Introduction to Communication Skills
Session 1: Introduction to Communication Skills
Total Session Time: 120 minutes + 2 hours Assignment
Prerequisites
Students Learning Tasks
By the end of this session students are expected to be able to:
Resources Needed:
SESSION OVERVIEW
|Step |Time |Activity/ |Content |
| | |Method | |
|1 |05 minutes |Presentation |Introduction, Learning Tasks |
|2 |05 minutes |Presentation |Definition of Communication |
|3 |20 minutes |Presentation |Importance of Communication |
| | |Buzzing | |
|4 |60 minutes |Presentation |Different Methods/ Forms of |
| | |Role Play |Communication |
|5 |10 minutes |Presentation |Key Points |
| 6 |10 minutes |Presentation |Evaluation |
|7 |10 minutes |Presentation |Assignment |
SESSION CONTENTS
STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)
READ or ASK students to read the learning tasks and clarify
ASK students if they have questions before continuing
STEP 2: Definition of Communication (5 minutes)
o Process in which message is conceived, organised, transmitted,
received and responded to. OR
o Process of exchanging information, thoughts, feeling , idea,
instructions or knowledge
o Process in which message is effectively conceived, organised,
transmitted, received and responded to
STEP 3: Importance of Communication (20 minutes)
|Activity: Buzzing (10 minutes) |
|ASK students to pair up and buzz on the following question for 2 |
|minutes |
| |
|What are the importances of communication? |
| |
|ALLOW few pairs to respond and let other pairs to add on points not |
|mentioned |
| |
|WRITE their response on the flip chart/board |
| |
|CLARIFY and SUMMARIZE by using the content below |
Importance of communication
Management
timely communication of accurate information, management cannot
effectively conduct its function of organizing, directing, controlling
and coordinating the activities of organization
external relationships
Office
as to make timely decision
different levels of staff and outsiders
Therefore Communication is necessary to:
o Share knowledge and experiences
o Build relationships
o Motivate
o Inform
o Teach
o Persuade
o Entertain
o Inspire
o Giving or receive direction
STEP 4:Different Methods/Forms of Communication (60 minutes)
Communication can either be:
o Gestures (smiling, leaning forward, nodding)
o The way we stand
o The way we sit
o Facial expressions
o Silence
o Eye contact
o Crying while saying, ‘I am fine’
o Saying that you are listening when you are not making eye contact with
the speaker and you are looking all around the room while the speaker
is talking
o Saying that you are not bored or tired when you are yawning
Communication can also be categorised according to the nature of the
communication process, as follows:
be between two people or among many people. For example in group
meetings, interviews, conversation among individuals or memos to members
of staff.
o Occurs within an individual
o Involves thoughts, feelings, and the way a person looks at
himself/herself
o Sender and receiver are the same person
o The channel is the individual’s brain, processing the thoughts and
feelings
o There is feedback through discarding certain ideas and replacing them
with new ideas
o Largely influenced by experiences one has gone through, and
relationships with other people
|Activity: Role Play (20 minutes) |
| |
|ORGANISE the students into small manageable groups. |
| |
|ASK each group to select a speaker, a listener and an observer for the |
|first round. (Speaker and listener will switch roles for the second |
|round so they are given a chance to play both roles). |
| |
|TELL the speakers to choose a topic that interests them, something that|
|they feel they can speak about for 2 minutes. It does not matter what |
|topic they choose to speak on as long as they can speak for 2 minutes |
|about it. |
| |
|TELL the listener that s/he is not supposed to speak during the 2 |
|minutes but should concentrate on using the non-verbal communication to|
|ensure the speaker that s/he is listening. |
| |
|TELL the observer to pay attention to both the speaker and the |
|listener, in order to provide feedback regarding both of their verbal |
|and non-verbal communication skills. |
| |
|ASK if there are any questions before beginning the exercise. |
|ALLOW 2 minutes for the first speaker, and then ask the students to |
|switch roles and allow 2 minutes for the second and third speaker. The |
|students will formally end their roles by ’derolling’ before the large |
|group discussion. |
| |
|CONDUCT a large group discussion using the following questions after |
|each student has had a chance to be the speaker: |
|• How did it feel to speak for 2 minutes without being interrupted? |
|• Did you feel that your partner was listening to you? Why or why not? |
|• Did you feel that your partner understood you? Why or why not? |
|• How did you know that your partner was listening and understanding? |
|•For the observer: Did you think the listener was showing active |
|listening? Why or why not? What could he or she do better? |
| |
|SUMMARISE the activity with the following points: • This exercise |
|demonstrates the impact of verbal and non-verbal communication. • |
|Through this exercise we have learned the necessity of being aware of |
|both verbal and non-verbal communication in the healthcare setting. |
| |
|INFORM students that actions speak louder than words. |
STEP 6: Key Point (10 minutes)
intrapersonal
in the healthcare setting.
efficiently
STEP 7: Evaluation (10 minutes)
STEP 8: Assignment (10 minutes)
|Activity: Take Home Assignment (10 minutes) |
| |
|DIVIDE students in groups or individuals |
| |
|ASK the students to work on the following assignment |
|Prepare a fifteen minutes talk on any subject of their interest and |
|present to their colleague. After presentation students should discuss |
|on the methods/ forms of communication used |
| |
|ALLOCATE time for students to do the assignments and submit |
| |
|REFER students to recommended reference |
References
Burger,B.A. (2009) Communication skills for pharmacist; building
relationships, improving patient care (4th ed.). New York:
American pharmacist association
Burnard, P. (1992). A communication skills guide for health care workers
(1st ed.). London: Edward Anorld
Hubley, J. (1993). Communicating Health. An action guide to health
education and health promotion (1sted.). London: Macmillan
Kadeghe, M. (2005) Communication skills; theory and practice (3rded.). Dar
essalaam: Afroplus Industries Ltd.
Kariuki, M. K.&Munga E. C. (2011)Fundamentals of communication skills
(1sted.). Mwanza: Victoria Education Promotional Centre Ltd.
Kurtz, S.,Silnerman,.J.& Draper, J. (1998) Teaching and learning
communication skills in medicine (1st ed.). London:Raddiffe Medical
Place Ltd.
Mahundu, C.M. (1999). A manual on communication skills (1st ed.). Ndanda:
Benedictine Publishers
Rungapaidiachy, D. M. (1999) Interpersonal communication and psychology
(1sted.). Massachusetts: Butterworth-Heinemann
Pitt, B. (1991). Health, teacher’s diploma communication. Harare: MOH
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