Business Communication Communication Concepts. Communication Process Model Communication process...

Business Communication

Communication Concepts

Communication Process Model

Communication process model breaks down communication into parts

Receiver/ Sender

Sender/ Receiver

Message

Feedback

Encodes Decodes

EncodesDecodes

Shannon-Weaver Model


Sender: originates a communication message

Receiver: destination of the communication

Encoding: sender changes thoughts into symbols

Decoding: receiver assigns meaning to symbols


Message: idea, thought, feeling or opinion to be communicated (clear or unclear)

Channel: medium through which the message travels from sender to receiver

Feedback: receiver’s response to the message/indicates the message is seen, heard and understood


1. Sender (Encoder) Initiates the communication If both good and bad news will be

given, the good news should be given first

If both a simple and a complex message will be given, the simple one should be given first


2. Message Verbal (part of the message that is

heard) and nonverbal (body language and the surrounding environment)


3. Channel Means used to convey the message

– Oral communication channels– Written communication channels

Communication Process / Channel

Types of channels within an organisation

a. Downward Channels: passing information from superior to subordinate to;

• give job instructions• bring about understanding of the job• provide information about procedures• provide feedback about performances of subordinates

LOSS OF INFORMATIONLOSS OF INFORMATION

Loss of information between 6 hierarchical levels

Level Percentage of information received

Board

Vice presidents 63

General supervisors 56

Plant managers 40

General foremen 30

Workers 20


b. Upward Channels: provides subordinates to convey information to their superiors to;

• gain feedback and learn about problems that affect efficiency,

• evaluate employee attitudes and perceptions

SUBORDINATES FEEL THEIR SUBORDINATES FEEL THEIR SUPERIORS ARE NOT THAT OPEN ANDSUPERIORS ARE NOT THAT OPEN AND

ENCOURAGINGENCOURAGING


c. Lateral Channels: conveying information between individuals and units on the same hierarchical level for;

• the coordination of tasks• sharing of information,• problem solving• conflict resolution

This type of communication is persuasive and suggestive rather than directive or authoritative


d. Informal Channels: grapevine

Single-strand: Each person recieves information from one person and passes it on to one more

Gossip: one individual passesthe news to all others

BB

CC

AA

messagemessage

messagemessage messagemessage

AA

BB CC DD


d. Informal Channels:

Probability: Information is passed on randomly

Cluster: Channel members selectively choose their informal communication links

COMMUNICATION BARRIERS IF THEY COMMUNICATION BARRIERS IF THEY CARRY RUMOR, GOSSIP, INACCURATE CARRY RUMOR, GOSSIP, INACCURATE

INFORMATIONINFORMATION

Communication Principles

Communication occurs within a context (when, where, why and with whom)– Chronological context: time a which

communication occurs

– Physical context: location or setting of your communication

Communication Principles

– Functional context: purpose of the communicationPractical: job, apartment, health and safetySocial: establish connections, building tiesDecision-making: how to dress for the weather,

where to live– Relational context: person(s) with whom you

communicate and your relationship– Cultural context: race, ethnicity, gender, age, sexual

preference, disabilities, etc.

Barriers to Communication / Problems caused by the sender

The amount of information the individual has about the subject of the message

Not much information Too much knowledge Indecission regarding how to present the

information Lack of familiarity with the audience Lack of experience in speaking or writing

Barriers to Communication / Problems in reception

The surrounding environmentReceiver’s physical conditionReceiver’s failure to pay attention to the

message– Simultaneous receipt of two or more

messages– Receiver is bored

Barriers to Communication / Problems in receiver comprehension

Receiver may not understand some of the words used

Personal interestsEmotional responses


Perception

A Perception Model

Selective attention– We are bombarded by so many messages– Impossible to pay attention to them all– You make decisions to pay attention to some

more than others– We pay attention to message that are:

Thrust at us (ex. Loud noises, dazzling colors, pungent smells)

Interesting to usRelated to us specifically (ex. Name)

Perception Check

Describe the behaviour you have noticed Name at least two interpretations of the

other’s behaviour Request for clarification about how to

interpret behaviour


Effective Listening

Process of Listening

Signal Attending Interpreting

Evaluating Responding

Remembering

Introduction

WRONG!!!WRONG!!!Listening is easyListening comes naturallyHearing and listening are the same

Listening Response Modes

Directing / Judgemental Advising / Solving / Evaluating Interpreting Supportive / Smoothing Questioning / Probing Empathic / active


Judging: Values as good or bad, right or wrong. Passes judgement (that was stupid, only a fool would..)

Advising, solving: Shares solution, offers advice (why don’t you, if i were you..)


Interpreting: Explains reasons for feelings or behaviours. Teach the sender about the cause of his/her concern. Explain why stg happens or states a cause for action and feelings by adding information not stated in the original problem. (you may feel that way because, she probably did that because,)


Supporting: Reassures, pacifies. Reduces intensity of feelings. Can be false or genuine (everybody has bad days. No you didn’t gain weight. I’m sure things will be better..)

Questioning: Gains more information, clarifies meaning. Selects open or closed. (when did that happen, what did you do then?)


Paraphrasing: Summarizes, restates or reflects. Restating in your own words what you think the speaker meant( “So what you are saying is…” “You mean you’re feeling…)

Using Response Styles

80% of your feedback will use 1 of 5 styles Advising / Solving / Evaluating

– Doesn’t help unless sender asks for advice

Interpreting– Works best when your intention is to offer insight into

the problem’s causes

Supporting– Works best when the sender has determined the

problem and needs encouragement


Nonverbal Communication

Proxemics – the study of the use of space to communicate

Personal space– Intimate – 0 to 18 inches– Personal – 18 inches to 4 feet– Social – 4 to 12 feet– Public – 12 feet and beyond

Proxemics:Teritories and Zones


Conflict Resolution

Conflict Management Styles

Avoiders– See conflict as hopeless and useless– Are impersonal or distant– Remove self mentally or physically– Lack commitment to finding solutions (time, energy,

confidence or skills)– Be an Avoider: to buy time, to defuse strong emotions,

if the conflict isn’t worth it


Accommodators– Believe conflict is destructive– Overvalue maintaining relationships – Undervalue own needs– Don’t make waves – Want peace at any price– Be an Accommodator: when the issue isn’t that

important to you or when conceding is easier


Forcers– Believe winning is the only thing– Love challenge and achievement– Express anger when others don’t agree– Are willing to sacrifice others who don’t agree– Typically use emotional appeals, strong deliveries and

persistence– Be a Forcer: when decisions have to be made quickly,

crisis


Compromisers– Believe half is better than none– Want each side to gain something– Use voting or bargaining to decide– Avoid the real issues – Typically use maneuvering, negotiating and trading– Be a Compromiser: disagreement isn’t vital


Collaborators– Believe both parties can meet their needs– See conflict as a natural way to meet needs– Want to hear the needs of others– View the other as equal in conflict – Be a Collaborator: when there is time, if both parties

are willing to work together


Emotional Intelligence

IQ vs EQ

IQ EQGets you through school Gets you through life

Comes by genes, can not be developed

Can be developed

Measurable Hard to measure

Wonders ‘what’ Wonders ‘how & why’

Appeals to reason Appeals to emotions

Components of EQ

Self-Self-awareness: recognizing a feeling as it happens, knowing your strengths & weaknesses

Self- regulation: Handling your emotions rather than letting the emotions handle you.

Motivation: Channeling emotions to reach a goal; better when comes from inner self; don’t stop when faced with setbacks and frustrations.

Abilities involved in EQ con’t..

Empathy: Sensitivity to others’ feelings and concerns and taking their perspective; compassion; appreciating the differences in how people feel about things.

Social Skills: Ability to accurately read social situations and interact smoothly with others.

Business Communication Communication Concepts. Communication Process Model Communication process...

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