KOMUNIKASI EFEKTIF -.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.

KOMUNIKASI EFEKTIF * Pada komunikasi personal/kelompok Audience mampu memahami pesan yang dikirim oleh Komunikator.setuju/tidak dg pesan. * Pada komunikasi massa Mampu menjangkau komunikan dalam jumlah besar

SUDUT PANDANG 3 KOMPONEN KOMUNIKATOR (SUMBER) PESAN KOMUNIKAN (PENERIMA)

KOMUNIKATOR KREDIBILITAS DAYA TARIK KOMUNIKATOR

PESAN MENARIK PERHATIAN KOMUNIKAN MENGGUNAKAN LAMBANG PADA BIDANG PENGALAMAN YANG SAMA MEMBANGKITKAN KEBUTUHAN PRIBADI KOMUNIKAN MENYARANKAN SUATU JALAN UNTUK MEMPEROLEH KEBUTUHAN DIATAS

KOMUNIKAN MENGERTI DENGAN BENAR PESAN KOMUNIKASI SADAR BAHWA KEPUTUSAN YANG DIAMBIL SESUAI DENGAN TUJUANNYA SECARA FISIK DAN MENTAL MAMPU BERFUNGSI SEBAGAI PENERIMA KOMUNIKASI

THE BENEFITS OF EFFECTIVE COMMUNICATIONS

GIVING INSTRUCTIONS DIRECT INSTRUCTIONS CLEAR WORKPLACE INSTRUCTIONS TO THE POINT AND INDICATE WHO, WHAT, WHEN, WHERE AND HOW TASK SHOULD BE COMPLETED CLEAR WORKPLACE INSTRUCTIONS TO DO THE JOB WELL

GIVE CLEAR INSTRUCTIONS DETERMINE WHAT HAS TO BE ACCOMPLISHED GIVE THE REASON FOR DOING THE JOB FOLLOW THE STEPS OF THE TASK IN THE ORDER GIVEN USE VERB (ACTION WORDS) RATHER THAN ABSTRACT WORDS

GIVE CLEAR INSTRUCTIONS USE FAMILIAR AND SIMPLE WORDS INDICATE CLEARLY EACH STEP OF THE TASK DEMONSTRATE THE SKILLS REQUIRED BY THE TASK ENCOURAGE QUESTIONS ENSURE THAT YOUR TIMINING IS APPROPRIATE FOLLOW UP THE PERSON’S PROGRESS WITH THE TASK OFFER TIMELY AND SPESIFIC FEEDBACK

SYSTEMATIC APPROACH TO WORKPLACE INSTRUCTIONS EXPLANATION BY THE INSTRUCTOR DEMONSTRATED BY THE INSTRUCTOR REVIEW BY THE INSTRUCTOR FEEDBACK: THE RECEIVER PARAPHRASES THE INSTRUCTIONS OBSERVE THE RECEIVER USE THE INSTRUCTIONS IN THE WORKPLACE FEEDBACK BY INSTRUCTOR AND RECEIVER IN THE FORM OF QUESTIONS AND ANSWER

QUESTION HOW DO YOU USSUALLY GET YOUR INSTRUCTIONS FOR THE TASKS YOU HAVE TO DO??? THINK ABOUT AN OCCASION WHEN YOU RECEIVED INSTRUCTIONS THAT WERE EASY TO UNDERSTAND. HOW DID THE INSTRUCTOR MAKE THEM CLEAR TO YOU? THINK ABOUT AN OCCASION WHEN YOU RECEIVED INSTRUCTIONS THAT WERE HARD TO UNDERSTAND. WHAT DID THE INSTRUCTOR DO THAT MADE THEM SO DIFFICULT???????????

FOLLOW A SEQUENCE MOVE FROM THE SIMPLE TO THE COMPLEX MOVE FROM THE FAMILIAR TO THE UNFAMILIAR FOLLOW THE REQUIRED ORDER OF TASKS

GOOD TIMING COMMUNICATION CLIMATE IS POSITIVE: LISTEN & UNDERSTAND FULLY SAY WHAT THEY THINK AND FEEL ASK QUESTIONS SHOW THAT THEY ARE WILLING & ABLE TO FOLLOW THE INSTRUCTIONS

QUESTIONING SKILLS FOR GIVING INSTRUCTIONS USE A VARIETY OF METHODS Conduct small group oral briefings Give oral instruction one to one Hang up posters Include instruction in procedure manual Present plans Use surveys to find out if instructions are followed Ask questions Give feed back ADVANTAGE OF VISUAL MATERIALS

RECEIVING & FOLLOWING INSTRUCTIONS LISTEN CARREFULLY CONCENTRATE ON THE INSTRUCTIONS & AVOID THINKING ABOUT ANYTHING ELSE AVOID JUMPING TO CONCLUSIONS ASK QUESTIONS ABOUT WHAT STANDARDS MUST BE REACHED PARAPHRASED TO CHECK YOUR UNDERSTANDING DOUBLE CHECK ANY SAFETY ISSUES ASK FOR HELP IF YOU CANNOT FOLLOW THE INSTRUCTIONS ASK GENERAL QUESTIONS

QUESTIONING SKILLS WHEN RECEIVING INSTRUCTIONS, YOUR QUESTIONS SHOULD BE: BRIEF & CLEAR FOCUSED ON THE WORK TASK GENERAL, WHEN YOU WANT TO OVERVIEW SPECIFIC, WHEN YOU WANT TO UNDERSTAND PARTICULAR FACTS OR IDEAS REPHRASED, WHEN THE INSTRUCTOR DOES NOT UNDERSTAND YOUR QUESTION OPEN, WHEN YOU WANT MORE INFORMATION & AN IDEA OF THE INSTRUCTOR’S UNDERSTANDING CLOSED, WHEN YOU WANT SPESIFIC ANSWER

PRESENTING ORAL REPORTS CERTAIN FACTOR THAT EFFECT IMPRESSION: SENTENCE STRUCTURE ORDER OF INFORMATION PRESENTED KNOWLEDGE OF SPECIAL TERM APPROPROATE LANGUAGE STATUS OF THE PERSON OR PEOPLE BEING ADDRESED CULTURAL FACTORS AN ORAL REPORTS PRESENTS AS SUBJECT BY DESCRIBING WHAT, WHERE, WHEN, WHO AND WHY IN HAPPENED

QUESTION DID YOU ASK ENOUGH QUESTIONS TO CLARIFY WHAT YOU HAD TO DO BEFORE YOU BEGAN THE TASK? WOULD IT BE HELPFUL IF THE ACTIVITY WAS DEMONSTRATED FIRST, THEN FOLLOWED BY A PRACTICE SESSION?