unit i introduction, part 1 pptshow

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TSM 1301 CommunicationUnit I: Introduction



TSM 1301 CommunicationObjectivesAt the conclusion of this course, participants will be able to:

Describe “effective workplace” communication.

Describe the communication cycle.

Identify potential blocks (and antidotes) to effective communication.

Select appropriate communication channels.

Distinguish between grammar and usage.

Describe parts of speech and their function in the sentence.

Find resources for frequent infrastructure issues, i.e. common grammar and usage problems.

Identify purpose and audience for written and oral communication.

Determine appropriate organization for ideas.

Use editing tools for mechanics and content.

Apply effective email practices.

Plan for effective oral communication.



Unit I: Introduction CourseObjectives

Describe the communication cycle.

Identify potential blocks and potential antidotes toeffective communication.

Describe the effectiveness criteria and relevance to

written and oral communication.Review listening and feedback.

Select appropriate communication channels.



I know you believe you understandwhat you think I said, but I’m not

sure you realize that what youheard is not what I meant.



Our Strange Language

We’ll begin with a box and the plural is boxes,

But the plural of ox is oxen, not oxes.

Then, one fowl is a goose, but two are called geese,

Yet the plural of moose should never be meese.

You find a lone mouse or a whole set of mice,

Yet the plural of house is houses, not hice.

If the plural of man is always called men,

Why should the plural of pan be called pen?



If I speak of a foot and you show me your feet,

And I give you a boot, would a pair be called beet?

If one is a tooth and a whole set are teeth,

Why shouldn’t the plural of booth be called beeth?

Then one may be that, and three would be those,

Yet hat in the plural wouldn’t be hose.

We speak of brother and also say brethren,

But though we say Mother, we never say methren.

Then the masculine pronouns are he, his, and him,

But imagine the feminine she, shis, and shim.

So English, I fancy you all will agree,

Is the funniest language you ever did see.



The CommunicationModel

Sender Receiver

Message

Response

Filters

Noise Noise

Effective communication occurs when the receiver interprets the sender’s message in the same way itis intended.

This means mutual understanding, not necessarily



Miscommunication

Place: Center Harbor, MaineSenders: small crowd on shoreReceiver: avid sailor, Walter CronkiteReceiver heard: “Hello, Walter, HelloWalter!”Senders yelled: “Low water, low water!”



Analysis of CommunicationProcess

Sender hasidea

→→→→(Small crowd onshore)

Sender encodesmessage→→→→(“Low water!”)

Channelcarriesmessage→→→→(Messagedistorted)

Receiver decodesmessage

_________ (Hello,Walter!”)



Barriers to Communication

Sender and Receiver frames of reference(perceptions, educational levels, culture)

Language itself ( accents, word ambiguity, jargon)

Listening skills (selective, reactive vs active)

Emotional interference (biases, egos,

resistance)Physical barriers (actual noise, non-verbals,location, timing)



What’s Next? Part 2?How we communicate:

Words

Tone

Body Language

Effectiveness criteriaFeedback and Listening

Oral Communication

“I” and “You” messages

Behaviors of an effective communicator

Making the choice: Written? Oral?

unit i introduction, part 1 pptshow

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