CHAPTER 2 Exploring the Communication Process - · PDF fileCHAPTER 2 Exploring the...

CHAPTER 2 Exploring theCommunicationProcess

WHY IT’S IMPORTANTCommunication is a powerful toolthat we use to meet our needs,accomplish goals, and get results.Communication is the key to successin many professional and socialcontexts.

To better understand howimportant the communicationprocess is in your social and

professional lives, view theCommunication in ActionChapter 2 video lesson.

32 Glencoe Communication Applications

“If all my possessions were takenfrom me with one exception, Iwould hope to keep my power of communication—for by it I would regain all the rest.”—Daniel Webster, American jurist

Visit the Glencoe CommunicationApplications Web site atcommunicationapplications.glencoe.com and click onOverview–Chapter 2 to preview information about the communication process.

“If all my possessions were takenfrom me with one exception, Iwould hope to keep my power of communication—for by it I would regain all the rest.”—Daniel Webster, American jurist

http://communicationapplications.glencoe.com


Section 1

What do playing baseball and communicating have in common?Both are a series of actions that work together to produce a result.

In other words, they are both processes.

Think about baseball. There are separateprocesses for each action, such as pitching,batting, or fielding. All of these elements worktogether in a process that results in a game.Communication also has separate processes.All of the elements of communication worktogether in a process that results in people cre-ating and exchanging meaning.

THE COMMUNICATIONPROCESS

When you understand the processesinvolved in communicating, you have somepowerful tools under your control. These toolscan help you make appropriate communica-tion choices for the results you want to

achieve. They will alsohelp you to developthe knowledge, atti-tude, and skills tobecome a competentcommunicator.

G U I D E T O R E A D I N GObjectives1. Explain the five principles of

communication.2. Identify the components of the

communication process.3. Identify the basic functions of the

components of the communication process.4. Analyze the processes used by sender-

receivers and receiver-senders.

Terms to Learntransactional feedbacksender-receiver datareceiver-sender sensory perceptionmessage encodingchannel transmittingnoise acquiringbarrier decoding

The Nature of the Communication Process

Exploring the Communication Process 33

Baseball players mustwork through all of theseparate processes ofbaseball in order to playthe game. What is theresult of the process ofcommunication?

Elements ofCommunication

In Chapter 1, communication is describedas the process of human beings creating andexchanging meaning through symbolicinteraction. You can break this definitiondown to further reveal that communicationhas three distinct elements: process, mean-ing, and symbols.

Communication as a Process Asshown in Figure 2–1, communication is aninteractive process—the parts and actions worktogether to achieve results. As individuals talkwith one another, listen to one another, anduse nonverbal behaviors to communicate theirmeanings and feelings, they are interacting.Energy and meaning are being exchangedbetween participants in the process.

Because it is a process, communicationconstantly moves, shifts, and changes; itdoes not stand still. The communicationprocess is made up of individual compo-nents, and these components occur in a spe-cific sequence: action, energy, and results.The components and actions involved incommunication change from one situationto another, but the circular nature of com-munication and continuity of the processremain the same.

Just as any process involves energy, thecommunication process uses the mental andphysical energy of people who speak, listen,use nonverbal behaviors, and interpret theverbal and nonverbal behaviors of others. Asa result, communicators seek to use theirenergy wisely, as in building productive rela-tionships and solving problems in groups.

Meaning in CommunicationMeaning is an important part of the definitionof communication. It includes the thoughts,ideas, and understandings that are created,exchanged, and shared by communicators. We

constantly create meanings as our brains try tomake sense of the world around us. We, ascommunicators, also seek to share those mean-ings and understandings with others. Eachtime we communicate with another person, wecreate new meanings and understandings.

For example, imagine that you are con-fused by an assignment for a history class.You decide to talk to your teacher. As a resultof the conversation, both of you gain newunderstandings or new meanings. Later youdiscuss the project with another classmate.You communicate with one another to inter-pret information, talk about issues, solveproblems, and make plans. Through the give-and-take of your interactions you develop stillmore understandings and ideas. In this way,exchanging and creating new meanings mayresult in a better project.

Symbols in Communication A sym-bol stands for an idea or a feeling. For example,a trophy is a symbol for a team’s victory. Wecannot communicate meanings and feelings byreading each other’s minds. Symbolic interac-tion means that we rely on words (written andoral) and nonverbal behaviors such as gestures,eye contact, and facial expressions to commu-nicate meanings and feelings.


Resu

lts

Components

Energ

y

Sequence

Action

Process

Figure 2–1 Parts and Actionsof a Process

COMMUNICATION IS COMPLEX BECAUSE IT IS . . .

Interactive Communication involves a series of complicated and interrelated processes. Each of theseprocesses affects each of the others and becomes interactive as we communicate.

Symbolic Meaning is communicated through the use of symbols. Because these symbols stand formeaning, they are always open to interpretation.

Personal Because words and gestures are symbols for meaning and feeling, they are very personal.and Cultural A person’s culture can also add a new or different meaning to a phrase or gesture.

Irreversible Once you have sent a message, you cannot take it back. It is forever. You can only sendadditional messages to try to correct any mistakes or misunderstandings that may havebeen communicated along with your original message.

Impossible Each interaction between a sender and a receiver is unique and happens only onceto Duplicate in exactly the same way. The conditions of the communication will never again be exactly

the same.

Circular Communication involves original messages and feedback to those messages. Feedback isnecessary to confirm that communication has occurred.

Purposeful There is always a reason behind an intentional message. It has a stimulus and a purpose.Communication helps us meet needs such as the need to secure food and shelter, get andgive information, belong, and be respected and valued as a person.


PRINCIPLES OFCOMMUNICATION

As a communicator, it is important tounderstand what communication is beforeyou can understand how to apply it to yourlife. To help you understand, consider the fivebasic principles, or understandings, of com-munication that are given below:

• transactional

• complex

• unavoidable

• continuous

• learned

Communication IsTransactional

Communication is a transactional process.A transactional process is one that involves anexchange. Communicators exchange mes-sages, sending and receiving them at the same

time. Each communicator is both a sender anda receiver of messages, often juggling severaldifferent messages at the same time.

In communication, participants also per-form other transactions. They bargain andnegotiate with one another to create andexchange meanings. Communicators involvedin a conversation may be bargaining foracceptance as persons, for understanding of aparticular behavior or action, for attention, orto persuade a listener to accept a particularpoint of view.

Another transactional characteristic of theaction of communication is that all compo-nents and processes are interactive. In otherwords, each part and each action affect the others.

Communication Is ComplexCommunication consists of a number of

components and a series of interrelatedprocesses. As shown in the chart below, com-munication is complex.

Communication IsUnavoidable

Even though most of us have heard some-one say, “We’re not communicating,” thetruth is that it is impossible not to communi-cate. Even a refusal to communicate is a typeof communication.

Think about the last time you were aloneon an elevator and then another person goton. You may have felt uncomfortable with astranger in your personal space. To avoidcommunication, you might have lookedstraight ahead, stared at the floor, or casu-ally examined the elevator’s floor and ceil-ing. The stranger may have stood in thefarthest corner of the elevator and staredstraight ahead at the door. Were you com-municating with one another? Believe it ornot, the answer is yes. A great deal of energywas exchanged between the two of you eventhough you did not say a word to each other.You were telling each other “I’m uncomfort-able communicating with you.” Attemptingto avoid communication is communicationin itself.

Communication IsContinuous

Communication is ongoing. Once youhave had an interaction with an individual,future communication with him or her is for-ever impacted by your initial communicationand your memories of it. Even the business orsocial activity that was the context for theinteraction is affected. For example, yourcommunication with the salesperson at themusic store will affect your feelings and behavior toward him or her, possibly the store, and perhaps even salespeople in general. Communication continues toinfluence future interactions and shape ourrelationships.

Skillful CommunicationCan Be Learned

Communication skills are mainly learnedbehaviors. Although you were taught how toread and write, you likely learned to speakand listen in your native language muchmore indirectly: by observing and mimickingthe verbal and nonverbal behaviors of thepeople around you.

Fortunately, it is possible to improve yourcommunication skills. No matter how effec-tive you may believe them to be, listening,speaking, reading, and writing skills are allimproved through practice.

COMPONENTS OF THECOMMUNICATIONPROCESS

Communication has a specific set of interac-tive components. Each has a unique function inthe process and affects the communication thattakes place. The components of the communi-cation process and their functions are shown inthe chart on page 37.

ContextIn Chapter 1, you learned that context

includes people who are playing specific roles.It also includes the occasion and the task. Thefunction of context in communication is foundin that definition. It includes the place and timewhen the communication occurs and the rela-tionship between the communicators. Contexthelps us make appropriate communicationchoices in a given situation. For example, itmay not be considered appropriate for a stu-dent to get up and walk around during a classlecture. However, it is perfectly acceptable to doso while you are watching television at home.



Physical EnvironmentThe second component in the communica-

tion process is physical environment. Thephysical environment in communicationfunctions to provide the surroundings or thespace in which communication takes place.The physical environment affects the qualityof interaction. A positive environment leadsto better communication. Likewise, a nega-tive environment can lead to communicationproblems. For example, think about how youfeel and behave when your classroom iseither too hot or too cold. The temperature ofthe room may become a distraction thataffects your communication. If you are toohot, you may become irritable or sleepy. Ifyou are too cold, you may become with-drawn, devoting all your energy to trying tostay warm.

Just as teachers understand the effects ofphysical environment on their students, busi-ness people recognize that environment canaffect productivity. They understand that

most people work best in environments thatare safe, comfortable, clean, well lit, orderly,and cheerful.

ClimateA third component of the communication

process is climate. You may ask what thefunction of climate is in communication. It isthe emotional atmosphere—the tone inwhich interaction takes place. Emotions andattitudes create the climate. Also, the contentof the communication and the history of theparticipants affect climate.

Negative Climate For example, uponentering a room full of people, you may sensean overall feeling of tension. Thecommunicators’ tones, facial expressions, andgestures may shout “We’re stressed out!”whether the conversation communicatesstress or not. In this case, the emotions andattitudes of the communicators are overridingthe intellectual content of the conversation.

Context Provides the people, the occasion, and the task

Physical Environment Influences the quality of interaction within the physical space

Climate Influences the emotional, attitudinal, and intellectual tone of the communication

Communicator Creates meaning, sends and receives messages, and exchanges meaning

Message Conveys meaning, feeling, and various kinds of energy from sender-receiver toreceiver-sender

Channel Provides the space through which the message must pass; determines the methodused to send the message

Noise Interferes with or disrupts communication

Barrier Blocks communication

Feedback • Assures the sender-receiver that communication has occurred• Allows the receiver-sender to adjust or modify a message• Provides insight into the sender-receiver’s communication

COMPONENTS OF THE COMMUNICATION PROCESSAND THEIR BASIC FUNCTIONS

Component Basic Functions


Positive Climate Even just one ortwo people can affect the climate of an entireroom. They can charge the climate withstress and tension, or they can provide acalming, soothing climate. Have you everwalked into a room where you sensed anoverall relaxed feeling? People were smiling.The discussion was interesting and interac-tive. The climate in that room could bedescribed as warm (emotions), positive (atti-tudes), and interesting (intellectual content).

Environment and Climate Archi-tects often study the relationship betweencommunication and climate when designingthe spaces in which people live, learn, andwork. A successful design considers the kindof interaction that is intended to take placewithin a particular environment. This, in

Communication Climate

Americans are sometimes considered tobe individualistic. This may become evi-dent in meetings when individualsexpress their personal opinions openlyand directly. In some cultures, such asChinese, Korean, or Japanese, groupgoals and decisions often are valuedmore than individual efforts. Theemphasis there is more on the group inworkplace communication. Keeping thisin mind, why might Americans andJapanese describe the climate of thesame meeting differently?

This classroom is set up to encourage various types of student and teacher interaction.What kind of classroom arrangement might be set up for small group interaction?

turn, helps create a desirable climate. Forinstance, teachers create an environmentand influence the climate of a classroomwhen they design seating arrangements. Forlectures, a teacher wants students to payattention. He or she also will want to limitinteraction between students. Therefore, stu-dents’ desks or chairs may be arranged inrows facing the teacher. To invite a climate ofactive participation and discussion, theteacher may arrange chairs in small circlesor seat students around tables so they canwork together.

CommunicatorThe people involved in an interaction make

up the fourth component in the communica-tion process. The basic function of communi-cators is to create and exchange meaning.Because communicators send and receivemessages at the same time, they are bothsender-receivers and receiver-senders.

Sender-Receiver The sender-receiveris the person who sends a message to some-one. At the same time the message is being

sent, the sender-receiver isreceiving and processing feed-back from the receiver-sender.

Imagine that you haveapplied for a summer job at alocal business. You approachthe receptionist, give yourname, and state that you havean appointment with themanager. Because you are theperson beginning the give-and-take of the interaction,you assume the role of sender-receiver. As you send your mes-sage by speaking, you also arenoting the receptionist’s smileand listening to the suggestionthat you sit in a nearby chairto wait for the manager. Youhave sent and received mes-sages at the same time.

Receiver-Sender Thereceiver-sender is the personwho receives, or believes he orshe has received, a message.Like the sender-receiver, areceiver-sender obtains andprovides feedback at the sametime. The receptionist in thisexample is the receiver-sender. This person watches as


Climate and physical environment affect the communication that takes place in a meeting. How does the seating arrangement in the photographencourage the audience to pay attention to the speaker?

you—the sender-receiver—approach and lis-tens to your explanation. The receptionist’sfeedback indicates that your message hasbeen received. By smiling and initiating a newmessage, “If you’ll wait over there for amoment, I’ll try to find the manager,” thereceptionist has exchanged roles with you tobecome the sender-receiver. This person maymake a mental note of your confident mannerand think, “The manager probably will likethis applicant.” The receptionist also is receiv-ing and sending messages at the same time.

You can see in Figure 2–2 that communi-cation requires lots of interaction—all at thesame time—between communicators. Inaddition, the roles of these communicatorschange continually from sender-receiver toreceiver-sender.

MessageMessage probably is the most difficult com-

ponent of the communication process todefine. You might think that messages usuallyare clear and easy to understand. You alsomay assume that if a receiver-sender can hearyour message, he or she can understand it.Finally, it is easy to believe that feedback is asign that your message has been heard andunderstood.

Defining Message Interestingly, allof these assumptions can be false. A messageis the information that is exchangedbetween communicators. What is the func-tion of a message? Its purpose is to conveymeanings and feelings between senders andreceivers.


ReceiverINTERACTION

ContextPhysical Environment

Climate

ClimatePhysical Environment

Context

Receiver

Sender

Sender

Receiver

Communication Process


Figure 2–2 Building the Communication Process Model


Interpreting a Message Every mes-sage is open to interpretation—or misinter-pretation. Just because someone sends amessage doesn’t mean that the exact messagewas understood by the receiver. In fact, mes-sages can be misunderstood, or they mightnot be received at all. The Amelia Bedelia sto-ries, by Peggy Parish, illustrate how messagescan be misinterpreted. In the series, Ameliaconstantly misinterprets messages; for exam-ple, when asked to “dress,” or stuff the turkey,she puts clothes on it.

Receiving a Message Receiver-senders at work also do not always receive amessage as it was intended. Studies on the dif-ferences between male and female managershave uncovered differences in how men and

women communicate, and these differencesaffect how messages are received by their staffs.For example, imagine that your manager saysto you, “Would you do me a favor and back meup at tomorrow’s meeting?” How might you, asthe receiver-sender, interpret this request? Is themessage a request you can refuse?

Does “back me up” mean take your boss’splace? Be prepared to explain all the researchbehind your department’s request for moretechnology funds? Or, does it mean that, ifyou’re free, you should show up and sit qui-etly during the meeting?

Female managers tend to soften work-relateddirections with words like “do me a favor,” “ifyou could,” and “would you mind,” while malemanagers, according to studies, are more directin phrasing their requirements. Nevertheless, ifmessages are unclear to the receiver, misinter-pretation and misunderstandings are bound tooccur. Understanding more about messages canhelp you make your meanings clear.

The receptionist and applicant are communicating; there-fore, they are sending and receiving messages. What isthe function of message in the communication process?

Listens.Moves toa chair.

“If you’ll wait overthere for a moment,I’ll try to find him.”

Waits.Listens.

“What time?”

“3:00. I spoke withhim last Thursday.”

Listens.Dials onintercom.

“Hello, I’m Joe Martin. I have an

appointment at 3:00with David Smith.”

Watches.Listens.

Sender–ReceiverReceiver–SenderSender–ReceiverReceiver–Sender

Sender–Receiver Receiver–SenderSender–Receiver Receiver–Sender

Classifying a Message Messagescan be classified by both the intentions of the person who sends the message and theinterpretation of the person who receives it.There are three kinds of messages: inten-tional, unintentional, and actual. Notice howthese have been added to the model inFigure 2–3 above.

Intentional Message An intentional mes-sage is made up of the meanings and feelingsone person wishes to send to another. Whenyou open a conversation, you usually have amessage you intend to send. You might say,“May I borrow your pencil?” “I’m here toapply for a job,” or “Sorry I’m late for class.”

Most of the time, you probably assume thatyour meaning is clear, whether or not it is. Forexample, when you ask “May I borrow your

pencil?” your question appears to be a clearlyworded message conveying your intent: Youneed a pencil. Typically, senders use their bestlanguage skills to send intentional messagesthat express specific meanings and feelings.

Unintentional Message An unintentionalmessage is one that the sender-receiver eitherdoes not mean to send or is unaware of send-ing. An unintentional message can lead tocommunication problems if it contradicts orclouds a receiver-sender’s interpretation of anintended message.

Unintentional messages can be tricky. Infact, the sender-receiver may be completelyunaware of some meaning the receiver-senderhas assigned to an intended message. Forexample, “May I borrow your pencil?” mayunintentionally send the message as “I’m


Receiver

Sender

Actual

Components ofa Message

Sender

Receiver

ContextPhysical Environment

Climate

ClimatePhysical Environment

Context

IntentionalUnintentional

Message



CONTENT

RELATIONSHIP

FEELING

Figure 2–3 Building the Communication Process Model

careless and can’t keep track of my things” or“I’m never prepared for class.” The receiver-sender may perceive you as making a habit ofborrowing pencils in class.

Intentions stated in words may be contra-dicted altogether by your choice of language.For instance, you might not be aware of usingpoor grammar or of overusing some slangterm. The same effect can be caused by non-verbal behaviors of which you are not evenaware. Avoiding eye contact may send anunintended message that you are uninter-ested or have something to hide.

However, all these behaviors may uninten-tionally change the meaning of your intendedmessage. Individuals constantly send unin-tentional messages that can cloud the mean-ings and feelings they intend to convey.

Actual Message An actual message is themessage the receiver-sender receives. It iswhat he or she thinks the speaker is actuallysaying. What happens if the sender’s intendedmessage and the receiver’s actual message dif-fer? Misunderstandings occur when themeaning a receiver assigns to a sender’s mes-sage does not relate to the meaning thesender attempted to convey.

Components of a Message Regard-less of whether a message is intentional orunintentional, it is made up of three specificcomponents: the content of the message, thecommunicators’ feelings, and the relationshipbetween the communicators.

Content When two or more people com-municate, the main purpose of the interac-tion is to exchange information. At home,you may tell your parents what time you’llbe home from practice. At school, yourteacher may give you a formula to solvemath problems. At work, you and yourcoworkers may discuss how to improve cus-tomer service to build up your client base. In

all these examples, specific content, or infor-mation, is communicated between thesender-receivers and the receiver-senders.

Feeling When you talk, you not only sendmessages about what you are thinking but alsohow you feel about the topic. In addition, youconvey how you feel about the situation inwhich you are involved. Sometimes, you mayexpress your feelings in other ways besides sim-ply stating them. For instance, you might notalways state “I’m terribly bored with this meet-ing” or “I really enjoy your company.” Instead,you may convey these messages through yourattitudes or actions.

Relationship Another aspect of a messageinvolves an equally important component:relationship. The relationship that existsbetween the communicators—from howmuch they like each other to the roles they


This student is saying one thing in words while commu-nicating something entirely different through his bodylanguage. What communication problems result fromunintentional messages?

play—affects the message. For example, youmight speak casually with a friend about apair of gym shoes you want to buy. However,the same conversation with a shoe store clerkmight be more business-like. Relationship,therefore, is an important factor in both send-ing and receiving messages. At work, a sug-gestion from a well-liked coworker probablywill be received more positively than a sug-gestion from a coworker you dislike or do nottrust. Whether you are the sender-receiver orthe receiver-sender, you can’t always know forsure how the other person interprets yourmessage. Because of these variables, messagescan be misunderstood.

ChannelSo far, you have learned that the context,

physical environment, climate, communica-tor, and message all are components of thecommunication process. Another important

component is the channel. Channel is thespace in which the message is transmitted. Inone sense channel is the method, or medium,by which the sender conveys the message.Examples of a channel of communicationinclude face-to-face dialogue, a phone call,an e-mail, or a letter. Even voice-mail oranswering-machine messages are channels.The basic function of the channel is to providethe means of transmitting a message.

Choosing the channel or medium of com-munication appropriate to the context is animportant decision in professional and socialsituations. If you wish to communicate news ofan upcoming sale to your preferred customers,you might want to consider making personaltelephone calls or sending personal notes tothese special customers. If you have less time todevote to the project, you might choose a lesspersonal method such as a flyer. Each methodconveys a different perception of the relation-ship between you and your customer. Differentchannels may yield different results.

Noise Another component of the communication

process is noise. Noise is anything that inter-feres with a message and is usually tempo-rary. Noise has a negative function incommunication. Both internal noise andexternal noise can be sources of communica-tion difficulty.

Internal Noise Sometimes, communi-cators create their own noise. Interferencethat originates from and resides within acommunicator is known as internal noise. Forexample, if you are sleepy, cold, or ill, youmay find it difficult to concentrate on mes-sages from others. Anger, preoccupation, andmoodiness are other examples of internalnoise. Internal noise—whether physical oremotional—can disrupt communication.


The telephone represents a channel of communication.What are other channels of communication?

External Noise External noise is a dis-traction in the channel or in the physicalenvironment. The smell of rolls baking in thecafeteria may distract you as you try to takenotes during class. The constant talking of acoworker may interfere with your ability to doyour job efficiently. A speaker’s sloppyappearance or unclear speech may createexternal noise in the communication channelthat interferes with listeners’ clear reception ofthe message.

Internal and external noise can exist inany part of the communication process.Trained communicators learn to overcomethe obstacles noise presents. They work todevelop concentration skills that help themneutralize noise, limit its effects, and improvetheir ability to focus on the task at hand. Thefollowing Communication Strategies can beused when trying to overcome noise.

BarrierThe eighth component of the communica-

tion process is barrier. The basic function ofbarrier is found in its definition. In communi-cation, a barrier is any obstacle that blocks

communication. Like noise, barriers can beinternal or external. Unlike noise, they tend tobe long-term problems.

Internal Barriers An internal barrieris a barrier that originates from or resideswithin a communicator. Some of the commonbarriers to communication are ignorance,prejudice, defensiveness, and competitiveness.These conditions may block a communica-tor’s desire to communicate with others. Theyalso can affect a communicator’s interpreta-tion of the messages of others.

If you and a coworker were to compete forthe same promotion, competitiveness coulddestroy the trust needed for productive day-to-day communication. This lack of trustcould negatively affect your job performanceand even destroy the relationship betweenyou and the coworker. This, in turn, couldinfluence whether or not either of you isawarded the job.

Barriers can be extremely destructive in thecommunication process. They can cause com-municators to tune out or seriously misinter-pret the messages of others. Because barrierstend to run deep within communicators’ think-ing processes, they can be difficult to overcome.

TECHNOLOGYCommunication Channels For one week, keep ajournal that includes how much time you spendusing various types of technology to send andreceive messages. These may include such chan-nels as television, telephone, e-mail, the WorldWide Web, radio, and fax. Based on your journal,discuss the advantages and disadvantages ofeach channel. Then, select one channel and pre-pare a one-minute presentation about it. In yourpresentation, explain why you prefer that channel to convey your message to your receiver-senders.

COMMUNICATION

OVERCOMING NOISE

Prepare, if possible, for thecommunication situation.

Develop concentration skills.

Neutralize internal distractionswhere possible.

Focus on the task at hand.

Speak clearly.

Be aware of the listener’s response.


External Barriers Like external noise,an external barrier exists in the channel or inother parts of the communication process.Two people who don’t speak the same lan-guage may experience barriers to their com-munication. Unclear speech also can pose abarrier. Information mumbled unclearly overan airport’s public address system may resultin confused passengers who are put in dangerof missing their flights.

Different interpretations of nonverbal sig-nals often present barriers to communication.For example, the well-known thumbs-up ges-ture is open to many different interpretationsaround the world. In the United States, thegesture conveys a message of strong approval,such as “Well done,” “You’re doing great,” or“Go for it.” However, the same gesture canhave very different meanings elsewhere. InGermany, for example, thumbs up means“one.” So, you might use the thumbs-up sign

to order one glass oflemonade. However, ifyou used the samesymbol in Japan, youprobably would be sur-prised when your serverreturned with five fullglasses. In Japan, thumbsup means “five.” Inter-estingly, thumbs downseems to be bad news nomatter in what countryyou are. It typicallymeans something iswrong or bad.

Like spoken language,nonverbal languagevaries from country tocountry. Paying closeattention to their ownnonverbal cues can helptravelers avoid barriersto communication.

In addition to non-verbal barriers, time and distance also maycreate barriers. Much of the technology ofthe twentieth century has been devoted toremoving and neutralizing barriers createdby time and distance. Telephones, faxmachines, computer networks, e-mail,airplanes, subways, and freeways all help to minimize these common communica-tion barriers.

FeedbackThe final component of the communica-

tion process is feedback. Feedback is one per-son’s observable response to another’smessage. When you acknowledge a friend’sgreeting with a smile and a wave, you sendnonverbal feedback that says, “Thanks forthat warm hello! Hello to you too!” Somefeedback is oral, as when the taxi driveracknowledges the street address a rider asks to


Airplane passengers sometimes have difficulty hearing messages relayed over thepublic address system due to external barriers within an airport. Identify otherexternal barriers to communication.

Follow these steps to identify components of acommunication interaction.

Step 1 As a class, make a list of familiar placesin your school or community whereprofessional or social activities are car-ried out on a daily basis. For example,you might list the main office of yourschool, the local post office, or a localbusiness.

Step 2 If possible, observe a communicationinteraction in a particular location. If

you cannot observe one, describe asituation that might take place in such a location.

Step 3 Identify each component of the com-munication process that was evident in the interaction.

Step 4 List the positive and negative effects ofeach component of the interaction.

Step 5 Present your communication situationto the class. Make sure you also givethem your observations.

Identifying Components of theCommunication Process

be taken to. Finally, no response, too, is feed-back. Even without words or gestures, thistype of silent feedback is very powerful andcan indicate how one person feels aboutanother.

Feedback has three basic functions in thecommunication process:

• It assures the sender-receiver that com-munication has occurred.

• It allows the sender-receiver to adjust ormodify a message for greater clarity andunderstanding by the receiver-sender.

• It provides insight into the communi-cator’s message.

Assurance It is unsafe to assume thatcommunication has occurred until there isfeedback. If you do not return your friend’sgreeting, your friend may draw the wrongconclusion about your lack of an obviousresponse to the message. While it is possiblethat you saw and heard the greeting and justchose not to respond, your friend cannot evenbe sure you received the message until he orshe receives some kind of feedback.

Adjustment Feedback completes thecircular pattern of communication. It allows asender-receiver to adjust a message when thefeedback indicates that there is a lack ofunderstanding by the receiver-sender. Thesender-receiver may restate the idea, providean example, or give a definition.

Insight Feedback from others can givecommunicators valuable insights into theirown communication skills and styles. Whatkinds of results do you get when you commu-nicate with others? How can you use feedbackto adapt and build your verbal, nonverbal,and listening skills? Can feedback help youachieve better relationships or more effectiveresults from your communication interac-tions? Learning to use feedback to adapt yourcommunication can yield positive results.

Each of the nine components of the com-munication process has a powerful effect onunderstanding. By learning more about con-text, physical environment, climate, commu-nicators, message, channel, noise, barriers,and feedback, you improve your ability toconvey precise meanings and achieve results.


ANALYZING THE ACTIONPicture a Hollywood movie set. The actors,

sets, lights, and cameras are all in place.However, one element is still missing. Theprocess of making a movie doesn’t start untilsomeone yells “Action!” As with movie mak-ing, communication needs action. The differ-ent parts of the communication process areall in place. Now it needs the energy of theparticipants to drive the process and makeinteraction possible.

At this point, the study of communicationshifts to the action of the process. What pur-poses do each of the components of commu-nication serve in the overall process? Howdoes the function of each part affect the func-tions of other parts?

Processes Used by Sender-Receivers

In a car’s engine, fuel provides the energy.What provides the energy in the communica-tion process? As a sender-receiver, your ideas,feelings, needs, and goals fuel the process. Inorder to send message about them, you use asequence of processes. As shown in Figure 2–4,sender-receivers use the following threeprocesses:

• sensory perception

• encoding

• transmitting

Sensory Perception Think about allthe data that your brain processes everyday. Data is made up of those things thatcatch a communicator’s attention, such asobjects, people, sounds, thoughts, memories,and the messages sent by others. You take in this data through your senses. Sensoryperception is the complex physical processof taking in data through the five senses.Seeing, hearing, smelling, tasting, andtouching all are important sensoryprocesses. How does a chef know somethingis burning on the stove? How does he or sheknow whether a pot of soup needs addi-tional seasoning? The chef relies on thesenses of smell and taste to acquire theinformation used in cooking.

Data by itself has no meaning until a per-son discovers it and assigns meaning to it.

A C T I V I T Y

Sensory Perception Log on to theInternet and access a dependableWorld Wide Web search engine tosearch for sites that include audioand video clips with a lot of sen-sory appeal. You might search forart museums like the Louvre inParis at mistral.culture.fr/louvreor other museums like The Cooper-Hewitt National Design Museum atwww.si.edu/ndm. You might alsosearch for zoos, astronomy sites,aquariums, movies, and musicsites. Analyze the sensory dataprovided at the site. What sensorydata seems to be missing?


Encoding

SENDER-RECEIVERData

AcquiringData Through

SensoryPerception

TransmittingMessage to

Receiver-Sender

Verbal

Nonverbal

Figure 2–4 Processes Used bySender-Receivers

http://mistral.culture.fr/louvre

http://ndm.si.edu

Our knowledge of the world around us is dri-ven by a variety of stimuli. Sometimes, a stim-ulus is external, driven by our senses. Othertimes, a fleeting memory, a thought, or otherinternal stimulus moves us to communicate.As the first step in the series of actions, sen-sory perception motivates the sender-receiverto communicate.

Encoding Once a stimulus from one ofthe senses is relayed to the brain, the brainimmediately begins organizing the data andtrying to assign meaning to it. This sortingand filtering process is called encoding.Encoding is the mental process of assigningmeaning and language to data.

To encode a message, your brain performstwo functions. First, it connects meaning tothe data by filtering it through your previousknowledge and experience. Second, it filtersthe meaning through the brain’s languagecenter to assign a word symbol or language tothe data.

What happens if there is no knowledge orexperience to which your brain can relate thedata? What happens if you have no specificword stored in your language memory toassign to the concept? In such instances, yourbrain will struggle through the encodingprocess. It will use what information it doeshave as best as it can to build upon similar orexisting connections and relationships itstores away just for occasions like the one justdescribed.

Transmitting Once you have encodeda message, you can transmit, or convey, it tosomeone else. Transmitting is the physicalprocess of sending verbal and nonverbal mes-sages. After encoding information, sender-receivers transmit it to receiver-senders.Together, verbal and nonverbal communica-tion allow us to express what we mean andwhat we feel.

Processes Used by Receiver-Senders

How do receiver-senders fit into the com-munication process? As shown in Figure 2–5,receiver-senders also go through threeprocesses:

• acquiring the message

• decoding the message

• providing feedback to the message

Acquiring the Message Thereceiver-sender tunes in to the sender’s mes-sage and acquires it through the senses.Acquiring is the physical process receiver-senders use to take in the sender’s message.Acquiring can involve many senses all atonce. You may smell the fragrance a friend iswearing, see the friend’s smile, and shakehands. You also may hear the friend’s voiceand the words it conveys. Your senses arebombarded with verbal and nonverbal cuesthat you acquire at the same time and sortout as the sender’s message.

Decoding the Message Once theacquired data is relayed to the receiver’sbrain, decoding begins. Decoding is the men-tal process receiver-senders use to createmeaning from language. It is the opposite of


Decoding

RECEIVER-SENDER

Verbal

Feedback

Verbal

NonverbalNonverbal

AcquiringMessage Sent bySender-Receiver

Figure 2–5 Processes Used byReceiver-Senders

encoding. The decoding process takes symbolssuch as words and gives them meaning. Forexample, a receiver hears a speaker’s wordsand observes a variety of nonverbal cues. Thereceiver’s brain goes to work, deciding whatthose words and other cues mean. Thereceiver’s brain filters this informationthrough its own bank of language skills andlife experiences to determine what messagethe sender is trying to convey.

Providing Feedback When areceiver-sender takes in a sender-receiver’smessage, he or she responds by providingfeedback. As you learned, feedback is thereceiver-sender’s observable response to whathe or she has decoded as the message.Feedback includes both verbal and nonverbal

responses to a message. Even if a receiver-sender does not respond to a message, he orshe still sends feedback to the sender-receiver.

By sending feedback to a message, thereceiver-sender completes the cycle of actionin the communication process. After acquir-ing the data of the original message, thereceiver-sender decodes, or assigns meaningto, the words. He or she then creates feedbackby encoding his or her own message andtransmitting it to the original sender. This cir-cular process requires sender-receivers andreceiver-senders to continually switch rolesand to do so, sometimes, at the same time.Together, the sender-receiver and the receiver-sender are jointly responsible for sending andreceiving messages, and encoding and decod-ing meaning in the communication process.


Barriers

Barriers

Noise

Noise

Noise

Noise

MESSAGE

ReceiverDecodes

SenderEncodes

AcquiresTransmitsAcquiresData

TransmitsFeedback

SenderEncodes

ReceiverDecodes

Barriers

Barriers

Noise

Noise

Noise

Noise

ContextNoise

Physical EnvironmentClimateChannelFeedback

FeedbackChannelClimate

Physical EnvironmentNoise

Context



Figure 2–6 The Communication Process Model

Review Key Terms1. Define each term and write it in a sen-

tence: transactional, sender-receiver,receiver-sender, message,channel, noise, barrier, feed-back, data, sensory percep-tion, encoding, transmitting,acquiring, decoding.

Check Understanding2. Define the five principles of

communication.

3. What are the nine components of thecommunication process?

4. Describe the function of channel in thecommunication process.

5. What are the processes a sender-receiverfollows to send a message and a receiver-sender follows once the original messagehas been sent? Explain each step.

6. Hypothesize Give one example ofhow a communicator’s feedback mighthelp you solve problems with a chosenchannel of communication.

Visit the Glencoe Communication ApplicationsWeb site at communicationapplications.glencoe.com and click on Self-Check andStudy Guide 2.1 to review your understandingof the communication process.

Section 1 Assessment

APPLICATION

Creating a Model Think about what you have learned aboutcommunication. What does the word communication meanto you? Define it in your own words. Create a model of yourconcept of communication. Share your model with theclass. Be prepared to answer questions about your defini-tion and your model. Use feedback from your classmates tomake any necessary improvements to your work. Displaythe completed model in your classroom.


How the Process Meets Needs

Once the processes used by sender-receiversand receiver-senders have been added to themodel of the communication process, the modelis complete, as shown in Figure 2–6 on page 50.As the model indicates, communication is acomplex process that you use to meet your goalsand needs in social and professional contexts.

At some point in your day, you probablyhave used your communication skills to meet

your own need to be respected and valued.Communication also helps you address yourneed to be included, interact with others, andform strong relationships. In addition, it helpsyou in practical ways when you need to getbasic information about day-to-day living.Whether you are trying to make a goodimpression, win acceptance of an idea, under-stand others, or get others to understand you,you now have a chance to make the mostappropriate and effective communicationchoices for yourself.



E-mail is messages or data sent electroni-cally from one computer to another via a net-work. Some e-mail networks are limited to asingle building or group of buildings whileothers can connect e-mail users anywhere inthe world. To send e-mail, you need a computerequipped with a modem and telecommunica-tions software. A modem allows computers tocommunicate over telephone lines.

e Learning the SkillAfter accessing a computer’s e-mail applica-

tion, you may either compose a message orselect an existing file to send. Then, simply enterthe destination’s e-mail address and click theSend button. The computer sends the messagethrough the modem to a local network serveror an Internet Service Provider (ISP) where it isstored in an electronic “mailbox.” The recipientis notified that he or she has received a mes-sage and can retrieve it at any time.

ePracticing the SkillUse e-mail to share information about an

upcoming event at your school.

1. Select the e-mail application on yourcomputer.

2. Choose the command to create a newmessage and then enter “UpcomingEvent” in the Subject line of the header.

3. In the To line of the header, enter the e-mail address of a friend.

4. Write a brief summary of an event atschool. Ask your friend to reply with anyfurther information about the event andwhether he or she plans to attend.

5. Proofread your message.

6. Select the Send button.

7. Periodically check for your friend’s reply.Share your responses as a class.

USING E-MAIL


APPLICATION

Create a new e-mail message that listsyour name, e-mail address, and the typeof job or volunteer work you would liketo find. Next, send the list to a friend,asking if he or she knows of any oppor-tunities in that area. Have the friendrespond, adding his or her own e-mailaddress and work interests to the list.Keep forwarding the message to friendsand acquaintances until you have cre-ated your own job-finder’s network.

Computer Phone Line Server/ISP

Modem ElectronicMailbox

Section 2

How would you complete the sentence “I spend most of my wakingtime . . .”? Would you answer that you spend most of your time

with your family? Watching television? Going to class? Working at apart-time job?

Research shows that 61 percent of our wak-ing time is spent communicating. Whether itis through oral language, written communi-cation, or nonverbal cues, we are continuallysending and receiving messages. For thisprocess to occupy so much of our time, it mustbe fairly important. What makes communi-cation such a vital part of our lives?

CHARACTERISTICS OFCOMMUNICATION

You communicate for a reason, and thatreason is to successfully achieve a goal. Thestronger your communication skills, whetheryou are at home, at school, or at work, the

better you will be able to meet your commu-nication goals and respond to those of otherswith whom you interact. Knowing the charac-teristics of oral communication will help youorganize your own communication goals.

G U I D E T O R E A D I N GObjectives1. Identify the five levels of communication.2. List the characteristics of a competent

communicator.3. Analyze the behaviors of a competent

communicator.

Terms to Learnintrapersonal communicationself-talkinterpersonal communicationsmall-group communicationone-to-group communicationmass communicationmass media


Communicating for Success

In order to succeed at a part-time job, such as at agarden center, you must develop effective communica-tion skills. How much time during the day do wespend communicating?


FIVE LEVELS OF COMMUNICATION

Level of Communication Business Example Social Example

Intrapersonal Should I tell my manager that her plan Do I agree with the way this club planshas a flaw? to spend its money?

Interpersonal Did you go to the meeting? May I sit here?

Small Group Who will volunteer to research the Who will make the signs for the personnel needs for this project? fund-raiser?

One-to-Group Over the next half hour, I intend to show Remember, everyone needs to bring aour sales potential among 15- to dish for next week’s potluck dinner.25-year-old consumers.

Mass The public is invited to attend a free As the weather gets warmer, rememberfinancial workshop this weekend, to provide plenty of fresh water for yoursponsored by Fidelity Trust Enterprises, Inc. pets. For more tips on pet care, contact

your local chapter of People for Pets.

Five Levels ofCommunication

Although many communication skills areimportant, oral communication skills areessential for success in all types of organiza-tions. Whether you are interacting with yourfamily, with your community, in your school,or at your place of work, communicationoccurs on five different levels. Each new levelbuilds upon the previous, requiring specificskills in oral communication, nonverbal com-munication, and listening.

Five Levels of Communication

• intrapersonal • one-to-group• interpersonal • mass• small group

IntrapersonalCommunication

The prefix intra- means within. Therefore,intrapersonal communication is the commu-nication that occurs in your own mind. Thissometimes is known as self-talk. Self-talk is theinner speech or mental conversations that wecarry on with ourselves. You use this type ofcommunication to think about something,

reason it out, and decide what it means. Youalso use it to interpret the world around you asyou make choices and interpret messages fromothers. Your self-talk determines what you likeor dislike and what you hold to be important.In this way, it becomes the basis for all yourfeelings, biases, prejudices, and beliefs.

All communication begins on the intraper-sonal communication level. After all, it’s whatyou tell yourself to do before you do it andwhat to say before you say it. Making wisecommunication decisions on the intraper-sonal level is crucial to successful communica-tion on other levels. You will learn more aboutintrapersonal communication in Chapter 3.

InterpersonalCommunication

The prefix inter- means between or among.Therefore, interpersonal communication iscommunication between two people. The terminterpersonal communication, however, issometimes used for communication betweenthree or more people in certain informal con-versations. It can take the form of small talk,impromptu conversation, or planned conver-sation begun for a specific purpose.

Next to intrapersonal communication, youprobably use the interpersonal level of com-munication most often each day. When yousay, “Hello, how are you?” “See you later,” oranything in-between to another person, youare communicating on an interpersonal level.You also communicate interpersonally whenyou use technology to communicate, such as ina phone message or e-mail. Through interper-sonal communication you maintain relation-ships with others. Your ability to cooperate withothers, get others to cooperate, lead others, andhelp others solve problems relates directly toyour skills in interpersonal communication.

Small-GroupCommunication

Small-group communication is communica-tion within formal or informal groups or teams.This may include group interactions that resultin decision making, problem solving, and dis-cussions within an organization. In the organi-zational context, groups and teams havebecome increasingly important formaking plans and recommendations,solving problems, and managing

conflicts. Because of this, practicing effectivesmall-group communication skills can makeyou a valuable asset to any organization.

One-to-GroupCommunication

One-to-group communication involves aspeaker who seeks to inform, persuade, ormotivate an audience. It also includes the roleof a listener as an evaluator of the presenter’smessage. Members of professional and socialorganizations often make formal and infor-mal presentations for a variety of purposes.

One-to-group presentations often involvegiving reports or speeches to groups or leadinggroup discussions. If you give a report to yourstudent council or make an introduction orannouncement in a club meeting, you areusing one-to-group communication. Similarly,people involved in professional and socialorganizations may find themselves givingfund-raising speeches, making informativereports to management, or giving pep talksand sales presentations. Individuals with

strong presentation skills often find them-selves in leadership or management posi-

tions because of their ability tocommunicate clearly and to influence

others. They also tend to assumeactive roles in professional associ-

ations and social organizations.

The ability to listen to pre-sentations and analyze andevaluate their content isequally important. Being ableto follow a speaker’s points,understand his or her claimsand supporting information,and remember what has beensaid are vital communicationskills. Responsible communi-cators recognize that listeningskills are the basis for makingwise choices and decisions.

Working in small groups, like the students in the photograph, will help you todevelop small-group communication skills. In what ways are small groups orteams utilized in many organizations?


Mass CommunicationMass communication is the electronic or

print transmission of messages to the generalpublic. Although mass communication is notconducted face to face, it still is considered alevel of communication. In mass communica-tion, individuals and groups use mass mediato transmit messages. Mass media are outletsof communication, such as radio, television,film, and print, that are designed to reachlarge audiences.

Professional and social organizations oftenuse mass media to disperse information on abroad scale. They also use various forms ofmass media extensively for advertising pur-poses. In addition, some organizations such aspolice departments, health departments, andthe National Weather Service use mass mediato alert citizens to emergencies and disasters.

Recently, the wide use of mass communica-tion has prompted citizens to analyze andevaluate the quality, content, and influence of media messages. We’ve learned that more

information does not always mean betterinformation. Users of mass media often com-pete for audiences by trying to be first with abreaking story. Other users may compete foryour purchasing dollars by making sensa-tional but unfounded claims. Often, sourcesand claims are not adequately confirmed,resulting in errors and, sometimes, outrightfalsehoods. Similarly, the lack of control overinformation posted on the Internet meansthat anyone can put information on theWorld Wide Web without taking personalresponsibility for its truth. For these reasons,producers and consumers alike have atremendous responsibility when they use themass communication process.

BECOMING A COMPETENTCOMMUNICATOR

As you learned in Chapter 1, if you are acompetent communicator you are capableand well qualified to communicate. You build

a base of knowledge and a posi-tive attitude. You also work toacquire skills that allow you todeal with a variety of communi-cation situations. Competentcommunicators use two specificsets of communication skills.They use certain skills to accom-plish their goals and tasks, andother skills to build productiverelationships. As Figure 2–7shows, learning to balance thesedifferent skills can be a challenge.

For example, suppose a friendstops you as you leave school totalk about a problem he or she is

The National Weather Service uses tele-vision to alert citizens of disastrousweather situations. Identify otheroutlets of mass media communications.


having. The friend is feeling a need to confidein you. You have an urgent practical need—youneed to get to work on time. You also care aboutthe relationship with your friend. At this point,you are caught in a dilemma.

Conflict between person and task is notunusual in professional and social contexts.Teachers sometimes have to explain failinggrades to their students. Bosses sometimes haveto lay off valued employees. Competent com-municators strive to polish communicationskills so they can deal with difficult situations toaccomplish tasks and to preserve relationships.

Value of Good BusinessCommunication

Some companies recognize that one way toimprove customer service and increase busi-ness is to meet more of their clients’ needs. Todo so, they train employees to communicatewith customers in a manner that makes theclients feel valued and important.

Businesses that specialize in meeting cus-tomers’ needs value employees who treat

clients with dignity, courtesy, and respect. Theyalso recognize that, generally, everyone in acompany has the responsibility of communi-cating with clients effectively and appropri-ately. This helps create a personal relationshipbetween employees and customers. It alsomakes customers and employees alike feelimportant as individuals. By concentrating onindividuals’ communication needs as well astheir need for a certain product or service, thecompany creates satisfied customers.

Characteristics ofCompetent Communicators

Competent communicators develop effec-tive communication strategies and skills to achieve their goals. Sometimes we refer to

Task Relationship

Evaluating Business Communication Meetingthe needs of customers is a priority for manybusinesses. Without quality communicationwith customers, businesses can project a nega-tive image and may even lose customers.

As a class, choose two students to act as a cus-tomer and a salesperson at a music store.Imagine that the customer needs help, but thestore’s only salesperson is on the phone andringing up another customer’s purchase. Act outthe scenario by first having one student play therole of a distracted, uncooperative salesperson.Then have him or her portray a helpful salesper-son. Make a list of appropriate communicationchoices for a salesperson and a customer in eachsituation. Make a second list of inappropriatecommunication choices for these types of busi-ness situations.


Figure 2–7 CompetentCommunicator


Responsible

Ethical

Honest Considerate

TruthfulKeeps

Confidence

Informed Reliable

Logical Accountable

Accessible

Open

Caring

Pleasant

Likeable

CompetentCommunicatorCharacteristics

a person as an effective, or competent, speakeror a competent, or effective, teacher. By this,we mean the person has shown the character-istics of the competent communicator andmade appropriate communication choices.

Even though there is no one perfect way tocommunicate and there are no written rulesto ensure success, competent communicators,including people successful in the businessworld, tend to share certain characteristics. Asshown in Figure 2–8 above, they are

• ethical

• responsible

• accessible

Ethical Competent communicators areethical. Ethics is the study of the generalnature of morals, or a society’s codes of con-duct. Ethics also refers to the specific moralchoices made by an individual in relationshipto others. In communication, ethics has to do

with how we, personally, behave and how wetreat others. In the world of work, ethicsincludes the standards governing the conductof the members of a profession. In our per-sonal lives, societies help establish standardsfor the actions and behaviors of its members.

According to some communication experts,there are five questions you can ask yourselfto check whether you are acting ethically. Youcan find these questions on the Com-munication Strategies list.

Ethical communicators try to treat others asthey, themselves, would like to be treated.They are honest and truthful. Ethical commu-nicators also keep confidences and are cau-tious about spreading gossip or unfoundedrumors. They consider the needs, rights, andfeelings of other people.

Sacrificing ethics for other potentialrewards can cause problems. A teen who liesto a parent to get his or her way may win a

Figure 2–8 Competent Communicator Characteristics

small battle but suffer greaterconsequences, such as a lack oftrust and a loss of future privi-leges. A receptionist who doesn’tforward a client’s calls becauseof a personal vendetta may feelsome sense of vengeance butlose his or her job if the unethi-cal behavior is discovered.

For example, assume that asalesperson who fails to tell a cus-tomer that the used car he or sheis considering buying is due forsome expensive repairs. By nottelling, the salesperson denies thecustomer the right to purchasethe best car the customer can findfor his or her money. Even thoughthe salesperson may make a sale,he or she would be acting un-ethically and, possibly, illegally.An ethical communicator avoids

giving false information or withholding infor-mation that would deny others their right tomake informed choices.

Responsible Competent communicatorsare responsible for their own communicationchoices and behavior. Responsible communi-cators are informed, make logical decisionson their own, account for their own actions,and are dependable.

Informed Responsible communicators arewell informed and able to support what theysay with facts or examples. They understandthe need to be well versed on many topics inorder to make sound communication choices.They act after first considering the most com-plete, accurate, reliable, and recent informationavailable to them.

Imagine that you have been chosen to rep-resent your school’s views on a proposed teencenter. You have been asked to attend yourtown’s next community planning meeting.

In order to act as an ethical communicator, this salesperson should behonest about the product he is selling. Describe an ethical communicator.

COMMUNICATION

ACTING ETHICALLY

The Golden Rule: Would I want tobe treated this way by others?

The Professional Ethic: How would ajury of my peers view this action?

The Global View: Could our societycontinue to function if everyoneacted like this?

The Utilitarian Rule: Does thisaction do the most good for themost people over the longest periodof time?

The TV Test: Would I be comfortableexplaining this action on a nationalTV show?


Step 1 On your own, choose a well-knownperson you regard as a competentcommunicator.

Step 2 In your school library, online (withsupervision) or using resources athome, research supporting informationabout the individual and his or hereffectiveness as a communicator.

Step 3 Make a list of the characteristics of a competent communicator found in this section. For each, give oneexample of the individual’s competentcommunication behaviors.

Step 4 As a class, review the choices andcommunication behaviors eachreflects.

To understand the characteristics of a competent communicator, follow these steps.

Identifying a CompetentCommunicator


You will want to know all the facts and issuesthat are involved in your project so that youcan speak effectively about them and gainsupport for your proposal. If you are plan-ning a professional presentation, you need tobe well informed about your topic in order tosupport your information and to answerquestions from the audience.

Logical Responsible communicators alsodevelop reasoning skills and use logical rea-soning to draw conclusions and reach deci-sions. They avoid faulty judgment and poordecision making. If your boss at your weekendjob at the bagel shop asks why you think salesare dropping, you may need to draw conclu-sions based on your observations. Perhaps thedough lately has been of lesser quality.Customers may gripe about an increase inprice, a change in the hours of operation, orpoor service. Competent communicators applylogic to their interactions to solve problems.

Accountable Responsible communicatorstake personal responsibility for their informa-tion, their decisions, and their actions. This issometimes called “owning” or “owning up” toyour words, behaviors, and actions.

Competent communicators own up to, oradmit and take responsibility for, their actionsand decisions, whether or not these are appro-priate or inappropriate, effective or ineffec-tive. Responsible communicators are up frontabout being late or making a mistake incounting a day’s receipts and take responsi-bility for the consequences.

Owning your own communication elimi-nates statements like “It’s her fault” or “He made me do it.” It leads to comments like“I’m sorry. This won’t happen again” or “Ilearned my lesson this time. I’ll try to do a bet-ter job next time.”

Owning communication can also includebeing open with feelings, ideas, or suggestionswhen asked. “You know, I really feel we’re onthe wrong path here” may be the remark of agroup member willing to risk owning andsharing ideas with others.

Reliable Responsible communicators arereliable, or dependable. They can be trusted tokeep their word even if a decision may not beto their benefit. They establish consistent pat-terns of behavior that make their actions pre-dictable to others.

At home, school, and work, reliable indi-viduals have more responsibility, more free-dom, and more trust. A supervisor whobelieves an employee to be reliable willassign that employee a task with confi-dence. The supervisor knows that theemployee’s past performance indicates thathe or she does the task well, will do exactlywhat is being asked, and will do the work ontime. Your principal may ask you to arriveearly in the day to set up the materials for aschool assembly. The principal knows youare reliable and can be depended upon to dowhat is asked. Your parents may imposefewer curfews and give you more freedom ifyour previous actions confirm that you actreliably. Reliability is a valued characteristicin relationships.

Accessible Competent communicatorstend to value positive relationships withpeers, supervisors, and clients. Theyare open and approachable, andothers see them as acces-sible. Accessible communi-cators are seen as caring,likable, and pleasant to bearound.

Think for a moment aboutsomeone you would describeas easy to talk to and open toideas from others. Whichcharacteristics account forhow you view that person asa communicator? You proba-bly view the person asfriendly, someone who likespeople. Other traits might

include being a good listener, having a goodsense of humor, and being courteous and con-siderate of others. People who are seen asopen, sincere, genuine, and pleasant to bearound tend to be very accessible.

Competent communicators make appro-priate choices and use effective communica-tion strategies to accomplish tasks andmaintain relationships. You could say, forexample, that a speaker’s use of visual aidswas effective in his or her presentation. Youwould mean that the visual aids supportedthe points the speaker made. You would alsomean that the speaker used the visual aidsskillfully. You might also remark that afriend’s pep talk at a critical momentworked effectively to reassure your lack ofconfidence.

Parents must have confidence thatthe person providing care for theirchild, such as the young manshown here, is reliable and respon-sible. How can a person establisha reputation of being reliable?

61

Is it possible to make ethical and respon-sible communication choices, be accessible,and use effective communication strategiesand still not get desired results? Yes, even themost-skilled communicators do not alwaysget the results they seek. However, the oddsare strong enough for you to make the effortto develop effective skills.

While on your road to becoming acompetent communicator, you may stumble.Rest assured, however, that each setback willget you closer to your goal of effective com-munication. As American author ElbertHubbard once observed, “Constant effort andfrequent mistakes are the stepping stones to genius.”


Section 2 Assessment

Review Key Terms1. Define each term and write

it in a sentence: intraper-sonal communication, self-talk, interpersonalcommunication, small-group communication, one-to-group communication,mass communication, massmedia.

Check Understanding2. What are the five levels

of communication, andhow do you use them tocommunicate?

3. What are the characteristics of compe-tent communicators, and how do they impact the quality of thecommunication?

4. Analyze How do competent commu-nicators display responsibility?

Visit the Glencoe Communication ApplicationsWeb site at communicationapplications.glencoe.com and click on Self-Check andStudy Guide 2.2 to review your analysis of theaction of the communication process.

APPLICATION

Presenting an Argument Choose one of the followingsentences and list three reasons why you think the state-ment is true or false.

• There always is a reason behind communication.

• Communication is irreversible.

• Communication cannot be duplicated.

• It is impossible not to communicate.

• For communication to occur, it must have feedback.

Using your list, prepare a two-minute argument to con-vince your classmates to agree with your position. Includeexamples to support each of your claims and answer ques-tions from the class.

Present your argument to the class. Then vote to see whoagrees and who disagrees with you. What might you do tomake your communication more effective and to convincemore listeners of your position?



Analyzing Your Ability to Transmit Meaningful Messages

How Do You Rate?

Analyzing Your Ability to Transmit Meaningful Messages

How Do You Score?Review your responses. Give yourself 5points for every A, 4 for every U, 3 for everyS, 2 for every R, and 1 for every N. Totalyour points and evaluate your score.

41–50 Excellent You may be sur-prised to find out how much you canimprove your skills.

31–40 Good In this course, you canlearn ways to make your skills better.

21–30 Fair Practice applying the skillstaught in this course.

1–20 Needs Improvement Carefullymonitor your improvement as youwork through this course.

Setting Communication GoalsIf you scored Excellent or Good, complete Part A. If your score was Fair or NeedsImprovement, complete Part B.

Part A 1. I plan to put the followingideas into practice:

2. I plan to share the followinginformation about communica-tion with the following people:

Part B 1. The behaviors I need tochange most are:

2. To bring about these changes, I will take these steps:


1. When I have difficulty understanding, ordecoding information, I ask questions.

2. I use reason and logic, as opposed toemotion, as I reach decisions.

3. When I disagree with others or try topersuade them of my viewpoint, I con-sider what matters to them as well aswhat I would like to accomplish.

4. I use respectful language.

5. I avoid making false or misleadingstatements.

6. When I give information to others I take responsibility for accuracy andcompleteness.

7. I can be trusted to share my ideas and stand behind what I say, takingon accountability for what I say.

8. When I give a presentation or a talk, I try to use all possible means to reachmy audience.

9. I try to be accessible to other people.

10. I communicate without defensivenessor competitiveness.

On a separate sheet of paper, use the key torespond to the following statements. Put acheck mark at the end of each skill youwould like to improve.

KEY: A Always R RarelyU Usually N NeverS Sometimes

Using Correctness in WritingHave you ever read something that you

felt was confusing or insensitive? Have youever written something that was misinter-preted? If you answered yes to either ques-tion, you know that written communicationsometimes can have unintended results.

The Importance of Correctness Becauseyour writing is a reflection of yourself andyour organization, it is important to stateyour message clearly, effectively, and withsensitivity. The best way to accomplish thisis by following the rules of correctness.Correctness in writing means accuratelypresenting information for the intendedreader(s) and for the desired result.

To write with correctness, remember tofollow these four basic steps.

1. Define the Purpose of the WritingWhat is the main reason for your writ-ten communication? Are you writing adocument to inform? Persuade?Motivate? Entertain? Try to keep thispurpose in mind as you write to helpyou stay on task.

2. Determine the Style and Formatfor the Writing Businesses andother organizations typically have apreferred format and style for mosttypes of writing, including e-mail, let-ters, faxes, and reports. Be sure to usethe framework appropriate to your spe-cific task. A memo, for example, mayneed to be written on company letter-head and sent to a certain group ofindividuals.

3. Target the Writing to theAudience Depending on attitudes,cultures, and experiences, peoplesometimes have different perceptionsof the same words and phrases. Yourwriting should use language that isappropriate for the specific audience.This includes avoiding stereotypes suchas gender bias. For example, ratherthan referring to a mailman, a betterchoice would be letter carrier.

Using Correctness in Writing


For additional information about business writing, see the LanguageHandbook section of the Communication Survival Kit in the Appendix.e

Correctness

Purpose Style

Audience Grammar

4. Use Correct Grammar and MechanicsAlways proofread your work carefully. Checkfor typographical errors and mistakes inspelling and grammar. Finally, make sure yourmessage is complete and easy to understand.

Imagine that you are writing a letter to per-suade someone to donate to the cancer researchfund where you work. Your letter might look some-thing like this.


Helping People Cancer Research Foundation

P.O. Box 1234

Dallas, TX 75225

July 5, 2002

Ms. Opal Wells

359 Magnolia Boulevard

Macon, GA 31201

Dear Ms. Wells:

This month marks the beginning of Helping People Cancer

Research Foundation’s tenth annual funding drive. This

year, we hope to raise $50,000 for cancer research. Your past

donations have helped us in many ways, including the

development of a new drug that may help prevent some

types of cancer.

The enclosed brochure describes some of our ongoing

research, such as finding a better way to detect cancer in its

early stages. We also are continuing to develop more

effective and patient-friendly surgeries and treatments.

We truly appreciate your past contributions and hope we

can count on your gift again this year. Whatever amount you

choose to give will be greatly appreciated. Thank you for

playing such a vital role in the ongoing battle against cancer.

Sincerely,

Your Signature

Your Typewritten Name

Public Relations Assistant

Imagine that you work for a travelagency, and a customer has askedone of your coworkers for informationabout traveling to Rome, Italy. Thecoworker has written a response andwants you to edit it. Rewrite the letterto make it more correct.

Hi, Mr. Wu,

In response to your letter, here are some tips regarding your upcomming trip to italy. First, the official language in Rome is Italian. While most shop, hotel, and restaraunt folks speak some English, romans are delighted when visitors try to speak a few words or phrases in Italian.

While your there, I figure you’ll want to visit some old churches. Italian churches are definitely the most beautiful things you’ve ever seen. When touring a church, just dress like you normaly would at your own church. To show respect, though, it’s important that your and your wife’s shoulders are covered. Tank tops, sleeveless shirts, and sleevelessdresses are not acceptable.

Finally—and you’ll hate this—tipping is customary everwhere in Rome. In hotels, tips of 20 percent of the cost of services may be added to you’re bill. In most restaurants, a 15 percent tipp is added to your bill. And if you liked the service, an additional 10 percent is expected.

Hope this information helps. Let me know if their is anything else I can do. Have a great vacation in Rome!

Sincerely,

Arlene Bettis


Visit the Glencoe Communication ApplicationsWeb site at communicationapplications.glencoe.com and click on Chapter 2 Activityfor additional practice in becoming a morecompetent communicator.

2

1. Communication is a never-changingprocess between two people.

2. The receiver-sender initiates communi-cation and sends the message to thesender-receiver.

3. The sender-receiver is unaware of thefact that he or she is sending an unin-tentional message.

4. A printed brochure would be a preferredchannel of communication between asalesperson and a special customer.

5. Hunger is an example of internal noisethat can interfere with communication.

6. It is unsafe to assume that communi-cation has occurred until there is somekind of nonverbal cue.

7. You acquire a message through theencoding process.

8. One reason communication is transac-tional is that communicators bargainand negotiate with one another.

e Reviewing Key Terms

e Reviewing Key Concepts1. Explain why communication is a

continuous process.

2. What are the five principles ofcommunication?

3. What are the components of the com-munication process and what is thefunction of each?

4. What are the three basic functions offeedback in the communication process?

5. How do the content, feelings, and rela-tionship between communicators affecta message?

6. What does channel do to a message?

7. Name three barriers to communica-tion; are they internal or external?

8. Describe the process sender-receiversand receiver-senders typically follow to send and receive a message.

9. What factors influence a well-communicated message?

10. What are the characteristics of acompetent communicator?

Read each statement. On a separate sheet of paper, answer True or False. If the statement isfalse, rewrite the sentence to make it true.




Chapter ProjectPlanning On a sheet of paper, list the

objectives found at the beginning of the twosections of this chapter. Cut the list into stripsso that there is only one objective on eachstrip. Fold each strip and place it into a con-tainer or on a desk. Form groups of four orfive students. Have a group member selectone objective for the group. Together write a

skit including characters, dialogue, and stagedirections that communicates the informa-tion needed to meet your chosen objective.

Presenting Present your group skit tothe class. After the skit, analyze as a classthe messages conveyed by individual actorsin each skit. Categorize each message asintentional or unintentional.

Researching Online Research the e-mailaddresses of companies or groups dedicatedto supplying information about a hobby orinterest you have. Draft an e-mail messagethat lists your name, e-mail address, andthe type of information you would like to

find out about your chosen hobby. Ask eachcompany or group to provide you withinformation and the dates of events dedi-cated to people who have the same hobbyor interest. With your teacher’s permission,send your e-mail message.

e Skill Practice Activity

e Reading and Critical Thinking Skills1. Applying You are dissatisfied with the

way your boss schedules teenagers towork on holidays. Which channel wouldbe an effective one to use to challengeyour schedule? Explain your answer.

2. Synthesizing You are trying to decidehow to convince your boss to give younext Saturday off so you can attend aconcert with friends. On which level ofcommunication are you focusing?

Creating a Gestures Chart As a class,brainstorm a list of socially acceptable ges-tures used by teens in everyday communi-cation. Display the list on the chalkboard oron an overhead transparency and add asketch of each gesture. In groups of four tosix people, choose a country such as France,Japan, Brazil, or Saudi Arabia and look for

the meanings for the same gestures in thatcountry. You may wish to consult travelguides, books on cultural etiquette, or geog-raphy texts to search for this information.Create a chart showing how each gesture isused in your chosen country and present thechart to the class.

e Cooperative Learning Activity

CHAPTER 2 Exploring the Communication Process - · PDF fileCHAPTER 2 Exploring the...

Documents

Transcript of CHAPTER 2 Exploring the Communication Process - · PDF fileCHAPTER 2 Exploring the...