Effective Interactive Communication

Definition

Effective Interactive Communication* is transmitting and receiving information clearly and communicating actively with others in a manner that is effective and consistent with the organizational objectives.

*This competency excludes written communication such as notes or e-mail exchanges. Exceptions may be made for employees with disabilities, on a case-by-case basis.

Core Motivation: To ensure that the message is received and understood as intended.

It's about:

• focusing on the verbal messages transmitted and received between two or more people (a two-way communication process).

While the communication could be facilitated at any level by the use of visual aids (such as Powerpoint presentations, graphs or pictures), it is the verbal communication that the competency focuses on.

Purpose of this competency for CRA

Effective Interactive Communication is key to ensuring effective interactive verbal exchanges with others and is essential to meeting the CRA’s business objectives. It requires active listening, understanding others’ points of view, and being able to respond verbally in an appropriate manner.

Progression of scale - Degree of sensitivity or complexity of the message being communicated

The Progression of the scale works together with the underlying notions, so it is important to consider this information as it indicates how the behaviours progress as you move from level 1 to level 4. The behaviours generally build on each other.

In other words, you:

• pay attention and listen to what the other person is saying; and
• respond appropriately.

At this level, the message or content of your verbal communication is fairly straightforward. The conversation flows back and forth in a clear manner with little potential for misunderstanding as the message you are delivering and receiving is not very sensitive or complex. Many typical conversations fall into level 1.

Example/Context

A taxpayer called in and was confused about the notice of balance owing on his account. The telephone service agent reviewed the account and explained that the amount was larger than the taxpayer expected due to a late payment and interest. Although the taxpayer was not happy, he understood the explanation provided.

In other words, you may:

• check that the other person understood your message, such as by:
  • asking specific questions based on the information you have transmitted;
  • asking the other person to paraphrase your message;
  • asking the other person provide an example showing their understanding.

• check your own understanding of the message communicated by the other person, such as by:
  • asking specific questions about information received;
  • paraphrasing what is being said to you;
  • clarifying the message by using an example

At this level, you are verbally checking that you understand the message the other person is delivering to you or that the other person understands the message you delivered as there is a greater degree of sensitivity or complexity to the message. You can use different means to check the understanding of a verbal communication, as mentioned above. What is important at this level is what prompted you to check for understanding, how you checked (What did you say?) and how the other party responded (What did they say?).

Understanding the message is more than checking if someone understands a written letter or particular piece of written legislation for instance. It involves checking if the other person has understood a specific message that you have just verbally relayed to them.

Example/Context

A Resource Officer was discussing a file with a new Collection Agent. They had a long conversation and many questions were brought forward both by the Resource Officer and the Agent to understand the measures to be taken. The Resource Officer thought the agent might be confused at the end and asked the Agent to summarize his understanding of the measures required. The Agent used his own words regarding what he had to do with the file. Since the Resource Officer believed it was important to take the appropriate measures with that unusual file, he double-checked by asking the Agent what he thought the main issue was. The Resource Officer was satisfied with the answer provided and believed they were both on the same wavelength.

In other words, you may:

• adjust your usual language and style of your communication to suit the individual(s) to whom you are speaking who may have different cultural backgrounds, knowledge, experience, or educational levels;
• facilitate the understanding of your message by putting it into a frame of reference that the person you are speaking with can relate to, for instance using an analogy, metaphor, or other means;
• consider the person’s potential emotions and adapt the way the message is being conveyed to ensure the person focuses on what is being said rather than on emotions in order to understand the message being communicated.

At this level, the message is significantly complex or sensitive so you must tailor the words you are using to transmit your message otherwise the individual(s) you are speaking with may not understand what you said. The way you adapt your communication will depend on the complexity or sensitivity of the message, and the audience’s frame of reference in order to increase your ability to get your message across.

In some situations, you may prepare ahead of time to make these adaptations because you already know this particular audience may have different interpretations regarding their understanding of the message. You might ask yourself: What do I know about this person or audience that might help me give them a better illustration of the message to be conveyed? In other situations, it might be during the conversation that you realize the person or audience does not understand your message and you adapt your communication to relay the same message that you have just conveyed to them but taking a different verbal approach. In both situations, you need to verbally check to make sure that the individuals understood your message, as there is the possibility that your adaptation was not as effective as you anticipated.

Be careful - "adapting communication" is not about:

• delivering a different message than the initial intent;
• simply providing additional detail or information;
• switching to another language, such as from French to English;
• switching from verbal to written communication or vice versa;
• using words to explain an acronym;
• simply repeating or using an example;
• telling the audience only about what interests or pleases them;
• finding a way to convince someone to agree with you.

Remember that the message stays the same but is conveyed in a different way, by:

• tailoring the words used;
• customizing the message to better suit the frame of reference or perspective of the other person;
• using the appropriate communication for the individual(s) you are speaking with; and
• foreseeing what to say and do, to deliver the message so others can understand it.

Example/Context

An auditor was dealing with an elderly couple who had a small store on a huge property. The couple wanted to keep their store but were thinking of subdividing the property and selling some lots. However, they did not know about the fiscal impact and how the capital gains would be calculated. The auditor provided them with an explanation of how the legislation and process worked. He could tell that the couple did not understand how they would have to pay capital gains on each separate lot. He thought he would use a framework that they were familiar with and compared selling the lots to how they sold bottles of pop separately and made a profit on each even though they had purchased the pop together as a case. When he asked if this made it clear, the couple confirmed this helped them understand how capital gains would apply when subdividing the property.

In other words, you may:

• strategically convey your message by having an in-depth understanding of the audience’s needs and interests and planning how you can best communicate this highly complex or sensitive message to them;
• prepare before the communication occurs so you are prepared to communicate the message and strategically respond to various issues or questions.

At this level, the communication is strategic and deliberate, as the complexity or sensitivity of the message is very high. The potential impacts on the organization may be wider, and usually the audience is larger than one person.

Example/Context

Sue was a member of the team of union representatives that was negotiating a contract agreement with management. In preparation for the meeting, she undertook many consultations with employees and other union members to ensure she gathered and understood their interests and concerns.

Sue also prepared for the meeting by considering management’s issues and interests. She planned how to adapt her communication to put her message into a frame of reference they could relate to. She used her in-depth knowledge of the interests of both sides to develop her communication strategy for the negotiations. She decided exactly what to communicate, how to deliver her messages, and what the potential impacts might be.

During the negotiations, she listened carefully to what others had to say. She asked questions to check her understanding of what they said, and she adapted her communication according to the situation. Due in large part to her effective communication, the contract agreement was successfully negotiated in a relatively short period of time.