PCM-NOTES-EXTENDED.pdf

TECHNOLOGICALLY MEDIATED COMMUNICATION PURPOSIVE COMMUNICATION (NON-VERBAL CUES SUCH AS MOVEMENTS, TOUCH, COMMUNICATION – IT IS DEFINED AS THE PROCESSS OF AND GESTURES REPRESENTED BY VISUAL SYMBOLS LIKE CREATING OR SHAR...

TECHNOLOGICALLY MEDIATED COMMUNICATION PURPOSIVE COMMUNICATION (NON-VERBAL CUES SUCH AS MOVEMENTS, TOUCH, COMMUNICATION – IT IS DEFINED AS THE PROCESSS OF AND GESTURES REPRESENTED BY VISUAL SYMBOLS LIKE CREATING OR SHARING MEANING IN INFORMAL EMOTICONS. CONVERSATION, GROUP INTERACTION, OR PUBLIC DECODING – WHEN THE MESSAGE RECEIVER SEES, SPEAKING. READS, OR HEARS THE MESSAGE, IT GETS DECODED. COMMUNICATION OCCURS BETWEEN TWO OR MORE THE PROCESS OF INTERPRETINGS ANOTHER’S MESSAGE. PEOPLE FEEDBACK – A CHECK ON THE SUCCESS OF THE COMMUNICATION COMES FROM A LATIN WORD COMMUNICATION. FEEDBACK TO THE ANSWER OR COMMUNICARES – TO SHARE OR MAKE IDEAS REACTION OF THE RECEIVER OF THE MESSAGE. IT MAY COMMON. WRITTEN, SPOKEN OR ACTED OUT. NATURE OF COMMUNICATION NOISE / INTERFERENCE – ANYTHING THAT BLOCKS, COMMUNICATION IS A PROCESS DISTORTS, OR CHANGES IN ANY WAY THE MESSAGE THE TWO TYPES OF COMMUNICATION PROCESS: SENDER INTENDED TO COMMUNICATE. ANY STIMULUS - VERBAL THAT HINDERS THE PROCESS OF COMMUNICATION - NONVERBAL KINDS OF INTERFERENCE: A. PHYSICAL – INCLUDES SIGHTS, SOUNDS AND OTHER ELEMENTS OF COMMUNICATION STIMULA IN THE ENVIRONMENT. SPEAKER / SENDER B. PHYSIOLOGICAL – INCLUDES INTERNAL CHANNEL DISTRACTIONS BASED ON THOUGHTS, FEELINGS, OR ENCODING EMOTIONAL REACTIONS TO SYMBOLS. MESSAGE C. LINGUISTIC AND CULTURAL BARRIERS – PERTAIN TO DECODING THE LANGUAGE AND ITS CULTURAL ENVIRONMENT. RECEIVER IN OTHER WORDS, IN THE COMMUNICATION PROCESS FEEDBACK THE SENDER TRANSLATES (ENCODES) INFORMATION CONTEXT INTO WORDS, SYMBOLS, OR PICTURES AND PASSES IT BARRIER / NOISE / INTERFERENCE TO THE RECEIVER THROUGH SOME MEDIUM PROCESS OF COMMUNICATION ( CHANNEL) THE SENDER THEN RECEIVERS THE SENDER – ENCODING OCCURS WHEN THE MESSAGE MESSAGE, RETRANSLATE ( DECODES ) IT INTO A SENDER CONVERTS A THOUGHT, IDEA, OR FACT INTO A MESSAGE THAT IS HOPEFULLY THE SAME AS WHAT THE MESSAGE COMPOSED OF SYMBOLS, PICTURES, OR SENDER INTENTED. WORDS. NOISE CAN ENTER ANYWHERE IN THE PROCESS, ENCODING - THE MESSAGE IS ENCODED INFORMATION MAKING THE MSG RECEIVED DIFFERENT FROM THE ONE BEING SENT. THE PROCESS OF PUTTING YOUR THE SENDER INTENDED. THOUGHTS INTO FEELINGS. FEEDBACK CREATES TWO-WAY COMMUNICATION THAT CHANNEL – MEDIUM USED TO SEND THE MESSAGE TO HELPS TO TO CHECK ON THE SUCCESS OF THE THE RECEIVER. WHICH A MESSAGE IS TRANSMITTED COMMUNICATION AND ENSURE THAT THE RECEIVED INCLUDING VOICE, WRITING, GRAPHS, VIDEOS, MESSAGE WAS ACCURATE. INTRANETS, THE INTERNET, TELEVISION, AND BODY COMMUNICATION. FACE TO FACE (VERBAL SYMBOLS, NON-VERBAL CUES AND VISUAL IMAGES) ALSO THE PROCESS INCLUDES PARTICIPANTS: DURING OR WHICH THE SPEAKER AND RECEIVER BOTH A. SENDER – TRANSMITS MESSAGES USING VERBAL FEEL THEY HAVE AN OPPORTUNITY TO SHARE SYMBOLS, VISUAL IMAGES, AND NON VERBAL INFORMATION AND PROVIDE FEEDBACK. BEHAVIOR. 9 Cs OF COMMUNICATION B. RECEIVER – INTERPRETS THE MESSAGES THAT HAVE CAPTIVATING >> CLARITY >> CONCRETENESS >> BEEN CONVEYED TO THEM. COURTESY >> CORRECTNESS >> CONSIDERATION >> MESSAGES – VERBAL UTTERANCES, VISUAL IMAGES, CREATIVITY >> CONCISENESS >> CULTURAL SENSITIVITY. AND NON-VERBAL BEHAVIORS TO WHICH MEANING IS ATTRIBUTED DURING COMMUNICATION. COMMUNICATION PRINCIPLES A. MEANINGS – WAYS PARTICIPANTS MAKE SENSE OF > COMMUNICATION HAS ETHICAL MESSAGES. > COMMUNICATION IS GUIDED BY CULTURES B. SYMBOLS – WORDS, SOUNDS, AND ACTIONS THAT > COMMUNICATION CAN BE INTENDED OR UNINTENDED REPRESENTS SPECIFIC IDEAS AND FEELINGS > COMMUNICATION CAN BE IN THE FORM OF WRITTEN, C. FORM (ORGANIZATION) – WHEN THE MESSSAGE IS VERBAL, NON – VERBAL, AND VISUALS. COMPLEX WE MAY NEED TO ORGANIZE IT IN SECTIONS > COMMUNICATION IS A PROCESS OR IN CERTAIN ORDER FOR UNDERSTANDING. > COMMUNICATION IS USED TO MEET THE PURPOSE OF A PERSON: TO INFORM, TO PERSUADE, OR TO CONTEXT – INVOLVES THE EXPECTATIONS OF THE ENTERTAIN. SENDER AND THE RECEIVER AND COMMON OR SHARED ETHICAL CONSIDERATIONS IN COMMUNICATION UNDERSTANDING THROUGH THE ENVIRONMENTAL > TRUTHFULNESS AND HONESTY SIGNALS. > INTEGRITY A. PHYSICAL CONTEXT – LOCATION, ENVIRONMENTAL > FAIRNESS CONDITIONS AND DISTANCES BETWEEN > RESPECT COMMUNICATORS AND THE TIME OF DAY > RESPONSIBILITY B. SOCIAL CONTEXT – NATURES OF THE RELATIONSHIP BETWEEN THE PARTICIPANTS C. HISTORICAL CONTEXT – BACKGROUND PROVIDED BY PREVIOUS COMMUNICATION EPISODES BETWEEN PARTICIPANTS THAT INFLUENCE UNDERSTANDINGS IN THE CURRENT ENCOUNTER. D. PSYCHOLOGICAL CONTEXT – MOODS OR FEELINGS OF THE PARTICIPANTS DURING THE COMMUNICATION ENCOUNTER. E. CULTURAL CONTEXT - VALUES, ATTITUDES, ORIENTATIONS AND UNDERLYING ASSUMPTIONS PREVALENT AMONG PEOPLE IN A SOCIETY. COMMUNICATION CAN BE ONE-WAY OR TWO-WAY PROCESS. A. ONE – WAY PROCESS (LINEAR COMMUNICATION MODEL) – INFORMATION IS TRANSFERRED FROM THE SENDER TO RECEIVER WITHOUT ANY OPPORTUNITY FOR THE RECEIVER TO GIVE FEEDBACK TO THE SENDER. B. TWO – WAY PROCESS (INTERACTION MODEL) – AN EXCHANGE OF INFORMATION BETWEEN TWO PARTIES THE 9 Cs OF COMMUNICATION – ARE PRINCIPLES THAT APPLYING THESE PRINCIPLES HELPS IN DELIVERING HELP ENSURE EFFECTIVE COMMUNICATION MESSAGES THAT ARE EFFECTIVE, EFFICIENT, AND CLARITY: THE MESSAGE SHOULD BE CLEAR AND EASY RESPECTFUL, ENHANCING OVERALL COMMUNICATION TO UNDERSTAND. AVOID JARGON AND COMPLICATED EFFECTIVENESS. LANGUAGE TO ENSURE THAT THE RECIPIENT THE 7 CS OF COMMUNICATION ARE PRINCIPLES COMPREHENDS THE MESSAGE AS INTENDED. DESIGNED TO ENSURE EFFECTIVE AND CLEAR COMMUNICATION. THEY SERVE AS GUIDELINES TO HELP CONCISENESS: BE BRIEF AND TO THE POINT. AVOID YOU CRAFT MESSAGES THAT ARE WELL-RECEIVED AND UNNECESSARY INFORMATION OR FILLER THAT MAY UNDERSTOOD. HERE ARE THE 7 CS AND THEIR DETRACT FROM THE MAIN MESSAGE. DEFINITIONS: CONCRETENESS: USE SPECIFIC AND CONCRETE 1. CLARITY: LANGUAGE RATHER THAN VAGUE OR ABSTRACT TERMS. THIS HELPS TO AVOID MISUNDERSTANDINGS AND o DEFINITION: ENSURE THAT YOUR MAKES THE MESSAGE MORE RELATABLE. MESSAGE IS CLEAR AND EASILY UNDERSTOOD. AVOID JARGON, CORRECTNESS: ENSURE THAT THE MESSAGE IS TECHNICAL TERMS, OR COMPLEX GRAMMATICALLY CORRECT AND FREE FROM SPELLING LANGUAGE THAT COULD CONFUSE THE ERRORS. ACCURATE INFORMATION AND PROPER AUDIENCE. LANGUAGE USAGE ENHANCE CREDIBILITY AND UNDERSTANDING. o APPLICATION: BE SPECIFIC AND STRAIGHTFORWARD IN YOUR CONSIDERATION: TAILOR YOUR MESSAGE TO THE COMMUNICATION. FOCUS ON THE AUDIENCE'S NEEDS, INTERESTS, AND LEVEL OF MAIN IDEA AND ENSURE THAT THE UNDERSTANDING. CONSIDER THEIR PERSPECTIVE AND MESSAGE IS UNAMBIGUOUS. BACKGROUND TO ENSURE THE MESSAGE IS RELEVANT AND RESPECTFUL. 2. CONCISENESS: COURTESY: COMMUNICATE IN A RESPECTFUL AND o DEFINITION: KEEP YOUR MESSAGE POLITE MANNER. CONSIDER THE FEELINGS AND BRIEF AND TO THE POINT. AVOID VIEWPOINTS OF OTHERS TO FOSTER POSITIVE UNNECESSARY DETAILS OR FILLER THAT RELATIONSHIPS AND PREVENT OFFENSE. COULD DETRACT FROM THE CORE MESSAGE. CREDIBILITY: PROVIDE ACCURATE, RELIABLE, AND TRUSTWORTHY INFORMATION. ENSURE THAT YOUR o APPLICATION: ELIMINATE REDUNDANT MESSAGE IS BASED ON FACTS AND THAT YOU PRESENT OR IRRELEVANT INFORMATION. USE YOURSELF AS A CREDIBLE SOURCE. SIMPLE AND DIRECT LANGUAGE TO CONVEY YOUR MESSAGE EFFICIENTLY. CONSISTENCY: ENSURE THAT THE MESSAGE IS CONSISTENT IN TERMS OF CONTENT, TONE, AND 3. CONCRETENESS: TIMING. AVOID CONTRADICTIONS AND ENSURE THAT o DEFINITION: PROVIDE SPECIFIC AND ALL PARTS OF THE COMMUNICATION ALIGN WITH EACH SOLID INFORMATION RATHER THAN OTHER. VAGUE OR ABSTRACT STATEMENTS. CHANNEL: CHOOSE THE MOST APPROPRIATE MEDIUM CONCRETE DETAILS MAKE YOUR FOR THE MESSAGE. CONSIDER WHETHER FACE-TO-FACE, MESSAGE MORE TANGIBLE AND WRITTEN, OR ELECTRONIC COMMUNICATION IS BEST UNDERSTANDABLE. SUITED FOR THE CONTEXT AND AUDIENCE. o APPLICATION: USE FACTS, FIGURES, AND CLEAR EXAMPLES TO ILLUSTRATE  YOUR POINTS. AVOID o DEFINITION: PRESENT YOUR MESSAGE GENERALIZATIONS AND ENSURE THAT WITH ASSURANCE AND CONVICTION. YOUR MESSAGE IS GROUNDED IN CONFIDENCE HELPS TO ESTABLISH REALITY. TRUST AND CREDIBILITY WITH YOUR AUDIENCE. 4. CORRECTNESS: o APPLICATION: SPEAK OR WRITE WITH o DEFINITION: ENSURE THAT YOUR CLARITY AND CERTAINTY. AVOID MESSAGE IS GRAMMATICALLY CORRECT HESITATIONS OR EXPRESSIONS OF AND FREE OF SPELLING ERRORS. DOUBT, AND BACK UP YOUR ACCURATE INFORMATION AND PROPER STATEMENTS WITH EVIDENCE WHEN LANGUAGE USE ENHANCE CREDIBILITY APPROPRIATE. AND UNDERSTANDING. BY APPLYING THESE 7 CS, YOU CAN ENHANCE THE o APPLICATION: PROOFREAD YOUR EFFECTIVENESS OF YOUR COMMUNICATION, ENSURING COMMUNICATION FOR GRAMMAR AND THAT YOUR MESSAGES ARE CLEAR, CONCISE, AND SPELLING ERRORS. ENSURE THAT THE WELL-RECEIVED. CONTENT IS FACTUALLY CORRECT AND APPROPRIATE FOR THE AUDIENCE. MODELS OF COMMUNICATION 5. CONSIDERATION: COMMUNICATION MODELS HELP US UNDERSTAND HOW MESSAGES ARE TRANSMITTED AND RECEIVED. o DEFINITION: TAILOR YOUR MESSAGE TO THEY PROVIDE FRAMEWORKS FOR ANALYZING AND THE AUDIENCE’S NEEDS, INTERESTS, IMPROVING COMMUNICATION PROCESSES. HERE ARE AND LEVEL OF UNDERSTANDING. SHOW SOME KEY MODELS OF COMMUNICATION: EMPATHY AND RESPECT FOR THE RECIPIENT’S PERSPECTIVE. 1. LINEAR MODEL OF COMMUNICATION o APPLICATION: CONSIDER THE DESCRIPTION: THIS IS ONE OF THE SIMPLEST AUDIENCE’S BACKGROUND, MODELS, WHERE COMMUNICATION IS SEEN AS EXPECTATIONS, AND POTENTIAL A ONE-WAY PROCESS. THE SENDER ENCODES REACTIONS. ADDRESS THEIR CONCERNS AND TRANSMITS A MESSAGE THROUGH A AND FRAME YOUR MESSAGE IN A WAY CHANNEL TO THE RECEIVER, WHO THEN THAT RESONATES WITH THEM. DECODES IT. 6. COURTESY: EXAMPLE: A LECTURE WHERE THE PROFESSOR SPEAKS TO STUDENTS WITHOUT IMMEDIATE o DEFINITION: COMMUNICATE IN A FEEDBACK. POLITE AND RESPECTFUL MANNER. COURTESY HELPS IN MAINTAINING A KEY COMPONENTS: POSITIVE TONE AND FOSTERING GOOD o SENDER: INITIATES THE MESSAGE. RELATIONSHIPS. o MESSAGE: CONTENT BEING o APPLICATION: USE POLITE LANGUAGE COMMUNICATED. AND A RESPECTFUL TONE. BE MINDFUL OF CULTURAL DIFFERENCES AND o CHANNEL: MEDIUM THROUGH WHICH ENSURE THAT YOUR COMMUNICATION THE MESSAGE IS SENT. IS CONSIDERATE OF THE RECIPIENT’S o RECEIVER: RECEIVES AND DECODES THE FEELINGS. MESSAGE. 7. CONFIDENCE:  o NOISE: ANY EXTERNAL FACTORS THAT o CHANNEL: MEDIUM USED FOR DISTORT OR INTERFERE WITH THE COMMUNICATION. MESSAGE. o FEEDBACK: ONGOING RESPONSES THAT 2. INTERACTIVE MODEL OF COMMUNICATION INFLUENCE THE CONVERSATION. DESCRIPTION: THIS MODEL INCLUDES o NOISE: CONTINUOUS INTERFERENCE FEEDBACK, MAKING COMMUNICATION A TWO- AFFECTING COMMUNICATION. WAY PROCESS. THE SENDER AND RECEIVER 4. SHANNON-WEAVER MODEL EXCHANGE ROLES AND PROVIDE FEEDBACK TO EACH OTHER. DESCRIPTION: DEVELOPED BY CLAUDE SHANNON AND WARREN WEAVER, THIS MODEL EXAMPLE: A CONVERSATION WHERE IS AN EXTENSION OF THE LINEAR MODEL AND PARTICIPANTS TAKE TURNS SPEAKING AND INTRODUCES THE CONCEPT OF NOISE MORE LISTENING. EXPLICITLY. IT FOCUSES ON THE TECHNICAL KEY COMPONENTS: ASPECTS OF COMMUNICATION. o SENDER/RECEIVER: ROLES ARE EXAMPLE: TELEPHONE COMMUNICATION INTERCHANGEABLE. WHERE VARIOUS TYPES OF INTERFERENCE (LIKE STATIC) CAN AFFECT THE CLARITY OF THE o MESSAGE: CONTENT COMMUNICATED MESSAGE. BACK AND FORTH. KEY COMPONENTS: o CHANNEL: MEDIUM OF COMMUNICATION. o INFORMATION SOURCE: ORIGINATES THE MESSAGE. o FEEDBACK: RESPONSES OR REACTIONS FROM THE RECEIVER BACK TO THE o TRANSMITTER: ENCODES THE SENDER. MESSAGE. o NOISE: INTERFERENCE AFFECTING THE o CHANNEL: MEDIUM THROUGH WHICH COMMUNICATION. THE MESSAGE IS SENT. 3. TRANSACTIONAL MODEL OF COMMUNICATION o RECEIVER: DECODES THE MESSAGE. DESCRIPTION: THIS MODEL VIEWS o DESTINATION: END POINT OF THE COMMUNICATION AS A SIMULTANEOUS MESSAGE. PROCESS WHERE BOTH PARTIES ARE SENDERS o NOISE: ANY DISTURBANCES AFFECTING AND RECEIVERS. IT EMPHASIZES THE DYNAMIC THE TRANSMISSION. AND FLUID NATURE OF COMMUNICATION. 5. BERLO’S SMCR MODEL EXAMPLE: A GROUP DISCUSSION WHERE EVERYONE IS CONTRIBUTING AND RESPONDING DESCRIPTION: DEVELOPED BY DAVID BERLO, IN REAL TIME. THIS MODEL EMPHASIZES THE IMPORTANCE OF THE SOURCE, MESSAGE, CHANNEL, AND KEY COMPONENTS: RECEIVER IN EFFECTIVE COMMUNICATION. o COMMUNICATORS: ALL PARTICIPANTS EXAMPLE: A MARKETING CAMPAIGN WHERE ARE BOTH SENDERS AND RECEIVERS. THE COMPANY (SOURCE) CREATES A MESSAGE o MESSAGE: CONTINUALLY EXCHANGED TO BE DELIVERED VIA TV ADS (CHANNEL) TO AND MODIFIED. POTENTIAL CUSTOMERS (RECEIVERS).  KEY COMPONENTS: o RECEIVER: AUDIENCE WHO RECEIVES THE MESSAGE. o SOURCE: ORIGIN OF THE MESSAGE. o FEEDBACK: REACTIONS FROM THE o MESSAGE: CONTENT BEING AUDIENCE THAT MAY INFLUENCE COMMUNICATED. FUTURE MESSAGES. o CHANNEL: MEDIUM USED TO CONVEY EACH MODEL OFFERS A DIFFERENT PERSPECTIVE ON THE MESSAGE. THE COMMUNICATION PROCESS, HIGHLIGHTING o RECEIVER: TARGET AUDIENCE OF THE VARIOUS ASPECTS SUCH AS FEEDBACK, NOISE, AND THE MESSAGE. ROLES OF SENDERS AND RECEIVERS. UNDERSTANDING THESE MODELS CAN HELP IMPROVE COMMUNICATION 6. HELICAL MODEL OF COMMUNICATION STRATEGIES AND ADDRESS POTENTIAL BARRIERS. DESCRIPTION: PROPOSED BY BARNLUND, THIS MODEL PORTRAYS COMMUNICATION AS A CONTINUOUS, EVOLVING, AND SPIRAL PROCESS RATHER THAN A LINEAR OR STATIC ONE. EXAMPLE: PERSONAL RELATIONSHIPS WHERE COMMUNICATION EVOLVES AND CHANGES OVER TIME BASED ON ONGOING INTERACTIONS. KEY COMPONENTS: o ONGOING PROCESS: COMMUNICATION IS SEEN AS A DYNAMIC AND CUMULATIVE PROCESS. o FEEDBACK: CONTINUOUS FEEDBACK INFLUENCES AND MODIFIES FUTURE COMMUNICATION. 7. WESTLEY AND MACLEAN’S MODEL DESCRIPTION: THIS MODEL FOCUSES ON MASS COMMUNICATION AND INTRODUCES THE CONCEPT OF GATEKEEPERS WHO FILTER MESSAGES BEFORE THEY REACH THE AUDIENCE. EXAMPLE: NEWS MEDIA WHERE EDITORS (GATEKEEPERS) DECIDE WHICH STORIES ARE PUBLISHED. KEY COMPONENTS: o SOURCE: ORIGINATES THE MESSAGE. o GATEKEEPER: FILTERS AND DECIDES WHAT MESSAGES ARE COMMUNICATED. MISCONCEPTIONS IN COMMUNICATION THE SPEAKER’S TONE AND FACIAL EXPRESSIONS. MEANINGS ARE IN WORDS 4. EMOTIONAL TONE: WHEN SOMEONE SAYS THAT “MEANINGS ARE IN WORDS,” THEY ARE SUGGESTING THAT THE o REALITY: THE EMOTIONAL TONE OF A SIGNIFICANCE OR INTERPRETATION OF A MESSAGE IS MESSAGE CAN SIGNIFICANTLY AFFECT CONTAINED SOLELY WITHIN THE WORDS THEMSELVES. ITS INTERPRETATION. THE SAME THIS STATEMENT REFLECTS A COMMON WORDS SPOKEN WITH DIFFERENT MISCONCEPTION IN COMMUNICATION, AND IT CAN EMOTIONS (E.G., ANGER, JOY, SADNESS) LEAD TO SEVERAL ISSUES: CAN LEAD TO DIFFERENT UNDERSTANDINGS. UNDERSTANDING THE MISCONCEPTION: 5. RECEIVER’S INTERPRETATION: 1. WORDS ALONE DO NOT CAPTURE FULL MEANING: o REALITY: THE RECEIVER’S PERSONAL EXPERIENCES, CULTURAL o REALITY: WORDS ARE JUST ONE BACKGROUND, AND CURRENT STATE OF COMPONENT OF COMMUNICATION. MIND INFLUENCE HOW THEY THE MEANING OF A MESSAGE IS OFTEN INTERPRET WORDS. THEREFORE, INFLUENCED BY CONTEXT, TONE OF MEANINGS ARE NOT FIXED IN THE VOICE, BODY LANGUAGE, AND THE WORDS THEMSELVES BUT ARE CO- RECEIVER’S PERSONAL EXPERIENCES. CREATED BY THE SENDER AND FOR EXAMPLE, THE SAME SENTENCE RECEIVER. CAN CONVEY DIFFERENT MEANINGS DEPENDING ON HOW IT’S SPOKEN OR 6. FEEDBACK AND CLARIFICATION: THE SITUATION IN WHICH IT’S SAID. o REALITY: EFFECTIVE COMMUNICATION 2. CONTEXT IS CRUCIAL: OFTEN REQUIRES FEEDBACK AND CLARIFICATION TO ENSURE THAT THE o REALITY: THE CONTEXT IN WHICH INTENDED MEANING IS UNDERSTOOD. WORDS ARE USED PLAYS A SIGNIFICANT ASSUMING THAT MEANINGS ARE ROLE IN SHAPING THEIR MEANING. SOLELY IN WORDS CAN LEAD TO THIS INCLUDES THE SITUATION, MISUNDERSTANDINGS IF FEEDBACK IS CULTURAL BACKGROUND, AND NOT SOUGHT. RELATIONSHIP BETWEEN THE COMMUNICATORS. WITHOUT CONTEXT, EXAMPLE OF THE MISCONCEPTION: WORDS CAN BE EASILY IMAGINE SOMEONE SAYS, “I’M FINE” IN RESPONSE TO A MISINTERPRETED. QUESTION ABOUT HOW THEY’RE FEELING. IF YOU 3. NONVERBAL COMMUNICATION: BELIEVE THAT “MEANINGS ARE IN WORDS,” YOU MIGHT TAKE THIS RESPONSE AT FACE VALUE AND ASSUME THEY o REALITY: NONVERBAL CUES SUCH AS ARE INDEED FINE. HOWEVER, IF THE PERSON SAYS THIS FACIAL EXPRESSIONS, GESTURES, WITH A STRAINED TONE OR AVOIDS EYE CONTACT, THE POSTURE, AND EYE CONTACT OFTEN ACTUAL MEANING MIGHT BE QUITE DIFFERENT, CARRY SUBSTANTIAL MEANING AND INDICATING THEY ARE NOT FINE DESPITE THEIR WORDS. CAN ALTER OR ENHANCE THE MESSAGE CONVEYED BY WORDS. FOR INSTANCE, ADDRESSING THE MISCONCEPTION: A SARCASTIC COMMENT MIGHT BE TO IMPROVE COMMUNICATION, IT’S IMPORTANT TO UNDERSTOOD DIFFERENTLY BASED ON RECOGNIZE THAT MEANING IS A COMBINATION OF WORDS, CONTEXT, NONVERBAL SIGNALS, AND THE BETTER IF IT INCLUDES IRRELEVANT OR RECEIVER’S INTERPRETATION. EFFECTIVE REDUNDANT DETAILS THAT DO NOT COMMUNICATORS PAY ATTENTION TO THESE FACTORS ADD VALUE TO THE CONVERSATION. AND SEEK TO CLARIFY AND CONFIRM UNDERSTANDING 4. IMPACT ON RELATIONSHIPS: TO ENSURE THAT THEIR INTENDED MESSAGE IS ACCURATELY RECEIVED. o REALITY: CONSTANT OR EXCESSIVE COMMUNICATION CAN SOMETIMES BE MORE COMMUNICATION IS BETTER PERCEIVED AS INTRUSIVE OR WHEN SOMEONE SAYS THAT “MORE COMMUNICATION OVERWHELMING, POTENTIALLY IS BETTER,” THEY ARE IMPLYING THAT INCREASING THE STRAINING RELATIONSHIPS. EFFECTIVE QUANTITY OF COMMUNICATION WILL ALWAYS LEAD TO COMMUNICATION SHOULD BE BETTER UNDERSTANDING AND MORE EFFECTIVE BALANCED AND CONSIDERATE OF THE INTERACTIONS. THIS REFLECTS A COMMON OTHER PARTY'S TIME AND CAPACITY. MISCONCEPTION IN COMMUNICATION. HERE'S WHY THIS PERSPECTIVE CAN BE PROBLEMATIC: 5. CLEAR AND CONCISE MESSAGING: UNDERSTANDING THE MISCONCEPTION: o REALITY: CLEAR AND CONCISE MESSAGES ARE OFTEN MORE 1. QUALITY OVER QUANTITY: EFFECTIVE THAN LENGTHY AND o REALITY: EFFECTIVE COMMUNICATION REPETITIVE ONES. IT’S IMPORTANT TO IS MORE ABOUT THE QUALITY AND FOCUS ON DELIVERING MESSAGES THAT CLARITY OF THE MESSAGE THAN THE ARE DIRECT AND TO THE POINT RATHER SHEER VOLUME. MORE THAN BOMBARDING THE RECEIVER COMMUNICATION DOES NOT WITH EXCESSIVE INFORMATION. NECESSARILY MEAN BETTER 6. PURPOSE AND INTENT: COMMUNICATION IF IT LACKS FOCUS, RELEVANCE, OR CLARITY. EXCESSIVE o REALITY: THE PURPOSE AND INTENT COMMUNICATION CAN SOMETIMES BEHIND THE COMMUNICATION MATTER LEAD TO INFORMATION OVERLOAD MORE THAN THE FREQUENCY. AND CONFUSION. EFFECTIVE COMMUNICATION INVOLVES PURPOSEFUL INTERACTIONS WITH 2. INFORMATION OVERLOAD: CLEAR OBJECTIVES, RATHER THAN o REALITY: PROVIDING TOO MUCH SIMPLY INCREASING THE AMOUNT OF INFORMATION CAN OVERWHELM THE COMMUNICATION. RECEIVER, MAKING IT DIFFICULT FOR EXAMPLE OF THE MISCONCEPTION: THEM TO PROCESS AND RETAIN KEY MESSAGES. THIS CAN LEAD TO CONSIDER A PROJECT TEAM THAT HAS DAILY MEETINGS MISUNDERSTANDINGS OR THE MAIN TO DISCUSS EVERY MINOR DETAIL OF THEIR TASKS. POINTS BEING LOST IN THE FLOOD OF WHILE THIS MIGHT SEEM LIKE EFFECTIVE DETAILS. COMMUNICATION, IT CAN LEAD TO MEETING FATIGUE AND REDUCE OVERALL PRODUCTIVITY. FEWER, MORE 3. RELEVANCE AND CONTEXT: FOCUSED MEETINGS MIGHT BE MORE EFFECTIVE IN o REALITY: THE EFFECTIVENESS OF ADDRESSING THE MAIN ISSUES WITHOUT COMMUNICATION DEPENDS ON HOW OVERWHELMING TEAM MEMBERS. RELEVANT AND TIMELY THE ADDRESSING THE MISCONCEPTION: INFORMATION IS. MORE COMMUNICATION IS NOT NECESSARILY TO COMMUNICATE EFFECTIVELY:  FOCUS ON CLARITY: ENSURE THAT EACH o REALITY: MANY PROBLEMS ARE COMMUNICATION IS CLEAR AND HAS A COMPLEX AND MULTIFACETED. SPECIFIC PURPOSE. EFFECTIVE COMMUNICATION CAN HELP IDENTIFY AND DISCUSS ISSUES, BUT BE CONCISE: AVOID OVERLOADING WITH SOLVING THEM OFTEN REQUIRES UNNECESSARY DETAILS. STICK TO THE KEY PRACTICAL SOLUTIONS, STRATEGIC POINTS AND RELEVANT INFORMATION. PLANNING, AND COLLABORATION PRIORITIZE QUALITY: QUALITY BEYOND JUST TALKING. COMMUNICATION INVOLVES THOUGHTFUL, 3. ACTION AND IMPLEMENTATION: WELL-PREPARED MESSAGES THAT MEET THE NEEDS OF THE AUDIENCE. o REALITY: COMMUNICATION NEEDS TO BE ACCOMPANIED BY ACTION. SIMPLY BE MINDFUL OF TIMING: CHOOSE THE RIGHT DISCUSSING A PROBLEM WITHOUT MOMENTS FOR COMMUNICATION TO AVOID TAKING CONCRETE STEPS TO ADDRESS REDUNDANCY AND ENSURE THAT MESSAGES IT WILL NOT LEAD TO RESOLUTION. ARE TIMELY AND RELEVANT. EFFECTIVE PROBLEM-SOLVING BY BALANCING THE QUANTITY OF COMMUNICATION INVOLVES BOTH COMMUNICATION AND WITH ITS QUALITY AND RELEVANCE, YOU CAN ENHANCE IMPLEMENTATION OF SOLUTIONS. UNDERSTANDING AND EFFECTIVENESS, RATHER THAN 4. UNDERSTANDING VS. AGREEMENT: SIMPLY INCREASING THE AMOUNT OF COMMUNICATION. o REALITY: EVEN IF COMMUNICATION LEADS TO A MUTUAL UNDERSTANDING COMMUNICATION WILL SOLVE ALL PROBLEMS OF A PROBLEM, IT DOESN’T ALWAYS WHEN SOMEONE SAYS THAT "COMMUNICATION WILL RESULT IN AGREEMENT OR CONSENSUS SOLVE ALL PROBLEMS," THEY ARE EXPRESSING A ON HOW TO ADDRESS IT. COMMON MISCONCEPTION THAT EFFECTIVE DISAGREEMENTS AND DIFFERING COMMUNICATION ALONE IS SUFFICIENT TO RESOLVE VIEWPOINTS MAY STILL REQUIRE ALL ISSUES AND CONFLICTS. WHILE COMMUNICATION NEGOTIATION AND COMPROMISE. IS A CRUCIAL COMPONENT IN ADDRESSING PROBLEMS, IT IS NOT A CURE-ALL. HERE’S WHY THIS BELIEF CAN BE 5. COMMUNICATION BARRIERS: PROBLEMATIC: o REALITY: POOR COMMUNICATION CAN UNDERSTANDING THE MISCONCEPTION: CREATE ADDITIONAL BARRIERS, SUCH AS MISUNDERSTANDINGS, CONFLICTS, 1. COMMUNICATION IS NECESSARY BUT NOT OR FRUSTRATION. EFFECTIVE SUFFICIENT: COMMUNICATION REQUIRES EFFORT o REALITY: WHILE EFFECTIVE AND SKILL; IT’S NOT ALWAYS COMMUNICATION IS ESSENTIAL FOR STRAIGHTFORWARD AND MAY NOT UNDERSTANDING AND ADDRESSING RESOLVE UNDERLYING ISSUES IF NOT ISSUES, IT ALONE MAY NOT SOLVE ALL HANDLED PROPERLY. PROBLEMS. OTHER FACTORS, SUCH AS 6. INTERPERSONAL DYNAMICS: RESOURCES, DECISION-MAKING, AND ACTIONS, ARE ALSO NECESSARY TO o REALITY: IN SOME SITUATIONS, RESOLVE ISSUES. INTERPERSONAL DYNAMICS, SUCH AS TRUST, RELATIONSHIPS, AND 2. COMPLEXITY OF PROBLEMS: EMOTIONAL FACTORS, PLAY A SIGNIFICANT ROLE IN PROBLEM  RESOLUTION. COMMUNICATION ALONE INVOLVED IN EFFECTIVE COMMUNICATION. HERE’S MAY NOT ADDRESS THESE DEEPER WHY THIS PERSPECTIVE CAN BE PROBLEMATIC: ISSUES. UNDERSTANDING THE MISCONCEPTION: EXAMPLE OF THE MISCONCEPTION: 1. COMPLEXITY OF MESSAGES: IMAGINE A TEAM FACING ONGOING PROJECT DELAYS. o REALITY: COMMUNICATION INVOLVES WHILE DISCUSSING THE ISSUES OPENLY MUCH MORE THAN JUST EXCHANGING (COMMUNICATION) IS A GOOD START, IT WON’T SOLVE WORDS. IT INCLUDES UNDERSTANDING THE PROBLEM IF THERE ARE UNDERLYING ISSUES LIKE AND INTERPRETING MESSAGES, INADEQUATE RESOURCES, POOR PLANNING, OR LACK DEALING WITH NONVERBAL CUES, OF SKILLS. ADDRESSING THESE REQUIRES MORE THAN MANAGING EMOTIONS, AND JUST CONVERSATION; IT INVOLVES PLANNING, CONSIDERING THE CONTEXT. THESE RESOURCE ALLOCATION, AND POTENTIALLY TRAINING. ELEMENTS ADD LAYERS OF COMPLEXITY ADDRESSING THE MISCONCEPTION: TO THE PROCESS. TO EFFECTIVELY SOLVE PROBLEMS: 2. VARIED COMMUNICATION STYLES: COMBINE COMMUNICATION WITH ACTION: o REALITY: DIFFERENT PEOPLE HAVE USE COMMUNICATION TO UNDERSTAND AND DIFFERENT COMMUNICATION STYLES, DISCUSS PROBLEMS, BUT ALSO FOCUS ON PREFERENCES, AND CULTURAL IMPLEMENTING PRACTICAL SOLUTIONS AND BACKGROUNDS. THIS DIVERSITY CAN ACTIONS. MAKE COMMUNICATION MORE COMPLEX AS IT REQUIRES ADAPTING ADDRESS UNDERLYING ISSUES: IDENTIFY AND MESSAGES TO FIT VARIOUS STYLES AND ADDRESS THE ROOT CAUSES OF PROBLEMS UNDERSTANDING DIFFERENT RATHER THAN JUST THE SYMPTOMS. INTERPRETATIONS. INVOLVE RELEVANT STAKEHOLDERS: ENSURE 3. POTENTIAL FOR MISUNDERSTANDINGS: THAT ALL RELEVANT PARTIES ARE INVOLVED IN THE PROBLEM-SOLVING PROCESS AND THAT o REALITY: MESSAGES CAN BE EASILY THEIR INPUT IS CONSIDERED. MISUNDERSTOOD DUE TO AMBIGUITY, POOR ARTICULATION, OR DIFFERENT FOLLOW UP: MONITOR PROGRESS AND MAKE PERCEPTIONS. MISUNDERSTANDINGS ADJUSTMENTS AS NEEDED TO ENSURE THAT CAN OCCUR EVEN WHEN THE SOLUTIONS ARE EFFECTIVE AND THAT ISSUES INTENTION IS CLEAR, MAKING ARE RESOLVED. COMMUNICATION LESS EFFECTIVE COMMUNICATION IS A CRITICAL TOOL IN STRAIGHTFORWARD THAN IT MIGHT PROBLEM-SOLVING, BUT IT SHOULD BE INTEGRATED SEEM. WITH OTHER STRATEGIES AND ACTIONS TO ACHIEVE 4. INFLUENCE OF NONVERBAL COMMUNICATION: SUCCESSFUL OUTCOMES. o REALITY: NONVERBAL ELEMENTS LIKE COMMUNICATION IS SIMPLE BODY LANGUAGE, FACIAL EXPRESSIONS, WHEN SOMEONE SAYS THAT "COMMUNICATION IS AND TONE OF VOICE PLAY A SIMPLE," THEY ARE REFLECTING A COMMON SIGNIFICANT ROLE IN MISCONCEPTION THAT COMMUNICATION IS COMMUNICATION. MISREADING THESE STRAIGHTFORWARD AND EASY TO ACHIEVE. THIS BELIEF CUES OR NOT BEING AWARE OF THEM OVERLOOKS THE COMPLEXITIES AND NUANCES  CAN LEAD TO MISINTERPRETATIONS ACKNOWLEDGE THE COMPLEXITY: RECOGNIZE AND ERRORS IN UNDERSTANDING. THAT EFFECTIVE COMMUNICATION INVOLVES MULTIPLE LAYERS AND FACTORS, AND BE 5. CONTEXT MATTERS: PREPARED TO NAVIGATE THESE COMPLEXITIES. o REALITY: THE CONTEXT IN WHICH BE CLEAR AND PRECISE: STRIVE FOR CLARITY IN COMMUNICATION OCCURS—SUCH AS YOUR MESSAGES AND BE AWARE OF HOW THE ENVIRONMENT, TIMING, AND YOUR WORDS MIGHT BE INTERPRETED. RELATIONSHIP BETWEEN COMMUNICATORS—AFFECTS HOW SEEK FEEDBACK: ENCOURAGE AND PROVIDE MESSAGES ARE SENT AND RECEIVED. FEEDBACK TO ENSURE MUTUAL EFFECTIVE COMMUNICATION REQUIRES UNDERSTANDING AND ADDRESS ANY ISSUES AWARENESS OF THESE CONTEXTUAL PROMPTLY. FACTORS. ADAPT TO THE AUDIENCE: TAILOR YOUR 6. EMOTIONAL AND PSYCHOLOGICAL FACTORS: COMMUNICATION STYLE TO FIT THE AUDIENCE’S NEEDS, PREFERENCES, AND o REALITY: EMOTIONS, PSYCHOLOGICAL CULTURAL CONTEXT. STATES, AND PERSONAL BIASES CAN IMPACT HOW MESSAGES ARE BE ATTUNED TO NONVERBAL CUES: PAY CONVEYED AND RECEIVED. THESE ATTENTION TO AND INTERPRET NONVERBAL FACTORS ADD ANOTHER LAYER OF SIGNALS ACCURATELY TO ENHANCE COMPLEXITY TO THE COMMUNICATION UNDERSTANDING. PROCESS. UNDERSTANDING THAT COMMUNICATION IS NOT 7. FEEDBACK AND ADAPTATION: ALWAYS SIMPLE HELPS IN APPROACHING IT WITH THE NECESSARY CARE AND ATTENTION, LEADING TO MORE o REALITY: EFFECTIVE COMMUNICATION EFFECTIVE INTERACTIONS AND REDUCED OFTEN REQUIRES ONGOING FEEDBACK MISUNDERSTANDINGS. AND ADAPTATION. ADJUSTING MESSAGES BASED ON RESPONSES AND ENSURING THAT BOTH PARTIES UNDERSTAND EACH OTHER CAN MAKE THE PROCESS MORE COMPLEX THAN INITIALLY PERCEIVED. (EFFECTIVE) COMMUNICATION IS A NATURAL ABILITY EXAMPLE OF THE MISCONCEPTION: WHEN SOMEONE SAYS THAT "(EFFECTIVE) COMMUNICATION IS A NATURAL ABILITY," THEY ARE CONSIDER A TEAM MEETING WHERE THE LEADER REFLECTING A COMMON MISCONCEPTION THAT BELIEVES COMMUNICATION IS SIMPLE AND ASSUMES EFFECTIVE COMMUNICATION IS AN INHERENT TALENT THAT EVERYONE UNDERSTANDS THE PROJECT GOALS. THAT SOME PEOPLE ARE BORN WITH. THIS PERSPECTIVE HOWEVER, TEAM MEMBERS MIGHT INTERPRET THE OVERLOOKS THE FACT THAT EFFECTIVE GOALS DIFFERENTLY BASED ON THEIR PERSPECTIVES, COMMUNICATION IS A SKILL THAT CAN BE DEVELOPED LEADING TO CONFUSION AND MISALIGNMENT. THE AND REFINED THROUGH PRACTICE AND LEARNING. SITUATION REVEALS THAT COMMUNICATION REQUIRES HERE’S WHY THIS BELIEF CAN BE PROBLEMATIC: CAREFUL CONSIDERATION AND ADJUSTMENT, RATHER THAN BEING A STRAIGHTFORWARD PROCESS. UNDERSTANDING THE MISCONCEPTION: ADDRESSING THE MISCONCEPTION: 1. COMMUNICATION SKILLS ARE LEARNABLE: TO HANDLE THE COMPLEXITIES OF COMMUNICATION:  o REALITY: EFFECTIVE COMMUNICATION COMMUNICATION SKILLS. PEOPLE WHO INVOLVES A SET OF SKILLS AND INVEST TIME AND EFFORT INTO TECHNIQUES THAT CAN BE LEARNED LEARNING AND PRACTICING AND IMPROVED OVER TIME. THESE COMMUNICATION TECHNIQUES OFTEN INCLUDE ACTIVE LISTENING, CLEAR BECOME MORE EFFECTIVE ARTICULATION, EMPATHY, AND COMMUNICATORS. NONVERBAL COMMUNICATION. 6. ROLE OF EMOTIONAL INTELLIGENCE: TRAINING, PRACTICE, AND FEEDBACK CONTRIBUTE SIGNIFICANTLY TO o REALITY: EMOTIONAL INTELLIGENCE, DEVELOPING THESE SKILLS. WHICH INCLUDES UNDERSTANDING AND MANAGING ONE’S OWN 2. VARIED COMMUNICATION STYLES: EMOTIONS AND THOSE OF OTHERS, o REALITY: PEOPLE HAVE DIFFERENT GREATLY INFLUENCES COMMUNICATION STYLES, AND COMMUNICATION EFFECTIVENESS. EFFECTIVENESS OFTEN DEPENDS ON WHILE SOME PEOPLE MAY HAVE A HOW WELL INDIVIDUALS CAN ADAPT NATURAL INCLINATION TOWARDS THEIR STYLE TO SUIT DIFFERENT EMOTIONAL AWARENESS, THESE SKILLS CONTEXTS AND AUDIENCES. LEARNING CAN ALSO BE DEVELOPED THROUGH HOW TO ADJUST COMMUNICATION SELF-AWARENESS AND TRAINING. APPROACHES IS PART OF SKILL EXAMPLE OF THE MISCONCEPTION: DEVELOPMENT, NOT A NATURAL TALENT. IMAGINE A NEW MANAGER WHO BELIEVES THAT EFFECTIVE COMMUNICATION SHOULD COME 3. CONTINUOUS IMPROVEMENT: NATURALLY AND THUS DOES NOT SEEK TRAINING OR o REALITY: EFFECTIVE COMMUNICATION PRACTICE. THEY MIGHT STRUGGLE WITH LEADING IS NOT A STATIC ABILITY BUT A THEIR TEAM, PROVIDING CLEAR INSTRUCTIONS, AND DYNAMIC PROCESS THAT EVOLVES HANDLING CONFLICTS. OVER TIME, THEY MAY REALIZE WITH EXPERIENCE. EVEN SKILLED THAT COMMUNICATION SKILLS REQUIRE INTENTIONAL COMMUNICATORS CONTINUE TO EFFORT AND DEVELOPMENT, NOT JUST INNATE ABILITY. REFINE THEIR ABILITIES AND ADAPT TO ADDRESSING THE MISCONCEPTION: NEW SITUATIONS AND CHALLENGES. TO DEVELOP EFFECTIVE COMMUNICATION SKILLS: 4. IMPORTANCE OF FEEDBACK: ENGAGE IN TRAINING: PARTICIPATE IN o REALITY: RECEIVING AND ACTING ON COMMUNICATION WORKSHOPS, COURSES, OR FEEDBACK IS CRUCIAL FOR IMPROVING COACHING TO LEARN AND PRACTICE EFFECTIVE COMMUNICATION SKILLS. THIS COMMUNICATION TECHNIQUES. PROCESS INVOLVES LEARNING FROM INTERACTIONS AND MAKING SEEK FEEDBACK: ACTIVELY SEEK FEEDBACK ADJUSTMENTS, WHICH IS NOT SIMPLY A FROM OTHERS TO UNDERSTAND YOUR NATURAL TALENT BUT A LEARNED COMMUNICATION STRENGTHS AND AREAS FOR PRACTICE. IMPROVEMENT. 5. INFLUENCE OF EDUCATION AND EXPERIENCE: PRACTICE REGULARLY: ENGAGE IN REGULAR PRACTICE OF COMMUNICATION SKILLS IN o REALITY: EDUCATION, TRAINING, AND VARIOUS CONTEXTS TO ENHANCE YOUR PRACTICAL EXPERIENCE PLAY A ABILITIES. SIGNIFICANT ROLE IN SHAPING  REFLECT AND ADAPT: REFLECT ON YOUR COMMUNICATION EXPERIENCES AND ADAPT YOUR APPROACH BASED ON WHAT WORKS WELL AND WHAT DOESN’T. DEVELOP EMOTIONAL INTELLIGENCE: WORK ON BUILDING EMOTIONAL INTELLIGENCE TO IMPROVE YOUR UNDERSTANDING AND MANAGEMENT OF EMOTIONS IN COMMUNICATION. RECOGNIZING THAT EFFECTIVE COMMUNICATION IS A SKILL THAT CAN BE DEVELOPED HELPS INDIVIDUALS TAKE PROACTIVE STEPS TO ENHANCE THEIR ABILITIES, LEADING TO MORE SUCCESSFUL AND IMPACTFUL INTERACTIONS.