Foundations of Communication: Interpersonal, Small Group, Public; Competence, Appropriateness, Effectiveness, and Ethics

Definition: personal communication between two people; there is meaning on both sides and an impact on both parties.
Examples mentioned: interpersonal communication appears in scenes like Sheldon and Kripke talking on the phone.

Definition: a small group of people who share a common identity or connecting factor; they communicate and have meaningful interaction because of that shared identifier.

Definition: communication delivered to a larger audience.
In the course, we cover some aspects of public communication, but focus is not exclusively on it here.
Visual/contextual comparison: public communication involves addressing a larger audience than small group settings.

Clip from The Big Bang Theory used to illustrate differences among communication types.
Interpersonal example cited: Sheldon and Kripke on the phone.
Public example: delivering a presentation to a larger audience.
Relative sizes: public setting in the clip involves about 18 individuals; small group would be around 3–7 people.
Class context: Fort Hayes class is used as a reference point for public communication; in larger universities classes may be 40, 50, or 60 students, which would be more clearly public in scale.

Goal: strive for communication confidence and competence.
Competent communicator defined as meeting three elements:
- Appropriateness
- Effectiveness
- Ethics
If you meet all three, you’re likely to be perceived as competent.

Concept: how well behavior fits the context and aligns with others’ expectations.
Examples to illustrate appropriateness:
- Grown Ups movie scene: funeral setting where friends joke, bet, and display inappropriate behavior for the context.
- Weddings: generally formal, cheerful, and celebratory; inappropriate behavior would be out of place (e.g., someone crying loudly and disrupting the mood).
Self-monitoring: the internal survey of how we act relative to the context to ensure our behavior matches expectations.
Question to consider: Are my communication choices fitting the situation and audience?

Process: take an internal survey of behavior and align actions with context.
Purpose: to ensure behavior and communication choices fit the setting and audience expectations.

Definition: how well we meet the goals we set for our communication.
Context from class:
- Relationship goals: aims related to building and maintaining relationships.
- Objective goals: task- or outcome-focused goals.
Assessing effectiveness: if you regularly meet these goals, you’re more likely to be seen as competent.

Definition: the moral compass guiding how we communicate.
Key aspects:
- Honesty in communication
- Kindness and respect
- Positive and compassionate delivery, even when delivering negative news
The ethical dimension influences how we choose to convey messages and treat others.

Confidence in communication develops through skills and practice.
Motivation is necessary to improve; without a drive to improve, you’re less likely to be seen as competent.
Language of motivation: there must be a push to improve relationships, work outcomes, or other life goals through better communication.
Reflection: skills are developed over many years (implied long-term development).

Core ideas:
- Our behavior and communication choices affect others' lives and outcomes, and others’ communication affects our own outcomes.
- Communication is irreversible; even with damage control, outcomes may not be fully reparable.
- All elements (appropriateness, effectiveness, ethics) are interwoven and collectively influence outcomes.
- The motivation to improve drives continual development of communication skills.
Big-picture takeaway: when the elements work together, communication has a positive impact across personal, relational, and professional domains.