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Effective Communication: The Key to Building Strong Connections

Categories: Connection Effective Communication

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Published: Sep 12, 2023

Words: 791 | Pages: 2 | 4 min read

The importance of effective communication, key elements of effective communication, barriers to effective communication, strategies for improving communication, 1. building relationships:, 2. resolving conflicts:, 3. achieving goals:, 4. personal development:, 5. success in the workplace:, 1. clarity:, 2. active listening:, 3. empathy:, 4. nonverbal communication:, 5. respect:, 1. misunderstandings:, 2. lack of active listening:, 3. emotional barriers:, 4. assumptions and stereotypes:, 5. lack of feedback:, 1. practice active listening:, 2. foster empathy:, 3. be mindful of nonverbal cues:, 4. seek feedback:, 5. adapt to your audience: h3>, 6. practice constructive communication:, 7. educate yourself:.

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Essay on Importance of Communication for Students and Children

500+ words essay on importance of communication:.

Communication is one of the important tools that aid us to connect with people. Either you are a student or a working professional, good communication is something that will connect you far ahead. Proper communication can help you to solve a number of issues and resolve problems. This is the reason that one must know how to communicate well. The skills of communication essential to be developed so that you are able to interact with people. And able to share your thoughts and reach out to them. All this needs the correct guidance and self-analysis as well.

Meaning of Communication

The word communication is basically a process of interaction with the people and their environment . Through such type of interactions, two or more individuals influence the ideas, beliefs, and attitudes of each other.

Such interactions happen through the exchange of information through words, gestures, signs, symbols, and expressions. In organizations, communication is an endless process of giving and receiving information and to build social relationships.

Importance of Communication

Communication is not merely essential but the need of the hour. It allows you to get the trust of the people and at the same time carry better opportunities before you. Some important points are as follows –

Help to Build Relationships

No matter either you are studying or working, communication can aid you to build a relationship with the people. If you are studying you communicate with classmates and teachers to build a relationship with them. Likewise in offices and organizations too, you make relationships with the staff, your boss and other people around.

Improve the Working Environment

There are a number of issues which can be handled through the right and effective communication. Even planning needs communication both written as well as verbal. Hence it is essential to be good in them so as to fill in the communication gap.

Foster strong team

Communication helps to build a strong team environment in the office and other places. Any work which requires to be done in a team. It is only possible if the head communicates everything well and in the right direction.

Find the right solutions

Through communication, anyone can find solutions to even serious problems. When we talk, we get ideas from people that aid us to solve the issues. This is where communication comes into play. Powerful communication is the strength of any organization and can help it in many ways.

Earns more respect

If your communication skills are admirable, people will love and give you respect. If there is any problem, you will be the first person to be contacted. Thus it will increase your importance. Hence you can say that communications skills can make a big change to your reputation in society.

Get the huge list of more than 500 Essay Topics and Ideas

Don’t Go Overboard With Your Point

The conversation is about to express your thoughts. And to let the other person know what you feel. It is not mean to prove that your point is correct and the other person is wrong. Don’t Overboard other With Your Point.

Watch Your Words

Before you say something to Watch Your Words. At times, out of anger or anxiousness, we say somethings that we must not say. Whenever you are in a professional meeting or in some formal place, where there is a necessity of communicating about your product or work then it is advised to practice the same beforehand

Communication is the greatest importance. It is important to sharing out one’s thoughts and feelings to live a fuller and happier life. The more we communicate the less we suffer and the better we feel about everything around. However, it is all the more necessary to learn the art of effective communication to put across ones point well.

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Essay on Communication in 100, 200 and 300 Words: The Essence of Survival

Updated on
Oct 20, 2023

Do you know how important it is to communicate with others? Communication is the primary means through which individuals share information, ideas and thoughts. Communication fosters strong relationships. In this essence, writing an essay on communication becomes important where you highlight the importance of communication, how it affects our everyday lives and what skills are required to become a communication professional . Let’s explore all these questions with some essays on communication.

Table of Contents

1 Essay on Communication in 100 Words
2 Essay on Communication in 200 Words
3 Essay on Communication in 300 Words

Essay on Communication in 100 Words

Communication is the cornerstone of human interaction and is crucial to sharing ideas, thoughts and information. By communicating, people foster relationships, which is vital for personal and professional growth. Effective communication facilitates understanding, resolves conflicts, and promotes collaboration. Whether verbal or nonverbal, it forms the basis of successful teamwork, decision-making, and social integration.

Clear communication is key to a harmonious society, nurturing empathy, and building trust. It encourages brainstorming, creative thinking, and the development of new solutions to complex problems. Its impact is profound, shaping the way we interact, learn, and evolve, making it an indispensable tool for human connection and progress.

Essay on Communication in 200 Words

What makes communication important is that it serves as the bedrock for exchanging ideas, information, and emotions. It is the essence of human interaction, enabling us to convey our thoughts, beliefs, and intentions to others. Effective communication is essential in every aspect of life, whether in personal relationships, professional environments, or social interactions.

Effective communication can form the basis of trust and mutual understanding and understanding. In personal relationships, communication fosters understanding and empathy, allowing individuals to express their feelings and needs, while also listening to and acknowledging others.

In the professional realm. Communication allows the smooth functioning of organizations. With communication, individuals can disseminate information, set clear expectations and encourage collaboration among team members. Moreover, effective communication in the workplace enhances productivity and promotes a positive work culture.

The uses and benefits of communication are not limited to just personal and professional realms. In social environments also, communication allows diverse groups to understand each other’s cultures, beliefs, and values, promoting inclusivity and harmony in society.

You can call communication a fundamental pillar of human existence, as it helps in shaping our relationships, work environments, and societal interactions. Its effective practice is essential for nurturing empathy, building trust, and fostering a more connected and understanding world.

Also Read: Essay on the Importance of English Language

Essay on Communication in 300 Words

How crucial communication is can be explained by the fact that it allows the smooth transfer of ideas, thoughts, feelings and information. Communication is the lifeblood of human interaction, playing a crucial role in the exchange of ideas, information, and emotions. It serves as the cornerstone of relationships, both personal and professional, and is integral to the functioning of society as a whole.

In personal relationships, it is essential to have effective communication for clear understanding and empathy. It allows individuals to express their thoughts, feelings, and needs, while also providing a platform for active listening and mutual support. Strong communication fosters trust and intimacy, enabling individuals to build meaningful and lasting connections with others.

Without communication, you might struggle for organizational success in the professional world. Clear and effective communication within a team or workplace ensures that tasks are understood, roles are defined, and goals are aligned. It enables efficient collaboration, problem-solving, and decision-making, contributing to a positive and productive work environment. Moreover, effective communication between employers and employees promotes a sense of transparency and fosters a healthy work culture.

In a broader sense, communication is vital for social integration and cultural understanding. It bridges the gaps between diverse groups, facilitating the exchange of values, beliefs, and perspectives. Effective communication fosters inclusivity and respect for cultural differences, contributing to a more harmonious and cohesive community.

However, communication is not just about sharing information and ideas. It also encompasses nonverbal cues such as body language, facial expressions, and tone of voice, all of which play a significant role in conveying meaning and emotions. It is the glue that binds individuals and communities together, fostering understanding, empathy, and collaboration. Practicing clear and empathetic communication is vital for creating a more connected, inclusive, and harmonious world.

Communication is the process of exchanging ideas, information, thoughts and feelings between individuals or groups through the use of verbal and nonverbal methods.

To write an essay on communication, you need to describe what communication is, what the importance of communication in our lives and how it can help us know different aspects of life.

To become an effective communicator, you must become an active listener and understand what others have to say. You must learn to express your thoughts clearly and concisely. You also need to ensure your body language, facial expressions, and tone of voice perfectly align with your ideas.

For more information on such interesting topics, visit our essay writing page and follow Leverage Edu .

Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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Communication Strategies: Explained with Types & Examples

A communication strategy is a plan that outlines how an organization or individual will communicate with its target audience. It includes a set of goals and objectives, key messages, communication channels, tactics, and metrics to measure the success of the communication efforts.

A communication strategy is designed to help an organization achieve its communication goals, whether to inform, educate, persuade, or engage its target audience. It can be used for various purposes, such as promoting a new product or service, building brand awareness, managing a crisis, or influencing public opinion.

Effective communication strategies are tailored to the specific needs and preferences of the target audience and take into account the broader social, cultural, and political context in which they operate. They also rely on various communication channels, such as social media, email, traditional media, events, and advertising, to reach the intended audience.

How to design a communication strategy

Designing a communication strategy involves several steps that should be followed to ensure the strategy is effective and meets the organization’s objectives. Here are the general steps you can follow:

Define your objectives: Start by defining the objectives of your communication strategy. Determine what you want to achieve with the communication strategy. Objectives can include increasing brand awareness, customer engagement, or sales.
Identify your target audience: Identify the audience you want to reach with your communication strategy. Consider their demographics, interests, behaviors, and communication preferences.
Develop key messages: Develop key messages that will resonate with your target audience. These messages should be clear, concise, and memorable.
Determine communication channels: Determine the communication channels you will use to reach your target audience. These include social media, email marketing, website content, print materials, and other channels.
Create a content plan: Develop a content plan outlining the content types you will create for each communication channel. Consider the format, tone, and style of each piece of content.
Establish a timeline: Develop a timeline for the execution of your communication strategy. This timeline should include key milestones and deadlines.
Evaluate and adjust: Evaluate the effectiveness of your communication strategy regularly and adjust as needed. Consider feedback from your target audience and analyze the impact of your communication efforts on your objectives.

Barnlund’s transactional model of communication with Example

Remember, an effective communication strategy is tailored to the needs and preferences of your target audience. Following these steps, you can develop a communication strategy that effectively communicates your message and achieves your objectives.

Examples of communication strategy

Here are some examples of communication strategies:

Clear and concise messaging: A communication strategy should focus on creating messages that are easy to understand and convey the intended meaning. This means using simple language, avoiding jargon, and being direct.
Targeted communication: A communication strategy should consider the audience and tailor the messages accordingly. For example, if the target audience is teenagers, the communication strategy should use language and visuals that appeal to that age group.
Multi-channel communication: A communication strategy should consider multiple channels to reach the audience. This could include social media, email, phone calls, in-person meetings, etc.
Consistent branding: A communication strategy should use consistent branding across all channels to create a cohesive and recognizable brand identity. This could include using the same logo, colors, and messaging across all communication channels.
Listening and responding: A communication strategy should include a process for listening to feedback and responding to questions or concerns. This could involve monitoring social media channels or creating a customer service team to respond to inquiries.
Measuring success: A communication strategy should include measuring the messaging and channels’ success. This could consist of tracking social media engagement rates, customer satisfaction scores, or sales figures.

Internal Communication Strategy & Plan| Examples| Best practices

Types of communication strategies

Several types of communication strategies can be used depending on the specific situation and purpose of communication. Here are some types:

Verbal communication includes face-to-face conversations, phone calls, and video conferencing. Verbal communication is an effective way to convey complex ideas and emotions and establish a personal connection.
Written Communication: This includes emails, letters, reports, memos, and other written forms of communication. Written communication allows for precise and detailed communication and can serve as a permanent record of the communication.
Nonverbal Communication: This includes body language, facial expressions, gestures, and tone of voice. Nonverbal communication can convey emotions, attitudes, and intentions without using words.
Visual Communication: This includes graphs, charts, diagrams, photographs, videos, and other visual aids. Visual communication can simplify complex ideas and data and make communication more engaging.
Persuasive Communication: This is used to influence others to take a specific action or adopt a particular viewpoint. Persuasive communication can be achieved through various techniques such as storytelling, emotional appeals, and logical arguments.
Crisis Communication: This is used to address and manage communication during a crisis, such as a natural disaster, product recall, or data breach. Crisis communication requires timely and accurate information, empathy, and transparency.
Interpersonal Communication: This refers to communication between individuals and is often used in social or professional contexts. Interpersonal communication can include active listening, feedback, and negotiation skills.

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Essay on Importance Of Effective Communication

Students are often asked to write an essay on Importance Of Effective Communication in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Importance Of Effective Communication

Understanding each other.

When people talk and listen well, they understand each other better. Just like friends sharing secrets, clear talking and careful listening make sure no one gets confused or upset. It’s like playing catch – if you throw and catch well, the game goes on smoothly.

Getting Things Done

Good communication is like a key that opens doors. At school or at home, when you explain what you need clearly, it’s easier for others to help you. It’s like giving clear directions to someone so they can find the way without getting lost.

Building Relationships

Talking and listening to each other is the glue in friendships. When we share our thoughts and feelings, we grow closer. It’s like building a bridge between two islands, making it easier to meet in the middle.

Stopping Arguments

When we talk clearly and listen to what others say, many fights can be avoided. It’s like seeing a stop sign before a crash happens – it keeps everyone safe from misunderstandings and hurt feelings.

250 Words Essay on Importance Of Effective Communication

Why good communication matters, learning together.

In school, if a teacher explains lessons in a way that’s easy to get, students can understand and remember things better. If students ask questions and give answers clearly, everyone learns more. This is why being good at talking and listening can help in getting good grades and knowing more.

Work and Teamwork

At work, if a boss tells workers what to do in a simple, clear way, the job gets done right. If team members talk to each other well, they can work together without getting mixed up. This means the work is better and everyone is happier.

Making Friends

With friends, talking and listening are keys to having fun and helping each other. When we share stories and listen to what others say, friendships grow. If we can’t talk well or don’t listen, misunderstandings happen, and feelings might get hurt.

Solving Problems

When there’s a problem, talking in a calm and clear way can fix things faster. If we listen to others and explain our side without getting mad, most problems can be solved easily.

In short, good communication is a superpower for learning, working, making friends, and solving problems. It’s a skill worth getting better at every day.

500 Words Essay on Importance Of Effective Communication

What is effective communication, why is talking well important.

Imagine you have a great idea during a class project. You share it with your friends, and because you explain it well, they all get excited and want to help. This is one reason why talking well is important. It helps us share our ideas and feelings in a way that others can understand. When we talk well, we make friends, solve problems, and get things done.

Listening is Part of Talking Well

Talking isn’t just about speaking; it’s also about listening. When we listen, we learn what others think and feel. This helps us to know them better and to work together well. Good listeners show they care about what the other person is saying. This makes the other person feel important and happy to talk more.

How Does Talking Well Help at School?

Talking well helps with problems.

Sometimes we have disagreements or problems with others. Effective communication helps us solve these problems. When we talk about what’s bothering us in a calm and clear way, we can find solutions faster. It’s like untangling a knot instead of pulling it tighter.

Talking Well is Important for the Future

As you grow up, you will meet many new people and do different things. You might work on big projects, help others, or lead a group. To do these things well, you need to talk well. People who communicate effectively are often chosen for important tasks and leadership roles because others trust them to share ideas and information clearly.

If you’re looking for more, here are essays on other interesting topics:

Apart from these, you can look at all the essays by clicking here .

11.4 Persuasive Strategies

Learning objectives.

Identify common persuasive strategies.
Explain how speakers develop ethos.
Explain how speakers appeal to logos and pathos.
Explain how cognitive dissonance works as a persuasive strategy.
Explain the relationship between motivation and appeals to needs as persuasive strategies.

Do you think you are easily persuaded? If you are like most people, you aren’t swayed easily to change your mind about something. Persuasion is difficult because changing views often makes people feel like they were either not informed or ill informed, which also means they have to admit they were wrong about something. We will learn about nine persuasive strategies that you can use to more effectively influence audience members’ beliefs, attitudes, and values. They are ethos, logos, pathos, positive motivation, negative motivation, cognitive dissonance, appeal to safety needs, appeal to social needs, and appeal to self-esteem needs.

Ethos, Logos, and Pathos

Ethos, logos, and pathos were Aristotle’s three forms of rhetorical proof, meaning they were primary to his theories of persuasion. Ethos refers to the credibility of a speaker and includes three dimensions: competence, trustworthiness, and dynamism. The two most researched dimensions of credibility are competence and trustworthiness (Stiff & Mongeau, 2003).

Competence refers to the perception of a speaker’s expertise in relation to the topic being discussed. A speaker can enhance their perceived competence by presenting a speech based in solid research and that is well organized and practiced. Competent speakers must know the content of their speech and be able to effectively deliver that content. Trustworthiness refers to the degree that audience members perceive a speaker to be presenting accurate, credible information in a nonmanipulative way. Perceptions of trustworthiness come from the content of the speech and the personality of the speaker. In terms of content, trustworthy speakers consider the audience throughout the speech-making process, present information in a balanced way, do not coerce the audience, cite credible sources, and follow the general principles of communication ethics. In terms of personality, trustworthy speakers are also friendly and warm (Stiff & Mongeau, 2003).

Dynamism refers to the degree to which audience members perceive a speaker to be outgoing and animated (Stiff & Mongeau, 2003). Two components of dynamism are charisma and energy. Charisma refers to a mixture of abstract and concrete qualities that make a speaker attractive to an audience. Charismatic people usually know they are charismatic because they’ve been told that in their lives, and people have been attracted to them.

Dynamic speakers develop credibility through their delivery skills.

City Temple SDA Church, Dallas, Texas – Februrary 2, 2013, Oakwood University, Dynamic Priase – CC BY-SA 2.0.

Unfortunately, charisma is difficult to intentionally develop, and some people seem to have a naturally charismatic personality, while others do not. Even though everyone can’t embody the charismatic aspect of dynamism, the other component of dynamism, energy, is something that everyone can tap into. Communicating enthusiasm for your topic and audience by presenting relevant content and using engaging delivery strategies such as vocal variety and eye contact can increase your dynamism.

Logos refers to the reasoning or logic of an argument. The presence of fallacies would obviously undermine a speaker’s appeal to logos. Speakers employ logos by presenting credible information as supporting material and verbally citing their sources during their speech. Using the guidelines from our earlier discussion of reasoning will also help a speaker create a rational appeal. Research shows that messages are more persuasive when arguments and their warrants are made explicit (Stiff & Mongeau, 2003). Carefully choosing supporting material that is verifiable, specific, and unbiased can help a speaker appeal to logos. Speakers can also appeal to logos by citing personal experience and providing the credentials and/or qualifications of sources of information (Cooper & Nothstine, 1996). Presenting a rational and logical argument is important, but speakers can be more effective persuaders if they bring in and refute counterarguments. The most effective persuasive messages are those that present two sides of an argument and refute the opposing side, followed by single argument messages, followed by messages that present counterarguments but do not refute them (Stiff & Mongeau, 2003). In short, by clearly showing an audience why one position is superior to another, speakers do not leave an audience to fill in the blanks of an argument, which could diminish the persuasive opportunity.

Pathos refers to emotional appeals. Aristotle was suspicious of too much emotional appeal, yet this appears to have become more acceptable in public speaking. Stirring emotions in an audience is a way to get them involved in the speech, and involvement can create more opportunities for persuasion and action. Reading in the paper that a house was burglarized may get your attention, but think about how different your reaction would be if you found out it was your own home. Intentionally stirring someone’s emotions to get them involved in a message that has little substance would be unethical. Yet such spellbinding speakers have taken advantage of people’s emotions to get them to support causes, buy products, or engage in behaviors that they might not otherwise, if given the chance to see the faulty logic of a message.

Effective speakers should use emotional appeals that are also logically convincing, since audiences may be suspicious of a speech that is solely based on emotion. Emotional appeals are effective when you are trying to influence a behavior or you want your audience to take immediate action (Stiff & Mongeau, 2003). Emotions lose their persuasive effect more quickly than other types of persuasive appeals. Since emotions are often reactionary, they fade relatively quickly when a person is removed from the provoking situation (Fletcher, 2001).

Emotional appeals are also difficult for some because they require honed delivery skills and the ability to use words powerfully and dramatically. The ability to use vocal variety, cadence, and repetition to rouse an audience’s emotion is not easily attained. Think of how stirring Martin Luther King Jr.’s “I Have a Dream” speech was due to his ability to evoke the emotions of the audience. Dr. King used powerful and creative language in conjunction with his vocalics to deliver one of the most famous speeches in our history. Using concrete and descriptive examples can paint a picture in your audience member’s minds. Speakers can also use literal images, displayed using visual aids, to appeal to pathos.

Speakers should strive to appeal to ethos, logos, and pathos within a speech. A speech built primarily on ethos might lead an audience to think that a speaker is full of himself or herself. A speech full of facts and statistics appealing to logos would result in information overload. Speakers who rely primarily on appeals to pathos may be seen as overly passionate, biased, or unable to see other viewpoints.

Review of Ethos, Logos, and Pathos

appearing competent, trustworthy, and dynamic;
sharing their credentials and/or relevant personal experience;
presenting a balanced and noncoercive argument;
citing credible sources;
using appropriate language and grammar;
being perceived as likable; and
appearing engaged with the topic and audience through effective delivery.
presenting factual, objective information that serves as reasons to support the argument;
presenting a sufficient amount of relevant examples to support a proposition;
deriving conclusions from known information; and
using credible supporting material like expert testimony, definitions, statistics, and literal or historical analogies.
using vivid language to paint word pictures for audience members;
providing lay testimony (personal stories from self or others);
using figurative language such as metaphor, similes, and personification; and
using vocal variety, cadence, and repetition.

Dissonance, Motivation, and Needs

Aristotle’s three rhetorical proofs—ethos, logos, and pathos—have been employed as persuasive strategies for thousands of years. More recently, persuasive strategies have been identified based on theories and evidence related to human psychology. Although based in psychology, such persuasive strategies are regularly employed and researched in communication due to their role in advertising, marketing, politics, and interpersonal relationships. The psychologically based persuasive appeals we will discuss are cognitive dissonance, positive and negative motivation, and appeals to needs.

Cognitive Dissonance

If you’ve studied music, you probably know what dissonance is. Some notes, when played together on a piano, produce a sound that’s pleasing to our ears. When dissonant combinations of notes are played, we react by wincing or cringing because the sound is unpleasant to our ears. So dissonance is that unpleasant feeling we get when two sounds clash. The same principle applies to cognitive dissonance , which refers to the mental discomfort that results when new information clashes with or contradicts currently held beliefs, attitudes, or values. Using cognitive dissonance as a persuasive strategy relies on three assumptions: (1) people have a need for consistency in their thinking; (2) when inconsistency exists, people experience psychological discomfort; and (3) this discomfort motivates people to address the inconsistency to restore balance (Stiff & Mongeau, 2003). In short, when new information clashes with previously held information, there is an unpleasantness that results, as we have to try to reconcile the difference.

Cognitive dissonance isn’t a single-shot persuasive strategy. As we have learned, people are resistant to change and not easy to persuade. While we might think that exposure to conflicting information would lead a rational person to change his or her mind, humans aren’t as rational as we think.

New, larger, and more graphic warning labels on cigarette packaging are meant to induce cognitive dissonance.

Mettamatt – Smoking ad campaign – CC BY-SA 2.0.

There are many different mental and logical acrobatics that people do to get themselves out of dissonance. Some frequently used strategies to resolve cognitive dissonance include discrediting the speaker or source of information, viewing yourself as an exception, seeking selective information that supports your originally held belief, or intentionally avoiding or ignoring sources of cognitive dissonance (Cooper & Nothstine, 1996). As you can see, none of those actually results in a person modifying their thinking, which means persuasive speech goals are not met. Of course, people can’t avoid dissonant information forever, so multiple attempts at creating cognitive dissonance can actually result in thought or behavior modification.

Positive and Negative Motivation

Positive and negative motivation are common persuasive strategies used by teachers, parents, and public speakers. Rewards can be used for positive motivation, and the threat of punishment or negative consequences can be used for negative motivation. We’ve already learned the importance of motivating an audience to listen to your message by making your content relevant and showing how it relates to their lives. We also learned an organizational pattern based on theories of motivation: Monroe’s Motivated Sequence. When using positive motivation , speakers implicitly or explicitly convey to the audience that listening to their message or following their advice will lead to positive results. Conversely, negative motivation implies or states that failure to follow a speaker’s advice will result in negative consequences. Positive and negative motivation as persuasive strategies match well with appeals to needs and will be discussed more next.

Appeals to Needs

Maslow’s hierarchy of needs states that there are several layers of needs that human beings pursue. They include physiological, safety, social, self-esteem, and self-actualization needs (Maslow, 1943). Since these needs are fundamental to human survival and happiness, tapping into needs is a common persuasive strategy. Appeals to needs are often paired with positive or negative motivation, which can increase the persuasiveness of the message.

Figure 11.3 Maslow’s Hierarchy of Needs

Physiological needs form the base of the hierarchy of needs. The closer the needs are to the base, the more important they are for human survival. Speakers do not appeal to physiological needs. After all, a person who doesn’t have food, air, or water isn’t very likely to want to engage in persuasion, and it wouldn’t be ethical to deny or promise these things to someone for persuasive gain. Some speakers attempt to appeal to self-actualization needs, but I argue that this is difficult to do ethically. Self-actualization refers to our need to achieve our highest potential, and these needs are much more intrapersonal than the others. We achieve our highest potential through things that are individual to us, and these are often things that we protect from outsiders. Some examples include pursuing higher education and intellectual fulfillment, pursuing art or music, or pursuing religious or spiritual fulfillment. These are often things we do by ourselves and for ourselves, so I like to think of this as sacred ground that should be left alone. Speakers are more likely to be successful at focusing on safety, social, and self-esteem needs.

We satisfy our safety needs when we work to preserve our safety and the safety of our loved ones. Speakers can combine appeals to safety with positive motivation by presenting information that will result in increased safety and security. Combining safety needs and negative motivation, a speaker may convey that audience members’ safety and security will be put at risk if the speaker’s message isn’t followed. Combining negative motivation and safety needs depends on using some degree of fear as a motivator. Think of how the insurance industry relies on appeals to safety needs for their business. While this is not necessarily a bad strategy, it can be done more or less ethically.

Ethics of Using Fear Appeals

Do not overuse fear appeals.
The threat must be credible and supported by evidence.
Empower the audience to address the threat.

I saw a perfect example of a persuasive appeal to safety while waiting at the shop for my car to be fixed. A pamphlet cover with a yellow and black message reading, “Warning,” and a stark black and white picture of a little boy picking up a ball with the back fender of a car a few feet from his head beckoned to me from across the room. The brochure was produced by an organization called Kids and Cars, whose tagline is “Love them, protect them.” While the cover of the brochure was designed to provoke the receiver and compel them to open the brochure, the information inside met the ethical guidelines for using fear appeals. The first statistic noted that at least two children a week are killed when they are backed over in a driveway or parking lot. The statistic is followed by safety tips to empower the audience to address the threat. You can see a video example of how this organization effectively uses fear appeals in Video 11.1.

Video Clip 11.1

Kids and Cars: Bye-Bye Syndrome

(click to see video)

This video illustrates how a fear appeal aimed at safety needs can be persuasive. The goal is to get the attention of audience members and compel them to check out the information the organization provides. Since the information provided by the organization supports the credibility of the threat, empowers the audience to address the threat, and is free, this is an example of an ethical fear appeal.

Our social needs relate to our desire to belong to supportive and caring groups. We meet social needs through interpersonal relationships ranging from acquaintances to intimate partnerships. We also become part of interest groups or social or political groups that help create our sense of identity. The existence and power of peer pressure is a testament to the motivating power of social needs. People go to great lengths and sometimes make poor decisions they later regret to be a part of the “in-group.” Advertisers often rely on creating a sense of exclusivity to appeal to people’s social needs. Positive and negative motivation can be combined with social appeals. Positive motivation is present in messages that promise the receiver “in-group” status or belonging, and negative motivation can be seen in messages that persuade by saying, “Don’t be left out.” Although these arguments may rely on the bandwagon fallacy to varying degrees, they draw out insecurities people have about being in the “out-group.”

We all have a need to think well of ourselves and have others think well of us, which ties to our self-esteem needs . Messages that combine appeals to self-esteem needs and positive motivation often promise increases in respect and status. A financial planner may persuade by inviting a receiver to imagine prosperity that will result from accepting his or her message. A publicly supported radio station may persuade listeners to donate money to the station by highlighting a potential contribution to society. The health and beauty industries may persuade consumers to buy their products by promising increased attractiveness. While it may seem shallow to entertain such ego needs, they are an important part of our psychological makeup. Unfortunately, some sources of persuasive messages are more concerned with their own gain than the well-being of others and may take advantage of people’s insecurities in order to advance their persuasive message. Instead, ethical speakers should use appeals to self-esteem that focus on prosperity, contribution, and attractiveness in ways that empower listeners.

Review of Persuasive Strategies

Ethos. Develops a speaker’s credibility.
Logos. Evokes a rational, cognitive response from the audience.
Pathos. Evokes an emotional response from the audience.
Cognitive dissonance. Moves an audience by pointing out inconsistencies between new information and their currently held beliefs, attitudes, and values.
Positive motivation. Promises rewards if the speaker’s message is accepted.
Negative motivation. Promises negative consequences if a speaker’s message is rejected.
Appeals to safety needs. Evokes an audience’s concern for their safety and the safety of their loved ones.
Appeals to social needs. Evokes an audience’s need for belonging and inclusion.
Appeals to self-esteem needs. Evokes an audience’s need to think well of themselves and have others think well of them, too.

“Getting Competent”

Identifying Persuasive Strategies in Mary Fisher’s “Whisper of AIDS” Speech

Mary Fisher’s speech at the 1992 Republican National Convention, “A Whisper of AIDS,” is one of the most moving and powerful speeches of the past few decades. She uses, more than once, all the persuasive strategies discussed in this chapter. The video and transcript of her speech can be found at the following link: http://www.americanrhetoric.com/speeches/maryfisher1992rnc.html . As you watch the speech, answer the following questions:

Ethos. List specific examples of how the speaker develops the following dimensions of credibility: competence, trustworthiness, and dynamism.
Logos. List specific examples of how the speaker uses logic to persuade her audience.
Pathos. How did the speaker appeal to emotion? What metaphors did she use? What other communicative strategies (wording, imagery, etc.) appealed to your emotions?
List at least one example of how the speaker uses positive motivation.
List at least one example of how the speaker uses negative motivation.
List at least one example of how the speaker appeals to safety needs.
List at least one example of how the speaker appeals to social needs.
List at least one example of how the speaker utilizes cognitive dissonance.

Sample Persuasive Speech

Title: Education behind Bars Is the Key to Rehabilitation

General purpose: To persuade

Specific purpose : By the end of my speech, my audience will believe that prisoners should have the right to an education.

Thesis statement: There should be education in all prisons, because denying prisoners an education has negative consequences for the prisoner and society, while providing them with an education provides benefits for the prisoner and society.

Introduction

Attention getter: “We must accept the reality that to confine offenders behind walls without trying to change them is an expensive folly with short-term benefits—winning battles while losing the war.” These words were spoken more than thirty years ago by Supreme Court Justice Warren Burger, and they support my argument today that prisoners should have access to education.

Introduction of topic: While we value education as an important part of our society, we do not value it equally for all. Many people don’t believe that prisoners should have access to an education, but I believe they do.

Credibility and relevance: While researching this topic, my eyes were opened up to how much an education can truly affect a prisoner, and given my desire to be a teacher, I am invested in preserving the right to learn for everyone, even if they are behind bars. While I know from our audience analysis activity that some of you do not agree with me, you never know when this issue may hit close to home. Someday, someone you love might make a mistake in their life and end up in prison, and while they are there I know you all would want them to receive an education so that when they get out, they will be better prepared to make a contribution to society.

Preview: Today, I invite you listen with an open mind as I discuss the need for prisoner education, a curriculum that will satisfy that need, and some benefits of prisoner education.

Transition: First I’ll explain why prisoners need access to education.

His claim is supported by data collected directly from prisoners, 94 percent of whom identify education as a personal reentry need—ranking it above other needs such as financial assistance, housing, or employment.
Despite the fact that this need is clearly documented, funding for adult and vocational education in correctional education has decreased.
According to statistics from 2010, as cited in the Corrections Today article, approximately 40 percent of state prison inmates did not complete high school, as compared to 19 percent of the general population.
Additionally, while about 48 percent of the general public have taken college classes, only about 11 percent of state prisoners have.
At the skill level, research from the United Kingdom, cited in the 2003 article from Studies in the Education of Adults titled “Learning behind Bars: Time to Liberate Prison Education,” rates of illiteracy are much higher among the prison population than the general population, and there is a link between poor reading skills and social exclusion that may lead people to antisocial behavior.
The article from Studies in the Education of Adults that I just cited states that prisoners are often treated as objects or subjected to objectifying labels like “ addict , sexual offender , and deviant .”
While these labels may be accurate in many cases, they do not do much to move the prisoner toward rehabilitation.
The label student , however, has the potential to do so because it has positive associations and can empower the prisoner to make better choices to enhance his or her confidence and self-worth.

Transition: Now that I’ve established the need for prisoner education, let’s examine how we can meet that need.

Some states have implemented programs that require inmates to attend school for a certain amount of time if they do not meet minimum standards for certain skills such as reading or math.
While these are useful programs, prisoner education shouldn’t be limited to or focused on those with the least amount of skills.
The article notes that even prisoners who have attended or even graduated from college may benefit from education, as they can pursue specialized courses or certifications.
These courses will teach prisoners basic reading, writing, and math skills that may be lacking.
Since there is a stigma associated with a lack of these basic skills, early instruction should be one-one-one or in small groups.
The second tier should prepare prisoners who have not completed the equivalent of high school to progress on to a curriculum modeled after that of most high schools, which will prepare them for a GED.
Basic general education goals include speaking, writing, listening, reading, and math.
Once these general education requirements have been met, prisoners should be able to pursue specialized vocational training or upper-level college courses in a major of study, which may need to be taken online through distance learning, since instructors may not be available to come to the actual prisons to teach.
Some population-specific areas of study that wouldn’t be covered in a typical classroom include drug treatment and anger management.
Life skills such as budgeting, money management, and healthy living can increase confidence.
Classes that focus on social skills, parenting, or relational communication can also improve communication skills and relational satisfaction; for example, workshops teaching parenting skills have been piloted to give fathers the skills needed to more effectively communicate with their children, which can increase feelings of self-worth.
Under the supervision of faculty and/or staff, prisoners could be given the task of organizing an outside speaker to come to the prison or put together a workshop.
Students could also organize a debate against students on the outside, which could allow the prisoners to interact (face-to-face or virtually) with other students and allow them to be recognized for their academic abilities.
Even within the prison, debates, trivia contests, paper contests, or speech contests could be organized between prisoners or between prisoners and prison staff as a means of healthy competition.
Finally, prisoners who are successful students should be recognized and put into peer-mentoring roles, because, as Behan states in the article, “a prisoner who…has had an inspirational learning experience acts as a more positive advocate for the school than any [other method].”

Transition: The model for prisoner education that I have just outlined will have many benefits.

The article I just cited from the Journal of Correctional Education states that the self-reflection and critical thinking that are fostered in an educational setting can help prisoners reflect on how their actions affected them, their victims, and/or their communities, which may increase self-awareness and help them better reconnect with a civil society and reestablish stronger community bonds.
The Corrections Today article also notes that prisoners who completed a GED reoffended at a rate 20 percent lower than the general prison population, and those that completed a college degree reoffended at a rate 44 percent lower than the general prison population.
Simply put, according to the article in the Studies in the Education of Adults I cited earlier, the skills gained through good prison education programs make released prisoners more desirable employees, which increases their wages and helps remove them from a negative cycles of stigma and poverty that led many of them to crime in the first place.
Further, the ability to maintain consistent employment has been shown to reduce the rate of reoffending.
An entry on eHow.com by Kinney about the benefits of prisoners getting GEDs notes that a successful educational program in a prison can create a more humane environment that will positively affect the officers and staff as well.
Such programs also allow prisoners to do more productive things with their time, which lessens violent and destructive behavior and makes prison workers’ jobs safer.
Giving prisoners time-off-sentence credits for educational attainment can help reduce the prison population, as eligible inmates are released earlier because of their educational successes.
As noted by the Corrections Today article, during the 2008–9 school year the credits earned by prisoners in the Indiana system led to more than $68 million dollars in avoided costs.

Transition to conclusion and summary of importance: In closing, it’s easy to see how beneficial a good education can be to a prisoner. Education may be something the average teenager or adult takes for granted, but for a prisoner it could be the start of a new life.

Review of main points: There is a clear need for prisoner education that can be met with a sound curriculum that will benefit prisoners, those who work in prisons, and society at large.

Closing statement: While education in prisons is still a controversial topic, I hope you all agree with me and Supreme Court Justice Burger, whose words opened this speech, when we say that locking a criminal away may offer a short-term solution in that it gets the criminal out of regular society, but it doesn’t better the prisoner and it doesn’t better us in the long run as a society.

Bayliss, P. (2003). Learning behind bars: Time to liberate prison education. Studies in the Education of Adults, 35 (2), 157–172.

Behan, C. (2007). Context, creativity and critical reflection: Education in correctional institutions. Journal of Correctional Education, 58 (2), 157–169.

Foley, R. (2004). Correctional education: Characteristics of academic programs serving incarcerated adults. Journal of Correctional Education, 55 (1), 6–21.

Kinney, A. (2011). What are the benefits of inmates getting GEDs? Ehow.com . Retrieved from http://www.ehow.com/list_6018033_benefits-inmates-getting-geds_.html

Steurer, S. J., Linton, J., Nally, J., & Lockwood, S. (2010). The top-nine reasons to increase correctional education programs. Corrections Today, 72 (4), 40–43.

Key Takeaways

Ethos refers to the credibility of a speaker and is composed of three dimensions: competence, trustworthiness, and dynamism. Speakers develop ethos by being prepared, citing credible research, presenting information in a nonmanipulative way, and using engaging delivery techniques.
Logos refers to the reasoning or logic of an argument. Speakers appeal to logos by presenting factual objective information, using sound reasoning, and avoiding logical fallacies.
Pathos refers to emotional appeals. Speakers appeal to pathos by using vivid language, including personal stories, and using figurative language.
Cognitive dissonance refers to the mental discomfort that results from new information clashing with currently held beliefs, attitudes, or values. Cognitive dissonance may lead a person to be persuaded, but there are other ways that people may cope with dissonance, such as by discrediting the speaker, seeking out alternative information, avoiding sources of dissonance, or reinterpreting the information.
Speakers can combine positive and negative motivation with appeals to safety, social, or self-esteem needs in order to persuade.
Ethos, or credibility, is composed of three dimensions: competence, trustworthiness, and dynamism. Of those dimensions, which is most important for you when judging someone’s credibility and why?
Recount a time when you experienced cognitive dissonance. What was the new information and what did it clash with? What coping strategies, of the ones discussed in the chapter, did you use to try to restore cognitive balance?
How ethical do you think it is for a speaker to rely on fear appeals? When do fear appeals cross the line?
Imagine that you will be delivering a persuasive speech to a group of prospective students considering attending your school. What could you say that would appeal to their safety needs? Their social needs? Their self-esteem needs?

Cooper, M. D., and William L. Nothstine, Power Persuasion: Moving an Ancient Art into the Media Age (Greenwood, IN: Educational Video Group, 1996), 48.

Fletcher, L., How to Design and Deliver Speeches , 7th ed. (New York: Longman, 2001), 342.

Maslow, A. H., “A Theory of Human Motivation,” Psychological Review 50 (1943): 370–96.

Stiff, J. B., and Paul A. Mongeau, Persuasive Communication , 2nd ed. (New York: Guilford Press, 2003), 105.

Communication in the Real World Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

How to Improve Communication Skills for Better Interaction

Did you know that a staggering 93% of communication is non-verbal? Yes, you read that right. While words are undeniably important, the way we say them, our body language, and even the tone of our voice play a crucial role in conveying our thoughts and emotions. In a world where effective communication can make or break personal and professional relationships, mastering this skill is paramount. Whether you're looking to excel in your career, strengthen your connections, or simply become a more persuasive communicator, this article is your gateway to practical strategies and tips on how to improve your communication skills.

How to Improve Communication Skills: Short Description

In this article, you'll explore why are communication skills important and their pivotal role in our lives. From unraveling the importance of effective communication to breaking down the core components of these skills, this article is your comprehensive guide. Discover practical strategies, fascinating facts, and essential book recommendations to enhance your ability to connect, persuade, and succeed!

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Exploring What Are Communication Skills

Communication skills are the foundation upon which our ability to interact with others is built. At its core, communication is the process of exchanging information, thoughts, ideas, and emotions with clarity and understanding. But what makes up these essential skills?

Verbal Communication: This is the most obvious aspect involving the words we choose, the tone we use, and the way we structure our sentences. Effective verbal communication ensures that our message is clear, concise, and easily comprehensible.
Non-Verbal Communication: Often underestimated, non-verbal cues such as body language, facial expressions, and gestures play a significant role in conveying our feelings and intentions. They can either complement or contradict our verbal communication, making them a crucial aspect of overall communication skills.
Listening Skills: Communication is a two-way street, and active listening is a vital part of it. It involves not just hearing words but understanding the speaker's perspective, asking questions, and showing empathy. Effective listeners can provide thoughtful responses and foster meaningful conversations.
Written Communication: In our digital age, written communication is more prevalent than ever. This includes emails, text messages, reports, and even social media posts. Effective written communication requires clarity, proper grammar, and an understanding of the recipient's expectations.
Interpersonal Skills: These skills encompass our ability to interact with others, build rapport, and maintain healthy relationships. Empathy, conflict resolution, and negotiation fall under this category, as they are crucial for navigating social interactions successfully.
Presentation Skills: For professionals, being able to convey information persuasively and engagingly is vital. Presentation skills involve structuring content effectively, using visual aids, and delivering information with confidence.

Why Good Communication Skills Matter

Effective communication skills are far from being mere soft skills; they are the lifeblood of our personal and professional lives. According to our experts, here's why they matter:

Career Advancement: In the workplace, the ability to communicate effectively can be a game-changer. Whether you're giving a presentation, collaborating on a project, or resolving conflicts with colleagues, strong interaction abilities are essential. They can lead to promotions, better job opportunities, and increased job satisfaction.
Building Relationships: Communication is the cornerstone of any healthy relationship, be it with family, friends, or romantic partners. Good communication fosters trust, understanding, and empathy. It helps resolve conflicts and ensures that everyone's needs and feelings are heard and respected.
Conflict Resolution: Disagreements and conflicts are inevitable in any human interaction. However, those with strong interaction skills can navigate these situations with grace and effectiveness. They can defuse tension, find common ground, and reach mutually beneficial solutions.
Personal Growth: Mastering effective communication skills can lead to personal growth and self-awareness. When you can express your thoughts and feelings more clearly, you gain a deeper understanding of yourself and your needs. This self-awareness can lead to increased self-confidence and improved mental well-being.
Influence and Persuasion: Whether you're a salesperson trying to close a deal or a leader inspiring your team, the power of persuasion is rooted in effective communication. The ability to articulate your ideas persuasively achieved through understanding how to improve your communication skills, can have a significant impact on your success in various aspects of life.

How to Improve Communication Skills: Strategies for Success

Discover the concrete strategies you need to improve communication skills. This guide provides actionable tips, from refining your listening skills to improving your verbal and non-verbal communication. By the end, you'll be equipped with the tools to become a more influential and empathetic communicator, setting yourself up for success in both personal and professional spheres.

Engage as an Attentive Listener

Listening is more than just hearing words; it's about understanding the speaker's message, emotions, and perspective. Being an attentive listener is a skill that can significantly improve your communication:

Give Your Full Attention: When someone is speaking, put aside distractions and focus on them. Make eye contact and give them your undivided attention. This simple act shows respect and genuine interest in what they're saying.
Avoid Interruptions: Resist the urge to interrupt or finish the speaker's sentences. Let them express themselves fully before you respond. Interruptions can be frustrating and can hinder effective communication.
Ask Clarifying Questions: Don't hesitate to ask questions for clarification. If something is unclear, seek more information with open-ended questions like, 'Could you explain that further?' or 'Can you give me an example?'

Strive for Clarity and Brevity

Use Simple Language: Avoid jargon and complex vocabulary, especially when communicating with a diverse audience. Simplicity often leads to better understanding. For instance, instead of saying, 'I'll optimize the process,' you can say, 'I'll make the process more efficient.'
Organize Your Thoughts: Before communicating, take a moment to organize your ideas. Structure your message logically, starting with the most important points. This makes it easier for others to follow your thoughts.
Consider Your Audience: Tailor your message to your audience's level of expertise and familiarity with the topic. Adjust the level of detail accordingly. For instance, when explaining a complex concept to a non-expert, provide a simple analogy or real-life example to enhance understanding.

Plan and Get Ready in Advance

Improving communication skills often involves some level of preparation. Whether you're giving a presentation, having a difficult conversation, or even participating in a casual discussion, planning in advance can boost your confidence and ensure your message is well-received:

Outline Your Key Points: Before any important conversation or communication event, create a simple outline of the key points you want to convey. This can help you stay on track and ensure you cover all the essential information.
Anticipate Questions: Think about potential questions or concerns your audience might have. Preparing answers in advance not only demonstrates your expertise but also helps you respond confidently during the conversation.
Practice if Necessary: For significant presentations or speeches, practicing your message is essential. It's one of the effective time management tips to allocate time for rehearsal. This helps you refine your delivery and reduce nervousness, making your communication more effective. If you find yourself short on time or need additional assistance, consider seeking support from professionals who offer services where you can pay for essay .

Monitor Your Tone

Your tone of voice and body language can convey as much, if not more, than your words. Being aware of your tone is crucial for effective communication:

Be Mindful of Your Tone: Pay attention to the tone of your voice. Is it friendly, neutral, or confrontational? Adjust your tone to match the message and the situation. For example, when giving feedback, a constructive and empathetic tone is usually more effective than a critical one.
Watch Your Body Language: Your body language, including gestures, posture, and facial expressions, can either support or contradict your words. If you're saying one thing, but your body language says another, it can create confusion or mistrust.
Consider Cultural Differences: Different cultures may interpret tone and body language differently. Be aware of cultural nuances, especially in cross-cultural communication. What is seen as friendly in one culture might be seen as intrusive in another.

Pay Attention to Nonverbal Communication

Nonverbal cues often speak louder than words. Your body language, facial expressions, and gestures can convey a wealth of information to those you're communicating with. Here's how to leverage nonverbal communication effectively:

Maintain Eye Contact : When engaged in a conversation, maintaining appropriate eye contact is a hallmark of good communication skills. It demonstrates attentiveness and shows that you are actively participating in the interaction.
Use Open and Inviting Body Language: Your posture can communicate whether you are open to conversation or closed off. Keep your arms uncrossed, stand or sit with an open stance, and use friendly gestures to show your receptiveness.
Match Your Nonverbal Cues with Your Message: Ensure that your nonverbal cues align with what you're saying. For example, if you're delivering good news, your facial expressions and body language should reflect positivity and enthusiasm.

Articulate Clearly and Minimize Ambiguity

Clear and unambiguous communication is essential to prevent misunderstandings. Ambiguity can lead to confusion and misinterpretation. Here's how to articulate your message clearly:

Be Specific: Instead of vague statements, provide concrete details. For example, rather than saying, 'We should meet sometime next week,' say, 'Let's meet on Tuesday at 3 PM.'
Summarize and Recap: After conveying important information, summarize the key points. This reinforces the message and ensures that everyone is on the same page.
Ask for Clarification: If you're unsure whether your message has been understood, encourage others to ask questions or provide feedback. This proactive approach can prevent misunderstandings.

Cultivate Your Emotional Intelligence

Emotional intelligence (EQ) plays a significant role in effective communication, which can also be an engaging topic for narrative essay topics . It involves recognizing, understanding, and managing your own emotions, as well as empathizing with the emotions of others. Here's how to cultivate your EQ for better communication:

Self-awareness: Take time to understand your own emotions and how they influence your communication. Recognize your triggers and biases.
Empathy: Put yourself in the other person's shoes. Try to understand their emotions, perspectives, and needs. Show empathy by acknowledging their feelings.
Emotion Regulation: Learn to manage your emotions during conversations. Avoid reacting impulsively when faced with challenging or emotional situations.
Conflict Resolution: Use your emotional intelligence communication to navigate conflicts constructively. Focus on finding mutually beneficial solutions rather than escalating disputes.

Establish Eye Contact

Eye contact is a powerful nonverbal communication tool that can convey confidence, attentiveness, and trustworthiness. When used appropriately, it enhances the quality of your interactions. Here's how to establish effective eye contact:

Balance Engagement: When engaging in a conversation, strike a balance with eye contact. Avoid staring intensely, which can be uncomfortable, and also refrain from completely avoiding eye contact, which may signal disinterest.
Maintain Natural Intervals: It's natural to break eye contact occasionally, especially during moments of reflection or when transitioning between thoughts. These brief breaks help maintain a comfortable and natural flow of conversation.

Remove Filler Words and Avoid Hedging Language

Filler words (such as 'um,' 'uh,' 'like,' and 'you know') and hedging language (phrases like 'I think,' 'sort of,' and 'maybe') can weaken the impact of your message and make you appear less confident. Here's how to eliminate them while also understanding how to improve communication skills overall:

Record Yourself: To become aware of your use of filler words and hedging phrases, record your conversations or speeches. Listening to these recordings will help you pinpoint instances where you rely on these verbal crutches. This practice not only aids in reducing their use but also enhances your overall communication skills.
Pause Instead: Instead of resorting to filler words when you need a moment to gather your thoughts, embrace the power of well-placed pauses. Pauses not only eliminate the need for filler words but also make you appear more thoughtful and composed in your speech. This can also improve your grasp of idiom figurative language and the nuances of effective communication.

Project Confidence

Confidence in communication can inspire trust and credibility. It's not just about what you say but how you say it. Here are some ways that will not only help you project confidence in your communication but also teach you how to be confident in school :

Maintain Good Posture: Stand or sit up straight with your shoulders back. Good posture not only makes you appear more confident but also helps with breath control for clear articulation.
Use Gestures Purposefully: Gestures can enhance your message, but use them purposefully and naturally. Avoid excessive or distracting movements, which can undermine your confidence.
Practice Positive Self-Talk: Believe in yourself and your message. Replace negative self-talk with affirmations that boost your self-confidence.

Communication Skills: Intriguing Facts and Stats

Communication is a universal aspect of human existence, but it's also a fascinating field of study filled with surprising facts and statistics. Here are some intriguing insights into the world of communication:

Words Convey Only a Fraction: While words are essential for communication, research suggests that they only make up about 7% of our message's impact. The tone of voice and nonverbal cues, such as body language and facial expressions, account for the remaining 93%. This underscores the importance of the way we say things.
The 7-38-55 Rule: Communication researcher Albert Mehrabian proposed a rule stating that in conveying feelings and attitudes, 7% comes from words, 38% from tone of voice, and 55% from body language. While this rule is often debated and may not apply universally, it highlights the multifaceted nature of communication.
Listening Is Challenging: People generally remember only about 25-50% of what they hear, according to research by Edgar Dale. This statistic emphasizes the importance of active listening skills for effective communication.
Texting vs. Talking: In the digital age, similar to the digital transformation in higher education , texting has emerged as a predominant mode of communication. Surprisingly, a study by the Pew Research Center found that adults aged 18-29 send and receive an average of 88 text messages per day, compared to just 17 phone calls. This shift in communication methods highlights the evolving landscape of human interaction.
The Power of First Impressions: Studies have indicated that people form first impressions within just 7-17 seconds of meeting someone. This quick judgment underscores the significance of nonverbal cues and initial interactions in communication.

Books on Communication Skills

If you're eager to further enhance your skills and delve deeper into the art of effective interaction, there is a wealth of valuable books on communication skills available. Here's a selection of recommended reads:

'Crucial Conversations: Tools for Talking When Stakes Are High' by Al Switzler, Joseph Grenny, and Ron McMillan: This book offers practical strategies for navigating high-stakes conversations with confidence, focusing on maintaining dialogue and achieving mutual understanding.
'How to Win Friends and Influence People' by Dale Carnegie: A classic in the realm of interpersonal communication, this book provides timeless advice on building positive relationships, influencing others, and becoming a more effective communicator.
'Nonviolent Communication: A Language of Life' by Marshall B. Rosenberg: Dr. Rosenberg presents a compassionate and empathetic approach to communication, emphasizing the importance of connecting with others on a deeper level through mindful dialogue.
'Talk Like TED: The 9 Public-Speaking Secrets of the World's Top Minds' by Carmine Gallo: Drawing from TED Talks, this book uncovers the techniques used by some of the world's most engaging speakers, offering practical advice for improving your public-speaking skills.
'The Charisma Myth: How Anyone Can Master the Art and Science of Personal Magnetism' by Olivia Fox Cabane: Charisma is a valuable asset in communication, and this book explores how to develop and exude charisma to enhance your interactions with others.

Where to Enhance These Skills

Understanding how to improve communication skills can be greatly facilitated through online educational platforms that offer courses, workshops, and resources. Here are some reputable platforms where you can hone your skills:

Toastmasters International: Toastmasters is a renowned organization that focuses on improving public speaking and leadership skills. They offer in-person and online meetings, providing a supportive environment for practicing and enhancing your communication abilities.
Dale Carnegie Training: The Dale Carnegie programs offer comprehensive training in interpersonal skills, public speaking, and effective communication strategies.
Skillshare: Skillshare features an array of classes in communication-related topics, including storytelling, effective email communication, and interpersonal skills.
MasterClass: MasterClass provides access to lessons taught by renowned experts in various fields. You can find courses on communication by experts such as Chris Voss, a negotiation expert and former FBI hostage negotiator.
TED Talks: While not a traditional educational platform, TED Talks offer a treasure trove of inspiring and informative talks on communication-related topics. These talks can provide valuable insights and ideas for enhancing your skills.

Additionally, if you're specifically interested in Harvard free online courses , you might want to explore its offerings, which often include communication-related subjects among their diverse range of offerings.

Concluding Remarks

By applying the strategies and insights discussed here and exploring educational resources, you can become a more confident, empathetic, and impactful communicator. With practice and dedication, the journey to enhancing your communication skills is well within reach, offering the potential for greater success, meaningful relationships, and personal growth. Additionally, expanding your social circle in an academic environment can further refine your interpersonal skills, so be sure to check out our article on how to make friends at college .

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Communication Strategies – Essay Sample

One of the characteristics that distinguish inanimate objects from animate objects is the ability to, and the tendency to communicate. Communication is the process by which a message or messages are exchanged between two or more parties (Components of Communication Process, 2008.) This process can take an endless array of forms, both verbal and nonverbal. Two people exchanging words over the telephone; an artist creating an image on canvas; a chef preparing a meal for foreign visitors: all of these situations involve communicating a message. This paper will discuss a variety of elements pertaining to communication, including distinctions between forms of communication, barriers to communication and methods to overcome such barriers.

Context is a significant aspect of communication. The circumstance in which a message is delivered is vital to the understanding of that message. For example, in some cultures, calling an adult by his or her first name would be considered disrespectful whereas in other cultures, the same practice would be experienced as a way to connect with that person in an informal, friendly way. Another aspect of communication is that there is a person or entity that sends a message, either verbally or nonverbally. The main point that is intended to be communicated is the message, which can be verbal or nonverbal. The manner in which the message is expressed is known as the medium; the sender must decide what will be the most effective way to convey the message to the intended recipients. For example, a large corporation might utilize sending memos to communicate important policy changes to its employees; a smaller company might simply hold a staff meeting to discuss the same sort of information.

Messages are designed to be received by a single recipient or a group of people. The type of message that is sent needs to be tailored to the receivers, taking into account variables such as their knowledge base, their responsiveness to the message, and the dependence of the sender on the receiver (Components of Communication Process, 2008.) Finally, another major component of communication is feedback, since it allows the person who sends the message to understand whether or not the message has been effective. Feedback can take many forms, such as verbal, nonverbal, or written.

Often, people confuse two crucial aspects of communication: hearing and listening. It is a mistake to considering these two terms as synonymous. Hearing is a passive act, occurring when sound is perceived by the ear. It requires no effort on the part of the sound receiver; it simply occurs. Listening is a more active process, utilizing concentration so that the brain can determine the meaning of the words or sentences that it is taking in. The result of listening is frequently learning (Hearing Versus Listening, 2011.)

Within the criminal justice system, there are both formal and informal modes of communication. The formal channels of communication follow the hierarchy of the system; the chain of command determines methods of communication within each level, with the directors establishing means of communication and determining to who each subordinate is to report (Sinclair, 2011.) These standards are developed through written policies and procedures. Informal methods of communication within the system are sometimes called “the grapevine.” Examples of such exchange of information would be talking at the water cooler, going out for drinks after work to talk about matters on the job, and talking by phone to one’s colleagues.

Communication can be impacted by certain barriers that may occur. One of these involves perceptual and language differences. Every individual experiences his or her environment in a different way that is unique to that person. If the message is received which contradicts that person’s values, that message may be rejected. Likewise, language differences may result in misunderstandings between people. For example, a person may describe another person as “big” when referring to their height, while the person who hears that adjective may understand it to mean that the person is overweight. Another obstacle to communication may be inattention, when someone simply isn’t listening to what is being said but may be preoccupied with other things.

Distractions and noise can also be a barrier to effective communication; for example, if the environment contains factors that are not comfortable such as poor lighting, uncomfortable seating, or an unclean environment, either the speaker or the receiver of the message may be distracted (Communication Barriers– Reasons for Communication Breakdown, 2008.) The emotional tone in the conversation may also have an effect on what is transmitted; if one of the parties involves is upset or hostile, that person may experience the information being sent as very negative. For example, if a parent receives news that is distressing or upsetting, he or she may speak to their child in a tone that reflects that emotion, resulting in the child feeling that the parent is angry with him or her.

There are many ways to avoid barriers in communication, such as minimizing or eliminating perceptual distinctions, using easy to understand language, minimizing noise or distractions, being an attentive listener, being aware of nonverbal signals one is emitting such as body language, and giving constructive feedback. Utilizing such methods when engaging in communication with others can significantly reduce the chances that there will be a breakdown in communication. …

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What is a communication aid?

See: Definitions and information at Communication Matters

Note: different types of AAC equipment are listed on the Communication Matters website and the ACE Centre SpeechBubble database

What is a Communication Aid?

A communication aid helps an individual to communicate more effectively with people around them.

Communication aids are also referred to as AAC devices. AAC refers to Augmentative and Alternative Communication, which Communication Matters define as,

… a huge range of techniques which support or replace spoken communication. These include gesture, signing, symbols, word boards, communication boards and books, as well as Voice Output Communication Aids (VOCAs).

There are two main types of AAC system: Unaided Communication and Aided Communication .

Unaided communication does not use additional equipment. People typically use body language, gesture, vocalisation or signing.

Aided communication uses equipment – this can range from low-tech to hi-tech methods and often uses pictures and symbols instead of, or together with words. Alternative hardware options are available to provide access . A low-tech method of communication such as a simple, laminated communication book to carry around with a few pages of pictures or symbols is a communication aid . However, the term “ device” only describes a more hi-tech solution. An electronic communication aid can be a dedicated device designed only to help the user communicate. Alternatively, the device could be a standard computer on which the user has installed specialist communication aid software. Note that touchscreen tablets such as iPads are increasingly being used to help people communicate.

AAC equipment – both hardware and software – may also be referred to as “ AAC systems” . Each has pros and cons and what is suitable for one person will not necessarily suit a different user. Low-tech solutions are not inferior to hi-tech solutions. What you choose will depend on personal preference, abilities and needs. The method of access, environmental factors and funding are also deciding factors. A specialist assessment through a speech and language therapist or communication aid centre will help to identify a person’s most appropriate AAC system or systems.

The hardware and software are not the full picture, however. Training and ongoing support are vital factors in determining someone’s successful use of a communication aid.

Useful Links:

UK AAC assessment services
Suppliers of AAC equipment

Disclaimer: while we believe these information sources to be accurate, we strongly advise you to make your own independent enquiries.

Factsheet – Causes of Dysarthria
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Factsheet – Funding for communication aids
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Factsheet – Role of the Speech & Language Therapist
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Factsheet – What is Aphasia?

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Communication Skills in Human Life Essay

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Introduction

Communication skills and strategies.

Communication has always been an essential element of every aspect of human life. Very much depends on the person’s ability to communicate with others and to apply efficient communicative skills to achieve their goals. In general, it is possible to state that the ability to communicate constructively shapes the major part of the individual’s success in his or her personal life, at work, and in other spheres.

There are many jobs that involve constant communication with clients, provision of some consultative or advisory services, which are almost solely built on the principles of communication and interaction with people. Business affairs are as well impossible to be accomplished without making business agreements, holding negotiations, and instructing the personnel on the goals to pursue. There is a great multitude of examples of the need for communication skills in daily life, so it goes without saying that business operations require well-developed communication abilities and demand their application on a daily basis.

It is enough to mention the ever-growing globalization of the world and business together with it, so interpersonal and cross-cultural communication acquires key importance in the contemporary world. It is for this reason that one needs to pay close attention to the issue of communication skills in the process of learning business communication and related topics.

Communication, no matter how simple and familiar it may seem, appears to be a complicated and multi-dimensional concept that needs thorough consideration and hard work in the process of acquiring the basic skills necessary for success. It does not correspond to a casual notion of talking as the communication process – it is much deeper in its goals and strategies to accomplish these goals. With the purpose of understanding the phenomenon of communication itself and communication skills in particular it is necessary to pay attention to the following concepts and terminology that will enhance the reader’s understanding of the issue: conscious and unconscious competence, reflective learning, motivation, motor skills, and social skills.

As for conscious and unconscious competence, Ellis (2003) believes that “it implies knowledge of the what (for instance, the core professional concepts) and knowledge of the how (the ways in which we put these concepts into practice)” (p. 2). It may be applied at both levels, as the definition suggests. Reflective learning is an essential element of the process of acquiring communicative skills – it implies not only fulfilling a certain set of tasks but reflecting on the results and trying to introduce change or improvement (Ellis, 2003, p. 3).

Motivation goes without saying – it is the innate wish of the person to act in an innovative way that makes him or her take steps forward in personal development. Motor skills, in the opinion of Hargie (1997), are organized and coordinated, learned actions serial in nature supposing the person’s making some physical actions, i.e. they are formed at the biological and subconscious level to be applied in life (p. 9). Social skills differ in nature and involve interpersonal actions, interaction with other people (Hargie, 1997, p. 9-10).

Motor skills are not the subject of the present paper because they refer to daily actions, routine, and mechanic activities of people they may not even realize. Social skills, on the contrary, have to be thoroughly thought over and trained, as a result forming a communicative personality being able to achieve his or her communication goal and succeed in communication. These skills are multiple; however, the present work will focus only on four of them: listening, negotiation, explaining, and self-disclosure. Listening is one of the most important skills of a good communicator because it has been proven to be a treasure too few people possess.

In the process of a constructive communicative act, it is important not only to clearly express one’s own thoughts and intentions but to give an opportunity to the communication partner to voice his or her opinion. Listening has been always neglected in the process of business communication as there have hardly been any doubts in the employees’ abilities to listen to others speak. However, the recently discovered notion that deserves separate attention and appears to be substantially different from the issue of hearing is active listening. As Ellis (2003) notes, “Successful listening (as opposed to the more passive hearing) is to do with actively processing the incoming information and doing some work – hence the term active” (p. 17).

No doubt active listening represents a challenge for a person willing to undertake it because it involves much extra work being done – first of all, the process of active listening, according to Ellis (2003), involves overcoming a three-stage task of recognizing the gap in understanding, locating it and trying to overcome it (p. 17). There is a set of barriers to active listening as well that prevent the listener to follow the guidelines of active listening and diminish the degree of mutual understanding, e.g. attention span, familiarity with material, negative or stereotyped attitudes to the matter or to the interlocutor, environmental considerations and physical inconvenience (Ellis, 2003, p. 18-19).

The second strategy that should be mastered by the communicator in order to conduct communication activities successfully is negotiation. There is no need to explain how important the process of negotiations is for any business organization – it goes without saying that it is the profitability and at times the very existence of an organization that depends on the result of negotiations with business partners. Thus, it is crucial to pay adequate attention to the way communication skills have to be developed to facilitate the negotiation skills of an individual. Negotiation is a comprehensive activity that demands a wide set of skills from the negotiator to be successful and accomplish the stipulated task. It involves active listening that has already been analyzed, assertiveness in actions and messages, and skillful questioning (Ellis, 2003, p. 57).

It is essential not to forget that negotiation first of all implies exercising certain influence on people with whom negotiation is conducted, which also depends on the ability to express one’s opinion and judgment in a specific way. Besides, as emphasized by Ellis (2003), negotiation is also a creative process including such elements as finding the balance between parties, finding the approach to the specific partners in the negotiation, conducting problem-solving activities, and engaging partners in long-term relations (p. 58). For these reasons, all efforts of the negotiator as well as his or her negotiation skills have to be focused on these major goals.

The third communication strategy implying the multi-aspect application of communication skills is explaining. Hargie (1997) speculates much over the topic of the importance of explaining in the process of communication and arrives at the conclusion that this skill has been widely neglected and underestimated recently (p. 183). The reasons he sees for this are first of all the unwillingness of people to accept the authority of other people mixing it with the imposition of someone’s opinion and limiting their personality, and secondly, the way explaining is perceived and taken for granted as an indispensable part of communication (Hargie, 1997, p. 183).

However, in the same section, Hargie (1997) underlines the importance of explaining as a necessary link between such aspects of human cognition as understanding, language, logic, rhetoric, critical theory, and culture (p. 183). As one can see from the following list, explaining appears to be a much deeper concept than anyone would have suggested. This is what causes particular attention to explaining in the recent business communication literature and research – its importance is being gradually recognized and should be not underestimated in the conditions of the contemporary business process.

There are the following types of explanation detected by Hargie (1997): interpretive, descriptive, and reason-giving (p. 185). Interpretative explaining gives the broad answer to the question ‘What?’ and defines concepts, events, and processes in such a way so that the person to who they are explained would obtain a detailed understanding thereof and would be able to apply them in further activities. Descriptive explaining gives the answer to the question ‘How?’ thus explaining the manner in which things are done. People who have acquired descriptive knowledge of certain things are likely to be able to produce some actions or some things in the future, knowing the procedure and the peculiarities. Finally, reason-giving explaining should be focused on the justification of certain actions, events or notions – it gives the answer to the question ‘Why?’ and explains to people what this or that thing, process, or event is necessary.

The last communication strategy to be dealt with in the present work is self-disclosure. As admitted by McKay, Davis, and Fanning (2009), self-disclosure is a key component of human communication. It is present in every communicative process and is unavoidable:

“Self-disclosure makes relationships exist and builds intimacy. It clarifies and enlivens. Without self-disclosure, you are isolated in your private experience” (McKay et al., 2009, p. 24).

Despite its seeming unavoidability the issue that should worry a person in the process of communicating with others is the extent to which they should disclose themselves for this act to be appropriate and effective (McKay et al., 2009, p. 25). There is a huge number of situations, partners, and circumstances that demand different patterns of behavior and cause problems or lead to success.

The authors distinguish four types of self-disclosure among which a communicator should choose according to the situation, the individual profile of character and behavioral peculiarities, etc. They are open self (known to self, known to others), blind self (discoverable by others, known to others), hidden self (known to self, kept from others), and unknown self (unknown to self, unknown to others) (McKay, 2009, p. 25). Judging from the situation and the pursued goals the individual may choose from these alternatives and define the measure for self-disclosure for him- or herself.

Communication is a key element of human interactions, which acquires specific importance in the context of conducting business affairs. Communication skills are multiple in nature and application, so they have to be paid particular attention to in all business processes and should correspond to the particularly stipulated business goals. There are several communication strategies that involve the implementation of different communication skills and their proper combinations, thus the aspect of establishing efficient business communication with the application of communications skills should become the central focus of every organization’s daily functioning.

Communication skills are learned skills and they can be acquired be means of an efficient training schedule established in an organization. The importance of communication skills in the business process is a matter of agile interest nowadays, so they should be never underestimated or neglected in the business process both by employers and the staff of every company.

Ellis, R 2003, Communication skills: stepladders to success for the professional, Intellect Books.

Hargie, O 1997, The handbook of communication skills, 2 nd edn, Routledge.

McKay, M, Davis, M, & Fanning, P 2009, Messages: The Communication Skills Book, 3 rd edn, New Harbinger Publications.

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Communication Strategies and Our Learners

Pauline germaine.

a Cooper University Hospital, Vice Chair of Research and Education, Department of Diagnostic Radiology, Camden, NJ

Tara Catanzano

b University of Massachusetts Medical School-Baystate, Springfield, MA

c University of Missouri at Kansas City, Kansas City, MO

Akansha Mohan

d University of North Carolina, Chapel Hill, NC

Kirang Patel

e University of Missouri at Kansas City, Kansas City, MO

David Pryluck

f Geisinger Medical Center, Danville, PA

g Department of Radiology, Virginia Mason Medical Center, Seattle, WA

Communication is vital in healthcare to facilitate the best patient care at all times. During the COVID-19 pandemic, communication has become increasingly crucial, including devising innovative, novel, and effective ways to exchange information in graduate medical education, multidisciplinary teams, and patient care, all which affect our learners. This article will provide a comprehensive review of generational characteristics, including communication preferences. Effective communication strategies and communication challenges with learners (millennial generation) will be discussed in detail.

Introduction

Communication. Trust. Messaging. All are vital in healthcare to facilitate optimal patient care in the best of times. It is arguably currently closer to the most difficult of times, and communication methods have never been more vital, or tested, than in this time of the COVID-19 crisis. Devising innovative and effective ways to exchange information with our learners in graduate medical education, multidisciplinary teams, and patient care is key. Fortunately, the field of radiology has risen to the call in these challenging times, implementing effective strategies, taking into account multigenerational differences, and forever changing ways we disseminate information.

Effective Communication and Strategy

There is more to communication than simply delivering a message. Effective communication is essential. 1 Effective communication must take into consideration the following elements: (1) clear, consistent message, (2) communication delivery strategy, (3) testing to assure understanding, and (4) allowing feedback or raising concerns.

The first element is to provide a clear, consistent message to the stakeholders. Individuals should understand why they are sending a message, what the message means and the intent behind the message. 2 There must be a mechanism to communicate the message to stakeholders such that the intent and meaning behind the message are not lost or distorted. (One may liken this to a game of telephone, where the message at the start of the communication trail is often not that received at the end).

The second element to consider is the mechanism of message delivery to communicate a clear message. Leaders should have a clear vision of their message and embrace simple language using few words for effective communication. 3 For example, during COVID-19, Governor Andrew Cuomo demonstrated effective communication skills with his short, text-like messaging “Stay home. Stop the Spread. Save lives.” 3

Methods and preferences for communication have evolved over generations, as have the content, timing, and desire for bi-directionality of communication. 4 , 5 Different communication vehicles (in person discussion, email, text, and messaging apps) vary depending on generational preferences 6 and departmental or program culture influences communication. 7 The advent of multigenerational workforces has led many departments and programs to change from traditional communication models to a more varied approach to employ several different avenues of communication for the widest reach.

Communication as a Function of Generation

The broad characterizations of generational predilections have been shaped by historical forces beyond personal control. However, in assessing how individuals of different ages in a department or institution are interacting with each other and with other groups, it can be illuminating to consider the underlying context of these sweeping trends ( Table 1 ).

Communication preferences of each generation

Generation	Birth Years	Preferences regarding communication methods
Baby Boomers	1946-1964	Face to face or telephone conversations, Direct written instructions, Formal scheduled meetings, Top down structure
Generation X	1965-1980	Technology: email, Flexible communication mode & frequency, Real time feedback, Mutual mentoring
Generation Y: Millennials	1981-1996	Technology: texts, messaging apps, Range of choices on demand, Personal preference, Rapid continual feedback, Ongoing mentoring & collaboration, Open dialogue
Generation Z: Post-millennials	1997-2012	Technology: essential, Rapid connectivity, Face to face communication

The baby boomer generation is defined by the U.S. Census Bureau as those born between the years of 1946-1964 ( https://www.pewresearch.org/fact-tank/2019/01/17/where-millenials-end-and-generation-z-begins/ ). Classically, “Boomers” are described as favoring either face-to-face or telephone conversations, direct instructions, written communications, formal meetings, and a focus on strong work ethic and responsibility. 6 , 8 , 9 Currently, many departmental leadership positions in healthcare are filled by Boomers. 10 At the senior level, they have the power to determine modes of feedback across the department; in keeping with this, the Boomer preference for annual reviews and quarterly meetings has an impact on department members across generations. This can potentially lead to conflict, as the high stakes nature of these relatively rare feedback sessions may be perceived by younger staff as suboptimal communication. Also contributing to generational clash, Boomers favor respect for authority and chain of command more than subsequent generations. 10 Additionally, as organizational leaders, Boomers are accustomed to serving as mentors and have a strong sense of traditional loyalty toward organizations. 11 While in some instances Boomers may excel in passing down their knowledge in traditional top down fashion, in other situations they may be more successful by adopting a more flexible approach to mentorship.

Generation X is defined by the Pew Research Center as those individuals born between 1965 and 1980 ( https://www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end-and-generation-z-begins/ ). It comprises a large percentage of early and mid career faculty. While Generation Xers also prize a robust work ethic, they have a stronger focus on technology to include use of email, and also on work-life balance, especially family time and flexible scheduling. 4 , 6 , 9 This can engender communication difficulties, as Generation Xers may have expectations about mode and frequency of communications that differ substantially from Boomers. Generation Xers prefer ongoing, real time feedback over infrequent scheduled formal reviews, and also have a predilection for mutual mentoring and a less hierarchical structure. They have less loyalty to organizations and authority than Boomers. 10

Those in the millennial generation, or Generation Y, were born between 1981 and 1996 ( https://www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end-and-generation-z-begins/ ) . They constitute the trainee population, as well as early career radiologists. Overall, heavy parental involvement in millennial upbringing is thought to be a formative part of how Gen Yers currently relate to others, with a generational preference that emphasizes a range of choices, quick feedback, ongoing mentoring, collaboration, and personal preference. 12 Gen Yers are said to tend toward open dialogue even with those who may be traditionally seen as superior, to demonstrate strong interest in work-life integration, to prefer multitasking, and to expect continual feedback, ideally via technology. 9 They strive to create value for the team or group, rather than for a single supervisor, and do not have the same sense of traditional loyalty that many Boomers nurture. 11 This generation is well versed in communicating fluidly through technology, particularly through texting and messaging apps on cell phones. Quick, immediate communications such as texts or instant messaging are desired over telephone calls, with the latter viewed by millennials as intrusive, inefficient, and inconvenient. 6 Moreover, the absence of feedback is viewed as negative, which may set Boomers and Gen Yers on an attitudinal collision course. For millennials, no news does not equate to good news. They expect not only frequent feedback but also praise and recognition, and are less independent learners. 10 Typically they also preferon-demand access to many items, including lecture materials, interactive sessions and a plethora of online resources to select at the time of their choosing. 10 These expectations establish the framework within which Boomers and Generation Xers attempt to accomplish teaching, mentoring, and administrative responsibilities.

While Generation Z, the post-millennials born after 1996, have yet to reach radiology workstations, they are matriculating in medical school and beginning to enter our departments ( https://www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end-and-generation-z-begins/ ). Though it remains to be seen how they will interact in the medical education setting and beyond, early indications are that technology, rapid communication, and connectivity are valued by Gen Z. 12 Interestingly, in part as a reaction to the sometimes alienating nature of technology, this generation does prize face-to-face communication ( https://online.ndm.edu/news/communication/evolution-of-communication/ ). Given this, Gen Zers may serve as a bridge between generations as they arrive in the workforce?

The program director (PD), associate program director, and program coordinator should maintain awareness of the need to be a go-between or interpreter of messages in a multigenerational department. 8 Furthermore, program leaders must understand that their expectations of how communication is received is colored by their own generational experience and may not be interpreted by their trainees in the same manner. 8 Therefore, leaders should also seek feedback from the resident group to determine the most effective methods specific to that resident group.

Communication as a Function of Program Size

Like all organizations, the size of a residency program affects the communication methods used. Smaller programs or those with only 1 or 2 sites of service tend to have more frequent in-person communication than larger programs or those in multiple locations.

In larger programs, it is more difficult for the program director to have enough interaction to know each resident's preferred communication method(s). Of necessity, communications may be brief and more generic. Therefore, it is more important to retain an element of personal connection to maintain relationships. 5 , 10 One helpful strategy is to survey the resident group on preferred communication method and frequency, readily accomplished via a simple survey tool (eg, Google Forms, www.google.com Google Mountain View, CA). Given the ever-changing nature of residency training, annual preference surveys should be administered. Another communication strategy is individual resident level meetings (eg, R1 class) at routinely scheduled intervals; this allows for focused communication with each class, decreases the “noise” of irrelevant topics, and fosters direct, tailored discussion. (Blinded) residency program used this approach during the COVID-19 pandemic to communicate the education and work plan to each resident group. The program culture fostering focused communication with opportunity for discussion and voicing of concerns was quite successful.

Communication with the Office of Graduate Medical Education

Communication between programs, trainees, and Graduate Medical Education (GME) offices is clearly vital, particularly during times of crisis. The complexity of these communications and the sheer size of the institutional resident cohort mandate that a clear, transparent line of communication be established. This includes identification of who will communicate information, the frequency and expected content of the information, and the communication method.

The GME offices should determine, in concert with the training programs, who is the most appropriate and trusted source of information. As an example, during the pandemic, 1 institution determined that a GME taskforce, including the designated institutional officer (DIO), would communicate directly with the residency and fellowship program directors through a combination of group email, personal check-in phone calls, and weekly virtual meetings. The expectation was that the program directors would then communicate appropriate information on to their trainees. This allowed for discussion and feedback in “safe” spaces where residents and program leadership could clarify information and raise concerns. 7 , 13 It was determined that if the need arose for resident deployments to COVID-19 positive patient care areas, the DIO would be responsible for communicating this information as the final authority.

Communications between the Program Coordinator and Residents and Faculty

Program coordinators (PCs) represent apillar of the residency program and serve as an important bridge between the residents, program directors, faculty and administrators. PCs’ organizational and communication skills play key roles in maintaining program and resident credentialing, conducting trainee on-boarding, and updating resident medical licensure, among other tasks. They must employ clear and concise communication to preserve the trust of all stakeholders in the department while keeping residents and faculty on track. PCs may be the first to know when a resident is struggling and being able to provide support and comfort are important PC roles.

The pivotal role PCs play may be accentuated during crises, when communication is all the more important. During the pandemic, PCs function as “command central,” scheduling the web-based meetings, serving as technological support for the less tech-savvy faculty in the department, troubleshooting, coordinating resident and faculty coverage schedules, and collating ever-changing online educational resources (eg, national organization lecture series, subspecialty on-line lectures) to facilitate an optimal curriculum. Ideally, PCs should be a calm and constant presence amid the daily stress and chaos of a crisis.

PCs may be uniquely positioned between Millennial trainees and Gen X and Boomer radiologists. PCs must themselves be well-versed in various communication technologies to effectively communicate and disseminate information across all platforms. Most PCs have been reassigned during the pandemic to remote work at home to enable social distancing. Balancing texting and instant messaging residents, e-mailing GME offices, and maintaining a presence while socially distanced underscores the need for PCs to embrace the motto Semper Gumby–Always Flexible, and Always Available!

Communication From the Trainees'Perspective

Many programs experienced no significant change in the method of communication between trainees, PDs and PCs during the pandemic other than an increase in the frequency of email correspondence, the go-to communication. Some programs typically more likely to use in-person communication quickly pivoted to alternate communication methods. These included web-conferencing platforms for bidirectional discussion, increased use of text messaging, and the new use of messaging applications such as Viber (Rakuten Viber, Luxembourg) and WhatsApp (WhatsApp Messenger Facebook Inc, Menlo Park, CA).

Communication content included updates on infection rates, PPE, and resource allocation. Resident redeployment was 1 area where communication strategies were of particular importance. Residents often preferred that the information be communicated directly by their own program leadership. Given the nature and weight of news of redeployment, texting was considered impersonal and inappropriate during these times, and personal email or phone call was the desired communication vehicle.

Communication Challenges

Communication within multigenerational teams is fraught with challenges, often around issues of miscommunication, message penetrance, or failed communication. This can lead to conflict between parties, particularly if an individual believes that they have clearly communicated their message and the recipient does not. 14 , 15 Sources of failed team communication include use of a single method (eg, email only), rather than varied methods such as text or messaging application. 16 This was commonly experienced during the COVID-19 pandemic where frequent communication from leadership occurred was via email and as a result some individuals remained unaware of critical information, in the authors experience. Frequently encountered communication failures include one-time only message distribution, inability to recognize that a message was not clear to recipients and communication fatigue, leading to loss of message impact.

Lessons From the Pandemic

What lessons have been learned from our communication experiences during the COVID-19 pandemic? It became readily apparent that communication with our learners is different than communication with our faculty, largely based on the generational differences previously discussed. Our learners prefer continuous bidirectional communication, whereas faculty have been satisfied with frequent unidirectional information-only communication. The need for social distancing forced PDs and departments to alter their typical communication pathways, particularly in small programs whose communication had previously been in-person.

For some programs, messaging apps became the preferred method of communication. Text messaging, favored by millennial learners, was also used frequently between faculty and trainees for case readouts and check-in sessions. Still others leveraged web-conferencing platforms for more interpersonal interaction, information sharing, and to meet educational needs. For both the foreseeable future as social distancing continues, and likely beyond, it is likely that a combination of these approaches will continue.

Moreover, the communication and interaction of our trainees with clinical services is likely forevermore changed. Participation in interdisciplinary conferences and interactive case reviews with clinicians via online conferencing platforms has become the norm. Moreover, such processes have increased recognition of radiologists by our clinical colleagues; previously seemingly anonymous attendance by “radiologist” faculty in large multidisciplinary conferences a thing of the past. Names have been matched with faces in these large conferences and relationships have been built. Clinicians are now requesting virtual, interactive case reviews and residents have become integral to these interactions. This lower barrier to entry has the potential to improve accessibility of radiology consultation services, thus highlighting the important roles radiologists play in the healthcare of our patient populations.

Web-conferencing has also opened new communication venues and patient-facing opportunities for radiology as a specialty including radiology learners. Examples include new opportunities for resident-driven “virtual” clinics to review images with patients, to discuss radiation concerns,to prepare patients or caregivers for upcoming examinations and to access patient encounters in interventional radiology for peri- and post-procedural care.

Effective communication remains the cornerstone of patient care, education, and information dissemination in any crisis. The importance of timely and clear communication has never been tested in radiology departments to the extent seen in the current COVID-19 pandemic. Effective communication and the need for multiple methods of communication when working in multigenerational teams in the radiology training environment are crucial. Lessons learned during this crisis will inform future communication, not only with learners, but also with clinical colleagues and patients.

The authors would like to acknowledge Dr. Sheryl Jordan for assistance with manuscript preparation.

News & Blogs

Communication Aids

Last updated: March 2024

Contents include

1. 1. Introduction: communication problems and the solution
2. 2. What is augmentative and alternative communication?
3.1. VOCAs operated by buttons
3.2. VOCAs operated by touchscreen
3.3. VOCAs operated by text
4.1. AAC software and apps
4.2. Other useful apps
5.1. ACE Centre
5.2. AAC Scotland
5.3. Communication Matters
5.4. Living Made Easy
5.5. Suppliers

1. Introduction: communication problems and the solution

Communication problems affect an estimated 2.2 million people.

This includes people with aphasia, autism, cerebral palsy, dementia, head trauma, learning difficulties, motor neurone disease (MND), Multiple Sclerosis , Parkinson’s and stroke .

People with these conditions may have difficulty speaking or understanding what is being said. This barrier can affect every aspect of daily life.

A large variety of communication aids are available to help people communicate more effectively.

Useful aids include ‘no-tech’ E-Tran frames (a means of using eye-pointing as a way of communicating through pictures, symbols, letters, number and words), and computer-aided communication using dedicated input methods, and dedicated AAC (Augmentative and Alternative Communication) tools.

This factsheet outlines your options when selecting an electronic aid to make it clearer and quicker to communicate. We would ALWAYS suggest that if at all possible you get input from a speech therapist to enable you to get the correct device.

AAC (Augmentative and Alternative Communication) aids can be a purpose-built device or a standard computer, tablet or smartphone running specialist software or apps.

Many people combine these high-tech aids with other forms of non-verbal communication, including gestures, facial expression, pictures and signing.

Everyone’s communication support needs are different and selecting the right communication aids for an individual will depend on their particular needs, personal preferences and abilities.

With so many aids to choose from, we emphasise the importance of seeking a comprehensive assessment by a speech and language therapist. This will ensure that all the important factors are considered – including the individual's motor, visual, cognitive, language and communication strengths and weaknesses. The therapist can also make a referral to a specialist communication aid centre if necessary.

Communication is a two-way process and it is very helpful to include family members and carers in an assessment.

Ongoing training and support can also help to ensure the success of the selected aid(s).

Additionally, with the cost involved , it makes great sense to have a free trial before committing to the purchase of any expensive communication aid.

2. What is augmentative and alternative communication?

Augmentative and alternative communication (AAC) is an umbrella term that describes the methods used to supplement communication for anyone who has difficulty with their speech or understanding. It can be a permanent addition to your communication or a temporary aid.

The symbols used in AAC include gestures, photographs, pictures, line drawings, letters and words. These can be used alone or in combination, and in conjunction with other communication methods.

AAC methods using computer technology do so at different levels of complexity but mostly focus on producing speech or text for users who find it difficult or impossible to do so for themselves. Many employ computerised versions of AAC picture systems, with the electronic device speaking aloud the symbols selected.

Purpose-built communication devices that ‘talk’ are called ‘voice output communications aids’ (VOCAs). These are also sometimes known as ‘speech output devices’. An alternative high-tech solution is to run specialist AAC software or apps on a standard computer, tablet or smartphone.

VOCAs use electronically-stored speech as the method of communication. Sentences or longer messages can be pieced together from individual words and phrases, with the stored vocabulary possibly running into thousands of words.

The speech output may use digitised (pre-recorded) speech, synthesized (artificial) speech or both. Digitised messages are created by recording spoken words directly into the communication aid. Although synthesized speech is computer-generated, the quality of this artificial speech has much improved in recent years.

There are a number of ways you can operate VOCAs, by:

pressing buttons or a touchscreen (direct selection)
operating switches (using any controllable movement of your body)
scanning grids with different inputs
typing text.

Some VOCAs are handheld, while other models can be for desk-top use or mounting on a wheelchair. An example of this is the Lightwriter designed by Toby Churchill.

VOCAs operated by buttons

Many VOCAs have symbols on buttons or cells which you press to generate speech output. Simple models may have only a few messages; others can store hundreds of words and messages to select from.

VOCAs that utilise symbol sets come supplied with pre-loaded icons but, generally, you can add further icon sets of personal images and photos.

Handheld VOCAs operated by buttons include: the Quicktalker and a variety of Gotalk models.

VOCAs for desk use or mounting on a wheelchair with buttons or cells for direct selection include: the Bigmack , the Gotalk 20 Plus , the Smooth Talker and the Logan Proxtalker .

The Amdi Smart-talk is suitable for mounting / desk use or for operating as a handheld device.

VOCAs operated by touchscreen

Touchscreen VOCAs generally allow you to change the content and layout of displays to suit your preferences.

Handheld models operated by touchscreen include the Gotalk Express 32 , the Liberator Rugged 7 , the Logan Proxpad , and a range of Nova Chat and Accent models.

Some more expensive touchscreen models offer much greater processing power and capabilities. These are designed for users with physical and / or communication disabilities who are looking to work with an accessible device that can satisfy all their AAC and computing needs. As well as providing both symbol and text-based communication, many of these models also offer:

access to social media
bluetooth connectivity
email, SMS texting and phone calls
internet browsing
environmental control (via infrared) of TV and DVD
built-in camera or and / or webcam
accessible apps for music, photos, video channels etc.

Handheld and mountable touchscreen models that offer some or all of the above capabilities include the Tellus 5 , the Zingui 2 , and a range of Grid Pad and Power Pad models that all operate Grid 3 software (see the following section).

Many of the above devices can be adapted to various access methods, including switch access scanning. Some models, including the Tellus 5 , Grid Pad Eye and the Power Pad are also integrated with eye gaze technology.

VOCAs operated by text

VOCAS with text input via a standard or touchscreen keyboard includes the Allora 2 (for desk use or mounting) and the SC Tablet from Tobi Dynavox.

The Lightwriter SI500 may be handheld but is also suitable for desk use or mounting on a wheelchair.

4. Software and apps

For many people with communication problems, their best options might involve using specialist software on an adapted computer systems and/or communication apps on a tablet or smartphone.

Our factsheet on Keyboard and mouse alternatives and adaptations gives advice on alternatives to standard computing equipment and on how to adapt your devices to meet your particular needs. Our free website – My Computer My Way – also shows you how you can adjust your computer to assist with vision and hearing impairments, motor issues and cognitive problems.

AAC software and apps

An extensive range of apps and communication software is now available for PC, Mac and tablet devices. Some of these programmes also provide the main communication software driving high-tech VOCAS. Many use symbol sets to augment communication, with different sets available to match different communication needs and abilities. Personalised messages are formed by selecting and grouping symbols together, and some applications will let you add text, photos, videos and sound.

Comprehensive symbol- and text-based packages with speech output, catering for beginners to advanced users, include:

Grid 3 (for PC)
Grid (for iPad)
Mind Express 5 (for PC)
Proloquo2Go (for iPad)
TouchChat HD (for iOS).

Symbol-based apps include:

GoTalk Pro (for iPad)
Talking Mats (for iPad).

Text-based software and apps include:

Clarocom (for iOS)
Predictable 5 (for all platforms)
Ez Speech Pro (for iOS & Android).

Other useful apps

To help you find your way through an enormous range of potentially useful media, some organisations have developed their own lists and tools to support people with complex communication needs in accessing apps and software that may be useful to them.

These include the Aphasia Software Finder – a website that helps you to search for and assess specialist software and apps that work on different aspects of communication. You can use this for free at www.aphasiasoftwarefinder.org

Call Scotland have produced two 'wheels' of AAC apps – one for iOS, one for Android. These provide categorised guides to useful apps for people with complex communication support needs. You can download both the wheels at www.callscotland.org.uk/downloads/posters-and-leaflets/

5. Useful contacts

The ACE Centre is a registered charity providing support for people with communication difficulties. It offers assessment, training and information services across England, with a focus on AAC and assistive technology.

For more information, visit www.acecentre.org.uk

The ACE Centre has also supported the development of 'SpeechBubble'. This website provides up-to-date information on the latest AAC resources, including communication aids, software and apps.

For more information, visit www.speechbubble.org.uk

AAC Scotland

AAC Scotland website provides access to a range of practical AAC resources commissioned by NHS Education for Scotland and created by CALL Scotland.

For more information, visit www.aacscotland.org.uk

Communication Matters

Communication Matters supports people with little or no clear speech. It works to promote the best possible communication for people with complex communication needs, and aims to involve people using AAC in all its work. The charity maintains a database of AAC Assessment Centres across the UK.

For more information, visit www.communicationmatters.org.uk

Living Made Easy

Living Made Easy is an online guide developed by the Disabled Living Foundation. It provides impartial advice about independent living for disabled adults and children, older people, their carers and families. Its section on AAC provides extensive information about available products in different categories - including prices, manufacturers' details and suppliers.

For more information, visit www.livingmadeeasy.org.uk

Inclusive technology Inclusive Technology is a supplier of software and hardware for special educational needs – including a range of communication aids and communication software.

For more information, visit www.inclusive.co.uk or call 01457 819790.

Jabbla Jabbla develops technology that assists people with communication challenges. Its products include Mind Express 4 , Allora 2 , Tellus 5 and Zingui 2 .

For more information, visit www.jabbla.com

Liberator Liberator provides products and services for individuals who use AAC, their families and support staff. Products include the Rugged 7 and Accent VOCAs.

For more information, visit www.liberator.co.uk

Smartbox Assistive Technology Smartbox Assistive Technology produces a range of specialist communication devices and software, including Grid 3 (and additional Grid sets), Grid for iPad , various Grid Pads and the Power Pad .

For more information, visit www.thinksmartbox.com

Tobii Dynavox Tobii Dynavox is a company that produces the I-series of tablets and a range of specialist communication software including Snap + Core First and Boardmaker .

For more information visit www.tobiidynavox.com

Widgit Widgit Software specialises in SEN software and apps. It has developed a widely recognised set of over 15,000 symbols which are used globally to support language development, communication, literacy and learning. Products include InPrint 3 , SymWriter 2 and Widgit Online . The company is also the sole distributor for the Logan ProxTalker.

For more information, visit www.widgit.com

6. How AbilityNet can help you

My computer my way.

My Computer My Way is an AbilityNet run website packed with articles explaining how to use the accessibility features built into your computer, tablet or smartphone. The site is routinely updated as new features and changes are made to the Windows, MacOS, iOS, Chrome OS and Android operating systems. The site is broken down into the following sections:

Vision – computer adjustments to do with vision and colour
Hearing – computer adjustments to do with hearing, communication and speech
Motor – computer adjustments to do mobility, stamina and dexterity
Cognitive – computer adjustments to do with attention, learning and memory

Use it for free at mcmw.abilitynet.org.uk

Advice and information

If you have any questions please contact us at AbilityNet and we will do all we can to help.

Call: 0300 180 0028 Please note: calls to our helpline number cost no more than a national rate call to an 01 or 02 number and count towards any inclusive minutes in the same way as 01 and 02 calls, and AbilityNet does not receive any money from these calls.
Email: [email protected]

IT support at Home

If you’re looking for in-person support, you can book a free visit from one of our disclosure-checked volunteers. Many of our volunteers are former IT professionals who give their time to help older people and people with disabilities to use technology to achieve their goals. Our friendly volunteers can help with most major computer systems, laptops, tablet devices and smartphones.

https://abilitynet.org.uk/at-home

Copyright information

This factsheet is licensed by AbilityNet under the Creative Commons Attribution-Non Commercial-ShareAlike 3.0 Unported License. View a copy of this license at creativecommons.org/licenses/by-nc-sa/3.0/

Discover more

Keep in touch

Windsor Framework

The windsor framework.

24 March 2023: The EU-UK Joint Committee adopted a decision laying down the arrangements relating to the Windsor Framework. More details:

Press release
Legal documents

27 February 2023: A political agreement in principle by the Commission and UK government on a new way forward on the Protocol on Ireland / Northern Ireland

Today, the European Commission and the Government of the United Kingdom reached a political agreement in principle on the Windsor Framework. This constitutes a comprehensive set of joint solutions aimed at addressing, in a definitive way, the practical challenges faced by citizens and businesses in Northern Ireland, thereby providing them with lasting certainty and predictability.

The joint solutions cover, amongst other things new arrangements on customs, agri-food, medicines, VAT and excise, as well as specific instruments designed to ensure that the voices of the people of Northern Ireland are better heard on specific issues particularly relevant to the communities there. These new arrangements are underpinned by robust safeguards to ensure the integrity of the EU’s Single Market, to which Northern Ireland has a unique access.

For more information:

Statement by President von der Leyen
Memo (Q&A)

Legal and other texts:

18 July 2024: Commission adopted a Notice on the application of Regulation (EU) 2024/1849 of the European Parliament and of the Council amending Regulation (EU) 2017/852 on mercury as regards dental amalgam and other mercury-added products subject to export, import and manufacturing restrictions to and in the United Kingdom in respect of Northern Ireland
30 January 2024: Commission adopted a proposal for a Council Decision on a new EU-UK joint solution under the Windsor Framework on tariff-rate quotas for certain agri-food products, to benefit Northern Ireland businesses
9 June 2023: Commission adopted a revised Notice to stakeholders on the application of EU State aid rules following the withdrawal of the UK from the EU
9 June 2023: Commission published a Delegated Act for simplified customs formalities for trusted traders and for sending parcels into Northern Ireland from another part of the United Kingdom
General publications
27 February 2023
Secretariat-General

Windsor Political Declaration by the European Commission and the Government of the United Kingdom

Proposal for a Council Decision on the position to be taken on behalf of the EU in the Joint Committee established by the EU-UK Withdrawal Agreement

• Proposal for a Council Decision on the position to be taken on behalf of the EU in the Joint Consultative Working Group

Proposal for a Regulation of the European Parliament and of the Council – Sanitary and Phytosanitary measures

Proposal for a Regulation of the European Parliament and of the Council - Medicinal products for human use

Commission Implementing Regulation (EU) – High-risk plants (Ligustrum delavayanum and Ligustrum japonicum) originating in the UK

Proposal for a Regulation of the European Parliament and of the Council – Tariff Rate Quotas

Position paper on agri-food, plants and pet animals

Position paper on simplifications in the area of customs

Commission statement on Enhanced engagement with Northern Ireland stakeholders

Stakeholder engagement

The voices of Northern Ireland stakeholders are heard through regular engagement at each level of the Withdrawal Agreement structures, also following the Windsor Political Declaration by the European Commission and the Government of the United Kingdom of 27 February 2023.

In addition, the European Commission has introduced enhanced measures to deepen engagement with people and businesses with respect to the limited set of Union law that applies in Northern Ireland. COM statement of 27.2.2023

To facilitate the participation of Northern Ireland stakeholders in consultation processes relating to upcoming policy or legislative initiatives, a list of relevant upcoming initiatives will be made available here.

Upcoming EU Policy initiatives with relevance for Northern Ireland:

The information included under this section is intended for informational purposes only. Its content is regularly updated as appropriate, and it should be read in conjunction with the relevant provisions of the Windsor Framework and its annexes, in particular the notes/comments that define the application of certain legal acts for the purposes of the Windsor Framework.

Have your say

EU Impact Assessments

EU-UK relations: The Withdrawal Agreement Joint Committee met on 21 February.

An update regarding the Protocol on Ireland/Northern Ireland (‘the Protocol’) was on the meeting agenda. A series of factsheets on the Protocol in the areas of::

A series of factsheets on the Protocol on Northern Ireland/Ireland in the areas of:

supply of medicines
sanitary and phytosantiary goods (SPS); and
stakeholder engagement

are available here

More information:

Joint Statement
Press remarks by Vice-President Šefčovič

EU-UK relations: Commission delivers on promise to ensure continued supply of medicines to Northern Ireland, as well as Cyprus, Ireland and Malta

On 17 December 2020, the Commission has put forward proposals to ensure the continued long-term supply of medicines from Great Britain to Northern Ireland and to address outstanding supply concerns in Cyprus, Ireland and Malta. This means that the same medicines will continue to be available in Northern Ireland at the same time as in the rest of the United Kingdom, while specific conditions ensure that UK-authorised medicines do not enter the Single Market. The proposed bespoke solution reflects the outcome of extensive discussions between Vice-President Maroš Šefčovič, and the UK Cabinet Office Minister, David Frost, and takes into account the concerns raised by stakeholders. With this solution, the Commission is delivering on its intention to facilitate the implementation of the Protocol on Ireland/Northern Ireland on the ground, in line with the package of far-reaching solutions for Northern Ireland tabled on 13 October 2021.

Statement by Vice-President Šefčovič

Main elements of the Protocol

Alignment with EU rules : as of the end of the transition period, Northern Ireland is subject to a limited set of EU rules related to the Single Market for goods and the Customs Union. The Union's Customs Code, for example, applies to all goods entering or exiting Northern Ireland.
Necessary checks and controls must take place at Points of Entry on goods entering Northern Ireland from the rest of the United Kingdom or any other third country. This also means that the UK, acting in respect of Northern Ireland for the implementation of the Protocol, must ensure that, amongst other things, the relevant sanitary and phyto-sanitary (“SPS”) controls are carried out.
EU customs duties apply to goods entering Northern Ireland from any other part of the United Kingdom or any other third country unless those goods are not at risk of moving on to the EU. The Protocol contains a presumption that all goods entering Northern Ireland from a third country (i.e. from any other part of the United Kingdom or from other third countries) are at risk of moving on to the Union. Such goods may only exceptionally be considered “not at risk” of moving on to the Union, if the goods concerned are (i) not subject to commercial processing in Northern Ireland and (ii) fulfil additional conditions for being considered “not at risk” set out in the Joint Committee Decision on “goods not at risk”. Where it is established, based on these conditions, that goods from any other part of the United Kingdom than Northern Ireland may be considered “not at risk”, no customs duties are applicable; and where it is established, based on these conditions, that goods from any other third country may be considered “not at risk”, the UK’s customs duties are applicable.
The application and implementation of the Protocol is the sole responsibility of UK authorities acting in respect of Northern Ireland (Article 12 (1)).
In order to live up to their responsibilities pursuant to Article 12 of the Protocol, EU institutions and bodies must be able to monitor the implementation of the Protocol by UK authorities. Article 12 (2) therefore provides for a ‘Union presence’ during any implementation activities by the UK authorities.
The Joint Committee Decision 6/2020 sets out practical working arrangements aimed at ensuring an effective exercise of the ‘Union presence’ established by Article 12 of the Protocol.

October 2021 package

On 13 October 2021, the European Commission proposed bespoke arrangements to respond to the difficulties that people in Northern Ireland have been experiencing because of Brexit.

This package of measures proposes further flexibilities in the area of food, plant and animal health, customs, medicines and engagement with Northern Irish stakeholders.

It proposes a different model for the implementation of the Protocol, facilitating the movement of goods from Great Britain to Northern Ireland, while protecting the Single Market through specific conditions and safeguards, such as robust monitoring, increased market surveillance and enforcement mechanisms.

Engagement with Northern Ireland Stakeholders and Authorities
Sanitary and Phytosanitary (SPS) issues
Concrete examples of today’s package
Benefits of the Protocol
Examples of flexibilities already identified

What is the consent mechanism?

The Protocol on Ireland and Northern Ireland provides for a new mechanism on “consent”, which gives the Northern Ireland Assembly a decisive voice on the long-term application of relevant EU law made applicable by the Protocol in respect of Northern Ireland. This consent mechanism concerns the application of EU law on goods and customs, the Single Electricity Market, VAT and State aid, as currently foreseen by the Protocol.

In practice, this means that four years after the start of application of the Protocol on 1 January 2021, the Assembly can, by simple majority, give consent to the continued application of relevant Union law, or vote to discontinue its application. In the latter case, the Protocol would cease to apply two years later.

Every four years thereafter, the Assembly can vote on the continued application of relevant Union law. In case a vote of the Assembly gathers cross-community support for the continued application of relevant Union law, the next vote can only take place eight years thereafter.

More information

European Commission Q&A: Brexit: What did you agree with the UK today? [17 October 2019]
European Commission Representation in Ireland: Brexit and Ireland
19 December 2022

Commission notice

15 June 2022

Protocol on Ireland / Northern Ireland - Position paper on possible solutions - Customs

Protocol on Ireland / Northern Ireland - Position paper on possible solutions - Sanitary and Phytosanitary

12 April 2022
21 February 2022

Protocol on Ireland/Northern Ireland: movement of animals and animal products into Northern Ireland

22 December 2021

Commission Notice

17 December 2021

Communication to the Commission and Annex

Commission Delegated Regulation (EU)

Proposal for a Directive of the European Parliament and of the Council

Proposal for a Regulation of the European Parliament and of the Council

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