COMMUNICATION SKILLS-an effective management tool

COMMUNICATION SKILLS-an effective management tool 

In order to make communication an effective management tool we must understand the essential
elements of communication and how it creates an impact on inter personal relationships and productivity in any workplace.
As professionals we are required to handle different situations where different styles and means of
communication need to be used. You may be called in to discuss a problem or asked to prepare a
presentation to a group of business leaders. How you articulate and put your point across during a group discussion will be significantly different from how you make a presentation. A presentation requires a different skill set to be successful. Similarly, when working with team members you will need to have a mindset and manner of communication that will bring out the best in the team. Since the communication requirements are determined by the different roles that you play, you must be able to adapt your style of communication as the situation demands. In this unit, we will deal with the process of formal communication as a tool for enhancing individual growth and success and an instrument of organizational success.

When we speak of communication, we normally think about the day- to-day talks and discussions we all indulge in. But that is not precisely communication. Although communication seems to be simple, it is not so. It is not just about blabbering or talking nonsensically. Communication can be defined as a process of translating any complex thought process into simple and meaningful utterances through an appropriate channel. Therefore, communication is a two-way interaction where both the parties cooperate and coordinate with each other in striking a meaningful conversation. Communication can take place both at the individual and organizational levels. When two or more people communicate face-to-face or via the telephone or by means of any other technology (such as internet chat tools), it is a comparatively simple process. However, when a group of individuals interact with one another or with an organization, the communication process becomes much more complex and requires certain skills to generate it smoothly.
For any kind of organizational growth, effective communication skills are a must because an open and healthy communicative ambience always provides ideal conditions for generating constructive feedback. Feedback always determines the efficacy of any communication process and ensures its successful completion.

The word “communication” has been derived from the Latin word “communis”, meaning common. A
person with whom we wish to share an idea will understand what we speak and write only when we
communicate it in a way that will be understood by the other person. An idea in itself cannot be understood, unless it is made relevant by our ability to express it clearly in a concrete manner. And this is not always easy to do. It has to be coded either in words or symbols and signs.

Why communication

Why communication

Motivating students in teaching process is an integral part of modern education. This is confirmed in many ways. Firstly, child-centered approach to education, which focuses on child and its needs, wishes, feelings, interests etc, is widely accepted. Secondly, numerous researches have shown that learning is more effective when an emotional component is involved (feeling of security, respect, curiosity, cheerfulness etc). Thirdly, school has lost the race with life that is going on outside its walls. School is a boring place where children and youth go because they have to. In order to play its cultural, developmental and socialization role, school must find out how to lend a helping hand to children and youth, i.e. it has to look for the strategies for attracting students (this might include marketing activities, why not?)
However, good mood and pleasant atmosphere in a classroom should not be mixed up with creative break, relaxed pastime or lively chat room – as often seen by laymen. The teacher should pass onto students the idea that, though experiments, these classes provide very serious and valuable knowledge and skills. What is even more important than the verbal message is the message that is conveyed to students through experience they have in a well structured and organised class. Good communication skills are of great importance in that sense.
The main source of motivation is a meaningful and interesting class, i.e. carefully planned task in which the students actively participate and there is quality pedagogical interaction. Meaningful means that the objective of the activities is clear to all the students (not only the teacher) and that the objective is important, useful and acceptable for them. For e.g. a topic can be related to the students’ interests, current events or interesting examples from everyday life, taking into account the existing knowledge and experience of students. This will ensure that the lesson is interesting, but attention-grabbing, witty, carefully selected or made materials are also important.
Good recipe for increasing student motivation and attention is direct and active participation in class activities. That is way it is important that all the students are involved and asked to report or perform some activity.
The exercise content and the material should be linked to the subject content whenever possible. In that sense, it is advisable to point out and demonstrate to the students how the given exercise can be useful for learning, memorizing, reproducing previously learned (as in various techniques of summarizing, for e.g.). This is an important source of motivation. The teacher should also, when deemed appropriate, convey the idea of the importance of critical thinking, with the explanation that the modern world in all its forms is the world of computers and critical thinking. Regardless of what the students plan to do in the future, they will not be able to find their way in the chaos of information, alternatives and manipulations without critical thinking.

•Here are some basic advises. Certain communication techniques which are necessary and which facilitate the processes mentioned below will be presented in the course of the seminar.

•Group work raises motivation. However, the tasks should be well prepared and developed and the expected outcomes defined in advance. The tasks should be designed in an interesting way so as to draw students’ attention and motivate them. Step-by-step introduction of the lesson topic with clearly defined lesson structure is advisable.

•The products of the working groups or classes should be used in teaching in the future.

•Competitive atmosphere is highly motivating, but it should be “dosed” lest it become contra productive, i.e. control lost and lesson turned into a competition.

•Sometimes it is possible to organise a debate (discussion) about a certain topic. This is especially convenient where there are different approaches to a topic, i.e. different views and methodologies.

•It is good sometimes to ask students in which way they would like a certain topic to be dealt with in the class, discuss the proposals and jointly make scenario for the next class.

•Lesson can become more dynamic if group work is combined with individual work. Every student in the group can have a specific task. If students work individually the teacher can point out that a few students will be asked to present what they have done.

•The teacher should ensure that the role of student in the teaching process is varied. Switching roles enables students to take different positions in different situations and to learn which situations and roles suit them best and v.v. On the other hand, psychological tension which every unknown situation brings along is a good means of motivation.

•Feedback on the quality of work and the class in general should be often provided - after each phase of the lesson. For e.g.: “This was very good, we can move on” etc.

•In certain phases of class the students should be given small individual tasks which: make students focus on the topic (problem), enable them to get information about the quality of their work directly.

Communication for Workplace Success

Communication for Workplace Success

Communication skills are important to everyone - they are how we give and receive information and
convey our ideas and opinions with those around us.
Communication comes in many forms:
• verbal (sounds, language, and tone of voice)
• aural (listening and hearing)
• non-verbal (facial expressions, body language, and posture)
• written (journals, emails, blogs, and text messages)
• visual (signs, symbols, and pictures)

It is important to develop a variety of skills for both communicating TO others and learning how to
interpret the information received FROM others. Knowing our audience and understanding how they
need to receive information is equally important as knowing ourselves.

To an employer, good communication skills are essential. In fact, employers consistently rank good
communication skills at the top of the list for potential employees.
During an interview, for example, employers are impressed by a job candidate who answers questions
with more than one-word answers (such as yeah…nah…dunno), demonstrates that he or she is listening, and shares information and ideas (by asking questions for clarification and/or follow-up). The interview can be an indication to employers of how the candidate or employee will interact with
supervisors, co-workers, and customers or resolve conflicts when they arise. Remember, non-verbal
communication is also critical in an interview. Employers expect good eye contact, good posture, and
“active” listening.

One of the challenges in the workplace is learning the specific communication styles of others and how and when to share your ideas or concerns. Though some supervisors may specifically ask for your opinion, others may assume if there is something important they need to know, you will bring it to their attention – or if there is something you are unsure about, you will ask. Knowing how to listen
carefully and when to ask for help is important. If an employee and a supervisor learn to communicate well (in whatever method that works), there is a greater likelihood of job retention and promotion.

The activities in this section will not only help participants practice and recognize how they provide
information to others, but also help them consider how others may prefer to receive information. It is
important to reinforce with participants that communication skills involve give and take – and they
can, indeed, be learned and strengthened over time.

Communication skills are necessary for the development of self-advocacy and
self-determination, important skills for lifelong success. To that end, the activities in this section
offer many opportunities for youth to practice communicating their strengths and assets while
learning how to minimize any perceived barriers to employment. Please take the opportunity to add
to or tweak any of the activities to better focus on the needs of your particular group.

For example, if working with youth with disabilities, create opportunities to practice communicating
how, when, and to whom to disclose a disability on the job or in post-secondary education and/or
different ways to communicate a request for a reasonable accommodation. If you support youth
involved in the juvenile justice system, enhance this section’s extension activities to include
practicing how to communicate the proactive changes they are making in their lives, what they have
learned from previous experiences, and how any mistakes of the past have helped them to become
more focused and dedicated young adults.

EFFECTIVE COMMUNICATION

EFFECTIVE COMMUNICATION

The understanding of the various barriers to communication helps us to find out ways and means of overcoming these barriers.
American Management Association has formulated the following commandments for effective communication:
i. Clarifying ideas before communication
ii. Know purpose of our communication
iii. Understand physical and human environments of communication
iv. Consult others in planning communication
v. Take care of contents and overtones of communication
vi. Convey value of communication to the receiver
vii. Do follow up action
viii. Understand the importance of communication
ix. Our actions should be congruent with communication
x. Practice good listening – Good Listening is the basic pre-requisite for effective communication.

BARRIERS TO COMMUNICATION

BARRIERS TO COMMUNICATION

Without studying the barriers to communication the study of communication is incomplete .Barriers to communication happen when you convey your message to someone or a group of people and the message is not received clearly and unambiguously. Thus, the message received is not as the message sent. This can happen at various stages of the communication process.

Barriers at different stage of communication can be studied under three main headings:

1. Language (Semantic Barriers)
2. Cultural Barriers
3. Psychological Barriers (Difference in Perception)

1.Language / Semantic Barrier: Language is the main medium of communication .It can become a barrier when we either use a language which others do not know or when we use language in a wrong way .It can happen in three ways :

i.) Using Jargons: Jargons are which are related to a particular profession like doctors, lawyers. In tourism we also have jargons like PAX (means passengers)et. Many professions rely heavily on jargon and have their own ‘language’ that is not known to outsiders. It acts as a barrier.

ii.) Acronyms and abbreviations: These are short forms .They eliminate receivers who are not familiar with their meaning.

iii.) English Language: English has been the dominant business language. For non-native speakers even if they know English some time it act as barrier. Speaking too fast and speaking slangs can make communication even in English difficult.

2.) Cultural Barrier: Culture means an accumulation of values, forms of expression, beliefs, and language .It shapes one's interpretations of different events of life. But communication problems can be caused by conflicting cultural assumptions. These can be:

i. Ethnocentrism - Ethnocentrism is judging another’s culture solely by the values and standards of one's own culture and not to like others’ culture. The ethnocentric individual will judge other groups relative to his or her own particular ethnic group or culture, especially with concern to language, behavior, customs, and religion.

ii. Non-Verbal Differences due to Culture: Cultures have different standards for many aspects of life like how fast you should talk, how much you should talk, how far you should stand etc. If you do not pay attention to it, it can act as barrier to your verbal communication .For example: Physical distance during social interactions varies by culture. In areas of the Middle East and South America, people stand very close when talking but European Americans like to have more distance between them.You can create great discomfort by standing too close to another person which can further lead to barrier in to communication.

3. Psychological Barriers: These are barriers on part on each individual .No two personalities are same. They vary in their knowledge, experience, attitude, emotion, belief, values etc, and thus it happens that they do not tune at the same wavelength while communicating which cause barriers to communication. Different reasons which causes psychological barrier are discussed below:

i. Emotions: These are powerful communication filter. When you send message receivers may think with their emotions which are called seeing the world with colored glasses. Strong emotions can prevent reception, or distort the strength of a message. For example if you have a fight with your brother or sister at breakfast table the whole day you will have poor communication due to disturbed emotions.

ii. Attitude: These are also barriers to effective communication like emotions. Negative and positive attitudes can create resistance or bias to a message.

iii. Inattention: At times we do not listen, but only hear, especially when there are more important things to be taken care of. For instance, if a visitor comes to you at the same instance when you are answering the phone, then it is important to excuse yourself from the person on the phone so that exclusive attention can be given to the visitor or you may request the visitor to wait for some time.

TYPES OF NON – VERBAL COMMUNICATION

TYPES OF NON – VERBAL COMMUNICATION

Non-verbal communication has different types. A brief description of these is given below:

1. Body Language
2. Language of Distance
3. Language of Time

1. Body Language: 

As the name suggests the study of movements of our body parts like eyes, head, hands, legs, sitting style, walking style etc. is called body language. It is also called Gestural communication or Kinesics. It truly depicts the inner feeling going in our mind. We can fake our words to conceal our true inner feeling but our body movements convey it. For example, if your mother is angry with you on something then without uttering a single word she can convey this feeling to you. As a rule, it does not lie or mislead unless someone has mastered the art of deceit or camouflaging. And also it is not man made language. We can just study it, interpret it and that too one can do after studying this language for many years.

Following are the different types of Body Language

i.) Personal Appearance: Personal appearance means the way we dress, groom ourselves and use accessories .It helps us to project an image of us on other. Our first impression creates an image thus it is important to manage our personal appearance crucially. The estimates about ones status, personality, credibility and capability are made according to our personal appearance. Thus it is important to pay attention to our personal appearance and one should be well dressed and well groomed to convey a good impression on other.

ii.) Posture: Posture signifies the way we sit, stand, and carry ourselves. A student has to cultivate and maintain elegance in his or her sitting standing and walking postures as it conveys message about your personality .For example if you are slouching in the chair it suggests you are not interested.

iii.) Gestures with hands and arms: A gesture can communicate all that the speaker feels, consciously or unconsciously. Shaking hands, touching, holding, embracing or patting on the back, all convey messages.

iv.)Eye Contact: Eye never lies. Eye contact is significant for effective communication. The frequency of contact may suggest either interest or boredom. For example, a travel counselors should look straight into the eyes of the person, although pleasantly and affably to show confidence and interest.

v.) Facial Expression: It is truly said that face is index to mind. Facial expressions like a smile, frown, raised eyebrow, yawn, and sneer all convey information. Facial expressions are most natural and unconscious. Facial expressions continually change during interaction and are observed constantly by the recipient. Smiling is considered to be pleasant and helpful. A frown conveys confusion and at times anger.

2.) Language of Distance:

The study of how people recognize and value the physical spaces around them is known as
language of distance or proxemics. Language of distance takes into account body spacing
between two individual .The physical distance between two people can be correlated to the
relationship they share be it personal or social. 

These are of four types:
1. Intimate Zone: Distance shared by Spouses, children, parents, very close
relatives and friends.
2. Personal Zone: Distance between individuals during business gatherings,
social functions and get-together`s.
3. Social Zone: Distance shared by strangers or occasional visitors.
4. Public Zone: Distance shared between speaker and Audience.

Language of distance teaches us to first determine what the relationship between us and other person is and accordingly we should manage the distance. For example when talking to your customer you should know that you are in public zone and should not enter in intimate zone.

3. Language of Time: 

Language of Time or Chronemics is the study of the use of time in nonverbal communication. The way that an individual would perceive and value time, structure time and react to time is a powerful communication tool, and also convey about our personality. Time perceptions include punctuality, willingness to wait, and interactions.