Communication

“Communication is the intercourse by words, letters or messages”- Fred G. Meyer.

Communication
Giving, receiving or exchanging ideas, information,
signals or messages through appropriate media,
enabling individuals or groups to persuade, to seek
information, to give information or to express
emotions.
2 Main Types of Communication
Verbal Communication Non-Verbal Communication
happens through verbally, vocally happens through signs, symbols,
or through written words which colours, gestures, body language
express or convey the message to or any facial expressions
other.
Subtypes of Communication
▪ Open Communication. Occurs when all parties are able to
express ideas to one another, such as in a conversation or
debate.
▪ Closed Communication. Occurs when only one person is
actively communicating.
▪ Positive Communication. Occurs when all parties involved
feel that they were heard.
Subtypes of Communication
▪ Negative Communication. Occurs when people feel
like they were not heard or feel that they were attacked.
▪ Effective and Ineffective Communication. Occurs
when all parties feel that they have reached a desired
outcome.
Process of
Communication
Components of Communication Process
▪ Context: Communication is influenced by the situation in which it
happens and this may be chronological, cultural, social or physical.
▪ Sender / Encoder: The sender or the encoder is an individual who
conveys the message and to do this he uses certain symbols or signs
(visual aids or graphic or words) in order to send the message and to
receive the needed response.
Components of Communication Process
▪ Recipient / Decoder: A person or a group for whom the message is
meant or intended or expected to be conveyed.
▪ Feedback: It is the main element of communication as it gives
permission to the sender to evaluate the effectiveness of the message.
This aids the sender in being able to approve the proper understanding
by the decoder.
Types of Communication
Models
Aristotle’s Communication Model
He proposed a model before 300 B.C who found the importance of
audience role in communication chain in his communication model. This
model is more focused on public speaking than interpersonal
communication.
Laswell’s Communication Model
Harold Dwight Laswell, the American political scientist states
that a convenient way to describe an act of communication is to
answer the following questions
▪ Who
▪ Says What
▪ In Which Channel
▪ To Whom
▪ With what effect?
According to Laswell there are three functions for
communication:
1. Surveillance of the environment
2. Correlation of components of society
3. Cultural transmission between generation
Shannon and Weaver Communication Model
In 1948, Shannon was an American mathematician, Electronic engineer
and Weaver was an American scientist, both of them join together to
write an article in ― “Bell System Technical Journal” called ― “A
Mathematical Theory of Communication” and also called as ―
“Shannon-Weaver model of communication.”

This model is specially designed to develop the effective communication

between sender and receiver. Also they find factors which affecting the
communication process called ― “Noise.”
Sender
The originator of message or the
information source selects desire
message.

Encoder
The transmitter which converts the
message into signals.
Decoder
The reception place of the signal
which converts signals into Noise
message.
Distracts in the channel during
the transmission process which
Receiver affect the communication flow.
The destination of the message
from sender.
Osgood- Schramm Communication Model
It is a Circular Model, so that communication is something circular in
nature.
Encoder
Who does encoding or Sends the
message Interpreter
Person trying to understand
(analyses, perceive) or interpret
Decoder
Who receives the message
Semantic noise
It occurs when sender and receiver
apply different meaning to the
same message.
Advantages of Osgood- Schramm model of
communication
1. Dynamic model- Shows how a situation can change
2. It shows why redundancy is an essential part
3. There is no separate sender and receiver, sender
and receiver is the same person
4. Assume communication to be circular in nature
5. Feedback – central feature.
Disadvantage of Osgood- Schramm model of
communication
1. This model does not talk about semantic noise and
it assume the moment of encoding and decoding.
Riley and Riley Communication Model
John W. and Matilda White Riley, the husband and wife team of
sociologists, developed a model to illustrate the sociological implications
in communication.

The basis for their ideas lies in the work of Aristotle and Laswell, and
point out the importance of the sociological view in communication in
another way.
The model indicates that the Communicator (C) sends a
message with agreement to the expectations of the
groups and other people in the larger social system.
The receiver (R) receives the feedback based on the
communicator’s message from its primary social
groups. Then send that feedback to communicator (C)
to rectify any issues or problems.
Importance of the Model
1. The model clearly illustrates that communication is
a two-way proposition.
2. Communicator and recipient are interdependent and
interrelated by feedback mechanisms.
3. Communicator and receiver are part of a larger
social context (be it family, community, or work
place); and are not acting in isolation.
Berlo’s S-M-C-R Communication Model
In 1960, David Berlo postulated Berlo's Sender-Message-Channel-
Receiver (SMCR) Model of Communication from Shannon Weaver's
Model of Communication (1949).
He described factors affecting the individual components in the
communication making the communication more efficient.
This model also focuses on encoding and decoding which happens
before the sender sends the message and before the receiver receives
the message respectively.
Berlo‘s model lives a number of factors under
each of the elements:
1. Source: The source is where the message originates.
• Communication skills. It is the individual‘s skill to
communicate (ability to read, write, speak, listen
etc…)
• Attitudes. The attitude towards the audience,
subject and towards one self for e.g. for the
student the attitude is to learn more and for
teachers wants to help teach.
Berlo‘s model lives a number of factors under
each of the elements:
• Knowledge. The knowledge about the subject one is
going to communicate for e.g. whatever the teacher
communicates in the class about the subject so having
knowledge in what you are communicating.
• Social system. The Social system includes the various
aspects in society like values, beliefs, culture, religion
and general understanding of society. It is where the
communication takes place.
• Culture. Culture of the particular society also comes
under social system.
Berlo‘s model lives a number of factors under
each of the elements:
2. Message: Message is the information, views of thoughts
to be sent by the source.
• Content. The beginning to the end of a message
comprises its content for e.g. from beginning to
end whatever the class teacher speaks in the
class is the content of the message.
• Elements. It includes various things like language,
gestures, body language etc., so these are all the
elements of the particular message.
Berlo‘s model lives a number of factors under
each of the elements:
• Treatment. It refers to the packing of the message. The
way in which the message is conveyed or the way in
which the message is passed on or deliver it.
• Structure. The structure of the message how it is
arranged, the way you structure the message into
various parts.
• Code. The code of the message means how it is sent in
what form it could be e.g. language, body language,
gestures, music and even culture is a code.
Berlo‘s model lives a number of factors under
each of the elements:
3. Channel: The medium through which the message will
be transmitted.
4. Receiver: Audience of the message.
Contemporary Communication Model
The modern day style of communication features developed primarily
from the early work associated with Shannon, Weaver and Schramm.
These experts have been related to expounding on the process of
communication in a way that may be useful in most situations.
Linear Communication Model
A sender encodes a massage via channel and the message is decoded
by the receiver. It is a straight-line communication found typically in mass
communication wherein there is no means of immediate feedback.
Interactive Communication Model
After a message is encoded by the sender and sent to the decoding
receiver, there will be a reversible roles wherein the receiver encodes
and sends a response to the original sender who turns out to be the
receiver already. It now allows for an immediate response.
Transactional Communication Model
Receiver and sender can play the same roles simultaneously, as
sometimes happens, as messages can be sent back and forth
simultaneously.
Importance of Communication
1. Communication promotes motivation.
2. Communication is a source of information.
3. Communication also plays a crucial role in altering individual’s
attitudes.
4. Communication also helps in socializing.
5. Communication also assists in controlling process.
Communication
Behaviours for Effective
Group Work
Listening
Hear and make sense of what your colleagues are
saying.
Making Clarifying Statements
Offer an explanation of a concept or issue the
group is trying to understand.
Deliberating and Discussing
Respond to other people, don’t simply push your
agenda regardless of what anyone says.
Engage them by agreeing and extending what they
say or by respectfully disagreeing with it and
offering reasons.
Keeping the Discussion on the Task
If the conversation drifts, bring the group back onto
the task.
Eliciting Viewpoints from Others
Ask people who haven’t spoken what they think
about an issue.
Offering Feedback
Give a colleague constructive comments on a
project they did.
Mediating Conflicts
If there are disagreements and conflicts, try to find
middle ground that satisfies everyone.
Essentials of
Communication in
Developing Trust and
Cooperation
Group Communication
A group is most effective when all members contribute.
As we interact, question, disagree with, and support decisions in a
positive way, we build confidence in one another and promote overall
group success (Limas, 2003).
For group communication to be effective, communication should be
kept simple. Give the most important information first. Then, more
information can be provided as individuals learn and understand.
During a meeting, effective communication
occurs as you:
1. Restate group goals when a new member joins the group
for the first time.
2. Restate the purpose of a project as often as needed to help
people focus on what is important.
3. Refresh people's memories, or refocus attention,
periodically during a meeting.
4. Encourage the exchange of ideas and open dialogue.
5. Encourage creativity.
Complex information should be:
1. Given in a step-by-step, logical order.
2. Presented to the group in multiple ways: (ex., verbal and
print).
3. Checked for understanding by asking, “Would someone
volunteer to share their interpretation of this information?”
Additional ways to ensure effective
communication, happens when:
1. Get-acquainted activities are conducted early in a meeting
to help establish a positive, cooperative group climate.
2. Group members listen and pay attention to one another.
3. One topic is discussed at a time.
4. Members work through conflict rather than avoiding it.
5. Everyone has a chance to state his/her views.
6. Decisions are clearly stated so all members understand.
7. Regular feedback helps the group to stay focused on goals.
Active Listening
Multistep process of mindfully hearing and attempting to comprehend
the meaning of words spoken by another person in a conversation or
speech (McNaughton, Hamlin, McCarthy, Head-Reeves, and
Schreiner, 2008).
In group settings, the goal has been to develop a clear understanding
of the speaker’s concern and also to clearly communicate the
listener’s interest in the speaker’s message.
Techniques to develop active listening skills:
1. Acknowledging what you're hearing.
Ex: "I see . . . Hmmmm" (nodding)
2. Asking for more information.
Ex: "That sounds interesting. Tell us more. .“
3. Paraphrasing. Restating a text, passage or work giving the
meaning in another form.
Ex: "So, do I hear you saying that although the plans
aren't finished, we should start marketing the workshop,
while the committee works on the details?"
Techniques to develop active listening skills:
4. Sharing Information.
Ex: "I have some names of people in my office that could
help us with this problem. I will send those to you before
we make the final decision."
5. Checking feelings.
Ex: "It seems like you're frustrated. Tell us what concerns
you about this situation."
Techniques to develop active listening skills:
6. Reporting feelings.
Ex: "It's been a long day. I'm not productive anymore. I'd
like to think about this and get back together on
Wednesday."
7. Offering or requesting more options.
Ex: "We've listed some good ideas. Can we expand any
of those ideas now?"
Body Language
Body language can tell us if listeners are interested, bored, confused,
and if they are in agreement or disagreement.
Barriers that May Exist in
a Group Communication
Physical Barriers
If the members of a team are geographically a long distance apart,
then communication can be adversely affected. One of the most
effective forms of communication is talking face-to-face, and not being
able to do this can provide a barrier to effective communication.
Cultural Barriers
If a team is global and has members from different companies, a
language barrier can affect team communication by presenting
difficulties with understanding and conveying information.
Perceptual Barriers
The way you perceive instruction from your colleagues and superiors
can affect group communication thus, perceiving something builds
meaning to others.
Emotional Barriers
Communication in any team must be open and honest, and if a team
member feels that he cannot trust one of his colleagues, then he may
withhold information, or be reluctant to share it. So, any problems that
may arise to the team must be resolved as quickly as possible.
Encoding Barriers
Encoding is the process of selecting and organizing symbols to
represent a message requires skill and knowledge.
Encoding Barriers:
1. Lack of Sensitivity to Receiver. A breakdown in
communication (e.g. recognizing receiver's needs, status,
knowledge of the subject and language skills that assists
the sender for successful message) may result into
miscommunication when message is not adapted to its
receiver.
2. Lack of Basic Communication Skills. The receiver is less
likely to understand the message if the sender has trouble
in choosing the precise words needed and arranging those
words in a grammatically-correct sentence.
Encoding Barriers:
3. Insufficient Knowledge of the Subject. If the sender lacks
specific information about something, then the receiver will
likely receive an unclear or mixed message.
4. Information Overload. If you receive a message with too
much information, you may tend to put up a barrier because
the amount of information is coming is fast that you may
have difficulty it interpret the information comfortably.
Encoding Barriers:
5. Emotional Interference. An emotional individual may not
be able it communicate well, the person may be too
preoccupied with emotions to receive the intended
message.
Transmitting Barriers
Things that get in the way of message transmission are sometimes
called noise.
Transmitting Barriers:
1. Physical Distractions. The receiver may not be able to
concentrate on the message because of the physical
appearance of the letter (in terms of written messages) or
bad cellular phone line or a noisy environment and these
could destroy communication.
2. Conflicting Messages. Messages that cause conflict in
perception for the receiver may result in incomplete or
improper communication.
Transmitting Barriers:
3. Channel Barriers. If the sender chooses an inappropriate
channel of communication, communication may cease.
4. Long Communication Chain. The longer the
communication chain, the greater the chance for error. If a
message is passed through too many receivers, the
message often becomes distorted.
Decoding Barriers
1. Lack of Interest. If a message reaches a reader who is not even
interested in the message, the reader may read the message
hurriedly or carelessly which results to miscommunication in both
cases.
2. Lack of Knowledge. If the receiver is unable to understand a
message filled with technical information, communication will
break down.
Decoding Barriers
3. Lack of Communication Skills. Those who have weak reading
and listening skills make ineffective receivers. On the other hand,
those who have a good professional vocabulary and who
concentrate on listening, have less trouble hearing and
interpreting good communication
4. Emotional Distractions. If emotions interfere with the creation
and transmission of a message, they can also disrupt reception
Decoding Barriers
5. Physical Distractions. If a receiver of a communication works in
an area with bright lights, glare on computer screens, loud noises,
excessively hot or cold work spaces or physical ailments, receiver
will probably experience communication breakdowns on a regular
basis.
Responding Barriers
If feedback is unsuccessful, communication cycle may break down.
1. No Provision for Feedback. If a team leader does not permit any
interruptions nor questions while discussing projects, he may find
that team members may not completely understand what they are
to do.
2. Inadequate Feedback. Delayed or judgmental feedback can
interfere with a good communication.
“Applause is the only appreciated
interruption.”
-Arnold Glasgow