two misunderstandings you experienced and fill out the chart for these.

Respond to questions 1 and 2 shown under the chart for each example of a misunderstanding. In your response, include the following:
•Cite a meaningful misunderstanding rather than a general or less material misunderstanding.
•Use business- or work-related examples rather than personal ones.
•Identify the roles of the sender and receiver, such as manager, peer, subordinate, client, vendor, and so forth.
Think of a misunderstanding you experienced when communicating with someone else at work, home, or school. Then fill in the blanks of the chart below.

Who was the sender?
  
Who was the receiver?
  
What was the message?
  
What channel was used to send the message?
  
What was the misunderstanding that occurred?
  
How could the misunderstanding have been avoided?
  

Bring your completed chart to class for sharing in small groups. After each group member has shared his or her example with other group members, answer the following questions:
1.What did you learn about the communication process from this activity?
2.What seemed to be the main causes of the misunderstandings?
3.What tips can you suggest for preventing misunderstandings in communication?
This exercise will help you discover the importance of feedback as it relates to creating a shared understanding. Read the following instructions before you begin.
1.To complete this assignment, work with another student.
2.Each of you will have five 3×5 cards on a table or desk in front of you.
3.Sit so that the two of you are back to back, facing away from one another.
4.The student who is the sender will place one set of 3×5 cards in an arrangement.
5.The sender will then give directions to the receiver explaining how to arrange the other set of cards so that the receiver’s arrangement matches the sender’s.
6.The receiver may not provide any verbal or nonverbal feedback to the sender.
7.In the table below, note the following information under Arrangement1: a.Accuracy: How many of the receiver’s cards were in the same positions as the sender’s cards?
b.Confidence: How sure were both of you that your cards matched the sender’s cards?
c.Time: How much time was needed to arrange the cards?

  Arrangement 1 Without Feedback Arrangement 2 With Feedback

Accuracy
    
Confidence
    
Time
    

8.After this exchange, have the sender rearrange the cards and give directions for the revised arrangement.
9.This time have the receiver provide as much feedback as needed to create a shared understanding of the sender’s directions.
10.In the previous table, under Arrangement 2, note information as you did with item 7.

Answer the following questions after completing this feedback assignment.
1.Which arrangement took longer explaining? Why?
2.Which arrangement was more frustrating to listen to?
3.Which arrangement had the higher degree of accuracy?
4.Which arrangement had the higher level of confidence?
5.What conclusions can you draw from this assignment about the role of feedback in communication?

Assignment 1.3: Communication Tips Presentation

Find a two- to three-page article that provides helpful suggestions for overcoming barriers or improving workplace communication. You can find articles online or in the periodical section of your school or local library.

Make a photocopy of the article and prepare a typed summary of the key information contained in the article.

You will turn in the photocopy and typed summary to your instructor and present a two- to three-minute presentation to your class, sharing with them what you learned.