Purposive Communication - Listening & Thinking PDF

MODULE: OLENG01 – PURPOSIVE COMMUNICATION CONNECTING LISTENING AND THINKING IN THE COMMUNICATION PROCESS At the end of this chapter, students will: A. Recognize the importance of listening;...

MODULE: OLENG01 – PURPOSIVE COMMUNICATION CONNECTING LISTENING AND THINKING IN THE COMMUNICATION PROCESS At the end of this chapter, students will: A. Recognize the importance of listening; B. Create own guidelines for listening improvement; and C. Use technology to take better notes and organize work. Listening is defined as the active process of receiving, constructing meaning from, and responding, to spoken or nonverbal messages. Listening, just like reading, writing, and speaking, is an art. Just like the other forms of art, it requires practice and techniques, but this is an art which is taken for granted. The ability to understand and respond between the speaker and the receiver depends on how both of them heard and interpreted message. Communication fails if the receiver also fails to understand the message being conveyed. Listening is not simply hearing. Listening involves intellectual and emotional response. Since communication is a process, listening is an integral part of this process. As a student, you have been exposed to listen to teachers talking for several hours. And as student, have you experienced getting low grades because you did not understand the instructions given by the teacher? Has your teachers call your attention because you were not paying attention? All of these failures are cause by poor listening. Listening requires attention not just hearing sounds without understanding the message. The Importance of Effective Listening As students, you get better grades because you understand the lecture more than those who are inattentive. For working professionals, they can perform their job better since they understand the instructions well and this saves time, effort, and cost since they don't have to redo the work given to them. 1  MODULE: OLENG01 – PURPOSIVE COMMUNICATION Most misunderstandings that arise in our daily lives occur because of poor listening habits. Poor listening skills can create serious personal, professional, and financial problems. Students with poor listening can result in misunderstood information, and directions, incorrect or incomplete assignments, hence, result to lower grades. Skills in listening, analyzing, processing, and recording information are often neglected during formal education. How many have ever had any formal training in listening? Students have completed course work in reading, writing, and speaking but few students have ever enrolled in a listening course. Not only are there few opportunities for formal listening instruction, but informal listening training is not generally provided either. To communicate effectively, listening and speaking should work hand in hand. In order to understand the important role of listening, the different types of listening must be considered: 1. Listening for information Listening for information require listeners to get facts, knowledge, ideas and opinions from others. This is usually common in lectures, symposia, conferences, fora, meetings and panel discussions in the academic community. This type of listening requires you to give extra effort to pay attention to the topic especially the details given by the speaker. You should set aside any bias or prejudice against the speaker or the topic; otherwise, this will hinder your privilege to listen to new ideas being shared. Give your individual attention to the speaker and you can jot down noted to help you focus on the ideas being shared. 2. Critical listening Critical listening involves assessing the ideas of the speaker. Listeners try to evaluate the ideas presented by the speaker. This type of listening requires you to listen to the speaker's idea and find out what the speaker's motives are. Good examples of this type is a speech delivered by politicians, union leaders, sales people, and others. This also requires your ability to relate the speaker's ideas to your own or ideas you previously heard or learned. Critical listening eventually requires your decision, Prior to making this decision, you have to make sure that you have fully weighed all the ideas presented. 3. Listening for enjoyment This is the type of listening which appeals to listeners. Listeners enjoy the topics being delivered since they are not obligated to assess, evaluate, consider or to make decision. 2  MODULE: OLENG01 – PURPOSIVE COMMUNICATION Example of this type is listening to talk shows (especially interviewing of actors and actresses), listening to oratorical contest, poetry reading, and other stage performance. 4. Reflective listening Reflective listening requires intimate listening since the speaker's topic challenges the listener's values, beliefs, and practices. This type of listening is done by priests, ministers, and other religious persons, guidance, or marriage counselors, and others. This type requires the listeners to question reassessing, reevaluating, reconfirming their own values, beliefs, and practices. You, as the listener, is required to do two things while you are listening, one is to recall previous ideas and second to consider in your mind what has been said. Speakers are beset with the problem of how to get the attention of the listeners up to the end of the presentation. This is beyond the speaker's control. Before listening to a lecture or a speech, there are different situations you should consider: 1.Set a positive attitude. Even before the speaker or lecturer starts to deliver Set her topic, start telling yourself that you are to learn something from des delivery. 2. Avoid pre judging the lecturer or speaker based on personal appearance or past experience. Pre- judging a lecturer or speaker clouds your purpose or listen. Remember "Do not judge a book by its cover." 3. Listen attentively to the content not to the errors committed by the speaker, 4 Be an active listener. You may want to participate by mentally processing the ideas that you hear. Mental processing allows you to absorb or to reject the information. 5. List down important points you wish to clarify. Very often an open forum follows a lecturer or a speaker. This is where you ask questions or clarity points unclear to you. With this in mind, you can avoid unkind nonverbal communication such as shaking your head, smirking or pouting. There is one important thing you have to remember when you listen to lecture or speech. You, too, will be in the shoes of the speaker one time or another. Remember the old adage - "Don't do unto others as you don't want others do unto you." 3  MODULE: OLENG01 – PURPOSIVE COMMUNICATION Listening and Hearing, Is There a Difference? Most of us take listening for granted, we tend to think of it as a simple task. Listening is a process that is closely linked to the thinking process. Listening is close link with reasoning, comprehension and memory. What is the major difference between hearing and listening? Hearing is passive. If you have normal hearing, your ears receive sounds. You don't have to work at hearing; it just happens. People can have excellent hearing but a terrible listener. Listening, on the other hand, is active and requires energy and action. Listening is the process of receiving, constructing meaning from, and responding to spoken or nonverbal messages. The Stages of Effective Listening Listening is a highly complex behavior. Many people have tried to determine what happens when people listen. What is involved? What happens from the time someone makes sounds to the point where you make meaning from those words and the accompanying nonverbals? Six stages for effective listening: 1. Hearing Hearing is the passive physiological process in which sound is received by the car. Example of this is listening ca music. When you play music, while you study, do you hear the music one to you listen to in? The sounds provide background that you hear; your hearing becomes listening only when you also carry out the remaining stages of the listening process. 2. Understanding 4  MODULE: OLENG01 – PURPOSIVE COMMUNICATION Understanding might also be labeled comprehension and simply means that you assign meaning to the stimuli that you hear or otherwise perceive. Understanding involves the processing of information. The ability to accurately follow directions is one of the ways in which you can measure whether or not you understand what you hear. 3. Remembering As a student, you are aware of the importance of remembering, or recalling something from stored memory. Most of your professors expect you to recall and apply what you have heard in lectures, discuss, assignments, and activities. As you may have noticed, you tend to remember only information that supports your own view. Other information is forgotten. Remembering helps your complete class assignments. Memory will also be very important in your work responsibilities when an employer expects you to acquire and apply knowledge. 4. Interpreting In the interpreting stage, the listener simply tries to make sense of the information received. This is the stage when the specific situation and nonverbal aspects of communication come into play. An effective listener knows that facial expressions, posture, eye contact, silence and even paralanguage affect messages. Good listeners will work to develop greater sensitivity to these dimensions of communication. 5. Evaluating In the evaluating stage, the listener analyzes evidence, sorts facts from opinions, determine the intent of the speaker, judges the accuracy of the speaker’s statements and conclusions, and judges the accuracy of personal conclusions. Once you begin to assess the message you received and understood, you might no longer hear and attend to other incoming messages. 5  MODULE: OLENG01 – PURPOSIVE COMMUNICATION 6. Responding: Sending Feedback Responding is the listener's overt behavior that indicates to speaker what has and has not been received. Examples of such behaviors are toad silence (didn't hear the message, ignored the message, or was angry about what the message said), smiling or frowning (agreeing or disagreeing with the message), and asking for clarification of what was received. Giving feedback is an important part of being an effective listener. Feedback is the response to a message that a receiver sends back to a source Feedback helps to ensure understanding and also helps speakers determine whether they have been successful in communicating. Feedback should be appropriate to the situation, deliberate, thoughtful, and clear. When it is important that you grasp every detail of a message, you should paraphrase of repeat the information for the sender to verify your reception, understanding. and recall of it. This also indicates to the sender that you are actively listening and are committed to receiving the intended message. Listening is more than merely paying attention. Listening is an active, complex process. The six interdependent stages are necessary for effective listening. As competent listeners, you need to reflect on what works best for you, both as listener and learners. Barriers to Effective Listening Why are most people poor listeners? The answer to this question is surprisingly complex. The quality of our listening changes from time to time and from situation to situation. A number of barriers contribute to our ineffectiveness as listeners Some of the barriers that reduce our listening effectiveness are under our control whereas hers are not. There are six barriers to effective listening as identified by Ralph Nichols, who is considered the “father of listening research.” Although these six barriers may not be the only ones, they are the most common. 1. Considering the Topic or Speaker Uninteresting The level of interest and the amount of importance we place on a subject or a speaker usually govern how amount fort we put into listening. Deciding that a subject of person is uninteresting or boring often leads us to the conclusion that the information being presented is not important. However, this snot necessarily true. What appears to 6  MODULE: OLENG01 – PURPOSIVE COMMUNICATION be dull or insignificant might very well be vital for passing an exam, doing an assignment correctly, learning something supervisor's instructions, making a sale or learning a new way of doing something on the job. In other words, a competent listener keeps an open mind 2. Criticizing the Speaker Instead of the Message How many times have you judged a speech by the number of "ahs" and "ums" the speaker used? How many times has a speaker's volume, mispronunciations, or accent influenced your opinion? Have you ever missed a message because you were focusing on a mismatched shirt and tie, bizarre earrings, or the speaker's facial expressions or nervous behavior? Of course, when possible, speakers should do everything in their power to eliminate personal quirks that may distract attention from their message, but listeners must also share responsibility for receiving the message. An effective listener must be able to overlook the superficial elements of a person's delivery style or appearance to concentrate on the substance of the presentation. In short, the listener must stay involved in the message, not the speaker or the speaker's attire or behavior. 3. Concentrating on Details, Not Main Ideas Many of us listen for specific facts such as dates, names, figures, definitions, locations, assuming that they are the important things to know. But are they? Specific facts are needed in some situations, but we often focus too much on details. As a result, we walk away with disjointed details and no idea how they relate to each other and to the total picture. Competent listeners focus on the main or most important ideas, not on every single word. All stages of the listening process are affected adversely when you forget that general ideas can be more significant than the details that surround them. Listen carefully to your professor or your supervisor for clues to what is most important and note when they ask you to carefully select what to write in your notes, or include in your work tasks. 4. Avoiding Difficult Listening Situations Concentration and energy are needed to overcome the temptation to ignore or avoid what might seem difficult and confusing. When you are faced with difficult listening situation, the best approach is usually to ask questions. For example, physicians often use complex medical terminology when talking to patients, and patients can take responsibility for gaining understanding. They can ask the physician to explain terms, to review procedures, and to supply missing information. The same principles apply to the classroom or to the workplace. You should never 7  MODULE: OLENG01 – PURPOSIVE COMMUNICATION hesitate to ask about something when you don’t understand it, because without understanding you cannot learn. 5. Tolerating or Failing to Adjust to Distractions Distractions constantly disrupt your concentration. As listeners, you the responsibility to adjust to, compensate for, or eliminate distractions and n focus on speakers and their messages. You can control some distractions. If noise from another room competes with a speaker, for example, the listener can close the door, ask the person who is creating the noise to be quiet, move closer to the speaker, or ask the speaker to talk louder. 6. Faking Attention At one time or another, everyone pretends to pay attention to something or someone. You appear to listen intently, but your mind is somewhere else. You might even smile in agreement when all you are really doing is maintaining eye contact. In class, you might pretend to take notes, although your mind might not be following what is being said. Pretending to pay attention can become a habit. Without even realizing what you are doing, you might automatically tune out a speaker and let your mind wander. If after a speech, you cannot recall the main purpose or the essential points presented by the speaker, you were probably faking attention. Although it might seem harmless, such deceptive behavior can lead to misunderstanding and cause people to question your credibility and sincerity. Technology and Intercultural Listening Technology can be used to students’ advantage, if it is used as a tool. Taking notes helps students to become better listeners, and appropriate technology as a delivery tool can also serve the same function. An increasing use of computer-enhanced presentations (such as PowerPoint) and an expanding student’s ability to take better notes help students perform better on exams when technology and note-taking instruction are provided early and reinforced throughout the semester. Listeners must listen with their eyes, their minds, their bodies, their hearts and their ears. Students need to listen to determine where the instructor's emphases are and take notes accordingly. Research in intercultural listening is fairly new, so there is not a great deal of information available. In some cultures, people value listening. In Eastern cultures, children are taught to listen to others in a respectful way. Much of the teaching is done through examples and specific statements of expectations to be courteous and to attend to what others are saying. Students in Asia and in Mexico are taught to listen first and ask questions later. The Chinese symbol for the term to listen is made up of symbols for eyes, ears, and heart and corresponds with the Chinese view that people must listen with their entire beings: their eyes, their ears, and most especially their hearts. The Chinese believe that listening is 8  MODULE: OLENG01 – PURPOSIVE COMMUNICATION important and that when one listens, nothing else should occur because listening should take one's entire attention and energy. In places such as Hongkong, China, Taiwan, Japan, Mexico, and Valenzuela, if you interrupt, the person will be branded as discourteous, and the local residents will avoid speaking with you. The best advice for communicating with people from other cultures is to: (1) respectfully ask questions and (2) be aware of cultural differences. Listening requires energy and commitment with whomever we communicate. Students spend a great deal of time listening and the function of that listening is often to gain information for future use. They also need to learn and apply thinking skills to evaluate the messages they receive.  Sebastian, E. L. (2019). Purposive Communication (0th ed.). Mind shapers Co., Inc 9 MODULE: OLENG01 – PURPOSIVE COMMUNICATION 10  MODULE: OLENG01 – PURPOSIVE COMMUNICATION SELECTING A TOPIC AND DELIVERING A SPEECH At the end of this chapter, students will: A. Understand the requirements for choosing a topic; B. Know the qualities of an effective speaker; C. Know the different responsibilities of a speaker. The demand for speech is quite common now a days. Once, it was the professional man who found this demand heavy upon him. But now, speeches are very common. In schools, colleges, and universities, students running as candidates in school organizations deliver speeches convincing fellow students to vote for them. Big and small companies from organizations, associations or clubs. People who are interested to join in any of these organizations deliver speeches either from the leaders or members. Politicians are of course expected to deliver speeches most of the time. 1. The topic must be suited to the speaker. This involves two separate aspects: following: the topic should be suited to the capabilities, experience, knowledge, and intelligence of the speaker; and when possible, it ought to be suited also to the audience's concept of what the speaker's capabilities are. In other words, due priority should be observed in the selection of a topic. It is generally a mistake for an experienced youth to try to solve some world-shaking problem address delivered to his elders. 1  MODULE: OLENG01 – PURPOSIVE COMMUNICATION 2. The topic must be suited to the audience. The successful speaker chooses a topic to suit the experience, knowledge, and interest of the audience. That is, it should make the audience feel, "This concerns us." 3. The topic must be suited to the occasion. The chief element of the occasion may be the date (Independence Day, Christmas Day), the time (morning, noon, afternoon, evening), place (school, church, grandstand, etc.), type of activity (graduation, political rally, commencement, or commemorative activity). 4. The topic must be suited to the length of time available for the speech. The speaker who exceeds the time granted to him/her is crassly discourteous. This is a common fault. A speaker should bear in mind that the time does not belong to him/her alone. There is a fault a speaker may have which is worse than the failure to terminate the speech. the 2  MODULE: OLENG01 – PURPOSIVE COMMUNICATION 5. Choose a topic that is meaningful to you. The more meaningful a topic, t more likely you are to put the necessary time and effort into researching and developing your speech. The stronger your commitment to a topic, the more enthusiastically you will present it. A speaker's commitment to a topic usually transfers to the audience and gets them involved. The audience involvement in a topic can be an effective gauge of your success as a speaker. 6. Choose a topic that will allow you to convey an important thought to your audience. The thought does not have to be a matter of extreme urgency. 7. Choose a topic that is familiar and interesting to you. This will make the development and delivery of your speech easier. Researching and developing a speech will be more enjoyable if you are interested in the topic. Choosing a topic that interests you can increase the likelihood of audience interest and speaker credibility. TECHNIQUES FOR FINDING A TOPIC If you have difficulty thinking of an interesting subject, there are some techniques that might help you: self-inventory; brainstorming, reviewing current magazines, newspapers, and television news programs and Internet search. All four techniques will generate a wide range of possible topics from which you can then select the most appropriate. Self-inventory A self-inventory is a list of subjects that you know about and find interesting. The list might include books and newspaper articles you've read; television shows you watch; hobbies you enjoy; sports you participate in; and community, local, national, or international issues that concern you. Here are some sources of topics that might spark your interest: 3  MODULE: OLENG01 – PURPOSIVE COMMUNICATION 1. Campus or Community Issues 2. Local, regional, or international issues 3. Technology/Media 4. Health Issues 5. Sports/Recreation 6. Books, Magazines, Newspapers Brainstorming Brainstorming is a technique used to generate as many ideas as possible within intensive concentration, and list all the ideas that come to mind as topics. To keep things simple, write key words or phrases only. Don't stop to think about whether amount of time. Set aside a short period of time (four to six minutes) for whether the ideas are good or bad. The goal of brainstorming is to generate a lot of ideas, so every word or phrase is appropriate. Reviewing Current Media The third way to generate topic ideas involves the popular media. The media are channels or means of communicating messages to the public such as through newspapers, books, magazines, radio, television, and movies. Reviewing the current media is an excellent way of developing a list of potential topics. The Readers' Guide to Periodical Literature is a source of hundreds of up-to-date topics. For example, you will find listings of articles on education, government, finance, marketing, crime, health, television violence, technology, and entertainment. Surfing the Web The rapid development of technology, the ever-increasing number of websites, and the amount of new information on the Web provide unique opportunities for students in a speech communication class. Using one or more of the many topics for the careful student. Because information is often not reviewed and search engines available can provide unique topics and sources of information accepted by experts or authorities on the subject. Use the same process you use when evaluating other sources and information, 4  MODULE: OLENG01 – PURPOSIVE COMMUNICATION asking these questions: 1. Who is the author or producer? What are the author's credentials? 2. How reliable is the source? What is the authority or expertise of the individual or group that created the site? 3. How complete and accurate is the information? 4. For whom is the information intended? 5. Is the Web page up to date? 6. Does the writing on the page follow basic rules of grammar, spelling, and usage? Is the language used appropriately? 7. Is the Webmaster identified? How you find your topic is not the critical issue, but it is important that you begin looking as soon as possible. Students who have succeeded in selecting appropriate topics as soon as the assignment is given do not find difficulty. Students who are late almost always have more difficulty finding an appropriate topic. Whenever you come across something that you think might be a good idea, write it down. The more ideas you can accumulate, the easier your job of selecting a good topic. The earlier you choose your topic, the more time you will have to research, prepare, and practice your speech. Organize the Body of Your Speech You have now chosen a topic. Once you have thoroughly researched your topic, you can simplify your writing task by carefully organizing your material. All speeches are Organizing your speech involves arranging its parts into a systematic and Organized into three main parts: introduction, body, and conclusion. You should think about what your thesis statement which will help you in the organizing Process. Organize the Body of Your Speech The body of a speech presents the main content and organizing it will help you formulate your thesis statement. To ensure that the body of your speech is well organized, your content must be divided into main points that are thoughtfully selected and stated. Develop the Main Points Relate main points, specific purpose, and thesis. The main points serve as the basis for the thesis statement. Together, the specific purpose and the thesis will determine the direction of the speech. Here is an example: To persuade the audience that eating breakfast can SPECIFIC PURPOSE benefit them in three particular ways. 5  MODULE: OLENG01 – PURPOSIVE COMMUNICATION Eating breakfast gives the body energy to begin and THESIS maintain the daily tasks, causes metabolic processes to work efficiently, and provides enough energy to make it through the day without snacking. Main points: I. Breakfast is the meal that fuels the body to have energy to complete the daily tasks. II. Breakfast is the meal that makes the metabolic process begin its work. III. Breakfast is the meal that helps the bodies function efficiently throughout the day. Main points, like the specific purpose and thesis should be carefully developed and written. They should also be specific, vivid, relevant, and parallel in structure. The more specific the main points, the less confusion they BE SPECIFIC will create and the more meaningful they will be to the audience. To communicate effectively, make your message animated USE VIVID and interesting. Direct, fresh language given in the active LANGUAGE voice can bring a sense of excitement, urgency, and forcefulness to what you say. You are more likely to keep listeners interested in what you have to say using fresh language to present your ideas in new and exciting ways. Main points that are relevant to the audience's immediate SHOW RELEVANCE interests encourage greater involvement and empathy. For instance, instead of saying, "Air pollution has reached high levels," say "Air pollution in our city has reached high levels." Using direct references to the audience, whenever possible, increases the link between you, what are saying, you and your audience. CREATE PARRALEL Main points should be expressed in parallel structure, using similar grammatical patterns and wordings, when STRUCTURE possible. 6  MODULE: OLENG01 – PURPOSIVE COMMUNICATION LIMIT THE NUMBER OF MAIN POINTS The number of main points in your speech will depend on at least three considerations: 1. The time available to deliver the speech 2. The content to be covered in the speech 3. The amount of information that the audience can reasonably comprehend and remember The time available for most classroom speeches is limited by practical considerations. As a result, most classroom speeches have no more than five main points, and the majority have two or three. Try to balance the amount of time that you devote to each main point. For example, if you are assigned to five-to-seven-minute speech, plan to allow about two minutes for the introduction and conclusion, distributing the remaining time equally among the main points. Order the Main Points Once you have identified your main points, you must decide the order in which to present them. The most effective order of presentation depends on the topic, the purpose and the audience. Several basic patterns of presentation have been recommended and used over the years. These are: 1. Time Sequence. In the time-sequence or chronological pattern, the presentation begins at a particular point in time and continues either forward or backward. The key is to follow a natural time sequence and avoid jumping haphazardly from one date to another. This pattern is especially useful for tracing the steps in a process, the relationship within a series of events, or the development of ideas. The time-sequence pattern can also be used to explain a process. Topics such as the development of a small business, how to train a dog, how to write a research paper, all have specific steps that must be completed in the correct sequence for successful results. 2. The Spatial Pattern. In spatial pattern of presentation, the content of a speech is organized according to relationship in space. This method is especially appropriate for presentations describing distances, directions, or physical surroundings. For example, explaining the floor plan of new building. A spatial pattern describes the relationships between all the main points. 3. The Topical Pattern. The topical pattern divides the main topic into a series of related sub-topics. Each sub-topic becomes a main point in the speech, and all main points are joined to form a coherent whole. In this way, the topical pattern is a unifying structure. The topical pattern is most likely to be used when none of the other patterns of organization can be applied to the topic or purpose of a speech. 7  MODULE: OLENG01 – PURPOSIVE COMMUNICATION 4. The Cause-Effect Pattern. In the cause-effect pattern, the speaker explains the causes of an event, problem, or issue and discusses its consequences results that follow from them or describe conditions or events and then point A speaker may either describe certain forces or factors and then show out the forces or factors that caused them. CONNECT MAIN POINTS A conversation can move from one unrelated topic to another without losing meaning or impact, but for a speaker to communicate effectively with an audience, the thoughts in the speech must be systematically connected. The four most common connecting devices that speakers use, singly or in combination, are transitions, signposts, internal previews, and internal summaries. Phrases and words to link ideas are called transitions. They form a bridge between what has already been TRANSITIONS presented and what will be presented next. Transitions are typically used between an introduction and the body of the speech, between main ideas, between supporting materials, and between the body and the conclusion. A transition can review information that has already been presented, preview information to come, or summarize key thoughts. Just as a traffic sign warns drivers about travel SIGNPOSTS conditions, signposts are words, phrases and short statements that let the audience know what is ahead. An internal preview gives advance warning, or a INTERNAL PREVIEWS preview, of the point meaning of literature." or points to be covered. INTERNAL An internal summary is a short review statement given at the end of a main point. SUMMARIES 8  MODULE: OLENG01 – PURPOSIVE COMMUNICATION Qualities of an Effective Speakers By cultivating certain personal qualities, you can enhance the likelihood that you will accept your message. The most effective speakers are ethical, knowledgeable, prepared, and self-confident. ETHICS Ethics plays an important role in communication. As speakers, you are responsible for what to tell others. You must communicate with honesty, sincerity, and integrity. In addition, a responsible, ethical speaker presents worthwhile and accurate information in a fair manner. You should cite the sources of information you intend to use. KNOWLEDGE Knowledge is a speaker's greatest asset. Knowing your subject is essential if you plan to reach your listeners. Noted speakers are almost always avid readers. To enhance your understanding of events, people, and values, you must read and observe things around you. You know that it is easier to talk about things you are familiar with than those you are not. Many colleges, universities, and businesses have identified the characteristics of an "educated person." As an educated person, keep abreast of current events. You should read all kinds of books, at least one you should not only know about past international, national, local events, but also trade (professional) magazines, and one daily newspaper, in addition to listening to news broadcasts and documentaries. PREPARATION A successful speech is somewhat like a successful business meeting or athletic event - all require planning, preparation, and work. Preparation includes not only A successful speech is somewhat like a successful business meeting or athletic practice but also a process of thinking through all possible audience responses so a speaker, could effectively handle questions. Effective speakers should sound conversational, not mechanical. Too much practice, though, can make you lose the spark of spontaneity and reduce effectiveness. 9  MODULE: OLENG01 – PURPOSIVE COMMUNICATION DEVELOPING RELATIONSHIPS At the end of this chapter, students will: A. Understand the stages of relationship development and deterioration; B. Determine when a relationship is in trouble and how to use relational repair strategies; and C. Improve your interpersonal communication skills and competencies in personal and professional relationships. It is human tendency to evaluate everything and everyone and to form attitudes about people, objects, and events in our lives. As we encounter other individuals at school, work, or in our neighborhoods, as we develop attitudes about each of them. These interpersonal evaluation fall along a dimension raging from liking to disliking and also help to determine the type of relationship that may be formed, for example, friend, close acquaintance, superficial acquaintance, annoying or undesirable acquaintance. Relationships have the potential to form any time two people make contact with each other, whether face to face or via some other medium such as the phone or the computer. Most contacts happened accidentally, depending on factors such as seating arrangement in a class, physical arrangements in a workplace, in a hospital lobby or in an elevator or even in a public transport. Physical proximity and timing are very often the reason how people meet and begin relationships with each other. Forming and Dissolving Relationships How we progress as individuals, survive, develop intimacy, and make sense of our world depends on how we relate to others. Interpersonal Attraction Most of us develop relationships quite routinely, although the process is easier for some people than it is for others. Every day, we are enormously influenced by first impressions. Interpersonal attraction is the desire to interact with someone based on a variety of factors, including physical attractiveness, personality, proximity or similarities in some aspects. 1  MODULE: OLENG01 – PURPOSIVE COMMUNICATION A person is liked by some people, disliked by some, and seen as indifferent by others. Why? This question is not easily answered, but, to some extent, differences in attraction depend on the person who is making the evaluation. Attraction also depends in part on the similarities and differences between the evaluator and the person being evaluated. As acquaintances evolve from the first encounter to more engaged relationships, two additional factors come into play: a. the need to associate with someone b. reactions to observable physical attributes. Physical Attributes When we like or dislike some people at first sight, it is an indication that we have observed something about them that appears to provide information. For example, if a stranger reminds you of someone you know and like, your response to the person is extended by association. You tend to like the stranger simply on the basis of a superficial resemblance to someone else. Physical attributes are very powerful message and influence many types of interpersonal evaluations, but appearance is especially crucial with respect to attraction to members of the opposite sex. People respond positively to those who are very attractive and negatively to those who are unattractively Physical attractiveness is a very powerful message and influences many types of interpersonal evaluations. Appearance is especially crucial with respect to attraction to members of the opposite sex. How does attractiveness affect relationships and interpersonal communication? Many people tend to reject others who are far less attractive than they believe themselves to be; in other words, they are saying, "I can do better than that." As a result, people tend to pair off, especially in romantic relationships, by selecting individuals whom they consider similar in attractiveness. Interacting the First Time Individuals meet and interact for the first time. The initial interaction might consist of a brief exchange of words, either electronically or in person, or the eye contact during which two individuals recognize each other's existence and potential interest to meet and converse. If conversation does not begin, the initiating stage may end, and the potential relationship might not progress any further. Whether the interaction continues depends on various assessments that the individuals make - for example, whether the other person is attractive or unattractive, approachable or unapproachable. A connection must be made to motivate one or both of the individuals to continue the interaction if a relationship is to develop. Signs That Show a Relationship Is Over Before a relationship is over, certain warning signs show. These are the three common signs: 2  MODULE: OLENG01 – PURPOSIVE COMMUNICATION 1. Aggressive Behavior. A preliminary warning sign that a relationship is heading toward trouble is when one of the parties becomes a little too aggressive by aiming hurtful communication at the other party. All of us, at one time or another, say something that we wished we hadn't said to someone about whom we care. However, whether intentionally or not, when people communicate hurtful statements to one another with increasing frequency, it is possible sign that their relationship is in trouble. 2. Lies. Another warning sign that a relationship is in trouble is when one person deceives another by lying about something. Whether the lie is significant or trivial, it weakens the relationship, which is trust. Most of the time, acts of deception have consequences that people don't fully consider when justifying their reason for lying. À relationship built on deceit is not likely to succeed for very long. 3. Betrayal. Another warning sign that a relationship is in trouble is betrayal. Betrayal can happen when someone trusts another person and that trust is broken. For example, if you tell a friend a personal secret and especially ask for complete confidentiality and the friend then spreads the story to others, you have been betrayed. Relationships that are injured by betrayal are often not repairable because of the amount of hurt those breaches of trust cause. Dialectical Theory: Push and Pull Relationships confront many contradictions or tensions, which push and pull us in many different directions at the same time. For example, as an individual you may want to be out with your friends for the evening but you have an important paper due in a few days that you haven't started. Thus, you have to decide between being with your friends or beginning your paper. Or you might want your best friend to spend more time with you, but when your friend does, you decide that you want more time to yourself. This illustrates the contradictory impulses or dialectic that push and pull us in conflicting directions with others. By contradicting impulses, we mean that each person is having two opposing and interacting desires, which push and pull the relationships in different directions. Relationships require both the desire to connect to another person and the desire to retain autonomy as an individual. We want to connect to others, such as partners, friends, parents, siblings, or co-workers, but we also want to retain some control and independence or autonomy over our lives. 3  MODULE: OLENG01 – PURPOSIVE COMMUNICATION Intimacy at its highest level does require a bonding that connects us with another person emotionally, intellectually, and physically, but it does not mean or require a complete loss of self. In healthy relationships, there is a reasonable balance of being connected and maintaining autonomy. Relationships that move too far in one direction or the other in terms of control versus autonomy are usually relationships that are extremely unstable and potentially destructive. Interpersonal Conflict Conflict, according to communication scholars William Wilmot and Joyce: Hocker," is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scarce resources, and interference from others in achieving their goals. For example, suppose you want to go to a concert on a Friday evening and your friend wants to go to a movie. Both of you explain your desire about what you would like to do (expressed struggle), neither of you wants to go out alone on a Friday evening (interdependent parties), you cannot go to both the movie and the concert in the evening (incompatible goals), neither of you can afford to do both because of time and money (scarce resources), and your friend will not consider going to the concert interference). You have incompatible goals, and it seems one person must lose for the other to win. What Causes Conflict? One is faulty communication, a social factor that can lead to conflict. This is evident by the fact that individuals communicate in ways that anger or annoy others even though it might not be the communicator's intention to do so. Have you ever been harshly criticized in a way that you believed was unjustified, insensitive, unfair, and not the least bit helpful? If you have, you know that this type of perceived criticism leaves you feeling upset, angry, and ready to attack, this setting the stage for conflict. Another cause of conflict is faulty perceptions and our tendency to perceive our own views as objective and reflecting reality but to perceive others' views as biased or lacking in reality. As a result, stereotyping or prejudices create conflicting views by magnifying differences between our views and those of others, especially others whom we believe are different from us. Differences may be magnified for many of us when we confront 4  MODULE: OLENG01 – PURPOSIVE COMMUNICATION cultures different from our own. There are other causes of conflict such as: long standing grudges or resentment, the desire for revenge, differences in attitudes or character. Can Conflict Be Destructive? Yes. Conflict can be destructive if the following are present: (a) When the resolution of the conflict ends with a winner or a loser (b) When the individuals involved act too aggressively, when they withdraw from each other, when they withhold their feelings from each other, or when they accuse each other of causing their problems (c) When it prevents us from doing our work or feeling good about ourselves (d) When it forces us to do things that we do not want to do (e) When the outcome is more important than the relationship Of course, not all relationship breakups are the result of conflict, nor are all relationship breakups necessarily are destructive or harmful. However, when conflict results in the termination of relationships and leaves one or both of the parties feeling foolish, inadequate, or angry, then it is usually destructive. When Is Conflict Beneficial? Sometimes conflict can be good and sometimes bad. When is it appropriate to engage in conflict? It is okay to have conflicts over ideas, but to attract someone Personally for his or her ideas is not okay. Here are some benefits of conflict: (a) It can bring out problems that need to be solved. (b) It can bring people together to clarify their goals and to look for new ways to do things. (c) It can eliminate resentments and help people to understand each other. (d) It can bring creativity in solving differences. (e) It can produce acceptable solutions that allow people to live more in harmony with each other. (f) It can help people pay attention to other points of view. (g) It can bring new life into a relationship and strengthen it. 5  MODULE: OLENG01 – PURPOSIVE COMMUNICATION Constructive conflict can be frustrating and difficult as well as contentious, and it requires competent communicators who are knowledgeable, skillful, sensitive, committed and ethical in resolving differences. Repairing relationships requires cooperation and mutual agreement; both parties must want to keep the relationship together in order to solve their differences. It also requires effective interpersonal communication. Relationships are often messy, and even the most stable seem to go through various pushes and pulls, which can create tensions between partners. Conflict is inevitable in all relationships. It is caused by social factors which includes faulty communication. To help repair and possibly save relationships, competent communicators know how to use strategies and effective interpersonal communication. In a positive and supportive environment, communication between individuals usually reflects caring, openness, flexibility, warmth, animation, and receptivity. The best way to develop and maintain relationships is to invite more communication.  Sebastian, E. L. (2019). Purposive Communication (0th ed.). Mind shapers Co., Inc 6  MODULE: OLENG01 – PURPOSIVE COMMUNICATION GROUP AND TEAM COMMUNICATION At the end of this chapter, students will: A. Make the connection between group communication and other types of communication; B. Avoid the disadvantages and limitation of group communication; and C. Utilize technology to communicate effectively in groups. “Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results." -Andrew Carnegie A group is not simply a collection of people gathered in the same place. It is a llertion of individuals who influence one another, havea common purpose, take on roles, are independent, and interact together. If any element is not included, what exists is a collection of independent people, not a group. People standing at a corner waiting for a bus, for example, meet some of the criteria of a group. They have a common purpose (transportation), they may interact, and they may make an impression on another but they do not constitute a group according to the definition because they are not interdependent, and they do not take on roles. They do share contain basic goals, such as geting to a destination safely but they don't expect to interact in the future and usually don't perceive themselves as part of a A group. ue group show the following characteristics: 1. Members interact with one another often, 2. The group is important to its members, 3. Members have common goals and outcomes, and 4. The members are e similar to one another in important ways. Small-Group Communication: Making the Connection Effective communication is one of the major factors that influence whether a group experience is successful and satisfying. Small-group 1  MODULE: OLENG01 – PURPOSIVE COMMUNICATION communication differs from other types of communication in that it requires a variety of communication skills and must include at least three interacting people. Small group communication involves the exchange of information among relatively small number of people, ideally five to seven, who share a common purpose, such as solving a problem, making a decision, or sharing information. Effective group communication requires a communication style that is honest, flexible, assertive, enthusiastic, and tolerant of others. Effective group members recognize the importance of all group members' input and warnt to ensure that everyone has an opportunity to participate. They are not only willing to listen to others, but also are willing to discuss ideas and issues whether they agree or disagree with them. A group is not simply a collection of people gathered in the same place. To qualify as a group, the people must be related in six ways: 1. Perceptions: Do the members 2. Motivation: Are there rewards for make an impression on one another? being together? 3. Goals: Do the members have a common 4. Organization: Does each person have some role or task? 5. Interdependence: Must each person 6. Interaction: Is the number of persons depend on the others for his or her efforts to be successful? enough so that each person can communicate with every person? A true group show the following characteristics: 1. Members interact with one another often, 2. The group is important to its members, 3. Members share common goals and outcomes, and 4. The members are similar to one another in important ways. Group Formation: Why Join a Group There are different types ofgroups where people want to belong: organizations Aubs, religious groups, social groups, work groups, informal groups of friends, nd many more. Why did you join them in the first place? There are several reasons why people join groups and your reasons are probably similar to those ihat motivate others to join groups. There are at least five reasons why people join a group or groups: 2  MODULE: OLENG01 – PURPOSIVE COMMUNICATION 1. Groups help to satisfy important psychological and social needs, such as need for attention and affection or the need to belong. Imagine what it would be like to absolutely alone, in total isolation from others. 2. Group membership helps people achieve goals that otherwise might be accomplished. Groups make it easier to perform certain tasks, solve difficult problems, and make complex decisions that might overwhelm one individual. 3. Group membership can provide multiple sources of information and knowledge that might not be available to one individual. 4. Groups can help to meet the need for security. The old saying that there is safety in numbers rings true in many situations; belonging to groups can provide protection and security against common enemies. For example, people join neighborhood watch groups to protect themselves from criminal activity. 5. Group membership can also contribute to an individual's positive social identity. It becomes part of a person's self-concept. The more prestigious and restrictive the groups to which the person is admitted, the more the self concept is bolstered. If the advantages in joining groups, there are also disadvantages. These disadvantages are: 1. Group membership can restrict personal freedom. Menmber of various groups may be expected to behave group roles. If members don't comply, the group may impose sanctions on them or expel them. 2. Groups demand on members' time, energy and resources, and if he members do not meet the demands, they may be required to surrender their membership. 3. Groups sometimes adopt positions or policies of which some members disapprove. This may force dissenting members to remain silent, speak out and run the risks of strong sanctions, or witharaw. 4. Groups are sometimes perceived as ineffective and time consuming. They require much work yet accomplish little. Group membership is not always beneficial; there are some real downsides hidden among the benefits, and members often consider these carefully as they weigh the cost of group membership against its bernefits. Types of Groups Primary Groups Primary groups focus on social or interpersonal relationships among members and exist primarily to satisfy what are labeled primary needs such as the need for inclusion (belonging), and affection (esteem, likeability, love). Primary groups are usually long-term and include family, friends roommates, co- workers sharing time off together, and other 3  MODULE: OLENG01 – PURPOSIVE COMMUNICATION groups of friends who might share vacations, party, and so on. The groups might at times make decisions, solve problems, or take on particular task, but their main purpose is to socialize, support one another, chat about a variety of topics, let off steam, and enjoy each other's company. Secondary Groups Secondary groups exist to accomplish tasks or achieve goals. They are formed for the purpose of doing work such as class assignment, solving a problem, or making a decision. The main reason for secondary groups is to get something done, but they can also help members achieve their primary needs for socialization and affection. There are several kinds of secondary groups to which one person may wish to belong: Problem-Solving Groups A problem-solving group exists to overcome some unsatisfactory situation or obstacles in achieving a goal. Many, ifnot most, groups in business and industry are problem solving groups. The most common problem that any organization faces is finding a way to make more money. Decision-Making Groups The task of a decision-making group is to make a choice from among eral alternatives. The group must identify what the possible choices are, Recuss the consequences of the choices, and then select the alternative that best meets a need or achieves the goal of the group or parent organization. A mmittee that screens applicants fora job has the task of making a decision. The group must select one person from among the many who apply. 4  MODULE: OLENG01 – PURPOSIVE COMMUNICATION Study Groups Students are familiar with study groups. The main goal of these groups is to gather information and learn new ideas. The advantage of participating in a group is that students learn by being involved in a discussion. A study eroup also has the advantage of having access to more information and wider variety of ideas through the contribution of different individuals. Therapy Groups A therapy group is also called an encounter group, support group, or T-group. It helps group members work on personal problems or provided encouragement and support to help manage stress. Such groups are led by professionals who are trained to help members gain as they communicate with one another. Members also learn how they are perceived by others. By participating in a therapy group, people with similar problems can benefit by learning how others have learned to cope. By experiencing therapy with others, members take advantage of the greater knowledge and information available to the group. Committees A committee is a group of people who are elected or appointed for a specific task. Some committees are formed to solve problems. Others are appointed to make a decision or simply to gather information so that another group, or team, or committee can make a decision. A committee may either be a standing committee (one that remains active for an extended period of time) or an ad hoc committee (one that disband when its special task has been completed). 5  MODULE: OLENG01 – PURPOSIVE COMMUNICATION Quality Circles A quality circle is a group of three to fifteen employees who meet regularly to examine work processes with the goal of improving productivity, morale, and overall work quality. Employees trained to work in a quality circles receive basic information about the group communication principles and practices such as how to reach agreement, make decisions, solve problems, and develop a cohesive work team. Focus Groups A focus group is a small group of people who are asked to focus on a particular topic or issue so that others can better understand the groupss res to the topic or issue presented. One person usually serves as a moderator, and this person aSks open- ended questions and then simnply listens to the advertising campaigns to focus groups and then listen to the response of the responses of the group members. Many advertisirg agencies show new group membe The Essence of Communication Competence There are three elements involved in becoming a truly competent communicator. 1. Motivation. Motivation is an internal drive to achieve a goal. To be motivaated means you have a strong desire to do your best, even during inevitable periods of fatigue and frustrations. If you are motivated to become a competent small group communicator, you probably haave an understanding of the benefits of advantages of working with others in groups. 2. Knowledge. Knowledge is the information you need to competently do what needs to be done. You should have the knowledge that can help others to become more competent communicator in groups, on teams, and during the meetings you will undoubtedly attend in the future. 6  MODULE: OLENG01 – PURPOSIVE COMMUNICATION 3. Skill. A skill is an effective behavior that can be repeated when itis appropriate. Just having the desire to be effective (motivation) or being able to rattle off lists of principles and theories (knowledge) doesn't ensure that you wil be competent. You have to have the skill to put principles into practice. Important Points to Remember in Groups or Teams Groups and teams are integral parts of any society. Consider the following suggestions: Some Essential Principles 1. Work in small groups to benefit from the knowledge and information of others. rmembers' creative approaches 2. Workin small groups s to take advantage of other to problenm solving and decision making. 3. Learn to recognize the key elements that make a group or team effective: a clear, elevating goal, results-driven structure, competent team members, unified commitment, a collaborative climate, standards of excellence, external support, recognition, , and principled leadership. 4. Cultivate those characteristics of individual team members that enhance team effectiveness, experience, problem-solving ability, openness, supportiveness, action oriented l approach, and I positive personal style. 5. Form a discussion group and talk a topic with others when you want to improve your understanding of a subject or issue. 6. Work in smalI groups so that you can participate in making decisions that affect you. You will be more likely to support a decision if you have contributed to the discussion. 7. Try to learn something new about yourself when you work with others in small groups. 8. Do not let others pressure you to conform to the groups' majority opinion just for the sake of agreement. 9. Do not let one or two members of a small group dominate the discussion. If they do, you lose many of the advantages of working in a group. 10. Avoid the traps of relying too much on other group members. Assume your fair share of the responsibility for getting things done. 11. Avoid frustration by accepting the fact that groups take more time to accomplish task than to individuals. Virtual Small Group Communication Virtual small group communication (also called electronically mediated communication) is communication among group members who are not together in the same physical location. People who are communicating in a virtual group are connected by a phone line, wireless signal, satellite signal, or other technology. 7  MODULE: OLENG01 – PURPOSIVE COMMUNICATION Electronic technology makes it possible for you to use virtual aids of communication under four conditions: 1. same time, same place 2. same time, different place 3. different time, same place 4. differernt time, different place Different Types of Technology that Make Virtual Communicalon Possible Telephone Conferences The telephone conference call - one of the first iuses of technolog to suppot group and team meetings -involves j a group of people agreeingto neet at a certain time by phone. To hold a conference call you need a special telephone service, so that several people in different locations can be connected at the same time. One of the obvious disadvantages of telephone conferencing is that you miss many nonverbal cues. Yes, you still can detect emotions from vocal cues, but without being able to see facial expressions, postures, and gesture, iť's poSsible that you may not accurately understand the meaning of messages. Electronic Mail (E-Mail) Communicating via e-mail is s one of the most prevalent technology methods used to send and receive messages in organizations. technological methods E-mail users can participate in what is called synchronous communication- communication interaction that is taking place in real time. This is what happens when you talk to someone on the telephone- you talk and another person responds immediately to what you've said. A real time e-mail conversation is clearly not as immediate as a face-to-face discussion. Eveni instant messages are not as immediate as live-and-in person interaction. Asynchronous communication is an interaction in which e-mail correspondents reply to messages after a time delay. The advantage of asynchronous communication is that you do not have to be logged on at the same time as your communication partners. You can post a message and then check back later to see how others have 8  MODULE: OLENG01 – PURPOSIVE COMMUNICATION responded, like sending a memo to someone and then waiting for a response. You lose the immediate feedback, and it takes more time to get work accomplished because you don't get instant responses from others. Video Conferences The video conference - a relatively media-rich use of technology - occurs when two or more individuals are linked by the Internet or by closed-circuit or satellite-linked TV. With the advent of mini-cameras, the Internet, and affordable software, has become increasingly easy for groups to hold video conference meetings. The video conference has the advantage of permitting people to interact over long distances when it may be very expensive to have all members travel to one destination. The video conference has an advantage over the conference phone call because nonverbal behaviors such as facial expressions, eye contact, and posture which allow the transmission of relational messages can be seen. Technology is playing a larger role in group interactions. More and more businesses because of travel expenses and convenience are using methods such as telephone conferencing, video conferencing and allow groups of employees to discuss problems and issues to make decisions.  Sebastian, E. L. (2019). Purposive Communication (0th ed.). Mind shapers Co., Inc 9