EXECUTIVE COMMUNICATION

MADE BY: SURBHI JOSHI PM-2012-419

CONTENTS
EXECUTIVE COMMUNICATION IMPORTANCE OF EXECUTIVE COMMUNICATION. MODELS OF COMMUNICATION. ELEMENTS OF COMMUNICATION MODELS. BARRIERS TO COMMUNICATION.

EXECUTIVE COMMUNICATION
Definition: Executive communication is the sending or receiving of messages to or from top leadership in a company such as the chief executive officer, president or senior management

Executive Communication is the way to deliver your message without resorting to buzzwords that serve to keep your thoughts lost in the noise of the ordinary

TYPES OF EFFECTIVE COMMUNICATION

Types 1Upward/Downward Upward communication is the movement of messages from subordinates to executives. Examples of upward executive communication are feedback from employees or a report given to the executives from management.

Downward communication is the use of messages from executives to subordinates. A meeting with executives and upper-management is an example of downward communication. The purpose of downward communication is to provide vision, direction and inspiration.

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Types 2Internal/External Internal executive communication is when top leadership sends messages to members of the organization. This can be a memo, company-wide meeting or voicemail sent from executives to inform, inspire or provide vision. External executive communication is when a message is sent to an audience outside of the organization. For example, when the president of a corporation holds a press conference, she is using executive external communication.

IMPORTANCE OF EXECUTIVE COMMUNICATION

Clarity of self-expression will always be fundamentally important, of course, but we also need to train employees to think about what a message should mean to the person receiving it. Its the best chance they have of improving the signal-to-noise ratio in their messages. And it may be the best chance executives have of being effective.
Executives play an important role as they are in a position to restore confidence and motivate employees at all levels.

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Executives who have invested time and effort in learning strategic communication approaches clearly have what we call a communication advantage.

Basic communication skills are most important when hiring someone. The predominance of oral communication in the challenging episodes may indicate a lack of confidence, if not formal training, in presentation skills

Models of Communication

Different models of communicationsLINEAR MODEL

SHANNON WEAVERS MODEL OF COMMUNICATION

INTERACTIVE MODEL
SCHRAMMS INTERACTIVE MODEL OF COMMUNICATION.

TRANSACTIONAL MODEL
BARNLAUND MODEL

LINEAR COMMUNICATION MODELS

SHANNON WEAVERS MODEL

The fundamental problem of communication is that of reproducing at one point either exactly or approximately a message selected at another point. In 1947, Claude E. Shannon, a research mathematician working for Bell Labs, created a theory of communication designed to facilitate information transmission over telephone lines.. Although the originally intended to be used by engineers dealing with information that was void of meaning, the Shannon-Weaver Model is one of the most popular inter-personal communication models used today.

Schramm interactive model

Where the Shannon-Weaver model is a more mathematical and technological one, Schramm incorporates the study of human behavior in the communication process. It include following terms in addition to linear model Feedback - information that comes back from the receiver to the sender and tells him how well he is doing. Field of Experience - an individual's beliefs, values, experiences and learned meanings both as an individual or part of a group.

Drawbacks of interactive model

The main drawback in the interactive model is that it does not indicate that communicators can both send and receive messages simultaneously. This model also fails to show that communication is a dynamic process which changes over time.

Transactional model
The outer lines of the model indicate that communication happens within systems that both communicators share (e.g., a common campus, hometown, and culture) or personal systems (e.g., family, religion, friends, etc). There are three implications in the transactional model: Transactional means that communication is an ongoing and continuously changing process. You are changing, the people with whom you arecommunicatingare changing, and your environment is also continually changing as well.

Contd ..
In any transactional process, each element exists in relation to all the other elements. There is this interdependence where there can be no source without a receiver and no message without a source.

Each person in the communication process reacts depending on factors such as their background, prior experiences, attitudes, cultural beliefs and self-esteem.

ELEMENTS OF COMMUNICATION MODELS

Source-The source of communication is the initiator, or origin, that puts the model into action. It is an individual or group that has a specific reason to begin the communication process. That is, there is a message that they wish another to receive. Encoder-Once the purpose of the source has been decided, there must be a specified format for the message to take. This is what the communication encoder does; it takes the concept that the source wants sent out, and puts it into a suitable format for later interpretation.

Contd..
Message-The information, idea, or concept that is being communicated from one end of the model to the other is the message. Most of the time, in human communication, the message contains a distinct meaning. When the model was created, Shannon and Weaver were not concerned whether the message had substance, but rather that it was being transmitted.

Channel-It is essential for meaningful communication that a suitable means to transmit the message be selected. The channel is the route that the message travels on, be it verbal, written, electronic, or otherwise.

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Noise- Noise could be considered an interference or distortion that changes the initial message; anything that can misconstrue the message may be noise. Noise can be physical, as in an actual sound that muffles the message as it is being said, or it can be semantic, like if the vocabulary used within the message is beyond the knowledge spectrum of its recipient.. Decoder-Before the message reaches the intended recipient, it must be decoded, or interpreted, from its original form into one that the receiver understands. This is essentially the same interaction as that of source and encoder, only in a reversed sequence.

Contd
Receiver-In order for communication to be executed, there must be a second party at the end of the channel the source has used. The receiver takes in the message that the source has sent out.
Feedback-For meaningful communication to come to fruition, it is vital that the receiver provides feedback to the source. Feedback relates to the source whether their message has been received, and most importantly, if it has been interpreted accurately. Without feedback, the source would never know if the communication was successful.

Barriers to Communication
Mainly four types of barrier exists that hinders the communication process Process Barriers. Physical Barriers. Semantic Barriers. Psychosocial Barriers

PROCESS BARRIERS
Every step in the communication process is necessary for effective and good communication.. Blocked steps become barriers. Consider the following situations: Sender barrier. A new administrator with an innovative idea fails to speak up at a meeting, chaired by the superintendent, for fear of criticism. Encoding barrier. A Spanish-speaking staff member cannot get an English speaking administrator to understand a grievance about working conditions. Medium barrier. A very upset staff member sends an emotionally charged letter to the leader instead of transmitting her feelings face-to-face.

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Decoding barrier. An older principal is not sure what a young department head means when he refers to a teacher as "spaced out.
Receiver barrier. A school administrator who is preoccupied with the preparation of the annual budget asks a staff member to repeat a statement, because she was not listening attentively to the conversation. Feedback barrier. During a meeting, the failure of school administrators to ask any questions causes the superintendent to wonder if any real understanding has taken place.

PHYSICAL BARRIER
Any number of physical distractions can interfere with the effectiveness of communication, including a telephone call, drop-in visitors, distances between people, walls, and static on the radio. People often take physical barriers for granted, but sometimes they can be removed. For example, an inconveniently positioned wall can be removed. Interruptions such as telephone calls and drop-in visitors can be removed by issuing instructions to a secretary. An appropriate choice of media can overcome distance barriers between people.

SEMANTIC BARRIERS
The words we choose, how we use them, and the meaning we attach to them cause many communication barriers. The problem is semantic, or the meaning of the words we use. The same word may mean different things to different people. Words and phrases such as efficiency, increased productivity, management prerogatives, and just cause may mean one thing to a school administrator, and something entirely different to a staff member.

Technology also plays a part in semantic barriers to communication. Today's complex school systems are highly specialized. Schools have staff and technical experts developing and using specialized terminologyjargon that only other similar staff and technical experts can
understand.

PSYCHOSOCIAL BARRIERS
Three important concepts are associated with psychological and social barriers: Experience, Filtering, and psychological distance . Fields of experience include people's backgrounds, perceptions, values, biases, needs, and expectations. Senders can encode and receivers decode messages only in the context of their fields of experience. When the sender's field of experience overlaps very little with the receiver's, communication becomes difficult.

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Filtering means that more often than not we see and hear what we are emotionally tuned in to see and hear. Filtering is caused by our own needs and interests, which guide our listening. Psychosocial barriers often involve a psychological distance between people that is similar to actual physical distance. For example, the school administrator talks down to a staff member, who resents this attitude, and this resentment separates them, thereby blocking opportunity for effective communication.