Time/Date 26.02.24 27.02.24 28.02.24 29.02.24 01.03.

24
 Recap Day 1  Recap Day 2  Recap Day 3  Introduction
 Module Inauguration
 Module Leader  Blended Learning & Digital
09h00  Participants  Feedback, Giving & Receiving  Active learning & Storytelling Toolbox
 What the industry need?
 Introduction to EHL  Types of feedback  Definition & importance  Principles of digital teaching &
10h30  Explore the research from the
 Inaugural Quiz  Feedback vs Feedforward  6 types of Learning Types learning
different institutes
(individual & team)  Five criteria of feedback  Types of Learning Activities  Traditional vs Blended vs Flipped
 Group discussions
 Impacts of feedback  Storytelling Learning
 Digital Toolbox Demo

 One-On-Many (OOM) Facilitation  A real impact on sustainability

 Science & Art of Learning  OOO Session  OOO Session
11h00  Sequence, objects & activities  Brainstorm of what has an impact to
 Pedagogy & Andragogy  Live demonstration  Actual Run
12h30  Topics & Requirements middle management
 Bloom’s Taxonomy  Facilitation plan coaching  Facilitation plan coaching
 OOM Facilitation Checklist  Cases studies

12h30
LUNCH LUNCH LUNCH LUNCH LUNCH
13h30
 Elaborate what the training
should be
 Question Techniques
 OOO Session  OOO Session  OOO/OOM Session  Prioritize the objectives and topics
13h30  Application of question techniques
 Actual Run  Actual Run  Actual Run for maximum impact
15h00  Values of questions
 Facilitation plan coaching  Facilitation plan coaching  Facilitation plan coaching  Draft the program and compare with
 Types of questions
initial thoughts of EHL
 Draft plan and role-out of partners

 One-on-One (OOO) Facilitation

 From Teaching to Facilitation  Group Work, Case Studies &  Wrap up
 Rationale, caution & premise  OOO/OOM Session
15h30  Teaching vs. Facilitation Homework  Review the key elements
 Topics & MEP  Actual Run
17h00  How to Facilitate  Rationale & Design  Identify the risks
 Preparation & Checklist  Facilitation plan coaching
 Verbal & non-verbal communication  Develop & Use  Q&A
 OOO Learning Plan

 Recap Day 4
17h15
 Recap Day 1  Recap Day 2  Recap Day 3  Module Closure
17h30  Q&A and Feedback

 Pre-requisites for Day 2  Pre-requisites for Day 4  OOO & OOM Videos – sending to
Homework  OOO Facilitation Plan
 Pre-requisites for Day 3
 OOM Facilitation
 Pre-requisites for Day 5
Lausanne for evaluation

« EHT PROGRAM FACILITATOR » PROGRAM SCHEDULE

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 Time/Date 27.02.24
 Feedback, Giving & Receiving
 Types of feedback

Feedback can take many forms such as oral, written, informal, formal, descriptive, evaluative, peer and self-
assessed feedback. It is the quality of feedback that counts.
Aside from that, we have given you 6 easy steps for practicing feedforward: Set clear goals, Listen to your employees, Plan your
feedforward assessment, Conduct the assessment, Take action on areas that need improvement, and Evaluate the results

 Feedback vs Feedforward

The main difference between feedback and feedforward is that the former is concerned with past mistakes, and
the latter is all about the future. Feedforward allows us to work on our potential problems and prevent them
from happening.

09h00
10h30

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 Time/Date 27.02.24
 Feedback, Giving & Receiving

 Five criteria of feedback

 Impacts of feedback

Focused, specific feedback helps students understand learning objectives, choose the best
09h00 strategies for the task, make course corrections throughout the learning process, monitor their own
10h30
learning, and determine where to go next.

 OOO Session
11h00
 Live demonstration
12h30  Facilitation plan coaching

12h30
LUNCH
13h30

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  OOO Session
13h30  Actual Run
15h00  Facilitation plan coaching

 From Teaching to Facilitation ( https://www.youtube.com/watch?v=09zea3EvyMg)

 Teaching vs. Facilitation

What Is a Facilitator?

While many types of facilitators work in a variety of settings, they each share a common goal: helping people learn. Many areas of expertise combine to make up what a
facilitator is trained to offer. Facilitators focus on easing the learning process, arming students or employees with strategies for cultivating ideas, fostering creativity,
improving communication, and deepening comprehension.

Facilitators can improve a workplace or learning environment by:

 Acting as mediators. Facilitators often work in group settings. By acting as mediators and encouraging a healthy discussion, they’re able to increase
participation, fostering new ideas or solutions.
15h30  Engaging in active listening and problem-solving. Understanding how to best help someone requires reliance on strong active listening skills. By narrowing
17h00 down the specific challenges an individual is facing, facilitators are able to help find a solution.
 Using preparation or engagement techniques. Even though facilitators aren’t required to have background knowledge in a subject, proper preparation is
crucial for facilitation. Arriving prepared with activities and strategies to keep students and coworkers engaged can streamline learning or workplace
development, encouraging individuals to invest in the process.

While teachers impart information, facilitators help students absorb that information. By offering skills,
strategies, and resources to boost productivity, facilitators make it easier for students or employees to
participate in the learning process. Facilitators break down barriers to creativity and communication and
encourage success.

15h30  From Teaching to Facilitation

17h00  Teaching vs. Facilitation

What Is a Teacher?

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 Teachers are subject matter experts who pay their knowledge forward. The main difference between facilitators and teachers is that teachers use their subject matter
expertise to design curricula, presentations, and learning materials. Teachers create and implement learning materials, while facilitators support learners through the
process and help maximize their education.

What a teacher is tasked with involves advancing students’ knowledge and skills and understanding the specific subject matter. Through designing lessons and
supplying resources, teachers strive to foster their students’ curiosity, creativity, and investment in learning.

A teacher’s day-to-day duties include the following:

 Lesson planning. When planning lessons, teachers look at the long- and short-term goals of their students’ curriculum. To ensure that students meet the
education standards for each grade and cover the required subject matter, teachers must plan accordingly, drawing on time management, planning, and
organizational skills.
 Testing or evaluating. Tests and evaluations allow teachers to get an idea of what content their students have mastered and what they need to review. The
process also allows them to give formal grades and prepare students for state-mandated testing.
 Giving presentations and communicating. Teaching includes giving presentations and communicating orally and in writing. The more comfortable teachers
are with presenting and communicating, the more time and resources they can put toward evaluating and building rapport with students.

15h30  From Teaching to Facilitation

17h00  How to Facilitate

Step One: Set the Boundaries

Step Two: Remain impartial
Step Three: Understand group dynamics
Step Four: Use your personal style

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 Step Five: Intervene when appropriate
Step Six: Handling difficult situations
Step Seven: Practise, practise, practise

 Verbal & non-verbal communication

Verbal communication is perhaps the most obvious and understood mode of communication, and it is certainly a powerful tool in your communication toolbox. Put
simply, verbal communication is the sharing of information between two individuals using words.

Spoken communication can be a conversation, a meeting, or even a speech. Spoken communication is powerful in that it allows for input from every part of the social
communication model. You encode your thoughts into the spoken word and look to your audience to decode and take the message in. You can ask for feedback directly
to confirm understanding of your message.

In a world where we do most of our talking by email and text, spoken communication is a breath of fresh air. Leverage the power of spoken communication to create
relationships—you can establish a rapport and a sense of trust with your audience when you speak with them. Spoken communication allows you to bond on a more
emotional level with your listeners.

Spoken communication also makes it easier to ensure understanding by addressing objections and clearing up misunderstandings: you can adjust your message as you
communicate it, based on the feedback you’re getting from your audience. Spoken communication allows you to walk away from a conversation with a higher degree of
certainty that your message was received.

15h30  From Teaching to Facilitation

17h00
 Verbal & non-verbal communication

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 We’ve already employed a little bit of nonverbal communication with the active listening skills we’ve previously discussed: nodding, facial expressions, leaning toward
the speaker to show interest—all of those are forms of nonverbal communication. Body language can reinforce your spoken message or it can contradict it entirely.

There’s a myth that says that when you speak, only 35 percent of your communication is verbal and 65 percent of it is nonverbal. That’s not entirely true because so
much depends on the context and situation. It is, however, absolutely true that nonverbal communication can make or break your message.

Here are some types of nonverbal communication and the effects they can have on the success of your communication:

 Facial expressions: Your teenage cousin we referred to at the beginning of this section might have told you he was happy, but his apathetic facial expression
may have communicated different information. Facial expressions—happy, sad, angry—help you convey your message. Be aware of your facial expression
when you talk and particularly when you listen, which is when it’s easy to forget.
 Gestures: When you speak, a gesture can make your message stronger. Pointing out something you want your listener to look at more closely is an example of
nonverbal communication that makes your message understood. Motioning warmly toward a coworker who deserves special recognition, making a fist to show
frustration or anger, such gestures help further engage your audience when you speak.
 Proximity: How close you are to your audience when you speak sends a nonverbal message. If your size is imposing and you leave a very small distance
between you and your listener, it’s likely your nonverbal communication will be a bit threatening. On the other hand, giving someone too much space is an
awkward nonverbal communication that might confuse your listener.
 Touch: Shaking an audience member’s hand, putting your hand on his shoulder: these are nonverbal cues that can affect the success of your message. Touch
communicates affection, but it also communicates power. You can think about what kind of messages a job applicant may send through a weak handshake versus
a firm one after having a job interview.
 Eye contact: Making and maintaining eye contact with an audience when you’re verbally communicating or listening communicates to the other party that
you’re interested and engaged in the conversation. Good eye contact often conveys the trait of honesty to the other party.
 Appearance: Your clothing, hair, and jewelry are also a part of nonverbal communication. If you put a dachshund pin on your lapel each morning (because
you have a pet dachshund), that says something about you as a person. Similarly, the quality and condition of your clothing, how it fits, if it’s appropriate for the
season—all of these things speak nonverbally about you as a communicator.

Nonverbal communication reveals a lot about you as a communicator and how you relate to other people. It pays to be aware of the elements of your nonverbal
communication so you can maximize the impact of your message.

17h15  Recap Day 2

17h30

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  Pre-requisites for Day 3
Homework

Feedback vs Feedforward: Sức mạnh của việc phản hồi hiệu quả (Phần 1)
Sau khi tham gia workshop tại Pixta Vietnam với chủ đề: Constructive Feedback, tôi đã hiểu được cách đưa ra phản hồi (feedback) hiệu quả cho
người bằng các bài học từ thực tế và dẫn dắt người nghe từ việc quan sát, nhận định, và cùng thảo luận về những mục chính khi đưa ra phản hồi
cho những người xung quanh.
Đặc biệt hơn, tôi đã tìm ra 1 khái niệm khác – Feedforward. Nếu Feedback tập trung vào những điều đã xảy ra và thường được sử dụng để cải
thiện trong quá khứ, thì Feedforward tập trung vào những điều có thể được cải thiện trong tương lai. Trong bài viết này, tôi muốn giới thiệu đến
các bạn về cả hai khái niệm này, cùng với những ứng dụng thực tế trong cuộc sống và công việc của chúng ta.

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 Feedback và Feedforward là gì?
Feedback và feedforward là hai thuật ngữ thường được sử dụng thay thế cho nhau, với những điểm chung như:

o Là các công cụ để giúp cá nhân cải thiện hiệu quả làm việc và đạt được mục tiêu.
o Cả Feedback và Feedforward đều cần phải được cung cấp đầy đủ, chính xác và khách quan để đảm bảo tính hiệu quả.
o Cả feedback và feedforward đều có thể được sử dụng để cải thiện năng suất và tăng cường sự tự tin cho cá nhân.

Sự khác biệt cơ bản giữa Feedback và Feedforward

o Feedback thường được cung cấp sau khi đã hoàn thành một hoạt động hoặc một nhiệm vụ, trong khi Feedforward được
cung cấp trước khi thực hiện hoạt động hoặc nhiệm vụ.
o Feedback nhấn mạnh vào việc cải thiện các hoạt động trong quá khứ, trong khi Feedforward tập trung vào việc cải thiện các
hoạt động trong tương lai.
o Feedback thường được cung cấp bởi người đứng đầu hoặc người có kinh nghiệm, trong khi Feedforward có thể được cung
cấp bởi bất kỳ ai có kinh nghiệm hoặc sự hiểu biết về nhiệm vụ hoặc hoạt động cần được cải thiện.
o Feedback thường tập trung vào việc sửa chữa những điểm yếu của cá nhân, trong khi Feedforward tập trung vào việc phát
triển và tận dụng các điểm mạnh của cá nhân.
o Feedback thường được cung cấp dưới dạng bình luận hoặc đánh giá, trong khi Feedforward thường được cung cấp dưới
dạng lời khuyên và hướng dẫn.

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 Ví dụ

o Feedback: Bạn là một nhân viên kinh doanh và đã hoàn thành một cuộc gặp khách hàng. Sau cuộc gặp, quản lý của bạn
cung cấp cho bạn feedback về cách bạn xử lý với các tình huống trong buổi gặp mặt. Quản lý của bạn đã cho rằng bạn cần cải
thiện kỹ năng giao tiếp và cách tiếp cận để tăng khả năng bán hàng.
o Feedforward: Bạn chuẩn bị tham gia 1 buổi thuyết trình giới thiệu sản phẩm với khách hàng. Bạn đưa kế hoạch của mình
cho một người có kinh nghiệm hơn và họ cung cấp cho bạn feedforward về cách thuyết trình của bạn có thể được cải thiện
trước khi bạn bắt đầu thực hiện thuyết trình. Họ đề xuất bạn nên sử dụng các hình ảnh Dũng họa để tăng tính trực quan và mạch
lạc trong thuyết trình của mình.

Các tình huống phản hồi bằng Feedback hoặc Feedforward

Trên thực tế, khi một vấn đề xảy ra, chúng ta vẫn có thể đưa ra những lựa chọn về việc xử lý các tình huống phản hồi bằng Feedback hoặc
Feedforward.
Tình huống 1:
Trong một cuộc họp, một nhân viên đã nói quá nhiều và đã che phủ giọng nói của những người khác, gây ra sự khó chịu cho những người khác
trong cuộc họp.

o Sử dụng Feedback: Sau cuộc họp, quản lý có thể cung cấp feedback cho nhân viên đó, thông báo cho họ về tình huống và
những ảnh hưởng tiêu cực của hành động của họ đến những người khác trong cuộc họp. Quản lý có thể cung cấp cho nhân viên
các giải pháp để tránh tái diễn tình huống này trong tương lai.
o Sử dụng Feedforward: Vài ngày sau cuộc họp, có thể trong buổi họp 1-1 hoặc lựa chọn một1 thời điểm tích hợp. Quản lý
có thể cung cấp feedforward bằng cách đưa ra các lời khuyên và hướng dẫn để giúp nhân viên phát triển kỹ năng giao tiếp của họ.
Ví dụ, quản lý có thể đề xuất cho nhân viên này tham gia các khóa học hoặc chương trình đào tạo để cải thiện kỹ năng giao tiếp
của mình. Quản lý cũng có thể cung cấp phản hồi liên tục và những hướng dẫn cụ thể cho nhân viên về cách cải thiện kỹ năng
giao tiếp của họ.

Như vậy, trong ví dụ Feedback, quản lý đưa ra đánh giá và giải pháp cải thiện cho một tình huống đã xảy ra trong quá khứ. Trong khi đó, trong
ví dụ Feedforward, quản lý cung cấp hướng dẫn và lời khuyên để giúp nhân viên cải thiện kỹ năng giao tiếp của mình trong tương lai.
Tình huống 2:
Một nhân viên đã đến muộn vào buổi họp và đã gây ảnh hưởng đến tiến độ của cuộc họp.

o Sử dụng Feedback: Sau khi cuộc họp kết thúc, người quản lý có thể cung cấp feedback cho nhân viên, bao gồm đề cập
đến việc nhân viên đến muộn và ảnh hưởng của hành động này đến tiến độ cuộc họp. Người quản lý cần phải giải thích rõ ràng về

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 sự quan trọng của việc đến đúng giờ trong công việc và đề xuất cách để nhân viên tránh tái diễn hành động tương tự trong tương
lai. Ví dụ:
o B: Chào A, tôi muốn trò chuyện với bạn về việc bạn thường vào họp muộn và ảnh hưởng đến tiến độ của cuộc họp.
Tôi cảm thấy rất khó khăn khi phải chờ đợi bạn đến để bắt đầu cuộc họp và thậm chí là phải dừng lại để chờ bạn kịp thời. Bạn có
thể giải thích cho tôi tại sao bạn thường vào họp muộn?
o A: Xin lỗi về vấn đề này, tôi thường bận rộn với nhiều việc và quên giờ họp.
o B: Tôi hiểu điều đó, nhưng thật sự rất khó khăn cho chúng ta cần phải chờ đợi bạn. Tôi muốn đưa ra feedback để
bạn hiểu rằng thói quen của bạn ảnh hưởng đến tiến độ cuộc họp và tác động đến các thành viên khác trong nhóm. Tôi mong bạn
có thể cố gắng đến đúng giờ hơn vào các cuộc họp trong tương lai.

o Sử dụng Feedforward: Người quản lý có thể cung cấp feedforward bằng cách giúp nhân viên lập kế hoạch và đề xuất các
hoạt động để tránh tái diễn hành động đến muộn trong tương lai. Người quản lý có thể đưa ra một số lời khuyên và hướng dẫn cụ
thể để nhân viên có thể đến đúng giờ trong tương lai, bao gồm sử dụng đồng hồ báo thức, lên kế hoạch đến trước 15 phút hoặc
đặt một lịch hẹn nhắc nhở. Ví dụ:
o B: Chào A, Tôi hiểu rằng đôi khi bạn gặp vấn đề cá nhân và không thể đến đúng giờ trong công việc. Tôi muốn giúp
bạn tránh tái diễn tình huống này trong tương lai. Bạn có thể đưa ra một số kế hoạch để đến đúng giờ trong tương lai?
o A: Vâng, tôi sẽ cố gắng để đến đúng giờ hơn vào các cuộc họp.
o B: Ngoài việc cố gắng đến đúng giờ, bạn có thể sử dụng một số phương pháp khác như sử dụng đồng hồ báo thức
để nhắc nhở mình về thời gian hoặc lên kế hoạch đến trước 15 phút để đảm bảo bạn sẽ không bị đến muộn .Bạn cũng nên tận
dụng triệt để các công cụ mà công ty đang cung cấp như rakumo calendar, slack… để lên kế hoạch và đặt các lịch hẹn nhắc nhở..
Tôi tin rằng nếu bạn có một kế hoạch cụ thể, bạn sẽ có thể giảm thiểu việc vào họp muộn.

Tình huống 3: Dũng là 1 nhân viên mới trong công ty. Anh ấy đang thực hiện một dự án nhưng tiến độ của dự án bị chậm và khiến công ty bị
khách hàng trách móc

o Sử dụng feedback:
o Quản lý: Chào Dũng, tôi đã nhận thấy rằng tiến độ của dự án mà bạn đang làm chậm hơn kế hoạch đã đề ra, và điều
này đã gây ảnh hưởng đến độ hài lòng của khách hàng. Tôi muốn thảo luận với bạn về vấn đề này và cung cấp cho bạn một số
feedback để giúp bạn cải thiện tình hình.
o Dũng: Vâng, tôi rất cảm ơn vì đã thông báo với tôi về vấn đề này. Tôi sẽ cố gắng cải thiện tình hình.
o Quản lý: Tôi nhận thấy rằng bạn có thể cần cải thiện khả năng quản lý thời gian của mình và phân bổ thời gian hiệu
quả hơn. Bạn cũng có thể cần phải xác định lại các mục tiêu cụ thể và kế hoạch chi tiết để đạt được tiến độ. Tôi muốn đề xuất rằng
bạn cần phải tăng cường giao tiếp và liên lạc thường xuyên với đồng nghiệp và khách hàng để đảm bảo rằng các mục tiêu được
đề ra được thực hiện đúng thời gian.
o Dũng: Tôi hiểu và sẽ cố gắng áp dụng những gì bạn đã nói để cải thiện tình hình. Cảm ơn bạn đã feedback cho tôi.

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 o Sử dụng feedforward
o

o Quản lý: Chào Dũng, tôi muốn nói chuyện với bạn về tiến độ dự án mà bạn đang thực hiện. Tôi biết rằng bạn đang
gặp khó khăn và tôi muốn cung cấp một số feedforward để giúp bạn tiến bộ trong dự án.
o Dũng: Cảm ơn anh/chị.
o Quản lý: Thứ nhất, hãy xem lại lịch trình của bạn và đảm bảo rằng nó là hợp lý và đáp ứng được yêu cầu của khách
hàng. Nếu cần, bạn có thể điều chỉnh lịch trình để giúp bạn đạt được tiến độ dự án.Thứ hai, hãy đánh giá lại các nguồn lực mà bạn
đang sử dụng để thực hiện dự án. Nếu cần, hãy tìm kiếm thêm nguồn lực hoặc sử dụng chúng hiệu quả hơn để giúp bạn hoàn
thành dự án. Cuối cùng, hãy xem xét lại kế hoạch làm việc của bạn. Nếu cần, hãy tìm cách làm việc hiệu quả hơn để tiết kiệm thời
gian và giúp bạn đạt được mục tiêu dự án.
o Dũng: Cảm ơn anh/chị, tôi sẽ làm theo các lời khuyên của anh/chị và cố gắng hoàn thành dự án đúng thời hạn.

Như vậy, trong cùng một tình huống, feedback được sử dụng để giải quyết vấn đề đã xảy ra trong quá khứ và giải thích vì sao những dự án của
Dũng không được suôn sẻ như kế hoạch. Trong khi đó, quản lý cung cấp feedforward cho Dũng bằng cách đề xuất một số cách để giúp Dũng đạt
được tiến độ dự án. So với feedback, feedforward tập trung vào việc cung cấp các gợi ý và lời khuyên cho những cải tiến tương lai, thay vì đưa
ra đánh giá về hành động đã thực hiện trong quá khứ.

Kết luận
Với những điểm tương đồng và khác biệt giữa Feedback và Feedforward đã được đề cập, chúng ta có thể thấy rõ rằng cả hai đều đóng vai trò
quan trọng trong việc phát triển bản thân và cải thiện kết quả công việc. Nhưng vấn đề đặt ra là loại nào nên được sử dụng? Để giải quyết câu hỏi
này, trong phần tiếp theo, chúng ta sẽ cùng nhau tìm hiểu về ưu khuyết điểm của từng loại, đồng thời đưa ra những lời khuyên để có thể sử dụng
một cách hiệu quả nhất. Hãy cùng đón đọc phần 2 của bài viết để có thể áp dụng những kiến thức mới và phát triển bản thân tốt hơn trong công
việc.

Importance of Feedback in Education

Feedback serves as a powerful tool in the realm of education, playing a vital role in shaping students' learning
experiences and fostering their academic growth. Recognizing the importance of feedback and implementing

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 effective feedback mechanisms can lead to enhanced learning outcomes, improved performance, and increased
motivation among students.

Importance of Feedback:
Feedback is a two-way communication process that provides students with valuable insights about their strengths
and areas for improvement. It serves as a guiding light, helping students navigate their educational journey with
greater clarity. Timely and constructive feedback not only reinforces learning but also instills a sense of
accountability and responsibility in students, enabling them to take ownership of their progress.

Feedback in Education:
In the context of education, feedback takes on various forms, such as written comments, assessments, verbal
discussions, and peer evaluations. Its impact extends beyond grades; it fosters a growth mindset and cultivates a
culture of continuous improvement. Here's how feedback can transform the learning experience:

1. Identifying Strengths and Weaknesses

Feedback sheds light on students' strengths, encouraging them to build on what they do well. Simultaneously, it
highlights areas that require attention, providing a roadmap for targeted improvement.

2. Enhancing Self-awareness
Constructive feedback helps students gain a deeper understanding of their capabilities and areas needing
development. This self-awareness empowers them to set realistic goals and tailor their learning strategies.

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 3. Encouraging Critical Thinking
Feedback prompts students to analyze their work critically. They learn to evaluate their thought processes,
decision-making, and problem-solving skills, enhancing their ability to think independently.

4. Motivating Continuous Learning

Positive feedback acknowledges students' efforts and achievements, boosting their confidence and motivation.
Conversely, constructive feedback fuels determination to overcome challenges and strive for growth.

5. Fostering Effective Communication

Receiving feedback teaches students how to receive information gracefully, actively listen, and engage in
meaningful dialogues. These skills are essential in both academic and real-world contexts.

6. Nurturing Resilience
Handling feedback, whether positive or constructive, teaches students to cope with success and setbacks. This
resilience equips them to face challenges in their educational journey and beyond.

7. Customizing Learning Experiences

Educators can tailor instruction based on feedback to accommodate different learning styles and paces. This
personalized approach ensures that students receive the support they need to excel.

8. Building Trust and Rapport

Regular feedback exchanges between educators and students foster trust and rapport. It creates an environment
where students feel comfortable seeking guidance and clarification.

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 Feedback is one of the most effective teaching and learning techniques that puts out a direct impact on both
teaching and learning process that has an immediate impact on the process of acquiring knowledge. Feedback in
education is an essential part of the system. Feedback helps all individual students to understand the subject they
are studying and gives them clear guidance on how to improve their learning procedure. Feedback can help
students improve confidence, self-awareness and enthusiasm for learning what they are being taught. Providing
students with relevant feedback can help them enhance their performance in academics or be it in field work.

Let us look at how feedback is so important in education in the points below -

 Effective and relevant feedback assists the learners to reflect on their learning and the learning strategies so
they can make adjustments to make better progress at their learning stages. Effective feedback is henceforth
designed to determine a learner’s level of understanding which varies to each individual and the rate of skill
development so that they can plan for the next steps towards achieving their targeted learning goals.
 Feedback is also central to teaching in education. The importance of constructive feedback allows for many
positive opportunities. Feedback in education provides a foundation for positive student and teacher relationship .
When teachers and students share effective feedback, they build a sense of trust amongst each other, they build
the trust to tell each other when they see points of improvement.
 By providing appropriate feedback, the students understand that their professors are willing to help them and
are genuinely concerned about their education. Along with providing constructive feedback teachers are also
willing to help the students in the learning process from a closer point. Like giving them extra classes, or extra
detailed notes as study material etc.
 Another benefit for feedback in a classroom environment is that it affords an opportunity for clarification of
what is expected. When provided with feedback, student performance and achievement increases as they are able
to understand the expectations or targets that need to be met. It also helps students identify their strengths and
weaknesses in various content domains.
 Effective feedback from teachers assists in student identification of different levels of understanding.
Teachers can determine the learning preference of individual students and get the information to help guide
instruction. Students are able to achieve their targeted goals and submit appropriate work on time.

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  Providing feedback means giving students an idea about how their work or learning process is going on. It
can be referred to as additional remarks. It is one of the most productive ways of learning. Through feedback
students get to know what is accurate and what is wrong. They get to know about the weak points and further can
work on them so that they achieve the actual goal.
 Especially in the times of online learning, feedback in education is essential as we are teaching and learning
on through a blank screen. There are many instances where students do not respond well to what the teacher is
teaching in the online course. Here, they ought to give constructive feedback to their teachers of that particular
subject so that they can work on their teaching techniques and students can improve their understanding of it.
 Being students, it is their responsibility to let the teacher know if they are unable to understand what they are
being taught. Students ought to give feedback to their teachers about the teaching process, only then it’ll be worth
learning.
 When student feedback is given immediately after their submission of work, students respond and remember
to experience what is being learned more positively.
It is vital for feedback to exist in the teaching learning process as it helps in improvement. Hope this blog helps you
to understand the importance of feedback. Stay tuned to read more such blogs.

Teachmint is the leading ed-infra provider helping educational institutions improve their efficiency. With our
offerings like LMS, attendance management, fee management system, and more, institutes can boost their
productivity multifold.

In conclusion, the importance of feedback in education cannot be overstated. It's a dynamic process that fuels
growth, cultivates resilience, and nurtures self-awareness. Effective feedback mechanisms bridge the gap between
potential and achievement, driving students to push their boundaries and become lifelong learners. Educators,
armed with the knowledge of the transformative power of feedback, can pave the way for holistic development and
success in their students' educational journeys.

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 From Teacher to Facilitator: A Shift in Focus

Traditionally, teachers were seen as the sole source of information, with students playing passive roles in the learning process.
However, the shift towards facilitation means teachers empower students to take charge of their learning journey. They create an
environment that fosters curiosity, critical thinking, and self-motivation.

Strategies for Self-Learning Empowerment

1. Setting Clear Learning Objectives: Facilitators start by clearly defining learning objectives. This sets the stage for self-directed
learning. For example, in a history class, the aim could be to understand the causes and consequences of a historical event. This gives
students a clear path to follow.
2. Providing Resources: Facilitators curate various learning resources, including textbooks, articles, videos, and online tools. In a language
class, they might list recommended books, language learning apps, and websites to help students practice.
3. Encouraging Critical Thinking: Facilitators use open-ended questions to stimulate critical thinking. For instance, instead of merely
explaining a scientific concept in a science class, they might ask students to hypothesise, experiment, and draw conclusions.
4. Group Collaboration: Collaborative learning is a powerful tool. Facilitators encourage students to work together on projects or
assignments. They could assign group problem-solving tasks in mathematics, allowing students to learn from each other.
5. Regular Feedback: Effective feedback is essential for self-improvement. Facilitators provide constructive feedback on assignments and
assessments. In an art class, for instance, they might offer feedback on a student's painting technique, helping them refine their skills.
6. Self-Assessment Tools: Facilitators introduce self-assessment tools like quizzes and self-evaluation checklists. These tools help students
gauge their progress. In a music class, students might self-assess their musical compositions using a rubric provided by the facilitator.
7. Promoting Goal Setting: Facilitators encourage students to set their own learning goals. In a business class, for example, students might
set goals for mastering certain financial concepts or developing a marketing strategy.
8. Flexibility in Learning Paths: Every student is unique. Facilitators recognise this and allow flexibility in learning paths. In a technology
class, students could choose different programming languages to learn based on their interests and career goals.

The Power of Instructional Design

To effectively facilitate self-learning, teachers-turned-facilitators employ sound instructional design principles. They structure
lessons to be engaging, interactive, and learner-centred. This involves careful planning, the use of multimedia, and the integration
of technology where appropriate.

Embrace the Facilitator's Role

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 In conclusion, transforming teachers into facilitators is a progressive step towards equipping students with the skills they need to
thrive in our ever-changing world. Educators play a pivotal role in nurturing independent thinkers and lifelong learners by
implementing these instructional design strategies and fostering self-learning. So, embrace the facilitator role and empower
tomorrow's leaders!

“Teaching is Helping”

The teacher must adopt the role of facilitator, not a content provider.

“You cannot teach a man anything. You can only help him, discover it within himself.” Never teach pupils but only attempt to
provide the conditions in which one can learn.

A facilitator is a person who assists a group of people in grasping at their common targets and in achieving them without any
intervention on his/her behalf. When we say the teacher has to play the role of a facilitator in the classroom, this means that the
teacher should not be the king who controls the activities of the learners. He/she should grant the learners some space to let the
spirits of creativity and innovations. In other words, the learners must get involved in active participation that would be represented
in argumentative discussions and teamwork activities, so that the process of learning becomes comprehensive.

Teachers are becoming learning facilitators. Their role is shifting from instructing students ‘construct their own learning.’
Traditionally, teachers are the ones with knowledge and expertise in a particular field. They impart that knowledge through a variety
of means to their students.

A successful facilitator embodies respect for others and a watchful awareness of many layers of the reality in a human group. A
facilitator is a person who helps a group of people to work together in a better way, understand their common objectives, and plan
how to achieve these objectives during meetings or discussions. In doing so, the facilitator remains neutral, meaning he/she doesn’t
take a particular position in the discussion.

As a facilitator, the teacher’s job is to support every student to do their best thinking and practice. As a facilitator, the teacher
encourages the full participation of students, promotes mutual understanding, and cultivates shared responsibility among students.
By supporting every student to do their best thinking, a facilitator enables all students in a group to search for inclusive solutions
and build sustainable agreements.

As a facilitator, teachers also require a good understanding of processes, how to enable group decision making, structuring
agendas for appropriate results, problem-solving, etc. Teachers who are the high facilitator of personnel growth have these
characteristics: Effective listening, genuineness, understanding, respect, intelligence, and skill in interpersonal communication.

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 Here are seven steps to achieve effective facilitation skills

Based on our extensive experience of working with groups and running facilitation skills training programmes, here are seven techniques:

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 Step One: Set the Boundaries

Always begin by setting the ground rules and objectives, even if these are open ended. Having an outline structure and time for reflection is

also helpful although this mustn’t constrain the need to respond “in the moment” to the situation and the needs of the group.

Start by helping the group to clarify an outcome that is reasonable to achieve in the time available. Try to reach a consensus on how

disagreements or conflicts will be handled and be clear what your own role is in the process. And aim to create an environment of trust,

openness and confidentiality.

Once you have established the boundaries, you can keep bringing the group back to these to make sure they remain on track.

Step Two: Remain impartial

When facilitating it can be difficult to remain impartial and not to have a pre-determined outcome that you want the group to reach. That’s

not facilitation, that’s manipulation!

The challenge therefore is to influence the group but not dominate it. This means being able to suppress your ideas/solutions and encourage

others to talk. This is harder than it sounds. A facilitator needs to encourage the group to consider ideas but their role should be one of

guiding and not dictating. Try to help the group reach a consensus or decide on a course of action – the group must feel as though they’ve

achieved the outcome for themselves.

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 Step Three: Understand group dynamics

First defined by Kurt Lewin, group dynamics is a term to define the patterns and behaviours people use when they interact with others to

work in a team or group.

Pay most of your attention to the process level, which sits below the content and relates to how people feel about taking part. This is key to

unlocking the group’s potential to achieve its goal because it is where you get into the politics and interaction between group members.

Use your senses, your intuition and your instincts to pick up the atmosphere. Are people enthusiastic? Are people expressing their feelings or

keeping quiet? Who’s talking and who isn’t? Use questions to challenge and clarify, concentrate on the emotional temperature and try to read

the body language and any other non-verbal behaviour.

Step Four: Use your personal style

A facilitator’s role is more about ‘being’ – the energy and personality you bring – rather than ‘doing’ – the techniques you use to help the

group.

Who you are – your style and presence – impacts your facilitation skills. To create an open and honest environment, you need an empathic

personal presence and the group needs to respect and trust you. They also need to feel confident that you are able to deal with any incidents

that may happen.

Remember where you sit, whether you look in control or are flustered, how animated you are – all of which give you a sense of presence as

does your tone of voice.

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 Step Five: Intervene when appropriate

It’s important to continuously notice what’s going on, make sense of it and then decide what to do about it. You may choose to keep quiet

and watch what happens or you could intervene. A look, smile or nod can be all that is needed to intervene or indicate support or challenge to

what is going on.

Challenging the group can be tricky to handle. You may need to ask difficult questions which are fundamental or which draw attention to

difficult process issues which the group may find uncomfortable. Sometimes the facilitator is there to surface the grit in the oyster or to be the

grit themselves.

Step Six: Handling difficult situations

Dealing with difficult people and conflict are two of the biggest challenges to effective facilitation.

With conflict, it is often not the apparent disagreement but an underlying conflict which is the real problem. There are tactics and skills that

you can develop to respond to these situations which are important because success is often determined by how the issue is addressed.

If it is a difficult situation suggest having a break for coffee, change the scenery, work in pairs or brainstorm the issue involved. If it’s a

disruptive individual you may choose to confront that person, perhaps in private, and give them feedback on what they are doing and the

impact it is having on the group.

Step Seven: Practise, practise, practise

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 Remember facilitation is an art and not a science. You’re constantly making decisions about what to do in every situation: some you get right

but some you won’t. But the skills involved – observation, listening, reading body language, understanding human behaviour and stepping

out of the content – can all be achieved through practise. And the more you practise your facilitation skills, the more comfortable you’ll

become with it.

How to Facilitate a Workshop

Some topics take more than an hour-long meeting, and others require thorough rollout and training. For those subjects, professional facilitators
utilize the workshop. Workshops are different from everyday meetings and stand-ups, though, requiring significant hands-on contributions from
attendees and effective facilitation.

With those common challenges in mind, we created this how-to workshop facilitation guide to help meeting facilitators prepare for and lead their
workshops.

What Is a Workshop?

Collins Dictionary defines a workshop as “a period of discussion or practical work on a particular subject in which a group of people share their
knowledge or experience.” In practical business applications, a workshop refers to an interactive meeting session that is centered around a
specific topic or goal.

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 Workshops differ from standard business meetings in length, typically taking much longer than a recurring meeting and sometimes spanning
over more than one day. Workshops will often have many more attendees than day-to-day meetings, who take part in the presentations,
collaborative activities, or other strategic planning.

Teams can leverage workshops for a variety of tasks, such as strategic planning for large projects or training for a new tool or initiative.
Workshops should not be confused with seminars, which are much more focused on presentation from a subject matter expert rather than team
collaboration and hands-on activities.

Understanding the Role of a Workshop Facilitator

Although not required for success, many teams bring in a professional facilitator or internal facilitator for their workshops. Workshop facilitators
must balance a much broader workload, so having an experienced facilitator can hugely impact the outcome of the session.

Facilitators with experience in the workshop process can serve as a guide for the attendees, keeping them moving toward the ultimate goal.
While some organizations have internal facilitators that can be used for workshop events, many do not and thus would benefit from bringing in a
professional facilitator or committing a team member to a facilitation certification program.

Skilled facilitators can promote creative thinking, bring together different learning styles, and manage oppositional communications styles.
Additionally, since workshops require a much higher commitment of time, they pose a higher risk of wasted hours. A dedicated workshop
facilitator can mitigate that risk.

What Does Good Workshop Facilitation Look Like?

Like any good facilitation, workshop facilitation guides a group in collaboration toward a common goal. A skilled facilitator can ignite critical
thinking and engage all participants in the decision-making process, making the most of the unique intelligence and key skills of all the
attendees.

Nielsen Norman Group defines four facilitation goals:

1. Full and equal participation

2. Mutual understanding
3. Inclusive and collaborative decision-making
4. Shared responsibility

Successful workshops will bring together different perspectives and, through attendee participation, realize the vision for the event. Participants
will feel bought in to the deliverables and may develop a stronger sense of connection to their team.

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 5 Ways Effective Facilitators Prepare for a Workshop

Much of the work of the workshop facilitator occurs before the session begins. With the proper planning, you can anticipate common challenges
and implement efficient workshop facilitation techniques to curate a great session.

1. Establish Workshop Expectations

Take a moment to consider your attendees, the size of the gathering, and the overall culture and the group you are gathering. If you are an
external facilitator and do not know the attendees well, consider taking a few minutes to chat with a manager or leader to get to know the
dynamics of the group.

With those insights at top of mind, choose any rules of engagement that you’ll highlight at the top of the workshop. For example, if you have
team members who have a history of talking over one another, you’ll want to remind attendees of expectations for respect and active listening.

You can also utilize pop-up rules, which are simple guidelines that the group agrees to in order to hold the temporary space they share. Pop-up
rules can be used for a successful workshop but also in other meetings in your organization.

2. Know Your Purpose

Take time to write a clear, succinct purpose for your workshop that you will share with the participants. Once that is established, you can share it
with attendees. If attendees don’t know your “why,” they’ll be more likely to disengage or have a negative experience at the workshop.

Workshops can cover more than one topic, so it’s important to boil down to the core of why you’re dedicating a long period of time to the event.
This vision should drive your decision-making as well as your guidance during the workshop.

Additionally, workshop facilitators should list any specific tangible deliverables they want to achieve. Before the meeting, you can prepare a
template that will include those non-negotiable deliverables along with any intangible deliverables you’d like to achieve. An example of an
intangible workshop deliverable is fostering a greater sense of buy-in from your team.

3. Create a Workshop Plan

Draft a clear workshop agenda, but remember that it may need to be flexible to best serve your ultimate goal. Your workshop agenda may
include an objective, timeline, topics, and activities you’ll utilize. As part of your workshop plan, you should also detail practical information,
like when breaks will occur and any key ground rules.

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 The best laid plans aren’t foolproof, though, so take the time to make a backup plan. Make sure you know what to do if you encounter
technology issues, if you fall behind schedule, or if the workshop takes a different turn than you originally anticipated. Having a backup plan
will make you feel more confident going into the workshop.

If you’re working as an external facilitator, you are unlikely to be a subject matter expert on the workshop’s focus, so you should also consider
dedicating time to basic research. By having a better understanding of the topics covered in the workshop, you can better guide participants
toward the workshop goal.

4. Gather a Workshop Toolkit

Successful workshops will require at least a few facilitation tools, from the online tools like note taking apps to the traditional supplies like a
whiteboard. Start by reviewing what tools are included in and available to your workshop venue — and don’t forget to check for the basics, like
making sure there are enough chairs and tables for every attendee to be comfortable.

Review the activities you’ll be leading during the workshop to double-check that you have everything you need for those activities. The
activities themselves can be considered some of your most powerful tools and thus part of your workshop toolkit.

If you’re conducting remote facilitation, make sure you have all the software you need in working order and test to ensure that those online tools
work properly when shared with your participants. Make sure you’ve selected tools that the participants have used before or that are user-
friendly so no participant feels overwhelmed or unable to utilize the workshop tools.

Voltage Control offers a range of facilitation resources, including templates available for free download. These templates let you easily guide
your facilitation group through specific exercises like empathy mapping, problem statements, and visual thinking.

Consider also any accessibility or accommodations different team members will need. If you’re not sure where to start, read our thorough
breakdown of workshop supplies in this article.

5. Establish Clear Communication

Before the workshop occurs, reach out to the participants to share any information they need in advance. If you’re an external facilitator,
introduce yourself, but keep it brief and focus on sharing the goal for the workshop.

You may create a communications plan for disseminating the materials that participants should receive before the workshop as well as sharing
notes, deliverables, and surveys after the workshop. You can also brief any workshop speakers or stakeholders before the event so they know
their responsibilities and are not surprised by any element of the workshop.

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 How to be a Good Facilitator During a Workshop

When the time comes for the workshop, trust that you’ve prepared well for the event and have the right workshop facilitation techniques and
facilitation methods to ensure success. While facilitating, keep in mind the five foundational qualities that embody the facilitation mindset:
purposed, inclusive, crafted, clear, and adaptive.

Below we’ve outlined important action areas to keep in mind during the session.

Create an Engaging Environment

In your workshop, focus on creating a welcoming environment where participants are confident and comfortable sharing their ideas. Set aside
time for open discussion, and share alternative ways to submit feedback for those attendees who aren’t interested in speaking publicly.

As the workshop facilitator, your role is not to talk at the attendees. Your dialogue should serve as a prompt for their collaboration and
productivity, guiding them through different activities and keeping them on track to the ultimate goal. Be positive, thoughtful, and kind to the
participants throughout the workshop.

As a successful facilitator, some of your foundational facilitation skills will be top of mind to accomplish this environment. By being inclusive,
you’ll welcome everyone in and invite all perspectives. Additionally, by being purposed and crafted, you’ll have a well-designed plan in place
for the event.

With different workshop activities, you can engage participants and incorporate different communication styles. For example, design thinking
activities like affinity grouping and dot voting provides a visual representation while also giving participants tangible work to do rather than
passively listening to a discussion or presentation.

Utilize Creative Thinking Techniques

Effective facilitators use creative thinking techniques to guide participants toward their goals. While creative thinking may sound intimidating to
an analytical mind, it’s something all business professionals partake on some level — everyone has been a part of a brainstorming session.

Design thinking is a unique process used for creative problem-solving that fuses what is desirable, technologically achievable, and economically
feasible, considering the problem holistically. Importantly, design thinking is human-centered and can be used for many topics and problems
beyond design and creative services.

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 Skilled facilitators may also unlock the child’s mind to use the power of play of childlike curiosity. In Magical Meetings, this practice is
explained, “Being active, present, and curious creates a fruitful foundation for discovery and productivity.”

Accommodate Different Learning Styles

In day-to-day work, employees can leverage whatever learning style works best for them. In a workshop scenario, they must follow along with
whatever activities the workshop facilitator has selected, which can cause unexpected challenges. Your ability to accommodate your attendees
will come from your adaptive and inclusive facilitation skills.

Your workshop activities help cover the different learning styles of the attendees. Incorporate activities that vary in learning styles and
communications styles, such as activities that involve hands-on problem-solving and creative thinking.

After the workshop, share takeaways in a written medium and recorded audio, if possible, with key moments and ideas highlighted in a succinct
list.

Communicate Effectively

Some of your most powerful tools as a workshop facilitator are your communication skills. Your communication is what leads the workshop
forward, keeps it on track, and assesses if you’ve met the goals for the event.

Keep in mind the communication styles of the workshop participants, mirroring those communication styles when appropriate. For example, if
you’re working with a group of very casual participants, don’t approach the workshop with a highly professional rhetorical style. When it comes
to your facilitation skills, your ability to be clear will be central to your communication.

Follow Up and Gather Feedback

Have you ever spent hours or even days in what felt like a successful workshop, only to never hear about the outcome again? That radio silence
is incredibly frustrating, making participants feel like they wasted their time or their voices weren’t heard. To avoid this, follow up on the
workshop in a timely manner.

In your follow-up, you can include:

 A thank you message

 Workshop notes
 Relevant deliverables

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  Next steps
 Links to any resources

After the workshop, you should also request participant feedback. Utilize an anonymous, short survey to see what participants liked and disliked
about the workshop process.

Keeping an open mind, take time to read both the positive feedback and negative feedback, appreciating what you did well and looking for areas
of potential improvement. Negative feedback can often be the most helpful information, giving you a clear view of the facilitation skills you
should work on improving.

What are verbal vs nonverbal communication skills?

Understanding verbal vs nonverbal communication can help you distinguish between the two and use
them effectively at work. Verbal communication is the exchange of information between two or more
people using words (either spoken or written), while nonverbal communication involves using physical
cues or gestures to relay information to another person without using speech or words. It is natural to
use verbal and nonverbal communication skills at work to interact with clients and colleagues. Physical
cues, such as body language, tone and eye contact, aid in giving context to verbal messages.

Types of verbal communication

There are two types of verbal communication:

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 Oral communication
Oral communication involves conveying a message to a colleague or friend by word of mouth. It is used
during staff meetings, conference calls, presentations, informal communication with colleagues and
friends, lectures and interviews. Oral communication skills include listening, asking questions, speaking
audibly and engaging the audience.

Written communication
Written communication involves passing information by sending a message on paper using a pen or in a
digital form such as email. Examples of written messages at work include memos, emails, reports,
manuals, job descriptions, contracts, payslips, SMS, news bulletins, faxes, telegrams and blogs. To
achieve effective written communication, ensure that the information you record is accurate,
comprehensive, understandable, appropriate and free of errors. Also, consider using the active voice
while writing to better engage your audience.

Differences between oral and written communication

Oral and written communication vary in three ways:

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 Formality
You can use both forms in formal or informal settings. Oral communication is common in non-formal
settings where colleagues and friends talk to each other during lunch or break. Written communication is
used for emails, emergency notices or monthly reports when a formal approach is more appropriate.

Synchronicity
Oral communication is synchronous in that it allows for immediate and actual communication between
two people. Written communication may not be immediate and time passes by before you receive a reply
whereas in oral communication a response is immediate.

Records
Written information can be stored on paper or digitally and used for reference in future emails and letters.
Oral communication is temporary and unless recorded cannot be recalled.

Benefits of verbal communication

Verbal communication occurs daily between colleagues. Used effectively, it can improve teamwork and
collaboration amongst colleagues who benefit from:

 conveying accurate and clear information

 speaking privately

 saving time

 getting fast feedback from others

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 Types of nonverbal communication
Here are some types of nonverbal communication:Non-verbal communication is one of many tools that
can help you make a good impression in interviews and in your professional life. However, candidate
assessments should be based on skills and qualifications, and workplaces should strive to be inclusive
and understanding of individual differences in communication styles.

Facial expressions
A facial expression expresses emotion through muscles in the face, either voluntarily or involuntarily.
Facial expressions can help you convey happiness, sadness, fear, anger, interest, disappointment or
disgust. Other facial cues include smiling, frowning and rolling eyes. Become aware of your facial
expressions when listening and talking to colleagues to avoid misinterpretation of your message.

Gestures
Gestures involve moving the body, hands or face when communicating. Gestures and their meanings can
vary in different cultures. Using gestures while communicating can help emphasise your message. Types
of gestures include:

 Symbolic: these are culture-specific gestures which you can use instead of words.
Examples include nodding to indicate agreement or disagreement, or waving to greet
someone or bid them goodbye.
 Indexical: these gestures involve using your index finger to point. You can use these
gestures instead of the words ‘this' and ‘that' while referring to a specific object,
perhaps on a screen.

 Motor: these gestures are repetitive movements which vary between different people.
For example, some people may move their hands to emphasise a word.

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  Iconic: you can use these gestures when referring to an action. A simple example is
when you're on a phone call and a colleague wants to pass you an urgent message, you
can mimic writing something on paper, requesting them to write down the message
instead.

Posture
Posture is the way you hold your body when communicating. It can communicate attentiveness, boredom,
frustration or disappointment. You can interpret posture differently depending on someone's culture.
Examples of postures to use when communicating include leaning forward when someone is speaking to
show that you're listening or using uncrossed arms to show openness, for example.Read
more: Nonverbal communication skills: Definition and examples

Paralinguistics
Paralinguistics is the tone, loudness, pitch, tempo and accent of your voice when you speak. Varying
these vocal features can indicate an emotion or attitude towards a subject. Other forms of paralinguistics
include using a gasp to show surprise, a sigh for negative emotion, a groan for pain or even clearing your
throat to command a group's attention.

Eye contact
Consider maintaining eye contact with your audience or the person speaking to you to indicate a keen
interest. Eye contact helps convey honesty to others, and instils confidence when presenting to a large
audience.

Touch
Touch is a haptic cue that involves use of your hands when communicating. Touch can involve shaking
hands to show agreement, tapping someone to get their attention or patting someone's shoulder for
encouragement. Communicating by touch can vary between different cultures and people. Be aware that
some people may be uncomfortable with touch when communicating.

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 Proxemics
Proxemics is the distance between you and the person with whom you're communicating. For example,
consider closing the distance between you when conveying sensitive information, while moving further
away if you're in a group of colleagues having a casual conversation. The types of proximities include:

 Intimate: this is a close distance of under 45 centimetres and can be uncomfortable or

disturbing if done with someone with whom you don't have a close relationship.
 Personal: personal distance is about one metre and is appropriate for most personal
conversations at work.

 Social: maintain a social distance when working with a team or holding casual
conversations with colleagues.

 Public: this is a distance of more than four metres and is common for public speakers
addressing large crowds.

Benefits of nonverbal communication

Nonverbal communication complements oral communication. Understanding how to use nonverbal cues
appropriately can help you convey better information to your colleagues. Some of the advantages of using
nonverbal communication include the following:

 demonstrate confidence

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  present professionalism through appearance

 highlight good listening skills

 engage the audience by maintaining eye contact

 improve verbal communication

How to improve verbal and nonverbal communication skills

Communication skills are essential in the workplace. Examples include listening, friendliness,
confidence, feedback, respect, receptiveness, the accurate interpretation of nonverbal cues and
empathy. Consider improving communication skills to project professionalism and confidence when
conveying messages. Here are some tips you can use to improve these skills:

 Identify your weaknesses. Consider what and how you want to improve, how you want
to be perceived and what you want the outcome to be. Be objective when developing
these skills.
 Enrol in communication skills classes. Consider attending online or, if available, onsite
classes or seminars designed to train people in improving communication skills.

 Practice by communicating with colleagues or alone. Talk to colleagues, debate with

them or practice in front of a mirror. This can help you improve your confidence.

 Ask a colleague or mentor to correct you. Consider asking a close colleague to listen as
you give a speech or deliver a lecture. You can then ask them to provide constructive
criticism on your weaknesses and ways you can improve.

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