Assessment Strategies And Tools

Published Date: 02 Nov 2017

Upon completion of these lessons, participants should be able to:

Identify the importance of communicating effectively

Discuss methods for overcoming barriers to effective communication.

Implement active listening techniques.

Describe the functions and forms of nonverbal communication.

Identify the steps in problem solving

List techniques for managing stress

Teaching Points and Organization:

Time

Content and Delivery Method

15 min

30 min

60 min

30 min

15 min

Topic Introduction & Interactive Discussion

Lecture using PowerPoint to introduce topics further

Activity – Active Listening Skills

Overall Assessment & Evaluation

Review & Wrap Up

NOS Skill(s):

A3. Communicate Effectively

A4. Manage Stress

Related Sub Skills:

A3.1 define effective communication

A3.2 use verbal communication skills

A3.4 listen effectively

A4.3 solve problems

It is important to emphasize that one's success as a professional largely depends on how well one can communicate, and how well one really can "hear" the other. In fact, listening is more important in this profession than many people acknowledge, as listening skills are essential to good communication. The purpose of this session is to move students from their natural viewpoint as speakers and listeners, to understanding that audiences are multiple, complex, and varied. Only after students understand that many problems arise in the workplace because people acting in good faith just don't know how to listen to each other, resulting in a wide range of communication barriers, can they develop the skills to effectively overcome them.

[CALLOUT w/ICON] Key content in this module includes:

Importance of strong communication skills in today’s workplace

Barriers to communication and how to overcome them

Listening in the workplace

Keys to building powerful listening skills

Functions & Forms of nonverbal communication

Techniques for improving nonverbal communication

Techniques for managing stress

[CALLOUT] Preparation

Make copies of the following handouts:

PowerPoint presentation in handout format for each student so they may follow along and take notes if necessary.

Active Listening Exercise

Case Study – Barry and Communication Barriers

Introduction (15 minutes) [ICON: LECTURE/LARGE GROUP DISCUSSION]

Communication, the transmission of information and meaning from one individual or group to another, has as its central objective the transmission of meaning. The process of communication is successful only when the receiver understands an idea as the sender intended it. Often, communication is impeded by barriers that distort the message.

In order to generate interactive discussion, consider asking the students the following:

Communication skills are frequently listed among the desired qualifications for job candidates. What do these skills consist of? How would you rate your skills?

Job listings frequently require excellent speaking and writing skills. However, communication skills also include nonverbal, listening, and reading skills. Student answers will vary regarding the rating of personal skills.

There are several barriers that affect the flow of communication in an organization. These barriers interrupt the flow of communication from the sender to the receiver, thus making communication ineffective. What do you feel are some of the potential barriers to communication?

Recall a time when you experienced a problem as a result of poor communication. What were the causes of and possible remedies for the problem?

What are some examples of professional situations (i.e., not interpersonal relationships) in which you felt another person was not listening effectively? Why do some people fail to be good listeners even though it may be part of their job?

What are situations where you might hear but not listen? Do you have to listen all the time to be an effective communicator?

PowerPoint (30 minutes) [ICON:LECTURE/LARGE GROUP DISCUSSION]

Learning activities (60 minutes) [ICON: SMALL GROUP ACTIVITY]

Small Group Exercise: Mastery of Active Listening Skills

Use the provided exercise to allow students to practice their active listening skills.

Small Group Presentation: Getting to Know Each Other

Divide the class into small groups or teams. Provide direction to either (a) interview another group member and introduce that person to the group or (b) introduce yourself to the group. Ask students to think of this as an informal interview for a team assignment or for a job. Encourage students to make notes from which to speak. Introductions might include information such as the following:

Where did you grow up?

What work and extracurricular activities have you engaged in?

What are your interests and talents?

What have you achieved?

What are your personal and professional goals? Where do you expect to be five years from now?

To develop listening skills, team members should practice good listening techniques and take notes. They should be prepared to discuss three important facts and to remember details about each speaker.

Additional Learning activities

The following learning activity will require that students have access to computers, or may be used as a ‘homework’ activity for students to complete and report back on at a later date/time. This activity may also be used prior to starting this module, as a good exercise to help students identify the importance of effective communication in the workplace.

Communication Skills: What do Employers Want?

Individually or in teams check the listings at an online job board. Visit a job board such as Monster, Workopolis, Career Builder, or Yahoo! HotJobs. Use your favourite search engine to locate their sites. Follow the instructions to search job categories and locations. Study the jobs listed. Find five or more job listings in your field. If possible, print the results of your search. If you cannot print, make notes on what you find. Study the skills requested. How often do the ads mention communication, teamwork, and computer skills? What tasks do the ads mention? Discuss your findings with your team members. Prepare a list of the most frequently requested skills.

Assessment strategies and tools

Assessment questions [ICON: Assessment/Exam]

Student understanding can be assessed by completion of the activities below, by instructor guided questions, or by general classroom discussion.

The following activities and questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

General Classroom Discussion:

Why is it important to know how to communicate effectively?

What are some methods for overcoming barriers to effective communication?

What are the different forms of nonverbal communication?

What are the steps in problem solving?

What are some techniques for managing stress?

Individual Activity:

Communication Case Study – Barry and Communication Barriers

The provided case study may also be used to assess student understanding of the information presented in this module

Answer key [ICON: Answer Keys]

General Classroom Discussion:

Strong communication skills are: necessary for hiring, a top skill set sought by employers, critical for promotion, essential for effective job performance, more important now as a result of technology, and learned through instruction and practice

Some methods for overcoming barriers to communication are: realize that communication is imperfect, adapt the message to the receiver, improve your language and listening skills, question your preconceptions, encourage open, trusting environment for interaction and feedback

The different forms of nonverbal communication are: eye contact, facial expression, posture and gestures, time, space, territory, and appearance—of people and documents

The steps in problem solving are

The first step in reaching a solution is pinpointing the problem.

The second step looks at possible causes and solutions, which may mean checking files, calling suppliers, or brainstorming with fellow workers.

Once the information has been researched, it is important to evaluate it to identify any potential biases, inaccuracies.

This is followed by weighing the advantages and disadvantages of the alternatives being considered. This step requires creativity.

Lastly, the best alternative is selected and tested to ensure effectiveness over time.

Some techniques for managing stress are: separate your home life and work life, attend to your physical well-being, eat and hydrate properly, take breaks, have a sense of humour, be organized, and talk with others about work-related pressures.

Individual Activity:

Communication Case Study – Barry and Communication Barriers

Notes to Supplement Answers:

1. Communication challenges abound at any workplace. Barry has some common challenges in his operation.

Language barriers: not all employees speak English as their first language making verbal communication a challenge at times.

Generational (age) barriers: having employees in various age categories can pose a unique set of challenges. While the younger generation is used to texting and using shortened messaging, their vocabulary may not be consistent with that of older employees. Work values and attitudes may also affect communication between younger and older employees.

Cultural and ethnic barriers: Cultural differences in food safety practices may be a challenge for Barry to overcome.

Non-verbal challenges: Barry’s body language (appearance) is telling others he does not care about personal appearance and cleanliness.

Emotional barriers: Emotional barriers can interfere with effective communication. Barry comes into work after a rough start at home. These negative emotions are affecting how he communicates with the employees.

2. Barry might consider the following solutions to the identified challenges and barriers:

Language barriers: Several potential solutions might be addressed here including posting signs in employees’ primary language. Putting signage with visuals, not just words. Barry might learn some simple words in the employees’ primary language to help show interest in the employees.

Generational (age) barriers: Currently there are 4 generations in the workforce and each potentially has a different preferred method of communication. While the younger generation might prefer to receive text messages as their preferred way of communication, older employees may not find this method of communication acceptable. Consider your employee’s preferences and be willing to communicate a message in a few different ways.

Cultural and ethnic barriers: Barry may need to identify cultural beliefs and work to understand the ethnic barriers related to food safety. For instance, two employees come from the same country and they have made comments that controlling temperature in their country is not a priority; food can be at room temperature for long periods of time and nothing ever happened.

Non-verbal challenges: Barry’s appearance is a nonverbal cue to employees. Barry’s appearance is important as he is a role-model to the employees. His actions and behaviors should be consistent with what he is expecting of them. For example, because he is expecting the employees to follow proper handwashing procedure, he should also use proper handwashing procedures.

Emotional barriers: Emotional barriers can interfere with effective communication. It will be important for Barry to get his emotions "in check" prior to starting work. Having self-awareness and potentially seeking outside assistance (ie. Employee Assistance Programs) may be possible solutions here.

3. All supervisors, including Barry, have many ways to use effective communication in motivating employees. A few suggestions are listed below:

Provide sincere and encouraging words when employees follow safe food handling behaviors. Use a communication method appropriate for an employee, so supervisor must know a bit about the employee. For a high schooler, maybe it’s a quick "thank you" text message or an older employee it might be a hand written thank you note.

Serve as a role model through verbal and non-verbal communication.
It’s said that "actions" speak louder than words, so Barry can, through his actions, convey a message to employees. For example: wear a clean uniform.