Communication Skills

for Financial Specialists

Lecturer: Martijn van Aarle

E-mail: Martijn.vanaarle@fontys.nl
 Outline

• General introduction
• Introduction to communication
 Framework
• Tutorials
– Brief outlines on theory
– Opportunities to ask questions
– Techniques and Exercises
 Training for Professional
Communication Skills
Main objective: To enhance skills for
communicating successfully and efficiently,
one on one (and within teams).

Main topics:
• General theory on communication
• Preparations
• Learning and applying skills in different
situations
 Literature
• Compulsory Literature:
No books!
All information needed will be provided.
• Secondary sources:
– Effective conversations; M v.d. Berg (1997)
– Learning how to communicate; Stehouder et. al. (1999)
– “Harmonious Management” from the Perspective of
Communicative Psychology; Schulz von Thun (2000)
– “What do you mean?”; Schulz von Thun (1998)
– Basic Communications; Michels (1996)
– Intercultural Sensitivity; Nunez, et. al. (2007)
 General Introduction
From CPS to competencies:

CPS = Characteristic Professional Situation

Competencies = skills and knowledge

 General Introduction
Example from IBMS:

CPS = Characteristic Professional Situation

Leading an multicultural team

Competency = skills and knowledge

Intercultural Adaptability:
To explain the differences between national, organisational and
occupational cultures and to outline strategies for adapting to
these differences in e.g. human resources management, marketing
and intercultural communication. The student can identify
relevant dimensions of cultures and has developed self-awareness
of his own cultural background. He is able to adapt his behaviour
to the standards in other cultures and can maintain an
international network essential to his tasks
 General Introduction
From competencies to behaviour indicators:

Competencies = skills and knowledge

Behaviour indicators 3 different levels

 General Introduction
Example from IBMS:
Competency = skills and knowledge
Intercultural Adaptability:
Behaviour indicators 3 different levels
Behaviour indicator:
Main phase competent
The student is aware of cultural
differences, can indicate if
different behaviour could be
based on difference in cultural
background, shows interest in
the cultural background of
others and is aware of basic
elements of his own cultural
background
Behaviour indicator:
Graduation phase
competent
The student can identify
dimensions of culture
(communication, time
perspective, power,
individualism etc) within
context. He has self-awareness
of his own norms, values and
behaviour and shows tact and
understanding for others. He
adapts his behaviour to the
standards of the prevailing
culture.
Behaviour indicator:
Start competent
The student can recognise and
appreciate cultural differences
in behaviour and values. He has
developed an open attitude and
is motivated to work abroad. He
can make effective use of
empathy, or ‘frame of reference
shifting’, to understand and be
understood across cultural
boundaries.
 Introduction to communication

CPS for financial specialists?

Where/how does communication fit in?

Introduction to communication

What is communication?

"Any act by which one person gives to or receives from

another person information about that person's needs,
desires, perceptions, knowledge, or affective states.
Communication may be intentional or unintentional, may
involve conventional or unconventional signals, may take
linguistic or non-linguistic forms, and may occur through
spoken or other modes."

(National Joint Committee for the Communicative Needs,

1992)
 Introduction to communication

What is communication (2):

• Since silence, withdrawal, and absence can

cause significant mental and emotional
reactions, it is impossible to “not
communicate.”
• Communication is ongoing and irreversible
• And a message is never “just a message”
 Why do we communicate?

Communication fills basic human needs/desires:

• To belong to ………
• To have an impact on ………
• Personal contact ……………
 Why do we communicate? (2)
• to feel respected (in all situations)
• to give or get information
• to vent (be empathically understood and respected)
• to cause change or action
• to create excitement and reduce boredom
• to avoid something unpleasant, like silence or
confrontation

Can you name another reason you communicate?

 Less = More

Today’s Communication Paradox:

MORE COMMUNICATION OPTIONS…
Internet, email, voicemail, telephone, fax, pagers, cell
phones, and the next generation of devices (phones
with digital cameras, etc)
Leave us LESS TIME and ATTENTION to attend to
the truly important information; and therefore,
hinder communication !
Less = More
 Context

Distorted by noise

Sender encoding Message Channel Decoding Receiver

Feedback
Sender ≠ Receiver
 Illustration game (1):

Sender ≠ Receiver…….……….

………… and every receiver is different

 Illustration game
Encoding (2):
/ decoding / noise
Sender ≠ receiver

Knock Knock
 Illustration game
(3):
Encoding / decoding / noise
Sender ≠ receiver
Questions?
Assignments for next class

• Bring along something you have written that is

related to your studies; business economics
• Max. ½ page
• Plain text
End of class