communication skills
Communication Skills
Aims
This resource has been compiled to give a general introduction to effective communication for practice educators.
The key components of the communication process will be discussed. The basic skills required for effective communication will be explored in the next few sections, and some specific contexts for communication, including giving presentations and feedback meetings, will be examined.
Learning Objectives
On completion of this resource, you should be able to:
• Identify the key components of the communication process.
• Identify some typical problems that can arise in the communication process and demonstrate knowledge of skills to overcome these.
• Demonstrate increased awareness of forms of communication and social behaviour.
• Identify and use strategies for managing specific contexts for communication, including giving presentations.
Introduction
As we progress through our careers in the health or social care environment, the sorts of skills that are critical to our success can change and evolve. Many of us are first responsible for performing specific practical tasks, linked to our developing knowledge base. Our effectiveness centres upon our actions and our growing expertise at performing these.
Proficiency at such tasks is often the initial focus.
However, as we continue to progress, it is likely that success will depend more and more upon our interpersonal skills and our ability to develop effective working relationships with key others. Jobs that include a managerial, supervisory or a mentoring role can involve complex relationships with people. Demands can be made that are sometimes conflicting and ambiguous. A practice educator’s job can involve reconciling and managing these demands. Not surprisingly, interpersonal and communication skills often rank among the most critical for work related success.
In its most straightforward sense, effective communication may be
Aims
This resource has been compiled to give a general introduction to effective communication for practice educators.
The key components of the communication process will be discussed. The basic skills required for effective communication will be explored in the next few sections, and some specific contexts for communication, including giving presentations and feedback meetings, will be examined.
Learning Objectives
On completion of this resource, you should be able to:
• Identify the key components of the communication process.
• Identify some typical problems that can arise in the communication process and demonstrate knowledge of skills to overcome these.
• Demonstrate increased awareness of forms of communication and social behaviour.
• Identify and use strategies for managing specific contexts for communication, including giving presentations.
Introduction
As we progress through our careers in the health or social care environment, the sorts of skills that are critical to our success can change and evolve. Many of us are first responsible for performing specific practical tasks, linked to our developing knowledge base. Our effectiveness centres upon our actions and our growing expertise at performing these.
Proficiency at such tasks is often the initial focus.
However, as we continue to progress, it is likely that success will depend more and more upon our interpersonal skills and our ability to develop effective working relationships with key others. Jobs that include a managerial, supervisory or a mentoring role can involve complex relationships with people. Demands can be made that are sometimes conflicting and ambiguous. A practice educator’s job can involve reconciling and managing these demands. Not surprisingly, interpersonal and communication skills often rank among the most critical for work related success.
In its most straightforward sense, effective communication may be