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CHAPTER TWO
THE COMMUNICATION PROCESS
2.1 ELEMENTS OF THE COMMUNICATION PROCESS

The process of communication involves five elements:

 Sender-encoder
 Message
 Medium
 Receiver-decoder
 Feed back
The following figure illustrates how these factors interact in the communication process, affected by
various internal and external conditions and decisions.
Fig.1: A Communication Model

Sender – Encoder
External Stimuli Receiver-
environment, internal Decoder
External
stimuli (Experiences
Message Environment
Attitudes, skills),
perception idea Verbal, Medium Feedback
nonverbal Internal stimuli verbal non
decoding symbol (Experiences, verbal
attitudes, skills)
Receptor
Mechanisms
perception,
decoding
Stimuli Idea
interpretation

 Sender: the person who transmits, spreads, or communicates a massage or operates an

electronic device is the one who conceives and initiates the message with the purpose of
informing, persuading, influencing, and changing the attitude, opinion, or behaviour of the
receiver (audience listener). He /she decide the communication symbols, the channel, and the
time for sending the message after carefully considering the total situation in which
communication takes place.

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 Ideas or Thoughts: the raw form of telling the ideas that the sender wants to share with a
receiver by changing them to messages using symbols.
 Encoding: is changing the raw idea from its mental form into symbols, that is, patterns of
words, gestures, pictorial forms or signs (physical or sounds) of a specific visual /oral
language. The sender must choose certain words or nonverbal methods to send an intentional
message. This activity is called encoding. The words and channels that a communicator
chooses to deliver a message can make a tremendous difference in how that message is
received. Consider the simple act of a manager’s offering feedback to an employee whether
the words are respectful or abrupt and whether the message is delivered in person or in a
memo can make a big difference in how the feedback is received.
 Message: It is the information, written, spoke or nonverbal, which is to be sent from one
person to another. Here, the word “person” stands for the two ends of a system, and may
represent an individual, or a group of individuals, or even electronic machines. The most
important characteristic of a message as an element of communication is that it is organized,
structured, shaped, and selective – a product & pre- writing or pre – speaking stage. It exists
in the mind of the sender (communicator)
 Medium: is the carrier of the message such as written words in the form of written
communication, and spoken words and gestures in the form of face-to-face discursion.
 Channel: is the carrier of the medium like a memo or a letter which carry the written words,
and air, radio, telephone, television etc that carry the spoken words.
 Receiver: is the targeted audience of the message. A receiver is any person who notices and
attachés some meaning to a message. In the best of circumstances, a message reaches its
intended receiver with no problems. In the confusing and imperfect world of business,
however, several problems can occur. The message may never get to the receiver. It might be
delivered but lie buried under a mountain of papers on the recipients desk. Even worse, a
message intended for one receiver might be intercepted by another one.
 Decoding: This is the act of translating symbols of communication into their ordinary
meanings; however, the total meaning would consist of meanings of the words ( symbols)
together with the tone and the attitude of the sender as treated by the structure of the message
and the choice of words used by him (the sender).

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 Feedback: This is the loop that connects the receiver in the communication process with the
sender, who, in turn, acts as a feedback receiver and, thus, gets to know that communication
has been accomplished. In communication, feedback plays an important role. It helps the
communicator know if there are any corrections or changes to be made in the proposed action.
It also ensures that the receiver has received the message and understood it as intended by the
sender failure to answer a letter or to return a phone call can suggest how the non-
communicative person feels about the sender.
2.2 THE PROCESS OF COMMUNICATION
 Communication involves participants (a sender & a receiver), message to be sent, a medium
to carry the communication signals & the environments in which the message is sent &
received. These elements act & interact in the five-step process. Whether you are speaking or
writing, listening or reading, communication is more than a single act. Instead, it is a chain of
events that can be broken in to five phases as:

 The sender has an idea.

 The idea becomes a message.

 The message is transmitted.

 The receiver gets the message.

 The receiver reacts & sends feedback to the sender.

1. The Sender Has an Idea

The sender is the individual who initiates the communication. This person is sometimes known as the
‘encoder’, two things must happen before the sender wants to send a message: First, an internal or
external stimulus prompts you to send a message. This prompt may arrive in the form of letters,
memorandum, pencilled note, electronic mail, fax, telex, or even casual conversation in the hallway,
Regardless of the stimulus source; it could be a business transaction, a written question, a meeting, an
interview, or unexpected request for a favour. Whatever the case might be, you will start thinking of
ideas for the message.

It is important to remember, however, that a stimulus alone may not be enough to trigger
communication. The second requirement to send message is sufficient motivation. Think of times
when a manager asks a question, and some of the people present were fairly sure they knew the
answer (were stimulated), but did not respond. Why didn’t they respond? Probably because they were
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not sufficiently motivated; i.e. they saw no personal benefit in answering. Or they saw greater benefit
in not answering.

2. The Idea Becomes a Message

After being stimulated & motivated to communicate, the sender must decide how best to convey a
message to the specific receiver. The message is the information or core idea being transmitted. The
process of putting a message into the form in which it is to be communicated is called ‘encoding.’ It
consists of both verbal (written or spoken) symbols & nonverbal (unspoken) symbols. Verbal
information is the part of the message that is heard. Nonverbal information entails such things as
body language & the surrounding environment. Whenever you compose a message, you need to
consider what content to include, how the receiver will interpret it, & how it may affect your
relationship. A simple ‘thank you’ message will be relatively easy. In contrast, to inform 200
employees of bad news about salaries will require much more complicated, carefully planned
message. To some extent, your choice of words also depends on your cultural background. When you
choose your words, you signal that you are a member of a particular club and that you know the code.
The nature of your code-your language and vocabulary-imposes its own limits on your message. For
example, the language of a lawyer differs from that of an accountant or a doctor, and the difference in
their vocabularies affects their ability to recognize and express ideas.

Lack of familiarity with the situation or the receiver

Can you deliver your message equally well when you are not very familiar with the subject you are
talking about: or when you do not know the receiver very well? Creating an effective message is
difficult if you don’t know how it will be used. Let’s say you’re writing a report on the market for
sports equipment. If you don’t know the purpose of the report, it’s hard to know what to say. Some of
the things you should be clear about before writing the report are:

 What sort of sports equipment should you cover?

 Should you include team sports as we I as individual sports?

 Should you subdivide the market geographically or according to price ranges?

 How long should the report be?

Unless you know why the report is needed, you really can’t answer these questions intelligently. You
are forced to create a very general document one that covers a little bit of everything.

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Lack of familiarity with your audience is an equally serious handicap you need to know something
about the biases, education, age, status, and style of the receiver in order to create an effective
message. If you’re writing for a specialist in your field, for example, you can use technical terms that
might be unfamiliar to a layperson. If you’re addressing a lower-level employee, you might approach
a subject differently than if you were talking to your boss. Decisions about the content, organization,
style, and tone of your message all depend, at least to some extent, on the relationship between you
and the audience. If you don’t know the audience, you will be forced to make these decisions in the
dark. As a result, at least part of your message may miss the point. Hence, ask why you are preparing
the message & for whom you are preparing it.

Emotional conflicts

Another potential problem in developing the message arises when the sender has conflicting emotions
about the subject or the audience. Let’s say you’ve been asked to recommend ways to improve the
organization of your department. You conclude that the best approach is to combine two positions.
But this solution will mean eliminating the job of one of your close associates. As you prepare your
report, you find yourself apologizing for your recommendation. Even though you believe your
position is justified, you cannot make a convincing case. Thus, in business communications try to
maintain your objectivity.

Difficulty of expressing ideas

Most of us might think that to write and to speak are not so difficult. We only learn that they do not
come easy when we have to make public speeches or when we are required to write an influential
letter on a particular matter. Lack of experience in writing or speaking can also prevent a person from
developing effective messages. Some people have limited education or a lack of aptitude when it
comes to expressing ideas. Perhaps they have a limited vocabulary or are uncertain about questions of
grammar, punctuation, and style. Or perhaps they are simply frightened by the idea of writing
something or appearing before they lack expertise in using language.

Problems of this sort can be overcome, but only with some effort. The important thing is to recognize
the problem & take action. An inability to put thoughts into words can be overcome through study &
practice.

3. The Message is Transmitted

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The third step in the communication process is physical transmission of the message from sender to
receiver. How will you send your message? Should one write or speak? What is the appropriate
channel for any given message? The channel is the means used to convey the message. The forms of
communication may be verbal, or nonverbal. Beyond that, you can convey a message by phone,
computer, face-to-face exchange, or other medium.

4. The Receiver Gets the Message

The receiver is the individual to whom the message is directed, also known as ‘decoder’. When the
encoder’s message is picked up, the receiver tries to make sense out of it; i.e. to decode it. Decoding
is the process the receiver goes through in trying to interpret the exact meaning of a message.
Everyone tries to read between the lines in an effort to interpret what the sender means by the
message. If you send a letter, the recipient has to read it before she/he can understand it. If you’re
giving a speech, the people in the audience have to be able to hear you, and they have to be paying
attention.

But physical reception is only the first step. The receiver also has to absorb the message mentally. In
other words, the message has to be understood and stored in the receiver’s mind. If all goes well, the
message is interpreted correctly. The receiver assigns the same basic meaning to the words as the
sender intended and responds in the desired way.

Like transmission problems, problems during the reception phase often have a physical cause.
Competing sights and sounds, an uncomfortable chair, poor lighting or some other irritating condition
may distract the receiver. In some impairment, for example, or even a headache, can interfere with
reception of a message. These annoyances don’t generally block communication entirely, but they
may reduce the receiver’s concentration.

Perhaps the most common barrier to reception is simply lack of attention on the receiver’s part. We
all let our minds wander now and then, regardless of how hard we try to concentrate. People are
especially likely to drift off when they are forced to listen to information that is difficult to
understand or that has little direct bearing on their own lives. If they are tired or concerned about
other matters, they are even more likely to lose interest. Is the communication process complete once
the receiver has the message?

5. The Receiver Reacts & Gives Feedback to the Sender

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Feedback is the receiver’s response to a message. It is the final link in the communication chain.
However, the feedback response involves a reversal of the communication process so that the
receiver now becomes the sender & the sender becomes the receiver. After getting the message, the
receiver responds in some way and signals that response to the sender. The signal may take the form
of a smile, a long pause, a spoken comment, a written message, or an action. Even a lack of response
is, in a sense, a form of response.

Feedback is a key element in the communication process because it enables the sender to evaluate the
effectiveness of the message. It provides guidance for the next message that you send to the receiver.
If your audience doesn’t understand what you mean, you can tell by the response and refine the
message. Feedback plays an important role by indicating significant communication barriers:
differences in background, different interpretations of words, and differing emotional reactions. So
when the receiver of the message has made feedback and the sender is sure that the message has been
communicated in the way intended, we say communication has existed.

Therefore, from the above phases, you can think of communication as a process consisting of
identifiable links, with ultimate objective of influencing behaviour, attitudes, & beliefs. Each element
of the communication process is critical: the sender, encoding, channel, the receiver, decoding, &
feedback. The communication process is illustrated in the figure below.

Fig.2 Process of Communication

Phase
pp 1 C Phase 6
The sender has an idea H Receiver sends feedback
A
N
N
E
Phase 5
L
Receiver interprets the
Phase 2
message (decoding)
Sender transforms A
idea into a message N
(encoding) D
Phase 4
M Receiver gets the
E message
Phase 3 D
Sender transmits the I
message U
M
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The process is repeated until both parties have finished expressing themselves. To say a given
communication is effective each step should be successful.

2.3 BARRIERS OF COMMUNICATION

No two persons are exactly alike mentally, physically, or emotionally. Thus the innumerable human
differences plus cultural, Social & environmental differences may cause problems in conveying an
intended message. Although all communication is subject to misunderstandings, business
communication is particularly different. Various characteristics of the sender, receiver, &
communication situation can create barriers to effective communication. The major barriers of
communication include the following:

1. Channel selection:
The different communication channels can be personal barriers in that some individuals always seem to
incline toward a particular channel even though a more effective one exists. All the media have their
relative merits and limitations. While a properly chosen medium can add to the effectiveness of a
communication, an unsuitable medium may act as a barrier to it.

Communication may be

 Oral
 Written,
 Visual
 Audio-visual.

2. Physical barriers:

A. Noise: Anything that interferes with communication & distorts or blocks the message is noise.
Noise is quite often a barrier to communication. In factories oral communication could be
difficult by the loud noise of machines. Electronic noise like ear-splitting often interferes in
communication by telephone. The word “noise” is also used to refer to all kinds of physical
interference like illegible handwriting, smudged copies of duplicated typescript, poor telephone
connections, use of jargons (terms that have a precise meaning among specialists, but are
unfamiliar to others), distraction that prevents the receiver from paying attention, a worn printer
ribbon that makes a document hard to read, etc.

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B. Time & Distance: Time and distance also act as barriers of communication. Modern
communication facilities like fax, telephone and internet are not available everywhere. This is
especially so in most companies of our country. Even when these technologies are available,
sometimes mechanical breakdowns render these facilities ineffective. In such cases the distance
between the transmitter and the receiver becomes a barrier. There is a kind of communication gap
between persons working in different shifts of a factory. Can you imagine how difficult it would be to
send an urgent message to a business partner living in England if it had to be done through postal
mail?

3. Semantics: refer to the different uses & meanings of words and symbols. Words and symbols
may not have similar uses and meanings for different individuals from different cultural group,
language and living style so it may create some barrier in the communication process. Semantic
barriers include:

A. Interpretations of words: Do you remember a situation where you and your friend understood a word
communicated by somebody else in a different way. The knowledge each have about a subject or word
affects the meaning we attach to it. Individuals have their own network of words & meanings available for
recall that overlap, but do not correspond exactly, with those of other individuals using their own networks
can attach different meanings to words. Receivers decode words & phrases in conformity with their own
network, while may be very different from those of senders. Words are capable communicating a variety
of meanings. It is quite possible that the receiver do not assign the same meaning to a word as the sender
has intended, that may lead to miscommunication. For some, a successful career means having prestigious
job title & making lot of money; for others, it may mean having a job they really enjoy & plenty of
personal time to spend with family & friends. Different word interpretations especially, noticeable in,
“bypassed” instructions & in reactions to denotations, connotations and euphemisms.
B. Bypassed instructions: when the message sender & receiver attribute different meanings to the
same words or use different words though intending the same meaning, bypassing often occurs.
Example: An office manager handed to a new assistant a letter, with the instruction “Take it to
our store room and burn it” In the office manager’s mind (and in the firm’s jargon) the word
“burn” meant to make a copy on a photocopier. As the letter was extremely important, she wanted
an extra copy. However, the confused employee afraid to ask questions burned the letter and thus
destroyed the original existing copy! To avoid communication errors of bypassing, when you give
instructions or discuss issues, be sure your words & sentences will convey the intended meaning

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to the recipient. Also, when you are the recipient of unclear instruction, before acting on it, ask
questions to determine the sender intended meaning.
C. Denotations, Connotations, & euphemisms: Many of us have at some time been surprised that a
remark intended as a complement, or joke was interpreted by the receiver as an insult. A
statement intended as a good deed can be distorted in to something self-serving. Some of these
communication problems may occur because words have both denotative and connotative
meanings, and the sender has not considered the receiver’s probable interpretation and reactions.
 Denotations: the denotative meaning is the meaning on which most people will probably
agree. It often is the dictionary definition. The word informs the receiver & it names objects,
people, or events without indicating positive or negative qualities. Such words are car, desk,
book, house, water conveys denotative meaning, provided, of course, that the communicators
understand the English language & provided that the receiver has a similar understanding of
the context in which the word is used.
 Connotations: in addition to more literal denotative meanings, some words have connotative
meanings that arouse qualitative judgments & personal reactions. The term ‘meeting room’ is
denotative. Director’s lounge, executive suite, boardroom, though they each denote a meeting
place, also has connotative meanings. The word ‘student’ is denotative; bookworm, scholar,
dropout, are connotative. Some words have favourable connotations in some contexts but
unfavourable meanings in other instances. Compare, for example, fat check & fat girl; free
enterprise & free (rude, bold) manners; cheap products & cheap price. The communicators’
different backgrounds & interests also affect the connotative meanings for words. On hearing
that a particular person is ‘cool’ members of one generation may take it to mean the person is
fun to be with, while members of earlier generation may believe it means that the individual is
unemotional & insensitive.
 Euphemisms: tactful writer & speakers are euphemisms whenever possible to replace words
that might have blunt, painful, lowly, or distasteful connotations. Euphemisms are mild,
innovative expressions with which most people do not have negative associations. Expressions
like the following have obvious connotative advantage: maintenance worker or staff member
instead of janitor, slender instead of skinny; restroom instead of toilet. Instead of saying an
employee was fired, a communicator may use such euphemism as laid off, terminated, or a
victim of reorganization or staff cutbacks.

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To communicate effectively you need to be aware of the usual connotative meanings of various terms
and also to realize that some people may have their own unique meanings because of their
experiences & background. Thus choose your words carefully, considering both their connotations
and other denotations to convey the idea you want and achieve the desired results.

4. Perception of reality: The reality of an object, an event, or a person is different to different

people. Reality is not a fixed concept; it is complex, infinite and continually changing. Besides, each
human being has limited sensory perceptions-touch. Sight, hearings, smell, and taste and each
person’s mental filter are unique. People perceive reality in different ways. No two persons perceive
reality in identical manners. We make various abstractions inferences and evaluation of the world
around us.

A. Abstracting: the process of focusing on some details & omitting others. In countless instances,
abstracting is necessary and desirable – for both written and oral communications. Whether you
write a memo, letter or report or converse by telephone, you will be limited somewhat by time,
expense, space. And purpose. You will need to select facts that are pertinent to accomplish your
purpose and to omit the rest. We often use abstracting while preparing business reports &
application letters. Precise writing is nothing but the art of abstracting. So how is abstracting
considered a barrier to communication? Abstracting poses a grave barrier to communication for
details, which look pertinent to one reporter, may look insignificant or trivial to another. You as a
communicator must also anticipate the likelihood that others may not be abstracting as you are.
Their points may be as important as yours though they select differently from the infinite details
in reality. For example, when reporting on an event-a football game or an accident, no two
witnesses give exactly the same descriptions. The participants will perceive different details than
the observers, but all or several observers may mention some parts of the whole. Juries often
determine which witness’s details are the most credible. Differences in abstracting occurs not
only when persons describe events but also when they describe people, equipment, project, or
animals. We do not give allowances for these differences, and misunderstandings arise. Very
often we yield to the “allness” fallacy.
The allness-fallacy states that we believe that whatever we know or say about an object or event
is all that is worth knowing or saying about it. The more we delve into some subjects the more we
realize there is so much more to learn and to consider. And unfortunately the less we know the
more sure we feel that we know it all. Even experts on certain subjects admit they don’t know all

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the answers; they continue to study all available facts, though they sometimes disagree among
themselves. Unfortunately, it is true of some people that the less they know, the more sure they
are that they know it all. Thus, it is best for us to avoid assuming we know all about any subject
or circumstances simply because we have a few facts. Otherwise we may have an inadequate,
erroneous impression of the whole.
B. Inferring: What we directly see, hear, feel, taste, smell or can immediately verify and confirm &
constitutes a fact. But the statements that go beyond the facts and the conclusions based on facts
are called inferences. They are conclusions made by reasoning from evidences or premises. A
very simple example of inferring is when we drop a letter in the post box, we assume that it will
be picked up by someone and be delivered to the destiny we desired. “If enough rain fall during
the summer, we can infer that the price of ‘teff’ will go down.” We infer that the gas station
attendant pumps gasoline (not water) into our car’s tank.
For business & professional persons inferences are essential & desirable in analyzing materials,
solving problems, & planning. Systems analysts, marketing specialists, advertisers, architects,
engineers, and designers are all required to draw inferences after they have gathered as much
factual data as possible. Also, as consumers in our daily activities, we may make inferences that
are necessary & usually fairly reliable. When we base our inferences on direct observations or on
reasonable evidence, they are likely to be quite dependable; but even so, there are disappointing
exceptions. Conclusions we make about things we have not observed directly may be true or
untrue.
As intelligent communicator we must avoid faulty inferences. We must realize that inferences
may be incorrect & unreliable & may cause miscommunication. We need to anticipate risks
before acting on the inferences. Consider this simple example. Suppose that a personnel manager
observes a particular new employee has been leaving the office one hour late every day for the
last two weeks. What can be inferred from this observation? The manager might infer that the
worker is:

 exceptionally conscientious;

 that he is incapable of doing the required work within the regular time;

 that he has been given more responsibility than should be expected of a new trainee; or

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Even that he is searching for some secrets from confidential materials after others have left the
office. Do you suppose the personnel manager should take an action based on any of the above –
mentioned inferences or any other possible inference that the manager could make? Before acting on
any of these inferences, the manager should get more facts. A wrong inference can surely be a barrier
to communication.

C. Making frozen evaluation: another drawback of effective perception is the frozen evaluation-
the stereotyped, static impression that ignores significant differences or changes. Stereotyping is
the tendency to attribute characteristics of an individual on the basis of an assessment of the
group to which the individual belongs. The manager uses those perceived common characteristics
to draw conclusions about the characteristics of the individual, rather than acquiring information
about those characteristics more directly. It is often based on faulty inferences. To help you assure
that your comprehension of reality will be correct, you need to recognize that any person,
product, or event may be quite different from others in a group, or may have significant
differences today when compared with characteristics yesterday or some time ago. You should
recognize individual differences within groups & differences within time periods. In all, we
should remember to avoid frozen evaluation made on the basis of what was true for one (for a
group) at one time. Changes occur in everything.

5. Attitudes & Opinions: communication effectiveness is influenced also by the attitudes & opinions
the communicators have in their mental filters. People tend to react favourably when the message
they receive agrees with their views towards the information, the set of facts, & the sender. In
addition, sometimes unrelated circumstances affect their attitudes, & responses like:

a) Emotional state: a person’s ability to encode a message can become impaired when a person is
feeling strong emotions. For example, when you are angry, it is harder to consider the other
person’s viewpoint & to choose words carefully. Likewise, the receiver will have difficulty-
decoding message when her/his emotions are strong. For instance, a person who is elated at
receiving good news might not pay close attention to someone else’s words or body language.
Someone who is angry might pay attention but misinterpret a message in light of her/his anger.
b) Favourable or Unfavourable information: rejecting, distorting, & avoiding are three common
undesirable, negative ways receivers react to information they consider unfavourable. For
example, if a change in the policy of an organization proves advantageous to employees, they
welcome it as good; if it is contrary to their beliefs or benefits, they may reject, or resent the
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company and their boss, perhaps falsely accusing them of being unfair. Or they may instead,
distort, the meaning and misinterpret the true purpose of the policy change. Or they may avoid the
message, situation or people by putting of acceptance hoping that the delay will some how
prevent the change & protect them.
c) Closed mind: some people have a closed mind toward receiving new information. The closed-
minded person is one of the most difficult to communicate with. Typically this person has only
inadequate and mainly incorrect knowledge of the subject. Yet she/he refuses to consider any new
facts. Even from an expert who has made a long, careful study of the problem and the proposed
change. The closed minded person says in essence: “my mind is made up” “Don’t bother me with
facts” “I want what I want”. Closed – minded people stubbornly reject distort or avoid a
viewpoint before they know the facts.
d) Status consciousness: people in the upper areas of organization’s hierarchy, those who have
more status & power, may be hesitant to listen to those individuals lower in the hierarchy, feeling
for example, that people of lower status & power do not possess any useful information. By the
same token, people of lower status & power may be reluctant to share information because they
believe that people with higher status & power will not listen. Subordinates are afraid of
communicating any unpleasant information to their managers. They may be afraid that they might
displease their superiors by telling them unpleasant facts. Or they may fear that unfavourable
communication may adversely reflect upon their own competence. The subordinates also find it
difficult to offer proposals for the improvement of the organization, for such proposals are not
usually encouraged.
e) Credibility: people react more favourably when a communicator has credibility – when they
respect, trust, & believe in the communicator. A sender’s credibility plays an important role in
how a message is received & understood. If the receiver does not consider the sender trustworthy
or knowledgeable about the subject being communicated, she/he will most likely be reluctant
even to listen to the message. For example, if you may feel that she/he has little knowledge
concerning the area of management &, thus, places little weight on anything she tells you
concerning the subject. Likewise, a sender may limit what she/he communicates to a receiver who
is not considered trustworthy. For instance, if an employee offers idea for a more efficient way to
perform a job & his supervisor takes credit for it, then the employee is more likely to withhold

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future information from the supervisor, as he will probably not trust the supervisor with such
information.
6. Information overload: refers to the condition of having too much information to process. The
implication is that individuals can effectively process only certain amount of information. An
example would be if your professor gave you too much information, too quickly, concerning a
term paper’s requirements or if a manager gave an employee too much information at one time
about a report’s requirements. In either situation, the receiver probably does not receive the entire
message. Managers need to be aware of potential for information overload & to make appropriate
adjustments.

2.4. GUIDELINES TO OVERCOME COMMUNICATION BARRIERS

Now having the knowledge of the barriers to effective communication, can you think of alternative
ways of avoiding them? The following are ways which are suggested so as to make your
communication in the work place as smooth and effective as possible.
There are six factors or themes that contribute to effective communication.
1. Fostering an open communication climate.
2. Committing to ethical communication
3. Understanding the difficulties involved in intercultural communication.
4. Adopting an audience-centred approach to communication.
5. Using technology wisely and responsibly to obtain and share information.
6. Creating and processing messages effectively and efficiently.
1. Fostering an open communication climate.
An organization’s communication climate is a reflection of its corporate culture: the mixture of
values, traditions and habits. It affects the quantity and quality of the information that passes through
the pipeline. The following are the measures that can be taken to create an open communication
climate:
 Modify the number of organizational levels. One way to foster an open communication climate is
to reduce the number of levels in the organizations structure. The fewer the links in the
communication chain, the less likely the misunderstandings will occur. In other words, a flat
structure (having fewer levels) and a wide span of control are likely to introduce distortion than a
tall structure and a narrow span of control.

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 Facilitate feedback: Giving the audience a chance to provide feedback is crucial to maintaining an
open communication climate.
2. Committing to ethical communication
Ethics are the principles of conduct that govern a person or a group. Ethical people are generally
trustworthy, fair and impartial, respecting the rights of others, and concerned about the impact of
their actions on society. Ethics plays a crucial role in communication. Ethical communication
includes all relevant information, is true in every sense and is not deceptive in any way. In order to
maintain ethical communication follow the guidelines below:
 Recognize ethical choices.
Every company has responsibilities to various groups- customers, shareholders, suppliers,
neighbours, the community and the nation. What’s right for one group may be wrong for another.
Moreover as we attempt to satisfy the needs of one group, we may be presented with an option that
seems right on the surface but somehow feels wrong.
 Make ethical choices.
Laws provide ethical guidelines for certain types of messages. Look at the consequences of the
decision and opt for the solution that provides the greatest good to the greatest number of people, and
one that we can live with.
 Motivate ethical choices.
0rganizations can foster ethical behaviour:
 by helping top managers become more sensitive communicators
 by using ethics audits
 by rewarding ethical actions
3. Understanding the difficulties involved in intercultural communication
More and more businesses are crossing national boundaries to compete on a global scale and the
makeup of the global and domestic work force is changing rapidly. Global companies must
understand the laws, customs and business practices of many countries, and they must deal with
business associates and employees.
4. Adopting an audience-centred approach to communication
Using an audience-centred approach means keeping the audience in mind all times when
communicating. Since audience is taken care of, every possible step is taken to get the message
across in a way that is meaningful to the audience. Empathizing with and being sensitive to the

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audience’s feelings is the best way to overcome such communication barriers as differences in
perception and emotional interference.
5. Using technology wisely and responsibly to obtain and share information
In today’s world, information moves through an array of media at the speed of a neural impulse.
Technology has such an impact on business communication. When used wisely and responsibly,
technology helps to improve the effectiveness of business communication.
6. Creating and processing messages effectively and efficiently.
The sixth guideline is to plan messages, generate ideas, organize the thoughts, and turn the words into
effective business messages. In order to create messages effectively and efficiently, consider the
following issues:
a) Learn about the audience
Creating an effective message is difficult if the audience is unfamiliar, or if we don’t know how the
message will be used. We need to know something about the biases, education, age, status and style
of the receiver in order to create an effective message.
b) Adapt the message to the audience
Decisions about the content, organization, style, and tone of the message depend on the relationship
between the sender and the audience.
c) Develop and connect ideas
Include only the information that is useful to the audience, and organize it in such a way that
encourages its acceptance. To make message memorable;
 Use telling statistics.
 Use words that evoke a physical, sensory impression.
 Tie the message to the audience’s frame of reference.
 Keep messages as brief and as clean as possible.
 Highlighting and summarizing key points.
d) Reduce the number of messages
Organizations save time and money by sending only necessary messages. If a written message merely
adds to the information overload, it is probably better left unsent or handled some other way – by a
quick telephone call or a face to face chat. By holding down the number of messages, organizations
will maximize the benefits of their communication activities.
e) Choose the correct channel and medium

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The careful choice of channel and medium helps focus the audience’s attention on message. The
choice of a communication channel and medium depends on the:
 Message
 Audience
 Need for speed
 Situation.
f) Strengthen the communication skills
Recognizing the importance of efficient communication, many companies today train employees in
communication skills. Companies offer seminars and workshops on handling common oral
communication situations (such as dealing with customers, managing subordinates, and getting along
with co-workers), as well as training in computers and other electronic means of communication.

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