Understanding Effective Communication: Principles and Barriers, Lecture notes of Communication

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Module 2

Communication

FLOW CHART

Content Flow at A Glance

Module 2: Communication

Subject/topic/activity Objective Page No. Introduction to the basics of communication.

To introduce the peer educator to the basic concept and important principles of communication.

2-2 to 2-

Activity on hearing and listening.

To know the difference between hearing and listening.

2-7 to 2-

Activity on seeing and looking.

To know the difference between seeing and looking.

Game – Pitfalls of Communication.

To demonstrate the importance of verbal and non-verbal communication.

2-10 to 2-

Game – Whose Perception Counts?

To demonstrate that recent events influence the way in which we see things.

Game – State It Clearly. To demonstrate that it is easy for even simple messages to be misinterpreted by the receiver.

2-13 to 2-

Exercise on Preparing Messages for prevention of HIV/AIDS.

To know about effective message formulation.

Material for reading, preparing handouts and

facilitating session 2.6.

To help the peer educator in the facilitation of the session.

2-16 to 2-

Material for reading and making posters.

To help the peer educator in building his/her understanding of communication.

is conveyed and the receiver understands the use of the message. It becomes a two- way process.

There are many different types and methods of communication. For example, in India, people fold their hands in greeting. In Japan, people bow from the waist. In Pakistan, people touch their forehead with the right hand. Simple gestures are an effective means of communication. An effective and culturally sensitive communicator is able to read feelings and reactions through these gestures.

Communication is a process. It is the process of transmitting meaning between individuals. Early human beings communicated through symbols and gestures. Later, the spoken word, in the form of language, was used for communication. As technology developed, written words and media were used, in addition to symbols, gestures and the spoken word.

Research shows that, on average, a person spends about 70 per cent of his/her active time communicating – speaking, reading, gesturing, writing, listening and watching.

Communication can be defined as a process of meaningful interaction whereby a person not only sends but also receives and understands a message. Communication always has a purpose.

III Types of Communication

ommunication can be categorized into four different types, depending on the nature of the interaction.

Intrapersonal communication is a type of communication whereby a person interacts with himself/herself. This type of communication is intrinsic or reflective.

Interpersonal communication is a type of communication where there is one- to-one interaction or interaction among a small group. This is the most commonly used/practiced from of communication.

Intergroup communication is a type of communication where interaction between different groups takes place. Mass communication is a type of communication where a large body (millions of people) of people is addressed.

IV Verbal and Non-Verbal Communication

ommunication can be verbal and non-verbal. In verbal communication, we use words/language in the written or spoken form. Non-verbal communication is often given secondary importance, but it is much more important than verbal communication. It includes a series of gestures, such as facial expressions, signs, body movements, eye contact, tone of voice, and sounds. In

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normal interpersonal communication 5-10 per cent of total communication is verbal while 90-95 per cent is non-verbal. People can receive valuable information through non-verbal cues such as: ß Body language ß Eye contact ß Facial expression ß Head nodding or shaking ß Playing with objects ß Making sounds ß Signs ß Touch ß Taste ß Silence

V Barriers to Communication

here are many barriers to communication. These barriers can stall or distort communication, therefore, attention must be paid to overcome these barriers. Communication barriers can be classified into three main groups:

Judgmental attitude may be reflected through excessive analysis, bossiness, name- calling, ridiculing, making value-based comments and judgments, moralizing or ignoring. This is often the single most powerful barrier in communicating with young people on the subject of HIV/AIDS and related subjects, such as sexual health, reproductive health, STIs and drug use

“Know it all” attitude may be reflected through advising, moralizing, ordering, patronizing, threatening or lecturing. This form of behaviour often inhibits people from sharing their concerns and experiences. When communicating with youth, this kind of behaviour/communication should be avoided.

Unconcerned attitude may be reflected through voicing platitudes, diverting the issue, using excessive logic, offhanded assurances, half-listening, not making eye contact or being flippant. In communicating with people on sensitive topics, such as HIV/AIDS, care must be taken to avoid such behaviour and actions. Concern, empathy and confidentiality are valued components of communication on sensitive subjects.

VI Listening

istening is the highest form of communication. When they consider communication, people tend to think more of speaking and less of listening. We rarely receive any training on how to listen but reading, writing and speaking are taught in abundance.

Always remember that the responsibility for ensuring that the listener gets the message lies with the sender. To introduce new material to an audience we must tap into known material. The new material should be linked to what they already know or have experienced.

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ß Review and re-plan – are you reaching the intended audience, are you achieving the objectives, do you need to change, do you need a new message?

IX Distortions in Effective Communication

ommunication can be blocked or result in undesired impacts. This may happen because of many reasons that are known as distortions. D istortions can occur because of the following: ß A very long transmission chain (message is passed from one person to another and goes through a long chain of receivers and senders). ß A very long message. ß A complicated and poorly organized message. ß Non-availability of feedback at appropriate time. ß The sender and the receiver have different mindsets. ß Inappropriate use of media and medium (i.e., method and language). ß Lack of common perceptions between the sender and the receiver. ß Hurried and uninsured transmission (you send the message without checking if it has actually reached the intended person).

X Reducing Distortions

istortions can ruin a communication, especially if you are communicating with people on an issue as sensitive as HIV/AIDS. Communication on HIV/AIDS usually involves dealing with young people or groups that are marginalized. It also involves serious issues of trust and confidentiality, as it relates to peoples personal and intimate behaviours. You could reduce these distortions and increase the effectiveness of your communication by: ß Communicating with small groups and being direct. ß Using language easily understood and spoken by the target group. ß Increasing the similarities between the sender and the receiver. ß Keeping the message short and clear. ß Putting yourself in the receiver’s shoes. ß Using multiple ways of communicating – verbal, written, audio or visual. ß Keeping confidences and listening.

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Session 2.

Hearing and Listening

Expected Outcomes Participants will know the difference between hearing and listening. Participants will become more aware of themselves, while listening to others.

Listening Objective To know the difference between hearing and listening.

Materials 10-15 lines of written script on any topic.

Time 30 minutes.

Process Invite the participants to sit in a circle.

Ask for volunteers. Take the volunteers out of the room, and instruct them to make noise while the script is being read out. These noises, for example, tapping a pen on the floor a few times or knocking on the wall, (should be loud enough for everyone to hear but not overwhelming enough to attract the complete attention of the participants) should be made once or twice.

Explain to the participants that you will read out a small text. and they should try to remember as much as they can of the text.

After the reading, ask the participants to tell you all that they heard.

Allow 7-8 minutes for this activity. Then, invite the participants to listen to the same text being read out for a second time.

This time they should have an objective when listening to the text. Complete the reading, and ask the participants to report on the stated objective.

During the first round of reading, most participants will probably be able to tell you bits and pieces of the text you read.

Listening to the second round of reading with an objective will result in accurate responses from a large number of participants.

Ask the participants: ß Why do they think this happened?

Some participants will tell you that this was because, the second time, they had an objective. Commend the answers. Emphasize that the difference between hearing and listening is that listening has an objective while hearing is general.

Session 2.

Seeing and Looking

Expected Outcomes Participants will become aware of the difference between seeing and looking. Participants will be more observant and aware and this will improve their ability to communicate.

Objective To know the difference between seeing and looking.

Materials None.

Time 20 minutes.

Process Invite the participants to take a break. Ask them to take a walk outside and come back in 5 minutes.

When they return, ask them what they saw during their walk outside.

After about 5 minutes, ask them to, once again, go out for a walk. This time, they should bring back information on something specific (flowers trees a structure) that they find in the surrounding environment.

Ask the participants to share their information on the specific item, then, ask what they think was the difference between their first and second walk.

Somebody might point out that they had an objective on the second walk. It is also possible that this point will not be raised. In either case, the message is that the difference between seeing and looking is that looking has an objective, while seeing is general. Eyes have an important role in communication. When we wish to communicate effectively, we must remember that visuals should require an objective for them to make sense to the receiver.

Notes to the facilitator Research shows that visual communication is very effective in transmitting a message and is often retained by the receiver. Therefore, if you want to be an effective communicator, remember that in order to have maximum effect, every visual message should have an objective. This exercise effectively transmits this message to the participants.

Session 2.

Pitfalls of Communication

Expected Outcomes Participants will learn the importance of feedback in communication. Participants will know that both verbal and non-verbal means of communication are important. Participants will become better communicators.

How should I Communicate? Objective To demonstrate the pitfalls of communicating without verbal or visual feedback.

Materials A shirt with the front undone.

Time 15 to 20 minutes.

Process Invite the participants to sit in a circle.

Place the shirt in the centre of the circle.

Ask for two volunteers.

Request that they stand in the centre of the circle. They should stand with their backs to each other.

The observers should maintain silence during the co urse of the exercise.

One of the volunteers should take the shirt and the other should give him/her the instructions how to put it on.

The two volunteers must not look at each other or ask questions. The instructor should give instructions and the receiver should follow the instructions.

Allow 5 to 6 minutes for this activity

Ask the volunteers for their reactions by asking the following questions: ß Did you manage to put the shirt on properly by following the instructions? Why? ß Why were you not able to give instructions effectively?

Session 2.

What Influences Our Perception?

Expected Outcomes Participants will understand the reasons people perceive things different. Participants will design their future methods of communication more effectively.

Whose Perception Counts? Objective To demonstrate that recent events influence the way we see things.

Materials Flip charts, markers, white board or black board, chalk.

Time 15 minutes.

Process Invite the participants to sit so that everyone is able to see the board. Exhibit the following diagram:

Ask them, “What do you see”? They will probably say three arrows, houses on the side, sign showing go left or you may get the correct response, which is two Ks. Commend the answers, and quickly move to the following exhibit:

Ask them “What do you see now”? It is likely that you will get the correct response immediately (2 Hs). Now, ask the group if they would have seen this as quickly, had they not had the benefit of the first round?

Notes to the Facilitator It is best to prepare the two diagrams in advance, as the process of drawing them can reveal the answer. Use this exercise to point out the importance of conditioning. Ask them why they saw the H’s faster than the Ks, could they give any examples of a similar experience in their life when they have analyzed something or perceived something in light of what had happened immediately before. Point out that while communicating, it is important to keep a link with what has preceded, as it enables faster learning and analysis.

Session 2.

Blocks in Receiving Messages

Expected Outcomes Participants will understand that even simple messages can be misunderstood. Participants will be more careful in designing messages and communicating with others.

State It Clearly! Objective To demonstrate that it is easy for messages (even simple ones) to be misinterpreted, if the words used are not familiar and clear, and that, things become worse, if the recipient is not able to ask for clarification.

Materials 4 square sheets of paper.

Time 15 minutes.

Process Ask for 4 volunteers.

Ask the volunteers to stand facing the rest of the participants.

Explain that you will give them some instructions, and they should follow the instructions without talking and with their eyes closed.

The observers should watch and be silent.

Explain that the exercise is intended to demonstrate some important issues in communication. If the volunteers are hesitant, ask for another.

Invite the 4 volunteers to take one piece of the square paper each. Ask them to close their eyes and follow the instructions. The instructions to be given are as follows:

Fold your paper in half and tear of the bottom right corner of the paper. Fold the paper in half again and tear off the upper left hand corner. Fold the paper diagonally and make a hole in the centre.

Ask the volunteers to open their eyes and unfold the papers. Invite them to share the outcome with each other and the participants.

Ask the volunteers: ß How were the instructions? ß Did all of you understand my instructions in the same manner? ß What was difficult or easy to understand? ß How could I have framed my instructions to reduce the probabi lity of multiple interpretations?

Session 2.

Messages on Prevention of HIV/AIDS

Expected Outcomes Participants will design messages using the principles of communication learnt in earlier sessions.

Modes of Transmission Objective To prepare and deliver a message on ways in which HIV can be transmitted.

Materials Left to the discretion of the users.

Time 2 hours.

Process Ask the participants to divide into 4 groups.

Explain that each group will use one particular method to deliver their message on ways in which HIV/AIDS can be transmitted.

While one group presents, the other three will observe the content, method of delivery and use of language in the message delivered. The observers will provide the presenters with feedback on the three criteria.

The four groups can chose from the following methods, or the facilitator can assign one method to each group: Posters Presentation using transparencies or flip charts Role Play Jingle or song

Give the groups 30 minutes to prepare their presentation.

Each presentation should not be longer than 10 minutes.

Invite the observers to give feedback after each presentation. Explain that the feedback should be on the presentation, not on the presenters.

Allow 10 minutes for feedback after each presentation.

Conclude the session with your observations on the presentations and highlight the positive points of each presentation.

Notes for the Facilitator This exercise builds skill for effective communication. You could make the exercise more interesting by asking the observers to rate the four presentations on a scale from 1 to 5. They could also set their own criteria for rating. You could invite an expert on communication to come and give his/her feedback on the presentations.

HELPLINE for the peer educator

Material for reading, preparation of handouts and facilitation of session

Feedback is the most important element affecting the communication process. Feedback is a mechanism by which the initiator can understand the impact of his/her communication on the receiver. It is most effective when it has the following characteristics: ß Is non-judgmental – gives descriptive feedback on the content, process and method rather than on the communicator. ß Is specific. ß Is useful and useable – the receiver should be able to use the feedback to make corrections or changes. The feedback should contain proactive suggestions. ß Is accurate. ß Uses “I” statements.

Some basic principles of communication while dealing with sensitive topics, such as HIV/AIDS, reproductive health and drug use are:

Respect The receiver should feel respected and trusted if s/he is to communicate. If not s/he may want to end the conversation and leave as soon as possible.

Safety Safety is important, as one is discussing personal and intimate matters. The person needs to know that s/he will not suffer negative consequences for the information being shared, for example, s/he ill not be sent to jail because s/he is using illegal drugs, or s/he ill not be stigmatized because s/he is HIV positive.

Non judgmental attitude Do not moralize or lecture people about their life choices. Give factual information without personalizing it, and do not be shocked, disgusted or alarmed at the information shared.

Confidentiality This is an important issue. People infected with HIV/AIDS, using drugs or discussing any other private matter need to feel assured that their information will not be shared with anyone else. The choice of sharing or not sharing the information must be left with the individual.

ß Gather knowledge and information about the social, cultural and religious practices and beliefs of people; research their scriptures and holy books. ß Confrontation can be counter-productive. ß Remember that all religions are in favour of tolerance, respect for all God’s children and caring for the weak and the sick. ß Present facts and avoid getting into arguments. ß Start with simple, non-threatening activities, such as group discussions on what is culturally acceptable concerning sexuality or reproductive health. Some people feel that anonymous telephone helplines are a useful initial step.