INTRODUCTION

Communication is the transfer of information, ideas, and thoughts from one person to
another. It is a fundamental aspect of human interaction and plays a crucial role in our daily
lives, as well as in business, education, and other areas. Effective communication involves the
clear and concise exchange of information, and requires a number of skills, including active
listening, verbal and nonverbal expression, and the ability to understand and interpret
messages from others.
DEFINITION OF COMMUNICATION
 Communication is a process by which information is exchanged between individuals
through a common system of symbols, signs or behaviour.
- Webster’s new collegiate dictionary
 Communication is the sum of all the things a person does when he wants to create
understanding in the mind of another. It involves a systematic and continuous process
of listening and understanding.
- Allen Louis
PROCESS OF COMMUNICATION
The communication process is a series of steps that occur when information is shared
between individuals. It involves several key elements, including the sender, the message, the
channel, the receiver, and feedback. The following is a breakdown of each element in the
communication process:
1. Communicator: The communicator is the sender or a source that initiates or encodes
the communication process and takes the initiative to start a dialogue.
2. Encoding: It is organizing the idea of messages by the communicator, who decides
the method of communication, either verbal or nonverbal, and means of sending
correspondence.
3. Message: It may be facts, opinions or information. The sender organizes the word. It
is in the form of either verbal or nonverbal. The message must be in the form that the
receiver must understand it.
4. Channel: A channel of communication is the way of carrying a message from the
sender to the receive of There are many ways of communicating a message such as
written, spoken, verbal, nonverbal, and mass media. The sender must select the most
appropriate channel to convey the message keeping in mind the time and urgency of
the message.
5. Receiver: A receiver or a decoder is a person who receives and interprets or decodes
the message. A receiver is responsible for responding and giving feedback on the
news.
6. Decoding: Decoding is the process of understanding the message.
7. Feedback: A receiver that reads and interprets the message is responsible for
providing feedback to the sender immediately. The handset also decides the way and
means of sending back the response. It is the backbone of effective communication. It
helps to stimulate and reinforces an idea to communicate.
 ENCODING DECODING

SENDER MESSAGE CHANNELS RECEIVER

FEEDBACK

TYPES OF COMMUNICATION
A. Based on the means of delivering the message
B. Based on the purpose of communication
C. Based on the levels of communication
D. Based on the pattern of communication
I. Based on the means of delivering the message
a) Verbal communication:
 It occurs through the medium of spoken or written.
 A combination of several words is used & each words conveys a specific meaning.
 Some important elements of verbal communication are language, vocabulary,
denotative & connotative meaning, pacing, intonation, clarity, consciousness,
preciseness, comprehension, brevity, timing & relevance.
Subtypes of verbal communication:
 Spoken communication
 Written communication- Written communication involves the transmission of
information through written or electronic formats. In nursing management, written
communication includes medical documentation, nursing notes, care plans, and
electronic health records (EHRs). Clear and concise written communication is
essential for documenting patient assessments, interventions, and outcomes
accurately.
 Telecommunication
 Electronic communication- Electronic communication utilizes technology platforms
such as email, text messaging, and secure messaging systems to exchange information
quickly and efficiently. In nursing management, electronic communication facilitates
communication among healthcare team members, enabling timely collaboration,
consultation, and decision-making.
b) Nonverbal communication
  This communication occurs without words; where the five senses & whole range of
body movements, posture, gesture, facial expressions & silence are used for sending
& receiving the message.
 Nonverbal communication is a more accurate way of communication because it
convey the true & intended meaning of the message.
Some common types of nonverbal communication include:
1. Facial Expressions: Facial expressions are a universal form of nonverbal communication
that convey emotions such as happiness, sadness, anger, or surprise.
2. Eye Contact: Eye contact can communicate interest, attention, and engagement, as well
as power and dominance. Avoiding eye contact can indicate discomfort, dishonesty, or
disinterest.
3. Gestures: Gestures, such as pointing, waving, or nodding, can convey information or
emphasis, and can be used to regulate the flow of conversation.
4. Posture: Posture can communicate confidence, dominance, submissiveness, or interest.
For example, standing tall can indicate confidence, while slouching can indicate boredom
or disinterest.
5. Touch: Touch can convey affection, comfort, support, or aggression. For example, a pat
on the back can convey support, while a punch can convey aggression.
6. Appearance: Appearance, such as clothing, hairstyle, and grooming, can communicate
information about an individual's status, personality, or cultural background.
7. Tone of Voice: Tone of voice, such as volume, pitch, and inflection, can convey
emotions such as anger, sadness, or happiness, and can also emphasize or contradict the
meaning of the spoken words.
Additionally, nonverbal communication can provide important information about the
thoughts, feelings, and intentions of others.
II. Based on the purpose of communication
a) Formal communication
 Formal communication follows line of authority & is generally used in organization to
achieve organizational objectives.
 For example, the nursing superintendent of a hospital will communicate with staff
nurse through assistant nursing superintendents, supervisors & ward-in-charge nurses.
b) Informal communication
 Informal communication does not follow line of authority.
 Examples of informal communication are gossip, chitchat & kitty parties.
 It is very fast & usually takes place in social groups like friends, family,
peer groups, etc.
c) Therapeutic communication:
 Therapeutic communication takes place between a health care personnel & a patient,
with the purpose of modifying the patient behaviour.
 This is accomplished with repeated interaction using certain essential attribute such as
trust, empathy, tenderness, concern & nonjudgemental attitude.
III. Based on the levels of communication
a) Intrapersonal communication
 It takes place within an individual; we may also say it is self-talk.
 It is crucial because it provides a person with an opportunity to assess self or a
situation, before acting on it, ultimately affecting the person behaviour.
b) Interpersonal communication
 It takes place whenever two or more people interact & exchange messages or ideas.
 This is also one of the most common forms of communication in our daily lives.
 Interpersonal communication may further categories into assertive, non-assertive &
aggressive communication.
c) Transpersonal communication
 It takes place within a person's spiritual domain.
 The purpose of transpersonal communication is to realize selfhood, enhance
spirituality & answer questions that are spiritual in nature.
d) Small-group communication
 An example of a small-group communication is when nurse interact with two or more
individuals face-to-face or use a medium (like a conference call).
 Patient care conferences, staff meetings & reports are good examples of small-
group communication.
e) Public communication
 Public is generally defined as a large group of people.
 Communication with such a large group of people is known as public communication.
 Public communication requires essential skills to influence people at large & media
material to reach member of the public clearly & loudly.
f) Organizational communication
It takes place when individuals & groups within an organization communicate with each
other to achieve established organizational goals.
IV. Based on the pattern of communication
a) One-way communication
 It takes place when message are delivered to the audience from the communicator
only without constant feedback.
 A common example of one-way communication is lecture delivered in a classroom.
b) Two-way communication
 It takes place when both the communicator & audience take part in the process.
 The audience may raise questions & add information, ideas & opinions on the subject.
c) One-to-one communication
  Communication between one sender & one recipient at one time is termed as one-to-
one communication.
 A nurse providing information to a patient is an example of one-to-
one communication
d) One-to-many communication
 Where one person communicates with may people at the same time, it is termed as
one- to-many communication.
 A nurse providing health education to a community is an example of one-to-
many communication.
e) Many-to-one communication
 Many-to-one communication takes place when several people communicate with one
person at the same time.
 A panel of expert taking an interview is an example of many-to-one communication
STRATEGIES OF COMMUNICATION
 Think before you speak
Think about the purpose of your communication. What do you hope to accomplish with your
words or actions? Are your comments about something you are responsible for doing, such as
parenting or managing someone or about an activity you are doing together with the other
person? Or, is it an opinion about something that is not your business, maybe even something
that the other person has already asked you to stop discussing?
"Before you speak, ask yourself: Is it kind? Is it necessary? Is it true? Does it improve on the
silence?" Also, think about the structure of your communication.
 Listening
 The most effective leaders know when to stop talking and start listening. This is
especially important in three particular situations: when emotions are high, in team
situations and when employees are sharing ideas.
 First, listening is crucial when emotions are high. Extreme emotions, such as anger,
resentment and excitement, warrant attention from a personal and a business
standpoint. On a personal level, people feel acknowledged when others validate their
feelings. Managers who ignore feelings can create distance between themselves and
their employees, eroding the relationship and ultimately affecting the working
environment.
 Questioning
Many leaders need information but aren't sure how to get it. Similarly, their employees may
have information but don't know how to impart it. Managers can open the lines of
communication by asking good questions. Note that different kinds of questions yield
different kinds of results. Here is a short primer on questioning:
 Closed questions are those that elicit yes/no answers. These are beneficial when a
manager simply needs to check the status of an issue. Has the report been completed?
Do you know what to do? Can you get that to me by Friday? These are examples of
closed questions that are perfectly appropriate in the right situations.
  Open questions are those that elicit longer responses. They are useful almost anytime
a manager wants more than a yes/no answer-for instance, when seeking input from
others, looking for information about a particular topic or exploring a problem. What
do you think would be the best way to go about this? How are you doing on that
project? What went wrong? These kinds of questions give others the chance to give
all of the information they have and to avoid the innumerable consequences that can
come when leaders make assumptions without becoming well-informed.
 Personal questions have a special role in leadership. Inappropriate personal questions
can alienate employees. Asking direct reports if they are dating anyone or why they
haven't bought a house can be perceived as prying, even if the questions are well
intended. Appropriate personal questions, however, can create a sense of camaraderie
between employee and boss.
 Using Discretion
 Knowing when not to speak as a leader is just as important as speaking. Managers
must understand that the moment they don a new title, they become a leader-one
whom others look for guidance, direction and even protection. Good leaders adopt a
policy of discretion, if not confidentiality, with their employees. Only then can they
develop the trust that is so vital to productivity.
 Confidential situations may arise in a number of areas, personal and professional.
Here are some topics that may warrant discretion:
 An employee is having a direct conflict with another employee.
 An employee is concerned about another employee's conduct.
 An employee's performance has dropped substantially.
 An employee has a health issue or personal problem.
 An employee wants genuine advice on how to excel but doesn't want to be
seen as cozying up to the boss.
 Directing
 Notice that directing comes last on the list of communication strategies. It may not be
the least important, but it is definitely one to use less often. Many managers direct
their employees because they believe it's the only way to get things done. It is not.
 But directing has its place. Directing means giving directions clearly and
unequivocally, such that people know exactly what to do and when. It is best used in
times of confusion, or when efficiency is the most important goal. Although it can be
effective, directing also can lead to complacency on the part of employees who may
adopt an "I just do what they tell me" attitude. Use it sparingly.
CONCLUSION
Understanding the types, processes, and strategies of communication is essential for effective
interaction and information exchange. Communication can be verbal, non-verbal, or written,
each playing a critical role in conveying messages. The communication process involves
encoding, transmitting, receiving, and decoding messages to ensure clarity and
understanding. Implementing strategies like active listening, using appropriate language,
maintaining cultural sensitivity, and addressing potential barriers enhances the effectiveness
of communication. By mastering these elements, individuals can foster meaningful
connections, promote collaboration, and achieve successful outcomes in personal and
professional settings.
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An Assessment of Students’ Performance in Communication Skills A Case
Study of the University of Education Winneba
Abstract
This study was done to find out the factors that account for the poor performances of students
and to find out ways of improving the teaching and learning of the Communication Skills
course at the University of Education, Winneba. The research also had an aim of bringing to
light suggestions and recommendations on how to improve the teaching and learning of the
Communication Skills course.
In order to do this, the researcher used interviews, observation and documents to collect data
in order to answer the questions that this research seeks to answer.
The study targeted all second year students of the university and lecturers of Communication
Skills as its total population but used the purposive sampling technique to select thirty five
(35) respondents which included thirty (30) students and five (5) lecturers.
The main findings were that students have negative perceptions towards the course even
though they try to exhibit positive attitudes towards it. Again, some of the students admitted
into the first year have weak language backgrounds which reflected in their communicative
competence and thus they do not perform well. Other issues like large class size coupled with
lack of modern lecture halls and facilities do not help in the teaching and learning process.
The study also revealed that there are not enough lecturers currently teaching the course. The
study recommended that students, lecturers and administrators of the Communication Skills
Unit should play their various roles to make the course a success. It was also recommended
that all those involved should have regular meetings to overcome the problems that have been
mentioned above in order to improve on performances and the teaching and learning process.