Communication can be defined as a process of sharing, exchanging, transmitting information with other individuals or among people, and creating, sustaining, and managing the use of verbal and nonverbal signs and symbols within a particular context in commonly understandable ways (Miller, 1995, p. 4; Certo, 1997, p. 329; Aswathappa, 2002, p.379; Hamilton and Parker, 2001, p.3; Conrad and Poole, 2002, p.4; Seiler and Beall, 2005, p.3). Rourke (2001, p.22) describes basic principles of communication as dynamic—human communication is constantly undergoing change; continuous—communication never stops. Circular communication is rarely ever entirely one-way. The one-way is assisted by the rapidity with which it is capable of flowing from higher to lower levels of the structure (Guthrie and Reed, 1986, p 245).
Certo (1997) explained that:
“communication involves one person projecting a message to one or more other people that results in everyone’s arriving at a common understanding of the
message. Because communication is a commonly used management skill and
ability, and it is often cited as the skill most responsible for a manager’s success,
prospective managers must learn how to communicate”(p.329).
Certo (1997) further describes successful communication as referring to an interpersonal communication situation in which the information the source intends to
share with the destination and the meaning the destination derives from the transmitted message are the same. He finds ten rules for good communication to follows:
1. Seek to clarify your ideas before communicating. 2. Examine the true purpose of each communication.
3. Consider the total physical and human setting whenever you communicate. 4. Consult with others, when appropriate, in planning communications. 5. Be mindful while you communicate of the overtones rather than merely the
basic content of your message.
6. Take the opportunity, when it arises, to convey something of help or value to the receiver.
7. Follow up your communication.
8. Communicate for tomorrow as well as today. 9. Be sure your actions support your communications.
10. Last, but by no means least: seek not only to be understood but also to understand—be a good listener (Certo, 1997, pp. 335-336).
Hamilton and Parker (2001, p. 55) found good communication skills as being of major concern for any organization. Managers and employees who are skilled communicators have a smaller number of confusions, make a smaller quantity of mistakes, create less waste, and deal with disagreements more effectively. In this time of global marketing, downsizing, and continuing technological advances, good communication skills are essential. Communication skills relate to three basic areas—interpersonal and organizational, interviewing group and public. Communication skills are important because it is through communication that we gain and offer the information we and our co-workers (as well as management) need to make successful decisions at work.
The process of communication, interpersonal communication and communication skills mentioned above affects both leaders’ and followers’ behavior. According to Seiler and Beall (2005, p.21) interpersonal communication is an exchange of information between two or more people and includes sharing information, solving problems and resolving conflicts. Certo (1997, p. 336) explains that interpersonal communication is not only verbal but also non-verbal. Verbal communication is the sharing of information through words, either written or spoken, as in direct face-to- face speech or electronically via telephone, memos, letters, electronic mail, and newspapers, computer, radio, or television (Myers and Myers, 1982, p.10). However, nonverbal communication is the sharing of information without using words. Although this definition of nonverbal communication suggests a rather all-inclusive domain, a gray area still exists between verbal and nonverbal communication. This area, called paralanguage, is vocal but not strictly oral. Paralanguage, including stress, inflection and speed of speech, as well as non word vocalizations such as grunts, laughter, sighs, and coughs can also be used to send powerful messages (Knapp, 1972; Wietz, 1974).
Many educators stress the importance of good communication (Miller, 1995, p.4; Certo, 1997, p. 329; Aswathappa, 2002, p.379; Conrad and Poole, 2002, p.4;
Seiler and Beall, 2005, p.3; Hanson, 1985; and Hoy and Miskel, 1991). However, Guthrie and Reed (1986) summarise the four main elements of the communication process as shown in Figure 2.5 below.
Figure 2.5 Model of Communication Process (Guthrie and Reed, 1986, p. 326)
(thoughts) (message) (message) (message)
(ideas)
Sender Encoding Channel/Medium Decoding Receiver
They are detailed as follows: Firstly, sender or source is the originator of a message. The effectiveness of this message depends in part on the level of credibility that the receiver attributes to the sender. Message is the idea that an individual—be it an administrator, teacher, student, parent— hopes to communicate to the intended receiver. The exact form of the message depends to a large extent on the channel and medium that are used to carry it. Channel or encoding and decoding is the routing pattern that the message follows. One channel is vertical (up and down, the hierarchy of authority), and another is horizontal (across the same level of hierarchy). The channel can also be formal or informal. In any case, the idea becomes a physical reality in the channel as opposed to a psychological reality in the sender’s mind.
Lastly, the receiver is the person who decodes the message. These four parts of the communication process are important elements of both the formal and informal communication.