Communication

1. Communication Communication, the art of talking with each other, saying it clearly, listening to what the other says and making sure that we are hearing accurately (Leo Buscaglia, 1984). Communication means to make known, to give to another; interchange thoughts, feelings, and information; participate; share; and form a connecting link (Miller and Wackman, 1981).

2. Communication is a process by which information is exchanged between or among individuals through a common system of symbols, signs, and behaviour. • As a process communication include expression of feelings, conversing, speaking, corresponding, writing, listening and exchanging (Himstreet & Baty, 1990). • Communication is the process of conveying feelings, attitudes, facts, beliefs, and ideas between individuals, either verbally or non-verbally (Walker & Brokaw, 1998).

3. It is the exchange of information and transmission of meaning. • Communication is the transmission of a message from one party to another and receiving an appropriate response or action • Communication is the transfer of information from the sender to the receiver with the information being understood by the receiver • Communication is the successful transmission of thoughts or ideas, without significant distortion, so that understanding is achieved (Gilbert L. D. 1986).

4. Understanding is a key word in trying to define what is communication. • Therefore communication has taken place only if the receiver perceives a message very much the same as the sender intended it. • In the sense of conservation the process of communication goes a step further to help in the task of influencing public opinion, so in most cases it will need to convince or persuade thus persuasive communication

5. The word ‘communication’ is derived from a Latin word ‘communis’ meaning common. Therefore if an individual does an act on communication he has established a common ground of understanding. Why communication? • To express our feelings, ideas and inside of us • To know how to get information from others • To create understanding between individuals • To know how to interpret the experiences we have • To find out (research / study) about the world we live in

6. To accomplish tasks and achieve goals • Communication enables and facilitates our living • To satisfy human needs (creates and maintains meaningful, loving relationships) Who communicates? Communication takes place everywhere at different levels • Intrapersonal communication – when a person talks to ‘herself or himself’ mentally as a way of processing information

7. Interpersonal communication - communication between two individuals • Group communication – this includes more than two people • Organisational communication – communication at organisational level In summary communication is done within the following frameworks: •  Communication between individuals • Communication between groups

8. Communication between organisations • Communication between individuals and groups • Communication between individuals and organisations • Communication between individuals and the public in general • In-fact we are living in an interactive world where there is no such a thing like ‘no communication at all’. Therefore communication is central, must and critical in every walk of life.

9. What are we communicating? •  We communicate information, which is the property of a word, symbol, or sign to convey meaning. •  Please try to pose the following questions in line with the field of conservation: • Why communication in conservation? • Who communicates in conservation? • What are we communicating in conservation?

10. Effective communication  Communication process •  Communication process has the following essential components: • Sender – this is the person who creates idea and he is the source of the message. • Encoding – when the sender attempt to get his / her message across, forms a mental picture of that message and then organizes and translates this picture into symbols that will make the sender’s idea receivable.

11. Symbols involve such things as words, pictures, personal expressions, etc. • Message – this is the content part of the process (what is being communicated and how it is put together). • Channel – this may include spoken word, written / printed words, visuals, and tactile channels (speech, campfire programs, meetings, press conferences, training sessions, radio broadcasts, or discussions with relatives or friends; newspapers, books, magazines, posters, television, slide shows, exhibits etc

12. Decoding – this refers to interpreting and translating into meaning the message received by the receiver (the listener forms a mental picture of what the sender said). • Feedback – The response from the receiver to the sender. • Receiver – recipient of the message.

13. Encode Msg channel • Sender Decode • Feedback Receiver

14. Types of communication • One-way communication is the process where by information flows only in one direction (monologue), therefore there is no feedback. • Two - way communication is the process where by information flows in both directions (dialogue), therefore there is feedback. • Multi – directional communication is the process where by information flows from all directions / angles. • Verbal communication is the process that uses words (either written or oral).

15. Non – verbal communication is the process that uses body language (facial expressions and eye contact, gestures and other body movement, touching, clothing and personal appearance, etc) instead of words. • Written communication is a process where by written words are used to communicate. • Oral communication is the process where by spoken words are used to communicate. • Vertical communication is a process where by information flows top –down or bottom – up.

16. Horizontal communication is a process where by information flows at the same level laterally. • Formal communication is a process where by information flow through official approved channel. • Informal communication is where by information flow through un-official channel.

17. Principles of communication • Principle of objective • This refers to the intention of communication. What do you want the audience to do, to think, to feel, to know? Define the message - make a list of all the points to be included in communication with clear and concise explanation. The main points should be emphasized.

18. Principle of audience • Understanding who is (are) the audience, the characteristics of your audience, and the differences in the audience. Put yourself in the shoes of the audience • Principle of clarity • This is the state of being clear and precise with simple thinking and simple expression in communication. There is no point of using difficult and ambiguous language that will put the receiver into task.

19. Principle of conciseness • In any communication keep the mind of being direct to the point. This allows the provision of a lot of information in few words. • Therefore choose the way to convey message that will avoid unnecessary details or meandering. Principle of courteous • This is the state of kindness, politeness, humility and considering the social relations and feelings of others.

20. This is the bias - free language that does not discriminate against people on the basis of sex, physical condition, race, age or any other category. Courtesy removes frictions while loss of courtesy lead to loss of business and friends. Principle of timing •  Do the right things at the right time in the right place to the right people.

21. Principle of completeness •  The sentence and message must be complete not to be left incomplete or superficial. Incomplete message can misinterpreted and therefore mislead the audience. • Principle of feedback •  Two-way communication ensuring that opportunities for feedback is provided to parties communicating.

22. Reports •  Report is an orderly, objective message used to convey information from one organisational area to another or from one institution to another for purposes such as assist in decision-making, problem solving, awareness etc Main characteristics of reports: • Reports are generally requested by a higher authority •  Reports typically travel upward in the organisation structure

23. Reports are orderly, in the sense that they are logically organised •  Reports stress objectivity but not subjectivity •  Reports are generally prepared for a limited audience • Classification of reports: • There are different types of reports depending on the basis for classification (form, functional use, content, etc) •  Formal reports are careful structured stressing objectivity and organisation, with much detail and avoid personal pronouns.

24.  Informal reports are usually short messages with natural, casual use of language. • Informational reports carry objective information from one area of the organisation to another. •  Analytical reports present analysis of situations in attempts to solve problems. •  Functional reports these carry their functional designation including accounting reports, marketing reports, personnel reports, financial reports.

25. Periodic reports these are issued on regular schedule dates (daily, weekly, monthly, quarterly, semi-annual and annual reports). Structure of scientific report • Cover – this contains the title of a report, name(s) of author(s), name of the organisation, date production, number if any for easy reference and authority in which the report is written.

26. Title page – it is the first page other than the cover. It resembles the cover but in additional it may have some subtitles. • Acknowledgement – this present words of appreciation to people that critically helped in the production of the report. •  Table of contents – this present list of chapters or topics and pages • List of illustrations – this presents list of tables, figures, and plates that must have short self-explanatory titles.

27. Abstract / Summary – this is the synopsis of a report which tells in a concentrated manner what the report is all about. Abstracts are more condensed than summaries embracing title, problem statement, justification, aim / objective, methods, findings and conclusion. Both should be short, understandable and self-explanatory. • Introduction – says what the report is all about, gives the historical background, problem statement, justification, aim / objective of the report,

28. the scope of the study, specific limitations, and state clearly what the author is going to discuss and may occasionally define some terms. • Materials and methods – represent how (materials, methods, procedures) the results / information were collected and processed and also hypothesis. • Results - presents the information collected with comments.

29. Discussion – this analyses, digest, interpret and argue about the results that need to be supported by references or other sources of information. It should be based on data / information collected and not personal belief or speculations. • Conclusion – present the final remarks in the report and it is usually drawn from introduction, result and discussion. It must be logical, factual, and must not include ideas not covered in the report.

30. Recommendations – present suggestions for future course of action and drawn after considering the facts discussed in the discussion part. •  Appendices – present very detailed information or and additional information which do not necessarily fit in the discussion part. Contain materials needed to support the work in the results analysis. • What is the significance of reports in conservation? •  Formal letters

31. These can be classified as: •  Originating letters (originating from the source / sender) • Replying letters (receiver responding to the sender) • Follow up letters (follow up either to confirm or to remind) • Planning a letter Set aside specific time for handling correspondences / mails

32. Do mail preview and sort out urgent correspondences from others • Determine / come up with the purpose of the letter • Collect / find out relevant information for correspondence • Arrange information in logical order by drawing an outline • Select the right tone (consider principles of communication) • Bear in mind the right outlook of the letter

33. Structure of an official letter • Heading – address of the organisation • Letter reference number • Date – when the letter was written (day, month, year) • Recipient of letter (company, institution or individual) • Recipient’s address (name, street, town, country, post – code) • Attention reference (identifying specified recipient)

34. Salutation – opening remarks (greeting prefacing letter message) • Subject / heading (theme of the letter) • Letter message (main body) letter message or content • Complimentary close - closing assurance • Signature space (location of author’s signature) • Author’s identity (authors name) • Author’s official designation (author’s title or job designation)

35. Enclosure reference (indication of accompanying material) • Letter copies reference (indication of recipients of copies) • Example of official letter AD/S/1/Vol. IV/249 5thNovember 2007 • The Conservator • Ngorongoro Conservation Area Authority • P.O. Box 1 Ngorongoro • ARUSHA.

36. Dear Sir,  Re: Request for free permit to carryout research projects and work placement by CAWM Students. Reference is made to the above heading. As part of training in wildlife management the CAWM put emphasis on research planning, execution and scientific report write up by students on the subject of their interests as partial fulfilment for the Diploma award.

37. Currently, the College is conducting a module on research planning, execution, write up and work placement. Currently, the College is planning to take her Diploma II students to different protected areas for the practical part of the module where students will execute research and work placement under minimum supervision.  For the success of this practical training the College wish to submit a request for free permit for her students to stay and pursue their mini research projects in Ngorongoro Conservation Area and NCAA HQ. Also any

38. form of assistance rendered to the students by your staff during the exercise will be highly appreciated. The practical training is scheduled on 10th - 25th November 2005 and the number of students is 10.  Thank you in advance for your continued co-operation.  Sincerely,  E. H. Shilla(Module Lecturer) For: Principal Cc: Heads of departments - NCAA

39. Conducting community profiles • What are the objectives of community profiles? • -Planning • -Management/administration purposes • What are the tools for CP? • 1. Questionnaires -Is a set of paper containing structured questions and other items designed to solicit information needed and necessary for analysis.

40. Types of questionnaire • Open-ended questionnaire • Closed-ended questionnaire Designing Questionnaire (some hints) • Questions should be relevant to your aims and objectives • Keep the questions simple and unambiguous (make questions clear) • Keep the number of questions and questions length to a minimum • Avoid double-barrelled questions (each question should be about one topic)

41. Leading questions should not be asked • Avoid biased questions • Questions should be designed in a logical sequence • Short questions should be the motive • Arrange your questionnaire into sections • Include some cross check questions in the questionnaire • Minimise language transformation in a questionnaire • The questionnaire must be pre-tested • The length of the questionnaire should not be long

42. 2. Interviews • These are one-on-one conversations or question-and-answer sessions. • Before an interview, think about the information you want • Develop some questions to ask (a written list of questions) • OR • Think through the topics and keep them in mind •  Then you will ask questions as you talk (less formal)

43. 3. Meetings • Meetings bring stakeholders together to discuss issues and problems • It is important to know the heterogeneity of the community before meeting • Meeting format and protocol influence the quality of participation • Separate meetings with community’s subgroups are important • The role of facilitator at meetings is to help the group to explore and communicate the diversity of views among its members and to make decisions (consensus) • Meetings need careful planning and organisation

44. 4. Resource Mapping • A resource map is a visual representation in an area, which shows the various resources in that area. Some resources that can be shown on a resource map are: infrastructure, land use, roads, water sources, population density and recreation areas. Some learning outcomes include: •  Identify and reflect on the resources they have • Generate information on the description on the resources • Generate information on utilization of the resources

45. Identify opportunities and constraints arising from the presence or absence of resources within the area • Generate information on resource management • Identify areas of a transect walk to be undertaken later • 5. Transect walks • This is an exercise in which the outsiders (the facilitator) together with the insiders (community members) make a tour of the area being studied

46. Note of issues relevant to the study/monitoring exercise is constantly made in the course of the walk Some learning outcomes include: • Become familiar with the community being studied • How people react and deal with situations • Activities in a community being studied • Non-verbal communication and or expressions • Identify and discuss with the insiders important resources • Identify opportunities and constraints arising from the presence or absence of resources within the area

47. 6. Trend analysis •  This is a participatory tool, which enables people to reflect on the major changes that have taken place in or another aspect of the life of the community Learning outcome • The facilitator and the community are enabled not only to remember but also to reflect on the major changes that have taken place in or another aspect of life of the community

48. 7. Flow charts or causal flow diagrams •  There are a number of factors that influence situations in a community. Problems, their effects, causes and solutions are interconnected and influence each other. A flow chart or causal flow diagram is a PRA tool used to explore such interrelationships Some learning outcomes include: • Facilitate community analysis and evaluation of + and - aspects of biodiversity conservation and community development • Analyse community’s own situation and find possible solutions

49. Assist communities to easily find and assess causes and effects of problems the experience and come to possible remedial actions • Assist communities to reflect upon their resources and see how they can use these to improve upon their lives 8. Preference/Sequence ranking •  This is a PRA tool used in determining the way communities, households and individuals prioritise issues the way they do.

50. Some learning outcomes include: • Assist communities to reflect on the rational they use in making important decisions • Obtain a deep understanding of the criteria that affect the choices communities, households and individuals make • Suggest appropriate improvement in natural resources conservation and service delivery systems