Chartered Membership of the IET (CEng MIET) Communication and Interpersonal Skills (UK-SPEC D) Flashcards

24 sample cards from the Communication and Interpersonal Skills (UK-SPEC D) deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. When defending a technical position, what is the Toulmin model of argument structure?

   Claim (the position), Data/Grounds (evidence), Warrant (the reasoning linking data to claim), Backing (support for the warrant), Qualifier (degree of certainty), and Rebuttal (acknowledged exceptions/counter-arguments).

2. What is the difference between a fact, an assumption and an opinion when defending a technical position?

   A fact is verifiable evidence; an assumption is something taken as true without proof to proceed; an opinion is a judgement or interpretation. Strong technical defence separates these and makes assumptions explicit.

3. What are the three classical modes of persuasion (Aristotle's appeals)?

   Ethos (credibility/character of the speaker), Pathos (emotional appeal to the audience), and Logos (logical appeal through reasoning and evidence).

4. In negotiation, what does BATNA stand for and why does it matter?

   Best Alternative To a Negotiated Agreement — your best course of action if no deal is reached. It sets your walk-away point and defines your negotiating power; the stronger your BATNA, the less you must concede.

5. Distinguish ZOPA, reservation price and aspiration point in negotiation.

   The reservation price is the worst deal you will accept (walk-away); the aspiration point is the best realistic outcome you target; the ZOPA (Zone of Possible Agreement) is the overlap between both parties' reservation prices where a deal is possible.

6. What is the difference between distributive and integrative negotiation?

   Distributive ('win–lose') negotiation divides a fixed pie over a single issue (e.g. price); integrative ('win–win') negotiation expands value by trading across multiple interests to find mutually beneficial outcomes.

7. In principled negotiation (Fisher & Ury / 'Getting to Yes'), what are the four core principles?

   Separate the people from the problem; focus on interests, not positions; invent options for mutual gain; and insist on using objective criteria.

8. What is the difference between a 'position' and an 'interest' in negotiation?

   A position is the specific demand a party states ('I want £10,000'); an interest is the underlying need or motivation behind it ('I need to cover my costs and feel fairly treated'). Focusing on interests opens more solutions.

9. What does active listening involve, and name three techniques.

   Active listening is fully concentrating on, understanding and responding to a speaker rather than passively hearing. Techniques include paraphrasing/reflecting back, asking open and clarifying questions, summarising, and using non-verbal cues (eye contact, nodding) while avoiding interruption.

10. What is the difference between open and closed questions, and when is each used?

    Open questions (who/what/why/how) invite expansive answers and explore ideas; closed questions invite a short/yes-no answer to confirm facts or reach decisions. Use open questions to gather information, closed to confirm and conclude.

11. What is the SBI feedback model?

    Situation–Behaviour–Impact: describe the specific Situation, the observable Behaviour, and the Impact it had—keeping feedback factual, specific and non-judgemental.

12. Compare the 'feedback sandwich' with the SBI/radical-candour approach, noting one criticism of the sandwich.

    The feedback sandwich places criticism between two praises to soften it; SBI/radical candour gives direct, specific, behaviour-focused feedback. Criticism of the sandwich: it can dilute or obscure the key message and feel manipulative, so the recipient misses the corrective point.

13. What is the role of the chair in a meeting?

    To set and keep to the agenda, ensure fair participation, manage time, facilitate decision-making, keep discussion on track, summarise outcomes and confirm actions, and maintain order and impartiality.

14. Define quorum, minutes, AOB and 'action points' in a meeting context.

    Quorum: minimum number of members present for decisions to be valid; Minutes: the official written record of discussion, decisions and actions; AOB: Any Other Business raised at the end; Action points: agreed tasks with owners and deadlines.

15. What is the difference between a minute of decision and an action point?

    A minute of decision records what was agreed/resolved by the meeting; an action point records a specific task assigned to a named owner with a deadline to implement decisions.

16. What are the stages of Tuckman's model of team development?

    Forming, Storming, Norming, Performing, and (later addition) Adjourning/Mourning.

17. What is a multidisciplinary team and one key communication challenge it raises?

    A team combining specialists from different disciplines (e.g. civil, electrical, software, commercial) on one project. A key challenge is differing terminology, assumptions and priorities across disciplines, requiring shared language, clear interfaces and a common goal to avoid miscommunication.

18. Distinguish multidisciplinary, interdisciplinary and transdisciplinary working.

    Multidisciplinary: specialists work in parallel within their own disciplines; interdisciplinary: disciplines integrate methods and knowledge jointly; transdisciplinary: a unified approach transcends individual disciplines, often including non-academic stakeholders, to create new shared frameworks.

19. What are Belbin's three categories of team roles?

    Action-oriented roles (Shaper, Implementer, Completer-Finisher); People-oriented roles (Coordinator, Teamworker, Resource Investigator); Thinking/cerebral roles (Plant, Monitor Evaluator, Specialist).

20. Name three challenges specific to communicating in remote and distributed engineering teams.

    Loss of non-verbal cues and informal interaction; time-zone differences hampering synchronous work; and over-reliance on asynchronous text risking misunderstanding—mitigated by clear written norms, scheduled overlaps, and use of video and shared documentation.

21. What is the difference between synchronous and asynchronous communication, with an example of each?

    Synchronous communication happens in real time with immediate exchange (e.g. video call, phone, face-to-face meeting); asynchronous communication has a time lag with no expectation of an instant reply (e.g. email, recorded video, shared documents/wiki, issue trackers).

22. When communicating across international/cultural contexts, what is the difference between high-context and low-context cultures (Hall)?

    In high-context cultures much meaning is implicit, conveyed through relationships, tone and shared context (e.g. Japan); in low-context cultures meaning is explicit and stated directly in words (e.g. Germany, US). Engineers must adapt directness, documentation and assumptions accordingly.

23. What is the value of building a professional network, and how do 'strong' versus 'weak' ties differ (Granovetter)?

    Networks provide knowledge, opportunities, mentoring and influence. Strong ties (close contacts) give trust and support but mostly redundant information; weak ties (acquaintances) bridge to new groups and are often more valuable for novel information and opportunities ('the strength of weak ties').

24. In professional engineering, what does Continuing Professional Development (CPD) contribute to knowledge sharing and contribution to the profession?

    CPD maintains and develops competence; sharing it—through mentoring, presenting at conferences, writing papers/standards, professional-body activity and supporting registration—disseminates knowledge, develops others, and advances the engineering profession, evidencing the IET's expectations for chartered members.

What this deck covers

Communication and Interpersonal Skills (UK-SPEC D) flashcards FAQ