Write an analysis of a communication situation you have recently experienced within your workplace, using a specified model or theory.

Applying communication models is more straightforward the fewer the number of individuals involved in a communication. Analyzing an interaction you have had yourself is the foundation upon which your understanding and insight into the communication approaches within all sizes of organizations begins.

SHOW LESS

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Analyze business communication situations.
  • Describe the communication context of this situation.
• Competency 2: Analyze the interrelationships of communication within organizational systems.
  • Identify the source and the receiver.
  • Compare the intended and actual effects of the message.
  • Assess whether a shared meaning or shared reality was constructed.
• Competency 3: Communicate effectively.
  • Describe the message and its function.
  • Explain how the message was encoded and decoded.
  • Explain how a channel or channels are used to transmit a message.
  • Describe the type(s) of noise experienced.
  • Consistently apply appropriate APA style and formatting.

Communication appears to be a rather straightforward topic to many people. Hence, we may never be exposed to any formal communication training before we enter the workforce or an institution of higher education. Does this mean that it really is that simple? You probably agree that this is not the case.

The smallest number of individuals involved in communication is, in fact, one—yourself! The next level of complexity involves two individuals, such as the communication that occurs in a personal relationship. Even though applying communication models is more straightforward with fewer the number of individuals involved, that does not necessarily mean it is easy or simple.

SHOW LESS

As we add more and more individuals and create business models and organizational structures, communication becomes quite complicated. This course provides insight into the communication approaches within all sizes of organizations and supplies tools for approaching these as effectively as possible, regardless of the number of individuals involved.

Communication Models

Early models of communication often looked at the topic from a standpoint of mechanical output and electronic transmission. Later, more people-oriented models were developed, but most still consist at their core of the basic four elements of communication:

• Sender.
• Receiver.
• Message.
• Channel.

That is, communication takes place between a sender and a receiver. A message is sent from the sender to a receiver via a channel. A message is sent in an environment that may present barriers to successful transmission. Sometimes, there is noise in the system. Sometimes, feedback is returned to the sender.

Shared Reality

For communication to be considered successful, the message must be received, but additionally, a shared reality must be created. Consider how the concept of shared reality relates to organizations, especially as a way of assessing whether a particular communication event was successful.

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

• Where do you think your strengths currently lie in regard to communication competencies?
• What do you feel are your top three needs for development in regard to communication competencies?

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

• Rayudu, C. S. (2010). Communication. Mumbai, IND: Global Media.
  • This e-book describes David Berlo’s model of communication as well as the Shannon and Weaver information processing model.
• Hindle, T. (2008). Guide to management ideas and gurus. London, GBR: Profile Books/The Economist.
  • This e-book addresses a broad range of management topics, including key issues addressed in this course. It is a helpful resource to reference throughout the course.

SHOW LESS

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BUS-FP3050 – Fundamentals of Organizational Communication Library Guide to help direct your research.

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

• Shockley-Zalabak, P. S. (2015). Fundamentals of organizational communication: Knowledge, sensitivity, skills, values (9th ed.). Upper Saddle River, NJ: Pearson.

Complete the following:

• Choose a communication situation you recently experienced within your workplace or another organization with which you are affiliated.
• Use the materials provided in the Resources or other resources from the Capella library or the Internet to research David Berlo’s model of communication or the information theory of human communication process as described by Shannon and Weaver to use as starting points to analyze the communication situation you experienced.
• Summarize your experience and write an analysis of it that includes the following:
  • Identify the source (sender or transmitter) and the receiver (destination) in the situation.
  • Describe the message and what type of message function was it serving.
  • Explain how the message was encoded. For example, what symbols, words, or ideas were used to create the message?
  • Explain how the message was decoded.
  • Explain how a channel or channels were used to transmit the message.
  • Describe the type of noise that was experienced. You may wish to review the materials in the Resources for a description of noise in a communication situation, since noise is more than auditory sounds.
  • Describe the communication context of the situation. Context includes where and when the communication took place as well as important aspects of the situation that impacted the communication, such as the mood or climate of the organization at the time of the communication.
  • Compare the intended effect to the actual effect of the message. That is, what did the sender hope would be understood and what did the receivers actually understand?
  • Assess whether a shared meaning or shared reality was constructed. For example, even if a message is understood, the sender and receiver may not be in agreement. If a shared meaning was not reached, what needed to change?

Additional Requirements

• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to APA (6th ed.) style and formatting. Include a properly formatted title page and references page.
• Font and font size: Times New Roman, 12 point.

PLEASE MAKE SURE EVERYTHING IN THE DISTINQUISHED COLUMN IS COVERED IN THE ATTACHEMENT. THANK YOU

Non-governmental Organizations (NGOs) are essential as they fulfill a purpose that is traditionally addressed by a government (Balteanu & Marcu, 2014). In order for an NGO to be impactful and serve its purpose, it will require support and involvement from those it has been organized to help, as well as maintain financial and management autonomy, devoid of the governmental influence (Johnson & Stoskopf, 2010). Political and social instability has made it difficult for NGO’s to fulfill their purpose to meet the needs of the communities they have pin pointed as their focus (Balteanu & Marcu). During unrest experienced by many countries, residents who need shelter, food, and medical care, benefit from what NGO’s to provide (Balteanu & Marcu). Without the government, military, or religious backing of the NGO’s purpose, the NGO will not be able to fulfill it’s intent (Balteanu & Marcu).

Resident of unstable regions through out the world, are without food, shelter, and medical care due to the preoccupation with control, whether through the government, military, or religious factions. The unstable governments within these regions are either unwilling or unable to care for the needs of their citizens or have taken away their ability to care for themselves. NGO’s have the ability to provide for the needs of the people and help them sustain, if allowed.

In general, what is the impact of political and social instability on non-government organizations?

Must be two double-spaced pages in length and formatted according to APA style. Must use at least three scholarly sources or peer-reviewed less than 5 years old.

Assignment:

• Mrs. R., an 87- year- old patient, has a past history that includes coronary artery disease, a previous stroke, and advanced Alzheimer’s disease. Ten days ago, Mrs. R. was hospitalized for aspiration pneumonia and has been ventilator dependent since being admitted to the intensive care unit in a small rural hospital. Family members visit daily and have repeatedly voiced their concern to the nursing staff about the continued ventilator support that Mrs. R. is receiving, most notably the fact that Mrs. R. would never have wanted such care. They also note that Mrs. R. has not recognized them in past months and that they plan to visit less in future days, but can be contacted should any change in Mrs. R.’ s condition occur. Her primary physician has practiced in this community for multiple years; he is well known for his reluctance to discontinue any type of life support for any patient. When questioned, Dr. G.’ s consistent response is, if this were his frail 92- year- old mother, he would prescribe the very same treatment for her. Dr. G. has now requested that the nurses talk to the family about moving Mrs. R. to a major medical center, where she can receive more advanced care, including vigorous rehabilitation and physical therapy, so that she may eventually return to a long- term nursing care facility. How might the nurses in this scenario respond to the physician’s request? How would this scenario begin to cause moral distress among the nursing staff, and what are the positive actions that the nurses might begin to take to prevent moral distress?
• Read Exercise 4.1 (Guido, p. 44) and apply the MORAL model to resolve the dilemma.
• Read the case study presented at the end of Chapter 3. Examine the above scenario from the perspective of health care policy. How would you begin to evaluate the need for the policy and the possible support or lack of support for the policy from your peers, nursing management, and others who might be affected by the policy? Do the 10 questions outlined by Malone (as listed in Guido, p. 50) assist in this process? Draft a proposed policy to address the issue you have identified.
  • What compelling right does this case address?
  • Whose rights should take precedence?
  • Does a child (here, a competent 14-year old) have the right to determine what will happen to him? Should he ethically have this right?
  • How would you have decided the outcome if his disease state had not intervened? Required Textbook:
  • Guido, G. W. (2014). Legal and ethical issues in nursing (6th ed.). Upper Saddle River, NJ: Prentice Hall. ISBN: 978-0-1333-5587-1
  • Pozgar, G. D. (2013). Legal and ethical issues for health professionals (3rd ed.). Boston: Jones and Bartlett. ISBN: 978-1-4496-7211-9

  Recommended Textbooks:

• Smith, M. H. (2012). The legal, professional, and ethical dimensions of higher education (2nd ed.). Philadelphia: Lippincott. ISBN: 978-0826199539
• Grace, P. (2013). Nursing ethics and professional responsibility in advanced practice (2nd ed.). Boston: Jones and Bartlett. ISBN: 978-1449667429