Overcoming Communication Barriers and Breakdowns, Summaries of Oral Medicine

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Oral Communic

Context

Module No.

Strategies to Av

Communication Bre

SENIOR HIGH SCHOOL

ation in

oid

akdown

Department of Education ● Republic of the Philippines

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Development Team of the Module Author: Dorcas Menoc Bandiala Content Editor: Daryl A. Pamisa Language Editor: Ma. Alemil L. Fontilar Proofreader : Ma. Alemil L. Fontilar Illustrator/s: Xyrujon Alfred M. Bandiala and Caille B. Antiporta Layout Artist: Ivy O. Niñeza Development Team: Chairperson:

Co-Chairpersons:

Dr. Arturo B. Bayocot, CESO III Regional Director Dr. Victor G. De Gracia Jr. CESO V Assistant Regional Director Jonathan S. dela Peña, PhD, CESO V Schools Division Superintendent Rowena H. Para-on, PhD Assistant Schools Division Superintendent Mala Epra B. Magnaong, Chief ES, CLMD Members: Neil A. Improgo, PhD, EPS-LRMS ; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM ; Erlinda G. Dael, PhD, CID Chief ; Maria Teresa M. Absin, EPS (English) ; Celieto B. Magsayo, LRMS Manager ; Loucile L. Paclar, Librarian II ; Kim Eric G. Lubguban, PDO II

Oral Communication in Context Alternative Delivery Mode First Edition, 2020

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Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Assistant Secretary: Alma Ruby C. Torio

Printed in the Philippines by Department of Education - Alternative Delivery Mode (DepEd-ADM) Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental Telefax: E-mail Address:

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TABLE OF CONTENTS

Cover Page Copyright Page i Title Page ii Table of Contents iv Module Overview 1 General Instruction 2 Module Lesson: Strategies to Avoid Communication Breakdown What I Need to Know 3 What I know 3 What’s In 4What’s New Activity 1: Picture Analysis 4 Activity 2: Survey 5 What Is It? Topic 1: Communication Breakdown 6 Topic 2: Barriers to Communication 7 Topic 3: Effects of Communication Breakdown 13 What’s More Activity 3: Unscramble and Match 14 Topic 4: Ways to Resolve Communication Breakdown 15 Topic 5: 7Cs of Effective Communication 17

What I Have Learned Activity 4: Seize the 7Cs 18 Activity 5: Word Hunt 19 What I Can Do Activity 6: Video Analysis 20 Activity 7: Observe and Resolve 22 Activity 8: Create and Convince 23 Additional Activity Activity 9: Self - Check 24 Activity 10: Reflect and Answer 25 Let’s Sum Up 26 Post Test 27 Key to Answers 29 References 30

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To attain the goals of this module, do the following:

 Do not put some markings on this Module as there are still other students who will be using it. You will need a separate COMMUNICATION ACTIVITY NOTEBOOK where you will write all your answers and writing activities of this module. Be sure to LABEL your work according to the module, lessons , and the date you work on it.

 Each Module has a brief instruction and followed by a list of objectives. Read them and follow instructions carefully.

 Before going over the activities, answer the PRETEST first then find out how well you did by checking your answers given in the self-assessment activity. Each activity must be according to the objectives of this Module.

 Take note of the skills or strategies you are trying to develop.

 After each activity, you need to go over the items which you think you failed.

 Wait for the teacher’s instruction as to when to take the POST TEST. This is usually done when you have mastered the previous lessons.

 Always make sure you read the module carefully and all the indicated instructions.

 Follow the directions and instructions in the activities conscientiously.

 Ensure that all exercises are answered and activities are complied.

 Equip yourself with the necessary vocabulary and terminology in each given lesson.

GENERAL INSTRUCTION

“Communication works for those who work at it.” ~John Powell~

WHAT I NEED TO KNOW

By the end of this lesson, you will be able to:  explain why there is communication breakdown  use various strategies to avoid communication breakdown  identify strategies used by speakers evaluate the effectiveness of an oral communication strategy.

WHAT I KNOW Instruction: This is a TRUE or FALSE t est about communication breakdown. Write T if the statement is True and F if it is False. Write your answers on your Communication Activity Notebook.

STATEMENT ANSWER

1. When a person is not physically feeling well, he may not be able to grasp the message that you are telling him. 2. A man worrying about having lost his rice money due to gambling may not be able to understand what you have to tell him. 3. As a new teacher with a dialect different to her, Reez had to learn and understand the accent of her students so it would be easy for her to reach out to them. What she did was right. 4. Arvin knows the answer to the question but he is too shy to raise his hand. His shyness can become a barrier to communication. 5. If I allow my own perspectives on things to get in my way to learning, I am blocking the chance to learn new things from other people. 6. Distance between two people may also become a barrier to communication. 7. If a speaker considers the background and needs of the receiver in delivering the message, barrier to communication can be avoided. 8. Our prejudices may hinder the smooth flow of communication. 9. Listening attentively to the speaker can help solve communication breakdown.. 10. The breakdown.

sender can also be the cause of communication

STRATEGIES TO AVOID

COMMUNICATION BREAKDOWN

Very good! You have just made an assessment of yourself about whether you are a source of communication breakdown or not. Now, let us discuss the essence of communication breakdown.

Activity 2: Survey

This survey hopes to determine your capability to be the source of communication breakdown. Since this will test your strength and weakness as a communicator, answer the questions as honestly as possible. Indicate how frequently you engage in the following behaviors when communicating with another person or persons. Write your answers to your survey on your Communication Activity Notebook.

Use this scale to describe your behavior. 4 – I always do this. 3 – I often do this. 2 – I sometimes do this. 1 – I seldom do this. 0 – I never do this.

1. I am open and honest when I need to say something
2. I talk with awareness that the words I chose may not mean the same thing to other people.
3. I know that the message I receive is not the same as the message I want to send to others.
4. I will ask myself questions about who is the receiver of my message and how will that affect his/ her reception of my message before I communicate.
5. I am so sensitive for an indication that I am understood or misunderstood as I communicate with someone.
6. I make short and concise messages as long as possible.
7. I avoid using jargon with those who can’t understand it.
8. I avoid using slang words and colloquialisms with those who are disappointed by it.
9. I try not to use words that would trigger an emotional response or that may upset or distract the receiver.
10. I make sure that how I say it is just as important as what I say.
11. I analyze my style in communicating with others to determine what nonverbal messages I send and how well they agree to the meaning I desire to have.
12. I carefully consider that my message is clearly understood by my receiver in a face-to-face meeting, telephone or in writing,
13. I make an effort to listen to ideas that sometimes I don't agree
14. I look for ways to improve my listening skills.

TOTAL SCORE

WHAT IS IT?

TOPIC 1: WHAT IS COMMUNICATION BREAKDOWN?

Communication breakdown, as defined by Emily Rodgers in her online article, “is a failure to exchange information, resulting in a lack of communication.”

What does “lack of communication” mean? To answer that question let us look at the examples of communication breakdown in the workplace or in any given communication scenario as provided by Rodgers.

1. A staff member making a mistake due to miscommunication or not enough information given in training. In the classroom context, you as a learner, may make mistake in doing your task because of miscommunication or lack of information
2. Two members of staff doing the same task and not realizing. In the classroom context, it could be two members in the group make a duplication of activity and leave out one task undone instead.
3. A colleague not treating a client correctly. A classroom officer showing unfair treatment to one classmate for his/her attitude/appearance for instance, may cause misunderstanding among students.
4. Certain vital tasks not being completed either on time or to the highest standard because no one in the team is giving updates to each other. This happens most of the time in the classroom when members in a group do not try to communicate, express themselves, or reach out to one another. 5. An overworked manager sending an email missing vital information to their team because they’ve got a client on their case about completing work. A group leader or SSG president, for example, may fail to disseminate important announcement to the class because he/she is pressured to finish another task.
5. A junior spreading Chinese whispers about the current state of a project’s completion because they misheard what their manager was saying. In a classroom scenario, student A tells student B that Student C may not be able to graduate but student A is not so sure about it because he/she only overheard a conversation of her teachers. The act of spreading the “talk” is called gossiping. Passing on wrong information may result to communication breakdown.

According to Rodgers, communication has a great impact to a team. So if you expect to have a successful class, a team, a group work - it requires communication that is “well-oiled machine to individual parts that simply cannot function without each other” between you and the one you are communicating with or among members of a the group.

3. Too much information If there is no efficient communication flow plus the problem of sharing information to wrong people, overload of information can result to chaos. True, there is a plethora of information around the world. We can only do so much by giving it to the right people at the right time and at the right amount because too much of anything can be dangerous, so to speak.

Knowing a lot of things is good but when too much information is given and received and yet this information is sent and received wrongly, it could lead to tremendous problem.

Effective communication needs wisdom as to what, how much or how little, when and to whom information is to be given.

4. Under pressure High-stress jobs or tasks mean there’s often no time to communicate properly. If you’re on a tight deadline or you’re behind on your target, you’re not going to waste precious minutes formulating the perfect email , and doing such practice will result to greater consequences.

On the same note, if you show yourself too busy and too preoccupied with something, your classmate or friend who is supposed to share with you an information may opt to back off in communicating with you for fear of interrupting you or for fear that they may be either rejected or scolded.

If the stress in your jobs get in your way and you allow it to block communication between you and your classmates or group mates, you are inviting in communication breakdown.

Amidst your stressful tasks, you need to handle yourself properly, manage your stresses , and carefully plan the tasks to do without jeopardizing the quality of your work or assignments. Moreover, never sacrifice your relationships with people just because you are too preoccupied. Take time to relax before doing anything else.

BARRIERS TO COMMUNICATION

Language Barriers

Language and linguistic differences may become barriers to communication. But it is not also a guarantee that when two people speak the same language, they understand each other because if the receiver still does not understand the words used in the message received, the words used may act as a barrier. This goes to mean that even if people speak in the same language, but in different jargon, still, there is a language barrier.

Jargon is a set of specialized vocabulary in a certain field. Engineers have their own jargon that only people in their profession understand. Doctors of Medicine have their own jargon that patients may not understand. To avoid communication breakdown, engineers, doctors, scientists have to use layman’s vocabulary of simple words.

The sample image is a conversation between an engineer and a doctor. Misunderstanding is possible if they will both use their respective jargon.

3. Psychological Barriers

The psychological condition of the receiver affects his/her message reception of the message. For example, someone who is stressed or anxious will not be as receptive to the message as compared to the one who is not stressed. When we are at the peak of our anger, it is easy for us to say things that we may later regret and we may also misinterpret what other people are saying. This anger becomes a psychological barrier. Thus, there is a need for us to manage our stresses and our emotions at all cost s should we want to avoid communication barrier.

The image above shows an example of psychological barrier when Mario who is thinking on how to tell his mother about failing grades could not concentrate to what Lani was saying. Here, he missed relevant information from Lani.

7. Using generalizations and stereotypes

Speakers who make unqualified generalizations undermine their own clarity and credibility. Be cautious not to get holed in the habit of using stereotypes, or making generalizations about complex systems or situations.

Another form of generalization is "polarization" or creating extremes. Try to be sensitive to the complexities of situations, rather than viewing the world in black and white.

The sample image shows how generalization causes misunderstanding and if not corrected may lead to communication breakdown.

8. Jumping to an immediate conclusion Confusing details with inferences is a common factor. Do not pretend you know the reasons behind events, or that certain facts necessarily have certain meanings.

Make sure you have all the information you can have, and then talk clearly about the facts or interpretations you attach to those.

In the sample image, the boy hastily made a conclusion about why the girl was sweating profusely which irked the girl. Making conclusions without proofs will create problem s in communication.

9. Dysfunctional feedbacks

Ignoring or not responding to a suggestion or query quickly undermines effective communication. Interrupting others while they are talking also creates a poor atmosphere for communication.

In the sample image, a very common classroom scenario, what seems like an ordinary communication situation often leads to communication breakdown. Even when a simple query is not addressed, or is being blocked by something or someone else, or when the sender himself is not sensitive to the reactions, comments, suggestions or questions of his audience/receiver, chances for communication breakdown are tremendous

10. Lacking the confidence

Lacking confidence can be a big barrier to effective communication. Being shy, difficulty being assertive or low self-worth can block your ability to express your needs and opinions known. Also, a lack of knowledge of your own rights and opportunities in a given situation can prevent you from telling your needs openly.

In most cases, bullying and shaming by peers cause extreme shyness among individuals which eventually lead s to one’s inability to express thus, fail to communicate. Students, be assertive, know your rights , and develop your self-esteem!

WHAT’S MORE?

Activity 3: Unscramble and Match. Before proceeding to the discussion, let us pause a bit and do a little recap on the topics discussed earlier. Unscramble the words in Column A then match the word with the concepts in column B. Write your answers on your Communication Activity Notebook.

Column A Column B

1. NJORAG A. Geographical Location
2. ARBIRER B. Prejudices
3. SLYPAHIC C. Bodily condition
4. GLOCSHAPLICYO D. Self-esteem
5. TAINITADULT E. polarization
6. LAGIPYSOLICHO F. Inferences
7. GALENUGA G. Specialized vocabulary
8. NOUNCSOLIC H. Obstruction
9. NETIGLAZENAIRO

_

I. Emotional

10. EFCDICNONE J. Words or phrases

TOPIC 4: 5 WAYS TO RESOLVE A COMMUNICATION BREAKDOWN

(Rodgers)

These are simple things to do to ensure communication is never a problem

1. Observe Take the time to observe how each member of your team works, talk to them in regular one-to-ones , and discuss how best they like to receive information, relating to their job role , and then how they feel they can best use this information for others. 2. Options Whether giving your team another computer-based tool, introducing more huddles and meetings, encouraging them to pick up the phone more , or urging them to physically walk round to a person’s desk, giving them communicative options will help them feel less trapped in the restrictive vices of the email world. 3. Sharing is caring Updates, updates, updates! Site-wide updates are vital for keeping everyone in the know. This is within reason. Don’t rely on email for this. Meeting and discussion with the team are important.. Your team members deserve transparency. 4. Practice makes perfect Providing consistent training sessions on how and why we communicate, the best way to write an email, communicating with everyone or with the whole class or team and how to give feedback in the most effective way will lift communication breakdowns the more you do them. Training are also a great way to bring groups/ class together who may not already be in direct contact with each other, building morale through one shared goal. 5. One team, one dream If you resolve a communication breakdown and teach your team the value of communication, the benefits abound. Good communication builds a strong team that people want to engage in, it streamlines work processes, it equips individuals with the tools to take on anything that’s thrown at them and ultimately makes whatever you are doing, a success.

Those mentioned above are generally found in the following strategies in communication on how to overcome barriers:

1. Active Listening

Active listening is a skill that can be acquired and improved with practice. However, this skill can be difficult to achieve and will, therefore, take time and delay. 'Active listening' means actively listening or fully focusing on what is being said rather than just 'hearing' the message of the speaker.

Active listening involves listening with all senses. There are both verbal and non-verbal indicators that convey active listening. Non-verbal signs include smiling (if appropriate), making eye contact, nodding at appropriate times, and avoiding