Welcome to the QQI Level 6

Communications

(6N1950) module

The purpose of this award is to equip the learner with the relevant knowledge, skill and competence to communicate verbally and nonverbally in a comprehensive range of everyday tasks and in work related tasks independently and/or in a supervisory capacity.

Chapter 1:

Methods of Communication

Speaking and Listening

Course Notes

Contents

Introduction 5

Unit 1.The Communication Process 6

1.1. What is communication? 6

1.2. The reasons we communicate: 6

1.3. The Communication Process 7

1.4. Components of the communication process 8

Feedback 9

1.5. Barriers to communication 9

Common barriers 9

1.6. Categories of barriers 10

Noise 12

Unit 2. Verbal communication and telephone communication 13

2.1. Spoken language 13

2.2. Key points for communicators 14

Consider the context 15

Check for feedback 15

2.3. Opening Communication 15

2.4. Reinforcement 16

2.5. Closing Communication 16

2.6. Questioning 16

2.7. Clarifying and Reflecting 18

2.8. Paraphrasing 19

2.9. Summarising 19

2.10. Using verbal communication by phone 20

2.11. Taking incoming calls: 20

2.12. Receiving calls 21

2.13. Making Outgoing calls: 21

2.14. Handling difficult calls 21

2.15. Taking a telephone message 21

2.16. Leaving a telephone message 22

2.17. Professional practice 22

Unit 3. Active Listening and Interpersonal skills 23

3.1. Active Listening 23

Key elements of active listening 23

3.2. Three Basic Listening Modes 25

Listening Barriers 25

3.3. Ways to improve listening 26

3.4. Interpersonal skills in communication 27

3.5. Interpersonal Skills as a supervisor 28

3.6. Interpersonal skills working with children 28

3.7. Interpersonal skills working with parents 29

3.8. Summary 30

Unit 4.Public speaking 31

4.1. Definition of public speaking 31

4.2. Delivering an oral presentation for meetings 32

4.3. General points to remember: 32

4.4. Delivering a Formal Presentation at a seminar or formal meeting 33

4.5. The 7 step method to presenting steps 1-3 34

4.6. The 7 step method to presenting steps 4-5 36

4.7The 7 step method to presenting steps 6-7 38

Rehearsal 39

Feedback and questions 39

4.8. Effective business communication in meetings 39

Breakdowns 39

4.9. Communication at meetings 40

Basic structure for meetings 40

Administration for meetings 40

4.10. Online Meetings 40

Confidence 41

4.11. Presenting yourself at Interviews 41

General tips 41

On day of the Interview 41

Interview questions 42

Star model 43

Closing the interview 44

4.13. Telephone interviews 44

Introduction

Welcome to Chapter one of the Communications module. In this chapter the following are going to be discussed:

Unit 1. The Communication Process

Unit 2. Verbal communication and telephone Communication SLOs (5, 10, 11)

Unit 3. Active Listening and Interpersonal skills (5, 11)

Unit 4.Public speaking (10, 11)

Learners will be able to:

5. Utilise listening skills in a variety of roles and contexts, to include note-taking, receiving messages, taking minutes, reporting, summarising, and paraphrasing

10. Demonstrate vocal and interactive skills in personal and professional contexts, including an oral presentation, discussion, debate, meeting, interview and or job seeking skills and for the purposes of persuading, informing, advocating, and regulating

11. Work independently and or in a supervisory capacity, displaying qualities such as assertiveness, self-confidence, tact, diplomacy, empathy and patience

Unit 1.The Communication Process

1.1. What is communication?

Communication is the act of transferring information from one place to another. We communicate whenever we send a message of any description to another person; sometimes we may not be aware that we are sending a message as the communication is also non verbal. There are various categories of communication and more than one may occur at any time.

Spoken or Verbal Communication: face-to-face, telephone, radio or television or music.

Non-Verbal Communication: body language, gestures, how we dress or act – even our scent.

Written Communication: letters, e-mails, books, magazines, the Internet or via other media.

Visualisations: graphs, charts, maps, logos, colours, posters, signs etc.

Common features of any language

• It is a way of communicating
• It has rules that are understood by the person using it
• It is made up of sounds gestures and symbols that have meaning
• It allows us the user to be creative and expressive

1.2. The reasons we communicate:

• Survival –for our needs to be met
• Co-operation –to meet aims or get along
• Personal need –to socialise and make friends
• Relationships –to feel close to another person
• Persuasion –to get others on board
• Power –to show authority
• Societal needs –it is a social norm in most societies
• Economic – to receive and get information to manage finances
• Information – to send and receive information for business or pleasure
• Making sense of the world- internalising and externalising thoughts and language
• Decision-making –to help use decide a course of action
• Self-expression –to express our emotions, feeling and wants

1.3. The Communication Process

The communication process involves communication from the sender through a communication channel to a receiver, or to multiple receivers. We have to think about what we want to transmit to another person and we put it into a code they will understand and then send it to that person or persons. Therefore the sender must encode the message (the information being conveyed into a form that is appropriate to the communication channel and the receiver(s) then the receiver has to decode the message to understand its meaning and significance.

1.4. Components of the communication process

A sender is the party that sends a message – you are the sender.

You need the message – this is the information to be conveyed. The message is not only the speech used or information conveyed, but also the non-verbal messages exchanged such as facial expressions, tone of voice, gestures and body language. Non-verbal behaviour can convey additional information about the spoken message. In particular, it can reveal more about emotional attitudes which may underlie the content of the speech.

Encodethe message– this is transforming your thoughts of the information to be conveyed into a form that can be sent, such as words. All messages must be encoded into a format that can be conveyed by the communication channel chosen for the message. Successful encoding of messages is a vital skill in effective communication.

The receiver/s -you also need to know the target of your communication. Effective communicators encode their messages with their intended audience in mind. This involves an appropriate use of language, conveying the information simply and clearly, anticipating and eliminating likely causes of confusion and misunderstanding, and knowing the receivers’ experience in decoding other similar communications.

Channel of communication– this is the manner in which the message is sent.

Channels of communication include speaking, writing, video transmission, audio transmission, electronic transmission through emails, text messages and faxes and nonverbal communication, such as body language.

Choosing an appropriate communication channel is fundamental for effective communication as each communication channel has different strengths and weaknesses. For example, giving news of an upcoming event via a written letter might convey the message clearly to one or two individuals, but will not be a timely or cost effective way to broadcast the message to a large number of people. On the other hand, conveying complex, technical information might be better using a printed document than using a spoken message, since the receiver is able to assimilate the information at their own pace and revisit items that they do not fully understand.

Decoding – once received, the receivers need to decode the message and successful decoding is also a vital skill. This means mentally processing the message into understanding. If you can’t decode, the message fails. For example, sending a message in a foreign language that is not understood by the receiver will result in decoding failure. Individuals will decode and understand messages in different ways, based upon any barriers to communication which might be present, their experience and understanding of the context of the message, their psychological state, and the time and place of receipt, as well as many other potential factors. Understanding how the message will be decoded, and anticipating as many of the potential sources of misunderstanding as possible, is the art of a successful communicator.

Feedback

Receivers of messages are likely to provide feedback on how they have understood the message. Feedback is the response sent back by the receiver to the sender. Feedback with face to face or telephone communication will be immediate and direct, in face to face you can get both verbal and non-verbal reactions. Effective communicators should pay close attention to this feedback as it the only way to assess whether the message has been understood as intended and it allows any confusion to be corrected. For example, when speaking face to face or giving a talk, look out for signs of puzzlement in your listeners.

1.5. Barriers to communication

Even the simplest communications can be misunderstood. Misunderstanding can occur at any stage of the communication process. Effective communication involves minimising potential misunderstanding and overcoming these at each stage in the communication process. The potential for misunderstanding also increases with the, multiple channels used today for sending information example, faxes, telephone calls, text messages, email, internet social media such as on Face book and Twitter, radio, television, written letters, brochures and reports.

Common barriers

• Technical failures

• The use of jargon
• Over-complicated, unfamiliar and/or technical terms
• No trust or respect in the person giving the information, therefore may not listen to what they have say
• Emotional barriers and taboos. Some people may find it difficult to express their emotions and some topics may be completely ‘off-limits’ or taboo
• Lack of attention, interest or distractions, or irrelevance to the receiver
• Differences in perception and viewpoint
• Physical disabilities, such as hearing problems or speech difficulties, visual

impairment can hamper the non verbal side of communication

• Language differences and difficulty in understanding unfamiliar accents.
• Expectations and prejudices which may lead to false assumptions or stereotyping.
• People often hear what they expect to hear, rather than what is actually said and jump to incorrect conclusions
• Cultural differences, the norms of social interaction vary greatly in different cultures, as do the way in which emotions are expressed. For example, the concept of personal space varies between cultures and between different social settings
• Context – messages are always sent within in a context, this is the time & place of sending the message, and this can alter the significance and even the meaning of the message.

1.6. Categories of barriers

Systematic Barriers

Systematic barriers to communication may exist in structures and organisations where there are inefficient or inappropriate information systems and communication channels, or where there is a lack of understanding of the roles and responsibilities for communication. In such organisations, individuals may be unclear of their role in the communication process and therefore, not know what is expected of them.

Attitudinal Barriers

Attitudinal barriers are behaviours or perceptions that prevent people from communicating effectively. Attitudinal barriers to communication may result from personality conflicts, poor management and resistance to change or a lack of motivation. Effective receivers of messages should attempt to overcome their own attitudinal barriers to facilitate effective communication.

Language Barriers

Clearly, language and linguistic ability may act as a barrier to communication. However, even when communicating in the same language, the terminology used in a message may act as a barrier, if it is not fully understood by the receiver(s). For example, a message that includes a lot of specialist jargon and abbreviations will not be understood by a receiver who is not familiar with the terminology used. Regional colloquialisms and expressions may be misinterpreted or even considered offensive.

Psychological Barriers

The psychological state of the receiver will influence how the message is received. For example, if someone has personal worries and is stressed, they may be preoccupied by personal concerns and not as receptive to the message as if they were not stressed. Stress management is an important personal skill that affects our interpersonal relationships. Anger is another example of a psychological barrier to communication, when we are angry it is easy to say things that we may later regret and also to misinterpret what others are saying

.

Physiological Barriers

Physiological barriers may result from the receiver’s physical state: for example, a receiver with reduced hearing may not grasp the entirety of a spoken conversation, especially if there is significant background noise.

Physical Barriers

An example of a physical barrier to communication is the geographic distance between the sender and receiver(s). Communication is generally easier over shorter distances as more communication channels are available and less technology is required.

Although modern technology often serves to reduce the impact of physical barriers, the advantages and disadvantages of each communication channel should be understood so that an appropriate channel can be used to overcome the physical barriers.

Noise

When sending or receiving a message there is always noise; this is not just a physical noise that you can hear, noise is anything that interferes with the sending or receiving of the message and can be physical, emotional, psychological or technological. E.g. you are sending an email to staff after a long and stressful day and not concentrating as your thoughts are on issues that made you stressed. After sending the email, you realise you forgot to put in an important date. This was likely to be psychological noise that interfered with the process and as a consequence part of the communication was missing.

Noise has a special meaning in communication theory. It refers to anything that distorts the message, so that what is received is different from what is intended by the speaker. Whilst physical ‘noise’ (for example, background sounds or a low-flying jet plane) can interfere with communication, other factors are considered to be ‘noise’. The use of complicated jargon, inappropriate body language, inattention, disinterest, and cultural differences can be considered ‘noise’ in the context of interpersonal communication. In other words, any distortions or inconsistencies that occur during an attempt to communicate can be seen as noise.

Unit 2. Verbal communication and telephone communication

2.1. Spoken language

Spoken language is a series of sounds that come together to form words and sentences. The

coming together of the words are combined to make sense of our thoughts. In order to have a shared understanding of what the message means, rules of grammar and pronunciation are devised. For any communication to occur there must be at least two people involved. It is easy to think about communication involving a sender and a receiver of a message. However, the problem with this way of seeing a relationship is that it presents communication as a one-way process where one person sends the message and the other receives it.

In fact, all communications are almost always complex, two-way processes, with people sending and receiving messages to and from each other simultaneously. In other words, communication is an interactive process. While one person is talking, the other is listening – but while listening they are also sending feedback in the form of smiles, head nods etc.

Verbal communication comes in several forms and each has unique characteristics that make the communication different from other forms of communication. Communicating verbally involves the use of the human voice. We communicate verbally to family, friends, strangers and neighbours, colleagues and co-workers. Verbal communication can be to people or pets. Verbal communication is not limited to words. It can also include sounds which add to the verbal speech um, aha, mmm and sighs etc.

Effective verbal or spoken communication is dependent on a number of factors and cannot be fully isolated from other important interpersonal skills, such as non-verbal communication, listening skills and clarification. Clarity of speech, remaining calm and focused, being polite and following some basic rules of etiquette will all aid the process of good verbal communication.

There two main types of verbal communications.

1. Formal communication – at work in meetings, with customers or, public speaking
2. Informal communication – at home, leisure time, with friends and family

2.2. Key points for communicators

Think carefully about your objectives before communicating

As yourself what are you trying to achieve. Do you want to inform, persuade, advise or consult the receiver? What kind of response do you need? When you have answered questions like this you can begin to think about the content of the message and how it is to be delivered.

Put yourself in the Receivers shoes

Remember that the receiver’s perception or frame of reference may not be the same as your own. You think, ‘Any reasonable person would support this proposal’, but your boss may be subject to political or budgetary constraints, for example that you know nothing about.

Choose the right medium or combination of media

Difficulties can arise if the wrong medium is used. For instance when giving a talk, you may leave the audience bewildered if you try to describe a complicated process by means of a speech alone. A combination or words and graphics may be necessary.

Organise Your Ideas and express them carefully

Take time to structure your ideas in a logical sequence. In choosing your words take into consideration the receivers understanding and linguistic ability. In general use words that are familiar to the receiver. If you feel it necessary to use a technical term unique to a particular trade or profession explain it in a way the receiver can understand.

Also try to use language suited to the context in which communication is taking place is it formal or informal. Expressions that are acceptable in a in a formal letter may seem pretentious if used in a note to send to a colleague. Informal language used on the shop floor may be inappropriate in a committee meeting.

Consider the context

All communication is influenced by the context in which it takes place. However, apart from looking at the situational context of where the interaction takes place, for example in a room, office, or perhaps outdoors, the social context also needs to be considered, for example the roles, responsibilities and relative status of the participants. The emotional climate and participants’ expectations of the interaction will also affect the communication.

A breakdown in communication often occurs because the receiver is given the information at the wrong time or in the wrong place. Even an important message can be promptly forgotten if the receiver is busy or preoccupied in thought. The setting in which communication occurs can also be significant, if you are conducting and interview or staff appraisal, for example, you should ensure that the interview environment is private and will facilitate an open exchange of information. In general always put yourself in the receiver’s position and try to anticipate any difficulties and concerns he or she may have.

Check for feedback

Make sure your message has been received and understood. For example when speaking face to face or giving a talk, look out for signs of puzzlement in your listeners. Be prepared to repeat or re- explain if necessary.

2.3. Opening Communication

In many interpersonal encounters, the first few minutes are extremely important as first impressions have a significant impact on the success of further communication. Everyone has expectations and norms as to how initial meetings should proceed and people tend to behave according to these expectations. If these expectations are mismatched, communication will not be effective or run smoothly, and some form of negotiation will be needed if relations are to continue. At a first meeting, formalities and appropriate greetings are usually expected: such formalities could include a handshake, an introduction to yourself, eye contact and discussion around a neutral subject such as the weather or your journey may be useful. A friendly disposition and smiling face are much more likely to encourage communication than a blank face, inattention or a disinterested reception.

2.4. Reinforcement

The use of encouraging words alongside non-verbal gestures such as head nods, a warm facial expression and maintaining eye contact, are more likely to reinforce openness in others. The use of encouragement and positive reinforcement can:

• Encourage others to participate in discussion (particularly in group work)
• Signify interest in what other people have to say
• Pave the way for development and/or maintenance of a relationship
• Allay fears and give reassurance
• Show warmth and openness
• Reduce shyness or nervousness in ourselves and others

2.5. Closing Communication

The way a communication is closed or ended will, at least in part, determine the way a conversation is remembered. A range of subtle, or sometimes not so subtle, signals are used to end an interaction. For example, some people may avoid eye contact, stand up, turn their body away, or use behaviours such as looking at a watch or closing notepads or books. All of these non-verbal actions indicate to the other person that the initiator wishes to end the communication. Closing an interaction too abruptly may not allow the other person to ’round off’ what he or she is saying so you should ensure there is time for winding-up. The closure of an interaction is a good time to make any future arrangements. Last, but not least, this time will no doubt be accompanied by a number of socially acceptable parting gestures.

2.6. Questioning

Verbal questioning – as suggested means asking questions. Effective questioning can be used to:

• Obtain formation
• Clarify information
• Start a conversation
• Test understanding.
• Draw someone into a conversation
• Show interest in a person
• Seek support or agreement

Open Questions

Open questions broaden the scope for response since they demand further discussion and elaboration. For example, “What was the traffic like this morning?” Open questions will take longer to answer, but they do give the other person far more scope for self-expression and encourage involvement in the conversation.

Closed Questions

Closed questions tend to seek only a one or two word answers (often simply ‘yes’ or ‘no’) and, in doing so, limit the scope of the response. An example of a closed question is “Did you travel by car today?” These types of closed questions mean control of the communication is maintained by the questioner, yet this is often not the desired outcome when trying to encourage verbal communication. Nevertheless, closed questions can be useful for focusing discussion and obtaining clear, concise answers when needed.

Clarification Questions

When you are the listener in a sensitive environment, the right sort of non-directive questioning can enable the speaker to describe their viewpoint more fully. Asking the right question at the right time can be crucial and comes with practice. The best questions are open-ended as they give the speaker choice in how to respond, whereas closed questions allow only very limited responses.

In a group situation when questions are being directed to specific people, remember the following:

1. Ask clear, specific questions.
2. Take care about putting shy/withdrawn people on the spot.
3. Rephrase the question if a person does not understand
4. Clarify issues and answer any questions directed to you

2.7. Clarifying and Reflecting

Purpose of clarification:

1. To ensure that the listener’s understanding of what the speaker has said is correct.

2. To reassure the speaker that the listener is genuinely interested in them and is attempting to understand what they are saying. As an extension of reflecting, clarifying reassures the speaker that the listener is attempting to understand the messages they are expressing. Clarifying can involve asking questions or occasionally summarising what the speaker has said.

3. A listener can ask for clarification when they cannot make sense of the speaker’s responses. Sometimes, the messages that a speaker is attempting to send can be highly complex, involving many different people, issues, places and/or times. Clarifying helps you to sort these out and also to check the speaker’s priorities.

4. Through clarification, it is possible for the speaker and the listener to make sense of these often confused and complex issues. Clarifying involves genuineness on the listener’s part and it shows speakers that the listener is interested in them and in what they have to say. Some examples of non-directive, clarification seeking questions are:

1. “I’m not quite sure I understand what you are saying.”
2. “I don’t feel clear about the main issue here.”
3. “When you said …….. What did you mean?”
4. “Could you repeat …?”

Clarifying involves

• Non-judgmental questioning
• Summarising and seeking feedback as to its accuracy

Reflecting

Reflecting is the process of feeding-back to another person, your understanding of what has been said. Although reflecting is a specialised skill used within counselling, it can also be applied to a wide range of communication contexts such as meetings, supervision and appraisals or dealing with conflict. Reflecting often involves paraphrasing the message communicated to you by the speaker in your own words, capturing the essence of the facts and feelings expressed and communicating your understanding back to the speaker. It is a useful skill because:

• You can check that you have understood the message clearly

• The speaker gets feedback as to how the message is received

• It shows interest in, and respect for, what the other person has to say

• You are demonstrating that you are considering the other person’s viewpoint

2.8. Paraphrasing

This is where you repeat the speaker’s comments in your own words it does not have to happen at the end of a conversation it can happen throughout. We’ve all watched television shows or heard news stories we wanted to tell others about. We may have told our friends, our family, or our co-workers about what happened, how it happened, and why it happened. We recounted the storyline, the main characters, the events, and important points using our own words. This is paraphrasing, using your own words to express someone else’s message or ideas. In a paraphrase, the ideas and meaning of the original source must be maintained; the main ideas need to come through, but the wording has to be your own.

2.9. Summarising

A summary is an overview of the main points or issues raised. Summarising can also serve the same purpose as ‘reflecting’. However, summarising allows both parties to review and agree the communication exchanged between them up to that point in time. When used effectively, summaries may also serve as a guide to the next steps forward.

2.10. Using verbal communication by phone

Telephone communication differs from face-face communication as there is no body language to read and this makes the communication process more difficult and also increases the risk of misunderstandings. Regardless of either landline or mobile phone calls, the principles of telephone etiquette remain the same. One should always be professional, polite and efficient when using the telephone as a medium of communication.

First impressions count and telephone voice encounters can render a business or organisation in a positive or a negative way depending on how you handle your verbal conversation on the phone. The only determination we can make about the caller person on the other end is based on what we hear and the only determination that the caller can make about you or your organisation is based on what they hear from you.

2.11. Taking incoming calls:

Give a positive greeting and give the name of the organisation and introduce yourself e.g. “Good morning, Wexford Childcare Services, Megan speaking. How may I help you”? Speak with a friendly yet professional tone. Don’t use a false telephone voice, it sounds false and people can rarely keep it up. Be patient and let the caller speak, occasionally different accents are harder to understand on the phone than face to face, clarify information politely if you have not heard correctly.

Be aware that if a person has a disability that affects speech or hearing, this may also influence the way you hear verbal speech or how they hear you. Listen carefully respond in a clear normal voice and give adequate time for responses. Don’t speak for the person or end their sentences if they are speaking slowly.

Always follow the setting’s policy on data protection for communications. Do not discuss any confidential information on the phone. If any caller asks for personal information on staff, families or children you cannot give it to them. Take their number and pass the message on the individual who can to contact them directly if they wish to give out their personal information.

In addition do not leave the phone down where a person on the other end can hear what is going on the background at the setting. If you need to put a caller on hold, politely ask their permission first.

2.12. Receiving calls

When receiving a call you should:

• Answer promptly usually within 3 rings
• Identify yourself politely and the company if applicable
• Speak slowly and clearly and listen carefully
• If in doubt, reaffirm with the caller
• Take messages/notes if passing onto others
• Be polite and professional in closing the call

If you cannot help with a query and need to seek advice, take number and name and call back later, but do ensure you call back.

2.13. Making Outgoing calls:

When making a call you should:

• Decide the purpose of the call
• Gather any information that might be needed and a pen and paper
• Give a polite greeting with your name and company if relevant
• Be precise and clear about your needs
• Be logical in your list of queries, have notes or documents nearby
• Speak slowly and if in doubt about anything clarify issues
• Take notes if necessary
• Be professional in closing the call

2.14. Handling difficult calls

If dealing with caller making a complaint, remember at all times you are a professional early years practitioner. Hear the person out politely, don’t interrupt, check the facts and deal with the issue if you can. If you can’t resolve the issue with them, then pass it onto the person that can deal with it and assure the caller they will call back.

2.15. Taking a telephone message

When taking a message you should:

• Take down the date and time of the call, the name of the caller and company name if relevant

• Write the main points of the message clearly for someone else to read
• Ensure you get the callers contact number, recheck this before the call ends
• Clarify the message with the caller by repeating back the main points.
• Write the name of the person the message is going to and what action they must take e.g. ‘Phone back before lunch’.
• Write your name as the person who took the message in case clarification is needed
• Give the message directly to the person it is intended

2.16. Leaving a telephone message

When leaving a message you should:

• Give your name and company name if relevant
• The name of the person to whom the message is for, ‘ if known’
• Give a short description as to the of the nature of your call
• Provide your contact number and availability to take call
• Give the action you expect from the receiver e.g. ‘call me back, email me’ etc.
• Close the telephone call politely and professionally.

2.17. Professional practice

1. Avoid using slang words or inappropriate language in all telephone contact and remember how you speak in an informal context at home on the phone is complete different to how you speak in a more formal context at work.

2. Personal calls should be made on your own time; some companies may not allow you to use the setting’s equipment to make any personal calls. You should clarify the procedures in your own setting to avoid confusion and many setting have a policy on phone and internet use at work.

3. Be wary of telephone scams, never give out organisational or personal data regardless of who the caller says they are ‘you have no way of checking’!

Unit 3. Active Listening and Interpersonal skills

3.1. Active Listening

Expressing our wants, feelings, thoughts and opinions clearly and effectively is only half of the communication process needed for interpersonal effectiveness. The other half is listening and understanding what others communicate to us. We use a range of listening skills every day we listen to the radio, when watching television, listening to all the background sounds in the environment both indoors and outdoors, we listen on the phone, we listen to verbal conversations, at meetings in group discussions and one to one with people. When we listen we receive information, we interpret what we hear and try to understand the meaning of what we hear. Listening has many different levels depending on what we want or need to hear. Listening to the radio is usually passive and we don’t really need to remember all of the details of what we hear, we may listen more attentively if the news is broadcast or a current event that we have an interest in. In work we would use active listening to listen to instructions or at a formal meeting to get information.

Active listening is an important skill and yet, as communicators, people tend to spend far more energy considering what they are going to say rather than listening to what the other person is trying to say. Most of us are very bad at listening. We should spend twice as much time listening as talking. You need to ensure that you hear the other person, and that the other person knows you are hearing what they are saying. When a person decides to communicate with another person, he/she does so to fulfil a need. The person wants something, feels discomfort, and/or has feelings or thoughts about something.

Key elements of active listening

Pay attention – Give the speaker your undivided attention and acknowledge the message. Recognize that what is not said also ‘speaks loudly’.

• Look at the speaker directly
• Put aside distracting thoughts
• Avoid being distracted by environmental factors
• “Listen” to the speaker’s 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.

• Reflect what has been said by paraphrasing
• Give feedback to the communicator
• Ask questions to clarify certain points
• Summarize the speaker’s comments periodically

Defer judgment – Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message.

• Allow the speaker to finish
• Don’t 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

3.2. Three Basic Listening Modes

Competitive or Combative Listening – happens when we are more interested in promoting our own point of view than in understanding or exploring someone else’s view. We either listen for openings to take the floor, or for flaws or weak points we can attack. As we pretend to pay attention we are impatiently waiting for an opening, or internally formulating our rebuttal and planning our devastating comeback that will destroy their argument and make us the victor.

In Passive or Attentive Listening – we are genuinely interested in hearing and understanding the other person’s point of view. We are attentive and passively listen. We assume that we heard and understand correctly. but stay passive and do not verify it.

Active or Reflective Listening – is the single most useful and important listening skill. In active listening we are also genuinely interested in understanding what the other person is thinking, feeling, wanting or what the message means, and we are active in checking out our understanding before we respond with our own new message. We restate or paraphrase our understanding of their message and reflect it back to the sender for verification. This verification or feedback process is what distinguishes active listening and makes it effective.

Listening Barriers

Sources of Difficulty by the Speaker

• Voice volume too low to be heard
• Making the message too complex, either by including too many unnecessary details or too many issues
• Getting lost, forgetting your point or the purpose of the interaction
• Body language or nonverbal elements contradicting or interfering with the verbal message, such as smiling when anger or hurt is being expressed
• Paying too much attention to how the other person is taking the message, or how the person might react
• Using a very unique code or unconventional method for delivering the message

Sources of Difficulty by the Listener

• Voice volume too low to be heard
• Being preoccupied and not listening
• You listen mainly to find an opening to get the floor to talk
• Formulating and listening to your own rebuttal to what the speaker is saying
• Evaluating and making judgments about the speaker or the message
• Not asking for clarification when you know that you do not understand
• Listening only to your own personal beliefs about what is being said

3.3. Ways to improve listening

1. Adopt a positive attitude – the first behaviour we should adopt is one of actually wanting to listen.

2. Display appropriate body language – this must be in tune with our intent to listen. Maintain reasonable eye contact and avoid looking around the room. Face and lean slightly toward the speaker, engage a relaxed stance, and avoid “fiddling.”

3. Read the signs – look for the feelings or intent beyond the words. Pay attention to the persons’ body language and tone of voice, this can help us to gauge the true nature of the message.

4. Choose a response carefully – when we feel that we have accurately understood the message, we should respond with our own message. In so doing, we should be empathetic, unemotional and nonjudgmental.

5. Accept and respect a person’s point of view (even though we may not agree with it).

6. If we feel that there is any part of the message that we do not fully understand, we should seek clarification before offering our own viewpoint.

3.4. Interpersonal skills in communication

How we deal and interact with other people greatly affects our professional and personal lives. At work interpersonal skills can get us jobs, gain promotions and enhance our personal effectiveness. Our behaviour in the workplace is reflected in the way we communicate with other people. In our personal lives interpersonal skills can help in marriage and with our friendships.

Interpersonal skills can therefore help to make us happier in our lives and more successful in our careers. Improving these skills builds confidence, enhances our relationships with others and thereby improves our personal effectiveness. We all have interpersonal skills in one degree or another. We have been learning them since birth. The process is often subconscious as we learn how people react to what we say and do. We subconsciously note how our actions are likely to make them feel. People with good interpersonal skills have learnt to identify which are the best ways of interacting with others in different situations.

Interpersonal communication is the process by which people exchange information, feelings, and meaning through verbal and non-verbal messages: it is face-to-face communication. Interpersonal communication is not just about what is actually said – the language used – but ‘how’ it is said and the non-verbal messages sent through tone of voice, facial expressions, gestures and body language. When two or more people are in the same place and are aware of each other’s presence, then communication is taking place, no matter how subtle or unintentional. Without speech, an observer may be using cues of posture, facial expression, and dress to form an impression of the other’s role, emotional state, personality and/or intentions. Although no communication may be intended, people receive messages through such forms of non-verbal behaviour.

Most of us engage in some form of interpersonal communication on a regular basis, how well we communicate with others is a measure of our interpersonal skills.

Interpersonal communication is a key life skill and can be used to:

• Give and collect information
• Regulate power
• Give and receive emotional support
• Make decisions and solve problems
• Anticipate and predict behaviour
• Influence the attitudes and behaviour of others
• Form contacts and maintain relationships
• Make sense of the world and our experiences in it
• Express personal needs and understand the needs of others

3.5. Interpersonal Skills as a supervisor

When we know and understand our interpersonal skills we can improve our performance and work better. We use our interpersonal skills to interact with children and parents daily. Whether working independently and or in a supervisory capacity we need to display qualities such as:

• Verbal skills to communicate effectively in different contexts with staff children and parents, which also includes our non verbal communication
• Using tact, diplomacy, empathy and patience in our verbal and non verbal interactions
• Use of effective listening skills with parents, staff children and others
• Assertiveness to be able to and take charge and use personal effectiveness skills to do your job well and take responsibility
• Emotional awareness in understanding your own feelings, what causes them, and how they impact on others in communications and actions
• Being able to understand and show emotions appropriately with others and understand their emotions and show support and empathy
• Socialisation skills to communicate and relate to others
• Respecting others and their opinions and valuing input from others
• To problem solve and deal with conflict as it arises with parents, staff and children
• To demonstrate confidence, assertiveness and leadership in your work using effective communication techniques

3.6. Interpersonal skills working with children

• To give children attention and respond accordingly
• To get down to their level and understand their needs
• To model listening skills, verbal and non verbal communication
• To be able to acknowledge and praise the child for their efforts
• To clarify and extend learning providing adequate support
• To be able to encourage children
• To respond a child in various situations

3.7. Interpersonal skills working with parents

Brostrom (2002) suggests establishing positive relations between the home and the setting, characterised by warm personal contact and followed by ongoing communication about the activities and the curriculum of the setting. Research demonstrates that better outcomes for children, in their cognitive and social development, emerged from early childhood settings where child-related information between staff and parents is shared.

In addition, parental collaboration in decision-making about their child’s learning programme is reported as significant. Key professional skills identified by Moyles (2006) include promoting high quality and open communication, dialogue and information sharing between all stakeholders (children, staff, management, parents, supporting professionals and voluntary and statutory organisations). Just as the curriculum is mediated to meet the needs of individual children, how one communicates must also be tailored. It is widely understood that children’s experience at home and the support they receive there has a significant impact on their learning and achievements. Therefore, it is in the interest of the child, teacher and parents that a working partnership and good relationship should be nurtured. Effective communication with parents requires active listening, personal courtesy, honesty, sensitivity, responsiveness, friendliness, and respect.

In this context, the following suggestions may help achieve this aim:

• Staff must be aware of the important role parents play in the education of the child and develop an open relationship based on mutual respect and good communication.
• Staff must recognise the important role parents have already played in the development of the child to date and appreciate that continued parental involvement is crucial to the child’s success and develop a setting where parents are welcomed and contribute to the work should they so wish.
• Parents should be invited to the setting at regular intervals such as open evenings, meetings to discuss the curriculum and social events.
• There should be recognition of the needs of parents whose first language is not English, with provision of information in different languages or interpreters used.
• Parents should be kept fully informed of their child’s progress in verbal and written communications. Many nurseries provide a daily record of food eaten, activities, and rest taken by the children.
• Parents should also be given time to ensure they feel happy and secure about the childcare arrangements and know staff are approachable if they have concerns.
• Listening and showing respect and understanding to parents helps build trusting relationships between staff and parents.

3.8. Summary

Communication is an active process that is forever changing. Language doesn’t stay the same, it evolves, some words and phrases used today did not exist fifty years ago and language has different meaning for different generations. It also has different meaning in different cultures and communities the word ‘bold’ in one culture can mean brave and confident; the same word in another culture means badly behaved. New words are being invented or coined to describe the new ways and methods of communication such as emails, selfies, twitter or blog. New channels also exist for transmitting information so our language systems are evolving all the time.

Good communicators keep up to date!

Unit 4.Public speaking

4.1. Definition of public speaking

Public speaking is the process of speaking to a few or many people with the purpose of informing, motivating, persuading, educating or entertaining the listeners.

At work there may be many occasions where we have speak publicly to our co workers at meetings or seminars, to the parents on open days and information nights or to our committees. We use public speaking in discussions, debates, interviews and networking groups.

It is something we are not all comfortable with but it is a useful skill to learn as a supervisor. When it becomes apparent that there is a need to hold a meeting or give an oral presentation to a group, it fills many people with complete dread and fear. Whilst it is true that public speaking can be an art form, it is not true to say that not everyone can do it. Your posture, stance and movement in front of the audience are all part of how the audience visualizes you. The nonverbal communications they convey are an important part of public speakers fulfilling their purpose. With planning and training, even those with the most nervous disposition can become an effective public speaker by understanding what it is and having a clear purpose you will to be able to master public speaking.

Effective public speaking involves three pillars or the three V’s, Verbalization, Vocalization, Visualization.

Verbalization – is the choice of words you use to speak to the audience; it is what you say.

Vocalization– is how you deliver the words; using various pace, pitch, power, pausing, modulations, and other vocal speaker skills.

Visualization – is how the audience sees you; this involves how you dress, grooming and carry yourself in front of the audience.

4.2. Delivering an oral presentation for meetings

There are some key points to bear in mind so that an oral presentation is effective. The first key is planning. The speaker should find out as much as possible about the audience. Having this knowledge will help tailor the speech so that the information and the delivery will be relevant to the group. Also, if the speaker has researched their topic and feels confident, this will be evident to the group and thus they may interest.

4.3. General points to remember:

• Adapt style to suit the group
• Preparation and practice prior to talk
• Construction of the talk should have beginning, middle and end
• Use plain English and refrain from jargon or slang
• Good body language and use eye contact
• Use clear diction and projection
• Be relaxed so that your voice will be less strained
• Do not panic
• Use cards and props appropriately
• Dress appropriately and have a neat appearance
• Tell the truth, if you don’t know something don’t pretend
• Be yourself!

The structure of an oral presentation should have a logical format. Each stage should be strong in content in order to maintain interest for the target group. The general structure is divided into:

Introduction

• You should introduce yourself
• Introduce topic and outline what is going to be covered
• Put subject matter in context and state objectives

Main Body

• Set out the points you are going to discuss in order and carry them out
• Use simple English
• Avoid too much complex detail; it will be lost on the group
• Use linking words to link each pert together
• The use of humour is very effective but too much can have a negative effect, so use with caution.
• Visual aids only use where and when necessary.

Conclusion

• Should be strong and convincing
• Summarise your main points
• Repeat key points
• End on a positive note
• Invite questions
• Thank the audience!

4.4. Delivering a Formal Presentation at a seminar or formal meeting

In general, there are seven steps in planning a presentation

1. Choose your topic

2. Determine your purpose

3. Gather information

4. Develop an outline or write your speech

5. Select visual aids

6. Choose a title

7. Practice

.Learning to speak with a small group first is great preparation for learning to speak to a large group. Use this as an opportunity to grow and learn. With all types of presentations, time spent planning and practicing will benefit you greatly.

4.5. The 7 step method to presenting steps 1-3

Step 1:

Choose Your Topic-Choosing a topic is the most important step in the presentation planning process. Your personal curiosity about a topic can give you energy to complete all the steps required to reach the finished product, and the audience will be able to sense your enthusiasm when you give your talk.

The subject of your presentation doesn’t have to be controversial or earth-shattering. If you decide on an old tried-and-true topic, try presenting it in an original way. Or you can take an everyday topic and find new information to share about it. The topic you select should be neither too broad nor too narrow. If your topic is too broad, you won’t have enough time to cover the subject adequately and your talk will end up being very superficial. On the other hand, if your topic is too narrow, you might not be able to find enough information to fill the required length of time.

Focus on one principle theme or idea that has several supporting points or steps. For example, “How to Cook” would be too broad of a topic while “How to Toss a Salad” may be too narrow. In between might be “How to Prepare and Toss a Salad.”

Depending on where and why you will be giving your presentation, you may need to consider your audience. It might not be appropriate to talk about how to butcher a steer at a garden club meeting or demonstrate making brownies to a dieter’s club. Think about how much your audience knows about the subject. Don’t choose a topic so technical or advanced that they can’t understand it. You will also need to consider the size of your audience, especially for demonstrations. Consider if they will be able to see what you are doing?

Step 2:

Determine Your Purpose- Now that you have decided what your presentation will be about, you need to decide what type of presentation you will give. You need to choose the most effective method for your topic. Look at the information you have and how you plan to communicate it.

Ask yourself what the purpose of your presentation is and what response you want from the audience;

• Do you want to teach the audience how to do something?
• Will you show actual steps in a process?
• Will you have a finished product to show?

If so a demonstration will probably be the best choice. Do you want to inform your audience about something? Will you need visuals to explain your topic?

An illustrated talk might work better if you want to persuade the audience that one way is better than another or get a reaction from the audience or urge them to take action on some issue.

Consider other issues that will limit your ability in a presentation (such as space, time, power requirements, etc.)

Step 3:

Gather Information-Now it is time to do some research and gather information about your topic. This takes some time, so allow yourself good time for this step. You want to learn as much as possible about your subject. The more you know, the more confident you will feel when you are presenting and the easier it will be to answer questions. There is no substitute for being well-informed. You can acquire information from several different sources. Sources can include; books and/or magazines, publications and project books, experts and authorities on the subject, and you can include some of your own experiences. People like to know where your information came from, and you will need to cite your sources in your talk.

Any information gathered needs to be current and accurate. You need good critiquing skills to be sure you know the difference between fact and opinion. A fact is something that has been proven to be true. An opinion is something someone believes to be true but has not been proven. If you are using someone’s opinion, try to find a second source to confirm it.

You will need to record the information you find. Initially make notes and write in references. Making note cards is an efficient method for preparing guides for discussion. You can put different points or steps on different cards. This makes it very easy to rearrange them into a logical order. You can also take notes on a computer, collecting ‘like’ information together. Some people cut apart rough drafts, rearrange the parts, and tape them back together in a logical order, others cut and paste on the computer. Do what works best for you. The most important thing is to gather complete information and to know where your information comes from.

4.6. The 7 step method to presenting steps 4-5

Step 4:

Drafting an Outline – There are many ways of preparing what you will actually say in your presentation. Some people only use outlines; some use an outline but write out their introduction and conclusion; others prefer to write out their entire talk. You will need to experiment to determine what works best for you. Whichever method you use, begin with forming an outline. List the important points you want to make and arrange them in a logical order. Under each main heading, list the details you need to cover. Include any materials or visual aids you will need.

Once you have an outline, you can begin work on planning your entire talk. Although it may sound odd, plan the body of your presentation first. Next write the conclusion and write the introduction last. You will find it easier to write an introduction if you know exactly what will be included, and you can tie everything together. If you like to work from an outline, once it is complete you can begin talking through your presentation, trying various words and phrases. You might want to make note cards of major points or certain phrases you don’t want to forget. You will need to go through your presentation many times until you can talk easily and everything flows together.

If you like to write out your entire presentation, work from your outline, and write more than you think you will need. It is better to have too much information as you can always cut out any excess later. When you are done writing, let it sit for a few days and then come back to edit it. When you are satisfied with what you have, start simplifying it onto note cards. Use simple but colourful language. If you need to include complex or technical terms, be sure to explain them. Don’t use slang and include descriptive phrases that can help the audience visualize what you are saying. For example, instead of saying “100 yards,” say “as long as a football field.” Using transition words (next, finally, first, etc.) will greatly help the audience follow along and not get lost. (Avoid over-using the same transition word.)

Be sure when you are talking through your presentation that you think about more than just the words you are saying. In a demonstration, you need to plan how you will do the action required while you are talking. In an illustrated talk, you need to plan how and when visual aids will be used. In a speech, you must think about what gestures to use, how to vary your voice, and how you can use movement to emphasize points. Practice your presentation using note cards, and keep working to cut down the number of note cards needed. If it helps, highlight important words or phrases so your eyes can find them quickly. Ideally, you will get to the point where you don’t need any note cards at all.

If you use note cards, be sure to number them to help keep them in proper order. Don’t memorize your entire presentation. You want to talk TO the audience, not AT the audience, sounding natural and not stilted. If you thoroughly know your material, you will not need to memorize.

You will only need to learn the sequence of your talk. Not memorizing will allow you flexibility if something unexpected happens during your presentation, and you won’t be lost if you accidentally forget a line. The only parts of your presentation you should probably memorize are the introduction and the conclusion. These are extremely important and you should know them well enough to never have to refer to notes during these times.

Step 5: Select your Visual Aids – Visual aids come in many forms: actual objects, posters, videos, charts, slides, overhead transparencies, etc. If you are giving a demonstration or an illustrated talk, you must have at least one visual aid. Visual aids are used to enhance your presentation. They can add sparkle and help keep the audience’s interest. They are often useful in explaining complex ideas. They can help the audience learn faster, understand better, and remember longer. Visual aids can make the difference between an excellent and a mediocre presentation, but you must select your visual aids carefully and make sure you choose the best type for the job you want it to do.

A visual should add something to the presentation and not just be there for “looks.” You also want to make sure your visual aid is easy to use or show.

Remember that visual aids should not overpower your presentation but rather simply reinforce what you are saying. Too many visual aids can be distracting. If you are giving a demonstration or illustrated talk, be sure you practice with all your visual aids. You need to be able to synchronize your actions with your words. Determine where you will place everything and what you will do with each item when you are done with it. Practicing with the actual visuals will ensure that you are able to use equipment or show items skilfully and that everything works properly. If you can, practice in front of other people. Ask them for feedback, and use their suggestions to improve.

4.7The 7 step method to presenting steps 6-7

Step 6: Choose a Title – After you have your presentation all planned out, it’s time to think of a catchy title. The title is your first opportunity to capture the interest of the audience. It should make the audience want to hear your presentation and wonder what it is about. You want your title to suggest the topic without giving away the whole story. Be creative and original. An effective title meets one or more of these criteria:

• It is short and to the point.

• It is descriptive.

• It is provocative.

• It is image-making.

• It is fun!

Here are some examples of turning bland titles into interesting titles. Trail Riding Safety -Happy Trails! Recipes for Bananas- Let’s Go Bananas! Tortoises of the Galapagos Islands Giants in a Small Land.

Step 7: Practice No matter how much time you spend on all the other steps in planning a presentation, nothing takes the place of practicing. The more you practice, the more comfortable and confident you will be when giving your talk.

Practice does not mean memorizing. Instead, it means knowing your material so well that you can present it in your own words in a natural manner. You can begin practicing using note cards, but try to get to the point where you don’t need them. When you practice, you need to talk out loud, not just in your head. Get in the habit of using complete sentences. When giving your presentation, you don’t want to trail off in the middle of a thought. Practice the entire presentation at once. This will allow you to see if everything flows smoothly together, if you have enough information, and how long it takes.

Rehearsal

Try practicing in front of a mirror so you can see your facial expressions and gestures. Or have someone videotape you so you can evaluate yourself. Do a final practice shortly before you are scheduled to give your presentation. This way, everything will be fresh in your mind.

Feedback and questions

Close concisely and confidently and be prepared to clarify and give feedback to the listeners. Prepare for questions that might be asked afterward. Try and anticipate what these may be and practice answering them in full. If you don’t know the answer tell the individual you will get back to them or advise them where they might find further information, but do follow this up.

4.8. Effective business communication in meetings

Effective business communication is essential during meetings, since meetings offer the opportunity for employees from different facets of the company to gather together to reinforce strategies, brainstorm ideas, celebrate successes and dissect problems. Whether meetings are face-to-face, or by video conference, relevant parties have the chance to communicate face to face, exchange information that leads to company stability and growth. When mismanaged, business meetings can waste valuable company time. Understanding the key elements of effective business communication maximizes the effectiveness of workplace meetings.

Breakdowns

Communication breaks down in meetings when they’re too long, scheduled without enough time to properly prepare for them and end without establishing actionable steps.

4.9. Communication at meetings

When planning meetings consider the audience and determine whether the meeting will be large or small, and plan seating and speaking possibilities accordingly. Provide easy-to-read materials and make sure that everyone can see any projector, white board or other visual aid equipment before beginning. Be aware of whether the meeting is intended for senior officials, new hires, current clients or potential clients and how comfortable they will be about discussing issues. When chairing the meeting, you need to organized, confident, assertive and have excellent communication skills to lead the meeting effectively.

Basic structure for meetings

POSTAD-TV:

This stands for Priorities, Outcomes, Sequence, Timings, Attendees, Date/s, Time, and Venue.

Priorities –why it is important to have your meeting- set aims.

Outcomes-what the meeting will achieve ‘outcomes’ meaning required outcomes i.e.: discussion and decisions on agenda items.

Sequence- order of organisation of the meeting and meeting agenda items.

Timings- how much time will you set for each agenda item? When is the best time to hold the meeting for productivity, how often if you have regular meetings?

Attendees-who needs to attend only those that have an input?

Date/s- of meeting to be given in advance so people can prepare.

Time: all times of meetings agreed and set with participants.

Venue: suitable venue to hold meetings.

Administration for meetings

Notice of meeting or memo, agenda and minutes are the usual administration documents required for all meetings held in the ECCE setting.

4.10. Online Meetings

Online business meetings are becoming more common, and there are ways to facilitate effective business communication during these types of meetings. Clarity is particularly important during online meetings due to the more removed nature of the meeting. Information should be thoroughly researched, prepared and presented in an interesting manner. The focus should be on the meeting’s agenda, not the technology involved in executing the meeting. Remind participants that online meetings should be treated with the same level of seriousness and formality as traditional meetings and follow up to ensure that resulting actionable steps are indeed being acted upon.

Confidence

Small adjustments in delivery can have big impacts on communication effectiveness. When addressing groups of people in meetings, make eye contact with individual members but address the group as a whole when responding to an individual question. Don’t rush your words and speak in a confident appropriate manner showing poise and politeness at all times. Set the tone for formality in what your say and how you say it, show assertiveness in your tone and body language. Be proactive about soliciting feedback, and encourage follow-up discussion when members do respond.

4.11. Presenting yourself at Interviews

General tips

• Prepare well
• Dress appropriately
• Arrive in good time
• Make a good first impression (smile and offer a firm handshake
• Show enthusiasm
• Speak clearly
• Make eye contact
• Listen to the question and understand it
• Answer questions honestly relating your skills to the position

On day of the Interview

Read over the contents of your CV and the job description taking particular note of how your skills match its requirement. Be clear about why you want the job. Look over your list of questions that you want to ask during the interview. Reread the questions that you anticipated that you will be asked and practice your answers. Remember when answering questions do not sound rehearsed. Listen to what you are asked and take time to formulate a good answer.

Reread the information that you have researched on the company. Armed with this knowledge you should set out confidently for your interview. Arrive no more than 15 minutes early. Be confident and smile on entering the interview room. Offer your hand and give a strong handshake. Make eye contact with the interviewer(s) and greet them politely. Do not sit until invited to do so.

Interview questions – Write out and practice your answers to these questions.

1. Tell me about yourself.
2. Why did you apply for this position?
3. What do you know about this company?
4. What are your strengths?
5. What are your weaknesses?
6. Where do you see yourself in five years time?
7. What do you enjoy most in your current job?
8. What do you enjoy least in your current role?
9. What is your greatest achievement to date?
10. Why do you want to leave your present job?
11. How would your colleagues describe you?
12. What one thing would you change about your present job/circumstances?
13. What has been the biggest disappointment in your career to date?
14. Describe your management style.
15. Do you prefer to work on your own or with others?
16. How do you react to criticism?
17. What is your present boss like?
18. Why should we employ you?
19. What are your outside interests?
20. Do you have any questions that you would like to ask us?

Always prepare questions to ask at the end of an interview, it shows you are interested and took the time to think about this area.

Star model

Using the STAR MODEL can be helpful in answering some of the above questions

The STAR MODEL provides a logical approach to answering questions by providing a guided approach to using one of your past successes in responding to the question

1. S & T= Situation or Task (Describe the situation or task you needed to accomplish: relate to work activities)
2. A = Action (What action did you take?)
3. R = Result (What was the result of your action?)

Closing the interview

Remember this is your last chance to increase your possibility of securing the job. Rehearse your closing statement. When you deliver it, you want to leave the impression of a confident and organized job applicant.

Leave the right picture of yourself. Prepare a statement with three or four reasons why you should get the job. This gives you the opportunity to stand out from the rest of the applicants. Refer to your job strengths and how they relate to the job. Show what added value you can bring to the job.

Ask about the next step in the process. Ask when you might expect to be notified when the decision is made. Thank the interviewer. Thank the interviewer for the time spent with you. Give a firm handshake and make confident eye contact when doing this.

4.13. Telephone interviews

Many companies now use telephone interviews as a precursor to face to face interviews. If you apply for a job be aware that every time your phone rings there may be a prospective employer at the other end.

1. If the time isn’t convenient, ask if you could ring back at another time.
2. If you can take the call eliminate all background noise.
3. As in attending a face to face interview, be prepared to answer similar questions.
4. If you have applied for several jobs keep a list close to hand
5. Keep a copy of your CV close too
6. Listen carefully and think before you speak.
7. Be business like, speak formally.
8. Smile as you speak as this will project a positive image of you to the interviewer.
9. Remember your goal is to set-up a face-to-face interview.
10. Remember to thank the interviewer ask if it would be possible to meet in person.

BIBLIOGRAPHY

Ahern, J. (2012). Managing Better,Volume 1. Good Governance. Dublin:Pobal Corporate Publications.

Byrne, M. (2005). Personnel Practice in Early Years Services –A Guide. Dublin: Barnardos Children’s Resource Centre. Dublin

Centre for Early Childhood Development and Education. (2006). Síolta: The National quality framework for early childhood education. Dublin: Centre for Early Childhood Education and Development.

Costine et al, (2012). Professional Practice in Training & Development. ‘An Essential Guide’. Naas, Co Kildare: IITD.

Intreo. (2013). Employment and Support Services for Jobseekers. Dublin: Department of social Protection.

Mclave, H. (2004). Communication for Business. Dublin: Gill & MacMillan.

Reece, I. and Walker, S. (2000). Teaching, training and Learning: a practical guide. England: Business Education Publishers Ltd.

Westmeath County Childcare Committee. (2010). Employment Support Pack.

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