Media richness theory
The media richness theory ( also Engl .: Media Richness Theory ) is a communication theory explains the requirements for communications media. It goes back to work by Robert H. Lengel and Richard L. Daft from the 1980s. It makes statements about the relationship between the content to be communicated and the medium via which the communication should take place. The theory states that this ratio is proportional. The more ambiguous, unreliable and multi-layered the facts to be conveyed (communication task), the richer the chosen medium must be according to the theory. The richness of a medium indicates its potential to reduce the ambiguity in communication. Rich media, such as face-to-face communication, are suitable for clarifying complex issues and less rich media for unambiguous agreements.
communication
Theory cannot be used to choose an effective medium for every form of communication, but explains the choice of media when tasks are to be solved collaboratively during communication . Corresponding situations are, for example, decision-making, voting or feedback.
Judgment on media choice
The choice of medium is divided into three areas according to the theory. The choice is effective when the information richness of the medium is adapted to the complexity of the task and is proportional to it. If the medium is too complex, the theory describes the choice as "overcomplication". Problems that arise from this are avoidable ambiguity and usually a distraction from communication technology. Media that are not complex enough is called "oversimplification". The problems that arise with this choice of media are a lack of feedback and difficulties in interpreting the information transmitted.
In practice, it is important to agree on a suitable medium that enables unmistakable communication and thus smooth collaboration. However, it should be noted that a medium that is too rich and time-consuming for simple meetings can be superfluous and even disadvantageous.
Relation to synchronicity
Communication is synchronous or asynchronous . In relation to the richness of the medium, there is a certain relation to synchronicity: the more complex or information-rich the medium, the more likely it is to serve synchronous communication. Above all, synchronicity offers the hardly delayed feedback to transmitted content.
Relation to ambiguity
When choosing the right medium, ambiguity is an essential factor. Ambiguity describes the ambiguity in a communication and, accordingly, the susceptibility to misunderstandings. Face-to-face communication is a rich medium and not susceptible to communication errors, which is why it is suitable for people with high levels of ambiguity. In the case of lower ambiguity, on the other hand, a lean medium such as e-mail is sufficient. It is therefore always important to choose an appropriate communication channel that is adequate for the situation and the content to be clarified.
use
The theory explains facts that many people are familiar with from everyday life and that people learn by dealing with communication. It can therefore be observed that based on these empirical values, an effective media choice actually takes place in everyday life.
The formal explanatory approaches of the theory are used in order to be able to place functional and technical requirements on communication systems that represent sociological systems. This applies, for example, to e-learning and, above all, computer-supported cooperative learning and computer-supported cooperative work and, above all, decision support systems .
Examples
- Letters and e-mails are not very rich media. They can be used, for example, to make appointments and for the simplest questions. These are therefore primarily used for votes, which in all probability hardly require any discussion or feedback.
- Forms of personal communication, i.e. conversations, meetings and workshops, are very rich media. This "face-to-face" communication can be divided according to whether and how extensive supporting information such as presentations, construction plans, models, specifications etc. is available.
criticism
Although the media richness theory may seem straightforward, it has never been empirically confirmed.
Dennis & Valacich have continued the approaches of media richness theory in their media synchronicity theory and have empirically founded them.
Individual evidence
- ↑ Dennis, Alan; Valacich, Joseph; Speier, Cheri & Morris, Michael (1998): Beyond Media Richness: An Empirical Test of Media Synchronicity Theory. In: Proceedings of the 31nd Hawaii International Conference on System Sciences , Hawaii.
- ↑ Kienle, Andrea (2003): Integration of knowledge management and collaborative learning through technically supported communication processes. Lohmar. P. 36
- ↑ Kreijns, Karel (2004): Sociable CSCL Environments - Social Affordances, Sociability, and Social Presence. March 16, 2007, p. 26 ( PDF )
- ↑ Dennis, Alan & Valacich, Joseph (1999): Rethinking media richness: Towards a Theory of Media Synchronicity. In: Proceedings of the 32nd Hawaii International Conference on System Sciences , Hawaii.
literature
- Daft, RL, Lengel, RH (1984): Information Richness: A New Approach to Managerial Behavior and Organization Design. In: Research in Organizational Behavior , 6th vol., O. No., 1984, pp. 191-233.
- Daft, RL, Lengel, RH (1986): Organizational Information Requirements, Media Richness and Structural Design. In: Management Science , Volume 32, No. 5, 1986, pp. 554-571, checked on June 8, 2012 ( PDF ).
- Daft, RL, Lengel, RH, Trevino, LK (1987): Message Equivocality, Media Selection, and Manager Performance: Implications for Information Systems. In: Management Information System Quarterly , Vol. 11, No. 3, 1987, pp. 354-366.
- Antoni, CH & Syrek, C. (2017) Digitization of Work: Consequences for Leadership and Cooperation. Group. Interaction. Organization. Journal of Applied Organizational Psychology (GIO), 48 (4), 247–258. Springer, Wiesbaden. DOI: 10.1007 / s11612-017-0391-5