I. Seminar Information
a. General Topic
The seminar is sub divided into three parts:
1. The first part tackles Global English in relation to international business, social, and personal communications.
2.The second part is all about effective communication styles and ethics for leaders in this 21st century.
3. The third part presents the supernatural aspect of gaining wealth.
b. Seminar Title – “English for Gaining Respect, Recognition, and Wealth in the 21st Century”
II. Seminar Rationales:
A. This seminar focuses on promoting and refining the use of English as a tool for global communication. This means speaking and writing English more clearly so that it can be understood throughout the world. This seminar is dedicated to helping people learn to speak and write “Global English.”In particular, we show you how to globalize your English by streamlining its syntax and by freeing it from idioms that are specific to the participants’ own culture.This is also aimed to introduce and train the participants on Standard/ Global English accents. In general, we help leaders,business persons become more aware of the existing usage of global English. Whatever your situation is, this seminar can be of help to you.
B. In today‘s fast-paced environment, an effective and adaptable
communication style is essential. Attention spans are short and
leaders ( teachers) may be asked to interact with a myriad of different personalities in a number
of different situations, both personally and professionally.
C. This seminar also presents The Framework of a holistic view of 21st century thrivers/ "winners" that combines a discrete focus on 21st century specific skills, content knowledge, expertise and literacies and spirituality with innovative support systems to help students/businessmen/women, and professionals master the multi-dimensional abilities required of them in the 21st century.
Unit 1:
Introduction to Global English
What Is Global English?
Why Global English?
Benefits of Global English for Professional Writers and Editors
The Cardinal Rule of Global English
Global English and Language Technologies
Machine-Translation Software
Translation Memory
Controlled-Authoring Software
Practical Considerations for Implementing Global English
Prioritize the Guidelines
Build a Relationship with Your Localization Staff
Eliminate Non-essential Information
Insert Explanations for Translators
Frequently Asked Questions about Global English
What is the relationship between Global English and
controlled English?
Do the Global English guidelines make all sentences clear
and easy to translate?
Unit 2:
Conforming to Standard English
Introduction to Global English
What Is Global English?
Why Global English?
Benefits of Global English for Professional Writers and Editors
The Cardinal Rule of Global English
Global English and Language Technologies
Machine-Translation Software
Translation Memory
Controlled-Authoring Software
Practical Considerations for Implementing Global English
Prioritize the Guidelines
Build a Relationship with Your Localization Staff
Eliminate Non-essential Information
Insert Explanations for Translators
Frequently Asked Questions about Global English
What is the relationship between Global English and
controlled English?
Do the Global English guidelines make all sentences clear
and easy to translate?
Unit 2:
Conforming to Standard English
2.1 Be logical, literal, and precise in your use of language
2.2 Use nouns as nouns, verbs as verbs, and so on
2.3 Don’t add verb suffixes or prefixes to nouns, acronyms,
initialisms, or conjunctions
2.4 Use standard verb complements
2.5 Don’t use transitive verbs intransitively, or vice versa
2.6 Use conventional word combinations and phrases
2.7 Don’t use non-standard comparative and superlative
adjectives
2.8 Use the only with definite nouns
2.9 Use singular and plural nouns correctly
Other Guidelines That Pertain to Standard English
Unit 3:
Simplifying Your Writing Style
2.2 Use nouns as nouns, verbs as verbs, and so on
2.3 Don’t add verb suffixes or prefixes to nouns, acronyms,
initialisms, or conjunctions
2.4 Use standard verb complements
2.5 Don’t use transitive verbs intransitively, or vice versa
2.6 Use conventional word combinations and phrases
2.7 Don’t use non-standard comparative and superlative
adjectives
2.8 Use the only with definite nouns
2.9 Use singular and plural nouns correctly
Other Guidelines That Pertain to Standard English
Unit 3:
Simplifying Your Writing Style
3.1 Limit the length of sentences
3.2 Consider dividing shorter sentences
3.3 Use a verb-centered writing style
3.4 Keep phrasal verbs together
3.5 Use short, simple verb phrases
3.5.1 Avoid unnecessary future tenses
3.5.2 Simplify other unnecessarily complex tenses
3.6 Limit your use of passive voice
3.7 Consider defining, explaining, or revising noun phrases
An Overview of Noun Phrases
3.7.1 Consider defining or explaining noun phrases
3.7.2 Consider revising noun phrases
3.7.3 Always revise noun phrases that contain embedded
modifiers
3.8 Use complete sentences to introduce lists
3.9 Avoid interrupting sentences
3.9.1 Program code, error messages, tables, and figures
Adverbs such as however, therefore, and nevertheless
Other short sentence interrupters
Avoid unusual constructions
The get passive
Causative have and get
In that
Need not
Inverted sentences
Avoid ambiguous verb constructions
Based on
Require + an infinitive
Appear + an infinitive
Has or have + past participle + noun phrase
Has or have + noun phrase + past participle
Must be, must have, and must have been
Write positively
Unit 4:
Using Modifiers Clearly and Carefully
3.2 Consider dividing shorter sentences
3.3 Use a verb-centered writing style
3.4 Keep phrasal verbs together
3.5 Use short, simple verb phrases
3.5.1 Avoid unnecessary future tenses
3.5.2 Simplify other unnecessarily complex tenses
3.6 Limit your use of passive voice
3.7 Consider defining, explaining, or revising noun phrases
An Overview of Noun Phrases
3.7.1 Consider defining or explaining noun phrases
3.7.2 Consider revising noun phrases
3.7.3 Always revise noun phrases that contain embedded
modifiers
3.8 Use complete sentences to introduce lists
3.9 Avoid interrupting sentences
3.9.1 Program code, error messages, tables, and figures
Adverbs such as however, therefore, and nevertheless
Other short sentence interrupters
Avoid unusual constructions
The get passive
Causative have and get
In that
Need not
Inverted sentences
Avoid ambiguous verb constructions
Based on
Require + an infinitive
Appear + an infinitive
Has or have + past participle + noun phrase
Has or have + noun phrase + past participle
Must be, must have, and must have been
Write positively
Unit 4:
Using Modifiers Clearly and Carefully
4.1 Place only and not immediately before whatever they are
modifying
4.1.1 Only
4.1.2 Not
4.2 Clarify what each prepositional phrase is modifying
4.2.1 If the prepositional phrase starts with of, then do
nothing
4.2.2 If the prepositional phrase modifies a verb phrase,
consider moving it
4.2.3 If a prepositional phrase modifies a noun phrase,
consider expanding it into a relative clause
4.2.4 If readers and translators can determine what the
prepositional phrase is modifying, then do nothing
4.2.5 When necessary, insert a translation note
4.3 Clarify what each relative clause is modifying
4.4 Use that in restrictive relative clauses
4.5 Consider moving anything that modifies a verb to the
beginning of the clause or sentence
4.5.1 Participial phrases
4.5.2 In order to
4.5.3 Adverbial phrases
4.6 Clarify ambiguous modification in conjoined noun phrases
4.6.1 Consider using identical grammatical structures in
each noun phrase
4.6.2 Consider inserting an article after the conjunction
4.6.3 Consider reversing the order of the noun phrases
4.6.4 Consider using an unordered list
4.6.5 Consider using a compound sentence
4.6.6 Consider repeating a preposition
4.6.7 Consider inserting a translation note
Unit 5:
Making Pronouns Clear and Easy to Translate
modifying
4.1.1 Only
4.1.2 Not
4.2 Clarify what each prepositional phrase is modifying
4.2.1 If the prepositional phrase starts with of, then do
nothing
4.2.2 If the prepositional phrase modifies a verb phrase,
consider moving it
4.2.3 If a prepositional phrase modifies a noun phrase,
consider expanding it into a relative clause
4.2.4 If readers and translators can determine what the
prepositional phrase is modifying, then do nothing
4.2.5 When necessary, insert a translation note
4.3 Clarify what each relative clause is modifying
4.4 Use that in restrictive relative clauses
4.5 Consider moving anything that modifies a verb to the
beginning of the clause or sentence
4.5.1 Participial phrases
4.5.2 In order to
4.5.3 Adverbial phrases
4.6 Clarify ambiguous modification in conjoined noun phrases
4.6.1 Consider using identical grammatical structures in
each noun phrase
4.6.2 Consider inserting an article after the conjunction
4.6.3 Consider reversing the order of the noun phrases
4.6.4 Consider using an unordered list
4.6.5 Consider using a compound sentence
4.6.6 Consider repeating a preposition
4.6.7 Consider inserting a translation note
Unit 5:
Making Pronouns Clear and Easy to Translate
5.1 Make sure readers can identify what each pronoun refers to
5.1.1 It
5.1.2 They
5.1.3 Them
5.1.4 Its
5.1.5 Their
5.2 Don’t use this, that, these, and those as pronouns
5.3 Don’t use which to refer to an entire clause
Unit 6:
Using Syntactic Cues
5.1.1 It
5.1.2 They
5.1.3 Them
5.1.4 Its
5.1.5 Their
5.2 Don’t use this, that, these, and those as pronouns
5.3 Don’t use which to refer to an entire clause
Unit 6:
Using Syntactic Cues
6.1 Don’t use a telegraphic writing style
6.2 In a series of noun phrases, consider including an article in
each noun phrase
6.3 Use that with verbs that take noun clauses as
complements
6.4 Clarify which parts of a sentence are being joined by and
or o
6.5 Revise past participles
6.6.1 Revise past participles that follow and modify
nouns
6.6.2 Revise past participial phrases that follow
commas
6.7 Revise adjectives that follow nouns
6.8 Use to with indirect objects
6.9 Consider using both . . . and and either . . . or
6.10 Consider using if . . . then
Unit 7:
Clarifying –ING Words
ING words that follow and modify nouns
6.2 In a series of noun phrases, consider including an article in
each noun phrase
6.3 Use that with verbs that take noun clauses as
complements
6.4 Clarify which parts of a sentence are being joined by and
or o
6.5 Revise past participles
6.6.1 Revise past participles that follow and modify
nouns
6.6.2 Revise past participial phrases that follow
commas
6.7 Revise adjectives that follow nouns
6.8 Use to with indirect objects
6.9 Consider using both . . . and and either . . . or
6.10 Consider using if . . . then
Unit 7:
Clarifying –ING Words
ING words that follow and modify nouns
7.2 Revise -ING words that follow certain verbs
7.3 Revise dangling -ING phrases
7.4 Punctuate -ING phrases correctly
7.5 Hyphenate -ING words in compound modifiers
7.6 Eliminate unnecessary -ING phrases and -ING clauses
7.7 Revise ambiguous -ING + noun constructions
7.8 Revise ambiguous to be + -ING constructions
The Grammar of -ING Words
Gerund, Adjective, or Noun?
-ING Clauses
-ING Phrases
Some Contexts in Which -ING Words Are Unambiguous …….
Unit 8:
Punctuation and Capitalization
Punctuation and Capitalization as Syntactic Cues
Punctuation and Translation Memory
7.3 Revise dangling -ING phrases
7.4 Punctuate -ING phrases correctly
7.5 Hyphenate -ING words in compound modifiers
7.6 Eliminate unnecessary -ING phrases and -ING clauses
7.7 Revise ambiguous -ING + noun constructions
7.8 Revise ambiguous to be + -ING constructions
The Grammar of -ING Words
Gerund, Adjective, or Noun?
-ING Clauses
-ING Phrases
Some Contexts in Which -ING Words Are Unambiguous …….
Unit 8:
Punctuation and Capitalization
Punctuation and Capitalization as Syntactic Cues
Punctuation and Translation Memory
8.1 Ampersands
8.2 Colons
8.3 Commas
8.3.1 Use commas to prevent misreading
8.3.2 Use commas to separate main clauses
8.3.3 Consider using a comma before because
8.3.4 Consider using a comma before such as
8.4 Double Hyphens
8.5 Em Dashes
8.5.1 Whenever possible, use a separate sentence
instead
8.5.2 Consider other ways of eliminating em dashes
8.5.3 Make sure the sentence would be grammatical if
the em dash phrase were omitted
8.5.4 Don’t use em dashes as a formatting device
8.5.5 Don’t use em dashes to set off cross-references
8.5.6 Don’t use em dashes to set off definitions
8.5.7 Don’t use em dashes to set off examples
8.5.8 Don’t use em dashes to set off non-restrictive
relative clauses
8.5.9 Don’t use an em dash to introduce a complete
sentence
8.5.10 Don’t use an em dash to introduce an -ING phrase
8.5.11 Approved uses for em dashes
8.6 Equal Signs
8.7 Hyphens
8.7.1 Consider hyphenating noun phrasesUse hyphens consistently in the noun and adjective forms of multi-word verbs.
Parentheses
8.2 Colons
8.3 Commas
8.3.1 Use commas to prevent misreading
8.3.2 Use commas to separate main clauses
8.3.3 Consider using a comma before because
8.3.4 Consider using a comma before such as
8.4 Double Hyphens
8.5 Em Dashes
8.5.1 Whenever possible, use a separate sentence
instead
8.5.2 Consider other ways of eliminating em dashes
8.5.3 Make sure the sentence would be grammatical if
the em dash phrase were omitted
8.5.4 Don’t use em dashes as a formatting device
8.5.5 Don’t use em dashes to set off cross-references
8.5.6 Don’t use em dashes to set off definitions
8.5.7 Don’t use em dashes to set off examples
8.5.8 Don’t use em dashes to set off non-restrictive
relative clauses
8.5.9 Don’t use an em dash to introduce a complete
sentence
8.5.10 Don’t use an em dash to introduce an -ING phrase
8.5.11 Approved uses for em dashes
8.6 Equal Signs
8.7 Hyphens
8.7.1 Consider hyphenating noun phrasesUse hyphens consistently in the noun and adjective forms of multi-word verbs.
Parentheses
Make sure readers can understand what parentheses are intended to indicate
8.8.2 Make parenthetical information grammatically independent
8.8.3 Whenever possible, put parenthetical information
in a separate sentence
8.8.4 Eliminate unnecessary parentheses
8.8.5 Eliminate parenthetical comments that impede
readability
8.8.6 Don’t use (s) to form plural nouns
8.8.7 Approved uses for parentheses
8.9 Quotation Marks
8.9.1 Don’t use quotation marks to represent inches
or feet
8.9.2 Don’t use quotation marks for metaphors
8.9.3 Don’t use quotation marks for technical terms
8.10 Semicolons
8.10.1 Don’t use semicolons to separate clauses
8.10.2 When necessary, use semicolons to separate
items in a series
8.11 Slash
8.11.1 Submit unavoidable joined terms to your
localization coordinator
8.11.2 Use or instead
8.11.3 Separate the joined terms with and or with
a comma
8.11.4 Eliminate unnecessary synonyms
8.12 Slash Used in and/or
8.12.1 Use a, b, or both
8.12.2 Use any of the following or one or more of the
following
8.12.3 Use only or or only and
8.12.4 Revise more substantially
8.13 Capitalization
8.13.1 Capitalize proper nouns
8.13.2 Capitalize user-interface labels as they are
capitalized in the interface
8.13.3 Don’t capitalize common nouns
8.13.4 When necessary, use capitalization to improve
readability
8.13.5 Establish clear lines of communication with
localization coordinators
Unit 9:
8.8.2 Make parenthetical information grammatically independent
8.8.3 Whenever possible, put parenthetical information
in a separate sentence
8.8.4 Eliminate unnecessary parentheses
8.8.5 Eliminate parenthetical comments that impede
readability
8.8.6 Don’t use (s) to form plural nouns
8.8.7 Approved uses for parentheses
8.9 Quotation Marks
8.9.1 Don’t use quotation marks to represent inches
or feet
8.9.2 Don’t use quotation marks for metaphors
8.9.3 Don’t use quotation marks for technical terms
8.10 Semicolons
8.10.1 Don’t use semicolons to separate clauses
8.10.2 When necessary, use semicolons to separate
items in a series
8.11 Slash
8.11.1 Submit unavoidable joined terms to your
localization coordinator
8.11.2 Use or instead
8.11.3 Separate the joined terms with and or with
a comma
8.11.4 Eliminate unnecessary synonyms
8.12 Slash Used in and/or
8.12.1 Use a, b, or both
8.12.2 Use any of the following or one or more of the
following
8.12.3 Use only or or only and
8.12.4 Revise more substantially
8.13 Capitalization
8.13.1 Capitalize proper nouns
8.13.2 Capitalize user-interface labels as they are
capitalized in the interface
8.13.3 Don’t capitalize common nouns
8.13.4 When necessary, use capitalization to improve
readability
8.13.5 Establish clear lines of communication with
localization coordinators
Unit 9:
Eliminating Undesirable Terms and Phrases
Introduction to Controlling Terminology
Tools for Controlling Terminology
Where to Store Deprecated Terms
Researching Terminology Issues
9.1 Eliminate trademark violations
9.2 Eliminate obsolete terms
9.3 Eliminate internal terms
9.4 Eliminate text strings that indicate errors in a source file
9.5 Eliminate repeated words and phrases
9.6 Eliminate incorrect technical terms
9.7 Eliminate variant spellings
9.8 Eliminate orthographic variants
9.9 Eliminate terms from other varieties of English
9.10 Eliminate obscure foreign words
9.11 Eliminate unnecessary Latin abbreviations
9.12 Eliminate other non-technical abbreviations
9.13 Eliminate clipped terms
9.14 Eliminate certain contractions
9.15 Eliminate unusual non-technic
9.16 Eliminate other unnecessary synonyms
9.17 Eliminate wordy phrases
9.18 Eliminate idioms
9.19 Eliminate certain idiomatic phrasal verbs
9.20 Eliminate colloquialisms
9.21 Eliminate metaphors
UNIT 10: ACCENT REDUCTION
English Alphabet Sounds
Introduction to Controlling Terminology
Tools for Controlling Terminology
Where to Store Deprecated Terms
Researching Terminology Issues
9.1 Eliminate trademark violations
9.2 Eliminate obsolete terms
9.3 Eliminate internal terms
9.4 Eliminate text strings that indicate errors in a source file
9.5 Eliminate repeated words and phrases
9.6 Eliminate incorrect technical terms
9.7 Eliminate variant spellings
9.8 Eliminate orthographic variants
9.9 Eliminate terms from other varieties of English
9.10 Eliminate obscure foreign words
9.11 Eliminate unnecessary Latin abbreviations
9.12 Eliminate other non-technical abbreviations
9.13 Eliminate clipped terms
9.14 Eliminate certain contractions
9.15 Eliminate unusual non-technic
9.16 Eliminate other unnecessary synonyms
9.17 Eliminate wordy phrases
9.18 Eliminate idioms
9.19 Eliminate certain idiomatic phrasal verbs
9.20 Eliminate colloquialisms
9.21 Eliminate metaphors
UNIT 10: ACCENT REDUCTION
English Alphabet Sounds
10.1 English Pronunciation & Elocution
What is an accent? – Speech anatomy
Introduction to articulation – The five articulation areas of RP
Default setting of RP English
Introduction to phonetics – Neutral long – No R rul
How to release the jaw and face muscles
Neutral Short – Weak Forms
Strong and weak stress
Week 3
How to release the back of the tongue
Strong, soft and diphthong vowel sounds
Vertical vowels
How to strengthen and use the tongue tip
Overview of consonants
The most common consonants, TH, S, Z, T, D, N, L
Horizontal-Vertical Vowels
How to strengthen and use the lips
Lip consonants – W, V, F, M, B, P
Sagittal and Vertical-Sagittal vowels
Middle of tongue mobility and strength
The R, L and /j/ sounds
Horizontal vowels
10.2 Total Speech Accuracy
Revision of vowel sounds & common consonants
Spelling – How to say the o s
Spelling – How to say the a s
Plosive consonants
Word endings – voiced/whispered
Linking vowel to consonant
Letter Name Diphthongs
Spelling – How to say the i s
Fricative consonants
How to say the s s
Reduced vowels
Spelling – how to say the u s
Vowel-like consonants
Linking – vowel to vowel
Reduced vowels/Contractions
Exclamation Diphthongs
Spelling – how to say the e s
Nasal Consonants
Linking – consonant to consonant
Assimilations
Neutral Ending Diphthongs
Distribution – how to say the gh s
Affricate consonants
Clusters and syllabic consonants
10.3 PRECISION
group s precise
needs, but this is
a rough outline
of what you will
study.
Basics of Stress – Strong/Weak system
Syllable stress – Level 1
Sentence stress – Level 2
Weak forms and the Schwa
Linking
Stress in word groups – introduction
Stress in word groups – noun phrases
Stress in word groups – descriptions
Stress in word groups – numbers
Stress in word groups – verb phrases
Stress in word groups – names
Tonic syllable – Level 3
Phrasing
Intonation basic patterns – Level 4
Question intonation
Tag questions
Stress and intonation in rhetorical patterns
Public speaking practice
PART 11:
A SEMINAR-WORKSHOP ON EFFECTIVE COMMUNICATION in the 21st CENTURY
What is an accent? – Speech anatomy
Introduction to articulation – The five articulation areas of RP
Default setting of RP English
Introduction to phonetics – Neutral long – No R rul
How to release the jaw and face muscles
Neutral Short – Weak Forms
Strong and weak stress
Week 3
How to release the back of the tongue
Strong, soft and diphthong vowel sounds
Vertical vowels
How to strengthen and use the tongue tip
Overview of consonants
The most common consonants, TH, S, Z, T, D, N, L
Horizontal-Vertical Vowels
How to strengthen and use the lips
Lip consonants – W, V, F, M, B, P
Sagittal and Vertical-Sagittal vowels
Middle of tongue mobility and strength
The R, L and /j/ sounds
Horizontal vowels
10.2 Total Speech Accuracy
Revision of vowel sounds & common consonants
Spelling – How to say the o s
Spelling – How to say the a s
Plosive consonants
Word endings – voiced/whispered
Linking vowel to consonant
Letter Name Diphthongs
Spelling – How to say the i s
Fricative consonants
How to say the s s
Reduced vowels
Spelling – how to say the u s
Vowel-like consonants
Linking – vowel to vowel
Reduced vowels/Contractions
Exclamation Diphthongs
Spelling – how to say the e s
Nasal Consonants
Linking – consonant to consonant
Assimilations
Neutral Ending Diphthongs
Distribution – how to say the gh s
Affricate consonants
Clusters and syllabic consonants
10.3 PRECISION
group s precise
needs, but this is
a rough outline
of what you will
study.
Basics of Stress – Strong/Weak system
Syllable stress – Level 1
Sentence stress – Level 2
Weak forms and the Schwa
Linking
Stress in word groups – introduction
Stress in word groups – noun phrases
Stress in word groups – descriptions
Stress in word groups – numbers
Stress in word groups – verb phrases
Stress in word groups – names
Tonic syllable – Level 3
Phrasing
Intonation basic patterns – Level 4
Question intonation
Tag questions
Stress and intonation in rhetorical patterns
Public speaking practice
PART 11:
A SEMINAR-WORKSHOP ON EFFECTIVE COMMUNICATION in the 21st CENTURY
Communication is simply the act of transferring information from one place to another.
Although this is a simple definition, when we think about how we may communicate the subject becomes a lot more complex. There are various categories of communication and more than one may occur at any time. The different categories of communication are:
Spoken or Verbal Communication: face-to-face, telephone, radio or television or other media.
Non-Verbal Communication: body language, gestures, how we dress or act – even our scent.
Written Communication: letters, e-mails, books, magazines, the Internet or via other media.
Visualizations: graphs, charts, maps, logos and other visualizations can communicate messages.
Communication theory states that communication involves a sender and a receiver (or receivers) conveying information through a communication channel.
The desired outcome or goal of any communication process is understanding.
The process of interpersonal communication cannot be regarded as a phenomena which simply ‘happens’, but should be seen as a process which involves participants negotiating their role in this process, whether consciously or unconsciously.
Senders and receivers are of course vital in communication. In face-to-face communication the roles of the sender and receiver are not distinct as both parties communicate with each other, even if in very subtle ways such as through eye-contact (or lack of) and general body language. There are many other subtle ways that we communicate (perhaps even unintentionally) with others, for example the tone of our voice can give clues to our mood or emotional state, whilst hand signals or gestures can add to a spoken message.
In written communication the sender and receiver are more distinct. Until recent times, relatively few writers and publishers were very powerful when it came to communicating the written word. Today we can all write and publish our ideas on the Internet, which has led to an explosion of information and communication possibilities.
I. The Communication Process
I.A Communication Skills
A message or communication is sent by the sender through a communication channel to a receiver, or to multiple receivers. The sender must encode the message (the information being conveyed) into a form that is appropriate to the communication channel, and the receiver(s) then decodes the message to understand its meaning and significance.
Misunderstanding can occur at any stage of the communication process. Effective communication involves minimizing potential misunderstanding and overcoming any barriers to communication at each stage in the communication process.
An effective communicator understands their audience, chooses an appropriate communication channel, hones their message to this channel and encodes the message to reduce misunderstanding by the receiver(s). They will also seek out feedback from the receiver(s) as to how the message is understood and attempt to correct any misunderstanding or confusion as soon as possible. Receivers can use Clarification and Reflection as effective ways to ensure that the message sent has been understood correctly.
1.B. Communication Channels
Communication Channels is the term given to the way in which we communicate. There are multiple communication channels available to us today, for example face-to-face conversations, telephone calls, text messages, email, the Internet (including social media such as Facebook and Twitter), radio and TV, written letters, brochures and reports to name just a few.
Choosing an appropriate communication channel is vital for effective communication as each communication channel has different strengths and weaknesses. For example, broadcasting news of an upcoming event via a written letter might convey the message clearly to one or two individuals but will not be a time or cost effective way to broadcast the message to a large number of people. On the other hand, conveying complex, technical information is better done via a printed document than via a spoken message since the receiver is able to assimilate the information at their own pace and revisit items that they do not fully understand. Written communication is also useful as a way of recording what has been said, for example taking minutes in a meeting. (More on Meetings).
I. C. Encoding Messages
All messages must be encoded into a form that can be conveyed by the communication channel chosen for the message. We all do this every day when transferring abstract thoughts into spoken words or a written form. However, other communication channels require different forms of encoding, e.g. text written for a report will not work well if broadcast via a radio programme, and the short, abbreviated text used in text messages would be inappropriate if sent via a letter. Complex data may be best communicated using a graph or chart or other visualization.
Effective communicators encode their messages with their intended audience in mind as well as the communication channel. This involves an appropriate use of language, conveying the information simply and clearly, anticipating and eliminating likely causes of confusion and misunderstanding, and knowing the receivers’ experience in decoding other similar communications. Successful encoding of messages is a vital skill in effective communication.
I. D. Decoding Messages
Once received, the receivers need to decode the message, and successful decoding is also a vital skill. Individuals will decode and understand messages in different ways based upon any barriers to communication which might be present, their experience and understanding of the context of the message, their psychological state, and the time and place of receipt as well as many other potential factors. Understanding how the message will be decoded, and anticipating as many of the potential sources of misunderstanding as possible, is the art of a successful communicator.
I.E. Feedback
Receivers of messages are likely to provide feedback on how they have understood the messages through both verbal and non-verbal reactions. Effective communicators should pay close attention to this feedback as it the only way to assess whether the message has been understood as intended, and it allows any confusion to be corrected. Bear in mind that the extent and form of feedback will vary according to the communication channel used: for example feedback during a face-to-face or telephone conversation will be immediate and direct, whilst feedback to messages conveyed via TV or radio will be indirect and may be delayed, or even conveyed through other media such as the Internet.
I. F. Learn more about barriers to communication.
Being able to communicate effectively is the most important of all life skills.
Here at Skills You Need, we believe that everybody can benefit from learning more about communication.
I. G. What is Interpersonal Communication?
Interpersonal communication is the process by which people exchange information, feelings, and meaning through verbal and non-verbal messages: it is face-to-face communication. Interpersonal communication is not just about what is actually said – the language used – but how it is said and the non-verbal messages sent through tone of voice, facial expressions, gestures and body language.
When two or more people are in the same place and are aware of each other’s presence, then communication is taking place, no matter how subtle or unintentional. Without speech, an observer may be using cues of posture, facial expression, and dress to form an impression of the other’s role, emotional state, personality and/or intentions. Although no communication may be intended, people receive messages through such forms of non-verbal behaviour.
II. Elements of Interpersonal Communication
See also: Listening Skills
Much research has been done to try to break down interpersonal communication into a number of elements in order that it can be more easily understood. Commonly these elements include:
III. The Communicators
For any communication to occur there must be at least two people involved. It is easy to think about communication involving a sender and a receiver of a message. However, the problem with this way of seeing a relationship is that it presents communication as a one-way process where one person sends the message and the other receives it.
In fact communications are almost always complex, two-way processes, with people sending and receiving messages to and from each other. In other words, communication is an interactive process.
III.A.The Message
Message not only means the speech used or information conveyed, but also the non-verbal messages exchanged such as facial expressions, tone of voice, gestures and body language. Non-verbal behavior can convey additional information about the message spoken. In particular, it can reveal more about emotional attitudes which may underlie the content of speech.
III. B. Noise
Noise has a special meaning in communication theory. It refers to anything that distorts the message, so that what is received is different from what is intended by the speaker. Whilst physical ‘noise’ (for example, background sounds or a low-flying jet plane) can interfere with communication, other factors are considered to be ‘noise’. The use of complicated jargon, inappropriate body language, inattention, disinterest, and cultural differences can be considered ‘noise’ in the context of interpersonal communication. In other words, any distortions or inconsistencies that occur during an attempt to communicate can be seen as noise.
III. C. Feedback
Feedback consists of messages the receiver returns, which allows the sender to know how accurately the message has been received, as well as the receiver’s reaction. The receiver may also respond to the unintentional message as well as the intentional message. Types of feedback range from direct verbal statements, for example “Say that again, I don’t understand”, to subtle facial expressions or changes in posture that might indicate to the sender that the receiver feels uncomfortable with the message. Feedback allows the sender to regulate, adapt or repeat the message in order to improve communication.
III.D. Context
All communication is influenced by the context in which it takes place. However, apart from looking at the situational context of where the interaction takes place, for example in a room, office, or perhaps outdoors, the social context also needs to be considered, for example the roles, responsibilities and relative status of the participants. The emotional climate and participants’ expectations of the interaction will also affect the communication.
IIII. E. Channel
The channel refers to the physical means by which the message is transferred from one person to another. In face-to-face context the channels which are used are speech and vision, however during a telephone conversation the channel is limited to speech alone. (See Effective Speech)
IV. Listening Skills
Also see: Ineffective Listening and Active Listening
Listening is the ability to accurately receive messages in the communication process. Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood – communication breaks down and the sender of the message can easily become frustrated or irritated.
Listening is so important that many top employers give regular listening skills training for their employees. This is not surprising when you consider that good listening skills can lead to: better customer satisfaction, greater productivity with fewer mistakes, increased sharing of information that in turn can lead to more creative and innovative work.
Good listening skills also have benefits in our personal lives, including: a greater number of friends and social networks, improved self-esteem and confidence, higher grades in academic work and increased health and well being. Studies have shown that, whereas speaking raises blood pressure, listening brings it down.
Listening is not the same as hearing. Hearing refers to the sounds that you hear, whereas listening requires more than that: it requires focus. Listening means paying attention not only to the story, but how it is told, the use of language and voice, and how the other person uses his or her body. In other words, it means being aware of both verbal and non-verbal messages. Your ability to listen effectively depends on the degree to which you perceive and understand these messages.
“The most basic and powerful way to connect to another person is to listen. Just listen. Perhaps the most important thing we ever give each other is our attention.” Rachel Naomi Remen
We spend a lot of our time listening
Adults spend an average of 70% of their time engaged in some sort of communication, of this an average of 45% is spent listening compared to 30% speaking, 16% reading and 9% writing. (Adler, R. et al. 2001).
Based on the research of: Adler, R., Rosenfeld, L. and Proctor, R. (2001) Interplay: the process of interpersonal communicating (8th edn), Fort Worth, TX: Harcourt.
10 Principles of Listening
See also: Verbal Communication
A good listener will listen not only to what is being said, but also to what is left unsaid or only partially said.
Listening involves observing body language and noticing inconsistencies between verbal and non-verbal messages. For example, if someone tells you that they are happy with their life but through gritted teeth or with tears filling their eyes, you should consider that the verbal and non-verbal messages are in conflict, they maybe don’t mean what they say. Listening requires you to concentrate and use your other senses in addition to simply hearing the words spoken.
Listening is not the same as hearing and in order to listen effectively you need to use more than just your ears.
1. Stop Talking
“If we were supposed to talk more than we listen, we would have two tongues and one ear.” Mark Twain.
Don’t talk, listen. When somebody else is talking listen to what they are saying, do not interrupt, talk over them or finish their sentences for them. Stop, just listen. When the other person has finished talking you may need to clarify to ensure you have received their message accurately.
2. Prepare Yourself to Listen
Relax. Focus on the speaker. Put other things out of mind. The human mind is easily distracted by other thoughts – what’s for lunch, what time do I need to leave to catch my train, is it going to rain – try to put other thoughts out of mind and concentrate on the messages that are being communicated.
3. Put the Speaker at Ease
Help the speaker to feel free to speak. Remember their needs and concerns. Nod or use other gestures or words to encourage them to continue. Maintain eye contact but don’t stare – show you are listening and understanding what is being said.
4. Remove Distractions
Focus on what is being said: don’t doodle, shuffle papers, look out the window, pick your fingernails or similar. Avoid unnecessary interruptions. These behaviors disrupt the listening process and send messages to the speaker that you are bored or distracted.
5. Empathize
Try to understand the other person’s point of view. Look at issues from their perspective. Let go of preconceived ideas. By having an open mind we can more fully empathize with the speaker. If the speaker says something that you disagree with then wait and construct an argument to counter what is said but keep an open mind to the views and opinions of others. (See our page: What is Empathy?)
6. Be Patient
A pause, even a long pause, does not necessarily mean that the speaker has finished. Be patient and let the speaker continue in their own time, sometimes it takes time to formulate what to say and how to say it. Never interrupt or finish a sentence for someone.
7. Avoid Personal Prejudice
Try to be impartial. Don’t become irritated and don’t let the person’s habits or mannerisms distract you from what they are really saying. Everybody has a different way of speaking – some people are for example more nervous or shy than others, some have regional accents or make excessive arm movements, some people like to pace whilst talking – others like to sit still. Focus on what is being said and try to ignore styles of delivery.
8. Listen to the Tone
Volume and tone both add to what someone is saying. A good speaker will use both volume and tone to their advantage to keep an audience attentive; everybody will use pitch, tone and volume of voice in certain situations – let these help you to understand the emphasis of what is being said. (See our page on Effective Speaking for more)
9. Listen for Ideas – Not Just Words
You need to get the whole picture, not just isolated bits and pieces. Maybe one of the most difficult aspects of listening is the ability to link together pieces of information to reveal the ideas of others. With proper concentration, letting go of distractions, and focus this becomes easier.
10. Wait and Watch for Non-Verbal Communication
Gestures, facial expressions, and eye-movements can all be important. We don’t just listen with our ears but also with our eyes – watch and pick up the additional information being transmitted via non-verbal communication. (See our page on non-verbal communication)
Do not jump to conclusions about what you see and hear. You should always seek clarification to ensure that your understanding is correct.
V. Barriers to Effective Communication
What is Communication?
There are many reasons why interpersonal communications may fail. In many communications, the message may not be received exactly the way the sender intended and hence it is important that the communicator seeks feedback to check that their message is clearly understood.
There exist many barriers to communication and these may occur at any stage in the communication process. Barriers may lead to your message becoming distorted and you therefore risk wasting both time and money by causing confusion and misunderstanding. Effective communication involves overcoming these barriers and conveying a clear and concise message. Some common barriers to effective communication include:
The use of jargon, over-complicated or unfamiliar terms.
V.A. Emotional barriers and taboos.
Lack of attention, interest, distractions, or irrelevance to the receiver.
Differences in perception and viewpoint.
Physical disabilities such as hearing problems or speech difficulties.
Physical barriers to non-verbal communication.
Language differences and the difficulty in understanding unfamiliar accents.
Expectations and prejudices which may lead to false assumptions or stereotyping. People often hear what they expect to hear rather than what is actually said and jump to incorrect conclusions.
Cultural differences.
The norms of social interaction vary greatly in different cultures, as do the way in which emotions are expressed. For example, the concept of personal space varies between cultures and between different social settings.
A skilled communicator must be aware of these barriers and try to reduce their impact by continually checking understanding and by offering appropriate feedback.
V.B. A Categorization of Barriers to Communication
Language Barriers
Clearly, language and linguistic ability may act as a barrier to communication. However, even when communicating in the same language, the terminology used in a message may act as a barrier if it is not fully understood by the receiver(s). For example, a message that includes a lot of specialist jargon and abbreviations will not be understood by a receiver who is not familiar with the terminology used. Regional colloquialisms and expressions may be misinterpreted or even considered offensive. (See our page on effective speaking to help you get your message across).
V.B. 1 Psychological Barriers
The psychological state of the receiver will influence how the message is received. For example, if someone has personal worries and is stressed, they may be preoccupied by personal concerns and not as receptive to the message as if they were not stressed. Stress is an important factor in Interpersonal relationships – see What is Stress? and Avoiding Stress for more information. Anger is another example of a psychological barrier to communication, please see our pages on anger: Introduction to Anger and Anger Management.
V.B 2. Physiological Barriers
Physiological barriers may result from the receiver’s physical state: for example, a receiver with reduced hearing may not grasp to entirety of a spoken conversation especially if there is significant background noise.
V B 3. Physical Barriers
An example of a physical barrier to communication is geographic distance between the sender and receiver(s). Communication is generally easier over shorter distances as more communication channels are available and less technology is required. Although modern technology often serves to reduce the impact of physical barriers, the advantages and disadvantages of each communication channel should be understood so that an appropriate channel can be used to overcome the physical barriers.
V.B. 4Systematic Barriers
Systematic barriers to communication may exist in structures and organizations where there are inefficient or inappropriate information systems and communication channels, or where there is a lack of understanding of the roles and responsibilities for communication. In such organizations, individuals may be unclear of their role in the communication process and therefore not know what is expected of them.
V.B.5 Attitudinal Barriers
Attitudinal barriers are behaviors or perceptions that prevent people from communicating effectively. Attitudinal barriers to communication may result from personality conflicts, poor management, resistance to change or a lack of motivation. Effective receivers of messages should attempt to overcome their own attitudinal barriers to facilitate effective communication. See Assertiveness and Empathy.
VI: Developing Effective Communication Skills
Communication Skills
Effective communication skills are fundamental to success in many aspects of life. Lots of jobs require strong communication skills and socially people with improved communication skills usually have better interpersonal relationships. Effective communication is a key interpersonal skill and by learning how we can improve our communication has many benefits.
Communication is a two way process so improving communication involves both how we send and receive messages.
The list below includes links to other articles at Skills You Need that can help you further improve your communication skills.
Empathize
Empathy is trying to see things from the point-of-view of others. When communicating with others, try not to be judgmental or biased by preconceived ideas or beliefs – instead view situations and responses from the other person’s perspective. Stay in tune with your own emotions to help enable you to understand the emotions of others. If appropriate, offer your personal viewpoint clearly and honestly to avoid confusion. Bear in mind that some subjects might be taboo or too emotionally stressful for others to discuss.
Encourage
Offer words and actions of encouragement, as well as praise, to others. Make other people feel welcome, wanted, valued and appreciated in your communications. If you let others know that they are valued, they are much more likely to give you their best. Try to ensure that everyone involved in an interaction or communication is included through effective body language and the use of open questions. (More on body language and non-verbal communication)
Learn to Listen
Listening is not the same as hearing; learn to listen not only to the words being spoken but how they are being spoken and the non-verbal messages sent with them. Use the techniques of clarification and reflection to confirm what the other person has said and avoid any confusion. Try not to think about what to say next whist listening; instead clear your mind and focus on the message being received. Your friends, colleagues and other acquaintances will appreciate good listening skills.
Be Aware of Others’ Emotions
Be sympathetic to other people’s misfortunes and congratulate their positive landmarks. To do this you need to be aware of what is going on in other people’s lives. Make and maintain eye contact and use first names where appropriate. Do not be afraid to ask others for their opinions as this will help to make them feel valued. Consider the emotional effect of what you are saying and communicate within the norms of behavior acceptable to the other person. Take steps to become more charismatic.
Treat People Equally
Always aim to communicate on an equal basis and avoid patronizing people. Do not talk about others behind their backs and try not to develop favorites: by treating people as your equal and also equal to each other you will build trust and respect. Check that people understand what you have said to avoid confusion and negative feelings. Encourage open and honest feedback from the receiver to ensure your message is understood and to avoid the receiver instead feeding back what they think you want to hear. If confidentiality is an issue, make sure its boundaries are known and ensure its maintenance.
Attempt to Resolve Conflict
Learn to troubleshoot and resolve problems and conflicts as they arise. Learn how to be an effective mediator and negotiator. Use your listening skills to hear and understand both sides of any argument – encourage and facilitate people to talk to each other. Try not to be biased or judgmental but instead ease the way for conflict resolution.
Communicate Effectively
Do not say the first thing that comes into your mind but instead take a moment and pay close attention to what you say and how you say it. Focus on the meaning of what you want to communicate. Aim to increase understanding by considering how your message might be received by the other person. By communicating clearly, you can help avoid misunderstandings and potential conflict with others. By speaking eloquently you will come across as more intelligent and mature. Also be aware of the messages you are sending via non-verbal channels: make eye contact and avoid defensive body language. Present information in a way that its meaning can be clearly understood. Pay particular attention to differences in culture, past experiences, attitudes and abilities before conveying your message. Avoid jargon and over-complicated language; explain things as simply as possible. Request clarification if unclear about a message. Always avoid racist and sexist terms or any language that may cause offense. (More on Verbal and Non-verbal communication also see Effective Speaking.)
Use Humor
Laughing releases endorphins that can help relieve stress and anxiety; most people like to laugh and will feel drawn to somebody who can make them laugh. Don’t be afraid to be funny or clever, but do ensure your humor is appropriate to the situation. Use your sense of humor to break the ice, to lower barriers and gain the affection of others. By using appropriate humor you will be perceived as more charismatic.
Maintain a Positive Attitude and Smile
Few people want to be around someone who is frequently miserable. Do your best to be friendly, upbeat and positive with other people. Maintain a positive, cheerful attitude to life: when things do not go to plan, stay optimistic and learn from your mistakes. If you smile often and stay cheerful, people are more likely to respond positively to you.
Minimize Stress
Some communication scenarios are, by their nature, stressful. Stress can however be a major barrier to effective communication, all parties should try to remain calm and focused. For tips and advice about stress relief and avoidance see our article – Avoiding Stress.
Only Complain when Absolutely Necessary
People will not be drawn to you if you are constantly complaining or whinging. If something makes you angry or upset, wait for a few hours and calm down before taking action. If you do complain, do so calmly, try to find some positive aspects to the situation and avoid giving unnecessary criticism. (See also Anger Management)
Reflecting
Jump to: Clarification and Summarizing
However good you think your listening skills are, the only person who can tell you if you have understood correctly or not is the speaker. Therefore, as an extension of good listening skills, you need to develop the ability to reflect words and feelings and to clarify that you have understood them correctly. It is often important that you and the speaker agree that what you understand is a true representation of what was meant to be said.
What is Reflecting?
Reflecting is the process of paraphrasing and restating both the feelings and words of the speaker. The purposes of reflecting are:
To allow the speaker to ‘hear’ their own thoughts and to focus on what they say and feel.
To show the speaker that you are trying to perceive the world as they see it and that you are doing your best to understand their messages.
To encourage them to continue talking.
Reflecting does not involve you asking questions, introducing a new topic or leading the conversation in another direction. Speakers are helped through reflecting as it not only allows them to feel understood, but it also gives them the opportunity to focus their ideas. This in turn helps them to direct their thoughts and further encourages them to continue speaking.
There are two main techniques of reflecting:
Mirroring
Mirroring is a simple form of reflecting and involves repeating almost exactly what the speaker says.
Mirroring should be short and simple. It is usually enough to just repeat key words or the last few words spoken. This shows you are trying to understand the speakers terms of reference and acts as a prompt for him or her to continue. Be aware not to over mirror as this can become irritating and therefore a distraction from the message.
Paraphrasing
Paraphrasing involves using other words to reflect what the speaker has said. Paraphrasing shows not only that you are listening, but that you are attempting to understand what the speaker is saying.
It is often the case that people ‘hear what they expect to hear’ due to assumptions, stereotyping or prejudices. When paraphrasing, it is of utmost importance that you do not introduce your own ideas or question the speakers thoughts, feelings or actions. Your responses should be non-directive and non-judgmental.
It is very difficult to resist the temptation to ask questions and when this technique is first used, reflecting can seem very stilted and unnatural. You need to practice this skill in order to feel comfortable.
Reflecting Content, Feeling and Meaning
See Also: Listening Skills
The most immediate part of a speaker’s message is the content, in other words those aspects dealing with information, actions, events and experience, as verbalised by him or her. Reflecting content helps to give focus to the situation but, at the same time, it is also essential to reflect the feelings and emotions expressed in order to bring them into sharper focus. This helps the speaker to own and accept their own feelings, for quite often a speaker may talk about them as though they belong to someone else, for example using “you feel guilty” rather than “I feel guilty.”
A skilled listener will be able to reflect a speaker’s feelings from body cues as well as verbal messages. It is sometimes not appropriate to ask such direct questions as “How does that make you feel?” Strong emotions such as love and hate are easy to identify, whereas feelings such as affection, guilt and confusion are much more subtle. The listener must have the ability to identify such feelings both from the words and the non-verbal cues, for example body language, tone of voice, etc.
As well as considering which emotions the client is feeling, the listener needs to reflect the degree of intensity of these emotions as expressed by the client. For example:
Intensity Emotion
“You feel
a little bit
sad/angry?”
“You feel
quite
helpless/depressed?”
“You feel
very
stressed?”
“You feel
extremely
embarrassed?”
Reflecting needs to combine content and feeling to truly reflect the meaning of what the speaker has said. For example:
Speaker: “I just don’t understand my boss. One minute he says one thing and the next minute he says the opposite.”
Listener: “You feel very confused by him?”
Reflecting meaning allows the listener to reflect the speaker’s experiences and emotional response to those experiences. It links the content and feeling components of what the speaker has said.
Guidelines for Reflecting
Be natural.
Listen for the basic message – consider the content, feeling and meaning expressed by the speaker.
Restate what you have been told in simple terms.
When restating, look for non-verbal as well as verbal cues that confirm or deny the accuracy of your paraphrasing. (Note that some speakers may pretend you have got it right because they feel unable to assert themselves and disagree with you.)
Do not question the speaker unnecessarily.
Do not add to the speaker’s meaning.
Do not take the speaker’s topic in a new direction.
Always be non-directive and non-judgmental.
PART III: THE SUPERNATURAL ASPECT of GAINING SUCCESS/WEALTH
Introduction:
We live in a world of duality: up and down, light and dark,
hot and cold, in and out, fast and slow, right and left. These
are but a few examples of the thousands of opposite poles. For
one pole to exist, the other pole must also exist. Is it possible
to have a right side without a left side? Not a chance.
Consequently, just as there are “outer” laws of money, there
must be “inner” laws. The outer laws include things like
business knowledge, money management, and investment
strategies. These are essential. But the inner game is just as
important. An analogy would be a carpenter and his tools.
Having top-of-the-line tools is imperative, but being the topnotch
carpenter who masterfully uses those tools is even more
critical.
I have a saying: “It’s not enough to be in the right place at
the right time. You have to be ready to be at the right time, at the time place.
I. Your Money Blueprint
WEALTH PRINCIPLE:
If you want to change the fruits, you will first have to
change the roots. If you want to change the visible,
you must first change the invisible.
These four quadrants of our life are:
a. physical world
b. mental world
c. emotional world
d. spiritual world
WEALTH PRINCIPLE:
Money is a result, wealth is a result, health is a result,
illness is a result, your weight is a result. We live in a
world of cause and effect.
WEALTH PRINCIPLE:
Thoughts lead to feelings. Feelings lead to actions.
Actions lead to results.
2. The First Influence: Verbal Programming
WEALTH PRINCIPLE:
When the subconscious mind must choose between
deeply rooted emotions and logic, emotions will
almost always win.
3. The Second Influence: Modeling
WEALTH PRINCIPLE:
If your motivation for acquiring money or success
comes from a nonsupportive root such as fear,
anger, or the need to “prove” yourself, your money
will never bring you happiness.
4. The Third Influence: Specific Incidents
5. So What Is Your Money Blueprint Set For?
WEALTH PRINCIPLE:
The only way to permanently change the
temperature in the room is to reset the
thermostat. In the same way, the only way to
change your level of financial success
“permanently” is to reset your financial
thermostat.
WEALTH PRINCIPLE:
Consciousness is observing your thoughts and
actions so that you can live from true choice in the
present moment rather than being run by
programming from the past.
6.The Wealth Files
Seventeen Ways Rich People Think
and Act Differently from Poor
and Middle-Class People
WEALTH PRINCIPLE:
You can choose to think in ways that will
support you in your happiness and success
instead of ways that don’t.
6.a Wealth File #1
Rich people believe “I create my life according to the Divine purpose.”
Poor people believe “Life happens to me.”
WEALTH PRINCIPLE:
Money is extremely important in the areas
in which it works, and extremely unimportant
in the areas in which it doesn’t.
WEALTH PRINCIPLE:
When you are complaining, you become a living,
breathing “crap magnet.”
WEALTH PRINCIPLE:
There is no such thing as a really rich victim!
6.b
Wealth File #2
Rich people play the money game to win.
Poor people play the money game to not lose.
WEALTH PRINCIPLE:
If your goal is to be comfortable, chances are
you’ll never get rich. But if your goal is to be rich,
chances are you’ll end up mighty comfortable.
6.c Wealth File #3
Rich people are committed to being rich.
Poor people want to be rich.
WEALTH PRINCIPLE:
The number one reason most people
don’t get what they want is that they
don’t know what they want.
WEALTH PRINCIPLE:
If you are not fully, totally, and truly committed
to creating wealth, chances are you won’t.
6.d Wealth File #4
Rich people think big. Poor people think small.
WEALTH PRINCIPLE:
The Law of Income: You will be paid in
direct proportion to the value you deliver
according to the marketplace.
6. e Wealth File #5
Rich people focus on opportunities.
Poor people focus on obstacles.
6. f. Wealth File #6
Rich people admire other rich and
successful people. Poor people resent rich
and successful people.
WEALTH PRINCIPLE:
“Bless that which you want.” —Huna philosophy
6.g Wealth File #7
Rich people associate with positive,
successful people. Poor people associate
with negative or unsuccessful people.
6.hWealth File #8
Rich people are willing to promote themselves and
their value. Poor people think negatively about
selling and promotion.
My company, Peak Potentials Training, offers
WEALTH PRINCIPLE:
Leaders earn a heck of a lot more money than
followers!
6. i Wealth File #9
Rich people are bigger than their problems.
Poor people are smaller than their problems.
WEALTH PRINCIPLE:
The secret to success is not to try to avoid
or get rid of or shrink from your problems;
the secret is to grow yourself so that
you are bigger than any problem.
WEALTH PRINCIPLE:
If you have a big problem in your life, all that
means is that you are being a small person!
6.j Wealth File #10
Rich people are excellent receivers.
Poor people are poor receivers.
WEALTH PRINCIPLE:
If you say you’re worthy, you are.
If you say you’re not worthy, you’re not.
Either way you will live into your story.
WEALTH PRINCIPLE:
“If a hundred-foot oak tree had the mind of a
human, it would only grow to be ten feet tall!”
—T. Harv Eker
WEALTH PRINCIPLE:
For every giver there must be a receiver,
and for every receiver there must be a giver.
WEALTH PRINCIPLE:
Money will only make you
more of what you already are.
WEALTH PRINCIPLE:
How you do anything is how you do everything.
6.k. Wealth File #11
Rich people choose to get paid based on results.
Poor people choose to get paid based on time.
WEALTH PRINCIPLE:
There’s nothing wrong with getting a steady
paycheck, unless it interferes with your ability
to earn what you’re worth. There’s the rub.
It usually does.
WEALTH PRINCIPLE:
Never have a ceiling on your income.
6.i Wealth File #12
Rich people think “both.”
Poor people think “either/or.”
WEALTH PRINCIPLE:
Rich people believe
“You can have your cake and eat it too.”
Middle-class people believe
“Cake is too rich, so I’ll only have a little piece.”
Poor people don’t believe they deserve cake,
so they order a doughnut, focus on the hole,
and wonder why they have “nothing.”
WEALTH PRINCIPLE:
Rich people believe
“You can have your cake and eat it too.”
Middle-class people believe
“Cake is too rich, so I’ll only have a little piece.”
Poor people don’t believe they deserve cake,
so they order a doughnut, focus on the hole,
and wonder why they have “nothing.”
6.m Wealth File #13
Rich people focus on their net worth.
Poor people focus on their working income.
WEALTH PRINCIPLE:
The true measure of wealth is net worth,
not working income.
WEALTH PRINCIPLE:
“Where attention goes, energy flows
and results show.”
6.n. Wealth File #14
Rich people manage their money well.
Poor people mismanage their money well.
WEALTH PRINCIPLE:
Until you show you can handle what you’ve got,
you won’t get any more!
WEALTH PRINCIPLE:
The habit of managing your money
is more important than the amount.
WEALTH PRINCIPLE:
Either you control money, or it will control you.
6.0 Wealth File #15
Rich people have their money work hard for them.
Poor people work hard for their money.
WEALTH PRINCIPLE:
Rich people see every dollar as a “seed”
that can be planted to earn a hundred
more dollars, which can then be replanted
to earn a thousand more dollars.
6.p Wealth File #16
Rich people act in spite of fear.
Poor people let fear stop them.
WEALTH PRINCIPLE:
Action is the “bridge” between the inner world
and the outer world.
WEALTH PRINCIPLE:
A true warrior can “tame the cobra of fear.”
WEALTH PRINCIPLE:
It is not necessary to try to get rid of fear
in order to succeed.
WEALTH PRINCIPLE:
If you are willing to do only what’s easy,
life will be hard. But if you are willing to do
what’s hard, life will be easy.
WEALTH PRINCIPLE:
The only time you are actually growing
is when you are uncomfortable.
WEALTH PRINCIPLE:
Training and managing your own mind is the most
important skill you could ever own, in terms of both
happiness and success.
Wealth File #17
Rich people constantly learn and grow.
Poor people think they already know.
WEALTH PRINCIPLE:
You can be right or you can be rich,
but you can’t be both.
WEALTH PRINCIPLE:
“Every master was once a disaster.”
—T. Harv Eker
WEALTH PRINCIPLE:
To get paid the best, you must be the best.