Purposive Communication Reviewer PDF

**Purposive Communication Reviewer** **By Jesse Margen** **Lesson 1 (Week 2): Communication (Definition of Communication, Elements, and Communication Process)** **Communication** - Latin term "**communicates"** (v) - To convey knowledge of or information about or to **make known** - To *...

**Purposive Communication Reviewer** **By Jesse Margen** **Lesson 1 (Week 2): Communication (Definition of Communication, Elements, and Communication Process)** **Communication** - Latin term "**communicates"** (v) - To convey knowledge of or information about or to **make known** - To **transmit information**, thought, or feeling so that it is satisfactory received or understood. **Elements of Communication** 1. **Sender, Speaker or Source** - Is anyone or anything that initiates the communication or **sends a message to the receiver.** 2. **Message** - is a communication that is **conveyed by the sender**. It could be **verbal, nonverbal, spoken, or written.** 3. **Channel** - Is a **sensory media traveled** by the message **from one place to another.** 4. **Feedback** - Is the **response sent by the receiver** when the message was **received**. 5. **Receiver** Is the **recipient of the message** and the **source of the feedback**. 6. **Noise** - Is a **barrier to the communication process**. It is the one capable of **hampering messages** and feedback sent. **Process of Communication** **Sender -- Encoding Message -- Channel/Noise -- Decoding Message -- Receiver - Encoding Feedback -- Channel/Noise -- Decoding Feedback -- Back to the Start** **Lesson 2 (Week 3): Models of Communication** **Conceptual Models** assist in making an easier explanation of how things work **Two Kinds of Communication Model** 1. **Linear Communication Model** - Is the **first model developed** by experts to understand the process of communication. It has been amended and revised over the years. **Features of the Linear Model** A. **Unidirectional** **One-Way Communication** - The sender sends a message to the receiver with or **without an effect**. - Senders could only transfer messages, while receivers could only receive the message, and **no feedback is anticipated.** B. **Simple** - There are only the **beginning and the end**, and there is no **interchanging of roles** between the sender and receiver. C. **Persuasion, not Mutual Understanding** - **Inspires advice and encouragement rather than understanding** from both the receiver and the sender. D. **Values Psychological** over social effects - **Emphasizes the psychological effects (**such as grasping the messages) instead of the **social effects**(like building rapport between communications) **Additional Info for Linear Communication Model** - No guarantee that the message was successful because the sender concentrates only on **delivering the message and does not know the effect** on the receiver(s) because of the **lack of feedback** **Examples of Linear Model of Communication** A. **Aristotle's Model of Communication** - concentrates on the **speaker\'s need to adjust their messages, considering who the audience is and be cautious, aside from the choice of words and delivery, and know the audience of a speech and the current state or what the occasion is** to achieve an effect and to modify the context of the message. B. **Shannon-Weaver Model of Communication** - **Second model** developed by **Claude Shannon and Warren Weaver** in 1948. - Telephone model - Concentrates on the occurrence of **"Noise" coming from the switchboard.** C. **Berlo's SMCR Model of Communication** - Developed by **David Berlo** in 1960 - SMCR **(Sender -- Message -- Channel -- Receiver) Model** - He proposed this model from the Shannon Weaver Information Theory model and highlighted **encoding and decoding**. 2. **Transactional Model of Communication** - Illustrates how the sender and the receiver **take turns** in conveying and receiving messages. - Sender and receiver **"communicators"** - **Roles are swapped** when sending and receiving messages **occur simultaneously**. **Examples of Transactional Model of Communication** A. **Dance's Helix Model or The Helical Model of Communication** - **Frank Dance,** the helical model of communication in 1967. - **three-dimensional wire** that would uniformly go around **a cylinder or cone.** - It looks like a **corkscrew or coil** that gets bigger and bigger as it moves in an upward motion. Shows the **progress and growth** of communication, which would always be **based on previous experiences or behaviors**.  B. **Schramm's Model of Communication** - **Wilbur Schramm,** 1954 - **a never-ending process.** It proposes that the receiver and the sender\'s tasks would eventually **switch with each other** as they continued the exchange of messages. - **Feedback** is seen as an important part of this model to ensure that communication takes place. - could be utilized in **interpersonal** and **intrapersonal communication.** C. **Osgood -- Schramm Model** - **Charles Osgood** & **Wilbur Schramm, 1954** - constructed according to the theories of Osgood; concentrates on the interpreter as the encoder and decoder of the message.  - Both the sender and receiver are **interpreters** of the message.  - The success and failure of the message sending will be based on the message **appreciation of the interpreter.**  - Various meanings are extracted by the sender and the receiver from the message, and those are called **semantic noise.** **Lesson 3(Week 4): Kinds of Communication** **Two Kinds of Communication** 1. **Non-Verbal Communication** - Sends out messages **without depending on language or speech.** - It uses **audio signals** or **visual signals** to communicate a message **Kinds of Non-Verbal Communication** A. **Kinesics** - Is the **language of the body** B. **Proxemics** - Is the **language of the space** C. **Haptics** - Is the **language of the touch** D. **Chronemics** - Is the **language of the time** E. **Appearance** - The **language of looks-appearance** 2. **Verbal Communication** - This kind of communication uses **written or spoken language** to transmit information or messages. - It involves **sound production**, the utterance of words, phrases and sentences through speech. A. **Phonology** - **Studies sound in language** including how sound is **organized** and **structured** to convey meaning. B. **Semantics** - Deal with the **meaning of words, phrases and sentences** in a language - Describes several connotations **(associated meaning)** and denotations (**dictionary meaning of words)** C. **Morphology** - Studies **the formation of words**, words could be either **content or function words**. D. **Syntax** - Is when one studies **how words are put together** to form **grammatically** correct sentences in a language. E. **Pragmatics** - **Touches on how language is used**. It is how words could be taken in **countless situations.** **Lesson 4(Week 5) Communication Ethics** **Ethic Codes (Ethical Codes)** - Are **moral guidelines** that used to help assist people in **making decisions** to tell the **difference between right and wrong**, and to use this understanding to make **ethical choices** 1. **Code of ethics (social issues)** - A **set of principles and rules** used by **individuals** and **organizations** to govern **decision- making process** as well as ti **distinguish right from wrong**. 2. **Code of Conduct (influence to behavior of employees)** - The **most common policy** within an **organization**. 3. **Code of Practice (professional responsibility)** - Set of **written rules** which explains how **people working** in a **particular profession should behave.** **Communication Ethics** - Emphasizes that **moral influences** an **individual, group or organization** thereby **affecting their communication.** - It relates to the information and **valuation of goodness** in all aspects and **manifestations of communicative interaction**. - **Observing the proper ethics** in communications is **essential** since it determines the **kind of desirable behavior** in any **communication situation**. **Principles of Ethical Communication** - Promote **accuracy, honesty, truthfulness and reason** as vital to the reliability of communication. - **Endorse freedom of expression, diversity of perspective, and dissent tolerance** to achieve the informed and responsible decision-making fundamental to civil society. - Make every effort to **understand and value other communicators** before assessing and reacting to their messages. **Other kind of ethics** A. **Deontological Ethics** - The **most used basis of our decision -- making** **process**, expressing a dedication to the **simplest principles.** - It is considered as **universal**; **always appropriate** whatever the condition is. - **Consequences** don't matter B. **Utilitarian Ethics** - Emphases on the **outcome** and whether or not it would do well to the **majority.** - **Utilitarianism** focuses on the **consequences** of each **action or decision.** - Consequentialist hold that - Consequences counts - Results or outcomes makes the action moral - The ends justify the means C. **Virtue Ethics** - Concerned with **moral character** and **places more weight** or **value** on an **individual\'s dignity** and **humanity\'s task of caring for one another**. - It highlights **character as contrasting** **to responsibility or consequence**. - Understand what it means to be a **virtuous human being**. And it gives us a **guide for living life** without giving us **specific rules for resolving ethical dilemmas**. D. **Situation or Contextual Ethics** - There is no **fixed method** to conditions each shall be taken up as **dissimilar from each other.** - Each **difficulty** shall be assessed in its **precise content or situation.** **Corporate Code of Ethics** 1. **Honesty** - **Trained communicators** are **truthful, precise, and sincere** in all communications. - This **practices inspires** the **free movement** of **significant information** for the **benefit of the community**. 2. **Confidentiality** - **Protecting** the **self-confidences** and **privacy rights of workforces and customers** is the **responsibility of trained communicators.** 3. **Credit** - Give **due recognition** to those who you **obtain ideas** from 4. **Free Speech** - **Philosophers** of **free speech** and **free ideas** must be **supported**. 5. **Courtesy** - **Understanding** **cultural morals** and **views** are **vital**. **Unethical Communication** - Compromises the quality of all communication and as a result, the welfare of people and humanity A. **Plagiarism** - (stealing someone else works and claiming it as yours) B. **Selective Misquoting** - Purposefully excluding damaging or unflattering remarks to create a better image of you or your company. C. **Misrepresenting Numbers** - Rising or lessening numbers, changing figures or removing numerical data. D. **Distorting Visuals** - Making merchandise appear huge or altering the content of graphs and charts to amplify or cover the differences\\ **Unethical Communication in the Workplace** **Types and Examples** 1. **Coercive** - Intimidation and threatening others 2. **Destructive** - Backstabbing and inappropriate jokes 3. **Deceptive** - Euphemism and lying 4. **Intrusive** - Eavesdropping, tapping telephones or monitoring internet use. 5. **Secretive** - Hoarding information and cover-ups 6. **Manipulative-exploitative** - Acts which attempt - To gain compliance or content through exploitation. **Freedom of Expression** - Is a **basic human right**, it refers to the **right to freedom of expression**, including the **freedom to seek, receive, and impart information and opinions** of any kind in any form - Protected internationally under the **Universal Declaration of Human Rights and the International Covenant on Civil and Political Rights.** - **Utilized** to look for answers and **communicate opinions.** **Ethical Freedom of Expression** - Freedom of Expression must be **balanced against society's** need **to maintain order, protect the general welfare, and promote public morality.** - Limited free expression. **Expressing yourself shall never involve harming others.** - People should refrain from **hate speech**, the **public use of derogatory** and **offensive language** denigrating others, particularly **based on race, ethnicity, gender, and sexual orientation.** **Lesson 5(Week 6); Communication and Globalization** **Globalization** - is how people and goods **interchange easily across boundaries**. - it's an **economic concept**, the **mixture of marketers, trade, and investments** with few barriers to **slow the flow of products** and **services between the nations.** - is also a **cultural element**, as **ideas** and **traditions are traded and embraced.** It caused **many advantages** to **countless people**. But not to all. **Effects of Globalization** - Airfare becomes inexpensive, which enables anyone to travel globally more than in the past. Many Filipinos made up their minds to work or live abroad, with some of them migrating to other countries. The free trade of goods and services all over the world has brought multinational companies and foreign investors to our shores. - Because of the advent of the Internet, the world seems to be shrinking continually. One can communicate internationally in a matter of seconds, whether one is sending an email, chatting on social media, or sending a text message. One can read about various cultures, and gained access to movies, academic papers, and the like from countries worldwide, and vice versa. - Given this increasingly shrinking world, one should know the difference between the kind of English that we write and speak, and the kind of Englishers that exist outside of the Philippines. **Cultural Communication Issues** When people engage themselves with the multicultural conversation, they tend to encounter the following cultural differences that may result in cultural communication issues: 1. **Different Communication Styles** - How people communicate **between and within culture varies widely**. Some **words and phrases are used differently in other countries.** - Another major aspect of communication style is **non-verbal communication** includes **seating arrangements, personal distance, and sense of time**. Also, **different norms regarding the appropriate degree of assertiveness** in communicating can add to **cultural misunderstandings**. - The meaning of the word "yes" varies from "yes", "maybe", I'll consider it", to "definitely so". - Different types of handshakes are preferred in each country **Country or Region** **Type of Handshake** ----------------------- ---------------------------------------------------------------------- United States Firm Handshake France Soft Handshake Germany A firm handshake, for men, traditionally accompanied by a slight bow Japan Handshake with an arm firmly extended, accompanied by a bow Middle East A handshake and freehand placed on the forearm of another person. 2. **Different Attitudes Toward Conflict** - Different cultures have different attitudes towards **conflict.** - Conflict is viewed as a **positive thing**, whereas for others, conflict **should be something to be avoided** and are not **usually desirable**; that\'s why in the U.S. people are often encouraged to deal with it directly. 3. **Different Approaches to Completing Tasks** - **Each culture** has its ways of **completing a task**, but this does not mean that people from any one of these **cultural backgrounds** are more or **less committed** to **accomplishing the task** or don't cherish relationships; it indicates they may just **pursue them differently.** 4. **Different Decision-Making Styles** - The **roles individuals** play in **decision-making differ** usually from **culture to culture.** - When **decisions** are made by **groups of people, majority rule (majority wins)** is a frequent approach in the U.S.; meanwhile, in Japan, the agreement is the one preferred. 5. **Different Attitudes Toward Disclosure** - Keep in mind when you are in **dialogue or when you are working with others** that in **some cultures it is not appropriate**, to be **frank about emotions**, about the **causes behind a conflict or a misunderstanding**, or **about personal information**. When you are **dealing with a misunderstanding**, be **watchful** **that people may be different in what they feel at ease revealing**. 6. **Different Approaches to Knowing** - **Notable dissimilarities** happen among **cultural groups** when it comes to the **methods** people come to know things and **emphasize** the **validity of knowledge** gained through **striving toward divine existence** in Asian cultures. **Lesson 6 (Week 7): Other Ways of Presenting a Message and Evaluating Messages and Images Reflecting Different Cultures.** **Other Ways of Presenting a Message** A. **Electronic** - With people getting 24/7 access, **email has become a default delivery mechanism** for information **due to its accessibility** and the fact that it **appears to be everywhere.** - The trouble with email is that you\'re **dealing with many other texts** because it\'s so **popular**. It\'s also **easily lost to hundreds** of others **until your post is read.** - **Social networking**, **forum posters**, and **pay-per-click advertisements** are other ways to **electronically** deliver messages. **Dream** of how the **message** would look with a **screen or a handheld device.** B. **Print** - Consider **brochures, posters, ads, catalogs, papers, memos, or letters** if you\'d like people to keep your message in their hands and have easy access to refer to it later. With **the growth of electronic media**, **handwritten bits** stand out further and do not clash on a **work desk** with too many papers.  - **Paper media** has an **advantage** over **mobile correspondence** in that you won\'t have to think about how the message appears on **various interface configurations on smartphones and computers.** C. **Face to face** - **Face-to-face meetings** let you get more **personal**, evaluate the **body language of your peers, demonstrate products, and use visual aids**. D. **Teleconference** - Consider teleconferencing if you can\'t afford to get **everybody in the same room**. **Tele-meetings** give you many of the **same benefits** without **the travel costs** and **scheduling headaches** of **face-to-face communications**. - You can **schedule these meetings on short notice**, and with a **smartphone** or **personal computer**, even **technophobes** can learn how to use **basic video technology that often comes free.** E. **Visual Aids** - **Charts and graphs** give **the numbers** you **present a visual pop**, having an **immediate effect on your audience**. - Learn to use programs like **PowerPoint** to create **informative graphics** that **organize your thoughts**, **help you highlight them**, and **highlight key concepts**. You can even make points more clearly with a humble **chalkboard** or **dry erase board.** **Evaluating Messages/Images Reflecting Different Cultures** Image result for male restroom signage 1. What is the message of the text/message?  - **Men are allowed inside. ** 2. What is the purpose of the message?  - **To inform that only men are allowed. ** 3. How is the message conveyed by the text/image? - **By putting the image of a man and writing the word male to signify what gender is asked or emphasized.** 4. Who is the target audience?  **- Everyone** 5. And what are the other ways of presenting the message?  - **Writing the words/sentences completely that the males are allowed inside, or the restroom is for males only.** **Lesson 7 (Week 8): Presenting Ideas Through Oral, Audio Visual and/or Web-Based Presentation for Different Target Audiences** **Guide to Oral Presentations** 1. **Plan** - Analyze who is your Audience - **Who** is your audience? - What do they **know about the subject/ topic?**  - What **terminology** will **they know**? - What do they **want to know**? - How can you **engage this audience**?  - What **matters to them**? - Determine the purpose - To **provide information**? - To **persuade the audience** to accept a point of view, or - To **encourage them** to **take action.** - Selective Information - What kind of **information will best support the presentation**? - What kind of **information will appeal to the audience**? - Are there some **useful examples or case studies to illustrate an idea**? 2. **Prepare** - Structure provides a framework for your presentation - Introduction - Body - Conclusion - Select appropriate visual aids - **Introduction** - display the **title of your presentation**. - define **particular technical terms or units**. - **indicate a structure to your presentation** by listing your main points - **display an imag**e that encapsulates your theme(s); and - **highlight** a question you intend answering during your presentation. - **Body/Main Points** - **highlight new points** with an appropriate image or phrase. - **support technical information** with clearly displayed data. - **indicate sequence** by linking points together; and - **offer evidence from your research** to support your argument - **Conclusion** - **summarize your main points** on a slide. - **present your conclusion** in a succinct phrase or image; and - **display your key references** to allow your audience to read more on your topic. 3. **Practice** - **Equipment:** - make sure **that your equipment's work** **and familiarity with the tools**: - **Practice and Present** - the key to a **good delivery** is to **practice your speech** and **your body language**. - **Practice your presentation several times**, a **loud**, and **standing up.** - **Time for the presentation**. If it **is too long, remove and/or simplify information**, rather than **speaking more quickly.** - **Stand straight with your feet \"planted\" in the ground**. This will eliminate swaying and nervous movements in the legs. You can move but do so with purpose. - **Establish a \"resting place\" for your hands at the front of your body**, such as cupped at waist level. - **Eye contact is a powerful** means to engage your audience so look at your audience when you speak. - **Speak more slowly and clearly than you normally would**. Provide emphasis through voice intonation, volume, and pausing. **Different Types of Visual Aids** 1. **PowerPoint (or equivalent)** - Most commonly used form of visual aid. 2. **LCD Projector** 3. **White or Blackboard** - useful to help explain the sequence of ideas or routines, particularly in the sciences. 4. **Paper Handouts** - information is **too detailed** to fit on a slide or **if you want your audience to have a full record of your findings.** - Given **too early** and they may prove a **distraction**. - Given **too late** and your audience may have **taken too many unnecessary notes**. - Given out in the **middle** and your audience will **inevitably read rather than listen**. 5. **Video** - Gives you a **chance to show stimulating visual information**. - Use video to **bring movement, pictures, and sound** into your presentation 6. **Artifacts/Props** - Sometimes it can be very useful - If you bring an artifact with you, make sure that the **object can be seen** and be **prepared to pass it around a small group** or **move to different areas of a large room** to help your audience **view it in detail.** **Designing Visual Aids** - **Guidelines in producing high quality visual images** - use one **simple idea for each visual**. - make the **text and diagrams clear and readable**. - **avoid cluttering** the **image.** - keep your **images consistent** (**use the same font, titles, layout, etc. for each image**) - make sure your **images are of high quality** (check **for spelling** and **other errors**). **Tips for Giving Great Online Presentations** **1.** Start with the right tool **2.** Help everyone be on time **3.** Keep your slides simple **4.** Be clear and efficient **5.** Make the presentation entertaining **6.** Use visual examples **7.** Encourage conversation **8.** Set action steps **9.** Leave time for questions **10.** End on time