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CD3

Agriculture Management, Economics, & SalesProfessional Interpersonal Communications

Unit: Career Development

Lesson Title: Professional Interpersonal Communications

Standards CS.02.02.02.a. Demonstrate proper conduct and appropriate appearances for various settings.CS.02.02.02.b. Apply the skills required to present oneself appropriately in various settings.CS.02.02.03.a. Identify the skills needed to develop a professional relationship.CS.09.03.01.b. Show technical competence for efficient workplace communications.

CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-Literacy.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Student Learning Objectives

Slide 2 in CD3 Professional Interpersonal Communication Lesson ObjectiveAfter completing the lesson on professional interpersonal communications, students will demonstrate their ability to apply the concept in real-world situations by obtaining a minimum score of 80% on a Top 10 List.

Enabling ObjectivesAs a result of this lesson, the student will…

1. Identify the use of verbal communications in agriculture sales and marketing and explain how effective listening is used in agriculture sales and marketing.

2. Identify various types of nonverbal communication and explain how they can be used effectively in agriculture sales and marketing.

Time: Approximately 90 minutes

List of ResourcesBacon K., Boren N., Kirkwood V., Birkenholz R., Plain R., Rohrbach N.

(1988). Agriculture Management and Economics Instructor Guide.Columbia, MO: Instructional Materials Laboratory.

Bacon K., Boren N., Kirkwood V., Birkenholz R., Plain R., Rohrbach N. (1988). Agriculture Management and Economics Student Reference Guide. Columbia, MO: Instructional Materials Laboratory.

Instructional Materials Laboratory. (1997). Agribusiness Sales, Marketing, and Management Instructor Guide. Columbia, MO: University of Missouri.

Schneiderheinze R., Wood C. (1997). Agribusiness Sales, Marketing, and Management Student Reference. Columbia, MO: Instructional Materials Laboratory.

List of Tools, Equipment, and SuppliesCD3 PowerPoint PresentationCD3 Activity Sheet and Evaluation PacketNote card or small sheets of paper for review activityVideotaped sales presentations from AS5

Key TermsSlide 3 in CD3 Professional Interpersonal Communication

The following terms are presented in this lesson (shown in bold italics):Verbal CommunicationNonverbal Communication

Career Development CD3 Professional Interpersonal Communications

Interest Approach: Use an interest approach that will prepare the students for the lesson. Teachers often develop approaches for their unique class and student situations. A possible approach is included here.

Slide 4 in CD3 Professional Interpersonal CommunicationIt’s Not All About What You Say: Select two students to role-play for the class. Pull them aside and set up the scenario. One student will be the interviewer, asking the other student questions as if he/she were applying for an FFA officer. Give the interviewer a few minutes to come up with five questions to ask. In the meantime, tell the other student (the interviewee) that the first role-play will be a bad example. The student should give one or two word answers, act bored, not make eye contact, look around while talking, cross arms, etc. On the second role-play, the student should be attentive, answer questions completely, use good eye contact, sit up straight, etc.

At the conclusion of both interviews, have the class share their observations of the two role-plays. Facilitate a discussion about the kind of impression the interviewee gave during the first role-play. Begin using the words nonverbal communication.


Conclude interest approach by summing up the fact that we are communicating even when we

are not saying a word. Summary of Content and Teaching Strategies

Objective 1: Identify the use of verbal communications in agriculture sales and marketing and explain how effective listening is used in agriculture sales and marketing.

Teaching Strategies Related Content1. How can you tell if communication is

effective?

Slide 5 in CD3 Professional Interpersonal Communication

2. Communication can be both verbal and nonverbal. What is the difference between the two?


3. How is verbal communication used in agribusiness sales and marketing?


4. Effective listening goes right along with verbal communication. How do we show we are listening effectively? Why are these skills important in sales and marketing?


For communication to be effective, it must be clear enough to create the desired response from the receiver of the communication.

Verbal Communication Any form of communication that

consists of either spoken or written words

Nonverbal Communication Communication not involving the use

of spoken or written words – Facial expressions, body gestures, tone of voice, etc.

Verbal Communication in Ag Sales and Marketing Form content of presentations Supply customer with technical

information Facts about features/benefits Information about problems or

concerns Jargon, slang, industry terminology

should be used carefully to avoid confusing customer

Do not discuss product too technically or too simply; Both may alienate, annoy, or lose interest of customer

Effective Listening in Sales and Marketing Acquire information needed to make a

sale – Customer needs, customer concerns, signals about when to close the sale

Be more aware of customer’s listening skills and anything that might cause a distraction that would hinder a sale –


3. If lesson AS5 on sales presentations was taught - Show videotaped sales presentations from AS5, having students identify students demonstrating effective and ineffective listening skills.

Environmental distractions, distance between speaker and listener, lack of physical or mental preparation for listening, content distractions – Bias for or against subject, new or complicated terminology, disorganized presentation,

poor delivery of presentation Be able to give and receive feedback –

Confirm salesperson’s understanding of customer and customer’s understanding of message; Nodding, confirm statements like “I understand,” rephrasing or asking questions about ideas

Objective 2: Identify various types of nonverbal communication and explain how they can be used effectively in agriculture sales and marketing.

Teaching Strategies Related Content1. Review the definition of nonverbal

communication.

2. On the count of three, have students demonstrate a type of nonverbal communication. Continue this every five seconds or so eight times. See if students can quickly come up with examples of nonverbal communication.

3. Identify different forms of nonverbal communication.


Nonverbal Communication Facial Expressions – Smiling or

frowning, raising an eyebrow, wrinkling forehead

Gestures – Hand on hip, clenched fist, moving hands while speaking

Body Language – Posture, stance, body position

Dress – Care invested in and appropriateness of dress

Rate of Speech – Speed at which words are spoken

Tone of Voice – Pitch of voice Eye Contact – Looking someone in the


4. How can nonverbal communication be used effectively in agriculture sales and marketing?

5. As each bullet (after first two) is revealed, have students share what the specific nonverbal communication type tells us about the customer and/or salesperson.


6. If lesson AS5 on sales presentations was taught - Show videotaped sales presentations from AS5, having students identify students demonstrating nonverbal communication skills.

eye, looking down, looking off into the distance

Nonverbal Communication in Ag Sales and Marketing

Reinforce salesperson’s own message and influence customer

Can interpret customer’s attitude Facial Expressions – Reveal inner

feelings Gestures – Emphasize points of the

presentation and reveal attitudes Body Language – Show level of

interest in subject Dress – Communicates attitude Rate of Speech – Make presentation

interesting and easy to understand; Reveal customer’s level of interest and attention

Tone of Voice – Greatly affect how a message being sent or received is interpreted

Eye Contact – Reveals level of trust, confidence, and honesty among people involved

Review/SummarySlide 11 in CD3 Professional Interpersonal Communication

Communication skills are a vital part of agribusiness sales. Communication cannot be used effectively unless the person understands how to utilize verbal, nonverbal, and listening skills together. They are a package that cannot be separated since each part of the process of communication relies heavily on the others. It is important to understand the components of the communication process in order to speak well, as well as to better understand what factors might help or hinder a person in receiving the message sent. A salesperson should strive to always be aware of the communication process and constantly work to improve his or her skills.

Review:



Use PPT slide to have students answer review questions orally or individually on a sheet of notebook paper.

Have students watch more sales presentations videos from AS5, critiquing them for the effective or ineffective use of verbal communication, effective listening, and nonverbal communication.

Slide 13 in CD3 Professional Interpersonal CommunicationExit cards: Students will answer the following questions on a note card or small slip of paper and hand to teacher as they exit:

What did you learn today about professional interpersonal communication? What questions do you still have about professional interpersonal communication?

Application

Extended ActivitiesCreate two sales presentations selling the local FFA chapter’s fundraising items. For the first presentation, use poor verbal and non verbal communication skills and ineffective listening skills. Next, give a quality example using effective verbal communication, listening skills, and nonverbal communication. Show videos during the FFA meeting prior to beginning the annual fundraising.

Invite a local businessperson to class to discuss first impressions and the use of nonverbal communication during the interview process.

To test communication and listening skills, pair up students in the class. Have the students sit back to back, with one student in each pair facing the front of the room. Show the students facing forward a picture of a simple object such as a domino, pencil, or pair of scissors. Have that student describe the object to his or her partner, who should attempt to draw it.

EvaluationTop 10 List of Professional Interpersonal Communication Skills CD3.1Have students read each article below, highlighting what they feel are the eight main points in each. From those eight points, have them create a Top 10 List of Professional Interpersonal Communication Skills.

1. http://www.salessells.com/communication-psychology/nonverbal-communication/ 2. http://www.mindtools.com/pages/article/Body_Language.htm 3. http://spencerhuntconsulting.wordpress.com/articles-2/developing-effective-

communication-for-sales-people/4. http://bodylanguagecards.wordpress.com/category/non-verbal-communication/

Alternate - Paper-pencil Quiz Evaluation CD3.2


http://bodylanguagecards.wordpress.com/category/non-verbal-communication/

http://spencerhuntconsulting.wordpress.com/articles-2/developing-effective-communication-for-sales-people/

http://spencerhuntconsulting.wordpress.com/articles-2/developing-effective-communication-for-sales-people/

http://www.mindtools.com/pages/article/Body_Language.htm

http://www.salessells.com/communication-psychology/nonverbal-communication/

Answers to EvaluationEvaluation CD3.1Answers will vary. Use scoring guide on CD1.1 to assess student work.

Alternate Evaluation CD3.21. Spoken, written2. Facial expressions3. Feedback4. Distractions5. Jargon, slang, industry terminology6. Answers could include any of the following: Bias for or against subject; Terminology;

Organization of presentation; Delivery of presentation7. Answers may include any of the three with an example to follow:

o Facial expressions – smiling, frowning, raising an eyebrow, wrinkling the forehead

o Gestures – hand on hip, clenched fist, moving hands while speakingo Body language – posture, stance, body positiono Rate of speech – speaking quickly or slowlyo Tone of voice – monotone, loud, or soft voiceo Eye contact – staring someone in the eye, looking into the distance, looking down

8. “Stare down” the customer


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