Activity 1- ON COMMUNICATION PROCESS

Think about a situation you have experience in which communication in your workplace went wrong. Diagnose the
problem by finding the parts of the communication process that contributed to the trouble:

A. Sender. Did the wrong person send the message?

Our school participated in a National Competition. One activity in the said competition went wrong and
resulted in trouble. The contest coordinator attended the meeting about the contest, but the one who
delivered the information was his assistant coordinator; this caused confusion and mistakes in the contest
activities. Due to incorrect information provided by another person, the wrong output produced by our
colleague.

B. Message. Was the message unclear? Were there too many messages?
When we prepared the Learning Delivery Modality Portfolio, the instructions on how to do it were not
clear. We were able to form many interpretations. Everyone started working and poured a lot of time and
resources. Later, the department issued formal instruction on how to do it. Seeing that our
accomplishments were wrong, we wasted time and resources, and we ended up blaming each other.

C. Channel. Was the most appropriate channel chosen?

Our school head assigned a coordinator for a subject area. She did this verbally; she told my companion
that he would be the coordinator of that subject. She did not tell the former appointee that he would be
replaced as coordinator. Later, an event will take place, and the coordinator will have to attend the
meeting. There was a quarrel between our school head and the former coordinator because he was not
even told that he had been replaced. Resentment and misunderstanding will be avoided if the appointment
had been made through a memorandum, and each party had talked about the changing of coordinator.

D. Receiver. Was there no receiver at all? Was the message poorly formulated for the person (s) at whom it
was aimed? Was it received by the wrong person?
A message was sent via group chat. It contains reports and activities to be done and submitted. But no one
specified for whom and who should do it. A few days later, my school head called one of my colleagues and
looked for the reports and needed to be submitted. It hasn't been done yet because my colleague didn't
know that he was the one to do it. He was scolded and hurried to finish the reports.
E. Feedback. Was feedback adequate to ensure understanding?
Giving feedback is one way to demonstrate to employees that they are valued and helpful. Even negative
comments may cause people to want to do better. Any feedback, good or bad, will confirm to your staff
that there is a point to their work. You should explain the feedback to the person receiving it so as not to
change its meaning. There was a situation where my fellow teacher received a comment that he was
offended via a group chat message. Many teachers read some said my colleague did it wrong, and some
said it was right. The comment caused misunderstanding among some teachers who read it.

F. Noise. Did external, physiological, or psychological noise distort the message?

My fellow teachers were talking, in the beginning, their conversation was still good when one of my fellow
teachers suddenly walked out, and I asked what happened; the person he was talking to shouted at him.
He was hurt by what was said to him. But when I asked the person he was talking to, he said his head hurt,
and he was very tired, so his voice rose. He misunderstood what he said because he raised the tone of his
voice.

Submitted by:

RONALDO M. YABUT