Development of Pprogram for Non-Verbal Communication Skills - Research Paper Example

 Development of program for non-verbal communication skills Development of program for non-verbal communication skills in individuals in the age group 18 to 25 years and its effectiveness – A Study. INTRODUCTION Communication, in general, is a process of sending and receiving messages that enables humans to share knowledge, attitudes and skills. Although we usually identify communication with speech, communication is composed of two dimensions – verbal and non-verbal. Non- verbal communication is communication without words. It includes facial expressions, eye-contacts, touch, tone of voice, gestures, movements etc., as well as less obvious messages such as dress, postures and spatial distance between two or more people. Everything communicates, including material objects, physical space and time systems. Although verbal output can be turned off, non-verbal cannot. Even silence speaks. Non-verbal signals are powerful, instinctive, genuine and more honest. Social etiquette limits what can be said, but non-verbal cues can communicate thoughts. MODES OF NON-VERBAL COMMUNICATION Non-verbal communication has the following modes – Proxemics – Nearness or physical distance between speakers. Chronemics – Time systems. Oculesics – Eye contacts and reflection of mind through eyes. Haptics – Touch sensation Para-language – features of intonation, stress etc. Kinesics – gestures Silence Inaction Demonstration Environment NEED AND IMPORTANCE OF RESEARCH Words are accented and punctuated by body movements and gestures while the face shows a myriad of expressions. While communicating, non-verbal messages can interact with verbal messages in five ways – repeating, conflicting, complementing, substituting and moderating. It is important to be aware of the dominance of the non-verbal message. The validity and the reliability of verbal messages are checked by non-verbal actions. Verbal and non-verbal messages within the same interaction can sometimes send opposing or conflicting messages. A person verbally expressing a statement of truth while simultaneously fidgeting or avoiding eye-contact may convey a mixed message to the receiver in the interaction. Conflicting messages may occur for a variety of reasons often stemming from feelings of uncertainty or frustration. When mixed messages occur, non-verbal communication becomes the primary tool people use to attain additional information to clarify the situation. Great attention is placed on bodily movements when people perceive mixed message4s during interaction. This mode of communication increases the degree of the perceived psychological closeness between people. Non-verbal communication skills pervade all areas of life like business, marketing, management, trade and education. It is natural. Instinctive and universal and can serve to bridge the communication gap in the global scenario. LITERATURE REVIEW There is abundant research on communication but cooperatively, much less attention has been given to non-verbal communication. Most of the studies in this field are carried out by doctors or medical practitioners. They are related to autistic children or mentally retarded children or children having special needs. Albert Mehrabian, an American psychologist, has studied the relative importance of verbal and non-verbal communication. He came to the conclusion that there are basically three elements in face-to-face communication – word, tone of voice and body language. According to Mehrabian, these three account differently for the meaning of the message. Words account for 7%, tone of voice accounts for 39% and body language for 55%. For meaningful and effective communication, these three elements need to support each other. While verbal communication is only 7%, non-verbal consists of 38 + 55= 93%. Hence, there is no doubt as to its importance. REVIEWS 1. The researcher conducted a study on schools children and concluded six ways of improving NVC skills, like miming, watching video clips and interpretation of gestures. (Vicki Ritts ) 2. There are articles scattered through magazines that throw light on different aspects of non verbal communication. One article gives information about different theories of non verbal communication proposed by different people. According to Stella Ting-Toomey ( 1999) non verbal communication promotes cross cultural communication. 3. Mark Costanzo (1991), gives 10 tips for effective NVC like paying attention to signals, using eye contact and practice. We also come across several photographs of people using common gestures. OBJECTIVES To record the use of non-verbal communication in individuals in the age group 18 to 25 years. To observe and compare the use of NVC skills in children, adolescents To find out the ways in which individuals learn to utilize specific non-verbal signals for communication. To identify which mode of NVC is used more by individuals in the age group 18 to 25 years. To develop a program for creating awareness about NVC skills. To test the effectiveness of the program. HYPOTHESIS Individuals in the age group 18 to 25 years utilize NVC skills to a greater extent, compared to adolescents or children. Individuals in the age group 18 to 25 years have learnt and internalized the culture specific NVC skills. Individuals in the age group 18 to 25 years hone their NVC skills and communicate more effectively after implementation of the awareness program. METHODOLOGY 1. The Experimental Method, consisting of a pre-test and post-test for testing the effectiveness of the awareness program. 2. Observation Method to study the extent to which NVC skills are used by children and adolescents. SAMPLE A Purposive sample of 100 youths in the age group 18 to 25 years selected from 10 different colleges and pursuing UG or PG courses. ( 50 males and 50 females ) An incidental sample of 50 children aged 6 to 12 years. RESEARCH DESIGN A single group pre-test post-test design can be used for the Experimental Method. TOOLS 5 topics on any general subjects will be listed by the researcher and each individual will be asked to speak on any one topic of their choice for 3 minutes. PROCEDURE – Experimental Method Step I – Each individual will speak on the topic of his choice for 3 minutes. The researcher will mark his use of NV signals in the following format: Sr. No. Name Gestures Facial expressions Change of tone Movements Total 1 2 3 Step II - The researcher will give a lecture and a demonstration explaining the meaning, functions, and advantages of NV skills. Step III – Practice session in which each individual will practice speaking on the same topic as in the pre-test, with corrections and suggestions from the researcher. Step IV - The researcher will conduct a post-test in which each individual will present his topic, using NVC skills. The researcher will record the performance in the tabular form. PROCEDURE – Observation Method The researcher will start conversation with every child and talk for five minutes. He will observe the use of NV skills used by every child and record the observations in the following tabular form: Sr. No. Min 1 Min. 2 Min. 3 Min. 4 Min. 5 Total 1 2 3 ANALYSIS 1. Observation Method – The researcher will note down observations of use of NVC skills in children and adults and will arrive at a conclusion with reference to the hypothesis. 2. Experimental Method – The mean and the SD of the scores in the pre and post-test will be calculated. The performance in both the tests will be compared on the basis of ‘t’ score. The above two methods complement each other and enable the researcher to arrive at a reliable conclusion. POSSIBLE RESULTS Children are more responsive to NV signals but show a tendency to use verbal rather than NV skills. Individuals in the age group 18 to 25 years are eager and enthusiastic about communication and use all possible means to express themselves. They sometimes overuse NV skills or give contradictory signals, thus causing miscommunication or create gaps in communication. Awareness about the importance of NVC skills proves useful to the individuals in the age group 18 to 25 years. It helps them to use NV skills consciously, select them with care and caution and use sufficient NV skills effectively, thereby complementing verbal communication and enhancing it. REFERENCES 1. Costanzo, Mark. (n.d.). Methods and techniques: a method for teaching about verbal and non-verbal communication. Teaching of Psychology, 18. 2. Mehrabian, Albert. (2007). Language arts and discipline. Retrieved from books.google.co.in/books?isbn=0202309665 3. Ting-Toomey, Stella. (1999). Communicating across cultures [Guilford Press, New york]. Retrieved from http://www.questia.com/app/direct/SM.qst 4. Ritts, Vicki. (n.d.). Six ways to improve your nojn verbal communication. Retrieved from theapple.monster.com Read More