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Seminar 5. Overcoming Obstacles to Effective Communication in Organizations. Seminar Questions. Describe an experience you have had with communicator anxiety (yours or another person's)? Would you categorize this as trait or situational anxiety? Why?

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Seminar 5

Seminar 5

Overcoming Obstacles to Effective Communication in Organizations

Seminar questions
Seminar Questions

  • Describe an experience you have had with communicator anxiety (yours or another person's)? Would you categorize this as trait or situational anxiety? Why?

  • Which four tips do you think would be the most helpful in overcoming this as a barrier to effective communication in the workplace? Why?

Seminar overview
Seminar Overview

  • Review Unit 5 Project

  • A little fun

  • Communication anxiety

    • Case Study

  • Giving/Receiving Instruction

    • Case Study

Unit 5 project
Unit 5 project

  • Academic article

  • Content analysis

  • Select relevant program

What s the point
What’s the point?

  • “Despite our personal or professional experience, we have all likely acquired some ineffective habits when it comes to being a productive member of our organization. These habits often become obstacles to communicating effectively. However, once we have identified the habits and traits that interfere with our ability to communicate, we can work to build the skills to overcome them.”

    • Unit 5 Introduction

Communication anxiety
Communication Anxiety

  • Situational Anxiety

  • Train Anxiety

  • Fear of public speaking

  • How would you rate yourself?

Guidelines for handling ca
Guidelines for handling CA

  • Prepare and Practice

  • Warm up

  • Use Deep Breathing

  • Introduction – relax

  • Concentrate on communicating meaning

  • Use visual aids

Case study rachel
Case Study: Rachel

  • Recent college graduate

  • First “real interview”

  • What’s your advice?

Giving receiving instructions
Giving & Receiving Instructions

  • Overall picture.

  • Minimum words.

  • Simple, easily understood words.

  • Specific.

  • Simple comparisons

  • Repetition

  • Number/Signpost Objects/Steps

  • Good delivery

Application pdsc formula
Application: “PDSC Formula”

  • POINT - begin with a clearly stated central point

  • DEFINE - provide definitions of terms and explanations of principles or theories.

  • SUPPORT - provide logical, detailed support from the readings for the central point.

  • CONCLUDE - provide a summary, recommendation, and concluding thought.

Example pdsc formula
Example: “PDSC Formula”

  • Point: All language is symbolic, but not all symbols are language. The symbolic nature of language affects communication and perception in as many ways as there are cultures to interpret those symbols.

Example pdsc formula con t
Example: “PDSC Formula” con’t

  • Definition: Art, music, objects and nonverbal actions are all symbolic representation of feelings, thoughts and experiences. Words are arbitrary representation of things. To use words, we must all agree on their meanings. When we don’t agree, then words become ambiguous because words mean on thing to one person and another thing to another person and abstract because words stand for ideas, people, objects, feelings and so forth. All these things define the symbolic nature of language.

Example pdsc formula con t1
Example: “PDSC Formula” con’t

  • Support: Wood (2010) describes the symbolic nature of language on pages 100 thru 103. Meanings of words change over time. Words are being created out of vernacular slang, especially in the United States. There are hundreds of words added to our dictionary with each update published. Words don’t mean the same thing to everyone, but generally, within a culture, words have an agreed upon meaning. Using specific language, more descriptive of our specific wants will lessen misunderstandings.

Example pdsc formula con t2
Example: “PDSC Formula” con’t

  • Conclusion: The differences in our perception and the triggers that different words generate can cause misunderstanding even within your family. When I think clean up your room I am thinking “the whole room, tidy everything, put things away, and clean the floor.” When talking to your kids, you tell them to clean up their room, they will look around and perhaps, pick up the obvious trash, take dirty dishes out and put dirty clothes in their hamper, when you really meant for them to change their sheets, reorganize their things and put away their clothes and shoes and vacuum their floor in addition to the other things. We need to be specific. Give instruction clearly and do not overwhelm them with a series of commands, but instead give them one task at a time, with clear instructions to follow.