Oral Communication: Nature and Process (ilovepdf_merged.pdf)

Oral Communication Nature and Process of Communication Presentation by: Kevin Rey A. Santos, LPT  Learning Targets Identify the elements of 01 Communication Infer how communication happens 02 between people Demonstrate understanding of 03 Elements of Communication...

Oral Communication Nature and Process of Communication Presentation by: Kevin Rey A. Santos, LPT  Learning Targets Identify the elements of 01 Communication Infer how communication happens 02 between people Demonstrate understanding of 03 Elements of Communication through given activities Yu (You) & Mi (Me)  Yu: May I help you? ACTIVIT Carter: We’ll be asking the questions old man! Who are you? Yu: I am Yu! Carter: No not me, you! Yu: Yes, I’m Yu! Y Carter: Just answer the **** question. Who are you? Yu: I have told you. DIRECTIONS: Carter: Are you deaf? The class will be divided into 3 groups. Yu: No, Yu is blind. Carter: I’m not blind, you blind! You’ll be given 10 minutes to rewrite the Yu: That is what i just said! given transcript of the conversation to Carter: You just said what? prevent misunderstanding. Yu: I did not say what, I said Yu. After the time is up, each group will select Carter: That’s what I’m asking you. Yu: And Yu is answering. members to do the role-playing using the Carter: SHUTUP! transcripts they created. Carter: You! After each role play, the group will justify Yu: Yes? how the revised transcript prevented the Carter: Not you, him! What’s your name? Mi: Mi. misunderstanding. Carter: Yes, you! Mi: I am Mi. Yu: He's Mi and I am Yu. Carter: And I’m about to whoop yo old *** man cause im sick of playing games! Carter: YOU, ME, EVERYBODY'S *** AROUND HERE! HIM! RUBRICS: Delivery - 5 points Teamwork - 5 points Justification - 5 points Total - 15 POINTS  COMMUNICATION In Etymology, it comes from the Latin words: communis = common communicare = to impart or to share The connection between these words highlights that communication refers to “make common or share of something” Webster defines communication as a process by which information is exchanged between individuals through a common system of symbols, signs or behavior. McCornack (2014) - It is a process of sharing and conveying messages or information from one person to another within and across channels, contexts, media, and cultures.  NATURE OF COMMUNICATION Communication Communication Communication is a process occurs between is symbolic two or more people  The Elements of Communication Sender Receiver Encoding Channel Noise Feedback Message Decoding  The Sender The one who initiates the message that needs to be transmitted. The Receiver The receiver decodes, interprets, and responds to the message of the sender. The receiver may be an individual or a group. The receiver of the message gives the original sender a response or feedback.  Encoding Channel It is the process of turning thoughts into A message can be delivered to its target communication. audience using a communication channel. Examples of communication channels include phone calls, text messages, emails, videos, radio, and social media.  Noise In communication, noise is anything that stops a receiver from fully comprehending a message. Noise can be both external and internal, and it can disrupt communication at any time. Feedback The reaction or response of the receiver is called feedback. It provides insight into how the receiver interprets and understands the message of the sender.  Message (Verbal or nonverbal, or both) is the content of the communication process. The originator of the message in the communication process is the sender.  Decoding The process where the receiver interprets the information into meaningful messages. Thank you for listening!  Models of Communication Learning Outcomes 01 02 03 Determine how the Differentiate the Compare and contrast communication various models of the unique feature/s process works comunication of one communication through different model from the other models Recall  Models of Communication refer to the conceptual model used to explain the human communication process Lesson Outline HUMAN COMMUNICATION MODELS I. LINEAR MODELS OF COMMUNICATION A. Aristotle’s Model of Communication B. Shannon-Weaver Model C. David Berlo’s Model/S-M-C-R Model D. Harold Lasswell’s Model II. INTERACTIVE MODEL A. Wilbur Schramm’s Model III. TRANSACTIONAL MODELS A. Transactional Model B. Eugene White’s Model Linear Model of Communication It illustrates communication as a one-way activity where message or information flows from the speaker to the listener. This means that the transmission of message starts from an active sender and ends with the passive receiver. Linear Model 1: Aristotle’s Model / Speaker-Centered Model ARISTOTLE (384-322 BC) Aristotle was a Greek philosopher and polymath during the Classical period in Ancient Greece. Linear Model 1: Aristotle’s Model / Speaker-Centered Model Aristotle identified three elements that improve communication: ✅ Ethos – defines the credibility of the speaker. Speaker gains credibility, authority, and power by being an expert in a field of their choice. ✅ Pathos – connects the speaker with the audience through different emotions (anger, sadness, happiness, etc.) ✅ Logos – an important element that signifies logic. It is not enough for the speech to be interesting – it needs to follow the rules of logic. Linear Model 1: Aristotle’s Model / Speaker-Centered Model Linear Model 1: Aristotle’s Model / Speaker-Centered Model This is considered as the first model of communication and was proposed before 200 B.C It mainly focuses on the speaker and the speech. Occasion/Setting is another important element for it dictates the kind of message to be delivered. There are three settings in Aristotle’s time: a. Legal Setting b. Deliberative Setting c. Ceremonial Setting Linear Model 1: Aristotle’s Model / Speaker-Centered Model Example: Alexander gave brave speech to his soldiers in the war field to defeat Persian Empire. Speaker - Alexander Speech - about his invasion Occasion - War field Audience - Soldiers Effect - To defeat Persia Linear Model 1: Aristotle’s Model / Speaker-Centered Model Criticisms around the model: There is no concept feedback, it is one way from speaker to audience. There is no concept of communication failure like noise and barriers. This model can only be used in public speaking. Linear Model 2: Shannon-Weaver Model / Telephone Model CLAUDE ELWOOD SHANNON (1916-2001) Claude Elwood Shannon was an American mathematician, electrical engineer, cryptographer known as “the father of information theory”. Shannon is noted for having founded information theory with a landmark paper, “A Mathematical Theory of Communication”, which he published in 1948. Linear Model 2: Shannon-Weaver Model / Telephone Model WARREN WEAVER (1894-1978) Warren Weaver was an American scientist, mathematician, and science administrator. He is widely recognized as one of the pioneers of machine translation, and as an important figure in creating support for science in the United States. Linear Model 2: Shannon-Weaver Model / Telephone Model Information Transmitter Receiver Destination Source Channel Signal Received Signal Message Message Noise Source Linear Model 2: Shannon-Weaver Model / Telephone Model Known as the mother of all communication models, the Shannon-Weaver model (1949) depicts communication as a linear or one-way process consisting of five elements: a source (producer of message); a transmitter (encoder of message into signals); a channel (signals adapted for transmission); a receiver (decoder of message from the signal); and a destination. In 1948, Shannon was an American mathematician, Electronic engineer and Weaver was an American scientist. Both of them joined together to write an article in “Bell System Technical Journal” called “A Mathematical Theory of Communication”. Linear Model 2: Shannon-Weaver Model / Telephone Model Levels of Communication Problems According to Shannon-Weaver: 1. Technical Problem - How a channel causes a problem? 2. Semantic Problem - Is the meaning of message sent and received very different? 3. Effectiveness Problem - How effectvely does the message cause reaction? Linear Model 2: Shannon-Weaver Model / Telephone Model Practical Example of Shannon-Weaver model of communication: Thomsom made call to his asssistant “come here I want to see you”. During his call, noise appeared (transmission error) and his assistant received “I want” only. Again Assistant asked Thomsom (feedback) “what do you want Thomson”. Sender : Thomson Encoder : Telephone (Thomson) Channel : Cable Noise : Distraction in voice Reception : Telephone (Assistant) Receiver : Assistant Due to transmission error or noise, Assistant can’t understand Thomson’s messages. Linear Model 3: David Berlo’s Model / S-M-C-R Model DAVID BERLO (1929-1996) David Kenneth Berlo was an American communications theorist. He taught at Michigan State University and later served as president of Illinois State University. Linear Model 3: David Berlo’s Model / S-M-C-R Model ENCODES DECODES SOURCE MESSAGE CHANNEL RECEIVER Communication Content Hearing Communication Skills Elements Seeing Skills Attitude Treatment Touching Attitude Knowledge Structure Smelling Knowledge Social System Code Tasting Social System Culture Culture Linear Model 3: David Berlo’s Model / S-M-C-R Model This model believes that for an effective communication to take place, the source and the receiver needs to be in the same level, only if the source and the receiver are on the same level, communication will happen or take place properly. So, source and receiver should be similar Linear Model 3: David Berlo’s Model / S-M-C-R Model Criticisms around the model: No feedback Does not mention barriers of communication No room for noise Complex model Needs people to be on the same level of communication Linear Model 4: Harold Lasswell’s Model HAROLD LASSWELL (1902-1978) Harold Dwight Lasswell was a leading American political scientist and communications theorist. He was a PhD student at the University of Chicago, and he was a professor of law at Yale University Linear Model 4: Harold Lasswell’s Model WHO (Sender) SAYS WHAT COMPONENTS OF LASSWELL’S MODEL (Message) CHANNEL (Medium) TO WHOM (Receiver) WITH WHAT (Feedback) Linear Model 4: Harold Lasswell’s Model The model consists of five components, that are used as an analysis tool for evaluating the entire communication process. The previous “W” questions are the basis for these components. The answers to these questions provide insight into the communication between people. It was developed to analyze mass communication. Linear Model 4: Harold Lasswell’s Model ANALYSIS ON EACH COMPONENT: CONTROL ANALYSIS - SENDER CONTENT ANALYSIS - MESSAGE MEDIA ANALYSIS - CHANNEL AUDIENCE ANALYSIS - RECEIVER EFFECT ANALYSIS - FEEDBACK/REACTION Linear Model 4: Harold Lasswell’s Model Criticisms around the model: The major criticism of Lasswell’s Model is that it does not include feedback and it ignores the possibility of noise. The model is also criticized for being very general and only including very traditional topics. The model is very simplistic. The model is said to be propaganda-based as it is more focused on the resulting outcome and generally used for media persuassion.  Interactive Model of Communication It shows a two-way exchange which features the element of feedback. The sender composes and delivers a message to a receiver, who in return composes and delivers a response. It is similar to transactional model as they are both two-way communication model. But interactive model is mostly used for new media like internet. Interactive Model 1: Wilbur Schramm’s Model WILBUR LANG SCHRAMM (1907-1987) He was a scholar and “authority on mass communications”. He founded the Iowa Writers’ Workshop in 1935 and served as its first director until 1941 Interactive Model 1: Wilbur Schramm’s Model Interactive Model 1: Wilbur Schramm’s Model Wilbur Schramm is considered as the “Father of Mass Communication”. He came up with five models, but the Schramm Model in 1955 is the model that explains why communication breakdown occurs. ⚬ The model shows how meaning is transferred from one person or group to another. Here he added Field of Experience: are based on individual beliefs, values, experiences and learned meanings both as an individual or part of group. He suggests that message can be complicated by different meaning learned by different people. Interactive Model 1: Wilbur Schramm’s Model Schramm’s model of communication is used in both Intrapersonal and Interpersonal communication. The model takes communication as a never-ending process which constitutes messages and feedback. Each person is both sender and receiver, so there must be interpretation of the message or each turn. Interactive Model 1: Wilbur Schramm’s Model Criticisms around the model: This model does not talk about semantic noise and it assume the moment of encoding and decoding. Transactional Model of Communication It uses the term participants to refer to the sender and receiver. It also includes additional elements of noise and environment. Transactional Model 1: Transactional Model Transactional Model 1 Transactional Model Transactional model is the process of continuous change and transformation where every component is changing such as the people, their environments and the medium used. Due to this, it assumes the communicators to be independent and act any way they want. Since both sender and receiver are necessary to keep the communication alive in transactional model, the communicators are also interdependent to each other. For example, transactional communication is not possible if the recever is not listening to sender. Transactional Model 1 Transactional Model Criticisms around the model: Without verbal response, the sender can not be sure that the receiver of the messsage as intended. Feedback is an important component in the communication process, especially in interpersonal communicatiohn as it gives a space to clarify misunderstandings. The transactional model gives the opportunity for a lot of noise because the communication is simultaneous. For example, when many people are talking at the same time in a meeting, the objective of the meeting will not be fulfilled. Transactional Model 2 Eugene White’s Model Transactional Model 2 Eugene White’s Model According to Eugene White in his definition of the model of communication, it is, it is a repetitive cycle. His 1960 model is that of a cyclical process composed of eight stages. These stages are thinking, symbolizing, expressing, transmitting, receiving, decoding, feedbacking, monitoring and thinking. This model suggests that there is no beginning nor end to communication. He is also the one who introduced the concept of feedback --- a process that is now known to close the loop (complete the cycle). Thank you for listening!  Functions of Communication Presentation by: Kevin Rey A. Santos, LPT Recall Let’s play! Scrambled words  SCRAMBLED WORDS! 1.) ITAVMONITO - Communication encourages or persuades people to live better. 2.) LANIOTEMO NIOSSERPEX - Communication facilitates people’s expression of their feelings and emotions. 3.) NOITROFINMA NOITANIMESSID - Communication functions to convey information. 4.) LORTNOC and NOITALUGER - Communication functions to _____ one’s behavior or action. Ex. “Stop!” 5.) OIASLC NOITCARETNI - The most familiar and the primary reason why people communicate.  SCRAMBLED WORDS! 1.) MOTIVATION - Communication encourages or persuades people to live better. 2.) LANIOTEMO NIOSSERPEX - Communication facilitates people’s expression of their feelings and emotions. 3.) NOITROFINMA NOITANIMESSID - Communication functions to convey information. 4.) LORTNOC and NOITALUGER - Communication functions to _____ one’s behavior or action. Ex. “Stop!” 5.) OIASLC NOITCARETNI - The most familiar and the primary reason why people communicate.  SCRAMBLED WORDS! 1.) MOTIVATION - Communication encourages or persuades people to live better. 2.) EMOTIONAL EXPRESSION - Communication facilitates people’s expression of their feelings and emotions. 3.) NOITROFINMA NOITANIMESSID - Communication functions to convey information. 4.) LORTNOC and NOITALUGER - Communication functions to _____ one’s behavior or action. Ex. “Stop!” 5.) OIASLC NOITCARETNI - The most familiar and the primary reason why people communicate.  SCRAMBLED WORDS! 1.) MOTIVATION - Communication encourages or persuades people to live better. 2.) EMOTIONAL EXPRESSION - Communication facilitates people’s expression of their feelings and emotions. 3.) INFORMATION DISSEMINATION - Communication functions to convey information. 4.) LORTNOC and NOITALUGER - Communication functions to _____ one’s behavior or action. Ex. “Stop!” 5.) OIASLC NOITCARETNI - The most familiar and the primary reason why people communicate.  SCRAMBLED WORDS! 1.) MOTIVATION - Communication encourages or persuades people to live better. 2.) EMOTIONAL EXPRESSION - Communication facilitates people’s expression of their feelings and emotions. 3.) INFORMATION DISSEMINATION - Communication functions to convey information. 4.) CONTROL and REGULATION - Communication functions to _____ one’s behavior or action. Ex. “Stop!” 5.) OIASLC NOITCARETNI - The most familiar and the primary reason why people communicate.  SCRAMBLED WORDS! 1.) MOTIVATION - Communication encourages or persuades people to live better. 2.) EMOTIONAL EXPRESSION - Communication facilitates people’s expression of their feelings and emotions. 3.) INFORMATION DISSEMINATION - Communication functions to convey information. 4.) CONTROL and REGULATION - Communication functions to _____ one’s behavior or action. Ex. “Stop!” 5.) SOCIAL INTERACTION - The most familiar and the primary reason why people communicate. F unctions of Communication It refers to how humans use language for different purposes. It is necessary to determine the functions of communication so people can use them at the right time, place, and situation. The Speaker has five major reasons for communicating, also known as the Functions of Communication. F ive F unctions of Communication 1. Regulation and Control - Communication functions to control behavior. It is also utilized to regulate the nature and number of activities that people engage in. Examples: “You are not allowed to use your phone while eating.” “Go to the kitchen, then cook adobo.” 2. Social Interaction - Communication allows individuals to make social relationships. This is also used to form bonds, intimacy, relations, and connections with others. Examples: “Let’s have dinner later.” “Will you be my prom date?” F ive F unctions of Communication 3. Motivation - This is used to power up preferences, desires, needs, wants, decisions, goals, and strengths. Examples: “I need to work hard, so I can have six-digit bank savings.” “I want to be a successful writer someday.” 4. Emotional expression - Communication facilitates people’s expression of their feelings, emotions, and desire. Examples: “I love chocolate ice cream.” “I am angry at you” F ive F unctions of Communication 5. Information dissemination - Communication functions to convey information. Examples: “This is the process of baking cookies.” “We can save money if we subscribe to Spotify family.”  QUIZ DIRECTION: Identify the function of communication in each of the following situations. 1. Jhon Michael invites Lex for a coffee. 2. Kim is teaching her friends how to cook lasagna. Regulation and Control 3. Martin says, “ouch!” when Lyka accidentally steps on his foot. Social Interaction 4. Raven is asking Clarisse to stop being a crybaby. Motivation 5. Janiel says that Elton needs to stop procrastinating. Emotional Expression 6. George discusses the policies of the museum to the tourists. Information 7. Crysdayne invites Jairel to attend his wedding. Dissemination 8. Amion tells his friends that he wants to be an award- winning actor. 9. Decker shares his disappointment towards Sham. 10. Oxnard discusses human evolution with his friends.  QUIZ DIRECTION: Identify the function of communication in each of the following situations. 1. Jhon Michael invites Lex for a coffee. - 1. Social Interaction 2. Kim is teaching her friends how to cook lasagna. 3. Martin says, “ouch!” when Lyka accidentally steps on his foot. 4. Raven is asking Clarisse to stop being a crybaby. 5. Janiel says that Elton needs to stop procrastinating. 6. George discusses the policies of the museum to the tourists. 7. Crysdayne invites Jairel to attend his wedding. 8. Amion tells his friends that he wants to be an award-winning actor. 9. Decker shares his disappointment towards Sham. 10. Oxnard discusses human evolution with his friends.  QUIZ DIRECTION: Identify the function of communication in each of the following situations. 1. Jhon Michael invites Lex for a coffee. - 1. Social Interaction 2. Kim is teaching her friends how to cook lasagna. - 2. Information Dissemination 3. Martin says, “ouch!” when Lyka accidentally steps on his foot. 4. Raven is asking Clarisse to stop being a crybaby. 5. Janiel says that Elton needs to stop procrastinating. 6. George discusses the policies of the museum to the tourists. 7. Crysdayne invites Jairel to attend his wedding. 8. Amion tells his friends that he wants to be an award-winning actor. 9. Decker shares his disappointment towards Sham. 10. Oxnard discusses human evolution with his friends.  QUIZ DIRECTION: Identify the function of communication in each of the following situations. 1. Jhon Michael invites Lex for a coffee. - 1. Social Interaction 2. Kim is teaching her friends how to cook lasagna. - 2. Information Dissemination 3. Martin says, “ouch!” when Lyka accidentally steps on his foot. - 3. Emotional Expression 4. Raven is asking Clarisse to stop being a crybaby. 5. Janiel says that Elton needs to stop procrastinating. 6. George discusses the policies of the museum to the tourists. 7. Crysdayne invites Jairel to attend his wedding. 8. Amion tells his friends that he wants to be an award-winning actor. 9. Decker shares his disappointment towards Sham. 10. Oxnard discusses human evolution with his friends.  QUIZ DIRECTION: Identify the function of communication in each of the following situations. 1. Jhon Michael invites Lex for a coffee. - 1. Social Interaction 2. Kim is teaching her friends how to cook lasagna. - 2. Information Dissemination 3. Martin says, “ouch!” when Lyka accidentally steps on his foot. - 3. Emotional Expression 4. Raven is asking Clarisse to stop being a crybaby. - 4. Control 5. Janiel says that Elton needs to stop procrastinating. 6. George discusses the policies of the museum to the tourists. 7. Crysdayne invites Jairel to attend his wedding. 8. Amion tells his friends that he wants to be an award-winning actor. 9. Decker shares his disappointment towards Sham. 10. Oxnard discusses human evolution with his friends.  QUIZ DIRECTION: Identify the function of communication in each of the following situations. 1. Jhon Michael invites Lex for a coffee. - 1. Social Interaction 2. Kim is teaching her friends how to cook lasagna. - 2. Information Dissemination 3. Martin says, “ouch!” when Lyka accidentally steps on his foot. - 3. Emotional Expression 4. Raven is asking Clarisse to stop being a crybaby. - 4. Control 5. Janiel says that Elton needs to stop procrastinating. - 5. Motivation 6. George discusses the policies of the museum to the tourists. 7. Crysdayne invites Jairel to attend his wedding. 8. Amion tells his friends that he wants to be an award-winning actor. 9. Decker shares his disappointment towards Sham. 10. Oxnard discusses human evolution with his friends.  QUIZ DIRECTION: Identify the function of communication in each of the following situations. 1. Jhon Michael invites Lex for a coffee. - 1. Social Interaction 2. Kim is teaching her friends how to cook lasagna. - 2. Information Dissemination 3. Martin says, “ouch!” when Lyka accidentally steps on his foot. - 3. Emotional Expression 4. Raven is asking Clarisse to stop being a crybaby. - 4. Control 5. Janiel says that Elton needs to stop procrastinating. - 5. Motivation 6. George discusses the policies of the museum to the tourists. - 6. Control 7. Crysdayne invites Jairel to attend his wedding. 8. Amion tells his friends that he wants to be an award-winning actor. 9. Decker shares his disappointment towards Sham. 10. Oxnard discusses human evolution with his friends.  QUIZ DIRECTION: Identify the function of communication in each of the following situations. 1. Jhon Michael invites Lex for a coffee. - 1. Social Interaction 2. Kim is teaching her friends how to cook lasagna. - 2. Information Dissemination 3. Martin says, “ouch!” when Lyka accidentally steps on his foot. - 3. Emotional Expression 4. Raven is asking Clarisse to stop being a crybaby. - 4. Control 5. Janiel says that Elton needs to stop procrastinating. - 5. Motivation 6. George discusses the policies of the museum to the tourists. - 6. Control 7. Crysdayne invites Jairel to attend his wedding. - 7. Social Interaction 8. Amion tells his friends that he wants to be an award-winning actor. 9. Decker shares his disappointment towards Sham. 10. Oxnard discusses human evolution with his friends.  QUIZ DIRECTION: Identify the function of communication in each of the following situations. 1. Jhon Michael invites Lex for a coffee. - 1. Social Interaction 2. Kim is teaching her friends how to cook lasagna. - 2. Information Dissemination 3. Martin says, “ouch!” when Lyka accidentally steps on his foot. - 3. Emotional Expression 4. Raven is asking Clarisse to stop being a crybaby. - 4. Control 5. Janiel says that Elton needs to stop procrastinating. - 5. Motivation 6. George discusses the policies of the museum to the tourists. - 6. Control 7. Crysdayne invites Jairel to attend his wedding. - 7. Social Interaction 8. Amion tells his friends that he wants to be an award-winning actor. - 8. Motivation 9. Decker shares his disappointment towards Sham. 10. Oxnard discusses human evolution with his friends.  QUIZ DIRECTION: Identify the function of communication in each of the following situations. 1. Jhon Michael invites Lex for a coffee. - 1. Social Interaction 2. Kim is teaching her friends how to cook lasagna. - 2. Information Dissemination 3. Martin says, “ouch!” when Lyka accidentally steps on his foot. - 3. Emotional Expression 4. Raven is asking Clarisse to stop being a crybaby. - 4. Control 5. Janiel says that Elton needs to stop procrastinating. - 5. Motivation 6. George discusses the policies of the museum to the tourists. - 6. Control 7. Crysdayne invites Jairel to attend his wedding. - 7. Social Interaction 8. Amion tells his friends that he wants to be an award-winning actor. - 8. Motivation 9. Decker shares his disappointment towards Sham. - 9. Emotional expression 10. Oxnard discusses human evolution with his friends.  QUIZ 100% DIRECTION: Identify the function of communication in each of the following situations. 1. Jhon Michael invites Lex for a coffee. - 1. Social Interaction 2. Kim is teaching her friends how to cook lasagna. - 2. Information Dissemination 3. Martin says, “ouch!” when Lyka accidentally steps on his foot. - 3. Emotional Expression 4. Raven is asking Clarisse to stop being a crybaby. - 4. Control 5. Janiel says that Elton needs to stop procrastinating. - 5. Motivation 6. George discusses the policies of the museum to the tourists. - 6. Control 7. Crysdayne invites Jairel to attend his wedding. - 7. Social Interaction 8. Amion tells his friends that he wants to be an award-winning actor. - 8. Motivation 9. Decker shares his disappointment towards Sham. - 9. Emotional expression 10. Oxnard discusses human evolution with his friends. - 10. Information Dissemination Thank you very much!  VERBAL AND NON-VERBAL COMMUNICATION PRESENTATION BY: KEVIN REY A. SANTOS, LPT VERBAL COMMUNICATION It involves the use of language to express ideas. It also involves the production of sounds, words, phrases, and sentences through speech. Verbal communication is any communication that uses words to share information with others. These words may be both spoken and written. Verbal communication therefore requires both a speaker (or a writer) to transmit the message, and a listener (or a reader) to make sense of the message. Communication can be done in two ways: A (i) Oral - like face-to-face communication, lectures, phone calls, seminars, etc. (ii) Written - letters, e-mail, SMS, etc. Consider the following when engaging in Verbal Communication: Appropriateness - The language that you use should be appropriate to the environment or occasion. (i.e., whether formal or informal. Brevity - Speakers who often use simple yet precise and powerful words are found to be more credible. Try to achieve brevity by being more direct with your words. Avoid fillers and insubstantial expressions which do not add to the message, such as “uh”, “you know”, “I guess”, and others. Consider the following when engaging in Verbal Communication: Clarity - The meanings of words, feeling or ideas may be interpreted differently by listener; hence, it is essential for you to clearly state your message and express your ideas and feelings. Ethics - Words should be carefully chosen in consideration of the gender, roles, ethnicity, preferences and status of the person or people you are. Consider the following when engaging in Verbal Communication: Vividness - Words that vividly or creatively describe things or feelings usually add color and spice to communication; hence, you are encouraged to find ways to charm your audience through the use of vivid words.  Some verbal elements in speaking: a. Pause - A speaker takes pauses between utterances to allow listeners to process what is said. b. Loudness or softness - Emphasis can be achieved either speaking loudly or softly. c. Rhythm - refers to speed and flow of a speaker’s utterances. Your paragraph text  Some verbal elements in speaking: d. Repetition and Rephrasing - In order that the listener can better understand what was said, the speaker may repeat or even paraphrase the message. e. Tone - The tone of voice often shows the attitude of the speaker toward the topic or the listener.  Some verbal elements in speaking: f. Appropriate Form of Language - A speaker must use the appropriate form of language to be used in a given setting. NON-VERBAL COMMUNICATION Non-verbal communication is the process of sending and receiving messages without using words, either spoken or written. Also called manual language. Non-verbal communication has been defined as communication without words. It includes apparent behaviors such as facial expressions, eyes, touching, and tone of voice, as well as less obvious messages such as dress, posture and spatial distance between two or more people. TYPES OF NON- VERBAL COMMUNICATION: KINESICS (bodily motions) - It is the study of the body language of a person, i.e., eye contact, gestures, postures, facial expressions, etc. VOCALICS (use of voice) - The volume, tone of voice and pitch used by the sender for communicating a message to the receiver is known as vocalics or paralanguage. TYPES OF NON- VERBAL COMMUNICATION: HAPTICS (use of touch) - It is the study of how touch is used to deliver a message. Culture defines the meaning of human touch. CHRONEMICS (use of time) - The study of time element in communication.  TYPES OF NON- VERBAL COMMUNICATION: PROXEMICS (use of space) - It refers to the way people use space to convey meaning. ARTIFACTS (use of objects) - Objects and image are also tools that can be used to communicate non-verbally. Mastery of non-verbal communication is important for several reasons: ⚬ It enhances and emphasizes the message of your speech, thus making it more meaningful, truthful and relevant. ⚬ It can communicate feelings, attitudes and perceptions without you saying a word. ⚬ It can sustain the attention of listeners and keep them engaged in the speech. ⚬ It gives the audience a preview to the type of speaker you are.  Mastery of non-verbal communication is important for several reasons: ⚬ It makes you appear more dynamic and animated in your delivery. ⚬ It serves as a channel to release tensions and nervousness. ⚬ It helps make your speech more dramatic. ⚬ It can build a connection with listeners. ⚬ It makes you a credible speaker. ⚬ It helps you vary your speaking style and avoid monotonous delivery. A  EFFECTIVE COMMUNICATION SKILLS PRESENTATION BY: KEVIN REY A. SANTOS, LPT WHAT IS COMMUNICATION? > The act of transferring information from one place, person or group to another. > The imparting or exchange of information by speaking, writing, or using some other medium. WHAT IS BARRIER?  WHAT IS BARRIER? > An obstacle in a place that prevents us from completing certain tasks. 7 C’S OF EFFECTIVE COMMUNICATION Features of an Effective Communication In their pioneer book Effective Public Relations, Professors Broom, Cutlip, and Center (2012) list the 7 C’s of Effective Comunication. Ths list is widely used today, especially in public relations and advertising.  COMPLETENESS 7 C’S OF EFFECTIVE 01. Complete communication is essential to the quality of the communication process in general. Hence, communication should also include everything that the receiver needs to hear for him/her to respond, COMMUNICATION react, or evaluate properly. Features of an Effective Communication In their pioneer book Effective Public Relations, Professors Broom, Cutlip, and Center (2012) list the 7 C’s of Effective Comunication. Ths list is widely used today, especially in public relations and advertising.  COMPLETENESS 7 C’S OF EFFECTIVE 01. Complete communication is essential to the quality of the communication process in general. Hence, communication should also include everything that the receiver needs to hear for him/her to respond, COMMUNICATION react, or evaluate properly. CONCISENESS 02. Features of an Effective Communication Conciseness does not mean keeping the message short, but making it direct or straight to the point. Insignificant or redundant information should be eliminated from the communication that will be sent to the recipient. In their pioneer book Effective Public Relations, Professors Broom, Cutlip, and Center (2012) list the 7 C’s of Effective Comunication. Ths list is widely used today, especially in public relations and advertising.  COMPLETENESS 7 C’S OF EFFECTIVE 01. Complete communication is essential to the quality of the communication process in general. Hence, communication should also include everything that the receiver needs to hear for him/her to respond, COMMUNICATION react, or evaluate properly. CONCISENESS 02. Features of an Effective Communication Conciseness does not mean keeping the message short, but making it direct or straight to the point. Insignificant or redundant information should be eliminated from the communication that will be sent to the recipient. In their pioneer book Effective Public Relations, Professors Broom, Cutlip, and CONSIDERATION Center (2012) list the 7 C’s of Effective 03. Implies “stepping into the shoes of others”. Effective communication must Comunication. Ths list is widely used take audience into consideration. Modify your words in message to suit the today, especially in public relations and audience’s needs while making your message complete. advertising.  CLARITY 7 C’S OF EFFECTIVE 04. Implies emphasizing on a specific message COMMUNICATION or goal at a time, rather than trying to achieve too much at once. It is achieved when the speaker focuses only on a single objective in his/her speech so as not to confuse the audience. Features of an Effective Communication  CLARITY 7 C’S OF EFFECTIVE 04. Implies emphasizing on a specific message COMMUNICATION or goal at a time, rather than trying to achieve too much at once It is achieved when the speaker focuses only on a single objective in his/her speech so as not to confuse the audience. Features of an Effective Communication CONCRETENESS 05. Implies being particular and clear rather than fuzzy and general. Effective communication happens when the message is concrete and supported by facts, figures, and real-life examples and situations. In this case, the receiver is more connected to the message conveyed.  CLARITY 7 C’S OF EFFECTIVE 04. Implies emphasizing on a specific message COMMUNICATION or goal at a time, rather than trying to achieve too much at once It is achieved when the speaker focuses only on a single objective in his/her speech so as not to confuse the audience. Features of an Effective Communication CONCRETENESS 05. Implies being particular and clear rather than fuzzy and general. Effective communication happens when the message is concrete and supported by facts, figures, and real-life examples and situations. n this case, the receiver is more connected to the message conveyed. COURTESY 06. The speaker shows courtesy in communication by respecting the culture, values, and beliefs of his/her receivers. Being courteous at all times creates a positive impact on the audience.  CLARITY 7 C’S OF EFFECTIVE 04. Implies emphasizing on a specific message COMMUNICATION or goal at a time, rather than trying to achieve too much at once It is achieved when the speaker focuses only on a single objective in his/her speech so as not to confuse the audience. Features of an Effective Communication CONCRETENESS 05. Implies being particular and clear rather than fuzzy and general. Effective communication happens when the message is concrete and supported by facts, figures, and real-life examples and situations. n this case, the receiver is more connected to the message conveyed. COURTESY CORRECTNESS 06. 07. The speaker shows courtesy in Correctness in grammar eliminates communication by respecting the culture, negative impact on the audience and values, and beliefs of his/her receivers. increases the credibility and effectiveness Being courteous at all times creates a of the message. positive impact on the audience.  BARRIERS TO COMMUNICATION  USE OF JARGON over-complicated, unfamiliar and/or technical terms. BARRIERS TO COMMUNICATION  USE OF JARGON over-complicated, unfamiliar and/or technical terms. EMOTIONAL BARRIERS AND TABOOS Some people may find it difficult to express their emotions and some topics may be BARRIERS TO COMMUNICATION completely 'off-limits' or taboo. taboo or difficult topics may include, but are not limited to, politics, religion, disabilities (mental and physical), sexuality and sex, racism and any opinion that may be seen as unpopular.  USE OF JARGON over-complicated, unfamiliar and/or technical terms. EMOTIONAL BARRIERS AND TABOOS Some people may find it difficult to express their emotions and some topics may be BARRIERS TO COMMUNICATION completely 'off-limits' or taboo. taboo or difficult topics may include, but are not limited to, politics, religion, disabilities (mental and physical), sexuality and sex, racism and any opinion that may be seen as unpopular. POOR RETENTION The inability of the receiver to remember or retain in his/her mind the complete thought of the message.  PHYSICAL DIFFICULTY USE OF JARGON THE ENVIRONMENTAL AND NATURAL over-complicated, unfamiliar CONDITION THAT ACT AS A BARRIER and/or technical terms. IN COMMUNICATION IN SENDING MESSAGE FROM SENDER TO RECEIVER. EMOTIONAL BARRIERS AND TABOOS Some people may find it difficult to express their emotions and some topics may be BARRIERS TO COMMUNICATION completely 'off-limits' or taboo. taboo or difficult topics may include, but are not limited to, politics, religion, disabilities (mental and physical), sexuality and sex, racism and any opinion that may be seen as unpopular. POOR RETENTION The inability of the receiver to remember or retain in his/her mind the complete thought of the message.  PHYSICAL DIFFICULTY USE OF JARGON THE ENVIRONMENTAL AND NATURAL over-complicated, unfamiliar CONDITION THAT ACT AS A BARRIER and/or technical terms. IN COMMUNICATION IN SENDING MESSAGE FROM SENDER TO RECEIVER. EMOTIONAL BARRIERS AND TABOOS Some people may find it difficult to express their emotions and some topics may be BARRIERS TO CULTURAL DIFFERENCES COMMUNICATION completely 'off-limits' or taboo. taboo or difficult topics may include, but are not THE NORMS OF SOCIAL INTERACTION limited to, politics, religion, disabilities VARY GREATLY IN DIFFERRENT (mental and physical), sexuality and sex, CULTURES, AS DO THE WAY IN WHICH racism and any opinion that may be seen as EMOTIONS ARE EXPRESSED. unpopular. POOR RETENTION The inability of the receiver to remember or retain in his/her mind the complete thought of the message.  PHYSICAL DIFFICULTY USE OF JARGON THE ENVIRONMENTAL AND NATURAL over-complicated, unfamiliar CONDITION THAT ACT AS A BARRIER and/or technical terms. IN COMMUNICATION IN SENDING MESSAGE FROM SENDER TO RECEIVER. EMOTIONAL BARRIERS AND TABOOS Some people may find it difficult to express their emotions and some topics may be BARRIERS TO CULTURAL DIFFERENCES COMMUNICATION completely 'off-limits' or taboo. taboo or difficult topics may include, but are not THE NORMS OF SOCIAL INTERACTION limited to, politics, religion, disabilities VARY GREATLY IN DIFFERRENT (mental and physical), sexuality and sex, CULTURES, AS DO THE WAY IN WHICH racism and any opinion that may be seen as EMOTIONS ARE EXPRESSED. unpopular. POOR RETENTION PHYSICAL BARRIERS TO NON- VERBAL COMMUNICATION The inability of the receiver to remember or retain in his/her NOT BEING ABLE TO SEE THE NON- mind the complete thought of VERBAL CUES, GESTURES, POSTURE the message. AND GENERAL BODY LANGUAGE CAN MAKE COMMUNICATION LESS EFFECTIVE.  PHYSICAL DIFFICULTY USE OF JARGON THE ENVIRONMENTAL AND NATURAL over-complicated, unfamiliar CONDITION THAT ACT AS A BARRIER and/or technical terms. IN COMMUNICATION IN SENDING MESSAGE FROM SENDER TO RECEIVER. EMOTIONAL BARRIERS AND TABOOS Some people may find it difficult to express their emotions and some topics may be BARRIERS TO CULTURAL DIFFERENCES COMMUNICATION completely 'off-limits' or taboo. taboo or difficult topics may include, but are not THE NORMS OF SOCIAL INTERACTION limited to, politics, religion, disabilities VARY GREATLY IN DIFFERRENT (mental and physical), sexuality and sex, CULTURES, AS DO THE WAY IN WHICH racism and any opinion that may be seen as EMOTIONS ARE EXPRESSED. unpopular. POOR RETENTION PHYSICAL BARRIERS TO NON- VERBAL COMMUNICATION The inability of the receiver to remember or retain in his/her NOT BEING ABLE TO SEE THE NON- mind the complete thought of DISTRACTION / NOISE VERBAL CUES, GESTURES, POSTURE the message. AND GENERAL BODY LANGUAGE CAN May hamper the delivery of the MAKE COMMUNICATION LESS message. EFFECTIVE. THERE ARE A NUMBER OF THINGS YOU CAN DO TO OVERCOME THE COMMON BARRIERS TO EFFECTIVE COMMUNICATION THERE ARE A NUMBER OF THINGS YOU CAN DO TO OVERCOME THE COMMON BARRIERS TO EFFECTIVE COMMUNICATION 1. THINK BEFORE YOU SPEAK. THERE ARE A NUMBER OF THINGS YOU CAN DO TO OVERCOME THE COMMON BARRIERS TO EFFECTIVE COMMUNICATION 1. THINK BEFORE YOU SPEAK. 2. CHECK UNDERSTANDING. THERE ARE A NUMBER OF THINGS YOU CAN DO TO OVERCOME THE COMMON BARRIERS TO EFFECTIVE COMMUNICATION 1. THINK BEFORE YOU SPEAK. 2. CHECK UNDERSTANDING. 3. CONSIDER COMMON COMMUNICATION PITFALLS TO AVOID. THERE ARE A NUMBER OF THINGS YOU CAN DO TO OVERCOME THE COMMON BARRIERS TO EFFECTIVE COMMUNICATION 1. THINK BEFORE YOU SPEAK. 2. CHECK UNDERSTANDING. 3. CONSIDER COMMON COMMUNICATION PITFALLS TO AVOID. 4. COMMUNICATING ONE THING AT A TIME. THERE ARE A NUMBER OF THINGS YOU CAN DO TO OVERCOME THE COMMON BARRIERS TO EFFECTIVE COMMUNICATION 1. THINK BEFORE YOU SPEAK. 2. CHECK UNDERSTANDING. 3. CONSIDER COMMON COMMUNICATION PITFALLS TO AVOID. 4. COMMUNICATING ONE THING AT A TIME. 5. ACKNOWLEDGING ANY EMOTIONAL RESPONSES THE PERSON HAS TO WHaT YOU HAVE SAID. TYPES OF NOISE  TYPES OF NOISE PHYSICAL NOISE - which are 01. environmental distractions such as poorly heated room, starting sounds, or someone talking loudly near you.  TYPES OF NOISE PHYSICAL NOISE - which are 01. environmental distractions such as poorly heated room, starting sounds, or someone talking loudly near you. PSYCHOLOGICAL NOISE - 02. which is the preconception bias and assumptions such as thinking someone who speaks like a valley girl is dumb.  TYPES OF NOISE PHYSICAL NOISE - which are 01. environmental distractions such as poorly heated room, starting sounds, or someone talking loudly near you. PSYCHOLOGICAL NOISE - 02. which is the preconception bias and assumptions such as thinking someone who speaks like a valley girl is dumb. PHYSIOLOGICAL NOISE - which is 03. biological influences that distract one from communicating competently such as sweaty palm, pounding heart or the ringing noise in your ear.  ASSIGNMENT: DIRECTIONS: Create a 3-4 minute video of yourself citing a sample scenario where a conflict occurred in your classroom and reflect on the following: Tell us how did you approach the situation? Was the conflict resolved? If given a chance to be in the same situation, what could you do differently to avoid conflict or how can you resolve the conflict by communicating effectively? Cite specific steps (SPECIFIC IS TERRIFIC!) NOTE: Upload it on our Google Classroom and submit on or before the deadline which is on Friday, Aug. 16, 2024.  RUBRICS: ORGANIZATION - 5 points GRAMMAR & VOCABULARY - 5 points DELIVERY & NARRATION - 5 points TOTAL of 15 POINTS THANK YOU VERY MUCH!  Intercultural Communication Presentation by: Kevin Rey A. Santos, LPT  CULTURAL QUIZ GAME INTERCULTURAL TOPICS: use of gestures and touch color symbolism general etiquette perception of time languages and power distance Q1: When conducting business in Germany, it is best to: a. Buy local beer and take it to a meeting as a gift b. Not waste anyone’s time; be punctual and direct. c. Give out your business cards to everybody. Q1: When conducting business in Germany, it is best to: a. Buy local beer and take it to a meeting as a gift b. Not waste anyone’s time; be punctual and direct. c. Give out your business cards to everybody. Not waste anyone’s time; be punctual and direct. Germans place a high value on punctuality and efficiency. Meetings should start on time, and communication should be clear and direct. While bringing a gift like local beer might be appreciated in a more informal setting or social event, it’s not typically expected or necessary in a professional business context. Additionally, handing out business cards to everyone is not a standard practice; business cards should be exchanged more thoughtfully, usually at appropriate times during the meeting or introductions. Q2: You have arrived at a business meeting in South Korea and you are meeting the company’s president. You should: a. Look him in the eye and extend your hand for a handshake. b. Nod your head slightly. c. Bow and wait for him to initiate the handshake. Q2: You have arrived at a business meeting in South Korea and you are meeting the company’s president. You should: a. Look him in the eye and extend your hand for a handshake. b. Nod your head slightly. c. Bow and wait for him to initiate the handshake. Bow and wait for him to initiate the handshake. In South Korea, it is customary to bow slightly as a sign of respect when meeting someone, especially a person of higher status such as a company president. Handshakes are also common, but they are often initiated by the South Korean counterpart. By bowing and waiting for the other person to extend their hand, you show respect for local customs and cultural norms. Q3: A prospective client in Japan gives you her business card. You should: a. Receive it with both hands and carefully study its details before putting it away. b. Take it with one hand and quickly put it away in your wallet or pocket. c. Copy the information and leave the card on the table. Q3: A prospective client in Japan gives you her business card. You should: a. Receive it with both hands and carefully study its details before putting it away. b. Take it with one hand and quickly put it away in your wallet or pocket. c. Copy the information and leave the card on the table. Receive it with both hands and carefully study its details before putting away. In Japan, business card etiquette is very important. When receiving a business card, you should accept it with both hands and take a moment to carefully examine it. This shows respect for the person and their position. After studying it, you should place it in a card holder or on the table in front of you rather than immediately putting it away in your wallet or pocket. This attention to detail demonstrates your respect for the exchange and the person’s professional status. Q4: Slurping your soup loudly is NOT considered rude in: a. France b. Japan c. The United Kingdom Q4: Slurping your soup loudly is NOT considered rude in: a. France b. Japan c. The United Kingdom Japan. In Japan, slurping your soup loudly is not considered rude. In fact, it is often seen as a sign that you are enjoying the meal. It is believed to enhance the flavors and is a culturally accepted practice, especially with noodle dishes like ramen. In contrast, slurping loudly would generally be considered rude in France and the United Kingdom, where table manners emphasize quieter eating habits. Q5: In South Korea, you should never write people’s names in which color? a. Red b. Green c. Purple Q5: In South Korea, you should never write people’s names in which color? a. Red b. Green c. Purple Red. In South Korea, writing someone’s name in red ink is considered inappropriate and can be interpreted as a bad omen. Red ink has traditionally been associated with writing names in death notices or funeral documents, and using it for everyday purposes can be seen as disrespectful. Green and purple are not typically associated with such connotations and are generally acceptable for writing names. Q6: In which country you should never eat all the food on your plate, as it implies that the host did not provide enough food? a. Italy b. China c. India Q6: In which country you should never eat all the food on your plate, as it implies that the host did not provide enough food? a. Italy b. China c. India China. In China, leaving a small amount of food on your plate is often considered polite and indicates that you are satisfied with the meal. It suggests that the host has provided enough food and that you are appreciative. Eating all the food on your plate might be interpreted as signaling that the portions were insufficient. In contrast, in Italy and India, finishing your food is generally seen as a compliment to the cook.  Q7: When talking with members of your team who do not speak your language as your first language, what do you do? a. Speak more loudly and slowly than usual to avoid misunderstandings. b. Speak naturally but avoid using jargon, colloquial language and idioms that may be difficult to understand. c. Find someone who speaks their language and ask them to translate.  Q7: When talking with members of your team who do not speak your language as your first language, what do you do? a. Speak more loudly and slowly than usual to avoid misunderstandings. b. Speak naturally but avoid using jargon, colloquial language and idioms that may be difficult to understand. c. Find someone who speaks their language and ask them to translate. Speak naturally but avoid using jargon, colloquial language, and idioms that may be difficult to understand. When communicating with team members who do not speak your language as their first language, it is important to speak clearly and avoid complex jargon, colloquialisms, and idiomatic expressions that might be confusing. Speaking naturally and clearly ensures that the message is conveyed accurately without overwhelming the listener. Speaking loudly is not typicaly effective in overcoming language barriers, and relying on a translator might not always be feasible or necessary for every interaction. Motif Question Why is background knowledge of one's culture important in communication? Analyze their Differences Multicultural Cross-cultural Intercultural communication communication communiation Multicultural communication Multicultural refers to how a group or team is composed, in particular a group that is made up of people with different nationalities. In fact, communication in multicultural settings has become commonplace today. Cross-cultural communication Cross-cultural means comparing two or more different cultures; so cross-cultural communication examines the varying communication styles of different cultural groups. Intercultural Communication The capacity to communicate with people from diverse cultures. Interacting effectively across cultural lines requires perseverance and sensitivity to one another’s differences. This encompases language skills, customs, ways of thinking, social norms, and habits. Intercultural Communication It happens when individuals interact, negotiate and create meanings while bringing in their varied cultural backgrounds. (Ting - Toomey, 1999) For some scholars, it pertains to communication among people from different nationalities (Gudykunst, 2003)  Intercultural communication takes place when people draw from their cultural identity to understand values, prejudices, language, attitudes, and relationships (Gudykunst & Kim, 2003). is the sending and receiving of messages across languages and cultures (Arent, 2009). refers to the communication between people from two different cultures. Intercultural communication is a symbolic, interpretive, transactional, contextual process in which people from different cultures create shared meanings.  Intercultural Competence It enables a communicator to understand and interact with other cultures by applying attitudes and values, and understanding interaction skills (Huber & Reynolds, 2014). It entails acceptance of and respect for one’s cultural identity and open-mindedness and sensitivity to others.  THE DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY (DMIS) Bennett and Bennett, 2004 Stage 1: Denial stage  THE DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY (DMIS) Bennett and Bennett, 2004 Stage 1: Denial stage Stage 2: Defense  THE DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY (DMIS) Bennett and Bennett, 2004 Stage 1: Denial stage Stage 2: Defense Stage 3: Minimization  THE DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY (DMIS) Bennett and Bennett, 2004 Stage 1: Denial stage Stage 2: Defense Stage 3: Minimization Stage 4: Acceptance  THE DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY (DMIS) Bennett and Bennett, 2004 Stage 1: Denial stage Stage 2: Defense Stage 3: Minimization Stage 4: Acceptance Stage 5: Adaptation  THE DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY (DMIS) Bennett and Bennett, 2004 Stage 1: Denial stage Stage 2: Defense Stage 3: Minimization Stage 4: Acceptance Stage 5: Adaptation Stage 6: Integration  8 BASIC BEHAVIORS FOR INTERCULTURAL COMPETENCE (Brent Ruben, 1976) Display of respect Task Role Behavior Orientation of Knowledge Relational Role Behavior Empathy Tolerance of Ambiguity Emotional Expression and Interaction Management Interaction Posture  Barriers to Effective Intercultural Communication lehman and Dufrene (2012), identify the following barriers which lead to communication breakdown when people with different cultural background interact.  1. ETHNOCENTRISM We all have a natural tendency to look at other cultures through our own lenses. Ethnocentrism happens when we implicitly believe our way of doing things and seeing things is the right and only way. As a result, we negatively judge behaviors that don’t conform to our world vision. We perceive other’s behaviors as odd and improper. Ethnocentrism also creates an “us versus them” mentality that can be detrimental. In a previous company I worked for, countless times I’ve heard the French complain about the Americans in an ethnocentric way and vice-versa.  2. STEREOTYPES It’s also common to rely on oversimplified clichés about people from different cultures. In fact, there are quite a few cross-cultural differences and can reinforce stereotyping. Learning about differences can be useful as a starting point. But individuals are unique; you can never predict a person’s behavior based on his or her nationality. When we were moving to the UK, French friends told us, The British never invite you for dinner, which is a common social activity in France. We happen to have the loveliest British neighbors who invite us for dinner often.  3. INTERPRETATION OF TIME Chronemics is defined as the study of how cultures perceive time and its use. The difference in the perception of time may affect how people view each other; therefore, it also influences how they interact. In some Western cultures, such as in America and Canada, time is viewed as important so people make it a point to keep appointments. On the other hand, in other cultures, time is the cheapest commodity and an inexhaustible resource. To these cultures, engaging in long, casual conversations prior to serious discussions or negotiations is time well-spent in establishing and nurturing relationships. 4. PERSONAL SPACE REQUIREMENTS Proxemics is the study of cultural space requirements. Space operates as a language just as time does. In all cultures, the distance between people functions in communication as “personal space” or “personal territory.” In the United States, for example, for intimate conversations with close friends and relatives, individuals are willing to stay within about a foot and a half of each other; for casual conversations, up to two or three feet. On the other hand, in other cultures, such as in Japan, it is essential for people not to step into a person’s personal space.  5. BODY LANGUAGE Body language is not universal, but is learned from one’s culture. Even the most basic gestures have varying cultural meanings- -the familiar North American symbol for “okay” means zero in France, money in Japan, and is an expression of vulgarity in Brazil. Similarly, eye contact, posture, and facial expressions carry different meanings throughout the world.  6. TRANSLATION LIMITATION All teams have a common language, but when some people are more fluent than others, it creates social distance between members. In global teams, people who are less fluent in English tend to withdraw from communication, which means the team may not get all the input it needs. Understanding what’s said can be challenging if people speak too fast or use too much slang. This also might have an influence on how people’s competence and performance are perceived. I worked for an organization where non-English native speakers felt that their career progression opportunities were not the same as for English native speakers. INTERCULTURAL COMMUNICATION THEORIES  SOCIAL SCIENCE APPROACH: This model focuses on observing the behavior of a person from a different culture in order to describe it and compare it with other cultures. It also examines the ways in which individuals adjust their communication with others in different situations, depending on who they are talking to. For example, we would tell the same story differently to our best friend than we would to our grandmother.  INTERPRETIVE APPROACH: This theory focuses on accumulating knowledge about a culture through communication in the form of shared stories based on subjective, individual experiences. The main focus is on intercultural communication as it is used in particular speech communities, so ethnography plays a major role here. Because the individual context is so important for this model, it does not strive to make generalized predictions on its findings.  DIALECTICAL APPROACH: This method examines aspects of intercultural communication in the form of six dichotomies, namely cultural vs. individual, personal vs. contextual, differences vs. similarities, static vs. dynamic, history vs. past-present vs. future, and priviledge vs. disadvantage. A dialectial approach helps us think about culture and intercultural communication in complex ways, so we can avoid categorizing everything in either-or dichotomies by adopting a broader approach and acknowledging the tensions that must be negotiated.  CRITICAL APPROACH: This approach examines cultures according to their differences compared to the researcher’s own culture and, in particular, how these cultures are portrayed in the media. The critical approach is complex and multifaceted and therefore leads to a rich understanding of intercultural communication. Thank you!  Source: Ketut Susilo (2017) Rosa Maria Aguado (2019) Yanis Petros (2022)