Effective communication
Occurs when the intended meanings of the senderand the perceived meaning of the receiver are thesame.
Efficient communication
Occurs at minimum costs in terms of resourcesexpended time is an important resources in thecommunication process.
Feedback loop (verification)
Figure 1: The communication process
sending
Transmission
Noise
Decoding
Receiver/
Responder
Encoding
Transmission
Decoding
Source
Encoding
1.Source
•The individual
•The group
•Organizational etc.
2.Encoding
•The process by which the message is translatedfrom an idea or thought into transmittable symbols
3.Transmission
•Is the process through which the symbols thatrepresent the message are sent to the receiver
4.Medium
•Is the channel or path through which the messageis transmitted
5.Decoding
•Is the process by which the receiver of themessage interprets the message’s meaning
6.Receiver
•The individual, group, or organization thatperceives the encoded symbols and may or notdecode them and try to understand the intendedmessage.
7.Feedback
•Is the process by which the receiver returns amessage to that sender that indicates receipt ofthe message.
8.Noise
•Any disturbances in the communication processthat interferes with or distorts communication
9.Channel noise
•A disturbance in communication that is dueprimarily to the medium
Root of the problem
Type of problem
Source
•Filtering
Encoding & Decoding
•Lack of common experience
•Semantics jargon
•Medium problems
Receiver
•Selective attention
•Value judgment
•Lack of source credibility
•Over load
Feedback
•Omission
Organizational factors
•Noise
•Status differences
•Time pressures
•Overload
•Communication structure
1.Focus: Message
Question: What idea or thought areyou trying to get across?
Corrective action: Give more information
Give less information
Give entire message
SENDER
Focus: Message
Question: What idea or thought doesthe sender want you tounderstand?
Corrective action: listen carefully to the entire message, not just to part of it.
RECEIVER
2.Focus: Symbols
Question: Does my student use thesame symbols, word, jargon.
Corrective action:
Say it another way
Employ repetition
Use student’s language
Before sending, clarify symbols to beused
SENDER
Focus: Symbols
Question: What symbols are beingusing.
For example foreign language,technical jargon etc?
Corrective action:
Clarify symbols before communicationbegins.
Ask questions.
Ask sender to repeat message.
RECEIVER
3.Focus: Medium
Question: Is this a channel that thereceiver monitors regularly?Sometime? Never?.
Corrective action:
Use multiple media, changemedium & increase volume(loudness)
SENDER
Focus: Medium
Question: What medium or media is thesender using
Corrective action:
Monitor several media
RECEIVER
4.Focus: Feedback
Question: What is the receiver’s actionto your message?
Corrective action:
Pay attention to the feedback,especially non verbal question. Askquestion.
SENDER
Focus: Feedback
Question: Did you correctly interpret themessage.
Corrective action:
Repeat message
RECEIVER
Four major elements that can limit thedevelopment of effective communication skills
People
Language
Non-verbal behaviour
Listening behaviour
Perception defined as a way we take ininformation. Each person gathers informationdifferently, problems arise in the way eachindividual perceptive things and other people.
Misunderstandings occur Bec. People differencesin their references.
References include
Past experience
Present & future expectations
Current motivational state
Knowledge
Socio cultural background
1.Stereotype
•Example: Woman or female student are emotional.
2.Denial
•We try to protect ourselves from people, situationsand ideas that threaten our security.
3.Halo effect
•The perception of certain characteristics or traitsof an individual influencing the way people seeother characteristics of that person. This effectcan be positive or negative.
4.Projection
•Occurs when people project their own feelings,motives & desires into their perception of others
A.Self concept
A.Self discovery
B.Self disclosure
C.Self fulfilling prophecy
B.Language barrier
A.Alertness
B.By passing
C.Incompletes
D.Levels of abstraction
C.Non verbal communication
•Nonverbal messages are stronger than verbal ones.
•Nonverbal messages clarify verbal messages andthey are sent more frequently
•3 major divisions of nonverbal communication:
Environmental communication – corporate image, time,building design, room layout.
Social communication – personal space, status, symbols
Physical communication – gesture, facial expressions,eyes, voice, clothing, touch
•Effective managers are sensitive to what theirpeers, subordinates and supervisors are non-verbally conveying.
D.Listening behaviour
A.5 stage of listening process: receiving,understanding, remembering, evaluating, andresponding.
B.Most people are poop listeners because perceptionand semantic problems interfere with theiraccurate hearing of what another person says.
C.Listening skills can be improved by the properconstruction of mental outlines:
A.Creating an interest in the topic.
B.Constructing a mental outline.
C.Continually reviewing the mental outline.
D.Using key words in the mental outline.
E.Judging between important and unimportant information.
F.Tackling distractions head on.
Figure 2: Communication process
Develop
ideas
Action
Encode
Transmits
Receiver
Decodes
barriers
Lecturer
Feedback
Student
Messages
Two way communication
Guideline for effective lists:
1.Stop talking.
2.Put the talker at ease.
3.Show the talker you want to listen.
4.Remove distraction.
5.Empathize with the talker.
6.Be patient.
7.Hold your temper.
8.Go easy on argument and criticism.
9.Ask question.
10.Stop talking.
Receiver: Must listen to receive and understand thesender’s message.
Sender: Must listen to receive and understand thereceiver’s feedback.
Often “listening” is the weak link in the chain of 2way communication.