UNIT 1 MODELS AND PROCESSES OF

COMMUNICATION
Structure
1.0 Introduction
1.1 Objectives
1.2 Communication
1.2.1 Detinitions
1.2.2 Functions of Communication
1.3 Types of Communication
1.3.1 Intrapersonal Communication
1.3.2 Interpersonal Communication
1.3.3 Group Commun;cation
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1.3.4 Mass Communication
1.4 Models of Colnmunication ~
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1.5 Con~municationProcess I

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1.6 Barriers in Communication

1.7 Strategies for Effective Communication
1.8 Summary
1.9 Unit End Activities
1.10 References and Suggested Reading
1.11 Clues to Check Your Progress I
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1.0 INTRODUCTION
Have you ever noticed how we express ourselves or interact with each other? Have
you ever wondered what communication is and what role it plays in our lives?
Communication generally means the exchange of qessages with others but it can
also be with one's own self where the self is the sendpr and receiver of messages. It
is an integral part of our lives and is intertwined with all the activities undertaken by
us. Human beings communicate right from the momefit they are born till death and it
will not be an exaggeration to say that communicatio~is indicative of life itself. Thus
communication can be equated with other basic needs bf life such as food, clothes and
shelter as any person, group or community cannot sdrvive without communication.
We may communicate with ourselves while thinking, dreaming, reading, watching
something or listening to something. We communicate face-to-face with another
person or speak with people in group situations. We cah also communicate with people
located in widespread places, who may be from a heterogeneous group and be
anonymous to each other, with the help of technologyt.
You may ask, if communication is so omnipresent andintegral to our lives, why study
communication at all? We need to study communicatiod because it is a complex process
which consists of many elements and is also beset wikh a number of barriers. There
' is a need to take these elements into consideration ankl try to remove the barriers so
that communication becomes complete and attains its desired goal, which in our case,
is to facilitate effective teaching and learning.
In this Unit we shall look at the concept, types, models, process of commu_nicationand
also deliberate upon the barriers in communication dnd finally on the itrategies for
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Communication Process effective communication. We shall also explore the specific areas of education, training .
and classroom teaching and the role of communication therein. In the last unit of this
block, we shall examine the element of interactivity in making the process of .
communication effective.
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1.1 OBJECTIVES
After studying this unit, you should be able to:
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explain the concept of communication; 1
describe different types of communication;
- 1
examine the various models of communication;
1
delineate the process and elements of communication;
1
identify various barriers which exist in the process of communication;
suggest strategies for effective communication.
I
1.2 COMMUNICATION
The word communication has it origin in the Latin word 'cornrn~tnis'that means 'to
make common'. Communicationfacilitates sharing of common experiences with others.
It involves sharing of an idea, thought, feeling or informatinrl with others, which includes
thinking, dreaming, speaking, arguing and so on. Thus the scope of communication is
very wide. Communication is part skill, part art and part science. It is a skill as it
involves certain fundamental techniques, it is an art as it involves creative challenges,
and it is science because certain verifiable principles are involved in making
communication more effective. All this makes communication a complex process.
To understand the concept of communication, let us examine the various definitions of H
communication as given by different scholars.

1.2.1 Definitions
Different scholars have defined communication in various ways. Some of them describe
it as 'the transfer of meaning', 'transmission of stimuli', 'one mind affecting other' or
'sharing of experiences on the basis of commonness'. Communication has also been
defined as a scientific study which involves the art of communication so that skilled
communication can be produced.
Communication is not a static act but a dynamic process, which is continuous in nature
and vital for teaching and learning. It involves the usage of a channel. This channel
could be signs, symbols or verballwritten language. For communication to be complete
and effective it has to achieve the desired objectives as intended by the communicator.
For example, in a classroom situation, the teacher has to make special efforts to
convey the message to the leamers. S h e has to clearly define the objectives of the
lesson and the message has to be conveyed with the help of appropriate oral and
written signs, symbols and body language. Only when the meaning has been understood
by the leamers and in the same idiom as intended by the teacher, we can say that the
communication has been successful. Thus, communication can be defined as a process
of sharing or exchange of idea& information, knowledge, attitudes or feelings among
two or more persons through certain signs and symbols leading to a desired
response as intended by the communicator. Even our behaviour can communicate
messages. For instance warmth towards some one or indifference can be conveyed
even without speech or written messages just through gestures, facial expressions
and body language.
1.2.2 Functions of Communication hlodels and Processes of
Communication
Communication performs many functions, such as inforqng and generating awareness,
educating, persuading, motivating, entertaining, k c . Let us examine some of these
functions:
Sharing of Information: Information is key to progress in any society. Communication
plays
- . an important role in information dissemination related to any form of human
activity, such as social, political, economic, educational and developmental. Regular
exposure to information over a period of time generates awareness on a given issue,
problem or matter of concern. To illustrate, if you were not informed about global
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warming or Pluto losing the status of a planet or the latest technology used in
governance, your awareness on these issues would not have been there.
Communication provides us with information about the environment we are placed in.
It helps in moulding our opinions, formulating decisions and in turn making 'informed
choices' to safeguard our interests as well those of the society.
Education and Training: Communication results in sharing of information, which in
turn makes people knowledgeable and thus productive members of the society. Right
from our childhootl we are taught by our teachers in the sahool and elders at home and
we thus g$n v:>l.iousnew concepts and skills as we grow up. However, we do not
cease to learn when we grow up as we continue to learn throughout our lives. In the
modern educational scenario, training of personnel is an ongoing process and
co~nmunicationplays an important role in orientation and training of teachers and
learners. The degree of learning depends to a great extentlnot only on the contents of
training but also how effectively the information and skilflsare shared. As we know,
knowledge can be constructed through interaction betweeb learners and hisher peers
and also with hisfher teacherslsources of information. i en&, effective communication
results in effective teaching and training. We will discuss this function in greater detail
in Unit 3 of this Block.
Socialization :For the well being of the society, nation m d culture it is crucial that
we are exposed to different view points so that we unddrstand and appreciate the
need for plurality of ideas and diversity of views. Commuoication fosters the feeling
of oneness in a society by exposing the various social gwups to different views. It
develops the need to share and understand the feelings. emotions, hopes, aspirations
and.expectations of varied groups in a social system.
Entertainment : To break the monotony of human life, we need to be exposed to art,
literature, music, films, dance, drama, sports and other modes of entertainment.
Communication provides us with this necessary diversion.;Thus entertainment is an
equally important function of communication. However, of late, this element has
overtaken other functions especially in various mass communication media. Some
television news channels are found to be biased towards entertainment value rather
than informational content of a news item. Similarly, cable and Satellite television channels
are dishing out inane programmes in the name of entertain'hlent. There is a need to
strike a judicious balance between the different needs of the audience enabling them
to take advantage of the wealth of information on various issuds rather than succumbing
to the dictates of cheap entertainment.
Motivation: A motivated individual plays a useful and Active role in a society.
Communication motivates and persuades individuals to meet che rnutually agreed upon
goals. Sharing success stories of those who have overcome the odds in life and have

Persuasion: Yet another important functiorl of communication is to persuade. This

may be to influence us towards a new idea, technique or a prodPct and also to persuade
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Communication Process us to buy these.products. The industrial and corporate houses and advertising agencies,
while taking messages of new products to potential consumers far and wide have
amply exploited this function. Different mass communication media are used for this
purpose. However, many a time unscrupulous advertisers tend to exploit the receiver
of communication for ulterior motives. In the wake of globalization and liberalization
and the growing competitive environment and consumerist culture, we need to take
great care to understand the motives of the source.
Preservation of culture: Communication helps to preserve the culture and heritage
of a nation and society. Through communication, stories from the epics, such as I

Ramayana, Mahabharata, Bible, Koran, etc. are shared with the younger generation.
The transmission of values from one generation to another has been taking place
orally as well as through written texts, over the ages. Tn the modern world different
mass communication media have taken up this function.

Check Your Progress 1

Answer the following questions briefly.
1. Define communication in the context of teaching -learning process.

...............................................................................................................
2. What is the role of entertainment in mass communication?

1.3 TYPES OF COMMUNICATION

Communication has been broadly categori~edinto the following four types:
Intrapersonal cot~~munication
Interpersonal communication
Group communication
Mass communication.
Let us discus each of these types in brief.

1.3.1 Intrapersonal Communication

The word 'intra' dendtes 'within'. When we communicate within ourselves, it is
intrapersonal communication. This can take the form of thinking, analyzing, dreaming
or introspecting. Day dreaming, self-talk and memories are all facets of intrapersonal
communication.
Intrapersonal communication is a kind of internal dialogue that takes place within an
individual while contemplating, conceptualizing and formulating our thoughts or ideas
before we actually express them. Due to individual differences. the levels of
intrapersonal communication may vary from one person to another. Writers, thinkers
and philosophers generally devote more time to intrapersonal communication.

1.3.2 Interpersonal Communication

When two persons communicate with each other. the communication is interpersonal.
10 Our everyday exchanges, fomlal or informal, which may take place anywhere come
under this type of communication. There is certain amount of proximity between the Models and Processes of
Communication
sender and the receiver who may be able to see each other closely, watch the facial
expressions, postures, gestures, body language, etc. or may make them out from the
tone and expressions when they communicate without seeing each other, for instance
over telephone. In interpersonal communication, the roles of the sender and receiver
become interchangeable. There are many sensory channels used and feedback is
immediate. It allows you to clarify your views, persuade or motivate another person
more effectively than any other mode of communication.
Interpersonal communication has been analysed from two perspectives: contextual
and developmental. The contextual view does not take into account the relationship
between those who interact whereas the developmental one defines it as
communication that occurs between persons who have known each other for some
time. It argues that our interaction with a salesperson is different from our interaction
with friends and family members.

1.3.3 Group Communication

As the name suggests, when people communicate in group situations, this is known as
group communication. This is an extension of interpersonal communication where
more than two individuals are involved in the process of communication. The groups
can be both formal as well as informal depending on the type and objectives of
communication but generally they have common interests and goals. The group
dynamics can be different as well as complex. For example, the composition, nature,
role and objectives of a group that assembles to exercise every morning in a park
would be different from the one that gathers to participate in a national seminar of
social/educational/political nature or the one which assembles to discuss the problems
of shareholders. Sometimes the group can turn into a mob. For example, a peaceful
demonstration of students may turn unruly due to break down of the communication
process with the management of the school.
The communication process in a group depends on its size, nature, objectives and
dynamics. For example, communication in a small group with members at the same
place will be close to interpersonal communication as the receiver can see the sender
of the message closely and follow hisker facial expressions, body language etc. Slhe
can pose questions and get the doubts clarified and thus obtain feedback. However,
when the size of the group increases, there is less scope for understanding and
deciphering the movements, body language and other such things about the speaker.
The sender may not follow the response of the individual receiver and thus the
feedback is reduced.
Group communication is useful in taking collective decision on a problem, an issue or
a matter of common interest. Depending on the quality of group members and leaders,
effective decisions can be made incorporating divergent point of views. However, this
is not free from limitations. All members of a group may not be able to freely participate
in deliberations, as some may be dominant speakers while others too shy or reluctant
to express themselves thus affecting a free flow of communication. All these factors
have greater implications in group communication. Classroom communication also
falls under group communication in which these factors play an important role. We
will discuss these in greater detail in Unit 3 of this block.

1.3.4 Mass Communication

This type of communication is different from all the three types discussed so far. In
mass communication, the communicator is separated from the audience in terms of
time and place. Communication takes place simultaneouslywith the help of an electronic
device, in which an institution is involved. These electronic devices are known as
mass media such as print, radio, television, the Internet, etc. The audience is 'mass'
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Communication Process i.e. it has a heterogeneous profile, are unknown to each other and located in widespread
locations. Feedback in mass communication is considered to be weak and delayed as
compared to group and interpersonal communication. Today with developments in the
field of Information and Communication Technology (ICT), communication through
electronic media may be interactive and feedback may not be delayed. Even now
print medium for instance, newspapers, journals, news'broadcast, etc., engaged in
mass communication do not generate as much feedback as the other types of
communication.
Due to advancements in the field of ICT and widening accessibility to it, interpersonal
and group communication today do not necessitate the physical presence of the
communicators. We spend long durations while communicating through telephone,
sending and checking e- mails . conferencing, etc.

Check Your Progress 2

Answer the following questions briefly.
1. Explain the importance of intrapersonal communication in our life.

...............................................................................................................
2. List out some differences between interpersonal and group communication.
...............................................................................................................

1.4 MODELS OF COMMUNICATION

So far we have discussed the concept and different types of communication. Now let
us examine some popular models of communication which help us in understanding
the process of communication. Like the nature and concept of communication, models
of communication have also been the subject of a vast amount of research. No single
theory or model has found a general acceptance.
Before discussing the models of communication, let us first understand what the term
'model' means. A model is a graphic representation designed to explain the way a
variable works. It is a pattern, plan, representation, or description designed to show
the structure or workings of an object, system, or concept. A model of communication
offers a convenient way to think about it by providing a graphical checklist of its
various elements. Some of the important models discussed in this section highlight the
complexities of the process of communication.
The Greek philosopher Aristotle looked at communication from the rhetorical perspective
i.e. speaking to the masses to influence them and thus persuade them. Aristotle
constructed a model with three elements: Speaker-Speech-Audience in which the
basic function of coinmunication was to persuade the other party. This is accepted by
many as the erst model of commun.ication. Thereafter in the twentieth century many
more models came up. In the latter part of the century, the concept of communication
changed due to the advent of various mass comm~lnicationmedia such as newspapers,
radio, and television. During the First and Second World Wars, communication was
also used for propaganda and it was perceived as a magic bullet that transferred ideas
and knowledge automatically from one mind to another. However, this was later
found to be a very simplistic model which showed communication as a linear one-way
tlow of communication. Sociologists, political scientists and psychologists who joined
 ,e debate around this time argued that communication was a complex process which Models and Processes of
Communication
{as dynamic and two-way in nature.
;ome important models of communication are Lasswell Model, Shanon and Weaver
.Model, Osgoods Model and Schramm Model. Let US now discuss these models.
Lasswell Model (1948) : One of the early models OF communication was developed
by the political scientist Harold D. Lasswell who looked at communication in the form
of a question:
Who
Says What
In Which Channel
To Whom
With What Effect
This verbal model focussed attention on the essential elements of communication and
identified the areas of c-o~~imunication research. 'Who' raises the question of
identification of the source of the message. 'Says what ' is the subject of analysis of
the message. Communication channel is the medium through which the message has
traveled. 'To whorn' deals with the characteristics of the receivers and audience and
'what effect' can be seen as evaluation of the effect of the message. These essentially
comprise the basic components of communication. This model implied that more than
one channel could cany a message. It was considered an oversimplified model which
implied the presence of a communicator and a purposive message.
Shannon and Weaver Model (1949): This model (Figure 1) of Claude Shannon
and Warren Weaver has been considered as one of the most important models of
communication and it has led to the development of many other models. It is referred
to as the transmission model of communication as i t involves signal transmission for
communication.

Infor- Receiver
Signal Message
Source Signal
Noise
Source

Fig. 1: Shannon and weaver Model

In this model, the information source produces a message to be communicated out of
a set of possible messages. The message may consist of spoken or written word. The
transmitter converts the message into a signal suitable for the channel to be used. The
channel is the medium that transmits the signal from the transmitter to the receiver.
The receiver performs the inverse operation of the transmitter by reconstructing the
message from the signal. The destination is the person or thing for whom/which the
message is intended.
This model introduced the concepts like 'noise' i.e. disturbances or errors in
transmission, problems in accepting the signal (qessage), etc. and the need for
maintaining necessary balance between 'entropyb, which means the degree of
uncertainty and 'redundancy', which refers to the uniqueness of the information.
This implied that for effective communication the greater the noise in communication,
the greater is the need for building redundancy i.e. rkpetition of the message which
reduces the relative entropy or in other words, the bncertainty about the message.
This model was criticised for being based on the hardware aspect developed for
engineering problems and not for human communication. Another criticism was that it
did not take the element of feedback into account.
Communication Process Charles Osgood's Model (1954)
Osgood in his model (Figure 2) showed communication, as a dynamic process in
which there is an interactive relationship between the source and the receiver of the
message (M). An individual engaged in the communication process sends as well as
receives messages and as such encodes, decodes and interprets messages through a
number of feedback mechanisms.

Fig. 2: Charles Osgooil's Model

Osgood stressed the social nature of communication. This model was found more
applicable in interpersonal communication in which the source and receiver were
physically present. For example when a teacher teaches, the learners interact by
raising queries, answering questions, etc. The role of interpretation of the message
has also been highlighted in this model for decoding a message .
Schramm Model (1954): Wilbur Schramm, a well-known communication expert
did not make a sharp distinction between technical and non-technical communication.
But drawing upon the ideas of Shannon and O s z n n d ~ Ychramm proceeded from a
simple human communication model to a more complicated one (Figure 3). His first
model has a lot of similarity with Shannon and Weaver Model.

Figure 3: Schramm Model

In the second model (Figure, 4, Schramm visualized the process of communication as
a process of sharing of experience and commonality of experience of those
communicating. It introduced the concept of shared orientation between sender and
receiver.
The circles in this model indicate the accumulated experience of two individuals
engaged in communication. The source can encode and the destination can decode in
terms of the experience

Field of experience

Encoder Decoder

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Fig. 4: Schramm Model
In this model the accumulated experience of two individuals engaged .in communication
is emphasized unlike in the linear models discussed earlier in which interaction, feedback
and sharing of experiences find no place. The source can encode and the destination
can decode in terms of the experiencels each has had. Communication becomes easy
as both the participants have a common field of experience. If the circles do not meet
there is an absence of such common experience which makes the process of Models and Processes of
Communication
communication difficult.
Schramm further elaborated his model by highlightidg the frames of reference of the
persons engaged in communication. He took into account the wider social situations
and the relationships of both source and destination. He maintained that when both
have the same kind of situations, the message is selected, received, and interpreted
according to the frames of references in which noise and feedback play important
roles. He also included the idea of feedback by expressing that communication is
reciprocal, two-way, even though the feedback may be delayed. The weakness of this
model is that it is a less linear model, but it still holds good for bilateral communication.
The complex, multiple levels of communication among several sources that may take
place simultaneously, say in a group discussion, is nTt accounted for.
The linear models of communication held that a message flows only from the sources
to the recipient as for instance from a radio to a listener. Later on the interactive
model was developed which takes into account bilateral communication. Then the
transactional model of communication was developed. It includes the components of
linear model as well as the interactive ones. It emphasizes both the content, i.e. what
is being communicated and also includes the component of relationship of the source
and the recipient.
Example: A teacher and learners will interact more if the content taught is based
upon the experience of the learners and also if the teacher is friendly and has a good
relationship with the learners, there will be more interactions.

Check Your Progress 3

Fill in the blanks.
1. A model is a ...............................................................................
2. The verbal model of Lasswell identified theareas of ........................
3. ......................................... model introduced the concept of 'Noise'.
4. Osgoods model was found more applicable in.. ..................................
5. The second model of Wilbur Schramm introduced the concept of.. ..........

1.5 COMMUNICATION PROCESS

From the preceding discussion, you would have observed that the process of
communication is dynamic, ongoing and ever changing. We also used some terms
such as sender, message, channel, receiver, noise and feedback. These are known as
Elements of Communicationthat makes it a continuous process. Now let us examine
these elements in some detail and understand the type of interrelationship that exists
among them.
Source: The source of communication is the sender who has a message to impart.
The sender has to decide how to communicate a message, which channel is to be
selected for the message and what type of strategies should be planned so that the
message makes the desired response. The sender provides verbal or non-verbal cues
that can be received, interpreted and responded to by the receiver.
Message: Message is a set of signs and symbols which are given by the source to
create meanings for the receiver. Simply put, message is the content which is shared
between the participants in the communication process, To make the message effective,
the sender has to understand the nature and profile of the receiver of the message,
hislher needs and expectations and possible response to the message. This is important
in both face-to-face as well as mediated situations. 15
Communication Process Channel: Channel is the medium used to communicate a message from the sender
to receiver. The channel could be spoken word, printed word, electronic media, or
even non-verbal cues such as signs, gestures, body language, facial expressions, etc.
In modern communication parlance, the word 'channel' mostly refers to mass
communication media such as newspapers, radio', television, telephone, computers,
internet etc. The selection of an appropriate channel is crucial for the success of
communication.
Receiver: Communication cannot take place without a receiver for whom the
message is meant. We receive a message, interpret it and derive meaning from it. You
have already studied that for successful communication, the receiver should receive
the message in the same way it was meant by the sender. In interpersonal
communication. the receiver shares a close relationship with the sender which gradually
gets diluted in group and mass communication.
Noise: Noise is distortion in a message which affects the flow of communication.
Noise could be due to internal as well as external sources. Noise creates barriers in
communication and it could be of many types. There are various types of noises
which have implication in the process of communication and how these can be
overcome for facilitating effective communication are discussed in the next section.
Feedback: The response given by the receiver to the message of the sender is known
as feedback. Communication being a two-way process, without the element of
feedback any discussion on the process of communication is incomplete. You have
read in sub-section 1.3.2 that interpersonal comn-. - ' JII allows greater scope for 1

feedback as both sender and receiver can decipher the facial expressions, body
movements and cross question each other to remove their doubtslqueries. In fact,
their roles are intertwined and cannot be distinguished. The element of feedback gets
gradually diluted when the number of participants in communication activity increases.

1.6 BARRIERS IN COMMUNICATION

We have referred to the term 'Noise' while discussing the models and elements of
communication in the previous sections. Barrier or Noise is a term used to express
any interference in communication between source and receiver. A successful
communication is the one in which the message is conveyed undiminished with kart
distortion. However, it is not always possible as a number of barriers make the process
of communication complex. Some of these barriers could be physical, psychological,
cultural, linguistic (semantic), technical or due to information overload. Let us try to
understand these barriers and how these can be minimized for effective communication.
Physical Barriers: If the source is not visible to the receiver and slhe is not comfortable
in the environment, it may create barriers in communication. Geographical distance
may also create barriers, as people may like to communicate with one another but due
to physical distances may not be able to do so. For example, people may be interested
to communicate with an expert in a particular area who is not available in other areas1
regions as there is physical barrier.
Psychological Barriers: Due to individual differences, attitudes, interest and motivation
levels, we perceive things and situations differently. Apart from this, the varied levels
of anxiety, inherent prejudices and previous experiences also create barriers in
communication. Studies have revealed that due to the process of selective perception,
selective recall and selective retention, we perceive, retain as well as recall a message
selectively thus creating barriers in communication.
Socio-cultural Barriers: In communication process, socio-cultural barriers also
operate. To illustrate, in the Indian context, some women may not like to discuss their
health related problem with a male health worker. Similarly, some issues may be
perceived as personal and not fit for discussion outside the realm of family, thus creating
16
barriers. Some societies are less vocal which may affect their level of communication Models and Processes of
Communication
with those from other cultures who are more vocal or aggressive in behaviour.
Linguistic Barriers: During the process of communication, faulty expressions, poor
,translation, verbosity, ambiguous words and inappropriate vocabulary create barriers.
Moreover, words and symbols used to communicate facts and information may mean
different things to different persons. This is due to the fact that meanings are in the
minds of people who perceive and interpret meanings in different ways according to
their individual frame of mind.
Technical Barriers: While using technology, technical barriers also make the process
of communication complex. When audio quality is poor or video signals are weak, the
message may not clearly reach the target group. Entatic power supply also creates
barriers in communication.
Barriers Due to Information Load: At times too much information is imparted
which we may not able to comprehend and assimilate, thus creating a barrier in
communication. To illustrate. in a meeting when a speaker provides information at a
fast pace for considerable period of time many of the issues and concepts may get lost
at the end. While using media, this type of barrier can greatly affect the level of
comprehen5ion and utilisation of the message. H e n c ~ great
, care needs to be taken
while deciding the amount of information in a commulnication transaction.

Check Your Progress 4

1 Match the following situations with different types of barriers: I
1. Rural women may not like to discuss
their problems with males a) Linguistic
2. Failure of satellite link b) Socio-cultural

I1 4.3. Too many concepts in a lesson

Individual differences
C)
d)
Physical
Content load
1 5. Weak and faulty expressions e) Technical
I~
6. Poor seating arrangements f) Psychological

1.7 STRATEGIES FOR EFFECTIVE COMMUNICATION

We have discussed in detail the various types of barriers that affect the process of
communication and it may not always be possible to completely remove all these
barriers. However, with proper planning and special efforts these can be minimised to
a great extent. Some of the ways of facilitating effective communication could be:
clarity of message, reinforcement of ideas, selection of appropriate channel, motivation,
proper environment and feedback. Let us elaborate each of these ways.
Clarity of message: In any type of communication, it is important that the objective
of communication is well defined, the level of language is kept simple, brief and clear.
It has been found that most of the complex ideas can be presented simply. Short and
simple sentences can express an idea completely, coherently and cogently. Too many
conjunctions make a sentence complex and difficult to understand. Proper phrasing,
punctuation, emphasis, voice modulation facilitates alarity of message and increases
the impact of communication.
Reinforcement of ideas: For clarity of the message, an element of redundancy
needs to be introduced. Difficult or technical workis and expressions need to be
substituted with simpler expressions and words of everyday usage. However, care
needs to be taken to see that the message does not bacome repetitive and boring. The
level of audience needs to be constantly kept in mind.
 Communication Process Appropriate channel: Depending upon the type and objective of communication,
selection of appropriate channel is crucial for the success of communication. The use
I of technology also helps to overcome geographical barriers. However, for selecting a
pal-ticular channel, especially the more expensive one, some questions need to be
constantly asked such as why this channel? Ts there any specific need? Will it help to
meet the objective of communication'? Is it possible to avoid unnecessary investment?
and so on. Many a time, a simple channel may convey a message more effectively as
compared to the more glamorous ones.
Motivation: Motivation also helps to remove some of the barriers, especially
psychological and socio-cultural barriers. The receivers in the communication process
need to be encouraged to express their views, opinions and doubts. They need to be
drawn into the interactive process by persuading them to pose questions. Appreciation
of their (receivers) views increases their self-esteem and builds confidence.
,
Proper environment: Proper seating arrangements, visibility of the source and
relatively comfortable environment facilitate communication. This is especially
conducive in overcoming some of the physical barriers discussed above.
Feedback: Feedback is an integral component of any communication activity. Regular
feedback at appropriate levels facilitates understanding of the needs and views of the
receiverls. It helps to bridge the gaps, if any, in the communication approach and
improves the process of communication.

1.8 SUMMARY
In this Unit, you were introduced to the concept of communication and its importance
in our lives. You were also exposed to different types of communication which included
intrapersonal, interpersonal, group and mass communication. The various models, such
as Lasswell model, Shannon and Weaver model, Osgoods model and Wilbur Schramm
and the transactional models highlighted the complexities of the communication process.
The dynamics of communication were discussed by delineating the various elements
such as the source, message, channel, noise. receiver and feedback. The element of
noise was further elaborated upon and various barriers which affect the communication
process were thoroughly analysed. How effective communication strategies can be
planned with clear unambiguous message, selection of appropriate channel,
reinforcement of ideas, motivation and feedback were examined in sgrne detail. We
hope that this analysis will help you to apply the principles of communication in your
day-to-day interaction in general and for education and training in particular, which
will come up for detailed discussion in the next unit.

1.9 UNIT END ACTIVITIES

1. Watch closely two persons communicating with each other. Note the various
signs and symbols used for interaction. Analyze how their roles as sender and
receiver interchange while interacting. Examine if there is any noise or barrier
existing in their communication. If yes, observe the effect of the noise on the
communication process.
Chose another situation where noiseharrier is affecting communication. Analyze
the causes leading to noiseharriers and the steps that can be taken to remove them.
2. Plan an effective communication strategy to communicate your views on any
topic to a group of 20 adults.
3. Interview a teacher and find out about the barriers in communication in hisher
classroom that restrict proper communication with some of the students. Discuss
with himlher the steps that could be taken to lessen them.
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 Models and Processes of
1.10 REFERENCES AND SUGGESTED READING Communication

You may visit websites on topics discussed in this Unit, like the following:
<http://www.answers.com/to~ic/communication>Retrieved on 18.4.06
<http://en.wikipedia.or~lwikiNodel> Retrieved on 18.4.06
1.html>
<htt~://www.cultsock.ndirect.co.uk/MUHome/cshtml/introductorv/schro
Retrieved on 18.4.06
Retrieved
<http://www.nvcc.edu/home/aeldrid~e/communication/mature/models.htm>
on 19.4.06

1.11 CLUES TO CHECK YOUR PROGRESS

Check Your Progress 1
1. Communication can be defined as a process of sharing or exchange of ideas,
information, knowledge, attitudes or feelings among two or more persons through
certain s i ~ ~and
~ i ssymbols leading to a desired response as intended by the
communicator.
2. Although communication is being used for information dissemination, training
and education, entertainment has become predominant lately. One of the reasons
for this is the emphasis placed on entertainment by satellite and cable TV which
in turn has affected other mass communication media.

Check Your Progress 2

1. Intrapersonal communication helps us in thinking, analyzing and introspecting. It
is a kind of internal dialogue that takes place within an individual while
conceptualizing and formulating our thoughts or ideas before we actually express

2. Interpersonal Group
The proximity between sender and receiver is high It is reduced
The roles of sender and receiver become May not
interchangeable always happen
Feedback is high Reduced feedback
Easier to clarify views, persuade or motivate It may not be so easy.
another person

Check Your Progress 3

1. Graphical representation designed to explain the way the variable(s) works
2. Communication research
3. Shannon and Weaver
4. Interpersonal communication I

5. Shared orientation between sender and receiver,

Check Your Progress 4

1 b) 2- e), 3- d), 4- f), 5- a), 6- c).

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