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The philosophy of communication                                                          (RQF Communication & Information Management LO 1.1) 

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The philosophy of communication                                                          (RQF Communication & Information Management LO 1.1) 

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The philosophy of communication is a subject that you must cover as part of your RQF unit communication and information management.

Please click on and read the following article on this subject and discuss with your C2C Trainer how this applies directly to your role as a leader in health and social care and why you need to be aware of such theories.

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In its ordinary usage, "communication" refers to all the means that serve to bind human beings together, especially through the spread of information by mass media such as the internet, radio, television, press, and motion pictures; in a philosophical sense, it refers to the process of intellectual intercourse between individuals or groups, resulting in the transmission and interchange of information, experiences, affections, goods, and services. Communication as such has become the object of special philosophical interest since World Wars I and II. Yet it has always been regarded as one of the basic phenomena of human existence, as reflected, for example, in analyses of speech as expressive of man's social nature, of the individual good as a participation in the common good, and of the origin of the common good in cooperative human endeavor.

Philosophical Analysis. Man is distinguished from animals in that his nature requires that he attain full stature as a person through culture. Culture itself is entirely social in origin, even in its material aspects; its basis is communication, that is, intellectual cooperation and exchange. Culture is possible only for beings composed of body and soul, for such a composition requires cooperation with others to develop its potentialities and achieve its full perfection. Culture, then, is peculiar to the human being, who is incomplete in himself; a purely intellectual being, such as an angel, being complete in itself, cannot have a culture.

Social individualistic theories see man as a reasonable being, complete in himself and as such entering into social relations. In fact, however, man becomes a fully human and a cultural being through communication, first at the level of the family and then at the level of society as a whole. By communication from generation to generation, a growing set of truth and value insights, ideas, morals, and customs is built up. This development depends equally on participation and on a common sharing by the members of society. Only on the basis of such a developed social mentality are works such as those of Michelangelo, Shakespeare, and Beethoven possible. These are not merely eruptions of individual genius; rather they grow out of a culture, and then go on to repay that culture by contributing to it new forms as well as new contents of communication.

Basis of Communication. In philosophical anthropology and social philosophy the question arises as to the human characteristics that make communication possible. Here the self-evident truth that all men have in common an intellectual nature as human persons is not at question; rather what is sought is the concrete potentiality whose actualization is necessary for communication. The primary characteristic is that man is capable of judging his own experience reflectively and, in consequence, of generalizing his sense experiences by means of concepts and words; thus, as distinct from animals, he is able to accumulate knowledge and experience from one generation to another. Hence social tradition becomes a fundamental category for the explanation of communication. Only by participating in such tradition is the full development of the individual made possible.

Closely related to the characteristic just mentioned is the second: to strive for happiness is a natural impulse in man, and the progressive satisfaction and actualization of such striving are entirely dependent on communication. This is seen in the fact that man's natural impulse is basically one to love and to be loved. Besides, man's aspirations toward happiness, arising as they do from his powers of knowing and desiring in the realm of values, can be realized only by way of communication. Such communication is effective in satisfying the human desire for creative fulfillment by the works of art, literature, science, and technology. To assume, therefore, that the interchange of knowledge is the only function of communication is a one-sided view; love in all its forms, of persons and of things, is no less significant.

Philosophically speaking, there is also a third basis for communication, namely, man's need for freedom. Communication depends on freedom because a nature that must complete itself through cooperative activity must also be free in its endeavors for self-fulfillment through social means. Hence communism, in restricting natural free communication in intellectual, economic, and associated matters, cannot continue indefinitely as a social system. The system is bound slowly to dissolve from within because normal patterns of communication will gradually develop and so will the freedom that these entail.

To the foregoing should be added a fourth, even more basic requirement, viz, the knowledge of the natural law, which imposes upon men a basic mode of conduct toward one another. This, together with the imperatives associated with the dignity of the human person, is basic to all communication.

Thomistic Thought. The notion that communication is essential for all social relations is fundamental to the social philosophy of St. thomas aquinas. Aquinas often uses the word communicatio for communio and communitas. For him, communication implies an imparting as well as an interacting, thus including different forms of natural love and even supernatural love, or charity. Although the basic relations of communication are strongest in kinship, they are found also in civil intercourse in a political society and in the spiritual union of all men in the Church, either actually or potentially ( Summa theologiae 2a2ae, 31.3). On the civil level, a double bond of communication is emphasized by Aquinas: that based on law and authority on the one hand, and that existing through free intercourse on the other ( Summa theolgiae 1a2ae, 105.2 and ad 3), with particular stress on commercial exchange. Again, besides the communication that arises through kinship, which he calls naturalis, that of individual love per modum amoris takes on a special importance ( In 1 sent. 13.1.2 ad 2). All forms of communication are connected with the love of friendship ( In 3 sent. 29.6). Communication should unite men in the universal love of God, since they are destined to strive for one common end ( C. gent. 3.117); more, the love of God is the very basis of all communication ( In 4 sent. 46.1.1.2).

At the center of St. Thomas's doctrine on communication is the notion of the image of God ( Summa theologiae 1a, 93). Man is the image of God by virtue of his reason, which, by an innate God-given law, is directed to communicate with God ( Summa theologiae 1a2ae, 100.2); he is also the image of God in the sense that, like God, he is the principle of life to others ( principium alterius ) through procreation, as well as by instruction and guidance (1a, 94.3). In virtue of man's supernatural sonship, communication among men is established by charity and the common possession of truth (2a2ae, 184.1 and ad 1); communication with God, on the other hand, is established by participation in the divine nature, in divine knowledge through faith, and in divine love through charity (1a2ae, 110.4).

Modern Theories. Arnold Gehlen (1904-1976) accounts for the origin of communication through the biological theory that man developed sounds as forms of movement, thus evolving above the animal stage. In the beginning man's lingual utterances were mere motions; then thought evolved out of man's communicating with himself. This theory postulates what has to be explained: how man, in communication with himself, came to be reflectively conscious of his own experiences and to form the concepts that are expressed verbally in human communication.

According to Max scheler, communication is constitutive of the person, i.e., of the individual as well as of the social person. The person is existent only in performing intentional acts, hence only as a member of a society of persons and by way of communication. Although this theory of person and communication does not deny the existence of the concrete individual, the resemblance of Scheler's great work to the philosophy of actualism is undeniable.

The French "philosophy of the spirit," initiated by R. le senne and developed by L. lavelle, holds that man, by virtue of his personal experience of being, knows in the very act of knowing that he participates in being as such. Such a philosophy thus approaches a metaphysics of communication, according to which man not only knows himself to be in union with God as the source of all being but also knows himself to be in union with all being as created by God. He is therefore aware of his responsibility, as cocreator, for the state of the world and society. The weakness in this philosophy is that it gives too little attention to the analogy of being, though it does open up metaphysics, particularly within christian philosophy, to new interests.

Martin buber sees communication as an "I-Thou" relationship, ontologically making possible man's being as man, theologically making possible the fullness of man's being through his relationship to God. Thus man's situation is a kind of twofold dialogue. The much spoken of "I-Thou" relationship and man's dialogue form of being tend to obscure the fact that in Buber's system the ontological nature of society itself is not really established.

According to the Christian existentialism of Gabriel marcel, man learns in his daily communication with other men how indispensable are devotion and truth toward one another and consequently toward the absolute Thou. This experience of communication becomes the basis for an optimism motivated by hope.

The atheistic existentialism of J. P. sartre approaches human existence pessimistically, rendering a negative judgment on communication. The basic fact of the being of man is loneliness. Man finds himself in anguish because he is condemned to freedom as his peculiar form of existence. Being without cognizance of his essence, man knows nothing about the order of his existence; rather he sees himself faced with nonbeing and absurdity. In interhuman relations and in society Sartre does not see fruitful communication but rather an encroachment upon free existence that makes man an "it." This blatantly false philosophy may be taken as an expression of man's depersonalization in the contemporary industrial world.

According to the ontology of Martin heidegger, the interhuman relation belongs to the existence of man, but communication is limited to the level of care for one another. It is not understood in terms of the social nature of man.

Karl jaspers distinguishes between objective communication, in which man has a part in the being and the values of society as a whole, and existential communication, in which man freely opens himself to another self and thereby also attains his own existence, freeing himself from loneliness, but also creating new loneliness. From existential communication there originates personal (transcendental) truth; thus, it is the origin of philosophy. However, truth can be perceived by man only in the freedom of self-persuasion. This holds good also in relation to truth about God; hence, philosophical belief alone is possible (see existentialism).

What J. de Tonquédec has said of the philosophy of Jaspers applies to all kinds of existential philosophy in which communication is regarded only as a means of achieving individual existence in freedom. It reveals itself basically as a "despairing individualism," in which man experiences only his own truth, his own morality, his own God, all as incommunicable. This reservation, however, does not mean that the existential philosopher has nothing significant to say about communication in either its socio-phenomenological or its socio-philosophical aspect.

Bibliography: r. c. kwant, Encounter, tr. r. c. adolfs (Pittsburgh 1960). w. a. m. luijpen, Existential Phenomenology (Pittsburgh 1960). m. de corte, "Les Bases préjudicatives de la communication," Giornale di metafisica 5 (1950) 1-17. a. guzzo, "Il problema della communicazione delle coscienze," ibid. 18-28. r. jolivet, "La Communication avec autrui," ibid. 29-44. m. nÉdoncelle, "Les Données de la conscience et le don des personnes," ibid. 70-80. a. gehlen, Der Mensch: Seine Natur und seine Stellung in der Welt (Bonn 1950). m. scheler, Der Formalismus in der Ethik und die materiale Wertethik, ed. m. scheler (Bern 1954). r. le senne, La Destinée personelle (Paris 1951). l. lavelle, La Dialectique de l'éternel présent, 4 v. (Paris 1945-57), especially volume 1, m. buber, I and Thou, tr. r. g. smith (2d ed. New York 1958). g. marcel, Homo viator (Paris 1945). j. p. sartre, Being and Nothingness, tr. h. e. barnes (New York 1956). m. heidegger, Being and Time, tr. j. macquarrie and e. robinson (New York 1962). k. jaspers, Von der Wahrheit, v. 1 of his Philosophische Logik (Munich 1958); Der philosophische Glaube (Munich 1958). j. de tonquÉdec, Une Philosophie existentielle: L'Existence d'après K. Jaspers (Paris 1945).

[j. messner]

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Communication, Philosophy of - Dictionary definition of Communication, Philosophy of | Encyclopedia.com: FREE online dictionary

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In its ordinary usage, "communication" refers to all the means that serve to bind human beings together, especially through the spread of information by mass media such as the internet, radio, television, press, and motion pictures; in a philosophical sense, it refers to the process of intellectual intercourse between individuals or groups, resulting in the transmission and interchange of information, experiences, affections, goods, and services.

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The culture for care toolkit                                                                        (RQF Communication & Information Management LO 1.3) 

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The culture for care toolkit                                                                        (RQF Communication & Information Management LO 1.3) 

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Creating a positive workplace culture brings many benefits to your organisation, you, your staff and your service users. Skillsforcare recognises this and has created a culture for care toolkit for leaders and managers in the sector.
Please click on the link to access this toolkit and work yourself through tiles 1-6 to gain an understanding how you are going to achieve this task

Discuss the outcome of this learning activity with your C2C Trainer, reflect on how you have already implemented this or will implement this going forward.
Do not forget, if you highlight any areas of development to record those using SMART objectives on your personal development plan, your C2C Trainer will support you with this.

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Creating a good workplace culture through communication and giving constructive feedback                                                                               (RQF Communication & Information Management LO 1.1) 

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Creating a good workplace culture through communication and giving constructive feedback                                                                               (RQF Communication & Information Management LO 1.1) 

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Please click on and watch the following video on creating a good workplace culture and how to give constructive feedback, although this video is very humorous and does not directly relate to the health and social care sector it has some very important points to make.

Do you recognise any of the situations discussed? Have you learnt anything about yourself or has this video discussed any situations that you will be more aware of in future and therefore change your approache?
Discuss this with your C2C Trainer. This will form evidence towards your apprenticeship standards as well as the RQF unit communication and information management.

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How To Easily Create a Positive Work Culture

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C'mon over to http://www.getcourse.com/blog/what-you-should-be-doing-to-create-a-positive-work-culture where the main discussion happens after the episode! Does your work culture suffer from negative employees who fail to properly communicate with one another? In this video we look at how to manage negativity between employees and why most people fail at giving constructive criticism.

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Diversity and Inclusion -  A case for communication                            (RQF Communication & Information Management LO 1.1) 

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Diversity and Inclusion -  A case for communication                            (RQF Communication & Information Management LO 1.1) 

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Please read the following discussion about why diversity and inclusion are important factors to take into consideration when communicating. This discussion is aimed at business leaders and you should be able to make direct links to your role, organisation and business operations.

Discuss how you are currently implementing diversity and inclusion when communicating within your role with your C2C Trainer, use specific examples and consider showing relevant product evidence. This will provide vital evidence towards your RQF unit communication and information management.

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Wendy Berk

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Marketing | Internal Communications | Positioning Distinctive Brands | Enhancing Corporate Cultures | Diversity

Diversity and inclusion is quite a hot topic in the mainstream media. Coverage of stories such as the #OscarSoWhite controversy and race-related tumult on college campuses continue to take center stage on the nightly news. Beyond the sound bites, discussions of solutions are more akin to business strategies. The Academy of Motion Picture Arts and Sciences pledged to change their governing structure and colleges are sponsoring campus organizations similar to employee resource groups and training programs that teach students and faculty valuable cross-cultural communication skills.

The popular press is talking about what major corporations have known for years. A growing number of organizations understand the business case for a diverse workforce and inclusive culture and have launched initiatives to cultivate culturally effective workplaces in a number of ways. When global corporations began focusing on diversity and inclusion in the 1990s, many did so because it was the right thing to do. With experience, they realized the business benefits of hiring, retaining, and advancing a more diverse workforce. Studies show diversity and inclusion increases profits, improves business performance, enhances employee engagement, satisfaction, and loyalty, and reduces costly turnover.

Why does communicating about diversity and inclusion matter?

The business case for diversity and inclusion and how it impacts the bottom line must be explained and understood throughout an organization. Gender and ethnically diverse organizations outperform those that are more homogenous. Diversity of thought results in better solutions and innovation, which leads to better products and services.

Communications plays an important role in achieving a key diversity and inclusion goal: attracting and retaining talent. Marketplace campaigns and conference sponsorships position the organization as an employer of choice enabling future recruits to gain a better understanding of the organization's culture, an important job search criteria for millennials.

Internal communications introduces employees to a variety of resources and programs designed to benefit their careers. Involvement in diversity and inclusion activities, such as employee resource groups, can enrich their workplace experience and enable them to grow in ways they hadn't considered. Talent development programs contribute to advancing women and minorities into leadership positions. Consistent messaging to educate and inspire employees can contribute to increased employee engagement and reduced turnover.

Diversity and inclusion is a key marketplace differentiator. Communications will expand the organization's brand through thought leadership including speaking engagements, white papers, and social media that drives the conversation.

Here are a few ideas that will showcase commitment to diversity and inclusion:

Internal channels, such as the intranet, are critical tools. Find ways to embed diversity and inclusion into existing content, e.g. benefits-related human resources pages, geography-specific or business unit-specific home pages, and onboarding information.

Create a specific section on the intranet where employees can access the full breadth of diversity and inclusion resources, hear leaders' views on what diversity means to them and why it is important to the organization, and most importantly, how employees can get involved:

Post information about leadership development programs including the nomination process

List the professional associations and correlating conferences the organization sponsors that employees can leverage for networking and professional development opportunities

Provide Employee Resource Group descriptions, events, and contact information to facilitate connections beyond day to day work teams

Include a Resources page containing diversity and inclusion publications produced by your organizations and others, websites that provide demographics data and research, as well as Diversity & Inclusion Annual Reports. (If the organization has not published one yet, an Annual Report is a great way to exhibit the organization's strategy and accomplishments.)

And, of course, share the good news of diversity media hits and awards on both the organization-wide intranet as well as on the Diversity & Inclusion pages.

Technology can enable innovative ways to reach employees. For example, short videos of employees and executives from all levels, all areas of the organization, and from a mix of backgrounds, sharing career successes demonstrate the inclusive culture and enable employees to see others who look like them within the organization. Collaboration tools enable two-way communication across the organization engaging employees in the conversation rather than only pushing information from the top.

Social media is a prime tool for sharing the organization's diversity and inclusion efforts and successes. Many organizations have multiple accounts including a main account to reach clients and customers and one geared towards employees or potential employees, with inclusion information typically posted on the latter. To expand the reach of this content to a broader audience, consider a cross promotion campaign through both accounts. Use hash tags wisely: common hash tags, such as "gender" or "LGBT," will enable your organization to join an ongoing conversation, while original hash tags associated with a specific campaign start a conversation and show leadership on the topic.

The external website is often an under-utilized tool. Typically, diversity and inclusion efforts are hidden on the careers page. Given the website is the first interaction with future employees, clients and customers, it is a key sharing channel to highlight diversity and inclusion as part of the organization's overall brand.

A multi-channel communications plan is a vital component of the diversity and inclusion strategy. It offers a variety of opportunities for an organization to send positive and informative signals to employees, future recruits, clients/customers, and shareholders. Organizations that have truly bought into the business case for diversity and inclusion and are doing the work to sustain a comprehensive initiative deserve an integrated communications plan that reflects those efforts and contributes to realizing a larger share of the benefits.

Marketing | Internal Communications | Positioning Distinctive Brands | Enhancing Corporate Cultures | Diversity

Looking for more of the latest headlines on LinkedIn?
Discover more stories

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Diversity and Inclusion: A Case for Communication

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Diversity and inclusion is quite a hot topic in the mainstream media. Coverage of stories such as the #OscarSoWhite controversy and race-related

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Sustainable relationships                                                                          (RQF Communication & Information Management LO 1.3) 

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Sustainable relationships                                                                          (RQF Communication & Information Management LO 1.3) 

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Please click on and  read the following article about how  good and effective communication  skills impact our work relationships.
Discuss this with with your C2C Trainer and evaluate how good you are in fostering open communication with your colleagues, if you identify any areas of development do not forget to record these on your personal development plan setting SMART objectives. Your C2C Trainer will support you in the process.
The discussion will provide vital evidence towards your RQF unit communication and information management.

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Building Good Work Relationships - Making Work Enjoyable and Productive

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Article * 10 min read By the Mind Tools Content Team According to the Gallup organization, people who have a best friend at work are seven times more likely to be engaged in their jobs. But it doesn't have to be a "BFF."

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Learning Technologies                                                                              (RQF Communication & Information Management LO 1.2) 

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Learning Technologies                                                                              (RQF Communication & Information Management LO 1.2) 

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Learning technologies can be of great benefit to your organisation and workforce development, it is:
Cost effective and customer responsive - you can choose from a wide selection of qualification and course offers to meet your need, it can also address any urgent development needs your workforce may have and do so quickly.
Time effective - can be buil around the individual learners work responsibilities, learners do not have to travel

E learning technologies also create an effective tracking and evaluation system of your employees attendance and knowledge, it can also create a training plan and identify development needs.

Please click on and read the skillsforcare guidance for employers on the use of learning technologies in health and social care and discuss with your C2C Trainer how you utelise learning technologies in your organisation. If you are actively using these systems please demonstrate this to your C2C Trainer.

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Digital working, learning and information sharing                                 (RQF Communication & Information Management LO 1.2) 

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Digital working, learning and information sharing                                 (RQF Communication & Information Management LO 1.2) 

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When we are referring to to digital working, we mean working with computers, tablets, phones etc and in most health and social care organisations this is now the norm.
Digital technologies have many benefits for all that use them, however it also has a great many considerations in relation to the sharing of information and data protection.

Please click on and read the digital working and information sharing strategy and discuss with your C2C Trainer how this is implemented in your organisation. Show your C2C Trainer relevant organisational policies, procedures and guidelines to underpin your discussion. Do your organisational processes adhere to these guidelines?
This will form evidence towards your apprenticeship standards as well as the RQF unit communication and information management.

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The Data Protection Bill                                                                              (RQF Communication & Information Management LO 1.1) 

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The Data Protection Bill                                                                              (RQF Communication & Information Management LO 1.1) 

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The Data Protection Bill came into force 14/09/2017 and is aimed at modernising the existing data protection laws. It is very important that as a leader in adult social care you are up to date with such changes.

Please download the PDF attachment and read the data protection bill overview, consider how this affects your organisation and discuss the impact this will make or has already done with your C2C Trainer. The discussion will provide vital evidence towards your RQF unit communication and information management.

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The National Minimum Data Set for Social Care (NMDS-SC)

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The National Minimum Data Set for Social Care (NMDS-SC)

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Please click on the article and read about the NMDS-SC.

Does your organisation use this system? If your answer is yes, please demonstrate the use to your C2C Trainer and discuss how this is working for you.

If your answer is no, discuss with your C2C Trainer why your organisation is not using this system and if now understanding what the system does you would consider using this.

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In the role and responsibilities module for leaders in adult social care, we discussed data protection and information sharing between services. This subject becomes a particular focus when related to safeguarding of adult and children.

On the whole everybody should feel assured that no personal information about their health is shared unless there is a valid interest.
Skillsforcare has produced the information sharing guide for social care employers to support you to understand these issues and considerations as well as sharing these with the staff you manage.

Please click on the link, read the guide in full, make notes and discuss with your C2C Trainer how this is implemented in practice in your organisation. If you identify through the discussion any areas of development record these on your personal development plan (PDP) and address how you are going to close those gaps. This will form evidence towards your apprenticeship standards as well as the RQF unit communication and information management.

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Thank you for working through the resources and the discussion outcomes will have been recorded and assessed by your C2C Trainer against your Diploma and your apprenticeship standards.

We will recap on your learning outcomes and you will plan to move to the next module with your C2C Trainer

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Legal and ethical frameworks in relation to confidentiality and sharing information (RQF Communication & Information Management LO 1.) 

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Legal and ethical frameworks in relation to confidentiality and sharing information (RQF Communication & Information Management LO 1.) 

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Data Protection guidance

As a leader in adult social care undertaking a higher apprenticeship, it is envisaged that you already have a good knowledge and understanding of the Data Protection Act 1998 and how this relates to your role and responsibilities.

The Information Commissioner's Oficer (ICO) is an excellent resource to obtain guidance on legal frameworks that concerns confidentiality and sharing of information.

Click on the link to the data protection guidance below and refresh your memory. You need to make notes and reflect through discussion with your C2C Trainer, in relation to how you implement this guidance into everyday practice, as well as supporting your staff to understand and abide by these principles. Give specific examples.  This will form evidence towards your apprenticeship standard as well as the RQF unit communication and information management.

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This guide is for data protection officers and others who have day-to-day responsibility for data protection. It is aimed at small and medium-sized organisations, but it may be useful for larger organisations too.

If you are a sole trader (or similar small business owner), you may find it easier to start with our specific resources for small business owners and sole traders.

The guide covers the Data Protection Act 2018 (DPA 2018), and the UK General Data Protection Regulation (UK GDPR).

It is split into five main sections:

This section introduces some basic concepts, explains how the DPA 2018 works, and helps you understand which parts apply to you. It will also help you identify which sections of this guide to read.

This section explains the UK GDPR, tailored by the DPA 2018. This section will be most relevant to most organisations.

This section is for public authorities processing for law enforcement purposes.

This section is for the three intelligence agencies: MI5, SIS (also known as MI6) and GCHQ.

This section contains guidance on key themes, explains how the law applies in that context, and links to any statutory codes of practice.

Where relevant, this guide also links to more detailed guidance and other resources, including ICO guidance, statutory ICO codes of practice, and relevant guidelines published by the European Data Protection Board (EDPB).

We produced many guidance documents on the previous 1998 Act. Even though that Act is no longer in force, some of this guidance contains practical examples and advice which may still be helpful in applying the new legislation. While we are developing our new guidance we will keep those documents accessible on our website, with the proviso that they cannot be taken as guidance on the DPA 2018.

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This guide is for data protection officers and others who have day-to-day responsibility for data protection. It is aimed at small and medium-sized organisations, but it may be useful for larger organisations too. If you are a sole trader (or similar small business owner), you may find it easier to start with our specific resources for small business owners and sole traders.

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Tuckman’s stages of group interaction 1965                                         (RQF Communication & Information Management LO 1.1) 

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Tuckman’s stages of group interaction 1965                                         (RQF Communication & Information Management LO 1.1) 

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Bruce Tuckman published his theory on: Forming; Storming; Norming and Performing team-development model in 1965.
The theory describes stages a team works through to begin to mature, take on challenges, problem solve effectively, work and deliver results. It also takes into consideration how the leadership and management of the team must change tin conjunction with these changes.

Please click on and watch the video below, make notes and discuss with your C2C Trainer how what you have learnt from the Bruce Tuckman model of communication influence communication between you and your team.
Can you make links? Do you agree with this model? If you do not, use another theory to counterague.  This will form evidence towards your apprenticeship standards as well as the RQF unit communication and information management.

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Forming, Storming, Norming, and Performing: Bruce Tuckman's Team Stages Model Explained

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Argyle’s stages of the communication cycle 1972                                (RQF Communication & Information Management LO 1.1) 

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Argyle’s stages of the communication cycle 1972                                (RQF Communication & Information Management LO 1.1) 

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The 'communication cycle' is a theory that was proposed by Michael Argyle in 1972 as with the previous tile please click on and watch the embedded video and discuss how the theory relates to your practice, can you give specific examples when this theory can be or has been applied.
This will form evidence towards your apprenticeship standards as well as the RQF unit communication and information management.

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The Interpersonal Communication Cycle-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Barnlund Transactional model 1970                                                        (RQF Communication & Information Management LO 1.1) 

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Barnlund Transactional model 1970                                                        (RQF Communication & Information Management LO 1.1) 

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In 1970 Barnlund proposed a transactional model of communication on the basic idea of the transactional model of communication theorising that individuals are simultaneously engaging in the sending and receiving of messages.

Please click on and watch the video below, make notes and discuss with your C2C Trainer how what you have learnt from the Barnlund Transactional model and how this relates to your practice. Can you give specific examples?
Can you make links? Do you agree with this model? If you do not, use another theory to counter-argue (you can research your own theories if you would prefer.  This will form evidence towards your apprenticeship standard as well as the RQF unit communication and information management.

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Dean Barnlund proposed a transactional model of communication in 1970 for basic interpersonal communication whicharticulates that sending and receiving of messages happenssimultaneously between people which is popularly known as Barlund's Transactional Model of Communication.

The model has been further adapted and reformed by other theorists as General Transactional Model. The model shifted from the trend of linear model to dynamic and two way communication model.

Concepts of Barnlund's Transactional Model of Communication

Barnlund's Transactional Model is a multi-layered feedback system. This is a continuous process where sender and receiver interchanges their places and both are equally important. The message passing takes place with a constant feedback being provided from both parties. A feedback for one is the message for the other.

Components of Barlund's model

Cues refers to the signs for doing something. As per Barnlund there are: public cues, private cues and behavioral cues. In the model diagram shown above, spiral lines gives graphic representation to the assumptions like public cues and private cues.

Public cues ​(Cpu) are physical, environmental or artificial and natural or man-made.

Private cues (Cpr) are also known as private objects of orientation which include senses of a person. Both these cues can be verbal as well as non-verbal. Another set of cues are behavioral cues.

Behavioral cues can be verbal (Cbehv) as well as non-verbal (Cbehnv).

The arrows and their directions show that the message is intentionally sent and actively taken where the receiver plays a key role of giving feedback. Arrows also show the process of production of technical encoding, interpretation and decoding.

The jagged lines show that the availability of cues can be unlimited and are denoted as VVVV.

The valence signs, +,0 and - are also attached to these types of cues which illustrates the amount/degree/strength of attractiveness of the cues in the message.

Speech act refers to particular instance of communication in the model.

Filters are the realities of people engaged in communication. Here the senders' and receivers' personal filters might differ according to cultures, traditions, content of the message, etc.

Noise is the problem that arises in communication flow and disturbs the message flow.

Advantages of Barnlund's Transactional Model of Communication

The model shows shared field experience of the sender and receiver.

Transactional model talks about simultaneous message sending, noise and feedback.

Barnlund's model is taken by critics as the most systematic model of communication.

Disadvantages of Barnlund's Transactional Model of Communication

Barnlund's model is very complex.

Both the sender and receiver must understand the codes sent by the other. So they must each possess a similar "code book". (The concept of code book is not mentioned in the model but understood.)

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Barnlund's Transactional Model of Communication

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Dean Barnlund proposed a transactional model of communication in 1970 for basic interpersonal communication whicharticulates that sending and receiving of messages happenssimultaneously between people which is popularly known as Barlund's Transactional Model of Communication. The model has been further adapted and reformed by other theorists as General Transactional Model.

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Theoretical models of communication                                                   (RQF Communication & Information Management LO 1.1) 

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Theoretical models of communication                                                   (RQF Communication & Information Management LO 1.1) 

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Please click on and watch the video that gives an overview of 3 communication models. One of those models is the Transactional Analysis model that was created by Shannon and Weaver in 1949.
Please make some notes and discuss how this model of communication applies to you with your C2C Trainer. This will form evidence towards your apprenticeship standards as well as the RQF unit communication and information management.

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An overview of some communication basics, including three common communication models: Action, Interactive, and Transactional.

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Introduction (RQF Communication & Information Management LO 1.2)

The word communication derives from the latin word communis which means to make common. People need to communicate for various reasons and in your role as a leader in adult social care effective communication is an absolute must.

Read the following article on why people communicate, make notes and discuss with your C2C Trainer how these reason relate to your role and why effective communication is especially important in Adult Social Care.

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Communication is a tool with which we exercise our influence on others, bring out changes in our and others' attitudes, motivate the people around us and establish and maintain relationships with them. Communication makes a major part of our active life and is a social activity. This social activity is pursued verbally through speech, reading and writing or non-verbally through body language.
Factors that condition communication skills :

Communication skill is not language specific. It is not as though speakers of a particular language have refined communication skills whereas, the speakers of some other language have unrefined communication skills. But communication skill is related to the culture of the group to which the individual belongs. All messages that we send or receive are processed by a mental-filter. This mental-filter or the mindset is forged by our family, friends, neighbourhood, the school and society. In India, even caste and community contribute to the making of this mental-filter. This mental-filter or mindset makes us understand each other better or even leads to misunderstanding. Unless, we understand the attitude, the mindset and background of the person with whom we interact, our communication skill would be imperfect and ineffective.
Complex Nature of Human Communication
Though communication exists even among some species of animals, birds and insects, it is limited to certain noises like chirping and crying, or movements and is related to their instinctive needs like hunting, preying and mating. Human, communication is more complex, varied and has several objectives. It is complex because of the use of language, a repertoire (Store-house) of previously accepted and agreed oral and written codes. It is varied because it ranges from simple gestures or facial expressions to the most advanced e-mail technologies.
General Objectives of Communication
Why do we communicate at all? In general terms they are as follows: 1. We communicate to persuade: It means that we want someone to do something and this desire of ours is communicated. The mother patting the child to stop crying, the advertiser displaying a model in a new T-Shirt and the politician haranguing (urging) his audience to vote for him are all having the same objective of persuading, while communicating it differently. 2. We communicate in order to give or provide information: The science teacher demonstrating an experiment, the bank announcing a reduction in interest rates and the finance minister, presenting the budget are all communicating to provide information. 3. We communicate seeking information: A passer by asking you the way to the post-office, the student asking the teacher for some clarification or the investigating policeman making discreet enquiries are all seeking information by using this communication skill. 4.We communicate to express our emotions like courage or fear, joy or sorrow, satisfaction or disappointment with appropriate gestures and words. Some people have unlimited skill to emote, (i.e., to display excessive emotion) to suit the occasion. Our politicians are capable of emoting well, which by itself is a communication skill.
Tagged as: Communication / General, communication basics, communication skill, human communication, objective of communication

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Communication is a tool with which we exercise our influence on others, bring out changes in our and others' attitudes, motivate the people around us and establish and maintain relationships with them. Communication makes a major part of our active life and is a social activity.