Professional Documents
Culture Documents
COMMUNICATION SKILLS
Credit Hours - 2
Instructor: Riaz Akbar
Instructor: Riaz Akbar
AND
READ WHATEVER YOU GET YOUR HANDS ON
“The world’s problems could be solved if we kept talking”
Prof. Stephen Hawking
“The world’s problems could be solved if we kept talking”
Prof. Stephen Hawking
True / False
FALSE
KNOWLEDGE IS NOT POWER
KNOWLEDGE IS NOT POWER
IT IS POTENTIAL POWER
We get paid for what we do with
what we know, not just for what
we know.
Formal education has one purpose
only – to get people their first job.
Formal education has one purpose
only – to get people their first job.
Self-education earns them their
living.
THE BUSINESS ENVIRONMENT
THE BUSINESS ENVIRONMENT
• Almost 60% of fresh graduate employees leave their first jobs in the first year.
THE BUSINESS ENVIRONMENT
• Almost 60% of fresh graduate employees leave their first jobs in the first year.
• They are intelligent, well-qualified and keen to find a job in today’s competitive
market.
THE BUSINESS ENVIRONMENT
• Almost 60% of fresh graduate employees leave their first jobs in the first year.
• They are intelligent, well-qualified and keen to find a job in today’s competitive
market.
• The largest single reason for this alarming drop-out rate is their inability to
communicate with their peers and their superiors.
You can acquire great knowledge,
but unless you can communicate
it to others, it is worthless.
The problems due to lack of
communication in the workplace
can start on day one.
Example:
Farid arrives for his first day in a new job. Asif is delegated to show him
the ropes.
Example:
Farid arrives for his first day in a new job. Asif is delegated to show him
the ropes.
What does Asif do? He has worked here for some time: he knows it all
backwards.
Example:
Farid arrives for his first day in a new job. Asif is delegated to show him
the ropes.
What does Asif do? He has worked here for some time: he knows it all
backwards. So he paints only a broad picture, leaving out minor details
which are second nature to him
Example:
Farid arrives for his first day in a new job. Asif is delegated to show him
the ropes.
What does Asif do? He has worked here for some time: he knows it all
backwards. So he paints only a broad picture, leaving out minor details
which are second nature to him but not at all obvious to Farid.
Example:
Farid arrives for his first day in a new job. Asif is delegated to show him
the ropes.
What does Asif do? He has worked here for some time: he knows it all
backwards. So he paints only a broad picture, leaving out minor details
which are second nature to him but not at all obvious to Farid.
What does Asif do? He has worked here for some time: he knows it all
backwards. So he paints only a broad picture, leaving out minor details
which are second nature to him but not at all obvious to Farid.
How does Farid react? He has an awful lot to digest in his first few days.
What happens next?
What happens next? Farid begins to realize that he needs more
information in order to do the job properly.
What happens next? Farid begins to realize that he needs more
information in order to do the job properly. Asif, in the meantime,
considers he has done his bit, and goes back to his own workload.
What happens next? Farid begins to realize that he needs more
information in order to do the job properly. Asif, in the meantime,
considers he has done his bit, and goes back to his own workload. Farid
is too nervous or embarrassed to ask questions that might be considered
stupid.
What happens next? Farid begins to realize that he needs more
information in order to do the job properly. Asif, in the meantime,
considers he has done his bit, and goes back to his own workload. Farid
is too nervous or embarrassed to ask questions that might be considered
stupid.
The result?
What happens next? Farid begins to realize that he needs more
information in order to do the job properly. Asif, in the meantime,
considers he has done his bit, and goes back to his own workload. Farid
is too nervous or embarrassed to ask questions that might be considered
stupid.
• Visual cue phrases: ‘see the sense’; ‘looks to me like’; ‘appears to me’;
Predominantly visual people normally speak fairly quickly, because they think in
pictures. They try to make the speed of their words keep up with the speed of
the pictures in their mind. They may greet you by saying ‘Nice to see you’.
You can identify a person’s predominant sense.
• Visual cue phrases: ‘see the sense’; ‘looks to me like’; ‘appears to me’;
Predominantly visual people normally speak fairly quickly, because they think in
pictures. They try to make the speed of their words keep up with the speed of
the pictures in their mind. They may greet you by saying ‘Nice to see you’.
• Visual cue phrases: ‘see the sense’; ‘looks to me like’; ‘appears to me’;
Predominantly visual people normally speak fairly quickly, because they think in
pictures. They try to make the speed of their words keep up with the speed of
the pictures in their mind. They may greet you by saying ‘Nice to see you’.
• Auditory cue phrases: ‘I hear what you’re saying’; ‘loud and clear’; ‘unheard of’.
Predominantly auditory people also speak fairly slowly with a well-modulated
voice, using words carefully and selectively. They may greet you with ‘I heard
you were coming today’, or they may say ‘I hear the job’s going well’.
You can identify a person’s predominant sense.
• Visual cue phrases: ‘see the sense’; ‘looks to me like’; ‘appears to me’;
Predominantly visual people normally speak fairly quickly, because they think in
pictures. They try to make the speed of their words keep up with the speed of
the pictures in their mind. They may greet you by saying ‘Nice to see you’.
• Auditory cue phrases: ‘I hear what you’re saying’; ‘loud and clear’; ‘unheard of’.
Predominantly auditory people also speak fairly slowly with a well-modulated
voice, using words carefully and selectively. They may greet you with ‘I heard
you were coming today’, or they may say ‘I hear the job’s going well’.