How communication works

Communication is the process of exchanging and sharing information, views and ideas with others. It can happen:

• Verbally – through words, we say or write.
• Non-verbally – through our body language, tone, eye contact, facial expressions, how fast or slow we speak, how we emphasise words and pause, how we dress and how we use space.

When we communicate with others in person, they assess what we are saying by listening to our words and watching how we say them. Watch this fun video about the impact of non-verbal communication:

When we communicate with others in person, they assess what we are saying by listening to our words and watching how we say them. Watch this fun video about the impact of non-verbal communication:

Communication is a process with many different elements.

Here is a model that describes how communication happens.

Activity: Mapping communication

Think about a recent communication you've experienced.

Who was the sender? Describe them in terms of their skills, knowledge, experience of the subject, the language they used, how they presented, their non-verbal language (if applicable).

Who was the receiver? Describe them in terms of their skills, knowledge, experience of the subject, the language they heard, their possible perceptions and assumptions of the sender, their expectations, their understanding.

• What was the message?
• What was the medium?
• Was it an appropriate medium for the message?
• What do you think influenced how the sender encoded the message?
• What do you think influenced how the receiver decoded the message?
• What 'noise' existed in this communication?
• What feedback was given?

The sender

The sender is the initiator of communication. The sender is influenced by their knowledge and experience about the message’s subject, the language they use, how confident they feel, their knowledge, perceptions and assumptions about the receiver, and the purpose of the communication. Here are some common purposes:

• inform
• explain
• teach
• entertain
• motivate
• influence/persuade.

Encoding

Encoding is how the sender puts the message together – their use of language, experience, assumptions, knowledge, and how they deliver the message using non-verbal communication.

Message

The actual words used. Medium – or method of communication Medium refers to how we choose to communicate our message – Verbally? Written? In-person? Virtually? One-on-one? Group? Here are some standard workplace methods of communication:

• presentations, in-person/virtual meetings
• telephone calls
• emails
• reports.

Decoding

Decoding refers to how the receiver interprets the message. It is influenced by their knowledge about the subject, skills and experience, assumptions, understanding of the language being used, interpretation of the non-verbal language, perceptions and bias, and culture.

The receiver

The person receiving the message. The receiver is influenced by their knowledge and experience about the message’s subject, the language used, their knowledge, perceptions and assumptions about the sender, their expectations, perceptions and bias.

Feedback

The verbal and non-verbal response to the message between sender and receiver.

Noise

Everything that gets in the way of the message being sent, heard and understood. It can include the physical environment – is it too hot, too cold,

As we saw in the communication model, several things can prevent our message from being received effectively. Challenges can occur in the decoding process or appear as ‘noise’. Let’s investigate these in more detail and explore how we can minimise the risk of them happening.

Language

The words we use are one of the first challenges we can face in communicating our message. In decoding a message, the receiver tries to make meaning from what they hear. But, if the language is unfamiliar, the chance of miscommunication is high.

Consider this example: An accountant is speaking to their client about the financial performance of their business. They say, ‘We need to get the forecasting right. These variances make things look worse than they are.’ Now, unless the client was also an accountant, they probably had no idea what was being said, especially if they didn’t know the meaning of forecasting and variances. The accountant was using technical language—jargon—which accountants easily understand, but others don’t.

Another challenge language creates is slang—when we use words and phrases particular to our culture and country. For example, if you spoke to people from New Zealand about great places to go ‘hiking’ in Australia, they would probably look puzzled because their word for hiking is ‘tramping’.

Have some fun investigating this list of New Zealand words that we may not understand here in Australia: New Zealand slang | 100% Pure New Zealand (newzealand.com)

Another example, in the USA, footpaths are called ‘sidewalks’, and the city is called ‘downtown’. And you wouldn’t be wearing thongs to the beach in summer (unless you wanted people to see you in your underwear). In the USA, they are called flip-flops.

See how language can get in the way of effective communication?

To overcome the challenges we face when using language, ensure you:

• Don’t use technical words – always use words that people who don’t share your knowledge or expertise will understand. If you must use technical words, explain them carefully and check that the listener has understood.
• Avoid using slang or words and phrases typical to your own culture that your listeners would not understand.

Communication styles

There are four main communication styles we will encounter. Each style prefers to receive and respond to communication differently. When we communicate with others, matching their style and preferences will make our communication more effective.

Dominant

They may come across as demanding as they are decisive and focused on results. They like people to be direct and to the point when communicating with them.

Intuitive

Have high energy and enthusiasm and enjoy it when big ideas are presented, especially if they can see the speaker is passionate about what they’re saying. They don’t need (or like) details.

Steady

Connection and relationships are important to them; they like it when you take the time to build rapport and show that you are interested in them before you start talking about work.

Conscientious

Logical thinkers need to see details (lists, numbers, data, facts, research) and be given time to think about what you’re saying.

Learn more about communication styles

Adapting your style to the person you are communicating with will help you be more effective.

Read more about the communication styles and how to best respond to each here:

4 ways to navigate different communication styles at work (atlassian.com)

www.atlassian.com/blog/inside-atlassian/how-to-navigate-diverse-communication-styles-at-work

Learning preferences

We all have preferred ways to receive information, and there are four main learning preferences: Visual, Auditory, Read/Write and Kinaesthetic (VARK). While we probably have a dominant preference, we’re likely to prefer two out of the four:

Visual

Prefer to absorb information visually through diagrams, charts, shapes, graphs and patterns.

Use visual language:

• I can’t SEE how that will work.
• Can I WATCH you do it first?
• I didn’t NOTICE that.
• That’s UNCLEAR.

Auditory/aural

Like listening to someone talking or explaining, like discussing concepts with others.

Use auditory language:

• That doesn’t SOUND right to me.
• Are you HEARING me?
• LISTEN to me.

Read/write

Technically a subcategory of visual learning, they prefer to learn by reading and writing.

Use language relevant to reading/writing:

• Give me some time to READ over this.
• I am going to take some NOTES.
• Let me WRITE that down.

Kinaesthetic

Prefer learning through physical elements such as movement and touching, hands-on.

Use the language of movement and feeling:

• I don’t GET it.
• Let me DO it.
• MOVING RIGHT ALONG…
• Let’s GO THROUGH this…
• That doesn’t FEEL right to me.

When presenting information to others, it’s important to remember the four preferences and tailor communication to accommodate them. Otherwise, your message may not be effectively communicated.

Here are some ideas:

• Use images, diagrams, symbols and charts for visual preferences.
• Have lots of group discussion and spoken explanations for those who prefer aural information.
• Provide reading material, links to websites, PowerPoint slides for those who prefer reading/writing.
• For those with kinaesthetic preferences, provide hands-on practice and activities like puzzles and props that they can pick up and play with and provide opportunities to get up and physically move around the room during the session.
• Listen for the language people use and modify yours to match the other person’s preference.

You can find out more about VARK preferences here: The VARK Modalities | VARK (vark-learn.com)

You can discover your learning preferences by doing a quiz here: The VARK Questionnaire | VARK (vark-learn.com)

Perceptions and bias

When we attempt to persuade others by asking them to change their beliefs or behaviours, we can run into the other person’s perceptions or biases about what we’re asking them to do.

Perception in communication refers to how we interpret, understand or make meaning from what someone tells us. Our perception is shaped by:

• Words people use.
• Their non-verbal communication.
• Our psychological filters – our attitudes, beliefs and opinions about what the person is saying to us. If these are positive and similar to the speaker, we will likely accept what the speaker is saying. If not, we reject it.
• Our relationship with the speaker – how well we know them, trust them, what’s happened in previous conversations.

How do we overcome the challenges that perceptions create? Here are some ideas for you to consider:

• Ensure you understand the listener’s current knowledge and experience with what you are presenting and avoid using words and phrases they won’t understand. Explain everything carefully.
• Be aware of your non-verbal language when you present to a group – are you standing confidently, do you maintain eye contact, is the tone of your voice authoritative to show you are the expert?
• Are you aware of what your audience currently thinks about what you are saying – what their current attitudes, beliefs and opinions are? Can you find areas of commonality? If you are trying to persuade them to adopt your point of view, have you thought about what their objections might be and addressed these?
• Do you have a good relationship with your listeners? If they don’t know you well, take time to establish rapport with them.

Another major communication challenge is bias—the mostly unconscious shortcuts our brain takes when we try to understand something, and they’re often wrong. We all have our own biases – which means we are wrong about things just as often as others are. Interesting, isn’t it?

There are hundreds of biases that affect the way we think. Here are some common biases we can encounter when we are trying to persuade others, and some ways we can overcome them:

Watch Dr J Marshall Shepherd talk about three kinds of bias that shape our world view about science.

Watch Tali Sharot talk about the Optimism bias – how we are hard-wired to look on the bright side.

Advantages and disadvantages of methods of workplace communication

Like the words we use, the method we use to communicate information will influence the outcomes. Some methods may escalate the importance of the information provided. For example, if someone sent you an email and you then called them to respond, this would show that you consider the content or them important. Let’s look at the different types of communication.

So how does all of this relate to me in the workplace? This information provides the building blocks for what we do all day, every day—communicate. The good thing about organisations is that we at least get some road maps or guideposts for how we’re expected to communicate at work.

Many organisations will have documents such as Branding Guidelines, Communication Guidelines or Style Guides which contain information about how the organisation requires you to present information. The information included in these documents can include:

• design templates that show colours and styles that must be used (on PowerPoint Slides, written communication)
• approved icons you can use
• images approved and available for you to use
• size, position and colours of organisational logos, and where they can be used
• the appearance of headings – font, size and positioning
• inclusions in email signatures
• guidelines on accessible communications.

Whenever you write an email, prepare a presentation, or write a report, you must access your organisation’s guidelines and ensure you follow them.

Locate the communication guidance documentation in your organisation and familiarise yourself with the main requirements. Were there any surprises for you?

Here are some communication guidance documents from some well-known organisations for you to investigate. Are you surprised by anything you see in these?

• GRQ 2019-20 Brand Guidelines and Key Messages for Councils.pdf
• FCTG | Style guide
• www.getready.qld.gov.au/sites/default/files/2019-09/GRQ 2019-20 Brand Guidelines and Key Messages for Councils.pdf
• Starbucks Creative Expression

creative.starbucks.com/

Depending on the subject of your communication, you may need to be aware of legislative frameworks that apply. Here are some examples:

1. WHS laws: You have to talk to your team about some new WHS regulations or inform them about new COVID safe practices at work. You would need to read to the latest regulations issued by the government and refer to these. Or, when preparing a presentation, you would have to consider the room set up to ensure it is safe and free from tripping hazards as people move in and out of the room.
2. Privacy laws: These protect our personal information (name, address, phone number, email, photos etc.). You must ensure you don’t disclose someone’s personal information when communicating with others (unless they have permitted you to do so). For example, you may want to include photos of your team in a report or presentation. You would need to get permission to do this. 
3. Equal opportunity laws: These protect people against discrimination and harassment based on their sex, disability, race, and age. These can affect how we communicate with others—for example, providing accessible reading materials for visually impaired people, having equal representation of sex and culture in the images we use.

Read the guidelines at this link and answer the questions that follow:

Accessibility guidelines for government communications | Victorian Government (www.vic.gov.au)

www.vic.gov.au/accessibility-guidelines-government-communications

In this topic, we learned about communication as a process. First, we investigated communication challenges, including language, communication styles, learning preferences, and the role of perception and bias. Next, we explored the different methods of communication and investigated their advantages and disadvantages. Next, you learned about organisational frameworks that impact communication in a workplace and investigated branding guidelines. Finally, we looked at legislation that could apply to your communication, and you investigated how to write to ensure accessibility for all people.

Next, we need to start looking at how we can use this knowledge to get the most out of an interaction. So, we will look at communicating persuasively.