Edge Training Systems, Inc.Guidelines: Giving Constructive Feedback Purpose: To provide participants with basic guidelines to follow when delivering constructive feedback. Instruct

Edge Training Systems, Inc.

Beth A. Ferrara, M.A.

Master The Message – Communicating For Success

Instructor’s Guide

Contents

COURSE DESCRIPTION ............................................................................................... 1

UNIT 1: STATING CLEAR OBJECTIVES AND EXPECTATIONS....................... 2 GUIDELINES FOR GIVING EFFECTIVE DIRECTIONS ........................................................... 3 EXERCISE: RETHINKING MISUNDERSTANDINGS.............................................................. 4 EXERCISE: MAKING DIRECTIONS SPECIFIC ...................................................................... 5 EXERCISE: GIVING DIRECTIONS....................................................................................... 6 GUIDELINES: GIVING CONSTRUCTIVE FEEDBACK............................................................ 7 EXERCISE: MAKING CRITICISM EFFECTIVE..................................................................... 8 ROLE-PLAY: DEALING WITH CONFLICT ........................................................................... 9 GUIDELINES: DELIVERING CRITICISM............................................................................ 10 ROLE-PLAY: DELIVERING CRITICISM............................................................................. 11

UNIT 2: MOTIVATING AND EMPOWERING OTHERS TO COMMUNICATE........................................................................................................................................... 12

EXERCISE: STIMULATING DIALOGUE............................................................................. 13

UNIT 3: COMMUNICATING NONVERBALLY ..................................................... 14 ROLE-PLAY: USING NONVERBAL COMMUNICATION TO REINFORCE YOUR MESSAGE .. 15 ROLE-PLAY: NOTICING NONVERBAL COMMUNICATION ............................................... 16 ROLE-PLAY: CRITIQUING NONVERBAL COMMUNICATION ............................................ 17

UNIT 4: LISTENING AND PARAPHRASING ......................................................... 18 SELF-QUIZ: ASSESSING YOUR LISTENING HABITS........................................................ 19 EXERCISE: PRACTICING LISTENING SKILLS ................................................................... 20

UNIT 5: RECOGNIZING AND ELIMINATING COMMUNICATION BARRIERS...................................................................................................................... 21

EXERCISE 1: DIAGNOSING BARRIERS............................................................................ 22 EXERCISE 2: DIAGNOSING BARRIERS............................................................................ 23

UNIT 6: CREATING AGENDAS ................................................................................ 24 EXERCISE: AGENDA REVIEW ......................................................................................... 25 EXERCISE: WRITE YOUR OWN AGENDA........................................................................ 26

UNIT 7: ASKING OPEN-ENDED QUESTIONS....................................................... 27

EXERCISE: ASKING OPEN-ENDED QUESTION ................................................................. 28

Master the Message: Communicating for Success

Instructor’s Guide 1

Course Description PURPOSE: This course is designed to help participants become better

communicators so that they can build productive relationships in the workplace. Participants have an opportunity to learn and practice their communication skills in a variety of different ways. Role-plays are provided to help participants experience the communication process from various standpoints, including speaker, listener, and facilitator.

Audience: This class is designed for employees at all levels of development. Class Size: Approximately 24 to 28 participants. Prerequisite Material:

None.

Materials/ Equipment:

The following materials are recommended for this course: ♦ Video: Master the Message: Communicating for

Success ♦ Flipchart stand and paper or dry erase board ♦ Notepaper ♦ Tent cards or name tags

Organization: This course is divided into seven units. The instructor’s guide is

designed to be used with the supporting Participant Coursebook and the video titled Master the Message: Communicating for Success.

Duration: 2 to 8 hours.

The exercises in this coursebook are designed to allow the instructor to tailor the curriculum to fit specific class needs. Some exercises teach the same skills in slightly different ways. Depending on time allotment and participant needs, instructors may wish to omit certain exercises. Additionally certain exercises can be expanded to include individual, partner, small group or whole class options.



INSTRUCTOR OVERVIEW

Unit 1: Stating Clear Objectives and Expectations Unit Objectives: To provide participants with guidelines and exercises that will improve their ability to state clear objectives and expectations. Unit Benefits: Participants will learn to give specific directions. They will also learn how to deliver constructive criticism for maximum effectiveness.

Instruct participants to read the Unit 1 Introduction on page 1 of the Participant Coursebook. Identify which Unit 1 exercises participants will complete. Options are provided for individual, partner, small group, and whole class exercises.



INSTRUCTOR INFORMATION

Guidelines for Giving Effective Directions Purpose: To provide participants with basic guidelines for giving clear directions.

Instruct participants to read the Guidelines for Giving Effective Directions on page 2 of the Participant Coursebook. Guidelines for Effective Directions: ♦ Ask listeners to recap your directions to

make sure they understand them fully. (You may wish to explain to listeners that you are not testing them, but want to make sure that you were communicating clearly.)

♦ Give listeners an opportunity to

demonstrate the process as a way of practicing and internalizing the directions. This can also serve as a test drive to ensure that you haven’t left out any important steps.

♦ Pass it on. Have listeners communicate

your directions to a third person. Teaching others is a great way to remember and make sense of what was learned.

♦ Schedule milestones for longer

assignments to review progress and to catch errors early. Make sure you communicate clearly when these milestones should occur.




Exercise: Rethinking Misunderstandings Purpose: To reflect on experiences when directions have been misunderstood in order to identify opportunities where the communication process could have been improved. Icebreaker for Instructors: Considering sharing one of your own experiences with the class first. Explain that more often than not the cause of a misunderstanding is not incompetence or stupidity, but a lack of clarity. With practice you can decrease the likelihood of communication breakdowns. Individual Instructions: Instruct participants to follow the directions outlined on the corresponding page of their coursebook. Whole Class Option: ♦ Ask for participants to share their

answers with the class. ♦ Using the Guidelines for Giving

Effective Directions on the previous page, ask the group to identify where the communication process went wrong in their examples.

Instruct participants to read the exercise titled Rethinking Misunderstandings on page 3 of the Participant Coursebook.




Exercise: Making Directions Specific Purpose: To help participants improve the specificity of their directions. Individual instructions: Instruct participants to follow the directions outlined on the corresponding page of their coursebook. Whole Class Option: Ask for volunteers to share their revisions with the class. Discuss any differences between the participants’ revisions. Process the Exercise: As a class, discuss answers to the following questions: ♦ How does specificity make directions

easier to understand? ♦ How does specificity help ensure that

the results of your directions meet your expectations?

Instruct participants to read the exercise titled Making Directions Specific on page 4 of the Participant Coursebook.




Exercise: Giving Directions Purpose: To allow participants to practice drafting and delivering real-life directions that are relevant to their work. Individual Instructions: Instruct participants to follow the directions outlined on the corresponding page of their coursebook. Small Group Option: In small groups of three to five, have each member read his or her directions. Other members should critique the directions and offer suggestions for improving them. Whole Class Option: Ask each group to choose one or more of its revisions to share with the whole class. Process the Exercise: ♦ Did reading your directions aloud lead

you to want to make any revisions? ♦ Did your group members’ perspective

and suggestions influence your revisions?

Instruct participants to read the exercise titled Giving Directions on page 5 of the Participant Coursebook.




Guidelines: Giving Constructive Feedback Purpose: To provide participants with basic guidelines to follow when delivering constructive feedback.

Instruct participants to read the Guidelines for Giving Constructive Feedback starting on page 6 of the Participant Coursebook. Guidelines for giving constructive criticism: ♦ Give specific examples ♦ Describe behavior—Not the Person ♦ Don’t exaggerate ♦ Don’t speak for others ♦ Start with “I” statements




Exercise: Making Feedback Effective Purpose: To teach participants to recognize and correct directions that do not follow the guidelines given on the previous page. Individual Instructions: Instruct participants to follow the directions outlined on the corresponding page of their coursebook. Whole Class Option: Ask for volunteers to read their revisions. Discuss any differences between participants’ revisions. Process the Exercise: ♦ Why is it important to set the stage for

constructive feedback? ♦ What are some techniques for

minimizing a defensive reaction when providing constructive feedback?

Instruct participants to read the exercise titled Making Feedback Effective on page 8 of the Participant Coursebook.




Role-play: Dealing with Conflict Purpose: To practice drafting constructive feedback. Individual Instructions: Instruct participants to follow the directions outlined on the corresponding page of their coursebook. Small Group Option: In groups of six or more, ask each group member to role-play the scenario giving each member an opportunity to test his or her feedback. After each role-play, ask the group to provide feedback on what went well and what could be improved. Whole Class Option: Ask for volunteers to read their revisions. Discuss any differences between participants’ revisions. Process the Exercise: Was it more difficult to draft feedback from “scratch” as compared to correcting the feedback in the previous exercise, Making Feedback Effective? If so, why?

Instruct participants to read the role-play titled Dealing with Conflict on page 9 of the Participant Coursebook.




Guidelines: Delivering Criticism Purpose: To provide participants with basic guidelines to follow when delivering criticism.

Instruct participants to read the Guidelines for Delivering Criticism on page 10 of the Participant Coursebook Guidelines: Delivering Criticism 1) Describe why you’re having the

CONVERSATION. 2) Explain in behavioral terms how you see the situation and elicit the other person’s perception. 3) Show that you’ve heard what he or she

has said and specify what you want to see happen.

4) Tie the desired behavior to consequences (positive or negative).




Role-play: Delivering Criticism Purpose: To practice delivering real-life criticism to a partner. Partner Instructions: Instruct participants to follow the directions outlined on the corresponding page of their coursebook.

Instruct participants to read the role-play titled Delivering Criticism starting on page 11 of the Participant Coursebook. Remind participants to use the examples on the previous page as a guide.



INSTRUCTOR OVERVIEW

Unit 2: Motivating and Empowering Others to Communicate

Purpose: To teach participants the skills to elicit open communication from others. Benefits: The most effective communication occurs when everyone concerned participates. As a result learning to motivate and empower others to communicate helps groups reach their goals faster and more effectively.

Instruct participants to read the Unit 2 Introduction on page 13 of the Participant Coursebook. This unit includes one small group exercise and one discussion question that may be answered individually or as part of a class discussion.




Exercise: Stimulating Dialogue Purpose: To provide group members with practice facilitating brainstorming sessions, while encouraging participation from all members. The goal of this exercise is two fold: 1) it provides the manager with feedback on his or her performance and 2) it provides all members with an opportunity to practice communicating openly. Small Group Instructions: Have participants form groups of three to five. Instruct participants to follow the directions outlined on the corresponding page of their coursebook. Discussion Question: In meetings where one person monopolizes the conversation, what can be done to encourage others to speak up? What can be done to encourage the outspoken member to give others a chance to speak?

Instruct participants to read the exercise titled Stimulating Dialogue on page 14 of the Participant Coursebook. The discussion question for this unit is on page 15 of the Participant Coursebook. This exercise may be performed once with just one “manager” or it may be repeated multiple times using all of the scenarios and allowing different group member to have a chance to play the manager. Encourage members to express themselves if they feel that their ideas or statements are not adequately valued or considered.



INSTRUCTOR OVERVIEW

Unit 3: Communicating Nonverbally Purpose: To help participants understand the importance of nonverbal messages and to improve their ability to recognize the signals communicated through body language. Benefits: Participants become more aware of body language and its ability to help clarify and support verbal communication.

Instruct participants to read the Unit 3 Introduction on page 16 of the Participant Coursebook. Identify which Unit 3 exercises participants will complete. Options are provided for partner, small group, and whole class exercises. This unit also includes one discussion question.




Role-play: Using Nonverbal Communication to Reinforce Your Message Purpose: To demonstrate the confusion that may arise when body language does not support a verbal message. Partner Instructions: Instruct participants to follow the directions outlined on the corresponding page of their coursebook. Whole Class Option: Ask the class to discuss their reaction to the following questions: ♦ How genuine did the compliment feel? ♦ How would you feel about your

supervisor if all compliments were delivered in this way?

♦ How would you feel about your job if

all compliments were delivered in this way?

♦ How seriously did you take the

criticism? ♦ How would you feel about your

supervisor if all criticism were delivered in this way?

♦ How would you feel about your job if

all criticism were delivered in this way?

Instruct participants to read the role-play titled Using Nonverbal Communication to Reinforce Your Message on page 17 of the Participant Coursebook.




Role-play: Noticing Nonverbal Communication Purpose: To help participants notice different forms of nonverbal communication and discuss how body language affects their impression of a speaker. Small Group Instructions: Have participants form groups of five to six. Instruct participants to follow the directions outlined on the corresponding page of their coursebook. Whole Class Option: Ask participants to share how they interpreted the following body language: ♦ Crossing and uncrossing arms ♦ Leaning forward ♦ Leaning backward ♦ Slouching in a chair ♦ Covering or touching mouth while

speaking ♦ Twirling or playing with hair ♦ Leaning chin on hand ♦ Placing clasped hands on the table ♦ Avoiding eye contact or maintaining it

very intensely

Instruct participants to read the role-play titled Noticing Nonverbal Communication on page 18 of the Participant Coursebook.




Role-play: Critiquing Nonverbal Communication Purpose: To give participants feedback on their nonverbal behavior. To provide observers with practice recognizing nonverbal cues. Small Group Instructions: Have participants form groups of four to five. Instruct participants to follow the directions outlined on the corresponding page of their coursebook. Discussion Question: How can nonverbal communication help you call a meeting to order, emphasize important topics, show approval, express reservations, regulate the flow of conversation, and encourage a colleague to expand on an idea?

Instruct participants to read the role-play titled Critiquing Nonverbal Communication on page 19 of the Participant Coursebook. The discussion question for this unit is on page 20 of the Participant Coursebook.

Groups may repeat the role-play to give the participants in the first encounter an opportunity to practice implementing the suggestions they received from the observers.

This exercise may also be repeated so that each group member has an opportunity to be both an observer and an actor.



INSTRUCTOR OVERVIEW

Unit 4: Listening and Paraphrasing Purpose: To help participants assess and strengthen their listening skills. Benefits: Participants may become more aware of habits that can sabotage listening and result in miscommunication.

Instruct participants to read the Unit 4 Introduction on page 21 of the Participant Coursebook. Identify which Unit 4 exercises participants will complete. Options are provided for individual, partner, and whole class exercises. This unit also includes one discussion question.




Self-Quiz: Assessing Your Listening Habits Purpose: To help participants become more aware of their listening habits. Individual Instructions: Instruct participants to complete the self-quiz in their coursebook. Whole Class Option: Ask for volunteers to share their assessment of their listening strengths and weaknesses.

Instruct participants to complete the self-quiz titled Assessing Your Listening Habits on page 22 of the Participant Coursebook.




Exercise: Practicing Listening Skills Purpose: To provide participants with an opportunity to improve the bad habits they identified as a result of the self-quiz on the previous page. Partner Instructions: Form partners and have participants follow the instructions outlined on the corresponding page of their coursebook. Discussion Question: Ask the whole class to discuss solutions to the following listening problem: One member of your team seems to daydream during your meetings. He never contributes to the conversation or takes notes. Yesterday when asked a question he seemed completely unaware of what was being discussed. List some ideas that might help him improve his listening skills. Now ask the class to discuss how these suggestions might be phrased to provide constructive feedback to this team member.

Instruct participants to read the exercise titled Practicing Listening Skills on page 23 of the Participant Coursebook. The discussion question is on page 24 of the Participant Coursebook.



INSTRUCTOR OVERVIEW

Unit 5: Recognizing and Eliminating Communication Barriers

Purpose: To teach participants to recognize potential barriers to effective communication. Benefits: Participants will be better able to choose environments that suit their communication needs.

Instruct participants to read the Unit 5 Introduction on page 25 of the Participant Coursebook. Identify which Unit 5 exercises participants will complete. Options are provided for individual and whole class exercises.




Exercise 1: Diagnosing Barriers Purpose: To teach participants to spot potential barriers in a communication scenario. Individual Instructions: Instruct participants to follow the directions outlined on the corresponding page of their coursebook. Whole Class Option: Ask participants to name the barriers they noticed in the scenario.

Instruct participants to read Exercise 1: Diagnosing Barriers on page 26 of the Participant Coursebook.




Exercise 2: Diagnosing Barriers Purpose: To teach participants to spot potential barriers in a communication scenario. Individual Instructions: Instruct participants to follow the directions outlined on the corresponding page of their coursebook. Whole Class Option: Ask participants to name the barriers they noticed in the scenario.

Instruct participants to read Exercise 2: Diagnosing Barriers on page 27 of the Participant Coursebook.



INSTRUCTOR OVERVIEW

Unit 6: Creating Agendas Purpose: To teach participants to identify the hallmarks of successful agendas. Benefits: Participants will be able to create an agenda that will keep groups on track.

Instruct participants to read the Unit 6 Introduction on page 28 of the Participant Coursebook Identify which Unit 6 exercises participants will complete. Options are provided for individual, partner, small group, and whole class exercises. Agenda Guidelines: 1) What are our goals for this meeting

and what do we need to accomplish to attain them?

2) What topics will take precedence or what issues do we need to address before being able to move on to something else?

3) What information do we need access to accomplish these goals?




Exercise: Agenda Review Purpose: To teach participants to recognize qualities of an effective agenda. Individual Option: Instruct participants to review and critique the agenda in their coursebook using the guidelines provided on the previous page. Small Group Option: Have participants form groups of three to five. Instruct participants to review and critique the agenda in their coursebook using the guidelines provided on the previous page. Whole Class Option: Ask groups or individuals to share their answers to the following questions: ♦ Does the agenda effectively answer the

three questions outlined on the previous page?

♦ Is the agenda specific enough to allow

participants to prepare for the meeting? ♦ What is the likelihood that this meeting

would stay on track? ♦ Are there any communication barriers

that might come into play with this agenda?

Instruct participants to read the exercise titled Agenda Review on page 29 of the Participant Coursebook.




Exercise: Write Your Own Agenda Purpose: To give participants the opportunity to draft a real life agenda that is relevant to their work. Individual Instructions: Instruct participants to follow the directions outlined on the corresponding page of their coursebook. Partner Option: Have participants form pairs. Instruct partners to switch agendas and discuss whether each agenda is complete and specific. Encourage participants to offer each other suggestions for improvements.

Instruct participants to read the exercise titled Write Your Own Agenda on page 30 of the Participant Coursebook.



INSTRUCTOR OVERVIEW

Unit 7: Asking open-ended questions Purpose: To teach participants the value and the art of asking open-ended questions. Benefits: Open-ended questions increase the amount of information received and encourage others to participate more actively in discussions, often resulting in creative ideas and solutions.

Instruct participants to read the Unit 7 Introduction on page 31 of the Participant Coursebook. This unit includes one individual exercise with a small group option.




Exercise: Asking Open-ended Question Purpose: To give participants practice composing open-ended questions that they can apply on the job. Individual Instructions: Instruct participants to follow the directions outlined on the corresponding page of their coursebook. Small Group Option: Form small groups of three to five people. Instruct group members to share their questions with their group and to ask for suggestions to improve their questions.

Instruct participants to read the exercise titled Asking Open-ended Questions on page 32 of the Participant Coursebook.

Documents

Edge Training Systems, Inc.Guidelines: Giving Constructive Feedback Purpose: To provide participants with basic guidelines to follow when delivering constructive feedback. Instruct