Principles and Characteristics of Communication 2024 PDF

GEC-PC PURPOSIVE COMMUNICATION LESSON 1.1 and 1.2 PRINCIPLES & CHARACTERISTICS OF COMMUNICATION Course Learning Outcomes: Describe the nature, elements, and functions of verbal and non-verbal communication in various and multicultural contexts. Determine...

GEC-PC PURPOSIVE COMMUNICATION LESSON 1.1 and 1.2 PRINCIPLES & CHARACTERISTICS OF COMMUNICATION Course Learning Outcomes: Describe the nature, elements, and functions of verbal and non-verbal communication in various and multicultural contexts. Determine culturally appropriate terms, expressions and images related to communication. Intended Learning Outcomes: At the end of this lesson, the students will be able to: 1. Explain the principles and characteristics of communication. 2. Illustrate examples to actualize key communication principles. INTRODUCTION Humans are social beings. We are made to interact and be with others. In fact, a part of our personality stems from the perceptions of other people about us. Hence, there is a need for us to relate with others and build relationships. However, we sometimes fail to communicate clearly, and misunderstandings occur. To avoid this, we must be consciously aware of communication that occurs as a process. PREPARATION Watch this video and ask yourself these questions: https://www.youtube.com/watch?v=gCfzeONu3Mo PRESENTATION PRINCIPLES OF COMMUNICATION Principle #1 Communication is PURPOSEFUL. People say something, do something and communicate for a REASON or a PURPOSE. The REASON/PURPOSE may be: -to connect with others -to learn about something -to influence  -to assist -to entertain Humans cannot live without communication; thus, we can say that communication is certainly progressive. Principle #2 Communication is ADAPTIVE. Most of us are using verbal communication written or spoken complemented with nonverbal communication to interact with others. However, not all of us are gifted to be able to communicate using verbal communication symbols. There are also many people who possess disabilities or impairments in their communication system, like the most common impairment – deafness. People who can communicate normally need to adjust himself/ herself in communication to the disabled. Adaptive communication is a form of communication, which is tailored to someone’s needs and abilities. It is designed to provide someone with the ability to communicate with others even if they cannot engage in spoken communication. Principle #3 Communication is DYNAMIC Communication is not static; in the process, it is always changing from time to time. The communication elements interact with each other and result to communication being dynamic. The most common is the interchanging or revising of words. It is used by many people, especially by millennials. To become an effective communicator, one must be versatile in the sense that he/she can divert himself/herself or can blend with this generation. Principle #4 Communication is SYSTEMIC There is no communication without those elements of communication. Each of these elements has its own function, and all elements work interdependently to make communication successful. To avoid miscommunication, there must be coordination and understanding to one another, hence effective communication can be achieved. Principle #5 Communication is TRANSACTIONAL It is a 2-way process that involves an exchange. When a message is sent, a reply is expected. Instructional Think about a time when you sent a message either via text message or email and no response Process was made. How did you feel? Conversely, have you at some point ignored a message that was sent to you or probably did not reciprocate a genuine greeting or a smile from a classmate? How was the experience? Certainly, it might not have been pleasant because it deviates from the give and take nature of communication. CHARACTERISTICS of COMMUNICATION 1. Communication is a process. Communication is process because there is a transmission of thoughts, ideas, and emotions that happens. Being viewed as a process, communications is then considered as a non-static or unfixed phenomenon. For all its intents and purposes, communication follows a course and has progression. One of the ways to illustrate and simplify the complex internal functioning of communication is to represent it through a model. There are three models of communication that are often cited for how they present and break down the communication process. These are the linear model, the interactive model, and the transactional model. a. Linear model. This model sees communication as a one-way linear transmission of messages. This traditional model identified the components required for communication: sender, message, channel, receiver, and noise. The missing link in the linear model is feedback that could reveal how effectively the message is transmitted. Since the linear model illustrates a one-way flow of communication, it thus projects an active sender but a passive receiver. Figure 1. Linear Model of Communication b. Interactive Model. The interactive model shows that communication is a two-way process that recognizes the presence of feedback. This means there's a message going both ways. The sender sends a message to the receiver, who then responds and becomes the sender, and so on. However, although feedback is present, it is not at the same time. The model also has an added concept, “Field of Experience,” recognizing that people are integrating their own cultural upbringing or background and general experience into the communication process. Figure 2. Interactive Model  c. Transactional Model. This model suggests that communication is not essentially a solo effort, but rather that the people involved are engaged in a transaction, making communication at the same time. This model emphasizes that there is a conscious interaction between the sender and the receiver in order to generate or create meaning and to arrive at a common understanding of the information. Successful communication is the product of the joint efforts of both parties, with each member striving to maintain awareness and to listen to the perspectives of the other party. Likewise, ineffective and fruitless communication holds both parties accountable and affects them, albeit to varying degrees, depending on their purpose of communication. In addition to the elements mentioned in the previous models, the transaction model also examines the importance of the context, which makes communication adapt to the situation or condition of the process. Figure 3. Transactional Model 2. Communication requires negotiations towards the meaning of symbols. Two of the foregoing definitions specify that communicators "use" and/or "negotiate the meanings of verbal and nonverbal symbols." Exchanged information may consist of a range of feelings, thoughts, wishes, needs, and intentions. They may or may not be explicitly expressed or expressed in words. Its representations are called symbols. Spoken and written words refer to verbal symbols, while vocal tones, facial expressions, gestures, body movements, physical appearance and manners are all examples of non-verbal symbols that, according to Brantley and Miller (2005), are also referred to as signals. 3. Communication is contextual. Another characteristic of communication reflected in the definitions and stressed in the transactional model is that communication occurs in a context. The principle behind this is that communication adapts to and is shaped by these circumstances. There are three general types of contexts: a. Psychosocial Context. This type of context draws on the interaction among the  emotional history, social relationships, and cultural capital capital of the participants. Variables, such as age, sex, gender preference, religion, and socioeconomic status are all considered in this category. The extent to which communicators are aware and sensitive of these factors will certainly affect the communication process, particularly the reception and interpretation of symbols. If you have a friend who betrayed or took advantage of you, your attitude toward that person the next time you meet and your reaction to his or her statements may be affected by your previous experience, feelings, and culture. b. Logistical Context. This is also termed as the physical context and is concerned with the setting (time and place) and occasion. For instance, bumping into your teacher at a local coffee shop outside the school one evening would possibly allow you to chat informally and share personal experiences, but inside the classroom during schooldays, where the atmosphere is more serious and the authority of the teacher is recognized, talk becomes more planned, and tone toward each other is deferential or respectful. c. Interactional Context. The various compositions or classifications of interaction dictate the style of communication that is employed by the communication participants. This is what is regarded as an interactional context. There are six major categories of interactional context: Intrapersonal context. The idea behind intrapersonal context is “self-talk” or inner speech, which reflects your own self-concept or your overall understanding of yourself. You self, according to Engleberg and Wynn (2008), shares a core with the others at the center of the communication process. Interpersonal context. This refers to communication between people, usually dyads: two people interacting to accomplish a task or purpose. One example of this is the correspondence that occurs between an interviewer and an interviewee. Relationships are also classified as occurring in this type of context. Group context. This is the communication that transpires when more than two people, usually three to seven, interact to carry out a common goal. Your family interactions, study groups, organizational and club meetings, and neighborhood gatherings belong to this type of context. Organizational context. This context is related to workplace communication, which exposes one or more individuals to several communicative opportunities among individuals, dyads, and groups. Public or presentational context. In this type of context, a single speaker creates meaning with the audience, which can range from literally few to tremendously large in number who are present at the delivery of the message. Presentational communication may be held formal, such as research presentations at conferences or seminars and campaign speeches, or informal of varying levels, such classroom presentations and reports. However, classroom activities, when structured and carefully planned become formal.  Mass communication context. In contrast to the presentational context, the context of mass communication is characterized by an individual or a network sharing a message with an audience that is not directly present and often unknown. Often, the sender of the message cannot see or observe how the audience reacts. Examples of forms of communication that fall under this category include newspaper, books, magazines, television, radio, and any other form of computer-mediated or digital platforms. The context of communication also determines the most effective way of creating and sending messages. There are different forms of communication based on message forms, modes of transmission, and systems that you can utilize depending on the communication context and purpose. VERBAL COMMUNICATION Spoken and written words refer to verbal symbols. The use of spoken or written symbols in making and interpreting meanings is called verbal communication. a. Written Communication. If you need a permanent record or proof of the interaction, if the content of your message is complex and confidential, and if you want a formal response, you should opt for written communication (Satterwhite & Olson-Sutton, 2007), which frequently comes in the form of memoranda, letters, and reports, and is transmitted through any conventional or online means and services, such as through the post office or e-mail, respectively. b. Spoken or Oral Communication. If your reasons for communicating are the opposite of the conditions presented for written communication, spoken communication will work. The spoken form is also characterized as more fluid and simultaneous compared with the written form. Spoken messages may be sent through telephone, face-to-face, broadcasts, or presentations. NONVERBAL COMMUNICATION Nonverbal messages are comprised of signals, characterized as visuals, audible, and movement clues. Vocal tones (and any other paralinguistic features, such as pitch, stress, intonation patterns, and juncture), facial expressions, eye contact, gestures, body movements, physical appearance, and manners are all examples of nonverbal representations. The use of these symbolic or physical behaviors, other than written or spoken language, is called nonverbal communication. FORMAL COMMUNICATION Formal communication is based on specified and standardized guidelines, channels, and systems. It is practiced in an organizational, business, and formal environment and includes the sending and receiving of official, sometimes confidential and sensitive information. Hence, there is usually the need for a written document as proof of interaction. INFORMAL COMMUNICATION Informal communication is the typical, personal face-to-face communication that happens between friends and family members. Unlike formal communication, it is free from any guidelines or organizational rules. Most spoken interactions are informal, in which no proof is needed for the communication that has occurred. INTENTIONAL COMMUNICATION The words and signals used in communication have their intended meanings. People communicate out of purpose and motive. Intentional communication happens when the communicators are aware of their own purpose and how their words and actions might impact others. UNINTENTIONAL COMMUNICATION When communication is not purposeful, it is unintentional. This happens in case where messages are not intended to be sent or have reached the wrong receiver. Although this may be possible for both verbal and nonverbal forms, unintentional communication is common and considered an issue in the use of nonverbal behaviors. Sometimes a person’s behavior projects not real message behind it. The communicator’s psychosocial contexts and frames of reference play major roles in the meanings they attach to the messages they send and receive. Context is, indeed, a vital element of communication. It has both obvious and subtle implications for the communication process. 4. The goal of communication is shared understanding. Successful, effective communication entails that the participants in the communication process have achieved common, mutual, or shared understanding of the matter/s at hand, comprised of the thoughts and emotions involved in the process. As misunderstandings could occur, which may cause communication breakdown, the parties involved must be conscious and cautious of possible differences and be willing to settle such disparities.