Communication
Communication :-
The word itself is derived from the Latin verb
communicare, which means "to share" or "to
make common”.
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 is the process by which two or
more people exchange ideas, facts, feelings, or
impressions in ways that each gains a common
understanding of the meaning, intent, and use of
messages.
The term "communication" stems from the Latin
word "communism" - meaning common. Thus,
communication is a conscious attempt to share
information, ideas, attitudes, and the like with
others.
According to Rogers and Shoemaker (1971),
communication is the process by which
messages are transferred from a source to a
receiver. Ban and Hawkins (1988) defined
communication as the process of sending and
receiving messages through channels which
establish common meaning between a source
and a receiver (In Roy, 1:39).
Seven elements of communication
Thought
Sender can be writer, speaker, and encoder
Coding
Message
Decoding
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Receiver- reader, listener, perceiver, and
decoder
Medium/mode - memo, report, letter, interview,
speech, telephone conversation, gesture, tone of
voice, physical movement, picture, and chart.
Modes of communication:
Oral, written, communication in person or
communications at a distance by means of radio,
telephone, television, telegraph, Audio, Video,
Text, Internet, Non-verbal, gestures.
Barriers to effective human communication
Barriers to effective communication can retard
or distort the message and intention of the
message being conveyed which may result in
failure of the communication process or an
effect that is undesirable. These include filtering,
selective perception, information overload,
emotions, language, silence, communication
apprehension, gender differences and political
correctness
This also includes a lack of expressing
"knowledge-appropriate" communication, which
occurs when a person uses ambiguous or
complex legal words, medical jargon, or
descriptions of a situation or environment that is
not understood by the recipient.
Process Barriers
Every step in the communication process is
necessary for effective and good
communication.. Blocked steps become barriers.
Consider the following situations:
• Sender barrier. A new administrator with an
innovative idea fails to speak up at a meeting,
chaired by the superintendent, for fear of
criticism.
• Encoding barrier. A Spanish-speaking staff
member cannot get an English-speaking
 Communication
administrator to understand a grievance about
working conditions.
• Medium barrier. A very upset staff member
sends an emotionally charged letter to the leader
instead of transmitting her feelings face-to-face.
• Decoding barrier. An older principal is not
sure what a young department head means when
he refers to a teacher as "spaced out."
• Receiver barrier. A school administrator who
is preoccupied with the preparation of the annual
budget asks a staff member to repeat a
statement, because she was not listening
attentively to the conversation.
• Feedback barrier. During a meeting, the
failure of school administrators to ask any
questions causes the superintendent to wonder if
any real understanding has taken place.
Because communication is a complex, give-and-
take process, breakdowns anywhere in the cycle
can block the transfer of understanding.
Physical barriers: Physical barriers are often
due to the nature of the environment. An
example of this is the natural barrier which
exists if staff are located in different buildings or
on different sites. Likewise, poor or outdated
equipment, particularly the failure of
management to introduce new technology, may
also cause problems. Staff shortages are another
factor which frequently causes communication
difficulties for an organization.
System design: System design faults refer to
problems with the structures or systems in place
in an organization. Examples might include an
organizational structure which is unclear and
therefore makes it confusing to know whom to
communicate with. Other examples could be
inefficient or inappropriate information systems,
a lack of supervision or training, and a lack of
clarity in roles and responsibilities which can
lead to staff being uncertain about what is
expected of them.
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Attitudinal barriers: Attitudinal barriers come
about as a result of problems with staff in an
organization. These may be brought about, for
example, by such factors as poor management,
lack of consultation with employees, personality
conflicts which can result in people delaying or
refusing to communicate, the personal attitudes
of individual employees which may be due to
lack of motivation or dissatisfaction at work,
brought about by insufficient training to enable
them to carry out particular tasks, or simply
resistance to change due to entrenched attitudes
and ideas.
Ambiguity of words/phrases: Words sounding
the same but having different meaning can
convey a different meaning altogether. Hence
the communicator must ensure that the receiver
receives the same meaning. It is better if such
words are avoided by using alternatives
whenever possible.
Individual linguistic ability: The use of jargon,
difficult or inappropriate words in
communication can prevent the recipients from
understanding the message. Poorly explained or
misunderstood messages can also result in
confusion. However, research in communication
has shown that confusion can lend legitimacy to
research when persuasion fails.
Physiological barriers: These may result from
individuals' personal discomfort, caused—for
example—by ill health, poor eyesight or hearing
difficulties.
Cultural differences: Cultural differences
affects communication between people from
different departments in the organisation. It
occurs frequently between people who have
experienced different social and religious
environments. For example: words, colours and
symbols have different meanings in different
cultures. In most parts of the world, nodding
yourhead means agreement, shaking your head
means no, except in some parts of the world.
 Communication
Nature &Characteristics: Planning and decision
making

(i) A two-way traffic It is a two-way traffic – Implementation of

plans
upward and downward. Messages, directives,
Motivation and
opinions are communicated downward. morale
Likewise grievances, complaints, opinions,
Human relations
feelings, are communicated upward along the
line. Training and
development

(ii) Continuous Process It is continuous process. Coordination

It is repeated to achieve the desired results. It is
not a one-time shot. Public relations

(iii) A short-lived process: It is complete as soon Functions of communication

as the message is received and understood by the
receiver in the right perspective.  Information function

(iv) Needs proper understanding: There may be  Command Function

numerous media of communication but the main
purpose of conveying the message is a proper  Influence/ Persuasive Function
understanding of the message by the other party.
For this purpose, it should be clearly and  Integrative Function
concisely worded.
Basic aspects of communication are
(v) Leads achievement of the organizational
objective: Effective communication does this by 1.Writing 2. Speaking 3.Listening 4.
creating the sense of object orientation in the Interpersonal
organization.
These are guided by the channels of
(vi) Dispels misunderstanding: It provides clear communication, which guide the message/
understanding between persons and thus builds a information from source/ sender to receiver or
end user
bridge of camaraderie among people.

The objectives of the communication within Principles of Effective Communication

the organization are
1. Completeness 2. Conciseness 3.Consideration
 Meeting organizational goals. 4.Courtesy 5.Correctness 6. Coordination

 Satisfying professional responsibilities. Effective classroom communication:-

 Fulfilling personal roles  Guides toward effective communication:

• Clarify the messages.

Importance of Communication:
• Use familiar symbols.

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S.Balamurali, MBA , UGC-NET,
Mobile: 9080172288. Email : muralitvmalai2000@gmail.com
 Communication
• Plan your communication. Eight C’s for effective communication are

• Consider receiver’s needs and •Contents of the Subject

interests.
•Clarity in teaching or communication
• Good selection of means.
•Capability of the person who communicates
• Give required feedback.
•Credibility of a communicator
• Insure good environment.
•Channels of communication
• Good listening.( 9 guides ).
•Creativity in communication
 Stop talking.
•Consistency in terms of teaching
 Put the talker at ease.
•Continuity
 Show the talker that you want to listen.
Dimensions of effective communication
 Remove distractions.
 Clarity in mind (with proper plan)
 Empathize with the talker  Purpose of communication (objective)
 Summarization
 Be patient.  Teacher to be empathetic
 Hold your temper. T – tact, tenacity
 Go easy on argument and criticism. E – Enthusiasm and Energy
 Ask questions. A – Aptitude, Adaptability, Ambitious and
Ability to Achieve

C – Communication Skills, Clarity,

MAJOR ASPECTS OF COMMUNICATION Counselling
•Evaluation
H – Humble, Honest, Holistic
•Motivation
E – Enterprising and Efficiency (to inculcate
specialqualities like time management etc.,
•Experimentation
which will behelpful to in other aspects
•Self assessment of a teacher
R - Resourcefulness

Prepared by
S.Balamurali, MBA , UGC-NET,
Mobile: 9080172288. Email : muralitvmalai2000@gmail.com
 Communication

Types of communication

Further reading:
Business communication or Communication Skills - MBA Study material

Prepared by
S.Balamurali, MBA , UGC-NET,
Mobile: 9080172288. Email : muralitvmalai2000@gmail.com