The communicative side of communication
Communication is the process of information exchange and interaction between people based on perception and understanding of each other. The structure of communication includes the following components:
- The communicative side of communication is the exchange of information between those communicating;
- The interactive side of communication is interaction and mutual influence, the psychological impact of those communicating on each other;
- The perceptual side of communication is the perception of a person by a person and people’s understanding of each other.
The exchange of information between those communicating is carried out through communications. Communication is the process of transmitting information.
Human communication verbal exchange of information emotional contact between people. - presentation
Human communication verbal exchange of information emotional contact between people
Informative - transfer of professional experience (knowledge, abilities, skills) from the teacher to students. Contact - establishing contact as a state of mutual readiness to receive and transmit educational information and maintaining relationships in the form of constant mutual orientation. Incentive - stimulation of student activity, directing him to perform certain educational actions. Emotive - inducing the necessary emotional experiences in the student (“exchange of emotions”).
Personality-oriented Educational-disciplinary
Methods of communication: instructions, explanations, prohibitions, demands, threats, punishments, notations, shouting. Communication tactics: dictate or guardianship. Personal position: satisfy the requirements of management and regulatory authorities
Methods of communication: understanding, recognition and acceptance of the child’s personality, the ability to take the position of another, take into account the child’s point of view, and not ignore his feelings and emotions. Communication tactics: cooperation, creation and use of situations that require the manifestation of intellectual and moral activity of children. Personal position of the teacher: proceed from the interests of the child and the prospects for his further development.
mutual perception and understanding of each other by people (perceptual aspect of communication); exchange of information (communicative aspect); implementation of joint activities (interactive aspect).
The teacher builds a dialogue with students, taking into account their individual characteristics, interests, inclinations, moods, etc.
The teacher imparts knowledge using active learning methods to enhance students' own efforts to learn.
snowflake Woman wrapped in the finest white tulle Lovely, tender Lively, unusual Made of dazzling sparkling ice Fantastic, fabulous Eyes like two clear stars Light, fluttering
Fabulous, fantastic Inspires, inspires Only a few can hold it Dream Love
The principle of respect for individuality. The principle of collective activity. The principle of reasonable demands. The principle of dialogue. The principle of pedagogical support.
Statement of a problematic issue One development option Another option for solving the problem
projection (unconscious tendency to attribute to others one’s own motives, experiences, qualities); decentration (a person’s ability to move away from his own egocentric position, the ability to perceive another person’s point of view); identification (unconscious identification of oneself with another, or conscious mental placement of oneself in the place of another); empathy (comprehension of the emotional states of another person in the form of empathy); stereotyping (mechanism of interpersonal cognition).
-project your attitude towards a certain event onto everyone else, believing that for them it is just as significant. - consider someone else to be the culprit of your failures, instead of trying to recognize the negative character traits in yourself. -think that others prefer the same things that you like. -impose your opinion on others. Projection:
Decentration: -move away from your own egocentric position; - accept another person's point of view.
Identification: - unconsciously identify oneself with another, copy, imitate; - consciously put yourself in the place of another.
Empathy: - understanding the emotional state of the child; -demonstration of this understanding; -empathy; -The ability to put oneself in the place of another.
Stereotypes: - anthropological; — ethnonational; - social status; - social-role; - expressive and aesthetic; — verbal-behavioral.
Anthropological stereotypes - an assessment of the internal, psychological qualities of a person, an assessment of his personality depends on the characteristics of his physical appearance.
Ethnonational stereotypes are the perception of a person depending on his belonging to a particular race, nation, or ethnic group.
Social status stereotypes - the assessment of a person’s personal qualities depends on his social status.
Social-role stereotypes manifest themselves in the dependence of the assessment of a person’s personal qualities on his social role and role functions.
Expressive-aesthetic stereotypes are determined by the dependence of personality assessment on a person’s external attractiveness (“beauty effect”)
Verbal-behavioral stereotypes are associated with the dependence of personality assessment on external characteristics (expressive characteristics, speech characteristics, facial expressions, pantomimes, etc.).
Gender stereotypes: Age stereotypes: men are smarter than women; a woman cannot be a leader, etc. all teenagers are “difficult”; young people are frivolous, etc.
The “halo” effect: the general impression of the student is transferred to the assessment of his individual qualities and vice versa.
The "primacy" effect The "latest information" effect
the ability to convey educational information the ability to use verbal and non-verbal means of transmitting information the ability to actively listen to the student the ability to organize and maintain pedagogical dialogue
the ability to navigate the communicative situation of pedagogical interaction the ability to recognize hidden motives and psychological defenses of the student the ability to understand the emotional state of the student
1. Do not humiliate human dignity
2. Manage your emotions even in acute conflict situations
3. Don’t be offended over trifles and don’t be vindictive
4. Don’t be afraid to apologize if you feel you’re wrong.
5. Be generous with praise
6. Maintain distance in relationships
7. Be able to defuse the situation
“You are a statement” “I am a statement” You never listen to me! When I see that you don’t listen to me, I feel bad, because I say quite important things. Please pay more attention to what I say.
“You are a statement” “I am a statement” Why are you always talking in parallel with me?
You're always being rude! “You are a statement” “I am a statement”
You always behave badly! “You are a statement” “I am a statement”
You always take a magazine from the table without asking! “You are a statement” “I am a statement”
You are always noisy! “You are a statement” “I am a statement”
As always, you are not ready for the lesson! “You are a statement” “I am a statement”
You haven't had a pen for a week! “You are a statement” “I am a statement”
Conflict – (lat. Conflictus) a clash of opposing interests, views, serious disagreement, heated dispute.
Stages of conflict development 1. Conflict situation: -different positions of subjects in their views on the same issue; - the contradiction is veiled, hidden from the subjects.
Stages of conflict development 2. Incident (from Latin “case”): -The division into “allies” and “enemies” becomes obvious; - the forces begin to be brought into a “combat” state.
Stages of conflict development 3. Escalation (from the Latin “ladder”) - an increase in conflict: -accentuation of the opponent’s negative qualities (both real and illusory); -increasing emotional tension; -transition from arguments to claims and personal attacks; -loss of the original subject of disagreement; -expansion of the boundaries of the conflict; -increase in the number of participants; -use of violence.
Stages of development of the conflict 4. Completion of the conflict: - change in the values of the subjects of confrontation, - the emergence of conditions or forces that contribute to the resolution of the conflict; -awareness of the futility of continuing the conflict.
Ways to resolve conflict 1. Violence: - the “strong” suppresses the “weak” by using physical force; - the “strong” suppresses the “weak” through the use of forms of administrative, official and other influences.
Methods of conflict resolution 2. Disconnection: - cessation of interaction between the conflicting parties; - “flight” of one of the conflicting parties.
Methods of conflict resolution 3 Reconciliation: -tacit cessation of “hostilities”; -negotiation.
Methods of conflict resolution 4. Involving a third party: - a third party supports one of the conflicting parties; -the third party acts as an impartial intermediary.
Effective strategies for behavior in conflict “Transfer of attention” or “extinguishing the conflict” - it is necessary to shift the conversation to another topic.
Effective strategies for behavior in conflict “Compromise” - the parties to the conflict are ready to make mutual concessions.
Effective strategies for dealing with conflict “Dialogue”
Effective strategies for behavior in case of conflict with your boss: - Demonstration of the ability to adequately perceive criticism.
Effective behavior strategies in case of conflict with your boss: - Do not show resentment
Effective strategies for behavior in case of conflict with your boss: -answer constructively, to the point, without making excuses, but giving explanations.
Effective behavior strategies in case of conflict with your boss: -Do not involve emotions in the conversation.
Effective behavior strategies in case of conflict with your boss: -Do not involve emotions in the conversation.
1. Do not repel, but attract cooperation; 2. Show parents your good attitude towards their children; 3. Look for new forms of interaction with parents; 4. Do not strive to defend your position at any cost; 5. Discuss problems, not the student’s personal qualities.
1. You eat at least one hot meal a day. 2. You sleep 7-8 hours at least four times a week. 3. There is at least one person nearby whom you can rely on. 4. You play sports or spend time in nature at least once a week. 5. Your income satisfies your basic needs. 6. Your faith supports you. 7. You regularly engage in social activities. 8. You have many friends and acquaintances.
9. You have one or two friends whom you completely trust. 10. You feel like a healthy person. 11. You can openly express your feelings when you are angry or worried about something. 12. You regularly discuss your home problems with the people you live with. 13. You can organize your time effectively. 14. You consume no more than three cups of coffee, tea or other caffeine-containing drinks per day. 15. You find time for yourself during the day.
You agree with most of the statements (12 or more) - you have excellent resistance to stressful situations and the effects of stress on the body, you have nothing to worry about. You agree with about half of the above statements - stressful situations have a significant impact on your life and you do not resist them very much. The number of statements with which you agree does not exceed 5 - You should seriously think about your life - is it time to change it? You are very vulnerable to stress.
How to recognize stress? - physical malaise, pain, spasms; - trembling or nervous tics; - high blood pressure, increased heart rate. - anxiety, increased excitability, - irritability, aggression; - inability to concentrate; -feeling of helplessness, fear.
Mark the answer that you think is most suitable for you. Almost never Rarely OftenAlmost always 1. I feel empty at the end of the working day I have trouble falling asleep 3. The emotional stress of work is too much for me 4. After a working day I lash out at my loved ones 5. I feel like my nerves are stretched to the limit 6 . It is difficult for me to relieve the emotional stress that arises in me after a working day 7. I have health problems 8. After a working day I have no strength left for anything 9. I feel overwhelmed by other people’s problems
less than 3 points – low level of emotional burnout average level of emotional burnout above 12 high level of emotional burnout Interpretation of results
What will help you avoid emotional burnout? Healthy lifestyle Self-confidence Openness Communication skills Independence Positive attitude
Qualities that protect against emotional burnout: Wisdom Politeness Courage Tactfulness Flexibility Sociability
1. Get distracted: Take a walk in the fresh air; Change your activity; Switch your thoughts to another subject.
2. Downplay events: “Life is 10% what we do and 90% how we perceive it.” Use the principle of positivity in everything with attitudes such as: “I didn’t really want to”, “this is not the main thing in life”, etc.
3. Take action: Clean up your home or work place. Play sports, or just walk around. Hit a ball or pillow, etc.
4. Create: draw; dance; sing; sculpt; sew; design, etc.
Methods of self-regulation: -Meditation; -Yoga; -Relaxation; -Aromatherapy, etc.
humanistic elevation of interpersonal relationships; adequate cognition, perception and understanding of a person; empathize, sympathize and assist people; show complicity; put yourself in someone else's place; accept another person's point of view; compromise; proceed from the interests of the child and the prospects for his further development; show respect for the individual characteristics of the child and provide pedagogical support; do not be hostage to stereotypes, etc.
Communication means
The transmission of any information is possible only through sign systems, i.e. means of communication are sign systems. There are verbal and non-verbal sign systems.
- Verbal communication uses human speech as a sign system, i.e. system of phonetic signs. Verbal means of communication - speech - are the most universal means of communication, since when transmitting information through speech, the meaning of the message is least lost.
- Nonverbal means of information exchange are non-verbal means of communication. They can complement verbal ones, contradict them, or form subtext.
Nonverbal communication, in turn, includes the following main sign systems:
- Optical-kinetic: gestures, facial expressions, pantomime (postures).
- Para- and extralinguistic. The paralinguistic system is a vocalization system: voice features, dynamic and stylistic features of speech, speech cliches and slips. Extralinguistic system - the inclusion of pauses and other inclusions in speech, such as coughing, crying, laughter, and the very tempo of speech.
- Organization of space and time of the communicative process: the distance between communication partners (physical distance, as a rule, directly reflects the emotional distance between communicating), the relative position of bodies in space, etc.
- Visual contact (eye contact). Duration, frequency of contact, etc. matter.
See also: Psychological characteristics of communication
Generalization 2. For the section “Activity, communication, interaction”
The relationship between stereotypes in people’s perceptions and the occurrence of conflicts.
Stereotypes are often the cause of conflict. Because of the existing stereotype, a person may misinterpret the situation. Because of this, his views may not coincide with other people or groups of people, then a conflict arises.
The relationship between family functions and needs and motives in human activity.
The reproductive function of the family is associated with a person’s biological need for procreation.
The economic and household life of the family is associated with the need to live in comfort. Since the family provides the material conditions for the life of its members, housekeeping, cooking, purchasing new things, clothing, and household appliances.
The educational family is connected with the social needs of a person. The family contributes to the socialization of members of society, transmits norms of behavior, educates the younger generation, exercises social control, and satisfies the need for communication.
The emotional function of the family ensures that all members meet the needs for love, warmth and mutual understanding, respect and recognition, emotional support, and the need for security.
The recreational function of the family satisfies the needs of providing comfort and homeliness, organizing rational leisure and recreation, and creating conditions for improving health.
The relationship between leadership styles and types of interaction in a group.
Cooperation as a type of interaction in a group is associated with democratic and liberal leadership styles, since in these styles one can observe coordinated actions to achieve common goals and the desire of people to cooperate.
The authoritarian style is associated with competition, since in this style achieving goals is more important than relationships. People with an authoritarian leadership style often come into conflict with people who have different views on various issues. Opponents begin to compete with each other, and there is a struggle to master values.
The relationship between activities and individual needs.
Needs and activities are interconnected. Human needs are satisfied in the process of activity and are its root cause.
The need for communication and self-development is realized in the process of gaming activity. Also, during play, children develop a need to regulate relationships with peers, and norms of moral behavior develop.
The motive for human labor activity is biological needs (food, rest) and material values (apartment, car, clothing).
Spiritual needs (knowledge of the surrounding world, acquisition of knowledge and skills, self-realization) are satisfied in the process of educational activities.
The relationship between intrapersonal and interpersonal conflict.
Interpersonal conflicts are closely related to other types of conflicts. Often, interpersonal conflicts stem from intrapersonal ones: conflicting ideas and values within a person lead to clashes with other people. Sometimes a person, not finding an answer to the problems that concern him, begins to think that other people are to blame for this, who have driven him into a difficult situation. As a result, he begins to behave inappropriately: he can make claims to others that are unfair, in his opinion. People in contact with him do not understand the reasons for such behavior, and if it violates any of their interests, they come into conflict with him. This is how an intrapersonal conflict develops into an interpersonal one.
Types of hearing
American communication researcher Kelly identifies four types of listening.
- Directed, critical listening
. The participant in communication first carries out a critical analysis of the message (often doing this preventively, that is, coming with an attitude towards critical perception of information), and then makes an attempt to understand it. Such listening is appropriate where decisions, projects, ideas, points of view, etc. are discussed. Where new information is discussed and new knowledge is communicated, critical listening has little prospect. The attitude of rejecting information does not allow one to listen to it; it requires focusing attention only on what confirms the undesirability of listening. As a result, everything valuable seems to pass by, there is no interest in the information, the person simply wastes time and remains dissatisfied. - Non-reflective listening
(passive). This type of listening involves minimal interference in the interlocutor’s speech with maximum concentration on it. It should be used when deep feelings are affected: pain, grief, or the interlocutor is talking about things that require a minimal response. In form, non-reflective listening consists of short remarks such as: “Yes?”, “I understand” or non-verbal gestures such as tilting the head. - Reflective listening (active).
This type of listening most often provides feedback to the speaker and is used to control some accuracy of perception of what was heard. It is used when you need to get your interlocutor talking or find out the details of a problem or his position.
Active listening has three forms:
1. Clarification
. This is a non-judgmental technique used to demonstrate a willingness to listen to a person or get him to talk.
The following expressions are used:
-What do you have in mind?
- Did you want to say something?
2) Paraphrasing
(verbalization of what is heard) consists in the fact that you address the “speaker” his message in your own words, the words of the listener.
In other words, paraphrasing consists of restating the partner’s words. This technique allows you to eliminate the barrier, or interference, which consists in the perception, decoding and interpretation of information received in communication. Therefore, you can and even need to use words that are familiar and understandable to you in your answer to your interlocutor.
The main thing is to preserve the idea contained in them in an undistorted form.
Phrases used:
-Did I understand you correctly?
- In your opinion...
3) Summary. It is a summary of the main ideas or thoughts of the speaker.
Phrases:
— The main problem, as I understand it, is…..
4. Empathic listening.
This hearing was proposed by Carl Rogers. Its main feature is the creation in communication of a situation of sympathy and empathy for the speaker. To do this, reflective listening techniques are used.
However, empathic listening differs from reflective listening in terms of goals and intentions. The goal of empathic listening is to grasp the emotional coloring of ideas and their meaning to the speaker. Empathic listening is a more intimate type of communication. Rogers believed that Empathic Listening can provide support to the other person and also let him know that the problem is perceived as very important. Rogers believed that Empathic Listening allows us to understand the motive of the interlocutor.
Feedback in business communications
Man, as we know, is a social being and is constantly in the process of communicating with other people.
And if you consider that we spend a third of our lives at work, it becomes clear why it is so important to establish relationships with colleagues and management. But, taking into account the conditions and goals of communication, we get different results and, unfortunately, not always positive. This, of course, affects not only our behavior and mood, but also the further development of events.
But our professional position, career growth, and even success in other areas of activity depend on the results of communication with colleagues.
It is difficult to list all the problems that are associated with the lack of feedback and the associated insufficient information exchange. Unfulfilled obligations because the employee or partner did not ask again, did not clarify, unconcluded contracts, conflicts because people did not understand each other, bad reputation of the person and the company (bad negotiations, misunderstanding...), unspecified information over the phone, which can lead to deterioration relations between companies and partners, bitter grievances, etc. The list goes on.
Lack of feedback can misposition an entire company or even a country.
And if we talk about personal communication between an employee and a manager, then it is simply impossible to overestimate the power and significance of such an exchange. It's like air exchange, without which it is simply impossible to be in the room.
How to be in this case?
You need to be able to work with feedback. After all, the ability to take and give feedback is almost an art. We further discuss how to build communications with colleagues and superiors in order to prevent negative manifestations of feedback, how to learn to react correctly to certain situations so that our partner understands our decision.
Feedback. Types of feedback.
Feedback is an interpersonal exchange involving aspects such as trust, openness, empathy and interest. In the business sphere, this is the exchange of opinions and observation of the business process, if necessary, changing the line of behavior to achieve set goals and objectives.
There are several types of feedback:
- Reasonable
- Unfounded
- Unclear
There is another type, which comes down to primitive criticism for poorly done work. But this is an indicator of management behavior that you cannot influence, so we will leave this option without attention.
Let's look at the following types of feedback using specific examples:
EXAMPLE 1
The manager submitted a report to the manager for consideration and has been waiting for a response for a month, but there has been no reaction from the manager.
The manager is racking his brain: what did he do wrong?
In this situation, the manager responded to his subordinate with silence. Unfortunately, silence is the most common form of feedback. Most often, managers do not talk to their subordinates while everything is going well.
But since silence does not contain any information, it can be misinterpreted. In this case, the manager perceived the silence as criticism, although perhaps the director meant something completely different. But in any case, the result of such communication is negative.
EXAMPLE 2
The boss is annoyed by an employee who constantly makes spelling mistakes, and he reprimands him: “Did you even go to school?” And, without discussing the essence of the problem, he returns the document to his subordinate for correction of errors.
In this example, the director expressed his negativity, but the subordinate did not fully understand where he was wrong and what exactly should be corrected.
Unfounded criticism of the boss only caused hostility and made it difficult to further discuss the problem.
Feedback (from the English feedback - “feedback” - reverse power supply) in a broad sense means feedback, response, response to any action or event.
EXAMPLE 3
An employee receives praise from his boss during a performance review: “Your work is great, keep up the good work!” Does an employee leave the office wondering what exactly they do well?
“I agree to continue working with the same dedication, but I don’t know what exactly I need to do,” the employee thinks.
In this example, the boss expressed approval, and the employee was undoubtedly very happy to hear it, but the approval was not followed by a detailed discussion of the results of the work, and it remained unclear what exactly caused the boss's delight.
Conclusion: To achieve the desired result and motivate the interlocutor to open communication, you need to construct feedback in such a way that a positive intention is visible!
Effective feedback.
There are 5 rules for achieving positive feedback:
- determine the purpose of the conversation in advance
- think through all the details of the conversation and possible responses in advance
- determine a convenient time and place for conversation
- stock up on facts and necessary materials related to the subject of conversation
- during the dialogue, maintain calm and a friendly tone
We often perceive feedback negatively, not thinking that effective feedback will increase understanding and become a tool for achieving a positive communication outcome.
Remember that feedback can motivate more open communication and improve our performance in many ways. The main thing is a positive intention!
If you don’t have it, you’re unlikely to get the desired result!
For feedback to be constructive, it must be specific, future-oriented, but still leave room for choice.
There are two key aspects to effective feedback:
1. Redirection - identifies work behavior that does not contribute to the achievement of organizational goals, but directs the employee to select alternative strategies.
2. Reinforcement - defines work behavior that aligns with organizational goals and motivates employees to develop and deepen a given strategy.
Feedback in communication.
Communication (from Latin communico - I make it common, I connect, I communicate) is a semantic aspect of social interaction. Exchange of information between individuals through a common symbol system. Communication can be carried out by verbal and non-verbal means.
Feedback is an intentional message to another person about the actions that lead to achieving a goal.
Communication process is the process of exchanging information between two or more entities.
Subjects can be individuals, groups and even entire organizations. In order for communication to take place, there must be at least two people: the sender and the recipient.
During the communication process, information is transferred from the sender to the recipient.
The main goal of the communication process is to ensure understanding of the information that is the subject of exchange, i.e. messages. Communication places demands on each of the participants in the interaction. So, each of the participants must have all or some abilities: see, hear, touch, smell and taste.
Effective communication requires each party to have certain skills and abilities, as well as a certain degree of mutual understanding.
Features of feedback related to the communication process:
— in the presence of feedback, the sender and receiver are called communicative roles.
— two-way exchange of information increases confidence and efficiency;
— feedback increases the correctness and accuracy of decoding perception.
Communication styles
The style of communication is determined by the individuality of the addressee.
It is expressed in the preference for certain codes, channels and means of communication, as well as the degree of compliance with the rules of a particular language.
Feedback helps us see ourselves through other people's eyes.
The methods of providing feedback depend on the individual’s individual characteristics and his ability to perceive the people around him.
There are four main communication styles:
- conducting - direct and task-oriented;
- enthusiastic—relationship-oriented, enthusiastic;
- friendly - supportive and avoids conflict;
- Analytical - neat and detail oriented.
It should be noted that they are rarely found in their pure form, but one of the styles always dominates.
