Chapter 9Presentations and AEE Book

Communication process its components and barriers to effective communication

Chapter 9

Communication process and its components. Barriers to effective communication.

9.1. Word Communication comes from Latin word.

The word ‘communication’ comes from the Latin word communis, its meaning is common. It means that

when we communicate, we are trying to establish community with someone through a message.

‘Communication’ then is a conscious attempt to establish community over some idea, fact, feelings and

the like, with others. Consequently it is a process of getting a source and a receiver tuned together for a

particular message or a series of messages Extension education is basically a process of communication

of useful information i.e. knowledge, ideas or skills, to the farmers. Communication is the heart and soul

of extension process.

9.2. Definition of communication

1. Communication is a process by which two or more persons exchange ideas, facts, impressions in way

that each gains a common understanding of the meaning, content and use of message. –J. Paul Leagan

(1961)

2. “Communication is a purposeful process, which involves sources, messages, channels, and

receivers”.– Andersch et al. (1969)

9.3.Suggestion to strengthen Agricultural Communication

There are following recent suggestions to strengthen agricultural communication:

(1) In various fields, for the information related to the agricultural and rural development there should

be regulations for giving more space in the newspapers and the government should provide some aid to

these rural newspapers.

(2) In written communication Booklets and leaflets should be published in which there should be

description of solution to the problems and the working methods. In the booklets, there should be

details of agricultural equipment i.e., pump-sets, electrometers, tractor, engine, etc. things as well as

the methods of their repairing.

(3) The government should provide television set and a radio set to the village community center. The

programmes of rural/agricultural development should get much time on radio and television Centre.

The small telefilm of the development should be made, which should be shown at each village. The film-

producer should be urged that they should involve the plot of rural development in his dramas.

(4) In the rural area, the exhibitions of rural and agricultural development should be organized in the

fairs and festivals.

9.4. Need for Communication in general

The need for communication arises due to the need to express. The need for communication and the


ability to communicate, helps in developing efficient management, organizational skills, laying down

plans, establishing a healthy work culture and resolving impending issues.

The following are levels /types of communication:

Intra-personal Communication – This is the communication within one’s self. It is a transaction that

takes place within individual. The concept of intra-personal communication takes into cognizance the

human senses, nervous system and the brain. These all make communication possible. Feedback is

spontaneous, but observation is innate and interpretation personalized.

Interpersonal Communication – This is a face-to-face interaction between two or more people.

Interpersonal communication makes communication much easier and feedback is often rapid, especially

in a face-to-face situation. The farmer (listener) can ask questions, make remarks and even display non-

verbal communication moves by shaking or nodding the head which the sender can pick up and deal

with immediately.

Mass Communication - This is the principle and practice of communication with mass appeal. It involves

strategies that reach out to a diverse audience spontaneously in extension. Mass Communication

messages are directed at a group of people through a mass medium. Books were the first mass media,

followed by newspapers, magazines, firms, radio, television and the advent of the World Wide Web

(www) is the latest addition. The Mass media channels have distinct operational features such as

hardware, professional managers and gate keepers. The term gate keeper applies to an entire institution

wherein both people and technology interact to control the events that determine the transfer of

information from sender to receiver (farmer). Mass media institutions are newspapers, magazine,

books, motion pictures, radio, TVs, internet, sound recordings, etc. In any media institution, there is the

production unit distribution or marketing units among others.

Functions of Mass Communication

i. Surveillance Functions - this is what makes the media society the “watch dog”. It facilitates the

spread of information on extension tragedies and it shapes information about events happening around

the world.

ii. Interpretation Functions – the mass media tend to make sense of information and thereby enable the

target audience benefit.

iii. Cultural Transmission Functions – This gives further information and clues about the society. It is

also used to teach culture and as a means of transmitting social education .

iv. Entertainment Functions – it is a means of creating joy and serves as an outlet for excitement for the

audience.

v. Propaganda Functions – it is used for brainwashing and popularization of a specific issue of interest in

extension. Radio, TV, cinema van can be used to propagate or diffuse information on agricultural shows.


vi. Commercial Functions – it is used for advertisement and income generation in agricultural and non-

agricultural activities for the different media outfits.

9.5. The Process of Communication: The process of communication takes place when someone says

something in some way to someone else for a purpose. Someone is the sender; something is the

message; some way is the channel; someone else is the receiver; and purpose is the reason for

communicating. Many models of communication have been developed to understand the process of

communication, of which Berlo model is extensively acceptable.

The model is called SMCR model.

SENDER------------ MESSAGE ----------- CHANNEL -------------- RECEIVER

SENDS THROUGH TO

For communication to take place there must be a sender of communication, a message to be sent, a

channel for carrying the message and a receiver of the message.

1. Source/sender

The sender or a source can be any person, group or organization that initiates a message. The important

qualities of sender include Communication skills of the sender, Ability to think, writes, draw and speak,

Attitude towards the audience and to the, Subject matter being addressed. Knowledge of the education

and social background of the audience is must for the source, in order for him to successfully transfer

the message.

2. Message / information’s: Message relates to the information which is sent by the communication

source to the receiver. Message is the main element of the communication process because without

sending the message the communication process cannot be completed .

The following characteristics are necessary for a good message:

Six C,s of Message 1 Revise messages to reflect courtesy. Courtesy helps you maintain goodwill by showing concern for the reader. Goodwill is a feeling of confidence based on honesty and reliable service. Courteous messages use positive words. Positive words show respect for the reader and reflect the you attitude. 2 Revise messages to enhance clarity. Clarity means writing easy-to-read and easy-to-understand messages. Example Unclear Word Order Clear Word Order ,Enclosed is your check. Your check is enclosed. 3 Apply techniques that ensure concise messages. Conciseness means saying what needs to be said in as few words as possible. Example The old car was painted by The technicians painted the the technicians. old car. 4 Make messages concrete by providing specific information. Concreteness means conveying a message with precise terms. Example our new product will arrive Our new product arrives soon. October 1.


5 Review messages for correct content, mechanics, and appearance. Correctness means that the details of a message are accurate. Example . Check air pressure , Checking air pressure. 6 Determine whether a message meets the completeness criteria of who, what, when, where, why and how Who? is the intended receiver? Is the content appropriate for the intended receiver? What? What is your objective? Will the reader know what to do? When? When should the reader respond? Have you included complete, accurate details? Where? Where should the reader respond? Have you identified names, postal and electronic addresses, and telephone and fax numbers? Why? Why should the reader respond? Have you stated a benefit for the reader? How? Have you encouraged a positive response? Does your message promote goodwill? 3. Channel / medium

It is that channel or the medium by which the Receiver gets the message. It may be anything which

carries its message to the receiver. In Extension Education, generally, there are a number of

communication channels such as radio, television, telephone, meetings, talking exhibition books,

bulletins, posters, newspaper, leaflets, and postal-letters etc. ‘There are several channels of

communications available to the extension communicator. It is definite that a single channel cannot be

effective or best for all situations. At the time of selecting the channels of communications, the

following points must be remembered:

(1) The value of the communication medium for example the particular channel should

not be of such a high cost that there may be difficulty in using it.

(2) Availability of the channel to the communicator i.e., it must available easily.

(3) From the communication channels the maximum senses (hearing, taste, touch, sight and smell) of

the person, may be utilized.

(4) Suitability of the channel for audience and message.

(5) Considering the main object of the message, the communication channel must be Selected

(6) Structural composition of the society or the community at large;

I. The religious sentiments of the people;

II. The purpose of the meeting;

III. Availability of facilities;

IV. Traditions and customs of the people;

V. The extents of corporation among the individuals making up the society in one hand and that of

the extension workers on the other hand;

VI. The level of development of the people in the area;

VII. The educational background of the people;

VIII. Experience of the extension workers


4. Receiver / Audience

That person or the group of people to whom the message is sent, is called audience or the receiver. In

the communication process as the sender is necessary so as the receiver is also very important if there is

not available any one of them, the communication process is not possible. The receiver must have the

keen desire, ambition and interest for adopting the new knowledge and also must have the confidence

or belief in the communication sources. As well as he should have the capacity to watch and hear.

5. Feedback / response of audience

Besides the sender being active and conscious of the needs of the audience, the audience must also be

active and responsive to the message for a successful communication to occur. The audience can react

to the message by answering questioning, and performing mentally and physically. This response of the

audience is called the feedback. Response from the audience, the feedback, enables the receiver to

correct the errors in the transmitted message, improve the message or even assist the audience in

decoding the message.

Feedback must always be handled with sensitivity and judgment.

It is more effective if:

1. It is descriptive rather than evaluative. Describing one’s own reaction leaves the other individual free

to use it as he sees fit. Avoiding evaluative language reduces the need for the other individual to react

defensively.

2. It is specific rather than general. To be told that one is “confusing” will probably not be as useful as to

be told “when you ask us a question you seem to rephrase it so many times that we get confused”.

3. It takes into account the needs of both the receiver and the giver of feedback. Feedback can be

destructive when it satisfies only our needs and fails to consider the needs of the person on the

receiving end.

4. It is directed toward behaviour that the receiver can control. Frustration is increased when a person

is reminded of some short comings over which he/she has no control.

5. It is well times. In general, feedback is most useful at the earliest opportunity after the given

behaviour. This depends on the person’s readiness to hear it, support available from others.

6. It is solicited rather than imposed. Feedback is most useful when the receiver has requested for it.

7. It is checked to ensure clear communication. One way of doing this is to have the receiver try to

rephrase the feedback he has received to see if it corresponds with what the sender has in mind.

8. When feedback is given in a group. Both the receiver and giver should take the opportunity to check

with others in the group on the accuracy of the feedback. Is this one person’s impression or an

impression shared by others?


(Adapted from Kolb,Rubin and Mclntyre, 1979. In Jacques 1984)

Feedback is probably the best way of getting evidence on the effectiveness of communication. It

enables us to learn about how others see us and how we affect them. It is thus a vital ingredient in the

process of evaluation and improving the effectiveness of communication.

9.6. Factors Affecting Communication Process

The smooth flow of communication can be hindered by certain factors which can result into ineffective

communication. Some of these factors are highlighted briefly below:

1.External disturbance 2. Lighting and ventilation 3. Location of the meeting point 4. Suitable Audio-

Visual Aids 5. Provision of seats 7. Age Distribution of the Society 8. Education Level of the people. 9.

Experience of the Extension Worker 10. The Level of Development

Qualities of A good communicator: 1. knows his audience, its wants and its needs;

2. knows his message and how to present it to that

particular audience;

3. knows the most effective channels of

communication to reach the audience with his

message;

4. knows his own abilities and limitations, both in

technical knowledge and as a communicator;

5. is interested in his audience, its welfare, and how

his message can help them; is interested in

improving his skills in communication;

6. prepares his messages carefully, using

appropriate materials and aids to arouse interest

and ensure a successful reception of its contents;

7. speaks clearly and uses terms and expressions

the audience can easily understand;

8. realizes that establishing a bond of mutual

understanding between the speaker and the

audience is mostly the responsibility of the

speaker;

Qualities of A poor communicator:

1. omits to supply information which is relevant or

useful to the audience ;

2. fails to give full information and to relate it to

the activities of the learners;

3. forgets that time and energy are needed to

absorb and think over new ideas and practices;

4. keeps on talking, even when the audience have

stopped listening;

5. fails to develop credibility with his audience;

6. fails to understand and allow for the local values,

customs beliefs and prejudices of the audience;

and,

7. Fails to explain the subject matter to audience

and not fully prepared on the subject to be

discussed and also not able to answer the

questions

8. fails to start out at the correct level of the

audience's knowledge, skills, interests and

needs.


9. is very conscious of the limitations of time and

the span of attention of listeners;

10. does not try to cover the whole of a major topic

at any one time;

11. selects only those parts most appropriate to the

particular situation; and,

does not involve the audience too long at any one

time.

9.7. Barriers to Communication

Barrier : Any difficulty which partly or fully prevent any activity is called a barrier

Extension worker must know the barriers, which can possibly prevent the understanding of the message

by the farmers. Some of the barriers that may hinder the comprehension of a message are:

1. Non Shared Word Meaning/ sematic behaviors: Words always have specific meanings for each

person. If the words used by the speaker mean the same to the listener as to the speaker, then there is

no problem. But if the meanings of words differ in the minds of the speaker and the listener, then the

communication process fails. The words we choose, how we use them, and the meaning we attach to

them cause many communication barriers. The problem is semantic, or the meaning of the words we

use. The same word may mean different things to different people. Words and phrases such as

efficiency, increased productivity, management prerogatives, and just cause may mean one thing to a

school administrator, and something entirely different to a staff member.

2. Lack of self-esteem/self-confidence: A person cannot be a good communicator without a sense of

self-confidence. Self-confidence comes to a person with education and experience. A person who is not

confident, no matter how intelligent he is, will not be able to communicate his message to his audience

effectively. Lacking confidence can be a major barrier to effective communication. Shyness, difficulty

being assertive, or lack of self-worth can hinder your ability to make your needs and opinions known.

Also, a lack of awareness of your own rights and opportunities in a given situation can prevent you from


expressing your needs openly. The only way to build a relationship is through trust. When you forget

what to say, you will look at the ceiling, floor

3. Belief System: Some people are very biased about religion, ethnicity and other beliefs. They are very

narrow-minded and never listen to a person of any other religion or ethnic group. This means that

extension worker must make a special effort to understand the belief system of the farmers. Farmers

are more likely to accept a message that is in line with their own beliefs and practices. Trying to convey a

message contrary to the beliefs of the audience may be a futile exercise.

4 .Credibility of information source: Credibility is based on trust, confidence, reputation and good

name. A credible source of information is always trustworthy and is listened to. . How we see ourselves

affects our ability to communicate effectively. A healthy but realistic self-perception is a necessary

ingredient in communicating with others. Unless people know what their role is, the importance of their

role, and what is expected of them, they will not know what to communicate, when to communicate, or

to whom to communicate.

5.Physical Barriers : (time, environment, comfort, needs, physical medium, poor health, poor hearing ,

social distance and environmental disturbances , traffic nuisances, loud speakers, unwanted noise, may

result from individuals' personal discomfort caused, for example, by ill health, poor eye sight or

hearing difficulties, Flashing or rolling eyes , Quick or slow movements, Arms crossed, legs crossed,

Gestures made with exasperation ,Slouching, hunching over, Poor personal care, Doodling , Staring at

people or avoiding eye contact,

An example of a physical barrier to communication is geographic distance between the sender and

receiver(s). Communication is generally easier over shorter distances as more communication channels

are available and less technology is required. Although modern technology often serves to reduce the

impact of physical barriers, the advantages and disadvantages of each communication channel should

be understood so that an appropriate channel can be used to overcome the physical barriers. ”. Audible

noise may be extremely distracting. Both time and space (the physical separation between the sender

and the receiver) may serve as barriers to effective communication.

6. Systematic Barriers /organizational behavior: Systematic barriers to communication may exist in

structures and organizations where there are inefficient or inappropriate information systems and

communication channels, or where there is a lack of understanding of the roles and responsibilities for

communication. In such organizations, individuals may be unclear of their role in the communication

process and therefore not know what is expected of them. Poor organizational culture, climate Stringent

rules and regulations Status and relationship Complexity Inadequate facilities/ opportunities of growth

and improvement

7. Attitudinal Barriers/ perception :Attitudinal barriers are behaviors or perceptions that prevent

people from communicating effectively. Attitudinal barriers to communication may result from

personality conflicts, poor management, and resistance to change or a lack of motivation. Effective

receivers of messages should attempt to overcome their own attitudinal barriers to facilitate effective

communication.


8. Place for delivering of the information: While informal discussions between the extension worker

and farmer may occur in almost any place, even during meeting called for other purposes, a formal

meeting must be held at a proper place that must be easily accessible to majority of farming population.

9. Using stereotypes and generalizations. Speakers who make unqualified generalizations undermine

their own clarity and credibility. Be careful not to get stuck in the habit of using stereotypes, or making

generalizations about complex systems or situations. Another form of generalization is “polarization” or

creating extremes. Try to be sensitive to the complexities of situations, rather than viewing the world in

black and white.

The majority of the farmers in Pakistan are illiterate and thus people tend to generalize that they are

conservative, difficult to persuade to use the latest technology, fatalistic, have a limited worldview and

lack aspiration. If extension worker holds these stereotypes, they constitute a serious barrier to

communication.

10. Psychological factors: such as people's state of mind. We all tend to feel happier and more receptive

to information when the sun shines. Equally, if someone has personal problems like worries about their

health or marriage, then this will probably affect them.

11. Physiological barriers : may result from individuals' personal discomfort, caused, for example, by ill

health, poor eye sight or hearing difficulties.

12. Dysfunctional responses. Ignoring or not responding to a comment or question quickly undermines

effective communication. Likewise, responding with an irrelevant comment -- one that isn't connected

to the topic at hand -- will quash genuine communication. Interrupting others while they are speaking

also creates a poor environment for communication

13. Cultural barriers/ethnic diversity : The culture that one grew up in can also be a core factor in how

one views the world. It is common knowledge that ethnic diversity must be considered when seeking

any type of consensus. Cultural mores can be foundational to ones perspective of right and wrong,

respectful behavior and permissible activities, to name a few. Culture also relates to the family

environment that an individual grew up in. Family rules, whether stated or implied, can form a person’s

worldview. The influence of birth order among siblings has also been found to be formative of adult

relational expectations.


Cultural Proxemics HAND SHAKE

Americans use a firm, solid grip; whereas Middle Easterners and Asians prefer a gentle grip a firm grip to them suggests unnecessary aggressiveness.

Eye Contact Americans are taught to look directly where as Japanese and Koreans are taught to avoid direct eye contact, direct eye contact to them is considered a weakness, and may indicate Values, manners, and etiquette are factors highly responsible for creating cultural barriers. For example, lateness is common in one culture, earliness in another, and exact timing in yet another.

14. Emotional barriers/ emotional reactions : One of the chief barriers to open and

free communications is the emotional barrier. It is comprised mainly of fear, mistrust and suspicion. If

people receive conflicting or inconsistent messages, then they may ignore or block them, we react

emotionally to certain words, concepts and ideas, and to a myriad of other cues from speakers

(appearance, non-verbal cues). Make a conscious effort to quiet your own emotional reactions so that

you can listen properly.

15. Gender barriers: Gender is another worldview that needs to be recognized and understood. Each

sex has a unique perspective that is both valid and valuable. John Gray points out the vast differences

between male and female in his classic book, Men are from Mars, Women are from Venus. He felt that

men and women have such different needs and expectations that they may as well be from different

planets. For example, men offer solutions, while women seek to improve. Women are more relational

and men focus on ideas. Practically understanding how genders differ would be vital in communication

between the sexes.

There are distinct differences between the speech patterns in a man and those in a woman. A woman

speaks between 22,000 and 25,000 words a day whereas a man speaks between 7,000 and 10,000. In

childhood, girls speak earlier than boys and at the age of three, have a vocabulary twice that of boys.

16. Sincerity /empathy nearly all communication theorists assert that sincerity is the foundation on

which all true communication rests. Without sincerity—honesty, straightforwardness, and

authenticity—all attempts at communication are destined to fail. Empathy. Research shows that lack of

empathy is one of the major obstacles to effective communication. Empathy is the ability to put one's

self into another's shoes. The empathetic person is able to see the world through the eyes of the other

person. Lack of empathy can create a barrier between the sender and receiver. Empathy, as defined in


the Dictionary, is "understanding so intimate that the feelings, thoughts, and motives of one are readily

comprehended by another.

17. Linguistic barriers

Different languages, vocabulary, accents, dialects represent national/ regional barriers. Semantic gaps

are words having similar pronunciation but multiple meanings. Badly expressed message, wrong

interpretation and unqualified assumptions. The use of diff icult or inappropriate words/ poorly

explained or misunderstood messages can result in confusion. The communication message might not

use vocabulary that is understood by the receiver – e.g. too much use of technical or financial jargon.

Individual linguistic ability is also important.

9.8. Effective listening skills can be developed, however. Summarized following are ten rules for good

listening (Kneen, 2011)):

1. Stop talking. You cannot listen if you are talking. For example, Polonius in Hamlet said: "Give every

man the line ear, but few thy voice."

2. Put the talker at ease. Help a person feel free to talk. This is often called a permissive environment.

3. Show a talker that you want to listen. Look and act interested. Do not read your mail while someone

talks. Listen to understand rather than to oppose.

4. Remove distractions. Don't doodle, tap, or shuffle papers. Will it be quieter if you shut the door?

5. Empathize with talkers. Try to help yourself see the other person's point of view.

6. Be patient. Allow plenty of time. Do not interrupt a talker. Don't start for the door or walk away.

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

8. Go easy on argument and criticism. These put people on the defensive, and they may clam up or

become angry. Do not argue: Even if you win, you lose.

9. Ask questions. This encourages a talker 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 do an effective

listening job while you are talking.

9.9. Overcoming Communication Barriers

1. Eliminating differences in perception: Try to predict the feelings and attitude of the receiver. What

will their expectation be? What about their state of mind when you are communicating? What

prejudices might they have? If you know these things before communicating, you reduce the risk if

misinterpretation. Don’t just ask, ‘Do you Understand?’. They will more often than not


say ‘yes’ because they see things in the way they want to understand it. Ask instead

what is their understanding of the message, and how they see it

2. Use of Simple Language: Use of simple and clear words should be emphasized. Use of ambiguous

words and jargons should be avoided. Don’t try to impress by using language and words that may be

distorted by the listener(s). It simply makes them confused and inadequate. Plus, they won’t be

listening to you while they try to work out what on earth you are on about.

3. Reduction and elimination of noise levels: Noise is the main communication barrier which must be

overcome on priority basis. It is essential to identify the source of noise and then eliminate that

source.

4. Active Listening: Listen attentively and carefully. There is a difference between “listening” and

“hearing”. Active listening means hearing with proper understanding of the message that is heard.

By asking questions the speaker can ensure whether his/her message is understood or not by the

receiver in the same terms as intended by the speaker. Make your communication style that one of

a conversationalist, one who is able to make a point quickly, succinctly and with conviction. If your

key message is lost in the morass of a thousand words, people will wonder what you mean and what

the purpose is. Clarity and brevity are the watchwords.

5. Emotional State: During communication one should make effective use of body language. He/she

should not show their emotions while communication as the receiver might misinterpret the

message being delivered. For example, if the conveyer of the message is in a bad mood then the

receiver might think that the information being delivered is not good.

6. Simple Organizational Structure: The organizational structure should not be complex. The number

of hierarchical levels should be optimum. There should be a ideal span of control within the

organization. Simpler the organizational structure, more effective will be the communication.

7. Avoid Information Overload: The managers should know how to prioritize their work. They should

not overload themselves with the work. They should spend quality time with their subordinates and

should listen to their problems and feedbacks actively.

8. Give Constructive Feedback: Avoid giving negative feedback. The contents of the feedback might be

negative, but it should be delivered constructively. Constructive feedback will lead to effective

communication between the superior and subordinate.

9. Proper Media Selection: The managers should properly select the medium of communication.

Simple messages should be conveyed orally, like: face to face interaction or meetings. Use of written

means of communication should be encouraged for delivering complex messages. For significant

messages reminders can be given by using written means of communication such as : Memos,

Notices etc. In any given situation the medium, or media, for communication must be selected. One

medium may work better than another. However, in many cases a combination of media may be

used for the communication process to function effectively


10. Flexibility in meeting the targets: For effective communication in an organization the managers

should ensure that the individuals are meeting their targets timely without skipping the formal

channels of communication. There should not be much pressure on employees to meet their

targets.

References

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Secondary School Principals.

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De Gruyter.

3. Burstein, J. (2010). Have you heard?: Active listening. New York, NY: Crabtree Publishing.

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practice. Florence, KY: Taylor & Francis.

5.Cheney, G. (2011). Organizational communication in an age of globalization: Issues, reflections,

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6. Eisenberg, E. M. (2010). Organizational communication: Balancing creativity and constraint. New York,

NY: Saint Martin’s.

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Press.

9. Keyton, J. (2010). Case studies for organizational communication: Understanding communication

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