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Christmas holidays in public - Part III

Hello everyone, for this post I had some delays, but if you have patience, I always return! Today we finish the conversation we had undertaken over the last two posts and that is the theme of communication in public, also called "Public Speaking" on the Anglo-Saxon mania that now accompanies every field of study and beyond. But let's start! Today
try to focus on some variables that the good orator should keep under review the eve of the speech and during its course. I will also try to make you understand how important an adequate test of the technological equipment of support and sufficient familiarity with the environment in which it is held. We then analyze the problems related to the content of the speech and the relationship with the audience, to learn to go beyond mere entertainment and ensure that their intervention can effectively achieve the listeners. If the room is equipped with tools for audio and video communication (microphones, amplifiers, projectors, etc..) Can create many inconveniences that might ruin the performance. The room should be visited at least a few minutes before you begin, the tools are tested and placed. The machines are useful and effective, but they work well and you know how to use. In public speaking emotions, personal experiences, involvement, are important to give the audience something credible and useful. You, as a good actor, you must talk to everyone to reach everyone. You will have to try again and again, until you will not be lowered fear of Judgement, and you will have gained sufficient security. Behind the scenes, somewhere where you can feel comfortable, organize your own space. It will be the place where you can relax before going on stage. Just a chair. Sit more comfortably as possible, relaxes the body, close your eyes and make a few deep breaths to relax. And 'normal to feel a bit' anxiety before speaking in public, but the right amount of tension helps to give the best. Now it's up to you! Sitting or standing in front of a lot or little people, strangers, colleagues, students. Really matters very little. The excitement of the beginning, the first contact, is always strong, even after years of experience. Take your time as you want, but never start with the breath in my throat. You have to organize well the first words we speak, you can also learn them by heart, this is a secret to break the ice, the rest will follow. And if you happen to be facing a technical subject in itself dry, uninvolving? No doubt you have recourse to the media, plans to make as much as possible to understand the issue you're dealing with. But in terms of communication does not change anything: you will still attract the audience and be able to implicate him. Albert Einstein was talking about physics, atoms, formulas, drawing on the chalkboard, but not in the room flew a fly! Be careful of putting too much passion in his speech: If you are unable to contain the emotional pressure that makes you want to give too much, your generosity minutes will take you off topic. You will begin to take too many side streets, to branch out too much talk, or to carry out in concentric circles, stray too far from the core. The risk of three ways to do this is to lose the street and linger over time. The joke is a compelling factor, but if you overdo it, releasing the tension in a series of laughs and gags, you'll get a comic effect to discredit you as a speaker. The comedy has to be calibrated by focusing on a smile, and then return to professionalism. Draw too much public speaking television models (the dialectic of the conductors of TV game show, man show, variety show, etc..) Leads to build a form, a comic stereotype unsuitable for most applications to public relations. The public works with you. If you can soak in your communication flow, it will create a sort of complicity by silence on "active". This is an unequivocal silence, where you are communicating something very important. The public now can recognize a good speaker, from the start. You should not try to convince him to be prepared, do not act to deceive: you get to the public only because you know what you say and how you're saying. Why are you focused and happy with you. The public tends to identify with the speaker, and that's why you should be able to offer your best part (of both man that an expert). Telling personal experiences is the best way to bring the level of practice, "to do", even the most difficult content. Personal experience wins out over technicalities, the most sought after languages, because it acts on the personal experiences of the public. Engaging? You do not have to go all out. You must remain at the level of freedom of thought and the absence of manipulative intent. It is not a good way to "build" the involvement, for even if, apparently, consensus is achieved, you will not have acted in the direction of learning. The purpose of public speaking is to get to people, not content with having entertained. Always think like you can do to build direct examples. Use objects, bring creativity and innovation to find the key to a personalized communication, visual. There are no limits except those you impose the fear of opinion, but if it does not address the risk of new, experimenting, you'll be on the borderline between the rapporteur and the mediocre magician with the magic hat. The public speaking must take account of management capacity of a debate. You'll turn to the role of moderator in a speaker, and having to: store the requests for assistance not to upset anyone; prevent someone become a personal question in a box and decide whether to respond immediately or raise questions and to meet the demands end; deal with the time not to leave open questions and doubts. These are just some of the suggestions more "famous", all the rest is experience as always! Do not be afraid to communicate, remember that this is the only way to success! Coming soon to change the subject (now I will not say more next Wednesday :-) Hello to all you next time.

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Communicating in public - Part II

Hello everyone, today I take this sequence on interpersonal communication with some 'delay because of technical problems. Today we will discuss the decisive phase of public speaking: the moment of prayer itself.
Contrary to what suggested by the Ten Commandments of public speaking, that plastered the relationship, you learn to be interpreters of the message and not the characters, leaving room for irony, showing their emotions and seeking dialogue with the public. Communicate in public is not an easy task and may increase the number of people who listen, the greater the difficulty. You lose contact, you have to reach so many different minds, we must confront the emotional universes often opposite and decreases the perception of visible feedback. The speaker, as the actor, facing the stage with the body, head, heart, and must be perfectly centered on itself if it wants to achieve a high level of performance. Personal style originates charisma, that is the charm that attracts people like a magnet and open to listening. The speakers have a large charismatic eloquence, of a vocabulary rich, flexible voice. They move with great ease on stage and, like the great players are able to turn a "duck" in a satirical, to apply to so many people talk as if with a friend, with familiarity and empathy. Dote essential to public speaking is the ability to concentrate for long periods of time. He walks in and starts, without waiting for nods of approval from the audience. While on the one hand, the speaker must remain in emotional contact with your audience, from another he must also sapersi isolare dall’ambiente esterno (dai rumori, dai disturbi), deve procedere lungo la strada del proprio pensiero. La timidezza si vince più probabilmente "buttandosi" nelle situazioni, di getto, affrontando il disagio di esporsi e lasciando la comodità del vivere da osservatori degli altri. Nelle scuole di teatro è la prima cosa che si insegna ai futuri attori. Provare, riprovare, imparare ad ascoltare quell’eco che alle prime esperienze continua a risuonare: il battito accelerato, la voce che rimbomba, che esce e si libera sempre più dalle emozioni negative. La timidezza si vince con la tenacia, affrontando la paura. L’ansia da prestazione è generata dalla paura del giudizio cui ci si espone. Le persone in preda anxiety tend to hasten the speeches, to come to conclusions as soon as possible to get rid of that weight that is almost going to apnea. Other people with anxiety overwhelm the audience with a torrent of words, too many, and these too fast. The art of public speaking is also slowly build communication, reflection, experience the silence as an opportunity to concentrate, slow to tap, paradoxically, the anxiety. The speaker hardly perfectionist like to the public. The people need peace of mind to really listen, should not experience the nervousness of the speaker, nor the attempts to portray all set to 100%. Oratory on the incident (such as slips, gaffes ducks) are good communicators laugh first. Often, they are also able to use that incident as an element of communication. Non-verbal communication, expressed through the body, transmits much more than words, because it is an emotional communication, unconscious. The mood of the speaker is declared to the public without intentionality. Trying to hide the emotions and block the body only produces a ludicrous effect: in this sense, the speaker does not have the actor's ability to reproduce gestures expected, nor should acquire it. The models of the past offered the image of speakers tasks, strutting, almost plaster, clung to a lectern
. Even the best sellers American Decalogues disturbing spread of what was right or wrong in public speaking, sowing panic among the novices and providing stereotyped models to experts. In reality there are no rules, it is important to "get" the people, establish a dialogue, although apparently there is no answer from the audience. How? Being truly himself up with great enthusiasm and availability. The reporter has to be the interpreter of his message, but it should not ever create a character. This becomes a caricature, the mask: a filter that is generated unacceptable by reason and stops the spontaneous emotion. It 's more interesting to hear a speaker say: "I am excited" who do not suffer with him while he sweats, he moves awkwardly, not find the words, but denies the emotion beneath a mask of apparent tranquility. However, some considerations on the body are believed to be important for public speaking. For example, the eye should be addressed to any audience, and occasionally stopped on a group of people: in this way, the view will make everybody feel involved, and to dwell on a few, always different, you may want to personalize the . In the dining room must move strutting stay in one place creates boredom. Finally, the entry must be an active agent, to change the tone and amplitude to give rhythm to the statement.
For today I would stop here, I greet you and appearance next Wednesday with the final post on public speaking. Hello

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Communicating in Public - Part I

Hello everyone, Here comes the latest entry in the communication to success. Have you ever having to speak in public? Now everyone will think of conferences, seminars and conferences. Well I think also, and especially the life of every day. Speaking in public means to understand their point of view or explain something to someone, speak in public also means having to discuss a topic in a query. Well it's a complicated topic, but as always we'll make it! Let's start with this first part.
The preparation of public speaking is a complex activity cui l’oratore deve dedicare tempo e attenzione. L’orazione non può, infatti, essere affidata esclusivamente al talento del relatore, ma deve essere anche frutto di un’adeguata pianificazione. In questo modulo impareremo a preparare un discorso, tenendo conto delle variabili fondamentali che l’oratore deve saper gestire. Preparare un discorso pubblico è un po' come scrivere la trama di un romanzo: per farlo occorre imparare a rispondere alle domande fondamentali che aiutano nell'organizzazione dei contenuti e delle forme espressive. L’"ars oratoria" non è un’improvvisazione basata sul carisma del relatore. Senza una buona progettazione la comunicazione viene danneggiata dall’approssimazione o dalla mancanza anchor points. Cicero pointed to a method for the preparation of public oration. The classical rhetoric suggests a number of questions to be answered, not differ much from the Anglo-Saxon 5 W currently used as reference points to build a lineup of public speaking. A speech to be clear and effective, it must respect the rule of English 5 W: What (the theme), WHO (the audience), WHY (the goals), WHEN (time), WHERE (space). What we have to talk? The argument is the first element that must take shape, as it gives a kind of title to the definition of content: the narrow focus of the intervention is important not to risk generalization, not to fall in the dispersion of information threatening to fray speech. The issue must now be addressed as a central core from which they can branch out in-depth and brief digressions, but which must always come back. Who will listen to the speech? Collect as much information as possible on the public to help identify ways of communication, the approach to the subject, the examples, the communication style. Important data to be collected are: sex, age, language, education level, knowledge of the topic, the objectives of public resistance / barriers / common misperceptions, number of participants. What do you want to achieve? The goal is the design, final design to be complete, refined, synthetic, and which will be sent to the recipient as comprehensively as possible. Goals help narrow down the issue, to introduce what is really useful, not take any dead ends. It 'worth remembering with the objectives to be achieved, to enter according to a measure: what is needed, what is useful, which is complementary, that is an accessory. Time has a doubly significant meaning. How long you have left to prepare for the speech? We must be certain to take the time to prepare the track. Also, enter room underestimating the risks of emotion could lead to ineffectively manage its operation. It is therefore necessary to have the time to create silence within us. How much time you have available for our operation? Try our speech aloud allow us to evaluate the performance of our speech, and whether the planned content can be addressed adequately in the time available to us. Where will you communicate? Space is a key element of Public Speaking: The size of the room, the presence of equipment, light, physical space in which to move and the distance from the public, are key variables. In addition, the space also means the quality of the place, and involves choices of clothing, posture, tone is completely different. Cambia molto se ci si trova a parlare in un luogo istituzionale, in un albergo, in un agriturismo, o in una piazza affollata. La modalità di comunicazione è l’ultima scelta da fare perché deriva da tutte le componenti precedenti. A seconda degli obiettivi potrà esserci una maggiore enfasi sulla seduzione (pubblicità, convention di venditori, campagne elettorali, ecc.), la concretezza (meeting scientifici, report di progetto, ecc.), l’eleganza (riunioni formali, istituzionali, accademiche, ecc.), le emozioni (formazione, spettacolo, ecc.). O un accurato mix di tutto questo: il professionista della parola. Se i tempi lo permettono, lasciamo che la trama del nostro intervento viaggi con noi, nelle daily activities. Every now and then, if we do not attack the sense of "duty", or by performance anxiety, there will come a new stimulus, creative thinking, which will help us prepare for our conversation. Clarity will form a vision that excites us is enriched by special educated in other contexts, which, incidentally, contribute to the draft notice. To write a lineup you start with three fundamental issues that can be stored with the metaphor of the plane: take-off (opening), flight (nucleus), landing (closing). The idea of \u200b\u200btraveling involves its duration (time), baggage to carry (knowledge), curiosity (depth) experimentation (innovation). The opening of a speech is a very delicate phase. The emotional strain is the most important and will go without hesitation to avoid compromising any performance thinking "I'm linger, I lost the thread, but I'm saying ...". We need to find the attack, something that gives visitors a reason to listen. For example, you may use metaphors, examples, anecdotes, stories of her own life. The core of the speech can be designed depending on the length and content, with different narrative modes. For example can be: a single body with constant digressions that verge possible investigations, a series of summaries of the topic faced by segments and complete in every part, a flashback from the making to rebuild the process. Often at conferences is unlikely to reach closure, dictated more by the time expired and the people who start to leave, that the will of the speaker. The closure must be designed, landing in stages, ie proceeding, regardless of the style of communication, the gradual closure of the topics covered. A good strategy is to maintain the closure the most important information (promises in the pipeline), or resort to a joke, an aphorism, which helps people to save the event. If the Public Speaking and user-oriented media, support materials must be designed with the method and inserted into the lineup at the exact spot to get stuck with the spoken word. The media should be consistent for both language and for content. It is not advisable to overdo it because the incentives offered by the media are at risk of overexposure: may contain too many distractions and even mislead the understanding of the message. The slides are support faster to prepare, and this is likely to propose too much, bored the audience and divert attention by the speaker. The slides, however, be changed at the last minute, you can discard and add, follow the rhythm of communication. The important thing is do not decide to "be told" slide from viewing the content: their utility is, in fact, propose a schedule outlining the key points, not in place of the speaker. The PC is a flexible tool and can really provide a high level of multimedia. Alternating texts, slides, videos, graphics, links to the Internet, you can organize all their speech, always creating innovative opportunities to meet. The PC must be managed as a creative tool and in the design stage, can become the "case" container of all knowledge necessary. Designing an audio-visual structure, such as a documentary, a film, animation, multimedia, is a long and complex operation, expensive, the speaker can rarely afford. However, in the presence of this type of media, it is necessary to design an autonomous space, where comments will be made before and after, but there will be no speaker in the vision. Audiovisual facilities occupy fully the public's attention.
For now I shall leave, you will have time to reflect on the things that we said and we will continue to discuss the public speaking next Wednesday. Hello

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Models of Communication - Part III - NLP and Transactional Analysis

to express their communicative potential need to acquire expertise in the management of verbal and nonverbal aspects of the way they communicate. It is also useful to have models of reading aspects concerning the dynamics of the relationship between the interlocutors. In this module we will know the two models, the NLP, for management of the communicative potential, Transactional and Analysis, aimed at the reading of the interpersonal dynamics. The Neuro-Linguistic Programming or NLP is a discipline born in California in the mid-'70s thanks to Richard Bandler, and inspired by the theoretical foundations of cognitive psychology, cybernetics, linguistics and systems theory. It is based on the principle that all behavior has a structure that can be modeled, learned, taught and changed. NLP provides a series of techniques to organize information and perceptions in order to improve their ability to communicate persuasively and convincingly. GNP was the name chosen by its creators to indicate briefly the components: Schedule showing the manner in which behavioral sequences are constructed to achieve specific results; Neuro indicating that the behaviors are observable and obvious part of the neurological processes, linguistic indicates that the neurological processes and behavior are encoded through language. According to NLP the human being, unlike the computer is primarily a "system for the production of meaning." Individuals' sense manufacturing "in terms of meaning and relationship: that is, what it means to have some experience and what to do in relation essa.Ognuno to us, through their own sensory perceptions, creates their own subjective reality. For example, we may assume that a dog in front of all see a four-legged mammal (objective reality), but each observer to associate your personal information these perceptions and experiences (subjective reality): The dog is a danger, the dog is a help in the hunt, the dog has a playmate. The GNP is not intended to be used as a form of coercion, but as a tool to optimize human relations (relations "win-win"). The tools of NLP, because of their power and efficiency, are designed in a manner "green" that should be no negative consequences for those involved in the report. We summarize the principles of NLP: the reflection, the representational systems, non-verbal communication, logic levels, the meta, the meta model. Mirroring is the process by which deliberately mimic some aspects of the behavior of the interlocutor (gestures, posture, breathing, words, etc..) In order to rapidly increase the level of rapport, or empathy (trust, understanding, availability ). For example, if my partner takes off his jacket and sat down crossing his leg, but I take off my jacket and I assume the same position I sat down. The system rappresentazionale è il canale attraverso il quale ciascuno si rappresenta mentalmente le informazioni.
I sistemi rappresentazionali sono basati sui sistemi percettivi: visivo (vista), uditivo (udito), cinestetico (sensazioni corporee), olfattivo (olfatto), gustativo (gusto). Ogni persona ha il suo sistema rappresentazionale dominante, quello cioè che preferisce utilizzare per acquisire o recuperare informazioni. I livelli logici sono credenze, valori e identità. Se non si sa dov’è posto il bersaglio non si può scagliare la freccia sperando di far centro. È utile allora seguire delle regole per raggiungere un obiettivo in maniera organizzata: in tal modo sarà possibile anche capire qual è la propria “mission”, andando oltre le credenze e acquisendo maggiore consapevolezza della propria identità. I metaprogrammi sono degli schemi interni di riferimento di cui gli individui si servono in modo consapevole per organizzare l’esperienza.Le esperienze quindi passano attraverso filtri sensoriali, comportamentali, sociali e culturali, sostanziandosi in una personale “mappa del mondo”, incanalando così il pensiero in solchi che il proprio ragionamento tende a seguire: riconoscere i metaprogrammi altrui permette di utilizzare le stesse tracce di pensiero, facilitando la relazione comunicativa.Ecco un esempio di metaprogramma di un’esperienza: sono nella biblioteca a sedere comodamente sulla poltrona, è pomeriggio e I will remain here a couple of hours (context). I'm reading a book I like (behavior). Usually I read quickly, but now I do it slowly and interspersed spaces of reflection to assimilate its contents, to grasp in its complexity, the author's vision and recreate in my mind what it describes (capacity). What I'm doing gives me pleasure, interest (belief). It 's a moment of personal growth (in value). I am someone who has curiosity about the world (identity). The meta-language is the instrument of precision. The language often leads to dead ends: his traps are called generalizations, deletions, distortions of reality. The metamodel teaches precisely to undermine these ambiguous language constructs, contributing to the process of change and understanding.
Transactional Analysis was founded by Eric Berne in the 50s. Through its principles can be made effective immediately and apply the axioms of human communication, involving themselves in a learning process that will acquire new tools, operational and not merely theoretical, for interaction with the outside world in search of a more conscious communication . According to Transactional Analysis deals with the individual reality through three different ego states: Parent, Adult, Child. These states manifest themselves as sets of action-reaction process relationships with other individuals. The Parent ego state contains all learned behaviors from the outside, especially from parents Population. For example the set of prohibitions and taxes received during childhood. The state Parent represents life as a learning and has negative and positive aspects, according to four categories:
- The Parent (GN), which mimics authoritarian behavior, instead of using intimidation tips
- The Nurturing Parent (GA) using attitudes positive and support related to the rule, the rule of common life, in respect for self and the world around
- The Parent persecutors (GP), which exercises its power to please a need subjective
- The Parent Salvatore (GS), which encourages the dependence on it.
Child ego state comprising the emotional behavior of man is showing submission, and rebellion. Child find also in the state who report childhood behaviors and emotions resulting from the comparison with parents and personal with the external environment. Child ego state are four classifications:
- The Adapted Child (BA) has attitude of compliance, without any interpretation of them
- The Free Child (BL) is the position of the ego which frees the emotions
- The Rebel Child (BR), embodies the transgression of the rules and rules of social life
- The Boys Submissive (BS) behaves with excessive meekness and subordination.
The adult is a collection of thoughts, feelings and behaviors consistent with the position that you are living (place and time, here and now.) With the Adult ego state we indicate our ability to continually develop new data, without necessarily resorting to old patterns and responses forfeited in our Parent or Child. The adult is our ability to self-program, to take responsibility for our choices and our relationships. The ego is therefore composed of each of these three different states, the parent (G), Adult (A) and the Child (B), which constantly si mostrano all'esterno attraverso specifiche parole, tono della voce, gesti, espressioni, postura, atteggiamenti, ovvero quelle che vengono chiamate le funzioni operative di ogni stato dell'Io. Ogni volta che si comunica con gli altri questi stati si alternano e si incrociano dando diversi significati alla comunicazione. Conseguenza dell’azione dei diversi stati dell'Io, che si mettono in campo in una relazione, è la “transazione”, ossia lo scambio relazionale. L’Analisi Transazionale analizza le possibili transazioni e le classifica in transazioni complementari e transazioni incrociate. Noi siamo al centro dell'universo di scambi con il mondo esterno, gli altri si rapportano a noi a partire dallo stato dell'Io complementare al nostro. Se osservo lo stato dell'Io che percepisco nell'altro comprendo lo stato dell'Io da cui provengo. Le transazioni complementari avvengono quando i vettori transazionali sono paralleli e lo stato dell'Io che risponde è quello cui ci si rivolge. Ecco dei dialoghi di esempio di comunicazione basata su una transazione complementare, tra due stati dell'Io Genitore <<> > . Ed ecco un altro esempio di transazione complementare, però tra Adulto e Adulto <<> >. Nella transazione incrociata i vettori transazionali sono incrociati. Lo stato dell'Io cui ci si rivolge non è quello che risponde. Ecco un esempio di transazione incrociata tra Genitore e Adulto <<> >. L’Analisi Transazionale è un modello molto complesso di comunicazione, che ha prodotto un metodo per la comprensione e risoluzione di problemi relazionali e di comunicazione. Analizza il linguaggio non verbale, la strutturazione del tempo della comunicazione, secondo l’esistenza di un copione, ossia di un piano di vita che determina le posizioni esistenziali con le
quali si vive, si giudica il mondo e ci si relaziona con se stessi e con l’ambiente.

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Models of Communication - Part II - The Axioms

Ciao a tutti, scusate per il ritardo, ma non mi sono dimenticato di voi !!! Riprendiamo l'argomento con questa seconda parte dedicata agli assiomi della comunicazione; ci sarà una terza parte più interesting, do not be afraid, you must be confident! Let's start!

The pragmatic model-relational refers to the behavior of people in the field of communications. In this module we will know the five axioms of communication and the risks related to messages often paradoxical that the interlocutors exchanged. The study of communication can be divided into three areas: syntax, semantics, pragmatics. The syntax is the branch of linguistics that studies the rules governing the place take the words in a sentence and how to form sentences have a period. The semantics studies the meaning of words, sets of words, sentences and texts. The pragmatic studies the ways in which you can use language in practical situations. Bateson, Watzlawick, Beavin and Jackobson, the authors of the book "Pragmatics of human communication" define some simple properties of the communication, which have fundamental implications for interpersonal. Queste proprietà sono degli assiomi, cioè fatti ritenuti talmente evidenti nell'esperienza comune da non necessitare né di dimostrazione né di discussione. Questi sono i cinque assiomi della pragmatica della comunicazione umana: 1. non si può non comunicare, 2. ogni comunicazione ha un aspetto di contenuto e uno di relazione in modo che il secondo classifica il primo ed è quindi metacomunicazione, 3. la natura di una relazione dipende dalla punteggiatura delle sequenze di comunicazione, 4. gli esseri umani comunicano sia con un modulo numerico sia con quello analogico, 5. tutti gli scambi di comunicazione sono simmetrici o complementari a seconda che siano basati sull’uguaglianza o sulla differenza. Non comunicare è impossibile: si comunica anche attraverso il comportamento e ovviamente è impossibile non avere un comportamento. L’intero comportamento in una situazione di interazione ha valore di messaggio. Indipendentemente dalla propria volontà infatti gli individui si scambiano un gran numero di segnali, attraverso vari canali. Ad esempio due persone che salgono insieme in ascensore e durante il tragitto guardano fisso nel vuoto, si stanno comunicando il desiderio di non comunicare. Lo studente che se ne sta per conto suo in classe durante il break sta comunicando che non vuole parlare con nessuno e i suoi compagni, in genere, recepiscono il messaggio lasciandolo stare. Immagina una situazione tipica, l’incontro tra due estranei di cui uno vuol comunicare, mentre l’altro no.

Le reazioni possibili sono: rifiuto della comunicazione, accettazione della comunicazione, squalificazione della comunicazione, sintomo come comunicazione. Ecco qualche esempio di comportamento relativo: se rifiuto la comunicazione, il messaggio implicito che invio è "mi rifiuto di comunicare", con le conseguenze espressive, verbali e non verbali della mia decisione; se accetto di comunicare posso farlo in diversi modi, anche senza utilizzare le parole. Basta che accetti la relazione, senza chiudermi; squalificare una relazione significa non ritenere gli altri e le loro informazioni useful, then, somehow, not to relate with others can act in such a way as to express the signs of my will or desire to communicate, for example through non-verbal action. Every act of communication not only conveys information, but at the same time suggests a behavior. All communication has therefore a matter of news and one that informs the way in which we must assume that communication. The ability to metacomunicare properly is a necessary condition for effective communication, but is also closely linked to the problem of awareness of self and others. For example, different to say "please be quiet to allow the continuation of the lesson" to "do silence and follow the lesson. "Even if they have more or less the same content, the two phrases define relations teacher / pupils very different. This aspect of communication is generally less aware. The exchanges do not constitute an uninterrupted chain of communication, but are organized as if it were following a kind of punctuation. E 'can thus identify the sequences of the speaker and respondent, to define what is considered as the "cause" of behavior, as distinct from' effect. "modes to punctuate a sequence of events are very different and therefore may lead to conflict reporting. In fact the people themselves to define the interaction during the on punctuation. For example, consider a teacher and a student who has a problem that everyone has their own share of responsibility: students approaching the study are inadequately addressed the teacher and acting severely criticized. If you explain the reason for their conduct, the student says that he does not want to study because the teacher has been targeted and labeled him as lazy, any commitment to schooling would be inadequately assessed. The teacher instead consider this explanation as a distortion of what really happens since she became a negative opinion of the boy because he has no desire to study and critique the student for his lack of commitment. If you do not resolve the discrepancies related to the punctuation of sequences of communication, interaction is a dead end. The pathological communication can become a vicious circle that is broken only if communication becomes the subject of the report itself, that is when they become capable of communicating metacomunicare, going outside the circle. For there is a circularity of the conduct for which it is impossible to determine what the cause and effect. The numeric form of the use of words, instead of the analog module is in all modes of nonverbal communication which are used primarily to transmit aspects of the relationship between the participants. In translating a message in a numerical analog, you need to add functions of logical truths lacking in the analog module. Man seems the only body that uses analog and digital modes of communication. The numerical language has allowed the exchange of information and transmission of knowledge over time, which otherwise would not have been possible. But there is one area where we rely almost exclusively on analog communication and that is what the report. Here the language has only a limited percentage of effectiveness: one can say anything with words, but it is difficult to support a statement on the floor if analog is a lie. Interaction symmetric is characterized by equality, and you have this kind of interaction when a member behavior tends to mirror that of another. The complementary relations are characterized by the difference between people: one partner assumes a superior position and the other assumes a lower position. The positions do not involve an assessment of how good, bad, strong or weak, simply define the type of relationship that can be created between two individuals. The relationship between two students is a symmetrical relationship, the teacher-student relationship is a complementary relationship. In a report, two different behaviors that have adapted to their roles are interdependent, that is seek each other. An individual does not require an additional report to another, but each one behaves in a way that assumes the other's behavior and at the same time gives him the reasons. All exchanges of communication are symmetrical or complementary, depending on whether they are based on equality or difference. The paradox is a conflicting message in the states at the same time a concept and its opposite. For example, a paradox to say to someone "do not have to be afraid", as the party that tells us to fear, is detecting an existing situation and involuntary. It's also a paradox when we say something which is then disconfirmation with their behavior or with their own say. For example a person to utter praise for its quality and the cry that the slightest mistake is not good at anything. Here's an example from the history of paradoxical communication. The Nazis had promised to Sigmund Freud (the father of psychoanalysis) can leave Austria with a visa on the condition that sottoscrivesse a statement as to leak out that he had been "treated by the German authorities and in particular by the Gestapo with all due respect and consideration due to its reputation as a scientist. " The Nazis wanted to use Freud to spread their propaganda in the world. Freud was confronted with a dilemma: to sign the document meant to help the enemy, it meant refusing to meet any accordingly. But Freud was able to impose the paradox of the Nazis. How? Asked to add to saw phrases like these: "I can highly recommend the Gestapo to anyone", so the situation was reversed. The Gestapo had forced Freud to praise, but those who knew what the Nazis understood the sarcasm of that praise which ironically denied the content subscribed to strength. A message based on the double bond is coded so that: asserts something, asserts something about his claim, these two statements are mutually exclusive. So if the message is an injunction, an order must be disobeyed to be obeyed. For example, it can happen that children can feel the anger and the hostility of a parent, but the parent refuses to be angry and claiming that the child recognizes that he is not angry. So the child is faced with the dilemma whether to believe the parent or to their senses. If you believe your senses, keeps a firm grip on reality, but undermines his relationship with the parent, if you believe the parent, the report maintains that it needs, but distorts their perception of reality.

Oh God today is just too much, but I know you'll forgive me! Until next time!

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Models of Communication - Part I °

Hello everyone, today know the main communication models, from linear to those who, instead, interpret the statement as a circular process and interactive. knowledge model helps to define both the context in which a communication on the application of the principles involved. We will show how the recipient plays a key role in the construction of meaning, then that is not predetermined, but changes with the changing situations and interlocutors. Shannon and Weaver's scheme aims to identify both the general form of any communication process, both key factors that constitute it, those elements, namely, that must be present whenever there is a passage of information. The source is the source of information. It generates a message that becomes an apparatus transmitting signals. The signals in turn are transmitted through a channel to the receiver which converts them back into the message received by the recipient. Obstacle to the successful element of the communication process is the noise, namely the presence of disturbances along the canal, which can damage the signals. The space of communication, ie the place where it occurs, can influence the learning experience and interfere with the content. The relational space must be surrounded by the "silence" of concentration, where you can create environments conducive to the sharing. The concept of space is given to three factors: concentration, noise, environment. How long you can focus on themselves and on the other, in a report? long as the interest in that circumstance is not finished, or external obstacles involved that determine the end. Active listening is based on the concentration, the higher the level, can give rise to more satisfactory overall results. E 'should be stressed that the "merger" is not means an "effort", but the dedication to natural relational activity involving. a situation with a high concentration, where the noise is absent, or at least content, allows for richer communication, both emotionally and rationally. We can well perceive the changes in tone of voice, a tremor, indecision. The high concentration situation is rare and difficult to live for long periods of time, especially if the noise is "internal", that is due to relationship difficulties. As a result of both the noise level, that of personal ability, we have instead situazioni a bassa concentrazione, dove più che comunicare, si fanno “chiacchiere”. In simili situazioni, le possibilità sono due: o si “passa” il tempo (acquisizione di informazioni superficiali), o si ricorre al monologo interno, per comprendere, dall’osservazione dell’altro e di se stessi, quali sono gli impedimenti ad una comunicazione e come fare a superarli. Ogni interferenza alla comunicazione si definisce “rumore”. Un ambiente relazionale deve avere un “controllo” del rumore sufficientemente valido a limitare le interferenze. In casi estremi, quando il rumore può distorcere la comunicazione, it is better to break contact, since it is pointless to relate to misunderstand or not understand at all. An environment available to the flow of communication allows a good level of communication. is a place "open", where there is room to talk, listen, understand, a non-judgmental environment, stereotypes, where the "here and now" is the only time reference. A room is available immediately recognize The acceptance, by extension, the smile. The hostile environment, embodying the conflict, aggression, and where the noise dominates the communication finds its direction in time past, where we reason to "remember" and interference deflect the course of the flow of communication. The hostile environment should be tackled with the right defensive weapons, but lowering his guard, from time to time to see if, somewhere, the seed of the flower can communicate. The neutral environment is the home of the future. All that is said or done is interpreted and projected elsewhere. Even changing emotions in others. Often it is the fear of clarity, ask questions, to hear something unpleasant or not according to our expectations, which generates the "escape" forward, thus preferring a neutral environment. linguistic-semiotic model part of the consideration that communication is effective only when the codes used are common to all involved communicating and can be understood and interpreted in the totality of their meaning. issuance of the message is a common fact that to be properly understood, the need of sharing a common code by the issuer and the recipient of the message. To be the signs that constitute the common heritage of posts must refer to a code that regulates them and structure them in a provision well precise. Le componenti fondamentali di un segno sono date: dal significante, ovvero la parte concreta del segno, quella percepita dai nostri sensi, e che si presenta diverso per ogni codice (ad esempio la parola "casa"); dal significato, che corrisponde al concetto cui rimanda quello specifico significante (ad esempio "costruzione per abitazione stabile"); dal referente, che indica la cosa reale cui rinvia il segno (ad esempio l'edificio reale nel quale abitiamo). Il modello psicologico-sociale pone come oggetto di studio l'osservazione del comportamento, da cui dedurre l'atteggiamento interiore e la motivazione alla comunicazione. Questo model is based on certain assumptions: the behavior is the set of activities which can be viewed by another person, the attitude is evaluated in terms of favorable or unfavorable orientation toward the other, the motivation is attributed to the need regulation of behavior, which tends to satisfy a need or reach a goal. Joe Luft and Harry Ingram, in 1961 created a framework, this model of awareness or "Johari window". When we put in front of others are willing to reveal some things we (and I can tell), but not others (I know but I will not say). To tell you the things that we know and to be silent on others. However, we can keep things inside us that we forgot or we're not aware (I do not know and do not say), or to reveal things in spite of ourselves we are not aware, but that others perceive and interpret correctly (and I say I do not know). The interactions between the four quadrants determined four types of relationship: open communication, information leaked or unwitting revelations, intimate and outbursts, emotional contagion. know is gradually extending the upper right quadrant (I open), reducing the other. The window also applies to non-verbal communication and behavior. I opened the shows with voluntary movements, in dress and in social attitudes. The I unconscious and the occult to reveal attitudes unintended but very decipherable by those who observe us . The conversational model-textual studies the relationship between "text and recipient." linguistics text identifies the meaning of a text to view it in its overall shape, structural and complex. The global significance can then emerge from a thousand items for which a sentence refers to another, even far in the text (anaphora) or even to elements that are implied in the text. As regards "conversation" of the relationship of communication, it is proposed that the image of a user, Thanks to their skills and expertise in constructing an interpretation, can lead to a condition of "rewriting" of the text. The collaboration of the user to the production of the text is so because the content of communication change with the recipients, with the condition of reception, with the social and cultural status of the audience, its tastes, its processes of interference and overlap. According to the conversational model performative communication is a process by which an idea is transferred from one issuer to a recipient with the intention to change its behavior. This approach obviously requires communication strong control of intentionality on the part of sending out the message. Another essential element is the level of acceptability of the Notice as the basis for a conversation, there must be an area of \u200b\u200bcommon understanding between speaker and listener, and a willingness to communicate. The communication is realized through a variety of functions called "speech acts". Speech acts, according to John Searle are direct acts, acts of commission, declarative acts, acts assertive, expressive acts, acts of demand. Each speech act has a specific function in the entire community.

The documents directly : also known as "control" are to pay the other party's explicit request, that have value only if the person has the right to express them formulate them. The Instruments commission : refer to making a commitment, and they assume a relationship of subordination. The acts declared : they express an explicit declaration of a state of affairs, a position taking a trend and produce changes in social relations. The Instruments assertive : allow to communicate their perception of reality. The Instruments expressive : the need to express their feelings and communicate on an emotional level. The Acts question : meet the need for clarity of those who communicate in order to proceed with the report and in joint initiatives. The linguist Roman Jakobson, has proposed a reading of the communication between sender and recipient. To be active, the message requires first reference to a context that can be perceived by the recipient, and is capable of verbalization. Secondly requires a code in its entirety or partially, common to the sender and the recipient. Finally, we need a contact, a physical channel and a psychological connection between the sender and the recipient, allowing them to establish and maintain communication. In these separate elements of communication Jakobson overlaps the purpose or language functions, including: the funzione emotiva è costituita dall’insieme degli elementi che qualificano lo stato emotivo; la funzione denotativa esprime la qualità emotiva del messaggio di chi parla; la funzione fàtica comprende tutti gli elementi della comunicazione tesi a stabilire la presenza del “contatto” tra gli interlocutori; la funzione conativa riguarda gli aspetti pragmatici della comunicazione, that those expressions that act to push for action on the recipient, the referential function or information communication is especially designed to provide information on a specific reality, the aesthetic function or poetic the attention of the sender is especially directed at the structure of the message; to its formal organization (such as the appearance of noise words, the choice of words), the metalinguistic function the message refers to elements that define the code itself (like when you ask clarification on a certain time period). Well the argument is rather long and complicated! For now I leave you and I look forward to the continuation of the argument on Wednesday. Thanks and good communication!

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Communications for Training

Hello everyone, sorry for the delay! Today we talk about a particular area of \u200b\u200bcommunication of absolute social value. I refer alla comunicazione che un “maestro” deve tenere per poter insegnare qualcosa un un suo “discente”. La comunicazione per la formazione è una comunicazione per obiettivi e la definizione della sua area d’azione è data dall’ampiezza delle finalità. Fare formazione è un'attività di facilitazione dell'apprendimento, che consiste nella capacità di creare le migliori condizioni possibili. In questa competenza rientra la capacità di comunicare efficacemente di cui noi ci stiamo occupando in questa serie di post. In questo contesto la relazione interpersonale assume un aspetto ambiguo: si pone sempre sullo scambio umano alla pari, ma attribuisce al ruolo dell’esperienza del formatore una posizione di responsibility in terms of the transfer of content, behavior, values, to the role of the learner. So respect for the roles is essential, as well as integrated communication skills trainer. The content of training must be able to act on multiple floors. The part information by itself is insufficient. Learning based on an intellectual process has little chance to qualify as an event of change, if it is supported by a communication he knows to act on an emotional level and experience. In any educational project, the interpersonal relationship is the core activity, and is more to support the conduct of Processes a quel triplice obiettivo definibile nei termini di conoscenze, comportamenti, atteggiamenti. I metodi che possono essere impiegati per raggiungere questo triplice obiettivo devono avere la forza di integrare le direttrici dell’apprendimento verso le tre sfere, in maniera equilibrata. L’aula è un contenitore, entro il quale si svolge il “teatro del sé”, in cui le persone devono sentirsi libere di esprimersi, dichiarare difficoltà, vivere i conflitti. Fuori di là c’è il mondo, che attende, come verifica, i risultati dell'apprendimento. L’unico giudizio consentito sarà sul livello di performance finale. La comunicazione formativa ha come requisito indispensabile la scelta della modalità di communication is more appropriate. An analysis of the best training methods and techniques contained in them, may decide the way forward for trainers who want to do their jobs competently relational, cognitive and emotional. In the method, are enclosed in the most effective communication techniques that facilitate the task of training. Before choosing a method of training, attention should be paid to the real needs of the students, the requirements that are required output, the targets and the expected change. The focus of attention is on people, never on the 'cultural effect. " A good trainer should bring along his technical preparation, but also the art of transferring the experience and the ability to report, that pass through the method that will then choose to employ. Counseling is a training method that combines different methods and techniques in order to develop the interpersonal skills essential to the growth of self and of people who will be trained. In the helping relationship between an experienced trainer (counselor) and a person in need and to discover or rediscover their resources (learner), counseling involves creating a collaborative relationship of motivation and a climate suitable for the construction of a practice targeted for change. Through the study of the principles of transactional, you can make immediately applicable and effective axioms of human communication, involving themselves in a learning process that enables the acquisition of new instruments, operational and not merely theoretical, for interaction with the outside world, in any field where there is great importance in the exchange communication between individuals. NLP is a methodology that is based on the principle that all behavior has a structure that can be changed. There are several areas where the GNP is useful: communication, development of mental management, the development of personal skills. And these three fields have, in the ability to manage their behavior in a manner intended, the point in common with the baggage essential to the trainer. The function of hospitality is a meeting, the reassurance, the opportunity to report that the trainer must be able to establish with learners. The trainer is never comfortable judging, there is the relational plan on opening, and offers the best conditions for the meeting. The host knows the target recognition of merit, reward or consular know when we are faced with a failure, and knows how to help overcome the inevitable obstacles of all learning processes. The normative component that the trainer must have into action when you need to give a rhythm to work, examine the results, encourage dedication to learning. The standard calls order, a self-discipline that avoids falling into the breach, in an attempt malicious disregard of the importance of training. The trainer must be able to understand who has before, since many students will find in the relational life, all different from each other. His work will include the removal of barriers to learning, communication, and then he will try to dissolve those elements that will be felt during the journey, respecting the personality of the learners. The array of Gallup can help you get an idea of \u200b\u200bmotivating people to participate in educational activities, having as criteria the degree of satisfaction that they show respect for the knowledge they hold. The factors identified are the result of a combination of two lines: "I am satisfied with what my level of ability" and "as far as I know how I feel capable of doing." The Presidium is characterized by high capacity and high satisfaction about their awareness of being able to do. He has a tendency to preserve and maintain their own beliefs with a certain stubbornness and detachment to have behavior and conflict towards its stakeholders. For the headmaster "there is nothing we can tell you do not already know." The strategy to capture their attention is to put in crisis, with polite questions and ironically, their knowledge. Aliens are characterized by their content with what little they can do. The strategy to capture their alienation is to decrease the degree of satisfaction with the competence, emphasizing the relevance and importance of the topic that you are talking about. The "drinkers" are characterized by the feeling of being able to do little and anger associated with that feeling. They are often anxious to learn and high expectations towards the teacher. We can say that they hunger for knowledge, and they feel indignation when their expectations are not met. The strategy to capture the attention of individuals belonging to the category of "drinkers" is giving a lot of information to communicate, with enthusiasm, deepening ever, if required, the subject matter. The masochists are characterized by dissatisfaction over their basic skills, while recognizing that to be very good. The strategy to capture the attention of individuals belonging to the category of masochists, is to recognize their expertise in a given field or on a specific topic. It is also important to convey the information with empathy and with a good dose of emotional involvement. Training can be viewed as a communication process aimed to learning, then it is a very complex process in which they are present on the one hand the teacher and other learners. If the relationship between the parties is too unbalanced, communication becomes ineffective. One of the most common situations, which could make the problematic relationship, occurs when there is too unbalanced relationship between the interlocutors. If the trainer establishes a one-way communication and pays little attention to the interaction, its becomes a monologue, where he attempts to break is experienced as a disturbance. The causes are varied, such as lack of empathy, poor concentration, low relational skills, a certain inadequacy in the methods of communication used. The effect you get with this relational approach is the passive listening. The passive listening is a cause of low learning or misinterpretation, che possono generare distorsioni sia sul piano cognitivo che su quello comportamentale. Il formatore deve impegnarsi a stimolare l’ascolto attivo, e accertarsi che i messaggi vengano trasmessi all’allievo nel modo giusto. Domande, esercitazioni, osservazione del non verbale, stimoli emotivi e fisici, sono gli strumenti migliori per agire in tal senso. Il rischio di trasformare la comunicazione in una trasmissione monotona di informazioni è un’altra causa di poco coinvolgimento dell’allievo. Bisogna concentrarsi sulle proprie competenze linguistiche e paralinguistiche per essere in grado di trasformare il proprio pensiero in comunicazione efficace. Il cardine della competenza comunicativa è sempre la formazione, che necessita però di clarity and simplification to give guarantees to listen. The trainer must be a creative community. Must be able to experiment, invent innovative solutions to open new frontiers in both the method and of how relations. In this way he will be a source of insights for his students and stimulate creative thinking. Being creative means to break the mold and especially hard to overcome the lack of motivation to innovate every time and pave the way for change. Often those who receive the training tends to move the communication on a controversial, because of its resistance to change. The risk of conflict is very high, since even the trainer may have difficulty understanding the true meaning of a specific question or statement by the Alliance strong, which may obscure a provocation or a challenge. To avoid conflict, the trainer has always emphasized respect for the role, anchoring the action to their skills and objectives. Focus on their role, trying to avoid calling into question their ability to succeed, it could be a way to help students out of the controversial plan and recognize the real needs. Training in communication is crucial that the teacher manage aspects of their personality so as to contain the relationship with the student within a framework that supports learning. The trainer must in fact arise solo come tramite per la crescita dei discenti evitando di assumere atteggiamenti da protagonista che, se troppo evidenziati, rischiano di ridurre notevolmente le possibilità di espressione dei discenti. Il processo di apprendimento, e specularmente il processo di insegnamento, necessità del feedback, ossia di quelle informazioni che gli altri ci comunicano su quanto stiamo comunicando o facendo. Se la comunicazione è stata impostata in modo corretto, si assisterà a un feedback spontaneo, come ad esempio una richiesta di approfondimenti, oppure ad un intervento particolarmente creativo di un discente. Ciò significa che la comunicazione è bidirezionale, cioè che sta funzionando. Il caso contrario, cioè l'assenza di interventi da part of learners, it means that something is wrong, and need to "investigate" what it is. In this case it will be useful to "force" feedback from students urging them to intervene, to ask questions, or use in exercises, tests, applications for reinforcement. The trainer must work individually on all persons, and for each of them must have a clear picture out of the learning process. The analysis of feedback may obtain information on the effectiveness of the course, some adjustments, eliminate or add new topics, or changing the method and techniques. Guiding learners towards the expression of their potential, the trainer lives in turn experience very enriching. The professional growth of a person is a result that indicates that the training was designed and managed in an appropriate manner. Assist learners to overcome problems, strengths, and to discover new possibilities, to explore their potential, or simply to learn new procedures or techniques, can be very rewarding.

Very important e-book on the subject must have "THE TRAINER" by James Brown!

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Part II The Effective listening - empathic listening

Hello, welcome to the third edition of the "Interpersonal Communication"! Today we'll talk
even LISTENING EFFECTIVE and especially empathic listening.
The most effective way to also understand the emotional point of view of the interlocutor is surely able to assume an attitude of empathic listening. With this post I want to drive in activating your resources to listen in an empathic way, catch up with each other. Only in this way, in fact, you can experience the communicative relationship in a completely "open" in contact with each other and as an opportunity for growth. Empathic listening is a next level active listening. And 'the ability to step into someone else's shoes to fully understand his point of view, made not only of thought but also of emotions, establishing contact with the a contact-free and opinions based on mutual understanding. Empathy does not necessarily give advice, which could be quite a way to control the other or make it official, it does not mean act as the resolver of the problems of others. Empathic listening, however, may allow you to communicate with the other party so that they can receive information that will help to clarify ideas. To achieve an empathic listening should try as much as possible to dispense with any form of abuse or submission, setting exactly on par with each other. Although the meeting happen between a top manager and a worker, each of them will have the opportunity to exchange their points of view, experiential, enriching in some way the vision of the other. Empathic listening, therefore, completely ignores the culture and intellect, and puts everyone on an equal footing. Talk like it, but even more like to be heard and understood, mainly because free from responsibility and the effort of listening. Empathic listening takes place when one recognizes at once: your eyes become a bridge, communication is more fluid, hardly pauses or silences are broken and the attitude of the parties is more relaxed and spontaneous. Empathic listening is silent, but not without words. Encouragement to continue, challenging questions, the wording, paving the way of clarity. The activity of listening is shown by the concentration: if the speaker loses the thread, good listener helps him to immediately take up the subject, right where it left off, sharing the synthesis of experience, both rational and emotional. Requests for clarification will be made to organize themselves to better the relationship between thought and action. It should, however, limit the use of these questions so that communication becomes a monologue. Since a language that uses these types of questions too temporary exclusion of the other party the ability to enter into the discourse, it is tedious and takes progress toward closing the dialogue. Applications for study can be open or closed. In any case seek to obtain accurate information or to better understand the thinking behind the language. They help to open other channels of communication and enrich the language of symbols, metaphors, in short, make it more "visual" in its representation. Feedback, ie the information return required to check your comprehension of the message, is favored in active listening and even more emphatic than in his easy susceptibility to any kind of result could arise from the communication. The feedback in this sense is free from manipulation, and is not a liberal interpretation the emotional component of the interlocutor's message, but a summary relating to what has actually been expressed by another. Empathic listening there are no rigid rules or universal recipes, what matters is the level of trust and openness that you can establish with each other. However, some suggestions may be helpful: Do not be in any hurry, try to change the views, seek assistance if necessary to understand, let the emotions show through, use irony, listen to yourself. Active listening is developed with slow shutter speeds. It is not possible to predict the actual duration of a conversation. And this rule applies even more so for listening empathic. When the process of understanding was finalized, you will feel calm in the relationship on an emotional level, while at the cognitive level there will be no other concerns or questions to ask. If you move away from models, from cognitive distortions, barriers to listening, learning from rigidity, there will be a flow of communication, verbal and nonverbal, that will enrich the perspectives of both parties. The acquisition of point of view can lead to change in a more or less pronounced his point of view. The use of applications becomes a cry for help to better understand and to deepen, by whom listen. The search for clarity is essential, because listening is to give meaning to the words of others. Even a nod may be a request for understanding. Get help to understand, never to judge, question or blame, it also means showing interest in the words of the other, each other in this way his desire to express themselves and communicate with us. If you listen it reveals one's own experience (especially through non-verbal channel), the speaker will feel freer to express their emotions. Conversely, if the listener is wearing a mask, you will create a relational distance and listening in danger of becoming simply a "technical". He who speaks, in fact, he realizes that the other is hiding something and, by extension, choose a mask to wear even heavier. Irony knows raise complex situations in which the tension becoming too high risk degenerating into aggression and conflict. A smile, a joke, lighten the heaviness of boring conversations or inconclusive, arousing the attention of the other. Also, "listen" and give space to your smile, creates a greater readiness to speaker and listener. The signals from the other take on value only if the listener knows first listen to himself, his emotions, his thoughts deep. Listening to oneself never ends at the end of a meeting, but the process leads to a summary only where the person who gets listened to their feedback, in addition to the other. The moment of synthesis varies depending on the intensity and importance of the relationship. This module described the dynamics of listening empathically, which assumes an attitude devoid of leadership and openness towards the other. Were submitted for advice to empathize with the other party and has been shown the way toward understanding the content and emotions in communication.

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Listening effectively - First Part - Active Listening

Hello, welcome to the second round with the "Interpersonal Communication"!
Today we will talk about effective listening and active listening in particular, in the next post then we will talk about empathic listening. Let's start. Listening does not mean
hear what the other tells us how much to give space to another, be ready to seize what it takes to communicate, even if what we're saying does not match our expectations. The active listener want to understand the other, and knows the determination of rational communication and emotions. We must integrate emotion and reason to avoid the risk of deforming in listening posts and to grasp the real meaning. But let us proceed with order.
Si è sempre molto presi dal parlare. Quasi sempre quando siamo presi dal parlare sentiamo il bisogno di essere visti, amati, compresi. Rischiamo così di divenire un fiume in piena, che scorre senza rispettare alcun argine. L’altro diventa funzionale a se stessi, un “oggetto” relazionale, una prova del proprio diritto ad esistere, piuttosto che una preziosa possibilità di scambio e crescita.
Lasciando spazio all’altro si è in grado di ascoltare le risposte a quelle che, altrimenti, diventerebbero solo domande, cui non sempre si riesce a rispondere da soli. Si passa, così, dal monologo interno al dialogo. Ascoltare l’altro è come guardare in uno specchio. Vedere riflessi i propri stati emotional reactions of our partners will help us to understand those aspects of us are unclear, we do not accept or that deep down we are afraid. If we can establish contact with each other overcome our selfishness, we can also better understand their thoughts, which often become entangled without that you can find a way out.
Knowing how to listen, however, is the result of a process that requires patience. It 's a "decision" is not formal, which involves the whole person and the door to open and search for the contact. The basis of this choice we are willing to satisfy their needs (to be understood, clarify, develop new ideas, etc.). And the desire for growth personale. L’ascolto è influenzato dal livello di stima che si ha del proprio interlocutore. Ascoltare in modo attivo significa decidere di passare da un atteggiamento del tipo “io ho ragione, tu hai torto” che conduce solo al conflitto, ad una forma mentale che suggerisce: “io ho ragione, ma anche tu”, che porta a raggiungere uno spirito collaborativo nella discussione.
Se anche l’altro proprio non ci piace, bisogna ricordare che ogni incontro ha sempre qualcosa da darci, è una nuova esperienza. Non si sa da dove possa arrivare l’illuminazione, alle volte anche un incontro rapido e apparentemente inutile può riservare dei preziosi insegnamenti.
Ad un giudice saggio furono portati due litiganti. He listened to the reasons of the first and decided, "You're right." Then the court heard a second and said, 'You're right. " The counselor intervened: "excellence, but they can not both be right." The wise judge then said: "Mmmm ... you're right too."
It 's impossible to know the absolute truth, because it does not exist. The only way is to listen to find a compromise. In life, all relationships require compromise.
Generally the more pressing needs on the person, the more listening becomes selective, and tends to include only what satisfies the needs and responds to their expectations, paradoxically also proceeding in the opposite direction to the true meaning of communication. Expectations distort the play because it conveys to a pre-designed road. Listening requires decoding tools necessary for understanding the message. If the language is unclear, but it's tight, manipulative, or the language between the two referents is not shared, communication can lead to misconceptions and misunderstandings. The emotional situation interferes significantly listening. Only if the emotional and the rational are in equilibrium is possible to perceive correctly the non-verbal signals activated in the communication.
The context in which communication determines the intensity and quality of listening, not only for obvious environmental factors (such as noise of an environment). Depending on the social, public, private or intimate, varied interest in furthering the exchange of communication, and is activated by a different type of audience, with varying degrees of emotional involvement. Listening to create and strengthen social relationships, for fun, to express friendship, to develop alliances, etc. .. The relationships established, however, are not binding and the ability to listen is superficial, leaving few traces in memory. The play is presented as social play "tribal" as in it the actors exchange codes relational base. The play is centered on intellectual data, facts, information. You enable the Memory "useful" in resolving problems (work, study, etc..) And cognitive learning. Listening to intellectual detachment from emotions, is formal and can be compared to the storage of data in a computer.
Active listening allows information to implement rational and emotional, to understand not only the message, but also information on where it comes from and intentionality, the needs and expectations of the interlocutor. If you actively listen to each other, they are able to perceive informazioni di cui lo stesso interlocutore non è a conoscenza (inconsapevoli), ma che trapelano dalla comunicazione non verbale. La forza dell’ascolto attivo è legata alla capacità di osservazione, analisi, introiezione e sintesi della comunicazione. Ascoltare senza emettere giudizi fa sentire l’altro maggiormente libero di esprimersi.
Se si nota che l'interlocutore è distratto, volge lo sguardo altrove, e il flusso di comunicazione si interrompe, bisogna tentare di richiamare la sua attenzione, ma se il tentativo fallisce, meglio desistere: senza l’ascolto infatti la dispersione della comunicazione è talmente elevata da portare a distorsione o azzeramento delle informazioni. Quando due persone entrano in contatto, tra di loro avviene un incontro, i monologhi divengono dialoghi, e se c’è la disponibilità alla comunicazione e all’apertura emotiva, si assiste ad un flusso armonico, dove ci si ascolta l’un l’altro. Un ponte di sguardi attenti è indice di un livello alto di attenzione. Non sempre si arriva a comunicazioni profonde e il livello di incontro può essere anche breve, ma è comunque importante che avvenga uno scambio che faccia comprendere i motivi della comunicazione e la situazione emozionale degli interlocutori.
Al termine di ogni incontro, ma solo al termine, è possibile analizzare sia il contenuto della comunicazione, sia il vissuto emotivo. Il giudizio complessivo di attrazione, repulsione o neutralità, will understand the meaning it had for him since that meeting. One must first hear themselves and their emotions, wondering: "How do I look?" To discover "quiet, agitated, calm, thoughtful, anxious, etc..." Only later can process your information and organize thoughts clear. But do not stereotype the reports. Declaring "I like you, I do not like" binds the report to a statement dichotomous, such as "black or white, which makes it impossible to see the many nuances that exist. Do not always listen to the silence is implied. In fact, active listening is also made up of questions and reformulations are useful to improve understanding and clarity. Reformulate need to understand, to clarify a concept expressed or bad understood. Reformulating a sentence you put the other in a position of having to hear again what he said, so he can clarify, confirm or deny the concept expressed.
Well I know that I spoke a bit 'too much. I leave you to your reflections and there in the next post to continue this journey to effective listening. And hello to the next.

Decay In Back Part Of Molar

Creative thinking

Hello everyone, as promised today we begin a journey through the streets of interpersonal communication. Why "Creative Thinking"? Well, the thought creative is nothing but our creativity, to be sure everyone in life we \u200b\u200buse our creativity, not only in fashion, design, entertainment, art, but always and especially in communication and interpersonal relationships.
But what is creativity? Creativity is an attitude. Every human being, irrespective of sex, age, race or religion, has a creative potential, the ability to have original ideas and effective (JP Guilford), "Life is a close interplay between routine and creativity" (A. Maslow ). Create
means innovate! And innovation and has nothing to do with the routine! Years in the history of men "understood" che RIPRODURRE è più semplice e gli innovatori, i creatori sono stati spesso emarginati. Il pensiero creativo produce associazioni tali da ridurre al minimo l'influenza dei filtri mentali (RICORDI, EMOZIONI, VALORI, ATTEGGIAMENTI, ASPETTATIVE) sempre presenti nel pensiero razionale; si parla spesso di pensiero laterale. “Ogni creazione è prima di tutto un atto di distruzione” (P.Picasso), bisogna avere il coraggio di definire “superato” il vecchio ed agire con creatività verso nuove idee affrontando con coraggio l'incertezza che il “nuovo” porta con sé. Ma veniamo a noi, qual'è la connessione tra il pensiero creativo e la comunicazione? Beh semplice, il linguaggio è il primo transmitter of creativity. The choice of terms, how to present themselves, to express their personality, the composition of sentences are clear indications of the level of creativity that an individual can develop. The ability to feel "amazing" is essential in the creative process. Lateral thinking allows you to broaden the visions, the search for solutions. In reality nothing is invented from scratch, it is always to reinvent what already exists in a creative way. The beauty is that creative thinking can be developed and there are several ways to do it. The TRAINING is to make the flow of thoughts flow freely even those that differ from the specific activity (For example, there is sometimes a winning idea when you are engaged in another activity). If you are in a group can use the technique of brainstorming was to "put down" ideas, so far as spontaneous and free evaluations. Other techniques are: Sinettä, problem solving, role playing, the technique of the six chapels (maybe I can tell you about it in some other post,-p)
I leave you with some words of Pablo Neruda on his view of creativity. I wait for you next week with a post on listening EFFECTIVE foundation of effective communication.
"He or she who becomes a slave of habit, repeating every day the same itineraries. He or she who shuns passion, who prefers black on white, dotting the "i" rather than a set of emotions, the kind that make your eyes glimmer, that turn a yawn into a smile, that make the heart beat before mistakes and feelings.
He or she who does not overthrow the table when is unhappy at work, who does not risk certainty for uncertainty to follow a dream, who would not allow, at least once in their lives to run away from sensible advice.
Slowly dies who does not travel, does not read, does not listen to music, who does not find grace in himself. Dies slowly he who destroys self-esteem, who does not accept help, who spends his days complaining of his bad luck or the incessant rain.
Dies slowly he who abandons a project before starting it, who does not ask questions on subjects he does not know, who does not answer when asked about something he knows.
Let's avoid death in small doses, reminding oneself that being alive requires an effort far greater than the simple act of breathing.
Only a burning patience will lead to attainment of a splendid happiness "
If you are interested in further information on the subject subscribe to my FREE Newsletter!

You should also explore the theme from these links:
SECRETS OF CREATIVITY '
As always costs SMALL MAIN LESSONS !

Watch Jesse Jane On Putlocker

NEW 'DIE

Hursthouse Ethics On Abortion

WORK - Communicating safety

accidents, deaths have become white long ago that hardly makes news "news."
Sometimes it seems "normal" ... it says that the work has always been the innocent victims in history, every job has its risks, but I say "Can we really accept death at work?".
Well everyone reading this will say: "Of course NO !!!". We are the usual, well preach evil and scratching! Always
University I studied the "Security", to be sure our engineers are often called to positions of responsibility on the issue of security, but if I tell the truth ... Well I've never been convinced of the "method". Over the years I have more and more convinced that the problem is not the dangerousness of the workplace, as the approach to the work in general.
On the issue of safety is always missing a vital issue, "better communication", to create a more intimate awareness of the problems.
I can not stand idly by when a few friends (in construction workers), I speak of security as a real "ball and chain", I say they are unjust laws (refer to 626 and 494). They say they are laws that make up our working day a living hell (more than it already is), those helmets, those boots, those gloves, those harnesses are unbearable ...!
And then there is really something wrong!
Law 626/94 and its amendments have introduced a whole new world on security, but I wonder: "How the laws are really close to the realities of everyday life?", Well in fact many laws are, they are been and will be far removed from the realities of life.
are expected to figure in charge of prevention and protection, a sort is "guru" della sicurezza aziendale; poi si prevede un RLS “Responsabile dei Lavoratori per la Sicurezza”; corsi di formazione sulla sicurezza per gli uni e per gli altri, ovviamente separatamente per creare classismi anche su una materia che ha a che fare con la vita della gente.
Avete mai sentito della morte di uno di questi personaggi??? No, nel modo più assoluto!!! Muoiono solo poveri operai, magari sottopagati, non informati o che magari hanno “subito” qualche ora di corso sui possibili rischi del lavoro magari una sola volta nella vita; corsi noiosissimi fatti di una comunicazione inefficace ed inefficiente dei quali non resta quasi nulla in memoria.
In realtà credo che sia la stessa parola “SICUREZZA” to create all the problems!
When you're sure of something, a situation of someone? Yeah ...
security means literally "to be sure that what you are doing does not mean no harm to ourselves first and then to those around us." Be certain that there can be damage creates a mental condition of superficiality, lack of concentration which leads to errors of evaluation of our behavior, sometimes fatal mistakes.
We try to focus on "security" that the world around us gives us, we try to be more focused when walking on a scaffold rather than bother trying to say that the scaffolding had to be some kind of "Highway", we learn to handle emergencies that we always will be and avoid engaging in one after the other four in a tank saturated with poison gas!
This is common sense, pride, love of his life, his family.
Think, think!

-

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