Merahbian Communication Model

Professor Albert Mehrabian's communications model

Professor Albert Mehrabian has pioneered the understanding of communications since the 1960s. He received his PhD from Clark University and in l964 commenced an extended career of teaching and research at the University of California, Los Angeles. He currently devotes his time to research, writing, and consulting as Professor Emeritus of Psychology, UCLA. Mehrabian's work featured strongly (mid-late 1900s) in establishing early understanding of body language and non-verbal communications.

Aside from his many and various other fascinating works, Mehrabian's research provided the basis for the widely quoted and often much over-simplified statistic for the effectiveness of spoken communications.
Here is a more precise (and necessarily detailed) representation of Mehrabian's findings than is typically cited or applied:

• 7% of message pertaining to feelings and attitudes is in the words that are spoken.
• 38% of message pertaining to feelings and attitudes is paralinguistic (the way that the words are said).
• 55% of message pertaining to feelings and attitudes is in facial expression.

The following is a more common and over-simplified interpretation of Mehrabian's findings, which is quoted and applied by many people to cover all communications - often without reference to Mehrabian, although Mehrabian's work is the derivation.
It is understandable that many people prefer short concise statements, however if you must use the simplified form of the Mehrabian formula you must explain the context of Mehrabian's findings. As a minimum you must state that the formula applies to communications of feelings and attitudes.
Here's the overly-simplistic interpretation. Where you see or use it, qualify it, in proper context.

• 7% of meaning in the words that are spoken.
• 38% of meaning is paralinguistic (the way that the words are said).
• 55% of meaning is in facial expression.

Other important contextual and qualifying details are:
Mehrabian did not intend the statistic to be used or applied freely to all communications and meaning.

Mehrabian provides this useful explanatory note (from his own website www.kaaj.com/psych, retrieved 29 May 2009):

"...Inconsistent communications - the relative importance of verbal and nonverbal messages: My findings on this topic have received considerable attention in the literature and in the popular media. 'Silent Messages' [Mehrabian's key book] contains a detailed discussion of my findings on inconsistent messages of feelings and attitudes (and the relative importance of words vs. nonverbal cues) on pages 75 to 80.

Total Liking = 7% Verbal Liking + 38% Vocal Liking + 55% Facial Liking
Please note that this and other equations regarding relative importance of verbal and nonverbal messages were derived from experiments dealing with communications of feelings and attitudes (i.e., like-dislike). Unless a communicator is talking about their feelings or attitudes, these equations are not applicable. Also see references 286 and 305 in Silent Messages - these are the original sources of my findings..."
(Albert Mehrabian, source www.kaaj.com/psych, retrieved 29 May 2009)

The 'Mehrabian formula' (7%/38%/55%) was established in situations where there was incongruence between words and expression.

That is, where the words did not match the facial expression: specifically in Mehrabian's research people tended to believe the expression they saw, not the words spoken.

Regards,
Global ISO Team

Team Building Definition

Dear Readers,

What is the "Team Building"?
Two or more individuals who share agreed goals and processes and voluntarily contribute their professional and personal skill, knowledge and abilities to achieve team results and align their self-interests with the team.

What is TEAM BUILDING from other point of view?
A process of planned/deliberate enhancements.
Involves the team assessing and taking action.
Focuses on building strengths and diminishing weakness.


Teams need to master 3 types of communication:-
•The teams members need to communicate well with each other. They rely on each other’s work they are each other’s internal customers.
•The team needs to communicate well with other team at work. These are also internal customers.
•The team has to communicate directly with their external customers.
The first skill of team communication is to communicate well with each other. However, many people are good at talking but poor at listening. Active listening requires the following.
•Taking in information from speakers, other people, or ourselves, while being non-judgmental and empathic.
•Acknowledging the talker in a way that invites the communication to continue.
•Providing limited, but encouraging, input to the talker’s response, carrying the person’s idea one step further.
•An active rather than a passive role.
•A skill that requires discipline and practice.


Guidelines for Improving Listening Skills:

Decide to listen
-Make a conscious effort to limit your talking to one minute or less; then ask a question of the other person. During a discussion, think about how well you’re listening. After a discussion, evaluate how well you listened.

Give your undivided attention
-Discipline yourself to practice focusing full attention on what the other person is saying. Remember that people disliked being ignored.


Control your emotions
-Don’t let your emotions close your mind. Anger, excitement, and anxiety all get in the way of good listening. Acknowledge your emotion; ask for a break and calm down.


Listen for meaning
-Listen beyond the facts for meaning. Ask yourself, “ What is this person really trying to say?”. Probe for clarification or to draw out the real message


Regards,
Global ISO Team

Outdoor Team Building: Bruce Tuckman - 4 Stages Teamwork Model

Outdoor Team Building: Bruce Tuckman - 4 Stages Teamwork Model

Bruce Tuckman - 4 Stages Teamwork Model

Tuckman's – Forming, Storming, Norming & Performing Four-stage model

The progression is:
-Forming
-Storming
-Norming
-Performing

Here are the features of each phase:

Forming - stage 1
High dependence on leader for guidance and direction. Little agreement on team aims other than received from leader. Individual roles and responsibilities are unclear. Leader must be prepared to answer lots of questions about the team's purpose, objectives and external relationships. Processes are often ignored. Members test tolerance of system and leader. Leader directs (similar to Situational Leadership® 'Telling' mode).

Storming - stage 2
Decisions don't come easily within group. Team members vie for position as they attempt to establish themselves in relation to other team members and the leader, who might receive challenges from team members. Clarity of purpose increases but plenty of uncertainties persist. Cliques and factions form and there may be power struggles. The team needs to be focused on its goals to avoid becoming distracted by relationships and emotional issues. Compromises may be required to enable progress. Leader coaches (similar to Situational Leadership® 'Selling' mode).

Norming - stage 3
Agreement and consensus is largely forms among team, who respond well to facilitation by leader. Roles and responsibilities are clear and accepted. Big decisions are made by group agreement. Smaller decisions may be delegated to individuals or small teams within group. Commitment and unity is strong. The team may engage in fun and social activities. The team discusses and develops its processes and working style. There is general respect for the leader and some of leadership is more shared by the team. Leader facilitates and enables (similar to the Situational Leadership® 'Participating' mode).

Performing - stage 4
The team is more strategically aware; the team knows clearly why it is doing what it is doing. The team has a shared vision and is able to stand on its own feet with no interference or participation from the leader. There is a focus on over-achieving goals, and the team makes most of the decisions against criteria agreed with the leader. The team has a high degree of autonomy. Disagreements occur but now they are resolved within the team positively and necessary changes to processes and structure are made by the team. The team is able to work towards achieving the goal, and also to attend to relationship, style and process issues along the way. team members look after each other. The team requires delegated tasks and projects from the leader. The team does not need to be instructed or assisted. Team members might ask for assistance from the leader with personal and interpersonal development. Leader delegates and oversees (similar to the Situational Leadership® 'Delegating' mode).

Tuckman's fifth stage - Adjourning
Bruce Tuckman refined his theory around 1975 and added a fifth stage to the Forming Storming Norming Performing model - he called it adjourning, which is also referred to as Deforming and Mourning. Adjourning is arguably more of an adjunct to the original four stage model rather than an extension - it views the group from a perspective beyond the purpose of the first four stages. The Adjourning phase is certainly very relevant to the people in the group and their well-being, but not to the main task of managing and developing a team, which is clearly central to the original four stages.

Adjourning - stage 5
Tuckman's fifth stage, adjourning, is the break-up of the group, hopefully when the task is completed successfully, its purpose fulfilled; everyone can move on to new things, feeling good about what's been achieved. From an organizational perspective, recognition of and sensitivity to people's vulnerabilities in Tuckman's fifth stage is helpful, particularly if members of the group have been closely bonded and feel a sense of insecurity or threat from this change. Feelings of insecurity would be natural for people with high 'steadiness' attributes (as regards the 'four temperaments' or DISC model) and with strong routine and empathy style (as regards the Benziger thinking styles model, right and left basal brain dominance).

Regards,
Global ISO Team

Our Activities

Hi readers,

We have uploaded some of our activities during the Teambuilding Program. Most of the activties were FUN and interesting. Participants did give some positive feedback about the program. Please go through the next side bar on the right to catch some of the Teambuilding pictures.

Regards,
Global ISO Team

Program Offered

Dear Valued Readers,

Below are the program that we have offered to our clients:

Our business is focusing on these areas only which are:
-Teambuilding (Building High Performance Teams)
-Communication skills (Effective Communication & Interpersonal Skills)
-Leadership & Management (Leadership Excellence for Supervisors/Managerial)
-Personal Development (Interviewing Skills, Creative Thinking Skills, Negotiation Skills, Networking Skills, Effective Presentation Skills, Problem Solving Skills, Coaching & Mentoring For Leaders)
-Student Enhancement Programmes for UPSR, PMR & SPM
-Study Skills for Students UPSR, PMR & SPM
-Social Etiquette
-Effective Public Speaking Skills
-Time Management
-Parallel Thinking
-Entrepreneurship Programme
-Service Marketing Strategy
-Six Memory Tools
-Dining & Table Etiquette
-Customer Service for Front Liners
-Employee Motivation
-Motivation programme for Students
-Stress Management

-Induction Course for New Employees
-Train The Trainer
-Marketing To Non-Marketers
-Customer Service Excellence
-Leadership Skill
-Sikap Profesional Seorang Pekerja

List of Clients:
-SME Bank
-Apex Holdings Development Group
-Cerebos Group
-Ahmad Zaki Resources Berhad
-PGEO Edible Oils Groups
-SATO Electronics
-Admetrics Group
-Lityan Systems Group
-Ionics Enersave Bhd.
-Samling Group
-Binapuri Group
-Under Waterworld Langkawi
-ACCA Leadership & Teambuilding Course
-UiTM Shah Alam, Faculty of Business & Management


Regards,
Global ISO Team

Outdoor Leadership Teambuilding

Welcome Everyone!

We have just conducted the program last year and we would like to thank you to all the partcipants who have participated in this program.

Regards,
Global ISO Team.