LCOS 122 TECHNICAL AND BUSINESS

COMMUNICATION
LECTURE 4: Overcoming Barriers to effective
communication
Department of Language and Communication Studies, Malawi
University of Science and Technology

1
Introduction
• We have so far been discussing what communication is and the
models that explain the process of communication.
• As communicators, apart from knowing what you have learnt so far,
you also have to be aware of the things that can bar the
communication process.
• I am sure you have come across instances where you have said or
done something to solicit a response only to find that the
communication has gone really wrong.

2
Introduction
• In this lecture therefore, we are going to do the following:
• Discuss the communication process
• Identify the barriers to effective communication
• Discuss ways of overcoming the barriers to effective communication
• Use inclusive language in communication

3
 Communication process
• From what we have been discussing so far, you will realise that
communication involves transferring and receiving information
between two people or two entities (or from one point to another)
• It is always between at least two people or entities – source (who may
sometimes be also the sender) and receiver – and the roles will
change frequently.
• However the message must be understood for communication to be
considered complete.
•

Think about the presidential task force on covid-19 in Malawi and the different
interventions they have communicated eg. Wear masks. Observe social distancing etc
Think about how we have reacted to them. In your view, to what extent has
communication been complete?

4
Communication Process
• The task of understanding occurs only in the mind of the receiver or
the receiving entity. They are responsible for completing the
communication process by providing feedback to the source.

5
 Key elements in communication
• For communication to take place, there are elements that always
have to be there. These include the following:
• The receiver: As a communicator, you should be aware of your
receiver. Depending on the circumstances, it could be someone you
are familiar with or not.
• Take note that your familiarity (or lack of it) with the receiver will
determine the nature of the content of your communication, the
most appropriate method of communication, and the situation. It is
always important for you as a sender/source to always put yourself in
the shoes of the receiver.

Being aware of your receiver is really crucial. Imagine you are class representative and
you want to complain something about the operation of the studies in your
programme to your head of department. Do you send the message via what’s app,
text message or email? Obviously, you would write it in a memo and send it via email.
Now think about you conveying the same message to your roommate, you would
definitely send them a what’s app message with memes and emojis included. The
method of communication is differing because of the receiver in the case the head of
department versus your roommate.

6
 Key elements in communication
• The nature of the content
• The content of your communication must always be clear and
understandable. Where necessary avoid communication that is
ambiguous (has more than one meaning) and avoid using too much
technical language (of course this will be determined by how much
you know about the receiver).
• You should also avoid content that may offend the receiver.

The content of your communication is really crucial. When writing an official letter for
instance, you do not need to ask the receiver how they are, how their children are
and how prepared they are for the planting season. You need to precise and clear in
your message..

7
Key elements in communication
• The method
• The way in which you communicate things is key. Depending on your
knowledge of the receiver, the nature of your content, and the situation in
which your communication will take place, you can then decide whether to
make your communication verbal, nonverbal, written or electronic.
• If for example, you are in the same room with the receiver, and you and the
receiver know each other very well, verbal and non-verbal communication
may be appropriate.
• If the communication is official, for instance you are inquiring about your
grades, you might want to put it writing so that records of that
communication are documented well.

8
Key elements in communication
• The situation
• In this case, we are referring to the physical (e.g. distance), social (e.g.
culture), and psychological (e.g. attitude) conditions between the
sender and receiver that may affect the process of communication.
• For example, physical distance between the sender and receiver will
determine whether the communication should be verbal or
written/electronic.

9
Common barriers to communication
• Although we have mentioned all the elements essential for
communication, there may be cases where effective communication
is hindered by several factors. Hence you hear such terms as there
has been a communication breakdown.
• Let us turn our attention to these factors.

10
Common barriers to effective communication
• Personal barriers
• These are barriers created by either the sender or the receiver and
they include attitude of both the sender and the receiver,
prejudgement, the “I have heard it all before” syndrome,
miscommunication (intended or accidental) filtering, selective
perception, and defensiveness.
• What do we mean by this? Let us try to explain them one at a time.

11
 Common barriers to effective communication
• Effective communication can be hindered by the negative attitude of
either the sender or the receiver. So too can the tendency to pre-
judge the sender or receiver before communication has taken place.
• In addition, when the receiver assumes that they already know much
about the content of the communication, they pay little or no
attention to the sender, resulting in little or no communication.

Think about yourself and how you receive and send messages. Let us take for
instance the lectures that you attend. When you have a negative attitude towards a
particular lecturer, you will not be eager to listen to what the s/he is saying but if you
have a positive attitude you are more receptive to their message.

12
Common barriers to effective communication
• When a sender is filtering, s/he manipulates information so that it will
be seen more favourably by the receiver.
• This can be a barrier if during the process of filtering, the sender
leaves out important information for fear that the receiver will find it
unfavourable or offending.

13
Common barriers to effective communication
• Selective perception refers to a situation where you as a receiver
choose what you want to see and hear based on your needs,
motivations, experiences, background and other personal
characteristics.
• This may be a barrier because you leave out certain important
information because it does not conform to those personal
characteristics.

14
 Common barriers to effective communication
• Defensiveness is another barrier to effective communication and this
happens when you as a receiver interpret the sender’s message as
threatening.
• You respond in ways that may retard effective communication, such
as withholding information or using strong and emotional language.

• The good thing about personal barriers is that they are influenced by
people and you as a communicator has to make sure you make
deliberate efforts to overcome them.

Imagine that someone is confronting you about a particular bad behaviour that needs
changing eg. Excessive alcohol drinking, absconding classes. You start attacking them
by saying they are not caring because they do not understand the pressures you are
going through. You continue to say that you do not drink every day since on Sundays
you go to church. By saying that you are being emotional and defensive. You do not
want to listen to the message the speaker wants to convey.

15
 Common barriers to effective communication
• Situational barriers
• These are barriers that are influenced by the environment in which a
communication process is taking place. What do we mean by this? It
includes improper timing, noise and other distractions in the
environment, pressure of time or other resources, unfamiliar
language, and difference in knowledge level between the sender and
the receiver relating to the content of the communication.
• It is difficult to control situational barriers although when you plan in
advance and consider your environment, you can help reducing their
occurrence.

Examples of situational barriers - When you are in class and there is someone playing
loud music on the Bluetooth speaker, that noise will be a barrier preventing both the
sender and receiver in communicating appropriately. When you are disturbed by
news about a death in the family, if you are a receiver or a sender in the
communication process, it will affect the way you deliver or interpret a message.

16
Common barriers to effective communication
• Social barriers
• Social barriers include differences between the sender and the
receiver in terms of status/power play/culture etc. and relationship
between the sender and the receiver.

• As a communicator, one has to be aware of these social differences

17
Common barriers to effective communication
• As a communicator, your goal is to make sure that you communicate
effectively. Below are a few things you have take into consideration.
• Make an effort to clarify your ideas before communicating.
• Examine the true purpose of communication.
• Be mindful of the total physical and human setting.
• Consult with others in planning communication.
• Be aware of the overtones (unintended interpretations) as well as the
basic content of your message.

18
Common barriers to effective communication
• Convey something of help or value to the receiver.
• Follow-up your communication to see if it was understood in the
manner you wanted.
• Be sure your actions support your communication. Use non-verbal
communication that does not contradict the verbal message.
• Seek not only to be understood but to understand – be a good
listener.

19
Inclusive language
• Language is the mirror of the mind and society. As such, it is
important in shaping and portraying people’s perceptions and
attitudes.
• When communicating, your choice of words can exclude and devalue
people and therefore hinder communication or they can give people
dignity, respect and sensitivity, thereby enhancing communication.
• When you are doing the latter then you are using inclusive language.
It can be shown in the way we use gender terms, the way we talk
about disabilities, and the way we use pronouns.

20
 Inclusive language
• What do we mean?
• Using gender-neutral language:
• You need to use gender-free terms in writing or talking about
traditionally male or female activities. Your language should reflect
that both men and women are involved in workplace, home, etc.
• For example, avoid gendering terms for example those that use “-
man” or “-woman” as in “chairman” or “chairwoman.” Instead say the
chair or chairperson.

Other examples include – bar man, bar girl instead of bartender, master or mistress of
ceremonies instead of director of ceremonies, conductor of conductress instead of
just saying conductor. What else?

21
 Inclusive language
• Avoid talking about disability:
• Unless your communication is on disabilities, avoid singling out one’s
disabilities simply for the sake of identification. Use positive words
and avoid words that imply victimization or create negative
stereotypes (e.g., “victim” or “sufferer” for someone with a disease).
• Avoid words such as “poor,” “unfortunate” or “afflicted.”

Terms like developing countries, people living with albinism are positive.

22
Inclusive language
• Use pronouns appropriately: Avoid the pronoun he when both sexes
are included. You can do this by doing the following:
• i) Using plurals eg. They.
• ii). Reword to eliminate the pronoun.
• iii). Replace the masculine pronoun with words such as one, you, or
(sparingly) use he or she, s/he as appropriate.
• iv). Use a plural indefinite pronoun e.g. those

23
Listening skills
• Being a good communicator involves you being a good listener. It is
very important and it requires responsibility in the same way speaking
does. You should therefore practice active listening (remember we
discussed this last semester too).
• What does good listening do:
• It promotes good understanding of other’s points.
• It promotes good understanding of how your own points are being.
perceived.
• It helps in making you well understood.
• It promotes good relationships.

24
Listening skills
• Empathise (put yourself in the • Be responsive: show the
speaker’s shoes) and identify speakers that you are interested
with the speaker: by maintaining high level of eye
• You will understand their points contact, using body language,
better, faster, as a whole; help paraphrasing and using short
you grasp an entire issue better utterances.
and allows you to put your own • Encourage the speaker and do
points in a way which is not interrupt.
attainable

25
Listening skills
• Listen to and understand points • Listen between the lines
made by the speaker: • Pay attention to verbal and
• Listen openly, understand the nonverbal cues made by the
point and the point of view speaker.
before you form an opinion. • Understand the speaker’s
• Judge the content, not the feelings. This will allow you to
messenger or delivery. respond sensitively and avoid
• Ask for as much detail as problems such as defensiveness.
possible.

26
Listening skills
• Pay attention • Test for understanding (Feedback)
• Fight distractions, especially Do not make assumptions - ask
thinking ahead to what you are questions to verify your
going to say back! understanding.
• Use multiple techniques to fully
comprehend.
• Ask open friendly questions
• Ask them to repeat themselves if
necessary.
• Ask them to rephrase things if you
feel you have misunderstood.

27
Speaking skills
• One way in which one can communicate is through speaking.
However, what are things to consider when speaking? Here they are:
• Don't totally control conversation: acknowledge what has been said
and incorporate it into your message.
• Ask others for views or suggestions.
• State your position openly: Be specific, not global, own your points.
Be clear in what you are saying but do not look down upon others’
opinions.

28
Speaking skills
• Be validating, not invalidating. Make your listeners feel they are
important and unique.
• Don't react to emotional words, interpret their purpose: Do not to
allow personal feelings to derail the focus of the discussion. Respond
in a way that acknowledges the emotion but eliminates it from the
topic.

29
Constructive feedback
• You will also realise that apart from speaking and listening, you may
be required to provide feedback.
• How can you do this effectively?;
• Do not focus on the person: Avoid accusations. Focus on the
behaviour/message not the person… and behaviour which the
receiver can do something about.
• Present feedback as your opinion: The individual should be free to
use it or not. Do not force it on them. Do not be evaluative
(judgemental) as this may cause defensiveness. Be descriptive about
the action, message and how you perceived it.

30
Constructive feedback
• Always be solution oriented: Never provide critical feedback for the
sake of criticizing but for one to improve. Suggest possible solutions
and alternatives.
• Include praise: Include points that impressed you as well as those that
did not.

31
Constructive feedback
• Be well focused and clear: Be as specific and detailed as possible.
Avoid misunderstandings and generalisations during feedback. These
can be damaging. Give feedback that will benefit the receiver (not the
giver).
• Give feedback to help, not to hurt. Do not overload the receiver with
feedback. This will reduce the possibility that the receiver can use the
feedback effectively.

32
Constructive feedback
• Appropriately time your feedback: Feedback presented at
inappropriate time may do more harm than good.
• Do not be presumptuous: Feedback should concern what is said and
done, or how, not why. Think of feedback as sharing of information
rather than giving advice.

33
Constructive feedback
• Make your feedback part of the communication process: It can not
start until you fully understand the point you are providing feedback
on. It is not finished until they understand what you are explaining to
them.
• Be aware that your feedback can be open to further feedback.

34