KOMUNIKASI EFEKTIF - anangfirmansyahblog · KOMUNIKASI EFEKTIF * Pada komunikasi personal/kelompok Audience mampu memahami pesan yang dikirim oleh Komunikator.setuju/tidak dg pesan.

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?