Transcript RevCommProcessPP2014

THE COMMUNICATION
PROCESS***(updated)
An overview
File: RevCommProcessPP2014.ppt
DEFINITIONS
• Communication-gaining mutual
understanding between the sender and
receiver. (s).
TYPES OF COMMUNICATION
Non-verbal—unspoken—usually body language (folded
arms, frowning, rolling your eyes)
Interpersonal----communication between two people
Intrapersonal –what you say to yourself (spoken or
unspoken) Ex. Shopping alone
Dyadic—communication between two persons
COMMUNICATION PROCESS
(Linear Model)
• Message—Information being transmitted
• Interference (or noise) in channel-anything that hinders
message from being received
• Channel-means by which the message is communicated
• Listener (Receiver)-individual the message is intended for
• Sender-individual who is conveying the message
• Encoder - puts thoughts into symbols and gestures
• Decoder- makes sense of the message
DEFINITIONS
Noise in
Channel
Channel
•
Interference-Same as noise in channel(something that blocks the communication
process)
•
Listener:Person message is intended for.
When the listener fails to “get” the message,
there is no communication. Similarly, if
there is no listener, communication does not
take place.
•
Channel-means by which message is
communicate (by voice( through the airways,
and atmosphere) telephones (including cell
phones), radio/TV.
•
Sender—Individual conveying the message
Listener
Sender
Examples of Noise in Channel
• Someone interrupts you as you are speaking
• Someone walks in door as you are
delivering a speech
• Someone whispers to another student or
talks during your speech
• A fellow student purposely distracts you
during your speech
OTHER EXAMPLES OF
NOISE IN CHANNEL
• Radio station loses the signal
• Cell phone runs out of power or you lose the signal
• Cable wires buried underground accidentally cut during
construction
• Cable goes “out” and message cannot be delivered
• Noise can also be called INTERFERENCE
LISTENING-a vital part of the
Communication Process
• Five part process:
receiving/understanding/remembering
/evaluating/responding
• ACTIVE LISTENING-- Sending back to the speaker
what you THINK they meant.
Two parts to this:
• Content: You understand the message the sender is trying to
convey
• Feeling: You understand the underlying feelings of the speaker
(about the message conveyed)
ACTIVE LISTENING
Definition: Sending back to the speaker what you, as the
listener, think the speaker MEANT, both in content and
feeling
THREE WAYS TO ACTIVELY LISTEN
 Paraphrase the speaker’s thoughts
 Express understanding of the speaker’s feelings
 Ask relevant questions (if you are informed on subject)
PLEASE NOTE: IF THE LISTENER DOE NOT GET THE MESSAGE, THERE IS
NO COMMUNICATION. The process has failed.
EXAMPLE-ACTIVE LISTENING
Scenario: group of students discussing project
after class
SPEAKER: That “witch “ of a teacher
gave me a lousy C on the paper I wrote. I
really worked hard on that and I got a lousy
C.
Listener 1: That not too bad; most of the
students go the same grade. I got a C too.
Listener 2: SO what? This is your last
semester high school. What cares about
grades anyway?
Listener 3: You should be pleased with a
C. Matt and Michael both failed and John
and Jimmy both got D’s.
Listener 4: You got a C on that paper you
were working on for the last three weeks.
You really sound angry and hurt.
Analysis of student scenario
• TO SUMMARIZE: All four listeners tried to
make the speaker feel better
• L-1 and L-2 both tried to lessen getting a C. This was an inappropriate
response. May be well-intended by does little to promote meaningful
communication and understanding.
• L-3 makes the C grade take on a more positive meaning
• NOTE: All three of these listeners are REALLY SAYING that the
speaker should not be feeling as he/she does.
• L-4 was the only one who practiced active listening. Sent back to the
speaker what he said and how he felt (Content and Feeling)
Linear Model goes out; Is replaced by
Transactional Model
• At certain point, communication researchers
decided the linear model was
incomplete…it was all about what the
sender DOES to the receiver and
• It lacked back and forth interchange
• It was replaced by the Transactional Model
Transactional Model
• Words sender and receiver replaced by
“Communicator”
• This was to represent fact that
communicators often send messages
simultaneously rather than back and forth at
same time (as shown in linear model)
• SEE EXAMPLE ON NEXT SLIDE
»
RevCommProcessPP2014.ppt
Sample of Transactional Model in use
• Your roommate wants to have a conversation about how to
handle chores
• Communicator #1 “I want to talk to you about choresespecially about sharing duties to clean the kitchen”
• Communicator #2-Grimaces and clenches his jaw (nonverbal response)
• Your reaction leads your roommate to respond defensively,
saying “Now you wait a minute…”
• Channels have a significant role in this model and play a
significant part in getting the message across.
More examples of differences in
models (cont.)
• Two examples
• To say “I love you,” you can use the channel of the
AIRWAYS (face-to-face person) or by sending a text
message or letter, by sending flowers and a card or in a
voice mail. Choice of channel use affects effectiveness of
message
• A study of over 1,000 cell phone users, 45% ended a
romantic relationships by text message (response might
be—”great, she didn’t even had the guts to tell me to my
face”)
Noise-difference in teach model
• Linear model focuses on external noise (door slamming as
you speak)
• Transactional model shows that noise can be internal
(within the communicator)
• Types are 1) Physiological—involves biological factorsstudent has the flu and feels so poorly that they cannot
think clearly enough to “get the message”
• 2) Psychological-Affects a person’s inability to receive the
message. Ex. Student might become so upset about
learning she failed a test that she “blocks out” the
instructor’s message (who wants to show her where she
went wrong.
The Johari Window
Knowing more about yourself and
others
Definition of…
• The Johari Window is a communication
model that can be used to improve
understanding between individuals.
• Developed by Joseph Luft and Harry
Ingham (the word “Johari” comes from
Joseph Luft and Harry Ingham).
Two key ideas behind the tool:
• Individuals can build trust between
themselves by disclosing information about
themselves.
• They can learn about themselves and come
to terms with personal issues with the help
of feedback from others.
More information on Johari
Model

Using the Johari model, each person is
represented by their own four-quadrant, or
four-pane, window.
•
Each of these contains and represents
personal information - feelings, motivation about the person, and shows whether the
information is known or not known by
themselves or other people.
The four quadrants are:
• Quadrant 1: Open Area
• What is known by the person about him/herself and is also
known by others.
• Your eye color
• Your major
• Your hometown
• What’s on your FACEBOOK page
• Your favorite food/video game/movie
• Quadrant 2: Blind Area (or “Blind Spot”)
• What is unknown by the person about him/herself but which others know.
• This can be simple information, or can involve deep issues (for example,
feelings of inadequacy, incompetence, unworthiness, rejection) which are
difficult for individuals to face directly, and yet can be seen by others.
EXAMPLE
• Boyfriend was cheating on girlfriend-they were both in my Speech class in
the same quarter. Everyone in class seemed to know but the girlfriend.
• Quadrant 3: Hidden or Avoided Area
• What the person knows about him/herself that others do
not.
Most SELF DISCLOSURE comes from this area
Example: A person is HIV positive but he has not shared this information
with anyone.
• Quadrant 4: Unknown Area
• What is unknown by the person about himself/herself and is
also unknown by others.
EXAMPLES:
• An individual with cancer has no idea that she has cancer and neither
does her physician (it has not been diagnosed yet)
• An individual has a very interesting dream. Wakes up and forgets it
immediately. She has no idea what the dream was and no one else does
either.
Key Points:
• In most cases, the aim in groups should be to INCREASE the Open Area
for every person.
• Working in the Open Area usually allows for enhanced individual and team
effectiveness/ productivity.
• The Open Area is the ‘space’ where good communications and cooperation
occur, free from confusion, conflict and misunderstanding.
• Self-disclosure is the process by which people expand the Open Area.
• By encouraging healthy self-disclosure, you can build a stronger and more
effective team.
JOHARI WINDOW DIAGRAM
GOES HERE
WHY UNDERSTANDING JOHARI
MODEL IS IMPORTANT
•Helps one understand the dynamics of teamwork.
•TWO QUADRANTS ARE INVOLVED—Open and Hidden
•Larger OPEN area (for healthy team) is what you strive for.
•Why? Because then cooperating among team members can occur.
•If too many team members fall into the HIDDEN quadrant, good
cooperation among team members is impossible.
•.
Johari Model & Self-Disclosure
• SELF DISCLOSURE-Definition: A type of
communication when you reveal information
about yourself.
• Term most often refers to information that is normally part of your
“HIDDEN SELF” (no one knows about it but you)
• Sometimes it is HEALTHY---unimportant information that you could
not be judged by
• Sometimes it is UNHEALTHY—private information that you disclose
(that should remain private) because this information about yourself
could be used against you.
• (SEE SAMPLES ON NEXT SLIDE)
ALL ABOUT SELFDISCLOSURE
Be careful, the information you
disclose to strangers might come back
to “bite you”
Dangers of Self-Disclosure
• GOSSIP—this is a school of 2200 students.
• SELF-DISCLOSURE HEARD BY ALL
STUDENTS IN SPEECH CLASS THAT DAY:
• During a speech, a male student discloses that he is a polygamist (five
students in this Speech classes are in his other classes)
• A female student used her speech of self-introduction to announce that
she was lesbian and turned to a number of guys sitting at the back of
the room and says “Sorry guys, I’m not available.”
• A female student stands to introduce herself and announces that she is
an exotic dancer…before closing she gives them her stage name
“RUBY RED” and invites them a free cover charge to visit a certain
club on Richmond where she dances on Friday nights.
More examples
Statements announced or overheard in Speech Class.
•
•
•
•
On day of knife skills test, a Culinary student in same speech class as girl at next table
whispers to his friend next to him and says , “ See that girl taking the test, she told a
story in speech class about how she came close to taking her boyfriend’s life with a
knife much like she has in her hand.”
Culinary student discloses to his team members that he is at AIH studying culinary arts
because a restaurant is about the only place which hires convicted felons.
An older male student in culinary, during a speech of self-introduction, stands up and
states, “the story of my life is not very interesting because I have been incarcerated most
of my life.”
While making brioche dough on a given day in Culinary, a female student shares with
her team that she has been sexually abused by her Mother’s second husband and her
maternal Grandfather.