Artificial Intelligence

Perspectives in communication and barriers

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In this Class 9 Artificial Intelligence topic from Communication Skills-I, students explore how perspectives shape the way people send, receive, and interpret messages. They learn to recognise common communication barriers, including unclear language, assumptions, cultural differences, emotions, poor listening, physical distractions, and technology-related problems, and understand how these can lead to misunderstanding. The topic develops empathy, attentive listening, clear expression, and practical ways to improve communication in everyday and collaborative situations.

Practice questions

01 If an employee listens to a customer problem and gives a solution but does not acknowledge the customer's feeling, which aspect remains weak?

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Answer and explanation

Perspectives in communication and barriers

Practice questions

01 If an employee listens to a customer problem and gives a solution but does not acknowledge the customer's feeling, which aspect remains weak?

02 If a person says, “I will not answer right now because I need to check the facts,” what is this an example of?

03 If a student uses humor on a serious topic and the audience becomes uncomfortable, which skill is weak?

04 If members of a group understand different meanings of the same word, what is the most effective group measure to remove this confusion?

05 If a person sends vague messages to avoid a difficult conversation, what may be a long-term result?

06 If a person uses another person's private experience as an example without permission, which two things are affected?

07 If both facts and emotions are present in a discussion, what should a mature response be like?

08 If a speaker changes examples according to the audience’s level but keeps the main facts the same, what is the speaker doing?

09 If a report is submitted on time but citations for half of its sources are missing, which balance has been affected?

10 If a public message contains true information but also includes unnecessary personally identifying details, what is the appropriate edit?

11 If a speaker accepts a mistake but does not explain a correction plan, what may remain in the audience's mind?

12 If a student accurately and fairly summarizes the other side’s view before expressing disagreement, which higher communication skill is being demonstrated?

13 If a person says, “Your point is important, but we will hear all sides before making a decision,” which communication skill does this response demonstrate?

14 If a student hears only half of a virtual meeting discussion because of a technical problem and then makes a decision, what is the biggest mistake?

15 If a report uses neutral language but does not cite the sources of its data, which quality remains incomplete?

16 If a person listens only to find weaknesses for winning, what happens to the purpose of dialogue?

17 If there is disagreement about a group decision and the leader says, “First, we will write down the reasons for the disagreement,” what does this demonstrate?

18 If a public notice contains all the necessary information but is written in language that only experts can understand, which two aspects of communication are weak?

19 If a person says that your point is wrong but gives no reason, what is the most appropriate response?

20 If a group leader announces a decision immediately while in an emotional state, what is the greatest risk?

21 If a message is technically correct but a general reader feels intimidated or withdraws, what improvement is needed?

22 If a student says, “I am angry right now, so I will talk after I calm down,” which communication skill is the student demonstrating?

23 If an instruction says “work carefully” but does not state what care means, what is missing?

24 If accusations begin before discussing the problem in a group, what should the leader do?

25 If a student wants to use a person's private mistake as an example for learning, what is the most appropriate method?

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