Running head: DEMONSTRATIVE COMMUNICATION PAPER

Demonstrative Communication Paper Tamara Walker BCOM April 29, 2013 Michelle Maldonado

DEMONSTRATIVE COMMUNICATION PAPER

Demonstrative Communication Paper According to University of Phoenix Course Design Guide (2011-2012) Demonstrative communication includes nonverbal and unwritten communication and involves such things as facial expressions, tones of voice, body language, and so forth. Demonstrative communication also involves not only listening but responding from both parties. Depending on the situation or situations demonstrative communication can be successful, unproductive, unconstructive, and beneficial. Effective and Ineffective Demonstrative Communication Effective and positive communication consists of more than just passing on information. Demonstrative effective communication is about providing others with understanding, open lines of communication and using specific language. Understanding others emotions allows the sender and receiver to builds stronger relationships at home, work, and in social situations. When the sender or receiver deepens the connections with others they are able to improve upon team work, decision making and problem solving skills. This type of communication also allows the sender or receiver to navigate through negative or difficult situations without generating discord or damaging the trust of others. Finally, effective communication can make the sender or receiver feel that they are appreciated and taken noticed of. Ineffective and negative communication can consist of several different denominators. Some examples of ineffectual and negative communications are whining or complaining. People do not want to listen to a whiner or a complainer the sender or receiver will quickly lose the parties attention and the message the sender or receiver is trying to convey is lost in translation. Having a neutral facial expressions and a lack enthusiasm shows the sender or receiver that the person does not believe in what he or she is talking about. A close minded sender or receiver

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conveys to others that their thoughts and feelings do not matter and can cause a break down in home, work, and social situations. Finally, indirectness and lack of clarity tools of an unsuccessful sender or receiver can causes indirect confusion and create different misconceptions. Lack of clarity reduces the clarity of the topic of discussion and allows the receiver to believe the sender is unsure of what he or she is talking about. Listening Demonstrative listening requires the sender and receiver to first decide if they are going to listen to the message being conveyed or if they should listen to the entire message before giving a response. The listener needs to prepare his or herself to hear and understand the message and ask for clarification to avoid misunderstanding when needed. The receiver conveys his or her active involvement by sitting or standing in an attentive and erect position. The sender and receiver should sit directly face each other but not so they are not invading one anothers personal space also it is crucial to maintain good eye contact as well. Distractions the can interrupt the clarity and flow of the message. Do not interrupt the speaker if you have questions or need further clarification simply write them down and ask them when the speaker invites the receiver to ask questions. The sender and receiver need to maintain open lines of communication. This means listening to the speaker without any preconceived ideas, judgments, or prejudiced and blocking out any internal distractions. Finally ask questions to make sure the message has been understood and to discover why the topic is important to the speaker.

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Responding Depending on if a person were listening at school, work, or home, the choices of how to respond become important when it comes to sharing the concerns of others, whether the issue is of a personal or professional matter. In certain situations a person has the opportunity to respond in different ways. The response given reflects the answer to the situation or circumstances with the intent to support open communication and problem solving or impede further sharing and consideration (Cheesebro, OConnor, & Rios, 2010). In situations the response given can either be helpful to the sender or harmful depending on how the response is taken by the receiver. In some situation the sender does not have to say much for the response to be taken in the wrong way, so it is wise of the sender to give clarification in their response. It is also a good idea for the listener if he or she is knowledgeable to research into different situations that may require them to respond differently, but this would depend on the circumstances of the conversation. If a person were talking to a psychologist about issues the psychologist would research so as to know how to respond to the issues brought forth in the discussion. In responding, a person does not want to respond culturally bias toward the receiver by saying anything that may hurt a persons feeling due to gender, age, or race. Conclusion Anyone can communicate in fact we all communicate with each other on a daily bases. Depending on the situation we are all at some point the sender or the receiver. The communication process is either effective or ineffective depending whether the sender and receiver utilizing their demonstrative communication tools. When the sender and receiver are both actively engaged, the effective communication can take place, however when one is engaged and the other is not, then the communication process is rendered ineffective.

DEMONSTRATIVE COMMUNICATION PAPER

Reference University of Phoenix. (2011-2012). Course Design Guide. Retrieved from University of Phoenix, BCOM/275 website. Effective Communication. (2013). Retrieved from http://www.helpguide.org/mental/effective_communication_skills.htm Measom, C. (2013). Ineffective Communication Styles. Retrieved from http://work.chron.com/ineffective-communication-styles-4530.html Cheesebro, T., OConnor, L., & Rios, F. (2010). Communicating in the work place. Retrieved from The University of Phoenix eBook Collection database.