Purposive Communication PDF

A. Course Description: Purposive communication is about writing, speaking, and presenting to different audiences and for various purposes. It is a three-unit course that develops students' communicative competence and enhances their cultural and intercultural awareness through multimodal tasks that...

A. Course Description: Purposive communication is about writing, speaking, and presenting to different audiences and for various purposes. It is a three-unit course that develops students' communicative competence and enhances their cultural and intercultural awareness through multimodal tasks that provide them with opportunities for communicating effectively and appropriately to a multicultural audience in both local and global contexts. It equips students with tools for critical evaluation of a variety of texts and focuses on the power of language and the impact of images to emphasize the importance of conveying messages responsibly. The knowledge, skills, and insights that students gain from this course may be used in their other academic endeavors, their chosen disciplines, and their future careers as they compose and produce relevant oral, written, audio-visual, and/or web-based outputs for various purposes. 1.2 THE COMMUNICATION PROCESS Learning Objectives 1. Identify and define the components of the transmission model of communication. 2. Identify and define the components of the interaction model of communication. 3. Identify and define the components of the transaction model of communication. 4. Compare and contrast the three models of communication. 5. Use the transaction model of communication to analyze a recent communication encounter. Models of Communication Importance: 1. Models of communication simplify the process by providing a visual representation of the various aspects of a communication encounter. 2. Models serve a valuable purpose for students of communication because they allow us to see specific concepts and steps within the process of communication, communication, and apply communication concepts. 3. When one becomes aware of how communication functions, one can think more deliberately through the communication encounters. It also helps prepare for future communication and learn from previous communication. Transmission Model and the Interaction Model parts: 1.participants - the people involved in communication (receiver and sender) 2. messages - idea that we would like to tell other people 3. encoding - process when we are trying to put into words all the thoughts in our mind 4. decoding - understanding the words we have heard/read 5. channels - tool of the communication 1. TRANSMISSION MODEL OF COMMUNICATION transmission model of communication describes communication as a linear, one-way process in which a sender intentionally transmits a message to a receiver (Ellis & McClintock, 1990). - Meaning to say the communication cannot be returned. Once the message is delivered it also ends there. It is just assumed that the receiver has fully understood/received the message. This model focuses on the sender and message within a communication encounter. Although the receiver is included in the model, this role is viewed as more of a target or end point rather than part of an ongoing process. The scholars who designed this model extended on a linear model proposed by Aristotle centuries before that included a speaker, message, and hearer. They were also influenced by the advent and spread of new communication technologies of the time such as telegraphy and radio, and you can probably see these technical influences within the model (Shannon & Weaver, 1949). a. Environmental noise is any physical noise present in a communication encounter. Other people talking in a crowded diner could interfere with your ability to transmit a message and have it successfully decoded.  - any noise in the environment that can disturb/distract communication b. Semantic noise refers to noise that occurs in the encoding and decoding process when participants do not understand a symbol. - Different languages that hinders communication - The jargons and terms we use can also fall under this category 2. INTERACTION MODEL OF COMMUNICATION The interaction model of communication describes communication as a process in which participants alternate positions as sender and receiver and generate meaning by sending messages and receiving feedback within physical and psychological contexts (Schramm, 1997). Rather than illustrating communication as a linear, one-way process, the interaction model incorporates feedback, which makes communication a more interactive, two- way process. Feedback includes messages sent in response to other messages. The model takes physical and psychological context into account. Physical context includes the environmental factors in a communication encounter. The size, layout, temperature, and lighting of a space influence our communication. Psychological context includes the mental and emotional factors in a communication encounter. Stress, anxiety, and emotions are just some examples of psychological influences that can affect our communication. 3. TRANSACTION MODEL OF COMMUNICATION The transaction model differs from the transmission and interaction models in significant ways, including the conceptualization of communication, the role of sender and receiver, and the role of context 1970). - Difference between the transaction model from the previous model is that it is more complex because this time you are not trying to ask simple questions to the communicator but rather you have a purpose of developing relationships and creating realities not just for yourself but also the people around you The transaction model views communication as integrated into our social realities in such a way that it helps us not only understand them but also create and change them. The transaction model of communication describes communication as a process in which communicators generate social realities within social, relational, and cultural contexts. In this model, we don't just communicate to exchange messages; we communicate to create relationships, form intercultural alliances, shape our self-concepts, and engage with others in dialogue to create communities. In short, we don't communicate about our realities; communication helps to our realities. Since the transaction model of communication views communication as a force that shapes our realities before and after specific interactions occur, it must account for contextual influences outside of a single interaction. To do this, the transaction model considers how social, relational, and cultural contexts frame and influence our communication encounters. Social context refers to the stated rules or unstated norms that guide communication. As we are socialized into our various communities, we learn rules and implicitly pick up on norms for communicating. Norms are social conventions that we pick up on through observation, practice, and trial and error. Relational context includes the previous interpersonal history and type of we have with a person. We communicate differently with someone we just met versus someone we've known for a long time. Cultural context includes various aspects of identities such as race, gender, nationality, ethnicity, sexual orientation, class, and ability. 1.3 COMMUNICATION PRINCIPLES Learning Objectives 1. Discuss how communication is integrated in various aspects of your life. 2. Explain how communication meets physical, instrumental, relational, and identity needs. COMMUNICATION IS INTEGRATED INTO ALL PARTS OF OUR LIVES: 1. ACADEMIC- Research shows that even people who have poor communication skills can improve a wide range of verbal, nonverbal, and interpersonal communication skills by taking introductory communication courses (Zabava & Wolvin, 1993). Communication skills are also tied to academic success. Also, students who take a communication course report more confidence in their communication abilities, and these students have higher grade point averages and are less likely to drop out of school. 2. PROFESSIONAL- The National Association of Colleges and Employers has found that employers most desire good communication skills in the college graduates they may hire (National Association of Colleges and Employers, 2010) 3. PERSONAL- having a vocabulary to name the communication phenomena in our increases our ability to consciously alter our communication to achieve our goals, avoid miscommunication, and analyze and learn from our inevitable mistakes 4. CIVIC- Civic engagement refers to working to make a difference in our communities by improving the quality of life of community members; raising awareness about social, cultural, or political issues; or participating in a wide variety of political and nonpolitical processes (Ehrlich, 2000). COMMUNICATION MEETS NEEDS 1. Physical needs- include needs that keep our bodies and minds functioning. Communication, which we most often associate with our brain, mouth, eyes, and ears, actually has many more connections to and effects on our physical body and well-being. - our needs to fulfill our basic body needs 2. Instrumental needs- include needs that help us get things done in our day-to-day lives and achieve short- and long-term goals. We all have short- and long-term goals that we work on every day. Fulfilling these goals is an ongoing communicative task, which means we spend much of our time communicating for instrumental needs. Some common instrumental needs include influencing others, getting information we need, or getting support (Burleson, Metts, & Kirch, 2000). - Fulfillment of our long and short-term goals 3. Relational needs- include needs that help us maintain social bonds and interpersonal relationships. Communicating to fill our instrumental needs helps us function on many levels, but communicating for relational needs helps us achieve the social relating that is an essential part of being human. - Social relationship with other people. We are using communication to achieve that 4. Identity needs -include our need to present ourselves to others and be thought of in particular and desired ways. What adjectives would you use to describe yourself? Are you funny, smart, loyal, or quirky? - It's how we want others to see us COMMUNICATION HAS ETHICAL IMPLICATIONS Another culturally and situationally relative principle of communication is the fact that communication has ethical implications. ethics deals with the process of negotiating and reflecting on our actions and communication regarding what we believe to be right and wrong. Aristotle said, "In the arena of human life the honors and rewards fall to those who show their good qualities in action" (Pearson et al., 2006). In communication ethics, we are more concerned with the decisions people make about what is right and than the systems, philosophies, or religions that inform those decisions. Aristotle goes on to say that we should act "to the right extent, at the right time, with the right motive, and in the right way."  - “Although we have freedom of expression we still have moral obligation” National Communication Association's (NCA) "Credo for Ethical Communication The following are some of the principles stated in the credo: 1. We endorse freedom of expression, diversity of perspective, and tolerance of dissent to achieve the informed and responsible decision making fundamental to a civil society. 2. We condemn communication that degrades individuals and humanity through the expression of intolerance and hatred. 3. We are committed to the courageous expression of personal convictions in pursuit of fairness and justice. 4. We accept responsibility for the short- and long-term consequences of our own communication and expect the same of others Putol– FORMS OF COMMUNICATION Forms of communication vary in terms of participants, channels used, and contexts. The five main. forms of communication, all of which will be explored in much more detail in this book, are intrapersonal, interpersonal, group, public, and mass communication. 1. INTRAPERSONAL COMMUNICATION Intrapersonal communication is communication with oneself using internal vocalization or reflective thinking. Like other forms of communication, intrapersonal communication is triggered by some internal or external stimulus. We may, for example, communicate with our self about what we want to eat due to the internal stimulus of hunger, or we may react intrapersonally to an event we witness. Unlike other forms of communication, intrapersonal communication takes place only inside our heads. The other forms of communication must be perceived by someone else to count as communication. Internal vocalization, or talking to ourselves, can help us achieve or maintain social adjustment (Dance & Larson, 1972). Intrapersonal communication also helps build and maintain our self-concept. We form an understanding of who we are based on how other people communicate with us and how we process that communication intrapersonally. 2. INTERPERSONAL COMMUNICATION Interpersonal communication is communication between people whose lives mutually influence one another. Interpersonal communication builds, maintains, and ends our relationships, and we spend more time engaged in interpersonal communication than the other forms of communication. Interpersonal communication occurs in various contexts and is addressed in subfields of study within communication studies such as intercultural communication, organizational communication, health communication, and computer-mediated communication. Interpersonal communication can be planned or unplanned, but since it is interactive, it is usually more structured and influenced by social expectations than intrapersonal communication. 3. GROUP COMMUNICATION Group communication is communication among three or more people interacting to achieve a shared goal. Group work in an academic setting provides useful experience and preparation for group work in professional settings. Organizations have been moving toward more team-based work models, and whether we like it or not, groups are an integral part of people's lives. Goal-oriented communication at the group level usually focuses on a task assigned to the whole group; for example, a group of people may be tasked to figure out a plan for moving a business from one office to another. 4. PUBLIC COMMUNICATION Public communication is a sender-focused form of communication in which one person is typically responsible for conveying information to an audience. Public speaking is something that many people fear, or at least don't enjoy. But, just like group communication, public speaking is an important part of our academic, professional, and civic lives. When compared to interpersonal and group communication, public communication is the most consistently intentional, formal, and goal-oriented form of communication we have discussed so far. 5. MASS COMMUNICATION Public communication becomes mass communication when it is transmitted to many people through print or electronic media. Print media such as newspapers and magazines continue to be an important channel for mass communication, although they have suffered much in the past decade due in part to the rise of electronic media. Television, websites, blogs, and social media are mass communication channels that you probably engage with regularly. Radio, podcasts, and books are other examples of mass media. The required to send mass communication messages distinguishes it from the other forms of communication. Globalization The increase of trade around the world, especially by large companies producing and trading goods in many different countries. A situation in which available goods and services, or social and cultural influences, gradually become similar in all parts of the world. The development of closer economic, cultural, and political relations among all the countries of the world as a result of travel and communication becoming easy. Communication and Globalization Effects: 1. Increased opportunities-Through technology, people easily communicate with other people around the world to share their services. 2. Promote cultural awareness- People on the different sides of the world try to understand other countries' culture and language. Afro-Asian Culture Culture is learned through socialization and developed by the shared patterns of behaviors and interactions, cognitive and affective constructs. The culture, values, beliefs, and norms organize and unite a nation. Africa 1. Though Africa is a place with various ethnic groups, its shared values keep the people connected to one another. One of these values is their sense of hospitality. Africans always warmly welcome their guests and visitors. Offering them things such as kola nuts, traditional gins and coconuts are their symbolic expression of welcome. 2. Sense of community is another value practiced by Africans. They have this system, communalism which enables them to be united and loyal to their group. 3. Valuing education is also considered important factor for success in varied parts of Africa (Crabtree, 2014) Philippines 1. In a study conducted by Pascual (2010), through the characters' expressions and utterances, characteristic of Filipino values that are social, spiritual/moral, and economic in nature are drawn out from the selected short stories. 2. Parents must strive, even at great cost to themselves, to give their children an education. Thailand 1. Obedience, respect for authority and elders are outstanding cultural values of South East Asian people (Bico, 2004). 2. Thai shows respect through "wai" greetings by placing two palms together with fingertips touching the nose awarded to elders, and with prostration when addressed to the king and monastic community as a sign of highest level of respect. Japan 1. Loyalty towards the family is one of these values. Children are taught that family serves as protection and source of identity. They should also respect their parents, elders and authority. 2. Authority figures look after the less powerful, and the less powerful obey those in authority. This kind of hierarchy is traditional and remains deep-rooted in Japanese relationship (Nippoda, 2012). 3. Self-control, display of proper behaviour and humilty are also taught to the members of family. Makihara (2010) stresses, "The Japanese routinely berate themselves and praise others, upholding the culture's traditional respect for love and humility." He also claims that this behavior helped the country maintain harmonious interpersonal relationship with others. PCM Listening is the learned process of receiving, interpreting, recalling, evaluating, and responding to verbal and nonverbal messages. We begin to engage with the listening process long before we engage in any recognizable verbal or nonverbal communication. It is only after listening for months as infants that we begin to consciously practice our own forms of expression. The Listening Process: ► Receiving Before we can engage other steps in the listening process, we must take in stimuli through our senses. In any given communication encounter, it is likely that we will return to the receiving stage many times as we process incoming feedback and new messages. ►This part of the listening process is more physiological than other parts, which include cognitive and relational elements. ►We primarily take in information needed for listening through auditory and visual channels. Although we don't often think about visual cues as a part of listening, they influence how we interpret messages. ► Environmental noise such as other people talking, the sounds of traffic, and music interfere with the physiological aspects of hearing. ► Psychological noise like stress and anger interfere primarily with the cognitive processes of listening. Interpreting During the interpreting stage of listening, we combine the visual and auditory information we receive and try to make meaning out of that information using schemata. The interpreting stage engages cognitive and relational processing as we take in informational, contextual, and relational cues and try to connect them in meaningful ways to previous experiences. It is through the interpreting stage that we may begin to understand the stimuli we have received. When we understand something, we are able to attach meaning by connecting information to previous experiences. Through the process of comparing new information with old information, we may also update or revise particular schemata if we find the new information relevant and credible. ► Recalling ►Our ability to recall information is dependent on some of the physiological limits of how memory works. Overall, our memories are known to be fallible. We forget about half of what we hear immediately after hearing it, recall 35 percent after eight hours, and recall 20 percent after a day (Hargie, 2011). Our memory consists of multiple "storage units," including sensory storage, short-term memory, working memory, and long-term memory (Hargie, 2011). ► Short-term memory is a mental storage capability that can retain stimuli for twenty seconds to one minute. ► Long-term memory is a mental storage capability to which stimuli in short-term memory can be transferred if they are connected to existing schema and in which information can be stored indefinitely (Hargie, 2011). ► Evaluating ► When we evaluate something, we make judgments about its credibility, completeness, and worth. In terms of credibility, we try to determine the degree to which we believe a speaker's statements are correct and/or true. ► In terms of completeness, we try to "read between the lines" and evaluate the message in relation to what we know about the topic or situation being discussed. We evaluate the worth of a message by making a value judgment about whether we think the message or idea is good/bad, right/wrong, or desirable/undesirable. ► All these aspects of evaluating require critical thinking skills, which we aren't born with but must develop over time through our own personal and intellectual development. ► Responding Responding entails sending verbal and nonverbal messages that indicate attentiveness and understanding or a lack thereof. From our earlier discussion of the communication model, you may be able to connect this part of the listening process to feedback. ► We send verbal and nonverbal feedback while another person is talking and after they are done. Back-channel cues are the verbal and nonverbal signals we send while someone is talking and can consist of verbal cues like "uh-huh," "oh," and "right," and/or nonverbal cues like direct eye contact, head nods, and leaning forward. The Importance of Listening: ► In terms of academics, poor listening skills were shown to contribute significantly to failure in a person's first year of college (Zabava & Wolvin, 1993). In general, students with high scores for listening ability have greater academic achievement. Interpersonal communication skills including listening are also highly sought after by potential employers, consistently ranking in the top ten in national surveys (National Association of Colleges and Employers, 2010). ► Listening also has implications for our personal lives and relationships. Empathetic listening can help us expand our self and social awareness by learning from other people's experiences and by helping us take on different perspectives. Emotional support in the form of empathetic listening and validation during times of conflict can help relational partners manage common stressors of relationships that may otherwise lead a partnership to deteriorate (Milardo & Helms-Erikson, 2000). The main purposes of listening are (Hargie, 2011) to focus on messages sent by other people or noises coming from our surroundings; to better our understanding of other people's communication; to critically evaluate other people's messages; to monitor nonverbal signals; to indicate that we are interested or paying attention;  to empathize with others and show we care for them (relational maintenance); and to engage in negotiation, dialogue, or other exchanges that result in shared understanding of or agreement on an issue.