The 3Cs of Communication

The 3Cs of Communication:
Communicate, Clarify, Consult

(ILM 8600-223)
2012
www.broadlandstraining.com
2012 Broadlands Consulting Ltd

Registered Office: New Media House, Upper St. John Street, Lichfield, Staffordshire, WS14 9DU, United Kingdom
All rights reserved
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any
means, electronic, electrostatic, mechanical, photocopied or otherwise, without the express permission in writing
from a Director of Broadlands Consulting Ltd.
The 3Cs of Communication Workbook_151112 (2)

Created by Broadlands
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Broadlands November 2012
CONTENTS
The Information Seeking Process
1.1
Initiation and Selection
1.2
The Balanced Scorecard
1.2.1
The customer perspective
1.2.2
The internal business perspective (key businesses processes)
10
1.2.3
The learning and growth perspective
10
1.2.4
The financial perspective
10
1.3
Developing a balanced scorecard
11
1.4
SMART Objectives
13
1.5
Engaging the Team
15
1.6
Exploration and Formulation
15
1.7
The Fishbone Diagram (for Exploration and Formulation)
16
1.8
Comparison of the Fishbone to the Mind Map
21
Effective Communication
22
2.1
Introduction
22
2.2
Getting the Message Right
23
2.3
The Role of Sensory Preferences in Absorbing Communications
24
2.4
VAK Learning Styles Explanation
25
2.5
Communication Skills
30
2.5.1
Questioning Skills
30
2.5.2
Active listening
32
2.5.3
Becoming an active listener
34
2.5.4
Key Points
35
2.5.5
Reflection on Activity
36
2.6
The role of body language in influencing communications
37
2.7
Reflection on Activity:
38
2.8
Presentation skills
38
2.8.1
Getting the Message Across
38
2.8.2
The Purpose
39
2.8.3
The Audience
40
2.8.4
Planning the Presentation
40
2.8.5
Deciding what you are going to say
41
2.8.6
Deciding how you are going to say it
41

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2.8.7
Presentations a planning checklist
43
2.8.8
44
Feedback Skills
3.1
Common failings: Scenario
44
3.2
What Employees Need to Succeed
47
3.3
Collecting Evidence
48
3.3.1
3.2
44
When Gathering Information:
The Pre-PDR Meeting!
48
48
3.2.1
Purpose
48
3.2.2
Pre-PDR Meeting Structure
49
3.3
Discussing Performance
49
3.4
A model for performance discussions
51
3.5
Performance and Development Review Structure
52
3.6
Giving Constructive Criticism
54
Influencing Skills
55
4.1
Leadership Style and Influence
57
4.2
Leadership Styles Questionnaire
57
4.3
The ability to build rapport
59
4.4
Summary
60

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There are four key sections to this workbook:

1. The Information Seeking Process
2. Effective Communication Skills
3. Feedback Skills
4. Influencing skills
Learning Outcomes:
On completion of this programme, you will be able to:
Seek the required information
Verify and check the validity of information as provided
Manage others through effective communication
Give and receive feedback by asking questions, effective listening and answering
Influence others with persuasion.

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The Information Seeking Process
Managers need accurate and reliable information in order to make informed decisions which
benefit both the team and the organisation. Some researchers have examined the
information seeking process and, consequently, have developed models of good practice.
Carol Kuhlthau is one such author and, in her book, Inquiry-Based Learning, 1991, she
conducted studies that showed that, for complex information seeking tasks, searchers go
through different stages, both in terms of their knowledge of, and their attitude towards the
task. To develop her model of the information seeking process, she conducted numerous
field studies as well as focused case studies. Kuhlthaus findings revealed a common
information access process. She divides the process of information seeking into six stages:
Initiation: At this stage, the task is to recognise a need for information.
Selection: At this stage, the task is to select the specific area for investigation, and the
approach to pursue. This will be influenced by requirements, time constraints, and which
topic or approach will yield the best outcome.
Exploration: At this stage, the task is to investigate the information on the general topic in
order to extend understanding.
Formulation: This phase marks the turning point in the process, in which a focused
perspective on the topic emerges, resolving some of the conflicting information. There is
now a focus on specific issues on which to pursue an investigation.
Collection: At this stage, the search system is most productively useful for the participant,
since the task is to gather information related to a focused topic. Searches are used to find
information to define, extend, and support the focus. Relevance judgements become more
accurate.
Presentation: In this phase, the final searches are done; searches should be returning
information that is either redundant with what has been seen before or of diminishing
relevance. An in-depth, accurate understanding of the issues should now have been
developed.
We can apply this model to one of the key challenges faced by managers in the workplace,
using information to solve problems.
1.1
Initiation and Selection
A first key stage of the process is recognising the need for information, and then selecting
the specific area for investigation, and the approach to pursue. As a manager, what
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information do you need to effectively manage your area of the operation? What is clear is
that you require a range of information ..... a kind of performance dashboard. But what is a
performance dashboard? Imagine that you are driving a car. Not only are you having to
monitor external information in order to get from point A to point B safely, you also need to
monitor internal information such as: fuel levels, the oil level warning light, engine
temperature, speed and so on. Without monitoring these sources of information, we may fail
to get to our destination.
We can use this analogy for running a business operation. In the same way that your car
provides you with valuable information on the dials facing you on the dashboard, as
managers we also need to monitor the operations performance dashboard. But what issues
would you need to monitor? Pause and think about this for a moment fill in your
performance dashboard and then compare it to ours.
The Performance Dashboard

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Ok, well weve got: productivity, quality levels, costs/budgets, accidents, customer
complaints, and staff turnover. These are only examples and are not meant to be fully
representative of all performance indicators. What do the dials tell us about performance
are there signs for concern do we need to examine certain issues more closely to explore
an area for concern? The danger is that we focus on only one area of performance and fail
to spot problems, or even opportunities!
1.2
The Balanced Scorecard
An alternative type of performance dashboard is the balanced scorecard a set of measures

to enable managers to have a fast and comprehensive view of the business. The balanced
scorecard was developed by Kaplan & Norton and has been refined many times since.
It allows managers to look at the business from 4 different perspectives by seeking to
answer 4 basic questions:
1. How do customers see us? (customer perspective)
2. What must we excel at? (internal business process perspective)
3. Can we continue to improve and create value? (learning and growth perspective)
4. How do we look at shareholders? (financial perspective)

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The balanced scorecard example on the next page is based on the objectives set by a UK
Civil Service organisation which deals with individual cases where parents have separated or
divorced, and the money is collected and provided to the parent with care.
Financial Perspective:
Objective
Customer Perspective:
Target
Actual
Objective
Target
Actual
Revenue:
10m
10.5m
Case Time:
3 days
4 days
Net Profit:
1.5m
1.3m
Complaints:
60
70
Cashflow :
100,000
50,000
Satisfaction
95%
75%
Rating:
Key Business Processes:
Objective
Learning and Growth:
Target
Actual
Re-work cost: 100,000
200,000
Cases Daily:
200
190
Av. Process
Time:
Downtime:
Objective
Staff Attitude Survey: 80%

Absenteeism:
Comp. Appraisals:
3 days
4 days
50 hours
30 hours
Target Actual
Completed Training:
85%
3%
7%
100%
75%
95%
50%
1.2.1 The customer perspective

Managers should identify the customer and market segments in which they will compete.
Performance measures should then be developed that track the businesss ability to create
satisfied and loyal customers in the targeted segments. Typical indicators are:
Market share
Customer retention and loyalty
Customer acquisition
Customer satisfaction
Customer profitability
On-time delivery
New product development

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Defect and failure levels
1.2.2 The internal business perspective (key businesses processes)

The internal measures should focus on the internal processes that will have the greatest
impact on customer satisfaction and achieve the financial objectives. So processes that relate
to productivity, cycle time, quality and costs should be focused on. Typical measures will
vary across organisations. It will depend on what type of strategy the business is pursuing.
Kaplan & Norton identified three principal internal business processes.
Innovation processes
Operation processes
Post-service sales processes
1.2.3 The learning and growth perspective

To achieve our vision, how will we sustain our ability to change and improve? Measures in
this perspective will relate to facilitating a motivated and trained workforce. Measures would
typically fall into three areas:
Strategic competencies
Strategic technologies
Climate for action (eg motivation, empowerment, capabilities)
This perspective stresses the importance of investing for the future in areas other than
investing in assets or product development.
1.2.4 The financial perspective

This perspective is composed of measures such as cash flow, sales and income growth and
Return on Capital Employed (ROCE) and Return on Net Assets (RONA). It can also include
comparative measures such as net margins versus the rest of the industry. The types of
measures used will depend on the strategy being pursued. For example, if you are trying to
increase shareholder value there are generally two generic strategies revenue growth and
productivity strategy. Each of these strategies will be pursued in a different manner and will
require tailored measures. A productivity strategy being driven by improved cost structure
will want to achieve lower cost per unit.

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Example of Balanced Scorecard in the form of a Performance Dashboard
1.3
Developing a balanced scorecard
You should use the following processes:

Use the four perspectives
Identify the goals
Translate goals into objectives
Translate objectives into measures
See over the page:

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Perspectives
Customer
Goals
Objectives
Continuously improve Decrease lead time.

customer satisfaction. Increase on time
delivery.
Reduce customer
complaints.
Internal Business
Continuously improve Decrease cycle time

business processes.
Increase quality.
Measurements
Average lead time.
Percentage of
deliveries on time.
Number of customer
complaints.
Average cycle time
Number of defects
and number of items
reworked.
Increase productivity. Average output per

employee.
Innovation &
Learning
Financial
Continuously develop Increase sales of new

and deliver new
products and services
innovative products &
services.
Reduce development
time.
Includes
measurements for
people: employee
retention, training,
skills, morale.
Percentage of sales
obtained from new
products & services.
Average time from
initial design to
production.
Continuously improve Decrease costs.

Average unit costs.
financial performance. Increase sales growth Growth rate in sales.
Increase market share Company's market
share.
Increase return on
investment.

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Return on investment
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Activity: what would you measure on your balanced scorecard?
Financial Perspective
Customer Perspective
Internal Business Processes
Learning and Growth
1.4
SMART Objectives
Where there is cause for concern, we need information and data on the problem. Well need
to analyse this information carefully. We also need peoples views, general agreement
amongst team members that the problem needs resolution, and finally we need a clear
aim/objective which should be expressed in SMART terms. SMART is an acronym which
stands for:
Specific
Measurable
Achievable
Relevant
Time bound

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Would you consider the following aim to be a SMART objective in response to a rise in
customer complaints?
SMART AIM: To reduce customer complaints.
Quite simply, you need to ask the following questions?
Is it specific?
Is it measurable?
Is it time bound?
When writing SMART aims/objectives, you certainly need to assess whether or not it is
achievable and relevant, however, this does not form part of the written objective; it should
be implicit that these points have been considered. It is crucial that the objective is: specific,
measurable, and time bound.
Hopefully, youve identified that the above aim isnt SMART.
When writing a SMART objective, you should consider the following:
Structure of an Objective
Must start with a verb of movement or
Example
To reduce the number of
attainment, eg. to reduce, increase, improve,

eliminate, deliver
Identify the condition to be addressed, e.g.
customer complaints in the front line
wastage, sales, costs, meetings, response
customer service team
times, quality
State the measure in terms of the
from the present 10 cases per month to a
quantity/standard, e.g. from 5 units to 10
maximum of 2 cases per month
units, by 50% from 50K to 100K

Ensure it is time bound
by 30th June 20XX
For example, to reduce customer complaints to 10% of their current level by 30 June 20.
Importantly, this objective is specific, measurable and time bound. Once we have progressed
through the information seeking process, we can review this objective to see whether or not
we have achieved an effective solution to the problem.
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1.5
Engaging the Team
Below is a picture of a ship approaching an iceberg surrounded by fish. Ok, its not to
scale! Consider the messages presented in the picture and answer the questions below.
So how can this image act as an analogy for how we approach a problem?
1. Whos in the ship?
2. What does the person in the ship see?
3. What does the iceberg represent?
4. Who are the fish?
5. What do the fish see?
1.6
Exploration and Formulation
Having identified that a problem exists and that it needs resolution, the next step is to
screen the problem in order to get to the root cause. The danger is that we only skim the
surface of the problem without looking at all the potential causes and worse still, start trying
to generate solutions before this crucial stage of the process has been completed. We need
information.
The screening tools which are going to be presented to you in this section are as follows:
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the fishbone method
mind-mapping
These are just two of a range of the information/problem screening tools available to you.
You may like some tools and not others its what works for you. And dont forget, you can
always adapt them and make them yours.
1.7
The Fishbone Diagram (for Exploration and Formulation)
The vast majority of problems occur over and over again because the root cause of the
problem is not established or eradicated. For complex errors or problems that have cropped
up repeatedly, the fishbone (or cause and effect) diagram may help you to get to the root
cause of the problem. It is also known as the Ishikawa diagram after the Japanese
academic, Kauro Ishakawa, who used the technique in the Japanese steel industry.
The Fishbone Diagram is a technique that is best conducted with the team in order to get
several different perspectives on the problem. The key steps are as follows:
1. Using as large a whiteboard or piece of paper as you can get your hands on, draw a fish
skeleton right across the page like the one below.
2. Write your problem or error in the fish head (as specifically as possible this helps to
keep people focused on the specific problem).
3. Label the main bones with the key factors that you see as contributing to the problem.
Alternatively, use the standard PEM/PEM prompts as shown or the 3MP prompts: these
are: people, materials, methods, machinery.
Environment
Methods
Problem
People
Plant
Equipment

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Materials
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4. Generate ideas on the causes of the problem and write each one up on a smaller bone
feeding into the appropriate main arterial bone. (It may be easiest to write them onto
post-it notes first so that you can move them around and alter the order)
5. Pursue each cause to the limit keep asking why?
Heres a completed example and its based upon a problem which we can all relate to as
customers. You know ... youre waiting at home for someone to come at the designated time
and fix your boiler, but they turn up late!!! The problem, which is written in specific terms, is
that 20% of service calls are more than one hour late.
People Environment Methods

absenteeism
Plant
poor spares
labelling
unreliable
vans
poor phones
20% of service
calls are more
than one hour
late
overloaded staff
untrained staff
warehouse
location
poor scheduling
roadworks over-ambitious
rotas
weather
region too
big
traffic
unavailable
spares
Equipment
Materials
Under the people heading, 3 issues have been raised as could bes. Firstly, if absenteeism
is the issue then this would be putting pressure onto other service staff to also complete the
jobs allocated to the absentees. Secondly, staff could be issued with too many jobs to
complete throughout the course of the working day. Thirdly, its possible that staff have
received insufficient or inadequate training so that they are unable to complete all the tasks
required of them.
Under the environment heading, 3 further issues have been raised. Its possible that
certain environmental factors have not been factored into the job times, eg. increasing traffic
(how long ago was this measured); roadworks that appear from time-to-time: have these
been taken into consideration; the same could be said for weather conditions.

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Under the methods heading, the first 2 points are connected they are related to
scheduling issues ie. too many jobs for the space of time allocated. The other issue relates
to the region which is allocated to each service worker it could be just too big to get
around in the time allocated.
The only issue identified as being a potential contributory factor under the plant heading is
the warehouse location if this was not central, it could be that staff are having to travel
back across the region, clocking up a lot of miles and wasting a lot of time.
Under the equipment heading, unreliable vans or poor phones could be contributing to the
problem.
Finally, under the materials heading, it could be that spares are poorly labelled and that
service personnel are getting to the job with the wrong spare parts, or that inventory
replacement levels and times have been poorly calculated, and the high turnover spares are
regularly out-of-stock and, therefore, unavailable.
Having generated a broad range of potential contributory factors, in a bid to reveal the full
extent of the iceberg, we now need to investigate each factor further by getting the relevant
information. We will then be in a position to eliminate a number of the could bes and
narrow them down to the actual causes. This is the collection phase which, ultimately, will
conclude with the presentation phase, in which we eliminate redundant information and
establish an accurate, in-depth understanding of the issues.
You can always use different headings to the main arterial bones if the PEM/PEM headings
are not all relevant.
1.8
Mind-Mapping for (Exploration and Formulation)
Popularized by Tony Buzan Mind Mapping is a possible alternative technique to the fishbone
method. Tony Buzan is probably best known for his book, Use Your Head, based on the BBC
TV series of ten programmes screened in 1974 of the same name.

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Mind mapping is equally applicable in information/problem screening as it is in planning, for

which it is more commonly used. Although its not for everyone, the major benefit of mind
mapping is that it virtually mirrors the thinking process. By starting with the central problem,
we then develop our thoughts as to what factors could be causing the problem the ideas
then growing from the centre, linked together from their original roots. Indeed, this is the
key distinction between mind mapping and brainstorming. Mind mapping is a process based
upon a series of linked connections, whereas brainstorming is a process in which ideas can
be randomly and independently generated.
Dont forget to involve your team. Give them the appropriate marker pens in order to get
hands-on involved. Its incredible how quickly the mind map will develop and, from my
experience of working with teams, what an enjoyable process it is for the team, turning a
potentially dull subject into fun.
The mind map below was generated by a team who were planning a consultation event. You
can see that colour and images feature importantly in the mind map. It is done in free-hand
which is how it should be done initially. Powerful software is available which can then be
utilised to finalise the mind map. The great thing about mind maps is that they grow very
quickly, team members can work on different sections in small groups, and we can see
relationships between issues very clearly.

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To develop a mind map, approach it in the following way:

1. Just as we did with the fishbone diagram, use as large a whiteboard or piece of paper
as you can get your hands on. Flip chart paper is too small, although you can always
join two sheets together.
2. Write the title of the subject you're exploring in the centre of the page, and draw a
circle around it.
3. Now it is very important that you identify the major sub-topics before you proceed
any further. Draw lines out from the central heading and label the sub-topics and,
again, draw circles around these sub-topics. Different colours can be used for each
sub-area of the mind map and help to differentiate between them. Pictures can also
be used to add a useful further visual element to the mind map.
4. As you burrow into the subject and uncover another level of detail, insert further
sub-headings, but do not circle these because, to do so would undermine the
hierarchical structure of the mind map.
A complete Mind Map may have main topic lines radiating in all directions from the centre.
Sub-topics and facts will branch off these, like branches and twigs from the trunk of a tree.
You do not need to worry about the structure produced, as this will evolve of its own accord.

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Just as with the fishbone diagram, having now generated a broad range of potential
contributory factors, in a bid to reveal the full extent of the iceberg, we now need to
investigate each factor further by getting the relevant information. We will then be in a
position to eliminate a number of the could bes and narrow them down to the actual
causes. This is the collection phase which, ultimately, will conclude with the presentation
phase, in which we eliminate redundant information and establish an accurate, in-depth
understanding of the issues.
1.8
Comparison of the Fishbone to the Mind Map
To compare the fishbone diagram to the mind map, as problem screening techniques, the
problem presented on the original fishbone diagram (on service calls being late) is now
produced in mind map form.
What do you notice? . If you compare the fishbone to the mind map, you should find that
the level of detail increases the more the mind map expands, in a way that it would not be
possible to do with the fishbone, due to space restrictions.
Well be honest with you, we are more fans of the mind map over the fishbone diagram but
its horses for courses.
Recently, during a session we were running with a group of
engineering managers in Warsaw, given the choice between the two problem screening
techniques discussed, there was universal rejection of mind mapping. It was seen to be too
messy in favour of the more structured framework provided by the fishbone diagram. Well,
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they were engineers say no more! However, most groups we work with, given the choice,
opt for and have far more fun with mind mapping.
Activity: In groups, decide which of the two techniques to employ and choose a
work-based problem to screen.
Effective Communication
2.1
Introduction
In every part of our life, we need to communicate with others. Externally, communication is
often used to change public opinion, or what consumers buy. Internally (and for you as a
manager), it is often about helping those that work with and for you to understand what
needs to be done. Communication is a large part of the activities of many organisations, and
at all levels.
Managers of organisations at all levels have to communicate - with employees, customers,
shareholders, partners and suppliers. In some cases, there are legal requirements to do
this, for example the publishing of annual reports to stakeholders.
In communicating with our colleagues and work teams, the objective is often to get them to
do something. As a manager, it is very important to explain what you want your staff to do,
not least to gain their trust, cooperation and commitment to what is needed.
"In a world of a continuous barrage of information, the ability to create the bridge of
mutual understanding is increasingly more important and more difficult. Real
communication involves trust, integrity and empathy." Sir John Harvey Jones MBE
In your own organisation you will know that there is information, knowledge and data
everywhere - on the company intranet, in paper-based filing and electronic systems, in the
form of newsletters, circulars, team briefings and company documents and policies; in work
processes and instructions. But how do you make sense of all this knowledge, information
and data?
Significantly, as a manager, how do you communicate what needs to be
communicated but not give too much information so that the other person (or people) is
overwhelmed? And how do people know what they need to access by way of information,
without reading or listening to everything? This is a challenge that organisations face and
you will often hear the complaint "communication is rubbish around here". We will explore
these issues during the course of this event.
Activity: In your group, develop a checklist to induct new managers in how not to
communicate effectively. You will present your checklist to the full group.
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How would you rate yourself against the points in your checklist?
2.2
Getting the Message Right
There are a variety of reasons why communications fail. Read the following extract from the
popular Pink Panther movie.
Inspector Clouseau (Peter Sellers) (to the hotel clerk at reception):
"Does your dog bite?"
Hotel clerk: "No"
Inspector Clouseau (to the dog): "Nice doggy"
Dog bites Clouseau

Inspector Clouseau: "A-aaaagh I thought you said it didn't bite"
Hotel clerk: "That is not my dog"
Peter Sellers as Inspector Clouseau, The Pink Panther

Our communications can fail for a variety of reasons, including:
The wrong message is given
the wrong communication method is chosen
one of the parties failed to listen properly
mixed messages are given
the wrong audience was targeted
the message was not sent at all, or
any combination of the above.

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2.3
The Role of Sensory Preferences in Absorbing Communications
Have you ever wondered why people in your team sometimes fail to interpret your
communication as it was intended? Perhaps you had provided a briefing on a new process or
some sort of workplace change? Had you considered that, perhaps, any subsequent
misunderstanding could have been attributable to the way you communicated it in the first
place? It is important to put yourself in the place of the people to whom you are
communicating. The way they absorb information may be at odds with the methods with
which you are communicating it. People tend to absorb information through three key
sensory preferences: the visual, auditory and kinaesthetic mediums.
Learners use all three modalities to receive and learn new information and experiences.
However, according to the VAK or modality theory, one or two of these receiving styles is
normally dominant. This dominant style defines the best way for a person to learn new
information by filtering what is to be learned. This style may not always to be the same for
some tasks. The learner may prefer one style of learning for one task, and a combination of
others for a different task.
According to the VAK theorists, we need to present we need to present information using all
three styles. This allows all learners the opportunity to become involved, no matter what
their preferred style may be.

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2.4
VAK Learning Styles Explanation
The VAK learning styles model suggests that most people can be divided into one of three
preferred styles of learning. These three styles are as follows, (and there is no right or wrong
learning style):
Someone with a Visual learning style has a preference for seen or observed things,
including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc.
These people will use phrases such as show me, lets have a look at that and will be
best able to perform a new task after reading the instructions or watching someone else
do it first. These are the people who will work from lists and written directions and
instructions.
Someone with an Auditory learning style has a preference for the transfer of
information through listening: to the spoken word, of self or others, of sounds and
noises. These people will use phrases such as tell me, lets talk it over and will be best
able to perform a new task after listening to instructions from an expert. These are the
people who are happy being given spoken instructions over the telephone, and can
remember all the words to songs that they hear!
Someone with a Kinesthetic learning style has a preference for physical experience touching, feeling, holding, doing, practical hands-on experiences. These people will use
phrases such as let me try, how do you feel? and will be best able to perform a new
task by going ahead and trying it out, learning as they go. These are the people who like
to experiment, hands-on, and never look at the instructions first!
In order to identify your sensory preference for absorbing communications, complete the
following questionnaire.

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VAK Learning Styles Self-Assessment Questionnaire

Circle the answer that most represents how you generally behave.
1. When I operate new equipment I generally:
a) read the instructions first
b) listen to an explanation from someone who has used it before
c) go ahead and have a go, I can figure it out as I use it
2. When I need directions for travelling I usually:
a) look at a map
b) ask for spoken directions
c) follow my nose and maybe use a compass
3. When I cook a new dish, I like to:
a) follow a written recipe
b) call a friend for an explanation
c) follow my instincts, testing as I cook
4. If I am teaching someone something new, I tend to:
a) write instructions down for them
b) give them a verbal explanation
c) demonstrate first and then let them have a go
5. I tend to say:
a) watch how I do it
b) listen to me explain
c) you have a go
6. During my free time I most enjoy:
a) going to museums and galleries
b) listening to music and talking to my friends
c) playing sport or doing DIY
7. When I go shopping for clothes, I tend to:
a) imagine what they would look like on
b) discuss them with the shop staff
c) try them on and test them out
8. When I am choosing a holiday I usually:
a) read lots of brochures
b) listen to recommendations from friends
c) imagine what it would be like to be there

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9. If I was buying a new car, I would:

a) read reviews in newspapers and magazines
b) discuss what I need with my friends
c) test-drive lots of different types
10. When I am learning a new skill, I am most comfortable:
a) watching what the teacher is doing
b) talking through with the teacher exactly what Im supposed to do
c) giving it a try myself and work it out as I go
11. If I am choosing food off a menu, I tend to:
a) imagine what the food will look like
b) talk through the options in my head or with my partner
c) imagine what the food will taste like
12. When I listen to a band, I cant help:
a) watching the band members and other people in the audience
b) listening to the lyrics and the beats
c) moving in time with the music
13. When I concentrate, I most often:
a) focus on the words or the pictures in front of me
b) discuss the problem and the possible solutions in my head
c) move around a lot, fiddle with pens and pencils and touch things
14. I choose household furnishings because I like:
a) their colours and how they look
b) the descriptions the sales-people give me
c) their textures and what it feels like to touch them
15. My first memory is of:
a) looking at something
b) being spoken to
c) doing something
16. When I am anxious, I:
a) visualise the worst-case scenarios
b) talk over in my head what worries me most
c) cant sit still, fiddle and move around constantly
17. I feel especially connected to other people because of:
a) how they look
b) what they say to me
c) how they make me feel
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18. When I have to revise for an exam, I generally:

a) write lots of revision notes and diagrams
b) talk over my notes, alone or with other people
c) imagine making the movement or creating the formula
19. If I am explaining to someone I tend to:
a) show them what I mean
b) explain to them in different ways until they understand
c) encourage them to try and talk them through my idea as they do it
20. I really love:
a) watching films, photography, looking at art or people watching
b) listening to music, the radio or talking to friends
c) taking part in sporting activities, eating fine foods and wines or dancing
21. Most of my free time is spent:
a) watching television
b) talking to friends
c) doing physical activity or making things
22. When I first contact a new person, I usually:
a) arrange a face to face meeting
b) talk to them on the telephone
c) try to get together whilst doing something else, such as an activity or a meal
23. I first notice how people:
a) look and dress
b) sound and speak
c) stand and move
24. If I am angry, I tend to:
a) keep replaying in my mind what it is that has upset me
b) raise my voice and tell people how I feel
c) stamp about, slam doors and physically demonstrate my anger
25. I find it easiest to remember:
a) faces
b) names
c) things I have done
26. I think that you can tell if someone is lying if:
a) they avoid looking at you
b) their voices changes
c) they give me funny vibes
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27. When I meet an old friend:

a) I say its great to see you!
b) I say its great to hear from you!
c) I give them a hug or a handshake
28. I remember things best by:
a) writing notes or keeping printed details
b) saying them aloud or repeating words and key points in my head
c) doing and practising the activity or imagining it being done
29. If I have to complain about faulty goods, I am most comfortable:
a) writing a letter
b) complaining over the phone
c) taking the item back to the store or posting it to head office
30. I tend to say:
a) I see what you mean
b) I hear what you are saying
c) I know how you feel
Now add up how many As, Bs and Cs you selected.
A=
B=
C=
If you chose mostly A, you have a predominantly VISUAL learning style.

If you chose mostly B, you have a predominantly AUDITORY learning style.
If you chose mostly C, you have a predominantly KINESTHETIC learning style.
Of course, you may have a fairly equal balance between all 3 styles.
Reflection: Having conducted the VAK questionnaire, what are your dominant
sensory preferences?

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Activity: the Ozzobulla Exercise

Each group should divide into 2 sub-groups, each taking on one of the following 2 tasks:
Ozzobulla exercise wombulla number system
Ozzobulla exercise ozozzi number system
Working in your sub-group and with reference to the information sheet provided, your
task is to plan and design a method to communicate/instruct your opposite sub-group
how to learn your version of the wombulla number system
The key focus of the task is ensure that you cater for the visual, auditory and kinesthetic
needs of your learners
All groups will be working on this at the same time
Each sub-group will evaluate their instructors and feedback to them using the feedback
sheet provided
Reflection: what issues did the activity raise regarding your own ability to
communicate effectively by catering for each of the three key sensory
preferences?
2.5
Communication Skills
In this section, we will be discussing the following key communication skills:

Questioning skills
Active listening skills
The role of body language in influencing communication
Presentation skills
2.5.1 Questioning Skills

Selecting the Right Questions for the Purpose
Asking the right question is at the heart of effective communications and information
exchange. By using the right questions in a particular situation, you can improve a whole
range of communications skills: for example, you can gather better information and learn
more; you can build stronger relationships, manage people more effectively and help others
to learn too.
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So here are some common questioning techniques, and when to use them:
Question
Purpose
Examples
To explore broad
background information,
opinions and attitudes
What was the most challenging

part of last year?
What went particularly well for

you?
What, do you feel, could have gone

better?
Are you able to complete this by 30

June?
Type
Open
(how, when, where,

what?)
Closed
To establish specific
facts/information
(elicit yes/no
answers)
Probing
Reflecting
Hypothetical
Counter Productive
Do you require further training?
How long will it take you to do

that?
Would you expand a little more on

that point?
Could you tell me more about ?
What exactly does .?
That must have given you great

satisfaction?
As I understand it, you said that

particular job gave you real
satisfaction?
From what you are saying, you

would like to do more of that
particular type of work?
To encourage the
reviewee to respond to
suggested alternative
options
What if two staff were redeployed

to .?
Imagine that you had . how

would you use them?
To prompt the desired

answer
That was rather careless wasnt it?
Why didnt you check first if ?
To clarify issues, check

points, pick up on
reviewees comments
To
demonstrate/summarise
your understanding and
clarify any information
given

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2.5.2 Active listening

"Man's inability to communicate is as a result of his failure to listen effectively, skilfully and
with understanding to another person."
Source: Carl Rogers (communications expert and psychologist)

Hear what people are really saying
Listening is one of the most important skills you can have. Indeed, of all aspects of
communication, listening is the most important. In your own life, think about somebody
you know who is not a good listener - who in fact never seems to listen to anything you say.
How frustrating is that? How does it make you feel about that person? The chances are
that they will have a hard time persuading you as you are too busy feeling annoyed because
they never listen.
Persuading and influencing others begins with the ability to hear what other people are
saying. And listening is about far more than being quiet when somebody else speaks. When
it comes to people getting divorced or colleagues falling out in the workplace, the breakdown
is often attributed to poor listening. In every situation in life, effective listening will help you
to understand the other person's thoughts, feelings and actions.
At work, how well you listen has a major impact on your job effectiveness, and on the
quality of your relationships with others. But the reality is that most people prefer talking to
listening. In order to be persuasive, mastering the art of listening (as opposed to simply
hearing) is critical to success. When people are accused of being poor listeners, it is usually
done behind their backs. So they remain unaware of this major failing, which can lose them
friends, work colleagues and business clients. In summary, we listen:
to obtain information
to understand and in turn to be understood
for enjoyment
to learn.
Given all these requirements for the need to listen, you would think wed be good at it! In
fact were not. Depending on the study being quoted, we remember a dismal 25-50% of
what we hear. That means that when you talk to your boss, colleagues, customers or
spouse for 10 minutes, they only really hear 2-5 minutes of the conversation.

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Turn it around and it reveals that when you are receiving directions or being presented with
information, you arent hearing the whole message either. You hope the important parts are
captured in your 25- 50%, but what if theyre not?
Source: James Borg: Persuasion - The art of influencing people (2007)

Clearly, listening is a skill that we can all benefit from improving. By becoming a better
listener, you will improve your productivity, as well as your ability to influence, persuade and
negotiate. Whats more, youll avoid conflict and misunderstandings all necessary for
workplace success.
Good communication skills require a high level of self-awareness. By understanding your
personal style of communicating, you will go a long way towards creating good and lasting
impressions with others.
A major obstacle to effective listening is that we can think much faster than we can speak.
Tests have shown that:
We talk at between 120 and 150 words per minute
We think at the rate of 600 to 800 words per minute
As a result of this, given that we can think at approximately 4 to 5 times the rate that
somebody is speaking, we tend to think of other things and not just about what is being
said.
The way to become a better listener is to practise active listening. This is where you make
a conscious effort to hear not only the words that another person is saying but, more
importantly, to try and understand the total message being sent.
In order to do this you must pay attention to the other person very carefully. You cannot
allow yourself to become distracted by what else may be going on around you, or by forming
counter arguments that youll make when the other person stops speaking. Nor can you
allow yourself to lose focus on what the other person is saying. All of these barriers
contribute to a lack of listening and understanding.
If you're finding it particularly difficult to concentrate on what someone is saying, try
repeating their words mentally as they say it this will reinforce their message and help you
control mind drift.
To enhance your listening skills, you need to let the other person know that you are listening
to what he or she is saying. To understand the importance of this, ask yourself if youve
ever been engaged in a conversation when you wondered if the other person was listening
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to what you were saying. You wonder if your message is getting across, or if its even
worthwhile to continue speaking. It feels like talking to a brick wall and its something you
want to avoid.
Acknowledgement can be something as simple as a nod of the head or a simple uh huh.
You arent necessarily agreeing with the person, you are simply indicating that you are
listening. Paraphrasing what the person has just said is, however, more powerful. Using
body language and other signs to acknowledge that you are listening also reminds you to
pay attention and not let your mind wander.
2.5.3 Becoming an active listener
There are five key elements of active listening. They all help you ensure that you hear the
other person, and that the other person knows you are hearing what they are saying.
Pay attention
Give the speaker your undivided attention and acknowledge the message. Recognise that
what is not said also speaks volumes. Try to:
Look at the speaker directly
Put aside distracting thoughts. Dont mentally prepare a rebuttal!
Avoid being distracted by environmental factors
Listen to the speakers body language
Refrain from side conversations when listening in a group setting.
Show that you are listening

Use your own body language and gestures to convey your attention:
Nod occasionally
Smile and use other facial expressions
Note your posture and make sure it is open and inviting
Encourage the speaker to continue with small verbal comments like yes and uh huh.
Provide feedback
Our personal filters, assumptions, judgments, and beliefs can distort what we hear. As a
listener, your role is to understand what is being said. This may require you to reflect what
is being said and ask questions:

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Reflect what has been said by paraphrasing. What Im hearing is and Sounds like
you are saying are great ways to reflect back
Ask questions to clarify certain points. What do you mean when you say Is this
what you mean?
Summarise the speakers comments periodically
If you find yourself responding emotionally to what someone said, say so, and ask for
more information: I may not have understood you correctly, and I find myself taking
what you said personally. What I thought you just said is XXX is that what you
meant?
Defer judgment
Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the
message:
Allow the speaker to finish
Dont interrupt with counter-arguments.
Respond Appropriately
Active listening is a model for respect and understanding. You are gaining information and
perspective. You add nothing by attacking the speaker or otherwise putting him or her
down:
Be candid, open, and honest in your response
Assert your opinions respectfully
Treat the other person as he or she would want to be treated.
2.5.4 Key Points

It takes a lot of concentration and determination to be an active listener - old habits are hard
to break.
Be deliberate with your listening and remind yourself constantly that your goal is to truly
hear what the other person is saying. Set aside all other thoughts and behaviours and
concentrate on the message. Ask questions, reflect, and paraphrase to ensure you
understand the message. If you dont, then youll find that what someone says to you, and
what you hear, can be amazingly different.

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The use of spin, or spin doctors, is often in the news. This is where more emphasis is put on
the style of communication than its content. Very often, the aim of spin is also noncommunication: suppressing or obscuring the truth with a smokescreen between the
audience and the actual facts.
In day to day work within organisations, use of spin would lead to chaos, as we need to
ensure that:
People talk clearly - understanding what is required of them
They are given all the information they need
They have had the chance to clarify anything that they have not understood fully.
Communication often gets more difficult as the number of people you have to communicate
with grows - although as we saw in the amusing example above, even two people can fail to
communicate properly.
The reality is that no matter how good you may be as a communicator, there is only so
much time available to you at work. So if the team becomes too large - say 12 or more
people - effective communication will become more of a challenge and may become
impossible in the long term if only face-to-face/verbal communication is given.
This is one of the reasons why many organisations (however big the workforce) subdivide
into units that are manageable, and this makes it more practical for the manager to
communicate with his or her staff.
2.5.5 Reflection on Activity
Having completed your pairs active listening exercise:
On a scale of 1 to 10 (10 being high) how effectively do you consider you are employing
this skill?
What are you doing well?
What could you do more effectively?

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2.6
The role of body language in influencing communications
It is important to note and take account of gestures and body language. If you're working
with people from different countries, you need to remember that many cultures traditionally
view body language differently from each other. For example:
In many countries, people shake hands with everyone in the office before beginning
work; this is not the norm in the UK
In the Middle East it is not considered appropriate for men to

shake hands with women, whereas again in the West this is
commonplace
Evidence shows that Japanese people will go to great lengths to avoid touching each
other, even in the most crowded situations.
So, if you are going to be working with people from different cultural backgrounds, you need
to be aware of differences that affect how non-verbal communications are interpreted,
particularly where you are in roles that may involve meeting lots of new people.
For a manager or supervisor with a static
group of people you will be expected to get
to know your team members as individuals
and discover which aspects of body
language may be interpreted by each
section of the group.
The following may be helpful:
Posture Posture sends out a signal of
your confidence and power potential. Stand tall, walk tall, and most of all, sit tall. When
standing, stand up straight. When you are seated, make sure you sit at the front edge of
the chair, leaning slightly forward, intent on the subject at hand. This gives the other person
the feeling that they are being listened to attentively.
Openness and Warmth open-lipped smiling, open hands with palms visible, leaning
forward in chair, chin up, putting tips of fingers of one hand against the tips of fingers of
other hand in "praying" or "steepling" position, hands joined behind back when standing.
Nervousness smoking, whistling, pinching skin, fidgeting, jiggling pocket contents,
running tongue along front of teeth, clearing throat, running fingers through hair, wringing

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hands, biting on pens or other objects, twiddling thumbs, biting fingernails (action itself or
evidence of), tongue clicking.
Untrustworthy/Defensive frowning, squinting eyes, tight-lipped grin, arms crossed in
front of chest, pulling away, chin down, touching nose or face, darting eyes, looking down
when speaking, clenched hands, gestures with fist, pointing with fingers, chopping one hand
into the open palm of the other, rubbing back of neck, clasping hands behind head while
leaning back in the chair.
As you talk with the other person, be aware of (although not preoccupied with) their body
language and non-verbal cues. Do try to develop a sense of the other persons perception to
you. The most obvious example is the smile connection when your smile brings about a
smile from the other person. Do your best to stay connected both verbally and
nonverbally.
Taking account of any cultural or language barriers, there are a variety of mechanisms that
you can use to brief your team or to otherwise give important messages.
2.7
Having watched the video, what key issues has it raised regarding body language?
What are the positive aspects of your body language?
What could you do more effectively?
2.8
Presentation skills
2.8.1 Getting the Message Across

The influence you exert as a manager depends largely on your ability to communicate and
project yourself and your ideas to other people. Effective communication involves getting
messages across to individuals and groups, informatively and persuasively, using both the
written and the spoken word.
The prospect of speaking in public and addressing a large and perhaps unfamiliar group can
create feelings of apprehension and even fear in the minds of many people. Thoughts of
what might go wrong - memory lapse, drying up, losing the interest and attention of the

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audience, questions you cant answer - can undermine confidence and even help to bring
about the very situations you want at all costs to avoid.
Some people appear to have a particular talent of speaking in public. They are able to
communicate facts and ideas in a confident, interesting and persuasive manner. Public
speaking, however, is as much a skill as other methods of formal business communication
such as writing letters and reports. By applying a few basic techniques you can develop an
approach which will increase your confidence and enhance the effectiveness of your
presentations.
There are four questions you must ask when preparing and planning oral presentations. The
answers to these questions will guide you towards making presentations which achieve the
outcomes you are seeking.
WHY ARE YOU SAYING IT? - the purpose
TO WHOM ARE YOU SAYING IT? - the audience
WHAT ARE YOU GOING TO SAY? - the content
HOW ARE YOU GOING TO SAY IT? - the form
2.8.2 The Purpose
The types of oral presentation which managers are required to give in organisations
generally fit into three categories. Each category defines the main purpose of the
presentation:1.
to communicate information - the content is predominantly factual and the

presentation may take the form of a briefing to a group of subordinates or other
managers;
2.
to make a proposition - the content is ideas supported by reasoned argument and

personal judgement designed to persuade and win the support of the audience;
3.
to inspire and motivate - the content, whether it be ideas or facts, should reflect and
reinforce the feelings of the audience and generate enthusiasm, boost morale, and
encourage positive attitudes.
Each of these types of presentation places different demands on the speaker and is intended
to produce a different response from the audience. It is, therefore, important to establish
the purpose of the presentation if you are to achieve the results which you and your
audience desire.
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2.8.3 The Audience

Before deciding what you are going to say and how you are going to say it you must
discover as much as you can about your audience. Considerations such as the size and
characteristics of the audience and their knowledge of the subject should determine the
content, language, structure and tone of the presentation. Ask the following questions:
how large is the audience?

Size will influence the degree of formality and audience involvement you can expect or
reasonably encourage. If you are addressing a small group of say fewer than ten people,
you can often adopt more of a conversational approach and may even welcome
interventions from the audience. As group size increases there is a greater need for
formality with few, if any opportunities for audience involvement except, perhaps, at the
end of the presentation.
how much do they know about the subject of the presentation?

Your audiences knowledge and understanding of the subject should determine the level
at which you pitch the presentation. You will quickly lose the attention and interest of
your audience if you talk above or below their heads. The language you use and the
number and complexity of facts and ideas you include in your presentation must be
appropriate to the knowledge and understanding held by the audience. If in doubt, talk
to someone who will be in the audience or whose interests and knowledge are similar to
those of the audience. You may be required to address an audience with varied
backgrounds and different levels of knowledge in which case you should aim for the
middle ground.
who are the audience?

Establish the significant characteristics of the audience, for example, the members
position and role in the organisation. Identify special interests and concerns shared by
the audience which you can reflect in the presentation to help attract interest and win
support.
2.8.4 Planning the Presentation

When you have established the purpose of the presentation and identified the nature of the
audience, you can start to plan what you are going to say and how you are going to say it.
Planning is essential but it is also time consuming and requires an attention to detail which
some may find tedious. You should, therefore, view planning as time well-spent - in building
your confidence and enhancing the effectiveness of your presentation.
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The following guidelines cover the main factors you need to consider:
2.8.5 Deciding what you are going to say

1.
Write a brief statement summarising the theme of the presentation.
2.
List the points you intend to cover.
3.
Think about your list and select those points which you must cover and indicate their
priority by underlining or highlighting in some way.
4.
Consider the points you have identified as non-essential. Remember that the fewer
points you attempt to put across to your audience, the more likely they are to
remember them. Review these non-essential points and select those which you still
feel ought to be included.
5.
Establish how much time you have to give the presentation. Allocate a time estimate
to each of your main points and include time for your introduction and summing-up.
If you find you dont have the time to cover some of he non-essential points, remove
them from your presentation.
6.
Decide on the sequence. Always start with an introduction which conveys the
importance of purpose of the presentation and outlines what you are about to say.
End with a summary of the main points or recommendations. Between the
introduction and the summary develop a sequence of presentation which is
appropriate to the nature of the material. For example, if the material is factual and
the purpose of the presentation is to communicate information, start with the simple
and work through to the more complex. If the information you are conveying is
sequential in nature, follow the same sequence in your presentation.
7.
Collect information to support the points you are including in your presentation.
Refer to your time allocation and include in your oral presentation only that
information you can communicate effectively in the time available. Any important
details which may confuse or overburden the audience with information should be
included in supporting papers.
2.8.6 Deciding how you are going to say it

1.
Plan the structure of your presentation and decide what you are going to include in
the introduction, the main body and the summing-up. If you are developing a
complex argument or putting together a string of ideas, build in summaries at key

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points. These signposts will help the audience find their way through the
presentation.
2.
Prepare notes in the form of key words or phrases written on cards which should be
numbered in sequence. Indicate on the cards where you intend to use visual aids
and write clearly to enable you to see your notes at a glance. Remember that the
notes are not intended to be a script for you to read from, but are a series of cues
and reminders.
3.
As far as possible use simple words and short sentences. Keep the nature of the
audience in mind when selecting language. Be particularly careful in your use of
specialist or technical terms. Try to be positive, precise and pertinent.
4.
Pay careful attention to the use of visual aids. Think of the most effective way of
getting the message across visually as well as verbally. Before deciding to use a
particular visual aid check that the facility is available. Used discriminately, visual
aids can add impact, introduce variety, help to maintain interest and aid audience
recall. Aids such as flip-charts, whiteboards, chalkboards and overhead projectors
are particularly useful as verbal aids - emphasising key words and ideas and
summarising main points.
5.
Devices such as personal anecdotes and humour can be used to good effect. If wellreceived they can act as useful ice-breakers at the start of a presentation and sustain
the interest of the audience. But dont overdo it - excessive or inappropriate humour
and anecdote could seriously detract from the purpose of the presentation.
6.
Rehearse the presentation. Make sure that you can cover the material comfortably in
the time allowed. If you have too much material, which is often the case, either
remove unnecessary detail or exclude some of the less essential points. If there is
insufficient material, think of ways of strengthening your main points. Dont add
unnecessary material just to pad it out. Record the presentation to get an
impression of how it will sound to an audience. Pay particular attention to your pace
of delivery and the use of pauses and changes in the pitch and tone of your voice to
help the audience sustain interest and attention.
7.
Finally, throughout your preparation and planning dont lose sight of the purpose of
the presentation and the interests, knowledge and expectations of the audience.
Presenting to an audience can be stimulating and rewarding experience. It is
possibly the most powerful means of influencing the feelings and attitudes of others.

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2.8.7 Presentations a planning checklist

Why?
What is the key purpose of the presentation have I made this clear from the outset?
Who?
Who should attend?
What will the composition be: age, gender, seniority?
What do they already know?
What do they need to know?
What is their attitude to the topic?
How are they likely to react?
What?
What content should I cover?
How much time have I got?
In what order should I deliver it for maximum effect?
How?
How will I deliver it?
Am I hitting all 3 sensory preferences?
What methods shall I use: PowerPoint, flip chart, DVD, handouts, role play ?
What style and tone should I adopt?
How will it come across to the audience?
Where?
Where is the venue?
Do I need to provide directions?
Is there parking access and/or access by public transport?
Will there be any physical access issues?
How big is the room?
What is the best seating/room set-up for the purpose?

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What are the acoustics like?
What is the condition of the heating, lighting and temperature control systems?
What equipment will I need /be provided?
Is there easy access to power points?
Will I need to order food/refreshments?
When?
Can everyone attend who needs to?
How long have I got?
At what time of day is it?
Impact/Effect?
How will I measure impact: Q & A session, follow-up email, evaluation sheets, quiz, and
monitor subsequent actions/behaviours?
2.8.8 Reflection on Activity:

Having watched the video, what key issues were raised regarding communication
through the medium of presentations?
What are the positive aspects of your presentation skills?
What could you do to improve your presentation skills
Feedback Skills
As a manager, one of the most important aspects of your role is to manage the performance
of your team members. Implicit in this is the need to provide team members with regular
feedback on their performance. Consider the following scenario.
3.1
Common failings: Scenario
Its the year end at Enterprise Ltd. The year-end accounts are being prepared by the
accountants, and the various operational managers across the business, together with their
staff, are going through the yearly dance of performance appraisal, as they call it.

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Jane manages fifteen employees directly so shes got her work cut out meeting with each of
them and filling out the appropriate forms. Human Resources (or Human Remains as theyre
known) are pushing to get the forms in on time, so Jane focuses on getting it done as
quickly as possible. And she does. She sends an appraisal form out to each member of staff
as an email attachment. Once the forms are received back, she meets with each employee
for about 20 minutes each to discuss the forms and then signs them. Sorted the
paperwork is done on time, Human Remains are happy, and everyone can get back to
focusing on their work.
Whats wrong with this Scenario?
Well, whats right with it?
Unfortunately this scenario is all too common. Weve already asserted the point that, done
effectively, performance management can have significant benefits for the individual, the
team, and the organisation. So below, wed like you to note down your thoughts as to the
benefits of effective feedback on performance, and common failings of a poor performance
management culture.
Benefits

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Common Failings
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Your answer may have included some of the following points:
Benefits
Common Failings
Employee sees his/her part in the

wider enterprise with greater clarity
Lack of commitment from appraiser

and appraisee
Increased identification with the

broader aims and goals
Lack of preparation
Superficial discussion because ther

appraiser has no real facts to hand
Appraiser dictates
targets/objectives doesnt get
appraisees commitment to
achieving these
Appaiser dominates discussion

doesnt create climate for two-way
discussion
Appraiser focuses on failure/underperformance doesnt praise

success
Appraiser too weak to tackle the

problem issues scared of the
strong personality of the appraisee
Infrequency of the appraisal

treated as a chore that must be
gone through, not as a opportunity
Appraiser reveals his/her lack of

commitment through body
language and attitude
Improved retention rates
Better time management
Improved dialogue
Increased sense of personal value

and self-esteem
Enhanced sense of being

empowered
Looking at the benefits, effective performance management looks like, what they refer to
these days as, a no-brainer. So, the remainder of this section considers the ingredients of
effective performance management with the aim of overcoming those common failings
above.

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3.2
What Employees Need to Succeed
In response to the question above and, to summarise from our discussion so far, we could
probably say that employees need:
1. To know what you expect them to do and to what standard
2. To understand how their work fits in with others work, team goals, and the company
goals and mission
3. To understand their level of authority/decision-making powers
4. Opportunities to develop their skills and grow
5. Regular feedback on their performance
Effective performance management can provide for each of those ingredients. Point two
above is, perhaps, most usefully represented visually.
Where does it fit in to the overall scheme of

things - The Golden Thread?
Corporate Plan:
Vision, mission, aims and values
Division:
Vision, mission, aims, values
Team: Aims, values, key business
objectives, action plans
The Individual: Key work objectives,
personal objectives, personal
development plans
The Golden Thread has become a popular term to explain the important relationship and
links between the different levels within an organisation. What it shows is that, for an
organisation to achieve the vision, mission, aims and values contained in the corporate plan,
there has to be a clear understanding throughout the organisation of what we are trying to
achieve. This relies upon effective communication and team and individual involvement.
Through this we can develop divisional and team aims and objectives which support and
enable the organisation to deliver the corporate plan. What underpins this, however, is the

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clear understanding, participation and buy-in of the individual into what we are trying to
achieve and his/her role in achieving it.
3.3
Collecting Evidence
The appraisal should be based on facts, i.e. what has been achieved or not achieved during
the whole of the period being reviewed. How good is your memory? I find it difficult to
remember specific detail from an event that happened only a week ago. It is, therefore,
essential to record events and situations as they happen this will help you to remember
achievements as well as situations where performance could have been improved, so that
you have specific details on which to base your discussion. When it gets to the appraisal, you
may have forgotten much of the specific detail and this can be embarrassing!
Crucially, both you as the appraiser and the appraisee should be collecting evidence towards
the formal discussion of performance in the performance develoment review (PDR).
3.3.1 When Gathering Information:
Make sure you collect evidence to cover a variety of situations both technical skills and
people skills
Make your observations both by working personally with the member of staff and by
gathering information from other staff
Remember that your focus is on the individuals behaviour not personality.
3.2
The Pre-PDR Meeting!
3.2.1 Purpose
What on earth is a pre-PDR meeting we hear you say? Well, its a meeting that takes place
possibly a month before the official performance development review (PDR) meeting. But
what possibly could be the benefits of conducting such a meeting? Note down your thoughts
below.
Benefits of the Pre-PDR?

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It helps to re-focus the individual on the purpose of the PDR
Should, by any chance, the appraisee have failed to have gathered evidence to illustrate
his/her performance against objectives, then at least s/he has a certain amount of time
left to do this in. Not ideal, but sometimes its the reality.
If there is any paperwork to complete prior to the PDR, this ensures that the appraisee
has time to complete it properly, not rush it.
It helps you to finalise the details of when and where it will take place
3.2.2 Pre-PDR Meeting Structure

An effective pre-PDR meeting structure may be conducted as follows:
1. Explain the purpose of the pre-PDR meeting, ie. to be able to prepare effectively for the
full PDR meeting.
2. Explain what a PDR is and its importance its an opportunity to discuss his/her
performance against work objectives
3. Discuss when the meeting will take place, how long it is likely to last, and where it will
happen stress that it will be private and confidential but that the paperwork will be
available to HR.
4. If s/he hasnt already, ask him/her to start thinking about whats gone well during the
year and what could have gone better. Encourage him/her to get into the habit of
making notes to this effect throughout the year.
5. Encourage him/her to gather evidence which supports his/her view of performance.
6. Finally, ask him/her if there are any issues s/he would like to discuss
A word of caution: what ever you do, dont allow yourself to start discussing performance in
the pre-PDR meeting. Its purpose is to set the scene only!
3.3
Discussing Performance
Before we look formally at the PDR structure, lets consider first the notion of how we
discuss performance. Both the appraiser and the appraisee should have prepared by
collecting evidence against the agreed performance objectives. The issue is how this
discussion is conducted. One such approach is known as the positive/negative/positive
sandwich
The approach is based on the premise that, firstly, the positive aspects of the individuals
performance are discussed and evaluated. The discussion then proceeds onto dealing with
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any under-performance issues, and finally concludes with an emphasis on the individuals
positive performance. Consider this approach and note down your thoughts on its benefits
and drawbacks.
Benefits
Drawbacks
Benefits
Drawbacks
If conducted effectively, the discussion
In order to ensure that the discussion
should certainly provide a forum for an
progresses through each of the three
evaluation of both the positive aspects of
stages, it can mean that the appraiser has
the individuals performance and any
to do more of the talking in order to
under-performance issues for which a way
ensure the structure.
forward should be jointly sought. It should

also conclude on a positive note so that
If performed ineffectively, the positive

ending can sound rather contrived.
the appraisee leaves the interview with a

positive frame of mind.
The appraisee the feedback is left only

with the positive message.
An alternative approach to the sandwich is the www/ebi method! Although it sounds like
a website, it actually stands for: what went well and even better if, the latter meaning
what could have gone better? To review performance in this way, the discussion should
progress by taking one objective at a time, and getting the appraisee to take the lead by
discussing what s/he feels has gone well with respect to this particular objective (www), and
what could have gone even better (ebi).
Consider this approach and note down your thoughts on its benefits and drawbacks.

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Benefits
Drawbacks
Benefits
Drawbacks
If conducted effectively, it really
A key drawback has to be that the
helps to get the appraisee to take
approach may be conducted ineffectively.
the lead and do the majority of the

talking, which is really what we
want; after all, the discussion is
about him or her. It is a methodical
approach which should ensure that
each performance objective is
discussed fully. It allows the
positives to be acknowledged and
any under-performance issues to
be addressed and, most
importantly, the latter is highlighted
initially by the appraisee rather
than the appraiser.
3.4
A model for performance discussions
In the context of our discussion of performance appraisal, the model below sets out an
interesting view of different approaches to discussing performance. We would recommend
that the appraiser starts in the top right segment of the circle, allowing him/her to be
shaped (which is the word in the blue box on the right which is slightly obscured) by the
appraisee. This encourages the appraisee to lead the discussion. As we discuss each
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objective, our approach should be to gradually move towards the top left segment, in which
we now begin to express our views and opinions on performance shaping. There may be
no need to go fully to the left unless the appraisee fails to acknowledge an underperformance problem in a particular area of his/her work.
Clearly, whilst the behaviours in the bottom two segments are representative of the
approach of some people, we would not recommend either such approach; the bottom left
segment being various extremes of aggressive behaviour, and the bottom right segment
being various extremes of passive behaviour, neither of which is likely to have a positive
effect on the discussion of performance.
3.5
Performance and Development Review Structure
The following graphical image provides an overview of the actual PDR structure:

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Performance & Development

Review Meeting
1. Review performance
against objectives & targets
for the preceding
period
2. Agree objectives & targets

for the next period
The Past
3. Review development
undertaken in the preceding
period and the impact
on performance
The Future
4. Agree a personal
development
plan for the
next period
The above image can be translated into a more formal checklist as follows:
General Introduction: (try to put at ease)
Re-state the purpose of the PDR
Re-state the structure of the meeting
Engage in general chat briefly
Objectives:
Review of this years objectives:
Taking one objective at a time, ask the reviewee to feedback on what went well (www)
and what could have gone even better if (ebi)? Ask for evidence.
After s/he has fed back on an objective, you then state www and ebi from your
perspective, providing evidence.
Give recognition for positive areas of performance and agree together how you will
address any areas of under-performance (if appropriate)?
Ask what you, as the Team Leader, or other people could do to help him/her in the work
role.

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Setting next years objectives:

Ask if s/he has any suggestions for objectives for the next 12 months, both personal and
job-related, taking into account the goals and objectives of the team, department and
organisation as a whole
Jointly agree objectives for the next 12 months, referring also to the ones that you have
identified.
Training and Development:

Review of this years training and development:
Ask what training and development has been received over the year and has s/he been
able to apply this training/development in the workplace.
Setting next years training and development:

Ask what training/development s/he feels s/he requires in the future to perform the job
and develop in the work role, and to achieve the objectives agreed for the next year.
State what training and development you feel s/he would benefit from to perform the job
and develop in the work role, and to achieve the objectives agreed for the next year.
Agree a training/development plan
Concluding the PDR:

Ensure the decisions and actions are recorded on the appropriate paperwork
Ask if there is anything else s/he would like to discuss
Agree the next review date
Thank him/her for attending
Giving Praise
When giving praise, use evidence to support your view. Be specific and encourage the
appraisee to receive it positively by not being embarrassed yourself.
3.6
Giving Constructive Criticism
If a member of your team is not achieving the targets set, it is your job to bring this to
his/her attention so that he is made aware of the problem and has an opportunity to
improve.
Preparation is the key here you need objective evidence and you dont want to be
made to look a foo

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If there are several issues regarding under-performance, discuss each in turn and reach
a conclusion before proceeding onto the next
Do not alternate between praise and criticism this will confuse the appraisee and is a
sign of weakness on your part, ie. you are showing signs of being uncomfortable dealing
with the situation hence the need to immediately give praise
State the criticism giving evidence of what has not been achieved. Be honest do not
fudge the real issues, e.g. there have been two situations where .
Get a response to your criticism, e.g. what is causing this or why is this happening?
Discuss causes probe the appraisees views. If s/he blames other people, point out the
factors that are in his/her control.
Ask for suggestions as to how the situation can be changed for the better.
Agree on future action. Together work out a solution to which the appraisee will commit
him/herself and which will get the job done. Agree how you will provide support.
Encourage the appraisee to improve his/her performance and to meet the targets.
Agree a review date.
Influencing Skills
By influencing, we mean trying to affect someone's behaviour by changing their thoughts,

beliefs or attitudes.
What makes a really influential person ... influential?
Activity: In your groups, flip chart a response to the above question.
Please feel free to use your artistic skills in order to enhance your
answer.
Our basic human values have not changed that much over the Centuries. It was the
philosopher Aristotle over 2300 years ago who laid the groundwork for successful
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communication. According to Borg (2007) Aristotle's is the most influential theory regarding
persuasion: for him it was an art. It was:
"The art of getting people to do something they wouldn't ordinarily do if you didn't
ask"
Aristotle's view was that as social animals, all humans are called upon to persuade fellow
human beings almost on a daily basis. All persuasive situations seek to obtain the goal of
taking the audience from the starting point (point A) and moving them along to point B (your
objective). This shift in attitude is what he called persuasion. At point A the person or
audience is not interested and is/are resistant to your ideas or proposals. So they have to
have an understanding of the views that you are putting forward and more importantly they
have to believe the message. Aristotle argued that persuasive speech (and it does not
matter whether it is to one person or to hundreds) can be entertaining, thought-provoking or
eloquent. But that is not the point of the message - the sole purpose is to move the
audience to point B.
To be persuasive he identified three different types of proof that were used by persuasive
speakers:
Ethos (ethical - character and reputation) - this relates to the speaker and his or her
character is revealed through the communication. For the message to be believable
there has to be what he called source credibility - this is something that exists in the
minds of the listeners. It's all about trustworthiness and sincerity
Pathos (emotional appeal) - this is about the emotions felt by the audience. As Aristotle
put it Persuasion may come through the hearers when speech stirs their emotions. In
other words we must appeal to the emotions of our listeners in order to be persuasive this is about having empathy
Logos (logical) - is about the actual words used by the speaker. The choice of words,
stories, quotations and facts that are cited as important in moving the audience over to
the speaker's point of view.
When you think about your own style of presenting your views or arguments, do you use all
three? Think about other people you know or admire, and whether they use all three
elements.
In Aristotle's view the best persuasive messages seek to blend all three in order to achieve
the goal of moving people from A to B. How relevant is this in the modern world? For

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Aristotle, Logos was the most important element, with ethos and pathos as secondary. What
would the correct priority order be today?
In the modern world, Aristotle's Pathos (having the perception to ascertain the true feelings
of people that you deal with) is now better known as empathy and is at the heart of most
successful relationships.
His Ethos (or source credibility) is now more commonly known as sincerity. When one party
is acting in a sincere manner the other person or people will trust them. Trust is something
that exists in relationships, not in someone's personality and it is by being trustworthy that
we can advance our relationships. The more supportive you are to other people, the more
likely it is they will open up with their thoughts ideas and feelings to you. This is true in
business as well as personal situations.
Authors over the years have noted the importance of the two qualities and now when
Aristotle's concepts are talked about, we use the term emotional intelligence.
So we can see that empathy and sincerity are the building blocks for successful persuasion.
4.1
Leadership Style and Influence
Unquestionably, the ability (or inability) to choose the appropriate leadership style will have a
huge impact on team members: their commitment, motivation, loyalty, and performance.
4.2
Leadership Styles Questionnaire
The following questionnaire is designed to reveal, in approximate terms, your preferred style
of management/leadership. In order to get a genuine picture, please answer the questions
honestly.
Where you have no direct experience in response to certain questions, indicate what you
would do in the situation described. When you have finished the questionnaire, complete the
analysis sheet.

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Use the following scoring scale

and enter your score into the
non-shaded box on each row.
1
2
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2
1
0
-1
-2
A
It is important that I control and direct events and people at all

times
I prefer to consult staff and involve them in decision making
When delegating work to my staff, I tend to set the goals and

leave them to organise themselves to achieve those goals
It makes good sense for a manager to stay somewhat aloof

from the group, so s/he can make a tough decision
I look for opportunities to obtain team input before making a

decision, even on straightforward issues
Some of the best ideas are likely to come from the group
members rather than the manager
I prefer not to be challenged on an issue
I feel that it is healthy if people question and challenge the way

we do things
When a team member comes to me with a problem, I typically

ask what alternative solutions have you thought of so far?
10
I find it quite difficult delegating tasks to my team
11
I spend time coaching my team members to take on new

responsibilities
12
I feel the best way to manage self-motivated and experienced

staff is, for the most part, to let them manage themselves
Total Scores

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A.
Directing/Authoritarian Style of Leadership
In this style of leadership, the leader tends to set objectives for the team and expects the
team to perform their activities as instructed. There is no real team involvement in decisions.
B.
Democratic/Consultative Style of Leadership
In this style of leadership, the leader encourages team members to engage in the team
decision making process, giving reasons for any orders or instructions s/he gives out. The
leader ensures that the team has the necessary information to help them form an opinion.
C.
Delegating/Laissez-Faire Style of Leadership
In this style of leadership, the team is mostly left to its own devices with little intervention
from the manager other than to ensure that the team has the necessary resources and that
it is on track to meet its targets.
4.3
The ability to build rapport
Rapport means that both the sender and receiver of the message are communicating
effectively, with mutual understanding of the questions being asked and the answer being
given. It suggests that there is trust between the parties and a general agreement. Rapport
is shown by a relaxed atmosphere, and absence of tension in the relationship between both
parties, and by good humour.
It also shows through posture, for example how people sit or stand and a tendency to lean
together or to mirror each other. Mirroring means that people are adopting physical
postures that are mirror images of each other; this is an unconscious behaviour that results
from a good rapport having been achieved, rather than a cause of it.
You may not always want to establish a rapport. If for example you are having to discipline
someone then you are not expecting to establish a positive relationship. On the other hand,
if you're trying to find out about a situation which may lead to disciplinary proceedings being
brought, establishing a rapport by showing that you understand what is said and respect
their point of view can help you find out more than you might otherwise.
Note the phrase respect for their point of view - this is not the same as sympathising with
their point of view. There is a significant difference between the two as respect for
someone's point of view means treating it seriously, without making value judgements. If
you need to give feedback to someone, you may want to indicate that you will listen to their
views but you do not or will not necessarily agree with them.
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Activity: Think of someone with whom you feel you built rapport very well, who you had
met for the 1st time, and who you clicked with almost immediately
What was it that made you feel you had good rapport with this person?
o
something in common?
somehow you were like one another
When people are like each other, they like each other
Not a true likeness just a perception of likeness

o
Im like you you can like me = rapport
This happens at an unconscious level

4.4
Summary
The ability to communicate effectively is the most important prerequisite for the effective
manager. In this module, we have looked at four key areas of communication:
Information seeking skills
Effective communication skills
Feedback skills
Influencing skills
To conclude, we would like you to reflect on the content of the course, and complete the
following action plan:
What ?
Why?

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How?
When?
Page 60 of 60

The 3Cs of Communication

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The 3Cs of Communication:

Communicate, Clarify, Consult

2012 Broadlands Consulting Ltd

The 3Cs of Communication Workbook_151112 (2)

The Information Seeking Process

Initiation and Selection

The Balanced Scorecard

The customer perspective

The internal business perspective (key businesses processes)

The learning and growth perspective

The financial perspective

Developing a balanced scorecard

Engaging the Team

Exploration and Formulation

The Fishbone Diagram (for Exploration and Formulation)

Comparison of the Fishbone to the Mind Map

Getting the Message Right

The Role of Sensory Preferences in Absorbing Communications

VAK Learning Styles Explanation

Becoming an active listener

The role of body language in influencing communications

Getting the Message Across

Planning the Presentation

Deciding what you are going to say

Deciding how you are going to say it

The 3Cs of Communication Workbook_151112 (2)

Presentations a planning checklist

Common failings: Scenario

What Employees Need to Succeed

When Gathering Information:

The Pre-PDR Meeting!

Pre-PDR Meeting Structure

A model for performance discussions

Performance and Development Review Structure

Giving Constructive Criticism

Leadership Style and Influence

Leadership Styles Questionnaire

The ability to build rapport

The 3Cs of Communication Workbook_151112 (2)

There are four key sections to this workbook:

Seek the required information

Verify and check the validity of information as provided

Manage others through effective communication

Influence others with persuasion.

The 3Cs of Communication Workbook_151112 (2)

The Information Seeking Process

Initiation and Selection

The Performance Dashboard

The 3Cs of Communication Workbook_151112 (2)

The Balanced Scorecard

An alternative type of performance dashboard is the balanced scorecard a set of measures

The 3Cs of Communication Workbook_151112 (2)

Learning and Growth:

Re-work cost: 100,000

Staff Attitude Survey: 80%

1.2.1 The customer perspective

Customer retention and loyalty

New product development

The 3Cs of Communication Workbook_151112 (2)

Defect and failure levels

1.2.2 The internal business perspective (key businesses processes)

Post-service sales processes

1.2.3 The learning and growth perspective

Climate for action (eg motivation, empowerment, capabilities)