This document provides an overview of communication, including defining communication, outlining the communication process, describing types and levels of communication, and discussing barriers to effective communication. Communication is defined as the exchange of information, ideas, thoughts, feelings, and emotions through speech, signals, writing, and behavior. The key aspects of the communication process are the sender, message, encoding, media, decoding, receiver, feedback, and potential noise. Types of communication include verbal (oral and written) and nonverbal. Levels of communication range from intrapersonal to interpersonal, small group, one-to-group, and mass communication. Potential barriers to effective communication discussed are physical, cultural, language, emotional, gender, organizational,

2. Contents
 What is Communication
 Process of Communication
 Types of Communication
 Levels of Communication
 Communication Barriers
 Tools of Effective Communication

3. Communication is what ??
 It is a process of exchanging –
 Information
 Ideas
 Thoughts
 Feelings
 Emotions
 Through –
 Speech
 Signals
 Writing
 Behavior

4. Process of Communication

5. Communications Process
1. Sender
 The sender or the communicator generates the message
and conveys it to the receiver. He is the source and the one
who starts the communication
2. Message
 It is the idea, information, view, fact, feeling, etc. that is
generated by the sender and is then intended to be
communicated further.

6. 3. Encoding
 The message generated by the sender is encoded
symbolically such as in the form of words, pictures,
gestures, etc. before it is being conveyed.
4. Media
 It is the manner in which the encoded message is
transmitted. The message may be transmitted orally or in
writing. The medium of communication includes
telephone, internet, post, fax, e-mail, etc. The choice of
medium is decided by the sender.
5. Decoding
 It is the process of converting the symbols encoded by the
sender. After decoding the message is received by the
receiver.

7. 6. Receiver
 He is the person who is last in the chain and for whom the
message was sent by the sender. Once the receiver
receives the message and understands it in proper
perspective and acts according to the message, only then
the purpose of communication is successful.
7. Feedback
 Once the receiver confirms to the sender that he has
received the message and understood it, the process of
communication is complete.
8. Noise
 It refers to any obstruction that is caused by the sender,
message or receiver during the process of communication.
For example, bad telephone connection, faulty encoding,
faulty decoding, inattentive receiver, poor understanding
of message due to prejudice or inappropriate gestures, etc.

8. Types of Communication
 People communicate with each other in a number of ways
that depend upon the message and its context in which it is
being sent.
 Types of communication based on the communication
channels used are –
 Verbal Communication
 Nonverbal Communication

9. Verbal Communication
 It refers to the form of communication in which message
is transmitted verbally.
 Communication is done by word of mouth and a piece of
writing.
 In verbal communication remember the acronym “KISS”
(keep it short and simple).
 Verbal Communication is divided into:
Oral Communication
Written Communication

10. Oral Communication
 In oral communication, Spoken words are used.
 It includes face-to-face conversations, speech, telephonic
conversation, video, radio, television, voice over internet.
 Communication is influence by pitch, volume, speed and
clarity of speaking.

11. Advantages –
 It brings quick feedback.
 In a face-to-face conversation, by reading facial
expression and body language one can guess whether
he/she should trust what’s being said or not.
Disadvantages –
 In face-to-face discussion, user is unable to deeply think
about what he is delivering, so this can be counted as a
fault.

12. Written Communication
 In written communication, written signs or symbols are
used to communicate.
 In written communication message can be transmitted via
email, letter, report, memo etc.
 Written Communication is most common form of
communication being used in business.

13. Advantages –
 Messages can be edited and revised
 Written communication provide record and backup.
 A written message enables receiver to fully understand it
and send appropriate feedback.
Disadvantages –
 Written communication doesn’t bring instant feedback. It
take more time in composing a written message as
compared to word-of-mouth and number of people
struggles for writing ability.

14. Nonverbal Communication
 Nonverbal communication is the sending or receiving of
wordless messages. Such as gesture, body language,
posture, tone of voice or facial expressions, is called
nonverbal communication.
 Nonverbal communication is all about the body
language of speaker.

15. Nonverbal communication have
the
following three elements –
 Appearance
 Speaker –
clothing, hairstyle, neatness, use of cosmetics
 Surrounding – room
size, lighting, decorations, furnishings
• Body Language
facial expressions, gestures, postures
• Sounds
Voice Tone, Volume, Speech rate

16. Levels of communication
Intrapersonal Communication is
 communication that occurs in your own mind. It is the basis of
your feelings, biases, prejudices, and beliefs.
– Examples are when you make any kind of decision – what to
eat or wear. When you think about something – what you want
to do on the weekend or when you think about another person.

17. Interpersonal communication
 is the communication between two people but can involve
more in informal conversations.
– Examples are when you are talking to your friends. A
teacher and student discussing an assignment. A patient
and a doctor discussing a treatment. A manager and a
potential employee during an interview.

18. Small Group communication
 is communication within formal or informal groups or
teams. It is group interaction that results in decision
making, problem solving and discussion within an
organization.
– Examples would be a group planning a surprise birthday
party for someone. A team working together on a project.

19. One-to-group communication
 involves a speaker who seeks to inform, persuade or motivate
an audience.
– Examples are a teacher and a class of students. A preacher
and a congregation. A speaker and an assembly of people in the
auditorium.

20. Mass communication is the electronic or print transmission of messages to the
general public. Outlets called mass media include things like
radio, television, film, and printed materials designed to reach
large audiences.
 A television commercial. A magazine article. Hearing a song
on the radio.
 Books, Newspapers, Billboards. The key is that you are
reaching a large amount of people without it being face to face.
Feedback is generally delayed with mass communication.

21. Barriers of communication

22. Barrier
 An obstacle in a place that prevents us from completing
certain tasks.
 Communication barriers can be defined as the aspects or
conditions that interfere with effective exchange of ideas
or thoughts.

23. TYPES OF BARRIER
 Physical Barrier
 Cultural Barrier
 Language Barrier
 Emotional Barrier
 Gender Barrier
 Organizational Barrier
 Perceptual Barrier

24. PHYSICAL BARRIER
 Physical barriers relate to disturbance in the immediate
situation, which can interfere in the course of an effective
communication.
 Some of them are easy to Alter whereas, some may prove
to be tough obstacles in the process of effective
communication.

25. FACTORS CAUSING PHYSICAL
BARRIER
 Defects in media
 Distraction in environment
 Distance
 Ignorance of medium
 Physical disability

26. HOW TO OVERCOME?
 To be updated with latest technologies.
 Choosing a suitable environment.
 Removing obstacle.
 Making signs easier to read, example, you could
supplement written signs with pictures and visual signs.
 Self Motivation.

27. CULTURAL BARRIER
 Cultures provide people ways of thinking-- ways of
seeing, hearing, and interpreting the world.
 Similar words can mean different things to people
from different cultures, even when they talk the
"same" language.

28. FACTORS CAUSING
CULTURAL BARRIER
 Diversified cultural background.
 Language and Accent.
 Behavior and Nature.
 Religion.

29. HOW TO OVERCOME ?
 Cross culture environment.
 Have a thorough knowledge of your counterpart’s culture
background.
 Conduct effective communication workshop.
 Work in groups and run frequent meeting

30. LANGUAGE BARRIERS
 Inability to converse in a language that is known by both the
sender and receiver is the greatest barrier to effective
communication.
 When a person uses inappropriate words while conversing or
writing, it could lead to misunderstanding between the sender
and a receiver.

31. FACTORS CAUSING
LANGUAGE BARRIERS
 Multi language
 Region
 Inadequate vocabulary
 Interpreting difference

32. HOW TO OVERCOME ?
 Speak slowly and clearly.
 Ask for clarification.
 Frequently check for understanding.
 Be specific.
 Choose your medium of communication effectively.
 Be patience.

33. EMOTIONAL BARRIER
 The emotional state may influence your capacity to make
yourself understood and hamper your understanding of
others.
 Many times, emotional barriers on your part or the part of
the person you are speaking which may inhibit your
ability to communicate on an effective level.

34. FACTORS CAUSING
EMOTIONAL BARRIER
 Fear/ insecurity
 Mistrust
 Stress

35. How to overcome
 Motivation and commitment to change.
 Peer or mentor support .
 Practice expressing recognition .

36. GENDER BARRIERS
 Relationships, respect, workplace authority and education
are common ways men and women are pitted against each
other.
 Overcoming barriers in gender communication isn’t
simple but can be made clear with a little patience and
understanding.
 This barrier arises because men and women have different
ways of thinking and communication.

37. FACTORS CAUSING GENDER
BARRIERS
 Fear and shy
 Environment
 Misunderstanding

38. How to overcome
 The process of bridging the gap in gender communication
requires the great deal of patience and understanding that
only time and attention will teach.

39. ORGANIZATIONAL BARRIERS
 Organizational structure greatly affects the capability of
the employees as far as the communication is concerned .
 All the internal factors which stymie or block the process
of communication are known as organizational barriers.

40. FACTORS CAUSING
ORGANIZATIONAL BARRIERS
 Status relationship
 One way flow
 Organization structure
 Rules and regulations
 Too many levels in organization structure

41. PERCEPTUAL BARRIERS
 The most common problem is that the people have
difference opinion .
 The varied perceptions of every individual give rise to a
need for effective communication.
 We all have our own preferences, values, attitudes, origins
and life experiences that act as ‘filters’ on our experiences
of people, events and information.

42. FACTORS CAUSING
PERCEPTUAL BARRIERS
 Difference in Understanding
 Difference in Perception of Reality
 Differences in Values, Attitudes and Opinions

43. HOW TO OVERCOME?
 Start by listening to others.
 Clarify if there is confusion.
 Stay calm and be positive.

45. What is Feedback
 Process in which the effect or output of an action is 'returned‘
(fed-back) to modify the next action.
 It is a dialogue between people which reflects back how
another person sees someone else's behavior or performance.
 It is essential to the working and survival of all regulatory
mechanisms found throughout in our Surroundings systems
such as education system and economy.
 Feedback occurs when an environment reacts to an action or
behavior.

46. Why is Feedback so
Important
1. People want Feedback so they feel more secure in their jobs.
2. Basically tells you what your strengths and weaknesses are.
3. A low-feedback may be harmful to the health of a business.
4. Employees are able to check their assumptions.
5. Failing to give feedback sends a non-verbal communication in
itself and can lead to mixed messages and false assessment
6. If the feedback process is handled properly, it can be rewarding
for everyone involved.
Someone said “How can your people know they’re doing the
right thing unless you tell them?”

47. Types of Feedback
1. Motivational Feedback
2. Developmental Feedback
3. Constructive Feedback
4. Intrinsic Feedback
5. Extrinsic Feedback
Some other common types of Feedback include :-
• Negative Feedback
• Positive Feedback
• Immediate Feedback
• Delayed Feedback

48. Principles of giving
effective Feedback
 Give feedback only when asked to do so or when your
offer is accepted.
 Give feedback as soon as possible.
 Focus on the positive.
 Needs to be given privately wherever possible.
 Focus on behaviors that can be changed, not personality
traits

49.  Use ‘I’ and give your experience of the behavior (‘When
you said…, I thought that you were…’).
 When giving negative feedback, suggest alternative
behaviors.
 Be clear about what you are giving feedback on.
 Do not overload – identify two or three key messages that
you summarize at the end.

50. Receiving Effective
Feedback1. Listen to it carefully.
2. Ask for it to be repeated if you did not hear it clearly.
3. Assume it is constructive until proven otherwise; then
consider and use those elements that are constructive.
4. Pause and think before responding.
5. Ask for clarification and examples
6. Accept it positively (for consideration) rather than
dismissively (for self-protection).
7. Ask for suggestions of ways you might modify or change
your behavior.
8. Respect and thank the person giving feedback.

52. Introduction To Helping Relationships

54. Counselling ...
 Williamson
 “It is a means of helping people to learn how to solve their own
problems.”
 Carl Rogers (1965)
 “It is a definitely structured relationship which allows the client to
gain an understanding of himself to a degree which enables him to
take positive steps in the light of his new orientation.”
 Jones
 “ It is an activity in which all facts are gathered and focused on the
particular problem of the counselee, who is then given direct and
personal help.”

55. Counselling aims to...
Assist an individual towards:
 self-knowledge
 self-realization
 self-development

56. Purposes of Counseling
It is for…
A - assistance
D - development
V - vast information
I - inspiration
S - solution
E - encouragement

58. Stage One: Relationship building
 Introduce yourself.
 Listen attentively.
 Always address the person by his or her name.
 Ensure physical comfort.
 Observe non-verbal communication.

59. Stage Two: Assessment and
diagnosis
 Assessing through:
 observation
 Inquiry
 Associate facts
 Make Hypotheses
 Record Information

60. Stage Three: Formulation of
counseling goals
 Five Categories of Counseling Goals
Nystul (2003)
1. To change an unwanted or unwelcome behavior
2. To better cope
3. To make and implement decisions
4. To enhance relationships
5. To help client’s journey of growth toward achieving potential

61. Stage Four: Intervention and
problem solving
 Characteristics of a good treatment plan…
 goals are clearly defined and reachable
 plan able to be adapted with time
 positive and action-oriented focus
 Essential to an effective plan…is client’s motivation and
willingness to follow it.

62. Stage Five: Termination and
Follow Up
 Role to review progress
 Think of this as a means of empowering the client.
 Termination considered not just at end of successful
relationship, but also is considered when it seems
counseling is not being helpful.

63. Stage Six: Research and evaluation
Really completed throughout the
counseling process – reflected in…
*Generating hypotheses
*Trying intervention strategies
*Determining if/when goal is met
A plan for evaluation

64. Helping Skills And Techniques
Listening Skills
 Attending: eye contact, distance between helper and helpee, attentive
posture, body movements, gestures and verbal behavior.
 Paraphrasing: Restating the helpee’s message in your own words to
indicate understanding.
 Clarifying: To sharpen the understanding of a helpee’s intent or
message when the helper is confused about the meaning of the message.
 Perception Checking: Giving and receiving feedback on the accuracy
of the communication received.

65. Leading Skills
 Questioning: open questions are effective in expanding meaning,
checking perceptions and obtaining information.
 Indirect Leading: Lets the helpee take direction with the session (e.g.
“What would you like to talk about.”)
 Focusing: Used when the client is unfocused and rambling. (e.g.
“Please be more specific on how you feel about your mother”).
 Direct Leading: Helps focus the topic more specifically (e.g. “Tell me
more about how your father’s death affected you.”)

66. Reflecting Skills
 Reflecting feelings: Stating in your own words the helpee’s
essential feelings being expressed.
 Reflecting experience: Descriptive feedback of the
helpee’s nonverbal communication as cues to the helpee’s
feelings (e.g. you say your not angry but when you say that
your jaw clenches).
 Reflecting Content: Clarifies content and feelings and is
similar to paraphrasing.

67. Challenging Skills
 Helpers recognizing their own feelings: Recognizing
feelings in oneself helps identify reactions to what the
helpee is saying and it might be useful to the helpee to share
them.
 Describing and Sharing Feelings: Sharing personal
feelings about the helpee.
 Feedback and Opinion: Information given in the form of
opinions and reactions.
 Self-Challenging: Guiding the helpee in questioning
himself or herself regarding values and beliefs.

68. Interpreting Skills
 Interpretive Questions: “Do you think your fear of death
is due to the your father’s traumatic murder?” Helps focus
meaning and brings into consciousness things that are
subliminal.
 Fantasy and Metaphor: Using a pictured image or
metaphor to describe the helpee’s actions in a way that
enables him or her to perceive himself or herself in a new
way.
 Levels of Interpretation: Moves from reflecting the level
of meaning directly expressed to reflecting deeper content
that may or may not be directly expressed.

69. Informing Skills
 Giving Information: Sharing expertise, test results, or
other factual information.
 Advice: Telling the helpee what he or she should do. This
is controversial and dependent upon the type of helping you
are dong.

70. Summarizing Skills
 Tying together into one statement all the different threads
the helpee has expressed.
 Summary focuses on themes, and key ideas, of content and
feelings.
 Summary helps give movement and awareness to the
session.

71. Ask yourself
 Why is it I can work with some people well and other just
get it?
 Why are some people so quite & other seems to dominate
the room?
 Can someone be an effective leader even if they are quite
and reserved.

72. Interpersonal Style

73. Objectives
 What is interpersonal style?
 Why is understanding style important?
 How can you leverage it?

74. What is interpersonal style?
 Interpersonal style can be defined as how we interact with
other people.
 Our style and behavior is impacted by our
 personalities,
 our values
 environment we live and work in,
 people we interact with.
 What we term interpersonal “style” has historically been
referred to as temperament.

75. The Greek physician Hippocrates
identified four temperaments
 Sanguine
 (sociable and pleasure-seeking),
 Choleric
 (ambitious and leader-like),
 Melancholic
 (analytical and thoughtful), and
 Phlegmatic
 (relaxed and quiet),

76. In Carl Jung’s seminal work,
Psychological Types (1923),
 People seemed either more oriented to the external world
of people and experiences (extraverted), or to their
internal worlds of thoughts, ideas, and memories
(introverted).
 He also noticed two kinds of cognitive processes –
 Perception (sensing and intuition) and
 Judgment (thinking and feeling),

77. Why is understanding style
important?
 First, understanding your style and that of others will help
you communicate more effectively.
 An ability to adapt your style and communicate in your
counterpart's preferred “listening” style is a key success
factor in getting the best out of them

78.  Second, understanding the strengths and weaknesses of
your behavioral style helps you to determine how you can
make the most effective contribution with your team.
 Are you: A strong decision-maker? A go-getter? Good in a
crisis? An effective planner? A critical thinker? A
relationship builder? Good at involving others?

79.  Third, being aware of your team members’ styles (and
associated strengths) will help you make conscious
choices on team member selection when building “task
teams” to meet a specific goal.

81. How can you leverage it?
 Accommodating (“Get along”) types are good listeners
and focus on team harmony and steadiness, seeking to
creating a climate of trust
 Enthusiastic (“Get attention”) types are creative, good
brain-stormers and encourage team innovation

82.  Meditative (“Get it right”) types are strong on critical
thinking, accuracy and details and will encourage the team
to solve problems through effective analysis
 Targeted (“Get it done”) types are excellent in crisis, are
focused on goals and results and will encourage the team
to get the job done

83.  Team members with a common orientation (e.g. people or
goal) will “more naturally” get along, but this does not
mean they are more effective together.
 If too many team members have a similar style, it can lead
to “group think” whereas a team comprised of different
styles is likely to offer a greater diversity of ideas,
opinions, and approaches – and hence creativity

84.  Effective leaders, get the best out of people by modifying
their approach (“style – flexing”) according to the
situation and recognizing and utilizing the strengths of
team members.
 They are adept at building teams that bring the right mix
of capabilities and approaches to achieve a specific
objective.

85.  Each team member will have communication preferences
(preferred “listening” styles) that, according to Tony
Alessandra, are critical to understand and apply.
 Alessandra’s “Platinum Rule” is that if you want to get
the best out of people "Treat them the way they want to be
treated." (Alessandra and O’Connor, 1996) i.e.
communicate with them in their preferred style.

86. Accommodating Type {“Get
along”)
 Say it with warmth and sincerity
 Interested in hearing (and sharing) what you your ideas
and feelings
 Prefer informal and non-threatening discussions
 Prefer step-by-step discussions and to understand impact
on relationships
 Typically more comfortable making decisions based on
conferring with others

87. Enthusiastic Type (“Get
attention”)
 Say it with feeling
 Interested in hearing about goals, ideas and concepts
 Prefer lively, entertaining discussions. Are less time
conscious
 Prefer overviews (not the point-by-point details) and
stories
 Like to discuss options and innovative solutions. Like to
be recognized

88. Meditative Type (“Get it right”)
 Say it with facts
 Interested in hearing about the analysis, research, process
and tasks
 Prefer more formal, thorough and accurate discussions
 Prefer that you are thoughtful and come prepared with
relevant data
 Can be slow to make decisions.

89. Targeted Type (Get it done”)
 Say it concisely
 Interested in hearing about results and the bottom line
 Prefer brief discussions and expedience
 Like you to be organized and get to the point; be time-
sensitive
 Like to make decisions, work quickly and be in control

90. Summary
 Awareness of your interpersonal style, including its
strength and weaknesses, is an important step in
determining how you can best contribute with you team.
 Communicating with colleagues in their preferred style
will help you get the best out of them.
 A given situation will require you to refine your approach
to meet the objective while leveraging your collective
strengths and listening styles.
 Effective leaders get the best out of people by “style-
flexing” and by leveraging the strengths of team members
in addition to their own.
 They are adept at building diverse teams comprising the
right mix of capabilities and approaches.