MAe605 English language

MASTER OF ARTS (ENGLISH) ENGLISH LANGUAGE AND LAB MAE605/MAE606

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2 English Language and Lab PART I - ENGLISH LANGUAGE CU IDOL SELF LEARNING MATERIAL (SLM)

4 English Language and Lab UNIT 1 COMMUNICATION PROCESS Structure: 1.0 Learning Objectives 1.1 Introduction 1.2 Importance of Communication 1.3 Defining Communication 1.4 Components of Communication Process 1.4.1 Sender 1.4.2 Goal 1.4.3 Message 1.4.4 Medium 1.4.5 Receiver/Audience 1.4.6 Feedback 1.4.7 Environment 1.5 Process of Communication and Models 1.5.1 Models of Communication 1.6 Summary 1.7 Keywords/Abbreviations 1.8 Learning Activity 1.9 Unit End Questions (MCQ and Descriptive) 1.10 References CU IDOL SELF LEARNING MATERIAL (SLM)

Communication Process 5 1.0 Learning Objectives After studying this unit, you will be able to: z Understand the importance of Communication z Define Communication z Name and understand the components of the Communication Process z Understand and explain the Communication Process 1.1 Introduction All living creatures communicate, that is, exchange messages and convey their feelings and intentions to others around themselves. Fear, attraction, establishing one’s superiority, warning, friendliness, hostility and so on are conveyed by sounds, postures and actions. Humans have complex abilities to communicate and can convey a wide variety of feelings, intentions, ideas and concepts. Humans use communication to share and discuss ideas, and work together to create a vast number of activities. 1.2 Importance of Communication With growth in business and developments in technology, the old method of letter writing has changed in style and expanded into a large array of media with a variety of capabilities and speeds. Communication has acquired such dimensions that success, both individual and corporate, depends on skills in communicating to diverse audiences through a variety of media. Communication is the key element in the corporate world. Within the organisation, communication technology has brought about unprecedented changes affecting its shape and size as well as the way in which the functions are performed. As information-sharing becomes easier and almost inevitable, hierarchy has had to eliminate several levels (clerical level has almost disappeared), and organisations have become flat; there is closer contact between managers and subordinates. In many places, the concept of ‘department’ for functions such as Marketing, HR CU IDOL SELF LEARNING MATERIAL (SLM)

6 English Language and Lab and Operations is melting down, and members of the organisation move across functions as they take up more responsibility. Communication is the golden thread that holds the organisation together. Achievement of targets, exchange of information, coordination, linking between central and branch offices, preparing and execution of plans, making decisions, mutual understanding, boosting employee morale, publicising goods and services, elimination of rumours, team work, indeed, every activity required in an organisation needs effective communication. Organisations need people with leadership skills and ability to perform in teams. Communication is the key element that holds together the leadership functions of planning, motivating people, sharing clear information and giving feedback. Growth, for the organisation and for the individuals, depends on learning; where there is an open communication climate and members share information and experiences, there is cascading of learning. Young persons joining the workforce in any field have a great advantage and opportunity for career development if they have good communication skills and are aware of the possibilities of enhancing the skills. In learning communication for business and official purposes, we can gain some understanding of the variables and improve our proficiency in communicating. In this chapter, we consider some definitions, note the elements, that is, the components of the communication process, examine the process of communication, and observe the principles of communication. Modern technology has advanced so rapidly and made such impact on all areas of life, both at home and at work, that preparation for work and career includes acquiring competence in using various electronic communication technologies and the internet. Advances in technology have brought new tools with vast capabilities to the workplace, and thus increased the volume, speed and reach of communication. It has become possible for geographically spread out teams to work together as if they were in the same place; persons located anywhere in the world can be contacted at any time, 24 hours a day. Besides, it is not necessary to work only from the office; an increasing number of persons work outside their office, at home, in hotels or while travelling. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication Process 7 Communication skills of a high level are needed to cope with the number of contacts and messages one has to deal with during a day. For many persons, there is quite some communication across the time zones and across cultures. An awareness of inter-cultural differences has to be a part of your mental equipment in order to be effective at the workplace. While all organizations need to use electronic communication and benefit greatly by it, some new challenges have come with it. Organisations expect their employees to know how to use the internet for various purposes at work and to understand how to meet the challenges. 1.3 Defining Communication The Business Dictionary defines Communication as: “Two-way process of reaching mutual understanding, in which participants not only exchange (encode-decode) information, news, ideas and feelings but also create and share meaning. In general, communication is a means of connecting people or places. In business, it is a key function of management – an organisation cannot operate without communication between levels, departments and employees.” Communication has been defined in many ways by different theorists; these definitions throw light on the attributes and on the process of communication. z Communication is a process of passing information and understanding from one person to another. — Keith Davis z Communication is any behaviour that results in an exchange of meaning. — The American Management Association z Communication may be broadly defined as the process of meaningful interaction among human beings. More specifically, it is the process by which meanings are perceived and understandings are reached among human beings. — D.E. McFarland z Communication is the process by which information is passed between individuals and/or organisations by means of previously agreed symbols. — Peter Little CU IDOL SELF LEARNING MATERIAL (SLM)

8 English Language and Lab A wider and more comprehensive definition is given by National Joint Committee for the Communicative Needs of Persons with Severe Disabilities: z Any act by which one person gives to or receives from another person, information about that person’s needs, desires, perceptions, knowledge or affective states. Communication may be intentional or unintentional, may involve conventional or unconventional signals, may take linguistic or non-linguistic forms, and may occur through spoken or other modes. — Julia Scherba de Valenzuela These definitions show that communication involves exchange of thoughts between two parties. Communication is the exchange and sharing of information and meaning among two or more individuals. A successful communication event may consist of several messages exchanged between the sender and the receiver. The crucial element is ‘meaning’. Communication is successful only when the receiver understands an idea as the sender intended it. Both parties must agree not only on the information transmitted but also on the meaning of that information. In order to transfer an idea, we must use symbols (words, signs, pictures and sounds) which stand for the idea. The symbols must be understood by the person or persons with whom we intend to communicate. Both must assign the same meaning to the symbols used; otherwise, there is miscommunication. When the symbols are understood differently, there is misunderstanding between the two communicants. 1.4 Components of Communication Process The process has several components or elements that interact with and influence one another; the components are interdependent. Each of them is variable and the outcome of a communication transaction depends on how the elements interact with one another. We instinctively change our style and manner as we adjust to the person with whom we are communicating; knowledge of the finer aspects helps us to adjust better. The main components of the communication process are: Sender, Goal, Message, Channel/Medium, Receiver/Audience, Feedback, Environment and Noise. Each of these varies CU IDOL SELF LEARNING MATERIAL (SLM)

Communication Process 9 and is never the same even if the same thing is being communicated again between the same persons. 1.4.1 Sender Sender is the person (or organisation) who initiates the communication transaction. Sender begins a communication event and also becomes the Receiver when the communication gets going. The sender has several functions: (a) To have a clear goal, to know what is to be accomplished by sending the message, to be clear about what reaction or response is expected from the receiver. (b) To find out about the needs and understanding of the target audience, the receiver. (c) To encode the ideas to be conveyed into understandable symbols; that is, to frame the message with care and consideration of the needs and abilities of the receiver. (d) To choose the channel or medium that would be most suitable and effective for the message content as well as for the convenience of the receiver. (e) To watch for feedback, and to make effort to get feedback. (f) To be aware of, and take into account, the environment which might affect the receiver’s attitude to the message. We do all this instinctively when we communicate since communication is a natural activity. But as we get into more responsible positions and have to deal with sticky situations, it pays to attend to each aspect of sender’s functions and carry them out with care. Preparation for writing messages, for presentations, interviews, meetings, etc. involves precisely this — being attentive to one’s responsibilities as the sender/initiator of communication. Note that the responsibilities centre around considering the needs and convenience of the receiver. You, as the sender, are a component of the process of communication. Notice that, of all the components, the only one over which you have control is yourself! You can clarify your goal, sharpen your skills of encoding and framing a message, gain knowledge of different media and their features, adapt to the environment and watch for feedback. But the receiver is another CU IDOL SELF LEARNING MATERIAL (SLM)

10 English Language and Lab individual and you cannot control another person’s mental activity; you have to make your best effort to engage the receiver. 1.4.2 Goal Goal is the purpose or reason for communicating, and the aim or objective of the communication. A message is communicated by the sender in order to achieve a purpose. If you are not quite clear about what you want to accomplish, your goal is confused and so is your message, and naturally, the end result. Emotions can cause us to get confused about our goals. Here is an example. One of your subordinates makes a serious mistake, and you are embarrassed before your superior as well as a client. You make a great effort and manage to put on a brave face during the blow-up. You are aware that the mistake is a human error, and that the concerned person is conscientious and will be able to locate and correct the mistake; but you have spent so much nervous energy and your blood may be boiling. After the blow-up, you call the concerned person, who is unaware of the situation, and — what do you say? If you are a very well-controlled person, and have knowledge of the communication process, you will clarify your goal. Now, exactly what would be your goal in this situation? Logic and Reason says: quick correction of the error and getting back to the angry client. But Ego and Emotion says: yell at the person who made the error and made you suffer. But if you allow your emotions to confuse your goal, you may release your tension and yell at your subordinate. You will not be able to encode your ideas into a clear message, and your subordinate may not be able to understand your message. What is more, the subordinate, who is a conscientious person, might get quite disturbed on learning that there was a mistake in the work and may scold himself/herself even more than you do. A disturbed person becomes unproductive and the correction of the mistake will take longer than it would have taken normally. The outcome of your uncontrolled communication is then unproductive and ineffective. Your goal, as required for your official work, was to have the error corrected quickly and regain the confidence of the angry client. The effect was to upset a good worker and delay the correction. If you are focused on your goal, you are likely to make a strong effort to go through the communication process mindfully. We need to be mindful to visualise a clear goal. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication Process 11 1.4.3 Message Message is the third component of the process of communication. The quality of the message depends on the sender’s encoding skills. Encoding means rendering an idea into a system of symbols. It may be in words, with added help from ‘non-verbal’ symbols; it may be spoken or written. The sender’s skills in using the symbols of communication (mainly language) should result in clarity, conciseness, credibility, and courtesy. The sender is entirely responsible for the correctness of the facts and tone, format and style of the message, and must take care that no mistakes appear in the message. Non-verbal symbols means anything other than words, such as sounds, colours, signs, pictures, etc. to communicate. 1.4.4 Medium Medium is what carries the message. In oral communication, the air carries the message. Other media are post, email, telephone, video and so on by which we can transmit a message. Media have certain important traits which must be taken into account for choosing which medium to use. Some of the traits are: (a) Size and spread of audience to be reached. (b) Possibility of speedy interaction, that is, immediate back and forth messages between the two. (c) Need for confidentiality of the message; all media are not equally confidential. (d) Need for accuracy in transmission; sometimes electronic message can get distorted. (e) Reliability of the medium; hand delivery of written message and face-to-face talk are the most reliable. (f) Cost of the medium; a costly medium need not be used if the message is not urgent. (g) Availability of hard copy for record. As different media have different qualities, the sender can choose one for the best impact. The characteristics of the medium have significant influence on the style and format of the message. You can note this by examining how we adapt our speaking speed and even our CU IDOL SELF LEARNING MATERIAL (SLM)

12 English Language and Lab vocabulary when we speak on the phone in order to make it easy for the other person. The words, sentence length, message length and even the content are adapted to the medium. Electronic media have had a great influence on communication styles, as they are very speedy and hardly cost anything very inexpensive, but confidentiality is still a major concern in electronic media. The sender must know the features and qualities of each medium and choose the one that would be most effective and make the right impression in the specific situation. 1.4.5 Receiver/Audience Receiver/Audience is the most important component in the success of the process. If the receiver does not get the message, there is no communication; worse still, if the receiver does not receive it well, there may be miscommunication. There are various levels of expectations, attentiveness and willingness in the receiver. The sender has to be able to engage the receiver favourably. The entire focus of the sender’s efforts is the receiver. Notice that the receiver becomes the sender as soon as he/she begins to pay attention, by sending non-verbal signals such as making eye contact and other responsive expressions. The receiver, as a component of the communication, has equal responsibility and has the the following functions: (a) To pay attention (listen attentively or read attentively). (b) To decode and make effort to understand and to get clarifications. (c) To make appropriate response to the message and to give feedback. (d) To take suitable action in response to the message. Note that decoding is the natural process that makes us interpret and make sense of the stimuli that our senses receive from the world. In the activity of deliberate and conscious communication, we concentrate, focus and bring to bear all our knowledge in order to understand the meaning. Decoding must be done with care, and appropriate response and action must be made with due consideration. As a receiver, a person has to learn to make the effort to be a good CU IDOL SELF LEARNING MATERIAL (SLM)

Communication Process 13 listener, reader, observer, to exercise the mind properly, to seek clarifications, and to give feedback in an appropriate and effective manner. Decoding is not just the reverse of encoding. The minds of the sender and the receiver are quite different. Each one’s mental activity is influenced by personal background experience, intelligence and other mental traits. The Receiver gets impressions and forms some opinions and judgements subconsciously from various non-verbal signals in the Sender and in the Environment. 1.4.6 Feedback Feedback is not exactly the same as response. Unless the sender gets and notices the receiver’s response, there is no feedback. In face-to-face communication, the sender can get some feedback from the receiver’s body language. This helps the sender to modify the message to suit the needs of the receiver and to make it more acceptable. When the receiver takes responsibility and gives feedback in words, there can be back and forth exchange of messages to reach common understanding; and the communication becomes truly a sharing of thoughts, ideas and views. Both the sender and the receiver need feedback skills. The sender must be able to take note of the receiver’s reaction from his/her body language, silence or non-response. A sender must be able to elicit and draw out the receiver’s reaction and feelings. Emotional intelligence plays an important part here. The receiver needs skills to express negative or not-so-pleasant reactions to the sender’s message. And the original sender needs emotional balance and courage to accept feedback and make modifications, if necessary. 1.4.7 Environment Environment is a complex element. It includes the context of the communication event, the surroundings and the climate. Context includes the situation, occasion, the time, place and the persons engaged in the communication event. Each of the persons comes from his or her own current situation and background of work, which influences the encoding as well as decoding processes of both. Each one’s understanding of the situation, and attitude towards it, is affected by the contents of their own mind at the time. The time of day, the season and the duration of the communication event are also factors of the context. CU IDOL SELF LEARNING MATERIAL (SLM)

14 English Language and Lab Physical surroundings, comfort or discomfort of the place, quiet or noisy atmosphere, being on ‘home-ground’ for the one or the other, are elements that can help or hinder the flow of messages between the two communicants. Above all, the current relationship between the two parties is a strong factor that affects the ease or difficulty of communication. The relationship is what makes the climate of the communication. In an organization, there may be an open or a closed communication climate. In an open climate, there is comfortable, clear and courteous communication among the members. In a closed communication climate, members are guarded, unwilling to speak up and are not trustful of one another. Naturally, individuals are happier and more productive in an open communication climate. Communication is influenced by the cultural and sociological aspects of the country; economic, political, legal and technological environment influences communication styles. These aspects must be taken into account in international communication situations, and especially in negotiations. Noise is always present in the environment. In communication study, the word ‘noise’ refers to all kinds of distractions that disturb the communication process. Any disturbance in the medium is noise that becomes a barrier to communication. Besides, there may be “noise”, that is, disturbance in the mind of one or both communicants; either of the persons engaged in the communication may be distracted by something and unable to carry out the functions of the role properly. Whether the noise is in the general environment, in the channel or in the minds of the communicants, it becomes a hindrance or a barrier to communication. Barriers are inevitable and are considered a component of communication that needs to be taken into account and dealt with. 1.5 Process of Communication and Models The process of communication involves decisions and activities by the two persons involved, the sender and the receiver. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication Process 15 The sender begins the process of communication. The sender has to be clear about the purpose (or goal or objective) of the communication and about the target audience (or receiver) of the communication; that is, the sender decides why and to whom to send a message. Conscious or intended communication has a purpose. We communicate because we want to make someone do something or think or feel in a certain way, that is, to influence the person. The source decides what information to convey, and creates the message (or content) to be conveyed by using words or other symbols that can be understood by the intended receiver. The process of putting the idea into symbols is called encoding. In order to encode, the sender has to select suitable symbols that can represent the idea, and can be understood by the receiver. The sender also chooses a suitable channel or medium (mail, email, telephone and face-to- face talk) by which to send the message. The choice of the medium depends on several factors such as urgency of the message, availability and effectiveness of a medium, and the relationship between the two communicants. Note that the choice of the medium/channel also influences the shape of the message. Finally, the sender tries to note the effect of the message on the receiver. The sender checks whether the receiver has got the message, how the receiver has responded to the message and whether he has taken the required action. This information about the receiver’s response is called feedback. Sender’s functions, decisions and activities make up half the process of communication. The receiver becomes aware that a message has arrived when he perceives it with his senses (he may see, hear, feel, etc.). The receiver attends to the message, or may ignore it. If he chooses to attend to it, he interprets it. The process of translating the symbols into ideas and interpreting the message is called decoding. This process occurs in the mind of the receiver who brings to bear on it her/his own knowledge, intelligence and attitudes. Interpreting is a complex activity. It involves using knowledge of the symbols and drawing upon previous knowledge of the subject matter. The receiver’s ability to understand, level of intelligence, values and attitudes, and relation with the sender, all influence the creation of meaning. When the sender and the receiver CU IDOL SELF LEARNING MATERIAL (SLM)

16 English Language and Lab have a common field of experience, the receiver’s understanding of the message is closer to what the sender had intended. The receiver feels a reaction to the message. The reaction may be emotional, that is related to feeling. The reaction may be conscious or unconscious. It may cause some change in the receiver’s facial expression. The message will also cause the receiver to think. The receiver may take some action, if required. He may also reply to the message. The reaction, the response and the reply are elements of feedback, but they do not become feedback until the sender receives them and becomes aware of them. Feedback is the sender’s getting to know the receiver’s response. When the sender notes, that is, sees, hears or otherwise becomes aware of the receiver’s reaction, response and/or reply, it is feedback. Note that a formal reply is related to action and official response. It may not contain information about the emotional response of the receiver. Besides, if the sender is not present, as in written communication, the reader’s immediate and unconscious reaction by body language is not seen by the sender. Feedback as given by the receiver is not identical with feedback as obtained by the sender. Receiver’s functions and activities complement the sender’s functions and activities to complete one cycle of the process of communication. This is a simplified description of a single cycle of the process of communication. The process is continuous and dynamic. It takes place in several cycles, with incremental understanding of the content, and knowledge of each other. In a conversation, the two persons take turns to speak, and alternately, be speaker and listener; but communication occurs non- verbally also, and the two persons may simultaneously carry out functions of sender and receiver at the non-verbal level. Both, the sender and the receiver, have important functions in the communication process. It can be successful only if both are efficient and attentive. 1.5.1 Models of Communication Many theorists have created diagrams to represent the communication process. The first model to represent the communication process was developed in 1948 by Shannon, an engineer at CU IDOL SELF LEARNING MATERIAL (SLM)

Communication Process 17 Bell Telephone Company. His concern was fidelity in transmission and controlling of the noise that disturbed the transmission. It is known as the information theory model. It is linear and one- way as shown in the figure below. INFORMATION TRANSMITTER RECEIVER DESTINATION SOURCE SIGNAL RECEIVED SIGNAL MESSAGE MESSAGE NOISE SOURCE Fig. 1.1: Shannon’s (1948) Model of the Communication Process It makes a breakdown of the flow of a message from source to destination, and provides an excellent breakdown of the elements of the communication process. The focus of this model is transmission, but it identifies the most important elements of communication and their general relationship to one another. There have been several developments of the communication model as understanding of the process of human communication increased. From Shannon’s one-way linear model to the current multiple-cycle circular models, many theorists from several disciplines have contributed new dimensions to the model and the description of the communication process. Understanding of the importance of feedback led to the adding of a feedback loop to the model. CU IDOL SELF LEARNING MATERIAL (SLM)

18 English Language and Lab Feedback Feedback Idea Received Idea Message (Receiver) Encoding Medium Decoding (Transmitter) Fig. 1.2: Process of Encoding & Decoding As theorists began to study communication as a human activity, the concept of the relationship between the sender and the audience developed. Other theorists took into account the fact that human communication is an interaction and progresses in many cycles during which both influence each other. The processes of encoding and decoding are affected by the personal qualities of each participant, and the creation of meaning is a complex mental process influenced by several factors such as the personal background, mental qualities and the circumstances of the individual. The concept of noise, which was only mechanical in the case of Shannon’s model, has now expanded to include everything that prevents communication from being successful — external disturbances, shortcomings of the system of symbols used, socio-psychological barriers that exist within the participants, and problems created by differences of cultural background. Many more models have been developed to represent the process of communication. The field of communication theory is still developing rapidly with contributions from various specialisations. The following figure shows the process of communication in six stages. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication Process 19 Fig. 1.3: Process of Communication [Figure slightly adapted from “People, Communication and Organisations” by Desmond W. Evans] As you can see in the figure, there are problems and pitfalls between every two stages of the process. The communication process is always disturbed; what we can do is make efforts to reduce the disturbance by training our skills and our minds to keep out the ‘noise.’ CU IDOL SELF LEARNING MATERIAL (SLM)

20 English Language and Lab 1.6 Summary Communication is a natural activity of all living creatures. Humans have better and more complex skills. It is important for everyone to improve one’s communication skills because success in one’s career and profession depends on skilful communication. Communication is the thread that holds an organisation together and enables it to function. Changes that occurred in communication means, speed and style because of technology have changed the shape and size of organisations. Relationships between individuals and organisations have changed and ways of doing business have changed. Most job advertisements mention high level communication skills as a requirement. Many definitions of communication are available; all of them emphasise that it is exchange and sharing of meaning; it is an effort to come to a common understanding on the issue at hand. Communication is a process that is not always effective; understanding its components and how they interact helps us to improve our skills by focusing on individual aspects and factors. Its components are Sender, Goal, Message, Medium, Receiver, Feedback and Environment. The components are interdependent and each is variable. The outcome of the process varies according to the interaction of the variables on each occasion. Hence, the process is dynamic. Several models have been created by theorists to depict the process. The important thing for us is to sharpen our skills as much as possible and avoid the pitfalls. 1.7 Keywords/Abbreviations z Encoding: The process that occurs in the sender’s mind when an idea has to be translated into symbols for being conveyed to another person; it is affected by the contents of the sender’s mind. z Decoding: The process that occurs in the receiver’s mind when interpreting and understanding a received message; it is affected by the contents of the receiver’s mind. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication Process 21 z Feedback: Sender’s awareness and knowledge of the receiver’s response to a message; both sender and receiver need feedback skills. The receiver often hides emotional response from the sender. z Context: Background of circumstances and conditions to which the present issue is related. z Medium: The means of conveying a message, such as postal service, email, air-waves, telephone, radio, TV, etc. z Noise: Anything that may disturb the communication process at any stage. It may be in the two persons’ minds, the medium or the environment. Any barrier to communication may be described as ‘noise’. 1.8 Learning Activity 1. Examine Figure 1 (Shannon Model) of communication process used for telephonic communication of sound). Then examine Figure 3 showing the six stages of human communication process. Write down the additional elements you find in the human communication process. ----------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------- 2. Suppose you have had a bad misunderstanding with a client, and have to settle it peacefully. One possibility is to settle it in your nice office. Another possibility is to settle it in a nice coffee house. Try each possibility in a role-play with a classmate. Carefully note how the environment influenced the conversation in each case. ----------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------- CU IDOL SELF LEARNING MATERIAL (SLM)

22 English Language and Lab 1.9 Unit End Questions (MCQ and Descriptive) A. Descriptive Type Questions 1. Name the components of the communication process and briefly explain any three of them. 2. Explain the roles of the sender and the receiver in the communication process. 3. Attempt a definition of ‘communication’ with the help of a diagram. 4. Write short notes on: (a) Element of noise in the communication process (b) Importance of communication in an organisation (c) Need for Feedback (d) Encoding and Decoding (e) Significance of Context in the communication process (f) Receiver’s functions in the communication process B. Multiple Choice/Objective Type Questions 1. The sender controls all these activities except ___________. (a) Choosing a medium for conveying the message (b) Encoding the message (c) Interpreting the message (d) Conceiving the message 2. The receiver controls all these activities except ___________. (a) Decoding the message (b) Giving feedback (c) Clarifying the goal (d) Interpreting the message 3. Feedback is necessary ___________. (a) In order to reprimand and discipline subordinate staff (b) For checking if the message has been understood and received well CU IDOL SELF LEARNING MATERIAL (SLM)

Communication Process 23 (c) To show the sender that his/her communication lacks clarity (d) To create an impression that we are paying attention to the message 4. Six stages of the communication process are listed here: (i) decoding, (ii) selecting a medium, (iii) interpreting the message, (iv) conceiving the message, (v) encoding and (vi) giving feedback. Of these, the sender’s activities are ___________. (a) (i), (iv) and (vi) (b) (ii), (iii) and (v) (c) (i), (iii) and (vi) (d) (ii), (iv) and (v) 5. In the communication process, the element of noise is found in ___________. (a) The channel (b) The sender’s mind (c) The receiver’s mind (d) All of these 6. In the process of communication, decoding means ___________. (a) Deciphering a message sent in a secret code language (b) Understanding and interpreting a received message (c) Responding to a received message by making signs (d) Replying in code language Answers 1. (c), 2. (c), 3. (b), 4. (d), 5. (d), 6. (b) 1.10 References Books 1. Desmond W. Evans, People, Communication and Organisations [Longman, 1996]. 2. Peter Little, Business Communication [Pitman, 1986]. CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT 2 TYPES OF COMMUNICATION Structure: 2.0 Learning Objectives 2.1 Introduction 2.2 One-way and Two-way Communication 2.3 Formal and Informal Communication 2.4 Verbal and Non-verbal Communication 2.5 Written and Oral Communication 2.6 Intrapersonal and Interpersonal Communication 2.7 Internal and External communication 2.7.1 Vertical and Horizontal Communication 2.8 Group Communication 2.9 Summary 2.10 Keywords/Abbreviations 2.11 Learning Activity 2.12 Unit End Questions (MCQ and Descriptive) 2.13 Reference CU IDOL SELF LEARNING MATERIAL (SLM)

Types of Communication 25 2.0 Learning Objectives After studying this unit, you will be able to: z Identify and distinguish between the different forms of communication z Understand and explain the attributes of the different communication forms z Compare the advantages and disadvantages of the different forms 2.1 Introduction Communication takes many forms according to the style of expression, the occasion and situation, the symbols and medium used, the relationship between the persons involved and such other factors. Each form has its uses and functions. The categories are not water-tight separations; there is a good deal of overlap. Any particular message or communication event may fall into more than one category. The classification is only for the purpose of understanding how communication takes on different styles and has different impact on the situation. Sometimes, the same content or information has to be communicated to different audiences. The purpose and the desired impact of the communication may be different. In such circumstances, consciously changing the type and form of the communication is a very useful strategy. It involves changing one or more factors of the communication process. 2.2 One-way and Two-way Communication In one-way communication, information is always transferred in only one direction, from the source to the target audience. With one-way communication, there is no direct interaction between the persons involved. The receiver has no chance to get clarification or to question the information received. One-way communication follows the linear Source-Message-Channel- Receiver (S-M-C-R) model of communication. Since there is no feedback, the source cannot find out whether the receiver has understood the message. Examples of one-way communications systems are radio and television broadcasts, newspapers, advertisements and other mass media. Within an organisation, the notice board and public address system are one-way systems. This mode of communication is used when a large number of persons have to be given the same CU IDOL SELF LEARNING MATERIAL (SLM)

26 English Language and Lab information such as instructions for passengers at transport stations, in public gatherings of any kind, or in organisations when all members have to be given the same information. Two-way communication is interactive. It involves both persons fully. In a normal two-way conversation, the persons involved constantly alternate between being source and receiver. The receiver can ask for clarification or challenge the source or add one’s own ideas and views to the conversation. At the end of such a conversation, both gain information on the issue talked about as well as about each other. There is much more feedback in two-way communication. Communication is much more complex than the simple model of source sending a message over a channel to a receiver. The sender and the receiver both actively play a role. They function within their respective frames of reference, their social situations, and their relationship to one another. What the receiver brings to the communication situation is as important as (perhaps even more important than) what the sender brings. It is a reciprocal process of exchanging signals to inform, instruct or persuade. Two-way communication requires interpersonal skills. It takes more time than one-way communication, but it is more satisfying and brings about a better understanding and agreement between the parties involved. In a large symposium or lecture meeting, much of the flow is one-way, from the speaker(s) to the audience. Feedback and audience response is not easy when the audience is large and the distance between the speaker(s) and listeners is much. In a smaller meeting, the chairperson can conduct the meeting so as to allow members to respond and participate. It is easier when the number is small and the distance between the participants is less. Activity Here is a simple exercise to understand the difference between one-way and two-way communication. Give a volunteer from the class a sheet of paper with a simple drawing consisting of five rectangles. Facing the wall, the volunteer describes the drawing to the class. The class tries to draw what the volunteer describes. No questions or any other type of interaction is allowed; and the volunteer must keep facing the wall during the exercise. When this is completed, members of the class are shown what is on the sheet of paper used by the volunteer. How successful was each one in reproducing the drawing? CU IDOL SELF LEARNING MATERIAL (SLM)

Types of Communication 27 Give a second volunteer a sheet of paper with another simple drawing. All conditions should remain the same except that now the volunteer faces the class and may answer questions asked by the participants. What are the results now? 2.3 Formal and Informal Communication The difference between “formal” and “informal” is not the same as the difference between “grammatical” and “ungrammatical.” The difference is in the manner and style; in what is called “register” which includes tone of voice, vocabulary and syntax. “Register” is defined as the way a speaker uses language differently in different circumstances. Think about the words and phrases you choose, the tone of voice, and also your body language. You behave very differently while chatting with a friend from what you would when you are in a formal situation such as a job interview. In writing as well as speaking, we use a variety of registers. We use different registers for writing an assignment, for writing to a friend, for writing to a prospective employer, for conversation with a friend, and for making a presentation. Writing is usually more formal than speaking. The register we use in a given situation is determined by the social code and not the grammatical code. The relation between writer/speaker and audience is a social relation and we maintain it in the style of writing and speaking. Formal register follows certain conventions: Conservative language: In formal style, we are careful about noun-pronoun agreement as in “Everyone has his or her weakness,” but in an informal situation, we may say, “Everyone has their weakness.” No contractions: In instruction manuals, “You don’t want to offend your reader” sounds more comfortable than the formal “You do not want to offend your reader.” But in formal writing such as a project report, contractions can give the impression that the writer is being casual, and are therefore avoided. Restrained style: In formal style, there is not much expression of any emotion. It is restrained, realistic narration and description, and logical reasoning. Slang and colloquial terms CU IDOL SELF LEARNING MATERIAL (SLM)

28 English Language and Lab are not used as they suggest a casual rather than a serious approach. In a formal presentation, gestures and movements are restrained, and the tone of voice is controlled. Formal communication such as a meeting, an interview, a conference and a presentation is usually scheduled in advance and has pre-arranged participants and pre-set agenda. Highly formal communication is likely to be one-way and may not be an enriching experience. The language used is formal. Informal communication may be unscheduled, with random participants, no pre- set agenda. It is likely to be interactive and richer than formal communication. The style is informal and may be conversational. However, as the newer, faster, more efficient technology replaces traditional methods of communication, the distinction between formal and informal communication is diminished. The newly named “online speak” consists of a combination of written and spoken language along with imaginative abbreviations. “Online speak” can incorporate anything from e-motions like :) (for a smile) or: ((for disappointment) to n2m (not too much) or lol (laugh out loud). Politeness is reduced in electronic messages; there is informality and experimentation. In an organisation, formal communication is a means of controlling activities through circulation of authoritative policies and procedures stating what is to be done, when, where, how, and by whom. Formal communication moves along the established “channels” of communication within the organisation. It is impersonal (desk to desk), official, and, in most cases, written. Formal meetings are documented by writing summaries and minutes. The purposes of formal communication are to command, to instruct, and to finalise matters through the application of regulations. Formal communication has advantages in organisations. z Since it is official, it is binding and more likely to be obeyed. It establishes responsibility of the sender and the receiver. z Since it is written, it is more precise and less likely to be misunderstood. It can be preserved and traced at any time. Copies can be made for distribution. z It saves time and effort that would be spent in informal talks and discussions. CU IDOL SELF LEARNING MATERIAL (SLM)

Types of Communication 29 z It avoids the embarrassment of face-to-face contact when the subject of communication is sensitive or painful. There are also disadvantages in formal communication. z It is too rigid; it limits information within the department to what is sanctioned by the head. z If it is worded in bureaucratic jargon, with excessively cautious phraseology, it obscures the meaning. z It often does not give reasons for the message; this can be very frustrating to the recipient. z It takes time, effort and money to produce. z It tends to be authoritarian since orders and instructions come down more often than reports and feedback go up, and social matters are seldom mentioned. z It is usually impersonal and final and fails to motivate employees. Informal communication is personal, unofficial, and mostly oral. It is based on the realisation that personal interaction among employees is healthy for an organisation. The purposes of informal communication are to educate through information sharing, to motivate through personal contacts, and to resolve conflicts through participation and friendship. It maintains enthusiasm, loyalty and commitment by involving employees in organisational matters. Informal communication has many advantages. z It is less official and less intimidating. It encourages the flow of new ideas. z It is personal, and carries the enthusiasm of the participants rather than dry, bureaucratic logic. z Since it is usually oral, it allows two-way communication, and both parties can discuss and explore organisational matters. z It promotes a more open climate and reduces rumours that sprout in a formal environment filled with unanswered questions. CU IDOL SELF LEARNING MATERIAL (SLM)

30 English Language and Lab z It can foster harmonious relationships and co-operation based on shared concerns and interests. Informal communication also has disadvantages. z It is too flexible and difficult to apply systematically. z It can lead to spreading of inaccurate information and also to indiscriminate disclosure of confidential information. z It is often coloured by emotion and can distort the meaning. z It is difficult to trace when an inquiry has to be made. An appropriate mixture of formal and informal communication is the most useful. There is no magic formula for finding this mixture; intelligent leaders who understand the environment of the department and the needs of its staff can find a suitable blend. 2.4 Verbal and Non-verbal Communication Communication by the use of words and language is called verbal communication; communication by using other symbols is called non-verbal communication. Verbal communication, that is language, can convey very complex ideas and is necessary for discussion and explanation of complicated ideas and concepts. Non-verbal codes like colours, maps, graphs and music can be used to enhance verbal communication. For example, graphs, charts, maps and pictures can greatly add to clarity of narration and description; sounds, sights, smells, touch, create an impression that adds to the meaning of the words. Verbal communication is always accompanied by non-verbal signs and signals which are more powerful and might even convey something different from what the words say. Non-verbal communication includes everything that is around the speaker as well as the speaker’s personality and voice which is called body language. It is instinctive, largely unconscious, and is very difficult to control. Actors and other stage performers cultivate their non-verbal communication to make sure that they make a pleasant and powerful impression on the audience. CU IDOL SELF LEARNING MATERIAL (SLM)

Types of Communication 31 2.5 Written and Oral Communication Written and oral are the two forms of verbal communication. Oral communication is more natural and immediate. It is natural to speak when the other person is present; we speak to communicate in natural and informal situations. We also speak in formal and official situations like making a presentation or taking an interview when the target audience is present. Oral communication requires that both the parties should be present and attentive at the same time. This requires certain skills of both; each must be able to respond to the body language of the other, and must be able to make immediate response to what the other says. Oral communication has the advantage of immediate feedback and opportunities to seek and give clarification. The telephone makes it possible to speak even when the other person is not present in the same place. The radio makes it possible to speak to a large number of people at the same time. Written communication is used when the other person is not present and not available on the telephone. Besides, long and complex messages are best conveyed in writing. A written message can go beyond time limitations since it can be preserved and can wait for the attention of the intended receiver. Written communication is separated from the sender and has no support from the sender’s personality and voice. However, it has the advantage of being on record and available for reference later. Also, it can be enhanced by visual non-verbal symbols such as maps, charts, pictures and so on. Oral and written communication have different qualities which must be taken into account in choosing which one to use in a particular situation. These are discussed in detail in a later chapter. 2.6 Intrapersonal and Interpersonal Communication Intrapersonal communication is what goes on within the mind. There is a continuous flow of thoughts in the mind. They do not follow any particular sequence but go on according to the individual’s personal associations and experiences; many of these thoughts are at the sub- conscious level. Sometimes, some thoughts come up to the conscious level and get more attention. CU IDOL SELF LEARNING MATERIAL (SLM)

32 English Language and Lab When a person is engaged in active thinking as in planning or solving a problem, the intrapersonal communication becomes clear and logical. Interpersonal communication is between two or more persons. Most forms of communication are interpersonal; it is the most important method of building up and maintaining relationships and of working together. An important point to note is that our intrapersonal communication influences our interpersonal communication. In a conversation, or even in an exchange of written communication, the intrapersonal communication of both persons affects their interpersonal communication. Thoughts, views, opinions and attitudes, which are a part of intrapersonal communication, influence how we speak/write and how we understand and interpret messages that we receive. If we have a positive attitude, our communication and relationships with others are friendly, open and pleasant; if we have a negative attitude, our communication with others is less friendly and less pleasant. Each person needs to develop self-awareness to deal with one’s intrapersonal communication in order to be well-prepared for interpersonal communication. 2.7 Internal and External Communication These terms are used to describe the communication of an organisation. It includes written, oral and non-verbal communication. Messages that move within the organisation, among its members, are internal communication; messages that go out of the organisation and are received from outside are called external communication. Internal communication moves along the lines of authority, upward and downward, and also along horizontal lines among persons of equal status. Organisations have internal media for communication within the organisation; all formal and official messages move on the internal media. The style, timing and quality of the internal communication is closely related to the organisation’s culture, and influences its atmosphere and health. Changes can be brought about in the organisation’s functioning by modifying the style of internal communication. CU IDOL SELF LEARNING MATERIAL (SLM)

Types of Communication 33 Informal communication in the organisation is called grapevine; it is entirely oral, unofficial and moves horizontally. The style and quantity of internal communication affects the atmosphere in the organisation and can have impact on the business because employees who are comfortable and happy work better. The content of the grapevine is closely related to the morale of the staff. The style and tone of outgoing external communication affects the organisation’s public image. An organisation needs a carefully considered policy with regard to its communication with the public. The messages which come from outside have to be properly documented, passed to the concerned person for action, and filed for future reference. 2.7.1 Vertical and Horizontal Communication An organisation’s internal communication which moves along the lines of authority and hierarchy is called vertical communication; messages that are sent by persons in authority to subordinates are called downward communication; messages that are sent from subordinates to their superiors are called upward communication. There are formal channels for these communications and it is considered improper to bypass the chain of authority. As upward communication is more difficult than downward, many organisations set up special channels to facilitate it. Reports, periodical interviews, suggestions schemes, informal tea meetings and social gatherings are some of the formal and informal channels that move communication upward. Horizontal or lateral communication includes all the messages that move between persons of equal status in the organisation. It is necessary for co-ordination and planning. The style of horizontal communication is usually more informal than the style of vertical communication. 2.8 Group Communication Group communication takes place in a meeting of small groups such as project teams, departments and committees. Group discussion is a very useful activity in organisations. It helps in understanding a situation, exploring possibilities and solving problems because it allows a multiple point of view. It brings together varied talent, skills, experience and knowledge. CU IDOL SELF LEARNING MATERIAL (SLM)

34 English Language and Lab It can be a very stimulating communication activity for those who have the skill. It is an education for all persons who take part in it, including the leader. It gives the participants an overview of the organisation and the issues discussed, and enables them to appreciate other people’s point of view. Multiple barriers operate in group communication. Problems can be created by personalities among members of the group. Some are nervous about addressing a group and do not speak up even if they have good ideas. Some aggressive persons prevent others from speaking. Some may not participate because they do not want to apply their mind. Members may get excited and turn hostile to one another. Even a cohesive group may have problems occasionally. The participants as well as the leader need group communication skills; otherwise, a meeting can be very frustrating and a waste of time. Ability to participate effectively in a group discussion is an important asset for anyone. Many companies select candidates for personal interviews after testing their ability to participate in a group discussion. The leader must be tactful and strong enough to control the meeting and keep the group’s communication focussed on the topic so that it arrives at a proper conclusion within the available time. The participants have to be committed to group decisions and activity. The size of the group affects its communication. The minimum number is three (only two do not make a group) and the maximum for effective communication is ten, though larger groups of up to fifteen can manage to have effective communication. 2.9 Summary Communication occurs in many forms. The classification is based on factors like the occasion, symbols and medium used, style of expression, relations between the communicators and so on. The categories are not water-tight separations. Sometimes, we can make a different impact by changing the form of communication in a particular situation. In one-way communication, there is no exchange of ideas and no feedback; mass communication is one-way. Two-way communication allows feedback and exchange of views, and is more satisfactory. CU IDOL SELF LEARNING MATERIAL (SLM)

Types of Communication 35 Formal and informal forms are both used in organisations; the difference is not in the grammar but in the social code. The conventions and styles of the two are different and depend on the social relation between the communicators. With quick electronic communication, there is a trend towards informality. Formal communication is official and authoritative, and necessary for organisational discipline. Both formal and informal have their advantages and disadvantages. A manager needs to have good judgement to decide which form to use in a give situation. Verbal communication is done by using words and language. Non-verbal communication is conveyance of meaning by everything other than language. It includes all symbols and signs, graphics, body language and voice modulations. It always accompanies verbal communication. Written and oral are the two forms of verbal communication. Written tends to be more formal than oral. Both are used and are necessary in an organisation. Intrapersonal communication is self-talk or a person’s internal dialogue. It influences a person’s interpersonal communication. Self-awareness is needed to control one’s intrapersonal communication. Internal communication is an organisation’s flow of messages among its members. External communication comprises all the messages sent out of and received from outside the organisation. Vertical communication comprises the internal messages that flow up and down the line of authority in the organisation; horizontal communication are the messages that move between persons of equal status. Group communication occurs among a number of persons in a meeting. It is needed for joint activity and for dealing with organisational matters that affect many sections and persons. It requires special skills in addition to interpersonal skills. Mass communication is public communication through mass media; it is one-way and directed to large audiences. 2.10 Keywords/Abbreviations z Upward communication: Messages that move from juniors or subordinate employees to seniors. Communication does not move upward easily unless it is especially encouraged and facilitated. CU IDOL SELF LEARNING MATERIAL (SLM)

36 English Language and Lab z Downward communication: Messages that move from seniors to juniors or from the management to the employees. z Lateral communication: Messages that move between persons of the same or equal status. z Intrapersonal: The flow of internal self-talk that goes on all the time in the mind of an individual. It is very difficult for most persons to stop it or even control it; it influences our communication with others. Those who learn to control it can be better listeners and make better relationships. z Verbal: Communication by means of words and language. It may be either oral or written. z Grapevine: The extremely informal talk that goes on among employees working together or are in contact with one another. It is always oral and often contains incorrect information. 2.11 Learning Activity 1. Use role play with a classmate for each of the following situations: (i) You are explaining to your professor that you have a serious family problem (such as an illness or accident) and therefore need extension of time to submit an assignment. (ii) You have to explain the same situation to your group mates with whom you have to complete another group assignment. Note down the difference in the non-verbal elements of the communication such as style of talking, gestures and your attention level in each of the communication situations; you can have a third person observing and giving feedback to the role players. ----------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------- 2. Think of any organisation with which you are connected [office, college, club, company, etc.]. Try to analyse its communication flow. List the organisation’s internal CU IDOL SELF LEARNING MATERIAL (SLM)

Types of Communication 37 communications and external communications. Are there any group communication situations? Any mass communication? What is written and what is oral? ----------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------- 3. What types of communication are used for this course you are taking? Which do you find most effective? Which are least effective? What changes and modifications would you like to see? ----------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------- 2.12 Unit End Questions (MCQ and Descriptive) A. Descriptive Types Questions 1. Explain the difference between these pairs in about 50 words each. (a) Verbal and non-verbal communication (b) Oral and written communication (c) One-way and two-way communication (d) Interpersonal and intrapersonal communication 2. Write a note on the advantages and disadvantages of oral and written communication. 3. Explain the uses of formal and informal communication in an organisation. 4. How is group communication different from mass communication? B. Multiple Choice/Objective Type Questions 1. All these are examples of formal communication except ___________. (a) Memo (b) Oral clarification of a task to an inexperienced clerk CU IDOL SELF LEARNING MATERIAL (SLM)

38 English Language and Lab (c) Presentation to one’s colleagues (d) List of defaulting borrowers from database to be used for sending collection letters 2. When a senior colleague helps you to understand a task, it is an example of ___________. (a) Grapevine communication (b) Informal communication (c) Upward communication (d) Lateral communication 3. Two-way communication is not suitable for ___________. (a) Resolution of conflict (b) Training and education (c) Warning of emergency (d) Complaining about deficiency in service 4. Group communication occurs in ___________. (a) Public speaking (b) Meeting (c) Radio transmission (d) Cinema 5. Two-way communication is possible ___________. (a) By TV (b) In a public speech (c) By telephone (d) On a notice board 6. Vertical communication occurs between ___________. (a) Senior and subordinate (b) Persons of equal status (c) Managers from two different organisations (d) Customer and seller Answers 1. (b), 2. (b), 3. (c), 4. (b), 5. (c), 6. (a) 2.13 Reference 1. Urmila Rai and S.M. Rai, Business Communication [Himalaya Publishing House]. CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT 3 BARRIERS TO EFFECTIVE COMMUNICATION Structure: 3.0 Learning Objectives 3.1 Introduction 3.2 Physical Barriers 3.2.1 Defects in the Medium 3.2.2 Noise in the Environment 3.2.3 Information Overload 3.3 Semantic and Language Barriers 3.4 Socio-psychological Barriers 3.4.1 Self-centred Attitudes 3.4.2 Group Identification 3.4.3 Self-image 3.4.4 Selective Perception 3.4.5 Defensiveness 3.4.6 Status Block 3.4.7 Resistance to Change 3.4.8 Closed Mind CU IDOL SELF LEARNING MATERIAL (SLM)

40 English Language and Lab 3.4.9 Poor Communication Skills 3.4.10 State of Health 3.5 Organisational Barriers 3.5.1 Filtering and Editing 3.5.2 Withholding of Information 3.5.3 Overdependence on Written Communication 3.5.4 Poor Communication Culture 3.6 Overcoming Barriers to Communication 3.6.1 Improving Listening and Reading Skills 3.6.2 Practising Feedback Skills 3.6.3 Channels 3.6.4 Attending to Members’ Needs 3.7 Cross-cultural Communication 3.7.1 Barriers 3.8 Summary 3.9 Keywords/Abbreviations 3.10 Learning Activity 3.11 Unit End Questions (MCQ and Descriptive) 3.12 References CU IDOL SELF LEARNING MATERIAL (SLM)

Barriers to Effective Communication 41 3.0 Learning Objectives After studying this unit, you will be able to: z Understand why barriers arise in the process of communication z Become aware of different types of barriers z Learn what efforts can be made to overcome communication barriers 3.1 Introduction Communication is not always successful. Several things can prevent the message from reaching the intended audience or from having the desired effect on the audience. There are problem areas at every stage in the process of communication. We have also seen that there can be noise disturbing every mental activity, and also noise in the channel/medium and in the environment. The disturbances and problems pose barriers to communication. For the purpose of understanding, we can classify the barriers into groups. Some ‘noise’ and disturbances are in the environment and are not easy to control. These are called External or Physical barriers. Some problems arise from deficiencies in the symbols that we use for communicating, that is, language or other symbols used for encoding. These are called Semantic or Language barriers. They arise because language has some difficult characteristics and also because individuals have different understanding of things. Some problems arise from the minds and the individual characteristics of the communicants, the sender and the receiver. These are called Socio-psychological barriers. Our cultural background has an important influence on how we perceive and understand things; our attitudes and judgements and values are also affected by our cultural background. Hence, in addition to language barriers, there are also deep-seated attitudes that cause difficulties in understanding what people from another culture or country mean or want to convey. These barriers are known as Cross-cultural Communication barriers. Even two countries that speak CU IDOL SELF LEARNING MATERIAL (SLM)

42 English Language and Lab the same language (UK and USA both speak English) can have cross-cultural communication problems. Organisations have their own problems of making information available to its members. Organisational barriers prevail in most organisations. They arise from various sources and can become quite complicated, and can cause information gaps leading to problems in its working. The smooth working of an organisation depends very much on efficient organisational communication. Activity Examine your communication tasks. Are there any tasks that you don’t like or would like to avoid? Who is the audience? What is the content of your uneasy tasks? Discuss this problem in your group and see if you can find ways to get over your uneasiness. (Try changing the medium/channel or the time or the place.). 3.2 Physical Barriers Physical (or External) barriers are obstacles that prevent a message from reaching the intended receiver. They may be outside and beyond the control of the persons concerned. Some can be controlled by the management of an organisation; some cannot be controlled because they are in the environment. 3.2.1 Defects in the Medium Defects in the devices used for conveying messages are external and usually not within the control of the parties engaged in communication. The telephone, the postal system, the courier service, or electronic devices may fail. Messages can get delayed, distorted and even lost while being transmitted. A partial failure of the mechanical equipment is more harmful than a total failure because a partial failure may carry an incomplete or distorted message. A fax message can be wrongly delivered if a wrong number gets dialled; or the printout may not be clear. It is advisable to call up and check that the fax has been received. CU IDOL SELF LEARNING MATERIAL (SLM)

Barriers to Effective Communication 43 Any of the media we use can be out of order; the communication may have to be postponed or sent by an alternative medium. 3.2.2 Noise in the Environment Noise is any disturbance which occurs in the transmission process. In face-to-face communication which is carried by air vibration, the air may be disturbed by noise such as traffic, factory work, or people talking. In a factory, oral communication is very difficult because of the noise of the machines. Organisations that can afford sound-proof rooms can overcome this barrier to a large extent. 3.2.3 Information Overload When there is too much information, some of it is blocked out by the receiver’s mind who may not be able to cope with the overload. Advertising and sales information is an example of overload; too much communication about products floats through so many media that a good deal of it does not reach the potential buyer. The practice of sending CC (copies) of email messages to everyone in offices causes severe information overload. It is difficult for individuals to sort out the messages which are relevant and important. Information overload (also called information glut) happens when amount of information given to a person is more than the person’s processing capacity within the available time. When there is overload of information, the person is generally not able to take good decisions. The advent of information technology has increased the problem of information overload. Information technology has the ability to produce more information and circulate it more quickly to a wider audience than ever before. Thus, many persons in an office find copies of needless documents in their inbox. Useless bits of information interfere with a person’s ability to deal with important and urgent messages. CU IDOL SELF LEARNING MATERIAL (SLM)

44 English Language and Lab 3.3 Semantic and Language Barriers Semantic means pertaining to or arising from the different meanings of words or other symbols. Language is our most important and powerful tool of communication; and yet it is a tricky tool that needs skill in handling. First of all, many words have multiple meanings. You have only to look into a dictionary to see how many meanings you can find for some commonly used words such as “charge”, “spring”, “check”, “suit”, “ring”, etc. The meaning that comes to your mind first depends on your occupation. “Charge” may mean electrical charge to an engineer, but fee/rent to a consumer or a businessperson. Words like “minute” and “wind” are pronounced in two different ways to mean two entirely different things. Some words like “present”, “transfer” and “record” are used as verb and as noun with a difference in stress in speaking, but no difference in spelling. A person may be present at a function and receive a present (stress on pre-), and present (stress on -sent) some thoughts on the budget. Similar sounding words like “access” and “excess”, “flour” and “flower”, “cite”, “site” and “sight”, etc. can cause misunderstanding in speech. Many people confuse “week” and “weak,” “steal” and “steel”, etc. in writing. Adjectives and adverbs like “fast”, “far”, “few”, “early” and “easy”, convey different meanings to different persons depending on their daily activities and way of life. The meaning of descriptive adjectives like “beautiful” and “ugly” depends entirely on personal taste. Even a concrete noun like “table” may suggest a writing table or a dining table or a statistical table to different persons. Similarly, “chair” could be something to sit on, or a position to occupy. How many ideas does the word “home” convey? Emotional and cultural attitudes towards something can evoke different responses in people; for example, “dog” will evoke responses according to a person’s past experience with the animal as well as cultural attitudes towards the animal. CU IDOL SELF LEARNING MATERIAL (SLM)