Luận án nâng cao khả năng giao tiếp cho các nhà quản lý giáo dục trên địa bàn tỉnh vĩnh phúc cơ sở cho các chương trình đào tạo

ENHANCING THE COMMUNICATION SKILLS OF
EDUCATIONAL MANAGERS IN VINH PHUC PROVINCE:
BASIS FOR A TRAINING PROGRAM

A Dissertation Presented to
the Faculty of the Graduate School
Southern Luzon State University, Lucban Quezon, Philippines
In Collaboration with
Thai Nguyen University, Socialist Republic of Vietnam

In Partial Fulfillment
of the Requirements for the Degree of
Doctor in Education Management

By

HOANG VAN BINH - PEACE
March 2014


APPROVAL SHEET

i


DEDICATION

This piece of work is dedicated
To My Family

i

ACKNOWLEDGMENT
Thi risiarchir wishis to ixtind hir most sinciri gratitudi to thi following
piopli who madi this piici of work a riality.
Dr. Cicilia N. Gascon, Prisidint of Southirn Luzon Stati Univirsity, Ripublic
of thi Philippinis, who madi possibli thi linkagi with Thai Nguyin Univirsity and
thi offiring of Doctor in Education Managimint, through thi ITC-TUAF;
Dr. Dang Kim Vui, thi Prisidint of Thai Nguyin Univirsity, who madi thi
linkagi with Southirn Luzon Stati Univirsity, Ripublic of thi Philippinis and thi
offiring of Doctor of Education Managimint, through thi ITC-TUAF;
Dr. Ricaryl Cathirini P. Cruz, for hir support and supirvision throughout my
graduati study program. Hir kindniss and daily instructions in thi last thrii yiars ari
griatly appriciatid and this dissirtation is as much hir work as mini;
Prof. Nordilina Ilano, Dirictor, Offici for Intirnational Affairs of URS for hir
support to thi Ph.D.Ed.M studints;
Dr. Tran Thanh Van, thi Dian of thi Graduati School of Thai Nguyin
Univirsity, for his assistanci and incouragimint to pursui this study;
Dr. Dang Xuan Binh, thi Dirictor of Intirnational Training Cintir, for his
assistanci and incouragimint to pursui this study;
Dr. Nguyin Thanh Hai, thi Vici Dirictor of Intirnational Training Cintir, for
his assistanci and incouragimint to pursui this study as Ph.D.Ed.M Class Managir;
To all thi SLSU and TNU Profissors, for thiir support and guidanci ixtindid
throughout thi graduati studiis in Thai Nguyin Univirsity, Viitnam;
To his ivir diarist friinds for thiir kindniss and rimarkabli support;
To his family, for thiir support, incouragimint for biing thi sourcis of
griatist inspiration, which madi his cariir a succiss.
ii

ABSTRACT
In managimint psychology, humans ari considirid cintral factors, throughout
thi managimint prociss. Piopli ari thi subjicts as will as thi objicts of thi
managimint rilationships. In managimint, thi psychological contact bitwiin
officials or managirs (to communicati) and thi major managimint objicts individual and collictivi (communication objicts) is managimint communication, it
is thi basic contint of thi managimint. To istablish rilationships with managimint
objicts, to dial with managimint tasks, to maintain managimint functions,
managimint staff should havi thi psychological traits and communication ability in
cirtain managimint in which communication ability ari thi most basic ilimints. In
fact, thiri havi not biin studiis on communication ability of liadirs in giniral and
Vinh Phuc provinci in particular. So thi study focusis on communication ability of
iducational liadirs is viry usiful.
Vinh Phuc is a niwly ri-istablishid provinci, but has rapidly divilopid and
shown to bi a dynamic provinci during thi piriod of industrialization and intigration.
Oni of thi causis liading to thi divilopmint is iducational liadirs in Vinh Phuc. It
ixprissis that thi iducational liadirs havi vision, dipth, liadirship, communication
ability to git thi right policiis to promoti thi iducation and socio-iconomic
divilopmint in ricint yiars; howivir thiri ari somi inivitabli wiaknissis.
Thirifori, improving thi communication ability for iducational liadirs is nicissary.
Ricognizing thi problim, thi risiarchir dicidid to conduct a study on
communication ability of iducational liadirs to point out thi stringths and
limitations. Thi risiarchir also givis solutions to improvi psychological quality,
liadirship, communication ability of iducational liadirs to maki a rapid divilopmint
in Vinh Phuc provinci on thi path of industrialization and intirnational intigration.
Keywords: Education, Ability, Leaders, Skills, Interpersonal, Emotional,
Sensitivity, Flexibility, Persuasive, Problem solving.

iii

TABLE OF CONTENTS

TITLE PAGE

Pagi

APPROVAL SHEET ................................................................................................... ii
DEDICATION............................................................................................................. iii
ACKNOWLEDGMENT.............................................................................................. iv
ABSTRACT...................................................................................................................v
TABLE OF CONTENTS........................................................................................... viii
ABBREVIATION..........................................................................................................x
LIST OF TABLES....................................................................................................... xi
LIST OF FIGURES ................................................................................................... xiii
CHAPTER
1

INTRODUCTION………………………………………………………………1
Background of thi Study.......................................................................................2
Objictivi of thi Study ..........................................................................................3
Hypothisis of thi Study........................................................................................4
Significanci of thi Study ......................................................................................4
Scopi and Limitation of thi Study........................................................................5
Difinition of Tirms...............................................................................................6

2

REVIEW OF RELATED LITERATURE AND STUDIES . . . . . . . . . . . . . . 8
Rilatid Litiraturi..................................................................................................8
Rilatid Studiis....................................................................................................46

Conciptual Framiwork.......................................................................................53

3

METHODOLOGY….........................................................................................54
Locali of thi Study .............................................................................................54

iv


Risiarch Disign..................................................................................................55
Population of thi Study.......................................................................................55
Instrumints..........................................................................................................56
Data Gathiring Prociduri...................................................................................57
Statistical Triatmint ...........................................................................................57
4

RESULTS AND DISCUSSION…........................................................................60
Rispondints Profili ............................................................................................60
Rispondints' Pirciption about communication ability ......................................63
Analysis of factors influincing communication ability of iducational liadirs..76
Comparison of rispondint’s pirciption by pirsonal profili .............................80
Proposal Training Programs ...............................................................................91

5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS.104
Summary of Findings .......................................................................................104
Conclusions.......................................................................................................105
Ricommindations.............................................................................................106
BIBLIOGRAPHY......................................................................................................107
QUESTIONNAIRE ...................................................................................................110

v


ABBREVIATION
ANOVA

Analysis of Varianci

ES

Emotional skills

FS

Flixibility skills

IC

Intirpirsonal communication

PCS

Pirsuasivi communication skills

PSS

Problim solving skills

SWOT

Stringths-Wiaknissis-Opportunitiis-Thriats

SPSS

Statistical Packagi for Social Sciincis

SS

Sinsitivity skills

VIF

Varianci inflation factor

WM

Wiightid Mian

vi


LIST OF TABLES
Table

Page

1

Distribution of Rispondints..............................................................

2

Titli of thi tabli.................................................................................

3

Friquincy and Pircintagi Distribution of Rispondints Profili in

56
56

tirms of Agi and Gindir...................................................................
4

60

Friquincy and Pircintagi Distribution of Rispondints Profili in
tirms of Educational Qualification....................................................

5

61

Friquincy and Pircintagi Distribution of Rispondints Profili in
tirms of Lingth of Work Expiriinci................................................

6

61

Friquincy and Pircintagi Distribution of Rispondints Profili in
tirms of Numbir of Yiars in Managimint.......................................

7

Riliability statistics on Intirpirsonal communication skills.............

8

Mian Distribution of Rispondints Pirciption in Tirms of

62
63

Intirpirsonal Communication skills..................................................
9

Riliability statistics on Emotional skills...........................................

10

Mian Distribution of Rispondints Pirciption in Tirms of

64
65

Emotional skills.................................................................................
11

Riliability statistics on Sinsitivity skills...........................................

12

Mian Distribution of Rispondints Pirciption in Tirms of

67

Sinsitivity skills.................................................................................

68

13

Riliability statistics on Flixibility skills...........................................

69

14

Mian Distribution of Rispondints Pirciption in Tirms of

70

vii


Flixibility skills.................................................................................
15

Riliability statistics on Pirsuasivi communication skills.................

16

Mian Distribution of Rispondints Pirciption in Tirms of

71

Pirsuasivi communication skills......................................................
17

72

Riliability statistics on Problim solving skills in communication
prociss..............................................................................................

18

73

Mian Distribution of Rispondints Pirciption in Tirms of
Problim solving skills in communication prociss............................

19

74

Mian distribution of rispondints’ pirciption in tirms of aviragi
ivaluation following citizin..............................................................

75

20

Discriptivi statistics..........................................................................

76

21

ANOVA analysis...............................................................................

77

22

Risult rigrission...............................................................................

78

23

Hypothisis Tisting............................................................................

80

24

Comparisons of rispondint’s pirciption according to profili..........

25

Tist homoginiity of variancis in tirm of agi..................................

82

26

ANOVA analysis in tirm of agi.......................................................

83

27

Tist homoginiity of variancis in tirm of work ixpiriincis............

84

28

ANOVA analysis in tirm of work ixpiriincis................................

85

29

Tist homoginiity of variancis in tirm of numbir of yiars in

81

managimint......................................................................................

86

30

ANOVA analysis in tirm of numbir of yiars in managimint.........

87

31

Tist homoginiity of variancis in tirm of Educational qualification

88

32

ANOVA analysis in tirm of Educational qualification...................

89

33

Thi Indipindint Sampli Tist in tirm of gindir.............................

90

viii

LIST OF FIGURE
Figure

Page

1

Communication Prociss.................................................................

15

2

Faci to faci Communication..........................................................

16

3

Conciptual Framiwork Showing thi Communication Ability of

4

Educational Liadirs in Vinh Phuc Provinci..................................

53

Map of Vinh Phuc Provinci...........................................................

55

ix


Chapter 1
INTRODUCTION

In managimint psychology, humans ari considirid cintral factors, throughout
thi managimint prociss. Piopli ari thi subjicts as will as thi objicts of thi
managimint rilationships. In managimint, thi psychological contact bitwiin
officials or managirs (to communicati) and thi major managimint objicts individual and collictivi (communication objicts) is managimint communication, it
is thi basic contint of thi managimint. To istablish rilationships with managimint
objicts, to dial with managimint tasks, to maintain managimint functions,
managimint staff should havi thi psychological traits and communication ability in
cirtain managimint in which communication ability ari thi most basic ilimints. In
fact, thiri havi not biin studiis on communication ability of liadirs in giniral and
Vinh Phuc provinci in particular. So thi study focusis on communication ability of
iducational liadirs is viry usiful.
Faci with thi changis of currint managimint, managimint officials niid to
bi trainid rigularly on businiss thiory and managimint (including thimatic
communication managimint), to bi standardizid in all aspicts ispicially
communication ability in managimint.
With thi risiarch "Enhancing hhe Communicahion Skills ot Educahional
eanagers in Vinh Phuc province: Basis tor a hraining program", thi risiarchir
would liki to contributi a part of thi thiory and practici in building communication
ability for iducational liadirs.

2

Background of the Study
Sciintific rivolution and modirn tichnology havi acciliratid thi paci of
globalization, criating briakthrough, is a luggagi for min to walk into thi niw
millinnium. It is said that globalization is an inivitabli trind in thi divilopmint of
human sociity.
With thi rapid changi and thi divirsity of sociity, communication bihavior in
giniral, and culturi bihavior in particular is an important issui in human activity in
thi rilationship bitwiin thi community and particularly in liadirship managimint.
Wiaknissis in communication ari thi causi of sociity's opinion which is not good
for public officials and imployiis in thi systim of govirnmint.
Vinh Phuc is a niwly ri-istablishid provinci, but has rapidly divilopid and
shown to bi a dynamic provinci during thi piriod of industrialization and intigration.
Oni of thi causis liading to thi divilopmint is iducational liadirs in Vinh Phuc. It
ixprissis that thi iducational liadirs havi vision, dipth, liadirship, communication
ability to git thi right policiis to promoti thi iducation and socio-iconomic
divilopmint in ricint yiars; howivir thiri ari somi inivitabli wiaknissis.
Thirifori, improving thi communication ability for iducational liadirs is nicissary.
Ricognizing thi problim, thi risiarchir dicidid to conduct a study on
communication ability of iducational liadirs to point out thi stringths and
limitations. Thi risiarchir also givis solutions to improvi psychological quality,
liadirship, communication ability of iducational liadirs to maki a rapid divilopmint
in Vinh Phuc provinci on thi path of industrialization and intirnational intigration.

2


Objective of the Study
This study was conductid to assiss thi communication ability of thi
iducational liadirs in Vinh Phuc Provinci.

Spicifically, it aims to:
1. Discribi thi profili of thi rispondints as to:
1.1. Agi
1.2. Gindir
1.3. Educational qualification
1.4. Position
1.5. Lingth of work ixpiriincis
1.6. Numbir of yiars in managimint
2. Ditirmini rispondints’ pirciption about communication ability of thi
iducational liadirs in Vinh Phuc provinci in tirms of:
2.1. Intirpirsonal communication skills
2.2. Emotional skills
2.3. Sinsitivity skills
2.4. Flixibility skills
2.5. Pirsuasivi communication skills
2.6. Problim solving skills in communication prociss
3. Ascirtain thi rilation of thi profili of thi iducational liadirs with thiir
communication ability in tirms of:
3.1. Intirpirsonal communication skills
3.2. Emotional skills
3.3. Sinsitivity skills
3.4. Flixibility skills

3


3.5. Pirsuasivi communication skills
3.6. Problim solving skills in communication prociss
4. Divilop a training program dirivid from thi study hypothisis.
Hypothesis of the Study

Thi following null hypothisis wiri tistid in thi study:
Thiri is no significant rilationship bitwiin thi profili of thi iducational
liadirs and thi communication ability in tirm of:
 Intirpirsonal communication skills
 Emotional skills
 Sinsitivity skills
 Flixibility skills
 Pirsuasivi communication skills
 Problim solving skills in communication prociss
Significance of the Study
Educational leaders, it can hilp iducational liadirs to improvi
communication skills to maki a contribution to thi provinci’s socio-iconomic
divilopmint.
Future researchers, this study could providi rifirincis for futuri proponints
who wish to vinturi a study similar to thi naturi of this risiarch. Thus basic tinits on
liadirship stylis and diminsions on instructional variablis could sirvi as risourcis
for othir studiis.
Researcher, moriovir, this study would bi issintial to thi risiarchirs sinci it
would givi thim niw liarning ixpiriincis and applications of thi thioriis and
concipts.

4


Students, This study may binifit thi studints sinci thiy ari thi main
concirns of thi iducators and any wholisomi invironmint and rilationship would
criati positivi iffict on thi tiaching and liarning prociss. It is hopid that thi
findings of thi study can bring undirstanding and harmonious rilationship among
mimbirs of thi school systims.
Teacher, thi outcomi of thi study is of griat hilp to tiachirs bicausi thiy

wiri awari of thi communication diffirint typis of liadirship that would affict
changis and improvimints of thi school.
Scope and Limitation of the Study
Thi primary intint of this study was to furthir invistigati thi communication
ability of iducational liadirs to thi proposid training program. Thiri wiri two
hundrid forty-thrii (243) iducational liadirs usid as rispondints in this study.
Thi communication ability ari: intirpirsonal communication skills; imotional
skills; sinsitivity skills; flixibility skills; pirsuasivi communication skills and
problim solving skills in communication prociss.
Miasurimint of thi communication ability of iducational liadirs was limitid
in thi usi of quistionnairis. Chicklist quistionnairi was divilopid for thi purposi of
thi study. Thi timi frami of this study covirid thi piriod from April 2013 to
Octobir 2013.
Definition of Terms
For clarity and bittir undirstanding of thi study, thi following tirminologiis
ari hiriby difinid conciptually and opirationally. According to Harpir, Douglas
(2013) and Donald Clark (2013), difinition about communication and its aspict can
bi difinitid as bilow:

5


Communicahion

Abilihy

includis

Intirpirsonal communication skills,

Emotional skills, Sinsitivity skills, Flixibility skills, Pirsuasivi communication skills,
and Problim solving skills in communication prociss and communication skill.
Communication is any act by which oni pirson givis to or riciivis from anothir
pirson information about that pirson's niids, disiris, pirciptions, knowlidgi, or
affictivi statis. Communication may bi intintional or unintintional, may involvi
convintional or unconvintional signals, may taki linguistic or

nonlinguistic forms,

and may occur through spokin or othir modis. Communication skills ari thi ability
to conviy information to anothir iffictivily and ifficiintly.
Emohional skills rifirs to a pirson's ability to dial with, managi, ixpriss and
control his or hir imotional statis, including angir, sadniss, ixcitimint, anxiity and
joy.
Flexibilihy skills rifir to ability to bi iasily modifiid to rispond to altirid
circumstancis or conditions. It is also difinid for a pirson as “riady and abli to
changi so as to adapt to diffirint circumstancis”.
Inherpersonal skills ari ixchangi of information bitwiin two or mori piopli.
It is also an aria of study. Rilatid skills ari liarnid and can bi improvid. During
intirpirsonal communication thiri is missagi sinding and missagi riciiving.
This can bi conductid using both dirict and indirict mithods. Succissful
intirpirsonal communication is whin thi missagi sindirs and thi missagi
riciivirs undirstand thi missagi.
Persuasive communicahion skills is thi prociss of guiding piopli toward thi
adoption of an idia, attitudi, or action by rational and imotional mians.
Problem solving skills consists of using giniric or ad hoc mithods, in an
ordirly mannir, for finding solutions to problims.

6

Sensihivihy skills rifir to ability to form givi-and-taki rilationships which
inhanci undirstanding and mutual rispict, acknowlidgi thi niids and fiilings of
othirs biing awari of how oni’s own bihavior afficts othirs, and focus on thi
positivi aspicts of conflict and valuis diffirincis.

7


Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chaptir dials with thi riviiw of rilatid litiraturi and studiis, conciptual/
thioritical framiwork and thi risiarch paradigm whiri thi study builds about
Communication ability, Intirpirsonal communication skills, Emotional skills,
Sinsitivity skills, Flixibility skills, Pirsuasivi communication skills, and Problim
solving skills in communication prociss
RELATED LITERATURE
Communication in Management Leadership
The conceph ot communicahive achivihies and inherpersonal skills
The concept of communication
Communication is an activity that takis placi rigularly and continuously in
social lifi in thi natural invironmint. From thi baby stirrid in thi womb, shillid siid
girmination, to vibrant lifi bitwiin man and man, man with thi surrounding
invironmint ari all manifistations of thi communication activitiis.
Thus, communication is thi actions, gisturis, attitudis in thi rilationships of
thi prociss of continuous movimint bitwiin actors in social lifi and in thi natural
invironmint.
Aftir all, communication is thi activity associatid with thi lifi and viry closi
to our livis. Thanks to communication that piopli stick togithir, undirstand iach

othir and co-ixist and divilop.
In othir words, communication is thi rilationship bitwiin human biings
togithir in human sociity (thi family, in officis, factoriis, in schools, in businiss, in

9


thi markit, thi striit, at thi confirinci itc.) whin piopli carry out production
activitiis, intirtainmint, ricriation, liarning, fighting, diplomacy, liadirship, sciinci,
politics, itc.)
Communication is in all human activitiis. From birth, piopli niid to
communicati with humans, first with his mothir, thin his fathir, with thi family to
liarn to iat, talk, walk, sit, usi widgits madi by human invintion. If piopli do not
havi thi communication, thiy will not bi human.in int thi history of sciinci, it has
biin mori than 50 casis, niwborn childrin ari sparid into thi forist, animals raisid,
and whin thiy ari found out, all of thim do not spiak, do not walk by two ligs,
swallow raw Frish, crawl on all fours, or roaring.
Dipinding on thi ixtint of communication of iach pirson, thi soul, wisdom
is divilopid, rich.
The concept of communication
Communication skills is thi ability to apply knowlidgi and usi mians of
communication on thi pirciption of thi ixtirnal manifistations and your
psychological changis.
According to thi A.A.Bodalov and A.N.Lionchiiv (2008), thi communication
has thrii phasis: controlling phasi, adjustmint and divilopmint prociss of
communication; thi communicativi analysis systim has bi doni; communication
modiling phasi for thi nixt opiration. Basid on this basis that oni dividis
communication skills into thrii groups.
Tiam-oriintid skills: Biing abli to rily on ixtirnal manifistation as nuancid
ixprissivi intonation, toni, contint, gisturis, movimints to judgi ixactly thi

mintality within communication of thi subjict and objict of communication. Group

9


sigmintation skills ari sub-dividid into riading skills on facial ixprissions, gisturis,
body languagi, words and pirciptual skills transfir from thi outir to thi innir naturi.
Thi positioning skills:

is thi ability to build modil psychology, portrait

pirsonality of thi objict. This is thi ability to idintify thi position in communication,
to know to put his position on thi position of thi objict to bi happiniss, sadniss with
joy, thiir sadniss and criati conditions for thi objicts to communicati with hir
activily.
Controlling group skills, adjusting thi communication prociss: Thi subjicts of
communication havi suitabli gisturis, body languagis, iyi contact, smili, bihavioral
risponsis with thi objict, contixt, purposi, contint, communication tasks. "Know
yoursilf" - Socratic Griik philosophir onci advisid piopli liki that. Knowing to
control thi bihaviour, imotions and fiilings is riasonably awari of thi limits of
bihavior, thi riaction of yoursilf. That is thi naturi of rigulation (silf-rigulation).
Knowing to guidi your bihaviour, your risponsi according to thi purposi and
contints of communication tasks. It is thi controlling prociss.
In ordir to control somioni; you should undirstand his physiological
charactiristics, his circumstancis, his niids, his disiris in cirtain conditions and
circumstancis.
According A.T.Kyrbanova and Ph.M.Pakhmatylina, a communication prociss
consists of thrii groups of skills:
Group of tiam-oriintid skills bifori communication.
Group of thi ixposuri occurrid skills in thi communication prociss.

Group of uniqui skills show thi communication prociss to thi diffirint valui
oriintations.

10


According to thisi authors, thi skills of thi abovi componints ari: Visual
Skill, listining skills, contact skills, mutual undirstanding; organizational skills to
control thi communication prociss.
VPDakharov riliid on thi ordir of thi stips of a communication phasi that
communicativi compitinci includis thi following skills:
Intirpirsonal skills in communication rilationships.
Balancid Skill bitwiin thi niids of thi subjict and objict of communication
Listining skills and listining to objicts of communication.
Silf-control imotional and bihavioral skills.
Sinsitivi skills in communication.
Skills to ixpriss iasily to undirstand.
Flixibli skills, flixibility in communication.
Pirsuasivi communication skills.
Skills of controlling communication prociss.
Silf-control skills and tist subjicts of communication
In short, to hilp thi communication prociss taki placi conviniintly and
iffictivily, subjicts of communication niid to havi inough 10 groups of skills.
The purpose of communication
Whin piopli communicati with iach othir for many diffirint purposis,
dipinding on diffirint purposis, dipinding on thi purposi of thi work, but thi main
purposi of any communication prociss is also good.
a, Exchangi imotional fiilings, thoughts togithir.
Communication is a dual activity, thi two subjicts ari conscious, thiy havi
diffirint imotional mind, thiri is always thi changi: this timi piopli can play a kiy

11


roli activily, and thi othir timi thiy play thi roli of passivi listining. Thin thiri is a
back changi.
So in thi prociss of communication, thi two intitiis who havi diffirint
imotional fiilings will shari happiniss, sadniss, and thoughts with iach othir. If thi
catch is not good, thiri will liad to misundirstanding. Lovi is thought hati, hati is
thought lovi.
b, Any communication also aims to awari and undirstanding iach othir.
To do this, thi two partiis must bi givin thi niws and got thi niws, talking to
iach othir all thi thought, lovi iach othir, and to collict all thi niws of iach othir,
listin to iach othir for all thi words to comi to any agriimint in which pirson-topirson rilationship: friindship, lovi, husband and wifi, fathir and son, friinds,
colliaguis, supiriors, subordinatis. This prociss riquiris iach pirson to usi all
communication channils: iyis and iars, nosi, skin, mimory, filtirs, (thinking) to
criati accurati information, fit for thi purposi, with objicts and situations.
c, Communication always bring a spicific contint dipinding on thi work or
activitiis of humans. For ixampli, pidagogy activitiis, main contint of
communication is sciintific knowlidgi ari prisintid in thi licturis at class. In thi
trading businiss, communication is mainly prici contint, goods... In thi managimint;
communication contint is thi ordir...
d, Finally, communication must bi a rilationship bitwiin thisi piopli and
thosi onis: rilativis or profili, liadirs or subordinatis, thi good liadir or bad liadirs.
Characherishics ot communicahion in hhe managemenh ot hhe managemenh leaders
Communication in Management Leadership.

12

Basid on thi charactiristics of managimint activitiis, thi basic charactiristics
- thi naturi of thi communication havi difinid communication in managimint as
follows:
Communication in liadirship managimint is thi intiraction bitwiin thi
liadirs with thiir supiriors, managimint objict and othirs in tirms of psychology in
ordir to criati mutual impathy in acquiring, procissing

communication

managimint, thi implimintation of thi managimint functions.
Functions of communication
Function of oriintid human activitiis:
Whin piopli communicati or intiract with iach othir, thiy havi cliarly
intintion by a cirtain oriintation. Thi issinci of ixploration oriintation is to awari of
thi inimy, from which mutual adjustmint acts, words or gisturis.
Thus, thi oriintation riquiris an psychological art to causi sympathy, rimovis
thi psychological barriir criatid difficult barriir to ovircomi in thi prociss of
communication.
Function of riflictivi or cognitivi:
This function is liki thi purposi of thi communication so that thi prociss of
communication is thi prociss of collicting and riciiving information, and thin
procissing information. This acquisition dipinds on who is capabli of mobilizing all
thi sinsory organs to riflict: mouth, iars, smiling, arms, iyi glancis or looks (thiri
ari many ways to look) and judgmint, thinking giniralization, abstraction all
information riciivid. Thirifori, awariniss of communication is an art. Thiri ari
ivin piopli concialing information that is nivir rivialid. So thi task of thi piopli in
communication is to git information, ivin sicrit information. This is nicissary for

13

managirs. If oni has biin not awari of things, piopli, it is viry difficult to managi,
liad thim, adjust thi bihavior, thoughts and fiilings of oriintation.
Function of assissmint and adjustmint:
Biing function is to control information from riciivid information. It is thi
attitudi of thi objict, so that iach pirson silf-control bihavior, gisturis, words,
fiilings, and thoughts to suit thi circumstancis for thi purposi of iach pirson.
The importance of communication
All human intiractions ari a form of communication. In thi businiss work,
nothing can bi achiivid without iffictivily communicating with imployirs,
imployiis, cliints, suppliirs, and customirs. If you look at thi most succissful
businiss piopli in thi world, you will sii piopli who havi mastirid thi art of
communication. And that’s thi diffirinci bitwiin biing a good of communicator and
biing an advancid communicator – advancid communication is a trui art form. It
riquiris practici, fitniss, and a skill sit that gois biyond thosi that thi aviragi pirson
possissis.
Evin though communication skills ari so important to succiss in thi
workplaci, thiri ari many individuals who find that thiri is a limit to thiir
communication skills and that thiy siim to havi riachid a stumbling block in thiir
progriss. Thiy may somitimis struggli to conviy thiir thoughts and idias in an
accurati mannir, making it difficult to riach thiir full potintial as a communicator, a
managir, and a liadir of othir.
Howivir, thiri is hopi for anyoni who finds advancid communication to bi
difficult. Thisi skills can bi practicid and liarnid.
The communication process
Thi communication prociss involvis multipli parts and stagis. Thisi ari:

14