NGEC 5 - The receiver is the person for whom
the message is intended or
 Week 1-2
 The Communication Process
 Components of the Communication
Process
1. Encoding
- The sender begins with the
encoding process wherein he uses
certain words or non- verbal
methods such as symbols, signs,
body gestures, etc. to translate the
information into a message.
2. Message
- The message can be written, oral,
symbolic, or non-verbal such as
body gestures, silence, sighs,
sounds, etc. or any other signal that
triggers the response of a receiver.
3. Channel
- The sender chooses the medium
through which he wants to convey
his message to the recipient.
- It must be selected carefully to
make the message effective and
correctly interpreted by the
recipient.
4. Receiver
targeted.
- He tries to comprehend it in the
best possible manner such that the
communication objective is
attained.
5. Decoding
- The receiver interprets the sender's
message and tries to understand it
in the best possible manner.
- An effective communication occurs
only if the receiver understands the
message in the same way as it was
intended by the sender.
6. Feedback
- The feedback is the final step of the
process that ensures the receiver
has received the message and
interpreted it correctly as it was
intended by the sender.
- It increases the effectiveness of the
communication as it permits the
sender to know the efficacy of his
message.
7. Noise
- The noise shows the barriers in
communications.
- There are chances when the
message sent by the sender is not
received by the recipient.
 Verbal Communication
- Involves the use of words or speech
or auditory language to express
emotions or thoughts or exchange
information.
- More natural and informal
 Verbal Communication Examples
1. Meetings
2. Presentation and Lectures
3. Workshops
4. Conversations
 Nonverbal Communication
- Involves the use of visual or non- only a small percentage of our
verbal cues overall message comes from the
- Is communication that does not words we use.
involve words 1. 7% spoken words
- Oral and non-oral mess ages 2. 38% voice, tone
expressed by other than linguistic 3. 55% body language
me ans.  Non-verbal Communication
- This rules out not only sign - Process of externalizing thoughts
languages but also written words. and feelings into action
- It includes messages transmitted by - Includes all activities but not
vocal means that don't involve including the words
language sighs, laughs, and other  Areas of nonverbal communication
utterances. 1. Kinesics – the study of how the
- A nonverbal message is any body, face and eyes communicate
message that is not written or - Body Language
spoken a. Gestures – refers to the movements
- The nonverbal message may we make with our body, feet, and
accompany a verbal message hand
(smiling as you greet a friend), or it b. Posture – refers to the way we hold
may occur alone (selecting the back ourselves
seat when entering the classroom c. Physical Appearance – has to do
or a staff meeting). with grooming and the clothes we
- Nonverbal messages are typically wear
more spontaneous than verbal d. Facial expressions – include all the
messages, but that does not mean different movements reflected on
that they are any less important. our face
 Nonverbal Communication e. Eyes – the windows of one’s soul
Examples 2. Proxemics – refers to the use of
1. Appearance – Clothing, Hair Style, space
Choice of Colors 3. Chronemics – refers to the use of
2. Gestures – Hand Movements, time
Winking and Nodding 4. Paralanguage – is the way we say
3. Facial Expression – Smile, Frown things
4. Postures – Arm Crossing, Leg  Types of Communication
crossing, Seating Position
5. Eye Contact – Movement of eyes,
blinking
6. Para-linguistics – Tone of voice,
pitch, loudness
 Dr. Albert Mehrabian’s 7-38-55%
Rule
- Research shows that when we - Some nonverbal messages are
communicate feelings and attitudes, vocal, and some are not. Likewise,
 although many verbal messages are
vocal, some are not.
- What about languages that don't
involve words? Does American Sign
Language. for example, qualify as
nonverbal communication?
 Barriers to Effective
Communication
- Barriers may lead to your message
becoming distorted and you
therefore risk wasting both time
and/or money by causing confusion
and misunderstanding.
- Effective communication involves
overcoming these barriers and
conveying a clear and concise
message.
 Some common barriers to effective
communication include:
1. The use of jargon. Over-complicated
or unfamiliar terms.
2. Emotional barriers and taboos.
3. Lack of attention, interest,
distractions. or irrelevance to the
receiver.
4. Differences in perception and
viewpoint.
5. Physical disabilities such as hearing
problems or speech difficulties.
6. Physical barriers to non-verbal
communication.
7. Language differences and the
difficulty in understanding
unfamiliar accents
8. Expectations and prejudices which
may lead to false assumptions or
stereotyping. People often hear
what they expect to hear rather
than what is said and jump to
incorrect conclusions.
9. Cultural differences. The norms of
social interaction vary greatly in
different cultures, as do the way in
which emotions are expressed. For
example, the concept of personal
space varies between cultures and
between different social settings.
 Ethical Communication
- "Ethical communication is a type of
communication that is predicated
upon certain business values, such
as being truthful, concise, and
responsible with one’s words and
the resulting actions.
 Principle of Ethical Communication
1. Be truthful and honest
- Communicate what is known to be
true (only 100 percent the facts) to
a listener, with no intent to deceive
or present only parts of the truth.
- Be as objective as possible
2. Active Listening
- Hearing someone and listening to
them are two different things.
- It is necessary for the recipient to
pro-actively listen to the speaker,
and to not just hear what they want
to hear, or to hear only parts of the
conversation.
- Ask questions when any point is not
completely understood
3. Speak Non-Judgmentally
- Speaking in a non-judgmental
manner with every recipient
4. Speak from your own experience
- Bringing your person al experience
into a dialogue with business
listeners is important, providing
backup for your arguments with
something more tangible
5. Consider the receiver’s preferred
channel
- Use the most preferred
communication channel, whether
that be face-to-face, email,
conference call, phone call,
 messenger app, etc. to effectively
communicate with your listeners
6. Strive to understand
- It is important for listeners to also
strive to fully understand what is
being said before responding.
7. Avoid a negative tone
- Tone is one of the most critical
facets of communication.
- A listener may miss the meaning
altogether if the tone is wrong,
which can lead to unnecessary
confrontations that decrease
business productivity.
8. Do not interrupt others
- Interrupting others results in
misunderstandings and unnecessary
conflicts and a breakdown in
workplace communications.
9. Respect privacy and confidentiality
- Most businesses should include a
clause in their code of ethics
defining what is appropriate when it
comes to honoring client and
employee confidentiality and
privacy.
10.Accept responsibility
- A core tenant within any ethical
communication framework is taking
responsibility for the actions that
result from one's words, whether it
be good or bad.
- This includes both short term and
long-term consequences of one's
communications.
 Week 3-4
 Local and Global Communication in
Multicultural Settings
 Communication, Globalization and
Technology
 Globalization
- The process of bringing people
together and making them interact
and exchange ideas across
traditional borders (Nowacyk, 2017)
- Increasing economic, political, and
cultural integration and
interdependence of diverse cultures
(Gamble& Gamble, 2013)
 Global village
- One world interconnected by an
electronic nervous system – has
become a reality (Steward, 2015)
 Culture
- The learned and shared behavior of
a community of interacting human
beings (Useem & Useem, 1963)
- A system of beliefs, assumptions,
and values shared by a group of
people (Fielding 1996)
- Shared patterns of behaviors and
interactions, cognitive constructs,
and affective understanding that are
learned through a process of
socialization (The Center for
Advanced Research on Language
Acquisition)
- Learned set of shared
interpretations about beliefs,
values, and norms that affect the
behaviors of a relatively large group
of people (Lustig & Koester 2003)
 Characteristics of culture
- Cultures are:
1. Learned not innate
2. Shared
3. Multifaceted
4. Dynamic
5. Cultural identities are overlapping
 Ways of adapting to new cultures
1. Cultural integration
- Form of cultural exchange in which
one group assumes the beliefs.
Practices and rituals of another
 group without sacrificing the 7. Can make people create second
characteristics of its own culture lives
- Positive kind of adaptation because  Language
nothing is lost - Among the most often cited barriers
2. Cultural assimilation to conflict-free cross-cultural
- Occurs when members of one business communication is the use
cultural group adopt the language. of different languages. It is difficult
practices, and beliefs of another to underestimate the linguistic
group, often losing aspects of their differences plays in international
traditional culture in the process business communication.
3. Cultural accommodation  Environment and Technology
- Process by which individuals may - The ways in which people use the
take on values and beliefs of the resources available to them may
host culture and accommodate vary considerably from culture to
them in the public sphere while culture. Culturally ingrained biases
maintaining the parent culture in regarding the natural and
the private sphere technological environment can
 Examples and Impacts of create communication barriers.
technology-mediated  Concept of Authority
communication - Different often cultures distribution
1. Email as a standard form of Business of authority in their society view the
Communication differently.
2. Smartphones and texting - Views of authority in each society
3. Business Management tools affect communication in the
4. Using videoconferencing for business environment significantly,
meetings since they shape the view of how a
5. Social networking and relationship message will be received based on
marketing the relative be status or rank of the
6. Blogs and information websites message's sender to its receiver. In
7. Messenger apps and Chatbots other conceptions of authority
 Impact of technology on influence the forms business
communication communications take words, that
- Technology managerial and other business
1. Provides unlimited information communications take
2. Creates opportunities for meeting  Social Organization and History
people - One must take care not to assume
3. Helps keep in touch family and that the view held in one's own
friends culture is universal on such issues as
4. Brings new diversity to our culture nepotism and kinship ties
and our lives educational values, class structure
5. Fosters better cooperation among and social mobility, job status and
different cultural group economic stratification. religious
6. Isolates people ties, political affiliation, gender
 differences, racism and other
prejudices, attitudes toward work,
and recreational or work institutions
 Nonverbal Communication
- Non-verbal communication which is
a huge part of a conversation
especially hand gestures may
convey different meanings based on
nationality and culture
 Culture Difference
 Cross Culture
- People coming from different parts
of the world have their own ways in
expressing their ideas, be it in
verbal or non-verbal ways
- The use of different language
expressions can sometimes affect
the message of the sender if
someone is not aware of that
particular terminologies
- This can happen in both oral and
written communication
 Why is Cross-Culture Important?
- Cross culture is a concept that
recognizes the differences among
businesspeople of different nations,
ethnicities, backgrounds. and and
the importance of bridging them.
- Businesspeople working abroad
need to learn subtle differences in
style and substance to be effective.
 Developing Cross-Cultural
Communication Skills
- Slow down
- Separate questions
- Avoid negative questions
- Take turns
- Write it down
- Be supportive
- Check meanings
- Avoid slang
- Watch the humor
- Maintain etiquette
 Local Communication
- It is being able to communicate with
the members of your local are using
the same local language or (mother
tongue) like Kapampangan &
Cebuano
 Local Community Group
- A local community is a group of
interacting people sharing an
environment. In human
communities, intent, belief,
resources, preferences, needs, risks,
and several other conditions may be
present and common, affecting the
identity of the participants and their
degree of cohesiveness.
 Cultural Identity
- Defining who we are includes what
and how we should behave in a
particular situation. Individual,
 relational, and communal identity.
Individual identity refers to the
individual's interpretation of his or
her cultural identity, which is based
on his or her own experiences
 Importance of Local
Communication
- To disseminate information easily
and understandably
- Using local languages can make
organization training as impactful
and effective as possible especially
during OUTBREAK
- Communicating in Local languages is
critical in empowerment.
 Gender and Language
- Men and women often have
different reasons for
communicating.
- Male and female conversational
style varies in some interesting ways
- Gender isn't always the most
important factor in shaping
language use.
- What they talk about (men and
women)
- Reasons for communicating
- Conversational style
 Values, Beliefs, and Practices
- Affect response to people and
situations
- Often unconscious
- Different cultures have different
views of
o Fairness
o Groups
o Competition
o Success
o Social Status
 Culture
- Shapes values, priorities, and
practices
- Modern business requires dealing
with other cultures
 Different Language Registers
- Language register is the level of
formality with which you speak.
- Different situations and people call
for different registers.
1. Frozen or “static” Register
- At this level, language is literally
"frozen" in time and form. It does
not change. This type of language is
often learned and repeated by rote.
2. Formal Register
- This style is impersonal and often
follows a prescriptive format. The
speaker uses complete sentences,
avoids slang, and may use technical
or academic vocabulary. It is likely
that the speaker will use fewer
contractions but opt instead for
complete words.
3. Consultative
- This is the register used when
consulting an expert such as a
doctor. The language used is more
precise. The speaker is likely to
address the expert by a title such as
"Doctor, "Mr." or "Mrs."
4. Casual
- This register is conversational in
tone. It is the language used among
and between friends. Words are
general, rather than technical. This
register may include more slang and
colloquialisms.
5. Intimate
- The language used by lovers
 Source of Diversity
- Variety
- Dissimilarity
- Mixture
- Distinctiveness
- Multiplicity
 - Difference - Differences affect how people
- Range behave in teams, what they expect
1. Gender from teams
2. Race and ethnicity o Gender
3. Regional and national origin o Class
4. Social class o Race
5. Religion o Ethnicity
6. Age o Age
7. Sexual orientation o Religion
8. Physical ability o Sexual orientation
 Two Types of Culture o Physical ability
 Conflict Resolution
- High- Low- - Make sure people involved actually
Context Context disagree
Relationship Infer Rely little - Ensure that everyone has correct
s information on information
from social relationsip - Discover needs each person is trying
relationship s to meet
s - Search for alternatives
Information Convey littleSpell out - Repair negative feelings
explicitly most  Writing to International Audience
informatio - Write in English unless fluent in
n reader's language
Politeness Indirect Direct - Reconsider pattens of organization
Agreements Value oral Value - Buffer negative messages; make
written requests direct
Signs Rely heavily Rely - Re-think audience benefits
on heavily on - Allow extra response time
nonverbal written  Learning About International
signs signs Business Communication
- Beyond a set of rules
 Successful Intercultural - International business practices are
Communication constantly evolving/changing.
- Aware of one's preferred values - Seek out and talk to people from
- Flexible and open to change other backgrounds.
- Sensitive to verbal and nonverbal o Enhance understanding of
behavior multiple perspectives
- Aware of values, beliefs, and
practices in other cultures  Week 5-6
- Sensitive to differences among  The text or message
individuals within a culture - Message - information conveyed in
 Diver Teams the communication process
 o Verbal and/or nonverbal  Structure
- Message - any recorded message - How the information is organized
that is physically independent of its o Logical order
sender or receiver o Chronological order
o Assemblage of signs o Spatial or space order
constructed with reference to  Language
the conventions associated - Means by which information is
with a genre and in a expressed verbally and/or
particular medium of nonverbally
communication (Chandler,  Presentation
2017) - Covers the layout, format, length,
 Texts oral delivery, spelling, and
- Any object that can be "read", referencing
whether this object is a work of  Written text types
literature, a street sign, an 1. Essays
arrangement of buildings on a city 2. Reports
block, or styles of clothing 3. Researches
- It is a coherent set of signs that 4. Reviews or reactions
transmits some kind of informative 5. Journals
message. 6. Business letters
- Can come in any form and be any  Different Types of Texts
kind of writing 1. Persuasive Texts
- Different types of texts - Encourages someone to do
1. Letters something It may:
2. Advertisements o Use capital letters,
3. User-guides exclamation marks,
4. Emails questions, and repeated
5. Postcards words to catch your
6. Notes attention.
7. Magazine articles o Use adjectives to make
 Medium something sound attractive.
- Speech or writing o Give only one side of an
- Specific technical forms like within argument.
mass media or the media of o Take the form of an advert;
interpersonal communication but it may also be a letter
 Remember that students: from a friend trying to
- Required to compose oral and persuade you to go to a class.
written texts - Example: Enjoy an Enchanting
- Text type expected, its purpose, and Holiday in the Maldives Scattered
audience across the Indian Ocean lie islands
- These have implications for the with the finest white sand beaches
structure, language and and clearest crystal blue waters.
presentation of the text
 These are the MALDIVES! Over
1,000 coral islands. Temperatures
here are always in the 80s.
2. Instructive Texts
- Tells you how to do something.
- It will often use commands and
pictures.
- It will be direct.
- Example: Cut the bread into small
squares. Arrange in layers and
sprinkle with sugar and raisins.
3. Descriptive Texts
- Tells you what something is like
- The writer helps you imagine or
'see' a person, place, or thing.
- Describing words, such as adjectives
and adverbs are used, as well as
descriptions of the five senses: look,
sound, smell, touch, taste.
- Example: He was a big man with
short curly hair, brown teeth, and a
flat nose. A scar crossed his right
cheek from ear to chin.
 Evaluating Messages and/or
Images
- We evaluate the effectiveness of
our messages by developing and
using strategic questions to identify
strengths and weaknesses.
 Four Main Qualities of an Effective
Message
1. Simplicity
- To ensure that our messages have
simplicity, we should ask ourselves
two questions:
o Is my purpose evident?
o Is my core message clear?
2. Specificity
- Refers to our choices of language
and its usage.
- Ask:
o Is my language specific?
o Is my language concrete,
rather than abstract?
o Am I using words which have
traditional meanings and
could perhaps be
misconstrued?
3. Structure
- Ideas should be organized and easy
to follow.
o Does my message have
structure?
o Is there a more effective way
to arrange my ideas?
4. Stickiness
- ldeas should be memorable enough
to move your readers
o Is my message engaging?
o Is my message creative?
 Evaluating Message and/or Images
- Visual analysis is an important step
in evaluating an image and
understanding its meaning. There
are three steps in evaluating an
image. These are the following:
1. Identifying the source
2. Interpret contextual information
3. Understanding implications
 Content Analysis
- What do you see?
- What is the image all about?
- Are there people in the image?
- What are they doing?
- How are they presented?
- Can the image be looked at
different ways?
- How effective is the image as a
visual message?
 Image Source
- Where did you find the image?
- What information does the source
provide about the origins of the
image?
- Is the source reliable and
trustworthy?
 Visual Analysis
- How is the image composed?
- What's in the background and what
is in the foreground?
- What are the most important
visual?
 Technical Quality
- Is the image large enough to suit
your purpose/s?
- Are the colors, light and balance,
true?
- Is the image a quality digital image
without pixelation or distortion?
- Is the image in a file format you can
use?
 Contextual Information
- What information accompanies the
image?
- Does the text change how you see
the image? How?
- Is the text information intended to
be factual?
- What kind of context does the
information provide?
- Does it answer the questions, were,
How and why?
 Steps in Doing Audience Analysis
(Before the Presentation)
1. Situational Analysis
- Consider the demands of the
occasion and the environment in
which you will be speaking.
A. Determine whether your
audience is required to attend
your presentation, or if they are
doing so voluntarily.
B. Consider the audience's
expectations for this form of
address. Examine the
conventions of this genre of
speech.
C. Determine where you will be
speaking, what technology will
be available, the time of day, and
your place in the order of
speeches.
2. Demographic Analysis
- Obtain information on your
audience's demographics before
your presentation.
- Demographic information
o Age
o Gender
o Race, ethnicity, and class
o Sexual orientation
o Level of education,
occupation
o Marital status, political
orientation, etc.
A. Determining demographics:
I. Consider the event itself. A school
play, for example, is ordinarily
performed for parents.
II. If possible, distribute a survey to
your potential audience. This will
not always be feasible or
appropriate, but it can be
advantageous in specific situations.
III. Examine publicly accessible
information, such as census data or
social media accounts.
B. Responding to demographic data
I. Resist the temptation to stereotype
your audience based on
demographic data.
- For example, do not assume that
parents attending a school play are
all heterosexual, middle-aged, or
politically conservative. You could,
however, assume that most of them
are familiar with advertisements
aimed at young children, children's
television programming, or common
 parenting struggles, and incorporate
those references into your
presentation.
II. Use inclusive language, regardless
of your audience's demographics,
and avoid offensive language
altogether.
 During the Presentation
1. Observation
- Remain alert to the nonverbal cues
of audience members, including eye
contact, physical movement, and
note-taking.
- Be prepared to adjust your volume,
rate of speech, and content to
better engage with your audience.
2. Audience Response
- Polls or open response questions
during a presentation can keep your
audience engaged.
- Give you valuable feedback during
your presentation.