| |
|
|
| |
The Communication that is
welcome should provides the right
Knowledge for Attitude
Training &
Empowerment Skills.
|
|
| |
|
|
| |
 |
|
| |
|
|
| |
Communication is the heart of
all activities, for it is sound communication that ascertains the
probability of success in any endeavor. In spite of all the knowledge
and skill, the ability to translate it by means of communication
is what makes the difference. The same message may mean different
things to different people, but one’s ability to get facts,
feelings, and ideas from one to the other and vice versa, with a
minimum of transmission loss is more important to one’s success.
Hence it is essential to understand both the commonality and differences
in communication. |
|
| |
|
|
| |
Thus such a communication work shop acts as a basic
foundation, for all else to follow. |
|
| |
|
|
| |
 |
|
| |
|
|
| |
| By end of the programme
participants will be able to: |
| |
1. To effectively examine the impact
of one’s interactions with others.
2. Identify the communication and personality patterns of both
self and others, in order to cater to the demands of varying
situations and people.
3. Enumerate demonstrated competencies for successful communication.
4. Move from reactive communication styles to proactive communication
styles.
5. To understand areas of Communication Strengths and identify
areas of improvement.
6. To prepare a list of effective action-steps for winning communication.
7. Email etiquette. |
|
|
| |
|
|
| |
 |
|
| |
|
|
| |
1.
2.
3.
4.
5.
6.
7. |
To effectively examine the impact
of one’s interactions with others by way of Communication
pattern analyses through a copy righted self assessment followed
by an interactive interpretation.
To learn about the individuals personality styles and how they
play a vital role in the way we communicate.
Listening skills – the neuro-linguistic way
The communication etiquette for a touch of class.
Dealing with cultural differences to enhance communication and
bridge the gap.
To prepare a list of effective action-steps for winning communications
through practical case studies.
Email etiquette. |
|
|
| |
WEL COM –‘U’-N-‘I’-
KATES |
|
| |
|
|
| |
 |
|
| |
|
|
| |
Two special assessments zooms the magnifying glass
on communication skills in terms of how well they give and get information.
|
|
| |
|
|
| |
Two more practical exercises provide insight into one’s
style as a communicator, and its effect on others. Group discussions,
role plays, case studies and fun activities are part of the change
process. |
|
| |
|
|
| |
 |
|
| |
|
|
| |
|
|
| |
Behavioral scientists have isolated
four “response modes” that describe the types of reaction
we display in our interaction with others. This valuable self- inventory
reflects the relative strength of each of the four in one’s
face to face communications. |
|
| |
|
|
| |
Personal Styles |
|
| |
Carl Jung’s research in
the 1920s into “psychological types”, or behavior patterns,
remains the most widely known and used explanation of our tendency
to act and communicate in distinctive and predictable ways. This
assessment will show the strength of each of one’s four behavior
patterns and the implications. |
|
| |
|
|
| |
 |
|
| |
|
|
| |
Art & Science of Questions |
|
| |
Anyone can ask questions, and
one does it hundreds of times a day. However, the ability to ask
deductive questions that lead one’s respondent to reason and
come up with appropriate actions (solutions, decisions, insights)
is a skill that is lacking in many who see their role as providers
of information. The traditional manager (boss) gives answers. The
participative manager (coach, team builder) gets answers. This helps
develop one’s skill at asking deductive questions. |
|
| |
|
|
| |
Effective Proposals |
|
| |
One’s ability to convey information in a clear,
well-organized, concise, and persuasive manner is put to test
in this activity in which one evaluates and writes a proposal.
By comparing one’s work with the feedback and the 100 possible
points, one can identify present strengths and the skills that
will improve one’s effectiveness in giving information.
|
|
| |
|
|
| |
Stimulus-Response-Feedback |
|
| |
Three components of Stimulus-Response-Feedback,
are the basic units of learning in any program. People learn best,
not through lectures or readings, but by experiencing the
consequences of their own actions. We learn not only from
the stimuli provided by others but from our responses to them. That’s
what this program is all about. One’s responses to the stimuli
in each exercise constitute a set of actions that we can then interpret.
The participant will thus experience the consequences of one’s
own actions, and learn the components of effective communication |
|
| |
|
|
| |
Back
to training page |
|
| |
|
|
| |
|
|
| |
|
|
