communication processes in public services how we say it; not just what we say!

Communication Processes in Public

Services

How we say it;

not just what we say!

NLA/MPLA Conference

‘Basque’ in Knowledge:

Read It, Hear It, Know It @ Your Library

November 7, 2003

Incline Village

Lake Tahoe

Why am I here?

Specifically, what is it you want to know about communication?

What aspect of communication do you want to improve in your library?

What do you think are the causes of any communication problems in your library?

Communication means . . .

Effectively sending &

receiving the message

Effectiveness depends upon many types of variables

• Individual differences • Organizational structures• Cultural differences• A facility that helps or hinders• Non-verbal messages• Other?

Variables include . . .

• Gender

• Culture

• Age

• Language

• Knowledge and/or education

• Body language

• Specialized language

(library speak!)

• Physical arrangement of space

• Power relationships (real and/or perceived)

• Other variables?

Nonverbal communicationBody Language: How we move and

how we postureFacial Expressions: Gender

differences especially in amount of smiling

Body Posture: Amount of space, relaxed or formal, types of movements, restless or at rest

Decoding Abilities: The ability to figure out other’s feelings based on nonverbal clues

MoreNonverbal Communication

• Touching: Who, when, how we touch others

• Personal Space: The individual “bubble” around an individual that must not be invaded

• Gaze: Where our eyes are during communication

Verbal Communication• Talkativeness: How much

one talks, how long one holds the floor

• Voice Quality: Intonation, pitch, accent

• Content of speech: What we talk about & our vocabularies to do it

Passive Listening: Message sent (facts & feelings) & not fully acknowledged nor understood

• Sends message• Receives little feedback

on message & problem• May be emotional• May not be thinking

clearly• Receives little empathy

or help

• Finds concentration difficult

• Has a cluttered mind• Is one jump ahead• May be tense with emotion• Concerned with reply• Has a different perception

Active Listening: Message sent (fact & feelings) & it is

acknowledged & understood• Sends message• Receives feedback• Becomes relaxed• Is able to think more clearly• Feels empathy of listener• Is helped to solve problems• Feels better about self• Owns problems & solutions• Makes commitment to

solving problem

• Has clear mind

• Interacts with speaker

• Is relaxed

• Does not make evaluations

• Summarizes facts

• Reflects feelings

• Helps speaker to solve and own problems and solutions

We need to be aware . . .1. Be aware of messages we send ourselves

& others through the way we behave, sit, stand, look.

2. Be aware the message we send may not be the message others hear.

3. Be aware that the message we hear may not be what the sender really intended to communicate.

Meetings & Gender Differences

Men play meetings like this: • Speak at length• Use a declamatory voice• Interrupt• Resist being influenced,

especially in public• Facial expressions less likely to

reveal feelings or thoughts

While women . . .Tend to play meetings like this:• Speak briefly• Phase comments as a question• Wait turn• Smiling (encouraging others,

embarrassment, etc.) likely to be interpreted as “agreement with . . .”

• More likely to reveal self as a means of showing solidarity with or approval of others

What does this mean?

• How might knowing this help you understand what goes on in meetings?

• What can you do more successfully communicate in meetings?

The importance of relationship

In our consumer environment, the emphasis has shifted to the quality of the relational interaction between client & staff. While the “answer” still matters, it matters less than the human element.

Relationship factor:Increasing body of knowledge indicating that

the key to success in reference & other public service contacts is the relational factor but we are only successful 55% of the time.

To judge the success of the relational factor the following are asked:– Willingness to return to the library– Willingness to return to this staff member

Users are different!

• They are not experts, we are.

• We know how the “system” works.

• As “experts” we have a hard time seeing things from the user’s viewpoint.

• We think differently about information.

• Users seldom present the context of the question or inquiry.

Common causes of failure:

• Not acknowledging the user

• Not listening

• Playing 20 questions – with yes & no answers

• Interrupting at inappropriate times

• Making assumptions

• Not following up

What about the “bad-guy” user?

• There is no such thing• We are all “bad-guy”

users of other systems• Attitude can greatly

affect outcomes & user satisfaction

• Attitude, conscious or not, affects public relations

Being approachable• Be poised and ready to engage users by not

being engrossed in other work• Establish initial eye contact (cultural

differences need to be recognized here)• Smile, smile, smile• Have open body language• Acknowledge the presence of the user

– Friendly greeting to initiate conversation– Standing up, moving forward and/or

closer to patron

Using inclusion makes you & the user both winners!

Inclusion is a way of making the user a partner. • Describe briefly what you are doing• Use inclusive language -- “we” “our”• Acknowledge user’s contribution• Restate the problem or question• Indicate that you are listening• If appropriate, indicate how much time the

task will take• Assure the user that it is okay to ask more

Questioning skills• Use open, not closed

questions• Avoid jumping to

conclusions• Put the inquiry in context• Use sense-making questions• Reflect content back to user• Have clear closure – the art

of the tactful ending

Points of service• Think about one-stop shopping concept• Consider labels/language used in signage• Consider the furniture used at points of contact• Hold staff accountable for how they treat &

communicate with patrons• Provide customer service & communication

training as needed• Walk the talk - - - model appropriate behavior

Being approachable . . .• Acknowledge others waiting for help• Remain visible to patrons as much as

possible• Rove through the area offering assistance • Follow-up with patrons whenever possible• Invite patrons to return with further/new

questions or inquiries.

Do you do these things? If not, why not?

Success in the first 30 seconds!

• Nonverbal– Eye contact– Smiling &Nodding– Pausing– Posture– Tone of voice

• Oral – Acknowledgement– Repeating or paraphrasing– Listening

Turning off users• Provide unmonitored referral

• Immediately refer the user to somewhere else

• Imply that the user should have done something else first

• Tell the user that the info does not exist

• Signal nonverbally the end of the transaction

• Warn user to expect defeat

• Go away & do not return

Successful communication is a two-way street

• For organizational communication – remember “do unto others”

• Two wrongs do not make a right!• In general, there is no such thing as too

much communication.• Individuals are free to accept or ignore

what they do not want.• You can lead a horse to water, but . . .

Setting goals for improving your communication skills

By December 1st, I will improve my nonverbal communication clarity by:

By December 1st, I will improve my verbal / listening communication clarify by:

Thank you!

Mary C. Bushing, Ed.D.

Library Consultant & Educator

Bozeman, Montana

(406) 587-4742 Home

Marying@msn.com