LESSON

Recall the first time you

engag ed in a public oral
presen tation. What we re
the differe nt fac tors
that you con sidere d at
that time? Relate how
COMMUNICATION challen ging it was for you
especi ally when viewed by

PROCESSES, PRINCIPLES, differe nt kinds of audien ces.

Share your experi ence with
your seatm ate.

AND ETHICS
"IN PUT

COMMUNICATION MODELS
of
~LEARNING In the earlier discussion, you learned about the types
lesson,
~OUTCOMES communication mode, context, and purpose and style. In this
ion proces s and some
you will review the nature of the communicat
At the end of this lesson, you should be able to:
impor tant comm unicat ion models.
1. explain the various communication models ion
and how they help in understanding the Why is it impor tant that you know the comm unicat
communication process; models? You will realize their impor tance because they will help
only by
2. identify the variables involved in the you unders tand how a comm unicat ion process works. It is
to make
communication process; knowi ng the flow of comm unicat ion that you will be able
3. discuss the value of communication in the comm unicat ion process effective.
enhancing one's personal and professional A model is often abstra ct. It is a repres entatio n of a real world
relationships; variables
pheno menon applie d to differe nt forms. The interp lay of
4. determine the principles for effective oral in the model is repres ented graphi cally. Try to assess later
what
and written communication; les are
comprises the comm unicat ion model s and what variab
5. evaluate the differences between oral and common to each of them.
written communication;
ion
There are many conce ptual model s for huma n comm unicat
6. point out the ethical issues involved in tle's
J;;.-
z
communication; and but in this lesson , you will be expos ed to only four: (1) Aristo CJ
rr
__,
; and
7· recognize the importance of a code of model; (2) Laswe ll's model ; (3) Shann on-We aver's model :r.:

eth ics in communication . (4) David Berlo's model of comm unicat ion.

35
 The who le proc ess of
. .
ATION MODEL .
rnun icato r (w h o) sending
. com mun icati on begi.ns with the ,,:· ·.'

ARISTOTLE'S COMMUN/C
·1 ,
J··.,.•
ring com ·
· out a mess age (what) using
ncient Gr eece du . which channel) for a recei a medi um
assical rhe tor ic dates back to a wh o we re (tn ve ( h
r tow om) expe rienc ing an effec
Cl k Sophists ith
Ar ist otle, and the Gree (w wha t effect) afterwards. The proc e t
the tim e of Pla to, po rta nt ss may be ana Iyze d t h rough
eaking was an im th
the cont ent sent, e medium used,
Effective public sp as well as the effect on the
great rhetoricians. ey we re go od at recipient of the mess
the stu dy of co mm un ica tio n. Th age.
consideration in by repartee.
d de ba te an d speech was characterized While this model is similar to Ari·stotle
argumentation an the 's m
· th e sense h b h
three va ria ble s in are linear a nd have the same com pone t at ot
d tha t there are
Aristotle emphasize d au die nc e as ill us tra ted
in that ther e are five vari able s involved
nts, Laswell's also differs
s: speaker, speech, an , with the addi tion of two:
communication proces medium and effect.
n flow below:
in the communicatio

SP N b, ] ► ._ _Sp_ee_c_h__,,.J ► .,....A•u•d-ie_n_ce_,.J SHANNON-WEAVER'S COMMUNICATION MODEL

ou t Clau de Elw ood Shan non and War

ry im po rta nt . W ith ren Weaver's model of
r variable here is ve
Note that the speake od uc ed . De pe nd in g com mun icati on was intro duce d in
1949 , a year after Laswell's,
re wi ll be no speech to be pr
the speak er, the s/h er sp ch .
ee for Bell Lab orat orie s. Orig inall y, it
the au die nc e, the sp ea ke r ad ju sts hi was conc eptu alize d for the
on the profile of e, sex, func tion ing of the radi o and telev
mo gr ap hi cs ar e ag ision serving as a mod el for
me co ns ide rat ion s for the audience de ec on om ic technical com mun icat ion and, later
So so cia l an d on, adop ted in the field of
cu ltu re, rac e, religion, gender,
backgro un d, g ot he rs. Even com mun icati on. In this mod el, othe
liti ca l or ien tat ion or inclination, am on r com pone nts such as nois e,
sta _tus, a~d po en tal ki ng rece ptio n, dest inat ion, and feed back
im po rta nt ro le wh have been iden tifie d. Oth er
lie fs, vie~s , an d att!tudes_ also _play an au d. b. terms such as info rma tion sour ce
be tim es , th e 1ence nn g
au die nc e co ns1 derat10n smce of ten for the sender, tran smit ter for
ab ou t ve n sit ua n.
tio the enco der, deco der (rec epti on), and
h .
wh en the y de co de a message in an y gi receiver (des tinat ion) were
t ese with them intro duce d.

Information
N MODEL
c-:i

LASWELL'S COMMUN/CATIO
0

lll
Source Trans mitte r Reception :s::
Destination :s::
. =
ig ht Laswell d
:z:

In 1948, Ha ro ld Dw win Ws· escnbed communicatio

n c-:i

➔
:t;>

llo &ender Encoder ___ . Channel --t

used on the fo in W h
hic Decoder ➔ Receiver --I

as being foc . Who sa ys What

0
:z:
wi th W h g
below:
channel to Whom an d
t as seen in the model
-cl

at effec :::0
0
C")
rTl
U)
U)
rTl

Who ~.YSWl,at lnwhict,

U)

To WhOff.l Wfthwhat
<=hanne,
effect
► Mc ... . ► ►- ..__ ► Effect
Feedback

Could you explain the communication l=>

:z
flow in the pr.eceding Cl
model? ·How different is it from the first rn
two models discussed -\
::r:

earlier? C")
U)

31
 Thl' rhird ,,.1ri a bk whi ch ts l-" hannt·I rders tl, tht: differe
BERL O'SCOMMUNICATION MOD EL nt se nses:
q•t'tn~. hc.1r1 ng . sm e llin g, tasting , a nd tou c hin~ . Finally
, the fourth
. , model conceptua li zed in 1960 is probably t lle
Dav Jd .8 er 1o s . . ,,·.,,·i
' .tbk is re~eivr r, the o ne w ho dc~od cs the messag e . Note that the
, g the co mmurncat10n models. ln it, a· II y \..·pinptln cnrs uf this las t v:1ria hl e :\IT simil.nr to those of
'

t we JI - k nown •101011 th e first sinl:c

mos . d was ca ll ed SMCR whi ch stands for sender of th' for Lo minuni carion ro he effective , huth the soun:e and
Berlo s mO e I . . e the rece iver
i1 ro ugh a channel or medium to a receiver. Howev ~hould have good ~o mmuni l:atio n skills.
message, sent t . . er 1

d ·f· d late r on to include noise, hence the acron. Yrn

it was mo i ie If yo u \Vere to insert noise as a n additio nal va riabl e for
s ·M CR ,
SMCRN. ,,·here do you think will it fit?
OECODIS

Source
Message Channel i. Receiver GENERAL PRINCIPLES OF EFFECTIVE COMMUNICATION
Hearing Communication Since co mmunica tion is :i two-way process, it is impor tant
communication Content Skills that
Skills Seeing yo u know the principles to be observed to make it effecti
Elements Attitudes ve. For
Attitudes Touching hoth oral and writte n comm unicat ion, you should be able to
Treatment Knowledge apply
Knowledge Smelling the follo,,ving principles:
Structure Social System
Social System Tasting
Code Culture
Culture 1. Know your purpo se m comm unicat ing. Are you
comm unicat ing basically to inform , to entert ain, or to
persua de? While you may have more than one purpo se,
The major variables involved in the communication process are
there is still a more domin ant object ive or reason why you
(1) source, (2) message, (3) channel, and (4) receiver.
comm umcat e.
The source being the originator of the message acts as the
2. Know your audien ce. In both speaki ng and writin g,
encoder. As such, the encoder should practice communication skills you
should know your audien ce as it will dictate the speak ing
such as listening, speaking, reading, and writing. His/Her attitude
or writin g style you are going to emplo y. Consi der the age,
towards the audience or the subject as well as his/her knowledge
educa tional backg round , profes sion, cultur e, and other
about the topic on hand likewise counts along with the social system
salien t feature s of your listeners or reader s.
that he/she is in which includes values, beliefs and practices, and
culture. 3. Know your topic. You comm unicat e essent ially becau se
you Cl
z
want to share somet hing. In speak ing situat ions, speak
The second variable which is message includes (1) content; ers -0
:XJ
Cl
are invite d becau se they have somet hing to share. This CJ
(2) elements such as the language used and gestures employed; also rri
(/)

applie s to writin g. You write becau se you wish that other C/)
rr,
(3) treatment or the manner by which the message is transmitted; (/)

people learn somet hing from you. You may then utilize
and (4) structure which refers to the arrangement of parts or flow
severa l or multip le comm unica tion techni ques to easily
of the message. The code shows how the message is sent: that is, the
catch the attent ion of the audien ce.
language (verbal code) used and the accompanying gestures (non-
'J>
verbal code) employed. Note that there should be no mismatch 4. Adjus t your speec h or writin g to the conte xt
of the
z
CJ
rr;
between the verbal and non-verbal codes. situat ion. The enviro nmen t in which your speech or writin .......
g :r:
is to be deli vered determ ines the kind of langu age you
will
use.
38
 _ . ,j vcn yo u . () nn : you
-I1 . f ccdh,H.: k J., rc
c..:e i Vr
~ . ·:i frrs w o r k 0 11 t I1c.in . ·l a k(• 5. Be coherent. Your writing becomes coherent only when vou
- · Wo rk on I c 1•lis tc11 c rs·/ 1c, L,
•·c,mm cnts f-ro111 t l L . . ... convey a logical message. The ideas should be connected to ;ach
I I n''
.. . · ·. Jn r 1 e O t'> rt1n , c on str u c tiv e c r1t 1( 1\ n1 .,,
kin d ly rn cnrin sms. . you lea rn to ,1d dn.: ss rh cm. other and related to the topic. Make sure that you observe a
. , fici~tl to yo u as
will prove bent sound structure that will present a smooth flow of your ideas.
Use transitional or cohesive devices so that the ideas cohere ·with
TIVE ORAL COMMUNICATION one another.
PRINCIPLES OF EFFEC 6. Be complete. Include all necessary and relevant information so
Yo u sho uld know by hca rt you r
Be d ea r with yo ur pur ~ose . that the audience will not be left wanting of an y info rmation .
l. . . ·n communica ting. Always place yourself in the shoes of the audience, who is
1
ob1 ecttve • you deliv er. M a ke s ure t h at your
. h the message . always interested to receive new information.
2. Be complete wit f nd esse ntial info rma ti o n.
rted by acts a 7. Be courteous. The tone of your writing should be friendl y. Avoid
claim s are suppo
· d to be verbo se o r woru. Jy wi. t h. your any overtone/undertone or insinuation to eliminate confusion
. You do not nee
3. Be concise. h · must
statements. Brevity in speec is a .. .
and misinterpretation.
. .
.
al with your d e I,ve .ry Punc tuate impo rtant w o rd s with
4. Be natur . nd move ment s. Exud e a certa m .
h propn ate gestures a degree
t e ap .f
of confidence even I you
do not feel confi dent enou gh. ETHICS OF COMMUNICATION
.. d · I with your feedb ack. Inpu ts are most
5. Be specific an time y helpful Communic ation ethics emphasizes that morals influence
when provided on time. the behavior of an individual, group, or organizati on thereby
affecting their communic ation. For instance, given the unethical
communication practice of a certain company of concealing the non-
PRINCIPLES OF EFFECTIVE WRITTEN COMMUNICATION: remittance of deducted premiums from employees' salaries to the
SSS or the Social Security System (or GSIS or Governme nt Service
THE 7Cs Insurance System in the case of governmen t offices), the company 's
1. Be clear. Be clear about your message. Always be accountability to its employees is undoubted ly affected. Compare
guided by your
purpose in communicating. this situation with that of an organizati on that observes ethical
practice and remits the employees' monthly contributio ns to the SSS
2. Be concise. Always stick to the point and
do not beat or run or GSIS regularly. It is import.ant to note that one's behavior should
around the bush. Be brief by focusing on your main
=
CJ point. be regulated by honesty, decency, truthfulnes s, sincerity, and moral
3. Be concrete. Support your claims with enough facts. uprightness.
Your readers
will easily know if you are bluffing or deceiving
them because Be guided by the following to achieve ethical communication:
there is nothing to substantiate your claims.
1. Establish an effective value system that will pave the way
4. Be correct. It is important that you obse for the developm ent of your integrity as a person. One's
rve grammatical
correctness in your writing. Always have time to behavior and decision-m aking style affect, in turn, the
revise and edit ... .J

your work. Even simple spelling errors may easil operations of an organizati on.
y distract your
readers.

41
 . Wh ether it
. f rro anon .
lete and accur ate u1 ~d should always be
·de colllP
, prov 1
,_. .
he data yo u prov• e
ed~d o r not ' t
.i !- ne
. te-x ru al1.ze d an d corre ·
ct.
d appr op ri. ate Iy.
(on , . . . dcqu atc1y an
. ·I ·c vira l in to rrnan on a . . I . t a re neces sa ry fo r
J. [) 1s<.: os l I ·de info rmati on t , a
Neve r conC',.-_-·'..1. or. 11
f
purposes o tra nsp·ir ency.
(., . ·r deter min es the k ind
Ohse rving a code o f et 11cs. is essen
l . tta1as t . . l .
. l one th at ,s <lisp easmg
. nd des1r ab e over
of behav ior that is proper a
. d d rds to be obser ved l)Ya
f thics sets the stan a
and offensive. A co e e d reputation or a posit. ive .
O

person or a comp any that will creat e a goo . .

. . b
l f an ind1v1dual ut a lso for the organizat ion.
image not on Y or f h ttain ment of the desir .
·11 h ed
It w1 ' t ere fore, pave the way or t e a
.
results lea dmg h ccess o f an . d' .d al or the entire comp any.
m 1v1 u
to t e su . . . • ct the comp any's
Success in decision-making will likewise impa
reputat10n.

A COMPREHENSION
~ QUESTIONS

Check your understanding of the input by

answ ering the
following questions:
1. What are communication models? Why
do you think they
were introduced?
2. How does one model differ from the other/s?
3. If you were to choose a conceptual model for comm
unication,
what would you prefer and why? How can you
be guided
by any of these models when you communicate?
z
0 4. How do the principles of effective oral comm
1--
<(
unication differ
(._)
from those of effective written comm unica tion?
z Do they
=~ have similarities at all?
~
D
c__:,

D 5. How can one observe ethics in communication?

z
<(

L.:..J
6. Why is it impo rtant to have a code of cond
8
<( uct or a code of
=
C.'.J
z
ethics?

42