13.2 Spoken Communication
Key Takeaways
- The three delivery formats are impromptu, prepared, and manuscript; AFH 1 calls a superb impromptu speaker the highest level in verbal communications.
- The three types of speaking used in the Air Force are the briefing, the teaching lecture, and the formal speech.
- Every good briefing has accuracy, brevity, and clarity — and brevity is what distinguishes a briefing from other types of speaking.
- Communication experts believe over half of the meaning of any message may be communicated nonverbally, and people can listen four to five times faster than the normal spoken rate of 120 words a minute.
- The three types of listening are informative, critical, and empathic — and empathic listening serves as a prerequisite to the other two.
The Three Delivery Formats
AFH 1 notes that delivery is "usually affected by several factors, including the time you have to prepare and the nature of the message."
| Format | Definition | AFH 1's assessment |
|---|---|---|
| Impromptu | Responding during a meeting or "taking the floor" at a conference — speaking without warning or with only a few moments' notice | Requires a great amount of self-confidence, mastery of the subject, and the ability to "think on your feet." "A superb impromptu speaker has achieved the highest level in verbal communications" |
| Prepared | Times when there is ample opportunity to prepare | Does not mean writing a script and memorizing it; requires a thorough outline with careful planning and practicing, while the specific words and phrases at delivery are spontaneous and sound very natural |
| Manuscript | Requires every word spoken to be absolutely perfect | Disadvantages: speakers lack spontaneity, lack eye contact, and stand behind the lectern with their script — mannerisms that may lose the audience's attention |
The superlative — impromptu is the highest level of verbal communication — is the fact the exam most reliably keys on, and it runs against the intuition that the most polished format must be the most advanced.
The Three Types of Speaking
| Type | Purpose | Details |
|---|---|---|
| Briefing | To inform listeners about a mission, operation, or concept | Some briefings direct or enable listeners to perform a procedure; others advocate, persuade, or support a certain solution. "Every good briefing has the qualities of accuracy, brevity, and clarity" — and "brevity distinguishes the briefing from other types of speaking." If a briefer cannot answer a question, he or she should not attempt an off-the-cuff answer but should request an opportunity to research the question and follow up later |
| Teaching lecture | To teach an audience about a given subject | The method of instruction most often used in the USAF. Formal lectures are generally one-way with no verbal participation by the audience; informal lectures are usually presented to smaller audiences and allow for verbal interaction |
| Formal speech | To inform, persuade, or entertain | The informative speech is a narration on a specific topic but does not involve a sustained effort to teach — orientation talks and commander's call presentations. The persuasive speech moves an audience to believe in or take action — recruiting speeches. Entertaining speeches use humor and wit — a speech at a dining-out |
The "don't guess" rule for briefers is a favorite scenario item: the keyed response is always research and follow up, never an off-the-cuff answer.
Basic Communication Tips
| Tip | AFH 1's guidance |
|---|---|
| Rank | Differences in military rank can be a barrier (real or perceived) to communication. Many of us instinctively communicate differently with those senior in rank; we must constantly strive to be candid, direct, and respectful with everyone |
| Jargon | Do not overestimate the knowledge and expertise of others. Be careful with excessive career-field jargon and acronyms, but feel free to use jargon when appropriate. "As the speaker, it is your responsibility to ensure your communication is understandable" |
| Tone | "Tone is not just what you say, but how you say it." Difficult to portray in writing — speakers use gestures, voice, and movements; writers do not. Emojis do not have a place in written formal communication |
| Courtesy | The first rule of communicating courteously is being polite. Forego anger, criticism, and sarcasm; be reasonable, persuasive, patient, and tactful. If needed, push back from the computer, take a deep breath, slowly count to 10, then review the message |
| Make it Personal | Use we, us, and our to create rapport; use I, me, and my sparingly; be aware of how the use of "you" can be perceived |
| Formal | "Good morning, Sir" is always more professional than "Hey" or "What's up?" Much peer communication is informal, but recognize when formal, professional communication is appropriate, particularly during events and ceremonies |
| Be Positive | Cultivate a positive message and give praise where praise is due. Rather than focusing on problem areas, optimism can encourage acceptance of a message. Audiences often sense and appreciate sincerity and honesty |
Communication Delivery
"An effective voice drives home ideas; however, communication experts believe over half of the meaning of any message may be communicated nonverbally." That over half figure is a testable claim.
| Element | AFH 1's guidance |
|---|---|
| Rate | There is no correct speed for every speech. People can listen four to five times faster than the normal spoken rate of 120 words a minute — so speaking too slowly loses the interest of an audience processing information much faster. Speak faster to indicate excitement or sudden action, slower to hint at a calm or more serious message |
| Volume | Used to give emphasis. "A softer level or lower volume is often the more effective way to achieve emphasis". Use a portable microphone in large auditoriums; if the audience must strain to hear you, they will eventually tune you out from exhaustion, but the front row should not feel yelled at |
| Pitch | The use of higher or lower notes in voice range, used to avoid monotone delivery. Downward (high to low) inflection gives an air of certainty; upward (low to high) inflection gives an air of uncertainty |
| Pause | Gives the speaker time to catch their breath and the audience time to absorb ideas. Short pauses divide points within a sentence; long pauses note the ends of sentences; longer pauses mark breaks between main points or transitions. A "pause for effect" sets off an important point |
| Articulation and Pronunciation | Articulation is the art of expressing words distinctly; pronunciation is the ability to say words correctly. "Unfortunately, and unfairly, people may consider word pronunciation or mispronunciation as a reflection of your message" |
| Length | "A key rule in verbal communication is to keep it short and sweet" |
| Eye Contact | "One of the most important factors in nonverbal communication." It lets listeners know the speaker is interested, allows the speaker to receive nonverbal feedback, and enhances the credibility of the speaker |
| Gestures | The purposeful use of the hands, arms, shoulders, and head to reinforce what is being said. Effective gestures are natural and should not be distracting — "free, yet deliberate movement" |
Three numbers to lock down: over half of meaning is nonverbal; the normal spoken rate is 120 words a minute; listeners process four to five times faster.
The volume rule is counterintuitive and therefore heavily tested: speaking more softly is often the more effective way to emphasize a point.
Overcoming Anxiety
AFH 1 notes that public speaking is often one of the biggest self-induced fears we experience in the workplace, and that having a wingman as a supporter and a "fan" in the audience can be a big confidence booster.
It also flags the opposite failure: "appearing too relaxed on stage may give the impression that the speaker is not fully committed to the presentation or to the audience."
The steps AFH 1 recommends: know the material; analyze your audience to reduce your fear of the unknown; envision yourself having a successful experience; practice using a recording device, video camera, full-length mirror, or an audience of your peers; be prepared to allow yourself to mentally feel confident; present a professional image; smile — your audience wants you to succeed, and chances are your audience won't know how nervous you are if you don't mention it; take a short walk right before you go on stage to help release nervous energy.
At delivery: "Focus your attention on the purpose of the event, not on yourself. Connect with your audience," and encourage audience interaction such as head nods or reassuring affirmations.
The Five Common Nonverbal Quirks
These named quirks are memorable and therefore reliably tested.
| Quirk | What it is |
|---|---|
| Life Raft | The speaker seeks the safety and security of a podium as though his or her life depends upon it. Standing at the podium is acceptable when using a stationary microphone, a script, or notes — but when possible, venture away to connect better with the audience |
| Awkward Hands | Typically more of a feeling the speaker has than an observation of the audience. Letting hands hang naturally may feel awkward but is perfectly natural from the audience's perspective |
| Caged Tiger | The speaker paces across a stage from one side to the other without stopping — the audience feels like they are watching a tennis match |
| Rocker | "Rockers are caged tigers on the road to recovery" — nervous energy has settled somewhat, but the speaker still rocks on their heels or sways side to side |
| Too Cool | The speaker overcompensates for fear by trying to look extremely comfortable, at the expense of appearing unengaged or disinterested |
Effective Listening
AFH 1 first separates two words: hearing occurs when ears pick up sounds being transmitted; listening involves hearing, while also paying attention to and giving consideration to what is heard — in other words, thinking about and making sense of the message.
Effective, active listening involves engaging verbally and nonverbally to appropriately respond, comprehend, evaluate, and remember a message. It helps build trust and mutual respect, and leaders with good listening skills often make better decisions.
| Type | When appropriate | How to improve it |
|---|---|---|
| Informative listening | The listener's primary concern is to understand information exactly as transmitted; success occurs when the listener understands the message exactly as the sender intended | Keep an open mind and set aside bias; listen as if you had to teach it; take notes; ask questions to clarify or confirm; mentally repeat the message |
| Critical listening | The sum of informative listening and critical thinking — actively analyzing and evaluating the message. Appropriate when seeking input to a decision, evaluating work or a subordinate's capabilities, or conducting research | Listen as if you had to grade it; take notes; ask questions to evaluate the intellectual content; first understand the message, then evaluate it |
| Empathic listening | When communication is emotional or when the relationship between speaker and listener is just as important as the message. Often appropriate during mentoring and counseling sessions and when communicating with family members | AFH 1 describes it as "somewhat of a prerequisite to informational or critical listening" |
The two mnemonics AFH 1 supplies are the cleanest discriminator: informative listening means "listen as if you had to teach it"; critical listening means "listen as if you had to grade it." And empathic listening comes first, not last — it is the prerequisite that makes the other two possible when emotions are running high.
Which quality does AFH 1 say distinguishes a briefing from other types of speaking?
According to AFH 1, how fast can people listen relative to the normal spoken rate, and what is that spoken rate?
A supervisor is meeting with an Airman who has just received distressing family news. Which type of listening does AFH 1 identify as appropriate, and how does it relate to the other types?