CHAPTER - 1

STATEMENT OF THE PROBLEM

 CHAPTER - 1

1.0 Introduction

1.1 Various Perspectives of Communication

1.2 Evolution and Growth of Communication over the years (Indian

Context)

1.2.1 Vedic Period

1.2.2 Epic Period

1.2.3 Modem Period

1.3 Theories of Communication

1.3.1 Claude Shannon (1948)

1.3.2 Golding and Murdoch (1978)

1.3.3 RayaduC.S. (1997)

1.3.3.1 Bull's Eye Theory

1.3.3.2 Ping-Pong Theory

1.3.3.3 Spiral Theory

1.3.3.4 Transmission model

1.3.3.5 Constitutive model

1.4 Importance of Communication

1.4.1 For Technological Development

1.4.2 For Social and Personal Development

1.5 Growth of Communication from Infancy

1.6 Essentials for the Process of Communication

1.7 Essentials of Good Communication

1.7.1 Intentional and Non-Intentional Communication

1.7.2 Styles of Communication

1.7.3 Types of Communication

1.7.3.1 Formal Communication

1.7.3.2 Informal Communication

1.8 Channels of Communication

1.8.1 Channels of Communication in Human Terms

1.8.1.1 Modes of Communication

1.8.1.2 Verbal Communication

1.8.1.3 Characteristics of a Good Verbal Communication

1.8.1.4 Non-verbal Communication

1.8.1.5 Characteristics of a Good Non-Verbal Communication

1.8.1.6 Body Language

1.8.2 Channels of Communication in Technological Terms

1.9 Recent trends in Communication Studies

1.9.1 Technology

1.9.2 Culture

1.9.3 Discourse

1.9.4 Practice

1.10 Need for Effective Communication

1.11 Importance of Communication for Engineering Students

1.12 Need of the Research Problem

1.12.1 Research Problem

1.12.2 Statement of the Problem

1.12.3 Operational Definitions

1.12.4 Objectives of the Research

1.12.5 Tools of Data Collection

1.12.6 Research Hypothesis

1.12.7 Scope and Limitations

1.12.7.1 Scope

1.12.7.2 Limitations
 CHAPTER -1

STATEMENT OF THE P R O B L E M

1.0 Introduction:

In any walk of life, communication is an important aspect. If you have

innumerable amount of ideas, but if you cannot communicate, it is of no use. It

is through communication that the outside world knows you, understands what

you are and values you for your ideas and vision. Communication depends on

sensitivity to differences and a real desire to establish a common ground.

Communication also requires co-ordination and co-operation.

This chapter discusses various aspects of communication and the need

of the present study.

1.1. Various Perspectives of Communication :

The word communication is derived from the Latin word "communis".

Communication refers to sharing of information, ideas, facts, opinion,

attitudes and understanding. Communication enables us to do important

things, to grow, to learn, to be aware of ourselves and to adjust to the external

environment. Communication is regarded as a process because the

phenomenon of creating and exchanging messages is ongoing, ever-changing

and continuous.

According to Collins Dictionary (1984), communication is the

imparting of or exchange of information, ideas or feelings.

 Robert Hodge [1993] interpreted communication as "a process in

which meanings are understood to be passed from one point to another by

some means of exchange."

According to Katz and Kahn [1997], "Communication - the exchange

of information and the transmission of meaning - is the very essence of a

social system or an organization.

According to James Simms [1995], "Communication is a process by

which a source transmits a message to a receiver through some channel".

This definition of communication tells us about the process of

communication. Any object or activity can be viewed as either a thing or a

process. Things are static, bound in time and unchanging while processes are

moving.

Communication is a common experience. It forms the basic link of

human lift. It is communication that enables one to lead one's day to day life.

The simple truth of mere existence of a human being is acknowledged through

communication. To understand communication, one has to first understand

what is to be communicated and its relation to what others want to

communicate.

Hence, the essence of communication is that it is the transference of an

image; visual or verbal, from the perception area of the brain of the sender to

the perception area of the receiver. What the sender wants to communicate

depends upon his brain perception and what the receiver wants to receive

depends upon his brain perception. Hence the five senses; hearing, sight,

touch, taste and smell have an active role in communication. Proper

 coordination of these senses is essential for good communication. Under -

development or absence of coordination of these senses can act as barriers to

good communication.

1.2. Evolution and Growth of Communication over tlie years

(Indian Context):

The researcher feels that this over view will help her for better

conceptualization of communication so the following aspects are discussed

here.

The development of communication over the years dates back to the

beginning of civilization. The growth of human civilization found a

simultaneous growth in communication as well. During the pre-historic times,

the communication was through sounds and gestures. They were used to

convey feelings of joy, fear and sorrow. As time passed by, smoke signals

served as a communication mode to convey long-distance messages. Pre-

historic men used different arts form like paintings and sculptures to

communicate. They used walls of caves and monuments as their canvas.

A brief insight into the gradual growth of communication during Vedic

Period, Epic Period and Modem Period is given below.

Mudras Vocal Communication

Figure 1: From Chinmudras to Vocal Communication

1.2.1. Vedic Period :

The most common form of communication during the Vedic Period

Balan et al [1994] were "Chinmudras". They were drawn, painted or

sculptured in the walls of caves or on rocks. For e.g., Lord Shiva as the

handsome young "Dakshanamurthy" is the communicator and he

communicates through "chinmudras" i.e. body language. The "chinmudra" is

the union of the thumb and the forefinger of the left hand, simultaneously

releasing the other three fingers. The interpretation of "chinmudra" by Vedic

scholars is as follows. The "chinmudra" sign indicates the identity of the

individual soul and the supreme self. The forefinger personifies "human

being", thumb "Eshwara" (God); the other three fingers personify "ego",

"karma" (fatality) and "maya" (illusion). Theory of "Karma" says you should

consider yourself responsible for your present state instead of throwing the

blame on others for what you are.

1.2.2. Epic Period :

In the Epic Period Balan et al [1994], communication progressed from

"chinmudras" to vocal. Lord Krishna used his mind-to-mind and heart-to-heart

communication to motivate Arjuna, the greatest warrior, so that he could

perceive his duty as a warrior in the battlefield of Kurukshetra. Through this,

Lord Krishna teaches warrior that the core of communication is reaching the

depths of human perception. Lord Krishna wanted Arjuna to know and

understand human emotions and the importance of values and to acquire

knowledge. The situation thus created by Arjuna, forced Lord Krishna to shed

his role of charioteer and revert to the status of "Acharya" (Perceptor). This
 resulted in the change of Arjuna's relation with Lord Krishna - from

Commander of Force to Disciple. The mind-to-mind and heart-to-heart

communication text is interpreted by scholars in relation with public relations.

This communication text is acioiowledged as the longest philosophical poem

explaining the greatest philosophy of public relations in action i.e. Bhagavad

Gita. Responsibility of the "Public" and the "Relations" as a warrior

constitutes its central theme. According to the interpretation of the Bhagavad

Gita, Dharma (Public Relations) is the value that unites man to man, employer

to employee, government to citizenry to form the integrated organization

which is the society. Dharma stresses the idea of mutuality and

interdependence of man in society. Man needs the presence and context of

other human beings for his humanization. Therefore to sustain the very

presence of humanization, communication process is essential.

1.2.3. Modern Period :

The evolution of civilization from pre-historic to the present world also

saw an evolution of communication. The capacity to transfer information

according to the designs, programming and objectives of the sender serves to

shape minds that shape events, was developed through new discoveries.

Communication is a powerful tool when properly planned and boldly

executed. It conveys knowledge, information and motivation to people in all

levels of the society. With the advancement of science and technology, people

have become more and more aware of the advantages of communication. This

paved the way for the development of a wide range of technical

communication equipments that enabled mass media communication.

Communication became faster and easier. With the communication

 equipments available today it is possible to collect, store and disseminate vast

quantities of information.

With the growth of communication, many experts felt the need for

developing the theories of communication. Some of the theories are mentioned

below.

1.3. Theories of Communication :

Communication theories were developed by experts according to their

perspective of communication.

1.3.1. Claude Shannon (1948):

He was an American Applied Mathematician, hi 1948, while working

at Bell Telephone Laboratory, he developed a mathematical theory of

communication which later came to be known as the "information theory."

Shannon analyzed a communication system in terms of an information source,

a transmitter, a communication channel, a receiver and a destination. He

defined "information" as the degree of freedom the information source has in

choosing among elements of a language to compose a given message.

(Encyclopedia American, Vol. 15, 1829).

1.3.2. Golding and Murdoch (1978):

They suggested that no theory of communication can be forthcoming

without a commensurate theory of society and of the place of communication

process in society. Social communication theory (Watzlawick, Beavin and

Jackson, 1967) is based in part on considerations of society as both a structural

entity and a supraindividual behavioural process. Communication in this view

 is seen not as an individual-level phenomenon, but as a social-level one. More

specifically, communication is conceived of as a process that ftinctions to

integrate and support the diverse components of society (or of selected

subgroups), of which separate actors are but one of many.

1.3.3. Rayadu C.S (1997):

Rayadu C.S has expounded the following theories of communication

in the following way:

1.3.3.1. Bull's Eye Theory :

Action view is the basis for the theory of communication. According to

this theory the whole process of communication is based on one-way action

doing something to someone. The action view believes that words have a

meaning and there would be no misunderstanding which is the core of

effective communication, provided the right words are used to convey the

right message.

1.3.3.2. Ping-Pong Theory :

This theory is also called as interaction or interpersonal view. This

approach to the study of human communication is the ping-pong theory of

communication. Ping-Pong is a game of table tennis and it represents the

interaction theory of communication. It is compared with turns at a table

tennis match. In the process of communication, the turns take place between

the sender and the receiver.

1.3.3.3. Spiral Theory :

The spiral theory of communication represents and is called as the

transactions view of communication. It recognizes more than one interaction

between the sender and the receiver. A transaction implies independence,

mutual and reciprocal causality. Myers and Myers say that human

communication is best understood as a system in which senders are

simultaneously receivers and senders. Communication is not static, but

dynamic. It is not like a still photograph, but continuous flow of motion

pictures.

From the theories given above, we can conclude that:

Claude Shannon has given a mathematical approach to communication

theory which later came to be known as Information Theory. Information

Theory has introduced a new quantitative way of measuring the information

content of messages and devising the codes for transmitting them.

Social communication theory suggested that communication is the

means by which social reality is created, lived through, sustained and/or

altered. All social activities are achieved through communication.

According to Rayadu C.S, Bulls-Eye Theory refers to the sender i.e.

the doing skills of the sender is or the purpose of changing the behaviour of

someone i.e. the receiver.

In Ping-Pong Theory there is linear cause and effect where cause is the

sender and effect is the feedback.

Spiral Theory suggests that communication is a continuous process.

 Robert T. Craig (2000) relates communication to riietoric in various

ways. According to him communication relates to rhetoric because

communication has been conceptualized on different models. The models

suggested by him are:

1) Transmission model.

. 2) Constitutive model.

1..3.3.4 Transmission model:

In this model the author conceptualized communication as a process in

which the meanings are placed in symbolic messages and are transported from

sender to receiver. Very often the message becomes distorted during

transportation, bringing in the problem of miscommunication. Then, the

message sent is not the message received.

According to this model communication can be improved by having a

better and speedier transportation of message.

According to the critics of transmission model, this model

misleadingly assumes that the essential elements of communication -

individuals, their thoughts and feelings, and technical means of

communication (codes, channels of transmission, etc.) - must all be fixed.

Hence the communication theorists favored another model called the

constitutive model.

1.3.3.5. Constitutive model:

In the constitutive model the elements of communication, rather than

having fixed in advance, are reflexively constituted within the act of

communication itself According to this model communication is defined as an

ongoing process that symbolically forms and re-forms our personal identities.

10
our social relations, our common world of meaningfiil objects and events, our

ideas and techniques and our routine ways of expressing these socially

constructed realities. Hence communication is no longer merely a technical

question of how to get one's meanings across without distortion. According to

this model communication has moral and political dimensions. Constitutive

model says that the social practice of communication is inseparable from the

ideas about communication embedded in ordinary language.

Communication as a distinct meaningfiil kind of activity is socially

created, shaped and sustained by the routine ways of talking about

communication. Communication theory is thus bound up with the cultural

evaluation of communication as a social practice. Communication skills, and

an awareness of communication techniques, are considered essential to

success in business, professions, public affairs and personal relationships.

As implied by the constitutive model, communication is considered as

an ever-expanding field. In that context the definitions of rhetoric can be

summarized in the following manner.

1) Rhetoric defined as persuasive or intentionally purpose

commutiication.

2) Rhetoric defined as a manipulative technique for getting one's ideas

across effectively.

3) Rhetoric defined as a constitutive social process.

Rhetoric theory under any of these definitions becomes a branch or

tradition of communication theory. Communication theory having germinated

in late 1940's spread into every intellectual tradition or trend in any way

related to communication. Ideas from physical science and engineering,

11
 linguistics, anthropology, sociology, psychology and philosophy were

absorbed and reinterpreted as theories of communication. Robert T. Craig

(2000) listed seven major traditions of communication theory. A short briefing

of the seven traditions of communication theory is given below.

1) Classical rhetoric communication theory has come from the idea that

communication can be studied and cultivated as a practical art of discourse.

The art of rhetoric refers to the theory and practice of persuasive

communication. The communication arts include the whole range of

communication practices - interpersonal, organizational, cross-cultural

communication, technologically mediated communication and practices

specific to various professions and fields.

Modem rhetorical theory deals with epistemological, sociological and political

dimensions of the classical tradifion.

2) Second tradition of communication theory is semiotics - the study of signs.

Semiotic theory conceptualizes communication as a process that relies on

signs and sign systems to mediate across the gaps between subjective points.

According to semiotic theory, communication problems resultsfi"ombarriers

to understanding. This arise from the slippage between sign - vehicles

(physical signs such as spoken or written words) and their meanings, the

structure of sign systems, and particular way of using (or misusing) signs.

3) The third tradition is the phenomenological tradition. This tradition

conceptualizes communication as the experience of self and other in dialogue.

The problem of communication for phenomenology is that of a gap between

subjective viewpoints. One cannot directly experience another consciousness,

and the potential for inter-subjective understanding is thereby limited.

12
 Phenomenology looks to the authenticity of our communication existence with

others in a shared world. Authentic dialogue requires open self-expression and

acceptance of difference while seeking common ground. According to

phenomenology dialogue is not essentially a sharing of pre-existing inner

feelings, but it is an engagement with others to negotiate meaning.

4) Fourth is a cybernetic tradition of communication theory. Cybernetics

conceptualizes communication as, information processing. All complex

systems like computers and telecommunication devices, DNA molecules and

cells, plants and animals, the human brain and nervous system, social group,

and organizations, cities and societies, process information. Hence, in a sense,

they communicate. Cybernetic theory downplays the differences between

human communication and other kinds of information processing system.

5) The fifth tradition of communication theory is social psychology. This

tradition conceptualizes communication as social interaction and influence.

Communication involves individuals with their personality traits, attitudes,

beliefs and emotions. Social behavior many a times not only displays the

influence of the psychological factors but also modifies them. The participants

in communication may not be aware of the influence. The influence can be

essentially a transmission process fi-om source to receiver. If the interaction

changes the participants, and leads to collective outcomes that would not

otherwise have occurred, communication becomes a constitutive social

process. The problem of communication fi-om a socio-psychological

perspective is how to manage social interaction effectively in order to achieve

preferred and anticipated outcomes.

13
6) Socio-cultural communication theory, which derives from twentieth century

sociological and anthropological thought, is the sixth tradition. Socio-cultural

theory conceptualizes communication as a symbolic process that produces and

reproduces shared meanings, rituals and social structures. That is, society

exists not only by using communication as a necessary tool for transmitting

and exchanging information. To communicate as a member of society, is to

participate in those coordinated, collective activities and shared

understandings that constitute society itself Socio-cultural theory has given

rise to two approaches -

a) Emphasize on macro-social structures and process.

b) Emphasize on micro-social interaction.

The macro-side emphasizes the necessary role of stable social

structures and cultural patterns in making communication possible. The micro-

side emphasizes the necessary role of communication as a process that creates

and sustains social structures and patterns in everyday contexts of social

interaction. According to both these views, communication involves the co-

ordination of activities among social actors and communication problems are

directly manifested in difficulties and breakdowns of co-ordination. From a

socio-cultural point of view, communication seems to be the disease that

causes most of our social problems and the only possible cure.

7) The seventh tradition of communication theory is that which defines

communication as a reflexive, dialectical discourse that involves the cultural

and ideological aspects of power, oppressions and emancipation in society.

Communication is distorted by power imbalances that affect participation and

expression.

14
 The author Robert T. Craig (2000) concludes that these seven

traditions include the most prominent intellectual sources that influence

communication theory. He is of the opinion that the field of communication

can also be viewed in other ways so that the seven traditions could be

distinguished differently.

Thus we can conclude that the seven traditions of communication

theories are conceptualized on different perspectives of communication. These

different perspectives are;

• Practical art of discourse - theory and practice of persuasive

communication.

• Semiotics - the study of signs.

• Phenomenology - experience of self and other in dialogue.

• Cybematics - information processing.

• Social psychology - social interaction and influence.

• Symbolic process - produces and reproduces shared meaning.

• Reflexive and dialectical discourse - cultural and ideological

aspects of power.

1.4. Importance of Communication :

That communication is important for academic, professional and

personal success is a universally recognized fact. Some ways in which

communication is important can be as follows:

1.4.1. For Technological Development:

Man always had a quest, spirit and a thirst for knowledge and is always

curious about the universe he lives in. This urges him to undertake research

15
 activities which lead to new inventions. Along with new inventions,

development of new comn\unication also took place, because of man's basic

instinct to communication to his fellow beings about the new inventions. This

can be observed in the case of various inventions like photography, electricity,

telephone, radio etc. the invention of paper and the printing press was a major

breakthrough in communication. These discoveries not only helped man to

facilitate better living conditions but also opened up new channels of

communication. Marshall McLuhan (1964) speculated that the new electronic

media, especially television were causing cultural and epistemological

changes. Another important footprint in the sands of communication was

made with the invention of the film. Thereafter, cinema became a prime

medium for communicating feelings, ideas, social, cultural, moral and

aesthetic values. It is inevitable that every individual should cope up with all

technological developments. For this, communication is of utmost importance.

1.4.2. For Social and Personal Development:

Communication is a social process which takes place when personal

interactions between two individuals take place. Whether it is a social life,

professional life or day-to-day life, communication forms a vital part. As

social animals, we are all immersed in a complex web of communication

networks. We present ourselves in different ways to different people and enact

different roles in different situations. Communication is such an important part

of our existence that it is difficult to say when we are not communicating,

except while sleeping or being alone, hi every walk of life we communicate,

be it a social gathering, a religious gathering or a political gathering. The fifth

tradition of communication theory by Robert T. Craig (2000) also

16
 conceptualizes communication as social interaction and influence. Man has

developed a number of different systems of communication which make his

social life possible. The most prominent among all these systems of

communication is human speech and language. With the development of

language it has become possible to evolve new thoughts, bring in social

awareness and a sense of social responsibility.

1.5. Growth of Communication from Infancy :

The development of human communication is a slow and gradual

process. The process of communication starts from day one, i.e.fi-omthe time

the infant is bom. The infant's first cry is its method of communication to the

outside world. This method of communication can be interpreted as if the

infant is communicating its presence. During the first few months of a child's

life, the communication is only through the vocal form (laughter, crying,

exclamations, joy, fear etc.) and through gestures. As the child grows, it starts

to use words, and this ability gradually develops into sentences. The

communication ability in the child grows side by side with the development in

general cognitive capacity (put forth by Piaget). As the child grows up, its

urge for communication with the world increases. This situation arises from

the child's curiosity to know about the near and dear ones, friends,

surroundings and to gain attention towards oneself Thus the social interaction

of the child begins. As the child grows, the development proficiency in

language also takes place. Since language and communication cannot be

considered separately, communication capacities develop with development in

language.

17
1.6. Essentials for the Process of Communication :

The process of communication requires the sender, the receiver, the

matter to be communicated, the channel by which communication is

transmitted and the physical environment in which communication takes

place.

• The basic criteria applying to human communication was constructed from

the ideas put forward in 1948 by an American academic, Harold D Lass

Well. He suggested that a convenient way to describe a communication

process would be to answer a few sample questions. By modifying his

original presentation slightly, they can be displayed in the following form:

Sender • Message • Channel • Receiver • Effect

SMCR Sequence

Source or sender is that element that from where the transfer of

information starts.

Message is the matter that has to be communicated. To be effective the

matter should devised well and clearly understood.

Channel is that route that by which one person tries to get some idea

from his or her own mind into the mind of someone else. The channels chosen

can be verbal, non-verbal or technological

Receiver refers to whoever is at the end of the line of communication.

IS
 Effect is any outcome, predicted or not, desirable or undesirable wiiich

can be said to result from the SMCR Sequence. This can be seen in altered

personal behaviour, changes in learning pattern etc. If this element is missing,

there will be no communication, only transfer of information.

1.7. Essentials of Good Communication :

The primary purpose of communication is to keep people informed. If

the communication is to be effective, or even successful, it should have the

following three basic requirements as put forth by William Schramm (1955):

• It must be so designed and delivered so as to gain the attention of the

receiver

• It must use signals that are understood in the same way by both the source

and the receiver.

• It must arouse needs in the receiver and suggest some ways of satisfying

those needs that is appropriate to the receiver's group-situation when

moved to make the desired purpose.

In the above mentioned requirements, William Schramm considers

many aspects of communication such as purposes, styles and types which are

discussed here.

1.7.1. Intentional and Non-Intentional Communication :

The transfer of information can occur with or without intention. For

e.g., a traffic signal communicates information, but has no intention of doing

the same. Similarly, body movements may provide information that someone

is nervous in as interview, but there is no intention to communicate this

19
 information. Thus, an important aspect of communication is the idea of

intentionality. It is difficult to identify whether the messages are

communicated intentionally or not. An e.g. of intentional communication is

depicted in the Bhagwat Geeta. Verbal communication channel which is

highlighted in Bhagwat Geeta is of intentional communication. Because Lord

Krishna's intention was to clear off Arjuna's mental cobwebs and motivate

him to pursue his duty in the battlefield as a warrior. Similarly, there are

problems in knowing whether or not the matter that has been communicated is

being received and whether or not it has been received accurately. These

aspects can be shown in a chart form.

Perceived as
Perceived
Intentional
Accurately
•
Intentional
Communication "^ Not Perceived
Accurately \ ^ Not Perceived as
Not Intentional
Perceived
Communication
Perceived as
Intentional
Non-Intentional
Communication "^ Perceived
Not Perceived as
Intentional

1.7.2. Styles of Communication :

The effectiveness of communication also depends on the style. It can

be represented in the form of a chart with aggressiveness at one end and

assertiveness at the mid-point and inhibition at the other.

Assertive
Aggressive Inhibition
20
 Aggression is the expression of feelings, needs and ideas at the

expense of others. Aggressive communication does not take into account the

other person's ideas and feelings and also it devalues the other person.

Assertion is one's expression of feeling, needs and ideas while giving

equal recognition to the other person's feelings.

hihibition is a lack of expression i.e. the bottling up of free feelings,

needs and ideas. It is expressed in such a way that such communicators are not

taken seriously by the others.

Communication style should be chosen carefully so that

communication can be effective.

1.7.3. Types of Communication :

There are different ways of communicating. Communication can be

categorized according to the media and means adopted for communication.

Communication is the flow of a message from the communicator to the

receiver. The chart given below shows the various types of communication.

Communication

f 1
According to organizational
structure (formal system of According to expression
communication in an
organization)

f f T
Formal Informal Verbal Para Non-Verbal
(language) Language

21
1.7.3.1. Formal Communication :

When information is translated by virtue of one's status/placement in

organization, it is termed as formal communication. It flows through an

officially prescribed route. It is related to the various positions in an

organization and hence is linked to formalities, rules and procedures.

1.7.3.2. Informal Communication :

This type of communication arises on account of informal relationships

between the persons concerned. Informal communication grows spontaneously

from personal and group interest. Informal communication is characterized by

and can be conveyed by a simple glance, nod, smile or gesture, and sometimes

even through silence.

1.8. Channels of Communication :

Channels of communication are as important as the sender and receiver

in the process of communication. Communication takes place through two

categories i.e. human and technological. Along human terms, the

communication is channelised along different modes and along technological

terms, communication is channelised along instruments.

1.8.1. Channels of Communication in Human Terms :

Channels are essential routes by which one person may succeed in

getting some idea from his/her own mind into the mind of someone else. The

essential channel mentioned is "mode."

22
1.8.1.1. Modes of Communication :

This refers to the various means or media by which a communicator

initiates the process of communication. This is shown as below:

Language • Verbal

Mode ^ Paralanguage

Non-Verbal

^ ^ ^ ^ Oral

Language: Language basically is associated with words ^ verbal •——>.__^ Written

• Para Language: Sounds of words. This term refers to the emphases, tone,

pitch, variations in volume, accent, tone, of voice, hesitation and so on in

the delivery of the spoken words.

• Non-Verbal: Communicating a message without using arbitrary symbols in

words or meanings of words is termed as "non-verbal communication."

According to "A Dictionary of Sociology"(1998), communication

occurs through atleast five modes:

a. Intra-personal Communication: concerns internal conversations with

one's self

b. Interpersonal Communication: concerns face-to-face interaction. It

studies paralanguages such as body movements and spatial

arrangements.

c. Group Communication: involves the study of group dynamics.

23
 d. Mass Communication: involves messages sent from mass sources in

mass ways to mass audiences.

e. Extra-personal Communication: concerns communicating with non-

humans. This could mean talking to animals, but most frequently, it

refers to the way we communicate with machines, computers and high

technology (for e.g., video games, or bank-teller machines).

Robert T. Craig (2000) classified communication according to codes,

media and channels. According to him codes refers to the way a sign system is

structured to constitute a particular co-relation of signs to meanings. Medium

refers to a particular configuration of physical, technological and institutional

characteristics that constitute a distinct form of communication such as face-

to-face interaction, television or electronic mail. Channel refers to a selection

from a particular array of options for sending and receiving information.

1.8.1.2. Verbal Communicatioii:

Verbal or oral communication is one of the most widely practiced

medium of communication. Oral communication has the advantage of speed

correctness and complete interaction. Verbal communication gives importance

to language. Verbal communication is expressed using semantics or meaning

of words. Verbal communication is more effective when there is proficiency in

language. Language consists essentially of words and the message attached to

words. Verbal communication can be considered as a simple one-to-one

correspondence. Writing is a mode of verbal communication which is different

from speech. Speech is oral communication. Speech is of the moment but

writing can be more deliberate, intentional and permanent.

24
1.8.1.3. Characteristics of a Good Verbal Communication :

• Pronunciation: All the language units must be pronounced properly

and clearly. The words in English language must be stressed on the

exact syllables.

• Clarity, consciousness and completeness: The message should be brief,

concise, but complete in eyery aspect.

Vocabulary: The communicator must have a good vocabulary. He

should use choicest words to convey correct meaning. If the person

who communicates orally has inadequate vocabulary, the listener will

receive incorrect and cpnfiised meaning.

• Self-Confidence: If the communicator lacks self-confidence, he will

not be able to impress the message on the listener. Sufficient

knowledge of the subject is essential. Adequate planning, preparation

and organization of the message will help the speaker to raise the

morale and self-confidence.

• Variation in the intonation patterns: The variations in the pitch i.e. the

rising pitch, the falling pitch and the dividing pitch of the sound will

help the speaker to create interest and hold attention of the listeners.

• Tone and Style: The message must appeal not only to the intellect but

also to the heart of the listener. The words impart the intended meaning

when they are spoken with the tone and style that suit the occasion.

The 'tone' of the voice gives the listener an idea about the 'feelings'

associated with the words.

25
 1.8.1.4. Non-verbal Communication :

Non-verbal communication is wordless communication. It is the most

important channel for conveying meanings. Paintings, drawings and sculptures

are media through which artists convey their ideas, concepts and feelings. The

artist is the sender or the source and the one who observes or admires it is the

receiver. The message has to be interpreted by the receiver. The effectiveness

of the communication lies in the accuracy of interpretation of the meaning or

the message that the artist wants to communicate. The "Chinmudras" form of

communication in the Vedic Period is an example which highlights the

importance of non-verbal communication. Jurgen Ruesch and Weldon Kees

(1956) say that we communicate non-verbal messages in three languages: sign

language, action language and object language.

• Sign language is used to replace words, numbers and punctuation marks by

gestures.

• Action Language includes all the movements which we do not exclusively

use as signals i.e. walking, running, eating etc.

• Object language is the intentional or non-intentional display of material

things i.e. art objects, clothing, jewellery etc.

Sign Language Body Language

Non-Verbal ^ Action Language Walking, Running, Eating etc.

Clothing, Jewellery
Object Language

Art Objects

26
1.8.1.5. Characteristics of a Good Non-Verbal Communication :

• Precision - Art form or body language, jewellery - precise and

accurate.

• Ability to convey the right message to the receiver - the art form or the

body language should be self-explanatory.

Knowledge of the message to be transmitted - the communicator

himselfilierself should be well aware of what one has to convey.

• Perfect Coordination - there has to be a perfect coordination between

the sender and the receiver if the purpose of communication is to be

achieved for which it is being used.

1.8.1.6. Body Language:

"Body language is a silent language - yet, it speaks louder than words"

Subhash Jagota (2007).

It is an effective non-verbal communication. It is the visual image of

the sender in action, as well as the inflexions of voice. This refers to the

unspoken messages and signals that one conveys with the body. For e.g.

gestures, postures, facial expressions, eye contact, bodily contact or touch etc.

The effective use of body language during an oral presentation is

important for presenters. Bryan (2001), agrees that body language is a form of

non-verbal communication and states:

"Poise affects your self-confidence. If you look confident, you potray

authority" (Bryan 2001:115). She identifies open arm gestures and finger

movements as messages of authority.

27
1.8.2. Channels of Communication in Technological Terms :

The development in the science and technology saw an evolution of a

wider range of technological communication equipments. Because of this, it is

possible today to collect, store and disseminate vast quantities of information.

Communication which involves a mechanical or electronic gadget interposed

between sender and receiver is known as "technologically mediated

communication". The communication equipments like telephone, answering

machine, computer with modem and the facsimile machine are used not only

in the business world but also at the domestic level. Communication became

faster and simpler with the development of science and technology. Modem

technology assists the accurate and speedy flow of information between the

sender and the receiver. The channel chosen will depend upon the nature and

urgency of the communication and the kind of response required.

28
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1.9 Recent trends in Communication Studies :

Robert T Craig (2000) in his "Encyclopedia of Rhetoric" has given a

complied study on recent trends in communication studies. He has categorized

the recent trends in communication studies in four major emerging themes:

• technology

• culture

• discourse

• practice

1.9.1 Technology:

The present era is whirling in fast technological change. Information

has become an essential commodity that can be transferred from any medium

to any other. Twenty years ago the television and the telephone were clearly

two distinct technologies. Twenty years from now the array of

telecommunication devices may be classified quite differently. Due to the

rapid advancement of technology, the technological change is reshuffling

levels and fimctions of communication. Every tradition of communication

theory is trying to conceptualize the new technology. The rhetoric of visual

images, the phenomenology of virtual reality, the social psychology of e-mail,

socio-cultural community in cyberspace has become the topics for

investigation.

30
1.9.2 Culture:

The second emerging theme is culture. Culture converges with

technology in critical cultural studies of technological practices, ethnographic

studies of virtual communities etc. with increasing global inter-dependence,

cultural diversity and change has become visible everywhere. Every branch of

communication studies now have to address the cultural dimensions of

communication and to recognize its own constitutive role in the production of

culture.

1.9.3 Discourse:

The third theme is to conceptualize communication as discourse.

Discourse is languages in use. It is the interactive production of meaning. The

theme of discourse is significant in several dimensions. In one dimension it

represents an effort to understand in detail the process by which

communication actually occurs. In another dimensions, discourse represents a

point of convergence between rhetoric and other tradition of communication

theory. In the third dimension, discourse represents a movement towards

understanding communication as practice - that as meaningful, situated,

morally accountable action.

1.9.4 Practice:

The fourth theme that conceptualizes communication is practice. In the

recent years communication as a practical discipline has been admitted by

both academically and intellectually respectable community. The challenge to

communication studies is not to elevate practice over theory, but to develop

31
 more practical theories for tiie cultivation of better and more reflective

communication practices.

1.10 Need for Effective Communication :

Every living being has its own way of communicating with each other.

Communication becomes effective only if it is transmitted to others and

achieves the desired action - of reaction. One has to be confident in what one

is communicating. Effective communication leaves an everlasting impression

on the listener/receiver. Effectiveness of communication can be gauged

through feedback. Communicating effectively is the gateway to the outside

world.

1.11 Importance of Communication for Engineering Students :

Engineering is a professional course. Being a professional itself makes

the person challenging. If this challenge has to be tackled efficiently

communicating with the outside world is of utmost importance. Students who

graduate from an Engineering course are exposed to the outside world. Here

the convincing power of the engineers plays a vital role. This can be achieved

only if they are confident of themselves in communicating their subject

knowledge with others. The researcher decided to help the engineering

students to improve their skills in oral communication, as she teaches in an

Engineering College and has observed the problems of communication among

the students. Hence, if the engineering students are given training from the

first year itself in oral communication their confidence level can be improved.

Baren, M.R. : Watson, J. (1993) in their article "Developing communication

32
 skills in Engineering classes" discusses the importance of oral communication.

They are of the opinion that oral communication exercises should be spread

across the four years of engineering curricula.

1.12 Need of the Research Problem :

Engineering is a four-year course after the 10 + 2 curriculum. The

students who come out of +2 level and enter the engineering college are

suddenly exposed to a different environment, both academically as well as

socially. As far as these students are concerned, communication is a skill

which they lack inspite of being good in content knowledge. This defect

reflects in their oral examination, seminars and project viva-voce. Many

students feel disappointed and dispirited once they come out of the oral

examination. There were many instances where the students have failed in the

oral examinations because of lack of communication skills. Researcher's own

experience as a teacher in Bharathi Vidhyapeeth University College of

Engineering, Dhankawadi, Pune, is that for the last five years the failure

percentage in oral examination was about 20%. This affects the students'

overall results and they fail to get promoted to the next year. Thinking of this

situation, the researcher thought of giving training in oral communication and

studying its effectiveness.

1.12.1 Research Problem:

Interaction with the students made the researcher realize that the

students require training in various aspects of communication - especially oral

and body language. On helping the first year engineering students to improve

33
 their communication skill, the researcher is helping the students to impart their

acquired knowledge to the outside world.

1.12.2 Statement of the Problem :

"Development of a Programme for the Improvement of

Communication Skills among Engineering Students".

1.12.3 Operational Definitions:

I) Programme for communication skills.

• Programme (Collins English dictionary 1994 - Dictionary meaning):

specifically arranged selection of things to be done.

• Skills (Collins English dictionary 1994 - Dictionary meaning): Special

ability acquired by training.

• Communication (Collins English dictionary 1994 - Dictionary

meaning): The imparting or exchange of information, ideas or

feeling.

Communication skills are discussed in details in the earlier pages. In

the context of this research, programme for communication skills is limited to

only to oral communication skills. This programme would consist of listening

skills with respect to examiner's questions at viva voce, questions posed by

the audience in the seminar and verbal communication for their viva voce,

seminar and project presentations along with their body language. It will

include aspects such as correct usage of terms, sentences, voice level,

34
psychology of understanding of people, postures and gestures etc. This

research concentrates only on oral communication which is defined as :

"Oral (verbal) communication is when we communicate our message

orally (verbally) to whoever is receiving the message."

The programme for communication skills will include:

> Discussions with the students individually and in groups

> Some simulations will be conducted with the group for practice

> Demonstration lectures by the researcher about communication skills

> Debates and discussions among the students

> Peer group feedback about their expectations on good communication

skills

> Conducting oral examination and seminar by students (researcher as

observer)

> Hints about how to evaluate the audience

> Hints about dress code

> Guidelines on conceptual clarity

> Time management during presentation (seminar & viva voce)

> Subject knowledge - especially basics of the subject and modem trends

> Feedback from the student groups (acting as the examiner and the

examinee)

35
> How to go about references.

> Demonstration lecture on appropriate body language

II) Development (Collins English dictionary 1994 - Dictionary meaning): A

fact, event or happening, especially one that changes a situation.

In this context development is used for 'programme development'

which includes the following steps.

- Development of tool

- Development of training programme

IE) Improvement (Collins English dictionary 1994 - Dictionary meaning):

Something that improves especially an addition or alteration.

• Improvement of communication skills (Collins English dictionary 1994 -

Dictionary meaning): Special ability acquired by training for exchange of

information, ideas or feeling orally.

In this context improvement of communication skills includes only

improvement of oral communication skills.

IV) Engineering Students : For the tool development l" year engineering

students of 2003-2004 batch is taken into consideration. For the

programme development 1*' year engineering students of 2004-2005 is

taken into considera:tion.

36
1.12.4 Objectives of the Research :

1. To develop a programme for the improvement of communication skills of

engineering students.

2. To study the effectiveness of the programme in terms of achievement in

practical and their performance in the seminar.

3. To study the effectiveness of the programme on the student's level of

confidence.

1.12.5 Tools of Data Collection :

a) Observation Proforma (for rating students' performance in seminar, in

practical and project presentation).

b) Achievement test (oral)

c) Interview schedule (for studying the confidence of the students)

1.12.6 Research Hypothesis :

1. Mean of post achievement test scores of experimental group will be

significantly higher at 0.01 level of confidence than the mean of post

achievement test scores of control group.

2. Mean performance O^dged by observation proforma) of the experimental

group will be significantly higher at 0.01 level of confidence than mean of

performance of control group.

37
 3. Confidence of the groups from experimental group will be higher than the

control group after implementation of the programme. (This hypothesis

will be tested qualitatively by using graphs and percentage).

1.12.7 Scope and Limitations :

1.12.7.1 Scope:

Once the programme is developed, it can be extended for the benefits

of students other than engineering students. More and more students will be

aware of the programme and the effectiveness of the programme can be

evaluated. If proper response is received from the students and the

management the training programme can be considered as a course in the

curriculum of the first year engineering students.

1.12.7.2 Limitations:

• In this communication is limited only for oral communication skills

• Training for writing skills is not given.

38