Page 13 - Communication in Organizations Basic Skills and Conversation Models

Communication in organizations 2

receivers in the conversation. He should not only be able to structure the conversation,
but also be able to pay attention to the different participants and their contributions and
keep sight of the goals of the conversation at the same time.
The practical examples described in the three parts of this book take place at the
simulated company Dinner Ltd. We have chosen for this approach since it enables us to
describe the application of the skills and conversation models concretely.

How to use this book

Over the last decades we have developed a broad experience in the development and
execution of training programmes based on this book (Van der Molen, Hommes, Smit, &
Lang, 1995). In these training programmes we focus on three goals:
1 Increasing knowledge and insight about communication skills.
2 Extending the behavioural repertoire of communication skills and conversation models.
3 Increasing self-confidence when dealing with (difficult) professional conversations.

In order to achieve these goals a training methodology based on cognitive social learning
principles is used. The following elements can be distinguished:
• theoretical instruction
• modelling
• exercises and role play
• feedback.

Theoretical instruction
Studying this book will give students a cognitive framework. The chapters in Part I
contain theoretical background information about every skill separately. Parts II and III
contain relevant theoretical information, a conversation model and a description of the
skills involved for each specific training subject.

Modelling
After studying the theory, the skill or the conversation model is demonstrated by means
of videotape or a role play by the trainer(s). After each demonstration a short discussion
on the examples follows, which will help students to increase insight into the effects of
effective and ineffective use of communication skills.

Exercises and role play
The students practise the skills and conversation models by means of an exercise or role
play. These are observed by fellow students and the trainer. Sometimes the role plays are
videotaped. Then the videotape will also be used in the feedback session afterwards.

Feedback