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Components of the Communication Process

Components of the Communication Process

Communication is conveying information, thoughts, sentiments, and intentions through exchanging messages between individuals or groups, which is accomplished verbally or non-verbally.

The two important components of the communication process are feedback and active listening. The act of transferring information between the sender and the recipient of a message is known as feedback. Feedback is used to ensure the message is properly received and understood. Verbal comments, body language, facial emotions, and written responses are just a few examples of the various ways that feedback may be given (Yue, Men, & Ferguson, 2021). In order to determine if the intended message has been understood correctly or not, providing feedback is crucial. With feedback, communication is effective, and miscommunication or misinterpretation is quite likely. As a result, feedback is crucial to the communication process and aids in developing successful communication.

The other identified important component of the communication process is active listening. Giving the speaker one’s full attention, actively listening to and understanding what they have to say, and then reacting accordingly are all examples of active listening (Jones, Bodie, & Hughes, 2019). A sense of trust and understanding between the sender and recipient may be built via active listening. Assisting in removing ambiguities and ensuring the information is understood correctly makes communication more productive. Ineffective communication and message misinterpretation are possible without active listening. Generally, active listening aids in building rapport and understanding between the speaker and the recipient; feedback ensures that the message is accurately received and comprehended (Jones, Bodie, & Hughes, 2019). Hence, to build efficient communication, both of these elements are necessary, and with them, communication may be sufficient, eliminating misunderstandings and misinterpretations.

Furthermore, there are many different reasons that miscommunication can happen, including imprecise communications, a lack of context, varying perceptions, or cultural differences. As a result, I can recognize several typical indicators of poor communication, including confusion, misinterpretation, and disagreement. When recipients are unclear about what the sender is attempting to say, they may inquire more or request clarification. It may be a sign that the communication could have been clearer if the sender could have given a clear answer (Yue, Men, & Ferguson, 2021). When the recipient perceives a message differently than the sender intended, it might lead to a misunderstanding or miscommunication. Language difficulties, cultural disparities, or a lack of context may contribute to miscommunication. Conflict can also arise when a recipient rejects what the sender is expressing, which can happen in various situations. This could happen if the message is aggressive or when there is a difference in beliefs or values.

For instance, consider a scenario where a project manager emails a team member to request an update on a project. In that case, a team member answers with a succinct response that needs more crucial details. The team member then receives a further email from the project manager requesting more information. A second response from the team member is given, but the project manager is irritated since the message still needs clarification. Confusion can be seen in this situation since neither the project manager nor the team member obtains the required information. Nonetheless, in this context, the project manager might clear up this misunderstanding by giving more detailed instructions on the data they want, or the team member could clarify the request by requesting further information.

In conclusion, it is crucial to recognize the symptoms of misunderstanding because it may happen in various ways. In so doing, people may take measures to avert misunderstandings and disputes and develop efficient communication.


Jones, S. M., Bodie, G. D., & Hughes, S. D. (2019). The impact of mindfulness on empathy, active listening, and perceived provisions of emotional support. Communication Research46(6), 838–865.

Yue, C. A., Men, L. R., & Ferguson, M. A. (2021). Examining the effects of internal communication and vibrant culture on employees’ organizational identification. International Journal of Business Communication58(2), 169–195.


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Primary Discussion Responses is due by Thursday (11:59:59pm Central), and Peer Responses are due by Saturday (11:59:59pm Central).

Primary Task Response: Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions with your classmates. Be substantive and clear, and use examples to reinforce your ideas:

Components of the Communication Process

Components of the Communication Process

Write 1 sentence that explains your understanding of communication.
Expand on your ideas by highlighting the following in your meeting:
What are 2 components of the communication process that you think are important, and why?
How can you spot miscommunication? Illustrate with an example.
The materials found in the MUSE may help you with this assignment, such as the article Elements of Communication.

Responses to Other Students: Respond to at least 2 of your fellow classmates with at least a 100-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:

What did you learn from your classmate’s posting?
What additional questions do you have after reading the posting?
What clarification do you need regarding the posting?
What differences or similarities do you see between your posting and other classmates’ postings?
For assistance with your assignment, please use your textbook and all course resources.

We grade Discussion Boards and Individual Projects using three project criteria: Task Requirements, Demonstration and Application of Knowledge, and Academic Writing and Format. We score each project criterion using four performance values: Unsatisfactory, Developing, Effective, and Proficient. Please see the following tables for the details.

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