KOMUNIKASI EFEKTIF
presented by : M Anang Firmansyah
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 • 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?
