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The Elements and Process of Communication
Communication and Its Nature
Introduction
One would say that communication is a need. People need to communicate because they physically need it. They learn and discover who they are and as social beings they need others to provide stimulation (Alder & Proctor, 2014).
Exercise 1 What I think about …
Have you ever experienced talking to someone about what you think and how you feel, especially when you’re grateful or feeling down? It’s overwhelming and it helps you suppress your heavy feelings, right? Now, look around you and think of an object or a word that you can compare to communication. Write and explain your answer inside the box below. Be creative.
Learning Objectives:
LESSON
What Do You Need To Know?
By the end of the lesson, you will have been able to: a. explain the nature and process of communication; b. distinguish the unique features of one communication process from the other; and c. differentiate various models of communication.
What is communication?
- According to Joesting (1998), he asserts that “communication is the way interpersonal connections are created, enhanced, maintained, and destroyed.”
- Communication is a process of sharing and conveying messages or information from one person to another within and across channels, contexts, media, and cultures (McCornack, 2014).
- Communication is stirring up ideas in the mind of another. It is the sharing of ideas between and among people. It is also sharing concepts to an audience (Monroe, et al., 1982).
- As stated by Davis (1967), communication is a process of information and understanding from one person to another.
- The act or process of using words, sounds, signs, or behaviors to express or exchange information or to express one’s ideas, thoughts, feelings, etc., to someone else. – Webster’s Dictionary
What is the nature of communication?
- Communication is a dynamic process which means it is changing and unpredictable.
- In communication, messages are sent, not meanings. Meanings are created by the listener through the use of his knowledge about the topic.
- Communication takes many forms. It can be expressed through written or spoken words, actions, or both spoken words and actions at the same time, and formal and informal manner.
The following are the contexts and situations in which communication can be manifested;
- face-to-face interaction,
- a phone conversation,
- a group discussion,
- a meeting or interview,
- a letter correspondence,
- a class recitation, and etc.
Activity 1: It was stated that 60% of our active hours is spent in communication
(Martinez and Fermin, 2006). To support the statement, enumerate at least five activities that you do in your daily life that involve communication. Write your answers in sensible sentences below.
How Much Have You Learned?
forms of media-face to face communication, letters, radio, television, e-mail etc. 6.Decoding the process of interpreting the encoded message into language understandable by the receiver. 7.Feedback the responses, reactions, or information provided by the receiver. 8.Context the environment where communication takes place. 9.Barrier the factors that affect the flow of communication.
The Process of Communication
- The speaker/sender generates an idea. Ex., Daphne loves Rico, her suitor, as a friend.
- The speaker encodes an idea or converts the idea into words or actions. Ex., She thinks of how to tell him using their native language.
- The speaker transmits or sends out a message through channel. Ex., She tells him, “Rico, mahal kita bilang kaibigan.”
- The receiver gets the message. Ex., Rico hears what Daphne says.
- The receiver decodes or interprets the message based on the context. Ex., He tries to analyze what she means based on the content and their relationship, and he is broken.
- The receiver sends or provides the feedback. Ex., He frowns and does not say something because he is in pain.
Activity 3: Complete the table by writing the elements of communication asked.
Situation Sender Message Receiver Context A sports reporter announces the PBA championship game results on the television.
Reporter Results of the PBA Championship Game.
Televiewers Media/Televisi on
Sender (^) Encoding (^) Channel Decoding Receiver
FEEDBACK
How Much Have You Learned?
The teacher calls Jason to answer the question raised. The SSG President discussed the school policies to the students. A customer called the waiter and ordered food. Tiffany talked to her friend over the phone and planned with her a reunion after the pandemic. Carla went to the barangay hall and reported to the barangay captain the commotion she observed at their neighbor’s house.
Models of Communication
1. Shannon-Weaver 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. This model, however, has been criticized for missing one essential element in the communication process: feedback. Without feedback, the speaker will not know whether the receiver understands the message or not.
Fig.1. Shannon-Weaver Model
2. Transaction Model
Functions and Features of Communication
Communication Barriers
Functions of Communication
- Control – Communication functions to control behavior.
- Social Interaction – Communication allows individuals to interact with others.
- Motivation – Communication motivates or encourages people to live better.
- Emotional Expression – Communication facilitates people’s expression of their feelings and emotions.
- Information dissemination – Communication functions to convey information.
Features of an Effective Communication
In their pioneer book Effective Public Relations, Professors Broom, Cutlip and Center (2012) list the Cs of Effective Communication. This list is widely used today, especially in public relations and advertising.
- Completeness Complete communication is essential to the quality of the communication process in general. Hence, communication should include everything that the receiver needs to hear for him/ her to respond, react, or evaluate properly.
- Conciseness 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.
- Consideration To be effective, the speaker should always consider relevant information about his/her receiver such as mood, background; race, preference, education, status, and needs, among others. By doing so, he/she can easily build rapport with the audience.
Learning Objectives:
LESSON
What Do You Need To Know?
By the end of the lesson, you will have been able to: a. discuss functions of communication; and b. identify elements related/relevant to communication.
- Concreteness 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.
- Courtesy 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.
- Clearness Clearness in communication implies the use of simple and specific words to express ideas. It is also achieved when the speaker focuses only on a single objective in his/her speech so as not to confuse the audience.
- Correctness Correctness in grammar eliminates negative impact on the audience and increases the credibility and effectiveness of the message.
Barriers to Communication
There are instances when miscommunication and misunderstanding occur because of certain barriers. To become an effective communicator, you should recognize these barriers that hinder the communication process. This will enable you to control the situation, reset conditions, and start anew. The table below presents some barriers to effective communication with corresponding solutions.
Barrier Example Solution Emotional barriers
You are having a bad day or you feel frustrated.
You sit in a meeting or class where you think the speaker is boring.
Recognize these kind of emotions and politely ask the other person to give you a moment so you can relax or calm yourself. Recognize this kind of attitude, reset and reflect on how you can be interested in what the speaker is pointing out. Use of Jargon
You are a scientist discussing a certain weather phenomenon with your neighbor who does not know much about topic.
Jargon refers to the set of specialized vocabulary in a certain field. To avoid communication breakdown due to lack of clarity, adjust your language, use layman’s terms or simple words.
Lack of Confidence
You are asked to share something about your day or weekend, but you are hesitant because you are shy.
Develop self-confidence by joining organizations where you can share and develop your interests. Look for opportunities in your school or community that will help you find your strengths and improve your abilities. Noisy Environment
You are having a conversation with some friends when a song was played loudly.
Recognize that noise is a common barrier. Make some adjustments by asking someone to minimize the volume or by looking for a quite area where you can resume the conversation.
Verbal and Nonverbal Communication
Verbal Communication
Verbal Communication refers to an interaction in which words are used to relay a message. For effective and successful verbal communication, use words to express ideas which can be easily understood by the person you are talking to. Consider the following when engaging in this type of 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.
- Clarity -The meanings of words, feelings, or ideas may be interpreted differently by a 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 talking to.
- 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.
Learning Objectives:
LESSON
3
What Do You Need to Know?
By the end of the lesson, you will have been able to: a. differentiate verbal and non-verbal communication; b. identify principles of verbal and non-verbal communication.
Non-Verbal Communication
Non-Verbal Communication refers to an interaction where behavior is used to convey and represent meanings. All kinds of human responses that are not expressed in words are classified as nonverbal communication.
Examples of nonverbal communication are stares, smiles, tone of voice, movements, manners of walking, standing and sitting, appearance, style of attire, attitude towards time and space, personality, gestures, and others.
Mastery of nonverbal 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.
- It makes you appear more dynamic and animated in your delivery.
- It serves as a channel to release tension 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 a monotonous delivery.
Domains of Non-Verbal Communication
Non-verbal communication consists of ten domains:
- Paralanguage Paralanguage is referred to as the “how” of saying something. Paralanguage refers to vocal communication that is separate from actual language and was invented by George L. Trager in the 1950s. Paralanguage includes factors such as tone of voice, inflection, loudness, speed and pitch. Simply changing your tone of voice may change the meaning of a sentence.
- Language of Flowers Also referred to as Floriography, it is the use of flowers depending on the meaning of each type of flower. It became popular to use flowers to send secretive messages. Though often portrayed to relay positive messages of interest, affection and love, flowers could also send a negative message and at times, the same flower could have opposite meanings depending on how it was arranged or delivered.
- Language of Time (Chronemics) The use of time based on position or power. In direct communication, the use of time can convey a powerful nonverbal message. This message is often communicated through the following two uses of timing: e.g., punctuality / the patience to wait the speed of speech / how long people are willing to listen
Gestures are not universal, what may mean one thing for us can mean something entirely different for another culture. For example, nodding one's head in Canada means 'yes', while nodding one's head in Bulgaria means 'no'. Although gestures do not carry the same meaning across different cultures, they are universal in the sense that every culture uses them; there have been no reports of communities that do not use gestures. Hand and arm gestures as a form of nonverbal communication also vary widely among cultures. While in some cases a particular gesture means nothing to a representative of another culture, in other cases it may be offensive. For instance, the “thumbs up" gesture or the “OK sign"--have vulgar meanings in Iran and Latin America, respectively. Yet in other countries the “OK" sign means just “zero", which is not offensive. Types of gestures: Emphasizing- “YES” (pounding the table) Regulating- “shh” (forefinger in front of lips) Illustrating- “this large” (hands set apart) Emblems- “clenched fist upraised”
- Facial Expressions
The configuration of eyes, eyebrows, lips cheeks, nose, and forehead to show how a person feels. The human face is extremely expressive, able to express countless emotions without saying a word. And unlike some forms of nonverbal communication, facial expressions are universal. The facial expressions for happiness, sadness, anger, surprise, fear, and disgust are the same across cultures. A smile is one of the most common examples of a facial expression in different cultures. While Americans smile freely at strangers, in Russia this is considered strange and even impolite. In Asian cultures a smile isn't necessarily an expression of joy and friendliness but it can be used to convey pain and embarrassment. For many Scandinavians a smile or any facial expression used to convey emotions is untypical because it is considered a weakness to show emotions.
- Posture and Personal Appearance
Body movements can clearly convey intent, emotion and communication. It can show how people feel or think about you. Whether you face a person while talking, how you hold yourself when expressing confidence or simply whether you sit near or far from another person can provide nonverbal communicative messages. When one carries himself well and is confident, people will want to listen. Posture not only can communicate or mental status at the time (i.e. defeated) but also our physical condition (i.e. slouching may indicate being tired).
In some cultures, keeping your hands in your pockets is a sign of disrespect while in other countries, sitting cross-legged is offensive. Another example is the habit of many American executives to rest with their feet on their desk, which in Asia, the Middle East, and Europe is considered highly offensive.
Activity 1: Write T before each number if the statement is true and F if the statement is false.
- Consider ethics in your speech at all times.
- Effective use of nonverbal communication can strengthen your message.
- How you communicate reflects who you are as a person.
- One way to help you build credibility is through effective nonverbal communication.
- There are certain words that are only appropriate at certain times and places.
- To achieve clarity, we must speak the same language as our listeners.
- The use of too many fillers can distract your listeners.
- Verbal communication is better than nonverbal communication.
- When you talk to others, you should not assume too quickly that they understand the message that you convey.
- When you communicate, choose what you want to say and how you want to say it.
Activity 2: Write a reaction paper about the MOST recent SONA of the president then identify the five principles of verbal communication and any of the domains of Non-verbal communication that you observed during his speech delivery.
How Much Have You Learned?
Factors that Influence Communication
1. Cultural Differences The most influential factor that is considered in both verbal and nonverbal communication. Variations in our ways of life often dictate our understanding and perception among various communicative situations Differences in belief system, mind setting, notions, experiences, cultural practices. One of the customs that exists in Philippine Society is the tradition of “mano po”, which involves touching the hands of an elder to one’s forehead to show respect. This custom don’t exist among other nations; Filipino Muslims but Malaysian have their own custom; kissing the hands of the elderly. If we compare our culture with other societies, we find that in Arab countries, especially among the nomads, everyone eats while seated on the ground or floor which is covered by a carpet, from one big plate using only the right hand to pick up the food, as the left and is considered dirty because it is used for bodily functions. 2. Gender
Other than culture, gender is a factor that also governs communication. Please take note of the definitions “Sex” refers to the biological and physiological characteristics that differentiates men and women. “Gender” refers to what society considers appropriate for men and women in terms of actions and behaviors. Male and female are sex categories, while masculine and feminine are gender categories. Gender comes into communication when we categorize certain ways of speaking or using words as being masculine or feminine. E.g. We expect a male speaker to have a low-pitched voice while we expect a female speaker to have a high-pitched voice. Manner of speaking and choice of words In certain settings, some employees find it difficult to take orders from a female boss, believing that a male executive, simply by being male is a born leader and can direct his staff. = paternal society The idea that men should not engage in certain activities classified as women’s work used to be a sign of machismo.
3. Age
Age is likely to function like many other personal differences in helping or hindering communication. Age - like culture, beliefs, experience, language, and other personal qualities - can affect both how we say what we mean, as well as how we interpret what others mean. A younger person may be less inclined to be assertive when speaking with an older person, but that might also be due to their culture.
An older person may struggle to understand serious or sarcastic intention in how a younger person communicates, but that might also be influenced by being online or a mobile device.
4. Social Status Social status refers to the relative rank or standing that an individual has in the eyes of others. It is shaped by one’s background, education, reputation, perceived power, and position in an organization’s hierarchy. Ascribed status is determined at birth and includes characteristics such as sex, age, race, religion, ethnic group and family. Achieved status is what an individual acquires as a result of knowledge, ability, talent, and/or perseverance. Employment and occupation are primary factors in social status and one’s role in an organization is especially relevant within the boundaries of that organization. Status difference often create a bias against those with the perceived lower status. Mayaman= makapangyarihan Fame=power Any culture which has social classes will automatically teach a difference in language and vocabulary used in communication. Differences on language & vocabulary. 5. Religion Being from different religions or castes can act as a barrier to communicate on a personal or professional level. Sometimes, a person may feel uncomfortable communicating with people from other religions. This is mainly because of the difference in the beliefs they share. Religious views impact the way one thinks and can lead to differences of opinion. But one must understand the reasons behind these differences and tackle them carefully. If this is done, religion would no longer remain a cultural barrier to communication. However, due to globalization and spread of education, the negative impact of this kind of barrier seems to be decreasing.
Developmental Model of Intercultural Sensitivity
The (DMIS) was created by Dr. Milton Bennett offers a structure that explores how people experience cultural differences. It’s a basic outline to explain the reactions that people have to cultural differences. The stages of DMIS is a continuum that ranges from ethnocentric to highly ethnorelative (Cushner, McClelland, & Safford, 2012, p. 155). The DMIS was designed by the theory that cultural awareness is accompanied by improved cognitive sophistication (Cushner, McClelland, & Safford, 2012, p.155). This model is acceptable for both children and adults as they progress through cross- cultural sensitivity. The DMIS consists of 6 different stages. These stages include 1.denial, 2.defense,
This stage often consists of negative stereotyping. A person is in defense may feel threatened by other cultures or his own cultures and their differences. People tend to be very critical of other cultures and have a narrow focus on what appropriate behaviors and cultures are correct (Cushner, McClelland, & Safford, 2012, p. 157). To move out of this stage, learners need to be able to manage anxiety about other cultures. Learners need to also embrace tolerance and patience for people in other cultures (Bennett, 1993, p. 3). Common phrases that learners might use at this stage are: "I wish these people would just talk the way we do.” "When you go to other cultures, it makes you realize how much better the U.S. is." "Boy, could we teach these people a lot of stuff.” "I wish I could give up my own cultural background and really be one of these people."
- Minimization The third stage of the DMIS is minimization. During this stage, the learner begins to find commonalities between themselves and people of other cultures. Superficial cultures are mostly judged during this phase of the model. Some examples of superficial cultures would be eating, money, and many others. People in this stage begin to recognize that all people are people, whether they have different traditions and cultures or not (Cushner, McClelland, & Safford, 2012, p. 158). Although people see cultural differences, they bank more on the universality of ideas rather than the cultural differences. Many teachers fall into this stage of the DMIS. This stage is often the most difficult to move from because people at this stage think that they are doing okay (Cushner, McClelland, & Safford, 2012, p. 158). Forgot the importance of development and practice of his own culture. Ethnic knowledge in research. In order to move from this stage, learners need to develop cultural self-awareness and experience difference (Bennett, 1993). An individual in the minimization stage might be heard saying: “Once we see through the cultural differences, we really are just the same”. "I have this intuitive sense of other people, no matter what their culture." "It's a small world after all“ "Technology is bringing cultural uniformity to the developed world.” "No matter what their culture, people are pretty much motivated by the same things."
- Acceptance Acceptance is the fourth stage of the DMIS. During this stage, learners are able to recognize and appreciate cultural difference through both behaviors and values. This stage promotes the belief that one's own culture is just one of the many cultures that exists in the world (Bennett, 2011). An important aspect of this stage is that people do not necessarily have to agree on anything, they just need to recognize that there are other ways of going about certain situations (Cushner, McClelland, & Safford, 2012, p. 160).
People in this stage are often curious about other cultures and have a desire to learn. In order to move from this stage, learners need to gain cultural specific knowledge. Learners must also have respect for others' values and beliefs and maintain tolerance of ambiguity (Bennett, 1993, p, 9) “These people and I have different values and experiences, and I think we can learn from one another” "The more difference the better- more difference results in more creative ideas.” "I always try to study about a new culture before I go there or interact with the people” "Our new student is from Mexico. Where can I learn about Mexican culture so I can be more effective in the classroom?"
- Adaptation During the fifth stage of DMIS, adaptation, learners begin to be more competent in how to communicate with people of other cultures. Learners are able to incorporate the world view of others into their own world view. A major aspect of this stage is that the learner will be able to see the world through another's "eyes." Because of this perspective, learners can change their behavior in order to communicate more effectively (Bennett, 2011). In order to achieve adaptation and move on to the next stage, learners must be able to experience empathy for other cultures. Learners will also develop risk-taking skills and problem-solving skills. Lastly, learners will need flexibility with other cultures (Bennett, 1993, p. 11) "To really help this student, I'm going to have to change my approach.” "I interact with my male and female colleagues somewhat differently to account for differences in the way respect is communicated." "I can maintain my values and also behave in culturally appropriate ways."
- Integration Integration is the final stage of the DMIS, rarely do learners achieve this level of cultural sensitivity. During integration the learner is able to have other cultural experience move in and out of their own worldview. People in this view often maintain a marginal self-identity and view themselves as "in-process" (Cushner, McClelland, & Safford, 2012, p. 165). People that reach integration are often culture mediators. They are able to help others understand different cultures and promote unity between these two cultures (Cushner, McClelland, & Safford, 2012, p. 165). "Everywhere is home, if you know enough about how things work there.” "I feel most comfortable when I'm Bridging differences between the cultures I know."
