Breaking barriers:communication in practice

Identifying barriers

Communication is about overcoming barriers.

State all the barriers that you can think of that impact on your day-to-day communication.

Table 2.1 Common barriers to communication: probing for ‘causes’

Common barriers to communication:Apparent ‘cause’ Practical Example

Physiological Message in an internal report not received due to blindness.

Psychological Message from external stakeholder ignored due to ‘groupthink’

Cultural Message from organisation misinterpreted by members of a particular group

Political Message from internal stakeholder not sent because individual is marginalised

Economic Message not available to a public sector organisation due to lack of resources

Technological Message not delivered due to technical failure

Physical Message cannot be heard and visual aids cannot be seen by some members of the audience

Today’s Topics

1. Physiological barriers;

2. Social barriers;

3. Cultural barriers;

4. Ethical barriers;

5. Overcoming the barriers.

Physiological Barriers Physiological barriers to communication are those that

result from the performance characteristics and limitations of the human body and the human mind.

Figure 2.4 Human memory processes: a three-stage model

Human memory processes

Social, cultural and ethical barriers Social barriers to communication include the social

psychological phenomenon of conformity; a process in which the norms, values and behaviours of an individual begin to follow those of the wider group.

Cultural barriers to communication, which often arise where individuals in one social group have developed different norms, values, or behaviours to individuals associated with another group.

Ethical barriers to communication; these occur when individuals working in an organisation find it difficult to voice dissent, even though their organisation is acting in ways they consider to be unethical.

Excessive conformity e.g. ‘groupthink’

‘Groupthink’ is a term introduced by a North American psychologist, Janis (1982), to explain an extreme type of social conformity occurring within close-knit groups.

The symptoms of ‘groupthink’ (p.38)2. Collective rationalisation of the problem, which discounts negative feedback and neutralises problematic information

Cultural barriers Cultures shape the way we think and behave. They can be seen as both shaping and being

shaped by our established patterns of communication.

Nations, occupations, organisations, teams and other social groupings, all share a tendency to develop distinctive cultures.

Figure 2.5 The iceberg metaphor for culture

Source: http://www.indoindians.com/lifestyle/culture.htm

The iceberg metaphor for culture

Culture and environment

Where are they? What is above the

woman's head?

Robert Laws, a Scottish missionary working in Malawi, Africa, in the late 1800s: “The influence of culture and environment can have an effect on our visual perception. What you see will largely depend on where you live in the world.” 

Barriers to ethical behaviour

Three communication-related barriers to ethical Behaviour in business organizations are: ‘moral silence’, failing to speak up about issues

that are known to be wrong; ‘moral deafness’, failure to hear or attend to

moral concerns raised by others; ‘moral blindness’, failure to recognize the moral

implications of actions.

(Bird 2002)

Ethical choice (1)

Your company has been a major employer in the local community for years, but shifts in the global marketplace have forced some changes in the company. In fact, the company plans to reduce staffing by as much as 50% over the next 3 to 5 years. The size and timing of future layoffs have not been decided, but a small layoff will certainly start next month. You are in charge of writing a letter on this issue. Your first draft is as follows:

“this first layoff is part of a continuing series of staff reductions anticipated over the next several years.”

Ethical choice (2)

Your first draft is as follows:

“this first layoff is part of a continuing series of staff reductions anticipated over the next several years.”

Your boss is concerned about the negative tone of the language and suggests the following sentence:

“this layoff is a part of the company’s ongoing efforts to continually align its resources with global market conditions.”

Do you think this suggested wording is ethical?

Ethical choice (3) “This first layoff is part of a continuing series of staff

reductions anticipated over the next several years.” (Too Negative)

“This layoff is a part of the company’s ongoing efforts to continually align its resources with global market conditions.” (Unethical)

The company should be as specific as possible without causing itself unnecessary damage.

“Unless business conditions change, we anticipate further reductions in the future, but we are currently unable to identify the timing or extent of such reductions.”

Overcoming Bias in LanguageExample Unacceptable Preferable

Gender bias Salesman Salesperson; Sales representative

Manpower Workforce; Workers

Man-made Artificial; Manufactured

Ethnic bias Jim Wong is an unusually tall Asian

Jim Wong is very tall

Disability bias

Crippled workers face many barriers on the job

Workers with physical disabilities face many barriers on the job

Overcoming the barriers

Taking the receiver more seriously Thinking more clearly about the

message Delivering messages skilfully

Focusing on the receiver Using multiple channels and

encoding Securing appropriate feedback

Summary

Communication failures are endemic, often resulting in significant costs and harm to the organisation and its stakeholders.

It is important to understand the underlying causes of communication failures, which may involve a range of factors: physiological, psychological, cultural, political, economic, technological and physical.

Summary (continued)

Communicators need a basic understanding of physiological processes including differences in alertness, selective attention, powers of perception and memory, and their potential impact on communication.

It is also important to consider social and cultural barriers, including a tendency towards excessive conformity in social groups (‘groupthink’), moral silence and the complex issues arising from cultural diversity.

Summary (continued)

In more general terms, barriers can be overcome by taking the receiver more seriously, and by thinking more clearly about the content, format and delivery of messages, including the use of multiple channels and forms of encoding.

Communication is important because it is about

how information is sent and received within firms

The way information is communicated is often governed by how firms are structured

COMMON BARRIERS TO COMMUNICATION

1. SEMANTICS

Definition of words

Choice of words

COMMON BARRIERS TO COMMUNICATION

2. POOR CHOICE, USE OF CHANNELS When to use certain channel

Oral alone:• Simple reprimand• Settle simple dispute

Written alone:• Don’t need immediate feedback• Need record

COMMON BARRIERS TO COMMUNICATION

2. USE OF CHANNELS Both channels:

• Commendation• Serious reprimand• Important policy change

Nonverbal• Be aware of it.

COMMON BARRIERS TO COMMUNICATION

3. PHYSICAL DISTRACTIONS

4. NOISE, PHYSICAL,

PSYCHOLOGICAL

5. STATUS DIFFERENCE

6. EFFECTS OF EMOTIONS

COMMON BARRIERS TO COMMUNICATION

7. PERCEPTIONS Stereotypes Halo effects Selective perception

• See and hear what we expect• Ignore if conflicts with “what we know.”

Projection

COMMON BARRIERS TO COMMUNICATION

8. FILTERING, SCREENING

NEGATIVE INFORMTAION

9. EVALUATING THE SOURCE

10.ABSENCE OF FEEDBACK, POOR FEEDBACK

COMMON BARRIERS TO COMMUNICATION

11. INFORMATION, DATA

OVERLOAD

12. POOR LISTENING LISTEN TO RESPOND LISTEN TO UNDERSTAND

TO OVERCOME BARRIERS:

Learn to use feedback well. Be sensitive to receiver’s point of view. Listen to UNDERSTAND! Use direct, simple language, or at least use

language appropriate to the receiver. Use proper channel(s). Learn to use channels

well. Learn to use supportive communication, not

defensive communication.

LISTENING WITH...

“EXPERIENCE”“WHAT WE KNOW”BIASESSTEREOTYPESPERCEPTIONSEMOTIONS

LISTENING

LISTEN TO RESPOND

LISTEN TO UNDERSTAND

LISTEN TO UNDERSTAND

1. RESTATE/REPEAT

2. PARAPHRASE

3. REFLECT FEELING

4. PARAPHRASE CONTENT AND REFLECT FEELING

5. SAY NOTHING

LISTEN TO UNDERSTAND

Before I can walk in another person’s shoes, I must remove my own.

Unknown

LISTEN TO UNDERSTANDASSUMES WIN-WIN

1. ASK PERMISSION

2. ESTIMTE TIME LIMIT

3. STATE BOUNDARIESSTATE WHAT IS NOT ACCEPTABLE

4. USE RESPECT, GENTLENESS

5. USE COURAGE

LISTEN TO UNDERSTANDASSUMES WIN-WIN

RESPECT

COURAGE

LOW

HIGH

LOW HIGH

X

LISTEN TO UNDERSTANDASSUMES WIN-WIN

BE DIRECTBE CLEARBE SPECIFICBE HONESTBE RESPECTFULBE TACTFULTAKE RESPONSIBILITY

FOR YOURSELF

LISTEN TO UNDERSTAND

WHEN YOU ………………….. (State observed action.)

I FEEL …………………………(State feeling.)

BECAUSE I THINK …………..(Thought that causes the feeling.)

AND I WOULD LIKE ………..(Request for positive action.)

LISTEN TO UNDERSTAND

When you meet me an hour after you said you would

I feel angry and hurt

Because I think you don’t care much about my job demands

And I would like you to call when you are going to be late.

LISTEN TO UNDERSTAND

YOU’RE AN HOUR LATE!

YOU MAKE ME ANGRY!

YOU’RE ALWAYS LATE!

YOU DON’T CARE ABOUT MY TIME/FEELINGS!

YOU MAKE ME SICK!

NOT LISTENING?

AUTOBIOGRAPHICAL RESPONSES:

PROBE

GIVE ADVICE

EVALUATE

INTERPRET

UNDERSTANDING? I KNOW WHAT YOU MEANKNOW WHAT I MEAN?I HEAR YOUI’VE BEEN THERE!YOU UNDERSTAND ME?YOU HEAR WHAT I SAID?YOU KNOW WHAT TO DO?I KNOW WHAT YOU’RE TALKING ABOUT.

“FIXING” = LISTENING?

“DON’T FEEL BAD.”

“DON’T CRY.”

“DON’T BE UPSET.”

“YOU SAY THAT BUT YOU ALWAYS DO WELL.”

Ten Rules for Good Listening

Rule Listening Reasoning Behind the Rule

1. Stop talking You cannot listen if you are talking.

2. Put the person at ease Help a person feel free to talk; create a permissive environment.

3. Show the person you Look and act interested; listen to want to listen understand, not to oppose.

4.Remove distractions Don’t doodle, tap, or shuffle papers; shut the door if necessary to achieve quiet.

Ten Rules for Good Listening

Rule Listening Reasoning Behind the Rule

5. Empathize Try to see the other person’s point of view.

6. Be patient Allow plenty of time; do not interrupt; don’t start for thedoor or walk away.

7. Hold your temper An angry person takes the wrong meaning from words.

Ten Rules for Good Listening

Rule Listening Reasoning Behind the Rule

8.Go easy on argument Don’t put people on the defensive and criticism and cause them to “clam up” or

become angry; do not argue- even if you win, you lose.

9. Ask questions This encourages a person and shows that you are listening; it helps to develop points further.

10. Stop talking This is first and last, because all other guides depend on it; you cannot listen effectively while you are talking.

Source: Adapted from Human Behavior at Work, Fifth Edition, by Keith Davis. 1977.

KEY CHARACTERISTICS OF SUPPORTIVE COMMUNICATION

1.Channels Congruent. Incongruent. “Oh, do I Verbal and non-verbal seem upset? No, everythingchannels must agree. is fine” - while obviously

upset.

2.Descriptive. “This is what Evaluative. “You are happened and this is how I wrong for doing what you felt about it. I’d like to suggest did.”an alternative that would be more acceptable.

3.Problem oriented. “How Person oriented. “Whycan we solve this problem?” are you so slow?”

KEY CHARACTERISTICS OF SUPPORTIVE COMMUNICATION

4.Specific. “I felt like I did not Global. “You are alwaysget equal time to cover my seeking all the recognitionmaterial in that presentation.” for our work.”

5.Owned. “I have decided Not owned. “You have ato turn down your request pretty good idea, but youbecause…” know how it is in this

organization -- everyonecan’t get everything theywant.”

6.Validating. “That is an Not validating. “I can’t interesting suggestion.” believe you could think such

a thing.”

KEY CHARACTERISTICS OF SUPPORTIVE COMMUNICATION

7.Equality oriented. “I have Superiority oriented. some ideas, but do you have “Your suggestion is dumb. any suggestions?” This is the way to handle this

problem.”

8.Flexible. “I have some Closed-minded. “What-questions, but let’s explore ever made you think thatit further.” would work?”

9.Appropriately intimate. Overbearing or aloof.“Since we have known each “I know we just met, but Iother a long time, I’d like really need to tell youto tell you how I feel about something personal.”our relationship.”

ORGANIZATIONAL COMMUNICATION STRUCTURE SHOULD FACILITATE, NOT

HINDER MANAGE INFORMATION FLOW CLIMATE INFLUENCES INTERGROUP INTERACTIONS, BARRIERS? USE GRAPEVINE

COMMUNICATION NETWORKS

. . .

. . . ... .

Y WHEEL, STAR

CENTRALIZED

COMMUNICATION NETWORKS

. .

. . . .

. . . .

CIRCLE ALL CHANNEL

DECENTRALIZED

COMMUNICATION NETWORKS

SIMPLE TASKS

COMPLEXTASKS

SLOWLESS ACCURATE

FASTERMORE ACCURATE

CIRCLEALL CHANNEL

YWHEELSTAR

YWHEELSTAR

CIRCLEALL CHANNEL

Effective Communication

Overview

Functions of Communication The Communication Process Communication Fundamentals Key Communication Skills

Functions of Communication

Control Motivation Emotional Expression Information

The Communication Process

Receiver

Feedback

DecodingChannelEncodingSource

Communication Fundamentals

Direction: Downward Upward Crosswise

Networks: Formal vs. Informal

Communication Networks

Chain Wheel All Channels

Barriers to Effective Communication

Filtering Selective Perception Emotions Language

Key Communication Skills Listening Skills Feedback Skills Presentation skills

Basic Communication Skills Profile

________________________________________________Communication Order Learned Extent Used Extent Taught

____________________________________________

Listening First First Fourth Speaking Second Second Third Reading Third Third Second Writing Fourth Fourth First

Meaning

Listening Is With The Mind Hearing With The Senses Listening Is Conscious. An Active Process Of Eliciting Information Ideas, Attitudes And Emotions Interpersonal, Oral Exchange

Fallacies about Listening

Listening is not my problem! Listening and hearing are the same Good readers are good listeners Smarter people are better listeners Listening improves with age Learning not to listen Thinking about what we are going to say rather than listening to a speaker Talking when we should be listening Hearing what we expect to hear rather than what is actually said Not paying attention ( preoccupation, prejudice, self-centeredness, stero-type)

Listening skills are difficult to learn

Stages of the Listening Process

Hearing Focusing on the message Comprehending and interpreting Analyzing and Evaluating Responding Remembering

Barriers to Active Listening

Environmental barriers Physiological barriers Psychological barriers Selective Listening Negative Listening Attitudes Personal Reactions Poor Motivation

How to Be an Effective Listener

What You Think about Listening ?

Understand the complexities of listening Prepare to listen Adjust to the situation Focus on ideas or key points Capitalize on the speed differential Organize material for learning

How to Be an Effective Listener (cont.)

What You Feel about Listening ?

Want to listen Delay judgment Admit your biases Don’t tune out “dry” subjects Accept responsibility for understanding Encourage others to talk

How to Be an Effective Listener (cont.)

What You Do about Listening ?

Establish eye contact with the speaker Take notes effectively Be a physically involved listener Avoid negative mannerisms Exercise your listening muscles Follow the Golden Rule

Feedback Skills

Positive vs. Negative Feedback Positive feedback is more readily and accurately perceived than

negative feedback Positive feedback fits what most people wish to hear and already

believe about themselves Negative feedback is most likely to be accepted when it comes

from a credible source if it is objective in form Subjective impressions carry weight only when they come from a

person with high status and credibility

Developing Effective Feedback Skills

Focus on specific behaviours Keep feedback impersonal Keep feedback goal oriented Make feedback well timed Ensure understanding Direct feedback toward behaviour that is controllable by

the recipient

Group Think

Phenomena in which the norm for consensus overrides the realistic appraisal of alternative course of action

Presentation SkillsIdeas, concepts or issues talked about or spoken to a

group or audience

Public speaking is one of the most feared things “I could make such a fool of myself”

Skills required to give a good presentation can be developed

Preparation is the Key

Presentation Skills Preparation/ Planning is the first step on the ladder to

success

Aspects in the development of a good presentation Self Centered (Self) Audience Centered (Audience) Subject Centered (Material)

“I want (who) to (what) (where, when and how)because (why)”

Presentation Skills Helpers

What do you want to present (content)?Why do you want to present (purpose)?Where will you be presenting (place)?How do you want to present (words to be used or not,

slides to be used)Who is your audience?

Presentation Skills Preparation: Audience Analysis

What is the audience interested in What does the audience want What does the audience already know and needs to know What are their needs, expectations from this presentation How will the audience benefit from this presentation

Presentation Skills Structure the content in line with the

audience’s needs What do you want to tell the audience? What is your objective? Prepare keeping in mind the time allotted Anticipate the questions and prepare Collect material from a variety of sources Arrange points logically and sequentially Prepare handouts as well

Presentation Skills Structuring the presentation

2 to 2.5 mins--- opening/beginning

20 to 21 mins--- middle section

2 to 3 mins --- closing/end

5 mins --- questions

Presentation Skills

The Begining Should be carefully designed Get attention - shock, humour, question, story, facts &figures - well rehearsed yet natural Motivate audience to listen - listen to their needs

Presentation Skills

Preparation – Structure Sequence should be logical & understandable Interim summaries- Recaps Value of visual aids-flip charts, handouts etc.

Presentation Skills

Prepare Closing Last 2 to 2.5 minutes are as critical as the first five

minutes for a successful presentation Summarize- highlight important points Suggest action- what to do and when, where and

how to do it

Presentation Skills

Stage Fright Everyone has it to some degree Can be used constructively Key issue is not elimination of fear

Instead channel the energy it generates for an effective presentation

Presentation Skills

Effective Delivery Be active - move Be purposeful - controlled gestures Variations – vocal (pitch, volume, rate) Be natural Be direct – don’t just talk in front of the audience

talk to them

Group Facilitation

Verbal Communication- barriers Speaking too fast Using jargon Tone and content Complicated or ambiguous language Not questioning Physical State of the audience

Presentation Skills

Sensitivity to the audience

“see” the audience Take non-verbal feedback

-congruent and incongruent body language Modify to meet audience needs Don’t just make it as a presentation

Presentation Skills

Handling Questions

Do not get confused You are not supposed to know everything Anticipate and keep answers ready Sometime questions themselves give you a lead

to highlight your point of view

Presentation Skills

Visual Aids While using a over head projector face the

audience while talking Point with a pen Appropriate lighting Watch the colours Ensure clear visibility 10 lines, 10 words per line

Presentation Skills

So to conclude :

Always prepare

Channelize you fear

Interact with your audience

Business Communication

BTEC Business

Importance of Communication

Communication is important because it is about how information is sent and received within firms

The way information is communicated is often governed by how firms are structured

Forms of Business Structure

Entrepreneurial - decisions made centrally Pyramid - staff have a role, shared decision making,

specialisation is possible Matrix - staff with specific skills join project teams,

individuals have responsibility Independent - seen in professions where

organisation provides support systems and little else

Illustrating Structures 1

The Pyramid

Traditional view of organisations

Decisions pass down formal channels from managers to staff

Information flows up formal channels from staff to management

Illustrating Structures 2

Entrepreneurial

Most small businesses have this

structure

One or two people make

decisions

Great reliance on key workers

supporting decision makers

Quick to act but pressure on

decision makers

Decision maker

Key worker

Key worker

Key worker

Key worker

Illustrating Structures 3

Matrix

Marketing Production Finance

Project A

Project teams created

Staff with specialist skills

Project B

Illustrating Structures 4

Independent

Dr A Dr B

Dr CDr D

Support systems to professionals such as doctors

Not suited to most businesses due to

lack of control

More on Business Structure

Centralisation Managers keep control Decisions are made in the

interests of the whole business

Costs can be cut by standardising purchasing and so on

Strong leadership

Decentralisation Empowering and motivating Freeing up senior

managers’ time Better knowledge of those

closer to customers Good staff development

Channels of Communication

Communication in organisations follows paths or channels

Communication between managers and subordinates is known as vertical communication

This is because the information flows up or down the hierarchy

Vertical/Lateral Communication

Organisation chart shows vertical (black arrows) and lateral (green arrows)

Finance Marketing Production

Board of Directors

Finance Officers

MarketingAssistants

FactoryOperatives

Channels of Communication Channels between departments or functions involve

lateral communication As well as formal channels of communication,

information also passes through an organisation informally

Communication is not complete until feedback has been received

Overview Types of structures Contingencies of organizational design Organizational technology Organizational environment Organizational structure preferences

Defining organizational structure Organizational structure refers to the way tasks are divided up, how the

work flows, how this flow is coordinated and the forces and mechanisms that allow this coordination to occur.

The organizational chart cannot fully capture the organizational structure but gives us a place to begin when studying it.

Two fundamental requirements of an organisationalstructure

1. Division of labour into distinct tasks. Note that this leads to specialisation.

2. Coordination of that labour so workers are able to work in concert to accomplish the organisation’s goal-s. Coordination occurs through:

a. Informal communication b. Formal hierarchyc. Standardisation

Forms of work coordination Informal communication Sharing information High media-richness Important in teams Formal hierarchy Direct supervision Common in larger firms Problems − costly, slow, less popular with young staff

Standardization Formal instructions Clear goals/outputs Training/skills

Elements of organizational structure

Organizational structure elements

1.Department- alisation

2.Span of control

3.Formalisation

4.Centralisation

Structure in an Organization

Aspects of external communication