Improving Communication Effectiveness Through Diagnosis, Reflection, And Action Planning

Diagnosis and Reflection

The conventional survey among the employees helps in assessing the standard of communication of the employees as well as support in measuring their development. However, the survey does not deliver the diagnostic information for detecting the processes to improve the results. It also does not advise on the process of encouraging the employees for accepting the responsibility for their specific role in the communication methods. In order to diagnose the communication, issue the written information provide effective measures. The written communication between the employees by internal memos, notices, emails, SMS, chats and other messages can be checked and assessed their quality with the standard of the organization. Moreover, the communication issues should be identified carefully and try to make necessary rectification.  In the matter of verbal communication, the supervisor rating, regular team meeting, seminars, would be helpful that efficiently assess the presentation and communication skills of the employees. Apart from this, it also helps in diagnosing the body language of the employees and by technical help from the consultants help in improving the body languages of the employees. Apart from this, the two-way communication is helpful in diagnosing the communication issues and the feedback system help in improving the communication system.    

Oral communication refers to the usage of sounds plus dialect or language to transmit a information. It provides a way for interacting cravings, desires, opinions and thinking.  Besides this, it is basic to the learning as well as educating procedures. In a combination of nonverbal correspondence as well as verbal communication is the essential device for delivering expression between as a minimum two entities (Berger, Roloff & Roskos-Ewoldsen, 2010). Interactive communication and open speaking are the two vital oral communication. However, open conversation comprises minimum one person passing on an information to collect, relational messages and largely indicates a two-way exchange that comprises both speaking and listening. Oral correspondence has many reasons, yet its basic capacity is managing message to at least one advantages. It incorporates the whole thing from basic one-syllable sounds too difficult exchanges and hinge on both language plus feel to deliver the desired impact (Kamalipour, 2007). Oral communication can be applied to lighten on topics, ask, deal with and analysis themes of numerous different types. It is key to educating and learning and also shaping ties and constructing relations with other entities. Even though the entire species convey, language, which itself is an absolutely social phenomenon that measure additionally accuracy in comparison the specific techniques for diverse persons.

An assortment of problems may appear as soon as applying oral communication to converse. False impressions can appear as a result of bad word choice, conflicting points of view and faulty communication procedures, plus personal conclusions with respect to acceptable vernacular may lead to collapses the communication.

Language interferences are a remarkable motive for perplexity as soon as trying to express orally (Lincoln, 2010).

Active listening implies being attentive plus aware to what other persons are asserting. The purpose of undivided attention is to realize the sentiments plus viewpoints of the person. Truth be told, undivided attention originates from the individual loped treatment of Carl Rogers. Be that as it may, Active listening is not only applied as a measure of the healing situation – it is a basic segment of powerful communication. Inside a restorative situation, it is fundamental need of the consultant to realize the client’s concerns, sentiments, musings, and acknowledgements accurately. It is likewise basic to forward concern plus reaction as well as to hold back decision. In external supportive situation, same things are vital. Entire persons must realize and approved that others ponder about them.

Verbal communication

Three essential parts of Active listening are:

1. Understanding – In the understanding phase of paying attention, the audience effectively analysis plus listen in to what the orator is speaking without diversion or opinions in regards to different subjects.
2. Retaining – Retaining needs the audience to recall what the orator has spoken so that the orator’s complete information can be passed on. A few persons possibly will select to collect notes or utilize recollection traps while rehearsing active listening (Brown, Smith & Helgeson, 2007).
3. Responding – Responding is the demonstration of giving both oral and nonverbal input to the orator that shows the audience is equally hearing plus realizing what the orator has spoken.

In Active listening, the orator need to feel listened. Audience members can use a few strategies to achieve this end. Nonverbal prompts utilized by an attentive person may comprise:

• Head gestures
• Smiles
• Right eye interaction
• Inclined toward the audience

Oral signals utilized by an attentive person may incorporate assertions, for example,

• “Mm-hmm”
• “I see”
• “How strange”
• “Tell me more”
• Any different assertions that urge the orator to proceed

Advisors occupied with Active listening every now and again reflect back a segment of the speaker’s expressions of the feelings passed on by the speaker (Freeman & Neale, 2007).

Hindrances and unfortunate propensities to compelling listening can include:

• Trying listen into more than one debate at any given moment, this combines the TV or radio although attempting to listen to someone conversation; being on the telephone to one person plus speaking with someone else in a same apartment and likewise being engaged by some prevailing noise in the ready condition (Rand, 2012).
• The listener discovers that the communicator appealing/unpleasant, but the listener pay attention on the sentence of the communicators rather than the appearance of the orator.
• The listener is not intrigued by the theme/matter being discussed and driven out to be boring.
• Feeling sick or exhausted and suppose to make use of toilet.  
• The listener assumptions or inclination; bias – successful listening includes being liberal to the opinions and hypotheses of others (Rocci & Saussure, n.d.).
• The listener makes decisions, in view of that person is not brilliant.

Non- verbal, assertiveness perception 

	Non-Assertive
General Attitude	§ Not stating much; however, expecting somebody will predict what you need. § Seeing like you don’t imply what you state. § Wanting to lose.
Voice	§ Weak, tentative, soft, rising variation at the end of reports.
Eyes	§ Downcast, begging, teary, watching away
Body Posture	§ Condescended, head down § Extreme nodding in settlement
Hands	§ Fidgety § Clammy

Verbal communication issues incorporate interpretation troubles, misinterpretations because of opaque judgment and numerous others. Figure out how to enhance correspondence by analysing the circumstance fairly. Individuals from various societies regularly experience issues in communicating. For instance, if two individuals Don & Raj talk dissimilar language, they will require an interpreter. Yet, even with understanding, correspondence obstructions still exist. Diverse societies have different frameworks of the idiom as well as etiquette, which can bring about issues. For instance, in the event that one individual uses phrases that cannot be made an effective interpretation into another dialect, the complete objective of the message may be lost (Deranty, 2009). An ideal approach to avoid these sorts of issues is to learn however much as could reasonably be expected about the other culture plus heritage. Irrespective of the possibility that a person does his/her best to realize what someone is asserting; despite everything you may overlook what’s really important. What’s more, irrespective of the possibility that you communicate as unmistakably as could be allowed, the other individual may miss yours. To keep away from this, rehash back another person worries to guarantee you realize everything accurately. Take an attempt at rethinking the fundamental focuses. Urge the other individual to revise any false impressions and to explain any hazy emphases (Ellis, 2003). The other individual will value your longing to listen and get it.

• The use of language. Over-confused, new as well as specialized terms (Worth, 2009).
• Absence of deliberation, intrigue, diversions, or immateriality to the recipient.
• Alterations in judgment and viewpoint.
• Physical inabilities, for example, hearing issues or discourse troubles (Forey & Lockwood, 2012).
• Language contrasts and the trouble in understanding new accents (Rost, 2013).

Subject or speaker is uninteresting or exhausting, boring.

• Active Listener – Listens intently for information that can be vital and valuable.
• Inactive Listener – Becomes separated from the listening knowledge, loses focuses, fantasies, visits or dozes (Schulz, 2010).  

1. Judging the speaker’s messages.

• Active Listener – Pays thoughtfulness attention regarding the substance and stores judgment until the discussion is over.
• Inactive Listener – Criticizes the speaker’s voice or conveyance and chooses the speaker won’t state anything significant.

1. Opposing the speaker’s message.

• Active Listener – Writes down what they can’t help contradicting for later discourse and keeps on listening.
• Inactive Listener – Becomes so required with disproving the speaker and quits listening.

1. Listening just for realities.

• Active Listener – Listens for primary thoughts and subjects and notes the realities that bolster them (Schulz, 2010).
• Inactive Listener – Focuses just on certainties and trusts whatever is left of the speaker’s discussion is a just conclusion.  

1. Attempting to plot the discussion.

• Active Listener – Listens for the fundamental thoughts and sorts out them once the speaker has wrapped up.
• Inactive Listener – Loses fundamental thoughts and subjects since time is spent attempting to sort out and discover an example.

1. Faking attention.

• Active Listener – Continually refocuses consideration on the speaker realizing that consideration may be in some cases meander.  
• Inactive Listener – Is available in body yet wouldn’t in mind

1. Permitting diversions.

• Active Listener – Filters out diversions and focuses on what’s being said.
• Inactive Listener – Uses diversions as a reason to quit tuning in.

1. Avoiding or keeping away from upsetting material.

• Active Listener – Desires to gain some new useful knowledge and is not anxious about scrambled thoughts.
• Inactive Listener – Gives up when the material is confused and blocks out the speaker.

1. Allowing emotional words throw you off core interest.

• Active Listener – Listens painstakingly to comprehend the speaker’s perspective before testing what is said.
• Inactive Listener – Gets agitated with words which trigger certain feelings and quits listening.

The accompanying communication standards and rules can enhance critical thinking:

• State your issue and interests. Recognize others’ issues and interests. Avoid ridiculing and noting a dissension with another protestation (Griffin, Ledbetter & Sparks, 2015).
• Listen to alternate gatherings and know their interests. Ask “why,” “why not” and “consider the possibility that” inquiries to get it better. Utilize hush to exhibit you will tune in or to help move the opposite side into a position to listen all the more viably to you.  
• Offer a statement of regret when suitable.
• Stay in the present situation and the future. The past has as of now been lived.
• Stick to the present subject.
• Look for regions of understanding.
• Set the ideal opportunity for the following talk and take a period out if the exchange falls apart (Sen, 2007).
• Use shared repeating until a gathering who keeps on feeling miscalculated feels saw suitably.
• State asks for a change in behavioural terms. Try not to request changes in disposition or feeling just to appear as something else (Worth, 2004).
• Consistently express verbal and body messages. On the off chance that negative sentiments must be communicated, just utilize words. Indicate trust all the while, slow down, utilize great eye contact and show intrigue.

The communication styles is important and in order to establish effective communication the identification of the communication style is essential. There are mainly five communication styles commonly perceived:

• Assertive style
• Aggressive style
• Passive-aggressive style
• Submissive style
• Manipulative style.

The assertive style of communication is most effective as well as healthiest style of communication. It is a middle way of the aggressive communication and passive communication. It shows high esteem, and confidence of the communicators (Hargie, 2006).

The aggressive communication style is the style, which is about winning. Moreover, the wining happens sometimes by someone else’s expenses. The aggressive communicators beliefs and shows that their needs are more important than anybody else.

The passive aggressive style is a style in where the communicators appear as passive communicators but actually, try to control their anger or hide the anger.

On the other hand, the submissive style is about in order to avoid conflict pleasing other people and admit everything from the others (Gudykunst & Mody, 2004).   

Manipulative style

The manipulative style is mainly scheming or planning, calculating as well as shrewd. The manipulative communicators have skill to manage or influence others for their own benefits.    

There are various advantages of understanding the different communication style as it helps in establishing effective communication with the people and communication use to become successful if the communication styles can be recognised as it supports in detecting the character of the other people.  

Main Activities/ Stages	Month 1	Month  2	Month  3	Month  4	Month 5	Month  6
Effective evaluation of the communication style and procedures as well as recognize the communicationYes	Yes
Join in short term speaking courses, where I can learn how to speak effectively to enhance my communication so that I can successfully convey my thoughts, feelings, arguments and decisions to the peoples.	Yes	Yes	Yes	Yes
Work on my language, to improve my language I will read several different types of books, including novels, poetries, dramas, scripts etc. apart from this, I will see different types of films, dramas, debates programs in T.V. These will help me in improving my language and at the same time it helps in improving my accent and pronunciation.	Yes	Yes	Yes	Yes	Yes	Yes
I will join a course that helps in improving my body language so that I can communicate effectively.		Yes	Yes	Yes	Yes	Yes

References

(CCL), C., & Hoppe, M. (2011). Active Listening. Hoboken: John Wiley & Sons.

Berger, C., Roloff, M., & Roskos-Ewoldsen, D. (2010). The handbook of communication science. Los Angeles, Calif.: Sage.

Brown, S., Smith, D., & Helgeson, M. (2007). Active listening. Cambridge: Cambridge University Press.

Deranty, J. (2009). Beyond communication. Boston: Brill.

Ellis, R. (2003). Communication Skills. Bristol: Intellect.

Forey, G., & Lockwood, J. (2012). Globalization, communication and the workplace. New York: Continuum.

Freeman, P., & Neale, T. (2007). Verbal communication. Shrewsbury: Axis Education.

Griffin, E., Ledbetter, A., & Sparks, G. (2015). A first look at communication theory. New York: McGraw-Hill Education.

Gudykunst, W., & Mody, B. (2004). Handbook of international and intercultural communication. Thousand Oaks [u.a.]: Sage.

Hargie, O. (2006). The handbook of communication skills. London: Routledge.

Kamalipour, Y. (2007). Global communication. Belmont, Calif.: Thomson Wadsworth.

Lincoln, M. (2010). Fundamentals of communication skills. Delhi: Manglam.

Rand, C. (2012). Communication. Chicago, Ill.: Raintree.

Rocci, A., & Saussure, L. Verbal communication.

Rost, M. (2013). Active listening.

Schulz, P. (2010). Communication theory. London: SAGE.

Sen, L. (2007). Communication skills. New Delhi: PHP Learning.

Special issue of Communication Theory: Communication and Normative Influence. (2005). Communication Theory, 15(2), 216-217. https://dx.doi.org/10.1093/ct/15.2.216

Worth, R. (2004). Communication skills. New York: Ferguson.

Worth, R. (2009). Communication skills. New York: Ferguson.