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The Communication Toolkit

Table of Contents: Sample Pages from the Leader’s Guide…………………………….. pgs. 2-7 Program Information and Pricing……………………………………...pg. 8 Terms & Conditions FAQs……………………………………………..pg. 9

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THE COMMUNICATION TOOLKIT Introduction

How to Use the Communication Toolkit

Step 1Define your training need. What is the upcoming training opportunity? Have you been taskedwith brushing up your team’s listening skills? Are you working with a new supervisor who wouldbenefit from viewing examples of how to communicate with staff? Have you noticed that yourgroup’s presentation skills are a bit rusty?

Start by defining your needs.

Step 2Review the Summary Table that begins on page 4. This table lists all of the Toolkit segments,organized by Primary Topic area. The table includes:

• A short overview of each segment

• Primary and secondary skills covered by each segment

• Possible applications for the skills presented in the segment

• Suggestions for segment combinations

Step 3After selecting segments to use in your session, browse the Training Designs that begin on page 13. You’ll find more information about each segment, including Key Points, suggestedDiscussion Questions (with possible responses), Activity Suggestions, Back at Your Desk activities,and ideas for Manager’s Follow-Through.

Step 4Plan and conduct your session! During the session, pass out copies of the Participant Worksheet(one per each segment shown, if you choose) to help participants capture each segment’s keyideas and plan their follow-up activities.

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THE COMMUNICATION TOOLKITIntroduction

Toolkit Video SegmentsCRM Learning’s Communication Toolkit is organized into six skill areas that form a foundation ofeffective workplace communications: Speaking Clearly, Active Listening, Nonverbal Communication,Conflict & Difficult Conversations, Group Communication, and Presentation Skills.

Use the Summary Table (page 4) to choose Toolkit segments for your training program. Segmentsare listed in Primary Topic categories. Suggestions are also provided for Application areas, such asGiving and Receiving Feedback, or Using Questions Effectively, where each segment may be useful.

Applications/SituationsSelecting segments for the skills they illustrate is one way to use the Toolkit segments. Anotherway to view the segments, and to structure your session design, is by application. For example, toprovide a training session on “Giving and Receiving Feedback,” you might choose examples fromseveral different categories: Speaking Clearly, Nonverbal Communication, and GroupCommunication.

Combining SegmentsThe Toolkit’s flexibility lets you combine segments for maximum impact and training effectiveness,depending on your group, the time available, and your training context.

Here are several suggestions for optimizing your selections:

• Many of the Toolkit’s segments can be used to demonstrate positive or negative examples ofmore than one skill. For example, the same segment may show examples of both activelistening skills and nonverbal skills. These secondary skill areas are listed in the Summary Tableand Training Designs.

• Note in the Summary Table that some of the segments are offered in pairs. For example,Speaking Clearly Clips #5a and #5b show a poor example of communication (5a), followed byan improved one (5b).

• Various segments can be combined to provide multiple positive and/or negative examples ofthe same skill.

• Consider combining segments that have the same Application suggestions as noted in theSummary Table. For example, you can combine several segments to create a session onproblem solving. Refer to the Consider using with these other segments component of theSummary Table and Training Designs.

Your best ideas for segment combinations, however, come through your own experience and yoursense of what stories and segments your group will relate to and respond to.

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THE COMMUNICATION TOOLKIT Introduction

TOPIC: Speaking Clearly

Segment What happens? Secondary Skill Applications Use with…

1 Whatever… Miscommunication between Active Listening Peer Communication Speaking Clearlyindividuals is a common 8occurrence. How they deal Teamworkwith it can either help resolve future communication issues Problem Solvingor reinforce the core problem.

In this scene, you’ll see the outcome of a miscommunication between Harris and Elise and how they both mishandle it.

2 The Botched Communication problems often Active Listening Peer Communication Speaking ClearlyDemonstration arise because we are not as 1, 3 and 8

specific as we need to be. Teamwork

This scene shows how two Using Questions people come away with very Effectivelydifferent ideas of what's being asked for in a conversation. Problem Solving

3 Delegating with The ability to effectively assign Nonverbal Coaching and Speaking Clearly Direction projects to others is an Communication Delegation 5a/ 5b

important use of our communication skills, especially during the initial handoff. Active Listening Motivation

In this scene, you’ll see Julia doing an effective job of delegating a research project to her employee, Roger.

4 Thoughts vs. Clarity in conversation is crucial. Active Listening Peer Communication Speaking ClearlyActions Often times, when the speaker is 2 and 7

unclear, the listener will fill in what Problem Solvingwhat they think they heard, ratherthan ask clarifying questions. Using Questions Understandably, this can lead to Effectivelyserious miscommunication.

Resolving Ethical In this scene, two healthcare Dilemmasworkers make assumptions, instead of asking clarifying Teamworkquestions.

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THE COMMUNICATION TOOLKITIntroduction

TOPIC: Speaking Clearly

Segment What happens? Secondary Skill Applications Use with…

5a Accountability Assigning a project is a critical Nonverbal Manager-Staff Speaking Clearly5b communication skill that Communication Communication 3 and 7

should include clear and specific information in order to be Delegation Nonverbaleffective. Communication

Motivation 4In these two segments, a supervisor first assigns a task withinadequate direction (5a), and then does it again, communicatingthe necessary informationto get the job done (5b).

6 Changing Roles, Being promoted presents unique Nonverbal Supervisor to Staff DifficultChanging challenges when it comes to Communication Communication ConversationsRelationships communicating with former 6 and 8

peers. Clarity becomes Giving Feedbackespecially important.

Managing ChangeIn this scene, new supervisor Alec struggles with a disciplinary Confronting talk with his friend and Unacceptable subordinate, Libby. Behavior

7 Why does this Clarity in conversation is crucial. Active Listening Manager to Staff Speaking Clearlyalways happen Often, when the speaker makes Communication 2 and 5a/5bto me? conflicting statements, the

listener will be left confused. Teamwork

In this scene, the speaker, a Using Questions reporter, makes conflicting Effectivelystatements, that leave the listener, her editor, confused.

8 Pretend she Respectful communication can Conflict and Coaching Speaking Clearlycares… make an important difference Difficult 1

when dealing with sensitive Conversations Giving and issues in the workplace. Receiving Feedback Active Listening

Group 5a/5bIn this scene, Harris’ supervisor Communication Teamworkcalmly and clearly coaches him to recognize his problem and change his approach.

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THE COMMUNICATION TOOLKIT Speaking Clearly

Clip #1: Whatever...

Length :21

Primary Skill Focus Speaking Clearly

Secondary Skill Focus Active Listening

Applications Peer Communication, Problem Solving, Teamwork

IntroductionIn this segment, poor communication combined with poor attitude converge to negatively impacta project as well as customer and coworker relationships.

Instructions for mailing an important customer package — and the importance of the package’stimely arrival—were either poorly communicated by Harris, or ignored by Elise. And once theproblem occurs, Elise shows little remorse for the error, and even less understanding of theshared responsibility for causing it.

Key Points to Draw from this Segment• Clarity in communication, or the lack of it, between coworkers can affect task and project

outcomes, as well as their ongoing relationship.

• It is the listener's responsibility to use active listening skills, and repeat back to the speakerwhat they've heard, in order to clarify important information.

• When a communication breakdown occurs, constructive feedback — not anger — is the bestremedy for making sure it does not happen again.

Discussion Questions1. Imagine the time when Harris is first turning over the mailing assignment to

Elise. How could the mix-up been avoided? What were Elise’s and Harris’responsibilities in the communication?POSSIBLE RESPONSES: This mishap could have been avoided if Harris had clearlycommunicated the importance of sending the package by overnight mail, or if Elise had paidmore attention to his instructions.

2. Look forward two days. The artwork finally arrived at the customer’s address.Elise and Harris are now participating in a department meeting, discussing thenext project and its time requirements. Are they speaking to each other? Havethey learned anything?POSSIBLE RESPONSES: It’s possible that Elise and Harris have both calmed themselves, butmore likely, residue from this incident remains. Unless they take initiative to resolve things,the residue is likely to carry over to the next project. Both Elise and Harris could usecoaching to see how each of their behaviors triggers negative behaviors in the other.

Activity Suggestions1. View the segment again. List three to four things Harris does — verbally or non-verbally—that

might have triggered Elise’s reactions. Then, make a second list: how are Elise’s behaviorstriggering Harris’ reactions?

2. Work with a partner or small group to re-script the short transaction between Harris andElise in two ways:

• First, assume that Harris did not explain the importance of sending the package overnight.

• Second, assume his instructions were clear and Elise chose to send the package regularmail anyway.

Back at Your DeskChances are good that, at one time or another, you’ve been on both the sending and receiving endof poor, unclear instructions when an important deadline was involved. What is the first thing thatgoes through your mind when the errors or mistakes are discovered? How do you typically react?

Manager’s Follow-ThroughBe alert to communication patterns operating in your work environment. Is one person’scommunication style, or lack of it, triggering reactions in others? Are people’s reactions, in turn,reinforcing the negative behaviors in the first person? If so, intervene with appropriate coaching. Ifthe cycle isn’t broken, small problems can quickly affect the team’s ability to meet its goals.

Consider using this segment with these others:Speaking Clearly 8

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THE COMMUNICATION TOOLKITSpeaking Clearly

The Communication Toolkit Content and Background Designed to provide facilitators with options never before offered through CRM Learning, The Communication Toolkit is a library of 39 short, high-quality video clips that can be used to enhance your organization’s employee training courses. Because the clips illustrate basic communication “do’s and don’ts” in a variety of settings, they are applicable for all industries and can be incorporated into courses on leadership development, management/supervision, team building, diversity and more.

The clips in the Toolkit cover 6 communication skill categories:

Speaking Clearly • Active Listening

Nonverbal Communication • Resolving Conflict & Difficult Conversations

Group Communication • Presentation Skills

Materials Included with The Communication Toolkit The program includes the following materials: The DVD and 2 CD-ROMs included in The Communication Toolkit contain 39 video clips with

running times of anywhere from 20 seconds to 3 minutes. On DVD and CD-ROMs, each clip/vignette is chaptered separately and can be viewed in two formats: with or without narration. In the narrated versions, brief comments are provided before each scene to give a general idea of what to look for in the vignette. As the narration plays, key phrases and words are highlighted through on-screen graphics.

The 83-Page Leader’s Guide provides 2 pages of discussion topics and questions for each of the 39 clips (see sample on pages 2-3 of this brochure). The Guide also includes reference tables that help you select clips by skill points (i.e. Listening) or application (i.e. supervisor-to-subordinate communication). Instructions for importing clips from the CD-ROM into a PowerPoint Presentation and Terms of Usage are also included in the Leader’s Guide.

The CD-ROMs contain .mpg files of all clips for importing into a PowerPoint Presentation and CD-ROM 2 also contains a .pdf of the Leader’s Guide.

Program Information and Pricing

Total Running Time: approximately 1hour and 10 minutes total for all 39 clips

Purchase Price: $795.00 (not available for rental)

Quantity Discounts: 2 copies 10% off 3-5 copies 15% off 6-10 copies 20% off

Industry and quantity discounts may apply; call your Sales Consultant for more information. (Contents, pricing & discounts subject to change without notice)

TERMS & CONDITIONS AND USAGE FAQs

As with all CRM Learning programs, the Toolkit, when purchased, is provided for long-term license purchase which means that the buyer receives the nonexclusive right to use the materials for training of their internal employees only. The license entitles buyer to unlimited non-theatrical use (to which no admission is charged) via optical projection, conventional video/DVD playback, or closed-circuit play within a single building. All other uses of the materials are prohibited unless special licensing agreements are made with CRM Learning. Purchasers may not rent, loan, alter, copy, transmit, recast or duplicate the materials—in whole or part—without CRM Learning’s prior written permission. 1) What does CRM Learning mean when it says I can use these clips in my custom training

programs? Many customers have told us that in the process of developing training programs specific to their organization, they frequently want to illustrate key learning points with video. Unfortunately, limited resources prevent them from producing their own video vignettes. The Communication Toolkit provides a library of high-quality video clips that you can access as you deliver various training courses within your organization. (They cannot, however, be incorporated into any training program that will be sold, rented, leased, sublicensed, loaned, transferred or assigned.) 2) By purchasing the Toolkit, do I have the right to use the clips in as many courses as I want,

and can I deliver them any way I want? Not exactly. You can use the clips an unlimited number of times in an unlimited number of courses offered by your organization as long as (1) the facilitator plays the clips directly off the Communication Toolkit DVD or CD-ROM that comes in the Toolkit package, and (2) you are training employees of your organization onsite and are displaying the clips via optical projection or over a TV monitor. If you want to incorporate clips into CBT courses that will be taken by students at their desktop (either online or via individual CD-ROM) you will need to contact CRM Learning so that a licensing agreement can be negotiated. The pricing will depend on how many clips you want to license and how many students/sites will access the training. 3) Are there restrictions with regard to the Leader’s Guide? For your convenience, the Leader’s Guide is provided in two formats—hard copy and pdf file on the CD-ROM. Because you may want to reference the Leader’s Guide for suggestions when considering clips for various courses, we wanted to make it easy for you to do so. However, neither the hard copy nor the pdf can be reproduced, copied or modified in any way without the written permission of CRM Learning.