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Barriers to Communication

Autor:   •  November 1, 2017  •  1,384 Words (6 Pages)  •  94 Views

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Semantic barrier is another communication interference. Semantics is the science of meaning, as contrasted with phonetics the science of sounds. Nearly all communication is symbolic that is, it is achieved using symbols such as words, pictures of actions. These symbols are merely a map that describes a territory, but they were not the real territory itself, hence they must be decoded and interpreted by the receiver.

Words are the main communication symbol used in schools. A major difficulty occurs; however since nearly every common word has several meanings. In schools teachers and learners are mainly of different education levels, ethnic heritages or cultures and they are all expected to communicate in English language or at least one common local language. A way of overcoming multiple meanings of words is to seek context meaning.

A second type of symbol is the picture which is used to clarify word communication. Pictures can provide powerful visual images, as suggested by the proverb “A picture is worth a thousand words.” To be most effective however, pictures should be combined with well - chosen words and actions to tell a complete story.

Another communication barrier is technical. Technical barriers refer to environmental barriers that include such factors as information overload, poor timing for the communication and cultural barriers. It is important for a school head to determine the most appropriate time to send a message. For example, a teacher must be reprimanded soon after something wrong has been done so that he or she is not reprimanded after he/ she has forgotten about the thing he /she did wrong.

When there is a difference between what someone says and does, a credibility gap exists. Communication credibility is based on trust worthiness expertise and dynamism. Although a school head’s credibility can take years to develop, only a few moments are required to destroy it. The greater the trust, the greater will be the receiver’s willingness to listen to the sender’s message.

Conclusion

In conclusion schools need effective communication on downwards, upward and lateral directions. To overcome personal, physical and semantic barriers, school heads must pay close attention to communication symbols, such as words, pictures and non verbal actions. Effective communication requires study and use of semantics.

References

Cole, G.A (1995). Organisational Behavior. London. DP Publications Ltd

Davis, K and Newstrom, J (2005) Organisational Behavior (11th Edition).McGraw-Hill

Freeman, Richard B., and Morris M. Kleiner. 2005. “The Last American Shoe Manufacturers: Decreasing Productivity and Increasing Profits in the Shift from Piece Rates to Continuous Flow Production.” Industrial Relations 44: 307–30.

Kapfunde, C. L (2000) Introduction to Educational Management. Statprint private limited.

Plunkett, W. R. and Attner R, R. F (1983) Introduction to Management. Boston. Massachusetts. Kent Publishing Company

Robins, S.P. (1992). Essentials of Organisational Behavior. (Third Edition). USA. Prentice-Hall International Editions

Szilagy, A. D. (1981) Management and Performance. Dallas. Oakland and Company

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