what are communication skills

what are communication skills

The Importance and Development of Communication Skills

1. Introduction to Communication Skills

This paper aims to provide an overview regarding the challenges of implementing communication skills, whether acquired before or after entering higher education, and focused on different curricular units (UC’s). In this context, we also discuss the need for new roles for teachers and students (meaning everyone involved in the process) in a virtual or “blended” campus assisted by efficient media, and fully integrated in processes in which quality certification of UCs is particularly important. The idea that “text and hypertext are much more than transmissions of information is paramount.” Both are therefore fundamental components in the processes of teaching/learning/communication of knowledge or experience, as they or their authors use social support requirements to transfer information and knowledge (primarily knowledge of fact, concept, process, and procedure). However, both share distinct properties. The direct dialogue body is words/avatars, but often the unspoken nature of the texts denies interaction or understanding. The university mission goes very far beyond information and even goes beyond knowledge, always accompanied by the processes of critical reflection, capacity building, and problem solving.

Acquiring good communication skills, especially those allowed by new information and communication technologies based on new standards for writing (new grammars, discourses, codes), is becoming of increasing importance these days. Such competencies have developed on the way, and it is necessary to be proactive in their development far beyond good faith humanistic principles already at work. Indeed, we still find incompetence in their use. The so-called generation of digital natives grows alongside communication media, these being practically the only means of getting their attention. These media thus form cultural spaces with multiple grammatical codes populated by texts from different discourses, including some apparently out of touch. All these are shaped or modeled by the web-based applications or portals of integrated communication systems (content based on multimedia, hyper-text, and meta-langue-parametric databases).

2. Types of Communication Skills

Being able to give information effectively is an integral role in nursing practice and the key focus here is now on the patients. Nursing assessment reports, pre- and postoperative teaching, and all types of education, for instance. By giving information, of course, nursing pays particular attention to the effective explaining and informing and is able to utilize a whole range of teaching skills. It has within it, as well, all the essential elements of effective assessment. Similarly, ineffective giving of information has with it, the potential not only for a break down in personal training, but also for subsequent ineffective utilization of knowledge on the part of the recipient and for ineffective evaluation. Through self-evaluation, mentor evaluation, both formal and informal, and through the use of wide-ranging feedback, the mentor will be able to identify the range and depth of their communication skills and start to identify targeted areas on which they can focus.

There are many types of communication skills available and they are used in varying degrees throughout the nursing process. For the purpose of facilitating the role transition from that of student to that of professional nurse, it is useful to categorize these skills as relating to either the giving or receiving of information. While in any interaction, there will generally be a need to both give and receive communication. Often it may be the case that making a clear distinction will help develop a reflective awareness of particular strengths and/or weaknesses that can be worked on within actual communication encounters.

3. Developing Effective Communication Skills

Unfortunately, keeping your cool in an inflamed atmosphere is not easy. The question “how do you manage your stress in front of others?” gets to the heart of this first issue. Emotional intelligence can help you minimize stress reactions by trying to manage your emotions in difficult situations. Emotions can prevent you from communicating productively, and when you’re faced with tense situations, you may easily become tongue-tied. Knowing what you feel and understanding the behaviors you are likely to exhibit under stress, you can monitor yourself for those behaviors. Emotional intelligence is the ability to recognize your emotions and those of others in any event.

2. Managing stress in the moment: High levels of stress prevent effective communication and foster misunderstandings. As a result, you need to manage your anxiety when speaking with a boss in an authoritative role, especially in difficult situations. You cannot avoid the situations that trigger your anger or unproductive thinking; you need to strike the right balance and confront these people and issues head-on. This is a balancing act because calming your stress levels is not the same as suppressing your feelings. Although you want to express your emotions assertively, you still need to manage and contain them.

1. Engaged listening: In contrast to casual listening, you must also demonstrate that you are engaged with your boss in conversation by showing a high level of involvement. You do this by demonstrating understanding and attentiveness. You ask questions or request further explanation to ensure that you understand specifically and completely what the person is saying. Active listening, also known as reflective listening, is when you use engaged listening. When you use engaged listening, you develop a better awareness of the emotional content of the speaker’s message, rather than focusing only on the actual speech or conversation. Always use your awareness of feelings to show respect and to energize the thinking and interests of the other person. While engaging in active listening, make sure to use your emotional intelligence to understand the speaker’s feelings and immediately validate them to keep your understanding visible to the speaker.

4. Barriers to Communication and How to Overcome Them

All people, individually or in groups, are responsible for communication – and must act on it. We have to help each other to communicate satisfactorily, or we shall be unable to help ourselves. It is the responsibility of everyone to take steps to prevent irrational actions in themselves or in others, without resorting to denial or attempts to transfer the problems on to others or to external factors.

Expectations and the supposed importance of difficult communication are barriers in themselves. They are reasons for so many misunderstandings – for so many unnecessarily confusing conflicts. They are the reasons why important necessary relationships are damaged and even smashed. These barriers are the very ones which create or intensify conflicts, which prevent collaboration. The reasons why the resulting and damaging misunderstandings are so easily allowed to spread are: prejudice imbalance, lack of commitment, misplaced expectations. These barriers serve to cut across relationships – and to put stumbling-blocks in their place. They seem to be – and probably are often reinforced by the need for control. They are the reasons why we are so often afraid of communicating with each other, as persons seem no longer to be – or to want to be – trusted. The danger in the rapcreated by these blocks is that often the only means of meeting the need for collaboration is with the undisguised function of communication, not because we are doing this for any predetermined function anyway.

5. The Role of Communication Skills in Various Aspects of Life

Career professionals of the human resource and education departments also recognized the importance of communication skills of business administration graduates by rating it at the top. However, the students perceived themselves as merely average in terms of their communication skills. These findings offer suggestions. First, understanding that the demand and recognition of the importance of communication skills from students and employers will not only enhance student self-confidence but also help create positive class attitudes and reinforce the value of the course study. Second, a gap that exists between student self-evaluation and their recognition of employer expectation on the communication skills requirement may reflect a linkage between employer expectations and program curriculum. Creating communication-rich assignments and assessments such as presentations, interviews, role-plays, active learning projects, meeting agendas, bulletin board topics, and written examination tasks will help to enhance students’ self-confidence and improve skills. Expanding employer partnerships and incorporating regular involvement of business professionals in giving presentations, serving as guest speakers, or making visits to provide critiques or perform mock job interviews would help programs develop curricula that prepare students for their future careers.

Moreover, communication theories are reflected in curriculum development, such as when preparing a meeting agenda, bulletin board, and written examination. With increasing information overload and diverse cultural makeup, roles and opportunities will emerge for the use of communication. In response to the challenge of globalization, the progress of computer-mediated communication, and the rise of the delivery of commercial goods and services electronically, English as a main language has received great attention and is being described as an important tool of communication. This description also underscores the belief and value that communication is a priority of the international business community. Aligned with the belief, an undergraduate business program in the United States emphasizes communication skills by having written analysis, presentations, and team projects in core courses. Undergraduate students are also expected to take part in international academic, professional, social, and service events to develop an international business perspective and awareness. Additionally, the National Association of Colleges and Employers (NACE) found in a 2012 survey that 77.8% of employers expected graduating students to “combine their major field of study with a skill or original creative thought, irrespective of their major”. Communication skills were also found to be among the most desirable keys to professional success.

In order to perform professionally or excel in different aspects of life, the ability to collect, organize, evaluate, and communicate information is essential. Communication, along with leadership qualities, decision-making, problem-solving, self-understanding, and cultural understanding, is one of the 23 Missouri Necessary Competencies identified for lifelong learning, and communication skills are also part of the Common Core Board of Standards. In the various aspects of life, competent communication may include interviewing for jobs, making presentations, participating in group discussions, leading a team, writing memos, proposing business plans, marketing products, sales, customer service, public relations, dealing with conflicts, or sharing and seeking information.