Transcript UGC-NET preparation -COMMUNICATION

Dr.V.Bastin Jerome
Asst. Professor of Commerce
St.Joseph’s College,
Tiruchirappalli –2.
This presentation includes…………
COMMUNICATION
• NATURE
• CHARACTERISTICS
• TYPES
• BARRIERS and
• EFFECTIVE CLASS ROOM COMMUNICATION.
PAPER - I MODEL
OLD QP PAPER – I / II / III / IV / V / VI / VII
UGC - NET/Dr.V.Bastin Jerome/Paper I/Communication
This aspect speaks about……..
1. Importance of Communication
2. Persons involved for effective Communication
3. Class room environment
4. Why Communication fails inside the Class room
5. Qualities of a Teacher
6. Qualities of a student
7. Communication methods used in the Class room.
8. Aids for learning and teaching.
9. It speaks about the Communicative media
10.It speaks about listening, listener, benefits of listening
11. Education related media and Communication.
DEFINITION OF COMMUNICATION
• Communication is the process by which
information is transmitted and understood
between two or more people.
• The word itself is derived from the Latin verb
communicare, which means "to share" or "to
make common“. That derivation provides one
half of the English meaning of communication.
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What is Communication?
Define Communication
• Communication is defined as the management of
messages for the purpose of creating meaning.
Meaning
• The process of communication is what allows us
to interact with other people; without it, we would
be unable to share knowledge or experiences with
anything outside of ourselves. Common forms of
communication include speaking, writing,
gestures, touch and broadcasting. Wikipedia definition
UGC - NET/Dr.V.Bastin Jerome/Paper I/Communication
OBJECTIVES OF
COMMUNICATION
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INFORMATION
ORDERS AND INSTRUCTIONS
EDUCATION AND TRAINING
MOTIVATION
RAISING MORALE
PERSUASION
• Poor communication is the source of
interpersonal conflict
• Individuals spend 70% of their working hours
communicating-reading, speaking, listening
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THREE SIMPLE DEFINITIONS
Communication is the sharing of information
Communication is the giving and receiving of messages
Communication is the transfer of information from one
or more people to one or more other people .
COMMUNICATION PROCESS
• Communication is a two way process that operates at the
interpersonal and mass levels. It binds people everywhere
and is the back-bone of our existence.
• The aim of communication in any field is to obtain an
understanding response. At every stage communication plays
an important role in leading the organization towards its
goals.
THE COMMUNICATION PROCESS MODEL
message
source
message
Encoding
message
Channel
Decoding
message
Receiver
Feedback
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What is meant Communication?
Communication is the process by which we
• Give
• Receive or Exchange
• Information with others.
It can involve
• Speaking
• Listening or
• Writing
UGC - NET/Dr.V.Bastin Jerome/Paper I/Communication
The Communication Equation
• What you hear
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Tone of voice
Vocal clarity
Verbal expressiveness
40% of the message
• What you see or feel
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Facial expression
Dress and grooming
Posture
Eye contact
Touch
Gesture
• WORDS …
UGC - NET/Dr.V.Bastin Jerome/Paper I/Communication
50% of the message
10% of the message!
Communication is a 2-way process
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sender
Communication skills involve:
Listening to others (Receiving)
message
Asserting/ Expressing (Sending)
receiver
Barriers to communication can lead to misunderstanding and
confusion
sender
values and attitudes
“generation gap”
language
Cultural differences
noise
hearing
receiver
COMMUNICATION
FUNDAMENTAL
• Directions of communication Downward, upward,
lateral
• Communication
networks
informal
networkgrapevine formal network-chain, wheel, all channel
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COMMUNICATION
EFFECTIVENESS
Criteria
Chain Wheel
Speed
Moderate
Accuracy
High
Emergence of leader Moderate
Member
Moderate
Satisfaction
All channel
Fast
Very fast
Very high
Moderate
High
None
Low
High
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Effective Communication Skills
Eye contact & visible mouth
Some questions
Encouragement
to continue
Body language
Effective
Communication skills
Silence
Smiling face
Summarising
what has been said
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Checking
for understanding
Barriers to Effective Communication
Language
Time
Noise
Other people
Distractions
Barriers to
effective
communication
Put downs
Too many questions
Lack of interest
Distance
Discomfort
with the topic
UGC - NET/Dr.V.Bastin Jerome/Paper I/Communication
Disability
BARRIERS TO EFFECTIVE
COMMUNICATION
A. Noise Barrier
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Poor timing
Inappropriate channel
Improper or inadequate information
Physical distractions
Improper organizational structure
Information overload
Network break down
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BARRIERS TO EFFECTIVE
COMMUNICATION
B. Interpersonal barriers
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Filtering
Semantic barrier
Perceptual barrier
Cultural barrier
Sender credibility
Emotions
Feedback barrier
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GUIDE LINES FOR EFFECTIVE
COMMUNICATION
1. The ideas and messages should be clear,
brief and precise.
2. Sense of timing-timely for action to be
taken.
3. Integrity-communication should pass
through proper channel.
4. Consult with others who are involved in
planning the communication.
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GUIDE LINES FOR EFFECTIVE
COMMUNICATION (Contd...)
5. Be prepared to help the receiver
6. Mode of delivery
7. Use proper follow up
8. Communication should be comprehensive
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ACTIVE LISTENING
1. Make eye contact
2. Exhibit affirmative head nods and appropriate
facial expressions
3. Avoid detracting actions or gestures
4. Ask questions
5. Para phrase
6. Avoid interrupting the speaker
7. Don’t over talk
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THE ELEMENTS OF A COMMUNICATION (MESSAGE) ARE
• The sender , Who is the originator and responsible for the content Skills
• How well the message is assembled and delivered
• The messaging process , The way it is delivered and received
• The messaging environment , The medium by which the message is
communicated
• The audience, Who receives it and how well
• The intent , What is to be achieved by the message, how and when
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Characteristics of Communication
Levels of Communication
Intrapersonal Communication
with in one person
Interpersonal Communication
between two people
Small Group
groups up to 25 people
Large Group
groups of 25 or more
Organizational Communication
within business, administration
Public or Mass
special media directed to a large audience
International
involving cross cultures
Types of Non-verbal Communication
Paralinguistics
variations in pitch, speed, volume and
pauses that convey meaning
Kinesics
physical gesturing such as facial
expression, eye movement and posture
Haptics
the communication of touch
Proxemics
the communication of space and
proximity
Appearance
the alteration of physical appearance
such as clothes, make up & jewelry
Chronemics
the effects of time on communication
Iconics
symbols used to convey meaning
Olfactory
the communication of smell
Strategies for Effective Classroom Communication
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Speak slowly. Your students will have more time to understand what you're
saying and you'll have more time to choose your words. It's fine to be silent for
a few seconds, too; pauses let students catch up.
Look at your students. Eye contact purposefully and strategically.By
maintaining eye contact, you can see if your students are following along as
you speak.
Welcome students' questions on any topic. If your students know that you're
willing to answer questions, they'll help you be clearer by letting you know
when you aren't.
Write a short outline of your presentation on the board in advance (or use
overhead transparency slides or computer-based slides). This helps students
follow along.
Write each key term on the board (or use slides). Also, make particularly
sure that you have the correct pronunciation of the key terms you're teaching
about.
Set clear expectations for student participation in discussion sessions.
Avoid open questions; call on individual students.
Ask good questions. Being open, of course, to follow a productive thread
should it move away from your plan.
Holistic values in the Class rooms ( STUDENTS point of view)
• Students volunteered to answer the teacher's questions.
• Students say their opinions freely in class.
• Students speak only when the teacher calls on them.
• Students tell the teacher in class when they don't understand.
• Students listen quietly when the teacher talks.
• Students listen quietly when classmates talk.
• Students speak loud enough for the whole class to hear.
• Students consult with classmates before answering teacher.
• Students ask teacher for help.
• Students ask for the teacher's opinions in class.
• Students look at the teacher when s/he speaks.
• Students want to sit in the front rows of the room.
Negative Impact
1. Students sleep in class.
2. Students copy answers from others during tests.
3. Doing homework for other classes or homework which should have been
completed for the present class
Holistic values in the Class rooms ( TEACHER point of view)
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The teacher should start with known to unknown questions.
Teacher asks students to express their opinions.
Teacher encourages students to risk making mistakes.
Teacher gives homework.
Teacher asks students to discuss in groups.
Teacher tries to use humor in class.
Teacher looks at the students when talking.
Teachers are easy to talk to students after the class.
UGC - NET/Dr.V.Bastin Jerome/Paper I/Communication
MANAGING GOOD COMMUNICATION
Before communicating in writing or by the spoken word;
• Decide on method of communication to be used.
• Make sure you assemble the relevant information.
• Make sure it will not misinform.
• Make sure you are contacting the correct person.
• Check you are not using repetitive, annoying phrases.
SPEAKING & LISTENING
Various components of effective communication
• General speaking skills.
• Listening to others.
• How to ask questions.
• Using the telephone.
• Message taking
• Giving a talk.
Various components of effective communication
• General speaking skills.
• Keeping it simple
• Being accurate
• Behaving normally
• Managing your appearance
• Managing your voice - Accents - Speed and punch
• Listening to others.
• Be interested in what is being said
• Take notes
• Do not interrupt until the speaker takes pause
• Never fall asleep
• How to ask questions.
• Wait for right time right questions
• Ask one question at a time.
• Put your questions easily understood
• Wait for the answer without interrupting
• If the answer does not satisfy you, ask another question.
Various components of effective communication
• Conversation
• Guidelines for making effective calls
• Always be polite
• Always be brief
• Say who you are
• Speak clearly and slowly
• Repeat difficult words
• Use everyday language.
• Giving a talk
• Good presentation
• Short and Simple
• Preparation
• Arrange it with audio visual effect
• Practice your speech
SELECTING THE RIGHT EQUIPMENT ( you should know)
• The typewriter – keys, importance
• The word processor – usefulness, how it works, advt and disadvat
• Electronic mail – how it works, persons involved, importance etc
• The fax machine – how it works, abbreviation, inventor’s name etc
• Computer messenger – Websites, .com, domainname, IP, EFT, EDI,
History of Computers etc.
COMMUNICATION AND GROUP BEHAVIOUR
Six skills of Communication
1. Telling – one way communication from transmitter to receiver.
2. Asking – to build confidence
3. Listening – Be a good listener.
4. Observing – Watching people’s reaction, looking and feedback
5. Understanding – creating belief
6. Convincing – correctness of his statement.evidences are true
Information acquired must be:• Accurate or correct: The source of information must be
checked, the information itself should be verified.
• Timely: The information (facts, statistics etc) must be the
latest or if not should be up-dated.
• Relevant: Make sure that the information relates to issues
you are dealing with.
• Reliable: Use recognised or standard sources of information
that will be honest and can be depended upon. This will
ensure accuracy.
• Sensible: Illogical and trivial information will not be useful.
UGC - NET/Dr.V.Bastin Jerome/Paper I/Communication
Organizational Communication
Communication in an organisation may be used to
influence, inform, control or inspire. Organisational
communication can be divided into two broad
categories - formal or structured (within the
'systems' established by management) and informal
(as when co-workers chat about company matters).
Both areas are significant and both need to be
'healthy' for the organisation to be healthy.
Formal Communication Channels and Networks
Formal communication channels follow the organisational
structure or hierarchy and flow in four directions:
These four directions in which communication can travel are:
downward; upward; lateral or horizontal; and diagonal.
Downward (1) communication involves communication from
higher to lower levels so that leadership can communicate
goals, strategies or role expectations.
Upward (2) communication flows from lower levels to
higher levels of the organisation, for example, when there is
a need to communicate problems, results or suggestions.
Horizontal (3) communication occurs across the same level
and involves for example, coordination of activities with
peers (teams, committees), dissemination of useful
information from one department to another (for example
sales forecasts from the sales department to production, and
problems such as a problem with product design from the
production department to research and development).
Horizontal communication facilitates the l inking of different
areas of expertise and this may encourage innovation.
Diagonal (4) channels may potentially cause conflict as they
involve communication between the lower level of one
department
to
a
higher
level
in
another.
Formal communication networks also occur within
the hierarchy of the organisation and reflect how
groups of employees, for example those in a
department, work together. Networking or mapping
the flow of communication in an organisation can be
a useful device. This can identify who is
communicating with whom and whether the lines of
communication are effective and efficient, or
whether there is potential for destructive conflict or
tension arising from the communication channels
(for
example,
inappropriate
diagonal
communication).
COMMUNICATION MODELS
Dwyer categorises these into
verbal, nonverbal and graphic
three forms of communication -
four types of communication - intrapersonal, interpersonal, public
and mass.
Berlo's Model ( Different Models of Communication)
• Berlo's focus
communication.
remained
on
the
transmission
model
of
• He introduced more of the human elements, such as the
relationship between the message channel and the five senses
• Effective communication involves both the sender and the
receiver.
• The sender must be as clear as possible and the receiver must
signal understanding or clarification.
Berlo's Model (Models of Communication Continues...)
• The sender must be as clear as possible and the receiver must signal
understanding or clarification.
• It involves both content and relationship elements
Content = message, idea
relationship = emotions, power, status
personal Encoding and decoding are based on a person's
perception of the world.
The Transmission Model
The transmission model is concerned with the transfer of meaning
from the sender to the receiver. Communication is a one way
process.
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The Process Model
The transmission model was subsequently adapted to form the
process models in which people transmit, receive, interpret and
respond to messages with feedback.
The process models have seven main elements:
Sender - Message - Receiver - Feedback - Channel - Context
or setting (environment) - Noise or interference
In the process models, a message is encoded by the sender through a
communication channel, such as voice or body language, and then
decoded by the receiver. The receiver then provides feedback.
The process is influenced by the context of the situation and any
noise or interference.
CHECK YOUR COMMUNICATION ABILITY
Effective Teaching in the Class rooms
CONCLUSION
Poor communication in Class room is a
major source of learning dissatisfaction
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