INTRODUCTION

Information Technology and Communication

Objectives

INFORMATION TECHNOLOGY IN INDIA AND THE PROCESS OF COMMUNICATION

Many outstanding technologies have come into the lives of people towards the end of the 20^th century. This is especially true in the field of electronics. Many electronic types of equipment like mainframe computers, mini computers, personal computers, e-mail, cell phones, i-pods, and other gadgets have become part of our lives. In this informaton age, we come across a lot of personal or office data that needs to be processsed by computers and this is called information technology or IT.

Information technology (IT) accounts for a significant part of India's GDP and export earnings, while providing employment to a large number of its tertiary sector workforce. Technically equipped immigrants from India have been seeking jobs in the western world since the 1950s as India's education system produced more engineers than its industry could absorb. Thus, India's growing stature in the information age enabled it to form close relations with both the United States of America and the European Union.

Out of around 400,000 engineers produced per year in the country, approximately, about 100,000 are well equipped in both technical competency and the English language skills. India has developed a number of outsourcing companies specializing in customer support through the Internet or telephone. For instance, by 2008, India had a total of 49,750,000 telephone lines in use, a total of 233,620,000 mobile phone connections, a total of 60,000,000 Internet users — comprising 6.0% of the country's population, and 4,010,000 people in the country had access to broadband Internet — making it the 18th largest country in the world in terms of broadband Internet users. Total fixed-line and wireless subscribers reached 325.78 million in June, 2008.

On the other hand, from the dynamics point of view, it needs to be mentioned that Management Information Systems (MIS) has assumed vital importance. MIS is the application of IT to the communication process in organizations. Generally, in MIS most of the information processing is done by the computers. The span of activities undertaken by MIS includes among others generating, processing and transmitting information. MIS is used for interpersonal and organizational communication in addition to strategy planning and improving customer care. Thus, managers can seek vital clarifications, information from and give instructions and directions to fellow-personnel of the organization through the systems.

An important effect of IT on organizations is one of leveling. Personnel in organizations, whether they are superiors or subordinates, work in an information-sharing ambience where everybody is involved non-hierarchically in the developmental work of the organization. Interestingly, the IT age continues to demand proficiency in English communication skills from most of its initiators, mid-level force and end-users. It is in this context that one needs to look at the nitty-gritty of communication.

COMMUNICATION: ASPECTS AND ISSUES

Communication, as we see it here, can be a complicated process of give-and-take with innumerable intricacies and dimensions. Often, however, it is seen as a set of competencies, primarily including the written and the spoken mode. It is taught as a package involving training in skills pertaining to writing, speaking, reading and listening (L. S. R. W). But general observation shows that effective communication involves a lot more than proficiency in the L. S. R. W skills. More than language, it needs an attitude, a willingness to give and take; to open up to others and accept others; to have empathy and capacity to look at situations from varied perspectives. Given these attitudinal factors, language becomes just an aid to promote communication. This chapter aims to give an overall view of most of these important factors and show how they enable communication.

A complicated process in itself, communication takes place all around us all the time. In fact, we all spend around 70% of our time receiving or sending messages. Essentially, it involves the sender or the communicator, and the receiver. It is sent in a certain medium through encoded messages. The receiver, in turn, decodes the message and sends back the reactions to the sender in the form of feedback. The beauty of the whole process, however, lies in the nature of communication itself. Language, be it in any form, has the potential to mean many things at the same time. Thus, the sender sends a message, which the receiver is free to make meaning of depending on the mode of transmission, the kind of encoding and of course, more importantly, the receiver's own state of mind while receiving the message.

VITALS OF COMMUNICATION

The features that have been looked into in this section are, function of language and elements of human communication.

The Function of Language

Language embodies and conveys thought. It is an important means that we rely on to convey our thoughts and feelings. In its spoken and written forms, language is the commonest and most important means of communication in all social activities among human beings. Along with language there are other elements, which contribute to communication. In the following section, some of these elements are briefly examined.

Elements of Human Communication

Human communication, as a process, is not a dull and passive process. It is a dynamic and active process comprising several important elements. These elements may be enumerated as follows:

1. Initiation: Communication begins when a source initiates a statement. A statement is initiated in order to transmit some thought, need, idea or information. The receiver attends to the statement transmitted by the source, interprets the statement and decides how to respond.
2. Feedback: The response of the receiver that is sent back to the source forms the feedback. The source modifies further statements based on the feedback. Feedback helps the source to know if the message was received correctly or not.
3. Channel: Channel connects the source (e.g. a speaker) and the receiver (e.g. listener). A speaker and a listener are connected to each other by sound waves and (or) the light waves. That is, language carried by sound waves; and facial expressions and body gestures carried by light waves.
4. Situation: Situation is the place or setting in which a communicative event occurs.
5. Purpose: Purpose consists of the intention of the source, or speaker. It is the communicative aim of the speaker.
6. Attitudes: The speaker and the listener, carry with them certain ideologies, world-views, beliefs, likes, dislikes and aptitudes. They are also under the influence of varying emotional and mental states. These factors affect the attitudes of the speaker and the listener at the time of communication.
7. Knowledge: The speaker has to possess adequate knowledge of the message that is to be transmitted. Knowledge that is based on observation, study and personal experience helps the speaker to communicate effectively.
8. Expression: Expression consists of the ability to transmit or communicate. Fluency, clarity and intelligibility of expression pave the way to effective communication. The flow of information, as embodied in the message that is transmitted, is smooth when expression is clear. This helps the speaker and the listener to avoid communication gaps and also arrive at consensus and decisions. Improper or faulty expression leads to breakdown of communication.
9. Language: Language is one of the most important elements of the communication process. The effective use of language consists in selecting appropriate words and patterns of sentences while communicating. These linguistic patterns, suitably supported by facial and body gestures, enable effective communication.
10. Intellectualism: Communication is sustained and it becomes effective only in an intellectual ambience. That is, the speaker and the listener have to express and understand views calmly, rationally, reflectively, precisely and efficiently. When intellectualism is absent, thoughts and ideas are likely to be ineffectual.

CREATIVITY IN COMMUNICATION

While doing the above exercises, you must have realized that responding to a communicational situation needs creativity. The meaning has to be always put together like the pieces of a jigsaw puzzle. One always has to “make” the final picture for oneself. When we talk of creativity in communication, we mean the capacity to read hidden messages, to see a link not seen before, to infer the unsaid, unspelt consequences or even to tailor a response that can alter a communication situation to one's advantage! A witty creative receiver can create meanings in the encoded message the sender had never imagined. Creativity in day-to-day interactions is also one's ability to break out of stereotyped reactions, to see beyond the set, accepted patterns and give a novel twist to existing “reality” or better still, create a “reality”!

COMMUNICATING WITH CONCERN AND EMPATHY

Very often we come across managers who would say: “I do a lot for my employees. I expect a lot out of them. I work hard to be friendly towards them and treat them right. However, I feel they are ungrateful. I think if I stayed back at home for a single day they would waste time at the office canteen. What can I do to make them independent and responsible?”

Problems like this are common. A large part of it is because we fail to communicate our concern or empathy. A very closely related quality that plays an equally important role in communication is empathy. Empathy is a quality that will allow you to understand the mental and psychological state of the person we are communicating with. This will help us to adapt our response and pitch it at an acceptable and appropriate level. Important here is the concept of empathetic listening, which can be explained as listening with a view to understand. We generally listen with an intent to reply. Most of the times, we are either talking or getting ready to talk. When we listen, we generally listen at one of the four levels. We may be ignoring the person, not really listening at all. We may be pretending to listen. We may be doing selective listening, hearing only certain parts of the conversation, or we may be practising attentive listening, paying attention to every word that is being uttered with utmost care. What is required often, however, is empathetic listening that forms the fifth grade of listening. This is something beyond the skill-based acquisition of the skill. Here listening is done with a purpose to understand, to see the world from the speaker's perspective intellectually and emotionally, but not necessarily agree with the speaker. This kind of listening has an almost therapeutic effect on both the speaker and the listener, primarily because it gives a person a “psychological air”. This “psychological air” deeply impacts communication, expanding both the speaker's and the listener's area of influence on one another. Paradoxically, this kind of listening is also risky. To listen deeply, one also has to open oneself up and become vulnerable. To have influence, thus, one has to risk being influenced.

THE JOHARI WINDOW

The concept of the Johari window is an important idea that explains factors behind mutual understanding. Named after Joseph Luft and Harry Ingram, it explains communications along two dimensions: exposure and feedback. Exposure is the extent to which the individual is willing to divulge his feelings and information in trying to communicate. Feedback is the extent to which the individual manages to elicit exposure from others. They translate these factors into four windows—open, blind, hidden and unknown (see Fig.1). The “open” window is the information about you, which you as well as others can see. The “blind” window encompasses the factors about you that others can see but not you. This, often, is the result of your defensive behaviour that prevents others from telling you things about yourself. The “hidden” window is the information known to you but unknown to others. These include facts about yourself that you hide from others. Finally, the “unknown” constitutes factors that that neither you nor others are aware of. Advocates of the Johari window see openness, authenticity and honesty as valued qualities in interpersonal relationship. They also imply that it is in the interest of the individual to expand the size of the “open” window, increase self-disclosure and be more willing to listen to feedback from others about oneself.

Figure 1: Johari Window

INTERPERSONAL COMMUNICATION

Possessing good knowledge of interpersonal relations and being able to achieve the delicate balance that communication requires goes a long way in fine-tuning our reflexes to achieve effective communication. For instance, it would be extremely inappropriate on our part to complain to a new recruit at our office against the boss or a nagging spouse at home. It is very important to be able to decide who should be told what, when and how.

Communication is generally divided into five levels, depending on the nature, scope and depth of interaction:

Passing Communication

This refers to the daily niceties or phatic communication patterns like “hello, good morning” and “good night” etc. The purpose here is to merely acknowledge the person's presence. Here a detailed response is neither expected nor given. When somebody wishes you in office saying “Hello! How are you?” you definitely do not sit back and say, “Not well at all! Know what happened on the road today?…”

Factual Communication

Often, most of the organizational work depends on the exchange of factual information. Giving instructions, evaluating and passing on information accurately and concisely fall under this category. Interpersonal communication is carried on here with minimal possible emotional risk. Examples of such communication are: Is the report ready? Has the new employee joined today? How many more customers are there to meet?

Thoughts and Ideas

Here, the exchange is at a slightly higher level of communication. This includes exchange of ideas that suggests a more involved interpersonal communication. However, it also throws open the possibility of rejections – hence, the risk involved is more.

Feelings

The feeling level of communication involves a higher degree of risk. During this kind of interaction, there is exchange of sentiments and feelings making the sender vulnerable to rejection.

Peak Communication

This is the highest level of communication that is most difficult to achieve. It ensures perfect understanding between two individuals or a group of individuals. Creativity and a synchronized work culture are the building blocks of this kind of communication.

BODY LANGUAGE

Body language is an important factor that one has to keep in mind while communicating. Most of our communication in every day matters takes place through body language. Most important are the gestures, the tone and the facial expression. If the spoken words do not match the body language, it is the message covered by the body language that creates the final and lasting impression.

The body language of the person who is being spoken to is of immense importance for a good communicator. It is an important feedback not only to decide how one's message has been accepted but also to determine whether it is the right time to convey the message at all!

Arms folded around one's chest, for example, can signify a defensive attitude. It could mean “I don't want to know” or “I feel vulnerable as you talk to me”. If the fists are clenched, in addition, it suggests holding back of emotion or information; finger on the lips while speaking can show incongruence of thought or speech. Looking away while someone is speaking or rubbing the eye definitely suggests avoidance. The sitting posture also can signify the attitude of the speaker. Reversing the chair and sitting, or leaning over the back can indicate power and control. Slumping with arms folded or clasped on the lap can convey dejection or submissiveness, while leaning back on the chair with legs crossed and hands behind the back signify authority, the “I don't need to fear you at all!” attitude.

While it is necessary to consider body language as an important clue in the communicative process, one should also remember that it is largely situational. They do not mean anything by themselves, but acquire their precise meaning only in association with other symbols.

PERSUASIVE COMMUNICATION AND NEGOTIATION

Often we judge situations, decide our role in the context and react in the way we consider appropriate. A very important skill that is used subtly in all communication situations is “negotiation”. To be able to negotiate during communications, one has to be first conscious of one's role and also see how others perceive it. This is followed by each participant demarcating his area of operation and negotiating space, and deciding whether and how much to empower the other participant. The next stage is one where the exchange is decided. The terms and conditions here are largely a fallout of the first two factors.

The nature of exchange one proposes or accepts depends on the role one has fixed for oneself and also the degree of empowerment that has been negotiated and agreed upon. The next and final stage can be called the disclosure stage that comes by if the first three stages have been positively set. At this stage, participants let down their barriers and are willing to disclose information about themselves. This stage is risky, but it also paves way for successful “peak” communication. Participants moving through exchange and disclosure stage communicate with a high sense of interpersonal rapport.

ROLES WE TAKE ON DURING NEGOTIATION

Psychologists believe that the roles we take up during interaction are either that of the parent, the adult or the child. The parent role largely constitutes the “that is how it is” attitude. It also includes admonitions, giving rules, laws and value judgments. The child is the impulsive and emotional aspect of a person that can throw tantrums and get depressed. Simultaneously, it also includes creativity and curiosity of a person. The third side to an individual is his adult – the aspect that weighs, decides and displays appropriate emotions and expressions. During interpersonal communication, transaction can take place between similar roles in individuals or between different roles. The negotiation could be between the parents in two individuals, between the parent in one and child in another or between the adult in one and parent in the other. What is important here is that, during negotiations one should be conscious of the role he himself is playing, recognize the role the other is adopting and react accordingly. Some of the factors that play an important role while negotiating successfully are given below:

• Be conscious of the way you and your participants have positioned yourselves and the factors that each is looking for in the communication situation.
• It helps often if the participants are fair and willing to commit themselves. A communication situation built on a sense of fairness and trust can result in strong, satisfying, lasting relationships.
• We often conclude that our win depends on somebody's loss and we work towards a win-loose situation. Effective communication situations however are often built around win-win situations. The situation allows both parties to benefit or empower themselves, either materially or emotionally.

SUMMARY

• The IT age reinforces the continuing demand for proficiency in English communication skills from most of its initiators, mid-level force and end-users.
• Communication is a complicated process of give-and-take with innumerable intricacies and dimensions.
• For communication, more than language, what is needed is an attitude, a willingness to give and take; to open up to others and accept others; to have empathy and a capacity to look at situations from varied perspectives.
• Creativity in day-to-day communication is one's ability to break out of stereotyped reactions, to see beyond the set and accepted patterns.
• Empathy is a quality that will allow one to understand the mental and psychological state of the person we are communicating with.
• The two dimensions of communication, according to the Johari window are, exposure and feedback. These can be looked at through four windows—open, blind, hidden and unknown.
• It is always desirable to expand the size of the ‘open window’, increase self-disclosure and be more willing to listen to feedback from others about oneself.
• Passing communication, factual communication, thoughts and ideas, feelings and peak communication are the five levels of communications based on the nature, scope and depth of interaction.
• Much of effective communication is non-verbal. Body language is an important factor of the non-verbal communication.
• Negotiation depends on the nature of exchange one proposes or accepts. It depends on the role one has fixed for oneself and the degree of empowerment that has been negotiated and agreed upon.
• The roles people take during interaction can be that of the parent, the adult or the child.
• Effective interpersonal communication depends on appropriate handling of these three roles.

REVIEW QUESTIONS

1. What is Information Technology?
2. What are the effects of MIS on organizations?
3. What is communication?
4. What factors are necessary for effective communication?
5. What is creativity in the context of day-to-day communication?
6. What is the function of language?
7. What are the elements of human communication?
8. What is empathy?
9. What do you understand by the term ‘Johari window’?
10. What are the implications of the Johari window?
11. What are the different levels of communication?
12. How are these levels of communication related to interaction?
13. How is the nature of a specific interaction determined?