 3. Making verbal and nonverbal messages congruent with each other. Cornmunic:;_ilion prublerm; arise when Lhc S(!n<. ler·s verbal and nonverbal messages arc contrmlic:lory. If an individu al says "Herc is some data lhat mny he of help to you" ,vith a scornful look oa his face anti:, mrn:king tone of voice, the receiver is confused by Lhc meaning of the statement because of the twu different m1;;5sagc s being simultaneously sent. 4. Expressing ownership for messages sent hy w;ing personal pro. nouns such as YI ",md my". Terms imc:h ns "some people," "most indivi<luals," "our group members" make it difficult lo determine whether tlic !>emler really thlnks and feels what he is saying or whether he is just rep~aling the thuughts and feelings of olhers. Personal ownership includes clcarly taking respons·ibility for tbe ideas and feelings that are expressed. 5. Getting feedback,concerning the way messages are being received. The sender must determine what meanings U1e receiver is attaching tu her messages by seeking feedback on how the message is being i. nterpreted aad processed. 6. Payiagcloserattention to oneself, to others and to the situation in which one finds oneself relating to others. This kind of awareness of perception enables the sender to understand clearly the "what" and U1e '"why" of the message before he communicates this to the receivcr. By bein/!, clear about the content of tl1e message and the feelings it generates, the sender can choose the best way to make the receiver understand concretely the message the sender wants to communicate. 7. Using varied methods and opportunities to communicate the same message. The sender can help the receiver understand the messages better by repe;iling them more than once and using more than one channel of communication. Examples include use of diagram, piclu~·es, written reports, announcements, verbal cues, and gestures. 8. Responding with immedia cy. This involves discussing with another person directly and mutually where the sender stands at the present i. n his relationship with another and where he sees this other person standing in his relationship to the sender (Egan 1977, pp. 235-246). b. Receiving messages effectively. According to Johnson and J0 oho. soo (1-975, pp. 115-116), this includes two basic parts: (a) communkating the intention of wanting to understand the ideas and feelings of the sender; and (b) understanding and interpreting the sende I"'s ideas and feelings. Examples of receiving skills are given below: 1. Attending skills. These include being actively present to another person. By using observation and listening skills, the receiver can learn to be attenlive to the person....,;th whom she is having a discussion (King and Gen... ;g 1981, p. 70). 