<2.6 COMMUNICATION>

--EFFECTIVE COMMUNICATION--

--FORMAL VS INFORMAL--

--FORMAL--

FORMAL COMMUNICATION refers to the communication of information within an organisation that is conducted through OFFICIAL CHANNELS (Meaning those that are allowed to be used by the firm).

--INFORMAL--

INFORMAL ('GRAPEVINE') COMMUNICATION refers to the communication of information within an organisation that is conducted through UNOFFICIAL CHANNELS such as people from different departments talking about work- and non-work-related matters during their lunch break together.

--METHODS OF COMMUNICATION--

--i) VERBAL COMMUNICATION--

FACE TO FACE

TELEPHONE

VIDEO-CONFERENCE

--BENEFITS--

(+) INFORMATION CAN BE GIVEN OUT QUICKLY. VERY EFFECTIVE WHEN COMMUNICATING TO A LARGE GROUP OF PEOPLE
(+) OPPORTUNITY FOR IMMEDIATE TWO-WAY FEEDBACK
(+) CAN REINFORCE MESSAGE USING ‘BODY LANGUAGE’, ‘FACIAL EXPRESSION’, ‘APPEARANCE’, ‘TONE’ ETC..

--LIMITATIONS--

(-) USUALLY ONLY A SMALL PORTION OF THE MESSAGE CAN BE REMEMBERED ACCURATELY
(-) IN A BIG MEETING IT IS HARD TO CONFIRM UNDERSTANDING
(-) ACCENTS, SLANG, SPEED etc may make the message UNINTELLIGAIBLE.
(-) FEEDBACK CAN TAKE A LONG TIME TO RECEIVE AND MAY REQUIRE RECONFIRMATION IF ACCENTS ARE STRONG
(-) DOES NOT GIVE A PERMANENT RECORD OF A MESSAGE

--TASK--

--JUSTIFY USING AT LEAST 3 OF THE BENEFITS OF VERBAL COMMUNICATION ABOVE WHY WARNINGS GIVEN TO STUDENTS ABOUT BAD BEHAVIOUR ARE USUALLY DONE VERBALLY FACE-TO-FACE RATHER THAN IN A WRITTEN FORM [6]--

--ii) WRITTEN COMMUNICATION--

REPORTS/NOTICES

E-MAILS

MESSAGING

--BENEFITS--

(+) PROVIDES ‘HARD EVIDENCE’ OF THE MESSAGE SO ANY FUTURE DISAGREEMENTS CAN EASILY BE SETTLED
(+) CAN BE KEPT AND REFERRED TO AGAIN AND AGAIN ESPECIALLY HELPFUL IF THE MESSAGE IS LONG AND DETAILED
(+) CAN EASILY BE COPIED MANY TIMES AND SENT TO MANY PEOPLE

--LIMITATIONS--

(-) IN THE CASE OF NOTICES THERE ARE NO OPPORTUNITY FOR DIRECT FEEDBACK SO IT CAN BE HARD TO KNOW WHETHER THE MESSAGE HAS BEEN RECEIVED AND UNDERSTOOD
(-) LANGUAGE USED COULD BE COMPLEX AND THE RECEIVER HAS NO IMMEDIATE WAY OF GETTING A SIMPLER EXPLANATION
(-) LANGUAGE USED COULD BE FOREIGN THE RECEIVER HAS NO IMMEDIATE WAY OF GETTING A TRANSLATION.
(-) NO BODY LANGUAGE IS USED SO EVEN A MESSAGE WRITTEN WITH THE BEST INTENTIONS COULD COME ACROSS ABRUPT AND UNFRIENDLY

--TASK--

--JUSTIFY USING ATLEAST 3 OF THE BENEFITS OF WRITTEN COMMUNICATION ABOVE WHY PROGRESS REPORTS GIVEN TO STUDENTS ARE MOST OFTEN DONE IN WRITTEN FORM AND NOT VERBALLY--

--iii) VISUAL COMMUNICATION--

INFOGRAPHICS

CHARTS/DIAGRAMS

MAPS

--BENEFITS--

(+) PRESENTS INFORMATION IN AN ATTRACTIVE WAY.
(+) CAN MAKE A WRITTEN MESSAGE MORE CLEAR
(+) HAS NO MAJOR LANUGUAGE BARRIERS.

--LIMITATIONS--

(-) THERE IS NO FEEDBACK OPPORTUNITY

(-) GRAPHS AND CHARTS CAN BE COMPLEX AND HARD TO INTERPRET

--TASK--

--JUSTIFY USING ATLEAST 3 OF THE BENEFITS OF VISUAL COMMUNICATION ABOVE WHY FIRE ESCAPE ROUTES ARE MOST OFTEN DONE IN VISUAL FORM AND NOT IN VERBAL OR WRITTEN-FORMS--

--iv) ELECTRONIC COMMUNICATION--

MESSAGING ETC

FORUMS/BLOGS

E-MAIL

--BENEFITS--

(+) SENDS INSTANTANEOUSLY.
(+) GLOBAL REACH.
(+) VERY CHEAP.
(+) INSTANT FEEDBACK.
(+) BOTH TEXT AND VIDEO POSSIBLE.
(+) PERMANANT RECORD.

--LIMITATIONS--

(-) IN THE CASE OF E-MAILS ETC THERE IS NO OPPORTUNITY TO USE BODY LANGUAGE*

(-) NO SOCIAL INTERACTIONS CAN MEAN A LACK OF WORK CULTURE.

(-) NOT EVERYONE FEELS COMFORTABLE INTERACTING WITH NEW TECH.

(-) CAN LEAD TO OVER USE AND IMPORTANCE OF MESSAGE LOST.

(-) EYE STRAIN & HEADACHES

*😄🤣😭🥰

--TASK--

--JUSTIFY USING ATLEAST 3 OF THE BENEFITS + 3 LIMITATIONS OF USING ELECTRONIC COMMUNICATION WHEN 'BREAKING UP WITH YOUR BF/GF --

--HOW TO CHOOSE?--

Managers will consider these factors before deciding on the best communication method:
- - - "Do I need a signature?"
    - "Must I receive feedback?"
    - "Must I follow-up with a second method?"
    - "Must I get an immediate reply?
    - "How much time and money will I spend using this method?"
    - "How much detail must I convey in the message?"
    - "Is it possible to travel quickly for face-to-face?"
    - "Is it safe, given the environment' to frequently travel?"
    - ...

--TASK--

Using the considerations listed above complete this sentence below, explain why it is often the best method, using the 'How to choose' questions above as a guide.

"When TES HR offers a job to a new teacher we will nearly always decide to E-MAIL the offer with a pdf attachment of the contract as well as other documents detailing the expectations and responsibilities of the role to the teacher. In addition we will offer our time via e-mail, phone or even google meet. The reasons we choose this method of communication for this specific task, are the following,...."

--TASK--

Imagine you are the headmaster at TES and you wish to hire a new teacher, answer all of the questions above and decide on the best method(s) of communication.
"In order to hire a new teacher we definitely need a signature on the contract, so the method must allow for feedback in addition..."

--BARRIERS TO COMMUNICATION--

--BARRIERS & REMEDIES--

--TASK 1--

Identify at least one problem with each stage of effective communication within the business studies classroom and suggest at least one solution

"As the sender of much of the communication within the business classroom, Mr. Bounous tends to use face to face verbal communication but he often mumbles his words plus his accent is sometimes hard to understand. In terms of the medium..., receiver, as finally as for feedback...etc.....,..

As as solution I would suggest..."

--ATTITUDE OF SENDER/RECIEVER--

--ATTITUDE OF SENDER--

Arrogance or Condescension:

If the sender appears dismissive, arrogant, or condescending, the receiver may feel undervalued or offended, leading to resistance or disengagement.

Example: A manager giving feedback in a sarcastic tone may discourage an employee from taking it seriously.

Lack of Empathy:

A sender who fails to consider the receiver's perspective, emotions, or needs may communicate in a way that feels irrelevant or insensitive.

Example: A teacher dismissing a student's concern without understanding their struggle can hinder learning.

Closed-Mindedness:

If the sender is unwilling to adapt or consider alternative viewpoints, their message may come across as rigid or authoritarian.

Example: A parent refusing to listen to a teenager’s opinion might shut down meaningful dialogue.

--ATTITUDE OF RECIEVER--

Arrogance or Condescension:

If the sender appears dismissive, arrogant, or condescending, the receiver may feel undervalued or offended, leading to resistance or disengagement.

Example: A manager giving feedback in a sarcastic tone may discourage an employee from taking it seriously.

Lack of Empathy:

A sender who fails to consider the receiver's perspective, emotions, or needs may communicate in a way that feels irrelevant or insensitive.

Example: A teacher dismissing a student's concern without understanding their struggle can hinder learning.

Closed-Mindedness:

If the sender is unwilling to adapt or consider alternative viewpoints, their message may come across as rigid or authoritarian.

Example: A parent refusing to listen to a teenager’s opinion might shut down meaningful dialogue.

--PHYSICAL ENVIRONMENT--

The location of the sender and/or receiver may make communicating verbal messages impossible, such as a construction site, or if there are too many people talking at once.
Do you think talking when the teacher is talking helps communication within the classroom???? Hmmmmmm!!! Do you!!!!?????? PTSD!!!!!

--CULTURE--

--REDUCING BARRIERS--

--SIX STEPS--

Ensure the message is clear and precise but adequately detailed.
Keep the communication channel short, for example by having as few intermediaries as possible between the original transmitter and the eventual receiver of the message.
Make sure that the method of communication used is appropriate for the information to be transmitted and the culture of the receiver.
Ensure feedback is part of the communication process so that problems with receipt or understanding of the message can be checked quickly.
Establish trust between senders and receivers – this could be most easily achieved in a business where the culture is to accept all employees as being important and as having useful contributions to make.
Ensure that physical conditions are appropriate so that messages can be heard or received effectively.

--TASK--

Not surprisingly when the Janitor tried to explain how to download a new piece of hi-tech software in his very strong accent to Phase 3 teachers by firstly shouting instructions from his megaphone from Phase 1 to Phase 2, then asking his equally strong-accented colleague in phase 2 to do the same from Phase 2 to Phase 3, the message failed to be delivered and he didn't even know.
Can you identify the obvious barriers to communication in this scenario and resolve them using some of the six steps above?

--MODEL ANSWER--

'Firstly the janitor would likely not be qualified and this would result in a lack of trust between the sender and the receiver, secondly the fact that it is hi tech difficult instructions the use of verbal communication would be inappropriate as it would be very difficult to remember and could not be referred back to, in addition the use of heavy accents and megaphones may make it difficult to understand and as it passes through two people ethe message may become distorted. Finally, there is no method of feedback from the teachers to the Janitor so they will have no idea whether the instructions were understood. As such as a solution I would suggest that the message is sent by the IT technician so that the teachers trust the sender's knowledge, using an e-mail to Phase 3 staff, with a pdf attachment detailing how to install the software and allow for messaging for any technical issues that may arise.

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