GEC 105 Purposive Communication Handouts PDF

HANDOUT IN GEC 105 - PURPOSIVE COMMUNICATION PRELIMINARY PERIOD I. INTRODUCTION TO PURPOSIVE COMMUNICATION ∎Definition of Purposive Communication Purposive Communication is a General Education Course d...

HANDOUT IN GEC 105 - PURPOSIVE COMMUNICATION PRELIMINARY PERIOD I. INTRODUCTION TO PURPOSIVE COMMUNICATION ∎Definition of Purposive Communication Purposive Communication is a General Education Course designed to address the learning needs of local and international students in the Philippines in today’s age. It upholds the tenets of Education in a Multilingual World advocated by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and it follows the principles of Outcomes-Based Education (OBE) as prescribed by the Commission on Higher Education (CHED). As such, the themes promote cultural and linguistic diversity while the lessons include challenging tasks that enhance students’ critical thinking, listening, speaking, reading, writing, and viewing skills. (CHED, CMO20, s.2013). II. THE COMMUNICATION PROCESS ∎ Definition and Nature of Communication Generally, communication is defined as the exchange of thoughts, ideas, concepts, and views between or among two or more people in various contexts that come into play. Context is the circumstance or environment in which communication takes place. Such circumstance may include the physical or actual setting, the value positions of a speaker/listener, and the relevance or appropriateness of a message conveyed. It focuses on certain communication processes and even groupings of people that constitute a communication situation. (Madrunio and Martin, 2018) ∎ The Communication Components In the realm of speech communication, the speaker is the source or the originator of the communication message. What the speaker talks about and the language used to express those ideas depend on the experiences that have formed that speaker’s ideas, feelings, and moods. (San Miguel et. al, 2007). The speech contains the message presented to an audience through words, sounds, and action symbols selected and organized by the speaker and interpreted by the members of the audience. Messages, verbal and non-verbal signals can be classified into two types: transmitter-initiated messages and feedback messages. When transceiver takes on the role of a speaker, what the person says is a transmitter-initiated message. Speeches and lectures are examples of transmitter- initiated messages. Themes, essays, and articles are examples of written transmitter-initiated messages. (San Miguel et. al, 2007). The receiver of the message must process these signals in a way that they become meaningful to him/her. The receiver/listener is the audience. The entire reason for speaking is to get a specific response from the audience. When you take on the role of a listener, you input and process information. The receiver has five primary organs for sensing or inputting information. These are information channels. They are the eyes, ears, nose, tongue, and skin. Correspondingly, the input channels include the sense of seeing, hearing, smelling, tasting, and touching. (San Miguel et. al, 2007). The channel is both the “route travelled by the message and the means of transportation.” Thus, spoken words are carried by sound waves, facial expressions, gestures, and body movements are carried by light waves. The interrelated conditions of communication make up the context or the communication situation. It is the place where and when the communication takes place. This includes the physical setting (location, time of day, light, temperature, distance between communicators, and seating arrangements), the historical setting (previous communication episodes), and psychological setting (the manner through which the speakers perceive themselves and those with whom they communicate) – all interplay to deliver the message and achieve the communication goal. (Verderber, 2000). Many of the problems in communication stem from lack of sophistication on how to give and receive feedback messages. As soon as the receiver of a specified message has received and processed the message, he/she immediately must respond in some manner. Usually, this response is directed to the transmitter of the original message; such a response is commonly called a feedback. It is through feedback that a transceiver monitors his/her own messages and estimates how successful he/she is in getting the desired response from the receiver. Feedback messages or “return signals” such as smiles, nods of approval, critical comments, frowns, etc., let the transceiver know how he/she is doing and indicate the modifications he/she must make in communicative acts to follow. (San Miguel et. al, 2007). ∎ Importance/Functions of Communication 1. Communication skills - the ability to speak and listen effectively are the top factors in helping college graduates find jobs in a competitive workplace, ranking higher than technical competence, work experience, and specific degree earned. 2. Communication is the lifeblood of every relationship. When there is open, clear, and sensitive communication that takes place, relationship nurtures. When communication is guarded, hostile or ineffective, the relationship falters. When the communication flow is largely obstructed, the relationship quickly deteriorates and ultimately dies.  3. Communication helps in achieving greater self-realization. Effective speech enables us to reveal our thoughts, our hopes, and our knowledge to others. The ability to listen effectively helps us to learn from the experiences of others, to accumulate knowledge, to arrive at intelligent decisions, and to protect ourselves from trickery and high-pressure persuasion. 4. Communication helps in improving social relationships. Individual’s success and happiness depend largely upon his/her to secure appropriate responses from others. 5. Communication helps in increasing professional and economic opportunities. Whatever professional goal you have decided upon, be assured that your ability in speaking, or lack of it will be a signal factor in determining how far and at what rate you will advance. 6. Communication helps in serving more effectively the community and nation. As you become increasingly active, your ability to communicate effectively will likewise become increasingly important to your community and nation. Effective speech is a vital means of protecting our national freedoms. (San Miguel et. al, 2007). III. TYPES OF COMMUNICATION ∎ Types of Communication According to Mode A message may be conveyed via these types: verbal – non-verbal and visual. Though communication is often thought of as verbal, the non-verbal mode is equally essential as it enhances one’s message. 1. Verbal Communication Effective communication calls for the blending of these two types of communication, the verbal and the non-verbal communication. In verbal communication, ideas are verbalized in the form of words and organized into a message. These are words that carry meaning: clear, concise and concrete details. The following are the elements of verbal communication: grammar, organization, and vocabulary. 2. Non-Verbal Communication People can demonstrate knowledge if they know properly how to articulate what they say through the use of voice with proper intonation, articulation and enunciation, stress, gestures, facial expressions and body movements. The following are the major elements of non-verbal communication: phrasing and pausing. 3. Visual Communication This type of communication uses visuals to convey information or messages. Examples of this are: signs, symbols, imagery, maps, graphs, charts, diagrams, pictograms, photos, drawings or illustrations, and even various forms of electronic communication. ∎ Types of Communication According to Context Context in communication is referred to as a composite of people interacting with each other. Under this type of communication are: 1. Intrapersonal Communication The Latin prefix intra- means “within” or “inside”. Intrapersonal communication means talking to oneself. It is a communication of a person with himself/herself. 2. Interpersonal Communication It is a simple interaction such as, greetings, getting to know a person, or ordinary conversations that happen between or among people. A communication situation is interpersonal if it is meant to establish or deepen one’s relationship with others. 3. Extended Communication This type of communication involves the use of media. With the use of electronic media, messages are transmitted quickly. Examples: tele, audio, or phone conferencing; video-conferencing; Skype calls; and other technological means. 4. Intercultural Communication It is a communication between or among people having different linguistic, religious, ethnic, social, and professional backgrounds. 5. Organizational Communication This type of communication focuses on the role that communication plays in organizational contexts. Organizations comprise individuals who work for the company. ∎ Types of Organizational Structures 1. Formal Communication Structure This allows communication to take place via designated channels of message flow between positions in the organization. This may use the four approaches: a. Downward communication b. Upward communication c. Horizontal communication d. Crosswise communication a. Downward Communication The communication flows from upper to lower positions. The flow of communication is top- down or from a superior to a subordinate, usually asking certain individuals to perform a certain task. b. Upward Communication The message transmission is bottom-up in which the subordinates send communication to their superiors/bosses bearing their views/feedback on organizational policies, issues related to their jobs. c. Horizontal Communication The communication is lateral in approach as it takes place among people belonging to the same level but coming from different departments or units to facilitate performance of tasks through proper coordination. d. Crosswise Communication In this type, communication is diagonal in nature as employees from different departments or units working at various levels communicate with each other. 2. Informal Communication Structure This comes from unofficial channels of message flow. It is also known as grapevine messages coming from the different levels of the organization are applied.  Types of Communication According to Purpose and Style 1. Formal Communication This employs formal language delivered orally or in written form. Examples: lectures, public talks or speeches, research and project proposals, reports and business letters. 2. Informal Communication This does not employ formal language. It involves personal and ordinary conversations with friends, family members, or acquaintances about anything under the sun. The mode may be oral as in face-to- face, ordinary or everyday talks and phone calls or written as in the case of e-mail messages, personal notes, letters, or text messages. The purpose is simply to socialize and enhance relationship. IV. VERBAL AND NON-VERBAL COMMUNICATION IN MULTI-CULTURAL CONTEXTS  VERBAL COMMUNICATION □ Meaning and Nature A message may be conveyed via these types: verbal – non-verbal, though communication is often thought of as verbal, the non-verbal mode is equally essential as it enhances one’s message. Effective communication calls for the blending of these two types of communication, the verbal and the non-verbal communication. 1. Verbal Communication In verbal communication, ideas are verbalized in the form of words and organized into a message. These are words that carry meaning: clear, concise and concrete details. The following are the elements of verbal communication: use of language, word choice, grammar, organization, and vocabulary. ∎Functions of Verbal Communication: a. To ensure smooth and easy exchanges of ideas b. To communicate or express thoughts and emotions c. To make meaningful connections, and d. To foster harmonious understanding (Suarez et. al, 2018).  2. Non-Verbal Communication People can demonstrate knowledge if they know properly how to articulate what they say through the use of voice with proper intonation, articulation and enunciation, stress, gestures, facial expressions and body movements. The following are the major elements of non-verbal communication: diction, pronunciation of critical sounds in English, stress, phrasing and pausing. (San Miguel, et.al, 2007). ∎ Functions of Non-Verbal Communication: a. To repeat the verbal message (e.g. point a direction while stating directions) b. To accent a verbal message (e.g. verbal tone indicates the actual meaning of the specific words) c. To complement the verbal message (e.g. a nod reinforces a positive message) ∎Kinds of Non-Verbal Communication 1. Proxemics. The term “proxemics” was coined by Edward T. Hall during the 1950’s and 1960’s. It has to do with the use of space and how various differences in that use can make people feel more relaxed or anxious. An important aspect of proxemics is the use of “personal territory” is the space that you keep between yourself and the person ahead of you in a line. (San Miguel, J.G., et.al, 2007).  The Four Areas of Personal Territory a. Public space (ranges from 12 to 25 feet). It is the distance maintained between the audience and the speaker. b. Social space (ranges from 4 to 10 feet). It is used for communication among business associates, as well as to separate strangers using public areas, such as, bus stops, etc. c. Personal space (ranges from 2 to 4 feet). It is used among friends and family members, and to separate people waiting in line at an automatic/automated teller machine. d. Intimate space (ranges out to one foot and involves a high probability of touching). 2. Chronemics is the non-verbal study of time. 3. Kinesics is the study of bodily movements. It was first used in 1952 by anthropologist Ray V. Birdwhistell. These are bodily movements coordinated with speech are hand movements (also movement of the body and legs), head nods and other head movements: gaze shifts, and facial expressions. 4. Haptics (tactile communication). It is the non-verbal study of touch. Touch codes vary among young and old, between genders and by situations. 5. Oculesics is the non-verbal study of the use of eyes. (San Miguel, J.G., et.al, 2007). V. ETHICS OF COMMUNICATION Communication ethics emphasizes that morals influence the behavior of an individual, group, or organization for it affects their communication. It is important to note that one’s behavior should be regulated by: ∎Honesty ∎Decency ∎Truthfulness ∎Sincerity, and ∎Moral Uprightness Code of ethics is essential as it determines the kind of behavior that is proper and desirable over one that is displeasing and offensive. Code of ethics sets the standards to be observed by a person or a company that will create a good reputation or a positive image not only for an individual but also for the organization. (Madrunio and Martin, 2018). ∎ Guidelines to Achieve Ethical Communication 1. Establish an effective value system that will pave the way for the development of your integrity as a person. 2. Provide complete and accurate information whether is needed or not, the data you provide should always be contextualized and correct. 3. Disclose vital information adequately and appropriately. 4. Never conceal or hide information that are necessary for purposes of transparency. (Madrunio and Martin, 2018). VI. Principles of Effective Communication A. GENERAL PRINCIPLES OF EFFECTIVE COMMUNICATION 1. Know your purpose in communicating. Basically, this may be your objective or reason why you communicate: to inform, to entertain, to enlighten or to persuade your listeners or readers. While you may have more than one purpose, there is still a more dominant objective or reason why you communicate. 2. Know your audience. In both speaking and writing, you should know your audience as it will dictate the speaking or writing style you are going to employ. Consider the age, educational background, culture, gender, profession, and other salient features of your listeners or readers. 3. Know your topic. You communicate essentially because you want to communicate because you want to share something. In speaking situations, speakers are invited because they have something to share. This also applies to writing. You write because you wish that other people learn from you. You may then utilize several or multiple communication techniques to catch easily the attention of the audience. 4. Adjust your speech or writing to the context of the situation. The environment in which it is to be delivered determines the kind of language you will use. 5. Work on the feedback given you. Once you receive comments from the listeners/readers, work on them. Take kindly the criticisms. In the long run, constructive criticisms will prove beneficial to you as you learn to address them. (Madrunio and Martin, 2018). B. PRINCIPLES OF EFFECTIVE ORAL COMMUNICATION 1. Be clear with your objective. You should know by heart your objective in communicating. 2. Be complete with the message you deliver. Make sure that your claims are supported by facts and essential information. 3. Be concise. You do not need to be verbose or wordy with your statements. Brevity in speech is a must. 4. Be natural with your delivery. Punctuate important words with the appropriate gestures and movements. Exude a certain degree of confidence even if you do not feel confident enough. 5. Be specific and timely with your feedback. Inputs are most helpful when provided on time. C. PRINCIPLES OF EFFECTIVE WRITTEN COMMUNICATION: THE 7Cs D. 1. Be clear. Be clear about your message. Always be guided by your purpose in communicating. 2. Be concise. Always stick to the point and do not beat or run around the bush. Be brief by focusing on your main point. 3. Be concrete. Support your claims with enough facts. Your readers will easily know if you are bluffing or deceiving them because there is nothing to substantiate your claims. 4. Be correct. It is important that you observe grammatical correctness in your writing. Always have time to revise and edit your work. Even simple spelling errors may easily distract your readers. 5. Be coherent. Your writing becomes coherent only when you convey a logical message. The ideas should be connected to each other and related to the topic. Make sure that you observe a sound structure that will present a smooth flow of your ideas. Use transitional or cohesive devices so that the ideas cohere with one another. 6. Be complete. Include all necessary and relevant information so that the audience will not be left wanting of any information. Always place yourself in the shoes of the audience, who is always interested to receive new information. 7. Be courteous. The tone of your writing should be friendly. Avoid any overtone/undertone or insinuation to eliminate confusion and misinterpretation. (Madrunio and Martin, 2018). MODELS OF COMMUNICATION  What are communication models? According to Denis McQuail’s book Mass Communication Theory, “a model is a selective representation in verbal or diagrammatic form of some aspect of the dynamic process of mass communication.” In other words, models of communication provide us with a visual representation of the different aspects of a communication situation. Since communication is a complex process, it’s often challenging to determine where a conversation begins and ends. That is where models of communication come in — to simplify the process of understanding communication. A. LINEAR COMMUNICATION MODELS B. Linear communication models suggest that communication takes place only in one direction. The main elements in these models are: The channel, The sender, and The receiver. Some linear models of communication also mention noise as one of the factors that have a role in the communication process. Noise acts as the added (background) element that usually distracts from the original message.  The sender transmits the message via a channel.  The channel, as the medium, changes the message into speech, writing, or animation.  The message then finally reaches the receiver, who decodes it. 1. Aristotle’s model of communication  Aristotle’s model of communication primarily focuses on the sender (public speaker, professor, etc.) who passes on their message to the receiver (the audience). The sender is also the only active member in this model, whereas the audience is passive. This makes Aristotle’s communication model a foolproof way to excel in public speaking, seminars, and lectures. What are the main elements of Aristotle’s communication model? Aristotle identified 3 elements that improve communication within this model: 1. Ethos — Defines the credibility of the speaker. Speaker gains credibility, authority, and power by being an expert in a field of their choice. 2. Pathos — Connects the speaker with the audience through different emotions (anger, sadness, happiness, etc.) 3. Logos — Signifies logic. Namely, it is not enough for the speech to be interesting — it needs to follow the rules of logic. Aristotle’s communication model example Professor Beth is giving a lecture on neurological disorders to her students. She delivers her speech persuasively, in a manner that leaves her students mesmerized. The professor is at the center of attention, whereas her audience — her students — are merely passive listeners. Nevertheless, her message influences them and makes them act accordingly. So, in this situation, Professor Beth is the speaker, and her lecture on disorders is the act of speech. The occasion in question is a university lecture, while the students are her target audience. The effect of her speech is the students gaining knowledge on this subject matter. One of the major drawbacks of this model is that it does not pay attention to the feedback in communication because the audience is passive. 2. Lasswell’s model of communication Lasswell’s communication model views communication as the transmission of a message with the effect as the result. The effect in this case is the measurable and obvious change in the receiver of the message that is caused by the elements of communication. If any of the elements change, the effect also changes. What are the main elements of Lasswell’s communication model? Lasswell’s model aims to answer the following 5 questions regarding its elements: 1. Who created the message? 2. What did they say? 3. What channel did they use (TV, radio, blog)? 4. To whom did they say it? 5. What effect did it have on the receiver? The answers to these questions offer us the main components of this model:  Communicator, Message, Medium, Audience/Receiver, and Effect. Lasswell’s communication model example Let’s say you are watching an infomercial channel on TV and on comes a suitcase salesman, Mr. Sanders. He is promoting his brand of suitcases as the best. Aware that millions of viewers are watching his presentation, Mr. Sanders is determined to leave a remarkable impression. By doing so, he is achieving brand awareness, promoting his product as the best on the market, and consequently increasing sales revenue. o So, in this instance, Mr. Sanders is the communicator. o The message he is conveying is the promotion of his brand of suitcases as the best. o The medium he uses is television. o His audience consists of evening TV viewers in the US. o The effect he is achieving by doing this is raising brand awareness and increasing sales revenue. 3. The Shannon-Weaver model of communication The Shannon-Weaver communication model, therefore, is a mathematical communication concept that proposes that communication is a linear, one-way process that can be broken down into 5 key concepts. The main components of this model are:  Sender, Encoder, Channel, Decoder, and Receiver. The Shannon-Weaver communication model example Paula, a VP of Marketing in a multinational company, is briefing Julian on new marketing strategies they are about to introduce next month. She wants a detailed study of the competitor’s activity by the end of the week. Unfortunately, while she was speaking, her assistant Peter interrupted her, and she forgot to tell Julian about the most important issue. At the end of the week, Julian did finish the report, but there were some mistakes, which had to be corrected later on. o Paula is the sender, her mouth being the encoder. o The meeting she held was the channel.  o Julian’s ears and brain were decoders, and Julian was the receiver. o Peter is the noise. The trouble in this process was the lack of feedback. Had Julian asked Paula for clarification after Peter interrupted her, the whole communication process would have been more effective, and there would have been no mistakes. 4. Berlo’s S-M-C-R model of communication Berlo’s S-M-C-R communication model is a linear model of communication that suggests communication is the transfer of information between 4 basic steps or key elements. Main elements of Berlo’s Berlo’s S-M-C-R communication model: 1. Source, 2. Message, 3. Channel, and 4. Receiver. Let’s consider the key elements that affect how well the message is communicated, starting with the source. Step #1: The source The source or the sender carefully puts their thoughts into words and transfers the message to the receiver. Step #2: The message The speaker creates the message when they transform their thoughts into words. Step #3: The channel To get from the source to the receiver, the message goes through the channel. Berlo’s S-M-C-R communication model identifies all our senses are the channels that help us communicate with one another. Our sense of hearing lets us know that someone is speaking to us. Through our sense of taste, we gather information about the spiciness of a sauce we are eating. Our sense of sight allows us to decipher traffic signs while driving. We decide whether we like a certain perfume or not by smelling it. By touching the water we feel whether it is too cold for a swim. Step #4: The receiver A receiver is a person the source is speaking to — the destination of the conveyed message. To understand the message, the receiver should involve the same elements as the source. They should have similar communication skills, attitudes, and knowledge, and be acquainted with the social system and culture in which they communicate. Berlo’s S-M-C-R communication model example Watching the news on television is the perfect example of Berlo’s S-M-C-R Model of communication. In this case, the news presenter is the source of the news and they convey the message to the audience. o The news is the message, the television is the channel, and the audience are the receivers of the message. B. INTERACTIVE COMMUNICATION MODELS  As more dynamic models, interactive communication models refer to two-way communication with feedback. However, feedback within interactive communication models is not simultaneous, but rather slow and indirect. Main elements of interactive communication models: Sender, Message, Receiver, Feedback, and Field of experience. The field of experience represents a person’s culture, past experiences, and personal history. All of these factors influence how the sender constructs a message, as well as how the receiver interprets it. Every one of us brings a unique field of experience into communication situations. 1. The Osgood-Schramm model of communication The Osgood-Schramm model is a circular model of communication, in which messages go in two directions between encoding and decoding. As such, this model is useful for describing synchronous, interpersonal communication, but less suitable for cases with little or no feedback. Interestingly, in the Osgood-Schramm communication model, there is no difference between a sender and a receiver. Both parties are equally encoding and decoding the messages. The interpreter is the person trying to understand the message at that moment. Furthermore, the Osgood-Schramm communication model shows that information is of no use until it is put into words and conveyed to other people. What are the main principles and steps in the communication process according to this model? The Osgood-Schramm communication model proposes 4 main principles of communication: 1. Communication is circular. — Individuals involved in the communication process are changing their roles as encoders and decoders. 2. Communication is equal and reciprocal. — Both parties are equally engaged as encoders and decoders. 3. The message requires interpretation. — The information needs to be properly interpreted to be understood. 4. This model proposes 3 steps in the process of communication: Encoding, Decoding, and Interpreting The Osgood-Schramm communication model example Imagine you have not heard from your college friend for 15 years. Suddenly, they call you, and you start updating each other about what happened during the time you have not seen each other. In this example, you and your friend are equally encoding and decoding messages, and your communication is synchronous. You are both interpreting each other’s message. 2. White’s Communication Model  According to White, communication involves the simultaneous exchange of both verbal and non-verbal message, and these messages are interpreted by the receiver based on their own experiences, attitudes, and beliefs.  Communication is circular and continuous without a beginning or an end by introducing the concept of feedback. C. TRANSACTIONAL COMMUNICATION MODELS  Transactional models are the most dynamic communication models, which first introduce a new term for senders and receivers — communicators.  Transactional communication models view communication as a transaction, meaning that it is a cooperative process in which communicators co-create the process of communication, thereby influencing its outcome and effectiveness. In other words, communicators create shared meaning in a dynamic process. Aside from that, transactional models show that we do not just exchange information during our interactions, but create relationships, form cross-cultural bonds, and shape our opinions. Moreover, these models acknowledge that there are barriers to effective communication — noise. The key components of this communication model: Encoding, Decoding, Communicators, The message, The channel, and Noise. 1. Barnlund’s transactional model of communication  Barnlund’s transactional communication model explores interpersonal, immediate-feedback communication.  Barnlund’s model of communication recognizes that communication is a circular process and a multi-layered feedback system between the sender and the receiver, both of whom can affect the message being sent. The sender and the receiver change their places and are equally important. Feedback from the sender is the reply for the receiver, and both communicators provide feedback. At the same time, both sender and receiver are responsible for the communication’s effect and effectiveness. Main elements of Barnlund’s communication model: Encoding, Decoding, Communicators, The message (including the cues, environment, and noise), and The channel. This model accentuates the role of cues in impacting our messages. So, Barnlund differentiates between: Public cues (environmental cues), Private cues (person’s personal thoughts and background), and Behavioral cues (person’s behavior that can be verbal and nonverbal). All these cues, as well as the environment and noise, are part of the message. Each communicator’s reaction depends on their background, experiences, attitudes, and beliefs. Barnlund’s Model of communication include: Face-to-face interactions, Chat sessions, Telephone conversations, Meetings, etc. 2.Jakobson's Communication Model He outlines what he regards as the six constitutive factors in any act of verbal communication: ‘The addresser sends a message to the addressee. To be operative the message requires a context referred to (‘referent’ in another, somewhat ambivalent, nomenclature), seizable by the addressee, and either verbal or capable of being verbalized, a code fully, or at least partially, common to the addresser and addressee (or in other words, to the encoder and decoder of the message); and finally, a contact, a physical channel and psychological connection between the addresser and the addressee, enabling both of them to stay in communication.’ Jakobson proposes that each of these six factors (addresser, message, context, contact, code, and addressee) determines a different linguistic function. His model demonstrates that messages and meanings cannot be isolated from contextual factors. 3.Riley & Riley Model of Communication Introduction: The Riley developed a model to illustrate the sociological implications in communication. They discuss their ideas about communication theory in an article entitled “Mass Communication and the Social System” (Sociology Today, 1959). The basis for their ideas lies in the work of Aristotle and Lasswell, and point out the importance of the sociological view in communication in another way. Riley & Riley Model: Larger Social Structure 1 contains Communicator, Primary Group a1 and a2. Communicator (c) is representing the larger social group 1. Larger Social Structure 2 contains Receiver, Primary Group b1 and b2. Receiver (R) is representing the larger social group 2. Larger Social group 1 and larger social group 2 is comes under the Over All Social System. The model indicates that the Communicator (C) sends a message with agreement to the expectations of the groups and other people in the larger social system. The communicator is a part of a larger social structure and the group is called as a “Primary Groups”. In simple words, a communicator is influenced by the primary group. The Receiver is also works as like as Communicator which is also influenced by the other groups in the larger social system. The receiver (R) receives the feedback based on the communicator’s message from its primary social groups. Then send that feedback to communicator (C) to rectify any issues or problems. The important point is the both Communicator and Receiver are a part of an over-all social system. Importance of the Model: The model clearly illustrates that communication is a two-way proposition. Communicator and recipient are interdependent and interrelated by feedback mechanisms. Communicator and receiver are part of a larger social context (be it family, community, or work place); and are not acting in isolation. Example: Let’s say there has been a new library website unveiled, it is determined that the library terms, or jargon, used for navigating the website is confusing the students as they browse the site. The communicator (C) would be the library Dean and staff who have created the website and have included terminology and relate to (influence by the primary group). The college librarians would be the larger social structure in which Communicator (C) is a part of librarian’s staff community as well as student’s community. The receiver (R) is the college student who does not understand the jargon and becomes frustrated in his/her search for information. The receiver, who is a member of sociological groups containing all students, has their own expectations which is relate to the library web site and how they navigate it. Wrapping up: Communication models help us solve our workplace communication problems Communication in real life might be too complex to be truly represented by communication models. However, models of communication can still help us examine the steps in the process of communication, so we can better understand how we communicate both in the workplace and outside of it. Let’s sum up the key takeaways from this guide. In this guide, we have covered the most important models of communication, divided into 3 categories: Linear models — Mainly used in marketing, sales, and PR, in communication with customers, these models view communication as a one-way process. Interactive models — Used in internet-based and mediated communication, they refer to two-way communication with indirect feedback. Transactional models — The most complex models of communication, which best reflect the communication process. Prepared by: Ms. Clarissa S. Alcalen, LPT