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Communication
Theory
Faculty of Medicine Sriwijaya University
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Dr MBA Communication 2
I. Introduction
Understands what needs tobe communicated and the
best way to deliver it;
develops strateies to
influence and buildrelationships to ain the
respect and trust of others
by adjustin the style andmethod of communication
to specific audiences.
!ffective
Communicator"
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Dr MBA Communication 3
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IntroductionDefinition-1
Communication is the process of
exchanging information.
Information is conveyed as words, toneof voice, and body language.
#ords account for 7 percent of the
information communicated. $ocal tone
accounts for percent and body
lanuae accounts for !" percent.
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Introduction - Definition-2
Interpersonal communication is the
process that we use to communicate our
ideas, thoughts, and feelings to another
person.
#ur interpersonal communication s$ills
are learned behaviors that can be
improved through $nowledge, practice,feedbac$, and reflection.
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Dr MBA Communication 6
Introduction - Definition-3
Intra%team communication is a processthrough which team memberscommunicate with one another.
%t is made up of the communicationstrategies and styles of each member ofthe team.
&i$e interpersonal communication s$ills, ateam can improve its intra'teamcommunication s$ills through $nowledge,practice, feedbac$, and reflection.
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Dr MBA Communication 7
Introduction
(o be effective communicators, team
members must be aware of these forms
)words, vocal tone, and body language*,how to use them effectively, and
barriers to the communications process.
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Introduction (cont.)
+eople in organiations typically spendover 7- of their time in an interpersonal
situation.
(hus, it is no surprise to find that at the rootof a large number of organiational
problems is poor communications.
!ffective communication is an essentialcomponent of orani&ational success whether it is
at the interpersonal' inter%roup' intra%roup'
orani&ational' or e(ternal levels.
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Dr MBA Communication 9
II
T)! C*MMU+IC,TI*+ -*C!SS
,ll of us have beencommunicatin with otherssince our infancy.
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Dr MBA Communication 10
The sender%messae%channel%
r eceiver model
(he MC/ model describes the
communication process. (he model is
described pictorially below.
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Fig. SMCR Model
Sender Messae Channel eceiver
Feed forward and Feedbac/
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The Communication roce!! (cont.)-3
Messaeto be sent
decodesome error
likely
encoded
by receiver some error
likely
messaereceived
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Dr MBA Communication 15
SMCR- The Me!!age
0. The Messae
(he message has three components0Content' Conte(t' Treatment
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SMCR model " The Me!!age - content
Content is simply communicating whatyou desire to communicate.
Don Miguel /ui, author of The Four
Agreements, would as$, 1Are you beingimpeccable with your words23ometimes, in our enthusiasm to spea$,we do not thin$ about what we are saying.
#ote$ im%ecca&le ' cannot &e faulted ecellent %erfect.
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SMCR model " The Me!!age - contet
Conte(t involves adapting yourpresentation of the content to your
audience.
%f you are spea$ing to a linear thin$er, donot add a lot of 1fluff3 to your dialogue. %f
you are spea$ing to a person who wants to
understand 1the whole picture,3 add moredetail to the context presentation.
4ote0 fluff 0 1material
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SMCR model " The Me!!age - Treatment
Treatment is the arrangement or
ordering of the content by the
spea$er.(he treatment directly supports the
context and content of the message.
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2. The Sender
(he sender has to be aware of six variables when communicating with another person0ender5s communication s$ills
ender5s attitudesender5s $nowledge levelender5s social position
ender5s culture6eedbac$ received by sender
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The !ender*! communication !+ill! attitude!
* (he sender3s communication s/ills
involve listening, spea$ing, writing,
reading, nonverbal communication,
thin$ing, and reasoning.
8* (he sender3s attitudes are defined as
one5s generalied tendency to feel one
way or another about something.
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The !ender*! attitude! (cont.-2)
, typical unconscious internal process thatan individual miht use whencommunicatin is"
04 I as/ if the person is judin me.
24 Is the person judin my issue' belief'idea' oal' etc.' that I am tryin tocommunicate5
64 Is the person worth listenin to from my
life perspective 7biases4584 I decide to listen to the person from
his9her perspective.
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The !ender*! +no,ledge
64 Sender3s /nowlede level
%f we are $nowledgeable and confident in
our $nowledge, then we convey our
message far differently than if we do not
$now the content or are not confident in
$nowing the content.
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Sender*! !ocial %o!ition
84 Sender3s social position9hat is the hierarchy of the team2 Do
people value what % have to
communicate2 %f the team views thesender as a valuable team member,
then the team will listen more earnestly.
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Sender*! culture
:4 Sender3s culture.
Different cultures foster different
communication styles, e.g., linear
communicator )se:uential order from start tofinish* communicator, a circular
communicator )context is within broader
dialogue;story*, or a spiral communicator)start from a broad perspective and narrow
down to the point*.
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Sender*! culture " (Cont.)
(here is no wrong communication style,but team members must learn thatdifferent cultures communicate differently.
9ithout this realiation, team membersmight mista$enly assume a member is notan effective communicator when the teammember
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Feed&ac+
=* 6inally, the sender must be aware of
feedbac/ throughout the process ofsending the message. 6eedbac$ allows
us to determine the effectiveness of the
communication. Does the receiverunderstand the message % am sending2
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6. The Channel
(here are two types of channels0 Sensory
Channels and Institutional Channels.
Sensory channels are based on the five
senses of sight, sound, touch, smell, and
taste. ocial scientists have found the
sender is more li$ely to gain the receiver5s
attention if the sender uses two or moresensory channels to send information.
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The Channel-cont..
%nstitutional channels are the chosenmethods of disseminating information>face'to'face conversation, printed
materials, and electronic media.o ?ach institutional medium re:uires one or
more of the sensory channels to carry themessage from the sender to the receiver.
o 6or example, when we have a face'to'faceconversation )an institutional medium*, we usesight )gestures, expressions*, sound )voice*,and possibly touch, smell, and taste.
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8. The eceiver
(he receiver of the information has to use
the same s$ill set as the sender )The six
variables*.
(he receiver has an additional variable0credibility of the spea$er . %f the receiver
perceives the sender as credible,
ob
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The Receier " (Cont.)3
/emember the goal of communication is
for the receiver to accept an accurate
message from the sender.
(his does not mean the receiver will
agree with the message, rather that the
receiver accurately understands the
message.
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The Receier " (Cont.)
(he receiver accepts a message throughattention and comprehension.
Attention is tuning in to the message
being sent, and comprehension involvesunderstanding the message andaccepting or re
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The Communication roce!! "%otential /rror!
At each step in the communicationprocess there is ma
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The Communication roce!! (cont.)-0
(his is most
obvious in cross'cultural situations where language isan issue. But it is
also commonamong people ofthe same culture.
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The Communication roce!! " the ca!e of Terr - (cont.)-2
Consider the simple example0
(erry0 "I won't make it to work againtomorrow; this pregnancy keeps me
nauseous and my doctor says I should probably be reduced to part time”
Boss0 1Terry! this is the third day you've
missed and your appointments keepbacking up; we have to cover or youand this is messing all o us up”
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The Communication roce!! (cont.)-
Terry has what appears to be a simple
message to convey ' she wont ma$e it
to wor$ today because of nausea. But
she had to translate the thoughts intowords and this is the first potential
source of error.
9as she
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The Communication roce!! (cont.)-
he was upset because she perceivedthat her co'wor$ers werent assympathetic to her situation as theyshould be.
er co'wor$ers, however, were reallybeing pressured by (errys continuedabsences, and her late calls. (hey
wished she would
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The Communication roce!! (cont.)-4
(hus what appears to be a simplecommunication is, in reality, :uite complex.
(erry is communicating far more than that she
would miss wor$ she is conveying a number ofcomplex emotions, complicated by her own
complex feelings about pregnancy, wor$, and
her future.
he sent a message but the message is morethan the words it includes the tone, the timing
of the call, and the way she expressed herself .
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The Communication roce!! (cont.)-5
imilarly, the boss goes through acomplex communication process inEhearingE the message.
(he message that (erry sent had to bedecoded and given meaning.
(here are many ways to decode the
simple message that (erry gave and theway the messae is heard will influencethe response to (erry.
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The Communication roce!! (cont.)-16
%n this case the boss heard far more
than a simple message that (erry wont
be at wor$ today.
(he boss EheardE hostility from (erry,
indifference, lac$ of consideration,
among other emotions. (erry may not
have meant this, but this is what theboss heard.
III i t !ff ti
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III. arriers to !ffective
Communication
http://www.sciencecartoonsplus.com/contact.htm
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arriers to !ffective Communication
(here are a widenumber of sourcesof noise orinterference thatcan enter into thecommunicationprocess.
(he followingsuggests a numberof sources of noise0
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7arrier! to /ffectie " language
0.
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7arrier! to /ffectie language -(cont-2)
o %n the above example, the Boss uses language)this is the third day you've missed * that is li$ely
to convey far more than ob
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7arrier! to /ffectie (cont)-0
8. defensiveness, distorted perceptions,
guilt, pro
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7arrier! to /ffectie (cont)-
. receiver distortion0 selective hearing,
ignoring non'verbal cues
=. power struggles
7. self'fulfilling assumptions
". language'different levels of meaning
F. managers hesitation to be candid
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7arrier! to /ffectie (cont)-
. Assumptions ' eg. assuming others see
situation same as you, has same
feelings as you
. Distrusted source, erroneous
translation, value
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7arrier! to /ffectie - erce%tual &ia!e! (cont)-4
8. +erceptual Biases0o +eople attend to stimuli in the
environment in very different ways. 9eeach have shortcuts that we use toorganie data. %nvariably, theseshortcuts introduce some biases into
communication. ome of theseshortcuts include stereotyping,pro
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7arrier! to /ffectie - Stereot%ing (cont)-5
o tereotyping is one of the most
common. (his is when we assume
that the other person has certain
characteristics based on the group towhich they belong without validating
that they in fact have these
characteristics.
7arrier! to /ffectie Inter%er!onal relation!hi% (cont) 16
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7arrier! to /ffectie " Inter%er!onal relation!hi% (cont)-16
!. %nterpersonal /elationships0 ow weperceive communication is affected by
the past experience with the individual.
+erception is also affected by theorganiational relationship two people
have.
6or example, communication from asuperior may be perceived differently
than that from a subordinate or peer
7arrier! to /ffectie - Cultural difference! (cont)-11
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7arrier! to /ffectie - Cultural difference! (cont)-11
@. Cultural Differences0
o ?ffective communication re:uires
deciphering the basic values, motives,
aspirations, and assumptions that operateacross geographical lines.
o Given some dramatic differences across
cultures in approaches to such areas as
time, space, and privacy, the opportunitiesfor miscommunication while we are in cross'
cultural situations are plentiful.
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eadin +onverbal Communication Cues
#ver F- of the meaning we derivefrom communication, we derive from the
non'verbal cues that the other persongives.#ften a person says one thing but
communicates something totally different
through vocal intonation and bodylanguage.
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Reading #oner&al Communication Cue! (cont.)-2
(hese mixed signals force the receiver to
choose between the verbal and nonverbal
parts of the message. Most often, the
receiver chooses the nonverbal aspects.Mixed messages create tension and
distrust because the receiver senses that
the communicator is hiding something oris being less than candid.
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Reading #oner&al Communication Cue! (cont.)-3
4onverbal communication is made up of
the following parts0
H Iisual
H (actile
H
IocalH Jse of time, space, and image
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0. $isual"
(his often called body language )facial expression, eye movement,posture, and gestures*.
)%n American culture agreement might beindicated by the head going up and downwhereas in %ndia it might be indicated by aside'to'side head movement*.
+osture can indicate self'confidence,aggressiveness, fear, guilt, or anxiety.Many gestures are culture bound andsusceptible to misinterpretation
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2. Tactile"
(his involves the use of touch to impart
meaning as in a handsha$e, a pat on the
bac$, an arm around the shoulder, a
$iss, or a hug.
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6. $ocal"
(he meaning of words can be alteredsignificantly by changing the intonation ofones voice.
(hin$ of how many ways you can say Eno1' you could express mild doubt, terror,amaement, anger among other emotions.
Iocal meanings vary across cultures.%ntonation in one culture can meansupport another anger
U f Ti + b l C i ti
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Use of Time as +onverbal Communication"
Jse of time can communicate how we viewour own status and power in relation to
others. (hin$ about how a subordinate and
his;her boss would view arriving at a place
for an agreed upon meeting.
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-hysical Space"
6or most of us, someone standing very close
to us ma$es us uncomfortable.
+eople see$ to extend their territory in many
ways to attain power and intimacy. 9e tend
to mar$ our territory either with permanent
walls, or in a classroom with our coat, pen,
paper, etc. 9e li$e to protect and control ourterritory.
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h!ical !%ace (cont-2)
6or Americans, the Eintimate oneE is
about two feet. (his one is reserved for
our closest friends. (he Epersonal oneE
from about 8'@ feet usually is reservedfor family and friends. (he social one
)@'8 feet* is where most business
transactions ta$e place. (he EpubliconeE )over 8 feet* is used for lectures.
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h!ical !%ace (cont-3)
At the ris$ of stereotyping, we will
generalie and state that Americans and
4orthern ?uropeans typify the non'
contact group with small amounts oftouching and relatively large spaces
between them during transactions. Arabs
and &atinos normally stand closertogether and do a lot of touching during
communication.
=evelopin Communication S/ills"
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=evelopin Communication S/ills"
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/ffectie li!tening (cont.)-2
:. ,s/ the other person for as much detail ashe9she can provide; paraphrase what the
other is sayin to ma/e sure you
understand it and chec/ for understandin
@. espond in an interested way that shows
you understand the problem and the
employeeAs concern
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/ffectie li!tening (cont.)-3
B. ,ttend to non%verbal cues' body lanuae'
not just words; listen between the lines
. ,s/ the other for his views or suestions
D. State your position openly; be specific' notlobal
0E. Communicate your feelins but donAt act
them out 7e. tell a person that his behavior
really upsets you; donAt et anry4
/ffectie li!tening (cont )-
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/ffectie li!tening (cont.)
00. e descriptive' not evaluative%describeobjectively' your reactions' conse?uences
02. e validatin' not invalidatin 7Gou
wouldnAt understand4; ac/nowledeotherAs uni?ueness' importance
06. e conjunctive' not disjunctive 7not I want
to discuss this reardless of what you want
to discuss4;08. =onAt totally control conversation;
ac/nowlede what was said
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/ffectie li!tening (cont.)-
0:. *wn up" use I' not They... not IAveheard you are non%cooperative
0@. =onAt react to emotional words' but
interpret their purpose
0B. -ractice supportive listenin' not one waylistenin
0.=ecide on specific follow%up actions andspecific follow up dates
Ten #ays to Improve Gour
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Ten #ays to Improve Gour
Communication S/ills
0. =evelop your voice H not too loud, not
too soft.
2. Slow down K +eople will perceive you
as nervous and unsure of yourself if
you tal$ fast. owever, be careful not
to slow down to the point where people
begin to finish your sentences
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6. ,nimate your voice K Avoid a
monotone. Jse dynamics. Lour pitch
should raise and lower.
8. !nunciate your words K pea$clearly. Don5t mumble. %f people are
always saying, 1huh,3 to you, you are
mumbling.
Ten 8a! to Im%roe 9our Communication S+ill!
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:. Use appropriate volume K Jse avolume that is appropriate for thesetting. pea$ more softly when you arealone and close. pea$ louder whenyou are spea$ing to larger groups oracross larger spaces.
@. -ronounce your words correctly K
+eople will
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B. Use the riht words K %fyou5re not sure of the
meaning of a word, don5t
use it. tart a program oflearning a new word a
day. Jse it sometime in
your conversations duringthe day.
Ten 8a! to Im%roe 9our Communication S+ill!
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. Ma/e eye contact H*ne techni?ue to helpwith this is to consciously loo/ into one ofthe listener3s eyes and then move to theother.
,nother tric/ is to imaine a letter TJ onthe listener3s face with the cross bar beinan imainary line across the eye brows andthe vertical line comin down the center of
the nose. Keep your eyes scannin thatTJ &one.
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Ten 8a! to Im%roe 9our Communication S+ill!
D. Use estures K Ma$e your whole body tal$.Jse smaller gestures for individuals and small
groups. (he gestures should get larger as the
group that one is addressing increases in sie.
0E. =on3t send mi(ed messaes K Ma$e your
words, gestures, facial expressions, tone, and
message match. %f you have to deliver a
negative message, ma$e your words, facialexpressions, and tone match the message.
Indicators of !ffective Communicator
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Indicators of !ffective Communicator
0. ,ccurately determines what needs tobe communicated
2. Capably delivers information in the
most appropriate way 7e..' on paper'orally' electronically4
6. ,djusts style of communication 7e..'
participative' humor' assertive4 forspecific audience in order to influence
and build relationships
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Indicator! of /ffectie Communicator
8. !mploys active listenin techni?ues
to ensure understandin
:. -repares written material that
facilitates an understandin of theissues.
@. !nsures that lines of communication
remain open amon all the partiesinvolved in an issue
Reference!
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Reference!
0. http"99web.cba.neu.edu9Lewertheim9interper9commun.htmintrod'>uly 26' 2EE@
8. http0;;www.foundationcoalition.org , uly 8!, 8=.
6. http"99
hwebbjr.typepad.com9openloops92EE:9E:9tenNwaysNtoNimphtml
8. -rinted from the Technical !ditorAs !yrie'http"99www.jeanweber.com9
http://web.cba.neu.edu/~ewertheim/interper/commun.htmhttp://www.foundationcoalition.org/http://hwebbjr.typepad.com/openloops/2005/05/ten_ways_to_imphtmlhttp://hwebbjr.typepad.com/openloops/2005/05/ten_ways_to_imphtmlhttp://hwebbjr.typepad.com/openloops/2005/05/ten_ways_to_imphtmlhttp://hwebbjr.typepad.com/openloops/2005/05/ten_ways_to_imphtmlhttp://www.foundationcoalition.org/http://web.cba.neu.edu/~ewertheim/interper/commun.htm