„‚ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

1. Experiencing;
2. Publishing;
3. Processing;
4. Generalizing; and
5. Applying.
Experiencing
During the experiencing stage of the learning cycle, the trainer’s primary task in using
jargon effectively is to link it to a full understanding of the concept or skill experienced.
Jargon is a powerful tool for making abstract ideas concrete. For example, when clients
have participated in a “fishbowl” activity and then hear that term later, they will
remember the activity and its associated learnings (Billow, 1977). Linking jargon to an
activity provides a common experience base for all members of a learning group, so it
can decrease the ambiguity and misunderstanding that often result from misused jargon.
This linkage is especially valuable when consensual understanding of terms is crucial, as
in the training of trainers.
Publishing and Processing
Further clarification of jargon is achieved during the publishing and processing of
learnings generated during the experience. At these stages the trainer helps participants
to understand the physical and psychological associations among experience, concept,
and jargon. Full comprehension of such associations is closely related to performance of
tasks on an abstract level (Billow, 1975; Piaget, 1969). This process need not be lengthy
or complex. It simply requires that the trainer concentrate on both the experience itself
and on the psychological effects of the language used when discussing the experience.
The participants’ attention can be directed to these effects by discussing the associations
made or through the publishing and processing questions used. To finish processing the
jargon and to lead into the generalizing stage, the trainer verbally checks for clear,
shared definitions of jargon used.
Generalizing
Paying careful attention to the generalizing of jargon during this stage is simple and
important. As in previous stages, jargon used is processed as part of the learning
experience. Again, using brief discussion can help participants to understand how the
new concept and vocabulary being presented fit into their existing world models. The
trainer can explore the ways in which new jargon is like and unlike the language to
which participants are accustomed. During the generalizing stage, jargon and concepts
become cross referenced to a variety of stimuli already in the participants’ mental files.
This process ensures that both jargon and concepts will be further reinforced with future
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The Pfeiffer Library Volume 6, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer