TSM 1301 Communication

Unit I: Introduction
 TSM 1301 Communication
Objectives
At the conclusion of this course, participants will be able to:
Describe “effective workplace” communication.
Describe the communication cycle.

Identify potential blocks (and antidotes) to effective communication.

Select appropriate communication channels.

Distinguish between grammar and usage.

Describe parts of speech and their function in the sentence.

Find resources for frequent infrastructure issues, i.e. common grammar and usage problems.

Identify purpose and audience for written and oral communication.

Determine appropriate organization for ideas.

Use editing tools for mechanics and content.

Apply effective email practices.

Plan for effective oral communication.

 Unit I: Introduction Course
Objectives
Describe the communication cycle.
Identify potential blocks and potential antidotes to
effective communication.
Describe the effectiveness criteria and relevance to
written and oral communication.
Review listening and feedback.
Select appropriate communication channels.
I know you believe you understand
what you think I said, but I’m not
sure you realize that what you
heard is not what I meant.
 Our Strange Language
We’ll begin with a box and the plural is boxes,
But the plural of ox is oxen, not oxes.
Then, one fowl is a goose, but two are called geese,
Yet the plural of moose should never be meese.

You find a lone mouse or a whole set of mice,

Yet the plural of house is houses, not hice.
If the plural of man is always called men,
Why should the plural of pan be called pen?
If I speak of a foot and you show me your feet,
And I give you a boot, would a pair be called beet?
If one is a tooth and a whole set are teeth,
Why shouldn’t the plural of booth be called beeth?

Then one may be that, and three would be those,

Yet hat in the plural wouldn’t be hose.
We speak of brother and also say brethren,
But though we say Mother, we never say methren.

Then the masculine pronouns are he, his, and him,

But imagine the feminine she, shis, and shim.
So English, I fancy you all will agree,
Is the funniest language you ever did see.
The Communication
Model
Sender Receiver
Messag
e

Noise Noise
Response

Filters

Effective communication occurs when the receiver

interprets the sender’s message in the same way it
is intended.
This means mutual understanding, not necessarily
 Miscommunication

Place: Center Harbor, Maine

Senders: small crowd on shore
Receiver: avid sailor, Walter Cronkite
Receiver heard: “Hello, Walter, Hello
Walter!”
Senders yelled: “Low water, low water!”
 Analysis of Communication
Process

Sender has Sender Channel Receiver

idea encodes carries decodes
message message message
→→→→ →→→→ →→→→ _________
(Small (“Low (Message (Hello,
crowd on water!”) distorted) Walter!”)
shore)
Barriers to Communication

Sender and Receiver frames of reference

(perceptions, educational levels, culture)
Language itself (accents, word ambiguity,
jargon)
Listening skills (selective, reactive vs active)
Emotional interference (biases, egos,
resistance)
Physical barriers (actual noise, non-verbals,
location, timing)
 What’s Next? Part 2?
How we communicate:
Words
Tone
Body Language
Effectiveness criteria
Feedback and Listening
Oral Communication
“I” and “You” messages
Behaviors of an effective communicator
Making the choice: Written? Oral?