Transcript Slide 1
Effective communication Occurs when the intended meanings of the sender and the perceived meaning of the receiver are the same. Efficient communication Occurs at minimum costs in terms of resources expended time is an important resources in the communication process. sending Encoding Transmission Decoding Source Noise Receiver/ Responder Decoding Transmission Encoding Feedback loop (verification) Figure 1: The communication process Source 1. • • • The individual The group Organizational etc. Encoding 2. • The process by which the message is translated from an idea or thought into transmittable symbols Transmission 3. • Is the process through which the symbols that represent the message are sent to the receiver Medium 4. • Is the channel or path through which the message is transmitted Decoding 5. • Is the process by which the receiver of the message interprets the message’s meaning Receiver 6. • The individual, group, or organization that perceives the encoded symbols and may or not decode them and try to understand the intended message. Feedback 7. • Is the process by which the receiver returns a message to that sender that indicates receipt of the message. Noise 8. • Any disturbances in the communication process that interferes with or distorts communication Channel noise 9. • A disturbance in communication that is due primarily 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 SENDER 1. Focus: Message Question: What idea or thought are you trying to get across? Corrective action: Give more information Give less information Give entire message RECEIVER Focus: Message Question: What idea or thought does the sender want you to understand? Corrective action: listen carefully to the entire message, not just to part of it. 2. SENDER Focus: Symbols Question: Does my student use the same symbols, word, jargon. Corrective action: Say it another way Employ repetition Use student’s language Before sending, clarify symbols to be used RECEIVER Focus: Symbols Question: What symbols are being using. For example foreign language, technical jargon etc? Corrective action: Clarify symbols before communication begins. Ask questions. Ask sender to repeat message. SENDER 3. Focus: Medium Question: Is this a channel that the receiver monitors regularly? Sometime? Never?. Corrective action: Use multiple media, change medium & increase volume (loudness) RECEIVER Focus: Medium Question: What medium or media is the sender using Corrective action: Monitor several media SENDER 4. Focus: Feedback Question: What is the receiver’s action to your message? Corrective action: Pay attention to the feedback, especially non verbal question. Ask question. RECEIVER Focus: Feedback Question: Did you correctly interpret the message. Corrective action: Repeat message Four major elements that can limit the development of effective communication skills People Language Non-verbal behaviour Listening behaviour Perception defined as a way we take in information. Each person gathers information differently, problems arise in the way each individual perceptive things and other people. Misunderstandings occur Bec. People differences in their references. References include Past experience Present & future expectations Current motivational state Knowledge Socio cultural background Stereotype 1. • Example: Woman or female student are emotional. Denial 2. • We try to protect ourselves from people, situations and ideas that threaten our security. Halo effect 3. • The perception of certain characteristics or traits of an individual influencing the way people see other characteristics of that person. This effect can be positive or negative. Projection 4. • Occurs when people project their own feelings, motives & desires into their perception of others A. Self concept B. Self discovery Self disclosure C. Self fulfilling prophecy A. B. Language barrier A. B. C. D. Alertness By passing Incompletes Levels of abstraction Non verbal communication C. • • • Nonverbal messages are stronger than verbal ones. Nonverbal messages clarify verbal messages and they 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 their peers, subordinates and supervisors are nonverbally conveying. D. Listening behaviour A. 5 stage of listening process: receiving, understanding, remembering, evaluating, and responding. B. Most people are poop listeners because perception and semantic problems interfere with their accurate hearing of what another person says. C. Listening skills can be improved by the proper construction of mental outlines: A. B. C. D. E. F. Creating an interest in the topic. Constructing a mental outline. Continually reviewing the mental outline. Using key words in the mental outline. Judging between important and unimportant information. Tackling distractions head on. Messages Lecturer Develop ideas Student barriers Encode Transmits Receiver Decodes Feedback Two way communication Figure 2: Communication process Action 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 the sender’s message. Sender: Must listen to receive and understand the receiver’s feedback. Often “listening” is the weak link in the chain of 2 way communication.