Analysis of Effective Communication Skills in Group Settings

This assignment delves into the crucial aspects of effective communication within group settings, utilizing the 'Cheese Shop' sketch from Monty Python as a case study. It defines effective communication as the successful delivery, reception, and understanding of intended messages. The analysis explores the necessity of effective communication for building relationships, reducing misunderstandings, and fostering professionalism. The assignment examines the factors that influence listening ability, such as background noise, language barriers, non-verbal cues, and verbal communication styles. It identifies potential outcomes like impatience, anger, and conflict resulting from ineffective communication. The solution proposes strategies to ensure effective communication, including minimizing interruptions, accommodating different communication styles, and understanding needs. Additional skills required for greater effectiveness are highlighted, such as active listening, self-awareness, and non-verbal communication skills. The assignment also discusses how to develop these skills through practice, observation, and self-assessment, emphasizing the impact of power dynamics on communication. Finally, it outlines the positive outcomes of effective communication, such as reduced confusion, improved relationships, and time savings.

Effective
Communication
COMMUNICATION SKILLS IN WORKING EFFECTIVELY IN A
GROUP

Introduction
1. e elopin comm nication ill inn or in e ecti el in a ro pD v g u sk s w k g ff v y g u
2. or in tance t e comm nication ap in t e ideo T e c ee e op etc Mont P t onF s , h u g s h v - h h s sh sk h, y y h "T e ee e op etc Mont( h Ch s Sh sk h, y
P t on"y h , 2018).
ttp o t e com atch s://www.y u ub . /w h?v=B3KBuQHHKx0

Why is effective
communication?T e comm nication in et een t o or more indi id al ere cce l deli er recei in
h u
b w w
v u s wh su ssfu v y, v g
and nder tandin o t e intended me a e i en red an et al
u s g f h
ss g s su (F ., 2015).

Why is it necessary?
1. e to de elop relation ip and ild tron ocial pport net orK y v sh s bu s g s su w k
2. e er mi comm nicationL ss s u
3. ncrea e c tomer ati actionI s us s sf
4. ta li e pro e ionali mEs b sh s f ss s
5. reed tr tB s us
6. i e clarit and directionG v s y
7. el ati actionS f s sf

Taking an example-
at in l enced t e li teninWh f u h s g
a ilit in t e ideob y h v ?

1. The Background Noise
1. T e con tant ac ro nd m ic t e t ree m icianh s b kg u us by h h us s
2. T e ina ilit o t e ale per on to li ten t e c tomer clearlh b y f h s s s s h us y
3. T e ina ilit o t e c tomer ma e nder tood a o t i re irementh b y f h us k u s b u h s qu s

2. The Language Barrier
1. e o di erent lan a e in t e ideo t e c tomer creatin con ion or t e aleUs f ff gu g s h v by h us , g fus f h s s
per ons .
2. an a e comple itL gu g x y
3. ame o i erent t pe o c ee eN s f D ff y s f h s

3. Non-verbal communication
it arm cro p ical arrierW h - ss – hys b s
◦ ad attit deB u
an e in tone paralan a eCh g - gu g
◦ rom ta le to an rF s b g y
ot o m paralan a eL s f u ….. – gu g
◦ A oidin e e contactv g y

4. Verbal Communication
T reatenin t e c tomer1. h g by h us
◦ Tr in to control t e ale per on to i e im c ee e i not e ill oot im it t e ny g h s s s g v h h s , f , h w sh h w h h gu
Mi idin t e ale per on2. sgu g by h s s s

and, what was the outcome?
1. T e c tomer a ettin impatient d e to t e ale per on and t e ac ro nd m ich us w s g g u h s s s h b kg u us
2. T e c tomer e en ran o t o temper eca e o t e ac ro nd m ich us v u f b us f h b kg u us
3. T e c tomer oot t e ale per onh us sh h s s s
4. T e m ician topped pla in t e m ich us s s y g h us

So what could be done to ensure effective
communication in this scenario?

1. o interr ptionN u
2. Pa in t e ac ro nd m ic ile comm nicatinus g h b kg u us wh u g
3. e illin to ear oB w g h “N ”.
4. indin ot er a to comm nicate ot er t an in ord en t e ot er per on co ldF g h w ys u h h us g w s wh h h s u
note nder tandu s
5. Ma in re e t ic are practical nen rk g qu s s wh h (Lu bu g, 2010)
6. i mi in t e per on eelin a in do not et an rD s ss g h s ’s f g by s y g “Oh, g g y”
7. nder tandin t e needU s g h s
8. Ma in e e contactk g y