PROJECT ON INTRODUCTION TO COMMUNICATION

Submitted to : by: Arandhara

Submitted Kanchana

M.Sc. Electronic Media 1 t Seme ter

ACKNO!"E#$EMENT
BETWEEN THE CONCEPTION AND THE CREATION, BETWEEN THE EMOTION AND THE RESPONSE, BETWEEN THE HARD WORK AND THE RESULT, LIES MY THANKS TO YOU.
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There are many persons who have contributed their knowledge, insight and guidance creating this project. This is an occasion to express our heart-felt gratitude to all of them. We are heartily thankful to _____________________ for his kind support and guidance We are also thankful to our friends for their support, cooperation and guidance.

KANC%ANA ARAN#%ARA

Table o& Content

!hat i communication'

(m)ortance o& communication Ty)e o& communication Model o& communication Theorie o& Communication

Element o& Communication

Communication Proce *arrier o& Communication Tool E o& Communication

ential o& E&&ecti+e Communication

E&&ecti+e !ritten Communication Conclu ion *iblio,ra)hy

!%AT (S COMM-N(CAT(ON'
The word communication is derived from the atin noun !communis" and the atin verb !communicate" that means !to make common". #ommunication is a process of transferring information from one entity to another. #ommunication processes are sign-mediated interactions between at least two agents which share a repertoire of signs and semiotic rules. #ommunication is commonly defined as $the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs$. %lthough there is such a thing as one-way communication, communication can be perceived better as a two-way process in which there is an exchange and progression of thoughts, feelings or ideas &energy' towards a mutually accepted goal or direction &information'. #ommunication is a process whereby information is enclosed in a package and is channeled and imparted by a sender to a receiver via some medium. The receiver then decodes the message and gives the sender a feedback. %ll forms of communication re(uire a sender, a message, and a receiver. #ommunication re(uires that all parties have an area of communicative commonality. There are auditory means, such as speech, song, and tone of voice, and there are nonverbal means, such as body language, sign language, paralanguage, touch, eye contact, and writing.

(MPORTANCE O. COMM-N(CAT(ON
#ommunication is important for both for an individual and also for the society. % person"s need for communication is as strong and as basic as the need to eat, sleep and love. #ommunication is the re(uirement of social existence and a resource in order to engage in the sharing of experiences, through !symbol mediated interaction". )solation is in fact the severest punishment for human being.

The basic human need for communication can perhaps be traced to the process of mankind"s evolution from lower species. %nimals, for instance, have to be in sensory communication with their physical and biological surroundings to find food, protect themselves and reproduce their species. % loss of sensation-the inability to hear a predator for instance can mean loss of life. *ssentially, the primary function of communication is to inform, educate, entertain and persuade people. +ollowing are the basic functions of communications,

Education and (n truction / This function of education starts early in life, at home and in school and continues throughout life. #ommunication provides knowledge, expertise, and skills for smooth functioning by people in the society. )t creates awareness and gives opportunity to people to actively participate in public life. (n&ormation 0 -uality of our life will be poor without information. The more informed we are the more powerful we become. #ommunication provides information about our surroundings. )nformation regarding wars, danger, crisis, famine etc. are important for the safety and well being of our life. Entertainment 0 To break the routine life and divert our attention from the stressful life we lead today, entertainment is an essential part of everybody"s life. #ommunication provide endless entertainment to people through films, television, radio, drama, music, literature, comedy, games etc. #i cu ion / .ebates and discussions clarify different viewpoints on issues of interest to the people. Through communication, we find out reasons for varying viewpoints and impart persons through certain signs and symbols.

Per ua ion 0 )t helps in reaching for a discussion on public policy so that it is helpful to govern the people. Though it is possible, that one can resort to persuasion for a bad motive. Thus, the receiver must be careful about the source of persuasion. Cultural )romotion 0 #ommunication provides an opportunity for the promotion and preservation of culture and traditions. )t makes the people fulfill their creative urges. (nte,ration 0 )t is through communication that a large number of people across countries come to know about each other"s traditions and appreciate each other"s ways of life. )t develops integration and tolerance towards each other.

T1PES O. COMM-N(CAT(ON
#ommunication of information, messages, opinions, speech and thoughts can be done via different forms of modern communication media, like, e-mail, telephone and mobile. /ome of the basic ways of communication are by speaking, singing, sign language, body language, touch and eye contact. These basic ways of communication are used to transfer information from one entity to other. There are many different types of communication but they can be classified into six basic types of communication. These six types of communication are as follows, 2erbal Communication 0erbal communication includes sounds, words, language and speaking. anguage is said to have originated from sounds and gestures. There are many languages spoken in the world. The bases of language formation are, gender, class, profession, geographical area, age group and other social elements. /peaking is an effective way of communicating and is again

classified into two types vi1. interpersonal communication and public speaking. 2ood verbal communication is an inseparable part of business communication. )n a business, you come across people from various ages, cultures and races. +luent verbal communication is essential to deal with people in business meetings. %lso, in business communication self-confidence plays a vital role which when clubbed with fluent communication skills can lead to success. 3ublic speaking is another verbal communication in which you have to address a group of people. 3reparing for an effective speech before you start is important. )n public speaking, the speech must be prepared according to the type of audience you are going to face. The content of your your speech should be authentic and you must have enough information on the topic you have chosen for public speaking. %ll the main points in your speech must be highlighted and these points should be delivered in the correct order. There are many public speaking techni(ues and these techni(ues must be practiced for an effective speech. Non02erbal Communication 4on-verbal communication involves physical ways of communication, like, tone of the voice, touch, smell and body motion. #reative and aesthetic non-verbal communication includes singing, music, dancing and sculpturing. /ymbols and sign language are also included in non-verbal communication. 5ody language is a non-verbal way of communication. 5ody posture and physical contact convey a lot of information. 5ody posture matters a lot when you are communicating verbally to someone. +olded arms and crossed legs are some of the signals conveyed by a body posture. 3hysical contact, like, shaking hands, pushing, patting and touching expresses the feeling of intimacy. +acial expressions, gestures and eye contact are all different ways of communication. 6eading facial expressions can help you know a person better.

!ritten Communication Written communication is writing the words which you want to communicate. 2ood written communication is essential for business purposes. Written communication is practiced in many different languages. *-mails, reports, articles and memos are some of the ways of using written communication in business. The written communication can be edited and amended many times before it is communicated to the second party to whom the communication is intended. This is one of the main advantages of using writing as the major means of communication in business activity. Written communication is used not only in business but also for informal communication purposes. 7obile /7/ is an example of informal written communication. 2i ual communication The last type of communication out of the four types of communication, is the visual communication. 0isual communication is visual display of information, like, topography, photography, signs, symbols and designs. Television and video clips are the electronic form of visual communication. (ntra0)er onal communication This implies individual reflection, contemplation and meditation. 8ne example of this is transcendental mediation. %ccording to the experts this type of communication encompasses communicating with the divine and with spirits in the form of prayers and rites and rituals. (nter)er onal communication This is direct, face-to-face communication that occurs between two persons. )t is essentially a dialogue or a conversation between two or more people. )t is personal, direct, as well as intimate and permits maximum interaction through words and gestures. )nterpersonal communications maybe,

+ocused )nteractions , This primarily results from an actual encounter between two persons. This implies that the two persons involved are completely aware of the communication happening between them. 9nfocused interactions , This occurs when one simply observes or listens to persons with whom one is not conversing. This usually occurs at stations and bus stops, as well as on the street, at restaurants, etc. 4on verbal communication skills , This includes aspects such as body language, gestures, facial expressions, eye contact, etc., which also become a part of the communicating process: as well as the written and typed modes of communications.

MO#E"S O. COMM-N(CAT(ON
Shannon and Communication !ea+er3 Model o&

)nformation /ource ;;< 7essage /ent Transmitter ;;< /ignal /ent /ources of 4oise ;;< /ignal 6eceived 6eceiver ;;< 7essage 6eceived .estination #laude /hannon was a research scientist at 5ell Telephone #ompany trying to achieve maximum telephone line capacity with minimum distortion. =e had never intended for his mathematical theory of signal transmission for anything but telephones. 5ut when Warren Weaver applied /hannon>s concept of information loss to interpersonal communication, one of the most popular models of communication was created. %ccording to /hannon and Weaver>s model &as seen above', a message begins at an information source, which is relayed through a transmitter, and then sent via a signal towards the receiver. 5ut before it reaches the receiver, the message must

go through noise &sources of interference'. +inally, the receiver must convey the message to its destination. /uppose you have an idea in your head &information source' that you want to tell someone about. ?ou must first move the idea from your brain to your mouth &transmitter'. /ince you cannot actually share your gray matter, you must select words for your transmitter to use. 8nce you speak, your voice &signal' is carried through the air toward the listener>s ear &receiver'. %long the way, your signal is joined by a myriad of other sounds and distractions &noises'. The receiver then takes everything it receives and tries to maximum the message and minimi1e the noise. +inally, the receiver conveys its message to the other person>s mind &destination'. /hannon and Weaver>s model clearly demonstrates why even the simplest communications can be misunderstood. Transmitting a signal across additional media only adds to the complexity of the communication and increases the chance for distortion. )t is suddenly easier to understand why other people just can>t grasp what we already know.

SMCR MO#E"
This is the basic communications model, identified in @ABA by /hannon and Weaver, that distinguishes something of what happens between the person speaking &Cwriting, etc.' and the person listening &Cwatching, etc.'. Se4uence The basic se(uence of the model is /ource ;< 7essage ;< #hannel ;< 6eceiver Source The source is the start of the communication, the person who encodes the message and transmits it to the receiver. Me a,e The message is the package or packages of meaning that contain the intent from the source. The message is what the

source wants the receiver to hear and understand in a particular way. %s we cannot connect minds together, we have to translate the intent of the source into an encoded message that &it is hoped' the receiver can translate with reasonable accuracy. Channel The channel is the medium through which the message is transmitted. This may be some form of controlled media such as television adverts or newspaper articles. )t may also be a more direct channel, such as telephone or face-to-face. The channel can have several parts, for example where ) ask someone to communicate something, who then emails a friend who tells the receiver the message. The channel must plug into the receiver>s sensory system, and hence may use sight, sound, touch, taste or smell. Recei+er The receiver is the person who is at the other end of the communication. They may be actively seeking to receive the message or may be surprised by it. They may be the intended target or just someone who is within receiving range. They will decode the message and create their own meaning.

"a 5ell Model

3olitical scientist =arold aswell, writing in @ABD, posed the (uestion, EWho says what in which channel with what effectFG =is model includes considerations of a variety of factors being considered to determine the impact of a communication. #onsidering that the previous ten years had witnessed such speakers as %dolph =itler and Winston #hurchill communicating both live and over radio, it is not surprising that a more sophisticated model would appear, nor that a political scientist would deliver it. To illustrate the significance of each element of the model, try visuali1ing what effect some dynamic speaker would have if the medium were print, or what would happen if the audience didn"t speak the same language.

Schramm6 Model
The models previously introduced were all created by individuals interested in communication as an element of some other field of study. Wilbur /chramm &@AHB' began studying communication as an independent discipline. =e developed several models for addressing different (uestions. 8ne contribution /chramm made was to consider the fields of experience of the sender and receiver. The sender encodes the message, based upon the sender"s field of experience. The user"s field of experience guides decoding. )f there is no commonality in the sender"s and receiver"s field of experience, then communication does not take place. The extent to which the signal is correctly decoded &that is, decoded so that it is the same as the original message prior to decoding' depends on the extent of the overlap of the two fields of experience.

+or instance, a lecture on neurophysiology delivered to an audience of sixth graders may result in little or no communication. The lecturer has background knowledge of chemistry and biology, and beyond that very speciali1ed knowledge of biochemical processes in the nervous system. The audience would lack the vocabulary, if nothing else, to make sense of the information. There are many ideas in this model that should apply for examination of communication under a wide variety of circumstances. +igure +our illustrates this modelIthe colored overlapping ovals represent the fields of experience of the sender and receiver.

T%EOR(ES O. COMM-N(CAT(ONS
(7 C"ASS(CA" T%EOR(ES
%uthoritarian Theory %ccording to this theory, mass media, though not under the direct control of the /tate, had to follow its bidding. 9nder an %uthoritarian approach in Western *urope, freedom of thought was jealously guarded by a few people &ruling classes', who were concerned with the emergence of a new middle class and

were worried about the effects of printed matter on their thought process. /teps were taken to control the freedom of expression. The result was advocacy of complete dictatorship. The theory promoted 1ealous obedience to a hierarchical superior and reliance on threat and punishment to those who did not follow the censorship rules or did not respect authority. #ensorship of the press was justified on the ground that the /tate always took precedence over the individual>s right to freedom of expression. This theory stemmed from the authoritarian philosophy of 3lato &BJK - LMK 5.#', who thought that the /tate was safe only in the hands of a few wise men. Thomas =obbes &@HDD - @NKA', a 5ritish academician, argued that the power to maintain order was sovereign and individual objections were to be ignored. *ngel, a 2erman thinker further reinforced the theory by stating that freedom came into its supreme right only under %uthoritarianism. The world has been witness to authoritarian means of control over media by both dictatorial and democratic governments. "ibertariani m or .ree Pre Theory

This movement is based on the right of an individual, and advocates absence of restraint. The basis of this theory dates back to @Kth century *ngland when the printing press made it possible to print several copies of a book or pamphlet at cheap rates. The /tate was thought of as a major source of interference on the rights of an individual and his property. ibertarians regarded taxation as institutional theft. 3opular will &vox populi' was granted precedence over the power of /tate. %dvocates of this theory were ao T1u, an early @Nth century philosopher, Oohn ocke of 2reat 5ritain in the@Kth century, Oohn 7ilton, the epic poet &$%eropagitica$' and Oohn /tuart 7ill, an essayist &$8n iberty$'. 7ilton in %eropagitica in @NBB, referred to a self righting process if free expression is

permitted $let truth and falsehood grapple.$ )n @KDA, the +rench, in their .eclaration 8f The 6ights 8f 7an, wrote $*very citi1en may speak, write and publish freely.$ 8ut of such doctrines came the idea of a $free marketplace of ideas.$ 2eorge 8rwell defined libertarianism as $allowing people to say things you do not want to hear$. ibertarians argued that the press should be seen as the +ourth *state reflecting public opinion. What the theory offers, in sum, is power without social responsibility. Social Re )on ibility Theory 0irulent critics of the +ree 3ress Theory were Wilbur /chramm, /iebert and Theodore 3aterson. )n their book +our Theories 8f 3ress, they stated $pure libertarianism is anti(uated, outdated and obsolete.$ They advocated the need for its replacement by the /ocial 6esponsibility theory. This theory can be said to have been initiated in the 9nited /tates by the #ommission of The +reedom 8f 3ress, @ABA. The commission found that the free market approach to press freedom had only increased the power of a single class and has not served the interests of the less well-off classes. The emergence of radio, T0 and film suggested the need for some means of accountability. Thus the theory advocated some obligation on the part of the media to society. % judicial mix of self regulation and state regulation and high professional standards were imperative. /ocial 6esponsibility theory thus became the modern variation in which the duty to one$s conscience was the primary basis of the right of free expression. So+iet Media8Communi t Theory This theory is derived from the ideologies of 7arx and *ngel that $the ideas of the ruling classes are the ruling ideas$. )t was thought that the entire mass media was saturated with bourgeois ideology. enin thought of private ownership as

being incompatible with freedom of press and that modern technological means of information must be controlled for enjoying effective freedom of press. The theory advocated that the sole purpose of mass media was to educate the great masses of workers and not to give out information. The public was encouraged to give feedback as it was the only way the media would be able to cater to its interests. Two more theories were later added as the $four theories of the press$ were not fully applicable to the non-aligned countries of %sia, %frica and atin %merica, who were committed to social and economic development on their own terms. The two theories were, #e+elo)ment Communication Theory The underlying fact behind the genesis of this theory was that there can be no development without communication. 9nder the four classical theories, capitalism was legitimi1ed, but under the .evelopment communication theory, or .evelopment /upport #ommunication as it is otherwise called, the media undertook the role of carrying out positive developmental programmes, accepting restrictions and instructions from the /tate. The media subordinated themselves to political, economic, social and cultural needs. =ence the stress on $development communication$ and $development journalism$. There was tacit support from the 94*/#8 for this theory. The weakness of this theory is that $development$ is often e(uated with government propaganda. #emocrati9ation8#emocratic Partici)ant Media Theory This theory vehemently opposes the commerciali1ation of modern media and its top-down non-participant character. The need for access and right to communicate is stressed. 5ureaucratic control of media is decried.

:7 MA$(C *-""ET8 %1PO#ERM(C ST(M-"-S RESPONSE T%EOR1

NEE#"E8

5efore the first World War, there was no separate field of study on #ommunication, but knowledge about mass communication was accumulating. %n outcome of World War ) propaganda efforts, the 7agic 5ullet or =ypodermic 4eedle Theory came into existence. )t propounded the view that the mass media had a powerful influence on the mass audience and could deliberately alter or control peoples> behaviour. Plapper &@ANJ' formulated several generali1ations on the effects of mass media. =is research findings are as follows, $7ass-media ordinarily does not serve as a necessary and sufficient cause of audience effect, but rather functions through a nexus of mediating factors and influences. These mediating factors render mass-communication as a contributory agent in a process of reinforcing the existing conditions.$ The main mediating factors which he considers responsible for the functions and effects of mass communications are - selective exposure i.e., people>s tendency to expose themselves to those mass communications which are in agreement with their attitudes and interests: and - selective perception and retention i.e., people>s inclination to organi1e the meaning of mass communication messages into accord with their already existing views.

;7 T!O STEP ."O! T%EOR1

)n the early BJ$s, before the invention of television, a1arsfeld, 5erelson and 2oudet conducted an %merican survey on mass campaigns. The study revealed that informal social relationships had played a part in modifying the manner in which individuals selected content from the media campaign. The study also indicated that ideas often flowed from the radio and newspapers to opinion leaders and from them to the less

active sections of society. Thus, informal social groups have some degree of influence on people and mould the way they select media content and act on it.

<7 ONE STEP ."O! T%EOR1

This theory simply stated that mass communication media channels communicate directly to the mass audience without the message being filtered by opinion leaders.

=7 M-"T( STEP ."O! T%EOR1

This was based on the idea that there are a number of relays in the communication flow from a source to a large audience.

>7 -SES AN# $RAT(.(CAT(ON T%EOR1

This theory propounded by Pat1 in @AKJ, is concerned with how people use media for gratification of their needs. %n outcome of %braham 7aslow>s =eirarchy of 4eeds, it propounds the fact that people choose what they want to see or read and the different media compete to satisfy each individual$s needs. )n the hierarchy of needs, there are five levels in the form of a pyramid with the basic needs such as food and clothing at the base and the higher order needs climbing up the pyramid. The fulfillment of each lower level need leads to the individual looking to satisfy the next level of need and so on till he reaches the superior-most need of self-actuali1ation. The 9ses and 2ratifications approach reminds us that people use media for many purposes. %s media users become increasingly confronted with choices, this approach should direct our attention to the audience. ull>s television research found that families used television for communication facilitation, relationship building, intimacy, and for structuring the day. )n general researchers have found four kinds of gratifications,

(n&ormation - we want to find out about society and the world- we want to satisfy our curiosity. This would fit the news and documentaries which both give us a sense that we are learning about the world.
@.

M. Per onal (dentity - we may watch the television in order to look for models for our behaviour. /o, for example, we may identify with characters that we see in a soap. The characters help us to decide what feel about ourselves and if we agree with their actions and they succeed we feel better about ourselves. L. (nte,ration and Social (nteraction - we use the media in order to find out more about the circumstances of other people. Watching a show helps us to empathi1e and sympathi1e with the lives of others so that we may even end up thinking of the characters in programme as friends. B. Entertainment - sometimes we simply use the media for enjoyment, relaxation or just to fill time. 6iley and 6iley &@AH@' found that children in peer groups used adventure stories from the media for group games while individual children used media stories for fantasi1ing and daydreaming. The study thus found that different people use the same messages from the media for different purposes. Pat1 replaced the (uestion $what do media do to peopleF$ with the (uestion $what do people do with the mediaF$ Pat1, 2urevitch Q =ass found that the media are used by individuals to meet the following specific needs , #ognitive needs &ac(uiring information, knowledge understanding': %ffective needs &emotional, pleasurable experience': 3ersonal integrative needs &strengthening self image': /ocial integrative needs &strengthening self image': Tension release needs &escape and diversion' and

7c-uail, 5lumler and 5rown suggested the following individual needs categories,

@' .iversion &emotional release' M' 3ersonal 6elationships &substitute of media for companionship'. L' 3ersonal identity or individual psychology &value reinforcement, self understanding.' B' /urveillance &information that may help an individual accomplish tasks.' 5. 6ubin and 5ant1 &@ADA' studied the uses and gratifications of $new technology$ by examining 0#6 use. They found the following motives for 0#6 use, @' library storage of movies and shows M' watching music videos L' 9sing exercise tapes B' renting movies H' letting children view N' time-shifting K' /ociali1ing by viewing with others D' #ritical viewing including T0 watching and studying tapes

?7 SP(RA" O. S("ENCE T%EOR1

3ropounded by *lisabeth 4oelle-4eumann, this theory states that the media publici1es opinions that are mainstream and people adjust their opinions according to their perceptions to avoid being isolated. )ndividuals who perceive their own opinion as being accepted will express it, whilst those who think themselves as being a minority, suppress their views. )nnovators and change agents are unafraid to voice different opinions, as they do not fear isolation.

@7 CONS(STENC1 T%EOR(ES A1B=C 7

+estinger formulated the consistency theories that talked about people$s need for consistency in their beliefs and judgements. )n order to reduce dissonance created by inconsistencies in belief, judgments and action people expose

themselves to information that is consistent with their ideas and actions, and they shut out other communications.

B7 McCOM*S AN# S%A!DS A$EN#A SETT(N$ T%EOR1

This theory puts forth the ability of the media to influence the significance of events in the public>s mind. The media set the agenda for the audience>s discussion and mentally order and organi1e their world. The theory is consistent with a $use and gratification$ approach. 7c#ombs and /haw assert that the agenda-setting function of the media causes the correlation between the media and public ordering of priorities. The people most affected by the media agenda are those who have a high need for orientation

1C7 ME#(A #EPEN#ENC1 T%EOR1

.eveloped by 5all-6okeach and .e+luer, the key idea behind this theory is that audiences depend on media information to meet needs and reach goals, and social institutions and media systems interact with audiences to create needs, interests, and motives in the person. The degree of dependence is influenced by the number and centrality of information functions and social stability. /ome (uestions that this theory raised were , .o media create needsF .o people turn to media to achieve gratification and satisfy needsF %re media needs personal, social, cultural, political, or all of theseF $The media are our friends$FF

E"EMENTS O. COMM-N(CAT(ON
The various elements of the communication process are , )nput R The sender has an intention to communicate with another person. This intention makes up the content of the message.

/ender R The sender encodes the message, e.g. the idea of !piece of furniture to sit on" Thus he gives expression to the content. #hannel R The message is sent via a channel, which can be made of a variety of materials. )n acoustic communication it consists of air, in written communication of paper or other writing materials. 4oise R The channel is subjected to various sources of noise. 6eceiver R The receiver decodes the incoming message, or expression. =e EtranslatesG it and thus receives the output. 8utput R This is the content decoded by the receiver. #ode R )n the process, the relevance of a code becomes obvious. The codes of the sender and receiver must have at least a certain set in common in order to make communication work.

COMM-N(CAT(ON PROCESS
There are seven of communication process, /ource idea 7essage *ncoding #hannel 6eceiver .ecoding +eedback The elaboration of each element is here under.

The Source idea is the process by which one formulates an idea to communicate to another party. This process can be influenced by external stimuli such as books or radio, or

it can come about internally by thinking about a particular subject. The source idea is the basis for the communication.

The Me a,e is what will be communicated to another party. )t is based on the source idea, but the message is crafted to meet the needs of the audience. +or example, if the message is between two friends, the message will take a different form than if communicating with a superior.

Encodin, is how the message is transmitted to another

party. The message is converted into a suitable form for transmission. The medium of transmission will determine the form of the communication. +or example, the message will take a different form if the communication will be spoken or written.

The Channel is the medium of the communication. The channel must be able to transmit the message from one party to another without changing the content of the message. The channel can be a piece of paper, a communications medium such as radio, or it can be an email. The channel is the path of the communication from sender to receiver. %n email can use the )nternet as a channel. The Recei+er is the party receiving the communication. The party uses the channel to get the communication from the transmitter. % receiver can be a television set, a computer, or a piece of paper depending on the channel used for the communication.

#ecodin, is the process where the message is interpreted

for its content. )t also means the receiver thinks about the message>s content and internali1es the message. This step

of the process is where the receiver compares the message to prior experiences or external stimuli.

.eedbacE is the final step in the communications process.

This step conveys to the transmitter that the message is understood by the receiver. The receiver formats an appropriate reply to the first communication based on the channel and sends it to the transmitter of the original message.

*ARR(ERS O. COMM-N(CAT(ON
3lanning, preparation and practice of communication will be incomplete and unsuccessful unless one identifies and understands the barriers of communication. These barriers are physical, sociological and psychological obstacles that interfere with the planning, organi1ation, transmission and undertaking of the message. These are a number of such obstacles that can occur in the process of communication. The natural result of such obstacles or interfering factors is the misunderstanding of the message. 5elow noted are the barriers of communication.

1. Phy ical barrier

3hysical barriers in the workplace include, marked out territories, empires and fiefdoms into which strangers are not allowed closed office doors, barrier screens, separate areas for people of different status large working areas or working in one unit that is physically separate from others.

6esearch shows that one of the most important factors in building cohesive teams is proximity. %s long as people still have a personal space that they can call their own, nearness to others aids communication because it helps us get to know one another.

:. Perce)tual barrier
The problem with communicating with others is that we all see the world differently. )f we didn>t, we would have no need to communicate, something like extrasensory perception would take its place.

;. Emotional barrier
8ne of the chief barriers to open and free communications is the emotional barrier. )t is comprised mainly of fear, mistrust and suspicion. The roots of our emotional mistrust of others lie in our childhood and infancy when we were taught to be careful what we said to others. $7ind your 3>s and ->s$: $.on>t speak until you>re spoken to$: $#hildren should be seen and not heard$. %s a result many people hold back from communicating their thoughts and feelings to others. They feel vulnerable. While some caution may be wise in certain relationships, excessive fear of what others might think of us can stunt our development as effective communicators and our ability to form meaningful relationships.

<. Cultural barrier

When we join a group and wish to remain in it, sooner or later we need to adopt the behaviour patterns of the group. These are the behaviours that the group accept as signs of belonging.

The group rewards such behaviour through acts of recognition, approval and inclusion. )n groups which are happy to accept you, and where you are happy to conform, there is a mutuality of interest and a high level of win-win contact. Where, however, there are barriers to your membership of a group, a high level of game-playing replaces good communication.

=. "an,ua,e barrier
anguage that describes what we want to say in our terms may present barriers to others who are not familiar with our expressions, bu11-words and jargon. When we couch our communication in such language, it is a way of excluding others. )n a global market place the greatest compliment we can pay another person is to talk in their language.

>. $ender barrier

There are distinct differences between the speech patterns in a man and those in a woman. % woman speaks between MM,JJJ and MH,JJJ words a day whereas a man speaks between K,JJJ and @J,JJJ. )n childhood, girls speak earlier than boys and at the age of three, have a vocabulary twice that of boys. The reason for this lies in the wiring of a man>s and woman>s brains. When a man talks, his speech is located in the left side of the brain but in no specific area. When a woman talks, the speech is located in both hemispheres and in two specific locations. This means that a man talks in a linear, logical and compartmentalised way, features of left-brain thinking: whereas a woman talks more freely mixing logic and emotion,

features of both sides of the brain. )t also explains why women talk for much longer than men each day.

?. (nter)er onal barrier

There are six levels at which people can distance themselves from one another, @. !ithdra5al is an absence of interpersonal contact. )t is both refusal to be in touch and time alone. M. Ritual are meaningless, repetitive routines devoid of real contact. L. Pa time fill up time with others in social but superficial activities. B. !orEin, activities are those tasks which follow the rules and procedures of contact but no more. H. $ame are subtle, manipulative interactions which are about winning and losing. They include $rackets$ and $stamps$. N. Clo ene is the aim of interpersonal contact where there is a high level of honesty and acceptance of yourself and others. Working on improving our communications is a broad-brush activity. We have to change your thoughts, your feelings, and your physical connections. That way, one can break down the barriers that get in your way and start building relationships that really work.

TOO"S O. COMM-N(CAT(ON
)n tools of communication one experiences the components of effective communication. They are reflective listening, identifying non verbal cues, and responding with understanding and using effective problem solving techni(ues.

Thus, these techni(ues of communication are useful to increase our personal effectiveness at home, at work, in the community, in relationship, and with yourself. 8pening up yourself to your feelings of others re(uires practice. %ll forms of life upon the planet earth were granted one great and wondrous gift, the gift of communication. )nstead of being forced to exist in solitude, this gift allows interaction, a sharing of feelings. =umans are especially fortunate because they have developed many ways to utili1e their gift. These include music, dance, art, theater, literature, gestures, the written word, and word of mouth. The creation of different ways to communicate does not mean we can sit back and take our gift for granted. We must use our gift of communication effectively through calcification, patience, understanding, sympathy, intelligence, compassion, and tact, we must exercise self-control so others can use the gift of communication be careful, effective listening. 5y sharing this gift of communication mankind is exalted. The following tools of communication should be sharpened and polished for effective communication. #iction: R The extent of vocabulary and choice of appropriate words R #ollo(uial and slag words R *fficacy of word Sentence: R 0ariety in sentence structure is very essential R 6epetition of word, phrases, and clauses should be avoided R % short sentence can be a means of effective expression if it is used properly.

R The communicator should have a positive communication tone. Para,ra)h: R *very paragraph should have organi1ed thoughts and ideas R There must be logical relation between any two successive paragraphs, which consists two different phases of thoughts. R The length of each paragraph in a letter, memo, or report can have its visual impact on the reader.

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The essentials of effective communication are, @. 3ositive and pleasant approach M. %ppropriate tone, pitch (uality, force and intensity of voice. L. #larity of purpose and objective of communication B. #larity of thought and expression H. %de(uate knowledge of the subject N. %de(uate knowledge of the communication receiver K. 8bjective and realistic approach D. /elf confidence and conviction A. 8rgani1ation of message @J.3roper selection and use of the media @@.3roper selection and use of the channel @M.%ppropriate formality @L.3atience in listening @B.%daptability @H.%ttentiveness @N.!?ou" attitude @K.#ourtesy @D.Time consciousness @A.#onciseness and relevance MJ.#orrectness

M@.#ompleteness

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Written communication occupies an important position in the communication sphere, so written communication has to pay ade(uate attention on certain principles of necessity. The essentials of every written communication are principles of unity, coherence, and emphasis. These principles along with other essentials of effective communication, like language, planning, and organi1ation make the written communication effective. The ? C6 o& 5ritten communication: @. M. L. B. H. N. K. #larity #ompleteness #oherence #onciseness #redibility #orrectness #ontinuity

Written communication occupies an important position in the communication sphere, so written communication has to pay ade(uate attention on certain principles of necessity. The essentials of every written communication are principles of unity, coherence, and emphasis. These principles along with other essentials of effective communication, like language, planning, and organi1ation make the written communication effective.

The receiver should carefully listen to the message to feel the pulse of the sender, to understand the mood and reactions and to create a congenial atmosphere for listening, which allows freedom of expression to the speaker. ack of good listening can create the embarrassing situations, which result in the lack of co-ordination and mutual understanding. %ll the language units must be pronounced properly and clearly. The message cannot be intelligible without proper articulation of sounds.

#84# 9/)84
#ommunication is any process in which people share information, ideas, and feelings. )t involves not only the spoken and written words, but also body language, personal mannerism and style, and the physical environment anything that adds meaning to a message. #ommunication is a dynamic process involving a series of actions and reactions with a view to achieving a goal. The theories and assumptions that mass media have enormous and direct influence upon society, but subse(uent research shows that there are no direct cause an effect relationship between the two. The theory helps in understanding the relation between mass communication and society. The process of communication discusses the various process of communication and the essential elements of communication facilitate the communication process. *ach element plays an important role in making the communication effective. The barriers of communication interfere with the selfconfidence, self disclosure, and self-consciousness of the communication senders and receivers. They are dangers to any organi1ation if they are not removed on time. We must use our gift of communication effectively through clarification, patience, understanding, sympathy, intelligence, compassion, and tact: we must exercise self-control so others can use the gift of communication by careful, effective listening. 5y sharing this gift of communication mankind is exalted. The tools of communication should be sharpened and polished for effective communication.

5)5 )826%3=?
@. )ntroduction to #ommunication R /tudy 7aterial &3T9' @. 5usiness #ommunication R 5y R 7eenakshi 6aman Q 3rakash /ingh R 3ublished by R 8xford 9niversity 3ress @. Wikipedia.com M. 2oogle.com L. Worlstrans.org B. 3irate.shu.edu H. #ommunicationskills.co.in N. #ommunityBme.com K. 5lurtit.com D. 5u11le.com