Summing up in effective communication

March 1, 2018 | By 246@dmin | Filed in: Uncategorized.

A woman is walking along the road and she is gradually aware that a car has pulled past her (not what you mean!). The passenger window is closed and the interior person asks, "Excuse me!" "Yes," she answers.

"Would I be wondering if you would tell me how to get you to the hospital?" "Of course, you will continue this journey about half a mile and get to the traffic lights, turn left and continue for about a mile, before you turn it off again, but it's about a mile to the right, with big signs out there, so you can not leave it and show you the entrance to the hospital. "Okay, so go half a mile to the left on the traffic lights for miles, then turn right , and otherwise points to this point well. Is this true? "19659003" Thank you very much "Ok, no problem."

I find it interesting that when we really have to be sure that we've heard someone after we have asked them, we almost always make a summary of what they said. The various radio communications of the police, the army and the air traffic control will return all usage summaries or repetitions to the sender from the student

. But so often we miss our normal communication with others and a summary for many people seems quite "embarrassing" as if you thought you looked stupid or did not listen to it – instead of thinking that it shows you are caring , and are worried about being listening effectively. the skill used in the practice of Mediation and I would say that it contributes enormously to the effectiveness of any communication we are, regardless of whether it is an intermediary or not.

Principles of Effective Communication and Principles of Underlying Philosophy Communicating Mediation and Conflict Interview (see below) provides an effective summary.

For example, you need to make sure that the ownership of the spoken word is retained with the loudspeaker. Thus, for example, the student summary of his own words does not support effective silence and is not a real purpose as it is not a summary of these sentences but the re-interpretation by the listening student.

This is likely to mean that the speaker has to restore something or need to work out to try to return the formulation to express it. Often, the summaries often prevent the other person from communicating when using the words of the listener, rather than the loudspeaker. Ownership of the above is derived from the loudspeaker. This is a common practice among many helpers, leading to dissatisfaction and dissatisfaction with customers.

Unfortunately, some communication skills development encourages the use of summaries in the student's own words. This prevents effective communication as it poses an additional burden on the speaker to deal with this reinterpretation rather than simply express themselves and listen.

This can be okay in a meaningless conversation – in fact, one of the Principles is not important in conversations of "small conversation" where it does not really matter what it is or does not communicate. I do not mean that every conversation should include a summary.

But where it's important, for example, getting information from someone (as in the aforementioned instructions) or in a personal position for the speaker (and taking part in many situations on a daily basis), an effective summary is important if the loudspeaker will feel what they are they say. Or at least that their attempt to communicate their thoughts and feelings was successful.

But in fact the summary is rarely used in daily conversations. Often the conversation ends with those who have very different views on what they are saying.

The summary maximizes the efficiency of a conversation that occurs during auditing with a voice, regardless of whether the summary is accurate about what you are saying. ] The summary is not a "fact finding" about these, but an opportunity to clarify with the speaker that the thoughts and feelings and perspectives they have expressed are heard. With a summary, the speaker and the student together make the most of the efficiency of their communication. A common practice that leads to ineffective communication is the assumption that we know what it is "what they are saying or even their body language". So it is easy to interpret that someone is angry, and we "sum up" them:

"I see you're really angry …" or

"angry" … or

"Well, angry … "or any emotion we have attributed to us.

In either case, communication is ineffective as the speaker has to "go" with the feeling that the "student" or the student can not " disappears without knowing that the perception of a person's perception is wrong.

Of course you may be right ……… but why take this risk with the quality of communication when many other descriptions that the loudspeaker will use to identify how they feel?

There is a much simpler, less ambiguous approach:

Why do not you simply ask, "So how do you e ect this and trust that any response you give is really what it feels like, even if you say that "I'm not sure" and even if they do not fit our expectation of feeling.

This saves everything people have to decide their feelings about disagreeing with our decision, allowing them to (the principle of effective communication) and allows us to trust that they know their own minds and feelings. (Do they always know better than we do not?)

Compression is not a "high pressure" activity for the student as the summary will not be "perfect" for the first time, it does not have to. A user of the summary should be able to recognize that the They are not perfect (we have made mistakes and that's OK – the 9th principle of effective communication) and that they care enough about the quality of listening to improve the use of a summary.

Even speaking the opinions that have been made, it also blocks effective communication, as it does not summarize, but rather a commentary. but first it is important for the loudspeaker to know that they have heard exactly.

The speaker has an effective summary of the benefits of allowing you to "hear" yourself. It allows them to think their thoughts and feelings from a more distinct position and allow them to get more pictures of what they have said.

The vision of things as "whole" can be difficult to reach emotions and reactions in a sad situation. To sum up what someone has said, this will allow this to happen and promote the speaker's ability to be able to better position to respond to their situation.

But it's not just about embarrassing situations that can help you summarize what the participants say. We can help with any kind of creative challenge with this approach. Broadcasting is basically facilitating and supporting the creativity of those involved, but the skills they need are equally applicable to any environment where creativity is facilitated by communication.

This approach means that it is a cooperative process through which both speaker and student are trying to maximize communication efficiency. And through which the speaker helps to better understand himself.

Is not that what we are all trying to achieve when we communicate? And so, in summary:

The summary uses the words used by the speaker to maintain the ownership of the communication and eliminates the need for the speaker to repeatedly repeat and process what he has said.

The summary supports creativity, a situation or experience that needs to be "played" with the speaker, in their own words.

Summary supports both the speaker and the student to improve communication quality and gives them the opportunity to work together

This summary does not contain any advice, opinions, or re-interpretations.

If you are in an informal relationship with your friends, relatives, etc., or in more formal work or work contexts, the summary is great for us to maximize communication quality and efficiency

Source by SBOBET

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