Barriers to Effective Communication
Session 5: Barriers to Effective Communication
Total Session Time: 60 minutes + 2 hours Assignment
Prerequisites
Learning Tasks
By the end of this session students are expected to be able to:
Resources Needed
SESSION OVERVIEW
|Step |Time |Activity/ |Content |
| | |Method | |
|1 |05 minutes |Presentation |Introduction, Learning Tasks |
|2 |10 minutes |Presentation |Definition of Barriers to Effective |
| | |Brainstorming |Communication |
|3 |80 minutes |Presentation |Barriers to Effective Communication |
| | |Small Group | |
| | |Discussion | |
|4 |05 minutes |Presentation |Key Points |
| 5 |10 minutes |Presentation |Evaluation |
| 6 |10 minutes |Presentation |Assignment |
SESSION CONTENTS
STEP1: Presentation of Session Title and Learning Task (5 minutes)
READ or ASK students to read the learning tasks and clarify
ASK students if they have questions before continuing
STEP 2: Definition of Barriers to Effective Communication (10 minutes)
|Activity: Brainstorming (10 minutes) |
| |
|Ask students to brainstorm on the following question: |
| |
|What is effective communication? |
| |
|ALLOW few students to respond |
| |
|WRITE their responses on the flip chart/ board |
| |
|CLARIFY and SUMMARISE by using the content below |
Barriers to Effective Communication
These are factors that reduce the intended smooth flow of information, or
completely cut off the process of communication.
STEP 3: Barriers of Communication (80 minutes)
|Activity: Small Group Discussion |
|Pass the Message (40 minutes) |
| |
|Have a message written on a piece of paper prepared before the |
|exercise. |
| |
|INFORM the students that they are going to do an exercise and the |
|exercise will start from the first student passing a message and each |
|will pass the message to next student until all students get a turn. If|
|necessary, divide a large class into two groups to do the exercise. |
| |
|GIVE the written message to the first student in the row. |
| |
|INSTRUCT the student to whisper the message to the second student in |
|the same row |
| |
|LET the second student whisper to the third student the message, then |
|third whispers to the fourth, then the fourth to the fifth until all |
|the students had a chance to hear and whisper the message to another |
|student |
| |
|INSTRUCT the last student to write down the whispered message and read |
|out loud to the whole class. |
| |
|ASK the first student to read the written message loudly and compare |
|the two messages. |
| |
|COMPARE with the actual message by reading it aloud. There will be |
|laughter, as always there is distortion. |
| |
|ASK the students what they have learned from the exercise. Let them |
|brainstorm and write on the flipchart: • Where there barriers to |
|communication? • How effective was the channel of communication? • |
|Would giving feedback helped to clear up confusion? |
| |
|SUMMARISE the exercise by informing them that information can be |
|distorted if not passed properly using appropriate channel and without |
|feedback. |
| |
|INFORM them that face-to-face verbal communication can be effective, |
|but if it is to be passed through many people, the messages need to be |
|documented using another channel (written or recorded) in order for |
|everyone to receive the same message. |
Barriers to Communication
Wrong choice of medium:
visual has advantages and disadvantages.
failure to communicate successfully.
o Example, minutes of meeting can only be written for proper
communication in subsequent meeting. If orally taken, it becomes
impossible to present them well when needed.
Physical barrier:
procedures, inaccuracy in processing and delivering of information, or
obstructions due communication process
Psychological barrier:
There are barriers of communication that arise out of human behavior and
metal processes which include;
For example a message may be interesting and good if the sender is happy.
If the receiver feels that the sender is angry, interpretation is that
the information being communicated is very bad
If one of the communicating partner doubt the credibility of the other,
their communication will be weak
o Senders and receivers must pay attention to their roles, for a
successful and effective communication process
o Inattentiveness can result from several reasons, for example if the
information being passed has nothing new, or if there distractions in
the environment of communication
One may not always retain what is received if there is interest in the
message being communicated
o Semantics refers to how meanings are obtained from the language used
o Semantics barrier occurs when the communicating partner interpret some
words or statement differently
STEP 4: Key Points (5 minutes)
flow of information, or completely cut off the process of communication
physical barrier, psychological barrier, semantic barrier
STEP 5: Evaluation (10 minutes)
STEP 6: Assignment (10minutes)
|Activity: Take Home Assignment (5 minutes) |
| |
|DIVIDE students in groups or individuals |
| |
|ASK the students to work on the following Assignment |
|Prepare presentation on how to prevent barriers to effective |
|communication |
| |
|ALLOCATE time for students to do the assignments and submit |
| |
|REFER students to recommended reference |
References
Burger,B.A.(2009) Communication skills for pharmacist; building
relationships, improving patient care (4th ed.). New York:
American pharmacist association
Burnard, P. (1992). A communication skills guide for health care workers
(1sted.). London: Communicating Health. An action guide to health
education and health promotion (1sted.). London: Macmillan
Kadeghe, M. (2005) Communication skills; theory and practice (3rd ed.). Dar
essalaam: Afroplus Industries Ltd.
Kariuki, M. K.&Munga E. C. (2011)Fundamentals of communication skills (1st
ed.). Mwanza: Victoria Education Promotional Centre Ltd.
Kurtz, S. Silnerman,.J. &Draper, J. (1998) Teaching and learning
communication skills in medicine (1st ed.). London:Raddiffe Medical
Place Ltd.
Mahundu, C.M. (1999). A manual on communication skills (1st ed.). Ndanda:
Benedictine Publishers
Pitt, B. (1991). Health, teacher’s diploma communication. Harare: MOH
Rungapaidiachy, D. M. (1999) Interpersonal communication and psychology
(1st ed.). Massachusetts: Butterworth-Heinemann
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