Communication Process Model
Business Communication and Critical Thinking /BCOM/275
May 20, 2013
Communication Process Model
The purpose of this paper is to describe through examples (examples 1 & 2) the types and reasons for some misunderstandings when communicating with peers and subordinates in the workplace.
Who Was the Sender?
In example 1, I was the sender. In Example 2, a peer was the sender.
Who Was the Receiver?
In example 1, the receiver was a subordinate staff person. In example 2, I was the receiver.
What Was the Message?
In example 1, the message I was attempting to convey was the due date and process needed to complete a deliverable for a client presentation. More specifically, we needed to complete and finalize a power point presentation outlining specific opportunities for the ...view middle of the document...
In example 2, the misunderstanding was that I did not clearly understand the question or issue being raised by my peer. Consequently, I did not provide the proper response, which resulted in confusion and additional questions.
How Could the Misunderstanding Been Avoided?
In example 1, the misunderstanding could have been avoided by taking more time to insure that the message was clear and the staff understood the expectations, timing and what additional information that was needed from the client. In example 2, the misunderstanding could have been avoided by more active listening on my part, including asking for clarification, repeating back the question and making sure I understood the question.
What I learned about the communication process under both examples is that as the sender, you have to be sure that the message is clear and being understood by the receiver. That includes asking the receiver there understanding of the expectations and what is being asked. Perhaps asking the receiver about the process they plan to take or for examples of how they envision the process. As the receiver, I learned that it is extremely important to be an active listener. To be sure that the sender has a clear understanding of what they are asking. This can be done by more active dialogue with the sender such as asking questions, understanding the background regarding the question, and relaying my understanding.
The main cause of the misunderstanding under both examples was plain a simple the lack of clarity. In example 1, I thought I clearly explained what was needed, but based on the results, I assumed that the staff understood more that they did. In addition, I could have provided more information to help the staff better assesses what needed to be done. In example 2, again, the better understanding of the question being posed, I could have provided a more concise response and cut down on the confusion for my peer and in turn the client.