Module 2. Basic Communication Skills
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Lazaro MsemeleModule 2. Basic Communication Skills
Uploaded by
Lazaro MsemeleModule 2.
Basic communication skills
Lesson 6
ORAL PRESENTATION SKILLS
6.1 Introduction
An individual has to interact with other members of the society throughout the life; and,
herein lies the importance of possession of communication skills. These communication skills
may range from oral to listening; writing to reading and note-taking. The details of oral
presentation skills have been discussed in this lesson.
6.2 Oral Presentation Skills
Oral presentation is one of the instructional methods of teaching. Effective speaking
demands a high level of skill in oral presentation of material and fullest compression on the
part of instructor. Presentation is the practice of showing and explaining the content of a topic
to an audience or learner. Presentations come in nearly as many forms as there are life
situations. In the business world, there are sales presentations, informational and motivational
presentations, first encounters, interviews, briefings, status reports, image-building, and of
course, the inevitable training sessions.
6.2.1 There are some effective tips for oral presentation:
6.2.1.1 Make your speech purposive
Any speech you make must have some purpose to entertain, amuse, instruct, interact, sell an
idea or product, or ask for some action.
6.2.1.2 Give brief introduction
In case audiences are strange, then introduce yourself, but avoid unnecessary information.
6.2.1.3 Know the audience
Make your presentation to audience's level of knowledge about the subject of your
presentation, what they need to know, and their interest. There are far more types of
audiences because audiences have innumerable flavors. They may ask you as an individual to
address a room full of factory operations, managers who have no choice but to attend
their talk, you then may go before a congressional committee looking into various
environmental issues. When an individual stands up to deliver a presentation before an
audience, it�s essential that the audience know who the presenter is, why they are there,
what specifically they expect to get from your presentation, and how they will react to your
message.
6.2.1.4 Be prepared
Develop good command over language as well as the subject. Practice your presentation until
you feel comfortable. Make sure you can present your information within limited time frame.
Anticipate questions you may be asked and prepare answers to these.
6.2.1.5 Don't read your presentation
Talk to your audience. Use your notes as prompts as needed. Reading a speech is never
preferred. It is better not to speech at all than to read a speech, regardless of how useful, well
prepared and eloquent it may be.
6.2.1.6 Don�t make excuses
Many-a-times, we may notice, a speaker making a beginning by saying, �I am sorry, I have
not come prepared to speak on the topic, because���. Really, you are not prepared, no
need to announce it in public speaking, because audience never notices it.
6.2.1.7 Arouse the interest of the audience
Always speak in terms of what the audience wants and what you want. Opening should be
effective for making your presentation a success.
6.2.1.8 Maintain eye-contact
Shift your eye-contact around the room, so that everyone feels that you are talking to them.
6.2.1.9 Use of proper gesture, posture and body movement
Nonverbal communication plays a vital role in transfer of message. So, for effective
presentation your gesture, posture and body movement should match with your verbal
communication.
6.2.1.10 Be fluent
Fluency is one of the most important parameter for effective communication. Without a
smooth flow of speech, you are handicapped as a speaker.
6.2.1.11 Be positive
Make it clear that you are knowledgeable and enthusiastic about your subject.
6.2.1.12 Provide Examples
Try to make your presentation as concrete and "down to earth" as possible. Add appropriate
examples and humor for effective understanding.
6.2.1.13 Use visual aids
Supplement what you say with visual aids such as handouts, charts, transparencies, and
slides. Make sure that everyone can easily see the visual aids. Don't use visual aids that are so
complex that the audience will spend its time trying to read them instead of listening to you.
Visual aids are supplements to what you say, not replacements for what you say. Skillful use
of properly selected visuals makes your presentation easier and more effective.
6.2.1.14 Actively involve your audience
People can only listen so long without their attention wandering. Making your presentation
interesting will help you to capture and keep your audience's attention for a while, but you
must do more. Build in some simple and quick activities for your audience so that they are
actively involved in your presentation. Ask questions that you are confident your audience
will be able to answer.
6.2.1.15 Use repetitions, pauses and variation in voice
Vary the tone of your voice and be careful not to talk too quickly. Repetition pauses and
variations in voice for emphasis are desirable in oral presentation.
6.2.1.16 Stop before your audience wants you to stop
You must come to an early and appropriately end after reaching the climax. Make it a point to
stop at a time, when audience feels you should stop.
6.2.1.17 Have a smooth ending
Do not end your speech suddenly and abruptly. At the end, conclude your talking.
Lesson 7
LISTENING AND NOTE-TAKING
7.1� Introduction�
In this lesson, the students would be provided some kind of orientation vis-�-vis Listening
and Note- taking, wherein the students of this course will be getting some basic ideas and
approaches pertaining to these two afore-said skills which happen to be the integral
components of Basic Communication Skills.
7.2� The Hearing-Listening Distinction
Hearing, which is only one part of the listening process, refers to the physical act of receiving
sounds. It is a passive process that occurs when we are in sleep. Listening on the other hand is
work. It means not only hearing but also paying attention and understanding.
7.3� Types of Listening
� ACTIVE Listening
� PASSIVE Listening
� APPRECIATIVE Listening (e.g. Musical/Cultural Programmes)
� CONVERSATIONAL Listening (It implies a constant exchange in the roles of
SPEAKER & LISTENER)
� COURTEOUS Listening
� CRITICAL Listening (In the term of analysis and evaluation w.r.t. LOGIC, TRUTH, etc.)
� DISCRIMINATIVE Listening( e.g. Students taking NOTES in a class)
7.4� Stages of Listening Process
There are six stages of listening given as below:
7.4.1� Hearing
It refers to the response caused by sound waves stimulating the sensory receptors of the ear.
Therefore, the reception of sound waves, which we know as hearing, does not mean that there
is any conscious perception of what is being heard.
7.4.2� Attention
Our senses are constantly bombarded by countless stimuli from the world around us.
However, your brain screens these stimuli and permits only a few to come into focus. This
selective perception is known as attention.
7.4.3� Understanding
Hearing and perceiving a sound are not enough to enable meaningful messages to be
received. The next step understands the symbols we have seen and heard. To do this, we must
analyze the meaning of the stimuli we have perceived.
7.4.4� Remembering
Remembering is important to the listening process because it means that an individual has
also added it to the mind�s storage bank.
7.4.5� Evaluating
It is at this point that the active listener weighs evidence, sort fact from opinion, and
determines the presence or absence of bias or prejudice in a message.
7.4.6� Responding
This stage of the process requires that the receiver complete the process through verbal and/or
nonverbal feedback.
7.5 (A) Factors Affecting Listening
� Environmental Setting
� The Message Source (vis-�-vis� Speaker�s Image/Reputation/Credibility, etc.)
� The Message
� Channel
� The Listener: (a) Listener�s Attitude (b) Listener�s Needs (c) Listening Habits
7.6 (A) Tips for Effective Listening
� Look for Benefits/Opportunity from your point of view
� Judge the content(not the appearance or delivery-style of speaker)
� Avoid making a judgement until the message is complete
� Listen for Central Themes or Ideas
� Take fewer notes
� Work hard to Listen
� Resist Distractions
� Seek out difficult material rather than avoid it
� Keep an open mind when incorporating an emotional word with which you are
comfortable
� Listen �between the lines� (by remembering that THOUGHT is FASTER than
SPEECH!)
7 (B) NOTE-TAKING
Note-taking is the practice of recording information captured from a transient source, such as
an oral discussion at a meeting, or a lecture. Notes of a meeting are usually called minutes.
The format of the initial record may often be informal and/or unstructured. One common
format for such notes is shorthand, which can allow large amounts of information to be put
on paper very quickly. Note-taking is an important skill for students, especially at the college
level. Many different formats are used to structure information and make it easier to find and
to understand, later. There are a number of different ways to take notes, and it is desirable
that you use the method you feel most at ease with.
7.1 (B) General Guidelines
� Use white space to separate major ideas.
� Try to limit your notes to one concept or section per page.
� Use abbreviations and/or symbols wherever possible to avoid long sentences.
� Write down the information in your own words.
7.2 (B) Methods of Note-Taking
The Cornell Method: The Cornell Method is based on two columns: one containing the
keyword or concept, and the other containing the description or notes associated with the
keyword or concept. This method can be used while listening to the lecturer. In the right hand
column, you can list the main ideas or write a paragraph and then on the left hand side note
the keyword or concept that relates to your section of notes.� At the bottom of the page you
should write paragraphs summarizing the information contained in the notes.
The Outlining Method: This method involves writing a series of topics and sub-topics, and
identifying them by indenting the text, numbering the lines, or using a dash or bullet point.
Mind Mapping: A mind map is a diagram in which ideas, concepts and images are linked
together around a central concept, keyword or idea. The sub-concepts may be organized into
sub-groups or branches with more important concepts closer to the central core.�
Charting Method: Charting is effectively a table of rows and columns. The top row
normally classifies the concept with descriptions or keywords listed in the row below. This
method enables you to quickly identify facts and their relationships with other information.
The Sentence Method: With this method, you simply write every new concept or topic on
separate line.� You can also number the information if you wish.� It is recommended that
you use some form of visual aid to group related points together.
7.3 (B) Note-Taking Tips for Students:
Taking notes in class is one of the most effective ways to understand the material being
presented in class. Unless you have a photographic mind, you'll need to learn this important
skill. Follow these general guidelines mentioned as below:
Come to class prepared: Always bring enough paper and a writing instrument of your
choice to class.
Start a new page for each new class: Put the date on the top of the first page. This way, you
will know where the notes for each class begin, which will help you keep the material
organized. Consider keeping your notes organized in their own binder.
Don�t try to write down every word your teacher says: You will not be able to, even if
you can write very fast. More importantly, in trying to do so, you will miss the overall point
your teacher is trying to make.
Write down the big ideas: Listen for facts, connections, and main ideas. This may take a
while to get used to, because you will need to divide your attention between listening to the
teacher (or other students) and writing your notes. Don�t get frustrated. In time, this will
become easier.
Use abbreviations for commonly occurring names and words: You can develop your own
abbreviations, so long as you don�t forget what they stand for.
Leave lots of room on the page: When writing, leave ample space between ideas. This is
like pausing before you begin a new sentence. Your notes will much easier to read, and
you�ll have space to add information later on, if needed. Don�t try to cram everything onto
one piece of paper.
Use diagrams and pictures wherever necessary: Sometimes it is helpful to draw pictures
that illustrate the connections between ideas, sequences, or events. Don�t be afraid to draw
pictures that will help you understand the material.
Write down corresponding page numbers from your textbook: Teachers often use the
textbook to refer to ideas you�re learning in class. Recording the page number of
corresponding ideas and homework assignments can come in handy later on.
Review your notes for accuracy: It�s a good idea to look over your notes sometime after
class for accuracy and completeness. Consider doing this just before doing your homework to
get yourself back in the mindset of the material.
Obtain notes for missed classes: �Sometimes it�s unavoidable to miss class, but that
shouldn�t stop you from getting notes for it. Consider forming a partnership with another
student at the beginning of class on whom you can rely (and, who can rely on you too !) for
notes when a class is missed. Your teacher may also be willing to share his or her notes with
Lesson 8
WRITING SKILLS
8.1 Introduction
For effective communication among various factors communication skills of both source and
receiver are important. Communication skills encompass verbal and non-verbal
communication skill. Writing skills are of prime importance in written communication.
8.2 Characteristics of Good Writing
� Appropriate and Need-based from intended audience�s view-point.
� Use of simple language.
� Use of shorter sentences.
� Use of comprehensible words, phrase etc.
� Accuracy/Correctness.
� Clarity & Brevity.
� Use of relevant/appropriate EXAMPLES for making things clear.
8.3 Writing of Field-Diary and Laboratory Records
8.3.1 Field-Diary
The study of plants and animals in their natural environment requires observations at all
levels of organization from an individual organism to the ecosystem, and includes behaviour,
life history, traits, distribution, abundance, habitat, landscape and all kinds of
interrelationships. The field diary is the naturalist/ecologist's record of all of these matters as
they present themselves to the observer.
A field-diary is a permanent record of observations and, if it is to fulfill its purpose, it
should be useful and comprehensible to others, perhaps long after the author is dead. The
field-diary is also a workbook in which your observational skills are repeatedly and
continuously tested and sharpened.
8.3.1.1 A standard field-diary
The standard field- diary consists of three components:
a) Diary
The field-diary is the nucleus of your field-records. It is a precise daily account of
your many observations, and it should be given high priority, even when you are short
of time or exhausted. A narrative diary of daily observations, including locality
information, weather and conditions and species lists.
b) Species accounts
�Species accounts� are organized, so that:
i) All references to, and notes about, a particular species appear in one place, and
ii) There are not long accounts and details of species scattered & virtually
inaccessible, in the journal.
� If you want to know everything you noted about a particular species you don't have
to wade through pages of daily journal to find the reference; each species will have a
page to itself.
Catalogue
A systematic and sequential list of all captures and collections, including reference
numbers. The standard field-diary is written up directly, without transcribing field notes, but
this requires a discipline and a life-style which is not reasonable to expect on a trip like ours.
You should, therefore, take rough notes during the day in a FIELD NOTEBOOK, and
organize and transcribe those notes in the evening.
8.3.1.2 Equipment
The field - diary and species accounts should be written in black, water-proof, fade-
proof pigment ink on one side of good quality paper. An ideal size is about 8.5" x 5.5" (8.6 x 14 cm),
or about half the size of a regular letter sheet, but you may use a slightly larger format if you
prefer. The paper should be ruled with horizontal blue lines about 7 mm apart. You will
need a left margin, but it is better to rule this yourself. Loose leaf sheets have the advantage
that can be sorted and appropriately ordered in a binder (and you can easily discard your
mistakes), but if you use a bound notebook the sheets won't get lost or blown away. The
journal pages are consecutive, and each page must be numbered.
8.3.2 Laboratory Records
Laboratory-records & notebooks, if used properly, can serve as the basis of conception of
ideas. They can also serve to help in patent prosecution by enabling the scientists to swear
behind a cited reference.
8.4 General Guidelines for Keeping Lab-records & Notebooks
Do use a bound notebook.
Do explain acronyms, trademarks, code or unfamiliar jargon.
Do attach to your lab notebook loose notes, e-mails, letters, graphs, figures and charts
containing any part of conception of an idea or result of an experiment.
Do title, sign and date each attachment, as well as each laboratory notebook page.
Do record the objective of an experiment as well as the results obtained in as much
detail as possible.
Do record thoughts, conversations, lab meeting discussions, oral reports and
discussions, as well as wild speculations and future plans.
Record all the original data in the bound laboratory notebook and NOT on scratch
paper. Be sure to include what is being measured as well as the correct units. Any data
that appears to be useless or wrong, draw a single line through so it is still readable.
After careful analysis, you may find that the measurement is valuable.
Anything that is calculated should be documented along with the method of
calculation and the formula used to obtain the answer. Make sure that you pay close
attention to significant figures.
Do write in the active voice.
Do report completed experiments in the past tense.
Do give cross references to previous experiments and/or projects.
Do use a table of contents to provide cross references.
Do keep your lab notebook under lock and key when you are not in the lab.
Do track and save completed lab notebooks.
Do not use binders, loose leaf or spiral notebooks.
Do not blot out or erase mistakes.
Do not modify the data.
Do not rip pages out.
Do not skip pages.
Do not leave a page blank.
Do not use words such as "obvious" or "abandoned" as they have tremendous legal
significance.
8.5 Some Tips for Electronic Notebooks
� Do clearly define what you/your laboratory mean by electronic notebooks. To
some, data generated on a computer and affixed to a paper notebook is an electronic
notebook. To others, saving data on the desktop or hard drive of their computer is an
electronic laboratory notebook.
� Do adopt an official procedure for electronic record keeping. Who will be the
custodian of the electronically stored data? Is there a back-up?
� Do back-up and write-protect all electronic data.
� Do retain all electronic copies for the duration of the appropriate document
retention period.
� Do store your electronic notebook contents on unchangeable mediums, e.g.,CD-R,
or in an electronic archive that cannot be modified.
� Do restrict access to the electronic notebook using key and screen locks, and/or
passwords.
� Do associate the identity of each author and/or witness with each record
automatically.
� Do not create and store records randomly on disks, desktops, or hard drives.
