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communication skills
communication skills definitions
| Question | Answer |
|---|---|
| Communication | the study of the transfer of meaning |
| Communications | the study of the transfer of data. Relates to the physics and mechanics of telecommunications. |
| Technologically mediated communication | human communication that uses mechanical or electronic mean to transfer meaning |
| Fields of communication | intrapersonal, interpersonal, Group/team, Organizational, Public/media, Intercultural |
| Meta communication | communication about communication and communications |
| Priestley’s paradox | the more we elaborate our means of communication, the less we actually communicate. Better communications means worse communication |
| Dataholic | a person who is emotionally dependent on communications systems such as mobile phones and the internet |
| Lasswells model of communication | who, says what, in what channel, to whom, with what effect |
| Shannon and weaver’s Sender- message- receiver model | (SMR) a model showing a one way path or pattern of communication, criticized because it is a linear relationship and because it assumes all communications is intentional. |
| Communication breakdown | a misunderstanding or failure to communicate |
| Communication success | achievement of understanding between interacting individuals and groups |
| Message | information conveyed by any means from one person or group to another person or group |
| Encoding | qualitatively transforming or masking a message in some way |
| Decoding | qualitatively transforming or converting a message from a coded from to a plain form |
| Pre-editing | consciously or unconsciously choosing to quantitatively transform or limit the content of a message sent before it is sent |
| Post-editing | consciously or unconsciously choosing to quantitatively transform or limit the content of a message after it is received |
| Noise | anything that interferes with or distorts a message, or creates barriers to communication |
| Feedback | response from message recipient, turning one-way into two-way communication. Includes the physical responses of people in conversation |
| Channel | the medium or means of sending messages |
| Mediated communication | communication that takes place by means of a technological channel |
| Synchronous communication | communication that is sent and received at virtually the same time |
| Asynchronous communication | communication that is sent at one time and received at another time |
| Dyad | a group of two people |
| Lean medium | a medium that conveys little detailed information beyond the main message |
| Rich medium | a medium that conveys a range of verbal and non-verbal information, including colour, auditory and visual elements |
| Channel appropriateness | matching the channel to the message and the receiver, audience or target |
| Reinforcement | sending the same message through different channels |
| Preferences | the inclination or bias toward one particular communication channel rather than another |
| Transformation | the possible tendency of media or message processes to transform of change the content of a message |
| Message termination and failure | when message are terminal, and when there is no reciprocal response from the message receiver switching into the role of a message sender |
| Thesis statement | statement of research goal |
| Harvard system | system for citing sources using author names and the year of publication |
| Paraphrasing | recasting someone else’s words in your own |
| Eight c’s of written communication | clear, correct, comprehensive, consice, credible, considerate, courteous, conscientious |
| ‘You’ attitude | approach to writing that prioritizes the need and interests of the reader |
| Full block format | layout style in which all elements are justified to the left margin |
| Good news letter | a letter in which the writer conveys news that the reader will probably be happy to read |
| Bad news letter | a letter in which the writer conveys news that the reader will probably not be happy to read |
| Bad news sandwich | embedding a bad news message within more positive information |
| Complex sentence technique | a way of de-emphasizing bad news by placing it in a subordinate clause of a complex sentence |
| Collection letter | a document sent to an organization or individual seeking overdue payment for goods or services |
| Memo | paper or email document sent to one or more recipients within an organization |
| Request memo | a document, sent within an organization, asking for solutions and action |
| Announcement memo | a message sent within an organization to a wide readership or audience |
| Instruction memo | a document, sent within an organization, setting out information about procedures or operating routines |
| Warning memo | a document sent when there is a perception that someone is not doing the right thing |
| Cluster | in relation to non verbal communication, a group of different types of non verbal behavior |
| Consequence | the extent to which verbal and non-verbal messages reinforce or contradict each other |
| Back channeling | in conversation, responding to a speaker with non-verbal and Para-verbal feedback, such as nodding, smiling and friendly grunts |
| Paralinguistic | the properties of voices spate from the words being spoken, that can convey meanings |
| Mirroring | consciously or unconsciously copying the non-verbal behavior of someone admired |
| Kinesics | the study of non-linguistic body movement in relation to communication |
| Haptics | the study of touch as a form of communication |
| Proxemics | the study of the spatial relationships between individuals |
| Chronemics | the study of time use behavior in relation to communication |
| Dyssemia | the condition of having difficulties in understanding or sending non-verbal information |
| Interpersonal communication skills | processes that help, distort or block communication of messages between individuals |
| Intrapersonal communication skills | processes that help, distort or block communication messages within an individual |
| Psychobabble | superficial and banal treatments of psychological theory |
| Emotional intelligence | a person’s basic underlying capability to recognize and use emotion |
| Emotional competency | describes the personal and social skills that lead to superior performance in world of work |
| Learning and manipulation problem | knowledge of human nature may be used equally to enhance communication and as a tool of manipulation |
| Self talk | internal conversations we have with ourselves; a form of intrapersonal communication |
| Management by listening | allowing other to reach their own solutions by talking through their problems |
| Aggressive listening | patient listening with the primary purpose of spurring speakers to say thing they might later regret |
| Barriers to effective listening | subject changing, daydreaming, distracted, just give me the facts, mind reading, rehearsing, comparing, push my buttons, stereotyping, quick fix |
| Active listening | a communication skill that requires concentration, attention and a minimal verbal response to help the speaker articulate his or her thoughts |
| Effective questioning | knowing the different types of questions that can be asked, and matching them to the situations we find ourselves in and the personalities with whom we interact |
| Reframing | a set of techniques used to create new perspectives on issues and eliminate counterproductive toxic language |
| Feedback | advice, support and critique provide response by one person to another |
| Spice | variety added to a presentation, such as quotations, statistics, anecdotes, analogies or metaphors, dramatic visuals, demonstrations or humor |
| Three part talk structure | tell them what you are going to tell them; tell them; tell them what you have told them |
| Verbal headlining | using words like print headlines to give cues to content |
| Performance stress | anxiety related to performance also known as speaker anxiety or stage fright |
| Pronunciation | the act of producing the sounds of speech |
| Articulateness and articulation | articulateness (the ability to say meaningful words) can be helped considerably by articulation (the ability to say those words clearly) |
| Voice pitch | height or depth of voice |
| Inflection | modulation of voice, changing pitch and/or loudness |
| Audiovisual aids | objects and mechanical and electronic systems used to communicate information |
| Primary research | gathers new information:surveys, interviews, observations and experiments |
| Secondary research | retreives information that someone else has gathered: library research and online research |
| Footnotes | Superscript number in text and details at bottom of page. |
| Endnotes | Superscript number in text and details at end. |
| Quote | Exact word of author, must be in quotation marks,cited with author year an page |
| Paraphrasing | Integrates authors ideas in your own words,no quotation marks, must be cited with author and year |
| Aristotles three rhetorical proofs | ethos, logos and pathos. Often these proofs will work together |
| Logos | Refers to the the speakers argument ( logic)Demonstrates a clear line of reasoning using claim and evidence. |
| Ethos | Credibility of the Communicator. Credibility of sources and information provided |
| Pathos | appeals to emotions and peripheral processing |
| Academic writing traps | Personal prejudices, emotional appeals, Fallacies, |
| To inform | Helps listeners understand information |
| To insruct | Tells listeners how something should be done. |
| To persuade | Guides listeners to a particular outcome, persuades them to adopt a line of thinking or course of action |
| To entertain | Diverts and amuses listeners, and makes a point. |
| Disadvantage of written speech | Too much focus on the script means too little focus on the audience.Sometimes the speaker engages the script rather than the audience |
| Disadvantage of memorised speech | Disadvantage: It can sound ‘wooden’ – concentration on remembering the script rather than on what it’s aboutDelivery is often mechanical and artificial unless speaker is well trained. |
| RIC formula | Reason for the presentation.Importance to the audience.Conclude with some Characteristics of the individual or group receiving recognition. |
| PREP formula | P = main Point, R = Reason for this, E = Example of this,P = restate the main Point. |
| Decision-makers | have authority to make things happen. |
| Influencers | can influence those in authority. |
| Collectors | collect information and pass it on. |
| Socials | play no major role. |
| Transitionals | coversley, on the other hand, similarly |
| Similarity provides? | Similarity provides the basis for empathy, understanding and cooperation. |
| Difference provides? | Difference provides distinctive features that produce identity |
| culture | Values, beliefs, rules and conventions that allow us to interact and make sense of the world. |
| Enculturation | The process of learning or absorbing one’s own culture |
| Acculturation | The process of adjusting to the host culture by adopting (assimilating) its values, symbols and/or behaviour |
| Mainstream culture | Common language, social institutions, material items, technology, values. Allows everybody to co-exist and communicate in relatively predictable ways. |
| External communication | Targets audiences outside the group or organisation |
| Internal communication | Targets audiences within the group |
| Netiquette | Basic font, eg Times New Roman or Arial,Subject line,Paragraphing to separate key concepts – it’s OK to ask the reader to scroll down!Upper case. |
| cc | arbon copy |
| bcc | blind courtesy copy (recipient and cc receivers unaware) |
| Flame | insulting or sarcastic message |
| Dictionary flame | criticism for use of grammar or spelling |
| Network analysis | A technique for mapping communication roles played by people within organisations. |
| Clique | A group of individuals at least half of whose work-day contacts are with each other |
| Managers | concerned with day-to-day strategy and tactics |
| Leaders | more concerned with the ‘big picture |
| Maslows heirachy | 1.Self actual istation,2. Self esteem recognition status, 3.Social needs,4.Safety needs, 5. phsycological needs |
| Leadership styles | Authoritarian or directive (Autocratic), Participative or consultative, Laissez-faire |
| Self concept | The mental image or idea that people have of themselves: perceived self, desired self and Presented self |
| Emotional intelligence (EI) | Your ability to recognise and use your emotions IQ gets you hired but EQ gets you promoted. Video games can improve EQ |
| Emotional competence (EC) | Personal and social skills |
| Soft skills’ | Essential group of skills with real and immediate practical payoffs: |
| EQ | Emotional awareness,Accurate self-assessment,Self-confidence, Achievement Drive,Commitment |
| Hearing | denotes perceiving sounds |
| Listening | means decoding and interpreting sounds correctly |
| High-context cultures | Infer most of their information from the context of a message. Convey little information explicitly. Prefer indirectness, politness and ambiguity. Consider oral agreements more binding. Arab peoples, Latin Americans, Russians, most South-East Asian,Japane |
| Low-context cultures | Rely less on context and explicitly spell out most information. They avoid ambiguity. Examples are people of Anglo-Saxon origin,Scandinavians, |
| Touching | Functional/professional, Social/polite, Friendship/warmth, Love/intimacy, Sexual/arousal |
| Types of Non verbal communication | Body language,Space, territoriality (proxemics),Touch (haptics) and smell (olfactory communication), Presentational features, Time (chronemics), Voice qualities (paralinguistics), |
| Body language | Involves physical body behaviour and is an Important source of feedback |
| GRIT | a conflict resolution method.Graduated and Reciprocrated initiatives in tension reduction. |
Created by:
Perfectionist