Communication

By Sandhya Rani ECE(2910305)

                           Introduction

Communication is the process of sharing our ideas, thoughts, and feelings

with other people and having those ideas, thoughts, and feelings

understood by the people we are talking with.When we communicate we

speak, listen, and observe.

The way we communicate is a learned style. As children we learn from

watching our parents and other adults communicate. As an adult we can

learn to improve the way we communicate by observing others who communicate

effectively, learning new skills, and practicing those skills.

Attention: The ability to effectively communicate at work, home, and in

life is probably one of the most important sets of skills a person needs.

What would our life and world be like without communication? We cannot

get along without it. It is also not easy, and we all have probably had

experiences where our communication failed or ran into a barrier. So, if

we can understand the communication process better and improve it, we

will become a more effective and successful communicator.

Motivation: As you continue to reach your goals, specifically your educational

goals, communication will become increasingly more important.

The ability to effectively communicate is a primary skill. The more you

become an effective communicator the more likely you are to achieve

what you want. Over 80% of your waking life is spent sending or receiving

information. Poor communication can waste time and energy and

cause conflict between people. Let’s think of how you can benefit by

improving your communication skills: You will have a clearer understanding

of what people are saying to you, others will be less likely to misunderstand

you, problems will be solved quickly, you will be able to

identify others’ needs and you will be able to resolve conflict.

At another time we will take a more in-depth look at the EFF Communication

Standards of Speaking So Others Understand and Listen Actively. At this

point we are putting those communication skills into the larger context.

This lesson provides a foundation for developing effective communication

skills at work, at home with the family, and in our everyday activities.

Overview for Learners: This lesson will cover what effective communication

is, the key elements of the process, the various ways we communicate,

and a brief look at barriers that get in the way. Let’s begin by

looking at the definition of effective communication.

Body of the Lesson

Main Point 1. Effective Communication

A good working definition for effective communication is to share meaning

and understanding between the person sending the message and the

person receiving the message. The key element is “understanding.”

Main Point 2. Communication Process

Now that you understand the purposes of effective communication, let’s

take a closer look at the elements in the communication process. By analyzing

the parts of the process, we are better able to understand the whole.

The communication process is a simple model that demonstrates all the

factors that can affect communication. Communication is effective if the

message that is received is the same one that is sent.

A. Sender – The communicator or sender is the person who is sending

the message. There are two factors that will determine how effective the

communicator will be. The first factor is the communicator’s attitude. It

must be positive. The second factor is the communicator’s selection of

meaningful symbols, or selecting the right symbols depending on your

audience and the right environment. Talk about a few wrong examples.

B.Message – A communication in writing, in speech, or by signals

C. Receiver – The receiver is simply the person receiving the message,

making sense of it, or understanding and translating it into meaning. Now

think about this for a moment: the receiver is also a communicator. How

can that be? (When receiver responds, he is then the communicator.)

Communication is only successful when the reaction of the receiver is that

which the communicator intended. Effective communication takes place

with shared meaning and understanding.

D. Feedback – Feedback is that reaction I just mentioned. It can be a verbal

or nonverbal reaction or response. It can be external feedback (something

self-examination. It’s the feedback that allows the communicator to

adjust his message and be more effective.Without feedback, there would

be no way of knowing if meaning had been shared or if understanding

had taken place.

Discuss that communication is a two-way process. The information goes

out to a person on the other end. There is a sender and a receiver. Simply

put, effective communication is getting your message across to the receiver.

It is the sender’s responsibility to make sure that the receiver gets the

message and that the message received is the one sent.

Communicating is not an isolated series of one skill, it involves several

skills. For example, speaking involves not only getting your message

across but also being able to listen and understand what others are saying

(active listening) and observing the verbal and nonverbal clues in order

to monitor the effectiveness of your message.

Main Point 3. Barriers

Have you ever been talking to someone and they misunderstand what

you were saying? Why do you think that happens? (Give learners the

opportunity to share their experiences.) At any point in the communication

process a barrier can occur. Barriers keep us from understanding

other’s ideas and thoughts. Barriers can appear at any point of the communication

loop.

There are two types of barriers—internal and external. Examples of internal

barriers are fatigue, poor listening skills, attitude toward the sender or

the information, lack of interest in the message, fear, mistrust, past experiences,

negative attitude, problems at home, lack of common experiences,

and emotions. Examples of external barriers include noise,

distractions, e-mail not working, bad phone connections, time of day,

sender used too many technical words for the audience, and environment.

Barriers keep the message from getting through.When communicating,

watch out for barriers. Monitor the actions of the receiver.Watch

her body language; check to make sure the message the receiver received

is the one sent—ask questions and listen.

Main Point 4. Types of Communication

A. Self-Action or One-Way Communication is focused on

getting the message to the receiver. Self-action treats communication

as a manipulation of others. It is very message

centered. There is no way to know if the meaning is shared

between the sender and the receiver. (To demonstrate one-way communication,

do the following activity with the class.)

Procedure: (Using the attached diagram, ask for a student volunteer

from the class to assist in this demonstration about communication.

Explain to the other students that the volunteer is going to describe

something to them and their task is to simply follow instructions in

sketching out exactly what is described.

Take the volunteer outside of the classroom to explain the following

directions. Provide the volunteer with the diagram shown. Tell the volunteer

to describe the diagram to the rest of the class. However, the volunteer

must keep his or her back toward the rest of the class. There can be

no eye contact. The volunteer can only use verbal communication to

describe the diagram, i.e., no gestures, hand signals, etc. Further, no questions

are allowed on the part of the other students. In brief, only one-way

communication is allowed.

B. Interaction or Two-Way Communication. This approach

recognizes the role of the receiver as a communicator

through feedback. It is message centered and is a very simplistic

view of the communication process. Feedback allows

senders to see if their message got across.

C. Transaction. This approach focuses on meaning and

sharing by accounting for all other factors in the communication

process. It is concerned with the barriers that might

affect the communication. Transaction is best described as

effective communication. This is when the communication process is

applied and carried out completely. The sender gives a message that is

passed on to the receiver. In return, the receiver can give clear feedback

that allows the sender to know whether or not the message was perceived

as intended. If the message wasn’t received as intended, then the sender

will continue the communication process again in order to ensure effective

communication.

Now that you know all three types of communication, we can reflect and

evaluate our own communication approaches in different roles and situations.

Knowing the three approaches to communication will help us to

be aware of our types, when they occur, and how to improve our communication

and create clear transactions.

Conclusion

Effective communication is a major part in achieving your educational

goals. Effectively communicating with your teachers and peers is essential

when it comes to your learning.Many times your instructor is the sender.

Her job is to send you messages that include information about the skill

you need to learn. Your instructor’s messages might include lectures or

handouts for you.

Your peers can also be the senders of a message. Many times learners are

asked to work together as a team. You might be asked to work on a specific

activity that would require you to receive messages from other team

members or an appointed leader. Sometimes you may be asked to be the

sender. Remember that communication involves speaking, listening, and

observing.

Summary: Communication is a two-way process that involves getting

your message across and understanding what others have to say. Communication

involves active listening, speaking and observing. Now that you

have learned the communication process, you can begin to evaluate your

communication skills. Begin to watch yourself in action. Each time you

communicate observe what you do, how it went, what went well, and

what could have been better.

Re-Motivation: The ability to effectively communicate is a critical skill.

The more you become an effective communicator the more likely you are

to achieve what you want. Remember, you can improve your communication

skills by observing people who communicate effectively, learning

new skills, and practicing those skills. Acquiring effective communication

skills will help you be a better student, parent, family member, worker,

and citizen.

Art & Science of Management

By Rajvinder CSE (2910048)

Introduction:

         

One of the enduring questions in the field of management is whether it is an art or a science. Webster's College Dictionary defines an art as "skill in conducting any human activity" and science as "any skill or technique that reflects a precise application of facts or a principle." Reflected in the differences in these definitions is the use of precision in science, in that there is a particular, prescribed way in which a manager should act. Thus, management as a science would indicate that in practice, managers use a specific body of information and facts to guide their behaviors, but that management as an art requires no specific body of knowledge, only skill. Conversely, those who believe management is an art are likely to believe that there is no specific way to teach or understand management, and that it is a skill borne of personality and ability. Those who believe in management as an art are likely to believe that certain people are more predisposed to be effective managers than are others, and that some people cannot be taught to be effective managers. That is, even with an understanding of management research and an education in management, some people will not be capable of being effective practicing managers.

FOUNDATIONS OF THE MANAGEMENT AS A SCIENCE PERSPECTIVE

Practicing managers who believe in management as a science are likely to believe that there are ideal managerial practices for certain situations. That is, when faced with a managerial dilemma, the manager who believes in the scientific foundation of his or her craft will expect that there is a rational and objective way to determine the correct course of action. This manager is likely to follow general principles and theories and also by creating and testing hypotheses. For instance, if a manager has a problem with an employee's poor work performance, the manager will look to specific means of performance improvement, expecting that certain principles will work in most situations. He or she may rely on concepts learned in business school or through a company training program when determining a course of action, perhaps paying less attention to political and social factors involved in the situation.

Many early management researchers subscribed to the vision of managers as scientists. The scientific management movement was the primary driver of this perspective. Scientific management, pioneered by Frederick W. Taylor, Frank and Lillian Gilbreth, and others, attempted to discover "the one best way" to perform jobs. They used scientific processes to evaluate and organize work so that it became more efficient and effective. Scientific management's emphasis on both reducing inefficiencies and on understanding the psychology of workers changed manager and employee attitudes towards the practice of management. See Exhibit 1 for a summary of the principles of scientific management.

FOUNDATIONS OF THE MANAGEMENT AS AN ART PERSPECTIVE

Practicing managers who believe in management as an art are unlikely to believe that scientific principles and theories will be able to implemented in actual managerial situations. Instead, these managers are likely to rely on the social and political environment surrounding the managerial issue, using their own knowledge of a situation, rather than generic rules, to determine a course of action. For example, as a contrast to the example given previously, a manager who has a problem with an employee's poor work performance is likely to rely on his or her own experiences and judgment when addressing this issue. Rather than having a standard response to such a problem, this manager is likely to consider a broad range of social and political factors, and is likely to take different actions depending on the context of the problem.

Henry Mintzberg is probably the most well-known and prominent advocate of the school of thought that management is an art. Mintzberg is an academic researcher whose work capturing the actual daily tasks of real managers was ground breaking research for its time. Mintzberg, through his observation of actual managers in their daily work, determined that managers did not sit at their desks, thinking, evaluating, and deciding all day long, working for long, uninterrupted time periods. Rather, Mintzberg determined that mangers engaged in very fragmented work, with constant interruptions and rare opportunities to quietly consider managerial issues. Thus, Mintzberg revolutionized thinking about managers at the time that his work was published, challenging the prior notion that managers behaved rationally and methodically. This was in line with the perspective of management as an art, because it indicated that managers did not necessarily have routine behaviors throughout their days, but instead used their own social and political skills to solve problems that arose throughout the course of work.

Another scholar that promoted the notion of management as an art was David E. Lilienthal, who in 1967 had his series of lectures titled Management: A Humanist Art published. In this set of published lectures, Lilienthal argues that management requires more than a mastery of techniques and skills; instead, it also requires that managers understand individuals and their motivations and help them achieve their goals. Lilienthal believed that combining management and leadership into practice, by not only getting work done but understanding the meaning behind the work, as effective managerial behavior. Thus, he promoted the idea of the manager as a motivator and facilitator of others. This manager as an artist was likely to respond differently to each employee and situation, rather than use a prescribed set of responses dictated by set of known guidelines.

Another proponent of the management as art school of thought is Peter Drucker, famed management scholar who is best known for developing ideas related to total quality management. Drucker terms management "a liberal art," claiming that it is such because it deals with the fundamentals of knowledge, wisdom, and leadership, but because it is also concerned with practice and application. Drucker argues that the discipline (i.e., the science) of management attempts to create a paradigm for managers, in which facts are established, and exceptions to these facts are ignored as anomalies. He is critical of the assumptions that make up the management paradigm, because these assumptions change over time as society and the business environment change. Thus, management is more of an art, because scientific "facts" do not remain stable over time.

Exhibit 1 Frederick W. Taylor's Principles of Scientific Management

1.    Managers must study the way that workers perform their tasks and understand the job knowledge (formal and informal) that workers have, then find ways to improve how tasks are performed.

2.    Managers must codify new methods of performing tasks into written work rules and standard operating procedures.

3.    Managers should hire workers who have skills and abilities needed for the tasks to be completed, and should train them to perform the tasks according to the established procedures.

4.    Managers must establish a level of performance for the task that is acceptable and fair and should link tit to a pay system that reward workers who perform above the acceptable level.

ART AND SCIENCE IN MANAGEMENT RESEARCH

Noted researcher Thomas Kuhn, in his book The Structure of Scientific Revolutions, addresses issues associated with the state of current scientific research and the opportunities for scientific discovery. Kuhn, in his previous editions of this text, drew distinctions between mature and immature fields of study. In mature fields of study, many of the central questions of that field have been answered, and strong consensus exists among researchers regarding the fundamental assumptions of that field. Conversely, in immature fields of study, there is still a great deal of debate on major questions in the field, and gains in knowledge come sporadically. In many ways, management is an immature science. While its foundations in psychology, sociology, and other related areas give it a long and rich history, the nature of the areas of study renders it immature. That is, due to the difficulties of studying human behavior in a number of disparate settings, the study of management is still very young when compared to other fields of research (e.g., in the physical sciences). In fact, many scholars have argued that the social sciences (e.g., management research) suffer from envy of the physical sciences, in which "truths" are able to be determined through research. As such, social sciences researchers may strive to create a more "scientific" approach to their fields in order to grant them more legitimacy.

Despite its relative immaturity, some consistent answers have been developed in the field of management. In many ways this is due to the increased sophistication of management research. However, there are still a number of research gaps in management; despite our increased knowledge in some areas, there is still a great deal of disagreement and confusion in other areas. In these circumstances, the practice of management is likely to be dictated by the perspective of management as an art. Because there are no hard and fast rules in certain circumstances, individual managers' experiences and skills must guide them.

Today, much of the management research conducted in academic institutions blends the notion of management as an art and as a science. Some of these trends in management research that have pushed the field in either directionamely increased statistical sophistication and the emphasis on contextual influencesre described below.

INCREASED STATISTICAL SOPHISTICATION.

As computer technology continues to improve, the ability of management researchers to conduct sophisticated statistical analyses has also been enhanced. Powerful statistical computing packages are now readily available for desktop computers, allowing for high-speed analysis of complex statistical models. Additionally, new statistical modeling techniques, such as structural equations modeling, have gained footing in management research. Thus, management researchers are now better able to empirically test more complex research hypotheses, and management as a science is perpetuated.

The improvement in researchers' ability to analyze statistics more quickly has resulted in an increase in information about theories of management. Practicing managers may now know of certain relationships that have received strong support through decades of empirical research. Such "truths" may become guiding principles that practicing managers see as ideal solutions to a variety of situations. For instance, numerous empirical studies over several recent decades have supported the relationship between appropriate goal setting and higher work performance. This relationship has been tested in a variety of situations, with a number of contextual influences present, yet the statistical relationship holds in nearly all of them. Thus, a practicing manager may see this body of empirical research and, in a work situation, see the benefits of goal setting on performance as a scientific ideal. He or she may then implement goal setting in a number of practical situations, bolstered by the confidence afforded by decades of research supporting such actions.

Meta-analysis, in particular, is a methodological procedure that has contributed significantly to the study of management. Meta-analysis is a statistical technique that allows a researcher to combine findings from multiple studies, correct for errors in study design, and determine an "average" statistical relationship among variables. Meta-analysis first gained a foothold in management research in studies of the validity of selection techniques for different jobs in different organizations. Before the application of meta-analysis to research on the validity of different selection techniques, there was a belief in the situational specificity of these selection methods. That is, studies of the accuracy of selection techniques in predicting subsequent job performance had such disparate results that academics concluded that validity of a standardized test, for example, would differ dramatically in each selection situation (e.g., with different job applicants, in different organizations, in different geographic regions). This myth was dispelled, however, with the application of meta-analysis to the results of the collected body of research on the validity of selection methods. The use of meta-analysis established that the differences in findings were due primarily to limitations of research design, such as small sample size, unreliability of measures, and other correctable problems. When meta-analysis was applied to this group of studies, they were combined to determine that validates of selection techniques were general across jobs and organizations. Thus, the use of meta-analysis helped to establish that cognitive ability tests and structured interviews were highly valid selection methods in nearly every job.

Meta-analysis has now been applied to many different areas of management research, including training, recruitment, fairness, and many other topics. Additionally, there have been a number of refinements to the statistical corrections used in meta-analysis. This increased acceptance of and use of meta-analysis in management research supports the notion of management as a science. Meta-analysis provides for "truths" in managementelationships between variables that hold strong regardless of the people or situation involved. For instance, one consistent finding is that structured selection interviews, ones in which applicants are asked the same set of predetermined questions, and in which responses are evaluated using the same criteria, are a more valid predictor of future job performance than are unstructured interviews, in which applicants are asked different questions and responses are evaluated using different criteria. Meta-analysis has been used to establish this finding, and thus a practicing manager may use this information as a scientific "fact" when conducting selection interviews.

CONTEXTUAL INFLUENCES.

While improvements in management researchers' ability to conduct statistical analysis in their studies has promoted the notion of management as a science, in some ways it has also promoted management as an art. Because of the capability to statistically analyze and interpret larger, more complex models of behavior, researchers are now testing models with this increased complexity. In particular, there is an increased emphasis on contextual influences. That is, rather than focusing solely on how behaviors are linked to outcomes, many researchers now include individual, social, and political variables in research models to have a richer understanding of behavior. Thus, there are more complex recommendations that can be made from recent research, rather than basic "truths."

For example, one of the most prominent areas of contextual research in recent years is in person-organization fit. Person-organization fit is a part of the attraction-selection-attrition model that suggests that certain types of individuals are attracted to particular organizations, selected by those organizations, and either adapt to become an effective part of the organization, or leave if they do not fit with the organization. Person-organization fit (p-o fit) is the notion that the particular skills, attitudes, values, and preferences of an individual employee should fit with those of the organization in order for that employee to have high job satisfaction and performance. The p-o fit model indicates that this fit is likely to be as important as an assessment of applicants' abilities when hiring. Previous models of selection emphasized a strict interpretation of applicant skills, with the use of valid selection tests as most important. However, the p-o fit model indicates that, even if skills and abilities have been appropriately measured, that hiring the applicant with the best skills is not always the best course of action, but that hiring an individual who fits into the culture of the organization could be more advantageous.

This move towards including contextual influences in management research models promotes the notion of management as an art. Rather than indicating that there are specific principles and guidelines that can guide management practice, it suggests that managerial behavior should change based on the social and political context of the situation.

ART AND SCIENCE IN MANAGEMENT EDUCATION AND DEVELOPMENT

Management education and development, which attempt to prepare today's managers for organizational challenges, are guided by both the notion of management as an art and as a science. The approach to management education and development is likely to differ dramatically depending on the belief one has as to the nature of the practice of management. The perspective of management as an art assumes to some extent that a manager has a disposition or experiences that guide him or her in managerial decisions and activities. Thus, with this perspective, many managers may be successful without any formal education or training in management. The perspective of management as a science, however, would indicate that management skills can be taught through an understanding of theory and principles of management. Many of today's educational institutions and workplaces blend the notion of management as a science and an art in their approach to preparing employees for management.

Primarily, formal management education for practicing managers, such as with bachelors and masters degrees, emphasizes the science of management. Management education in today's universities primarily emphasizes management as a science. Textbooks are used in management courses for bachelors' degrees, and these texts emphasize many of the consistent findings of many decades of management research. And, as these degrees increase in popularity, it is likely that more practicing managers will have a set of established management ideals with which they operate.

While formal management education may promote management as a science, many development efforts support the notion of management as an art. To cultivate management talent, organizations offer mentoring, overseas experiences, and job rotation. These activities allow managers to gain greater social and political insight and thus rely on their own judgment and abilities to improve their management style. Much of mentoring involves behavior modeling, in which a protégé may learn nuances of managerial behavior rather than a set of specific guidelines for managing. Overseas experiences are likely to involve a great deal of manager adaptation, and the general rules by which a manager might operate in one culture are likely to change when managing workers in other countries. Finally, job rotation is a technique that requires a manager to work in a variety of settings. Again, this encourages a manager to be flexible and adaptive, and likely rely more on his or her personal skill in managing.

The foundations of management as an art and management as a science are evident in today's educational institutions and work organizations. Management as a science was primarily influenced by researchers in the area of scientific management, such as Frederick Taylor, and continues today in much of the empirical research on management issues. Management as an art has been influenced by scholars such as Henry Mintzberg and Peter Drucker, and is often evident in complex theories of management. Many scholars and practitioners blend art and science to more effectively cultivate managerial talent. This is evident in recent theories of management, research in workplaces, and education and development of managers.

COMMUNICATION PROCESS

By Arvind kumar ECE
 

Communication can best be summarized as the transmission of a message from a sender to a receiver in an understandable manner. The importance of effective communication is immeasurable in the world of business and in personal life. From a business perspective, effective communication is an absolute must, because it commonly accounts for the difference between success and failure or profit and loss. It has become clear that effective business communication is critical to the successful operation of modern enterprise. Every business person needs to understand the fundamentals of effective communication.

Currently, companies in the United States and abroad are working toward the realization of total quality management. Effective communication is the most critical component of total quality management. The manner in which individuals perceive and talk to each other at work about different issues is a major determinant of the business success. It has proven been proven that poor communication reduces quality, weakens productivity, and eventually leads to anger and a lack of trust among individuals within the organization.

The communication process is the guide toward realizing effective communication. It is through the communication process that the sharing of a common meaning between the sender and the receiver takes place. Individuals that follow the communication process will have the opportunity to become more productive in every aspect of their profession. Effective communication leads to understanding.

The communication process is made up of four key components. Those components include encoding, medium of transmission, decoding, and feedback. There are also two other factors in the process, and those two factors are present in the form of the sender and the receiver. The communication process begins with the sender and ends with the receiver.

The sender is an individual, group, or organization who initiates the communication. This source is initially responsible for the success of the message. The sender's experiences, attitudes, knowledge, skill, perceptions, and culture influence the message. "The written words, spoken words, and nonverbal language selected are paramount in ensuring the receiver interprets the message as intended by the sender" (Burnett & Dollar, 1989). All communication begins with the sender.

The first step the sender is faced with involves the encoding process. In order to convey meaning, the sender must begin encoding, which means translating information into a message in the form of symbols that represent ideas or concepts. This process translates the ideas or concepts into the coded message that will be communicated. The symbols can take on numerous forms such as, languages, words, or gestures. These symbols are used to encode ideas into messages that others can understand.

When encoding a message, the sender has to begin by deciding what he/she wants to transmit. This decision by the sender is based on what he/she believes about the receivers knowledge and assumptions, along with what additional information he/she wants the receiver to have. It is important for the sender to use symbols that are familiar to the intended receiver. A good way for the sender to improve encoding their message, is to mentally visualize the communication from the receiver's point of view.

To begin transmitting the message, the sender uses some kind of channel (also called a medium). The channel is the means used to convey the message. Most channels are either oral or written, but currently visual channels are becoming more common as technology expands. Common channels include the telephone and a variety of written forms such as memos, letters, and reports. The effectiveness of the various channels fluctuates depending on the characteristics of the communication. For example, when immediate feedback is necessary, oral communication channels are more effective because any uncertainties can be cleared up on the spot. In a situation where the message must be delivered to more than a small group of people, written channels are often more effective. Although in many cases, both oral and written channels should be used because one supplements the other.

If a sender relays a message through an inappropriate channel, its message may not reach the right receivers. That is why senders need to keep in mind that selecting the appropriate channel will greatly assist in the effectiveness of the receiver's understanding. The sender's decision to utilize either an oral or a written channel for communicating a message is influenced by several factors. The sender should ask him or herself different questions, so that they can select the appropriate channel. Is the message urgent? Is immediate feedback needed? Is documentation or a permanent record required? Is the content complicated, controversial, or private? Is the message going to someone inside or outside the organization? What oral and written communication skills does the receiver possess? Once the sender has answered all of these questions, they will be able to choose an effective channel.

After the appropriate channel or channels are selected, the message enters the decoding stage of the communication process. Decoding is conducted by the receiver. Once the message is received and examined, the stimulus is sent to the brain for interpreting, in order to assign some type of meaning to it. It is this processing stage that constitutes decoding. The receiver begins to interpret the symbols sent by the sender, translating the message to their own set of experiences in order to make the symbols meaningful. Successful communication takes place when the receiver correctly interprets the sender's message.

The receiver is the individual or individuals to whom the message is directed. The extent to which this person comprehends the message will depend on a number of factors, which include the following: how much the individual or individuals know about the topic, their receptivity to the message, and the relationship and trust that exists between sender and receiver. All interpretations by the receiver are influenced by their experiences, attitudes, knowledge, skills, perceptions, and culture. It is similar to the sender's relationship with encoding.

Feedback is the final link in the chain of the communication process. After receiving a message, the receiver responds in some way and signals that response to the sender. The signal may take the form of a spoken comment, a long sigh, a written message, a smile, or some other action. "Even a lack of response, is in a sense, a form of response" (Bovee & Thill, 1992). Without feedback, the sender cannot confirm that the receiver has interpreted the message correctly.

Feedback is a key component in the communication process because it allows the sender to evaluate the effectiveness of the message. Feedback ultimately provides an opportunity for the sender to take corrective action to clarify a misunderstood message. "Feedback plays an important role by indicating significant communication barriers: differences in background, different interpretations of words, and differing emotional reactions" (Bovee & Thill, 1992).

The communication process is the perfect guide toward achieving effective communication. When followed properly, the process can usually assure that the sender's message will be understood by the receiver. Although the communication process seems simple, it in essence is not. Certain barriers present themselves throughout the process. Those barriers are factors that have a negative impact on the communication process. Some common barriers include the use of an inappropriate medium (channel), incorrect grammar, inflammatory words, words that conflict with body language, and technical jargon. Noise is also another common barrier. Noise can occur during any stage of the process. Noise essentially is anything that distorts a message by interfering with the communication process. Noise can take many forms, including a radio playing in the background, another person trying to enter your conversation, and any other distractions that prevent the receiver from paying attention.

Successful and effective communication within an organization stems from the implementation of the communication process. All members within an organization will improve their communication skills if they follow the communication process, and stay away from the different barriers. It has been proven that individuals that understand the communication process will blossom into more effective communicators, and effective communicators have a greater opportunity for becoming a success.

Basic Block Diagram of A Communication System

The System is composed of the following functional Blocks:

(1) The Transmitter

where this process here includes encoding,compression and error correcting operations,modulation process if some type of carrier to be used.

   

(2) The Channel

where this refers to the available media like transmission lines,fiber cables,the radio frequency spectrum over which the information coming from a transmitter actually propagates or travels to a particular receiver.

(3) The Receiver

where the receiver performs the processes: decoding,decompressing,comparing error correction codes,demodulating the radio signal to seperate it from any carrier that was used.

(4) The Noise

the noise is generally normal in communication process.we cannot prevent it but we can minimize it. when you say noise this is unwanted form of a signal that disturbs ,interferes and affects the wanted signal in the communication process.