Why is context an important part of the communication process?

Answer 1

LEVELS OF COMMUNICATION

Phatic Communication: Using conventional messages to establish rapport, to break the ice, and/or to end a conversation. You might hug, kiss, shake hands, bow, smile, make eye contact, and face one another. We exchange pleasantries by using cliches. Clichés are overused expressions that have lost their original (content) meanings and have taken on new relational meanings. We expect phatic communication at the beginning and end of every conversation, regardless of our feelings about a person.

Examples: Hello. How are you?
I'm fine. How are you?
Hi. Paper or plastic?
Thanks for coming. Have a nice day.
You're welcome.

Factual communication: Using events, making observations, offering knowledge to others in a manner which can be called chit chat or small talk. At business parties, we rely upon factual communication to network, to schmooze, and to work the room. Factual communication includes reporting what you've read in a textbook, what you've studied for a test, showing pictures of your children, and exchanging biographical information about yourself. Factual communication is relatively safe and most do this well.

Examples: I'm majoring in business administration.
I'm married with three children, two sons and one daughter.
Did you watch the Basketball game last night?
What did we do in class last Friday?

Evaluative communication: Offering opinions, ideas and judgments to others. This is risky business because the odds are that others will reciprocate with their own evaluations, which may be different from yours. When people consistently use evaluative communication, they must be prepared for eventual conflict. Many U.S. Americans enjoy sharing at this level and feel that disagreeing with others is useful and invigorating. Unfortunately, many of us don't use evaluative communication with a high level of competence. It's important to consider the value of critical and creative thinking, as well as the relational meanings of messages that are exchanged. When using evaluative communication, consider carefully the importance of descriptive, provisional, and responsible expressions. Strive to avoid cautionary language, sarcasm, and nonverbal put-downs (e.g., rolling your eyes in response to another's comments).

Examples: Of all my children, my daughter is the better athlete.
I thought that movie was excellent, particularly with the surprising ending.
I'm not convinced that your argument is well supported.
I agree with you!

Gut-level communication:involves sharing our emotions and feelings with another. We are sharing our very essence when we allow others to know our heart. This is risky business! Societies place constraints upon the specific emotions which can be conveyed (e.g., It's good to express love; it's bad to express hatred). We also have rules about when and how feelings can be expressed ("That was the wrong time and place for arguing with your spouse.")

Emotional intelligence involves interpersonal competencies including self-awareness, self control, flexibility and empathy.

Examples: I deeply appreciate your thoughtfulness and generosity in helping me earlier.
I'm so frustrated with you!
I'm wish that I hadn't called you that name. I hope that you'll forgive me.
He called me! I'm so excited to see him again!

Peak communication: Coming together with another in an extraordinary way. Two individuals who are gut leveling experience a transformation when they are sharing the exact same emotion with the same level of intensity. This is also called, "communal-level communication." It's as if, for the moment, two souls merge into one. Peak communication is rare, even among close friends and family members.

Examples: I love you. I love you too.
I'm so angry with you. I'm so angry with you as well.
I'm glad that we were able to fight long enough to get this resolved. Yes, I feel exactly the same way, glad that we communicated collaboratively.
I'm scared. I'm scared too.

PROCESS OF COMMUNICATION

Encoding process-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.

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.

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.

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.

FORMS OF COMMUNICATION

1.Verbal communication: which includes:

a) Oral communication such as talking to oneself, dialogue, discussion between two people, telephone calls.

b) Visual communication such as maps, graphic, traffic signals, advertisement …etc.

c) Written communication such as memos, letters reports, papers.

d) Electronic which is communication facilitated by an interface with a computer, modem, telephone fax, E-mail

2.Non-verbal communication: Such as body movement facial expression and voice etc.