Module 1 - Communication Processes, Principles and Ethics

C
COMMUNICATION
PROCESSES, PRINCIPLES AND
Oliver Fabricante
ETHICS
Source of infographics:
Module 1
https://www.businesstopia.net/communication
FAR EASTERN UNIVERSITY
GENERAL EDUCATION

GENERAL EDUCATION
GED0111 – PURPOSIVE COMMUNICATION
Module 1: Communication Processes, Principles,

and Ethics
Table of Contents
Module 1: Overview and To-Do List …………………………………………………….. 1
Learning Outcomes ……………………………………………………………………. 2
Module 1: Task 1 – Watch Nestlé’s "Unplugged " (Warm up) ……………….. 2
Module 1: Task 2 – Read: The Models of Communication ………………… 3
Module 1: Task 3 – Illustrate your own communication model ………………. 7
Module 1: Task 4 – Watch the video: How Miscommunication Happens
and How to Avoid It ……………………………………………. 8
Module 1: Task 5 – Formative Assessment 1 .………………………………. 11
Rubrics .……………………………………………………………………………….. 13
References ……...………………………………………………………………………... 13
1|GED0111Complete Course Modules

GENERAL EDUCATION
Module 1: Overview and To-Do List
Communication Processes, Principles, and Ethics
Purposive communication is a course designed to enhance your communicative

competence in dyadic, small group, public and intercultural contexts using practical
techniques informed by the 5 Cs of the 21st Century Leader framework. You will venture
to analyze and respond to issues and trends that may enhance or impede transactional
communication or management of meanings in multimodal platforms (e.g., oral and
written, online and offline).
Through active engagement in simulation activities (e.g., interviews, dialogues, meetings,

public presentations. role plays, group discussions, individual presentations with audio-
visual aids, collaborative critiquing of texts, and industry-based and interactive writing
exercises), the course will train you to become a purposive, audience-centered, empathic,
critical, assertive, and ethical communicator.
In order to successfully complete Module 1, please do the following:
1. Watch Nestlé’s “Unplugged “ https://youtu.be/5ZF95CXE2lY

2. Read: The Models of Communication
3. Illustrate your own communication model
4. Watch the video: How Miscommunication Happens and How to Avoid It
5. Formative Assessment 1
Learning Outcomes:
By the end of this module, you will be able to
(CELO 1) Compose short essays to demonstrate process analysis, cause &/or

effect, and comparison &/or contrast.

GENERAL EDUCATION
TASK 1 – WATCH NESTLE’S “UNPLUGGED”
https://youtu.be/5ZF95CXE2lY
Fig. 1 Screenshot of opening credits
“Unplugged“ is one of several short films commissioned by Nestlé Philippines

that show different aspects of Filipino life, serious and humorous. This particular video is
about a soccer coach and his young wards spending time in his grandfather’s place for
a boot camp.

GENERAL EDUCATION
Fig. 2. Screenshot of the grandfather giving instructions.
As you watch the video, take note of DRL, the acronym for the grandfather’s
advice. Be conscious also of the gadgets, the typewriter, and the handwritten letters as
well as other objects and scenes that have significance to communication.
TASK 2 – READ MODELS OF COMMUNICATION
The communication process is our guide to effective communication. It involves

how the message is delivered from the sender to the receiver. However, communication
is a complex process. Communication models help us identify the elements and
understand the complexities of the communication process. Models help to predict
effective communication.
Read the material below to serve as a guide for you to better understand the
different communication models.
Models of Communication: https://www.businesstopia.net/communication
As you read, think about the models that you have applied in your life or would
want to apply in your life. Cite scenarios when you think you can use some of the
models.

GENERAL EDUCATION
TASK 3 – READ THE ARTICLE
Models of Communication
Communication models are systematic representations of the process which helps in

understanding how communication works can be done. Models show the process
metaphorically and in symbols. They form general perspectives on communication by
breaking communication from complex to simple and keeps the components in order.
Communication models can sometimes encourage traditional thinking and stereotyping
but can also omit some major aspects of human communication.
Methods and channels of communication to be used and the purpose of communication,

must be considered before choosing a specific communication model. Models are used
by business companies and other firms to foster their communication, explore their
options and to evaluate their own situations. It is also used to understand how the
receivers will interpret the message.
Types of Communication Model

There are three general types of communication models in which all other
communication models are mostly categorized.
Linear Model of Communication
Linear model of communication is a simple one way communication model. The message
flows in a straight line from sender to the receiver. There is no concept of feedback. The
only task that a receiver does here is to receive the message. Different models that
follow linear model of communication are:
▪ Lasswell’s Model
▪ Aristotle’s Model
▪ Shannon Weaver Model
▪ Berlo’s S-M-C-R Model

GENERAL EDUCATION
Transactional Model of Communication

In transactional model, senders and receivers both are known as communicators and both
play equally important role in communication. Transactional model relates communication
with social reality, cultural up-bringing and relational context (relationships). Non-verbal
feedback like gestures, body language, is also considered as
feedback in this model. Different models that follow transactional model of
communication are:
▪ Barnlund’s Transactional Model

▪ Helical Model
▪ Becker’s Mosaic Model
Interactive Model of Communication

Interactive model or convergence model is similar to transactional model as they are both
two way communication model. But, interactive model is mostly used for new media like
internet. Here, people can respond to any mass communications like videos, news, etc.
People can exchange their views and ideas. Different models that follow interactive model
of communication are:
▪ Schramm’s Interactive Model

GENERAL EDUCATION
Fig 3. Models of Communication [Online Image].

https://www.businesstopia.net/communication

GENERAL EDUCATION
TASK 4 - ILLUSTRATE YOUR OWN COMMUNICATION

MODEL
In the previous task, you learned that understanding how you communicate
is important. It tells a lot about your personality and helps you identify your own
communication style. It also helps you to identify the barriers you encounter in
communication. For you to be an effective communicator in the future, create your
own communication model.
Get a pen and a paper or use your computer to come up with your own
communication model. Write a short description as to how the communication
process takes place using your model.
TASK 5 - WATCH THE VIDEO
Have you ever talked with a friend about a problem, only to realize that he
just does not seem to grasp why the issue is so important to you? Have you ever
presented an idea to a group and it is met with confusion?

GENERAL EDUCATION
Fig. 4 Miscommunication in the workplace [Online Image].

https://theodorewalters.wordpress.com/miscommunication-in-the-workplace/
Miscommunication occurs so frequently, Sometimes, what we say at home is not

appropriate to say in school. The way we communicate, the languages we use or even
our gestures can be misinterpreted. The video below could help minimize frustrations
while expressing ourselves better.
How miscommunication happens and how to avoid it: https://youtu.be/gCfzeONu3Mo
After watching the video, answer the following questions: Write you answer on a piece of
paper. (This is an ungraded task)
1. What are the communication interferences mentioned in the video?

2. What problems in communication have you encountered? How did you solve
them?
3. Have you used any of the solutions above? Please expound your answer.
TASK 6 – VIDEO SCRIPT
How Miscommunication Happens and How to Avoid It
Have you ever talked with a friend about a problem only to realize that he just
doesn't seem to grasp why the issue is so important to you? Have you ever presented

GENERAL EDUCATION
an idea to a group and it's met with utter confusion? Or maybe you've been in an
argument when the other person suddenly accuses you of not listening to what they're
saying at all? What's going on here? The answer is miscommunication, and in some
form or another, we've all experienced it. It can lead to
confusion, animosity, misunderstanding, or even crashing a multimillion dollar probe
into the surface of Mars.
The fact is even when face-to-face with another person, in the very same
room, and speaking the same language, human communication is incredibly
complex. But the good news is that a basic understanding of what happens when we
communicate can help us prevent miscommunication. For decades, researchers have
asked, "What happens when we communicate?" One interpretation, called the
transmission model, views communication as a message that moves directly from one
person to another, similar to someone tossing a ball and walking away.
But in reality, this simplistic model doesn't account for communication's
complexity. Enter the transactional model, which acknowledges the many added
challenges of communicating. With this model, it's more accurate to think of
communication between people as a game of catch. As we communicate our
message, we receive feedback from the other party. Through the transaction, we
create meaning together. But from this exchange, further complications arise. It's not
like the Star Trek universe, where some characters can Vulcan mind meld, fully sharing
thoughts and feelings. As humans, we can't help but send and receive
messages through our own subjective lenses. When communicating, one person
expresses her interpretation of a message, and the person she's communicating
with hears his own interpretation of that message. Our perceptual filters continually shift
meanings and interpretations. Remember that game of catch? Imagine it with a lump
of clay. As each person touches it, they shape it to fit their own unique
10 | G E D 0 1 1 1 C o m p l e t e C o u r s e M o d u l e s
GENERAL EDUCATION
perceptions based on any number of variables, like knowledge or past experience, age,
race, gender, ethnicity, religion, or family background. Simultaneously, every person
interprets the message they receive based on their relationship with the other
person, and their unique understanding of the semantics and connotations of the exact
words being used.
They could also be distracted by other stimuli, such as traffic or a growling
stomach. Even emotion might cloud their understanding, and by adding more people
into a conversation, each with their own subjectivities, the complexity of communication
grows exponentially. So as the lump of clay goes back and forth from one person to
another, reworked, reshaped, and always changing, it's no wonder our messages
sometimes turn into a mush of miscommunication. But, luckily, there are some simple
practices that can help us all navigate our daily interactions for better
communication. One: recognize that passive hearing and active listening are not the
same. Engage actively with the verbal and nonverbal feedback of others, and adjust
your message to facilitate greater understanding. Two: listen with your eyes and ears,
as well as with your gut. Remember that communication is more than just
words. Three: take time to understand as you try to be understood.
In the rush to express ourselves, it's easy to forget that communication is a two-
way street. Be open to what the other person might say. And finally, four: Be aware of
your personal perceptual filters. Elements of your experience, including your culture,
community, and family, influence how you see the world. Say, "This is how I see the
problem, but how do you see it?" Don't assume that your perception is the objective
truth. That'll help you work toward sharing a dialogue with others to reach a common
understanding together.
TASK 7 - FORMATIVE ASSESSMENT 1 - 20 POINTS
GENERAL EDUCATION
Considering all the things you learned from the previous tasks, write an essay
using the following guidelines:
1. Visualize how you communicated in the past and your plan to improve it in the
future
a. Write it down and explain the communication process of the scenario

using the communication model that you have created in your previous
task.
b. Compare and contrast what you know about communication process
before and your new learning about communication process now and how
you intend to apply it in your future activities.
SCORING RUBRICS FOR WRITING EXERCISES

Criteria Proficient Very Satisfactory Fair Needs Weight Score
Satisfactory Improvement
Content Information is Information is Information Some information Little 50%
complete, original, complete, original presented is presented is information was 10
and valid. Strong and valid. A valid. invalid or presented or pts
peer-reviewed and strong review of Summarizes fabricated. Does information is
research-based key conclusions or and argues not summarize invalid or
data are presented findings and evidence and and argue with fabricated.
to support arguments with ideas with logical questions Little to no
arguments/ideas. respect to related respect to or answers. Some summary,
Analyses are literature. related points discussed argument, and
highly aligned Analyses are literature. are aligned with evaluation or
with the topic. aligned with the Analyses are the topic while critique. No
Commendable for topic. An somehow some are out of analyses.
academic evaluation was aligned with the topic.. Little Topics
reference. done analytically the topic. An evaluation was discussed are
and logically, with evaluation done analytically not all aligned
attempts to create was done or logically. with the topic.
further questions analytically
that would and logically.
improve the study.
Organization Paper is well Paper is Paper is Material may not Paper is poorly 30%
Clarity organized. organized, makes somewhat be organized organized, lacks 6 pts
Coherence Transitions are good use of organized, within subtopics. transition
very clear. The transition makes good There are statements, and
paper follows a statements, and in use of attempts to in some
logical most instances transition provide a variety instances does
progression. follows a logical statements, of transitions not follow a
progression. and follows a logical
logical progression
progression.
Mechanics The format The format The format Some of the The format was 20%
Format guidelines are guidelines are guidelines are format guidelines not followed 4 pts
Grammar followed and no followed and has followed and were not and makes
errors in grammar negligible error in have several followed and gross error in
or spelling grammar or errors in have numerous grammar or
spelling grammar or errors in grammar spelling
spelling or spelling
TOTAL 100%
GENERAL EDUCATION
REFERENCES
Reading Materials:
Businesstopia, "Models of Communication," in Businesstopia, February 4,

2018, https://www.businesstopia.net/communication.
Videos (Title, Link):

Hampsten, K. (2016, February 23). How miscommunication happens and how to avoid it.
https://youtu.be/gCfzeONu3Mo
Nestlé "Unplugged " https://youtu.be/5ZF95CXE2lY
Supplemental Materials:
Reading Materials:
Gray, A. (2016). The 10 skills you need thrive in the fourth industrial revolution.
Retrieved from https://www.weforum.org/agenda/2016/01/the-10-skills-you-
need-to-thrive-in-the-fourth-industrial-revolution
Kapur, R. (2020). The Models of Communication.

https://www.researchgate.net/publication/344295651_The_Models_of_Communication
Kavithanjali, J. (2020). Art of Effective Communication for Professional Growth and

Achievement. Language in India, 20(3). kavithanjalicommunicationskill.pdf
Kuznar, L. & Yager, M. (2020). The Development of Communication Models Quick

Look. https://nsiteam.com/social/wp-content/uploads/2020/11/Quick-
Look_Communication-Models_FINAL.pdf
Venter, E. (2017) Bridging the communication gap between Generation Y and

the Baby Boomer generation, International Journal of Adolescence and Youth,
22:4, 497-507, DOI:10.1080/02673843.2016.1267022
Videos
mmmEnglish. (2021, April 22). Conversation Lesson | How To Be Polite & Show
GENERAL EDUCATION
Respect in English [Video]. YouTube. https://www.youtube.com/watch?

v=rZkpJBZt_0U
Young Entrepreneurs Forum (2016, November 28). 10 barriers to effective

communication [Video]. YouTube.
https://www.youtube.com/watch?v=slq1nAhZuqE
Weekly Study Plan for Module 1

WEEK DAY ACTIVITIES
✔ ✘ Read the module and the assigned materials
DAY 1
✔ ✘ Task 4 – Create your own communication model
WEEK 2
✔ ✘ Watch the video
DAY 2
✔ ✘ Reflect on the video /Consultation day
DAY1 ✔ ✘ Prepare for your Graded Formative Assessment
1
WEEK 3 DAY 2 ✔ ✘ Review your output.
✔ ✘ Consultation
GENERAL EDUCATION

GENERAL EDUCATION
MODULE 2: COMMUNICATION AND GLOBALIZATION
Table of Contents
Module 2: Communication and Globalization ……………………………….……….......

Introduction to Communication and Globalization ….....................………….......
Learning outcomes …...............................................................................................
Module 2: Task 1 Watch a TEDx video (How culture shapes behavior) ...…...
Or read a script of the TEDx talk ...........................................
Module 2: Task 2 Read an article: How East and West think in profoundly
different ways (David Robson) ................................................
Task 2.1 Graphic organizers (Formative assessment) ......................
Module 2: Task 3 Read the article: Political correctness in the workplace
by Karen Friedman and reflect on the key point.................
Module 2: Task 4 Stereotypes across culture …................................................
Task 4.1 Picture prompt …....................................................................
Task 4.2 Create a three-level outline …...............................................

“Everyone sees the world through cultural glasses. It’s not about what you see; it’s about
what you perceive.” - Julien S. Bourrelle
As you watch the TEDx talk by Julien Bourrelle and read articles on culture, behavior,
and communication, think about your own experience and how it affected the way you
interact with others.
GENERAL EDUCATION
[Untitled image of people in the workplace]. Leaderonomics.

https://www.leaderonomics.com/articles/business/company-culture-impacts-revenue-growth
The purpose of Module 2 is to familiarize you with some key concepts related to
communication and globalization and explain why it is important to learn and be aware
about different cultures and how they affect how people socialize and communicate with
others. You will also learn how to use information gained during class discussions in
coming up with an outline for an essay which you may be writing in the latter part of the
semester. Furthermore, Module 2 activities will help you fully understand why people
across cultures behave and communicate the way they do.
Learning Outcomes:
At the end of your engagement for this topic, you are expected to:
1. Apply brainstorming, outlining, and research to create a three-level outline;
2. Demonstrate correct APA 7 basic citation & referencing for all materials; and
3. Conduct online research using scholarly research databases (Google Scholar,
EBSCOhost) and evaluate research sources for relevant and credible supporting
evidence for stated claims.
To-Do List:
In order to successfully complete Module 2, please do the following:
GENERAL EDUCATION
1. Watch a TEDx video: ‘How culture drives behavior’ by Julien Bourrelle and take note of the
key points (12 minutes)
A transcript of the speech is provided in this module, or you can download it from:
https://singjupost.com/how-culture-drives-behaviours-julien-s-bourrelle-tedxtrondheim/
2. Read an article: How East and West think in profoundly different ways by David
Robson and make your own graphic organizer that includes the key points of the
video and Robson’s article.
3. Read an article: Political correctness in the workplace by Karen Friedman and
use this as a reference in searching for relevant materials that discuss themes
related to communication and globalisation.
4. Reflect on the picture and create your own three-level outline on any topic related to
the main theme of this module (1.5 hours)
MODULE 2: TASK 1 – WATCH VIDEO 1 (12.08 MINUTES)
Watch Video : How culture drives behavior by Julien Bourrelle

Link: How Culture Drives Behaviours | Julien S. Bourrelle | TEDxTrondheim
This TEDx video is about how culture drives behavior which was delivered by Julien
Bourrelle, an international keynote speaker on culture and a bestseller author of the
book, “The Social Guidebook to Norway.”
GENERAL EDUCATION
As you watch the video, think about these questions:

1. According to the speaker, what are the three ways people can relate to the
culture of a foreign country to which they immerse themselves?
2. What’s the significance of cultural glasses to one’s perception about people’s
attitude or behavior?
4. Do you agree with the speaker when he said that cultural diversity increases
productivity?
5. Think of your own experience about interacting with people from different
cultures. How are they similar/different from Bourrelle’s experience?
Module 2: Task 1 - Video 1 Script

How culture drives behavior by Julien Bourrelle
I was in Brussels. I was sitting on La Grand-Place, which is a beautiful square in the center
of the town. Suddenly, a man came and sat next to me, and started talking to me, so I
turned to him and I answered. Then I turned back and I asked myself, “Why is he talking
to me?” Suddenly, I realized, “Julien, you’re becoming Norwegian.”
So I turned to the man and I said, “Sorry, I live in a country where people don’t speak to
each other.” The thing is, in Norway, it is not that people don’t speak to each other; it’s
that socialization takes part in a much more framed and organized manner. I was not
expecting this man as a stranger to come and talk to me.
However, this is surprising, because I come from the French-speaking part of Canada
where that type of behavior is totally normal. However, my mental programming has
changed. My brain has been rewired, because during the last five years I’ve lived in a tiny
little country in the north of Europe which is called Norway. When you move to a different
country, there are three ways that you can relate to the culture: you can confront,
complain, or conform. When you confront, you believe that your behaviors are the right
behaviors.
GENERAL EDUCATION
Vetsikas, D. (n.d.). Belgium Brussells Grand Place. https://pixabay.com
When you complain, what happens is that you will isolate yourself into social bubbles of
foreigners living in segregation with the society. When you adapt your way to behave,
when you conform to the whole society, then you can truly benefit from diversity. But that
implies that you are observing, learning, understanding the behaviors of others, and
adapting your own, so that it fits with the behaviors of the society you’re in.
I was in the north-east of Spain, in a beautiful region of Catalonia, and I was there with a
very good friend of mine. He is two-meters tall, blond hair, and blue eyes. We were visiting
the beautiful region where they’re making the cava, the Spanish sparkling wine. After the
guided tour, we asked some more questions to the very charming guide that was there,
and she was explaining us with passion about what she was doing, and then suddenly she
stopped.
She took a step aside, she took my friend, and she shook him. And then she looked at me
and said, “Why is he not interested in what I’m saying?” Because she was not getting the
emotional feedback she was used to. She was seeing his emotional feedback through her
own cultural glasses, meaning that she was interpreting the fact that he had a neutral face
on what it would mean if someone from her culture would have that face, and that would
mean that the person was not interested or didn’t want to be there.
GENERAL EDUCATION
And we all see the world through cultural glasses. The lens through which your brain sees
the world shapes your reality. If you can change the lens, not only can you change the
way your brain perceives behaviors, but you can change the way people relate to cultural
differences. Embedded within that statement is the key to benefiting from diversity.
Calabrese, J. (2018, January 23). Out of focus clarity. https://unsplash.com/photos/qmnpqDwla_E
Three years ago, I was sitting on the board of directors of one major university in Northern
Europe and I was representing 2,000 academic staff, and I wanted to become a better
leader. So I’ve looked around the whole university for a leadership class that would be
suited to my position, and I found one, and I was thrilled, because not only would I learn
about leadership, but because I would also learn about how women lead, because the
class was called “Leadership for women.”
And so, as naive as I was, I’ve registered for the class. The next morning, the gender
equality adviser of the university calls me and says, “Julien, this is leadership for women.
You’re a man. You cannot attend.” It was the first time in my life that I was denied
education based on my gender. This is my cultural perspective about what happened
there.
GENERAL EDUCATION
Christina. (2019, November 8). Editorial, business & work. https://unsplash.com/photos/Q80LYxv_Tbs
However, why is the university doing this? Because the government had been putting in
place a scheme that allowed the university to take candidates in full academic position
before someone that has higher academic training if the candidates can document
leadership training. By offering leadership training only to women, the university was fast
forwarding the track of women into full professorship position at a place where less than
20% of women had professorship; I call this equality of result.
Not equality of opportunity; equality of results. I did not have the same opportunity to
flourish to my full potential, but the result is that we have a balance in society. We enforce
diversity, and there is a good reason to do this. Studies show that boards composed of
both genders will perform 15% better then boards that are composed of mainly one
gender. But studies also show that boards that are composed of different cultures will
perform 35% better than boards that are composed of only one culture.
Cultural diversity increases problem-solving ability. It increases creativity and innovation.

The real challenge here is to make people being able to communicate well together. And
this you do through explaining cultural differences.
Two years ago, I was sitting in my living room. I was sitting there with a friend, and we
started to draw typical cultural situations. Then we made a Facebook page, and then we
made a free website, and then I started to lecture all around the country. I’m happy to say
we’ve just crossed one million people that have seen these drawings to help to connect
culture. And the idea behind that project is to create a simple, humoristic way in
connecting people of different cultures, especially in Norway.
GENERAL EDUCATION
You know that most people around the world are raised with the idea that they will need
to contribute to a group, that they will be part of a group and interdependent on their
members. And it affects the way people behave. Other parts of the world, especially the
Western world, we raise our children to be independent and to be self-sufficient, and we
create certain independence in society, and it changes behaviors. You see the difference?
This basic principle tells a lot about how you’re going to expect a friendship to look like.
In certain societies where the group prevails, the friendship will be much stronger, in
terms that people will live in symbiosis with each other and dependent on each other, and
they will be expected to be invited to every single event that the very good friend will do.
However, in other cultures, friendship will be much more distant.
Du Preez, P. (2019, April 21). Friends. https://unsplash.com/photos/cIfLUEZYLVg
I’ve asked a Scandinavian man one day what a good friend was. You know what he
answered? “It is someone I can sit in silence in a room and feel comfortable.” If you tell
this to a South American, they won’t understand what the principle is. This is about
friendship and love, and contact with people is one of the six basic human needs. If you’re
not able to see how this friendship and love is communicated to you because you are
blinded by your cultural glasses, you will spend years believing you have no friends.
You will spend years believing that people are rejecting you. It is about changing these
cultural glasses. This is when you know that a Norwegian bus stop is full and that you
need to stand. What happens if you sit in the middle? It could very well be that one of the
two persons stands up, takes a step aside, starts playing on his phone.
GENERAL EDUCATION
Steve and Deonie Allen [@MicroPlastic101]. (2020, March 15). Bus stop in Norway.
https://twitter.com/microplastic101/status/1239172744970936323
Now, what if you look different? What if you’re wearing a religious symbol? How easy it is
to believe that the person has moved away because you’re of a different skin color or of
a different religion? A typical cultural misunderstanding and a very basic of human
interactions: you’ve come into the personal space of someone who has a much bigger
personal space. In most cultures in the world, there’s place for four people on that bench.
Not understanding these very subtle physical differences with people will actually lead to
lot of miscommunication.
If you want to observe it yourself, go to any international conference and try to observe a
South American that tries to communicate with a North European. What will happen there
is that the South American will be very eager and will stand at a distance that’s
comfortable for him. The North European will be also very eager, but stand a little bit
further away, because he’s not comfortable that the South American is so close.
If you observe it over time, you will see that a little dance starts and people go around the
room, none of them realizing that they are feeling uncomfortable, or they both feel
uncomfortable, but they don’t realize why. It’s just a simple thing of culture and being able
to feel that distance between people, which is different in every culture. And that has to
do as well with politeness.
Politeness is a concept which is very much culturally related. It’s a group of norms and
social codes that everyone obeys to, so that communication goes well in the society, and
GENERAL EDUCATION
in certain societies it is very strict, and you have a way to talk, and you have a way to
behave. You change the way – you’re changing the words in the sentence.
In other places, politeness might only mean not to disturb others, to leave more space,
both in friendship and physical space. And if you move to another country and no one
explains you what politeness means, how can you expect people – how can you expect
that someone will behave as he’s expected to in a foreign culture? The key here is to
benefit from diversity. Everyone sees the world through cultural glasses. It’s not about
what you see; it’s about what you perceive. It’s not about what you see; it’s about what
you perceive.
And it is by taking small steps that we will one day help the world to truly benefit from
diversity.
Thank you.
MODULE 2: TASK 2 – READ AN ARTICLE BY DAVID ROBSON
Article 1: How East and West think in profoundly different ways

[Link: https://www.bbc.com/future/article/20170118-how-east-and-west-think-in-
profoundly-different-ways]
This article is about how Eastern and Western cultures differ in many ways. This was
written by David Robson, author of the book “The Intelligence Trap” and writer for BBC
Future.
How East and West think in profoundly different ways

by David Robson
Psychologists are uncovering the surprising influence of geography on our

reasoning, behaviour, and sense of self.
As Horace Capron first travelled through Hokkaido in 1871, he searched for a sign of
human life among the vast prairies, wooded glades and threatening black mountains. “The
stillness of death reigned over this magnificent scene,” he later wrote. “Not a leaf was
stirred, not the chirping of a bird or a living thing.” It was, he thought, a timeless place,
straight out of pre-history.
GENERAL EDUCATION
“How amazing it is that this rich and beautiful country, the property of one of the oldest
and most densely populated nations of the world… should have remained so long
unoccupied and almost as unknown as the African deserts,” he added.
This was Japan’s frontier – its own version of the American ‘Wild West’. The northernmost
of Japan’s islands, Hokkaido was remote, with a stormy sea separating it from Honshu.
Travellers daring to make the crossing would have then had to endure the notoriously
brutal winters, rugged volcanic landscape and savage wildlife. And so the Japanese
government had largely left it to the indigenous Ainu people, who survived through
hunting and fishing.
All that would change in the mid-19th Century. Fearing Russian invasion, the Japanese
government decided to reclaim the country’s northland, recruiting former Samurai to
settle Hokkaido. Soon others followed suit, with farms, ports, roads, and railways sprouting
up across the island. American agriculturists like Capron had been roped in to advise the
new settlers on the best ways to farm the land, and within 70 years the population
blossomed from a few thousand to more than two million. By the new millennium, it
numbered nearly six million.
Our thinking may have even been shaped by the kinds of crops our ancestors
used to farm
Few people living in Hokkaido today have ever needed to conquer the wilderness
themselves. And yet psychologists are finding that the frontier spirit still touches the way
they think, feel and reason, compared with people living in Honshu just 54km (33 miles)
away. They are more individualistic, prouder of success, more ambitious for personal
growth, and less connected to the people around them. In fact, when comparing
countries, this ‘cognitive profile’ is closer to America than the rest of Japan.
Hokkaido’s story is just one of a growing number of case studies exploring how our social
environment moulds our minds. From the broad differences between East and West, to
subtle variation between US states, it is becoming increasingly clear that history,
geography and culture can change how we all think in subtle and surprising ways – right
down to our visual perception. Our thinking may have even been shaped by the kinds of
crops our ancestors used to farm, and a single river may mark the boundaries between
two different cognitive styles.
Wherever we live, a greater awareness of these forces can help us all understand our own
minds a little better.
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Yuri, S. (2018, December 17). Japan winter in Otaru, Hokkaido. https://unsplash.com/photos/wKKnSb5rJoU
‘Weird’ minds
Until recently, scientists had largely ignored the global diversity of thinking. In 2010, an
influential article in the journal Behavioral and Brain Sciences reported that the vast
majority of psychological subjects had been “western, educated, industrialised, rich and
democratic”, or ‘Weird’ for short. Nearly 70% were American, and most were
undergraduate students hoping to gain pocket money or course credits by giving up their
time to take part in these experiments.
The tacit assumption had been that this select group of people could represent universal
truths about human nature – that all people are basically the same. If that were true, the
Western bias would have been unimportant. Yet the small number of available studies
which had examined people from other cultures would suggest that this is far from the
case. “Westerners – and specifically Americans – were coming out at the far end of the
distributions,” says Joseph Henrich at the University of British Columbia, who was one of
the study’s authors.
Some of the most notable differences revolved around the concepts of “individualism”
and “collectivism”; whether you consider yourself to be independent and self-contained,
or entwined and interconnected with the other people around you, valuing the group over
the individual. Generally speaking - there are many exceptions - people in the West tend
to be more individualist, and people from Asian countries like India, Japan or China tend
to be more collectivist.
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When asked about their competence, 94% of American professors claimed

they were ‘better than average’ – a sign of self-inflation
In many cases, the consequences are broadly as you would expect. When questioned
about their attitudes and behaviours, people in more individualistic, Western societies
tend to value personal success over group achievement, which in turn is also associated
with the need for greater self-esteem and the pursuit of personal happiness. But this thirst
for self-validation also manifests in overconfidence, with many experiments showing
that Weird participants are likely to overestimate their abilities. When asked about their
competence, for instance, 94% of American professors claimed they were “better than
average”.
This tendency for self-inflation appears to be almost completely absent in a range of

studies across East Asia; in fact, in some cases the participants were more likely to
underestimate their abilities than to inflate their sense of self-worth. People living in
individualistic societies may also put more emphasis on personal choice and freedom.
Crucially, our “social orientation” appears to spill over into more fundamental aspects
of reasoning. People in more collectivist societies tend to be more ‘holistic’ in the way
they think about problems, focusing more on the relationships and the context of the
situation at hand, while people in individualistic societies tend to focus on separate
elements, and to consider situations as fixed and unchanging.
As a simple example, imagine that you see a picture of someone tall intimidating someone
smaller. Without any additional information, Westerners are more likely to think this
behaviour reflects something essential and fixed about the big man: he is probably a nasty
person. “Whereas if you are thinking holistically, you would think other things might be
going on between those people: maybe the big guy is the boss or the father,” explains
Henrich.
Your social orientation can even change the way you see
And this thinking style also extends to the way we categorise inanimate objects. Suppose
you are asked to name the two related items in a list of words such as “train, bus, track”.
What would you say? This is known as the “triad test”, and people in the West might pick
“bus” and “train” because they are both types of vehicles. A holistic thinker, in contrast,
would say “train” and “track”, since they are focusing on the functional relationship
between the two – one item is essential for the other’s job.
It can even change the way that you see. An eye-tracking study by Richard Nisbett at
the University of Michigan found that participants from East Asia tend to spend more time
looking around the background of an image – working out the context – whereas people
GENERAL EDUCATION
in America tended to spend more time concentrating on the main focus of the picture.
Intriguingly, this distinction could also be seen in children’s drawings from Japan and
Canada, suggesting that the different ways of seeing emerge at a very young age. And by
guiding our attention, this narrow or diverse focus directly determines what we remember
of a scene at a later date.
“If we are what we see, and we are attending to different stuff, then we are living in
different worlds,” says Henrich.
Although some people have claimed that our social orientation may have a genetic
element, the evidence to date suggests that it is learned from others. Alex Mesoudi at the
University of Exeter recently profiled the thinking styles of British Bangladeshi
families in East London. He found that within one generation, the children of immigrants
had started to adopt some elements of the more individualistic outlook, and less holistic
cognitive styles. Media use, in particular, tended to be the biggest predictor of the shift.
“It tended to be more important than schooling in explaining that shift.”
But why did the different thinking styles emerge in the first place? The obvious explanation
would be that they simply reflect the prevailing philosophies that have come to
prominence in each region over time. Nisbett points out that Western philosophers
emphasised freedom and independence, whereas Eastern traditions like Taoism tended
to focus on concepts of unity. Confucius, for instance, emphasised the “obligations that
obtained between emperor and subject, parent and child, husband and wife, older brother
and younger brother, and between friend and friend”. These diverse ways of viewing the
world are embedded in the culture’s literature, education, and political institutions, so it is
perhaps of little surprise that those ideas have been internalised, influencing some very
basic psychological processes.
Even so, the subtle variation between individual countries suggests that many other
surprising factors are also at work.
On the front line
Consider the USA, the most individualistic of all Western countries. Historians such as
Frederick Jackson Turner have long argued that the expansion and exploration into the
west has nurtured a more independent spirit, as each pioneer battled the wilderness and
each other for their own survival. In line with this theory, recent psychological studies have
shown that the states at the
edge of the frontier (such as Montana) tend to score higher on measures of

individualism. To confirm the “voluntary settlement theory”, however, psychologists
would want to examine a second, independent, case study as a counterpoint.
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It is for this reason that Hokkaido proves to be so fascinating. Like most East Asian
countries, Japan as a whole tends to have a more collectivist and holistic mind-set. Yet
the rapid migration to its northern territory resembles the rush to settle America’s ‘Wild
West’; the Emperor Meiji’s government even employed agriculturists from the US, like
Horace Capron, to help cultivate the land. If the voluntary settlement theory is correct,
those pioneers should have cultivated a more independent outlook in Hokkaido compared
to the rest of the country.
Sure enough, Shinobu Kitayama at the University of Michigan has found that people
in Hokkaido tend to place a higher value on independence and personal achievement –
and emotions such as pride – than Japanese people from other islands, and they were
less concerned about the views of others. The participants were also asked to take a
social reasoning test, which asked them to discuss a baseball player using performance-
enhancing drugs. Whereas Japanese people from other islands were more likely to
explore the context – such as the pressure to succeed – the Hokkaido Japanese were
more likely to blame the player’s personality or a flaw in his moral character. Again, this
tendency to blame personal attributes is characteristic of an individualistic society, and
much closer to the average Americans’ responses.
Pang, S. (2020, May 24). Just pure joy and true love. https://unsplash.com/photos/GXprFlOi3jE
Germ theory
Another (counterintuitive) idea is that the contrasting mind-sets are an evolved response
to germs. In 2008, Corey Fincher (now at the University of Warwick) and colleagues
analysed global epidemiological data to show a region’s score of individualism and
collectivism appear to correlate with disease prevalence: the more likely you are to get
GENERAL EDUCATION
infection, the more collectivist you are, and the less individualistic. The rough idea is
that collectivism, characterised by greater conformity and deference to others, may make
people more conscientious about avoiding the behaviours that could spread disease. It
has been difficult to prove that the apparent correlations in the real world are not caused
by some other factor, such as the relative wealth of the country, but lab experiments offer
some support for the idea – when psychologists prime people to feel afraid of disease,
they do seem to adopt more collectivist ways of thinking, such as greater conformity to
group behaviours.
But perhaps the most surprising theory comes from the farmyard. Thomas Talhelm at the
University of Chicago recently examined 28 different provinces of China, finding that
the thinking orientation appeared to reflect the local agriculture of the region.
Talhelm said he was first inspired by his own experiences in the country. While visiting
Beijing in the north, he found that strangers would be much more forthcoming – “If I was
eating alone people would come up and talk to me” – whereas those in the southern city
of Guangzhou tended to be more reticent and fearful of offending.
This deference to others seemed like a subtle sign of a more collectivist mindset, and so
Talhelm began to wonder what might lie behind the two outlooks. The divide did not seem
to correlate with measures of wealth or modernisation, but he noticed that one difference
could be the kind of staple crop grown in the region: rice in most southern areas, and
wheat in the north. “It splits almost neatly along the Yangtze River,” says Talhelm.
Growing rice requires far greater cooperation: it is labour-intensive and requires complex
irrigation systems spanning many different farms. Wheat farming, by contrast, takes about
half the amount of work and depends on rainfall rather than irrigation, meaning that
farmers don’t need to collaborate with their neighbours and can focus on tending their
own crops.
Americans tend to draw themselves very large
Could these differences translate to a more collectivist or individualistic mindset? Working

with scientists in China, Talhelm tested more than 1,000 students in various rice- and
wheat-growing regions, using measures such as the triad test of holistic thinking. They
also asked people to draw a diagram demonstrating their relationships to their friends and
associates: people in individualistic societies tend to draw themselves as bigger than their
friends, whereas collectivists tend to make everyone the same size. “Americans tend to
draw themselves very large,” Talhelm says.
Sure enough, people in the wheat-growing regions tended to score higher on the
measures of individualism, while the people in the rice-growing regions tended to show a
GENERAL EDUCATION
more collectivist and holistic thinking. This was true even at the borders between different
regions. “Here are people in nearby counties, but one farms rice one farms wheat – and
we still found cultural differences.”
He has since tested his hypothesis in India, which also shows a clear divide in wheat and
rice growing regions, with similar results. Almost all the people he questioned are not
directly involved in farming, of course – but the historical traditions of their regions are still
shaping their thinking. “There’s some inertia in the culture.”
Cognitive kaleidoscope
It’s important to emphasise that these are just broad trends across vast numbers of
people; there will have been a spectrum within each population studied. “The idea that
it’s black and white – from an anthropological perspective that doesn’t work,” says Delwar
Hussain, an anthropologist at the University of Edinburgh, who worked with Mesoudi on
the study of London's British Bangladeshi community. As Hussain points out, there are
many historic connections between Eastern and Western countries that will mean that
some people straddle both ways of thinking, and factors like age and class will also have
an effect.
It is now seven years since Henrich published his paper outlining the ‘Weird’ bias, and the
response has been positive. He is particularly pleased that researchers like Talhelm are
beginning to set up big projects to try to understand the kaleidoscope of different ways of
thinking. “You want a theory that explains why different populations have different
psychologies.”
But despite the good intentions, further progress has been slow. Thanks to the time and
money it takes to probe minds across the globe, most research still examines Weird
participants at the expense of greater diversity. “We agree on the illness. The question is
what the solution should be.”
MODULE 2: TASK 2.1 – GRAPHIC ORGANIZER

(GRADED FORMATIVE ASSESSMENT 2) (20-30 minutes) - 20 points
INSTRUCTIONS: Reference to the assigned article and video, prepare one graphic organizer
(e.g., compare map, discussion map, Venn Diagram, Lotus Diagram, Frayer Model Diagram, Idea
Pond, etc.) that summarizes the main points of the author and speaker. This is your first formative
assessment (FA) in this module and your second for this semester. With a graphic organizer,
you will be able to brainstorm, create, connect, and analyze ideas.
GENERAL EDUCATION
To have a clear idea about graphic organizers and decide which is the most appropriate
to use to compare the east and the west cultures, consult the reference material:
https://www.edb.gov.hk/attachment/en/curriculum-development/kla/pshe/references-
and-resources/economics/use_of_graphic_organizers.pdf. A sample is shown below to let
you know how it looks like, but you are not required to use it. You have to understand that
you are dealing with two materials, so it is important to choose a graphic organizer that
lets you organize the key ideas of the speaker and the author.
SAMPLE GRAPHIC ORGANIZER:
Graphic organizer template: Bubble map. (n.d.). https://www.education.com
GENERAL EDUCATION
Criteria Exceeds Meets Passable Below Score

Expectations Expectations Expectations 20 pts
Content – ● Contains all ● Contains most ● Contains 2 of ● Contains less

Words main of the main the main than 2 of the
identified and concepts concepts concepts main concepts
used ● Some key ● Some key ● Most of the
● All key
20% - 4 pts words/ words/ key words/
words and concepts concepts concepts used
concepts needed to used can deviate from
necessary promote an deviate from overview of
to promote overview of the overview the unit.
an overview the unit are of the unit.
of the unit not used.
are totally
used.
Understanding ● Key ● Key words/ ● Explanations ●Most key

20% - 4pts concepts concepts are showed some concepts were
are well well misunderstan used
understoo understood ding of key incorrectly
d and very but not words/
well explained concepts
explained. well.
Clarity of ● Map shows ● Most key ● More than 2 ● Key

Organization very clear concepts are key concepts are
20% - 4 pts organizatio clearly concepts are not
n of the organized not clearly organized
key organized. clearly
concepts. ● Flow and ● Flow and ● Flow and
● Flow and relationship relationship relationship
relationshi of some key of key is not seen
ps of key concepts are concepts are
concepts unclear. unclear.
are very
clear.
Logic of ● Organizati ● Organization ● Key ● Key concepts

Relationship on of key of key concepts show no
40% - 8 pts concepts concepts need a more logical
have a very show a logical organization
organization
GENERAL EDUCATION
logical logical ● Connections ● Minimal

structure. structure are not attempts
● Connection ● Connections logical and were given to
s of key of key explanation explain the
concepts concepts are is unclear. connections
are rational but of
rational not relationships
and well explained of key
explained. clearly. concepts
MODULE 2: TASK 3 – READ AN ARTICLE BY KAREN FRIEDMAN AND

REFLECT ON THE THEME (30 minutes)
According to her website (KFE, 2020), Karen Friedman is a communications expert,

columnist, and best-selling author. She has written books such as Shut Up and Say
Something and Ordinary People: Extraordinary Lessons (KFE, 2020).
The article that you will read here appeared on Friedman’s blog on June 9, 2021. As you
read the article reflect on ‘political correctness’. What does it mean? Is it always necessary
especially in the workplace? Do you agree/disagree that people should be mindful of
‘political correctness’?
The theme discussed by Friedman (2020) is an example of some issues that you will come
across with as we are moving towards a boundless world. Take note of the author’s key
points as you may be needing it when you create your three-level outline at the end of
this module. You may also use it as a reference when you search for materials in line with
communication and globalisation. You may use Google Scholar or EBSCOhost to search
for relevant articles in preparation for your second formative assessment in this module.
The instruction for this FA is given at the end of this module.
‘Political Correctness in the Workplace’ by Karen Friedman

“I’m not sure how to make this call.” The normally confident voice of my client sounded a little
hesitant when I answered the phone.
“First, know how much we enjoy working with you and that your evaluations are always top
notch,” the client continued.
“What’s wrong?” I asked.
“Remember Tom from that training you did last week?”
“Sure,” I said. “Nice guy.”
“Well, someone complained about what you said to him.”
GENERAL EDUCATION
At first, I had no clue what she was talking about. Then it hit me.
When we had introduced ourselves in the virtual room for the training, I was shocked at how
much Tom looked like my younger brother. I joked that everyone has a double and told him he
reminded me of my brother, but that Tom was better looking. Everyone laughed.
Apparently, it was no laughing matter because a woman in the program complained that it was
a sexist remark.
The definition of sexist is “prejudice or discrimination based on sex or gender, especially against
women and girls.” Its cousin, gender discrimination, is defined as a “situation in which people are
treated differently simply because they are male or female, rather than on the basis of their
individual skills or capabilities.”
I don’t consider myself sexist or discriminatory toward any gender. Initially, I dismissed the
woman’s offense as an overreaction. As I thought about it, though, I realized that what might not
seem offensive to me can unintentionally offend someone else.
I asked my client if she wanted me to apologize and she said no, but she was obligated to tell me
that someone complained.
Today, everyone seems to have a different tolerance level for such things. What upsets or offends
one person may not bother someone else. It’s understandable how people can be offended by
being called an ugly name. But if someone told me I shouldn’t pursue a singing career because I
can’t carry a tune, I would appreciate their honest opinion, whether I agreed with it or not.
Is political correctness bubbling out of control? Are we teaching the next generation to be
offended by anything that bothers them? How softly do we have to walk on eggshells?
In singer-songwriter Jason Mraz’s song, “Did You Get My Message,” he wonders:
“Do you ever wonder what happens to the words that we send/Do they bend? Do they break
from the flight that they take/And come back together again? With a whole new meaning/And a
brand-new sense completely unrelated to the one I sent.”
Our words and the way we use them are frequently misinterpreted and taken out of context.
Sometimes it’s not what we say but how we say it. To deal with such subjects, I’ve developed a
few rules of my own:
• Ask the right question. If you’re offended by something someone said, determine if that
person was deliberately trying to offend you. Then tell them why you were offended so
they develop a greater awareness and may refrain from doing it again.
• Embrace the learning opportunity. Instead of trying to convince yourself that someone is
overreacting, try to understand their viewpoint. You may still decide they’ve overreacted,
but you may also discover why they feel a certain way.
GENERAL EDUCATION
• Don’t respond emotionally. If someone is offended, don’t minimize their feelings.

Apologize and let it go.
• Pay attention. Often when someone is uncomfortable at something said, subtle body
language such as crossed arms, raised eyebrows and facial expressions are clues can be a
tip off. Instead of continuing, take a moment to read these visual clues and assess what’s
happening.
• Know when to get help. Most of the time, these suggestions will take the edge off, but if
you can’t resolve the issue, you may need to ask for help. At work, tell your manager what
happened so they can help mediate.
While political correctness may mean different things to different people, it’s not intended to halt
free speech or squash other’s opinions. Rather, it’s about trying to understand how certain words
and how they’re used can be hurtful. If those words unintentionally portray you in an unflattering
light, try to understand how they affect others, too.
MODULE 2: TASK 4 – STEREOTYPES ACROSS CULTURES (1 HOUR)
MODULE 2: TASK 4.1 PICTURE PROMPT
This is the start of the topic “Stereotypes Across Cultures”. Picture Prompt is a good
opportunity for you to share your knowledge or experiences related to the topic by
looking at the picture below and by answering the following questions.
1. What stereotypes do these people have about each other?
2. What stereotypes are there from where you are?
3. How do we get stereotypes? Where do they come from?
GENERAL EDUCATION
MODULE 2: TASK 4.2 -BUILDING YOUR UNDERSTANDING ON

STEREOTYPES ACROSS CULTURE WITH THE USE OF THE THREE-
LEVEL OUTLINE - GRADED FORMATIVE ASSESSMENT 3 (20 pts)
INSTRUCTIONS: Here, you will create an outline. First, think of a topic that pertains to
stereotypes across culture. Second, create a title that focus
es on your chosen topic. Third, organize all the ideas that you will use (about your chosen
topic) with the use of the three-level outline (see below). Though ideas can come from
your own insight, yet you are expected to consider information from scholarly resources.
Last, before you start to create your outline, do not forget to refer to the rubric on outline
making (see below). A three-level format is also shown here. For the entire copy of the
PowerPoint, you may check this link: https://slideplayer.com/slide/14473253/
GENERAL EDUCATION
Source: Gilbert, E. (n.d.) Outlining. https://slideplayer.com/slide/14473253/
Total Score – 20 Very Satisfactory Satisfactory Emerging Needs

pts Improvement
Title (30%) – 6 Title is original, Title is original Title show a Title has no
pts very creative and is pertinent modified relation to the
and is highly to the material. content(not topic.
pertinent to the totally original).
material. Title partially
pertains to the
topic.
Body (50%) - 10 Main points are Main points are Main points are Main points are
pts very clearly clearly somehow not identified.
identified. Sub identified. Sub identified. Sub
and supporting and supporting and supporting Sub and
points are in points are points are supporting
GENERAL EDUCATION
place. Complete somehow in somehow in points are not

sentences are place. Complete place. logically
used and not sentences are connected.
key words. used and not
key words.
Citation (20%) – APA style in-text Some APA style Limited APA No APA style in-
4 pts citations are in-text citations style in-text text citations
used throughout are used in the citations are were used.
the outline. outline. used through
out the outline
100% - 20 pts
REFERENCES:
Reading Materials:
Bourelle, J. (2015, July 11). How culture drives behavior. [Transcript].

https://singjupost.com/how- culture-drives-behaviours-julien-s-bourrelle-
tedxtrondheim/
Friedman, K. (n.d.). Viewpoint: Political correctness in the workplace. Retrieved from

https://www.bizjournals.com/philadelphia/news/2021/06/08/viewpoint-political-
correctness-in-the-workplace.html
Robson, D. (2017). How East and West think in profoundly different ways.
https://www.bbc.com/future/article/20170118-how-east-and-west-think-in-
profoundly-different-ways
Video Materials:
Bourelle, J. (2015, July 11). How culture drives behavior. [Video]. YouTube.
https://www.youtube.com/watch?v=l-Yy6poJ2zs
GENERAL EDUCATION

WEEK DAY ACTIVITIES
✔ ✘ Read the module and the assigned reading
materials
DAY 1
✔ ✘ Prepare your output for the graphic organizer -
WEEK 4 GFA 2
✔ ✘ Read article by Friedman
DAY 2
✔ ✘ Reflect on the picture prompts
DAY1 ✔ ✘ Prepare for the outline output – GFA 3
WEEK 5
DAY 2 ✔ ✘ Review your output.
✔ ✘ Submit the output
WEEK 6 Synthesis and Consultation
GENERAL EDUCATION

GENERAL EDUCATION
Module 3: Aids and Strategies when in Virtual Communication
Table of Contents
Module 3: Overview and To-Do List………………………………………………………. 1
Introduction to Virtual Communication……………………………………... 2
Module 3: Task 1 – Watch video 1…………………………………………………... 2
Module 3: Task 2 – Read the article………………………………………………. 3
Module 3: Task 3 – Watch video 2...........................................................4
Module 3: Task 4 – Create a virtual meeting..........................................5
Virtual Communication
“If you want to teach people a new way of thinking, don’t bother trying to teach them.
Instead, give them a tool, the use of which will lead to new ways of thinking.” ~ R.
Buckminster Fuller
Welcome to Module 3 of the course GED 0111 Purposive Communication! We’re

excited that you decided to take this important course. In this module, you will be
learning how technology drives new forms of communication and the new frontier of
building a communication culture. The challenges are more complex than just effectively
sharing messages, giving feedback, and making decisions. Virtual communication is not
the same as being in the same room, and certain signals and patterns that create
connection are lost. So, what are the best practices of the virtual world?
GENERAL EDUCATION
Inc. Magazine
• The purpose of Module 3 is to understand the importance of communicating

virtually and to navigate the different ways on how to cope with the new normal. It
will also focus on improving team communication and applying the different
communication strategies in using online platforms. The main objective of the
module is to create a virtual meeting where students can engage in professional
discourse.
Learning Outcomes:
By the end of the module, you will be able to:
Perform clearly and confidently in a formal setting using vocal variation; demonstrating
verbal responses that illustrate attention to the question asked; and answering each
question satisfactorily
To-Do List:
To successfully complete Module 3, the following tasks should be done:
1. Watch video 1
2. Read the article
3. Watch video 2
4. Create a virtual meeting using google meet or MS teams
GENERAL EDUCATION
MODULE 3: TASK 1 – WATCH VIDEO 1 (4 MINUTES)

Link: https://www.youtube.com/watch?v=pRG_8xjPK2E
G2 Learning Hub
Watch Video 1: Staying Connected and Communicating as a Team

Video Transcript: The success of any team depends on good communication. In the case
of a virtual team with members often in different places and different time zones, sometimes
with different working styles and cultures, effective communication is essential. This can be
a challenge. It means everyone on the team must be able to use appropriate tools and
strategies to stay connected with each other. There are proven methods that help virtual
teams communicate effectively.
The first is to create a social meeting point. This means ensuring that there's a forum to talk,
share information, ask questions, and get to know the other people on the team. This could
be a chat-based application such as Slack, or another team communication tool. The point
is to enlist a platform that gives team members a way to bond with one another, share
relevant information, and communicate informally. When you can't see your colleagues face
to face and have the social interactions that build relationships and rapport, it can be difficult
to establish trust. If it isn't managed correctly, this lack of trust can undermine everything that
the virtual team is trying to achieve. Having and regularly using a social meeting platform
helps to facilitate open communications and maintain that important level of trust among
team members.
Further, it's important to strengthen team communication by ensuring digital communication

can't be misunderstood. It's estimated that in face-to-face interactions, body language and
GENERAL EDUCATION
facial expression convey up to 55% of the information that people receive. On the phone and
in emails these visual queues are missing, so it's easier to misinterpret the meaning. Virtual
teams, therefore, require taking extra steps to ensure each message they send is clear.
Written and verbal messages must be unambiguous, straightforward, and only as detailed
as necessary to make the meaning clear. Reliable communication builds trust minimizes
conflict between team members and ensures everyone is on the same page.
A third way to ensure effective communication is to use the three levels of communication to
your best advantage. The levels are impersonal communication, personal communication,
and group communication. Impersonal communication, as the name implies, is simple and
formal and follows the established procedures for the given team or project. These are things
that involve minimal interaction, like delegating tasks, providing team status updates, and
sharing general information. Email or posting to a shared server generally suffices for this
type of communication. Personal communication, or one-on-one dialogue, helps build
relationships. This is just as important on a virtual team as it is in a traditional office. On a
virtual team, it's likely you'll need to communicate personally with colleagues at various levels
in a project hierarchy, your peers, the team leader, a manager, and so on. Personal
communication cuts down on misunderstandings and conflicts and is best suited for times
when there is no need to involve the whole team, like one-on-one catchups with teammates
over the phone or internal messaging.
Group communication is helpful when all members of the team need to get on the same
page, brainstorm, or have a live discussion, such as strategy meetings. These are virtual
meetings using tools such as WebEx or Skype for webinars or video conferencing where the
entire team can be present. They allow for easier distribution of information and open
discussion among team members.
The key is to make sure that you are an active participant in all forms of communication and
information sharing, and that there is a healthy balance of the three types. As a virtual team
member, you may work remotely, but communication with others is still integral to your role.
Teams are more than simply collections of individuals. Working together through effective
communication is how a team becomes more than the sum of its parts.
As you watch the videos, reflect on these questions: (small group discussion):
1. Why is establishing trust important in developing good virtual communication?

2. How are you coping with the rigors of online learning/communication?
MODULE 3: TASK 2 – Read the article:
GENERAL EDUCATION
Virtual Communication: The One Thing You Can Do To Be More Effective by Tracey
Brower, October 18, 2020 . Link : Virtual Communication: The One Thing You Can Do To Be
More Effective (forbes.com)
MODULE 3: TASK 3 – WATCH VIDEO 2 (3 MINUTES)

https://www.youtube.com/watch?v=eisfFx20FdI
Video 2: Setting Communication Standards for Virtual Teams
Leading with Trust
Video transcript: Effective communication is perhaps the biggest challenge facing virtual
teams. Can remote teams be as efficient as co-located teams in the absence of face-to-face
communication? Certainly! As long as team members have quick and flexible access to
information and each other and can follow predictable standards regarding the flow of
information they can be just as successful. The nature of a virtual team mandates that
effective communication is key to success. Virtual teams are faced with two main
communication challenges. The first is the way they deliver messages. A good rule of thumb
is to let the purpose of the message determine the tool used that is sending information in an
appropriate format. The second challenge is that communication can easily lead to
misunderstandings.
Members must be able to judge the meaning of the message, read between the lines of an
email and judge someone's tone of voice during a teleconference. And this is especially
GENERAL EDUCATION
important when getting or giving feedback to team members. No one likes to be left in the
dark so set rules about the expected speed of response for texts, emails or phone calls.
Make it clear how often you expect team members to check their messages and what time
of day you'll normally communicate. Equally important are rules about acknowledging the
receipt of messages and showing that the message is understood. This predictability creates
trust and confidence between teammates.
You need to provide guidance about which communication tools to use and when. The tool
must fit the messages intent. Things like when to make a phone call, send an email, or use
the message board. Use email to schedule meetings. If a message is long or nuanced, pick
up the phone. It allows for immediate clarification. Text or use instant messaging with
anything that can be answered easily and quickly. Want everyone's input?
Use videoconferencing for creative brainstorming sessions to strategize as a team or for a

team milestone meeting. Provide guidelines for emails and chat programs too. Encourage
your team to use subject clients that convey the main point of the email to avoid
miscommunication and establish threats. Create standards for response time, confidentiality,
tone and message archiving. For tab programs like IM tell them when it’s okay to use them
whether they should keep records of the messages, acceptable subject matter and how to
follow-up. As a manager, you need frequent contact with everyone on the team to make sure
you're all on the same page.
Create a plan outlining the method, style and frequency for staying in touch with your team
members and share with everyone. Check-in daily via informal email exchanges or schedule
a more formal team phone call once a week as best fits the needs of the work. Regular one-
on-one meetings via videoconference work well for updating team members, maintaining
rapport and aligning priorities individually. Few things interrupt your workflow more than your
team contacting you at all hours for updates. Be proactive and send messages to let them
know when you're not available or to update them in the project status. Technology enables
constant communication but establishing the right method of communication for the
message is vital for effective communication.
Task 4: Graded Formative Assessment 4
Directions: This task will measure on how you will preside a meeting virtually.
Assuming two or three members will act as presentors and the dummy audience will be
your facilitator in this course and another member (optional).
The presiders of the meeting will present a proposal on how to make Tiktok a useful
medium to educate college students.
Duration of the presentation will be 5 minutes.

MS Team app will be used as the videoconferencing app.
GENERAL EDUCATION
Steps on how to use MS Teams meeting:

• Click Meetings from the Apps bar.
• Click the Schedule a Meeting button that appears at the bottom of the left pane.
• Schedule a Teams meeting.
• From the New meeting window, enter the Title, Location, Start and End
Date/Time, Details, Channel, and the names of the people you want to invite to
the meeting.
Rubric for the Virtual Presentation (Either Individual or in Group)
CATEGORY OUTSTANDING ACCOMPLISHED CAPABLE DEVELOPING BEGINNER

5 4 3 2 1
Content Presentation is Presentation is Presentation highlights Presentation highlights Presentation is poor.
clear, concise, and complete and clear. some important details. some important details Little to no ideas or
Presentation complete. Ideas or Ideas or themes are Ideas or themes are and is loosely themes are presented
of ideas or themes themes are presented or presented and presented. Only some or developed.
(25%) - 5 pts presented or explained. developed properly. ideas or themes are
explained carefully. presented and
Development developed properly.
of ideas or themes Some ideas or themes
(25%) – 5 pts are inconsistent or are
presented illogically at
times.
Verbal Skills Excellent use of the Great use of the Good command of the Poor command of the Doesn’t use the
(25%) - 5 pts language and is language and is language and is language and is language and is
enthusiastic and somehow enthusiastic enthusiastic from time somehow boring. boring.
easy to listen to. and easy to listen to. to time.
Persuasive Effect Highly persuasive Very Persuasive Persuasive Limited Persuasion Persuasion is weak.
(25%) – 5 pts
100% - 20 pts
Scoring Rubric prepared by: Wayne Winter Uyseco and Norberto Bana, III with minor modification from
the facilitator of this course.
If done in group each individual score shall be added. Then the average will be computed.
Example : A- 15 pts and B- 15 pts = 30 pts/2 = 15 pts will be the score of the team.
GENERAL EDUCATION
References:
Virtual Communication: The One Thing You Can Do To Be More Effective by Tracey
Brower, October 18, 2020 . Link : Virtual Communication: The One Thing You Can Do To Be
More Effective (forbes.com)
Ford, Robert C. (2016). Strategies for building effective virtual teams: Trust is key.
www.sciencedirect.com www.elsevier.com/locate/bushor
Becker, E. & Wortmann, J. (2021). Mastering Communication at Work: How to lead,

manage, and influence, 2nd edition.

WEEK DAY ACTIVITIES
DAY 1
WEEK 7
✔ ✘ Prepare for the Graded FA 4 /Review output
DAY 2
✔ ✘ Consultation day
DAY1 ✔ ✘ Practice
WEEK 8 DAY 2 ✔ ✘ Presentation day
GENERAL EDUCATION
Distribution of activities and workload template:
Estimated work time

CELO/competency Activities / Resources Submission
Content In class Outside
to be assessed / Assessment date
hours class hours
MODULE 3: TASK 1 –
WATCH VIDEO 1
(4 MINUTES)
Link:
Watch https://www.youtub
Module 3-Task 1
video 1 e.com/watch?v=pRG
_8xjPK2E
Read the article:
Virtual
Communication:
The One Thing You
Can Do To Be More
Effective by Tracey
Brower, October 18,
Read the 2020 .
Module 3-Task 2
article
Link : Virtual
Communication: The
One Thing You Can
Do To Be More
Effective
(forbes.com)
WATCH VIDEO 2 (3
MINUTES)
https://www.youtub
Watch e.com/watch?v=eisfF
Module 3-Task 3 video 2 x20FdI
Video 2: Setting
Communication
Standards for Virtual
Teams
GENERAL EDUCATION
Create a
Task 4: Formative
virtual
Assessment :
meeting
Delivering A
using
Module 3-Task 4 Virtual
google
Presentation
meet or MS
teams
Summary of hours of student work template
HOURS AND ACTIVITIES IN CLASS HOURS

Introductory Lectures (on generic competence; contents and questions on specific content 1
matter, academic paper guidelines)
Practical activities (screening on videos, group approaches and discussions, preparation of 1
questions of introductory lectures)
Tutorials – group meetings 1
Tests
-ADD MORE ROW-
HOURS AND ACTIVITIES OUTSIDE THE CLASS HOURS
Readings of articles and literary texts (specific competences) 1
Screening of resources (Videos) 1
Individual preparation, search for information, analysis, reflection and study of introductory
lectures (on generic and specific competences)
Preparation and writing of academic paper and individual self-assessment (time shared with
readings, screening and analysis)
-ADD MORE ROWS-
TOTAL
Assessment summary sheet template
CELOs/Compet Topic/Activity Percentag Deadli

ency Assessed e ne
equivalen
t
GENERAL EDUCATION
Assessment Staying Connected and Communicating as

1 a Team
(small group (short video)
discussion)
CELO 8 Assessment Virtual Team Communication: What is it,
2 Top challenges, and best practices
Assessment Setting Communication Standards for

3 Virtual Teams
(small group (short video)
discussion)
Assessment Delivering A Virtual Presentation

4
Graded FA 4

WEEK DAY ACTIVITIES
DAY 1
WEEK 2
DAY 2
WEEK 3
1
GENERAL EDUCATION
DAY 2 ✔ ✘ Review your output.

GENERAL EDUCATION

GENERAL EDUCATION
Module 4: Communication in the 21st Century Under the New Normal
Communication drastically changed in this New Normal. From minimal to

moderate exposure to online communication, which in turn, surged into its maximum
utilization amidst the pandemic. This module will present interpersonal communication
focusing on audience-centered communication and assessing the proper tone of the
messages in writing emails. In addition to writing emails, this module will important
aspects of building one’s professional image online particularly as a preparation for the
student’s job application today and in the future.
Learning Outcomes:
By the end of this module, you will be able to:
a. Write and assess audience-centered communication needed for professional
purposes
b. Build and present one's professional image online

Module 4 : Table of Contents
A. Introduction to Communication in the 21st century under the New Normal
Module 4:Task 1 – Critique the Email
Module 4: Activity - Discussion on the parts of an email
Module 4:Task 2 – Create an email
Module 4: Activity – Discussion on para language and writing tones
Module 4 Task 3 - Emojinary Game
Module 4 Task 4 - Formative Assessment 5
Module 4 Task 5 – Formative Assessment 6
Module 4 Activity – Discussion on building one’s professional image online
Module 4 Task 7 - Formative Assessment 7 – Create your own social media
profile
A. Introduction to Communication in the 21st century under the new normal
GENERAL EDUCATION
SUBTOPIC 1 - Email format and writing tone
1. Task 1 - Format of an email
Directions: Based on the screenshot, please identify the parts of the email. This may
done individually or by pair.
Read the material
Getting People to Read and Act on Your Messages

Source : Writing Effective Emails - Communication Skills from MindTools.com
Processing (Discussion)
Guide Questions:
1.Why is the content of the subject line important? Why should it be clear?
2. What should be the essential parts of the content of your email? How should major
points be written in the content?
3. Where can you find the request for an action (to-do by the receiver) in the part of your
email?
GENERAL EDUCATION
Source: How To Write a Professional Email | Indeed.com
Parts of an email
1. Subject line - presents the brief idea of the content of the email. Normally,
answers what?, when? or where? or a combination either of the two questions
that one would like to tell the receiver at the start of the email.
2. Salutation - to whom you are addressing the email; this is informal not the
typical salutation that you use in a formal letter (hard copy).
3. Body or Content - details of your email; ideally must have 3 paragraphs.
4. Closing – parting word or words to close the email.
5. Signature – your name
Task 2 - Practice Writing an Email (non-graded assessment)
Directions: After reading the article, you are now required to create an email. The
purpose of the email is to send a proposal to save the seas project to your supervisor
for approval. This activity will assess the completeness of the parts of the email and
the quality of its content. Create an email using your email account, take a screenshot
of your email and submit it to Canvas assignment.
2. Read the material – Business English Writing: The golden standard

Business English Writing: The Golden Standard
by JENNIFER FROST on APRIL 2, 2013
GENERAL EDUCATION
Whether you work in an office or at home, chances are the bulk of your work
requires you to communicate with clients and stakeholders via the written word. But
here’s the deal; most business-related courses don’t put enough emphasis on business
writing standards, which means that even the most educated business people make
common errors on a daily basis.
Solid business writing skills are of increasing importance in the digital age. Learning the
core basics of effective written communication will put you in an advantageous position
over your competitors, helping you communicate more effectively with your
customers/clients. Better written communication translates into better relationships,
which in the business world translates to increased success.
Whether you flunked English class or graduated with an English language degree, you
will benefit from implementing these 10 core business English writing rules, which form
the gold standard for professional business communications.
1. Leave Out the Office-Speak Jargon

Your boss might enjoy using cliché phrases like “think outside the box” and “360-
degree thinking”, but don’t let this infectious office-speak find its way into your written
work. Business writing should be clear and free of ambiguity; so leave the jargon for
meetings and company conferences. The last thing you want is for those reading your
work to feel like they are reading a script from an episode of ‘The Office’.
2. Don’t Try too Hard

It’s obvious to a reader when a writer is trying too hard, because they use $10 words
where $5 words will suffice. A business document isn’t verified as such by the amount
of big words you use, and attempting to fill the pages with the longest words in the
Oxford English dictionary will appear as if you’re trying too hard to sound intelligent.
Leave out the tongue twisting vocabulary and use short, declarative sentences.
3. Pay Attention to Names and Gender

There is nothing worse than writing Mr. to a Mrs., except perhaps spelling a person’s
name incorrectly. Make sure you double-check the spelling of the recipient’s name, and
ensure you have the correct gender title before you send your email or letter.
4. Make Emails Short and Concise
GENERAL EDUCATION
When writing an email, put the point across in the first paragraph. You are far more
likely to get the answer you are looking for if your idea or question is put across directly
without unnecessary verbiage. Save time by getting straight to the point and avoiding
chitchat. People have a tendency to feel bad for not throwing in a few niceties before
getting to the point. But this is the business world where time is money. There is no
need to ask about the recipient’s weekend or plans for lunch. Maximise the potential of
the outcome by being polite, direct and concise.
5. Curb Your Enthusiasm

You might be excited about your ideas, but don’t let your writing portray you like an
excited child. Refrain from using exclamation points in important documents, no matter
how energized you feel. The same should be applied to typing emails; avoid signing off
with quirky endings like “See yaa!” or “Here’s to our success”! Put across a calm,
positive, professional approach and you are likely to receive a similar response.
6. Use Active Verbs Over Passive Verbs

Using active verbs assists in creating more professional sentences. For example, rather
than writing, “The seminar was led by Jack”, write, “Jack led the seminar”. This style of
writing will bring a more energetic, assertive vibe to your prose.
7. Remember the 5 W’s: Who? What? When? Where? Why?

If you struggle with business writing then you’ll do well to write this rule on a post-it note
and stick it somewhere on your desk. If you have all the W’s covered you will, at the
very least, cover all the bases you need to when writing a proposal, strategy document
or email. You might also do well to add a ‘how’ to the end of this list. This last piece of
the equation will help you form your ‘call to action’.
8. Include a Call to Action

People receive stacks of emails and documents each week, and the higher up the
ladder you go, the more written communication you receive. Much of this information is
discarded and incorrectly acted upon because it lacks a call to action. Let the recipient
know exactly what to do with the information you have provided. Should they reply?
Should they pass the information to another person? Should they bin it? The clearer you
make your call to action the more likely you are to receive the response you hoped for.
9. Avoid Decision Paralysis

Any savvy marketer will tell you that giving a consumer too much choice is a bad thing.
People need to be funnelled towards a decision, because when left with multiple
GENERAL EDUCATION
choices they either can’t decide or take too long to decide. Avoid decision paralysis by
limiting choice in your business writing.
10. Write Twice. Check Twice

All important business documents require an editing and proofreading process. The
most effective way to do this is as follows: Write your first draft without second guessing
your grammar. Now go over the draft adhering to the aforementioned tips of this post.
Now go back over the document again and check for grammatical errors and spelling
mistakes. Take time to rework your sentences to the best of your ability. If you have a
day or two before you need to submit your work, put the document aside and come
back to it on a fresh head. Check it over one last time before submission.
END OF THE READING
Task 3 : Emojinary game
The class will guess the movie based on the emojis presented. The first three rounds
are practice round and includes any film under the sun. The succeeding rounds are
films about writing. Here is a sample round (answer: To all the boys I have loved
before). The first two rounds are Hollywood film and the last two are Filipino movies.
The complete copy of the activity is prepared in an attached PowerPoint presentation.
The answers are provided at the notes of each slide/round. Let us see how many
rounds you can guess.
Activity : Discussion about paralanguage and writing tones
The class will review their knowledge about non-verbal messages, which are:
• Appearance or artifacts
• Proxemics
• Chronemics
• Kinesics (gesture, posture, & facial expression)
• Haptics
• Oculesics
• Silence
• Olfactics
• Vocalics or paralanguage
After giving emphasis on paralanguage, the discussion may turn into imagining a
scenario where there is absence of paralanguage in a communication occurrence. This
scenario usually happens through mediated communication such as e-mail. In the
absence of paralanguage, communicators often rely to alternatives such as emoticons,
GENERAL EDUCATION
emojis, GIFs, and memes. Apart from the informal symbols mentioned, in the
professional setting, people rely to writing tones specially in e-mail messages. The class
will then distinguish what are the aspects that comprise writing tones. (Supplementary
discussion is provided in the PPT attachment)
Task 4 :
FORMATIVE ASSESSMENT 5: EMAIL PRACTICE
Directions:
Letter #1: This is an example of a rude resignation letter. Regardless of the situation, an
employee should be professional at all times. Kindly revise and make it sound professional,
regardless of how bad you feel towards the boos/company, by applying the tips on how to improve
our writing skills.
  
Dear Mr. Somebody,
I am writing to inform you of my resignation effective immediately. The three months I have
spent working for you have been a colossal waste of my time, and I see no reason to continue.
Your business is the most poorly run software company I can imagine, and it is absolutely
amazing that it continues to hang on. Please send my final paycheck to my home address.
Cheers,
Ann Cruz
1. Your revised version of the above resignation letter. (5 points)
3. Why is it important that employees should know how to make a professional letter such
as resignation letter? (5 points)
Content Excellent Very Satisfactory Satisfactory Fair Needs

Improve-
ment
Content The output is The output is The output is The The output
(40%) – 8 exceptional. very satisfactory. satisfactory. output is fails to
pts Completeness Completeness Completeness not meet the all
and clarity of and clarity of the and clarity of satisfacto the
GENERAL EDUCATION
the email are email are very the email are ry. requiremen
outstanding. satisfactory. satisfactory. Complete t.
ness and
Qualifies for clarity of Complete
university – the email ness and
wide academic are not clarity of
presentation . evident. the email
need
improve-
ment.
Tone (40%) The email The email The email The email The email
- 8 pts exhibited exhibited a very exhibited a exhibited did not
highly and respectful tone respectful a limited exhibit a
completely and choice of tone and /isolated single
with respectful words is very choice of respectful instance of
tone and tactful. words is tone. respectful
choice of tactful. Some tone. Being
words is words tact is not
highly/totally chosen evident in
tactful. written the entire
are not email.
tactful.
Format and The format is The format is The format is The The format
Grammar completely completely somehow format is is distorted.
and followed. followed. followed. not
Punctuation Output is done followed. Gross error
Marks – 4 with mastery. Negligible error Evident errors in grammar
pts in grammar. in grammar. Numerou and in the
No error in Some Some serror in use of
(20%) grammar. No punctuation punctuation grammar. punctuatio
missing or marks are marks are n marks.
inappropriate missing or are missing or are Punctuati
punctuation inappropriate. inappropriate. on marks
mark. are not
used
according
ly or are
not
evident in
the email.
100% - 20
pts
GENERAL EDUCATION
FORMATIVE ASSESSMENT 6
PART B
Write an inquiry e-mail to your teacher with the given specific purpose. Your message should
not exceed more than five sentences. Observe proper email functions and writing tone.
1. Ask for grade explanation: You noticed that one of your assessments was not included and
recorded correctly. (5 points)
2. Request for deadline extension: You were not able to submit your work on the given deadline
due to internet connection concern and you had errands at home. (5 points)
3.Review and submit in Canvas
Content Excellent Very Satisfactory Satisfactory Fair Needs

Improve-
ment
Content The output is The output is The output is The The output
(40%) – 8 exceptional. very satisfactory. satisfactory. output is fails to
pts Completeness Completeness Completeness not meet the all
and clarity of and clarity of the and clarity of satisfacto the
the email are email are very the email are ry. requiremen
outstanding. satisfactory. satisfactory. Complete t.
ness and
Qualifies for clarity of Complete
university – the email ness and
wide academic are not clarity of
presentation . evident. the email
need
improve-
ment.
Tone (40%)- The email The email The email The email The email
8 pts exhibited exhibited a very exhibited a exhibited did not
highly and respectful tone respectful a limited exhibit a
completely and choice of tone and /isolated single
with respectful words is very choice of respectful instance of
tone and tactful. words is tone. respectful
choice of tactful. Some tone. Being
words is words tact is not
highly/totally chosen evident in
tactful. written the entire
email.
GENERAL EDUCATION
are not
tactful.
Format and The format is The format is The format is The The format
Grammar completely completely somehow format is is distorted.
and followed. followed. followed. not
Punctuation Output is done followed. Gross error
Marks - 4 with mastery. Negligible error Evident errors in grammar
pts in grammar. in grammar. Numerou and in the
No error in Some Some s error in use of
(20%) grammar. No punctuation punctuation grammar. punctuatio
missing or marks are marks are n marks.
inappropriate missing or are missing or are Punctuati
punctuation inappropriate. inappropriate. on marks
mark. are not
used
according
ly or are
not
evident in
the email.
100% - 20
pts
SUBTOPIC 2 - Building one's professional image
Building one’s professional image online is an important aspect to manage for anyone
who is working or for anyone who will work in the future. It is evident that the pandemic
has immensely increased the utilization of social media in various activities, particularly -
job recruitment. The focus of this subtopic is to determine the factors that students can
use to build his or her professional image online. The basic task of managing one’s social
media account will definitely work to the individual’s advantage in his employment
endeavors.
Task 5 - What do you think?
GENERAL EDUCATION
Directions: What is the first adjective that comes into your mind about the woman in
the picture? Then, explain why did you choose such adjective? This may be done
individually or by pair.
Source: Microsoft stock photos. Unknown artist.
Read the online articles indicated below:
1.How to create professional online profiles?
How to Create Professional Online Profiles BY ALISON DOYLE Updated February 27,
2020 (Retrieved from Build a Professional Online Presence (thebalancecareers.com)
When you're looking for a new job or positioning yourself for career growth, it's
important to have an online presence where you can showcase your skills and
experience. Your online professional profiles will also help you connect with contacts
who can expedite your job search and assist you with moving up the
career ladder? Here are some of the websites where you should create an online
profile. Do be sure to actively manage your profiles so they are up to date. Employers
and contacts want to see current information. Also, be sure to keep your professional
life separate from your personal one. When you have multiple accounts, it can be easy
to mix them up.
Think twice before you post to be sure everything is being posted to the right place.
When you're consistent across sites, using the same themes and photos, you will be
able to create a strong personal—and professional—brand. Review these examples of
GENERAL EDUCATION
profiles to get ideas for building your own professional presence on social media and
the internet.
LinkedIn Profile
LinkedIn is "the" site for professional networking. Recruiters actively use it to source
candidates and it's the best resource for building and managing your career network.
Update your profile frequently, include your employment history, education, skills, and
examples of projects you've worked on. Engage with other users and spend time
growing your network. The more connections you have, the greater your visibility.
Twitter Profile
Twitter is a terrific way to establish yourself as an expert in your industry. Tweet about
what's happening in your industry—news, events, and advice. Also, be sure to retweet
advice from industry leaders. Take the time to follow (and retweet) companies you're
interested in. You may be able to get new job postings before they are listed elsewhere
online.
Pinterest Page
Pinterest is a great way to impress your connections and prospective employers.

Pinterest shows hiring managers that you are on top of and engaged with what's
happening online and you can highlight your resume and your professional work. Once
you have set up Pinterest, you can add a link to your page from your LinkedIn and other
online profiles, websites, and blogs.
Personal website or blog
A blog or personal website that is related to your career interests is a good place to
highlight your expertise and an ideal way to feature your credentials. You can provide
information on what you have to offer an employer, link to your online social profiles,
and share your contact details with prospective employers and networking contacts. Do
be careful to keep it relevant to your career interests, if you're writing it while job
searching.
An About Me Page for Your Site
If you have a personal website, portfolio, or blog, you can use your "About Me" page to
engage readers, promote your professional brand, and sell your skills to prospective
clients and employers. Here's how to write a perfect "About Me" page with examples.
GENERAL EDUCATION
Build Your Professional Brand
One way to increase your visibility is to build a professional brand that is consistent
across all the social media platforms you use. For example, you can use the same
photo on all your profiles. You can also create a branding statement and use some or all
of it, so you're sending the same pitch or message on all your social pages.
Be Careful About Privacy
Remember that employers will probably be looking at all the information you have
online. Take the time to periodically check all the information you have posted to make
sure that it's acceptable for professional viewing, so you can make sure you don't get
any unpleasant surprises during the hiring process.
(END OF ARTICLE)
2. 70% of employers are snooping candidates’ social media profiles
70% of employers are snooping candidates’ social media profiles | CareerBuilder

By: Lauren Salm | June 15, 2017
Find out why employers are searching for your social profiles - and what they're looking
for. Scrolling through your photos from this past weekend and laughing at the
debauchery of your Hangover-esque charades? Ranting about your current job or co-
workers because you think you're just among "friends?" Think again. According to a
new CareerBuilder survey, 70 percent of employers use social media to screen
candidates before hiring, which is up significantly from 60 percent in 2016. So, pause
before you post – if you think it could be questionable or inappropriate, you should go
with your gut. So, what to flaunt vs. flop? Social recruiting is now a "thing" when it
comes to hiring candidates – 3 in 10 employers have someone dedicated to solely
getting the scoop on your online persona. Employers are searching for a few key items
when researching candidates via social networking sites as good signs to hire:
Information that supports their qualifications for the job (61 percent) If the candidate has
a professional online persona at all (50 percent) What other people are posting about
the candidates (37 percent) For any reason at all not to hire a candidate (24 percent)
And they aren't stopping there either – 69 percent are using online search engines such
as Google, Yahoo and Bing to research candidates as well, compared to 59 percent last
year. The no-no's when using social networks with more than half of employers (54
percent) finding content on social media that caused them not to hire a candidate, why
take your chances? Pause before you post and remember these key reasons that
employers were turned off by a candidate's online presence: Candidate posted
provocative or inappropriate photographs, videos or information: 39 percent Candidate
posted information about them drinking or using drugs: 38 percent Candidate had
discriminatory comments related to race, gender or religion: 32 percent Candidate bad-
GENERAL EDUCATION
mouthed their previous company or fellow employee: 30 percent Candidate lied about
qualifications: 27 percent Candidate had poor communication skills: 27 percent
Candidate was linked to criminal behaviour: 26 percent Candidate shared confidential
information from previous employers: 23 percent Candidate's screen name was
unprofessional: 22 percent Candidate lied about an absence: 17 percent Candidate
posted too frequently: 17 percent.
Using social media to your advantage You don't have to look at your online persona as
problem. There are things you can do on Twitter or Facebook that can actually up your
chances of employment. Use it as an opportunity to stand out in a positive way and
showcase your personality. In fact, more than 44 percent of employers have found
content on a social networking site that caused them to hire the candidate. Among the
primary reasons employers hired a candidate based on their social networking
site were candidate's background information supported their professional qualifications
(38 percent), great communication skills (37 percent), a professional image (36
percent), and creativity (35 percent). But don't avoid the stress all together by deleting
or hiding your profiles. Believe it or not, this can be even more detrimental to your
brand. Fifty-seven percent of employers are less likely to call someone in if the
candidate is a ghost online. The bottom line? Think before you post, because there's
always someone watching. Don't put anything online that you wouldn't want your mom,
grandma, dad, uncle, best friend's mom or cat to see or read.
(END OF ARTICLE)
Activity 3: Building One’s Professional Image Online
Directions: Reflect on the guide questions indicated below. This part of the module
will allow you to assess, how have you been managing the content of your social media
account?
Questions to ponder:
a. Do you post sensitive information (like your residence or a mobile
number)?
b. Do you use discreet words when you comment?
c. Do you find your profile picture acceptable for public viewing?
d. Do you practice prudence when you upload a picture or make
a comment?
(Please go to the Module 4 files under PowerPoint Presentation: access Impact of a

click)
Activity 3: Discussion on Building One’s Professional Image Online
GENERAL EDUCATION
(Please go to the Module 4 files under PowerPoint Presentation; access “Impact of a

Click”)
Task 6: Formative Assessment 7
Formative Assessment 6: Social Media Profile

Directions: Hypothetical Situation. You do not have to upload in your actual social
media account. Just submit as output in this assignment portal. Assuming, you are to
create a social media profile. How will you present yourself professionally? (20 pts.)
Your social media profile should include the following information:

a. Display Photo
b. Brief description of yourself: an expertise or best skill (Minimum of 10 words to a
maximum of 15 words)
c. Interest: not related to work; personal interest/hobbies (Minimum of 10 words to a
maximum of 15 words)
d. Post: one uploaded content
Guidelines:
1.Your output should be one page only.
2.Be creative.
3. Save as word file or PDF.
4. Submit to Canvas assignment
Excellent Very Satisfactory Fair Needs

Satisfactory Improvemen
9-10 pts 7-8 pts 5-6 pts 3-4 pts t
1-2pts
Content All One of the Two of the Three of the All of the
information requirement requirement requirement requirement
presented s is missing s are s are s are
exceptionall or weak. missing or missing or missing or
y depicted a weak. weak. weak.
professional The output
image. highly The output The The output
depicted a depicted a somehow did not
Qualifies for professional professional output depict a
a university- image. image. depicted a professional
wide professional image.
reference image.
material
GENERAL EDUCATION

6 pts 4 pts 4 pts 3 pts t
1-2 pts
Creativity Exceptionall Highly Unique and Somehow Not unique
and y unique unique and attracted the unique and and did not
originality and fully fully attention of somehow attract the
attracted the attracted the the reader attracted the attention of
attention of attention of attention of the reader
the reader the reader the reader

4 pts 3 pts 2 pts 1 pt t
0 pt
Grammar No error in Negligible Minor errors Several Numerous
and spelling grammar error in in grammar errors in errors in
and spelling grammar and spelling grammar grammar
and spelling and spelling and spelling
References
Doyle, A. (2020, February). How to Build a Professional Online Presence. The Balance
Careers. https://www.thebalancecareers.com/sample-online-profiles-4061813.
Frost, J. (2013, April 2). Business English writing: The golden standard. Grammar
Check Newsletter. https://www.grammarcheck.net/business-english-writing-
the-golden-standard/
Mind Tools Content Team. (n.d.). Writing Effective Emails: Getting People to Read and
Act on Your Messages. MindTools.
https://www.mindtools.com/CommSkll/EmailCommunication.htm.
Salm, L. (2017, June 15). 70% of employers are snooping candidates' social media
profiles. CareerBuilder. https://www.careerbuilder.com/advice/social-media-
survey-2017.
GENERAL EDUCATION
Estimated work
Submission date
CELO/competency Activities / Resources time
Content
to be assessed / Assessment Outside
In class hours
class hours
2.5 hrs – per
1 week – Read
Email Writing 2 the module,
3 hrs- per week
(Proper Format) 3 assigned
4 article, and
presentation
1
Email Writing 2
3 hrs
(Proper Tone) 3
4
1. Individual or
group activity -
What do you
think?
2. Read the assigned

materials. Graded
Building
3. Discussion/sharing Formative
Professional 3 hours 2.5 hours
of ideas or social Assessment
Image Online
media -
management.
4. Work on the
formative
asessment no. 6
5. Feedback
Summary of Hours of Student Work
HOURS AND ACTIVITIES IN CLASS HOURS

Introductory Lectures (on generic competence; contents and
questions on specific content matter, academic paper guidelines)
Email Writing (Proper Format) 3
Email Writing (Proper Tone) 3
Building Professional Image Online 20 mins.
GENERAL EDUCATION
Practical activities (screening on videos, group approaches and

discussions, preparation of questions of introductory lectures)
Email Writing (Proper format) –
Email Writing (Proper tone) –
Building Professional Image- 1
Preliminary Activity
Discussion/Group Work
Reflections and Take-aways
Tutorials – group meetings
Tests (short mid-term tests, final exam) 30 mins

Building Professional Image-
Photo Analysis 45 mins.
HOURS AND ACTIVITIES OUTSIDE THE CLASS HOURS

Readings of articles and literary texts (specific competences) 2.5 per week = 7.5 total for
3 weeks
1. Reading of the articles - 30 mins
Screening of resources (Videos) 2.5

No videos
Individual preparation, search for information, analysis, reflection 2.5

and study of introductory lectures (on generic and specific
competences)
Read the entire module and the powerpoint preparation - 1
hour
GENERAL EDUCATION
Preparation and writing of academic paper and individual self- 2.5

assessment (time shared with readings, screening and analysis)
Preparation and review of the GFA for submission - 1 hour
TOTAL 7 hrs and 30 mins
(maximum for 3 weeks)
Assessment Summary Sheet
CELOs/Competency Topic/Activity Percentage Deadline
Assessed equivalent
CELO 3 Assessment Write an email
1
Assessment GFA 5
2 Directions: Complete the
exercises for part A and B.
PART A
Letter #1: This is an example of a
rude resignation letter. Regardless
of the situation, an employee should
be professional at all times. Kindly
revise and make it sound
professional, regardless of how bad
you feel towards the boos/company,
by applying the tips on how to
improve our writing skills.
Assessment GFA 6
3 PART B
Write an inquiry e-mail to your
teacher with the given specific
purpose. Your message should not
exceed more than five sentences.
Observe proper email functions and
writing tone.
New CELO Assessment 1. A photo analysis will be done Non-graded

4 by the class to gauge their
formative
sense of judgment whether the
7 Build and photo is professional looking or assessment
present one's not
professional image
online
GENERAL EDUCATION
Assessment
GFA 7 Graded Formative Assessment will
assess the students understanding
of the factors on how to build a
professional social media image
GENERAL EDUCATION

WEEK DAY ACTIVITIES
DAY 1
WEEK 2
DAY 2
1
WEEK 3 DAY 2 ✔ ✘ Review your output.
GENERAL EDUCATION
Module 5
Do’s and Don’ts During Job Interview
Specific Learning Outcomes
1. Provide a personality, communication and critical thinking skills development through

job interview
2. Introduce the skills on how to successfully handle job interview
As you journey through your academic life, along side with it, is that you also
prepare yourself to the world of employment. This may sound usual, but we normally
would want to be employed after graduation unless you want to run your own business.
After submitting your resume, you may get an invitation to be interviewed. This module
will give you basic strategies or techniques on how to conduct yourself while in a job
interview
Table of Contents
Module 4:Task 1 – What should you do before a job interview?

Module 4: Activity – Tell me quickly
Module 4:Acvity 2 – Watch this video:
Module 4: Task 2 - Graded Formative Assessment : Live Job Interview
GENERAL EDUCATION
I.Introduction
For someone who is a fresh graduate (or a student) and with no work experience,
you may feel that you are in a very odd situation in your first job interview especially when
you would like to start to work and earn money to defray your daily expenses. Getting a
job that you like is perhaps the most rewarding point in your life. But getting that job that
you dream of has a pre-requisite - that is performing well during the job interview.
Preparing for the job interview must be taken seriously as this early stage of your life.
The quality of your answers during the interview will be the key to your future success.
II.Preliminary Activity. This activity will assess whether you have an idea on what type
of preparations should you do before your interview.
What should you do before you attend a zoom job interview? Tell it quickly. What first
word that comes into your mind.
III.Processing and Deepening. This part of the module will provide the steps on what
should you do before and during the job interview. Preparation is the key to ace a job
interview.
Before the interview
Plan ahead
1.Prepare yourself while you are a student . Do not prepare after you graduate.
Remember that your knowledge and skills (communication skills, critical thinking and
working with team members, to mention a few) must be developed while you are in
school. Grab every opportunity while you are a student.
2.Know the company

Read the background of the company that you intend to apply for.
Before appearing on the day of the interview
1.Grooming is the first order of the day.

2.Vocalize
3. Be present 15 minutes (if allowed) before the scheduled online interview; if in-person
at least 30 minutes before the scheduled interview.
4. Phone must be in silent mode.
During the interview

1.Be an attentive listener.
GENERAL EDUCATION
2.Focus on the question and be responsive to it (the question).

3. Be confident. When you answer, assure the interviewer that you know what you are
saying.
3. Answer the question briefly. If there is a need to explain, do it.
Watch this video for additional tips

How To Answer Interview Questions With NO EXPERIENCE! (PASS Your Interview)
By: Richard Mcmunn Retrieved from How To Answer Interview Questions With NO
EXPERIENCE! (PASS Your Interview) - YouTube
IV.Synthesis. Graded Formative Assessment 8
Directions: Prepare for a Mock Live Interview to be conducted by your facilitator.
Mechanics;
• Duration : 2 minutes
• How : Using MS Teams video conference call
• Job interview for the position of Sales Assistant
• Attire : Corporate attire
• Be ready during the call during our class schedule

WEEK DAY ACTIVITIES
✔ ✘ Preliminary Activity
DAY 1
✔ ✘ Read the assigned material
WEEK 7
✔ ✘ Processing
DAY 2
✔ ✘ Deepening
DAY1 ✔ ✘ Answer the Essential Question (Synthesis)
WEEK 8 DAY 2 ✔ ✘ Task Ahead
✔ ✘ Weekly Study Plan
GENERAL EDUCATION

Module 1 - Communication Processes, Principles and Ethics

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FAR EASTERN UNIVERSITY

Module 1: Communication Processes, Principles,

1|GED0111Complete Course Modules

Module 1: Overview and To-Do List

Communication Processes, Principles, and Ethics

Purposive communication is a course designed to enhance your communicative

Through active engagement in simulation activities (e.g., interviews, dialogues, meetings,

In order to successfully complete Module 1, please do the following:

1. Watch Nestlé’s “Unplugged “ https://youtu.be/5ZF95CXE2lY

(CELO 1) Compose short essays to demonstrate process analysis, cause &/or

2|GED0111Complete Course Modules

TASK 1 – WATCH NESTLE’S “UNPLUGGED”

Fig. 1 Screenshot of opening credits

“Unplugged“ is one of several short films commissioned by Nestlé Philippines

3|GED0111Complete Course Modules

Fig. 2. Screenshot of the grandfather giving instructions.

TASK 2 – READ MODELS OF COMMUNICATION

The communication process is our guide to effective communication. It involves

Models of Communication: https://www.businesstopia.net/communication

4|GED0111Complete Course Modules

TASK 3 – READ THE ARTICLE

Communication models are systematic representations of the process which helps in

Methods and channels of communication to be used and the purpose of communication,

Types of Communication Model

Linear Model of Communication

5|GED0111Complete Course Modules

Transactional Model of Communication

▪ Barnlund’s Transactional Model

Interactive Model of Communication

▪ Schramm’s Interactive Model

6|GED0111Complete Course Modules

Fig 3. Models of Communication [Online Image].

7|GED0111Complete Course Modules

TASK 4 - ILLUSTRATE YOUR OWN COMMUNICATION

TASK 5 - WATCH THE VIDEO

8|GED0111Complete Course Modules

Fig. 4 Miscommunication in the workplace [Online Image].

Miscommunication occurs so frequently, Sometimes, what we say at home is not

How miscommunication happens and how to avoid it: https://youtu.be/gCfzeONu3Mo

1. What are the communication interferences mentioned in the video?

TASK 6 – VIDEO SCRIPT

How Miscommunication Happens and How to Avoid It

9|GED0111Complete Course Modules

TASK 7 - FORMATIVE ASSESSMENT 1 - 20 POINTS

a. Write it down and explain the communication process of the scenario

SCORING RUBRICS FOR WRITING EXERCISES

Businesstopia, "Models of Communication," in Businesstopia, February 4,

Videos (Title, Link):

Nestlé "Unplugged " https://youtu.be/5ZF95CXE2lY

Kapur, R. (2020). The Models of Communication.

Kavithanjali, J. (2020). Art of Effective Communication for Professional Growth and

Kuznar, L. & Yager, M. (2020). The Development of Communication Models Quick

Venter, E. (2017) Bridging the communication gap between Generation Y and

Respect in English [Video]. YouTube. https://www.youtube.com/watch?

Young Entrepreneurs Forum (2016, November 28). 10 barriers to effective

Weekly Study Plan for Module 1

FAR EASTERN UNIVERSITY

MODULE 2: COMMUNICATION AND GLOBALIZATION

Module 2: Communication and Globalization ……………………………….……….......

Module 2: Overview and To-Do List

[Untitled image of people in the workplace]. Leaderonomics.

In order to successfully complete Module 2, please do the following: