Leadership Strategies for Success: Following the Concept of Effective Communication - Essay Example

?Leadership Strategies for Success: Following the Concept of Effective Communication The paper is an analysis of literature on effective communication. It utilises thematic content as a basis of the arrangement of material. One of the commonest themes in the articles was the need to recognise context. Authors urged speakers to focus on the motivations, goals, attitudes and belief systems of speakers. Another theme was strengthening one’s listening skills. Suggestions included paying attention, paraphrasing speakers’ statements, reflecting and choosing the right time to communicate. Finally, it was found that barriers to communication were also addressed in these articles. Many identified culture, interruptive behaviour and environmental conditions as common barriers. Recommendations were made for leaders who want to promote effective communication. Leadership Strategies for Success: Following the Concept of Effective Communication Introduction Communication in nursing is a vital part of daily life, yet it is often disregarded as trivial. Given the dire consequences of failed communication, one cannot afford to have this attitude. Communication is the means with which groups foster trust amongst each other. It is also a learning platform for practising professionals as well as students in preparation. Without adequate communication, goals would be impossible to achieve. Definition of effective communication Effective communication is the awareness of the different ways of communication, the appropriate selection of these methods in accordance with one’s situation, and the correct handling of barriers to communication. Information conveyers have plenty of tools at their disposal for communication (Evans et. al., 2008). They may use oral or written forms and may also alter their body language, intonations to share their ideas. However, because each individual has a different perspective concerning something, then effective communication can only arise when conveyors and recipients discern these differences and respond to them appropriately. Review of literature Organisation of material This review will be organised according to thematic content. A number of similar ideas are prevalent in current literature on communication. These themes reverberate across research conducted in different fields. Some of the analyses were conducted in agriculture; others in medicine while others apply to education. The literature review will mention the time in which the articles were written but will not pay attention to chronological patterns. Instead, focus will be on similarity in content. Additionally, the research methods employed in some of these researches will be mentioned but will also not be the focus of the analysis. Recognising context As mentioned in the introduction, effective communication occurs when the information conveyor uses the right form and method of communication. This choice is dependent on the context of both the conveyor and recipient of the message. Literature on effective communication stresses the need to acknowledge context. In this case, the most relevant context is that of the recipient. Information conveyors need to customise their communications to suit their target audience. Sometimes this entails understanding and incorporating the belief system of the recipient. Hipkins et. al. (2012) carried out an analysis in New Zealand where they sought to investigate the relevance of people’s belief in science and its implications on effective communication. The analysis found that the public could either have a common-sense belief system or they could have a scientific orientation. Usually, when one held the common sense belief, then they normally distrusted science. If researchers intend on communicating with them about certain findings, then they must frame their information in a manner that suits this common-sense beliefs. Most researchers insist on using their frame of thought even when this does not resonate with their audience. As a result, they have become victims of ineffective communication. Jansen et. al. (2010) and Garcio-Retamero and Cokely (2011) also stress the need to customise one’s message in order to suit the perceptions, motivations and goals of the target audience. Jansen et. al. (2010) established that it was possible to convey effective communication to farmers if one segmented the group. For instance, they found that proactivist famers tended to be technology savvy, so communication from veterinary sources needed to get to them through the internet. Conversely, reclusive traditionalists are difficult people to communicate with because they do not trust personal contact with others. For this reason, veterinary officers and researchers need to use long term communication strategies. Repetition of these messages and use of traditional routes like mailings can work for them. Garcio-Retamero and Cokely (2011) stated that when communicating to persons with high cognitive abilities, visual aids are often unhelpful because they tend to encode and process information thoroughly. For such recipients, it is better to emphasise the loss or gain of their actions. While the psychological and emotional characteristics of the recipient form the bulk of discussions on the relevance of context, physical characteristics may also be critical. In the field of medicine, doctors or nurses may need to communicate to patients whose physical conditions are unique (Grossbach et. al., 2011). For instance, persons receiving mechanical ventilation cannot speak normally. Other patients in critical conditions may simply be unwilling to speak up because they face life or death decisions. It is the responsibility of the nursing practitioner to customise a communication plan in relation to these patient’s physiological needs. Sometimes the nodding of the head may work or others may use picture boards and speaking valves. Hipkins et al. (2012) focused on the relevance of belief systems while Jansen et. al. (2010) emphasised the relevance of motivations and goals. Garcio Retamero and Cokely (2001) stressed the need to incorporate cognitive abilities. Grossbach et. al. (2011) focused on physiological needs of recipients. All representations of literature demonstrate the need to include a recipient’s context in effective communication. Standardised messages would thus be ineffective unless they are targeting the same category of individuals. It is critical to pay attention to the individual characteristics of an audience if one wants to communicate effectively. The significance of listening skills Current literature also stresses the need to apply listening skills in communication. Evans et. al. (2008) explain that effective communicators tune into conversations. They reflect upon content then select the right time and form to respond. The authors also emphasise that a speaker has considerable power over their audience. If a person listens to certain aspects of the conversation, then the speaker will tend to talk about those issues mostly. Conversely, Stellar (2007) claims that poor listening skills could lead to complications in the running of schools. When an institution is plagued with excessive confusion, disregard for the chain of command and political challenges, then administrators need to rethink their listening skills. Evans et. al. (2008) outline effective listening skills quite clearly. Walker (2002) stresses the significance of active listening. Evans et. al. (2008) believes that one needs to start with attending behaviour, where one maintains eye contact and uses the right non verbal methods to pay attention to the speaker. Additionally, one should question the speaker and encourage them to express themselves. Walker (2002) adds that one needs to think about the speaker’s emotions in order to determine the right time to intervene. Barriers to effective communication Scholars have also studied obstacles to effective communication in different contexts. Budescu et. al. (2012) claim that the lack of clarity is the greatest impediment to effective communication. In an analysis of communications made by the Intergovernmental Panel on Climate Change., the authors found that this group was fond of using world like “Unlikely” in their reports. The public often misinterpreted these vague terms negatively by doubting the panel’s assertions about climate change. Therefore, their choice of statements made their communication unclear and hence ineffective. Evans et. al. (2008) agrees with these perceptions. Simple words like ‘I’, instead of ‘It’ can remove ambiguity from communications and thus deliver messages directly. Active speech allows speakers to take ownership of their communications by including subjects in their statements. Sometimes, certain psychological factors may come in the way of effective communication. Hui-Tay (2010) reported that nurses tended to communicate less effectively when they were in highly charged situations. If they needed to answer to supervisors about a flaw in their ward or needed to do a psychological test, then they were likely to experience difficulties in communication. Conversely, patients experiencing adjustment issues in relation to their medical conditions caused them to communicate less effectively. Some of them simply had an attitudinal problem towards the nurses. Therefore, psychological barriers to communication are tied in with one’s environment. Tzanees and Rudge (2011) reiterate the above sentiments. They explain that if a place of work experiences work overload, then it is likely that communication challenges may arise. Nurses and doctors often find themselves in these situations. Their interactions with each other are marred with uncertainty. Listeners also have their own set of barriers. Interruptive behaviour may come in the way of effective exchanges between various parties. If the listener is too eager to show that they have similar experiences with the speaker, then this may impede communication. By focusing on one’s experience, as a listener, a speaker may feel unheard (Walker, 2002). Additionally, jumping into the conversation and asking about what happens may feel invasive to the speaker. One must wait for the right time to make inquiries. Arguing with the speaker makes them feel as though their assertions are baseless (Evans et. al., 2011). Finally, listeners who preach to speakers may also impede communication. Giving advice when it is uncalled for has the effect of alienating the information conveyor. The latter individual would feel judged, and this would prevent them from engaging with the person. Cultural factors have also been cited by several authors in current literature concerning effective communication. Tzanees and Rudge (2011) believe that in intercultural communications, inappropriate language use leads to misunderstandings and poor message conveyance. Likewise, Hui-Tay (2010) added that Chinese nurses tended to hold back on expressing themselves as their cultural background caused them to do so. Evans et. al. (2008) explains that failure to recognise body language and space issues from other cultures may come in the way of effective communication. Recommendations for successful leadership practice Nursing leaders and other professionals need to select the right context for communication. They need to be sensitive to the psychical, psychological and emotional needs of their target audience. Prior to dissemination of a memo, report or a speech, one needs to think of the belief systems, motivations and attitudes of the recipient. Additionally, literature has shown that listening skills are fundamental. Leaders may need to train practitioners on how to practice effective listening. They also need to exhibit this behaviour by paraphrasing listener’s statements, reflecting on their assertions and responding at the right time. Barriers to communication may be culturally-based. Therefore, Leaders need to sensitise their subordinates about cultural parameters of communication. They must place the words spoken by persons from other cultures in context. Interruptive behaviour should not be exhibited by these leaders. Environmental factors may impede these outcomes. Leaders need to minimise these factors in their places of work as they have some control over it. For instance work overload should be reduced by instating new workplace management plans. Conclusion Literature on effective communication places the responsibility of good communication on both listeners and conveyors. Matters of context cannot be ignored. Listening skills are also critical. Addressing barriers to communication such as environmental challenges, cultural factors and interruptive behaviour may also stimulate transference of information more effectively. Leaders need to model proper communication behaviour in order to cause staff to change their behaviour too. References Budescu, D., Han-Hui, P. & Broomell, S. (2012). Effective communication of uncertainty in the IPCC reports. Climate Change, 113(2), 181-200. Curtis, K., Tzannes, A. and Rudge, T. (2011). How to talk to doctors – a guide for effective communication. International Nursing Review, 58, 13–20 Evans, D., Hearn, M., Uhlemann, M. & Ivey, A. (2008). Essential interviewing: A programmed approach to effective communication. Belmont, CA: Thomson Learning Garcia-Retamero, R. And Cokely, E. (2011). Effective communication of risks to young adults. Journal of Experimental Psychology, 17(3), 270-287. Grossbach, I., tranberg, S. & Chlan, L. (2011). Promoting effective communication for patients receiving mechanical ventilation. Critical Care Nurse, 31(3), 46-60. Hipkins. R., Stockwell, W., Bolstad, R. And Baker, R. (2012). Commonsense, trusts and science: How patterns of beliefs and attitudes to science pose challenges for effective communication. Wellington: NZCER Hui-Tay, L., Hegney, D. & Ang, E. (2010). A systematic review on the factors affective effective communication between registered nurses and oncology adult patients in an inpatient setting. JBO, 8(22), 4-10. Jansen, J., Steuten, C., Renes, R., Aarts, N., Lam, T. (2010). Debunking the myth of the hard to reach farmer: Effective communication on udder health. Journal of Dairy Science, 93, 1296-1306. Stellar, A. (2007). Effective communication for school administrators: A necessity in an information age. Lanham, MD: Rowman & Littlefield Education. Walker, K. (2002). Communication Basics. Kansas: Kansas State University. Read More