Interpersonal Leadership: Communication
“Communications Between People--A Model” (SL#44)
by Lloyd Elder, Th.D., adapted from SkillTrack® 7.3 - Interpersonal Communication

In order to describe concisely a communication model between two persons or persons within a small group, let’s identify again our working understanding of “interpersonal communication”:

  1. Communication: Process and Models
    In her textbook, Mary Guffey describes the communication process in five steps:

    Communication Models
    Do you like a model or a checklist to guide you in your focus on learning and applying communication to leadership tasks? I do. The very simplest may look like this:

    But let’s expand this model as others have done, to describe how the communication process actually takes place. As you reflect on one of your major communication tasks, see if this model including ten components will help you work on its various parts--and so improve your skill. As the model shows below, the communication process goes on in a continuous cycle, interacting between persons and other components.

  2. Interpersonal Communication Model
    During our study and experience with other ministers and leaders, this model emerged for graphically displaying communication elements or components.

  3. Ten Communication Components
    The components are portrayed in the model above and are now briefly defined. You may want to use this for an information source and as a personal assessment.

    ____ (1) Message sender - The messenger has a message to send. The experience, ideas, feelings, understandings, and expectations of the sender affect the message sent.

    ____ (2) Message - As sender, you should consider your message and form it with clarity. The message you send verbally and nonverbally should be essentially what you feel inside--you should “say what you mean.” The skill with which the message is sent has a great deal to do with transmitting its meaning.

    ____ (3) Context - Between two individuals, within a small group, or in congregational life, there is always a context. Sharing significant information and true feelings strengthens well-being--interpersonal as well as congregational.

    ____ (4) Encoding - You should encode your messages with words, gestures, presence, and behavior in a way that translates them for appropriate sending.

    ____ (5) Channel - The communication medium or channel should add to, not detract from, the message. Interpersonal communication should be as personal, “close and up-front,” as possible.

    ____ (6) Noise - Communication noise or barriers are always part of any message sending, such as: misinformation (rumors), disinformation (deception), third-party reporting, incongruent behavior, technical problems, time delay, cultural differences, etc.

    ____ (7) Message receiver - Message decoded by the receiver interprets its meaning based on experience, knowledge, feelings, expectations, etc. Active listening and responsive feedback are tools for effective decoding.

    ____ (8) Response - Response by the receiver, often referred to as “feedback,” is determined not primarily by the intention of the message sent, but by the receiver’s interpretation of the message. Face-to-face communication allows for more immediate clarification and integration.

    ____ (9) Action - Interpersonal communication is completed by action--either the desired action of the message sender or a “final” responding behavior of the receiver.

    ____ (10) Interpersonal relations are built on a continuous flow/cycle of such communication, exchanging not just words but personal meanings.

  4. For Reflection/Assessment/Application
    Moving from information to application is a major contribution you want to pursue:

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 © 2006; hosted and copyrighted by Lloyd Elder & Associates, Inc.
For full citation of referenced works, see Bibliography/Links at
Adapted by Lloyd Elder, Th.D., Founding Director, Moench Center for Church Leadership