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(For G12)

Schools Division of Parañaque City

Discipline and Ideas in the Applied Social Sciences
FIRST QUARTER
WEEK 9
THE CLIENTELE AND AUDIENCES
IN COMMUNICATION
This module provides you with set of tasks, instructions and activity sheets, all
are meant to lead you through the module. A set of resources are included, and you are
encouraged to make notes as you go through different parts of the module. You may work
independently or may ask any resource person who may happen to be around you. Happy
learning!

Learning Competencies (Essential Competencies)

1. The learners describe the clientele and audience of communication.
(HUMSS_DIASS 12-IIa-37)
2. The learners distinguish the needs of individuals, groups, organizations
and communities. (HUMSS_DIASS12-IIa-38)
Objectives At the end of this module, you should be able to:
1.identify clientele and audiences in communication, and
2.distinguish the needs of individuals, groups, organizations and
communities.

Let’s Recall Activity: Word Scavenger

Directions: Look for the 5 words connected to the lesson on
communicators and journalists. Write answers on your answer sheet.

C J P I E C H U M S S A R T S
O O H N S O C I A L W O R K S
U U M N U M E T A P H Y S I C
N R I M M M U N I C A R R L O
S N L D U U W J M B E T H I C
E A O I B N R L O G I C Z V X
L L S O C I I M I N O L O G Y
I I P N A C T C R O L E S S H
N S H E N A E M A C I E T Y Q
G T Y S A R R I S T O T L E S
S T B A G E L V R B I U C K S
O F O D E B S I E D U O I O N
C D T E R S T E D I T I N G T
I P A R R W O S N H I N G P X

Figure 1. Word Scavenger/Communicators and Journalists

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 Let’s Understand

The Clientele and Audiences of Communication

Communication is the process of sending and receiving messages through verbal of

nonverbal means, including speech, or oral communication, writing and graphical
representations (such as infographics, maps and charts) and signs, signals and behavior.
More simply, communication is said to be the “creation and exchange of meaning.”

Media critic and theorist James Carey defined communication as “a symbolic process
whereby reality is produced, maintained, repaired and transformed” in his book
“Communication as Culture,” positing that you define reality via sharing your experience
with others. Carey studied Max Weber’s concept of verstehen and the theory of social action.
That theory pointed the social scientist toward the study and interpretation of the subjects
give to their actions. Weber called the approach cultural science, Carey joined culture to
science so he produced “cultural studies”.

To break it down, in any communication there is a sender and receiver, a message,

and interpretations of meaning on both ends. The receiver gives feedback to the sender of
the message, both during the message’s conveyance and afterward. Great communication
can increase your popularity with clients, improve how trustworthy your clients see you and
can make tricky situations easier to resolve.

All people are considered clientele and audience in communication. Clientele refers to
body of clients or customers, as of a professional person or shop, considered collectively.
1. Social status – it refers to the relative rank or standing that an individual has in the
eyes of others, it is shaped by one’s background, education, reputation, perceived
power, and position. It is an indicator of credibility and legitimacy, and this seriously
affects how one communicates with other. Key elements that are involved in an
audience’s evaluation include title, reputation, and the extent to which people can
identify with the communicator’s motives and objectives. Status differences can create
a bias against those with the perceived lower status.
2. Education level – audience analysis involves identifying the audience and adapting
a speech to their interests, level of understanding, attitudes, and beliefs. Education
provides us with enough information so that we have sufficient material to organize
our thoughts clearly so as to be able to convey them in an effective and intelligible
way to others. An audience that has limited literacy skills may find it difficult to use
written materials, oral presentations may be more effective.
3. Age range – as younger people learn and adapt to new technologies faster than older
people, it could be assumed that younger people will have a preference for learner
media. Age range can affect choice of communication format or distribution. The
communication materials may be relevant to people of all ages but the age of the
audience may affect the communication format or distribution channels. Social media
websites (Facebook, Twitter , Instagram) and mobile texting may be more appropriate
to younger audience while printed materials, emails and memos may be more
effective for older audience.
4. Race and ethnicity – by contrast with “race”, ethnicity is still widely used to describe
differences between groups, although like race it is contested term The term “ethnic”

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 and “ethnicity” are commonly used to denote groups of people who share common
national or geographical origins, values and beliefs, and customs and traditions.
Michel Foucault’s ideas about changing discoursed and the ways in which they
construct people’s view of the world, can be applied to issues and gender. The
dynamic and fluid nature of ethnic and gender categories is apparent even in the
language and terminology used to describe people. It is an important consideration in
communication particularly in deciding on graphics and photos. It is important to
design the graphics and photos in communication materials to reflect the
demographics of the intended audience.
5. Primary language – Human language is the most complex behavior on the planet
and at least as we know , in the universe. Language involves the ability to
comprehend spoken and written words and to create communication in real time when
we speak or write. Primary language has to be considered if the message is to be
considered to be effective. Seeing and being able to use their first language in the
school/class environment can help learners to feel included and accepted as part of
the school community. Language is intrinsically linked to learners’ identity and
emotional well-being.
6. Health status – is an individual’s relative level of wellness and illness, taking into
account the presence of biological or physiological dysfunction, symptoms and
functional impairment. Health status matters a lot as it dictates people’s disposition
to listening and responding and the ability to make meaning out of the
communicated material. Communication can affect individual’s awareness,
knowledge, attitudes, self-efficacy, skills and commitment to behavior change,
such as involving patients in their own care.
7. Job type – provides a way to categorize your work and processes. The job role
influences the level of communication required to perform specific tasks. Job type
of the audience can affect the format of materials and the distribution methods to be
used. E-recruitment or online recruitment is a process of using technology to match
people to the right job by finding, attracting assessing interviewing and hiring.
8. Information source – is a system which produces messages by making successive
selections from a group of symbols. A source or sender is one of the basic concepts
of communication and information processing. An information source is a person,
thing or place from which information comes, arises or is obtained. That source might
then inform a person about something or provide knowledge about it. Information
sources are divided into separate distinct categories: primary, secondary and tertiary
sources.

Needs of Various Types of Clientele and Audiences of Communication

Communication is a process in which, when it is truly effective, the senders and recipients
of messages give them the same interpretation. Words, concepts-symbols-mean the same
thing to different individuals when they have the same frame of reference. It is by evaluating
the congruence of their frames of reference, that one can assess their ability to communicate.
Clientele and audiences in communication consist of individuals and groups of people who
receive service from various communicators.
Clientele in communication defines as a potential client, audiences as people who
come together to listen to the speaker. It may be small or large groups in public or private
places.
1. Individual as client – Communication is complete and perfect when the receiver
understands the message in the same and spirit as the communicator intends to
convey. As an individual, you want to be the first to know about all matters that pertain

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 to you. For an individual as client of communication, there are barriers of
communication need to be managed.
a. Perception – when communicating, it is important to understand various
perceptions of a situation or of an issue or a problem. There are different levels
of perceptions that are involved when communicating about a particular topic,
condition, problem, issue, situation, dilemma, stress or a concept. Lacking
understanding about different levels of perceptions may prove to be a barrier.
b. Inference – what we directly see, hear, feel, taste, smell or can immediately
verify and confirm constitutes a fact. However, statements that are conclusions
are called inferences. Nonexperts draw interferences without trying to verify
facts, they tend to make errors causing further communication problems.
c. Language – communication becomes difficult in situations where people don’t
understand each other’s language. The inability to communicate using a
language is known as language barrier to communication. Examples of
language barriers that prevent individuals from effective communication
include dialectal differences and language disabilities can make
communication between them difficult.
2. The Group and Organization as Client of Communication – communication in
small groups is task oriented, as small groups are formed to achieve a specific task.
Group communication requires managers to have special skills such as
understanding of group characteristics, group dynamics, specific influence of group
members and the role of leadership. Hence , the communication style varies from one
small group to another.
a. Primary groups – for self-satisfaction, the members form primary groups.
b. Informal groups – are formed to improve interpersonal relations rather than
achieving any specific task or objective.
c. Formal groups – are formed to achieve a specific goal or objective, that is,
they are by nature more tasks oriented.
3. The Community as Client of Organization – no community is homogenous-
meaning there is no “silver bullet “ or one “ best channel”
to communicate via. Everybody accesses and consumes information in a different
way. Multiple communication channels are critical – the fewer channels we use
in our community communications the more groups or individuals we are in
danger of excluding. Information and communication needs assessment process:
responders should consult with the communities to determine what channels of
communication they are currently using, what sources they trust and how they
would like to talk to humanitarian agencies.
There are many reasons to really work and focus on your clientele and audiences
in communication. By listening, being proactive and personable, you are sure to be on
your way to a successful relationship. The only way is to improve practice and your
communication skills will naturally develop along the way. Most important points for
successful client communication include transparency, trustworthiness, understanding,
empathizing and remain professional forming a strong working relationship.

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 Let’s Apply Case Study - Solve the communication problem
Directions: Below is a case study of a Bangladeshi woman living in the
UK. Read the excerpt from the case study and answer the following
questions. Write your answers on your answer sheet.

Case Study 1: Experiencing a communication ‘problem’

My main problem is communication. Because of the language problem often I feel
dumb and can’t express my positive or negative feelings … I stayed in hospital for
two weeks. Two of the nurses neglected me. Of course I didn’t know whether it was
because of my color or because of the communication problem … I am still not sure
about the exact medical term of the operation. (Source: Yazdani and Anju, 1994,
cited in Robinson, 1998, p. 92)

The speaker in case study 1 above is a Bangladeshi woman living in the UK. Having
read the case study, think about the following questions.
1. What’s the title of the case study?
2. Who is the “sender” in the communication process?
3. What is the nature of the communication ‘problem’ experienced by the speaker?
4. Whose problem is it?
5. What are the consequences for the speaker?

Let’s Analyze Activity: Analyzing communication problems

Directions: After analyzing the given case study, below are two responses
of Case Study 1 showing how they reflected on contrasting approaches to
issues of “difference” and “communication”. Provide answers in five (5)
sentences to the questions being asked after the case study responses. Write answers on
your answer sheet.

Below are two very different responses to Case Study 1.

1. The main cause of the ‘communication problem’ was the Bangladeshi woman’s poor
grasp of spoken English, which meant she was unable to communicate her needs
clearly or to understand what was being said to her during her stay in hospital. She
probably lacked confidence in herself, either because of her language difficulties or
because of her cultural background. Perhaps the hospital could have done more to
provide facilities to support her, but she also has a responsibility to improve her
English, and maybe undergo some kind of confidence-building process to improve
her ability to cope with the dominant culture.
2. The communication ‘problem’ arose because the hospital failed to address the
indirect and direct racism inherent in its practices. Indirect discrimination was
evident in the failure to take account of the diverse needs of patients, for example
by ensuring bilingual workers or interpreters are available for the main community
languages in the area. Direct racism was apparent in the way in which the two
nurses ignored this particular patient. In addressing this problem, the hospital needs
to ensure that all staff are trained in anti-racist practice and that positive steps are
taken to ensure that all patients are treated equally, regardless of their ethnic,
gender or other identities.

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 What have you observed in the communication and difference in responses?
1. Ethnicity
2. Gender
3. Disability
4. Age
5. Or other kind ‘of “difference” ?

Let’s Create

Goal To create an introduction podcast script that augment the gap between the teachers
and parents.
Role Podcaster
Audience The target audience are your classmates, teacher, and podcasters.
Situation There is an existing conflict between teachers and parents that need to augment
through podcast.
Product Performance Wrote an introduction podcast script.
Standard Use the rubrics below for your reference. Highest possible score is twenty (20)
points.
Podcast – a digital audio file made available on the internet for downloading to a computer
or mobile device, typically available as a series, new installments of which can be received
by subscribers.
Podcasters – often start with the intention of building online communities, and often solicit
comments and feedback on their programs. People use web blogs, groups, and forums to
communicate with other listeners and the show’s producers.
Anchor – is a free platform for podcast creation. It contains tools that allow users to record
and edit audio, arrange it into podcast episodes.
Podcasting – is an easy and powerful way to communicate your ideas and messages. You
can potentially reach anyone with a broadband connection who is searching for podcasts and
subscribes to your show.

20 15 10 Total
Content Followed 3 Followed 2 Followed 1
initial steps initial steps initial step on
on how to on how to how to start
start a start a a podcast
podcast with podcast with with the
the simple the simple simple
artwork and artwork and artwork and
description description description

Steps to write a podcast script.

1. Come up with a concept. (Topic, name, format and target length for your 1st episode)
2. Design a simple appropriate artwork and write a description to “brand” your podcast.

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 3. Write your introduction podcast strip on a legal size coupon bond with a portrait
layout.
4. Take a screen shot of your podcast script and send it through google messenger
class for checking purposes.
5. Publish your podcast script.

Sample of Podcast Introduction Script

The Humanities and Social Sciences strand and the Parañaque National High School
Main proudly present the PNHS GPTA Series. Tonight’s Topic is entitled “Kumustahan”.
For our initial episode, you’ll be listening to a panel discussion with Mr. Juan de la Cruz,
president of GPTA – PNHS Main, Mr. Gerry A. Lumaban, PNHS- Main School Principal
IV and Mrs. Luningning T. Diones, class adviser of HumSS 12 Aristotle. Recording live,
October 13, 2020, this is the 1st podcast in the Humanities and Social Sciences strand
2020 PNHS GPTA Series.

• In the intro you should be sure to include the basics; who, what, when,
PLATFORM and why.

Let’s Try

Multiple Choice
Directions: Choose the letter of the correct answer. Write your answers
on your answer sheet.

_____1. Which of the following refers to graphical information in communication?

A. charts C. maps

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 B. infographics D. all of the above
_____2. Who among the following was the proponent of verstehen and the theory of social
action?

A. James Carey C. Max Weber

B. Karl Marx D. Michel Foucault
_____3. Which of the following description of clientele or audience involve the audience’s
evaluation such as title and reputation?
A. Age range C. Job type
B. Education D. Social status

_____4. Which of the following description of clientele or audience dictates people’s

disposition to listening and responding and the ability to make meaning out of the
communicated material?
A. Age range C. Health status
B. Education level D. Social Status

_____5. Which of the following description of clientele or audience provides a way to

categorize your work and processes?
A. Education Level C. Health status
B. Health status D. Job type
_____6. Which of the following describes “communication as culture’?
I. Define reality
II. Cultural studies
III. Cultural sciences
IV. Sharing experiences with others
A. I and II C. II and III
B. I and IV D. III and IV

_____7. Which of the following is TRUE about the “primary language’?

I. Perceives situations or problem
II. Develops successful client communication
III. Creates communication in real time when we speak or write
IV. Involves the ability to comprehend spoken and written words
A. III and IV C. I and III
B. I and IV D. I and II
_____8. Which of the following are considerations of communication in terms of race and
ethnicity?

I. Deciding on graphics to be used

II. Designing the photos communication materials
III. Advocating cultural differences and diversity among people
IV. Endorsing multi-cultural channels of communication in materials
A. I and II C. III and IV
B. I and III D. I and IV

_____9. Communication is complete and perfect when the receiver understands the
message in the same and spirit as the communicator intends to convey. What do you think
are the barriers of communication if the individual as the client?

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 I. Perception and Inference
II. Perception and Language
III. Language and job types and health status
IV. Perception and noise and language and inference
A. I and II C. II and III
B. I and IV D. III and IV
_____10. Group communication requires managers to have special skills such as
understanding of group characteristics, group dynamics, specific influence of group
members and the role of leadership. How do communication varies from one another?
I. Primary Groups
II. Informal Groups
III. Primary, and formal groups
IV. Primary, secondary and tertiary sources

A. I and IV C. I, III and IV

B. II and III D. I, II and IV

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LEARNING AREA: Grade 12/HumSS/SHS
Self-Learning Module
Quarter 1 - Module 9 : The Clientele and Audiences Communication
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

DEVELOPMENT & EDITORIAL TEAM

Management Team: Wilfredo E. Cabral, Director IV

Micah G. Pacheco, CLMD Officer-In-Charge
Dr. Andrew E. Tan, EPS Araling Panlipunan-NCR
Dennis M. Mendoza, EPS Learning Resource-NCR
Nancy C. Mabunga,Librarian -NCR
Content Editors: Dr. Gregorio T. Capiral, EPS Araling Panlipunan-Parañaque City
Engr. Leonora J. Nofuente
Roby John N. Sardon
Language Editor: Catherine Dultra-Soriano
Writer: Luningning T. Diones
Illustrator:
Layout Artist: Luningning T. Diones

Printed in the Philippines by ________________________

Department of Education – National Capital Region

Office Address: Misamis St. Bago Bantay, Quezon City

Telefax: 02-929-0153
E-mail Address: depedncr@deped.gov.ph

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