The communication cycle is up-front and it goes step by step.
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An idea occurs: this is when the individual knows they want to start communicating. An example may be if a child is at a nursery and he or she wants something they will start to communicate as they start to think about what they need or want.
During Tina and Mary’s interaction, Tina has too think about what she is going to say to Mary, she realises Mary has an exam and decides to base the conversation about how the exam went.
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Message coded: the individual starts to think what they want to say, they develop this by gathering their thoughts into sign language or language. An example may be:
Tina does not want to say anything wrong to Mary therefore she is going to think carefully about how she will start the conversation and she decides to start the conversation off with a friendly hi.
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Message sent: the individual sends the message by using spoken, used sign language or in another format.
“Hey how are you? How did your exam go?” – This is an example of my interaction based on Tina and Mary and it starts with Tina asking Mary how she is also she is facing Mary so they both have direct eye contact.
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Message received: the other person has got the message due to sign language or by hearing what the opposite person is saying.
Mary has received the message and she smiles back this lets Tina know that she will respond back also Tina knows that the communication cycle hasn’t been broken.
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Message decoded: now the individual decodes the individual’s message and understands what he or she is trying to say. During this the individual will make assumptions based on he or she’s body language.
Mary has to reply back therefore she carefully thinks what she says back without sounding rude or she is not interested in the conversation she also makes sure that her facial expressions show that she wants a conversation to start.
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Message understood: when the individual replies back this tells the individual that they have understood what the individual is saying. But it doesn’t that this has to happen during the first time.
Tina and Mary’s conversation had no communication barriers because they understood what they were saying to each other and they gave a response back also they didn’t need to repeat themselves at all.
Tuckman’s stages of group interaction
Trying to communicate in a group can be hard as individuals may start talking over one another. However communicating in a group can be influenced by the amount of individuals that think they belong together.
Tuckman is a renowned theorist who described the group formation stages. Group formation is when people in groups meet up. But people in groups do find it difficult to communicate before they start communicating effectively. The group formation has four simple steps which are, forming, storming, norming and performing.
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Forming: this is when individuals are meeting for the first time and you start to share information with each other. For an example of someone who has smoking addiction and they go to a group session of five individuals talking about how they started smoking
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Storming: this includes tension, struggle and sometimes even arguing with the opposite person about the way how the group may work.
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Norming: is when you see the group is forming together and you consciously and unconsciously you start to approve of the groups, group values.
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Performing: after the group has made sure of their common expectations and values they will move onto the next stage and start to become an effective performing group.
My group conversation was based on my work experience when I had to supervise the children for marble painting.
The forming part of my group conversation was: I was meeting three children for the first time and I had to try and get to know them in the time I had. I started off by saying good morning and then introducing what the activity was, straight away a child said they do not like marble painting and from there I found out the child doesn’t like getting their hands dirty.
Storming: when the child mentioned he doesn’t like getting his hands dirty, I thought this would be a struggle for me and the activity wouldn’t go to plan because I had two more children to communicate with at the same time
Norming: however slowly the child started to get more involved and this helped me communicate with him more because he started asking more questions e.g. if he can show the marble to his mum etc… from here the children worked as a group together.
Performing : this stage was successful because despite the trouble at the beginning, the children worked together as a group and they became so interested in the activity, also they asked questions about the colours they can paint the marbles or if I could do the marble for them. Therefore we were an effective performing group because there were no communication barriers at all.
by
angel-zameerhotmailcouk (student)
