dr mba communication

8/20/2019 Dr Mba Communication

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Communication

Theory

Faculty of Medicine Sriwijaya University


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Dr MBA Communication 2

I. Introduction

Understands what needs tobe communicated and the

best way to deliver it;

develops strateies to

influence and buildrelationships to ain the

respect and trust of others

by adjustin the style andmethod of communication

to specific audiences.

!ffective

Communicator"


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IntroductionDefinition-1

Communication is the process of

exchanging information.

Information is conveyed as words, toneof voice, and body language.

#ords account for 7 percent of the

information communicated. $ocal tone

accounts for percent and body

lanuae accounts for !" percent.


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Introduction - Definition-2

Interpersonal communication is the

process that we use to communicate our

ideas, thoughts, and feelings to another

person.

#ur interpersonal communication s$ills

are learned behaviors that can be

improved through $nowledge, practice,feedbac$, and reflection.


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Introduction - Definition-3

Intra%team communication is a processthrough which team memberscommunicate with one another.

%t is made up of the communicationstrategies and styles of each member ofthe team.

&i$e interpersonal communication s$ills, ateam can improve its intra'teamcommunication s$ills through $nowledge,practice, feedbac$, and reflection.


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Introduction

(o be effective communicators, team

members must be aware of these forms

)words, vocal tone, and body language*,how to use them effectively, and

barriers to the communications process.


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Introduction (cont.)

+eople in organiations typically spendover 7- of their time in an interpersonal

situation.

(hus, it is no surprise to find that at the rootof a large number of organiational

problems is poor communications.

!ffective communication is an essentialcomponent of orani&ational success whether it is

at the interpersonal' inter%roup' intra%roup'

orani&ational' or e(ternal levels.


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II

T)! C*MMU+IC,TI*+ -*C!SS

,ll of us have beencommunicatin with otherssince our infancy.


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The sender%messae%channel%

r eceiver model

(he MC/ model describes the

communication process. (he model is

described pictorially below.


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Fig. SMCR Model

Sender Messae Channel eceiver

Feed forward and Feedbac/


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The Communication roce!! (cont.)-3

Messaeto be sent

decodesome error

likely

encoded

by receiver some error

likely

messaereceived


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SMCR- The Me!!age

0. The Messae

(he message has three components0Content' Conte(t' Treatment


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SMCR model " The Me!!age - content

Content is simply communicating whatyou desire to communicate.

Don Miguel /ui, author of The Four

Agreements, would as$, 1Are you beingimpeccable with your words23ometimes, in our enthusiasm to spea$,we do not thin$ about what we are saying.

#ote$ im%ecca&le ' cannot &e faulted ecellent %erfect.


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SMCR model " The Me!!age - contet

Conte(t involves adapting yourpresentation of the content to your

audience.

%f you are spea$ing to a linear thin$er, donot add a lot of 1fluff3 to your dialogue. %f

you are spea$ing to a person who wants to

understand 1the whole picture,3 add moredetail to the context presentation.

4ote0 fluff 0 1material


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SMCR model " The Me!!age - Treatment

Treatment is the arrangement or

ordering of the content by the

spea$er.(he treatment directly supports the

context and content of the message.


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2. The Sender

(he sender has to be aware of six variables when communicating with another person0ender5s communication s$ills

ender5s attitudesender5s $nowledge levelender5s social position

ender5s culture6eedbac$ received by sender


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The !ender*! communication !+ill! attitude!

* (he sender3s communication s/ills

involve listening, spea$ing, writing,

reading, nonverbal communication,

thin$ing, and reasoning.

8* (he sender3s attitudes are defined as

one5s generalied tendency to feel one

way or another about something.


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The !ender*! attitude! (cont.-2)

, typical unconscious internal process thatan individual miht use whencommunicatin is"

04 I as/ if the person is judin me.

24 Is the person judin my issue' belief'idea' oal' etc.' that I am tryin tocommunicate5

64 Is the person worth listenin to from my

life perspective 7biases4584 I decide to listen to the person from

his9her perspective.


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The !ender*! +no,ledge

64 Sender3s /nowlede level

%f we are $nowledgeable and confident in

our $nowledge, then we convey our

message far differently than if we do not

$now the content or are not confident in

$nowing the content.


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Sender*! !ocial %o!ition

84 Sender3s social position9hat is the hierarchy of the team2 Do

people value what % have to

communicate2 %f the team views thesender as a valuable team member,

then the team will listen more earnestly.


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Sender*! culture

:4 Sender3s culture.

Different cultures foster different

communication styles, e.g., linear

communicator )se:uential order from start tofinish* communicator, a circular

communicator )context is within broader

dialogue;story*, or a spiral communicator)start from a broad perspective and narrow

down to the point*.


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Sender*! culture " (Cont.)

(here is no wrong communication style,but team members must learn thatdifferent cultures communicate differently.

9ithout this realiation, team membersmight mista$enly assume a member is notan effective communicator when the teammember


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Feed&ac+

=* 6inally, the sender must be aware of

feedbac/ throughout the process ofsending the message. 6eedbac$ allows

us to determine the effectiveness of the

communication. Does the receiverunderstand the message % am sending2


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6. The Channel

(here are two types of channels0 Sensory

Channels and Institutional Channels.

Sensory channels are based on the five

senses of sight, sound, touch, smell, and

taste. ocial scientists have found the

sender is more li$ely to gain the receiver5s

attention if the sender uses two or moresensory channels to send information.


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The Channel-cont..

%nstitutional channels are the chosenmethods of disseminating information>face'to'face conversation, printed

materials, and electronic media.o ?ach institutional medium re:uires one or

more of the sensory channels to carry themessage from the sender to the receiver.

o 6or example, when we have a face'to'faceconversation )an institutional medium*, we usesight )gestures, expressions*, sound )voice*,and possibly touch, smell, and taste.


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8. The eceiver

(he receiver of the information has to use

the same s$ill set as the sender )The six

variables*.

(he receiver has an additional variable0credibility of the spea$er . %f the receiver

perceives the sender as credible,

ob


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The Receier " (Cont.)3

/emember the goal of communication is

for the receiver to accept an accurate

message from the sender.

(his does not mean the receiver will

agree with the message, rather that the

receiver accurately understands the

message.


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The Receier " (Cont.)

(he receiver accepts a message throughattention and comprehension.

Attention is tuning in to the message

being sent, and comprehension involvesunderstanding the message andaccepting or re


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The Communication roce!! "%otential /rror!

At each step in the communicationprocess there is ma


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(his is most

obvious in cross'cultural situations where language isan issue. But it is

also commonamong people ofthe same culture.


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The Communication roce!! " the ca!e of Terr - (cont.)-2

Consider the simple example0

(erry0 "I won't make it to work againtomorrow; this pregnancy keeps me

nauseous and my doctor says I should probably be reduced to part time”

Boss0 1Terry! this is the third day you've

missed and your appointments keepbacking up; we have to cover or youand this is messing all o us up”


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The Communication roce!! (cont.)-

Terry has what appears to be a simple

message to convey ' she wont ma$e it

to wor$ today because of nausea. But

she had to translate the thoughts intowords and this is the first potential

source of error.

9as she


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The Communication roce!! (cont.)-

he was upset because she perceivedthat her co'wor$ers werent assympathetic to her situation as theyshould be.

er co'wor$ers, however, were reallybeing pressured by (errys continuedabsences, and her late calls. (hey

wished she would


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(hus what appears to be a simplecommunication is, in reality, :uite complex.

(erry is communicating far more than that she

would miss wor$ she is conveying a number ofcomplex emotions, complicated by her own

complex feelings about pregnancy, wor$, and

her future.

he sent a message but the message is morethan the words it includes the tone, the timing

of the call, and the way she expressed herself .


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imilarly, the boss goes through acomplex communication process inEhearingE the message.

(he message that (erry sent had to bedecoded and given meaning.

(here are many ways to decode the

simple message that (erry gave and theway the messae is heard will influencethe response to (erry.


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%n this case the boss heard far more

than a simple message that (erry wont

be at wor$ today.

(he boss EheardE hostility from (erry,

indifference, lac$ of consideration,

among other emotions. (erry may not

have meant this, but this is what theboss heard.

III i t !ff ti


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III. arriers to !ffective

Communication

http://www.sciencecartoonsplus.com/contact.htm


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arriers to !ffective Communication

(here are a widenumber of sourcesof noise orinterference thatcan enter into thecommunicationprocess.

(he followingsuggests a numberof sources of noise0


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7arrier! to /ffectie " language

0.


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7arrier! to /ffectie language -(cont-2)

o %n the above example, the Boss uses language)this is the third day you've missed * that is li$ely

to convey far more than ob


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7arrier! to /ffectie (cont)-0

8. defensiveness, distorted perceptions,

guilt, pro


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7arrier! to /ffectie (cont)-

. receiver distortion0 selective hearing,

ignoring non'verbal cues

=. power struggles

7. self'fulfilling assumptions

". language'different levels of meaning

F. managers hesitation to be candid


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7arrier! to /ffectie (cont)-

. Assumptions ' eg. assuming others see

situation same as you, has same

feelings as you

. Distrusted source, erroneous

translation, value


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7arrier! to /ffectie - erce%tual &ia!e! (cont)-4

8. +erceptual Biases0o +eople attend to stimuli in the

environment in very different ways. 9eeach have shortcuts that we use toorganie data. %nvariably, theseshortcuts introduce some biases into

communication. ome of theseshortcuts include stereotyping,pro


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7arrier! to /ffectie - Stereot%ing (cont)-5

o tereotyping is one of the most

common. (his is when we assume

that the other person has certain

characteristics based on the group towhich they belong without validating

that they in fact have these

characteristics.

7arrier! to /ffectie Inter%er!onal relation!hi% (cont) 16


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7arrier! to /ffectie " Inter%er!onal relation!hi% (cont)-16

!. %nterpersonal /elationships0 ow weperceive communication is affected by

the past experience with the individual.

+erception is also affected by theorganiational relationship two people

have.

6or example, communication from asuperior may be perceived differently

than that from a subordinate or peer

7arrier! to /ffectie - Cultural difference! (cont)-11


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7arrier! to /ffectie - Cultural difference! (cont)-11

@. Cultural Differences0

o ?ffective communication re:uires

deciphering the basic values, motives,

aspirations, and assumptions that operateacross geographical lines.

o Given some dramatic differences across

cultures in approaches to such areas as

time, space, and privacy, the opportunitiesfor miscommunication while we are in cross'

cultural situations are plentiful.


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eadin +onverbal Communication Cues

#ver F- of the meaning we derivefrom communication, we derive from the

non'verbal cues that the other persongives.#ften a person says one thing but

communicates something totally different

through vocal intonation and bodylanguage.


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Reading #oner&al Communication Cue! (cont.)-2

(hese mixed signals force the receiver to

choose between the verbal and nonverbal

parts of the message. Most often, the

receiver chooses the nonverbal aspects.Mixed messages create tension and

distrust because the receiver senses that

the communicator is hiding something oris being less than candid.


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Reading #oner&al Communication Cue! (cont.)-3

4onverbal communication is made up of

the following parts0

H Iisual

H (actile

H

IocalH Jse of time, space, and image


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0. $isual"

(his often called body language )facial expression, eye movement,posture, and gestures*.

)%n American culture agreement might beindicated by the head going up and downwhereas in %ndia it might be indicated by aside'to'side head movement*.

+osture can indicate self'confidence,aggressiveness, fear, guilt, or anxiety.Many gestures are culture bound andsusceptible to misinterpretation


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2. Tactile"

(his involves the use of touch to impart

meaning as in a handsha$e, a pat on the

bac$, an arm around the shoulder, a

$iss, or a hug.


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6. $ocal"

(he meaning of words can be alteredsignificantly by changing the intonation ofones voice.

(hin$ of how many ways you can say Eno1' you could express mild doubt, terror,amaement, anger among other emotions.

Iocal meanings vary across cultures.%ntonation in one culture can meansupport another anger

U f Ti + b l C i ti


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Use of Time as +onverbal Communication"

Jse of time can communicate how we viewour own status and power in relation to

others. (hin$ about how a subordinate and

his;her boss would view arriving at a place

for an agreed upon meeting.


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-hysical Space"

6or most of us, someone standing very close

to us ma$es us uncomfortable.

+eople see$ to extend their territory in many

ways to attain power and intimacy. 9e tend

to mar$ our territory either with permanent

walls, or in a classroom with our coat, pen,

paper, etc. 9e li$e to protect and control ourterritory.


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h!ical !%ace (cont-2)

6or Americans, the Eintimate oneE is

about two feet. (his one is reserved for

our closest friends. (he Epersonal oneE

from about 8'@ feet usually is reservedfor family and friends. (he social one

)@'8 feet* is where most business

transactions ta$e place. (he EpubliconeE )over 8 feet* is used for lectures.


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h!ical !%ace (cont-3)

At the ris$ of stereotyping, we will

generalie and state that Americans and

4orthern ?uropeans typify the non'

contact group with small amounts oftouching and relatively large spaces

between them during transactions. Arabs

and &atinos normally stand closertogether and do a lot of touching during

communication.

=evelopin Communication S/ills"


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=evelopin Communication S/ills"


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/ffectie li!tening (cont.)-2

:. ,s/ the other person for as much detail ashe9she can provide; paraphrase what the

other is sayin to ma/e sure you

understand it and chec/ for understandin

@. espond in an interested way that shows

you understand the problem and the

employeeAs concern


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/ffectie li!tening (cont.)-3

B. ,ttend to non%verbal cues' body lanuae'

not just words; listen between the lines

. ,s/ the other for his views or suestions

D. State your position openly; be specific' notlobal

0E. Communicate your feelins but donAt act

them out 7e. tell a person that his behavior

really upsets you; donAt et anry4

/ffectie li!tening (cont )-


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/ffectie li!tening (cont.)

00. e descriptive' not evaluative%describeobjectively' your reactions' conse?uences

02. e validatin' not invalidatin 7Gou

wouldnAt understand4; ac/nowledeotherAs uni?ueness' importance

06. e conjunctive' not disjunctive 7not I want

to discuss this reardless of what you want

to discuss4;08. =onAt totally control conversation;

ac/nowlede what was said


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/ffectie li!tening (cont.)-

0:. *wn up" use I' not They... not IAveheard you are non%cooperative

0@. =onAt react to emotional words' but

interpret their purpose

0B. -ractice supportive listenin' not one waylistenin

0.=ecide on specific follow%up actions andspecific follow up dates

Ten #ays to Improve Gour


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Ten #ays to Improve Gour

Communication S/ills

0. =evelop your voice H not too loud, not

too soft.

2. Slow down K +eople will perceive you

as nervous and unsure of yourself if

you tal$ fast. owever, be careful not

to slow down to the point where people

begin to finish your sentences


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6. ,nimate your voice K Avoid a

monotone. Jse dynamics. Lour pitch

should raise and lower.

8. !nunciate your words K pea$clearly. Don5t mumble. %f people are

always saying, 1huh,3 to you, you are

mumbling.

Ten 8a! to Im%roe 9our Communication S+ill!


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:. Use appropriate volume K Jse avolume that is appropriate for thesetting. pea$ more softly when you arealone and close. pea$ louder whenyou are spea$ing to larger groups oracross larger spaces.

@. -ronounce your words correctly K

+eople will


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B. Use the riht words K %fyou5re not sure of the

meaning of a word, don5t

use it. tart a program oflearning a new word a

day. Jse it sometime in

your conversations duringthe day.



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. Ma/e eye contact H*ne techni?ue to helpwith this is to consciously loo/ into one ofthe listener3s eyes and then move to theother.

,nother tric/ is to imaine a letter TJ onthe listener3s face with the cross bar beinan imainary line across the eye brows andthe vertical line comin down the center of

the nose. Keep your eyes scannin thatTJ &one.


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D. Use estures K Ma$e your whole body tal$.Jse smaller gestures for individuals and small

groups. (he gestures should get larger as the

group that one is addressing increases in sie.

0E. =on3t send mi(ed messaes K Ma$e your

words, gestures, facial expressions, tone, and

message match. %f you have to deliver a

negative message, ma$e your words, facialexpressions, and tone match the message.

Indicators of !ffective Communicator


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Indicators of !ffective Communicator

0. ,ccurately determines what needs tobe communicated

2. Capably delivers information in the

most appropriate way 7e..' on paper'orally' electronically4

6. ,djusts style of communication 7e..'

participative' humor' assertive4 forspecific audience in order to influence

and build relationships


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Indicator! of /ffectie Communicator

8. !mploys active listenin techni?ues

to ensure understandin

:. -repares written material that

facilitates an understandin of theissues.

@. !nsures that lines of communication

remain open amon all the partiesinvolved in an issue

Reference!


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Reference!

0. http"99web.cba.neu.edu9Lewertheim9interper9commun.htmintrod'>uly 26' 2EE@

8. http0;;www.foundationcoalition.org , uly 8!, 8=.

6. http"99

hwebbjr.typepad.com9openloops92EE:9E:9tenNwaysNtoNimphtml

8. -rinted from the Technical !ditorAs !yrie'http"99www.jeanweber.com9
http://web.cba.neu.edu/~ewertheim/interper/commun.htmhttp://www.foundationcoalition.org/http://hwebbjr.typepad.com/openloops/2005/05/ten_ways_to_imphtmlhttp://hwebbjr.typepad.com/openloops/2005/05/ten_ways_to_imphtmlhttp://hwebbjr.typepad.com/openloops/2005/05/ten_ways_to_imphtmlhttp://hwebbjr.typepad.com/openloops/2005/05/ten_ways_to_imphtmlhttp://www.foundationcoalition.org/http://web.cba.neu.edu/~ewertheim/interper/commun.htm

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