INTRODUCTION TO

COMMUNICATION

1 Lecture 1
Faculty: Rachana Negi Rana
Course : Communication & Interpersonal Skill
Course no. GEM202
 COMMUNICATION
 Communication is meaningful in our life because its how we
know our self.
 Communication is the basis for human contact.

 Communication Conscious Intentional

 Communication Unconscious Unintentional

 Communication is DYNAMIC
 Communication is CONTINUOUS

 Communication is IRREVERSIBLE

 Communication is INTERACTIVE
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 Communication is CONTEXTUAL
 COMMUNICATION
 Compresence Off Stage On Stage
( Burgoon et al.,1996)

 Sociation : Innate need for relationship with others(Wolff,1950)

 Three types of Psychological need:

I. Competence-feel confident and effective in carrying out action, to
achieves one goal
II. Relatedness-close connection and positive relationship with significant
other.
III. Autonomy-In control of ones action/destiny rather than directed by others

Satisfaction of all 3 needs result in OPTIMAL WELL BEING (Effective 3

Interpersonal Skills)
 COMMUNICATION SKILLS
 Create Self Identity

 Self Efficacy: Individual believe in their innate ability to

achieve goals i.e. social situation , satisfaction with
personal relationship , friends.

High Self Efficacy with sufficient effort and

proper execution goal will be achieved.
Low self Efficacy Cease effort at early stage
which leads to failure.
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 COMMUNICATION SKILLS

 Prophylactic Effect(Segrin,2000)-Stress buster or creator

depending upon the effective interpersonal communication skill
e.g crises

 Social Capital – Its an asset which key value is determined by

the interpersonal communication skill e.g. doctors.

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 NATURE OF INTERPERSONAL SKILLS
 Skilled behaviour are Goal Directed-the purpose an individual
bring into communication has important consequences and are
goal driven –process.

 Learning of new skill move through following stages:

a. Unconscious incompetence e.g. Argument

b. Conscious incompetence e.g. Negotiation

c. Conscious competence e.g. Conflict management

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d. Unconscious competence e.g. Assertiveness, ownership
NATURE OF INTERPERSONAL SKILLS
 Skill are under the cognitive control of the individual-
Communication skill combines with communicators knowledge
– information and understanding –to influence the entire process
 4 Stages In The Learning Of Skills (Zimmerman,2000)

I. Observation-watch others perform the skill i.e. motivational

orientation, values and performance standards.
II. Emulation –Not replicate

III. Self Control- practise to develop the skill.

IV. Self Regulation- use the skill in different context and

personal.
e.g. Public speaking, Stand up comedy. 7
 NATURE OF INTERPERSONAL SKILLS

 Skilled behaviour are learnt- Most form behaviour displayed

in social context are learned (Burton and Dimbleby,2006) e.g.
child taught to speak and read.

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 SELF-AWARENESS AND COMMUNICATION

 Self Esteem- An awareness that we are distinct than others which

result in productivity and non productivity.

o Self Identity-By developing and promoting your individual self

esteem you constructively enact your drive for self identity.

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SELF ESTEEM
o Choice Theory-Psychological concept
o Its contends that only person’s behaviour you can control is your
own.

o Your own self esteem or self worth is not permanent fixed.

oMessage received through social interaction influences your

way of thinking an alters your self esteem.
eg. Teenagers smoking to be a part of in –crowd.

 Low self esteem and low worth leads to academic and social
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difficulties.
SELF ESTEEM-AFFECTED BY PSYCHOLOGICAL
VULTURES
 Intelligence Vulture-I am not good in maths or i am dumb.
 Creativity Vulture-I cant draw as good as or imaginative as
XYZ.
 Family Vulture-My brother is the favourite or I am the black
sheep of the family.
 Relationship Vulture-I am not good in meeting or with friends.

 Physical Vulture-I am too fat, short or big nose.

 Sexual Vulture- I am not attractive.

 People avoid the areas where the vultures are lurking so

creating low self esteem.
 Kill off the vulture and create positive impact through Self-
fulfillment prophecy. 11
POSITIVE SELF TALK- TO KILL THE VULTURE
Strategy 1
 Realize when you use negative inner speech

 Rewrite negatives into positive and revise the positive

periodically.

 Stop your negative by allowing positive talk to flood.

 Recycled negative can turn negative into positive.

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POSITIVE SELF TALK- TO KILL THE VULTURE
Strategy 2
o Pat yourself on the back say something good about yourself.

o Compliment others and feel good about the act.

o Recognize your self put downs or seek help from friends to

identify your self put down .

o Block each put down.

o Turn the put down around-put it in the past tense and eliminate 13
its evaluation component.
SELF CONCEPT- TYPES
It includes Self confidence-a feeling of competence and self –
assurance.

 The Idealized Self- you perceive to be perfect. It is a measuring

stick by which you measure yourself and others success or failures.

 The Real Self – What you think of your self when you are honest
about your interest, emotions ,needs and thoughts.
It is dynamic in nature sometime you like yourself other times the
vultures affects your real self.

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SELF CONCEPT- TYPES

 The Should self – It serves as a moral guideline. Its the standard

by which you continuously measure yourself, coming from your
family, friends, school, media and culture. Eg Good grades in
exams.

 The Public Self –Is the you, you let others know. It is the
concept that if others believe the right think about you,you can
persuade others to like you.

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THEORIES OF SELF CONCEPT
 EGO STATES: consistent patterns of behaviors,
feelings and thoughts

I. Main types
 Parent ego state – life as it is taught

 Adult ego state – life as is thought

 Child ego states – life as it is felt

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ANALYSIS OF PERSONALITY
STRUCTURES
I. Parent ego state (P: CP and NP)
 Criticalparent (bossing, criticizing, punishing, controlling)
 Nurturing parent (caring, encouraging, protecting)

II. Adult ego state (A)

 Thinking, reasoning, asking, estimating, learning

III. Child ego states (C: NC, AC and RC)

 Naturalchild (feeling, playing, wanting, boasting)
 Adapted child (manipulating, pleasing, withdrawing)
 Rebel child (rejecting, rebelling)

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EGO STATE
 Behaviour based on dominant ego state(s)

 Constant ego state: over-dominant ego state excluding

other ego states

 No ego state good or bad in itself: produces certain

consequences

 Inappropriate use of ego states: interpersonal problems

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LIFE POSITIONS
 A basic existential position defining a person’s worth and
relationships with others

 A position of comfort and familiarity for transacting with

others

 Types
 I’m OK, you are not OK
 I’m not OK, you are OK
 I’m not OK, you are not OK
 I’m OK, you are OK
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PRINCIPLES OF TRANSACTIONS
 Use Adult, Nurturing Parent, and Natural Child ego
states most of the times

 Operate from “I’m OK, You’re OK” life position

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SELF CONCEPT- JOHARI WINDOW
 Past experience- (I have been/done)
 Present attitude action- (I am)

 Future expectation- (I would like to be/do)

 Style 1-People little time disclosing or giving feedback (good listener by shy and
quite)

 Style 2 – Spend great deal of time listening and not much time revealing
information about themselves (introverts)

 Style 3-talk a great deal about themselves ,but don't listen very much for the
information about the other person.

 Style 4 –Like to give and get information.

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 If all four sides of the figure are approx. of same size you dont have pre
dominant self disclosure/receive -feedback style
FACTORS AFFECTING SELF CONCEPT

 Social Interaction-Sharing different strength and need in

different situation. E.g. friends, colleges and family

 Time context- thinking changes over time from today to 5 years

from now.

 Situation –Act according to the situation demand e.g. with

friend in restaurant or with boss in meeting.

 Context- self concept depends upon the relationship of the role

we undertake e.g in office role of leader, at home role of
follower, with family a role of friend 22
COGNITIVE PROCESSING
 Values –what we perceive to be positive and negative worth

 Attitude-perspective and viewpoint

 Believe-your conviction
 We keep our action parallel to the values , attitude and believes.eg: lie to
your friends.
 When value system is challenged the inner voice condemn your action
causing frustration and depression.

 Cognitive Dissonance- Imbalance between values , attitude and

believes.
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 Guilty Conscious- The real or perceived fear that we will get caught ,
get punished or found out.
COGNITIVE PROCESSING
 Wyer and Gruenfeld,(1995) –five cognitive elements guide
information processing.

 Semantic Encoding- The interpretation of messages in keeping

with available semantic concept and structure.

 Organisation- the arrangement of information into mental

representation of person, thing or event.

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 COGNITIVE PROCESSING
 Storage and Retrieval -storage of information in memory and
selective access as and when required.

 Inference processes- decision to respond depends upon the

consequences and implication of the action ,nature of encounter
and the relationship of the communicator.

 Response Generation- strategies selected to bring targeted goals

and objectives
Eg: extension on submission of assignments.
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COGNITIVE PROCESSING- DECISION MAKING
 SEVEN STAGE FRAMEWORK FOR RATIONAL DECISION
MAKING(Nelson-Jones 1996)

 Confront-Recognise the need for decision to be taken, clarify the

exact points to be achieved, evaluate internal and external
circumstances.

 Generate Options and Gather Information- think about many

options without evaluating its chance of success.

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 COGNITIVE PROCESSING- DECISION
MAKING

 Access the predicted consequences of options- projected

advantage and disadvantages of each options.Best option can be
logically and systematically revelled. Evaluate on the bases of
all the below criterion.

I. Self efficacy –the belief in one’s ability to successfully

implement the strategy.
II. Implication for face- how one must be seen by other or others
III. Personal costs- Including the amount of effort and difficulty
required

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COGNITIVE PROCESSING- DECISION MAKING

 Commit to decision

 Plan how to implement the decision- Plan should be

formulated with goals and sub goals.

 Implement the decision- Timing should be right.

 Assess consequences of implementation- Refection upon

outcome leads to improved future performance.

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INTERPERSONAL MESSAGES
 Chunking- is the grouping of bits of infomation according to a
mutual relationship. e.g.. “college friend” “hometown”

 Ordering- is the arranging of information in systematic sequence.

e.g. step by step plan a trip with friends.

 Reordering- is changing of an existing system of organized

information so that a new or difficult sequence is developed. It is
useful when you have difficulty remembering material in the
sequence it is present e.g name of countries :alphabetically or by
continent.
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INTERPERSONAL MESSAGES

 Context organizing- Based on principal that some

individual find putting information in a place or
context ,allow them to remember. e.g. Visual picturing .

 Mnemonics- artificial aid that can be used to remember

important things e.g. PIP ( promise, interview and
promotion)

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 MODEL OF COMMUNICATION
 The Linear Model of Communication
I. Source-Person who send the message

II. Encodes-Puts the message in a form

III. Receiver (Sensory Channels)-Person who gets the message

through one ore more sense organ i.e. seeing ,hearing,
touching, tasting, smelling)

IV. Decodes- Receiver attempts to translate the message.

E.g. Speech or notice
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Drawback- Source ignores the receivers response.
 MODEL OF COMMUNICATION
 The Interactive Model of Communication-
I. Source-Person who send the message

II. Encodes-Puts the message in a form

III. Receiver (Sensory Channels)-Person who gets the message through one ore
more sense organ i.e. seeing , hearing, touching, tasting, smelling)

IV. Decodes- Receiver attempts to translate the message.

V. Feedback-Receiver send verbal or non verbal feedback for the original

message.

VI. Adaptation-Source alters the original message to ensure correct interpretation.32

E.g. Class lecture
 MODEL OF COMMUNICATION

 The Transactional Model of Communication

I. Source and Receiver plays the interchangeable role throughout

the communication.

II. Messages are flying in both directed –verbal and non verbal
between the sender and receiver.
E.g. Interview- grievance

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COMMUNICATION NOISE- FACTOR AFFECTING
DECODING
 Environmental Noise- distraction created by environmental
condition e.g. construction work

 Physiological Noise–Impairment Noise- distraction created by

physical disability e.g. hearing problem.

 Semantic Noise – distraction created by meaning of words e.g.

Slangs, Jargon

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COMMUNICATION NOISE- FACTOR AFFECTING
DECODING
 Syntactic Noise- distraction created by customary way of
putting words together e.g. structure of language.

 Organisational Noise- distraction created by disorganized

instruction e.g. giving direction.

 Cultural Noise- distraction created by cultural background e.g.

Social or cultural taboos.

 Psychological Noise- distraction created by emotional state or

health issues. e.g. Anger, schizophrenia. 35
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