PERSONALITY

DEVELOPMENT

Alok k. Dubey
B.com, MBA (CM)
Mail to : [email protected]

PERSONALITY DEVELOPMENT

PERSONALITY DEVELOPMENT - 1

Personality depends on:

1. Mental
2. Physical
3. Intellectual

Factor influence Personality:

1. Heredity: we cannot help it.

2. General Appearances: we can do a little only.
3. Culture: We can change our society & atmosphere to change culture.
4. Experience: It counts valuable point to enhance personality.
5. Education & Training: Education & Training can help one to enhance his
6. personality.

Personality Traits (Characteristics):

1. Appearance: Outer looking for example clothing, expressions and hairstyles etc.
2. Speech Mannerism: It contains

a. Clarity of voice
b. Tone
c. Speed

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3. Gesticulation
4. Mental Alertness

PERSONALITY DEVELOPMENT - 2

1. Consistency of thoughts i.e. stability of thoughts

2. Types of approach:

a. Positive approach
b. Negative approach

3. Leadership Qualities
4. Self-confidence in a positive approach

ABCRL Formula:

A - Accuracy
B - Brevity
C - Clarity
D - Relevance
E - Logic

Self-Confidence Existed in:

1. Self respect
2. Self esteem
3. Self belief

Step for self-confidence:

Step 1: Take off fear from mind

Step 2: Will (determination)
Step 3: Positive (+ve) approach toward the life
Step 4: Know your shortcomings
Step 5: Inferiority complex

PERSONALITY DEVELOPMENT - 3

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Outer Personality:

1. Neatness, cleanliness and well mannered

2. Active, Enthusiastic and practical
3. Well informed and quick to act
4. Disciplined and amiable
5. Dynamic, flexible and reasonable

Professional Quality:

1. Clear in mind and systematic

2. Industrious and hard working
3. Responsibility
4. Clear vision and strong will power
5. Concentration of mind

Inner Quality:

1. Sympathetic, sweet, loving & caring

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2. Not vindictive, impulsive, touchy & non-fluctuating
3. Calm & composed
4. Balance of extrovert ness & introvert ness
5. Balance of humor and sobriety
6. Balance of love & law
7. Confidence in self
8. Fearless & self controlled

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 INSTITUTE OF MANAGEMENT IN GOVERNMENT
THIRUVANANTHAPURAM

TRAINING MODULE ON PERSONALITY DEVELOPMENT

READING MATERIAL

Sponsored by

Department of Personnel & Training

Government of India

&

United Nation's Development Programme

Prepared by:

Dr. Chandraprasad Sreedhar, IMG, Trivandrum

&
Mr. Oommen Mathew, IMG, Kochi

INTERPERSONAL RELATIONS (TRANSACTIONAL ANALYSIS IN

MANAGEMENT: TOWARDS PERSONAL AND PROFESSIONAL
DEVELOPMENT)

Introduction

All of us are social beings and interact with others in the process of satisfying our human
needs and achieving our goals. In management, irrespective of your level, you have to
interact with others – peers, superiors and subordinates. And most importantly, in some
organizations, with general public. You may have to communicate with people of different
sexes, ages, education, skills, personalities and temperaments.

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 Ability to understand the nature and dynamics of interactions with others will help an
individual to become more effective communicator – which means more positive respect for
self-better performance and achievement of organizational goals, more satisfied and
committed employees, effective relationships with superiors and peers, more satisfied
consumers or clients.

What is Transactional Analysis? What does T/A do? What does T/A not do? What are the
dynamics of T/A? How can I become more effective with the use of T/A?

What is Transactional Analysis?

“Transactional Analysis (T/A) is one of the tools developed by behavioral scientists which is
used for analysis of transactions” or understanding of communications that occur between
people. It is a rational approach to understanding behavior and is based on the assumption
that any person can learn to trust himself or herself, think rationally, make independent
decisions, and express feelings.

“Transactional Analysis” is a tool but also a complete theory of personality, containing

techniques of psychotherapy for personal and social growth. A “transaction” means any
exchange or interaction that occurs between two or more persons.

Transactional analysis concerns itself with the kinds of communication – both verbal and
non-verbal – that occur between people. The emphasis of Transactional Analysis is upon
positive communication.

Transactional Analysis is widely utilized as a consultation method in educational

programmes, social institutions, business, hospitals, churches, government organizations, and
other organizations. The late Eric Berne, M.D., the principal innovator and developer of
Transactional Analysis, began experimenting with his ideas by applying them to group
psychotherapy, but more recently it is widely used in family, couples and individuals work.

What does Transactional Analysis do or not do?

Transactional Analysis increases understanding of self and others. It decreases tendency to

be critical of self and others. Transactional Analysis helps reduces stress, frustration and
anxiety levels! A few hours exposure to Transactional Analysis is not necessarily going to
result in any person being transformed in to a happy and an effective person.

Transactional Analysis does not erase all human relations difficulties. All emotional
problems won’t be solved with a brief training period and traditional way of doing things that
may be non-productive. Lot will depend upon the trainer. There are several who present
themselves as experts. These people do more harm than good. Many companies have
successfully incorporated Transactional Analysis training in to their overall personnel
development programmes. These organizations represent private and public sector industries.
State Governments, police systems, educational institutions, municipalities, and professional
associations. The benefit which an organization derives from

Transactional Analysis are better process diagnosis; clearer problem analysis; reduced non-
communication: new tools for selecting people for entry and promotion; and less
psychological pollution.

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Structural Analysis

According to Transactional Analysis theory, everyone’s personality has three parts, called
ego states. These ego states are named Parent, Adult, and Child. When we capitalize these
words, we are talking about ego states rather than real parents, adults or children. Structural
analysis involves analyzing the personality to discover the nature of our ego states. You can
use structural analysis to better understand who you are and how you got that way. It will
help you learn about the various sources of thoughts, feelings and opinions in your
personality. Knowing your personality better can add to your effectiveness on the job.

a. The Parent Ego State

Everyone develops a Parent ego state when as children they absorb certain attitudes and
ways of behaving from parental figures. When you feel, think, or act as you saw your parents
(or other authority figures) act when you were little, you are in your Parent ego state. While
in your Parent, you may act in either a controlling, sometimes critical way or in a nurturing,
sometimes loving way. Here are some examples of statements you are likely to make while in
your Parent.

1) Controlling Parent: “Nobody can leave until this report is finished”.

2) Nurturing Parent: “I’m sorry you’re not feeling well today. Would you
like to go over to the nurse’s office and get some help? I’ll take care of your station”.

While in our Parent we respond automatically almost as if a tape recording were playing in
our heads and directing our words and actions. For this reason, we often use the phrase
“Parent tapes” to refer to:

1) Dialogue from Parent figures stored in our heads, and 2)

Automatic responses we make while in our Parent ego state.

b. The Adult Ego State

Although we respond automatically when in our Parent, we respond analytically when in our
Adult. Whenever you are gathering information, reasoning things out, estimating
probabilities, and so on, you are in your Adult ego state. While in this ego state you are cool
and collected: you make decisions unemotionally. You just want the facts. The Adult ego
state has nothing to do with age. Little children have Adult ego states too! For example, when
four-year-old Kristi says, “I bet Jeff is home – I see his car,” she is using her budding Adult,
since she is calmly estimating probabilities on the basis of facts.

c. The Child Ego State

Yes, even though you’re an adult, you have a Child inside you. While in your Child ego
state, you feel and act like the little person you once were. Your Child has all of the feelings
and impulses of a newborn. It also includes your mental recordings of your:

1) Early experiences;
2) Reactions to these experiences; and 3) Learned view of yourself
and other people.

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Free or Natural Child (FC or NC)

This is the source of our spontaneity, energy and curiosity, with all our potential for life. It
represents the way we are when we are born – natural, loving, carefree, adventurous and
trusting – with all our capacities for leading a joyful and meaningful existence. This part of us
knows no rules and consequently operates without regard for others and is unconcerned about
their reactions. Witness the behavior of the twelvemonth- old exploring its environment! Of
course, it would be impossible to maintain the structure of a society on such a basis, and
without some adaptations.

In fact, in many grown-ups the adaptations are so extensive that they rarely use their Free
Child. Some examples of the expression of the Free Child in an organization are: the joy of a
major breakthrough in research and the fun at an office party (alcohol first ‘strips away’ the
Parent, then the Adult!).

Adapted Child

As suggested, it does not seem possible to live in a continuous Free Child state and live with
other people at the same time. From an early age, we make adaptations to help us get along
with and get attention from authority figures, most notably our own parents. Some of these
may develop in line with general practice in our society, e.g., specific modes of eye and body
contact; saying ‘please’, ‘thank you’ and ‘sorry’ at the appropriate times; not making personal
comments about others in public.

Note how uncomfortable we often feel with those who have not adapted to these culturally
agreed ways of behaving. Many more adaptations are unique to the particular family and its
situation and are important in marking us out as individuals. Some examples that create
problems in adulthood and are relevant to organizations are compliance, procrastination and
rebellion.

Compliance

Some individuals learn when they are young that the way to get along is always to say
‘yes’. Their problem in adulthood is saying ‘yes’ when their better judgement, experience and
knowledge suggests that arguing the point and asserting themselves would be more
appropriate. Some personal and organizational disasters might have been avoided if some
people had not been so compliant in the past. (Of course, some people in power want nothing
better than for others to do exactly what they are told!)

Procrastination

Some people learn when they are young that a good way to get attention is to procrastinate.
Consider these examples from family life:

‘C’mon, get a move on, or we’ll miss the shops!’

‘Look, put that doll down, tie your shoelaces up and let’s get going.
You’re making us late again!’

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 If a child decides on this basis that delaying gets attention, in adulthood the individual may
still be indulging in this behavior. Certainly, being late is a good way to get attention in
organizations (albeit negative) and it may use up more energy, money and time than it is
worth (clock cards, counselling interviews, disciplinary interviews etc). Flextime is no
guarantee of cure.

Rebellion

Many children only get attention when they are ‘naughty’. Such individuals in adulthood
may continue this behavior by seeking bosses and/or institutions (e.g., banks, local
government, the police) to constantly fight and rebel against.

Little Professor

Another functional aspect of the Child ego state is frequently introduced and used, although
its relationship to the other two is unclear. This is the Little Professor, the intuitive part of us
that senses things about other people in a flash. This part of us has those brilliant, non-logical
insights giving us solutions to problems that typify some of the major breakthrough in the
growth of scientific knowledge.

Transactions and its Analysis

Transactional analysis is related with the way in which individuals interact with each other. It
explains the mechanism that takes place when people are having conversation or are trying to
exchange their thoughts, feelings and ideas with each other. Thus, Transactional Analysis
essentially refers to the analysis of interactions between people. According to Transactional
Analysis, transactions is stimulus plus response (S+R). If two or more people encounter each
other, sooner or later one of them will speak, or give some other indication of acknowledging
the presence of the others. This is called the “transactional stimulus”. Another person will
then say or do something which is in some way related to the stimulus, and that is called
transaction response. Transactional Analysis involves the study of the social transactions
between people and it deals with determining which part of the multiple-natured individual is
being activated Parent, Adult or Child.

Transactions and its Types

Normally there are three types of transactions:

a. Complementary Transactions

A transaction is complementary when communication continues on parallel lines between

individuals and the lines of stimulus and response are parallel. Thus, the message transmitted
from one ego-state elicits an expected and appropriate response from the proper ego-state of
the other individual. The transactions are complementary because both are acting in the
perceived and expected ego-states. Usually, in such a case, both individuals are satisfied,
everyone feels OK and the communication is complete.

Complementary transactions can take place between A-A, P-C, P-P and so on.

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 b. Crossed Transactions

The lines of stimulus and Response cross each other in case of crossed transactions.
Whenever the stimulus and response cross on the P-A-C transactional diagram,
communication stops. Transactions become uncomplimentary. The message sent by one
egostate is responded to from an incompatible, unexpected ego state of another person. The
inappropriate response generates feelings of hurt and anger and the individuals, instead of
coming closer, divert from each other. Crossed transactions are the source of much
interpersonal conflict in an organization. They inhibit free flow of ideas, free thinking,
creativity and social interactions.

Crossed transactions have many possible dysfunctional consequences for the organization.

c. Ulterior Transactions

The ulterior type of transactions are most complex because the communication has double
meaning as more than ego-states are involved in them. When ulterior message is sent, the
literal and intent meanings are not one and the same. Ulterior message is often disguised in a
socially acceptable way. On the surface level, the communication has a clear Adult message,
whereas it carries a hidden message on the psychological level.

Ulterior transactions like crossed transactions are undesirable as they damage interpersonal
relationships.

Strokes

You’ve seen that transactions can be open, blocked, or ulterior. It’s also important to
recognize that whenever two people are transacting, they are exchanging “strokes”. What are
strokes? To help you understand that term, let’s look at an important discovery made by Rene
Spitz. Spitz found that keeping infants fed and in a clean environment was not enough. Such
infants became weak and almost seemed to shrivel up if they were not cuddled and stroked.
Infants who are touched very little may become physically and mentally retarded; those not
touched at all seem to “give up” and die. Before Spitz discovered this, doctors often puzzled
at the high death rate in orphanage nurseries. Today in such nurseries “grandmothers” and
“grandfathers” volunteer to come in and just cuddle infants.

In Transactional Analysis language, the term “stroke” refers to the giving of some kind of
recognition to a person. This may or may not involve physical touching. As we grow from
infancy into childhood and then adulthood, we do not entirely lose our need for stroking. Part
of our original need for physical stroking seems to be satisfied with symbolic stroking. We no
longer need constant cuddling, but we still need attention. When we receive a stroke, we may
choose to feel either good or bad. If we choose to feel good, we might think of the stroke as a
“warm fuzzy” (or positive stroke). On the flip side, if we choose to feel bad, we can think of
it as a “cold prickly” (or negative stroke).

Since we have a basic need for strokes, we will work hard to get them. For example, ignored
children will engage in all sorts of creative acts to get stroked. Often such children quickly
learn that they can get strokes by:

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 a. Talking in a loud, whiny, high-pitched voice;
b. Spilling milk on a clean tablecloth; and
c. Injuring themselves.

A child who carries out one of these actions is likely to get a cold prickly (negative stroke).
But it seems to make no difference to a stroke-deprived child. To such a child, any kind of
stroke is better than none at all: a cold prickly is better than nothing! The same is true for
adults who work in a stroke-deprived environment.

Example

Lennie, a shipping clerk in a small mail-order firm, worked alone. Yet he got a lot of strokes
from Kevin, his supervisor. Kevin often stopped by Lennie’s workstation just to chat. These
strokes were not usually given for any particular job performance since Lennie’s job was
rather routine and didn’t require any special skills. However, Kevin did compliment Lennie
for his consistent performance.

Then one day Kevin was promoted. Lennie’s new supervisor, Laura, had a different
approach. She didn’t stop to chat with her subordinates and spoke to them only when she was
dissatisfied with their work.

Life positions

Another way of looking at relationships between people is through the concept of ‘life
position’, sometimes referred to as the basic position or existential position. A person’s life
position at any given time expresses in some way just how that individual is relating to others
in terms of thinking, feeling and behaving.

There are four basic life positions, shown below referred to as the OK corral.

Examples of Life Positions

The idea of life positions can be demonstrating the following examples.

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 a. ‘Hey, we did a good job there’, says the boss.

‘Yes, things are really going well for us now’, says the subordinate. (I’m OK, you’re
OK)

b. ‘Your work is not up to the standard I need in this department!’ says the boss.
(I’m OK, you’re not OK)

c. ‘I wish I could keep on top of things the way you can’, says the subordinate.
(I’m not OK, you’re OK)

d. ‘Well, I don’t know what to do and you don’t know what to do. What a mess!’
says the boss. (I’m not OK, you’re not OK)

Characteristics of the Life Positions

1. I’M OK, YOU’RE OK (I + U+)

This is sometimes referred to as the get on with position. People occupying this position are
optimistic, confident and happy about work and life. They use time constructively, doing the
things they most want to. They exchange strokes freely with those they meet, accepting the
significance of other people, and decline to put themselves or others down. They are assertive
in reaching their aims, i.e., they state and elaborate their own views and needs rather than
attack other people’s views and needs. Their dominant working style with others is
collaboration and mutual respect, sharing authority and responsibility and listening
constructively, even if they disagree. The problems they encounter in work and life are faced
and dealt with as constructively as possible. They are likely to ‘succeed’ in life within the
limits they’ve set themselves, finding satisfaction with work and relationships, and tend to
live long, healthy lives.

2. I’M OK, YOU’RE NOT OK (I+ U-)

This is sometimes referred to as the get rid of position. It is characterized by feelings of

anger, fury and hostility. Others are seen as inferior, unworthy, incompetent, wrong and not
to be trusted. Behavior to others is characterized by such things as spite, victimization,
trapping, condescension, abuse and disregard.

They may devote much time to the destruction of the sense of self-worth of others. As well
as putting others down, they over-inflate their own self-worth, deny personal problems and
find it difficult to give positive strokes. At work they are highly competitive and climb over
others at whatever cost to achieve power and status. In wider social terms this is the life
position of those who exploit their fellow man, or of those who take dogmatic views,
believing theirs to be the only right course. In extreme cases they are homicidal (You are so
“not OK”, there’s no point to your living’)

3. I’M NOR OK, YOU’RE OK (I- U+)

This is referred to as the get away from position and is typified by feelings such as sadness,
inadequacy, stupidity or a sense of being ugly. In this position, people experience themselves

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as inferior or powerless in relation to others. They put themselves down and find it difficult to
accept positive strokes, even being suspicious of them. In relation to work, they undervalue
their potential and skills and they avoid or withdraw from difficult situations and problems. In
life generally, they don’t succeed, are unhappy, often ill and/or depressed and in extreme
cases commit suicide (I’m so useless I may as well not live’)

4. I’M NOT OK, YOU’RE NOT OK (I- U-)

This is also referred to as the get nowhere position and is accompanied by feelings of
confusion or aimlessness and pointlessness. Their attitude is ‘Why bother, what’s the point?’
and they frequently waste time. They do nothing very much in life, and in extreme cases
become alcoholics or drug addicts, or go crazy, possibly committing murder or suicide.

References:

1. E. Berne, Games People Play, Grove Press Inc., 1964; Penguin, 1968.
2. Barker D, TA and Training, Gower Publishing Company Ltd., 1982.

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 COMMUNICATION IN ORGANIZATIONS

Organizations, large and small, commercial and not-for-profit, religious and educational –
are all structured to facilitate the achievement of objectives. The communication process in an
organization connects superiors, subordinates, members of the peer group and the external
environment. The top man’s job is almost solely communication as he has the main task of
linking and relating the organization with the environment.

In the absence of communication, human beings will have to exist as individuals never
benefiting from the sharing of emotions, experiences, knowledge etc. Without
communication, which has undisputed primary in the affairs of human race, man will not be
able to unit to overcome limitations and ensure achievements. Communication involves the
transfer or rather exchange of ideas, information, understanding, feelings, emotions etc.
between individuals. It can be defined as “who says what and why to whom through which
channel with what effect”.

Though this is a reasonably comprehensive definition of communication, it is a process

oriented one. It should be stated in this context that the concept of communication is common
understanding between the involved parties – whom we shall refer to as the Sender and
Receiver – about what is being communicated which we shall term as Message. “Message”
may denote anything ranging from ideas to data to statistics to emotions and feelings.

The Importance of Communication

Studies have been conducted on the amount of time spent on communication by people from
different walks of life. It is found that the group that has to spend least time for the process of
communication is the shop floor level workers in manufacturing organizations. Even in their
case, 40 to 60% of time is spent on communication. As a person’s position in the
organizational echelon is higher and higher, the time required to be spent on communication
is more and more. The head of any organization may be expected to spend more than 80% of
his/her time on some form of communication or the other. What this means is that how
effectively, efficiently, creatively and productively that person communicates will decide his
overall effectiveness, efficiency, creativity and productivity to a corresponding extent. The
communication process in any organization is so vital for the achievement of its objectives.
How a communication system is managed in an organization ie., how effective it is, has a
profound impact on the ultimate effectiveness of the total organization.

Numerous studies have confirmed the impact of communication, organizational productivity,

efficiency and effectiveness. In one such study, the reasons for wide variations in productivity
among twenty-seven branches of a package – delivery organization, were explored. As part of
the study communication data were collected from the 975 employees from the branches.
Comparison of productivity and communication data revealed positive correlation between
high performance and open communication between superiors and subordinates.

In a survey conducted among nearly a hundred business organizations with the objective of
determining how much of top management has to say is actually understood, the following
facts were revealed.

a. At the vice-presidential level managers understand about two thirds of what

they hear from the top.

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 b. At the general supervisor level managers understand 56 per cent of the top-
level information.
c. At the manager level managers perceive only 40 per cent.
d. Foremen perceive 30 per cent.
e. Persons on the production line understand 20 per cent.

The above findings throw light on the need and potential for management for improving
communication skills.

The ABCs of Communication

Like any other process, communication also has its ABCs and it is interesting to note that the
ABCs of communication are:

A - Attractiveness
B - Brevity
C - Clarity

The Process of Communication

Whatever is being communicated is called ‘Message’. The person from whom the message
originates – the one who initiates the process of communication – is called the Sender. The
person for whom the communication is meant is called the Receiver.

Communication cannot take place in a vacuum. It has to have a medium or channel. After
receiving the message, the ‘Receiver’ will react or respond to the sender when provision for
that exists. This part of the communication process may be termed Feedback. When there is
no provision for ‘Receiver to Sender Feedback’, it may be called one-way communication.

This, in most cases, may increase the distortion between the intended message and the one
that is received. There are various barriers to effective communication which may affect the
process at any stage, and they can be collectively designated by the term ‘NOISE’. The
following model will illustrate the process of communication.

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Communication Categories

Based on the presence or absence of two important attributes of communication viz.,

effectiveness and impressiveness, all communication can be grouped in to one of the
following categories:

Sender Message Medium Receiver

1. Effective and Impressive

2. Effective but Unimpressive
3. Ineffective but Impressive
4. Ineffective and Unimpressive

Needless to mention, the best of the above lot is the first category and the last one is the
worst. It should be one’s aim to make his/her communication effective and attribute each is
present while the other is lacking. If a choice is to be made between the second and third
categories, definitely the preference must be for the second one. In other words, if we have to
prioritize, effectiveness has primacy.

Barriers to Effective Organizational Communication

There are many barriers that can impede the process of communication resulting in a
communication breakdown. Some of the common barriers to effective communication are
described below. However, it should be remembered that the list is not exhaustive.

a. Transmission Alterations: This refers to the changes that the original message
undergoes when it passes through various people. The greater the differences between the
people involved with respect to various factors like cultural background, social class,
educational level, age group, experience etc. the greater will be the alterations that the
message undergoes. One effective way to overcome the barrier – or at least reduce its ill
effects – would be to ask the receiver to repeat what he/she has understood.

This will provide the sender with an opportunity make corrections to the perceived message
if found necessary. When one has the role of the receiver and if the sender is not making any
effort on the lines suggested above, the receiver may take the initiative for making the
required clarification.

b. Physical Limitations: The difference between perception and reality may be

termed perceptual error.

Our sensory limitations – those of sight, sound, touch, taste and smell-restrict perceptual
clarity.

c. Inattention: This is related to the receiver; care should be taken to give proper
attention to the message. When in sender’s role, one should start communicating only after
ensuring required level of attention on the part of the receivers. Despite physical proximity
with the sender, the receiver’s level of attention may come down or his/her thoughts may take
side excursions while the sender is talking.

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 The sender should recognize this as a natural and normal phenomenon and make efforts to
regain receivers’ attention at periodic intervals.

d. Selective Listening: When receivers tend to “block out” information,

especially when it is contradictory to what one believes, it results in selective perception. It is
a common practice for people to ignore or distort information that conflicts with ones
prescribed notions.

e. Mistrust of the Source: Over a period of time, we develop various levels of

trust, confidence or faith in the words of the sender. It may be termed source credibility. To
be an effective communicator, one should develop himself/herself as a credible source of
information.

f. Exaggeration: People may resort to exaggeration to dramatize ones

presentation or to make it more attractive, humorous etc. However, in the long run, one who
is known to exaggerate always looses credibility.

g. Distortion: Distortion of the original message may occur due to various

factors. Distortion may be accidental or intentional. In earlier case, the end result is
undesirable and harmful.

h. Uniqueness: No two phenomena, no too things, no two human beings are

exactly alike. Because of the uniqueness of individuals, their experiences, and as a result of
this, their perceptions differ.

i. Badly Expressed Messages: Badly expressed messages may be the result of

inadequate preparation, inadequate control over the medium, mannerisms of the sender etc.
Even a wrong punctuation can result in badly expressed messages which may not convey any
meaning or may convey an unintended message.

j. Unclarified Assumptions: When one hears, sees or reads something he/she

may make certain assumptions, which have no relation with reality. When one makes
decisions or takes action based on wrong assumptions, the result will be disastrous.

k. Abstractions: In abstracting – the process of leaving something out to derive

meaning – people give differential emphasis to different factors. Because of this, different
people, when bombarded with the same stimulus or set of stimuli, may give different
responses based on different conclusions.

l. Absentmindedness: Mental pre-occupation resulting in absentmindedness can

be a very important barrier to effective communication. When in the role of the receiver, one
should safeguard himself/herself from it and when in the sender’s role, should watch for signs
of absentmindedness on the part of the receiver and take steps to ensure proper attention and
involvement.

m. Time Pressure: People in positions of authority and responsibility may not

have enough time to communicate with everybody. Time Pressure can result in improper and
insufficient communication.

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 Time pressure may even lead to short-circuiting which means people being left out of the
formal channel of communication, who normally would have been included.

Improving Communication Skills

Remember the old add age, “Reading make a full man”, writing an exact man and conference
a ready man” and practice it to be a wise communicator.

Though there are various forms of communication, more often than not, we communicate
orally. Oral communication involves:

a. Listening
b. Speaking

Improving Organizational Communication

There is no magic formula for ensuring effective organizational communication as it is too

complicated a process. However, organizational communication can be bettered. An
awareness of the barriers to effective communication will help in two ways: (1) Avoiding the
barriers or reducing their ill effects in ones communication (2) anticipating communication
malfunctions in others which helps to overcome many a barrier in communication.

In ones effort to become a better communicator, he/she must not only strive to be
understood but also to understand. The task is two fold. First, the message must be improved.

So should be the understanding of what other people are trying to communicate to

them.

Some techniques that will aid in the accomplishment of these tasks are discussed
below:

a. Receiver Orientation: To improve communication, one should speak the

language of the receiver. Care should be taken to use words and usages that suit the listeners
intelligence and background.

b. Attention to the ABCs: As a guiding principle for effective communication it

should always be remembered to give proper attention to the ABCs viz., attractiveness,
brevity and clarity.

c. Appropriateness: Appropriateness in communication means a lot of things.

There should not be too much or too little of communication. It should not be too formal or
too informal. It should sound serious or humorous depending on the topic being discussed,
the nature of the receiver, time availability etc.

d. Use of Humor: Communication process is akin to the functioning of

machinery with moving parts which requires lubrication for smooth friction-free operation.
An effective ‘lubricant’ for the process of communication is humor. However, care should be
taken to use it judiciously to avoid unintended or negative results.

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 e. Use of Right Appeal: The effectiveness of communication will be greatly
enhanced when the right appeal is used. The skill of the communicator lies in identifying the
right appeal for each situation and then using it.

f. Repetition: The universally acknowledged principle of learning viz., repetition

can greatly contribute to communication effectiveness. Repetition will ensure that even if one
part of the message is not understood, there are other parts, which will carry the same
meaning.

g. Effective Timing: A host of message compete for people’s attention

simultaneously. Many are not even decoded or received just because of the impossibility of
taking them all in. Messages are best understood and received when they face least
competition from other messages. Improper timing can result in distortions and value
judgements which are harmful.

h. Simplifying Language: Many people, especially teachers and trainers have the
habit of resorting to technical jargon that transforms simple concepts into complex puzzles.
Complicated language is a very important barrier to effective communication. It has to be
recognized that effective communication involves transmitting understanding as well as
information.

i. Effective Listening: Effective listening is as important to communication as

effective speaking.

Managers must not only seek to be understood but also to understand. By proper listening,
one can encourage other to express true feelings, hopes, aspirations and emotions. More than
just listening, ‘listening with understanding’ is what is required.

Conclusion

The above discussion attempted to convey the basics in the process of communication and
means and techniques for effective communication. The principles described apply to oral
and written communication and is equally significant whether communication is vertical,
horizontal or diagonal. Some of the techniques suggested for improving communication may
find difficulty in being translated in to action for want of time.

However, it is hoped that the discussion has thrown enough light on the challenge of
effective communication and its requirements. Managers have to be effective in both
transmission and reception. They must communicate effectively in their endeavor to
understand and be understood, which will go a long way in improving their effectiveness and
efficiency as managers.

References:

1. STATT, D.A, Using Psychology in Management Training, Taylor and Francis, Inc
2000
2. Luthans F., Organisational Behaviour, IRWIN/McGRAW-HILL 1998

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