Transcript Document
Communication Vocabulary 1. Communication: the process of using messages to create meaning. Effective communication encompasses many elements including verbal and nonverbal cues. 2. Messages: communication that includes verbal and nonverbal symbols, signs, and behaviors. 3. Sign: a discrete unit of meaning that includes words, images, gestures, scents, tastes, textures, and sounds. 4. Symbols: abstract, arbitrary, and ambiguous representation of a phenomenon. There is no direct connection between a symbol and what it represents; for example, words and their meanings or an object like a badge representing authority. A symbol is a subset of signs. 5. Meaning: understanding of message (shared meanings). Used in a sentence: Can you explain again? I did not understand the meaning of your message. Communication Vocabulary 6. Code: the systematic arrangement of the symbols used to create meaning (language). Used in a sentence: Some of the codes used in texting need to be translated individually as they have different meanings. 7. Encoding: the process of translating an idea or thought into a code. Used in a sentence:You must identify your audience in order to encode a successful message. 8. Decoding: the process of assigning meaning to the idea or thought. Used in a sentence: I had to read the email a few times in order to decode the intended message from the sender. 9. Sender (source): the initiator of a message. Used in a sentence: The sender of the message was talking to a diverse audience. 10. Receiver: the intended target of the message. Used in a sentence: Are you sure the receiver understood the message? 11. Channel: the means that the message moves from the source to the receiver. Used in a sentence: I decided that the best channel for that article was email. Communication Vocabulary 12. Feedback: a receiver’s verbal and nonverbal response to the source’s message. 13. Noise: interference of the encoding and decoding process that reduces the clarity of the message (physical, mental, psychological, semantic). 14. Context: the situation, environment, or circumstances of the communication including factors such as: physical locations, backgrounds, genders, ages, moods, and relationships of the communicators as well as the time of day. 15. Culture: a shared system of language, rituals, beliefs and behaviors that unify a group of people and help them to deal with each other and the world. 16. Communication competence: the ability to effectively and purposefully encode and decode messages using a system of signs and symbols. Used in a sentence: Being able to communicate effectively in a variety of contexts is an element of communication competence. 17. Ethical communication: communication that is truthful, accurate, and honest (as well as many other factors). Since communication is irreversible and can profoundly affect others, it has ethical implications. Used in a sentence: Communicating ethically is imperative for all professionals. Communication Vocabulary 18. Perception: the active process of becoming aware of events, signs, and symbols; selecting, organizing and interpreting them. Used in a sentence: The perception of what happened during the accident was different for everyone. 19. Listening: the active process of purposefully receiving, constructing meaning from, and responding to spoken and/or nonverbal messages. Used in a sentence: This meeting would go more smoothly if everyone was actively listening. 20. Language: a collection of symbols, letters or words with arbitrary meanings that are governed by rules and used to communicate. Used in a sentence: The English language is hard to learn because of its contradictory rules. Goal Setting It is said that in order for goals to be achieved they need to be S.M.A.R.T. (specific, measurable, attainable/action-oriented, realistic, and timely). What are the elements of S.M.A.R.T. goals? Specific – Each goal should be a detailed statement of your desired result. Exactly what is it you wish to accomplish? It is difficult to determine action steps for vague goals and even harder to recognize when they have been achieved. Measurable – How will you measure the progress or the accomplishment of this goal? Identify the means by which you will achieve each goal. How will you know when you have reached it? Remember that there are two types of goals: performance goals and outcome goals. Goals can be tracked by a date, specific accomplishment, or other set measurement. Goal Setting Attainable/Action-oriented –What are the actions, skills, attitudes, or abilities needed to reach the goal? Goals should motivate and not overwhelm. If the goal is very large, set step-bystep goals that are more attainable leading up to the main goal. Or you can set a deadline for smaller steps and a separate deadline for the larger goal. Realistic – Choose goals that are possible and achievable. Each goal must be something that you are willing and able to achieve. Goals set too high will discourage you while goals set too low will not challenge and motivate you. Timely – Determine deadlines for each of your goals. Deadlines can be flexible and adjusted as needed but deadlines that specify time limits help keep you focused and moving. With no set timeline, there is no motivation to complete the goal.