Chapter Two: The Process of Communication

CHAPTER TWO
THE PROCESS OF COMMUNICATION

Communication is a process that involves steps or sequences of activities to be followed in the

exchange of messages between senders and receivers.

The communication process model

The transmission of the sender’s ideas to the receiver and the receiver’s feedback to the sender constitute
the communication circle.

The communication process can be simply represented diagrammatically as

Noise

Coded message
Source Decoded message Receiver or
Medium of audiences
transmission

Feed back

Fig: communication process model

Elements of the Communication Process

To be effective communicator, a manager should understand the basic framework of communication
process. The process of communication involves five basic elements or factors.

 The sender or communicator or source or encoder

 The message
 The medium
 The receiver/ decoder
 The feedback
Communication is a five-step process: the sender has an idea; the idea becomes a message; the message is
transmitted; the receiver gets the message; the receiver reacts and sends feedback.

 The sender/ encoder

The communication process or cycle begins with the generation of ideas. An idea or impulse is generated
in a person’s mind i.e. by the sender/ encoder. The sender reduces the idea to essentials. The idea is now
present in the sender’s mind in the form of essence.

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The sender in the communication process has responsibility for formulating the message in the way that
accurately conveys an idea to the receiver. The sender must mentally see the communication from the
receiver’s point of viewpoints. The sender’s task is to search for and use communication symbols and
communication skills that will bring about understanding in the mind of the receiver.

The sender’s functions are: clarifying the objective; encoding the message; choosing the medium; and
transmitting the message.

 The message
The result of encoding is the message . The message is the core idea to communicate and consists of
both verbal (spoken or written) symbols and nonverbal (unspoken) symbols. It is sent from one person to
another.

The most important characteristics of a message are: it is organized; structured; shaped, and selective – a
product of pre-writing or pre-speaking stage; and it exists in the mind of the sender.

 The Medium/ the channel

Medium is the vehicle through which the encoded message is dispatched to its destination. It is a vehicle
that facilitates the sender to convey the message to the receiver. Messages are dispatched through face-to-
face communication, a talk over the telephone, or a broadcast from the radio or TV.

Dispatch is synchronized with reception. Medium is the interval between dispatch and reception.

Messages are communicated by channels. They are written or oral channels. Messages are best
communicated by the combination of both. No one communication method is superior to another method.

Whatever you choice communication channels be sure to weigh both their benefits and costs.
Determination of the communication channel depends on its costs i.e. time, people, equipment; and the
desired benefits, i.e. effectiveness and efficiency.

To selecting the medium/ the channel consider:

 Urgency of the message – is immediate feedback needed? Oral communication provides

the quickest feedback.
 Need for documented record – is there any need for a documented record for the
communication? To verify or monitor the message later written communication is
superior to oral communication.
 Need for detailed accuracy – is there need for detailed accuracy? If the message contains
detailed or exacting information, or explains a complicated procedure, the written method
is important.
 Acceptability – is there a question of acceptance? There may be resistance for the
message you are attempting to communicate. If acceptance is a problem, oral
communication is better than written communication.
 Need of formality – is formality needed? Although oral communication is formal, it is
normally considered less formal than letters or memos.
Is short, selecting the medium depends on variety of factors such as: urgency of the message; __
available; availability of the medium; effectiveness of the medium; the relationship between the two
communicators

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 The receiver/ decoder

When signals have reached their destination, they are translated into ideas. The process of translating or
interpreting signals is decoding.

The message receiver is your reader or listener – is also called decoder. The receiver gets the message,
understands, interprets, and tries to perceive the total meaning of the message as transmitted by the
sender.

The receiver as well as the sender is influenced by internal and external stimuli. They receive messages
through the eyes and ears, but they are also influenced by nonverbal factors such as touch, taste and smell.
All these factors demand interpretation according to individuals’ experience.

A problem is that all of us do not have identical experience with the subject or symbols chosen by the
sender. Attitudes, abilities, opinions, communication skills and cultural customs vary. Hence
misinterpretation occurs; personal biases intervene; as the receiver through his receptor mechanisms tries
to perceive the intended meaning of the sender’s ideas.

The reproduction of source of idea is fairly accurate if the encoding is efficient; the receiver is familiar
with the codes used; and the receiver’s perception is good.

 The feedback
Feedback is the receiver’s response. The receiver decodes the message sent from the sender and respond
to it. This response is communicated back to the sender, and it is called feedback.

When feedback involves the receiver becomes the sender and the original sender becomes the receiver.

Feedback can use the same signal or entirely different signals. E.g. in face-to-face talk the original
message is very often in terms of words where as the feedback can be sent purely through facial
expression.

The communication of the sender’s responses to the transmitter constitutes the feedback. It begins when
the receiver responds to the message and ends when his response has been decoded by the original sender.

The feedback may be verbal or nonverbal, it can be written or oral – a ‘yes’ or ‘no’, a request for further
clarification, a desirable or undesirable decision or a detailed helpful report.

The success or failure of communication is indicated by the feedback. For effective communication
feedback is extremely important. If there is no feedback, the receiver either doesn’t get or doesn’t clearly
understand the sent message. Feedbacks can be immediate or not.

Effective Use of Feedback

For effective use of feedback the following guidelines are vital.

Guidelines in receiving feedback

1. Tell people you want feedback. When people feel that their opinions and observations may be
used against them or that your feelings may be easily hurt, they withhold feedback. Therefore, let

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them know that you consider feedback (including personal opinions, questions, and
disagreement) not only useful but also necessary.
2. Identify the areas in which you want feedback. If you want personal feedback, you might say,
“I am trying to improve my speaking and am interested in how many times I said ‘okay’ in
today’s meeting.” If you want only feedback pertaining to the organization, then specify the
topics in which you are most interested.
3. If you are a manager, set aside time for regularly scheduled feedback sessions. Such sessions
show employees that you value feedback and tend to make it easier for them to ask questions and
express opinions.
4. Use silence to encourage feedback. Too many people ask a question wait two or three
seconds, and then begin talking again. It takes more than two or three seconds for most people to
organize and verbalize their responses. If you remain silent for at least a full ten seconds, you
will probably get more response.
5. Watch for nonverbal responses- because verbal symbols may comply or contradict with
nonverbal symbols.
6. Ask questions. Do not assume that you understand the meaning of the feedback you receive
from others. When in doubt, ask for clarification.
7. Use statements that encourage feedback. People usually adjust their feedback by monitoring
the listener’s verbal and nonverbal reactions. If you want a person’s honest opinion, you must
encourage it by purposely saying such things as “Really?” “Interesting.” “So, you feel that . . . “
8. Reward feedback. If you are a manager, you can reward feedback by complimenting the
person, preferably in front of his or her colleagues. Some companies have a “Best-Idea-of-the-
month” contest and put the winners’ names on a placard or give them a company pen with their
names engraved on them. As an employee, you can sincerely thank people for their comments
and perhaps write them a thank-you note.

Guidelines in sending feedback

In sending feedback make sure your own feedback to others:
 Is directed toward behavior rather than toward the person. Often, someone who is angry
criticizes the person rather than the behavior that caused the anger. Telling a secretary “You
are a poor excuse for a secretary” is an attack on the secretary rather than on the offensive
behavior and causes a defensive, emotional response. Your feedback is much more likely to
be received positively if you mention the action or behavior that is unacceptable and focus on
what can be done to avoid it in the future.
 Is descriptive instead of evaluative. Descriptive feedback is tactfully honest and objective,
whereas evaluative feedback is judgmental and accusatory. Evaluative feedback: “Where is
your sales report? You know it is due on my desk no later than 9:00 each morning. You’re
obviously not reliable anymore.” Descriptive feedback: “When you don’t turn your sales
reports in on time, I’m unable to complete the departmental sales report on time. This makes
me look bad and the department looks bad. You’ve been late twice this month. Is there
something I can do to help you get those reports in on time?” Evaluative, judgmental words
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cause defensiveness and hurt feelings; words that simply describe the situation in a
nonjudgmental way are more likely to result in cooperation.
 Involves sharing ideas instead of giving advice: It is not always sensible to give advice to
other people. If your advice does not work, you will be blamed. One of the best ways to
improve a relationship is by openly sharing opinions and ideas. Suppose a manager who is
having trouble with some employees comes to you and asks, “What am I doing wrong?”
Instead of giving advice, share a personal experience with the manager. For example, you
might describe a similar problem you had and how you handled it. It is then up to the
manager to decide what to do.
 Includes only as much information as the person can handle at one time. Suppose during
a performance appraisal you give an employee a list of twenty items that need improvement.
Is this type of feedback beneficial? You may feel better now that you have “dumped” your
feelings, but how can anyone improve on twenty things at the same time? When giving
feedback, include only two or three suggestions at a time-a number the person can reasonably
handle.
 Is immediate and well time. Immediate feedback is obviously more valuable than delayed
feedback. After a foul-up shipping, instead of waiting for two weeks to discuss the problem
with the responsible employee, discuss the error immediately or at least within a day or two.
Immediate feedback allows the person to correct actions or behaviors while they are still
fresh in mind. But feedback should also be well timed, and sometimes this means that it can’t
be immediate. If you point out an employee’s mistakes in front of a group of con-workers,
such feedback is likely to be resented. And if you confront an employee anxious to get home
after quitting time, your suggestions may be received absent mindedly. This type of feedback
should be given in a private, relaxed atmosphere. Unfortunately, many people tend to give
feedback in anger and don’t stop to consider the consequences.

Noise
In the framework of communications noise is any interfering factor that, if present, can distort
the intended message. Noise can be present in any element. i.e. the sender, channel or receiver.
Noises are of two types: Psychological noise and Physical noise. Physical noise is unwanted
sound created in the external environment or in transmission. On the other hand psychological
noise is created in the mind of senders-receivers. It generally refers to absentmindedness that
may be caused by pain, hunger, headache, and other factors that preoccupy human mind.

Barriers in the communication process

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Barriers to communication include anything that prevents a message from being received
and/understood. Barriers are therefore, synonymous in many ways with noise. Though
technological noise is less of barrier and more of an obstacle, a technological problem does not
usually stop communication, though it may block it temporarily. Technological problems are
also perhaps the easiest problem to solve.

Some of the common barriers are

 Wrong choice of media

 Physical barriers
 Semantic barriers
 Different comprehension of reality
 Socio-Cultural barriers
 Status consciousness
 Organizational barriers

i. Wrong choice of media

Communication may be oral, written, visual or audio-visual. All these media have their own merits and
demerits. It is a properly chosen media that can add to the effectiveness of a communication; an
unsuitable medium acts as a barrier to it.

For instance, if an employee desires expressing his regret for his misconduct with his supervisor, he
should meet him personally. Whatsoever a lengthy letter he might write, it can never be as effective as an
earnest look of his face.

ii. Physical barriers

Noise

Noise is often a common barrier to communication. It refers to all kinds of physical interferences like
illegible handwritings, smudged copies of duplicated typescript, poor telephone conversations.

Time and distance

Time and distance are also act as barriers to communication. There is a kind of communication gap
between persons working in different shifts and places. The distance between the transmitter and the
receiver becomes a barrier.

Modern communication facilities like fax, telephone and internet have solved the problems created by
time and distance, but they are not available everywhere.

iii. Semantic barriers

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Semantics describes the meaning of words and other symbols. it is the study of words and signs. Semantic
becomes barrier when the receiver understands the meanings of words differently from the sender.

Interpretation of words

Words can communicate a variety of meanings. There is possibility that the receiver doesn’t assign the
same meaning as the transmitter intended. Hence this leads to miscommunication.

Communication to be perfect, the receiver must assign the same meaning to words as existed in the
sender’s mind. Words are not important by themselves. They assume different shades when used by
different people in different context. It is the people and the context that matters them. It is only from the
context that we can determine the meaning assigned to a particular word. But on account of different
social, economic, cultural and educational backgrounds, people even interpret the context differently.

By passed instructions

Bypassing occurs when the sender and the receiver attribute different meanings to the same word or use
different words for the same meanings.

Example: a manager gives a letter to a new employee with instruction ‘take it to our store room and burn
it’. In the managers mind ‘burn’ means ‘copy on a photocopier’, but the puzzled new employee afraid to
ask question and burned the letter and destroyed the only existing copy.

Denotation, connotation and Euphemism

The other communication problem also occurs because words have two types of meanings: denotative
and connotative.

Denotative meaning is the literal meaning of words. It is the often the dictionary meaning and also the
meaning on which most people agree. Words also have connotative meanings that arouse qualitative
judgments and personal reaction. They tell you how the sender evaluates the subject. E.g. ‘student’ is
denotative; ‘bookworm’, ‘scholar’, ‘dropout’ is connotative; the term ‘meeting room’ is denotative where
as ‘directors lounge’, ‘executive’s suite’ ‘boardroom’ is connotative.

Euphemism is an expression that is gentler or less direct than the one to refer something unpleasant or
embarrassing. It is mild, innovative expression with which most people do not have negative associations.
Tactful writers and speakers use it whenever possible to replace words that might have blunt, lowly, or
distasteful connotations.

E.g. maintenance worker or staff member instead of janitor; slender instead of skinny; senior citizen
instead of old person; pass away instead of die; bathroom or rest room instead of toilet.

To communicate effectively, be aware of the usual connotative meanings of words. Choose your words
carefully to convey the idea you want to achieve the desired results.

iv. Different comprehension of reality

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The reality of an object, an event, or a person is different to different people.

Reality is not a fixed concept; it is complex, infinite and continually changing. Because each human being
has limited sensory perceptions (touch, sight, hearing, smell and taste) and each persons mental filter is
unique.

People perceive reality in different ways. No two persons perceive reality in identical manners. We make
various abstractions, inferences, and evaluations of the world around us.

Abstracting

Abstracting may be defined as the process of focusing attention on some details and omitting others. It is
considering the most general characteristics and ignoring the specific details.

It is necessary and desirable for both written and oral communications. When you write a memo, letter or
report or converse by telephone, you will be limited somewhat by time, expense, space and purpose; and
also to select facts that are pertinent to accomplish purpose and omit the rest.

Allness’ fallacy

“Allness’ fallacy states that we believe that whatever we know or say about an object or event, it is worth
knowing or saying about it. The more we delve/ dig into some objects, the more we realize there is so
much more to learn and to consider; and unfortunately the less we know the more sure we feel that we
know it.

Even authorities and experts admit they don’t know all the answers; they continue to study all available
facts, though they sometimes disagree among themselves. Such assumptions are rarely correct. It is best
to avoid assuming we know all about any subject or circumstances simply because we have a few facts.
Otherwise we may have an inadequate, erroneous impression of the whole.

Slanted statements

Slanting is giving a particular bias or slant to the reality. In a way, slanting is similar to ‘allness’.

In ‘allness’ we know only a part and are ignorant of the rest, but we think that we know the whole. In
slanting we are aware of the existence of other aspects but we deliberately select a few and make them
representative of the whole.

To overcome this barrier, we should try to be objective in our observations and assessments and we
should try to avoid the mistake of judging the whole by what we might be only a fraction of it.

Inferring

What we directly see, hear, feel, taste, smell or can immediately verify and confirm/ constitutes a fact.
But the statements that go beyond the facts and the conclusions based on facts are called inferences.
Inferences are conclusions made by reasoning form evidences or premises.

In the business fields it is essential to make inferences. System analysts, marketing specialists,
advertisers, architects, engineers, and designers are required to draw inferences. Non-experts drawing

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inferences without verifying facts get into communication trouble. Wrong inference is barrier to
communication.

v. Psychological barriers

Psychological barriers are those relations to the individual and the individual’s mental and
emotional state, key psychological barriers are;

 Filtering
 Perceptions
 Faulty memory
 Poor Listening Skills
 Emotional Interference

Filtering
People tend to hear what they want to hear and see what they want to see. People have differing
degrees of attention. Some are more open to new ideas and information and see more than others.
We are often unaware of our selective bias. Often our filters and biased are a result of personal
value systems or our cultural backgrounds the key to avoid filtering problems is to listen
carefully to read carefully and to be aware that we all have tendency to be selective about the
information and data with which we are confronted.

We are constantly bombarded with so much information that we do not hope to process it all, so
some amount of selectivity is always required. We are all limited by our cognitive powers.
Indeed few, if any of us, could handle such a volume of information and data. This is referred to
as bounded rationality (Simon 1962) and is caused by;

I. Limited time and other resources for collection information

II. Differing expectations of managers and others regarding that what constitutes
relevant information
III. Limited ability to understand process and use large amounts of information.

Perceptions
Like our filtering system we each have our perceptions of how we view the world. We have
perceptions of reality that we trust and we behave according to those beliefs, which in turn,
influence our behavior. We often do not realize that we filter out information that conflict with
our perceptions of the world. Our perceptions and filtering systems also affect how we
communicate, including how we encode and decode messages. Our perceptions can be barriers
to communication. We can refuse to acknowledge or attend to what is being communicated
because we have preconceived ideas about its relevance to our lives.

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Faulty Memory
If you do not remember what has been communicated to you, the communication is incomplete
or ineffective. Memory plays an important role, therefore, in successful communication. We
never actually lose what we have once experienced through action hearing, reading, smelling or
touching through we may be unable to access those memories. Good memory skills can be
learned and should be practiced if you want to become and effective communicator.
First, you have to focus your attention on the information you want to remember. You need to
select it from amongst all the information you are receiving at any given time. Secondly, you
have to store the information you need to get it from your immediate (sensory) memory into your
long-term memory. Thirdly, similar to using a computer, you have to be able to access the
data/information when you need it.

Poor Listening Skills

Inadequate memory skills can also be attributed to poor listening. We may not remember some
one’s name simply because we were not paying enough attention when we were introduced. Day
dreaming, reading, listening to another conversation rather than the one in which we are
engaged. Few people listen with complete attention for more than a few seconds at a time unlike
writing or talking skills, listening skill have intended to be given little priority. Yet, managers
must listen to their customers, their employees, their shareholders and other.

Some listening problems are fairly obvious-problems caused by external distractions or lack of
interest.

Emotional Interference
Emotions can be a barrier to communication both in sending and receiving messages. When
people are angry, fearful or sad their communication skills can be impaired. This is not
something you can necessarily control in others but you can control your emotions to a degree.

If you are angry you may say things you don’t mean or refuse to communicate things that need to
be said. If you are fearful or anxious, for example, in giving an oral presentation, your
nervousness can affect your audience receives your message. Your anxiety will be
communicated to them and they will not be able give full attention to what you are saying.
Positive emotion can be barriers to communication. Too much exuberance or overusing humor
can detract from the seriousness of your message. A measured approach that conveys your
message in a firm and clam manner works best.

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vi. Status consciousness

Status consciousness exists in every organization and it is one of the major barriers to effective
communication.

Because of status consciousness:

 subordinates are afraid of communicating any unpleasant information that might displease their
superiors
 subordinates fear that unfavorable communication may adversely reflect up on their competence,
so they are in the habit of editing information
 subordinates also find it difficult to offer proposals for the improvement of the organization, for
such proposals are not encouraged, they ear them the complaints of being presumptuous and
arrogant
 Persons at higher ranks are extremely conscious of their dignity and they carry the notion that if
they consult any of their subordinates, their dignity will be impaired beyond repair. They prefer
grouping in darkness to conceding better knowledge and competence to any of their subordinates
and seeking his assistance in solving their problem.
Status consciousness is a very series barrier to face-to-face communication. The subordinate feels
nervous, falters in his speech and fails in communicating what exactly he wanted to say. On the other
hand the officer reveals impatience and starts giving comments or advice before he has fully heard his
subordinates. Consequently there is a total failure of communication.

vii. Organizational Barriers

Organizational barriers primarily relate to the organizations structure, culture, and pattern of work and
communication flows. These include:

 Information overload - we are bombarded with information from all directions: letters, phone
calls, mail, text messaging on mobile phones, radio, film, television, and new papers.
 Message competition: Managers are put under more stress by the potential danger of missing or
ignoring important messages and thus threaten their effectiveness.
 Information distortion: Information may be misinterpreted or even blocked on purpose. Manager
who feels threatened by information simply not pass it on, or may misinterpreted the information
to superiors or subordinates.
 Message filtering:- managers select the communication to which they pay attention by filtering or
screening them when passing on information. Filtering of messages means that communication
can often become distorted and reduced.
 Confliction Messages:- Conflicting messages can undermine communications and credibility.
 Communication climate:- Too many communication channels means that messages will be
distorted. Too few communication channels means the message are blocked too little information
will flow.
 Structural problems:- The more hierarchical levels through which information must pass, the
longer it will take to do so. This makes effective communication much more difficult and can put
tall organizations at a competition disadvantage compared to those with flatter structures.

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viii. Socio-cultural Barriers

Communication always involves other people. An individual can be carrier of culture but one
person can’t create culture because culture is a group of phenomenon.

Culture is powerful. The languages we use, the food we eat, how we dress, what we believe and
so on, are all powerful cultural traits. We accept them as if they where non-confront able and
non-debatable we implicitly believe in our culture and generally conform to its tenets. Culture is
critically important to communication. Culture which occurs at national, ethnic, regional and
even organizational levels can be a barrier to communication precisely because culture is both
powerful and defining of groups.

By participating in a culture we are conforming to social norms, whether implicitly or explicitly.

Social norms are tacit or informal ‘rules’ about what is done, how, where, when and by whom.
We have norms in communication e.g. gestures, the meaning of color, tone of speech and the
meaning of symbols. What is interesting from a communication perspective is that not only are
social norms and cultural traits essential because they enable better communication, but also that
these same norms and traits can be barriers to communication. The key socio-cultural elements
that may be barriers are;

I. Group think

II. Confliction values and beliefs

III. Stereotyping and ethnocentrism

IV. Language and jargon

Groupthink
Groupthink is a social phenomenon which occurs when group behavior dominated and stifles the
decision making process (Janis 1982) it occurs when social norms or a group’s desire for
consensus overwhelms its desire to reach decisions that are in its best interest. It is what happens
when shared values and conformity get out of control. Group thinking is a major problem in
business, where people work extensively in groups and teams. Being aware of some of the key
elements of groupthink can help you to recognize it and avoid it.

Groupthink is characterized by;

1. Similarity and hidden differences, group members over-communicate and emphasize
their similarities.
2. Reliance on shared rationalizations. The group develops and maintains strong shared
beliefs without questioning their accuracy or their underlying assumptions. Rather than
recognizing some management or strategic error to explain failure, the group will
rationalize or blame external forces.
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3. Collective pattern of defensive avoidance. Defensive avoidance means that the group
collectively avoids and refused to confront any issue or information that threatens to
challenge their shared views or decisions.
4. Lack of vigilance. One way that groups avoid having to confront contradictory
evidence to decisions is through lack of vigilance.
5. Suppression of worrisome defects. All group leaders and organizations have
weaknesses. When groupthink is operation, each defect is specifically suppressed. This
functions to maintain the appearance of group similarity and collective identity.
6. Unwarranted Optimism. While optimism and enthusiasm are generally helpful for
organizations unwarranted optimism may be detrimental. Groupthink is often
characterized by an optimism that function more to impress other group members than to
encourage the organization in its efforts.
7. Sloganistic Thinking. Slogans are usually part of the optimism cited above when
management begins to think in terms of its own slogans or in clichés, it prevents analysis.
Slogans trade upon shared values and ideas. There is often no new thinking involved.
This is particularly dangerous when organizations environments are changing.

Confliction of values and beliefs

Culture is based on shared beliefs and values. When communication occurs across cultural
boundaries, the potential for misunderstanding magnified. Cultural and social norms are so
ingrained that people act upon them without being consciously aware of doing so. When cross
cultural business ventured fail, the participants are often unable to understand why. It is usually a
communication failure stemming from a lack of knowledge about each others basic values and
norms. Organizations need to ensure they are familiar with potential cultural differences before
attempting to do business across cultures. Knowing the values, beliefs and norms of the others
culture can avoid communication problems.

Stereotyping and Ethnocentrism

There is a difference between being aware of another culture’s belief s and values and
stereotyping all members of that culture based on your assumption about them. Stereotyping is
the attempt to predict people’s behaviors based on their membership of a particular group.
Stereotyping tends be associated with superficial behaviors and inaccurate information rather
than deeply held beliefs and norms. Stereotyping is a barrier to communication because it
prevents people from being seen as individuals and their messages being heard. Stereotyping is
dangerous. It can lead to prejudice, discrimination and racism.

Ethnocentrism is related to stereotyping. Ethnocentric people see their own culture as the only
valid one and find all other lacking by comparison. They measure all others by the standards of

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their own cultures, which they believe to be superior. Like stereotyping, ethnocentrism is a
breeding ground for prejudice and discrimination. Even in their mildest form communication
with an ethnocentric bias are patronizing and condescending.

Language and Jargon

Language can create barrier to communication in several ways. The most obvious is trying to
communicate when there is a major language difference between the receiver and the transmitter
of the message. But sometimes translations are not a straightforward process. Idiomatic
expressions in a language do not easily translate and often led to miscommunication.

Language can be a barrier to communication even when both parties speak the same language.
Status and class differences result in different usages of languages that are often the means of
identifying or excluding groups of people.

Jargon-Many professions such as engineering or medicine have their own jargon, which serves to mark
the boundary between professionals and their clients.

A Jargon becomes a barrier if the listener is not of the same educational background as the sender. The
meaning of the technical words will be incomprehensible to the listener and the purpose of the
communication will be lost.

Overcoming or handling communication challenges or barriers

A key to overcome barriers is to have people who communicate effectively in the organization.

Successful communicators have or share five qualities:

Perception – they are able to predict how their messages will be received; they anticipate your reaction
and shape the message accordingly; they read your response correctly and constantly adjust to correct any
misunderstanding.

Precision – they create a ‘meeting of the minds’; when they finish expressing themselves, you share the
same mental picture.

Credibility - they are available; you have faith in the substance of their message; you trust their
information and their intentions.

Control – they shape your response; depending on their purpose, they can make you laugh or cry, claim
down, change your mind, or take action.

Congeniality/Friendliness – they maintain friendly, pleasant relation with the audience. Regardless of
whether you agree with them, good communicators command your respect and goodwill; you are willing
to work with them again, despite your differences.

Intrapersonal and Interpersonal communication

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Intrapersonal communication

Intrapersonal communication is the process of understanding and sharing meaning within the
self. Why we need to communicate with ourselves? To consider, evaluate or examine different
alternatives and to try to understand the interaction that occurs between us and others. This form
of communication occurs prior to, and during other forms of communication as well.

Intrapersonal communication is not restricted to ‘talking to ourselves’; it also includes activities

such as internal problem solving, resolving internal conflict, planning our future, and evaluating
ourselves and our relationships with others. Intrapersonal communication involves only the self
and it must be clearly understood by the self before it is the basis for all other communication.

Interpersonal communication

Interpersonal communication refers to the personal process of understanding and sharing

meaning between at least two people when relatively mutual opportunities for speaking and
listening occur. It occurs for variety of reasons: to solve problems, to resolve conflicts, to share
information, to improve our perception of our selves, or to fulfill such social needs as the need to
belong or to be loved. Through our interpersonal communication, we are able to establish
relationships with others, including friendships and romantic relationships.

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