1. Conducting an Interview Module 7 Level 1 Understanding Effective Communication

2. Materials Module 7 Level 1 Outline Handouts, as needed Pen or pencil Highlighters Post-its

3. Level 1: Understanding Effective Communication Goal The recruiter will understand and respect the diversity of migrant children and youth, and their families, in order to interact with them effectively. The recruiter will know how to properly explain the MEP to migrant families and youth.

4. Objectives Participants will be able to: Explain how culturally distinct non-verbal communication and cultural factors can influence communication. Identify strategies for bridging differences and breaking down communication barriers. Level 1: Understanding Effective Communication

5. Objectives Explain the purpose of the MEP to migrant families and youth. Provide information on the MEP. Level 1: Cultural Awareness and Explaining MEP to Migrant Families and Youth

6. Agenda: Level 1 One-Minute Conversation and Debrief MEP Categories and Debrief Our Migrant Families The Communication Process Communication Barriers Cultural Awareness and Communication Communication Activity Assessment

7. One-Minute Conversation Topics: Purpose of the MEP or Eligibility Factors A B Partner up with someone from your table group. One person in the pair should choose one of the topics listed above, either A or B. On my signal, you will have 1 minute to explain your topic to your partner as if you are the recruiter and your partner is a new migrant parent to your program.

8. One-Minute Conversation: Debrief As the recruiter, did you feel that you had enough knowledge about your topic to speak for a full minute? What information were you unsure of? As a parent, did you understand all the information that was being shared? Did you have any questions about the information shared?

9. MEP Categories

10. Each person will receive a statement card to place on the graphic organizer in front of the room. Read the text on the card. Decide under which category your statement belongs. When you are ready, tape your card accordingly. MEP Categories

11. With a partner, quietly read each of the statement cards and the category it was assigned to. Take notes in your Outline of any cards you think were misplaced. MEP Categories: Debrief

12. Our Migrant Families Name some migrant family characteristics

13. Our Migrant Families Because I know my migrant families characteristics, I know any conversation I have with them should … Be in their own language, when possible. Use commonly understood words and terms. Connect the program services to family’s values.

14. One-Minute Conversation: Rewind Purpose of the MEP or Eligibility Factors A B

15. The Communication Process

16. Communication Barriers Perception – The way you think about or understand someone or something. Recruiter says to parent, “Did you make a move this summer?” What could be the parent’s perception of this question?

17. Communication Barriers Word Choice – Selection of words or phrases chosen to express oneself. Recruiter says to parent, “Mrs. Ramirez, I wanted to let you know your children’s eligibility in the MEP is going to expire.” What words, or phrases in this statement could cause confusion for the parent?

18. Communication Barriers Verbal Emphasis – Additional stress is placed on words/syllables when we speak causing the meaning of the sentence to change. “Mrs. Ramirez, did you and your children travel with your husband to the work site?” What were some of your thoughts as I read the question with an emphasis on a different word each time?

19. Communication Barriers Internal Interference – Thoughts or emotions that cause us to hear a message in a way other than it was intended. Can you give an example of when this happened to you? Either as a listener or as a speaker?

20. Communication Barriers External Interference – Surrounding sounds and activities that distract us from hearing and understanding a message the way it was intended. What types of external interference have you experienced and how did you handle them?

21. What’s Next? We have talked about: The importance of effective communication. Important migrant family characteristics that affect our communication. The communication process. Communication barriers and how to overcome them. What’s next?

23. Cultural Awareness and Communication Concept of time Perception of personal space Conversational patterns Body language, including eye contact

24. Cultural Awareness and Communication Concept of Time Precise: Time is valuable. Time should not be wasted. Punctuality is very important. Maintain rigid schedules.

25. Cultural Awareness and Communication Concept of Time Loose: Time is flexible. There is plenty of time. Appointments and deadlines are expressions of intent, not commitment. Social relationships happening now are more important than an appointment in the future.

26. Perception of Personal Space Amount of space a person is comfortable having between him/herself and another person. Varies among cultures. Amount of acceptable space can vary between males and females, females and females, and males and males. Cultural Awareness and Communication

27. Directness is rude, meaning should be implied, non-verbals are key. Possible Conversation Patterns Cultural Awareness and Communication Speakers take turns speaking, long pauses between speakers. Speak directly, say exactly what you mean, words are powerful.

28. Possible Conversation Patterns Cultural Awareness and Communication Speak loudly, words repeated for dramatic emphasis, exaggeration of content. Two people often talk at the same time, few pauses.

29. Body Language Eye contact Physical contact Talking with “hands” Posture Cultural Awareness and Communication

30. Communication Activity Role-model a conversation while keeping in mind: Effective communication practices. The communication process. The impact culture has on communication.

31. Three roles – 1- parent – 2- recruiter – 3- observer Parents, step into the hallway and wait for further directions. Recruiters, form one group on this side of the room. Observers, form one group on this side of the room. Communication Activity

32. Three roles – 1- parent – 2- recruiter – 3- observer Parents, step into the hallway and wait for further directions. Recruiters please form one group on this side of the room. Observers please form one group on this side of the room. Communication Activity

33. You have about 10 minutes to talk. Be prepared to share. Observers: Share with your pair what you saw. Share with the whole group. Communication Activity

34. Please complete the assessment independently. When all participants are done, discuss answers with a partner; revise answers if needed. We will review as a whole group and you will grade your own. Level 1 Assessment