BASIC COMMUNICATION MODEL

[Pages:74] BASIC COMMUNICATION MODEL

According to Adler and Towne (1978), all that ever has been accomplished by humans and all that ever will be accomplished involves communication with others. Many social and organizational problems derive from unsatisfactory relationships brought about by inadequate communication between people.

Success on and off the job often stems from one's ability to transfer information and express ideas to others. Effective communication frequently results in friendships that are more meaningful, smoother and more rewarding relationships with people on and off the job, and increased ability to meet personal needs. Psychologist Abraham Maslow (1970) suggests that the capability to satisfy personal needs arises mainly from the ability to communicate.

THE PROCESS OF COMMUNICATION

Adler and Towne describe communication as a process between at least two people that begins when one person wants to communicate with another. Communication originates as mental images within a person who desires to convey those images to another. Mental images can include ideas, thoughts, pictures, and emotions. The person who wants to communicate is called the sender (see figure). To transfer an image to another person, the sender first must transpose or translate the images into symbols that receivers can understand. Symbols often are words but can be pictures, sounds, or sense information (e.g., touch or smell). Only through symbols can the mental images of a sender have meaning for others. The process of translating images into symbols is called encoding.

The Communication Model

Once a message has been encoded, the next level in the communication process is to transmit or communicate the message to a receiver. This can be done in many ways: during face-to-face verbal interaction, over the telephone, through printed materials (letters, newspapers, etc.), or through visual media (television, photographs). Verbal, written, and visual media are three examples of possible communication channels used to transmit messages between senders and receivers. Other transmission channels include touch, gestures, clothing, and physical distances between sender and receiver (proxemics).

The Pfeiffer Library Volume 25, 2nd Edition. Copyright ? 1998 Jossey-Bass/Pfeiffer

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When a message is received by another person, a decoding process occurs. Just as a sender must encode messages in preparation for transmission through communication channels, receivers must sense and interpret the symbols and then decode the information back into images, emotions, and thoughts that make sense to them. When messages are decoded exactly as the sender has intended, the images of the sender and the images of the receiver match, and effective communication occurs.

HOW COMMUNICATION BREAKS DOWN

If everyone were to have the same experiences, all messages would be encoded, transmitted, and decoded alike. Symbols would have the same meanings for everyone, and all communication would be received as the senders intended. However, people differ in their personal histories, ways in which they experience things, and emotional responses, leading to differences in the ways in which communications are encoded, transmitted, received, and understood. Different people attach different meanings to the words, pictures, sounds, and gestures used during communication.

Difficulty with the encoding and decoding of images is not the only factor that affects the effectiveness of communication between people. Adler and Towne use the concept of noise to describe physical and psychological forces that can disrupt communication.

Physical noise refers to conspicuous distractions in the environment that make it difficult to hear or pay attention. For example, when the environment is excessively hot or excessively cold, or when one is in a noisy nightclub, one may tend to focus more concern on the situation than on the message. Physical noise can inhibit communication at any point in the process--in the sender, in the message, in the channel, or in the receiver.

Psychological noise alludes to mechanisms within individuals that restrict a sender's or receiver's ability to express and/or understand messages clearly. For example, senders with limited vocabularies may have difficulty translating images into symbols that can be understood easily by receivers. Receivers with inflated selfconcepts may filter messages that disagree with their self-perceptions and put energy into defending themselves rather than into understanding the messages. Psychological noise most often results in defensiveness that blocks the flow of communication between sender and receiver.

With the many ways in which communications can be encoded, channeled, and decoded, there is little wonder why so many difficulties exist when people attempt to communicate with one another. Yet communication processes become more complex. Discussing communication in terms of sender-receiver implies one-way communication. However, human communication often is a two-way process in which each party shares sending and receiving responsibilities. As the quantity of people taking part in a communication increases, the potential for errors in encoding and decoding increases, along with the potential for physical and psychological noise.

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The Pfeiffer Library Volume 25, 2nd Edition. Copyright ? 1998 Jossey-Bass/Pfeiffer

REFERENCES

Adler, R., & Towne, N. (1978). Looking out/looking in (2nd ed.). New York: Holt, Rinehart and Winston. Maslow, A. (1970). Motivation and personality. New York: Harper & Row.

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The Communication Model

 CONVERGENCE STRATEGIES

Walt Boshear and Karl Albrecht developed the convergence-strategies model to deal with the concept of motion in relationships between people. It leads to deliberate strategies for establishing, maintaining, and improving relationships.

STABLE, CONVERGING, OR DIVERGING RELATIONSHIPS

The model categorizes all relationships as stable, converging, or diverging. In a stable relationship, two persons have reached a conscious or unconscious agreement regarding the ways in which they will relate to each other. They avoid any behavior that will change the relationship. On the other hand, relationships that are in a state of change can be either converging or diverging. A converging relationship is changing in ways that enhance the benefits of the relationship to the participants. A diverging relationship is changing in ways that tend to destroy the relationship or detract from its benefits to the participants.

Personal Versus Impersonal Relationships

Any of the three types of relationships can be predominantly personal or predominantly impersonal. At the personal extreme, the ego-involvement of the participants--their attitudes, beliefs, and feelings--are an integral part of the relationship. On the other hand, emotional and personal issues are not considered in the impersonal relationship and generally will be disruptive to it if they arise.

A premise of the model is that forces, such as the consequences of growing up and the mores of Western culture, push individuals in the direction of impersonal, stable relationships. From birth through adolescence, individuals are cast in roles of dependency and inadequacy. They are surrounded by people who, by virtue of their age and experience, are better able to cope with their environment and who have been placed in positions of authority by cultural tradition. In Western culture, individuals are taught to control their emotions and follow the traditions of society. They are strongly encouraged to refrain from making any emotional attachments except those that are approved by society, such as courtship, marriage, and a few close friendships.

In addition to the forces of culture that guide the individual in establishing and maintaining relationships with people, there are the forces of time and exposure. The human intellectual and emotional system is highly adaptive and it tends toward stability. Experiences that initially may provoke a strong intellectual or emotional response will, when sustained or repeated, tend to elicit a lesser response.

The figure diagrams the structure of the model and the relationships between its elements. The internal arrows indicate the natural course of relationships under the

The Pfeiffer Library Volume 25, 2nd Edition. Copyright ? 1998 Jossey-Bass/Pfeiffer

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influence of time, exposure, and cultural forces. A relationship that originates with or presently has the characteristics described in any of the squares in the diagram tends to progress in the direction shown by the arrows. However, this progress is contingent on the absence of deliberate strategies by the participants or disruptive events outside the relationship.

DIVERGING

STABLE

CONVERGING

Combat

Sharing and

Cooperation

Caring and

Interdependence

IMPERSONAL PERSONAL

Competition or

Withdrawal

Repetition and

Coexistence

Creativity and

Innovation

The Impact of Cultural Forces on Relationships

Stable relationships tend to remain stable, but will, through time, incline toward repetitive behaviors and coexistence of the participants. Probably the most typical example is the course of many courtships and marriages. Initially a man and woman develop a highly personal, caring relationship. As they spend more time together, the relationship converges, and the personal stake that each feels in the relationship increases. At the point of marriage and during the early honeymoon phase, they are at the peak of a high-intensity, interdependent phase. As time goes by and each becomes more familiar with the other, the relationship stabilizes as a warm, personal marriage of sharing and cooperation. If the marriage partners are not innovative in keeping their relationship on a personal basis, it gradually becomes more and more impersonal until, in many cases, they can be said only to be sharing the same residence. They reach a highly repetitive, impersonal, coexistent phase that may go on indefinitely unless it is disrupted and goes into competition, withdrawal or combat. Then the relationship tends to restabilize at the same or lower level of personal commitment or deteriorate through competition or withdrawal.

If the individuals in a relationship want to increase their personal involvement, they must learn and apply deliberate strategies to cause converging to happen and to maintain the new relationship. Suggested by the model, the following are some applicable strategies.

Awareness of process. Individuals who are involved in a relationship should be aware of the process of that relationship. This requires them to learn about relationships in general and acquire a conceptual framework and vocabulary for monitoring the progress of their own relationship.

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Allocation of time. Whether or not the relationship involves a task (e.g., problem, sport, hobby), at least some time should be devoted to maintaining the relationship and meeting the individual needs of the participants. Although those needs may not directly be a part of the relationship, they must be dealt with in order for the individuals to continue in the relationship.

Communication skills. On one hand, verbal language provides more opportunities for misunderstanding than for understanding, and on the other hand, many things that are vitally important to a relationship cannot be verbalized at all. Consequently, people should develop their skills in both verbal and nonverbal communication about a wide range of subjects that may be relevant to the relationship, such as emotions, feelings, thoughts, ideas, beliefs, suspicions, fears, and apprehensions.

Options for behaving and feeling. Any extended relationship between people places numerous demands on their behavior and feelings. In order to respond to these situations in ways that are appropriate and beneficial to the relationship, the participants need to develop a range of options for behavior and feelings. For example, person A establishes a normal pattern of being understanding whenever person B takes advantage of their friendship. Repetition of that behavior can establish such strong reinforcement that A may feel that he or she has lost the option to become angry about it. The reverse may also be true: an established pattern of anger may lead to the loss of the option to be understanding.

Willingness to risk. Disturbing a "safe" and "satisfactory" relationship can lead to improving the benefits of the relationship for the participants, but it requires their willingness to take emotional risks. They must be willing and able to trust each other and to expose themselves to anger, fear, joy, and even rejection as a "down payment" on deeper understanding and more rewarding relationships.

USE OF THE MODEL

The concept of convergence strategies can lead to structured or unstructured experiences that can be used in counseling and training sessions to enable individuals to learn and practice the skills and strategies for counteracting the forces of time, exposure, and culture. Many examples can be found to demonstrate the inferences and operation of the model. Presented early in a learning session, the model can serve as a frequent reference point to evoke an understanding of the ongoing processes and the reason for learning such skills. Because the model focuses directly on the cultural forces that will act on individuals as they leave the isolation of the learning environment, it can be used to prepare individuals for the re-entry process. It provides a conceptual framework for examining the probable consequences of these cultural forces and the options that are available to counteract them.

The model is slightly more complex than many, requiring longer to develop and explore. Frequently, clarifying the concepts and exploring relevant examples lengthen

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the presentation and discussion. This extended focus on the model can distract group members from a "here-and-now" orientation.

Source

Boshear, W.C., & Albrecht, K.G. (1977). Understanding people: Models and concepts. San Diego, CA: Pfeiffer & Company.

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