Unit 1: Communication Skills-II (Communication Cycle)
Assessment TimeA. Select the correct option.
1. .................................... is a process of sharing information between two or more people.
a. Description
b. Communication
c. Transition
Answer: b. Communication
2. When a receiver gets a message, he sends back a .................................... .
a. Card
b. Mobile
c. Response
Answer: c. Response
3. The .................................... the response, the more effective is the communication cycle.
a. Slower
b. Quicker
c. Clear
Answer: b. Quicker
4. ..................................... feedback suggests a need for change in the mode of communication.
a. Positive
b. Negative
c. Mechanical
Answer: b. Negative
5. Specific feedback provides detailed information relating to a task or the individual's performance.
4. Descriptive feedback includes ..................................... in the form of written comments or verbal conversation.
a. General guidance
b. Specific information
c. General rules
Answer: b. Specific informationB. Fill in the blanks.
1. The communication process enlists the steps we take to comprehend each other properly.
2. Right feedback given at the right time can lead the students towards their desired goal.
3. Non-specific feedback gives a vague response to the receiver.
4. Encoding refers to how the sender wishes to communicate the message.
C. Write T for True and F for False.
1. A communication cycle does not include social media outlets. FalseCorrect Answer: A communication cycle does include social media outlets.
2. Decoding refers to how the receiver interprets the message, depending on his circumstances and understanding. True
3. If no feedback is given, it indicates agreement or reluctance in accepting ideas. True
4. A receiver is the person for whom the message is intended. True
5. Feedback can enhance a student's confidence, self-awareness, and enthusiasm for learning. True
D. Answer the following questions.
1. What is meant by a 'Communication Cycle'.
Answer: In the communication process, a person (who is the sender) conveys a message to another person or a group of persons (who is/are the receiver). When the receiver gets the message, he acknowledges it and sends back a response. This lead to a cyclic process known as Communication Cycle.
Answer: In the communication process, a person (who is the sender) conveys a message to another person or a group of persons (who is/are the receiver). When the receiver gets the message, he acknowledges it and sends back a response. This lead to a cyclic process known as Communication Cycle.
2. Describe the principles of effective communication.
Answer: The main principles of effective communication are as follows:
• Simple language: The language used in communication should be simple. It should be understandable by both sender and the receiver.
• Definite: The communication should be definite, i.e., its aim should be clear in the mind of the sender.
• Complete and concise: The information provided in the communication should be complete and to the point.
• Appropriate medium: A proper medium of communication should be used, taking several factors into account such as timing, the distance between the sender and the receiver, and the nature of the interaction.
• Authentic: Information given should be factual, i.e., it should not be misleading or false.
• Courteous: The sender should be polite and courteous while communicating. It helps in building a healthy relationship.
3. What is the importance of feedback?
Answer: Feedback is an essential factor in the process of the communication cycle. It is the response or reaction of the receiver to the sender after perceiving or understanding the message. After gaining the receiver's response, the sender takes further actions. Based on the feedback from the receiver, the sender can evaluate the effectiveness of the message. Feedback are of two types: positive or negative. Positive feedback indicates that the sender can continue his communication in the same manner as before while negative feedback suggests a need for change in the mode of communication. If the receiver gives appropriate feedback to the sender, the sender can modify or remodel his strategy of communication. If no feedback is given, it indicates agreement or reluctance in accepting ideas.
4. What factors should be considered while giving descriptive feedback?
Answer: Factors that should be considered while giving descriptive feedback are:
• Goal-Oriented: Feedback should be given keeping the aim of learning in mind, as students work towards achieving the learning objective. Many a time, students are unaware of the learning aim. They should know what their learning aim is and how they are going to achieve it.
• Actionable: When students have knowledge but do not know where to apply it, they lose interest in learning. Hence, their experience should be put to use by giving them specific direction.
• User-Friendly: The feedback should be given in an easy to understand language so that students can comprehend what they are supposed to do to achieve the learning aim. Otherwise, the feedback provided to them will prove to be worthless.
• Timely: The students should receive the feedback on time, i.e., when it is still possible for them to put it to use. The feedback needs to be given to them when they are still striving for their goal, not when they have already achieved it.
• Continuous: Feedback should be given continuously, along with instructions. This enables the students to remain focused on their goal.
• Consistent: The students should be given a consistent feedback. Otherwise, they will not be able to rely on it, and in turn, will not be able to follow it.
The quality of the feedback that determines its effectiveness, rather than its existence or absence. Feedback must be task-oriented that allows the students to refine their skills, re-engage in their learning, and concentrate on their goal. It must channelise their energy in the right direction so that they can self-monitor. This will enable them to proceed towards their goal with minimum supervision.
• Goal-Oriented: Feedback should be given keeping the aim of learning in mind, as students work towards achieving the learning objective. Many a time, students are unaware of the learning aim. They should know what their learning aim is and how they are going to achieve it.
• Actionable: When students have knowledge but do not know where to apply it, they lose interest in learning. Hence, their experience should be put to use by giving them specific direction.
• User-Friendly: The feedback should be given in an easy to understand language so that students can comprehend what they are supposed to do to achieve the learning aim. Otherwise, the feedback provided to them will prove to be worthless.
• Timely: The students should receive the feedback on time, i.e., when it is still possible for them to put it to use. The feedback needs to be given to them when they are still striving for their goal, not when they have already achieved it.
• Continuous: Feedback should be given continuously, along with instructions. This enables the students to remain focused on their goal.
• Consistent: The students should be given a consistent feedback. Otherwise, they will not be able to rely on it, and in turn, will not be able to follow it.
The quality of the feedback that determines its effectiveness, rather than its existence or absence. Feedback must be task-oriented that allows the students to refine their skills, re-engage in their learning, and concentrate on their goal. It must channelise their energy in the right direction so that they can self-monitor. This will enable them to proceed towards their goal with minimum supervision.
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