1. Introduction to Communication LESSON 1

2.  WHST.9 ‐ 12.7 Conduct short as well as more sustained research projects to answer a question (including a self ‐ generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS ‐ LS2 ‐ 7),(HS ‐ LS4 ‐ 6)  SL.11 ‐ 12.5 Make strategic use of digital media (e.g., RST.11 ‐ 12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS ‐ LS1 ‐ 1) COMMON CORE/NEXT GENERATION STANDARDS ADDRESSED.

3.  CRP.04. Communicate clearly, effectively and with reason.  Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.  CRP.04.01. Speak using strategies that ensure clarity, logic, purpose and professionalism in formal and informal settings.  Sample Measurement: The following sample measurement strands are provided to guide the development of measurable activities (at different levels of proficiency) to assess students’ attainment of knowledge and skills related to the above performance indicator. The topics represented by each strand are not all- encompassing.  CRP.04.01.01.a. Identify and categorize strategies for ensuring clarity, logic, purpose and professionalism in verbal and non-verbal communication (e.g., vocal tone, organization of thoughts, eye contact, preparation, etc.). AGRICULTURE, FOOD AND NATURAL RESOURCE STANDARDS ADDRESSED!

4.  Why is listening an important part of Communication?  How can parliamentary procedure be considered a communication technique?  Are there rules that should be followed as a part of group/public communication?  What do you believe is the most important part of communicaiton? BELL WORK!

5. WHAT IS COMMUNICATION?

6. Barrier Channel Communication Deadline Feedback Filtering Group communication Interference TERMS Interference Leadership Mass-media communication Message One-to-one communication Parliamentary procedure

7. Public communication Receiver Selective perception communication Semantics Sender TERMS

8.  Identify factors that may result in failure to communicate.  Identify the many ways in which humans communicate. INTEREST APPROACH

9.  Identify the components of the communication process.  Identify the five different levels of communication.  Explain the barriers of successful communication.  Explain the relationship between communication and leadership.  Define communication and explain its purpose. STUDENT LEARNING OBJECTIVES

10. I. Communication is a complex process involving distinct elements that together convey a message. WHAT IS COMMUNICATION AND ITS PURPOSE?

11. Communication may be defined as the process of sending and receiving messages in which two or more people achieve understanding; the process of exchanging information. WHAT IS COMMUNICATION AND ITS PURPOSE?

12. 1. Each workday consists of listening and talking 75% of the time. 2. In the workplace, managers spend 70% of their time communicating. 3. Most people fail in the workplace because of poor communication.

13. Three major goals or purposes of communication. 1.To inform: the process of giving information to another person. 2.To influence: the process of persuading a person’s behavior. 3.To express feeling: the process of explaining feelings. WHAT IS COMMUNICATION AND ITS PURPOSE?

14.  The major components of the communication process (sender, message, and receiver) are present whenever there is communication. MAJOR COMPONENTS OF COMMUNICATION

15. Two factors that affect the success of communication - deadlines - interferences. MAJOR COMPONENTS OF COMMUNICATION

16.  A Deadline is the limited time one has to communicate about a problem or gather information. MAJOR COMPONENTS OF COMMUNICATION

17.  Interferences are referred to as “noise” or barriers to communication. MAJOR COMPONENTS OF COMMUNICATION

18.  There are three major components of the communication process:  Sender/Talking  Message  Receiver/Listening MAJOR COMPONENTS OF COMMUNICATION

19.  The Sender wants to communicate something and decides to speak, write, send nonverbal signals, or produce a visual message. MAJOR COMPONENTS OF COMMUNICATION

20.  The Message is the information that is being transmitted from sender to receiver. MAJOR COMPONENTS OF COMMUNICATION

21.  The Receiver wants to understand the sender’s meaning and listens, reads, or observes the nonverbal signals of visual information.  The Channel is the linkage between the sender and the receiver.  Feedback is the return channel from the receiver to the sender that allows the evaluation of communication. MAJOR COMPONENTS OF COMMUNICATION

24.  As communicators we participate in five levels of communication activity.  Self-communication  One-to-one communication  Group communication  Public communication  Mass Media communication THE FIVE LEVELS OF COMMUNICATION

25.  Communication directed to yourself, sometimes referred to as an interpersonal conversation.  It is a never-ending process.  External communication will not be successful until you effectively communicate with yourself. SELF-COMMUNICATION

26.  Communication that takes place when an individual communicates directly with another person.  This can be informal, such as a quick hello, or formal, such as a prepared presentation.  This is the most widely used form of communication. ONE-TO-ONE COMMUNICATION

27. Discussion within groups of people.  In group communication, each participant must have equal opportunity for speaking.  This form of communication is used most widely in informal settings, such as departmental meetings, board meetings, and business meetings. GROUP COMMUNICATION

28. Presentations to groups of 20 to 25 participants.  This includes oral presentations, press conferences, classroom situations, work shops, etc.  In a public encounter, one person at a time has the presentational responsibility while others in attendance act as message receivers. PUBLIC COMMUNICATION

29.  Takes place when the sender is separated by some communication medium, print, film, radio, or television, from the receiver. MASS-MEDIA COMMUNICATION

30.  When there are barriers or interferences in the communication process, effective communication cannot exist. BARRIERS OF COMMUNICATION

31.  There are six major barriers that can affect communication.  Selective perception  Poor listening skills  Credibility of the sender  Semantics  Filtering  Avoiding detail s BARRIERS OF COMMUNICATION

32.  Occurs when people block out information that they do not want to hear.  This is sometimes referred to as selective listening. SELECTIVE PERCEPTION

33. Poor listening skills occur when the receiver:  has his or her mind on something else  is not interested in the subject  or has a poor knowledge of the subject POOR LISTENING SKILLS

34.  Credibility of the sender affects how people will receive a message.  If the receiver perceives the sender as insincere, communication barriers will exist. CREDIBILITY OF THE SENDER

35.  Semantics is when the same words mean entirely different things to different people.  Slang is often referred to as semantics. SEMANTICS

36.  Filtering is manipulating the information so it is perceived as the receiver desires.  This frequently occurs in management when there are several levels. FILTERING

37.  Avoiding details - our minds usually avoid detail and cannot remember many details in a short period of time. AVOIDING DETAILS

38.  Barriers are sometimes referred to as interference.  They can exist in the environment, from the sender, in the message, or from the receiver. BARRIERS OF COMMUNICATION

39.  Interference from the environment can be described as “static”, it’s similar to what you hear on the radio or television.  Interference may occur from the sender if the information is inaccurate or if the sender misinterprets the receiver’s feedback. BARRIERS OF COMMUNICATION

40.  Interference in the message is usually the result of sending inappropriate words, signals, or images.  Interference from the receiver is usually the result of the receiver’s personal opinions keeping him or her from listening or reading with an open mind. BARRIERS OF COMMUNICATION

42.  Good leaders are good communicators.  Leadership is the ability to move or influence others to achieve individual and/or group goals.  All forms of communication are important when working with others. WHY ARE COMMUNICATION SKILLS IMPORTANT IN DEVELOPING GOOD LEADERSHIP TECHNIQUES?

43.  Parliamentary procedure is a method of conducting meetings in an orderly manner that is based on Roberts’ Rules of Order.  It is used in local, state, and national government. WHY ARE COMMUNICATION SKILLS IMPORTANT IN DEVELOPING GOOD LEADERSHIP TECHNIQUES?

44.  Describe communication.  Identify the five levels of communication.  What are the major components of communication?  Explain the importance of a deadline.  What is leadership?  Explain how Parliamentary Procedure is used in communications. REVIEW/SUMMARY

45. THE END!