Communicate Effectively at the Direct Leadership Level Essay

a.Mass communication enables you to communicate education to large numbers of slew in a relatively short time. .Identify the article of faiths of interpersonal transactional communication a.First article of faith You can non NOT communicate.i.Each day we receive thousands of behavioral cues to communicate. We choose which are comely of our attention. We interpret or attri savee meaning to each of these cues. We learn to subscribe to well-nigh cues and reject early(a)s. We select the cue we willing respond to and how we will communicate that response. Through this process, we assign plan to each communication. conversation with purpose cannot be random. This conditioning process begins early in life. b.Second principle conversation is predictable.i.Whenever you choose to recognize some sensory cue, you must organize the information in some personally acceptable way. The easiest way to do this isto equal the behavior you now sense to all the behaviors youve ever known. As you go back this process, you come to expect certain patterns of communicative behavior from certain muckle in certain situations. You learn to categorize population and their responses by paid(a) attention to the feedback you get from people when we communicate with them. In this way, you improve the speciality of your communication by learning more near your own and the opposite persons communicative patterns. c.Third principle Communication is a icteric and egg process. i.Think of yourself as a simultaneous and continuous sender and receiver. Beca affair communication occurs constantly in some form, it is difficult to determine whether you communicate commencement and respond last or vice versa. However, does it really matter? We cook the context of our communication through punctuation. Punctuation is simply assigning proper(postnominal) beginning and ending points along the line of the continuous communication process. forgiving communication, as a dynamic proc ess is best understood as a system where senders are simultaneously receivers and receivers are simultaneously senders. d.Fourth principle Communication occurs at dickens levels.i.Communication not only conveys information, but at the comparable time imposes behavior. All interpersonal communication occurs at two levels discipline and process. The Dynamics of Human Communication refers to the two levels as case and consanguinity while the USASMA model refers to them as content and process. We will use content and process. Content communication conveys information. Process communication (t atomic number 53, context, gesture, and new(prenominal) sign-language(a) action) sends instructions to the receiver or so how to interpret the message. When the content message does not match the process message, conflict and mistrust form in the instinct of the receiver. e.Fifth principle Transactions are between equals or upanddown.i.You subsume to people as equals or as nonequals. A typical practice of a nonequal similitudeship is that of the motherinfant pair. Nonequal relationships include two distinguishable positions one communicator is in the superior, or oneup position, while the other is in the onedown, or inferior position. Do not stand for the give voices up and down with judgmental terms as good, bad, strong, or weak. Nonequal relationships are often set by social or ethnic factors. It is usual for oneup persons to define the nature of the relationship. f.Sixthprinciple Communication is a sharing of meaning. i.This means that what meaning one person assigns to a word or image whitethorn not be the same as the meaning assigned by someone else to the same word or image. Each of us has our own system of classification, our own filtration system, by which we assign meaning. When we share our assigned meanings (GUESSES) with others, we expose some of our selfhoping that the other will understand us and interpret our meaning as we do. 4.Identify the relationship between hearing and effective oral communication a.The Three Myths about comprehendi.Listening is a natural process.- If you believe that listening occurs naturally, like breathing, then it follows that you never need to learn how to do it. Listening is a cleverness just like driving a golf ball or firing a rifle. You develop the skill just as you would some(prenominal) other skill. ii.Listening is the same as hearing.- Hearing is a natural process, but as we stated above, listening is a skill that we develop. We can retard ourselves to not listen or to listen selectively. iii.Listening is the same as paying attention.- Many times we pretend to listen when we really are not. The receiver of the communication must indicate to the speaker that he is being perceive and understood. The receiver indicates attention through both verbal and nonverbal indicators. b.Overviewi.Lets look at listening from a different approach, in relation to four types of internal and exte rnal responses to spoken messages. These responses range from very casual, roughly accidental, to very deliberate and purposeful types of responses. They are not orderly stages that you go through when listening, nor a sequence that must be followed. All or only a few of these may occur within one set of listening transaction, or they may be skipped or types may be applied in any sequence. The four types are reflex, content, relational or spry, and introverted listening. c.Type I, Reflex Listeningi.A very basic potpourri of listening involving little more than hearing and a recognition that some noise has come to you. Reflex listening is very common in social settings, classrooms, public settings, and in concerts. Reflex listening involves primarily charge noises where you can move out ofdanger, approach and engage prospective nice experiences, but stay tuned to hear other important messages should they occur. d.Type II, Content Listeningi.This type of listening is the one most frequently referred to when teachers and managers (leaders) criticize unforesightful listening. Learning in school, receiving instructions on the job, acquire information about what to do and how to run your life, are all involved in the content level. You listen to learn and to understand and to somehow retain information. An important place of contenttype listening is an ability to detect which messages are accurate, useful, sound, truthful, reliable, and relevant. e.Type III, relational Listeningi.Listening is important not only in relation to getting the content of the message called deliberative listening but too in another dimension called empathic listening. This empathic dimension to listening includes active listening. Active listening reflects a whole orientation to life and to peopleone which implies that to listen is to have the creative power to imagine how it would capture sense to say what the other person is saying. It says that the other person (the speaker) i s basically important and worth listening to. How do you do active listeningby listening to a person without passing judgment on what is being said, and mirroring back what has been said to indicate that you understand the feelings the speaker was putt across. Effective communication is free to happen when threats have been removed. By the mirroring process, you servicing build a climate in which you can be accepting, noncritical, and nonmoralizing. f.Type IV, introspective listeningi.Focus in this type of listening is on having something happen to the listener, not to the speaker. It may be the inner enjoyment of hearing poetry or music or spoken endearments. You experience something when you listen introspectively. Introspective listening has the quality of listening with a very open mind, but it also has the uncommon quality of applying your own deep understanding of your personal commitments and of the thought process as you evaluate the speakers messages.