Communication is the process of exchanging information. When evaluating communication, it is important to consider the words used, body language, accent, and the subject. However, it is imperative to note that communication does not necessarily involve spoken words; silence or other nonverbal expressions such as smiling or frowning qualify as communication. Communication may only be labelled as effective when the recipient of the information comprehends the sense of the message and can relay it back to the sender. In other words, the receiver needs to understand the meaning and respond accordingly. On the contrary, if the recipient does not understand the message, and does not respond accordingly as a result, then the communication is ineffective (Miller 2005, p. 7). Effective communication is quite essential to the peace and development of families and communities in that other members appreciate each's needs and perspectives. When the communication is not effective, it is hard to determine what another person thinks or feels; thereby making interaction complicated. It is the role of everyone in a family or community express themselves appropriately and appreciate others’ opinions, leaving less room for assumptions. To have a clear understanding of effective communication, it is important to look into some of the theories of communication and determine the barriers to effective communication.
Theories of Communication
Cognitive Dissonance Theory
This theory holds that the incidence of incompatible perceptions and behaviour – dissonance – is common among members of a family or community. Nonetheless, people should avoid feelings of dissonance (Littlejohn and Foss 2010, p. 13). Rather, they should appreciate opinions that may contradict theirs, change their views to be in line with their behaviour, and look for support following major decisions.
Communication Accommodation Theory
This approach evaluates the factors that influence the style of communication between two parties and the outcomes of changing these styles (Littlejohn and Foss 2010, p. 14). Supporters of this theory hold that in the process of exchanging information, people tend to adjust their communication styles concerning others through either convergence or divergence. Individuals with deep-rooted racial or ethnic pride use divergence to emphasize group identity. On the other hand, people who think they are powerless and therefore need social approval often use convergence.
Coordinated Management and Meaning
Coordinated Management of Meaning (CMM) model postulates that people co-create meanings in the process of exchanging information through coherence and coordination. While coherence takes place when stories are told, coordination occurs when these stories are experienced are experienced (Littlejohn and Foss, 2010, p. 14). This theory highlights the interaction between an individual and his or her community. It follows that these people organize the meanings of multiple messages received in, say, one day, in a hierarchical manner.
Cultivation Analysis
The cultivated analysis approach argues that mediated sources have a considerable impact on the nature of communication in the world today. In the modern society, most of the information is obtained from mediated sources rather than via real-life experiences. To that effect, mediated sources influence people’s perception of reality, particularly regarding violence. Heavy reliance on social media and the television creates a false sense of reality, whereby the world is perceived to be more violent and corrupt than is the case.
Standpoint Theory
This theory suggests that people belong to varied places in the social order (Littlejohn and Foss 2010, p. 15). Consequently, they have different perceptions of the society based on the vantage points they assume. By necessity, these vantage points give only a partial interpretation of the entire society.
Barriers to Effective Communication
Situations arise whereby there is a communication breakdown between members of the family or community and to overcome such scenarios; it is important to study some of the barriers to effective communication. It is necessary to evaluate the aspects of communication such the sender, receiver, medium, encoding and decoding, and feedback (Lunenburg 2010, p.3). In case, there is noise in any of these elements, either the sender will fail to relay his or her message with clarity, or the receiver will not be able to understand it. One of the significant challenges in communication is the assumption that it has been achieved.
Process Barriers
Every stage in the process of exchanging information is crucial for effective communication. When these steps are affected by noise, then there exist barriers. Since communication is a somewhat a cycle, a breakdown at any step may block the transmission of understanding (Lunenburg 2010, p. 4). The following scenarios demonstrate how a failure may occur during communication. Consider the following cases.
Sender barrier. A six-year-old boy fails to speak up to the chef in a neighbourhood party when he wants a second serving because he is shy.
Encoding barrier. A French-speaking pedestrian has been mugged, but he cannot explain himself to the police because he cannot express himself in English.
Medium barrier. A sixteen-year-old high school student writes an emotionally charged note to the school principal instead of demonstrating her feelings face to face.
Decoding barrier. A fifty-year-old mother does not understand what his teenage son means when he says that their neighbour is “spaced out.”
Receiver barrier. A shop attendant who is scrolling through her phone asks a customer to repeat his statement because she was not listening attentively.
Feedback barrier. During a geography lesson, the students fail to ask any questions causing the instructor to wonder whether the students understood the contents of the lesson.
Physical Barriers
Any number of physical distractions may bring about an inference in communication between two parties. Even though people are mostly ignorant of this class of communication barriers, they tend to hinder the flow of information (Lunenburg 2010, p. 4).
Environment. The success of the communication process depends on the surrounding of either of the parties involved. If there is noise in the environment, then the flow of information is likely to be hampered (Lunenburg 2010, p. 4). For instance, when one is talking over the phone, and there is heavy traffic in the background it would be difficult to pay attention to what is being said from the other end. Further, the other individual would not be able to hear clearly because of the noise from the receiver’s end. Suppose also that a man falls from his bicycle and breaks a hand. If he is asked questions regarding the accident in that instance, it may be difficult for him to elaborate on the preceding events. In this case, the pain causes discomfort causing him to be reluctant to participate in the conversation.
Distance. This barrier is common in families where parents work in different towns from each other. It also affects communication between parents and their children who are college students (Lunenburg 2010, p. 4). For example, when a parent asks his daughter via text concerning how she is doing in college, she may reply by saying she is “just fine.” However, since this kind of response is somewhat standard, it may be difficult to establish whether it is the case because of lack of face-to-face communication. Suppose further that Mike always delivers pizzas to Jimmy’s house which two kilometres away on an order made via instant messaging. In case, Mike fails to reply one day and does not show up with the delivery; it may be difficult to determine the reason.
Semantic Barriers
The choice of words and meaning attached to them by the parties involved in the communication process tend to present certain obstacles in that the same word may have varied meanings for different people (Lunenburg 2010, p. 4). This barrier is more pronounced where these words or phrases have both connotative and denotative interpretations. The denotative meaning is the exact meaning while the connotative meaning is based on the sender’s or receiver's experience. If the sender and the receiver do not share the same connotative meaning of the term or phrase, then it constitutes a barrier to communication.
Psychosocial Barriers
Fields of experience. People’s backgrounds, their views, and expectations may be a barrier to effective communication especially when one is working with families and communities that belong to different fields of experience (Lunenburg 2010, p. 5). When the sender’s field of experience has less in common with the receiver’s, the communication process becomes somewhat ineffective.
Filtering. The receiver’s needs and expectations may cause them to have preconceived notions based on what they are emotionally inclined to listen or see. In such a case, the receiver’s understanding of the message may be distorted (Lunenburg 2010, p. 5).
Psychological distance. Psychological distance, being a barrier to effective communication, is similar to physical distance. This barrier often results from differences in ethnic background and rank, whereby one party looks down upon the other because of these factors (Lunenburg 2010, p. 5). Consequently, resentment builds up between the receiver and the sender, thereby hindering the possibility of holding an effective communication.
Enhancing Effective Communication
Eliminating the specific barriers to effective communication is not enough in ensuring the success of the communication process. Thus, it is necessary to establish a strategy to enhance the quality of communication when working with families and communities (Erven 2002, p. 6).
Work at Improving Communication Skills
This step requires knowledge and work. Knowledge may be obtained by evaluating the theories of communication and the barriers to effective communication. It follows that this is the step to an enhanced effective communication (Erven 2002, p. 6).
Identify the Communication challenges affecting the group
Different families and communities experience different challenges in the communication process. Therefore, it is vital to identify the specific affecting particular families and communities and help them understand their communication problems (Erven 2002, p. 6). From there, it would be possible to improve their communication skills.
Make the Communication Process Goal-Oriented
Relational objectives should always precede other objectives. Hence, maintaining a good relationship with the families and communities one is dealing with to achieve a desirable communication is of great significance (Erven 2002, p. 6).
Acknowledge the Creativity required for effective communication.
When one is working with families and communities, it is important to consider the fact that communication is creative rather than a simple element of interaction with other people. Accordingly, one is encouraged to try out different communication alternative to determine which one is the most efficient (Erven 2002, p. 6).
Appreciate that Miscommunication is a Reality
Finally, being an effective communicator does not mean that one has to be without any element of miscommunication (Erven 2002, p. 6). In fact, it is barely possible to hold a comprehensive communication process with another individual and group. Hence, one needs to accept the reality of miscommunication and strive to minimize its undesirable effects.
Conclusion
For this paper, the communication process involves the exchange of information. It is important that communication between individuals to be effective to facilitate achievement of the objectives of the interaction. To formulate a strategy for enhancing effective communication when working with families and communities, it is important to consider the theories of communication and the barriers to effective communication. Nonetheless, it should be understood that miscommunication is a reality, and work must be done to reduce its negative impacts.
References
Erven, B.L., 2002. Overcoming Barriers to Communication. Ohio State University. Hyperlink [http://www.-agecon. ag. Ohiostate. edu/people/erven. 1/HRM/communication. pdf], 7.
Littlejohn, S.W. and Foss, K.A., 2010. Theories of Human Communication. Waveland Press.
Lunenburg, F.C., 2010. Communication: The Process, Barriers, and Improving Effectiveness. Schooling, 1(1), pp.1-11.
Miller, K., 2005. Communication Theories. USA: McGraw-Hill.
