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TECHNICAL WRITING &

COMMUNICATION SKILLS

Credit Hours - 2
Instructor: Riaz Akbar
Instructor: Riaz Akbar

Course Objective: The objective of this course is to learn technical


writing and presentation skills related to proposals, progress reports, oral
presentations and much more. This course will enable students to learn
and excel in communication skills.
Instructor: Riaz Akbar

Course Objective: The objective of this course is to learn technical


writing and presentation skills related to proposals, progress reports, oral
presentations and much more. This course will enable students to learn
and excel in communication skills.

Mini Project: Technical Report on a Research Project with Persuasive


Presentation.
Instructor: Riaz Akbar
Course Objective: The objective of this course is to learn technical
writing and presentation skills related to proposals, progress reports, oral
presentations and much more. This course will enable students to learn
and excel in communication skills.

Mini Project: Technical Report on a Research Project with Persuasive


Presentation.

Tentative Grading Policy:


Assignments 25 marks
Report 25 marks
Final Term 50 marks
Recommended Books:
1. ‘The Technical Writing Process’ by Marilyn Schauer Samuels.
2. ‘Write With Confidence’ by Angela Burt.
3. ‘Report Writing in Business’ by T J Bentley.
4. ‘The Art of Communicating’ by Bert Decker.
5. ‘101 Ways to Better Communication’ by Elizabeth Tierney.
6. ‘Business Letters for Busy People’ by Jim Dugger.
Recommended Books:
1. ‘The Technical Writing Process’ by Marilyn Schauer Samuels.
2. ‘Write With Confidence’ by Angela Burt.
3. ‘Report Writing in Business’ by T J Bentley.
4. ‘The Art of Communicating’ by Bert Decker.
5. ‘101 Ways to Better Communication’ by Elizabeth Tierney.
6. ‘Business Letters for Busy People’ by Jim Dugger.

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

Everything that we do throughout each day involves communication in


one form or another.
“The world’s problems could be solved if we kept talking”
Prof. Stephen Hawking

Everything that we do throughout each day involves communication in


one form or another.
• At work
“The world’s problems could be solved if we kept talking”
Prof. Stephen Hawking

Everything that we do throughout each day involves communication in


one form or another.
• At work
• At home
“The world’s problems could be solved if we kept talking”
Prof. Stephen Hawking

Everything that we do throughout each day involves communication in


one form or another.
• At work
• At home
• In politics
“The world’s problems could be solved if we kept talking”
Prof. Stephen Hawking

Everything that we do throughout each day involves communication in


one form or another.
• At work
• At home
• In politics
• In commerce
“The world’s problems could be solved if we kept talking”
Prof. Stephen Hawking

Everything that we do throughout each day involves communication in


one form or another.
• At work
• At home
• In politics
• In commerce
• In sport
“The world’s problems could be solved if we kept talking”
Prof. Stephen Hawking

Everything that we do throughout each day involves communication in


one form or another.
• At work
• At home
• In politics
• In commerce
• In sport
• In entertainment
“The world’s problems could be solved if we kept talking”
Prof. Stephen Hawking

Everything that we do throughout each day involves communication in


one form or another.
• At work
• At home
• In politics
• In commerce
• In sport
• In entertainment
• In financial world
“The world’s problems could be solved if we kept talking”
Prof. Stephen Hawking

Everything that we do throughout each day involves communication in


one form or another.
• At work
• At home
• In politics
• In commerce
• In sport
• In entertainment
• In financial world

When communication breaks down the consequences can be disastrous.


COMMUNICATION IN EDUCATION
COMMUNICATION IN EDUCATION
• Education is all about communication – not only of hard facts but also of
thoughts and ideas and proposals on which to base discussion and debate.
COMMUNICATION IN EDUCATION
• Education is all about communication – not only of hard facts but also of
thoughts and ideas and proposals on which to base discussion and debate.
• A good teacher who can effectively communicate facts, ideas and theories will
turn out well-qualified pupils.
COMMUNICATION IN EDUCATION
• Education is all about communication – not only of hard facts but also of
thoughts and ideas and proposals on which to base discussion and debate.
• A good teacher who can effectively communicate facts, ideas and theories will
turn out well-qualified pupils.
• The problem is the lack of teaching the pupils how to communicate their
knowledge to others.
KNOWLEDGE IS POWER

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?


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.

How does Farid react?


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.

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.

The result? Farid is already struggling: he is unable to perform to his best


ability.
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? Farid is already struggling: he is unable to perform to his best


ability. His self-confidence is crumbling.
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? Farid is already struggling: he is unable to perform to his best


ability. His self-confidence is crumbling. Asif begins to think that Farid is
not up to the job.
The lesson?
The lesson?
 Communicate from the word ‘Go’.
The lesson?
 Communicate from the word ‘Go’.
 Explain things clearly and in detail.
The lesson?
 Communicate from the word ‘Go’.
 Explain things clearly and in detail.
 Don’t think that because something is obvious to you, it must be
obvious to someone else.
The lesson?
 Communicate from the word ‘Go’.
 Explain things clearly and in detail.
 Don’t think that because something is obvious to you, it must be
obvious to someone else.
 If you are the one being trained, don’t be afraid to say things like ‘I get
the overall picture, but would you please go through such-and-such a
point again?’
The lesson?
 Communicate from the word ‘Go’.
 Explain things clearly and in detail.
 Don’t think that because something is obvious to you, it must be
obvious to someone else.
 If you are the one being trained, don’t be afraid to say things like ‘I get
the overall picture, but would you please go through such-and-such a
point again?’
 Ask questions.
The lesson?
 Communicate from the word ‘Go’.
 Explain things clearly and in detail.
 Don’t think that because something is obvious to you, it must be
obvious to someone else.
 If you are the one being trained, don’t be afraid to say things like ‘I get
the overall picture, but would you please go through such-and-such a
point again?’
 Ask questions.
 Talk
For management the cost of failed communication can be absolutely
staggering, involving:
For management the cost of failed communication can be absolutely
staggering, involving:
 loss of time
For management the cost of failed communication can be absolutely
staggering, involving:
 loss of time
 loss of respect
For management the cost of failed communication can be absolutely
staggering, involving:
 loss of time
 loss of respect
 loss of business
For management the cost of failed communication can be absolutely
staggering, involving:
 loss of time
 loss of respect
 loss of business
 loss of money
For management the cost of failed communication can be absolutely
staggering, involving:
 loss of time
 loss of respect
 loss of business
 loss of money
 loss of confidence
For management the cost of failed communication can be absolutely
staggering, involving:
 loss of time
 loss of respect
 loss of business
 loss of money
 loss of confidence
 loss of credibility
For management the cost of failed communication can be absolutely
staggering, involving:
 loss of time
 loss of respect
 loss of business
 loss of money
 loss of confidence
 loss of credibility
 loss of relationships
For management the cost of failed communication can be absolutely
staggering, involving:
 loss of time
 loss of respect
 loss of business
 loss of money
 loss of confidence
 loss of credibility
 loss of relationships
 loss of staff
For management the cost of failed communication can be absolutely
staggering, involving:
 loss of time
 loss of respect
 loss of business
 loss of money
 loss of confidence
 loss of credibility
 loss of relationships
 loss of staff
 loss of trust
For management the cost of failed communication can be absolutely
staggering, involving:
 loss of time
 loss of respect
 loss of business
 loss of money
 loss of confidence
 loss of credibility
 loss of relationships
 loss of staff
 loss of trust
 loss of clients
When communication is good, the benefits are immediately apparent.
People:
When communication is good, the benefits are immediately apparent.
People:
 feel good
When communication is good, the benefits are immediately apparent.
People:
 feel good
 do their job well
When communication is good, the benefits are immediately apparent.
People:
 feel good
 do their job well
 work well together
When communication is good, the benefits are immediately apparent.
People:
 feel good
 do their job well
 work well together
 feel motivated
When communication is good, the benefits are immediately apparent.
People:
 feel good
 do their job well
 work well together
 feel motivated
 understand
When communication is good, the benefits are immediately apparent.
People:
 feel good
 do their job well
 work well together
 feel motivated
 understand
 save time
When communication is good, the benefits are immediately apparent.
People:
 feel good
 do their job well
 work well together
 feel motivated
 understand
 save time
 feel empowered
When communication is good, the benefits are immediately apparent.
People:
 feel good
 do their job well
 work well together
 feel motivated
 understand
 save time
 feel empowered
 assume responsibility
When communication is good, the benefits are immediately apparent.
People:
 feel good
 do their job well
 work well together
 feel motivated
 understand
 save time
 feel empowered
 assume responsibility
 share information
When communication is good, the benefits are immediately apparent.
People:
 feel good
 do their job well
 work well together
 feel motivated
 understand
 save time
 feel empowered
 assume responsibility
 share information
 respect, trust and like each other
When communication is good, the benefits are immediately apparent.
People:
 feel good
 do their job well
 work well together
 feel motivated
 understand
 save time
 feel empowered
 assume responsibility
 share information
 respect, trust and like each other
 listen
Poor communication will inevitably lead to a negative
outcome. Effective communication will undoubtedly lead
to positive one.
POCKET REMINDERS
POCKET REMINDERS

• Create quality talk time with family and friends


POCKET REMINDERS

• Create quality talk time with family and friends


• Learn to communicate your knowledge to others
POCKET REMINDERS

• Create quality talk time with family and friends


• Learn to communicate your knowledge to others
• Talk about misunderstandings: be constructive
POCKET REMINDERS

• Create quality talk time with family and friends


• Learn to communicate your knowledge to others
• Talk about misunderstandings: be constructive
• Don’t be afraid to ask question
POCKET REMINDERS

• Create quality talk time with family and friends


• Learn to communicate your knowledge to others
• Talk about misunderstandings: be constructive
• Don’t be afraid to ask question
• Keep talking
WISE WORDS
WISE WORDS

“Nobody can go back to start a new beginning, but


anyone can start today to make a new ending.”
INTERPERSONAL COMMUNICATION
INTERPERSONAL COMMUNICATION

A good communicator is someone who speaks well. (True/False)


INTERPERSONAL COMMUNICATION

A good communicator is someone who speaks well. (True/False)


FALSE
INTERPERSONAL COMMUNICATION

A good communicator is someone who speaks well. (True/False)


FALSE
Less than 10% of any personal communication that makes an impression is of the verbal
kind.
INTERPERSONAL COMMUNICATION

A good communicator is someone who speaks well. (True/False)


FALSE
Less than 10% of any personal communication that makes an impression is of the verbal
kind.
It takes at least two people to communicate interpersonally, so what do they see, hear
and feel during this process?
INTERPERSONAL COMMUNICATION

A good communicator is someone who speaks well. (True/False)


FALSE
Less than 10% of any personal communication that makes an impression is of the verbal
kind.
It takes at least two people to communicate interpersonally, so what do they see, hear
and feel during this process?
You can be absolutely clear and unambiguous, but the person you are communicating
with can give you a totally unexpected reaction, resulting in complete misunderstanding.
INTERPERSONAL COMMUNICATION

A good communicator is someone who speaks well. (True/False)


FALSE
Less than 10% of any personal communication that makes an impression is of the verbal
kind.
It takes at least two people to communicate interpersonally, so what do they see, hear
and feel during this process?
You can be absolutely clear and unambiguous, but the person you are communicating
with can give you a totally unexpected reaction, resulting in complete misunderstanding.
Example:
INTERPERSONAL COMMUNICATION

A good communicator is someone who speaks well. (True/False)


FALSE
Less than 10% of any personal communication that makes an impression is of the verbal
kind.
It takes at least two people to communicate interpersonally, so what do they see, hear
and feel during this process?
You can be absolutely clear and unambiguous, but the person you are communicating
with can give you a totally unexpected reaction, resulting in complete misunderstanding.
Example:
A: ‘I’ve brought you Irfan’s telephone number.’
INTERPERSONAL COMMUNICATION

A good communicator is someone who speaks well. (True/False)


FALSE
Less than 10% of any personal communication that makes an impression is of the verbal
kind.
It takes at least two people to communicate interpersonally, so what do they see, hear
and feel during this process?
You can be absolutely clear and unambiguous, but the person you are communicating
with can give you a totally unexpected reaction, resulting in complete misunderstanding.
Example:
A: ‘I’ve brought you Irfan’s telephone number.’
B: ‘I can’t phone her now – I’m too busy.
INTERPERSONAL COMMUNICATION

A good communicator is someone who speaks well. (True/False)


FALSE
Less than 10% of any personal communication that makes an impression is of the verbal
kind.
It takes at least two people to communicate interpersonally, so what do they see, hear
and feel during this process?
You can be absolutely clear and unambiguous, but the person you are communicating
with can give you a totally unexpected reaction, resulting in complete misunderstanding.
Example:
A: ‘I’ve brought you Irfan’s telephone number.’
B: ‘I can’t phone her now – I’m too busy.’
A: ‘I didn’t ask you to phone her now!’
INTERPERSONAL COMMUNICATION

A good communicator is someone who speaks well. (True/False)


FALSE
Less than 10% of any personal communication that makes an impression is of the verbal
kind.
It takes at least two people to communicate interpersonally, so what do they see, hear
and feel during this process?
You can be absolutely clear and unambiguous, but the person you are communicating
with can give you a totally unexpected reaction, resulting in complete misunderstanding.
Example:
A: ‘I’ve brought you Irfan’s telephone number.’
B: ‘I can’t phone her now – I’m too busy.’
A: ‘I didn’t ask you to phone her now!’
Here A was absolutely clear, with an unambiguous message causing no
misunderstanding, but he or she got an unexpectedly hostile reaction from B, who
completely misinterpreted A’s good intentions.
INTERPERSONAL COMMUNICATION

A good communicator is someone who speaks well. (True/False)


FALSE
Less than 10% of any personal communication that makes an impression is of the verbal
kind.
It takes at least two people to communicate interpersonally, so what do they see, hear
and feel during this process?
You can be absolutely clear and unambiguous, but the person you are communicating
with can give you a totally unexpected reaction, resulting in complete misunderstanding.
Example:
A: ‘I’ve brought you Irfan’s telephone number.’
B: ‘I can’t phone her now – I’m too busy.’
A: ‘I didn’t ask you to phone her now!’
Here A was absolutely clear, with an unambiguous message causing no
misunderstanding, but he or she got an unexpectedly hostile reaction from B, who
completely misinterpreted A’s good intentions.
Have you ever reacted the way B did?
Communication is not just what we say or do: it is also what we hear and see.
Communication is not just what we say or do: it is also what we hear and see.
If we are going to excel in communication it is necessary to respond to other people
rather than react, and there is a difference.
Communication is not just what we say or do: it is also what we hear and see.
If we are going to excel in communication it is necessary to respond to other people
rather than react, and there is a difference.
Think of it in terms of a doctor’s prescription – if you respond to the medicine it is doing
you good, if you react it is not, and you need a change of medicine.
USING ALL YOUR SENSES
USING ALL YOUR SENSES

There are five major senses:


• visual
• kinesthetic (feeling)
• auditory (hearing)
• taste
• smell
USING ALL YOUR SENSES

There are five major senses:


• visual
• kinesthetic (feeling)
• auditory (hearing)
• taste
• smell

How do you process information? Is your predominant sense visual, kinesthetic or


auditory?
USING ALL YOUR SENSES

There are five major senses:


• visual
• kinesthetic (feeling)
• auditory (hearing)
• taste
• smell

How do you process information? Is your predominant sense visual, kinesthetic or


auditory?
It is important to be aware of this, because to excel as a communicator you not only
need to have a greater understanding of other people, you also need to have a greater
understanding of yourself. This is known as emotional intelligence (EQ).
You can identify a person’s predominant sense.
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’.
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’.

• Kinesthetic cue phrases: ‘it feels right’; ‘slipped my mind’.


Predominantly kinesthetic types normally speak fairly slowly, because they are
reacting to their feelings and sometimes have trouble finding the right words to
match those feelings. They may greet you by saying ‘How are you?’, which or
course means ‘How are you feeling?’.
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’.

• Kinesthetic cue phrases: ‘it feels right’; ‘slipped my mind’.


Predominantly kinesthetic types normally speak fairly slowly, because they are
reacting to their feelings and sometimes have trouble finding the right words to
match those feelings. They may greet you by saying ‘How are you?’, which or
course means ‘How are you feeling?’.

• 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’.

• Kinesthetic cue phrases: ‘it feels right’; ‘slipped my mind’.


Predominantly kinesthetic types normally speak fairly slowly, because they are
reacting to their feelings and sometimes have trouble finding the right words to
match those feelings. They may greet you by saying ‘How are you?’, which or
course means ‘How are you feeling?’.

• 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’.

So listen to a person’s frequently used phrases and mould yourself accordingly.


LISTEN AND LISTEN WELL
How to listen well?
How to listen well?

• Look at the other person in the eye.


• Concentrate entirely on what they are saying.
• Check that you have not misunderstood a word or a phrase.
BE YOURSELF
BE YOURSELF
Imagine two people facing one another across a table. One is you and the other is A.
BE YOURSELF
Imagine two people facing one another across a table. One is you and the other is A.
There are actually six people in the room.
BE YOURSELF
Imagine two people facing one another across a table. One is you and the other is A.
There are actually six people in the room.
1. The person you think you are
BE YOURSELF
Imagine two people facing one another across a table. One is you and the other is A.
There are actually six people in the room.
1. The person you think you are
2. The person you are giving A the impression you are
BE YOURSELF
Imagine two people facing one another across a table. One is you and the other is A.
There are actually six people in the room.
1. The person you think you are
2. The person you are giving A the impression you are
3. The real you
BE YOURSELF
Imagine two people facing one another across a table. One is you and the other is A.
There are actually six people in the room.
1. The person you think you are
2. The person you are giving A the impression you are
3. The real you
4. The person A thinks he or she is
BE YOURSELF
Imagine two people facing one another across a table. One is you and the other is A.
There are actually six people in the room.
1. The person you think you are
2. The person you are giving A the impression you are
3. The real you
4. The person A thinks he or she is
5. The person A is giving you the impression he or she is
BE YOURSELF
Imagine two people facing one another across a table. One is you and the other is A.
There are actually six people in the room.
1. The person you think you are
2. The person you are giving A the impression you are
3. The real you
4. The person A thinks he or she is
5. The person A is giving you the impression he or she is
6. The real A
BE YOURSELF
Imagine two people facing one another across a table. One is you and the other is A.
There are actually six people in the room.
1. The person you think you are
2. The person you are giving A the impression you are
3. The real you
4. The person A thinks he or she is
5. The person A is giving you the impression he or she is
6. The real A
It is important to get the real two people communicating with one another.
BE YOURSELF
Imagine two people facing one another across a table. One is you and the other is A.
There are actually six people in the room.
1. The person you think you are
2. The person you are giving A the impression you are
3. The real you
4. The person A thinks he or she is
5. The person A is giving you the impression he or she is
6. The real A
It is important the get the real two people communicating with one another.
So, what do you do?
BE YOURSELF
Imagine two people facing one another across a table. One is you and the other is A.
There are actually six people in the room.
1. The person you think you are
2. The person you are giving A the impression you are
3. The real you
4. The person A thinks he or she is
5. The person A is giving you the impression he or she is
6. The real A
It is important the get the real two people communicating with one another.
So, what do you do?
• be yourself, not a performer
• control your imagination – don’t lapse into fantasy (remember that negative
imagination causes communication breakdown)
• ask questions that will identify the real person opposite you, and watch the body
language that goes with the answers.
HELPING PEOPLE TO LIKE YOU
HELPING PEOPLE TO LIKE YOU
In order to be an effective communicator it is an advantage to be liked rather than
disliked.
HELPING PEOPLE TO LIKE YOU
In order to be an effective communicator it is an advantage to be liked rather than
disliked.
• What we hand out in life we get back.
HELPING PEOPLE TO LIKE YOU
In order to be an effective communicator it is an advantage to be liked rather than
disliked.
• What we hand out in life we get back.
• If you want to cheer up, cheer someone else up.
HELPING PEOPLE TO LIKE YOU
In order to be an effective communicator it is an advantage to be liked rather than
disliked.
• What we hand out in life we get back.
• If you want to cheer up, cheer someone else up.
• Be friendly (friendliness, like good manners, costs nothing).
HELPING PEOPLE TO LIKE YOU
In order to be an effective communicator it is an advantage to be liked rather than
disliked.
• What we hand out in life we get back.
• If you want to cheer up, cheer someone else up.
• Be friendly (friendliness, like good manners, costs nothing).
• Respect other people’s feelings.
HELPING PEOPLE TO LIKE YOU
In order to be an effective communicator it is an advantage to be liked rather than
disliked.
• What we hand out in life we get back.
• If you want to cheer up, cheer someone else up.
• Be friendly (friendliness, like good manners, costs nothing).
• Respect other people’s feelings.
• Always make the other person feel important.
HELPING PEOPLE TO LIKE YOU
In order to be an effective communicator it is an advantage to be liked rather than
disliked.
• What we hand out in life we get back.
• If you want to cheer up, cheer someone else up.
• Be friendly (friendliness, like good manners, costs nothing).
• Respect other people’s feelings.
• Always make the other person feel important.
• Call people by their names.
HELPING PEOPLE TO LIKE YOU
In order to be an effective communicator it is an advantage to be liked rather than
disliked.
• What we hand out in life we get back.
• If you want to cheer up, cheer someone else up.
• Be friendly (friendliness, like good manners, costs nothing).
• Respect other people’s feelings.
• Always make the other person feel important.
• Call people by their names.
• Show interest in other people.
HELPING PEOPLE TO LIKE YOU
In order to be an effective communicator it is an advantage to be liked rather than
disliked.
• What we hand out in life we get back.
• If you want to cheer up, cheer someone else up.
• Be friendly (friendliness, like good manners, costs nothing).
• Respect other people’s feelings.
• Always make the other person feel important.
• Call people by their names.
• Show interest in other people.
• Ask a lot and listen and encourage other people to talk about themselves.
HELPING PEOPLE TO LIKE YOU
In order to be an effective communicator it is an advantage to be liked rather than
disliked.
• What we hand out in life we get back.
• If you want to cheer up, cheer someone else up.
• Be friendly (friendliness, like good manners, costs nothing).
• Respect other people’s feelings.
• Always make the other person feel important.
• Call people by their names.
• Show interest in other people.
• Ask a lot and listen and encourage other people to talk about themselves.
• Keep the customer satisfied (remember that the customer is always right).
HELPING PEOPLE TO LIKE YOU
In order to be an effective communicator it is an advantage to be liked rather than
disliked.
• What we hand out in life we get back.
• If you want to cheer up, cheer someone else up.
• Be friendly (friendliness, like good manners, costs nothing).
• Respect other people’s feelings.
• Always make the other person feel important.
• Call people by their names.
• Show interest in other people.
• Ask a lot and listen and encourage other people to talk about themselves.
• Keep the customer satisfied (remember that the customer is always right).
• Sell yourself (don’t force it).
HELPING PEOPLE TO LIKE YOU
In order to be an effective communicator it is an advantage to be liked rather than
disliked.
• What we hand out in life we get back.
• If you want to cheer up, cheer someone else up.
• Be friendly (friendliness, like good manners, costs nothing).
• Respect other people’s feelings.
• Always make the other person feel important.
• Call people by their names.
• Show interest in other people.
• Ask a lot and listen and encourage other people to talk about themselves.
• Keep the customer satisfied (remember that the customer is always right).
• Sell yourself (don’t force it).
• While being interviewed for a job, it is important to ask questions for showing the
interviewers your interest in the company matters.
HELPING PEOPLE TO LIKE YOU
In order to be an effective communicator it is an advantage to be liked rather than
disliked.
• What we hand out in life we get back.
• If you want to cheer up, cheer someone else up.
• Be friendly (friendliness, like good manners, costs nothing).
• Respect other people’s feelings.
• Always make the other person feel important.
• Call people by their names.
• Show interest in other people.
• Ask a lot and listen and encourage other people to talk about themselves.
• Keep the customer satisfied (remember that the customer is always right).
• Sell yourself (don’t force it).
• While being interviewed for a job, it is important to ask questions for showing the
interviewers your interest in the company matters.
• Admit your mistakes without getting defensive and be prepared to apologize.
DEALING WITH PEOPLE
DEALING WITH PEOPLE
Many of the frustrations that we experience in life come from dealing with people.
DEALING WITH PEOPLE
Many of the frustrations that we experience in life come from dealing with people.
• Motivate – don’t manipulate (It is important to find out what motivates a person).
The difference between good leadership and poor management is the difference
between motivation and manipulation. Motivation is getting people to do
something because they want to do it: manipulation is getting them to do
something because you want them to do it.
DEALING WITH PEOPLE
Many of the frustrations that we experience in life come from dealing with people.
• Motivate – don’t manipulate (It is important to find out what motivates a person).
The difference between good leadership and poor management is the difference
between motivation and manipulation. Motivation is getting people to do
something because they want to do it: manipulation is getting them to do
something because you want them to do it.
• Praise where praise is due.
DEALING WITH PEOPLE
Many of the frustrations that we experience in life come from dealing with people.
• Motivate – don’t manipulate (It is important to find out what motivates a person).
The difference between good leadership and poor management is the difference
between motivation and manipulation. Motivation is getting people to do
something because they want to do it: manipulation is getting them to do
something because you want them to do it.
• Praise where praise is due.
• Be honest and keep your integrity.
DEALING WITH PEOPLE
Many of the frustrations that we experience in life come from dealing with people.
• Motivate – don’t manipulate (It is important to find out what motivates a person).
The difference between good leadership and poor management is the difference
between motivation and manipulation. Motivation is getting people to do
something because they want to do it: manipulation is getting them to do
something because you want them to do it.
• Praise where praise is due.
• Be honest and keep your integrity.
• Be assertive – say ‘NO’ where you have to.
DEALING WITH PEOPLE
Many of the frustrations that we experience in life come from dealing with people.
• Motivate – don’t manipulate (It is important to find out what motivates a person).
The difference between good leadership and poor management is the difference
between motivation and manipulation. Motivation is getting people to do
something because they want to do it: manipulation is getting them to do
something because you want them to do it.
• Praise where praise is due.
• Be honest and keep your integrity.
• Be assertive – say ‘NO’ where you have to.
• Ask ‘Why?’
DEALING WITH PEOPLE
Many of the frustrations that we experience in life come from dealing with people.
• Motivate – don’t manipulate (It is important to find out what motivates a person).
The difference between good leadership and poor management is the difference
between motivation and manipulation. Motivation is getting people to do
something because they want to do it: manipulation is getting them to do
something because you want them to do it.
• Praise where praise is due.
• Be honest and keep your integrity.
• Be assertive – say ‘NO’ where you have to.
• Ask ‘Why?’
• Be direct – don’t drop hints and hope the other person is getting the message.
DEALING WITH PEOPLE
Many of the frustrations that we experience in life come from dealing with people.
• Motivate – don’t manipulate (It is important to find out what motivates a person).
The difference between good leadership and poor management is the difference
between motivation and manipulation. Motivation is getting people to do
something because they want to do it: manipulation is getting them to do
something because you want them to do it.
• Praise where praise is due.
• Be honest and keep your integrity.
• Be assertive – say ‘NO’ where you have to.
• Ask ‘Why?’
• Be direct – don’t drop hints and hope the other person is getting the message.
• Act on advice, if you have asked for one.
POCKET REMINDERS
POCKET REMINDERS
• Concentrate on listening
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
• Always make the other person feel important
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
• Always make the other person feel important
• To be interesting all you have to do is be interested
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
• Always make the other person feel important
• To be interesting all you have to do is be interested
• Be a good news carrier
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
• Always make the other person feel important
• To be interesting all you have to do is be interested
• Be a good news carrier
• Learn to sell yourself
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
• Always make the other person feel important
• To be interesting all you have to do is be interested
• Be a good news carrier
• Learn to sell yourself
• It’s not what you say but how you say it
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
• Always make the other person feel important
• To be interesting all you have to do is be interested
• Be a good news carrier
• Learn to sell yourself
• It’s not what you say but how you say it
• If you’re wrong, admit it
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
• Always make the other person feel important
• To be interesting all you have to do is be interested
• Be a good news carrier
• Learn to sell yourself
• It’s not what you say but how you say it
• If you’re wrong, admit it
• Be prepared to apologize
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
• Always make the other person feel important
• To be interesting all you have to do is be interested
• Be a good news carrier
• Learn to sell yourself
• It’s not what you say but how you say it
• If you’re wrong, admit it
• Be prepared to apologize
• Find out what people want
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
• Always make the other person feel important
• To be interesting all you have to do is be interested
• Be a good news carrier
• Learn to sell yourself
• It’s not what you say but how you say it
• If you’re wrong, admit it
• Be prepared to apologize
• Find out what people want
• Show them how to get it
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
• Always make the other person feel important
• To be interesting all you have to do is be interested
• Be a good news carrier
• Learn to sell yourself
• It’s not what you say but how you say it
• If you’re wrong, admit it
• Be prepared to apologize
• Find out what people want
• Show them how to get it
• Everyone wants to be appreciated
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
• Always make the other person feel important
• To be interesting all you have to do is be interested
• Be a good news carrier
• Learn to sell yourself
• It’s not what you say but how you say it
• If you’re wrong, admit it
• Be prepared to apologize
• Find out what people want
• Show them how to get it
• Everyone wants to be appreciated
• Praise works: flattery gets you nowhere
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
• Always make the other person feel important
• To be interesting all you have to do is be interested
• Be a good news carrier
• Learn to sell yourself
• It’s not what you say but how you say it
• If you’re wrong, admit it
• Be prepared to apologize
• Find out what people want
• Show them how to get it
• Everyone wants to be appreciated
• Praise works: flattery gets you nowhere
• Be willing and able to say ‘NO’
POCKET REMINDERS
• Concentrate on listening
• Do respond, don’t react
• Control your imagination and use it effectively
• Think positive and be positive – today and every day
• Always make the other person feel important
• To be interesting all you have to do is be interested
• Be a good news carrier
• Learn to sell yourself
• It’s not what you say but how you say it
• If you’re wrong, admit it
• Be prepared to apologize
• Find out what people want
• Show them how to get it
• Everyone wants to be appreciated
• Praise works: flattery gets you nowhere
• Be willing and able to say ‘NO’
• Say it how it is
WISE WORDS
WISE WORDS

• ‘Before you put someone in their place you should put


yourself in theirs.’
WISE WORDS

• ‘Before you put someone in their place you should put


yourself in theirs.’

• ‘Your temper is one of your more valuable


possessions. Don’t lose it.’
WISE WORDS

• ‘Before you put someone in their place you should put


yourself in theirs.’

• ‘Your temper is one of your more valuable


possessions. Don’t lose it.’

• Failure is not a crime. Failure to learn from failure


should be.’

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