Critical Thinking in Everyday Life: 9 Strategies
Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like improvement in basketball, in ballet, or in playing the saxophone. It is unlikely to take place in the absence of a conscious commitment to learn. As long as we take our thinking for granted, we don’t do the work required for improvement.
Development in thinking requires a gradual process requiring plateaus of learning and just plain hard work. It is not possible to become an excellent thinker simply because one wills it. Changing one’s habits of thought is a long-range project, happening over years, not weeks or months. The essential traits of a critical thinker require an extended period of development.
How, then, can we develop as critical thinkers? How can we help ourselves and our students to practice better thinking in everyday life?
First, we must understand that there are stages required for development as a critical thinker:
Stage One: The Unreflective Thinker (we are unaware of significant problems in our thinking)
Stage Two: The Challenged Thinker (we become aware of problems in our thinking)
Stage Three: The Beginning Thinker (we try to improve but without regular practice)
Stage Four: The Practicing Thinker (we recognize the necessity of regular practice)
Stage Five: The Advanced Thinker (we advance in accordance with our practice)
Stage Six: The Master Thinker (skilled & insightful thinking become second nature to us)
We develop through these stages if we:
1) accept the fact that there are serious problems in our thinking (accepting the challenge to our thinking) and
2) begin regular practice.
In this article, we will explain 9 strategies that any motivated person can use to develop as a thinker. As we explain the strategy, we will describe it as if we were talking directly to such a person. Further details to our descriptions may need to be added for those who know little about critical thinking. Here are the 9:
1. Use “Wasted” Time.
2. A Problem A Day.
3. Internalize Intellectual Standards.
4. Keep An Intellectual Journal.
5. Reshape Your Character.
6. Deal with Your Ego.
7. Redefine the Way You See Things.
8. Get in touch with your emotions.
9. Analyze group influences on your life.
There is nothing magical about our ideas. No one of them is essential. Nevertheless, each represents a plausible way to begin to do something concrete to improve thinking in a regular way. Though you probably can’t do all of these at the same time, we recommend an approach in which you experiment with all of these over an extended period of time.
First Strategy: Use “Wasted” Time. All humans waste some time; that is, fail to use all of their time productively or even pleasurably. Sometimes we jump from one diversion to another, without enjoying any of them. Sometimes we become irritated about matters beyond our control. Sometimes we fail to plan well causing us negative consequences we could easily have avoided (for example, we spend time unnecessarily trapped in traffic — though we could have left a half hour earlier and avoided the rush). Sometimes we worry unproductively. Sometimes we spend time regretting what is past. Sometimes we just stare off blankly into space.
The key is that the time is “gone” even though, if we had thought about it and considered our options, we would never have deliberately spent our time in the way we did. So why not take advantage of the time you normally waste by practicing your critical thinking during that otherwise wasted time? For example, instead of sitting in front of the TV at the end of the day flicking from channel to channel in a vain search for a program worth watching, spend that time, or at least part of it, thinking back over your day and evaluating your strengths and weaknesses. For example, you might ask yourself questions like these:
When did I do my worst thinking today? When did I do my best? What in fact did I think about today? Did I figure anything out? Did I allow any negative thinking to frustrate me unnecessarily? If I had to repeat today what would I do differently? Why? Did I do anything today to further my long-term goals? Did I act in accordance with my own expressed values? If I spent every day this way for 10 years, would I at the end have accomplished something worthy of that time?
It would be important of course to take a little time with each question. It would also be useful to record your observations so that you are forced to spell out details and be explicit in what you recognize and see. As time passes, you will notice patterns in your thinking.
Second Strategy: A Problem A Day. At the beginning of each day (perhaps driving to work or going to school) choose a problem to work on when you have free moments. Figure out the logic of the problem by identifying its elements. In other words, systematically think through the questions: What exactly is the problem? How can I put it into the form of a question. How does it relate to my goals, purposes, and needs?
1) Wherever possible take problems one by one. State the problem as clearly and precisely as you can.
2) Study the problem to make clear the “kind” of problem you are dealing with. Figure out, for example, what sorts of things you are going to have to do to solve it. Distinguish Problems over which you have some control from problems over which you have no control. Set aside the problems over which you have no control, concentrating your efforts on those problems you can potentially solve.
3) Figure out the information you need and actively seek that information.
4) Carefully analyze and interpret the information you collect, drawing what reasonable inferences you can.
5) Figure out your options for action. What can you do in the short term? In the long term? Distinguish problems under your control from problems beyond your control. Recognize explicitly your limitations as far as money, time, and power.
6) Evaluate your options, taking into account their advantages and disadvantages in the situation you are in.
7) Adopt a strategic approach to the problem and follow through on that strategy. This may involve direct action or a carefully thought-through wait-and-see strategy.
8) When you act, monitor the implications of your action as they begin to emerge. Be ready at a moment’s notice to revise your strategy if the situation requires it. Be prepared to shift your strategy or your analysis or statement of the problem, or all three, as more information about the problem becomes available to you.
Third Strategy: Internalize Intellectual Standards. Each week, develop a heightened awareness of one of the universal intellectual standards (clarity, precision, accuracy, relevance, depth, breadth, logicalness, significance). Focus one week on clarity, the next on accuracy, etc. For example, if you are focusing on clarity for the week, try to notice when you are being unclear in communicating with others. Notice when others are unclear in what they are saying.
When you are reading, notice whether you are clear about what you are reading. When you orally express or write out your views (for whatever reason), ask yourself whether you are clear about what you are trying to say. In doing this, of course, focus on four techniques of clarification : 1) Stating what you are sayingexplicitly and precisely (with careful consideration given to your choice of words), 2) Elaborating on your meaning in other words, 3) Giving examples of what you mean from experiences you have had, and 4)Using analogies, metaphors, pictures, or diagrams to illustrate what you mean. In other words, you will frequently STATE, ELABORATE, ILLUSTRATE, AND EXEMPLIFY your points. You will regularly ask others to do the same.
Fourth Strategy: Keep An Intellectual Journal. Each week, write out a certain number of journal entries. Use the following format (keeping each numbered stage separate):
1. Situation. Describe a situation that is, or was, emotionally significant to you (that is, that you deeply care about). Focus on one situation at a time.
2. Your Response. Describe what you did in response to that situation. Be specific and exact.
3. Analysis. Then analyze, in the light of what you have written, what precisely was going on in the situation. Dig beneath the surface.
4. Assessment. Assess the implications of your analysis. What did you learn about yourself? What would you do differently if you could re-live the situation?
Strategy Five: Reshape Your Character. Choose one intellectual trait---intellectual perseverance, autonomy, empathy, courage, humility, etc.--- to strive for each month, focusing on how you can develop that trait in yourself. For example, concentrating on intellectual humility, begin to notice when you admit you are wrong. Notice when you refuse to admit you are wrong, even in the face of glaring evidence that you are in fact wrong. Notice when you become defensive when another person tries to point out a deficiency in your work, or your thinking. Notice when your intellectual arrogance keeps you from learning, for example, when you say to yourself “I already know everything I need to know about this subject.” Or, “I know as much as he does. Who does he think he is forcing his opinions on me?” By owning your “ignorance,” you can begin to deal with it.
Strategy Six: Deal with Your Egocentrism. Egocentric thinking is found in the disposition in human nature to think with an automatic subconscious bias in favor of oneself. On a daily basis, you can begin to observe your egocentric thinking in action by contemplating questions like these: Under what circumstances do I think with a bias in favor of myself? Did I ever become irritable over small things? Did I do or say anything “irrational” to get my way? Did I try to impose my will upon others? Did I ever fail to speak my mind when I felt strongly about something, and then later feel resentment? Once you identify egocentric thinking in operation, you can then work to replace it with more rational thought through systematic self-reflection, thinking along the lines of: What would a rational person feel in this or that situation? What would a rational person do? How does that compare with what I want to do? (Hint: If you find that you continually conclude that a rational person would behave just as you behaved you are probably engaging in self-deception.)
Strategy Seven: Redefine the Way You See Things. We live in a world, both personal and social, in which every situation is “defined,” that is, given a meaning. How a situation is defined determines not only how we feel about it, but also how we act in it, and what implications it has for us. However, virtually every situation can be defined in more than one way. This fact carries with it tremendous opportunities. In principle, it lies within your power and mine to make our lives more happy and fulfilling than they are. Many of the negative definitions that we give to situations in our lives could in principle be transformed into positive ones. We can be happy when otherwise we would have been sad.
We can be fulfilled when otherwise we would have been frustrated. In this strategy, we practice redefining the way we see things, turning negatives into positives, dead-ends into new beginnings, mistakes into opportunities to learn. To make this strategy practical, we should create some specific guidelines for ourselves. For example, we might make ourselves a list of five to ten recurrent negative contexts in which we feel frustrated, angry, unhappy, or worried. We could then identify the definition in each case that is at the root of the negative emotion. We would then choose a plausible alternative definition for each and then plan for our new responses as well as new emotions. For example, if you tend to worry about all problems, both the ones you can do something about and those that you can’t; you can review the thinking in this nursery rhyme:
“For every problem under the sun, there is a solution or there is none. If there be one, think til you find it. If there be none, then never mind it.”
Let’s look at another example. You do not have to define your initial approach to a member of the opposite sex in terms of the definition “his/her response will determine whether or not I am an attractive person.” Alternatively, you could define it in terms of the definition “let me test to see if this person is initially drawn to me—given the way they perceive me.” With the first definition in mind, you feel personally put down if the person is not “interested” in you; with the second definition you explicitly recognize that people respond not to the way a stranger is, but the way they look to them subjectively. You therefore do not take a failure to show interest in you (on the part of another) as a “defect” in you.
Strategy Eight: Get in touch with your emotions: Whenever you feel some negative emotion, systematically ask yourself: What, exactly, is the thinking leading to this emotion? For example, if you are angry, ask yourself, what is the thinking that is making me angry? What other ways could I think about this situation? For example, can you think about the situation so as to see the humor in it and what is pitiable in it? If you can, concentrate on that thinking and your emotions will (eventually) shift to match it.
Strategy Nine: Analyze group influences on your life: Closely analyze the behavior that is encouraged, and discouraged, in the groups to which you belong. For any given group, what are you "required" to believe? What are you "forbidden" to do? Every group enforces some level of conformity. Most people live much too much within the view of themselves projected by others. Discover what pressure you are bowing to and think explicitly about whether or not to reject that pressure.
Conclusion: The key point to keep in mind when devising strategies is that you are engaged in a personal experiment. You are testing ideas in your everyday life. You are integrating them, and building on them, in the light of your actual experience. For example, suppose you find the strategy “Redefine the Way You See Things” to be intuitive to you. So you use it to begin. Pretty soon you find yourself noticing the social definitions that rule many situations in your life. You recognize how your behavior is shaped and controlled by the definitions in use:
“I’m giving a party,” (Everyone therefore knows to act in a “partying” way)
“The funeral is Tuesday,” (There are specific social behaviors expected at a funeral)
“Jack is an acquaintance, not really a friend.” (We behave very differently in the two cases)
You begin to see how important and pervasive social definitions are. You begin to redefine situations in ways that run contrary to some commonly accepted definitions. You notice then how redefining situations (and relationships) enables you to “Get in Touch With Your Emotions.” You recognize that the way you think (that is, define things) generates the emotions you experience. When you think you are threatened (i.e., define a situation as “threatening”), you feel fear. If you define a situation as a “failure,” you may feel depressed. On the other hand, if you define that same situation as a “lesson or opportunity to learn” you feel empowered to learn. When you recognize this control that you are capable of exercising, the two strategies begin to work together and reinforce each other.
Next consider how you could integrate strategy #9 (“Analyze group influences on your life”) into your practice. One of the main things that groups do is control us by controlling the definitions we are allowed to operate with. When a group defines some things as “cool” and some as “dumb, ” the members of the group try to appear “cool” and not appear “dumb.” When the boss of a business says, “That makes a lot of sense,” his subordinates know they are not to say, “No, it is ridiculous.” And they know this because defining someone as the “boss” gives him/her special privileges to define situations and relationships.
You now have three interwoven strategies: you “Redefine the Way You See Things,” “Get in touch with your emotions,” and “Analyze group influences on your life.” The three strategies are integrated into one. You can now experiment with any of the other strategies, looking for opportunities to integrate them into your thinking and your life. If you follow through on some plan analogous to what we have described, you are developing as a thinker. More precisely, you are becoming a “Practicing” Thinker. Your practice will bring advancement. And with advancement, skilled and insightful thinking may becomes more and more natural to you.
Saturday, 17 December 2011
Bab 2 Pemikiran kritis, penyelesaian masalah dan pemikiran saintifik by A136045
Jenis-Jenis Kemahiran Berfikir
Apakah komponen utama kemahiran berfikir (KB)?
Komponen utama KBKK:
Apakah kemahiran berfikir secara kritis?
KB secara kritis ialah kecekapan dan keupayaan menggunakan minda untuk menilai kemunasabahan dan kewajaran sesuatu idea, meneliti kebernasan dan kelemahan sesuatu hujah, dan membuat pertimbangan yang wajar dengan menggunakan alasan dan bukti.
Apakah kemahiran berfikir secara kreatif?
Kecekapan menggunakan minda untuk:
Apakah contoh-contoh kemahiran berfikir bagi setiap komponen itu?
Contoh-contoh kemahiran berfikir secara kritis:
Contoh kemahiran berfikir secara kreatif:
Apakah komponen utama kemahiran berfikir (KB)?
Komponen utama KBKK:
- Berfikir secara kritis,
- Berfikir secara kreatif.
Apakah kemahiran berfikir secara kritis?
KB secara kritis ialah kecekapan dan keupayaan menggunakan minda untuk menilai kemunasabahan dan kewajaran sesuatu idea, meneliti kebernasan dan kelemahan sesuatu hujah, dan membuat pertimbangan yang wajar dengan menggunakan alasan dan bukti.
Apakah kemahiran berfikir secara kreatif?
Kecekapan menggunakan minda untuk:
- menjana dan menghasilkan idea,
- mencipta sesuatu yang baru, asli, luar biasa, pelbagai, dan bernilai sama ada bersifat maujud, abstrak, idea atau gagasan.
- menerokai dan mencari makna , pemahaman dan penyelesaian masalah seacara inovatif.
Apakah contoh-contoh kemahiran berfikir bagi setiap komponen itu?
Contoh-contoh kemahiran berfikir secara kritis:
- membanding dan membeza:
- membuat kategori,
- meneliti bahagian-bahagian kecil dan keseluruhan.
- menerangkan sebab.
- membuat sekuen / urutan.
- menentukan sumber yang dipercayai,
- membuat ramalan,
- mengusul periksa andaian,
- membuat inferens
Contoh kemahiran berfikir secara kreatif:
- mencipta analogi
- menjana dan menghasilkan idea baru
- mencipta metafora
BAB 2 : PEMIKIRAN KRITIS, PENYELESAIAN MASALAH DAN PEMIKIRAN SAINTIFIK (A135859) & (A135970)
BAB 2 : PEMIKIRAN KRITIS, PENYELESAIAN MASALAH DAN PEMIKIRAN SAINTIFIK
Daripada Kamus Dewan Edisi Ketiga, perkataan kritis bermaksud ‘tidak dengan begitu sahaja menerima atau mempersetujui sesuatu’
Ini bermakna dalam pemikiran kritis perlu membuat pertimbangan baik buruknya sesuatu dan tidak menerimanya secara bulat-bulat.
CIRI-CIRI PEMIKIRAN KRITIS:
1. Tidak begitu mudah untuk terus menerima atau bersetuju terhadap sesuatu perkara.
2. Berfikir secara mendalam dan memberi pertimbangan yang serius
3. Melibatkan 3 jenis aktiviti mental iaitu analisis, tafsiran dan penilaian.
4.Penghujahan adalah aspek utama.
5. Bersifat reaktif, penilaian, analisis dan logic.
KATEGORI PEMIKIRAN KRITIS :
1.Pemikiran kritis rendah : kognitif
2. Pemikiran kritis tinggi : kognitif & meta kognitif
SIFAT PEMIKIRAN KRITIS :
1. Analitikal
2. Pragmatik
3. Objektif-ketepatan
4. Proaktif
5. Tidak berat sebelah
6. Konsisten
7. Berdisiplin dan beretika
KELEBIHAN PEMIKIRAN KRITIS :
1. Menjadi lebih matang
2. Bersifat objektif dalam membuat keputusan
3. Sensitif dan prihatin
4. Berjiwa besar, yakin, berani
5. Berhemah dan bertanggungjawab
6. Ketahanan diri dan harga diri yang tinggi
7. Tidak mudah dipengaruhi
LOGIK
Logik ??
Pemikiran logik dalah cara pemikiran yang kerap dan gemar digunakan dalam merancang sesuatu perkara.
Logik = daripada perkataan Yunani, “logos” yang bermaksud pengucapan, pernyataan, pemikiran, dan pemikiran akal iaitu sebab.
3 PRINSIP ASAS LOGIK :
1. Prinsip identity
2. Prinsip pertengahan
3. Prinsip kontradiksi / percanggahan
Logik :
1. Deduktif = menyatakan kesimpulan daripada yg umum kpd yang khusus.
2. Induktif = menyatakan kesimpulan daripada yg khusus kpd yg umum.
Membuat Hujahan :
Hujahan merupakan satu set pernyataan yang menentukan kesimpulan berdasarkan oleh premisnya.
Mesti diakhiri dengan kesimpulan di bahagian akhir.
MINDA = 1 aktiviti bukan fizikal
Konsep Dualisma Minda :
1. Minda terancang : Apa yang difikirkan, akan boleh dilakukan
2. Minda terpendam : Diluar kawalan
Peta minda : mengaitkan kedua-dua belah otak kiri dan kanan.
: kreatif
: tidak lebih daripada 2 perkataan
PENYELESAIAN MASALAH
“ Mengelakkan masalah adalah lebih penting dalam penyelesaian masalah. Selain daripada menyelesaikan masalh, anda boleh pergi ke penghujung dan mengubahnya untuk mengelakkan ia berlaku pada tempat yang sama” – Edward de Bono-
“ Masalah yang mustahil diselesaikan ialah apabila kita melihat bahawa masalah adalah sesuatu yg berat utk diselesaikan” – Robert Schuller-
PROSES MENYELESAIKAN MASALAH :
Menyedari masalah --- Memahami masalah --- Meneroka pilihan penyelesaian --- Meninjau kesan akibat pilihan --- Memilih pilihan terbaik sebagai penyelesaian
STRATEGI PENYELESAIAN MASALAH :
1. Algoritma
2. Heuristik
3. Submatlamat (subgoals)
KREATIVITI DALAM MENYELESAIKAN MASALAH :
“ Merumuskan masalah adalah jauh lebih penting daripada menyelesaikan masalah yg hanya memerlukan kemahiran matematik dan uji kaji. Untuk menimbulkan persoalan dan kemungkinan baru yang merujuk kepada masalah lama, ia memerlukan kretiviti dan imaginasi yg tinggi bg menandakan kemajuan dunia sains sebenar. “ – Albert Eisntein-
Setiap masalah yang dihadapi akan terkandung di dalamnya benih penyelesaiannya. Oleh itu, kita harus memikirkan dan mengambil langkah yang bijak bagi mengatasi masalah tersebut. Prinsip ketekunan harus digunakan dalam berfikir dengan penuh bersemangat dan menggunakan pendekatan yang positif. Pemikiran kritis ada pada setiap individu. Cuma darjah kritis seseorang itu agak berbeza. Pemikiran kritis penting kepada diri seseorang, agar ia sendiri dapat mengenal pasti arah dan hala tuju berfikir dan pada masa yang sama dapat member fokus apa yang sedang difikirkan. Menerusinya akan lebih defensive, ofensif, provokatif dalam menilai sesuatu. Kita tidak menerima bulat-bulat, hatta sesuatu yang dinyatakan itu datangnya dari sumber yang benar dan sahih. Ini kerana kesilapan boleh berlaku pada mana-mana bahagian yang kita tidak jangka. Logik adalah salah satu daripada konsep yang turut digunakan. Begitu juga dengan silogisme, kerana secara tidak sedar kita telah pun mempraktikkannya. Setiap penyataan yang diluahkan daripada mulut bukan sahaja terkandung satu-satu perkataan sahaja,malah idea-idea akan dijana lalu hujah dikemukakan. Kata pepatah tepuk dada tanya selera, terpulang kepada diri sendiri untuk menggunakan bentuk bentuk penyelesaian masalh yang sesuaidengan keadaan masalah yang dihadapi. Kita jugak boleh memilih untuk menyelesaikan masalah melalui emosi, rohani, intuitif, pemikiran reflektif, atau melalui pengalaman lalu. J J
Bab 2 Critical Thinking by saw phin khye A136315
What is Critical Thinking?
Rationality
We are thinking critically when we- rely on reason rather than emotion,
- require evidence, ignore no known evidence, and follow evidence where it leads, and
- are concerned more with finding the best explanation than being right analyzing apparent confusion and asking questions.
Self-awareness
We are thinking critically when we- weigh the influences of motives and bias, and
- recognize our own assumptions, prejudices, biases, or point of view.
Honesty
We are thinking critically when we recognize emotional impulses, selfish motives, nefarious purposes, or other modes of self-deception.Open-mindedness
We are thinking critically when we- evaluate all reasonable inferences
- consider a variety of possible viewpoints or perspectives,
- remain open to alternative interpretations
- accept a new explanation, model, or paradigm because it explains the evidence better, is simpler, or has fewer inconsistencies or covers more data
- accept new priorities in response to a reevaluation of the evidence or reassessment of our real interests, and
- do not reject unpopular views out of hand.
Discipline
We are thinking critically when we- are precise, meticulous, comprehensive, and exhaustive
- resist manipulation and irrational appeals, and
- avoid snap judgments.
Judgment
We are thinking critically when we- recognize the relevance and/or merit of alternative assumptions and perspectives
- recognize the extent and weight of evidence
- Critical thinkers are by natureskeptical. They approach texts with the same skepticism and suspicion as they approach spoken remarks.
- Critical thinkers areactive, not passive. They ask questions and analyze. They consciously apply tactics and strategies to uncover meaning or assure their understanding.
- Critical thinkers do not take an egotistical view of the world. They areopento new ideas and perspectives. They are willing to challenge their beliefs and investigate competing evidence.
- They see things in black and white, as either-or, rather than recognizing a variety of possible understanding.
- They see questions as yes or no with no subtleties.
- They fail to see linkages and complexities.
- They fail to recognize related elements.
- They take their facts as the only relevant ones.
- They take their own perspective as the only sensible one.
- They take their goal as the only valid one.
Bab 2 : Pemikiran Kritis A136599
Defining Critical Thinking
'Critical thinking...the awakening of the intellect to the study of itself.'
Critical thinking is a rich concept that has been developing throughout the past 2500 years. The term "critical thinking" has its roots in the mid-late 20th century. We offer here overlapping definitions, together which form a substantive, transdisciplinary conception of critical thinking.
Critical Thinking as Defined by the National Council for Excellence in Critical Thinking, 1987
A statement by Michael Scriven & Richard Paul for the
{presented at the 8th Annual International Conference on Critical Thinking and Education Reform, Summer 1987}.
-Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue; assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections from alternative viewpoints; and frame of reference. Critical thinking — in being responsive to variable subject matter, issues, and purposes — is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking.
Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills ("as an exercise") without acceptance of their results.
Critical thinking varies according to the motivation underlying it. When grounded in selfish motives, it is often manifested in the skillful manipulation of ideas in service of one’s own, or one's groups’, vested interest. As such it is typically intellectually flawed, however pragmatically successful it might be. When grounded in fairmindedness and intellectual integrity, it is typically of a higher order intellectually, though subject to the charge of "idealism" by those habituated to its selfish use.
Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. Its quality is therefore typically a matter of degree and dependent on, among other things, the quality and depth of experience in a given domain of thinking or with respect to a particular class of questions. No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavor
KESIMPULANNYA, pemikiran kritikal merupakan satu aktiviti di dalam otak di mana proses mentafsir, menilai dan menganalisis maklumat akan berlaku :)
SOURCES : http://www.criticalthinking.org/pages/defining-critical-thinking/766
'Critical thinking...the awakening of the intellect to the study of itself.'
Critical thinking is a rich concept that has been developing throughout the past 2500 years. The term "critical thinking" has its roots in the mid-late 20th century. We offer here overlapping definitions, together which form a substantive, transdisciplinary conception of critical thinking.
Critical Thinking as Defined by the National Council for Excellence in Critical Thinking, 1987
A statement by Michael Scriven & Richard Paul for the
{presented at the 8th Annual International Conference on Critical Thinking and Education Reform, Summer 1987}.
-Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue; assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections from alternative viewpoints; and frame of reference. Critical thinking — in being responsive to variable subject matter, issues, and purposes — is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking.
Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills ("as an exercise") without acceptance of their results.
Critical thinking varies according to the motivation underlying it. When grounded in selfish motives, it is often manifested in the skillful manipulation of ideas in service of one’s own, or one's groups’, vested interest. As such it is typically intellectually flawed, however pragmatically successful it might be. When grounded in fairmindedness and intellectual integrity, it is typically of a higher order intellectually, though subject to the charge of "idealism" by those habituated to its selfish use.
Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. Its quality is therefore typically a matter of degree and dependent on, among other things, the quality and depth of experience in a given domain of thinking or with respect to a particular class of questions. No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavor
KESIMPULANNYA, pemikiran kritikal merupakan satu aktiviti di dalam otak di mana proses mentafsir, menilai dan menganalisis maklumat akan berlaku :)
SOURCES : http://www.criticalthinking.org/pages/defining-critical-thinking/766
Friday, 16 December 2011
Bab 1 Kemahiran Komunikasi by HOO AY TING A136258
The 7 Cs of Communication
A Checklist for Clear Communication
Think of how often you communicate with people during your day. You write emails, facilitate meetings, participate in conference calls, create reports, devise presentations, debate with your colleagues… the list goes on.
We can spend almost our entire day communicating. So, how can we provide a huge boost to our productivity? We can make sure that we communicate in the clearest, most effective way possible.
This is why the 7 Cs of Communication are helpful. The 7 Cs provide a checklist for making sure that yourmeetings, emails, conference calls, reports, and presentations are well constructed and clear – so your audience gets your message.
According to the 7 Cs, communication needs to be:
Clear.
Concise.
Concrete.
Correct.
Coherent.
Complete.
Courteous.
In this article, we look at each of the 7 Cs of Communication, and we'll illustrate each element with both good and bad examples.
1. Clear
When writing or speaking to someone, be clear about your goal or message. What is your purpose in communicating with this person? If you're not sure, then your audience won't be sure either.
To be clear, try to minimize the number of ideas in each sentence. Make sure that it's easy for your reader to understand your meaning. People shouldn't have to "read between the lines" and make assumptions on their own to understand what you're trying to say.
Bad Example
Hi John,
I wanted to write you a quick note about Daniel, who's working in your department. He's a great asset, and I'd like to talk to you more about him when you have time.
Best,
Skip
What is this email about? Well, we're not sure. First, if there are multiple Daniels in John's department, John won't know who Skip is talking about.
Next, what is Daniel doing, specifically, that's so great? We don't know that either. It's so vague that John will definitely have to write back for more information.
Last, what is the purpose of this email? Does Skip simply want to have an idle chat about Daniel, or is there some more specific goal here? There's no sense of purpose to this message, so it's a bit confusing.
Good Example
Let's see how we could change this email to make it clear.
Hi John,
I wanted to write you a quick note about Daniel Kedar, who's working in your department. In recent weeks, he's helped the IT department through several pressing deadlines on his own time.
We've got a tough upgrade project due to run over the next three months, and his knowledge and skills would prove invaluable. Could we please have his help with this work?
I'd appreciate speaking with you about this. When is it best to call you to discuss this further?
Best wishes,
Skip
This second message is much clearer, because the reader has the information he needs to take action.
2. Concise
When you're concise in your communication, you stick to the point and keep it brief. Your audience doesn't want to read six sentences when you could communicate your message in three.
Are there any adjectives or "filler words" that you can delete? You can often eliminate words like "for instance," "you see," "definitely," "kind of," "literally," "basically," or "I mean."
Are there any unnecessary sentences?
Have you repeated the point several times, in different ways?
Bad Example
Hi Matt,
I wanted to touch base with you about the email marketing campaign we kind of sketched out last Thursday. I really think that our target market is definitely going to want to see the company's philanthropic efforts. I think that could make a big impact, and it would stay in their minds longer than a sales pitch.
For instance, if we talk about the company's efforts to become sustainable, as well as the charity work we're doing in local schools, then the people that we want to attract are going to remember our message longer. The impact will just be greater.
What do you think?
Jessica
This email is too long! There's repetition, and there's plenty of "filler" taking up space.
Good Example
Watch what happens when we're concise and take out the filler words:
Hi Matt,
I wanted to quickly discuss the email marketing campaign that we analyzed last Thursday. Our target market will want to know about the company's philanthropic efforts, especially our goals to become sustainable and help local schools.
This would make a far greater impact, and it would stay in their minds longer than a traditional sales pitch.
What do you think?
Jessica
3. Concrete
When your message is concrete, then your audience has a clear picture of what you're telling them. There are details (but not too many!) and vivid facts, and there's laserlike focus. Your message is solid.
Bad Example
Consider this advertising copy:
The Lunchbox Wizard will save you time every day.
A statement like this probably won't sell many of these products. There's no passion, no vivid detail, nothing that creates emotion, and nothing that tells people in the audience why they should care. This message isn't concrete enough to make a difference.
Good Example
How much time do you spend every day packing your kids' lunches? No more! Just take a complete Lunchbox Wizard from your refrigerator each day to give your kids a healthy lunch AND have more time to play or read with them!
This copy is better because there are vivid images. The audience can picture spending quality time with their kids – and what parent could argue with that? And mentioning that the product is stored in the refrigerator explains how the idea is practical. The message has come alive through these details.
4. Correct
When your communication is correct, it fits your audience. And correct communication is also error-free communication.
Do the technical terms you use fit your audience's level of education or knowledge?
Have you checked your writing for grammatical errors? Remember, spell checkers won't catch everything.
Are all names and titles spelled correctly?
Bad Example
Hi Daniel,
Thanks so much for meeting me at lunch today! I enjoyed our conservation, and I'm looking forward to moving ahead on our project. I'm sure that the two-weak deadline won't be an issue.
Thanks again, and I'll speak to you soon!
Best,
Jack Miller
If you read that example fast, then you might not have caught any errors. But on closer inspection, you'll find two. Can you see them?
The first error is that the writer accidentally typed conservation instead of conversation. This common error can happen when you're typing too fast. The other error is using weak instead of week.
Again, spell checkers won't catch word errors like this, which is why it's so important to proofread everything!
5. Coherent
When your communication is coherent, it's logical. All points are connected and relevant to the main topic, and the tone and flow of the text is consistent.
Bad Example
Traci,
I wanted to write you a quick note about the report you finished last week. I gave it to Michelle to proof, and she wanted to make sure you knew about the department meeting we're having this Friday. We'll be creating an outline for the new employee handbook.
Thanks,
Michelle
As you can see, this email doesn't communicate its point very well. Where is Michelle's feedback on Traci's report? She started to mention it, but then she changed the topic to Friday's meeting.
Good Example
Hi Traci,
I wanted to write you a quick note about the report you finished last week. I gave it to Michelle to proof, and she let me know that there are a few changes that you'll need to make. She'll email you her detailed comments later this afternoon.
Thanks,
Michelle
Notice that in the good example, Michelle does not mention Friday's meeting. This is because the meeting reminder should be an entirely separate email. This way, Traci can delete the report feedback email after she makes her changes, but save the email about the meeting as her reminder to attend. Each email has only one main topic.
6. Complete
In a complete message, the audience has everything they need to be informed and, if applicable, take action.
Does your message include a "call to action", so that your audience clearly knows what you want them to do?
Have you included all relevant information – contact names, dates, times, locations, and so on?
Bad Example
Hi everyone,
I just wanted to send you all a reminder about the meeting we're having tomorrow!
See you then,
Chris
This message is not complete, for obvious reasons. What meeting? When is it? Where? Chris has left his team without the necessary information.
Good Example
Hi everyone,
I just wanted to remind you about tomorrow's meeting on the new telecommuting policies. The meeting will be at 10:00 a.m. in the second-level conference room. Please let me know if you can't attend.
See you then,
Chris
7. Courteous
Courteous communication is friendly, open, and honest. There are no hidden insults or passive-aggressive tones. You keep your reader's viewpoint in mind, and you're empathetic to their needs.
Bad Example
Jeff,
I wanted to let you know that I don't appreciate how your team always monopolizes the discussion at our weekly meetings. I have a lot of projects, and I really need time to get my team's progress discussed as well. So far, thanks to your department, I haven't been able to do that. Can you make sure they make time for me and my team next week?
Thanks,
Phil
Well, that's hardly courteous! Messages like this can potentially start officewide fights. And this email does nothing but create bad feelings, and lower productivity and morale. A little bit of courtesy, even in difficult situations, can go a long way.
Good Example
Hi Jeff,
I wanted to write you a quick note to ask a favor. During our weekly meetings, your team does an excellent job of highlighting their progress. But this uses some of the time available for my team to highlight theirs. I'd really appreciate it if you could give my team a little extra time each week to fully cover their progress reports.
Thanks so much, and please let me know if there's anything I can do for you!
Best,
Phil
What a difference! This email is courteous and friendly, and it has little chance of spreading bad feelings around the office.
Variations
There are a few variations of the 7 Cs of Communication:
Credible – Does your message improve or highlight your credibility? This is especially important when communicating with an audience that doesn't know much about you.
Creative – Does your message communicate creatively? Creative communication helps keep your audience engaged.
Sumbangan daripada website: http://www.mindtools.com/pages/article/newCS_85.htm
Ulasan: Kita semua berkomunikasi antara satu sama lain setiap hari. Kalau kita berkomunikasi dengan lebih baik, kita dapat lebih banyak kredibiliti daripada klien, bos, atau rakan sekerja kita. Gunakanlah 7 Cs of communication di atas ini sebagai panduan untuk kesemua komunikasi anda.
A Checklist for Clear Communication
Think of how often you communicate with people during your day. You write emails, facilitate meetings, participate in conference calls, create reports, devise presentations, debate with your colleagues… the list goes on.
We can spend almost our entire day communicating. So, how can we provide a huge boost to our productivity? We can make sure that we communicate in the clearest, most effective way possible.
This is why the 7 Cs of Communication are helpful. The 7 Cs provide a checklist for making sure that yourmeetings, emails, conference calls, reports, and presentations are well constructed and clear – so your audience gets your message.
According to the 7 Cs, communication needs to be:
Clear.
Concise.
Concrete.
Correct.
Coherent.
Complete.
Courteous.
In this article, we look at each of the 7 Cs of Communication, and we'll illustrate each element with both good and bad examples.
1. Clear
When writing or speaking to someone, be clear about your goal or message. What is your purpose in communicating with this person? If you're not sure, then your audience won't be sure either.
To be clear, try to minimize the number of ideas in each sentence. Make sure that it's easy for your reader to understand your meaning. People shouldn't have to "read between the lines" and make assumptions on their own to understand what you're trying to say.
Bad Example
Hi John,
I wanted to write you a quick note about Daniel, who's working in your department. He's a great asset, and I'd like to talk to you more about him when you have time.
Best,
Skip
What is this email about? Well, we're not sure. First, if there are multiple Daniels in John's department, John won't know who Skip is talking about.
Next, what is Daniel doing, specifically, that's so great? We don't know that either. It's so vague that John will definitely have to write back for more information.
Last, what is the purpose of this email? Does Skip simply want to have an idle chat about Daniel, or is there some more specific goal here? There's no sense of purpose to this message, so it's a bit confusing.
Good Example
Let's see how we could change this email to make it clear.
Hi John,
I wanted to write you a quick note about Daniel Kedar, who's working in your department. In recent weeks, he's helped the IT department through several pressing deadlines on his own time.
We've got a tough upgrade project due to run over the next three months, and his knowledge and skills would prove invaluable. Could we please have his help with this work?
I'd appreciate speaking with you about this. When is it best to call you to discuss this further?
Best wishes,
Skip
This second message is much clearer, because the reader has the information he needs to take action.
2. Concise
When you're concise in your communication, you stick to the point and keep it brief. Your audience doesn't want to read six sentences when you could communicate your message in three.
Are there any adjectives or "filler words" that you can delete? You can often eliminate words like "for instance," "you see," "definitely," "kind of," "literally," "basically," or "I mean."
Are there any unnecessary sentences?
Have you repeated the point several times, in different ways?
Bad Example
Hi Matt,
I wanted to touch base with you about the email marketing campaign we kind of sketched out last Thursday. I really think that our target market is definitely going to want to see the company's philanthropic efforts. I think that could make a big impact, and it would stay in their minds longer than a sales pitch.
For instance, if we talk about the company's efforts to become sustainable, as well as the charity work we're doing in local schools, then the people that we want to attract are going to remember our message longer. The impact will just be greater.
What do you think?
Jessica
This email is too long! There's repetition, and there's plenty of "filler" taking up space.
Good Example
Watch what happens when we're concise and take out the filler words:
Hi Matt,
I wanted to quickly discuss the email marketing campaign that we analyzed last Thursday. Our target market will want to know about the company's philanthropic efforts, especially our goals to become sustainable and help local schools.
This would make a far greater impact, and it would stay in their minds longer than a traditional sales pitch.
What do you think?
Jessica
3. Concrete
When your message is concrete, then your audience has a clear picture of what you're telling them. There are details (but not too many!) and vivid facts, and there's laserlike focus. Your message is solid.
Bad Example
Consider this advertising copy:
The Lunchbox Wizard will save you time every day.
A statement like this probably won't sell many of these products. There's no passion, no vivid detail, nothing that creates emotion, and nothing that tells people in the audience why they should care. This message isn't concrete enough to make a difference.
Good Example
How much time do you spend every day packing your kids' lunches? No more! Just take a complete Lunchbox Wizard from your refrigerator each day to give your kids a healthy lunch AND have more time to play or read with them!
This copy is better because there are vivid images. The audience can picture spending quality time with their kids – and what parent could argue with that? And mentioning that the product is stored in the refrigerator explains how the idea is practical. The message has come alive through these details.
4. Correct
When your communication is correct, it fits your audience. And correct communication is also error-free communication.
Do the technical terms you use fit your audience's level of education or knowledge?
Have you checked your writing for grammatical errors? Remember, spell checkers won't catch everything.
Are all names and titles spelled correctly?
Bad Example
Hi Daniel,
Thanks so much for meeting me at lunch today! I enjoyed our conservation, and I'm looking forward to moving ahead on our project. I'm sure that the two-weak deadline won't be an issue.
Thanks again, and I'll speak to you soon!
Best,
Jack Miller
If you read that example fast, then you might not have caught any errors. But on closer inspection, you'll find two. Can you see them?
The first error is that the writer accidentally typed conservation instead of conversation. This common error can happen when you're typing too fast. The other error is using weak instead of week.
Again, spell checkers won't catch word errors like this, which is why it's so important to proofread everything!
5. Coherent
When your communication is coherent, it's logical. All points are connected and relevant to the main topic, and the tone and flow of the text is consistent.
Bad Example
Traci,
I wanted to write you a quick note about the report you finished last week. I gave it to Michelle to proof, and she wanted to make sure you knew about the department meeting we're having this Friday. We'll be creating an outline for the new employee handbook.
Thanks,
Michelle
As you can see, this email doesn't communicate its point very well. Where is Michelle's feedback on Traci's report? She started to mention it, but then she changed the topic to Friday's meeting.
Good Example
Hi Traci,
I wanted to write you a quick note about the report you finished last week. I gave it to Michelle to proof, and she let me know that there are a few changes that you'll need to make. She'll email you her detailed comments later this afternoon.
Thanks,
Michelle
Notice that in the good example, Michelle does not mention Friday's meeting. This is because the meeting reminder should be an entirely separate email. This way, Traci can delete the report feedback email after she makes her changes, but save the email about the meeting as her reminder to attend. Each email has only one main topic.
6. Complete
In a complete message, the audience has everything they need to be informed and, if applicable, take action.
Does your message include a "call to action", so that your audience clearly knows what you want them to do?
Have you included all relevant information – contact names, dates, times, locations, and so on?
Bad Example
Hi everyone,
I just wanted to send you all a reminder about the meeting we're having tomorrow!
See you then,
Chris
This message is not complete, for obvious reasons. What meeting? When is it? Where? Chris has left his team without the necessary information.
Good Example
Hi everyone,
I just wanted to remind you about tomorrow's meeting on the new telecommuting policies. The meeting will be at 10:00 a.m. in the second-level conference room. Please let me know if you can't attend.
See you then,
Chris
7. Courteous
Courteous communication is friendly, open, and honest. There are no hidden insults or passive-aggressive tones. You keep your reader's viewpoint in mind, and you're empathetic to their needs.
Bad Example
Jeff,
I wanted to let you know that I don't appreciate how your team always monopolizes the discussion at our weekly meetings. I have a lot of projects, and I really need time to get my team's progress discussed as well. So far, thanks to your department, I haven't been able to do that. Can you make sure they make time for me and my team next week?
Thanks,
Phil
Well, that's hardly courteous! Messages like this can potentially start officewide fights. And this email does nothing but create bad feelings, and lower productivity and morale. A little bit of courtesy, even in difficult situations, can go a long way.
Good Example
Hi Jeff,
I wanted to write you a quick note to ask a favor. During our weekly meetings, your team does an excellent job of highlighting their progress. But this uses some of the time available for my team to highlight theirs. I'd really appreciate it if you could give my team a little extra time each week to fully cover their progress reports.
Thanks so much, and please let me know if there's anything I can do for you!
Best,
Phil
What a difference! This email is courteous and friendly, and it has little chance of spreading bad feelings around the office.
Variations
There are a few variations of the 7 Cs of Communication:
Credible – Does your message improve or highlight your credibility? This is especially important when communicating with an audience that doesn't know much about you.
Creative – Does your message communicate creatively? Creative communication helps keep your audience engaged.
Sumbangan daripada website: http://www.mindtools.com/pages/article/newCS_85.htm
Ulasan: Kita semua berkomunikasi antara satu sama lain setiap hari. Kalau kita berkomunikasi dengan lebih baik, kita dapat lebih banyak kredibiliti daripada klien, bos, atau rakan sekerja kita. Gunakanlah 7 Cs of communication di atas ini sebagai panduan untuk kesemua komunikasi anda.
Bab 1 Kemahiran Komunikasi by HOO AY TING A136258
Introduction to Communication Skills
Why Communications Skills Are So Important
The purpose of communication is to get your message across to others clearly and unambiguously.
Doing this involves effort from both the sender of the message and the receiver. And it's a process that can be fraught with error, with messages often misinterpreted by the recipient. When this isn't detected, it can cause tremendous confusion, wasted effort and missed opportunity.
In fact, communication is only successful when both the sender and the receiver understand the same information as a result of the communication.
By successfully getting your message across, you convey your thoughts and ideas effectively. When not successful, the thoughts and ideas that you convey do not necessarily reflect your own, causing a communications breakdown and creating roadblocks that stand in the way of your goals – both personally and professionally.
In a recent survey of recruiters from companies with more than 50,000 employees, communication skills were cited as the single more important decisive factor in choosing managers. The survey, conducted by the University of Pittsburgh's Katz Business School, points out that communication skills, including written and oral presentations, as well as an ability to work with others, are the main factor contributing to job success.
In spite of the increasing importance placed on communication skills, many individuals continue to struggle with this, unable to communicate their thoughts and ideas effectively – whether in verbal or written format. This inability makes it nearly impossible for them to compete effectively in the workplace, and stands in the way of career progression.
Getting your message across is paramount to progressing. To do this, you must understand what your message is, what audience you are sending it to, and how it will be perceived. You must also weigh-in the circumstances surrounding your communications, such as situational and cultural context.
Communications Skills – The Importance of Removing Barriers:
Communication barriers can pop-up at every stage of the communication process (which consists of sender, message, channel, receiver, feedback and context – see the diagram below) and have the potential to create misunderstanding and confusion.
To be an effective communicator and to get your point across without misunderstanding and confusion, your goal should be to lessen the frequency of these barriers at each stage of this process with clear, concise, accurate, well-planned communications.
You can find out which barriers your communications tend to stuck at by taking ourHow Good Are Your Communication Skills? self-test. But in summary, here's some more information about each stage of the communication process:
Source...
As the source of the message, you need to be clear about why you're communicating, and what you want to communicate. You also need to be confident that the information you're communicating is useful and accurate.
Message...
The message is the information that you want to communicate.
Encoding...
This is the process of transferring the information you want to communicate into a form that can be sent and correctly decoded at the other end. Your success in encoding depends partly on your ability to convey information clearly and simply, but also on your ability to anticipate and eliminate sources of confusion (for example, cultural issues, mistaken assumptions, and missing information.) A key part of this is knowing your audience: Failure to understand who you are communicating with will result in delivering messages that are misunderstood.
Channel...
Messages are conveyed through channels, with verbal including face-to-face meetings, telephone and videoconferencing; and written including letters, emails, memos and reports.
Different channels have different strengths and weaknesses. For example, it's not particularly effective to give a long list of directions verbally, while you'll quickly cause problems if you criticize someone strongly by email.
Decoding...
Just as successful encoding is a skill, so is successful decoding (involving, for example, taking the time to read a message carefully, or listen actively to it.) Just as confusion can arise from errors in encoding, it can also arise from decoding errors. This is particularly the case if the decoder doesn't have enough knowledge to understand the message.
Receiver...
Your message is delivered to individual members of your audience. No doubt, you have in mind the actions or reactions you hope your message will get from this audience. Keep in mind, though, that each of these individuals enters into the communication process with ideas and feelings that will undoubtedly influence their understanding of your message, and their response. To be a successful communicator, you should consider these before delivering your message, and act appropriately.
Feedback...
Your audience will provide you with feedback, verbal and nonverbal reactions to your communicated message. Pay close attention to this feedback, as it is the only thing that allows you to be confident that your audience has understood your message. If you find that there has been a misunderstanding, at least you have the opportunity to send the message a second time.
Context...
The situation in which your message is delivered is the context. This may include the surrounding environment or broader culture (i.e. corporate culture, international cultures, etc.).
Removing Barriers at All These Stages
To deliver your messages effectively, you must commit to breaking down the barriers that exist in each of these stages of the communication process.
Let's begin with the message itself. If your message is too lengthy, disorganized, or contains errors, you can expect the message to be misunderstood and misinterpreted. Use of poor verbal and body language can also confuse the message.
Barriers in context tend to stem from senders offering too much information too fast. When in doubt here, less is oftentimes more. It is best to be mindful of the demands on other people's time, especially in today's ultra-busy society.
Once you understand this, you need to work to understand your audience's culture, making sure you can converse and deliver your message to people of different backgrounds and cultures within your own organization, in this country and even abroad.
Taken from website :http://www.mindtools.com/CommSkll/CommunicationIntro.htm
Why Communications Skills Are So Important
The purpose of communication is to get your message across to others clearly and unambiguously.
Doing this involves effort from both the sender of the message and the receiver. And it's a process that can be fraught with error, with messages often misinterpreted by the recipient. When this isn't detected, it can cause tremendous confusion, wasted effort and missed opportunity.
In fact, communication is only successful when both the sender and the receiver understand the same information as a result of the communication.
By successfully getting your message across, you convey your thoughts and ideas effectively. When not successful, the thoughts and ideas that you convey do not necessarily reflect your own, causing a communications breakdown and creating roadblocks that stand in the way of your goals – both personally and professionally.
In a recent survey of recruiters from companies with more than 50,000 employees, communication skills were cited as the single more important decisive factor in choosing managers. The survey, conducted by the University of Pittsburgh's Katz Business School, points out that communication skills, including written and oral presentations, as well as an ability to work with others, are the main factor contributing to job success.
In spite of the increasing importance placed on communication skills, many individuals continue to struggle with this, unable to communicate their thoughts and ideas effectively – whether in verbal or written format. This inability makes it nearly impossible for them to compete effectively in the workplace, and stands in the way of career progression.
Getting your message across is paramount to progressing. To do this, you must understand what your message is, what audience you are sending it to, and how it will be perceived. You must also weigh-in the circumstances surrounding your communications, such as situational and cultural context.
Communications Skills – The Importance of Removing Barriers:
Communication barriers can pop-up at every stage of the communication process (which consists of sender, message, channel, receiver, feedback and context – see the diagram below) and have the potential to create misunderstanding and confusion.
To be an effective communicator and to get your point across without misunderstanding and confusion, your goal should be to lessen the frequency of these barriers at each stage of this process with clear, concise, accurate, well-planned communications.
You can find out which barriers your communications tend to stuck at by taking ourHow Good Are Your Communication Skills? self-test. But in summary, here's some more information about each stage of the communication process:
Source...
As the source of the message, you need to be clear about why you're communicating, and what you want to communicate. You also need to be confident that the information you're communicating is useful and accurate.
Message...
The message is the information that you want to communicate.
Encoding...
This is the process of transferring the information you want to communicate into a form that can be sent and correctly decoded at the other end. Your success in encoding depends partly on your ability to convey information clearly and simply, but also on your ability to anticipate and eliminate sources of confusion (for example, cultural issues, mistaken assumptions, and missing information.) A key part of this is knowing your audience: Failure to understand who you are communicating with will result in delivering messages that are misunderstood.
Channel...
Messages are conveyed through channels, with verbal including face-to-face meetings, telephone and videoconferencing; and written including letters, emails, memos and reports.
Different channels have different strengths and weaknesses. For example, it's not particularly effective to give a long list of directions verbally, while you'll quickly cause problems if you criticize someone strongly by email.
Decoding...
Just as successful encoding is a skill, so is successful decoding (involving, for example, taking the time to read a message carefully, or listen actively to it.) Just as confusion can arise from errors in encoding, it can also arise from decoding errors. This is particularly the case if the decoder doesn't have enough knowledge to understand the message.
Receiver...
Your message is delivered to individual members of your audience. No doubt, you have in mind the actions or reactions you hope your message will get from this audience. Keep in mind, though, that each of these individuals enters into the communication process with ideas and feelings that will undoubtedly influence their understanding of your message, and their response. To be a successful communicator, you should consider these before delivering your message, and act appropriately.
Feedback...
Your audience will provide you with feedback, verbal and nonverbal reactions to your communicated message. Pay close attention to this feedback, as it is the only thing that allows you to be confident that your audience has understood your message. If you find that there has been a misunderstanding, at least you have the opportunity to send the message a second time.
Context...
The situation in which your message is delivered is the context. This may include the surrounding environment or broader culture (i.e. corporate culture, international cultures, etc.).
Removing Barriers at All These Stages
To deliver your messages effectively, you must commit to breaking down the barriers that exist in each of these stages of the communication process.
Let's begin with the message itself. If your message is too lengthy, disorganized, or contains errors, you can expect the message to be misunderstood and misinterpreted. Use of poor verbal and body language can also confuse the message.
Barriers in context tend to stem from senders offering too much information too fast. When in doubt here, less is oftentimes more. It is best to be mindful of the demands on other people's time, especially in today's ultra-busy society.
Once you understand this, you need to work to understand your audience's culture, making sure you can converse and deliver your message to people of different backgrounds and cultures within your own organization, in this country and even abroad.
Taken from website :http://www.mindtools.com/CommSkll/CommunicationIntro.htm
Bab 1 Masalah Komunikasi dalam Organisasi: Pembunuh Senyap? by A136040
July 1, 2008 — universiti
Oleh: A. Amri
Di antara masalah yang sering dihadapi oleh sesebuah organisasi adalah masalah komunikasi antara pihak pengurusan dan subordinat. Punca-punca berlaku masalah komunikasi tersebut mungkin kerana gaya kepimpinan atau kurang kemahiran berkomunikasi. Gaya kepimpinan yang lemah, autoritarian dan ortodoks boleh menghalang proses komunikasi yang lebih terbuka. Manakala kelemahan kemahiran interpersonal juga merupakan satu ‘penyakit’ yang menjadi pembunuh senyap kepada kedinamikan organisasi.
Menurut Mahmood Nazar dan Sabitha dalam buku ‘Hubungan Manusia dalam Organisasi’, pakar-pakar pembangunan organisasi menyarankan beberapa langkah bagi meningkatkan komunikasi yang lebih terbuka antara majikan dan pekerja. Di antaranya adalah:
1. Banyakkan interaksi antara pihak pengurusan dan kakitangan bawahan. Kurangkan mengguna memo apabila memberi arahan kepada kakitangan.
2. Sesekali bertanya khabar, berbual-bual dengan kakitangan atau ambil tahu hal kakitangan bagi mengurangkan tembok pemisah antara pihak pengurusan dan kakitangan.
3. Luangkan masa sekurang-kurangnya sekali dalam sebulan untuk berbincang dengan kakitangan berkaitan masalah di pejabat, prestasi kakitangan atau penambahbaikan yang boleh dilakukan. Beri ruang kepada kakitangan meluahkan permasalahan, kritikan atau pendapat tanpa memarahi mereka.
4. Komen prestasi kakitanagn dalam suasana yang peribadi seperti di dalam bilik pengurus. Bersikap terbuka dan profesional serta beri peluang kakitangan memberi penjelasan berkaitan prestasinya.
5. Beri ganjaran dalam bentuk pujian atau pengiktirafan di atas kerja-kerja yang berjaya dilaksanakan dengan baik dan cekap.
Kesemua langkah di atas dapat menghasilkan suasana pejabat yang kondusif dan profesional kerana wujud komunikasi yang terbuka antara pihak pengurusan dan kakitangan. Sebagaimana yang diketahui, ‘office politic’ atau politik pejabat boleh membunuh mood bekerja seseorang pekerja dan akhirnya sumber manusia yang baik akan disia-siakan hanya kerana suasana komunikasi yang terbatas menguasai organisasi.
dari:http://uniprof.wordpress.com/2008/07/01/masalah-komunikasi-dalam-organisasi-pembunuh-senyap/
Oleh: A. Amri
Di antara masalah yang sering dihadapi oleh sesebuah organisasi adalah masalah komunikasi antara pihak pengurusan dan subordinat. Punca-punca berlaku masalah komunikasi tersebut mungkin kerana gaya kepimpinan atau kurang kemahiran berkomunikasi. Gaya kepimpinan yang lemah, autoritarian dan ortodoks boleh menghalang proses komunikasi yang lebih terbuka. Manakala kelemahan kemahiran interpersonal juga merupakan satu ‘penyakit’ yang menjadi pembunuh senyap kepada kedinamikan organisasi.
Menurut Mahmood Nazar dan Sabitha dalam buku ‘Hubungan Manusia dalam Organisasi’, pakar-pakar pembangunan organisasi menyarankan beberapa langkah bagi meningkatkan komunikasi yang lebih terbuka antara majikan dan pekerja. Di antaranya adalah:
1. Banyakkan interaksi antara pihak pengurusan dan kakitangan bawahan. Kurangkan mengguna memo apabila memberi arahan kepada kakitangan.
2. Sesekali bertanya khabar, berbual-bual dengan kakitangan atau ambil tahu hal kakitangan bagi mengurangkan tembok pemisah antara pihak pengurusan dan kakitangan.
3. Luangkan masa sekurang-kurangnya sekali dalam sebulan untuk berbincang dengan kakitangan berkaitan masalah di pejabat, prestasi kakitangan atau penambahbaikan yang boleh dilakukan. Beri ruang kepada kakitangan meluahkan permasalahan, kritikan atau pendapat tanpa memarahi mereka.
4. Komen prestasi kakitanagn dalam suasana yang peribadi seperti di dalam bilik pengurus. Bersikap terbuka dan profesional serta beri peluang kakitangan memberi penjelasan berkaitan prestasinya.
5. Beri ganjaran dalam bentuk pujian atau pengiktirafan di atas kerja-kerja yang berjaya dilaksanakan dengan baik dan cekap.
Kesemua langkah di atas dapat menghasilkan suasana pejabat yang kondusif dan profesional kerana wujud komunikasi yang terbuka antara pihak pengurusan dan kakitangan. Sebagaimana yang diketahui, ‘office politic’ atau politik pejabat boleh membunuh mood bekerja seseorang pekerja dan akhirnya sumber manusia yang baik akan disia-siakan hanya kerana suasana komunikasi yang terbatas menguasai organisasi.
dari:http://uniprof.wordpress.com/2008/07/01/masalah-komunikasi-dalam-organisasi-pembunuh-senyap/
Bab 1 : kemahiran komunikasi A136599
KEPENTINGAN KEMAHIRAN KOMUNIKASI
DARI SEGI HUBUNGAN INSAN DAN KEMASYARAKATAN
Apabila berinteraksi dengan orang lain, kita perlu cuba menyelidiki
mengapa seseorang memiliki tingkah laku yang tertentu.
• pemahaman dan pengetahuan tentang konteks adalah perlu untuk
membantu kita memahami tingkah laku orang lain.
• justeru dapat mengelakkan kita daripada terus membuat kesimpulan
tentang sesuatu perkara tanpa melihatnya secara lebih terperinci.
Terdapatnya kaitan antara sains, psikologi dan hubungan insan.
• Kemahiran dalam hubungan dengan orang lain bergantung kepada
kefahaman kita tentang psikologi, iaitu ilmu tentang pemikiran,
perasaan dan tingkah laku orang lain.
Aspek budaya mempengaruhi tingkah laku seseorang.
• perbezaan budaya dilihat sebagai salah satu faktor yang dapat
menyukarkan komunikasi di antara dua orang yang datang daripada
latar belakang budaya yang berlainan.
DARI SEGI AKADEMIK
Kemahiran ini amat penting dalam hubungan dengan para pensyarah.
• dapat memperlihatkan sikap yang positif terhadap tanggungjawab sebagai
seorang mahasiswa.
• tidak boleh berinteraksi menggunakan bahasa slanga atau bahasa
rojak apabila bercakap atau berbual dengan pensyarah atau apabila
menghubungi mereka melalui SMS.
Tugasan individu yang diberikan kepada mahasiswa dapat melatih mereka
berkomunikasi apabila mereka mahu bertanya kepada orang lain dalam
menyiapkan tugasan tersebut.
Tugasan berkumpulan pula yang diberikan kepada mahasiswa
memerlukan kemahiran mereka berkomunikasi dengan orang lain, dan
juga kemahiran interpersonal, serta melatih mahasiswa mendengar dan
memahami orang lain, dan menuntut mereka bersabar dengan perangai
orang lain.
DARI SEGI KERJAYA
Melamar pekerjaan memerlukan anda menguasai kemahiran
berkomunikasi dengan baik.
• kebolehan menulis surat permohonan pekerjaan.
• kebolehan menulis sebuah resume atau ‘curriculum virtae’ yang menarik.
Bakal majikan juga sering melihat kebolehan berkomunikasi.
• Penguasaan Bahasa Inggeris adalah suatu yang wajib di zaman ini.
• penguasaan bahasa lain juga dapat membantu.
• penguasaan bahasa bermakna anda dapat berkomunikasi sama ada
secara lisan mahupun tulisan.
Mesti bersedia menguasai beberapa lagi bentuk penulisan yang biasanya
terdapat dalam alam pekerjaan. Contonya, surat rasmi, memo, surat
perniagaan, minit mesyuarat, laporan serta beberapa bentuk penulisan
dokumen yang lain.
RUMUSAN : memahami kepentingan komunikasi adalah penting bagi memudahkan penyampaian sesuatu maklumat adalah jelas dan padat di samping penerimaan maklumat dengan baik dan memahaminya.
RUJUKAN : modul pembangunan diri.
RUMUSAN : memahami kepentingan komunikasi adalah penting bagi memudahkan penyampaian sesuatu maklumat adalah jelas dan padat di samping penerimaan maklumat dengan baik dan memahaminya.
RUJUKAN : modul pembangunan diri.
Bab 1 5 Things To Practice for Effective Communication Skills by A136040
by Joshua Riddle on 20th January
Having effective communication skills is imperative for your success. Positive communication will certainly increase the opportunities you find in your career and business. Having good communication skills will enable you to get ahead in certain areas where others who are less assertive may not succeed. A few things to keep your eyes on while practicing the fine art of communication are:
Body Language
Do not shy away from the person with whom you are speaking. Be sure to maintain a relaxed, but not slouching posture, regardless whether you are the one speaking or listening. Other things that ensure your body is communicating your attentiveness to the conversation can include:
Speech and Attentiveness
When speaking, you need to be clear and concise. Speak on important matters directly and do not waste time with long drawn out stories that will cause your listener’s mind to wander. Make sure you ask whether they understand, and be willing to further explain any of your points. Do not expect someone to just “know” what you are saying, even if it is crystal clear in your own mind.
In addition, one of the most important aspects of verbal communication is the ability to practice active listening. This is not just actively waiting to talk. Always make mental notes of key points when someone is speaking to you. That way once you are given a chance to speak, you can respond to the most vital issues being dealt with. When others are speaking, try to think about the exact words that they are saying. If you practice this, you will comprehend and contain 75 percent more of the information that you hear.
Communication Consistency
Maybe your weakness is in the quality or quantity with which you communicate to your employees. Communication seems to have dwindled to superficial small talk. Great communicators practice the ability of consistent communication by remaining available. Do not be afraid to be the one who voices any concerns or difficulties. However, ensure that you are practicing open and honest communication with those who may depend on you. Be available and bold with tact.
Be sure to leave communication lines open to those who may need to address problems with you. You will find that you prevent the small issues that normally have the habit of becoming large ones by making those in your life aware that you are open to discussing issues at any time.
Patience
During your communications with others always give them time to communicate their issues as well. Remaining focused on what they are trying to communicate will show them that you are indeed open to assisting with their issues. Many of people’s communication lines tend to break down on the side where impatience is in a rush to get out of the conversation. Since you cannot control the other side, do yourself a favor and take a breath. The conversation you’re involved in is important.
If you are confused as to what someone may be requesting, than repeat back to him or her what you think they said and ask if that is correct. Often this will inspire the speaker to be more in-depth about their needs, which will help you to understand them fully.
Practicing Effective Communication Skills
If someone has communicated a need or an issue to you, then your main priority should be to aid him or her in repairing the problem. Following up on an issue is the only way to convince others whom you need to communicate with that you have listened to them and that their problems or issues are important to you as well.
Practicing strong follow-up will also leave the impression that you are involved in the bigger picture. When people see this commitment, they will know you are open to future communications. This creates a loyal and discerning surrounding that cultivates positive movement and communication. This will develop a strong sense of confidence in those with whom you communicate.
Conclusion
Since the world is so incredibly diverse and communications come in such a wide variety of forms, it is important to know many appropriate and helpful interpersonal skills. By practicing the few suggestions found here, you will find yourself understanding more of what people say and repeating yourself less to other people. Your co-workers and friends will have the confidence to come to you when they find themselves in need. Remember, great communication skills take practice. Do not give up on Day One. Your ability to express yourself will grow almost daily as long as you apply yourself in improving communication skills.
from: http://workawesome.com/communication/effective-communication-skills/
Having effective communication skills is imperative for your success. Positive communication will certainly increase the opportunities you find in your career and business. Having good communication skills will enable you to get ahead in certain areas where others who are less assertive may not succeed. A few things to keep your eyes on while practicing the fine art of communication are:
Body Language
Do not shy away from the person with whom you are speaking. Be sure to maintain a relaxed, but not slouching posture, regardless whether you are the one speaking or listening. Other things that ensure your body is communicating your attentiveness to the conversation can include:
- Making eye contact.
- Nodding occasionally to acknowledge a strong point in the conversation.
- Standing with hands clasped in front of you, never crossing your arms.
- Not displaying nervous ticks such as wringing hands, picking at your nails, or anything that the person communicating with you will view as a distraction from their conversation.
Speech and Attentiveness
When speaking, you need to be clear and concise. Speak on important matters directly and do not waste time with long drawn out stories that will cause your listener’s mind to wander. Make sure you ask whether they understand, and be willing to further explain any of your points. Do not expect someone to just “know” what you are saying, even if it is crystal clear in your own mind.
In addition, one of the most important aspects of verbal communication is the ability to practice active listening. This is not just actively waiting to talk. Always make mental notes of key points when someone is speaking to you. That way once you are given a chance to speak, you can respond to the most vital issues being dealt with. When others are speaking, try to think about the exact words that they are saying. If you practice this, you will comprehend and contain 75 percent more of the information that you hear.
Communication Consistency
Maybe your weakness is in the quality or quantity with which you communicate to your employees. Communication seems to have dwindled to superficial small talk. Great communicators practice the ability of consistent communication by remaining available. Do not be afraid to be the one who voices any concerns or difficulties. However, ensure that you are practicing open and honest communication with those who may depend on you. Be available and bold with tact.
Be sure to leave communication lines open to those who may need to address problems with you. You will find that you prevent the small issues that normally have the habit of becoming large ones by making those in your life aware that you are open to discussing issues at any time.
Patience
During your communications with others always give them time to communicate their issues as well. Remaining focused on what they are trying to communicate will show them that you are indeed open to assisting with their issues. Many of people’s communication lines tend to break down on the side where impatience is in a rush to get out of the conversation. Since you cannot control the other side, do yourself a favor and take a breath. The conversation you’re involved in is important.
If you are confused as to what someone may be requesting, than repeat back to him or her what you think they said and ask if that is correct. Often this will inspire the speaker to be more in-depth about their needs, which will help you to understand them fully.
Practicing Effective Communication Skills
If someone has communicated a need or an issue to you, then your main priority should be to aid him or her in repairing the problem. Following up on an issue is the only way to convince others whom you need to communicate with that you have listened to them and that their problems or issues are important to you as well.
Practicing strong follow-up will also leave the impression that you are involved in the bigger picture. When people see this commitment, they will know you are open to future communications. This creates a loyal and discerning surrounding that cultivates positive movement and communication. This will develop a strong sense of confidence in those with whom you communicate.
Conclusion
Since the world is so incredibly diverse and communications come in such a wide variety of forms, it is important to know many appropriate and helpful interpersonal skills. By practicing the few suggestions found here, you will find yourself understanding more of what people say and repeating yourself less to other people. Your co-workers and friends will have the confidence to come to you when they find themselves in need. Remember, great communication skills take practice. Do not give up on Day One. Your ability to express yourself will grow almost daily as long as you apply yourself in improving communication skills.
from: http://workawesome.com/communication/effective-communication-skills/
Bab 1 : kemahiran komunikasi A136599
Article on Communication Skills
Are you looking for an article on communication skills? Communication is a skill we use everyday in everything that we do. In fact practically every waking hour is spent either giving or receiving some form of communication.
Now days we have many more means of communication than our grandparents or even our parents. We now have, in addition to the nearly outdated land line phones and faxes; cell phones with TV's, Email, video, and text messaging capabilities. Of course you can still use your cell phone the old fashioned way! All these wonderful high-tech methods of communicating however don't solve our communication problems. Only developing personal skill in communicating can do that.
He who answers before listening that is his folly and his shame. (Proverbs 18:13)
Communication Can be Critical
The most recent critical conversation failure that comes to my mind was broadcast to the whole nation recently regarding the mining disaster in West Virginia. January 1, 2006, tragically, 13 miners were trapped due to an explosion. After several days of searching for the miners, they were finally found. Communication was quickly sent from the rescue team to the command center. What was heard and quickly disseminated was that the 12 men were found alive! (One had already been found and confirmed dead).
What joy filled the airways, as one person after the other passed on the good news by word of mouth and cell phone. It was a few hours later when the rescue team actually brought the men's bodies to the surface that family and friends learned the awful news. Only one miner had survived and he was in critical condition. Fortunately most of our conversations are not as critical as this one was. But learning to communicate more clearly can do much to alleviate many frustrations in organizations, families and friendships. Undoing the damage of poor communication is difficult and tends to leave scars.
Avoid a man who talks too much. (Proverbs 20:19b)
Article on Communication Skills Tips
My first tip is that you embrace the fact that your communication skills are critical to the success of all you do. Whether you are a parent, the head of a corporation, a PTA volunteer, a college student etc. all you do depends on communicating. Communication really is an art form which we learn very little about in our formative years. Yet it is so necessary to our success in life. Excellent communication skills will help us to avoid conflict, resolve problems, get our needs met, meet the needs of significant others, avoid failure, have great relationships etc.
To improve your communication skills begin by observing yourself. Are you a good listener? Do you interrupt others? Are you quick to think of a response before listening and understanding what is being said? Are you preoccupied when others are speaking to you? Do you give others your undivided attention? Do you roll your eyes when you disagree with what is being said? Do you care about the person speaking or what he is saying?
A chattering fool comes to ruin (Proverbs 10:8)
Next, listen to the way you communicate. Do you answer people's questions directly or do you beat around the bush? Do you expand your communication giving too many details? Do you omit important details not giving others a clear picture of what you are saying? Do you stay on track or do you chase rabbits (meaning you allow your thinking to be easily derailed by incoming thoughts)? Do you exercise discretion? Do you use coarse language?
To improve your communication even more think about the best way you can communicate your thoughts and ideas. Begin to think about what it is that you are trying to communicate. What point are you trying to convey with your words? Why are you trying to convey it? What needs are you wanting to get met? What are your motivations? These are deep questions and are very important for you to consider if you truly want to improve your communication skills and particularly your relationships.
A fool's mouth is his undoing, and his lips are a snare to his soul (Proverbs 18:7)
Finally, consider how people close to you respond when you communicate with them. Are they attentive? Do you get positive feedback from them? Do your communications often result in feelings of conflict, failure or rejection? Do you speak clearly? Do you speak too loud or not loud enough? There is much to becoming an excellent communicator. Self awareness is a huge factor to that end. Take time to journal your answers to these questions. It will help you to focus in on what communication skills you need to work on most.
http://www.christian-counseling-online.com/article-on-communication-skills.html
Are you looking for an article on communication skills? Communication is a skill we use everyday in everything that we do. In fact practically every waking hour is spent either giving or receiving some form of communication.
Now days we have many more means of communication than our grandparents or even our parents. We now have, in addition to the nearly outdated land line phones and faxes; cell phones with TV's, Email, video, and text messaging capabilities. Of course you can still use your cell phone the old fashioned way! All these wonderful high-tech methods of communicating however don't solve our communication problems. Only developing personal skill in communicating can do that.
He who answers before listening that is his folly and his shame. (Proverbs 18:13)
Communication Can be Critical
The most recent critical conversation failure that comes to my mind was broadcast to the whole nation recently regarding the mining disaster in West Virginia. January 1, 2006, tragically, 13 miners were trapped due to an explosion. After several days of searching for the miners, they were finally found. Communication was quickly sent from the rescue team to the command center. What was heard and quickly disseminated was that the 12 men were found alive! (One had already been found and confirmed dead).
What joy filled the airways, as one person after the other passed on the good news by word of mouth and cell phone. It was a few hours later when the rescue team actually brought the men's bodies to the surface that family and friends learned the awful news. Only one miner had survived and he was in critical condition. Fortunately most of our conversations are not as critical as this one was. But learning to communicate more clearly can do much to alleviate many frustrations in organizations, families and friendships. Undoing the damage of poor communication is difficult and tends to leave scars.
Avoid a man who talks too much. (Proverbs 20:19b)
Article on Communication Skills Tips
My first tip is that you embrace the fact that your communication skills are critical to the success of all you do. Whether you are a parent, the head of a corporation, a PTA volunteer, a college student etc. all you do depends on communicating. Communication really is an art form which we learn very little about in our formative years. Yet it is so necessary to our success in life. Excellent communication skills will help us to avoid conflict, resolve problems, get our needs met, meet the needs of significant others, avoid failure, have great relationships etc.
To improve your communication skills begin by observing yourself. Are you a good listener? Do you interrupt others? Are you quick to think of a response before listening and understanding what is being said? Are you preoccupied when others are speaking to you? Do you give others your undivided attention? Do you roll your eyes when you disagree with what is being said? Do you care about the person speaking or what he is saying?
A chattering fool comes to ruin (Proverbs 10:8)
Next, listen to the way you communicate. Do you answer people's questions directly or do you beat around the bush? Do you expand your communication giving too many details? Do you omit important details not giving others a clear picture of what you are saying? Do you stay on track or do you chase rabbits (meaning you allow your thinking to be easily derailed by incoming thoughts)? Do you exercise discretion? Do you use coarse language?
To improve your communication even more think about the best way you can communicate your thoughts and ideas. Begin to think about what it is that you are trying to communicate. What point are you trying to convey with your words? Why are you trying to convey it? What needs are you wanting to get met? What are your motivations? These are deep questions and are very important for you to consider if you truly want to improve your communication skills and particularly your relationships.
A fool's mouth is his undoing, and his lips are a snare to his soul (Proverbs 18:7)
Finally, consider how people close to you respond when you communicate with them. Are they attentive? Do you get positive feedback from them? Do your communications often result in feelings of conflict, failure or rejection? Do you speak clearly? Do you speak too loud or not loud enough? There is much to becoming an excellent communicator. Self awareness is a huge factor to that end. Take time to journal your answers to these questions. It will help you to focus in on what communication skills you need to work on most.
http://www.christian-counseling-online.com/article-on-communication-skills.html
Bab 1 Kemahiran Komunikasi (A136099) (Tan Leong Seng)
| Building Effective Interpersonal Communication Skills: Self-Assessment Exercise In today's team-oriented workplace, the development of good interpersonal communication skills is an important key to success. The following self-assessment exercise is designed to help you evaluate your own interpersonal communication skills and style, and provide you with helpful tips for becoming a good communicator - and team player! Communication Skills Self-Assessment Exercise In each of the following, read items A, B, and C, then mark the one that best describes your communication style. (24 total) 1. ___ A. When conversing with others, I usually do most of the talking. ___ B. When conversing with others, I usually let the other person do most of the talking. ___ C. When conversing with others, I try to equalize my participation in the conversation. Best answer: c. Conversations should be a balanced two-way flow of dialogue. 2. ___ A. When I first meet someone, I wait for the other person to make the introduction first. ___ B. When I first meet someone, I introduce myself with a smile and offer a handshake. ___ C. When I first meet someone, I hug the person. Best answer: b. It's good to initiate the introduction and introduce yourself with a handshake and smile. If shaking hands is difficult, a quick head nod is a good substitute. Initiating the introduction with a smile and handshake (or head nod) helps build rapport. 3. ___ A. I usually "warm-up" new conversations with small talk. ___ B. I usually avoid small talk and jump into more important matters. ___ C. I usually avoid starting conversations. Best answer: a. It's good to initiate conversations with small talk. Topics to warm-up the conversation might include a chat about the weather, news of interest, or impressions about the current activity (if you're at a meeting, staff party, or other gathering, for example). Examples of conversation starters might be: "It's sure warm today, isn't it?" "Did you hear about the big accident on the freeway? Traffic's backed-up for miles." "What did you think about the Blazers game last night?" "This is a nice party, isn't it?" "Could I get you something to drink?" 4. ___ A. I make an effort to remember and use peoples' names. ___ B. I don't pay attention to names as I tend to forget them. ___ C. I only learn the names of important people. Best answer: a. It's good to call people by name whenever possible. It makes a good, lasting impression, and it makes the other person feel important and special. To help remember names, try these techniques: Repeat: After the person tells you his or her name, immediately use it several times in the conversation. "It's nice to meet you, Bob." "I agree with you, Bob." "That was a great joke, Bob!" Associate: Associate the person's name to something unique and special. You might:
"Gilda has beautiful green eyes." Think - "GG" - Green Gilda "Jack tells funny jokes." Think - "JJ" - Joking Jack
"Sandy" - visualize a sandy beach. "Glenn" - visualize John Glenn launching into space.
"Brian" - My uncle's name is Brian. "Lucy" - I had a turtle named Lucy. Jot: Jot the person's name down with an identifying description that will help jog your memory later. For example: "Chuck" - tall; glasses; works in Accounting; has twin sister; runs marathons; new to Portland. 5. ___ A. I frequently use courtesy words and phrases - "Please," "Thank you," "You're welcome," "I'm sorry." ___ B. I occasionally use these courtesy words and phrases. ___ C. I never use these courtesy words and phrases. Best answer: a. Regular use of these courtesy words and phrases is important to show politeness and build rapport. 6. ___ A. I tend to be serious and don't smile often while conversing. ___ B. I smile all the time while conversing. ___ C. I smile at appropriate times while conversing. Best answer: c. Smiling when greeting people and at appropriate times greatly helps build rapport. 7. ___ A. I make eye contact while conversing. ___ B. I sometimes make eye contact while conversing. ___ C. I never make eye contact while conversing. Best answer: a. Making eye contact is important for building rapport. It gives the impression you're interested and engaged in the conversation, and you have good self-confidence. Eye contact should include frequent breaks to avoid staring (this can make the other person uncomfortable). Break eye contact frequently - glance down to the side, then quickly make eye contact again. Glancing down to the side is important. If you instead glance to the side (as if looking out the window, for example) or look up, it gives the person the impression you're distracted and not paying attention to what's being said. This quickly breaks down rapport. 8. ___ A. While conversing, I hold my head still at all times. ___ B. While conversing, I nod my head at appropriate times. ___ C. While conversing, I nod my head constantly. Best answer: b. Occasionally nodding your head to indicate you agree or understand helps build rapport. Again, it shows you are interested and engaged in the conversation. 9. ___ A. While conversing, I stand one-foot away from the person. ___ B. While conversing, I stand two- to three-feet away from the person. ___ C. While conversing, I stand five- to six-feet away from the person. Best answer: b. Your arm's length is the appropriate distance (between two- to three-feet). Standing closer than arm-length makes the other person feel uncomfortable (or feel threatened). Standing a further distance away breaks down rapport. 10. ___ A. I often stand while talking to a person who is sitting. ___ B. I often sit while talking to a person who is sitting. ___ C. I often lean down while talking to a person who is sitting. Best answer: b. Communicating at eye level helps build rapport. So, if the person is sitting and a chair is available, take a seat! There's one exception - If you walk into your supervisor's office or co-worker's office, it's best to ask the supervisor or co-worker if you can sit down first. Even better, wait for an invitation to sit. The person may not have time to talk at that moment. 11. ___ A. To end a conversation, I often just leave. ___ B. To end a conversation, I begin to look impatient hoping the person will get the hint. ___ C. To end a conversation, I wrap up with a closing statement. Best answer: c. It's best to bring the conversation to an end by making a polite closing comment or gesture. Good closing (wrap-up) comments might be: "I've enjoyed talking with you." "Let me give you my business card." "Well, I need to go speak with...." "Do you know a person I can contact?" 12. ___ A. If a co-worker has put on weight, I say nothing about it. ___ B. If a co-worker has put on weight, I tell the person that he or she has changed in appearance. ___ C. If a co-worker has put on weight, I honestly tell the person that he or she looks fat. Best answer: a. It's best to say nothing. Never say anything that might hurt or offend the person. It's called being tactful. It's always best to give compliments only, and only say things that will make the person feel good. "I like your dress." "That's a nice shirt." 13. ___ A. When I'm listening to the speaker, I often cross my arms over my chest. ___ B. When I'm listening to the speaker, I often lean back and turn my body away from the speaker. ___ C. When I'm listening to the speaker, I often lean slightly forward and face my body toward the speaker. Best answer: c. Leaning slightly forward and facing the speaker shows you're interested, and it helps build rapport. Sitting with your arms crossed over your chest gives the message you are defensive. Leaning back with your body or turning your body away from the speaker gives the message that you are bored, disinterested, or feel in charge. Such body language breaks down rapport. 14. ___ A. When I cross my leg, I cross my leg facing the speaker. ___ B. When I cross my leg, I cross my leg away from the speaker. ___ C. When I cross my leg, I bob my foot. Best answer: a. Crossing your leg toward the speaker shows you're interested, and it builds rapport. Crossing your leg away from the speaker gives the message that you are defensive, disinterested, or feel in charge. In essence, you are putting up a subtle barrier. And if you bob or swing your foot, you're sending the message that you're anxious or nervous! 15. ___ A. While listening, I tend to be distracted by things going on around me. ___ B. While listening, I listen for meaning and ask questions. ___ C. While listening, I watch the person speak, but I don't "hear" a word. Best answer: b. If you're a good listener, you keep mentally busy searching for for meaning in the message, and you ask questions. This mental "search for meaning" helps keep you focused, attentive, and engaged. If you get easily distracted, try taking notes if the setting is appropriate. Note-taking helps draw and focus your attention as you must mentally "search for meaning" and listen for information in order to take notes. This might be helpful in meetings, for example. If you watch someone speak but you don't "hear" a word, gauge if you are bored, tired, might have a gap between your speaking and listening rates, or are experiencing "emotional deafness." We all experience emotional deafness on occasion, especially when we're feeling overwhelmed, upset, or nervous. You hear people ask - "I'm sorry, what did you say?" or make the comment - "I have a lot on my mind right now. Could you repeat what you said?" If it's a frequent problem, gauge the source and seek help if needed. 16. ___ A. When someone talks about an unfortunate or sad experience, I don't comment about it. ___ B. When someone talks about an unfortunate or sad experience, I try to change the subject. ___ C. When someone talks about an unfortunate or sad experience, I try to relate to the person's feelings and show sensitivity to his or her misfortune. Best answer: c. Showing empathy (sensitivity) to another person's feelings helps build rapport. It's called "reaching out to people." Empathy can be shown by making comments, such as: "That must have been a scary (or upsetting) experience for you." "I felt the same way when that happened to me." "I know (understand) how you feel." "I can imagine how you feel." "I would feel that way too in your situation." 17. ___ A. When I discuss a topic, I tend to talk about and focus on positive (good) aspects. ___ B. When I discuss a topic, I tend to talk about and focus on the negative (bad) aspects. ___ C. When I discuss a topic, I tend to complain. Best answer: a. Focusing on the positive (good) aspects draws people's attention in a favorable way, and people enjoy the conversation more. People are generally more attracted to a person who has a "positive outlook on life." And when it comes to work evaluations, positive-minded people generally do better. Consider the following examples: Positive: "The plan has some good ideas." Negative: "The plan has some serious problems." Complaint: "No one ever listens to my ideas." Positive: "These changes might have some benefits." Negative: "These changes would be awful." Complaint: "I'm always having to relearn and re-do everything around here." 18. ___ A. When I have a negative opinion or comment, I just say it. ___ B. When I have a negative opinion or comment, I lead in with a positive comment first. ___ C. When I have a negative opinion or comment, I say nothing. Best answer: b. It's best to say something positive first, then express a negative opinion or comment in a tactful way. Consider these examples: Positive lead: "I like many aspects of your idea (positive lead), but it may not work well for this department." (tactfully stated) Interpretation: The idea won't work. Positive lead: "You did a nice job setting the bread plates and glasses (positive lead), but the forks need to be placed to the left." (tactfully stated) Interpretation: The forks are in the wrong place. Positive lead (with empathy): "I know you worked a long time on this (positive lead), but it would look better retyped." (tactfully stated) Interpretation: It needs to be retyped. 19. ___ A. When I receive unfavorable feedback, I note where I need to improve. ___ B. When I receive unfavorable feedback, I get angry and defensive. ___ C. When I receive unfavorable feedback, I deny the problem, make excuses, or plead ignorance. Best answer: a. When you receive feedback, it's important to know what you do well, but it's equally important to know where improvements can be made to increase your chances for success. Few people do everything well, and you've undoubtedly heard the saying - "No one is perfect." Simply make note of "weak" areas (we all have them!) and make changes needed. Receiving honest feedback is truly "a gift." It usually means someone cares and wishes to see you succeed. 20. ___ A. When I give a person negative feedback, I focus on the person's observable work or behavior and offer suggestions. ___ B. When I give a person negative feedback, I focus on what I don't like about the person. ___ C. When I give a person negative feedback, I simply tell the person what to do right. Best answer: a. When you give negative feedback, you should focus on and communicate your observations of the person's work or behavior, not focus on nor judge the person. Focus on performance, not personality (or personal traits). After sharing your observation about the person's work or behavior, offer a suggestion in a tactful way. Consider these examples: Example 1: "The forms you completed were thoroughly done (positive lead), but I notice (observation) there are a few spelling errors (work feedback). Perhaps they can be corrected with correction fluid (suggestion)." Important: Notice it says - "...there are a few spelling errors" instead of - "you made a few spelling errors." Leave out "you" whenever possible. Example 2: "Your presentation covered the main points very well (positive lead), but I noticed (observation) contact information was left out (work feedback). I wonder if it might be good to include a contact name and phone number (suggestion)." Notice it says - "...contact information was left out" instead of - "you left out contact information." It avoids using "you." Example 3: "I like your ideas (positive lead), but it appears (observation) the delivery (communication style or behavior) weakens them. Perhaps they could be written down and handed out to everyone to review (suggestion). Notice it says - "...the delivery weakens them" instead of - "you weaken them." It avoids using "you." 21. ___ A. When I give a person negative feedback, I do it around others so everyone can hear. ___ B. When I give a person negative feedback, I do it in front of the supervisor. ___ C. When I give a person negative feedback, I talk with the person alone in a private place. Best answer: c. It's always best to meet the person privately and away from other people so others can't hear. 22. ___ A. When I disagree with a person, I listen first, ask questions for clarification, then disagree non-judgmentally. ___ B. When I disagree with a person, I quickly point out the person is wrong and why. ___ C. When I disagree with a person, I say little or nothing. Best answer: a. It's fine to disagree, but it's important to disagree agreeably. This means you should: 1) show respect for the other person's ideas, 2) listen attentively until the person is done, 3) ask questions if needed, 4) disagree non-judgmentally, and, if possible, 5) offer an alternative solution. Consider these examples: "I respect your view, John, (shows respect) but I think the problem is due to a lack of time (point of disagreement). One way to solve the problem might be to computerize repair reports (offered solution)." "I hear what you're saying (shows respect), but it seems the staff would do better, not worse, with flextime schedules (point of disagreement). I would suggest we try it for six months (offered solution)." 23. ___ A. When I'm in a group, I tend to frown a lot. ___ B. When I'm in a group, I tend to smile and use humor at appropriate times. ___ C. When I'm in a group I tend to be serious. Best answer: b. At appropriate times, it's always good to smile. And when used at appropriate times and in appropriate ways, humor is beneficial for group dynamics. Humor helps "break the ice" when people first meet. Humor helps relieve stress and tension. A humorous observation and comment helps lower the heat when a heated discussion gets too "hot." And most importantly, humor helps build team cohesiveness. If you observe people at a gathering, you'll notice people naturally gravitate toward people considered "approachable." Approachable people are the ones who smile; they are the ones who add humor and lightness to conversations; and they are the ones who make fun of themselves in a self- deprecating and humorous way. In any group setting, smiles attract, and humor bonds people together. Do you know a good joke? Idea: If you're like many people who have difficulty remembering humorous lines, puns, anecdotal stories, or jokes, consider creating a humor file. Clip and save humorous jokes, stories, and puns from the newspaper. Write down and save jokes and funny stories you hear. Your file will be a good resource to draw from for upcoming social events and gatherings. This last item has four choices (A, B, C or D). Which one best describes you? 24. ___ A. I'm a "hands-on" person. I tend to:
___ B. I'm a "thinker." I tend to:
___ C. I'm an "explorer." I tend to:
___ D. I'm a "free thinker." I tend to:
Best answer: The one that fits you! The four choices above describe and identify four communication (and learning) styles, and no one style is better than the other. This part of the exercise merely serves to illustrate how people can (and do) think, act, learn, and communicate differently. Each person in a group may have a different style. How well you are able to recognize, respect, and adjust to other people's way of communicating and "doing things" is a key to success when working with a supervisor, group of people, or class instructor. For example, if you are a "free thinker" - you like to brainstorm ideas and do what "feels right" - you might find it frustrating working with (or learning from) a "thinker" - a person who focuses on and approaches tasks and ideas based on logic, reasoning, and organized structure. The "thinker" would be equally frustrated working with a person or group that loosely brainstorms ideas all afternoon. How successfully "opposites" work together largely depends on how willing and well each person is able to adjust to the other's style. Flexibility and compromise are key. If you find yourself working with a supervisor, co-worker, team player, or instructor who has a style that differs from your own, recognize and respect the other person's individual style, and learn to accommodate the person's style as much as possible. Consider these "how-to" tips: How to accommodate a "hands-on" style:
How to accommodate a "thinker" style:
How to accommodate an "explorer" style:
How to accommodate a "free thinker" style:
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