Download to read offline
More Related Content
Similar to MA EdLM Organization Communication Chapter 7 ppt.ppt
MA EdLM Organization Communication Chapter 7 ppt.ppt
- 1.
- 2. Introduction Communication, thelife blood of every organization, is a process that links the individual, the group and the organization. Communication mediates inputs to the organization from the environment and out put from the organization to environment. Effective communication is essential for transmitting directives, building cooperation and team sprit, optimizing performance and satisfaction and avoiding and solving problems. Task cannot be accomplished, objectives cannot be met, and decisions cannot be implemented without adequate communication. It occupies a central place in an organization because the structure, extensiveness and scope of organizations are almost entirely determined by communication techniques. The centrality of communication to the overall job of manager in organization is clear. Therefore, the manager need to know a clear understanding of the communication processes 2 Demissie Dalelo
- 3. 7.1 What isCommunication Communication is the exchange of information between sender and receiver. The most efficient communication is not necessarily the most effective. However what manager wants to achieve is effective communication in the most efficient way. In the communication process effectiveness and efficient are two main issues. Effective means receiving of information exactly as the sender intended. Efficient means communicate with less time and resources 7.2 Importance of Communication The presence of effective communication in an organization serves for 3 major purposes. 1. It allows members to coordinates actions for the accomplishment of organization objectives. 2. It allows both supeordiantes and subordinates sharing necessary information on what, when and how to act. 3. It allows to satisfy social needs of the members of the organization which result in job satisfaction and out-put increase. 3 Demissie Dalelo
- 4. 7.3 Communication Process Thecommunication process is continuous and involves seven steps: ideating, Encoding, transmitting, receiving, decoding, acting and feedback. The communication processes contain four key components. 1.Sender – a person who send the message Ideating – developing an idea in the form of information Encoding – symbolizing the idea, the process of changing information in to message 2. Message – an encoded idea ready for transmission Transmission:- The act of conveying a communication. 3. Channel- is the medium through which the idea transmitted in verbal, non-verbal and written communication. 4. Receiver – is the person who receives the message Receiving – taking the message from sender Decoding – is the translation of received message into a perceived or interpreted meaning. Acting - the process of changing the received message in to practice. Feed back – is the message that tells the original sender how clearly his message was understood and what effect it has had on the receiver. 4 Demissie Dalelo
- 5. 7.4 Direction ofcommunication • Four directions – downward, upward, horizontal and diagonal diagonal • Grape vine – informal communication Grape vine – informal communication 1. 1. Downward Communication Downward Communication – from high level managers to lower level subordinates, carried for: - job instructions - official memos - job rationale - Organizational policy - Procedure and practices - Employee performance feedback - Indoctrination of organizational goal. Weakness in downward communication Failure to notify of something subordinates should know Giving incomplete information Telling about something too late using some wrong method By passing the chain of command Giving wrong information Action fail to support communication 6 Demissie Dalelo
- 6. The problems ofdownward communication • Selection of specific directive by subordinates • No enough time and effort devoted to confirm the message decoded by the receiver. • Top officials shut off the channel and with hold information on a need to know basis. • Dominate mostly in mechanistic than organic systems. 2. Up ward communication – from low level to high level individuals • Information for decision making • Non-directive, participative and democratic Failures in upward communication • Messages screened out by employees • Employees exaggerate the message • Employees exaggerate their contribution • No comments for poor administration • Employee compete managers 3. Horizontal Communication:- it occurs b/n the staff & other employees who work at the same levels. For task coordination, information sharing & conflict resolution 7 Demissie Dalelo
- 7. 4. Diagonal communication– occurs with persons at different levels • Speeds up information flow • Improve understanding • Coordinate effort Grape vine – • Is a net work of informal communication • Carry work related and people related information • Exist and managers can’t stop them 5.5 Communication networks • Communicate senders and receivers • Five types (wheel, chain, Y, circle & star) 8 Demissie Dalelo
- 8. 1. Wheel network •Two level hierarchy • Most structure • Centralized • Wheel – network diagram 2. Chain Net work • Ranks next highest in centralization • Only two people communicate each other A B C E D E D A C B E 9 Demissie Dalelo
- 9. 3.Y-Network – similarto chain network except that the two members fall outside the chain A A A A A 4. Circle network -Is horizontal and decentralized -Gives equal communication opportunities - Every one is a decision maker 4. Circle network -Is horizontal and decentralized -Gives equal communication opportunities - Every one is a decision maker A A A A A 10 Demissie Dalelo
- 10. 5. Star network •Connect every one in the circle • Every member communicates freely with each other • Decentralized communication A B E C E 11 Demissie Dalelo
- 11. Effectiveness of differentnetworks It depends on such variables: speed, accuracy, morale, leadership stability, organization and fl flexibility Characteristic Circle chain wheel Star Speed Slow Fast Very fast Slow/fast Accuracy Poor Good good Poor/Excellent Morale High Low Very low Very high Leadership stability None Marked Very pronounced None Organization Unstable Emerging stability Very stable Unstable Flexibility High low low High Network analysis • Shows communication flows and patterns and analyzed between units and across hierarchical positions • Use socio metric survey rather than controlled laboratory experiments. 12 Demissie Dalelo
- 12. 7.6. The Means(channel) of Communication • There are three ways of message transmission in interpersonal communication; verbal (oral), written, and non verbal form. 1. Verbal (oral) communication • Verbal communication is a form of communication which most widely used because the message can be sent accurately on time. This form of combination occurs in two ways – Face to ace conversation (speakers and listeners are physically available) or – Through telephone (when speakers and listeners are not physically in close proximity) Demissie Dalelo 13
- 13. Advantages Disadvantages -it isdirect, simple, time saving and least experience -It allow immediate feedback -It is more personal can appear less formal and authoritarian -It allows for question (uncertainties can be laminated immediately) -It is easily to convincing in conversation, because, there is the opportunity to sue personal charisma -No formal record of communication -Distortion of information when message is passed long hierarchical chain of command -Lengthy and detailed information can not be effectively conveyed verbally -Spontaneous responses may not be carefully though about. -The sprit of authority cannot be transmitted effectively in verbal transactions 14 Demissie Dalelo
- 14. Advantages Disadvantages Itserves as evidence of events and proceedings It provides a permanency of record for future references It reduces likelihood of misunderstanding and minister predation It can save time when many person must be contracted at the same time It is more reliable for transmitting lengthy statistical data It can be time consuming, especially for lengthy reports No immediate feedback Confidential written may leak out before time, causing dissipation in its effectiveness It leads to excessive formality in personal relations. 2. Written Communication Written communication is a form of communication in which the sender and receiver communicate through written materials. It is a communication through reports, memorandum, news letter, and the like. 15 Demissie Dalelo
- 15. 3. Non VerbalCommunications • Non verbal communication is a communication in which all message not encoded in words or a message sent without words. • Non verbal language, in the forms of facial expressions and physical posture can be read. • In junctions with verbal communication, non verbal communication has the following factions – actions can argument words – communication contradict verbal communication – communication can be used instead of words – communication can regulate the flow of interaction 16 Demissie Dalelo
- 16. Kinds of NonVerbal Communications Space: Space refers to the distance we stand in relation to the person we are communicating with. Example: where we sit in the room; how we arrange our office has a real impact on communication. Posture: involves positioning and movement of body Examples- Suddenly sitting upright, or learning forward in your chair, standing up under the message, turning your back under message. Gestures: the arm, hand, and finger movements used to deserve or emphasis. Facial expression: The head and face are possibly the most important source of non verbal communication Eye contact: involves looking directly at the face of the listener while talking. The degree of eye contact varies from person to person and from situation to situation. Eye contact is regarded as a measure of one’s competence as a communicator, so it is important to sue it effectively. Clothing, dress and appearance – The image a person conveys communicates messages such as; “I feel powerful” or “ I do not think this ceremony is important” for example, wearing one’s best suit to an interview would communicate the idea that “ I think this meeting is important” 17 Demissie Dalelo
- 17. 7.7. Barrier toCommunication • Effective communication plays a vital role in accomplishing the goals of the school district. However, barriers may interfere with effective communication. • Barriers that affect effective communication are: frames of reference, filtering, structure, information over load, semantics and status difference. 1. Frame of Reference • People can interpret the same communication differently, depending on their learning, culture, and experience. This type of communication barrier (frame of reference) is related to the encoding and decoding components of the communication process. Demissie Dalelo 18
- 18. Cont’d 2. Filtering • Filteringis a barrier to effective communication which involves the transmittal of partial information from one level to another. It com occur during down ward or upward flows of communication. • During downward communication flows, filtering can occur unintentionally or intentionally. • Unintentional filtering can occur because of errors in encoding or decoding message. • Intentional filtering occurs when a sender assumes that part of a message is not needed by the receiver. This can result in distortions of the original meaning of the message. • In school districts, filtering problems occur more often in upward communication than in down ward communication. This is because administrators are in a position to withhold rewards; subordinates manipulate unfavorable information flowing upward in the school district. 19 Demissie Dalelo
- 19. 3. Structure • Structureof an organization can affect the quality of communication within it. • A tall structure is one in which there are many hierarchical levels of authority. In this case communication efficiency decreases with the number of levels through which information must pass before reaching its intended receiver. • From this point of view, the more levels of administration through which a message must be transmitted, the grater the danger that it will be changed, modified, shortened, amended, on misinterpreted or will totally fail to reach its receiver. But it is important for horizontal communication. • In a flat structure, which has few levels between the top and bottom of the hierarchy, it is relatively easy to get a message from the bottom to the top of the hierarchy. But due to a large span of control in a flat structure; the head administrator might suffer from information over load that leads him to transmit distorted information from the initial. 20 Demissie Dalelo
- 20. 4. Information Overload •In school organizations administrators are frequently over leaded with more information than they can handle effectively for several reasons. School district face higher levels of uncertainty today because of increasing turbulence in the external environment. In order to reduce the uncertainty schools need more information. Increased role specialization and task complexity create a need for more information Advances in communication technology increases the quantity of information and data available. Therefore, because of information overload administrators cannot absorb or adequately respond not all of it. Consequently, they select parts of it which often results in incomplete or inaccurate information on which to make decisions. 21 Demissie Dalelo
- 21. 5. Semantics • Semanticscan be a communication barrier because of the misinterpretation of words. Meanings are not in the words but in the minds of the people who receive them. This means the some words may have different meanings to different people because of misunderstanding. • One reason for semantic differences relates to the use of numerous specialists who tend to develop their own professional jargon which can provide in-group members with feelings of belongingness, cohesiveness, and even self-esteem. However, the use of in-group language can often result in barrier to communication for outsider. E.g. I like fish. 6. Status Differences • School districts create status differences through titles, size of office, carpeting, office furnishings, stationary, private secretary, a reserved parking space, salary, and the formal organizational chart. Regardless of the symbols, status interferes with effective communication between personnel at different level of the hierarchy. 22 Demissie Dalelo
- 22. • The higherone’s status in the school district, the less likely he will have effective communication with personnel a few levels removed. In general, individuals who have higher status receive more communication demand on them but limit their communications to those who have direct influence on them- that is, their direct supervisors and subordinates. • Communication between higher-status personnel and lower- status personnel tends to be limited, and the messages that subordinate send upward in the hierarchy tend to be positive (filtering). • There fore, as status difference increase, effective communication will be decrease and subordinates initiate less communication with their supervisors. 23 Demissie Dalelo
- 23. 7. 8 OvercomingBarriers of Communication • Effective communication requires a sustained effort on the part of both school administrators and employees to overcome communication barriers. • It helps to arrive at mutual understandings • It needs responsibilities on both sides – Manager with subordinates – School principals with teachers – Teachers with students • There are five communication skills which are used to over coming barriers to communication. These are:- 1. Repetition 2. Empathy 3. Understanding 4. Feedback, and 5. Listening 24 Demissie Dalelo
- 24. 1. Repetition • Mostfrequently used technique • Sending the same message over and over again • Using multiple channels – telephone call – face-to-face discussion – memorandum, or – letter • ensures understanding 25 Demissie Dalelo
- 25. Cont’d 2. Empathy • Understandingframe of reference – - the learning – - the culture, and – - the experience of other persons • Make predictions about the respondent’s response • Anticipate personal and situational factors that might influence the subordinate’s interpretation of the message. • The greater the gap between the learning, the culture, and the experiences of the sender and the receiver, the greater the effort that must be made to find a common ground of understanding. 26 Demissie Dalelo
- 26. 3. Understanding Communicationis effective to the extent that both the sender and the receiver have high a agreement in their understanding of a transmitted message. Effective communication involves transmitting understanding as well as messages. Messages should contain simple, understandable language. School administrators must encode messages in words and symbols that are understandable to receiver. Understanding can not be communicated; only message can. Readability seeks to make writing and speech more understandable. 27 Demissie Dalelo
- 27. Cont’d 4. Feedback Feedbackensures effective communication. It determines the degree to which a message has been received and understood It is a two-way communication, in which sender and the receiver arrive at mutual understanding Some studies report numerous benefits of two-way communication (feedback) over one-way communication. increased satisfaction -the simplest and detail transforming of information 28 Demissie Dalelo
- 28. • School administratorsshould use face-to-face communication because this approach allows the individuals communicating with each other to receive both verbal and nonverbal feedback. - use brief, straight forward questions • Some guidelines that school administrators can use to elicit feedback from the subordinates include the following: Promote and cultivate feedback, but don’t try force it. Reward those who provide feedback and use feedback received. When ever possible, go straight to the source and observe the result- don’t wait for feedback. Give feedback to subordinates on the out come of the feedback received. 29 Demissie Dalelo
- 29. Cont’d • 5. Listening Estimates indicate that over 30 percent of the day is devoted to listening. More important, tests of listening comprehension suggest that these individuals listen at only 25 percent efficiency. Listening skills affect the quality of superior – subordinate relationships in schools Often listening is the weak link on the chain of two- way communication. Many people do not work actively at listening well. 30 Demissie Dalelo
- 30. 7.10 Guide linesto effective communication Stop talking. Stop talking Put the talker at ease. Show the talker you want to listen. Remove distractions. Empathize with the talker. Be patient. Hold your temper. Go easy on argument and criticism. Ask questions. 31 Demissie Dalelo
- 31.