents form is inserted in this learner guide to assist you in compiling your POE.
Include all the activities from this learner guide in the POE.
IF you have any other evidence you may want to include the in your POE too:
Copies of other certificates of previous writing curses that you have attended
Tape recordings of verbal interactions you have had with clients (that meet the criteria)
Letters from clients, peers, managers commending you for your verbal skills

108
Learner Guide
Name: ___________________
Telephone Number__________________
PORTFOLIO OF EVIDENCE
Communicate verbally with clients in
A financial services environment

109
Learner Guide
PORTFOLIO OF EVIDENCE CONTENTS

This contents page has been included to assist you in collating your Portfolio of Evidence. This
is a guide only and will be customized with your assessor to meet your individual requirements.
Section A: Include all your personal demographics
1.
Copy of your CV
2.
Certified copy of Identity document or proof of identity
3.
Certified copies of your relevant qualification to this unit standard
4.
Certified copies of your highest qualification
5.
Section B: Assessment guide

Unit standard title: Communicate verbally with clients in a financial
6.
services environment
Assessment plan between learner and assessor
Pg No
Section C: Include formative evidence gathered during the workshops, i.e. all the
completed activities.
7.
Activity one:
8.
Activity two:
9.
Activity three
10. Activity four
11. Activity five
12. Activity six
13. Activity seven
14. Activity eight
15. Activity nine
16. Activity ten
17. Activity eleven
18. Activity twelve
19. Activity thirteen
20. Activity fourteen
21. Activity fifteen
22. Activity sixteen
23. Activity seventeen
Section D: Include naturally occurring evidence collected from the workplace for each
specific outcome to show your competence
*Ensure that this is authenticated as your own work by a supervisor/manager.
24.
25.
26.
Specific Outcome One

Specific Outcome Two
Etc
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Learner Guide
Section E: Includes summative assessment evidence i.e. research assignments, tasks

and final knowledge tests.
27. Research Assignment One
28. Research Assignment Two
29. Research Assignment Three
30. Research Assignment Four
Section F: Feedback Documentation
31. Feedback to learner

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Learner Guide
RUBRIC FOR ASSESSMENT

In the NQF assessment is transparent. We provide you with the quality requirements of the
evidence required from you to prove your competence. This is provided in a tool called the
rubric which describes competent evidence and behaviour. It also indicates what not yet
competent evidence will look like.
Ensure that you are familiar with the requirements for
competence and measure your evidence against the criteria before submitting your portfolio, to
evaluate if you are ready for assessment.
Assessment Criteria
Not yet competent
1.1. The emotional state of the

caller/client is gauged from
tone, pitch, pace and volume
of voice.
1.2.
Body
language
is
observed to support the
interpretation of the clients
vocal indicators in face to face
interactions
Is
unable
interpret
to
Competent
accurately In
emotional
most
instances
will
cues accurately interpret the clients
provided by vocal qualities.
emotions by using non verbal
and body language
clues
as
source
of
information to identify their

feelings
Own tone, pitch, pace and Vocal

qualities
volume are adjusted to
incongruent
with
empathise with the clients
appropriate response.
emotional state.
and
respond
appropriately.
are Uses
vocal
qualities
the appropriately
to
appropriate
express
empathizing
behaviours.
is The need identified by the
The main idea is extracted The

idea
extracted
from the clients verbal
unrelated to the clients learner accurately reflects the
communication
and
an
motivations
for
assessment is made of the intended message. No ability clients
clients needs.
to translate the message into transacting the interaction.
a need.
Questions are asked to elicit Inappropriate
questioning Asks the right questions that
supporting details and clarify
techniques are used.
The advance the conversation
understanding of the need.
questions asked do not obtain towards the purpose without
the information required. The alienating the client.
The
questions
are
intimidating
asked
or
could
be needs
of
the
client
offensive. identified.
(biased or leading)
Technical language is used There is interference in the
appropriately and explained in
Uses language appropriate to

112
Learner Guide
own words where necessary
communication by use of
the audience. There is no
jargon to non-lay people.
doubt that the client
Learner uses over simplistic
understands the words
explanations instead of getting
chosen.
to the point with a

sophisticated audience who
would understand the
technical language. It is
apparent that leaner uses
technical jargon the he/she
does not really understand.
Verbal mannerisms, jargon Learner is unable to identify
and slang are identified and
when it is inappropriate to use
assessed in terms of their
contribution to a business language features or explain
interaction.
impacts of these on client
Variation in tone, pitch,

volume and pace are used to
enhance meaning and to
respond appropriately to the
client
in
different
circumstances.
Barriers
to
communication
business
environment
conversation, learner is able

to identify language features
and identify their
interactions in a business
appropriateness and explain
situation
impacts to clients in a
Use of vocal qualities is
business setting.
Speech is clear. Uses voice to
inappropriate for empathetic
get into rapport with client.
response to clients needs and
The use of vocal qualities is
emotions. Voice may
appropriate for the desired
aggravate client or alienate
client services response to the
client. Voice is monotonous,
need.
and lacks enthusiasm.

effective Is unable to see the big
in
When listening to a
Demonstrates a clear
the picture and how to motivate
understanding of hindrances
are for change in self and the
to communication. Learner
identified in order to facilitate
environment to improve
demonstrates ideas to reduce
communication with clients.
communication.
barriers to communication in
the workplace so as to
1. Appropriate information is The listener would be

clarified in plain language.
confused by the conversation.
The language is too simplistic
or overly complex.
2. The clients interpretation The leaner does not check for
of the information is
mutual understanding
checked
using
open
maximize client interactions.

Expresses ideas fluently and
information succinctly so that
others understand it. Gets to
the point.
During conversations forms
questions that are based on

113
Learner Guide
ended questions.
assuming that the client has
what has been said. Makes
interpreted the same
appropriate use of
message. If the learner does
paraphrasing to communicate
use questioning to check for
understanding.
understating it is
inappropriate, e.g. do you
understand? Got it?
3. A range of relevant There is no creative thinking
options is described and
of alternative options to meet
explained to the client in
order to agree on a plan of the clients requests and
action.
needs. No options are
Where appropriate the client is

presented with a range of
options available and feels
that he / she has some control
provided or are limited /
over the process. Benefits of
inappropriate. What the client
the different options are
asked for is what he/she gets
discussed.
even if it is not in their best

interest. Or the client asks for
something that is non routine
and the client agent does not
find a way to facilitate the
4. Consensus is reached on
the most viable option to
resolve the query or
request.
5. The proper procedure to
be followed is outlined
clearly including action
steps, responsibilities and
deadlines.
6. The main idea and
supporting details of the
communication
are
recorded in rough notes to
facilitate recall.
request within company rules.

The client is told what to do
The client agent facilitates the
and is not part of the decision
action planning by gaining
making process. No delivery
agreement, committing to
dates are agreed.
actions and agreeing to

deadlines.
No notes are provided. Notes
The notes capture the main
do no make sense after the
idea. The notes are intelligible
interaction and serve no
and legible by the client gent
purpose.
to input into an information
7. Accurate file notes are Files notes are not captured.

recorded on the system or
File notes make no sense to
manually as required to
form a comprehensive other users. File notes do not
record of the interaction.
meet system or company
system.
File notes assist any user to
identify what took place during
the client interaction.
standards.

114

Learner Guide (Activities)

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Working together for a skilled tomorrow

Communicate verbally with clients in a

Unit Standard No:

Unit Standard Credits:

INSMAT final materials

a choice of words is a choice of worlds

INSMAT final materials

Activity 8 - Get interested in interest:........................................................................43

Module 2: Lesson Two - Barriers To Communication..................................................51

Communicate verbally with clients in a financial service environment

understanding the communication process

Identify forms of communication

Identify barriers to communication

Using appropriate language

Communicate verbally with clients in a financial service environment

HOW TO COMPLETE THIS COURSE SUCCESSFULLY

Communicate verbally with clients in a financial service environment

Individual Reflection: In experiential and learner-centered learning it is useful

example, when the activity is too personal to share with a group.

Your facilitator may

Communicate verbally with clients in a financial service environment

Explanation of activities, contd

Reading: Although the material is designed to be experiential (which means

References: We may suggest further reference material in the form of books,

Research: You may sometimes be required to do your own research. We will

However, where they feel that a word or term may need an

Communicate verbally with clients in a financial service environment

Explanation of activities, contd

Communicate verbally with clients in a financial service environment

Communicate verbally with clients in a financial services environment.

UNIT STANDARD NUMBER:

Business, Commerce and Management Studies

Finance, Economics and Accounting

It reinforces the listening, speaking and recording reading skills

necessary to communicate with clients in a Financial Services environment.

Listening for information in a verbal communication.

Using plain language in verbal communication.

Capturing information from a verbal communication

Providing information in response to a verbal communication.

Communicate verbally with clients in a financial service environment

LEARNING ASSUMED TO BE IN PLACE:

SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

Listen for information in a verbal communication.

Body language is observed to support the interpretation of the clients vocal

Use clear plain language in a verbal communication.

Provide information in response to a clients request.

Capture information from a verbal communication.

ACCREDITATION AND MODERATION:

CRITICAL CROSS FIELD and DEVELOPMENTAL OUTCOMES:

Identify and solve problems in which responses show that responsible

Collect, organise and critically evaluate information by listening to and

Communicate effectively verbally in responding to a clients query in plain

Communicate in writing by recording the interaction on the system to

Be culturally and aesthetically sensitive across a range of social contexts

Communicate verbally with clients in a financial service environment

INTRODUCTION: COMMUNICATION IN CONTEXT

Before beginning the course, it may be helpful to understand how communication

Communication scientists positioned that in communication there was a communicator

In short the following process takes

The outcome of your

Semantic noise: Interferences with interpretation due to the meaning of words.

Communicate verbally with clients in a financial service environment

MODULE 1: NON VERBAL COMMUNICATION