COMM1100

PURPOSIVE COMMUNICATION
THE PROCESS OF
COMMUNICATION
 CONTENTS

Definition Elements Environment Levels Effective

& Process & Models Communication
DEFINING THE COMMUNICATION

SENDING OR RECEIVING

Connotes something one person does or give to someone else

SHARING

Connotes something that two or more people do together.

BLACK AND BRYANT (1922)
The process by which individuals share meaning.

The process by which an individual (the communicator)

transmits stimuli (usually verbal symbols) to modify the
behavior of other individuals (communicatee).

Occurring whenever the information is passed from one place

to another. Not simply the verbal, explicit, and intentional
transmission of message; it includes all those processes by
which people influence one another.
COMMUNICATION IS . . . . . . .
Transmission of information, ideas, attitudes or emotion from
one person or group to another (or others) primarily through
symbols (Theodorson and Theodorson, 1969).

May be defined as “social interaction through messages”

(Gerbner, 1967)

A process by which a source sends a message to a receiver by

means of some channel to produce a response from the
receiver, in accordance with the intention of the source (SRA,
Sourcebook, 1996)
Four attributes of Communication:

A SYSTEMATIC
Consist of group of elements which
DYNAMIC interact to influence each other and the
system as a whole.
On-going; ever-changing, with no clear
beginnings and endings.

B MEANINGS ARE
SYMBOLIC
PERSONALLY
INTERACTION
Language is a form of symbol.
“The medium shapes the message.”
C CONSTRUCTED
Meanings are in people,not in words.

D
 PART 2

ELEMENTS OF THE PROCESS

Berlo’s Model of Communication
(1961)
 ELEMENTS OF THE PROCESS
Berlo’s Model of Communication
(1961)

SOURCE MESSAGE CHANNEL RECEIVER EFFECT

FEEDBACK
 ELEMENTS OF THE PROCESS
Berlo’s Model of Communication
(1961)
SOURCE
SOURCE
• Refers to a person
不足 or a group of persons “with a purpose, a
之二in communication” (Berlo, 1961).
reason for engaging
• The source
不足 initiates the communication process.
之三 to as the encoder, sender, information, source
• Also referred
or communicator.
 ELEMENTS OF THE PROCESS
Berlo’s Model of Communication
(1961)
SOURCE
RECEIVER
• Refers to the person
不足 or group of persons at the other end of
the communication 之二 process.
• He or she
不足is the target of the communication (Berlo, 1961).
之三
• The receiver listens when the source talks; the receiver
reads what the source writes.
 ELEMENTS OF THE PROCESS
Berlo’s Model of Communication
(1961)
SOURCE
MESSAGE
• A source must have
不足something to transmit.
之二
• His or her purpose is expressed in the form of a message.
• The message
不足 may be an idea, purpose or intention that has
之三
been translated into a code or a systematic set of symbols
(Berlo, 1961).
 ELEMENTS OF THE PROCESS
Berlo’s Model of Communication
(1961)

A message hasSOURCE
three factors:
1. Message code – any group of symbols that can be structured in a way that is
不足 Thus, language (sounds, letter and words) is a code
meaningful to some person.
之二
because its contains elements that are arranged in meaningful orders.
2. Message content – is the material in the message selected by the source to
不足 purpose. Ex: research report (included writers assertion’s,
express his/her
information之三
presented, conclusions drawn.
3. Message treatment – decisions that the communication source makes in
selecting and arranging both code and content. Ex: A journalist writes an article
(what information to include, the angle of the story, the words he will use.)
 ELEMENTS OF THE PROCESS
Berlo’s Model of Communication
(1961)
SOURCE
CHANNEL
• modes of encoding不足 and decoding the messages
(e.g. speaking) 之二
• message 不足vehicles (sound waves)
之三
 ELEMENTS OF THE PROCESS
Berlo’s Model of Communication
(1961)
SOURCE
CHANNEL
• determined by: availability,
不足 money, source preferences,
之二received by most people at the lower
which channels are
cost, 不足
which channels have the most impact; which
之三are adaptable to the purpose of the source;
channels
which channels are most adaptable to the content of the
message.
 ELEMENTS OF THE PROCESS
Berlo’s Model of Communication
(1961)
SOURCE
EFFECT
• The outcome of 不足 a communication or the response of the
之二
receiver to the message of the source.
• Sometimes
不足 it adheres to the desired outcome of the source,
之三 the effect is not the desired outcome.
sometimes
 ELEMENTS OF THE PROCESS
Berlo’s Model of Communication
(1961)
SOURCE
EFFECT
1. Overt Effect – 不足
obvious or visible; responses include non-
之二 of head, signing of a contract).
verbal cues (nodding
2. Covert
不足 Effect – non-observable but sometimes they are
之三important.
the most

* Communication can result in motivation or persuasion. It

may lead to awareness, interest, decision, or action.
 ELEMENTS OF THE PROCESS
Berlo’s Model of Communication
(1961)
SOURCE
FEEDBACK
• When an individual不足 communicates with himself, the
之二
messages he encodes are fed back into his system by his
decoder
不足 (Berlo, 1960).
之三
• A communication response is feedback to both source and
receiver.
• Feedback could take form of non-verbal or verbal cues.
SOURCE

不足
之二
PART 3
不足
之三 LEVELS OF COMMUNICATION
 LEVELS OF COMMUNICATION

INTRAPERSONAL INTERPERSONAL MASS

COMMUNICATION COMMUNICATION COMMUNICATION
 LEVELS OF COMMUNICATION

1. INTRAPERSONAL COMMUNICATION
✔communication with oneself.

2. INTERPERSONAL COMMUNICATION
✔often defined as face-to-face communication
✔person-to-person communication – communication between
one person, a group, or a room full of people at one time but
still on a person-to person basis.
 LEVELS OF COMMUNICATION

3. MASS COMMUNICATION
✔A communication that employs technological devices (radio,
television, films) to disseminate symbolic content to large,
heterogeneous, and widely dispersed audiences (Janowitz,
1968 and McQuail, 1981).
✔Communicating with large group of people at one time through
the use of social media.
COMM1100
PURPOSIVE COMMUNICATION
 TYPES OF COMMUNICATION

1. VERBAL
People use verbal communication to express themselves in
many ways during discussions, speeches, and everyday
conversations.

Verbal communication skills

• The volume of your voice
• The tone you use
• The clarity of your speech
• The caliber of the words you use
 TYPES OF COMMUNICATION

1. NONVERBAL
Involves communicating without using words

Aspects of Nonverbal communication:

• Tone of Voice: Helps other people determine whether you’re upset,
confident, angry, etc.
• Body Language: Body language is probably the clearest type of
nonverbal communication. It can tell a person a lot about how you feel.
• Eye Contact: Making eye contact lets a speaker know you are
interested in their message. It can also help you stay engaged in the
conversation and better understand the speaker.
MODELS OF COMMUNICATION
 MODELS OF COMMUNICATION

1. Laswell’s Model
• Harold D. Laswell, an American political scientist.

S M C R E
Who? Says What? In which To whom? With what
channel? effect?

• Limitations: omits the elements of feedback; the model took for granted
that the communication is mainly a persuasive process.
 MODELS OF COMMUNICATION
2. Shannon and Weavers “Mathematical” Model
• Claude Shannon and Warren Weaver were engineers working for Bell
Telephone Company.
• one-way linier model
Message Received Message
Signal
Signal
Information Transmitter Receiver Destination

Noise
Source
• introduced the element of noise – in technical aspect, noise is anything
that disrupts the transmission of a signal; in human communication
context, noise is anything that disrupts the smooth flow of
communication.
 MODELS OF COMMUNICATION

3. Newcomb’s Model
X
• Introduces the role of communication in a
society or social relationship.
• Communication maintains equilibrium
within a social system
• If A and B have similar attitudes about X,
then the system is in equilibrium. Should A
B
their attitudes differ, then there is no
equilibrium and A and B must communicate
to find a way to put their system in balance.
 MODELS OF COMMUNICATION

4. Osgood and Schramm’s Model

Message
• Wilbur Schramm and Charles
Osgood
Encoder
• Schramm and Osgood model focuses
Interpreter
on the actors in the communication to Interpreter
Decoder Decoder
be equal in performing the tasks of
encoding, interpreting, and decoding
Message
messages.
 MODELS OF COMMUNICATION

5. Osgood and Schramm’s Model Message

• Cyclical representation
Encoder Encoder
“…it is misleading to think of Interpreter Interpreter
communication process as starting Decoder Decoder
somewhere and ending
somewhere. It is really endless Message
(Schramm, 1954).
 MODELS OF COMMUNICATION

6. Dance’s Helical Model

• Portrays the communication
process as moving.
• Shows the dynamism of the
communication process
• May be used to illustrate information
gaps and the thesis that knowledge
tends to create more knowledge.
 MODELS OF COMMUNICATION

6. Kincaid’s Convergence Model

• D. Lawrence Kincaid
• Shows a process of convergence
to which participants share
information so that mutual
understanding is reached. Once
mutual understanding is reached,
there is mutual agreement, then
collective action can be taken.
 PART 4

ENVIRONMENT OF COMMUNICATION
Communication Barriers
 ENVIRONMENT OF COMMUNICATION

Even the most experienced communicators among

us have been misunderstood at one time or another.

• Distortions in message
• Systematic Distortion – Purposely changed
• Fog Distortion – Information is lost
• Mirage Distortion – extra, unwanted information
• Misinformation
• Lack of information
 ENVIRONMENT OF COMMUNICATION

A second look at effective communication…

Berlo explained: Effect is the difference between what a receiver

thinks, feels, and does before and after exposure to a message.
Thus, effect is best expressed in behavioral terms.

The communicator has one or more purposes:

to gain attention, understanding, or acceptance, or to elicit action.

 ENVIRONMENT OF COMMUNICATION

Noise ✔any interference with the message travelling along

the channel…which may lead to the signal
received being different from that sent
(Chandler,n.d.)

Static over telephone lines

Blaring of the radio

Car horns outside your window

 CLASSIFYING COMMUNICATION BARRIERS
SEMANTIC
TECHNICAL PROBLEMS
PROBLEMS
How precisely the meaning
How accurately the message can be is conveyed. (e.g. translating a
transmitted. (e.g. radio static; bad publication from one language to
cellular signal. another.

EFFECTIVENESS
PROBLEMS
How effectively does the received message affect behavior. (e.g. editor
makes comments for the purpose of making a piece of writing more
concise or precise.
 ENVIRONMENT OF COMMUNICATION
A group of scientists classify barriers of communication into
three: physical barriers, psychological-cultural barriers, and social
barriers

A B C D E
CHANNEL ENVIRONMENTAL SOCIO- OTHERS
SEMANTIC
PSYCHOLOGICAL
 ENVIRONMENT OF COMMUNICATION

1. Channel Noise

• e.g. wrong spelling, letters too small to read, dead air on the
radio.
• these affect the channel, medium, or instrument used in
transmitting a message. in turn, they affect the fidelity of the
message.
 ENVIRONMENT OF COMMUNICATION

2. Environmental Factors
• e.g. uncomfortable sitting arrangements, rooms that are too
hot, wall paper is too bright, meeting right after lunch.
• barriers that are present in the environment in which a
communication takes place.
• they are external to the communication process but may
create conditions under which communication effectiveness
is hampered.
 ENVIRONMENT OF COMMUNICATION

3. Semantic Noise
• it happens when the message received as sent but the
meaning received was different from the meaning sent.
• Occurs when we use, hear, or read words with double
meanings.
• Language serves as a bridge between peoples and culture,
however, it can also serve as a barrier.
• e.g Are you gay?
 ENVIRONMENT OF COMMUNICATION

4. Socio-Psychological Barriers
• e.g. emotional blocks, charisma, stereotyping, first
impressions, and absent-mindedness
• Stereotyping – means judging people before you know all
the facts about them; believing that they have common
characteristics common among members of each group.
 ENVIRONMENT OF COMMUNICATION

4. Other Barriers
• Ethnocentrism – in viewing a group or culture as superior
to all others.
• E.g. we interpret messages from the context of our
experiences. Most of the time it help us respond
appropriately to stimuli, however at times, negative
experiences makes us dysfunctional (disbelief, rejection,
distortion, or misinterpretation).
 PART 5

EFFECTIVE COMMUNICATION
 EFFECTIVE COMMUNICATION

Communication Competence

Rothwell(1992) noted that knowing what constitutes human

communication does not automatically make you an effective
communicator. He points out that one must first understand
what it means to communicate competently.
 EFFECTIVE COMMUNICATION

Qualities of a Competent Communicator

1. They have a We-not-Me Orientation.

2. They understand communication effectiveness.
3. They have a sense of appropriateness.
 EFFECTIVE COMMUNICATION

1. They have a We-not-Me Orientation

• People who work well in a group are often more
competent in achieving communication goals than those
who do not.
2. They understand communication effectiveness
• “someone who knows what changes in communication
behavior need to be made, want to make these changes,
but never does, can hardly be deemed a competent
communicator” (Rothwell, 1992)
 EFFECTIVE COMMUNICATION

3. They have a sense of appropriateness

• a competent communicator must have a sense of
context.
• “avoid violating social or interpersonal norms, rules or
expectations” (Spitzberg and Cupach, 1989 in Rothwell,
1992)
 EFFECTIVE COMMUNICATION

Four basic components of communication competence,

Littlejohn and Jabusch (1982):

1. Understanding
2. Communication skills
3. Interpersonal sensitivity
4. Ethical responsibility
 EFFECTIVE COMMUNICATION

Shockley-Zalabak (1988) modified these into four easily

remembered elements:

KNOWLEDGE SKILLS SENSITIVITY VALUES

A B C D
 EFFECTIVE COMMUNICATION

• Knowing what to do, when to do, and how

to do it.
KNOWLEDGE • Know when to keep quiet and know when
to stop.
A • Knowledge of how to communicate with
different kinds of people.
 EFFECTIVE COMMUNICATION

• Ability to demonstrate your knowledge in actual

situations (Rothwell, 1992).
SKILLS • Communication skills, both verbal and non-
verbal, are intrinsic to the success of any
B
individual.
 EFFECTIVE COMMUNICATION

• Competent communicators must be sensitive

to the consequences of the communication
SENSITIVITY choices they make.
• Situation requirements: relationships they
C have with others in a group; goals of the
communicator in light of the group’s goals.
 EFFECTIVE COMMUNICATION

• The desire to avoid previous mistakes and find

VALUES better ways of communicating with group
members (Rothwell).
D • Commitment to better communication.
 The Problem:
We HEAR but
we do not LISTEN
COMM1100
PURPOSIVE COMMUNICATION
 GROUP REPORTING
GROUP NO. TOPIC
Explain how cultural and global issues
affects communication
Communication and Globalization
Appreciate the impact of communication
on society and world
Determine culturally appropriate terms,
expression, and images (sensitivity to
gender, race, class, etc);
Local and Global Communication in Multi
Cultural Settings and

Varieties and registers of spoken and Adopt cultural and intercultural

written language awareness sensitivity in communication
of ideas