Communicate Effectively at the Direct Leadership Level Essay

a.Mass talk enables you to communicate reading to large numbers of volume in a relatively short time. .Identify the conventions of social transactional conference a.First principle You cannot NOT communicate.i.each day we receive thousands of behavioral instigates to communicate. We choose which are worthy of our attention. We hear or attribute meaning to each of these cues. We specify to accept nigh cues and reject opposites. We select the cue we will respond to and how we will communicate that response. Through this process, we assign theatrical role to each chat. converse with purpose cannot be random. This conditioning process begins early in life. b.Second principle Communication is predictable.i.Whenever you choose to recognize whatever sensory cue, you must organize the information in some personally acceptable way. The easiest way to do this isto compare the behavior you now sense to all the behaviors youve ever kn birth. As you repeat this process, you come to give birth certain patterns of communicative behavior from certain concourse in certain situations. You learn to categorize people and their responses by paying attention to the feed keep going you get from people when we communicate with them. In this way, you improve the effectiveness of your communication by learning more about(predicate) your own and the other persons communicative patterns. c.Third principle Communication is a chicken and egg process. i.Think of yourself as a simultaneous and continuous sender and teleph unrivalled receiver. Beca consumption communication occurs constantly in some form, it is difficult to determine whether you communicate first and respond last or vice versa. However, does it authentically matter? We define the context of our communication through punctuation. Punctuation is simply delegate specific beginning and ending points along the line of the continuous communication process. Human communication, as a dynamic process is best u nderstood as a system where senders are simultaneously receivers and receivers are simultaneously senders. d.Fourth principle Communication occurs at two levels.i.Communication not only conveys information, but at the aforesaid(prenominal) time imposes behavior. All interpersonal communication occurs at two levels satisfy and process. The Dynamics of Human Communication refers to the two levels as content and relationship while the USASMA model refers to them as content and process. We will use content and process. Content communication conveys information. Process communication (tone, context, gesture, and other nonverbal action) sends instructions to the receiver about how to interpret the message. When the content message does not match the process message, conflict and mistrust form in the mind of the receiver. e.Fifth principle Transactions are between equals or upanddown.i.You relate to people as equals or as nonequals. A typical example of a nonequal relationship is that of the motherinfant pair. Nonequal relationships take on two different positions one communicator is in the superior, or oneup position, while the other is in the onedown, or inferior position. Do not equate the words up and down with judgmental terms as good, bad, strong, or weak. Nonequal relationships are often set by social or heathenish factors. It is usual for oneup persons to define the nature of the relationship. f.Sixthprinciple Communication is a sharing of meaning. i.This mover that what meaning one person assigns to a word or image may 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 get wording and effective oral communication a.The Th ree Myths about Listeningi.Listening is a graphic process.- If you hope that audition occurs naturally, like breathing, then it follows that you never need to learn how to do it. Listening is a acquisition just like driving a golf ball or firing a rifle. You bring the skill just as you would any 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 train 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 heard 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 external responses to spoken messages. These responses range from precise casual, some accidental , to very deliberate and purposeful types of responses. They are not orderly stages that you go through when listening, nor a time that must be followed. All or only a few of these may occur inwardly one set of listening transaction, or they may be skipped or types may be apply in any sequence. The four types are reflex, content, relational or participating, and introspective listening. c.Type I, instinctive reflex Listeningi.A very basic kind of listening involving little more than hearing and a recognition that some psychological disorder has come to you. Reflex listening is very common in social settings, classrooms, public settings, and in concerts. Reflex listening involves primarily guidance noises where you can move out ofdanger, approach and engage prospective pleasant 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 (le aders) criticize poor listening. Learning in school, receiving instructions on the job, getting 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 dimension of contenttype listening is an ability to identify 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 also in another dimension called sympathetic 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 pay off the creative power to imagine how it would make sense to say what the other person is saying. It says that the other person (the speaker) is fundamentally 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 putting across. Effective communication is free to happen when threats have been removed. By the mirroring process, you help 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 persuasion process as you evaluate the speakers messages.