Question No.

1(a)

Explain the forms of social control.

The common distinction is between the formal (repressive or coercive) and the informal (persuasive or
softer) forms of control. It has the universal sanction and acclaimed by many sociologists. Social control
may be positive or negative, i.e., consisting of rewards or punishment and repressive measures
respectively. Similarly, social control may be planned (deliberate) or unplanned (incidental). If it is
planned, it may be either formal (organized) or informal (unorganized).

Informal and unplanned (incidental) control:

Informal social control, as the term implies, is used by people casually. Norms are enforced through the
informal sanctions. These norms include folkways, customs, mores, values, conventions, fashions and
public opinion, etc.

Social values are result of an individual internalizing certain norms and values. Social values present in
individuals are products of informal social control, exercised implicitly by a society through particular
customs, norms, and mores. Individuals internalize the values of their society, whether conscious or not
of the indoctrination. Traditional society relies mostly on informal social control embedded in its
customary culture to socialize its members. The internalization of these values and norms is known as a
process called socialization.

Ritual and ceremony also act as instruments of informal control. But ceremony plays a less important
role in modem society than in the traditional societies. Informal control often takes the form of a look,
nudge or frown which says ‘behave yourself’ or ‘get into line’.

Methods and techniques of informal control are numerous. They vary with the purpose and the
character of the group in question. For example, in a homogeneous primary group type of village
community, the gossip may be a potent means of enforcing conformity but would be of little importance
in the personal life of a metropolis like Mumbai.

They also vary greatly from one social situation to another. They are positive and negative both. Awards,
prizes, wealth and power over others are examples of positive control through physical medium. Gossip,
smiles, praise, persuasion, badges and titles are examples of positive control by symbolic means.

Negative social control is represented by satire, laughter, rising of an eyebrow, opprobrium, name
calling, negative gossip and ridicule, threats, physical torture and ostracism, etc. Words and phrases
(epithet, watchwords and slogans) are other means of informal control. They serve as collective
representations symbolizing the emotional attitudes of the group.
The above techniques of informal control are typically employed within primary groups such as families.
Individuals learn such techniques early in their childhood socialization to cultural norms—folkways,
mores, values, etc. Other than the family, these methods and techniques are also exercised by personal
friends, colleagues and co-workers at the workplace.

Informal social control is based on this popular belief that ‘the all-seeing eyes of Gods are everywhere’.
It acts as mores (a controlling device). A belief in spiritual persons, who are omnipresent and omniscient,
introduces an imagined presence which serves as a powerful controlling device.

Formal and planned (deliberate) control:

Informal methods of social control are not adequate in enforcing and conforming of obedient behaviour
in all cases and in every situation. It can serve as a last resort when socialization and informal sanctions
do not bring about desired result.

Sanctions
Formal sanctions are usually imposed by the government and organizations in the form of laws to
reward or punish behavior. Some formal sanctions include fines and incarceration in order to deter
negative behavior. Other forms of formal social control can include other sanctions that are more severe
depending on the behavior seen as negative such as censorship, expulsion, and limits on political
freedom.

Examples of this can be seen in law. If a person breaks a law set forth by the government and is caught,
they will have to go to court and depending on the severity, will have to pay fines or face harsher
consequences.

According to a study done on crime in cities, in cities that have a higher incarceration rate and those that
police make more arrests for public offenses, tend to have lower crime rates and incarceration rates.

In secondary groups and mass society where relations between individuals are impersonal, the primary
group controls are not so effective. Control is then exercised through some agencies and formal institu-
tions such as state, law, education, government, courts, police, military, administrators, corporate
managers and bureaucrats, etc.

There are formal controls of licensing boards, professional organizations and trade unions also. As
against the informal social controls, which grow out of necessities of the group or the society and which
are the outcome of spontaneous growth, the formal social controls are deliberately created and
imposed by man themselves.

But, these are less powerful forms as they are not based on human instincts and basic necessities of life.
Thus, they have not much importance in primary groups. Only one example will suffice to clarify this
point. The law banning child marriage was passed as early as in 1929 in India but the thousands of child
marriages are still performed on a single auspicious day of Akshay Tritiya.
Thus, laws are not all-powerful. Laws which go against widespread customs are resisted and customs
carry the day as it comes. Laws that are unpopular, such as prohibition of gutka (mixture of tobacco and
flavoured betelnut), or use of plastic carry bags become difficult to enforce.

The primary group t5T)e of rural community is fast disappearing as a result of industrialization,
urbanization and globalization. The ineffectiveness of informal means of social control (mores, tradition,
primary group, group opinion, etc.) of personal behaviour in modern secondary society accounts for the
increasing resort to such means as law, police, courts, etc. To make formal means (law) more effective
the technique of propaganda is used.

Question No. 01 (b)

Differentiate between formal and informal deviance

We have two types of deviance;

 Informal deviance (just being different!)

 Formal deviance (Breaking the established laws of society – We have two types of deviance;
 Informal deviance (just being different!)
 And
 Formal deviance (Breaking the established laws of society –
 being a criminal)
 All criminals are deviants but not all deviants are criminal.
 Deviance is a continuous variable – it is a bit like trying to mould
 putty – it constantly changes shape and nature.
 It does this because what is deviant is determined by society
 Therefore, deviance is a socially constructed term.
 Thus crime and deviance are relative terms; they are subject to
 change across time and location being a criminal)

All criminals are deviants but not all deviants are criminal.

Deviance is a continuous variable – it is a bit like trying to mould putty – it constantly changes shape and
nature.

It does this because what is deviant is determined by society

Therefore, deviance is a socially constructed term.

Thus crime and deviance are relative terms; they are subject to change across time and location.
Social control exists to prevent negative deviance (that is deviance which can be damaging to others) –
as most deviance is, it could be argued, negative anyway, we will look simply use the term “deviance”
here

Here are two types of social control;

Informal Social Control

If you had a problem, who would you turn to first? A friend? Family? It is quite likely that you would seek
solace in someone you knew well…someone who you saw regularly – someone who plays a very
important part in your life. This is what we mean by informal social control. This form of control is
therefore based on the approval or disapproval of those around us whose review of us we regard as
important.

Hence, the three main groups that fall into this category are;

1) Family,

Our basic learning of norms and values (what is regarded as desirable and achievable, often dictating
how we should live) are learned in the realm of the family. The family therefore plays a very important
role on socialising us and therefore giving us our own identity. It is in this realm that we learn the basic
morality of society (note for A2 students – which political perspective, however, argues that this is under
threat? Why?) And we learn to develop a conscience. The family controls us in a very subtle way –
unless we do very wrong perhaps where punishment is obvious and Pronounced.

2) Friends,

In Sociology, the term “peer group” is often used as an alternative to the term “friends”. A peer group is
a group of people of a similar age to us who we relate to. Often peer groups can teach us informally (i.e.
often in a very “piece meal” and subtle way – much like the family) how to behave correctly and
properly, but sometimes they do the opposite as we shall see later!

3) Work Colleagues

Very similar to peer groups but perhaps work colleagues are less likely to abuse the way they can control
us, Formal Social Control

The second form of control is formal social control. In Sociology, these institutions are referred to as
organizations or systems that exercise rigid rules, ideologies and morals that we are often compelled to
bey.

However, it may also be more useful to look at those who exercise formal social control us people in
suits – people or institutions that we don’t always come into every day contact with and when we do it
is in a very rigid and timetabled way.

Hence, in formal social control we can include;

1) Religion
Historically, the church was one of the major forms of social control.

However, perhaps its degree of social control has waned a little now

(Note for A2 students – see the argument of post-modernists for

example; although also look at the counter argument by the

Functionalists – see Parsons, Malinowski etc.). Its significance as a

form of social control, however, may still exist in the way it has

influenced the legal system, the family and education.

2) Education
Education has often been cited as a form of control in the way morality and citizenship are taught to
pupils. Often, this has been referred to as the Hidden Curriculum (Bowles and Gintis) ; a curriculum that
you learn without really thinking about it.

3) The Mass Media

The mass media (radio, television, cinema, arts etc) influence us by providing models of behaviour that
we copy (it is through the mass media that we have role models) while condemning other “deviant”
forms of behaviour. This is something we will look at in more depth later on; indeed, it could be argued
that the media is playing a more and more crucial role in shaping public opinion that it ever has.

4) The Health Service

At first it may seem quite strange to suggest that the Health Service is a system of social control; but
remember, when talking about social control we are not necessarily talking about negative control (i.e.
condemning behaviour that is deviant); social control also describes positive control (i.e. encouraging us
to conform to the values of society). The Health Service encourages us to be responsible about our
health; think about very subtle things for example like a child getting a lollipop at e dentist – that is a
sign that you have done what is expected of you. Some perspectives, however, argue that the

Health Service is more likely to be a system of informal social control.

5) The Legal System

Undoubtedly the most obvious type of social control in society. The Legal system, therefore, is the most
powerful institution that deals with social control. Included in this are the police and the courts.
 Question No. 02 (a)

Discuss different types of school and community relationships

Many of today's leaders in education, business and community development are coming to realize
schools alone cannot prepare our youth for productive adulthood. It is evident schools and communities
should work closely with each other to meet their mutual goals. Schools can provide more support for
students, families and staff when they are an integral part of the community. On the other hand,
agencies can make services more accessible to youth and families by linking with schools, and they can
connect better with and have an impact on hard-to-reach clients. Appropriate and effective
collaboration and teaming are seen as key factors to community development, learning and family self-
sufficiency.

Partnerships should be considered as connections between schools and community resources. The
partnership may involve use of school or neighborhood facilities and equipment; sharing other
resources; collaborative fund raising and grant applications; volunteer assistance; mentoring and
training from professionals and others with special expertise; information sharing and dissemination;
networking; recognition and public relations; shared responsibility for planning, implementation and
evaluation of programs and services; expanding opportunities for internships, jobs, recreation and
building a sense of community.

School-community partnerships can interconnect together many resources and strategies to enhance
communities that support all youth and their families. They could improve schools, strengthen
neighborhoods and lead to a noticeable reduction in young people's problems. Building such
partnerships requires visioning, strategic planning, creative leadership and new multifaceted roles for
professionals who work in schools and communities.

Partnerships
The following list reflects community resources that could or currently partner with schools:

 County Agencies and Bodies (Departments of Health, Mental Health, Children & Family Services,
Public Social Services, Office of Education, Police & Fire Departments, Planning Area Councils,
Recreation & Parks, Library, Housing Authority, etc.)
 Municipal Agencies and Bodies (Parks & Recreation, library, courts, civic event units)
 TSA, United Way, Lincoln Action Program, Mediation Center, clothing & food pantry, Visiting
Nurses Association, Cancer Society, Red Cross, Salvation Army, volunteer agencies, Human
Services Federation)
  Service Clubs & Philanthropic Organizations (Lion's Club, Rotary Club, veteran's groups, Woods
Charitable Fund, Lincoln Community Foundation, Southeast Community Foundation, Cooper
Foundation, Community Services Fund, etc.)
 Youth Agencies & Groups (Boys & Girls Clubs, scouts, 4-H, Cedars Youth Services, Child Advocacy
Center, etc.)
 Sports/Health/Fitness/Outdoor Groups (YMCA of Lincoln, Cornhusker Place, athletic leagues,
local gyms, conservation associations, etc.)
 Community-Based Organizations (Neighborhood and homeowners' associations, Neighborhood
Watch/Patrol, block clubs, housing project associations, economic development groups,
community development corporations, civic associations)
 Faith Community Institutions (The Lincoln Interfaith Council, Catholic Social Services, Lutheran
Family Services, congregations and subgroups, etc.)
 Ethnic Associations (Asian Community Center, Hispanic Community Center, Indian Center,
Germans from Russia Society, etc.)
 Artists and Cultural Institutions (Museums, art galleries, zoo, theater groups, TV & radio stations,
literary clubs, art groups, writers' organizations, collector's groups)
 Businesses/Corporations/Unions (Neighborhood business associations, Chamber of Commerce,
Goodwill Industries, local shops, restaurants, banks, AAA, school employee unions)
 Media (Local newspapers, TV & radio, local access cable)
 Family Members, Local Residents, Senior Citizens Groups

Online Resources Relevant to School-Community Partnerships:

 Building Coalitions
 Center for Effective Collaboration and Practice
 Center for Community Partnerships

Source: School-Community Partnerships: A Guide; U.S. Department of Health &

Human Services, 2003

Activities
There are a variety of activities in which schools can become involved to build/improve school-
community partnerships; below are some suggestions:

 Encourage Community Use of School Facilities: Often the school buildings sit empty after the
end of the normal school day. Encouraging non-profit community groups to use the facilities is
not only good use of resources but also provides opportunities for the school to get involved in
community projects.
 Senior Citizens Banquet: At least once a year, perhaps around the time of music concerts, invite
senior citizens to a luncheon banquet at the school; banquet can be sponsored by a school
service organization, by non-profit corporation, or by private industry. Usually, parents are
willing to come in to assist in the preparation of the meal.
 Back to School Week: Choose a week during the school year to invite parents and community
members to your school. Make a special effort to personally invite community and business
leaders to attend school for the day, or part of the day.
 Career Day: Hold annual career days; this is not only good educational experience for the
students, but also helps local business people to learn more about the school and school's
needs. In addition, it helps to understand the employment needs in the area.
 News Releases: News releases mailed to local media could be a good strategy for public
relations and community outreach programs.
 Newsletters: Provide periodic newsletters not only to the families of the students, but also to
board members, business leaders and other community members. A simple database can be
used to include new people; encourage members of the school community to suggest other
folks who might be included in the mailing list.
 Honor Roll: In the local media, publish a list of students who made significant accomplishment
during the school year.
 Gold Cards: Give students who earn a place on the Honor Roll a Gold card which is sponsored by
participating businesses who provide discounts to those students for marking period. Some
businesses provide reduced prices on items in their stores, while others allow students to have
something for free, for example, a free video rental, etc.
Types:

The Importance of School-Community Relations

There is no doubt that the roles and responsibilities of school administrators have undergone and will
continue to undergo transformation. Initially it appears that the importance of school-community
relations programs and skills is to relate the accomplishments of the school to the community so that
the administrator of the school looks good. However, on further examination, it is apparent that one of
the more profound implications of effective school-community relations is the recognition of the
pluralistic nature of communities. Not only are they diverse in terms of race, ethnicity, and culture, but
they are diverse in terms of neighborhoods, friendships, and ideology. It is incumbent on the effective
administrator to be aware of those elements within the larger community. The transformation is from a
view of the administrator/school being isolated from the community to one in which the school is seen
as an integral part of a dynamic community.

Some of the more visible and tangible functions of today's administrators are how crises are handled,
how good home-school relations are facilitated, and how special interest groups are treated. These
outward manifestations of good skills need to be built on a solid footing which recognizes school-
community relations skills as an indispensable function of all administrators' roles and which recognizes
and values the diversity within our communities.
Question No. 2 (b)

The Importance of Community Involvement in Schools

According to the recent MetLife Survey of the American Teacher, teachers, parents and students all
agree that parent engagement in schools has increased over the past 25 years. Given the role that family
engagement plays in not only academic success, but life success, that is great news. However, the survey
also noted that parent engagement remains a challenge for many schools.

Last weekend, at the Celebration of Teaching and Learning, surrounded by educators, representatives
from the nonprofit and business worlds, global education experts, academics, and education advocates
of all stripes, I found it inspiring how committed the group as a whole was to not just improving family
engagement in schools, but expanding engagement beyond the family, to the community in general.
Two featured initiatives in particular seemed to embody it: Reconnecting McDowell and Cincinnati's
Community Learning Centers.

Linking Schools and Communities

McDowell County, West Virginia, has ranked last in education in the state for most of the past decade.
But it is not just educational challenges that the community faces. The area was once a booming coal
community, with over 100,000 residents. Today, there are just 22,000. Many are unemployed (72
percent of students live in a household without gainful employment). McDowell has limited medical
services, inadequate access to technology, and substantial drug and alcohol abuse.

Yet those in the community care deeply about it. And everyone agrees that McDowell's children deserve
every opportunity for success. So under the leadership of the American Federation of Teachers (AFT)
and the West Virginia State Board of Education, a public/private partnership was born. Reconnecting
McDowell is a long-term effort to make educational improvements while addressing all of the
community's complex problems.

The project launched in December. So far, the AFT has already begun providing professional
development to teachers. The West Virginia state legislature has passed an "innovation zone" bill that
allows McDowell County to participate in a teacher-in-residence program with a local university,
allowing promising young talent to enter the teaching workforce. The schools have begun
comprehensive breakfast and lunch programs; they are hoping to start a dinner program as well. First
Book has donated an age-appropriate book for each child in the school system, and Imagination Library
is providing books for younger children in the community. The West Virginia AFL-CIO has provided funds
to help run water lines to a new housing development.

While the work has just begun, this engagement effort is already showing what can happen when
schools and the community commit to working together.
Coordinating Resources in Urban Ohio
In the early 2000s, Cincinnati Public Schools learned that they had the worst school buildings in the
nation. They needed to pass a levy to raise money for improvements, but one hadn't passed in a number
of years. To garner community support, they proposed that the renovated schools would serve as
centers of the community, remaining open on nights and weekends to provide services. The levy passed,
and the Community Learning Centers (CLCs) began.

Each CLC is different, based on the needs of the community in which the school is located. Annie
Bogenschutz told Celebration attendees about the CLC at her school, Ethel M. Taylor Academy, where
100 percent of students receive free or reduced price lunch. The school is open from 2:15pm to 6pm
and offers a hot dinner, tutoring and mentoring, enrichment, parent and family engagement activities,
and more. On site, students and families can access mental health and dental services. Next year, Taylor
will open a school-based health clinic. These services, and the many others that are offered at the CLC,
require no new funds. Instead, the school's partners reallocated their spending.

And they have seen results. Taylor was formerly labeled as one of the worst schools in the state, but is
now recognized for its "Continuous Improvement," with increased attendance, standardized test scores,
and parent involvement, as well as decreased behavioral incidents.

How Do You Get Started?

The first question asked by the audience after hearing about Cincinnati's CLCs: How do you get started
on a family and community engagement initiative?

As Dr. Joyce Epstein (Director of the Center on School, Family and Community Partnerships at Johns
Hopkins University, who spoke at the Celebration in a different session), pointed out, while we all know
that home, school and community partnerships are important, and most of us even know what quality
home, school and community partnerships look like, we often fall flat in one key area: how to get them.

She suggests those serious about engaging families and communities begin creating an Action Team for
Partnerships. That team should include the principal, two-three teachers, two-three family members,
and others in the school or community important to the school's work with families (a counselor, social
worker, business partner, and so on, depending on the school context). At the high school level, she
believes the team must include at least one or two students.

Based on the school improvement plan, that team should choose four goals (two academic goals, one
behavioral, and one focused on improving school climate) on which it will focus its efforts. It should then
write and implement a one-year action plan, with activities carefully linked to their goals, monitoring
outcomes and continually adjusting the plan as needed. (There are many more details on how such
teams should work available on the National Network of Partnership Schools' website).

 Bogenschutz offers some additional thoughts as to what is necessary to start the work:
 A culture shift. Those on staff must sincerely recognize the value of the partnership, or it will
never succeed.
  A third party. In Cincinnati, each school has a lead partnering agency to assist in connecting with
the community. She believes that third party helps ensure the community is comfortable sharing
its true hopes and concerns about a school.

Meeting the community where it is. If you send home a flyer asking the community to come to a
meeting at the school, it won't show up. Ask the "neighborhood grandmother" where the meeting
should be held -- a church, a restaurant, wherever the community gathers -- and go to it.

The bottom line: Family and community engagement is a vital part of a truly successful school. But it
rarely just happens -- it must be intentionally designed. When it is present, we should take the time to
celebrate it and learn from it.
 Question No. 03 (a)

Analyze the relationship between communication and effective teaching

The Importance of Effective Communication

We communicate with others all the time. But how good are we at it? The English Language Institute of
Singapore is helping teachers, and ultimately students, become effective communicators.

As an English Language Specialist at the English Language Institute of Singapore (ELIS) since 2011, Dr
Caroline Ho has been conducting various workshops to help teachers become more effective
communicators in subjects such as Science and Math. She gives her take on why teachers should and
how they can communicate more effectively with their students, and how students can be encouraged
to do the same.

Q: What is effective communication in the classroom?

Central to all that we do, it has to be the students who will benefit. We view effective communication as
supporting students’ learning, so it applies to all subject areas. We try to make it clear to schools that
effective communication is more than just pronunciation, intonation or articulation. Communication also
involves the teachers’ classroom discourse and interaction that deepen thinking to help students
internalize and process subject content.

We believe in teachers and students co-constructing knowledge together, particularly in the subjects
that involve multimodal aspects of communication, for example, visual data such as graphs, charts,
statistics.

Effective communication must take into account the context and purpose for which teachers and
students are communicating. Given the emphasis on 21st century competencies, more demands are
being made on the students to explain, justify and reason through problem-solving strategies.

The interaction among students as they co-construct knowledge becomes important too. We want them
to recognize the role of language in meaning making, and see communication as a collaborative activity.
It shouldn’t be just one-sided, as in teacher disseminating information, but two-way with teacher and/or
students responding to each other to deepen content learning. Effective communication means that the
receiver fully understands, comprehends and interprets what the speaker and/or writer has conveyed.

By modelling effective communication as a Science teacher, your students will become aware of the
norms and conventions of reading, writing, talking and thinking like a scientist.
Q: Why is effective communication in subject learning important?
Teachers can model what effective communication looks like to students. We believe that modelling,
thinking aloud and unpacking the thinking processes that are required to convey the content effectively
will enable students to process and internalize the targeted subject matter.

If students can replicate this, they can then clearly articulate their own perspectives of what they are
learning, their own logical reasoning and thinking processes. This makes thinking visible. It’s even more
important now with the emphasis on more knowledge-building, inquiry-based and problem-solving
approaches—so rote learning will not do. Students need to learn how to work through their problems
and articulate their reasons for why they have adopted a certain approach, and justify arguments put
forth.

When we talk about literacy in the subjects, it is the ability to use language appropriately, meaningfully
and precisely in a given subject area. It requires the teacher to be proficient in the language and subject
knowledge. Subject teachers have to be conscious of how they construct meaningful dialogue with their
students, how they can facilitate thinking and understanding of content through interactional modes of
language use in the classroom. We are helping teachers with their classroom talk, interaction with
students and questioning strategies.

Q: How is effective communication done in a subject like Science?

I’ve been working with Science teachers and that’s where the collaboration with NIE comes in with one
study. Science as a discipline demands that we look at evidence. You need to learn how to observe a
phenomenon, create hypothesis to test what you see based on the evidence, and adapt your hypothesis
or modify your assumptions.

When teaching, you have to help the students formulate very clear and precise explanations that
address the specific demands of the questions. And what is tough is where students have to present
scientific and logical reasoning, argument and justification to show the logical connection of the
evidence and claims. All these skills become very critical: How you formulate your explanations, how you
evaluate your explanations as new data/evidence comes in as part of the process of scientific inquiry.

So you can’t talk about effective communication in a vacuum. It has to be in a specific context with a
clear outcome. By modeling effective communication as a Science teacher, your students will become
aware of the norms and conventions of reading, writing, talking and thinking like a scientist. There’s now
a greater awareness and attention on the part of the teachers as to what is involved because they want
to help students, especially those who are weaker in English.

Q: If effective communication is not done well, what can go wrong?

We would be short-changing our students if we are not clear as to whether they have really understood
what we have taught them despite getting good test or exam grades. The grades may show that they
can clear whatever is required of them in assessments. But in my dialogue with teachers, I’ve learned
that it may not always be clear to them as to whether students have really processed what they have
learned and whether they can apply their learning despite doing well in Math and Science exams.

In the long run, whether they are able to transfer those skills they have acquired even to other contexts
and real-life situations, time will tell. In class, we wouldn’t really know if you don’t help them make their
thinking visible, if it’s not mediated through the communication in class. We may be fooling ourselves
that students may be giving us the so-called “correct” answers, but they have actually not processed and
mastered the content for themselves. This is what we need to continue to work on while they are with
us in school.
 Question No. 03 (b)

How can effective communication result improved management

To lead others, you must demonstrate effective communication skills. Otherwise, a manager will lack the
credibility to implement his employer's objectives, and struggle to rally worker teams behind them.
Managers who communicate well are also more likely to become good problem solvers, which is an
essential skill to function well in an international workplace where diversity is increasingly the norm.
Employees who show an aptitude for verbal and written communication are more likely to advance up
the corporate ladder, as well. Effective communication between managers and employees is requisite
for a well-functioning workplace.

Better Employee Relations

The best managers understand the need for building alliances and communicating throughout all levels
of the organization. Effective communications skills are a must for breaking down barriers, which
promotes the collaborative atmosphere that an organization needs to thrive. A typical employee's
engagement and interest in work varies from day to day. Astute managers accept this reality but can
tailor their own communication style to motivate an employee to achieve the desired result.

Gains in Productivity
Whether they realize it or not, managers are the linchpin of a company's productivity efforts. Managers
must clearly articulate strategies and plans so that an employee team knows what to do, and how the
company envisions them being carried out. At the same time, each team member should understand his
role, and why his particular task is so important. If the manager can't make that case, employees grow
complacent and less interested in their work.

Impact of Globalization
Cross-cultural and linguistic work teams are increasingly common features in today's globalized
workplace. Managers must devise new communications strategies to interact with an increasingly
multicultural, multinational workforce. Employees also may identify with several different national
groups, which managers must consider when trying to communicate a company's goals and objectives.

Multigenerational Relations
Conflicts are likely when employees from different generations find themselves working together. Good
communications skills are a must for managers wanting to succeed in this environment. For example,
the competitive drive of Baby Boomer employees born between 1946 and 1964 may not sit well with
Generation X and Y peers, born in 1965 or later, who desire a less intense work life. Managers must
avoid blanket stereotypes when trying to encourage the various groups to interact with each
productively.

Problem Solving Skills

Effective communication and problem-solving skills go hand in hand. Employees who struggle on the job
naturally look to managers for guidance to solve their problems. A manager who lacks discretion,
however, is unlikely to gain the trust he needs to address co-worker conflicts, declining performance or
substance abuse issues. Failure to address these situations, in turn, jeopardizes the organization's
productivity and ability to carry out its mission.

Basis of Decision-Making and Planning:

Communication is essential for decision-making and planning. It enables the management to secure
information without which it may not be possible to take any decision. The quality of managerial
decisions depends upon the quality of communication. Further, the decisions and plans of the
management need to be communicated to the subordinates. Without effective communication, it may
not be possible to issue instructions to others. Effective communication helps in proper implementation
of plans and policies of the management.

Smooth and Efficient Working of an Organisation:

In the words of George R. Terry, “It serves as the lubricant, fostering for the smooth operations of
management process.” Communication makes possible the smooth and efficient working of an
enterprise. It is only through communication that the management changes and regulates the actions of
the subordinates in the desired direction.

Facilitates Co-Ordination:
Management is the art of getting things done through others and this objective of management cannot
be achieved unless there is unity of purpose and harmony of effort. Communication through exchange
of ideas and information helps to bring about unity of action in the pursuit of common purpose. It binds
the people together and facilitates co-ordination.

Increases Managerial Efficiency:

Effective communication increases managerial efficiency. It is rightly said that nothing happens in
management until communication takes place. The efficiency of manager depends upon his ability to
communicate effectively with the members of his organisation. It is only through communication that
management conveys its goals and desires, issues instructions and orders, allocates jobs and
responsibility and evaluates performance of subordinates.

Promotes Co-operation and Industrial Peace:

Effective communication creates mutual understanding and trust among the members of the
organisation. It promotes co-operation between the employer and the employees. Without
communication, there cannot be sound industrial relations and industrial peace. It is only through
communication that workers can put in their grievances, problems and suggestions to the management.
Helps in Establishing Effective Leadership:
Communication is the basis of effective leadership. There cannot be any leadership action without the
effective communication between the leader and the led. Communication is absolutely necessary for
maintaining man to man relationship in leadership. It brings the manager (leader) and the subordinates
(led) in close contact with each other and helps in establishing effective leadership.

Motivation and Morale:

Communication is the means by which the behaviour of the subordinates is modified and change is
effected in their actions. Through communication workers are motivated to achieve the goals of the
enterprise and their morale is boosted. Although motivation comes from within yet the manager can
also motivate people by effective communication, e.g., proper drafting of message, proper timing of
communication and the way of communication, etc.

Increases Managerial Capacity:

Effective communication increases managerial capacity too. A manager is a human being and has
limitations as to time and energy that he can devote to his activities. He has to assign duties and
responsibilities to his subordinates. Through communication, a manager can effectively delegate his
authority and responsibility to others and thus, increases his managerial capacity.

Effective Control:
Managerial function of control implies the measurement of actual performance, comparing it with
standards set by plans and taking corrective actions of deviations, if any, to ensure attainment of
enterprise objectives according to preconceived and planned acts. Communication acts as a tool of
effective control. The plans have to be communicated to the subordinates, the actual performance has
to be measured and communicated to the top management and a corrective action has to be taken or
communicated so as to achieve the desired goals. All this may not be possible without an efficient
system of communication.

Job Satisfaction:
Effective communication creates job satisfaction among employees as it increases mutual trust and
confidence between management and the employees. The gap between management and the
employees is reduced through the efficient means of communication and a sense of belongingness is
created among employees. They work with zeal and enthusiasm.

Democratic Management:
Communication is also essential for democratic management. It helps to achieve workers participation
in management by involving workers in the process of decision-making. In the absence of an efficient
system of communication, there cannot be any delegation and decentralization of authority.
Increases Productivity and Reduces Cost:
Effective communication saves time and effort. It increases productivity and reduces cost. Large- scale
production involves a large number of people in the organisation. Without communication, it may not
be possible to work together in a group and achieve the benefits of large-scale production.

Public Relations:

In the present business world, every business enterprise has to create and maintain a good corporate
image in the society. It is only through communication that management can present a good corporate
image to the outside world. Effective communication helps management in maintaining good relations
with workers, customers, suppliers, shareholders, government and community at large.