GEC-102-Purposive-Communication-Module
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Learning Outcomes:
Demonstrate understanding of the key ideas in communication.
Identify the types of communication in relation to communication mode, context, and purpose and style.
Discuss the advantages and disadvantages of the different communication modes in various communication settings.
Use these modes appropriately depending on the context of the communication situation.
Activity:
Refer to the graphics on the right.
Answer the following questions:
What is the image saying about communication today?
Why do people communicate?
Why do miscommunication and misunderstanding happen?
Analysis:
Why is language important in communication?
How can miscommunication and misunderstanding be avoided?
How do you think has communication mode changed or improved over time?
Abstraction:
Communication is a natural phenomenon.
It is a process of sharing and conveying messages or information from one person to another within and across channels, contexts, media, and cultures.
People's need for self-expression leads to communicating their thoughts and feelings.
Communication can be expressed through written or spoken words, actions, or both spoken words and nonverbal actions at the same time.
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MODULE 1 COMMUNICATION PROCESS, TYPES AND MODES INTRODUCTION:
Communication has progressed significantly in the last five years.
It keeps on advancing as innovation in technology and social media develops.
Communication happens anytime and anywhere.
It has become central to life and culture.
Communication is a key instrument to build and strengthen relationships between and among people.
Effective communication relies on our ability to communicate effectively.
COMPONENTS OF THE COMMUNICATION PROCESS:
Communication is divided into several components:
Source: The sender thoughtfully creates the message.
Message: The ideas or thoughts conveyed by the sender to influence its target audience.
Channel: The medium or means through which the message is conveyed.
Receiver: The recipient or target of the message.
Feedback: The reaction and/or response to the message by the receiver.
THE COMMUNICATION PROCESS:
Environment: The place, feeling, mood, mindset, and condition of both sender and receiver.
Context: The 'constructed reality' of the sender which determines how the message is packaged for the receiver.
Interference: Barriers or difficulties that prevent effective communication from taking place.
THE TYPES OF COMMUNICATION:
Communication is classified according to mode, context, and purpose and style.
Verbal & Non-Verbal Communication:
Verbal communication uses words to interchange information.
Nonverbal communication uses body language, facial expressions, sign language, symbols, etc.
Visual Communication: Uses visuals to convey information and message.
Intrapersonal Communication: Talking to oneself.
Interpersonal Communication: Interactive exchange between or among people.
Extended Communication: Involves the use of electronic media.
Organizational Communication: Focuses on the role of communication in organizational contexts.
Intercultural Communication: Communication between people with different backgrounds.
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THE TYPES OF COMMUNICATION (continued):
Formal Communication: Follows a pre-defined channel and employs formal language.
Informal Communication: Does not follow any pre-defined channels and involves personal and ordinary conversations.
THE MODES OF COMMUNICATION:
Communication modes refer to the channel through which one expresses their communicative intent.
Face-to-face: Informal or casual conversation between two or more people.
Video: Communication online using cameras.
Audio: Only the speaker's voice is heard.
Text-based: Disseminating information to a bigger audience quickly.
ASSESSMENT:
Illustrate the communication process through a diagram.
Identify possible communication blocks in different situations.
List various channels through which personnel of your school connect with you.
Identify the most effective channel(s) and explain why.
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Learning Outcomes:
Understand the communication flow based on the framework of various models
Differentiate the various communication models
Determine the elements and components of communication as presented in the models.
Activity: Draw a house using only 15 straight lines.
Analysis:
Communication can be set as a model.
Components of communication can be reflected in the model.
Abstraction:
Drawing a house requires considering where to put the lines to construct a structure.
Making a model for communication also requires considering the components of communication.
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Aristotle's Model of Communication:
Focused on speaker and speech.
5 primary elements: Speaker, Speech, Occasion, Audience, and Effect.
Lasswell's Communication Model:
Describes communication as focused on WHO says WHAT in WHICH channel to WHOM and with WHAT effect.
Shannon-Weaver's Communication Model:
Introduced in 1949.
Includes components such as noise, reception, destination, and feedback.
Berlo's SMCR Model of Communication:
Source, message, channel, and receiver are the major variables.
Source acts as the encoder and should have communication skills, attitudes, knowledge, and understanding of the social system and culture.
Message includes content, elements, treatment, and structure.
Channel refers to the different senses.
Receiver decodes the message and reacts to it.
Osgood-Schramm Model of Communication:
Circular model treating communication as a cycle.
Includes the encoder, decoder, and interpreter.
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Osgood-Schramm Model of Communication (continued):
Message is received and interpreted.
Parts: Encoder, Decoder, Interpreter.
Figure 5: Osgood-Schramm's Communication Model.
Page 7: White's Model of Communication
Communication is a repetitive, cyclical event
Speaker is the originator of the communication process
Listener is a passive reactor who does not initiate communication
Eight stages of oral communication in White's model:
Thinking
Symbolizing
Expressing
Transmitting
Receiving
Decoding
Feedbacking
Monitoring
Page 8: Learning Outcomes and Introduction
Learning outcomes:
Identify the principles of effective communication
Apply the principles of effective communication in speaking and writing
Value those principles to help them (students) be good speakers and writers
Time frame: 3 hours
Activity: Module 2B Principles of Effective Communication
Self-assessment and explanation of communicator rating from 1-10
Questions for analysis:
Why we need to have effective communication?
What it takes to be an effective communicator?
Importance of having principles to guide communication
Page 9: Principles of Effective Communication
General principles of effective communication:
Know your purpose in communicating
Know your audience
Know your topic
Adjust your speech or writing to the context of the situation
Work on the feedback given to you
Principles of effective oral communication:
Be clear with your purpose
Be complete with the message
Be concise
Be natural with your delivery
Be specific and timely with your feedback
General principles of effective written communication (9CS):
Be clear
Be concise
Be complete
Be correct
Be concrete
Be coherent
Be culturally sensitive
Be courteous
Be considerate
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Learning outcomes of the module: understanding how ethics affect communication, familiarity with ethical standards in communication, using these standards to become an ethical communicator
Ethics in communication maintain balance between speaking and listening, ensure fairness, integrity, and completeness of information, avoid undermining culture, gender, race, social class, age, disabilities, and opinions
Ethics follow certain codes: code of ethics (social issues), code of conduct (individual behavior), code of practice (professional responsibility)
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Politeness
Politeness is a central feature in communication, expressed differently in different cultures
Positive politeness creates an atmosphere of inclusion and mutuality, includes compliments, encouragement, joking, and "white lies"
Negative politeness involves respecting privacy, leaving a "back door" open, using distance-creating linguistic devices
Involvement strategies in politeness include paying attention, being optimistic, being voluble, using the other person's language or dialect
Independency strategies in politeness include giving the other person the possibility to retreat, speaking in general terms, not speaking much
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Turn-taking
Turn-taking is the skill of knowing when to start and finish a turn in a conversation
Guiding principles in turn-taking: only one person should talk at a time, no silence, smooth transition between speakers
Indications of turn change: formal methods, adjacency pairs, intonation, gesture, change in gaze direction
Violations of turn-taking: interruption, butting in, overlaps
Gender and Sexual Orientation (Sexist Language)
Sexist language excludes or suggests superiority of one sex over the other
Types of sexist language and alternatives: language that excludes 'women', singular masculine pronouns, terms ending in '-man' for functions that can be performed by either sex
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Race and Ethnicity (Racism)
Racism is the use of derogatory terms to label people based on race
Difference in race can influence communication and lead to misunderstanding and conflict
Avoiding racist language is important for good communication
Social Class
Social class is a group of individuals who occupy a similar position in the economic system
Divisions of social classes are based on resources, power, and authority
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Social classes and their characteristics:
Upper Class - Elite:
Represent institutional leadership
Heads of multinational corporations, foundations, universities
Capitalist elite - owners of lands, stocks, and bonds
Upper Middle Class:
Represent scientific and technical knowledge
Engineers, accountants, lawyers, architects, university faculty, managers, and directors
Have high incomes and high social prestige
Lower Middle Class:
Clerical-administrative
Provide support for professionals
Engage in data collection, record-keeping
Paralegals, bank tellers, sales
Working Class:
Craft workers
Laborers in factories
Restaurant workers
Nursing home staff
Repair shops, garages
Delivery services
Poor:
Working poor - work full-time at wages below the poverty line
Social services
Underclass
Applying knowledge of social class in communication:
Choose appropriate topics, style, and grammar of language based on social classes
Avoid creating divisions by mentioning terms or phrases with 'class' or 'status'
Ensure everyone feels equal while conversing regardless of socioeconomic status
Allow everyone to speak with confidence
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Disabilities in ethical communication:
Disabilities are not defects but variations among people
Use language sensitive to the specific context and audience
General recommendations for communicating with persons with disabilities:
Talk to them in the same way and with a normal tone of voice
Avoid being self-conscious about wording related to disabilities
Talk to them directly rather than to an accompanying person
Ask if assistance is needed before assuming
Use "people-first language"
Ensure effective communication strategies are used
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Learning outcomes:
Understand how communication and technology affect each other
Develop awareness of how social media can affect life
Be familiar with the ethics and responsibility of using social media networks
Know how to validate information in social media platforms
Technology's impact on communication:
Made communication easier and faster
Immediate access to devices and services for communication
Disadvantages and limitations:
Language deterioration
Emotional instability
Lack of proficiency in contextual and pragmatic understanding
Importance of not compromising social connections, interactions, and relationships in communication
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Main Ideas:
Social media users tend to be younger, with 90% of people between 18 and 29 using at least one form of social media.
There are over 3 billion social media users globally.
Social media encompasses various tech-enabled activities such as photo sharing, blogging, social gaming, video sharing, etc.
The most common social media tools and platforms include Facebook, YouTube, WhatsApp, Instagram, Twitter, etc.
Supporting Details:
Pew Research Center data shows that nearly 90% of people between 18 and 29 use social media.
There are over 3 billion social media users worldwide.
Social media includes activities like photo sharing, blogging, social gaming, video sharing, etc.
The latest survey (as of January 2019) shows the number of users for various social media platforms.
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Main Ideas:
Ethics and responsibility in using social media have been ignored, leading to various problems like abuse, fake news, racial issues, etc.
Solutions and guidelines have been formulated to address these problems.
Important reminders for using social media ethically include using correct language, avoiding spreading offensive content, acknowledging others' work, and not sharing personal information excessively.
Validating information on social media is necessary to distinguish between authentic and fake news.
Supporting Details:
The lack of awareness in using social media has led to problems like abuse, fake news, and racial issues.
The Social Media Preservation Session aims to discuss ethical and practical issues in social media.
Important reminders for using social media ethically are provided, including using polite language, avoiding offensive content, acknowledging sources, and protecting personal information.
Validating information on social media is crucial to avoid spreading fake news.
A checklist is provided to ascertain the validity of information, including checking content, source, cross-checking on multiple platforms, verifying the location of the source, etc.
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Main Ideas:
Situations related to social media are presented, and the appropriate ethical and responsible actions are discussed.
Three social media cases of abuse, racial problems, fake news, etc., are mentioned, and the resolution of these issues is requested.
An application task is given to form a group and create a short video clip on social media awareness.
Supporting Details:
Various scenarios related to social media are presented, and the appropriate ethical and responsible actions are requested.
Three social media cases are mentioned, and the resolution of these issues is requested.
A group task is given to create a short video clip on social media awareness.
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Learning Outcomes:
Define Intercultural Communication
Recognize the importance of Intercultural Communication in today’s world
Recognize cultural differences among people from different countries
Activity: Have you tried talking to a foreigner?
When and where did it happen?
For what purpose is the conversation?
How did you feel while conversing with the person?
Analysis:
Is your conversation with the foreigner successful?
What do you think are the reasons for the success or failure of your conversation?
Introduction:
Intercultural communication is necessary in today's global community.
Knowing how to communicate cross-culturally is a skill for success.
Abstraction:
Intercultural communication refers to communication between individuals and groups of different cultural backgrounds.
Cultural differences should be recognized to avoid breakdown in communication.
Terms related to intercultural communication are multicultural, diversity, and cross-cultural.
Intercultural communication is important for intercultural competence and success in a globalized world.
Cultural Differences:
Cultural differences should be recognized to avoid breakdown in communication.
Americans and Japanese value promptness, while in the Philippines, arriving late is the norm.
Language differences can affect communication, such as the use of pronouns in Tagalog.
Different cultures have different ways of saying "no" and value directness or circumlocution in communication.
Western and Asian cultures have different approaches to personal/friendly language and respectful language.
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Cultural Differences (continued):
Brevity, clarity, and directness are favored in American and British cultures.
Western contexts use friendly and personal language, while Asian contexts use formal titles to show respect.
Familiarity with cultural conventions is important for effective intercultural communication.
Application:
Give the equivalent British or American word for the given words below.
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Learning Outcomes:
Compare the nonverbal communication of one country/culture to another.
Explain the importance of nonverbal communication in dealing with people from different cultures.
Activity: Watch the video "Gestures around the World"
Abstraction:
Nonverbal communication norms vary from country to country and among cultures.
Some nonverbal behaviors are universally recognized, while others vary.
Cultural differences in nonverbal communication occur in eye contact, touch, and personal space.
Nonverbal communication is influenced by context and varies among individuals within a cultural group.
Kinesics:
Cultural variations in gestures, head movements, and eye contact fall under kinesics.
Emblems are gestures that correspond to a word and an agreed-on meaning.
Different cultures have different gestures and ways of counting.
Purposive Communication - Nonverbal Communication
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Hand gestures vary across cultures
Americans and Brits display the number five with index finger and middle finger
Europeans display the number five with thumb and index finger
Cultural differences in hand gestures can lead to miscommunication
Touch behaviors vary across cultures
Shaking hands as a greeting varies among cultures
British, Australian, German, and US American colleagues shake hands when meeting and departing
European colleagues may shake hands multiple times a day
French businesspeople spend up to thirty minutes a day shaking hands
Head movements and bowing
Bowing is more common in Asian cultures
Head nod is an abbreviated bow and is a common form of acknowledgement
Bows vary based on status, with higher status people bowing less
In Japan, bowing is preferred over handshaking
Eye contact
Avoiding eye contact can be a sign of respect in some cultures
Native American nations teach to avoid eye contact with elders and people with status
Lack of eye contact can lead to false impressions in classrooms
Supporting Details
Hand gestures
"Thumbs up" gesture can mean different things in different cultures
Means "one" in mainland Europe
Means "up yours" in Greece
Recognized as a signal for hitchhiking or "good" in other cultures
Touch behaviors
Shaking hands varies among cultures
British, Australian, German, and US American colleagues shake hands when meeting and departing
European colleagues may shake hands multiple times a day
French businesspeople spend up to thirty minutes a day shaking hands
Number of pumps used in a handshake varies among cultures
Germans and French shake hands more often throughout the day
Americans tend to give five to seven pumps
Brits tend to give three to five pumps
Head movements and bowing
Bowing is more common in Asian cultures
Head nod is an abbreviated bow and is a common form of acknowledgement
Bows vary based on status, with higher status people bowing less
In Japan, bowing is preferred over handshaking
Exchange of business cards in Japan determines who should bow more
Eye contact
Avoiding eye contact can be a sign of respect in some cultures
Native American nations teach to avoid eye contact with elders and people with status
Lack of eye contact can lead to false impressions in classrooms
Page 24: Nonverbal Communication
Kinesics
Italians use hand gestures to signal their conversational turn
Italians touch their conversational partner's hands to prevent them from raising their hands
This is interpreted as a sign of affection or passion
In Italian culture, physically grabbing someone's hands is a nonverbal norm to contribute to a conversation
Vocalics
Volume of speech is influenced by culture
Europeans perceive US Americans as rude in restaurants with close tables because they speak loudly
Americans may be asked to leave a restaurant in Sweden for being loud
Americans at a restaurant in Argentina bothered other tables due to lack of cultural awareness
Proxemics
Cultural norms for personal space vary
Contact and noncontact cultures have different preferences for touch and interpersonal distance
Guatemalans and Canadians may have differing impressions of each other due to proxemic differences
Chronemics
The United States and many European countries have a monochronic orientation to time
Time is seen as a commodity that can be budgeted, saved, spent, and wasted
Countries like Spain and Mexico have a polychronic orientation to time
Appointments may be scheduled at overlapping times
Missing appointments or deadlines without apology is considered rude
People from monochronic cultures are frustrated when people from polychronic cultures cancel appointments or prioritize personal relationships
Application: Nonverbal Communication in the Philippines
Filipinos use nonverbal communication
Different types of nonverbal behaviors express different meanings
Kinesics: Hand gestures may be used to emphasize or convey emotions
Haptics: Touch may be used to show affection or respect
Vocalics: Volume and tone of speech may vary depending on the context and relationship
Proxemics: Personal space preferences may vary, but Filipinos generally value close proximity in social interactions
Chronemics: Time may be seen as flexible, with a focus on relationships rather than strict schedules
FOOD AS LANGUAGE
Food communicates messages beyond taste and senses
Gifts of food express regard and appreciation
Homemade gifts show personal regard and appreciation
Expensive food gifts communicate flattery and regard for recipient's importance
Rare food gifts suggest high regard and sacrifice of time and effort
Meals as gifts convey social regard and mores
Proper invitation to a high government official depends on factors like relationship and favor being asked
Inviting a foreign dignitary depends on prestige, social position, purpose of invitation, and history of relationship
Filipinos use food as a language with nuances and meanings
Hospitality is a dominant trait in Filipino culture
Filipinos offer food to others, even during mealtimes
Table service reflects the regard for the guest
Special plates and dishes indicate importance and welcome, but the guest remains an "outsider"
Modest fare and invitation to join the family show deep acceptance and being "one of us"
Food as language is understood non-verbally
Acceptance into the "one of us" category allows foreigners to experience Filipino culture
Food is used as a gift to facilitate human interaction and alliances
Food alone cannot convey interpersonal motives, other factors should be considered
Food is often brought as pasalubong or gifts from trips or feasts
Food is an eloquent language in the Philippines, conveying nuances and messages in a non-verbal