PURPOSIVE

COMMUNICATION
“Listen with curiosity. Speak with honesty. Act with
integrity. The greatest problem with communication is we
don’t listen to understand. We listen to reply. When we
listen with curiosity, we don’t listen with the intent to
reply. We listen for what’s behind the words.”

Roy t. Benneth, The Light in the Heart

NATURE OF THE COMMUNICATION
PROCESS
• AS WE ALL KNOW, HUMAN
COMMUNICATION IS VITAL FOR
SURVIVAL AND IT IS ONE THING IN
LIFE THAT WE CANNOT AVOID TO
DO.
 COMMUNICATION
• Comes from the latin word ‘communis’, which means
‘commons’. To be common means “to come together” or “to
commune”- “to share something in common”.

• It is the process of exchanging ideas, thoughts, feelings and

emotions from one person to another with the use of
symbols which may be verbal and/or non-verbal and aims
for understanding.
• From a linear perspective: communication is the process or
act of transmitting a message from a sender to a receiver,
through a channel and with the interference of noise (de vito,
1986 in slater, n.D., P. 1).

• From an interactive perspective: Communication is the

activity of conveying information through the exchange of
thoughts, messages, or information, as by speech, visuals,
signals, writing, or behavior (Velentzas & Broni, n.d., p.117).
• From an etymological perspective: the word
communication is derived from the latin word,
communis, which means common. The definition
underscores the fact that unless a common
understanding results from the exchange of
information, there is no communication (lunenberg,
2010, pp. 1-2).
• From a symbolic perspective: communication uses symbols to
represent things, processes, ideas, or events. These symbols
are arbitrary constructions that represent a communicator's
thought (adler & rodman, 2006).
• From a pragmatic perspective: pragmatics defines
communication as any sign- mediated interaction that follows
combinatorial, context-specific and content- coherent rules
(velentzas & broni, n.D., P. 117).
 WHY STUDY
COMMUNICATION?
• TO UNDERSTAND OURSELVES AS SOCIAL
BEING;
• TO UNDERSTAND OURSELVES AS A PERSON;

• TO GAIN PROFESSIONAL COMPETENCE AND;

• TO PRESERVE CULTURAL VALUES

THE COMMUNICATION PROCESS
• Source. The sender carefully crafts the message. The sender
may be anyone: an author of a book, a public speaker in a
special occasion or even a traffic enforcer.

• Message. The information that a person wants to

communicate. It is the reason behind any interaction. It is the
meaning shared between the sender and the receiver.
Messages take many forms. They could mean poems, songs,
essays, news articles, road signs and even symbols.
• Encoding. Process of transferring the message into a format or
platform. That is expected to be understood or decoded by the
recipient of The information.

• Channel. The channel is the means by which a message is conveyed.

When we answer a phone call, the phone is the channel. On the other
hand, when your parents receive a notification of your absences from
school, the channel is a letter. It is the responsibility of both the sender
and the receiver to choose the best channel for the interaction.
• Decoding. Happens when the intended recipient of the
information receives the message.

• Receiver. The person who receives the transmitted message.

The receiver may be a part of an audience in a public speaking
event, a reader of a letter or a driver who reads road signs. The
receiver is expected to listen or read carefully, to be aware of
different kinds of sender to jot down information when needed,
to provide response and to ask questions for clarification.
• Feedback. In any communication scenario, a feedback is
essential to confirm recipient understanding. Feedbacks, like
messages, are expressed in varied forms. A simple nod for a
question of verification is considered a feedback. Thus,
feedbacks may be written, spoken or acted out.
 COMPONENTS OF THE COMMUNICATION
PROCESS
• SOURCE • FEEDBACK
• MESSAGE • ENVIRONMENT
• CHANNEL • CONTEXT
• RECEIVER • INTERFERENCE
• Environment. The place, the feeling, the mood, the
mindset and the condition of both sender and receiver
are called the environment.

• The environment may involve the physical set-up of a

location where communication takes place, the space
occupied by both the sender and the receiver,
including the objects surrounding the sender and
• Context. Context involves the expectations of the sender and
the receiver and the common or shared understanding through
the environmental signals.

• Interference. Interference is also known as barrier or block

that prevents effective communication to take place.
 KINDS OF INTERFERENCE

A. Psychological barriers are thoughts that hamper the

message to be interpreted correctly by the receiver.
• B. Physical barriers include competing stimulus,
weather and climate, health and ignorance of the
medium.
C. Linguistic and cultural barriers pertain to the language and
its cultural environment. Words may mean another in different
cultures.

D. Mechanical barriers are those raised by the channels

employed for inter- personal, group or mass communication.
These include cellphones, laptops and other gadgets used in
communication.
 GROUP ACTIVITY

• Form a group of five members. Choose one definition

discussed and present a simple role play that explain it.

• One or two student from the group will discuss what has
been shown in the presentation.
 THE NINE PRINCIPLES OF EFFECTIVE
COMMUNICATION

1. Clarity
• Clarity makes speeches understandable. Fuzzy
language is absolutely forbidden, as are jargons,
cliché expressions, euphemisms and doublespeak
language.
2. Concreteness

• Concreteness reduces misunderstandings. Messages

must be supported by facts such as research data,
statistics or figures. To achieve concreteness, abstract
words must be avoided.
3. Courtesy

• Courtesy builds goodwill. It involves being polite in terms

of approach and manner of addressing an individual.

4. Correctness

Glaring mistakes in grammar obscures the meaning of a

sentence. Also, the misuse of language can damage your
credibility.
5. Consideration

• Messages must be geared towards the audience. The

sender of a message must consider the recipient's
profession, level of education, race, ethnicity,
hobbies, interests, passions, advocacies and age when
drafting or delivering a message.
6. Creativity
• Creativity in communication means having the ability to
craft interesting messages in terms of sentence structure
and word choice.

7. Conciseness
• Simplicity and directness help you to be concise. Avoid
using lengthy expressions and words that may confuse the
recipient.
8. Cultural sensitivity

• Today, with the increasing emphasis on empowering

diverse cultures, lifestyles, and races and the pursuit for
gender equality, cultural sensitivity becomes an
important standard for effective communication.
9. Captivating

• You must strive to make messages interesting to command

more attention and better responses.
• Communication as a phenomenon can be further
understood if there are theories that would allow
people to explain how and why events occur
differently in any communicative settings.
• Some theories are the following from West and
Turner's (2007) Introducing Communication
Theory: Analysis and Application.
 COMMUNICATION THEORIES

1. Symbolic Interaction Theory.

This focuses on self and its relationship to society. It
thematically refers to the significance of meanings
for human psyche, the introspective self-concept,
and the interaction of a person and his or her
society.
2. Uncertainty Reduction Theory.
Proponents of this theory believe that
"uncertainties" occur among strangers in an
interpersonal setting and interpersonal
communication is the primordial way of reducing
these uncertainties.
3. Organizational Culture Theory.
Organizational values are better understood if its
members develop a sense of organizational reality.
Culture plays a significant role for it varies across
organizations.
4. Uses and Gratification Theory.
This theory examines the level of consumers' need
for gratification to media use and the results and
effects of that increased or decreased involvement.
5. Cultural Studies.
These refer to the belief in the fundamental precept
that "culture pervades and invades all facets of
human behavior."
This means that people from part of a "power strata"
- media dominance over subordinate groups.
6. Face Negotiation Theory.
Conflicts arise in an interpersonal interaction if
individuals fail to manage self-identity, face, self-
image and culture. It is important to negotiate on
these factors in order to avoid face-threatening acts.
Communication is the key to humanness. People
communicate because there is always a PURPOSE in doing
it.

1. P-urpose.
Communication begins with a purpose of explaining why a
talk or conversation is initiated. It would always depend on
what people have in mind, the place, or what the situation
is.
2. U-nderstanding.
The heart of communication is understanding.
Conflicts will not arise if a particular message is
comprehensible and clearly understood.
3. R-EACTION.
It is normal to react to what is seen, heard, felt or
thought. Reactions can be both verbal or non-verbal.
4. P-articipation.
Communication is a manifestation of people's
participation to various dialogues, discussions,
and talks. It is a way to show judgments and
critical thoughts on various issues and topics.
5. O-pinions.
A manifestation of criticality is to verbalize
thinking or opinion on certain topics from various
fields.
6. S-ympathy.
To communicate means to care. It is an expression of
showing support for something and being sorry for
someone's trouble, grief, or misfortune.
7. E-ducation.
Learning is achieved through communication.
Classroom discussions, symposia, trainings, mass
media, etc. Are various forms of communication
through which new things and ideas are discovered.