SENIOR HIGH SCHOOL

First Semester S.Y. 2020-2021

MODULE 12
DISCIPLINES AND IDEAS IN THE APPLIED
SOCIAL SCIENCES

Name: _______________________________ Date :__________

Grade/Section: ________________________ Week : 12
Track/Strand: _________________________
CLIENTELE AND AUDIENCES IN COMMUNICATION
INTRODUCTION

The communications landscape changes rapidly over time, but one criterion for
successful communication remains the same: the importance of knowing who your audience is
and understanding their needs. Imagine you want to give a presentation to people in your
department at work. You likely know your colleagues’ personalities and what they expect of
you.

You might know their education levels and you are sure they understand all of your
company-specific jargon. You think delivering your message should be easy, except many of
them are so comfortable with you, they decide to skip your presentation because you took for
granted that they would be interested.

On the other hand, if you had to present to the board of directors, you might need to do
more homework on who they are and what they expect from you. In other words, it is always
important to get to know your audience as much as possible to give yourself the best chance at
communicating successfully.
(https://ecampusontario.pressbooks.pub/profcommsontario/chapter/getting-to-know-your-
audience/)

CONTENT
1. Clientele and audiences in communication.
STANDARD:

 Use acceptable research protocols, conduct a survey among young

PERFORMANCE
adults (i.e., ages 18–21) on their social work needs
STANDARD:
 Present results and recommendation for class discussion

 Describe the clientele and audience of communication

LEARNING
 Distinguish the needs of individuals, groups, organizations, and
COMPETENCIES:
communities

II - PRELIMINARY ACTIVITY

“Take a few minutes to reflect on one thing that you are feeling right now. Write down
that one statement that you very much want to express. Now, think of how you will say
it to the different people in your life. How would it sound if you were to say it to your
parents and friends? Will your way of expressing the same sentiment differ when said
to different people? Why do you think so?”

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III - LESSON PROPER

CHARACTERISTICS AND NEEDS OF VARIOUS TYPES OF CLIENTELE AND

 AUDIENCES

For service communication activities to be successful, you must segment your

audiences into similar groups and gain a deep understanding of those audiences. This is
the first step you will take before designing or implementing any activities. You will
select the primary and secondary audiences you need to work with to achieve your
goals.

The primary audience is the individual or individuals who are directly affected
and whom the program wants to practice the desired behavior (for example, women of
reproductive age, urban youth, and male heads of household). Primary audiences may
also be the people who can make decisions on behalf of those who would benefit from
the behavior (for example, caregivers of children under 5).

The secondary audience – individuals who exert influence – are people who can
guide behaviors of the primary audience (for example, spouses, parents, peers and
coworkers). Secondary audiences can also include people who shape norms, influence
policies or affect how people think about the behavior (for example, the media,
traditional leaders and local opinion leaders).

The intended audience for services could include a number of different types of
individuals, and may differ throughout the three stages of service delivery. For
example:

Before: When seeking to increase demand for HIV testing, the audience may
include female sex workers in urban areas.

During: Providers may be the intended audience for behavior change to motivate
them to provide high-quality counseling on informed choice.

After: The client and the client’s peers may comprise the intended audience, with
the objective of helping the client maintain consistent use of family planning methods
and encourage social support.

WHY IS AUDIENCE ANALYSIS IMPORTANT TO SERVICE COMMUNICATION?

An audience analysis helps establish a detailed and realistic picture of the

audience. A good audience analysis ensures that messages and activities realistically
reflect and address the audience’s values, desires and barriers to change. Messages
informed by this analysis are more likely to resonate with the audience, leading to the
desired behavior change and better outcomes. Audience analysis should be conducted
at the beginning of the program, before any communication activities are developed.

To some extent, audience analysis is similar to something that is done regularly in

service delivery programs. For example, in developing a training program to build
clinical skills, many programs assess providers’ existing capacity to determine training
needs. This assessment often identifies categories of providers, based on their current
skills and knowledge. The results of the assessment help ensure that training and
capacity building resources are allocated based on need. A similar principle applies for
audience analyses for service communication.

WHAT IS THE AUDIENCE ANALYSIS PROCESS?

 An audience analysis is a multi-step process that begins with data and results in
a description of the intended audience summarized in an “audience profile.” The
audience analysis process typically identifies a primary audience (the individuals
whose behavior the program seeks to motivate) and the secondary or influencing
audience (the individuals who have influence over the primary audience in whether
they are able to adopt and maintain new behaviors). For example, a program seeking to
increase uptake of adolescent reproductive health services may determine that there are
a limited number of high-quality clinical services dedicated to adolescents. The
program identifies young people ages 10-18 as the primary audience. It also identifies
different influencing audiences for each stage.

As a result, communication during the before services stage will concentrate on

advocacy to influence policymakers or leaders in the Reproductive Health Division of
the Ministry of Health who can allocate more resources for adolescent health services.
In the during stage, the program will train service providers to improving counseling
techniques for adolescent clients and providers, and in the after stage, the program may
focus community mobilization on the peers or parents who enable adolescents to
maintain positive reproductive health behaviors.

COMMUNICATION IS THE WAY AN INDIVIDUAL TRANSFER

Communication is the way an individual transfer’s information from one place to
another. Communication is seen as very important because it can help an individual to
understand what other people are saying. It also means that people can express their own
needs and concerns. For example, if somebody is seriously ill, there may be certain things
that are needed to be discussed. Effective communication is the way we try to express
ourselves well, both verbally and non-verbally, which is in done in ways which are
proper to culture and situations. Effective communication does not only mean to be able
to express our opinions, but also the needs and fears an individual has, including asking
for help and advice.

Effective communication involves actively listening. Interpersonal interactions are

communication processes which involve changing information, feelings and meanings
through the means of verbal and non-verbal messages. One to one communication is any
type of conversation which takes place between two individuals. One to one
communication can be done with by face to face, e-mail, instant messaging or chat. An
example of one to one communication is when a patient goes to their GP and talks to
their doctor about what is wrong with them and how to solve it and this makes them
improve their confidence. Sometimes, things which are written by an email or said on the
telephone might be misinterpreted.

GROUP COMMUNICATION
 The term "group communication" refers to the messages that are exchanged by
group members. These messages, whether verbal or nonverbal, are important to groups
because it is through the exchange of messages that group members participate, maintain
the group identity, determine goals, motivate participation, and do the many things that
keep the group intact. For example, a soccer team can be considered to be a group, but
one would not expect a soccer team to exist or compete with other soccer teams without
exchanging messages. How would team members share information about the game
plan? How would they make collective decisions in executing the game plan? How
would members build the relationships that help each member understand who to trust
in the critical moments of a game? How would members create the team spirit that
motivates each member to play their best game possible?

Examining group communication is fundamental to understanding groups. The

messages that are exchanged by group members provide evidence of the nature of the
group. The messages that are exchanged identify whether the group is a social group or a
task group. The messages also reveal what roles specific members play in a group.
Imagine a family trying to decide what to do during the two weeks in the summer when
all the family members are free to do something as a family. Should they go on vacation,
stay home and relax, paint the house, or have some parties with extended family and
friends? The types of messages that are exchanged and the manner in which the messages
are exchanged can be used to describe such group characteristics as the structure of the
family, who is in control, and the group's collective identity. However, messages are
more than just a signal about what the group is.

Group communication is important because it is through messages that groups

make decisions, manage conflict, and build the rapport that is necessary to keep the
group going in difficult circumstances. The exchange of messages shapes what the group
will be and what the group can accomplish. The way in which, for example, a family
exchanges messages about pending choices shapes important features, such as how
members understand each other, whether they will respect each other, and whether they
will be motivated to make the decision happen.

COMMUNICATION WITH COMMUNITIES

Including the affected population in the humanitarian decision-making process

restores their dignity, their sense of agency and improves their relationship with
humanitarian actors. Communications with communities delivers more efficient and
effective preparedness, response and recovery in several ways.

INFORMATION AS A RIGHT
 Communication with communities is a legal and moral obligation. The right to
information and expression is well established and enshrined in international human
rights law. By upholding the right to information, humanitarian actors ensure that
people are treated with dignity and respect, that they know their options, and that they
can make informed decisions.

INFORMATION CAN SAVE LIVES

Immediately following a crisis, understanding what has happened, how to get

help and what to do to reduce the risk of harm can save lives. In the immediate
aftermath, it is the community who are the first responders. Providing them with
information about how best to react can help them take control of their own recovery.

PARTICIPATION IMPROVES SUSTAINABILITY

Engaging communities and involving them in decision-making builds a sense of

community ownership in the response. This participation enables community-led
initiatives that build capacity to better prepare for and respond to crisis. Involving the
community in the design, planning and implementation of humanitarian programming
improves the sustainability of interventions.

COMMUNICATIONS WITH COMMUNITIES ENABLES TRANSPARENCY AND

ACCOUNTABILITY

When individuals and communities are better informed about their rights, the rules
and their options, it empowers them to hold humanitarian organizations to account.
When they are encouraged to provide feedback, give their input, voice their concerns
and questions, and feel they have a safe space to voice any criticism, it also provides an
opportunity for humanitarians to adapt their program.

LISTENING TO COMMUNITIES DELIVERS LOCALISATION AND EFFICIENCY

Every crisis and every community is different. The local context dictates the most
effective approach and the experts on the context are the people in the affected
community. Only by communicating directly with affected people can humanitarian
actors improve their situational understanding and tailor response efforts more
efficiently to the local context. Sharing information with the community and listening to
their feedback can help make response programming more effective by better meeting
people’s expressed needs.

During the Manila floods in the Philippines in 2012, people trapped by the water
took to Twitter to appeal for rescue. Twitter users responding to the floods were already
organizing themselves around the hashtag #rescueph. By including that hashtag in
tweets people were able to share details of who was stranded and where. Through
monitoring Twitter, the local authorities were then able to deploy search and rescue
teams more efficiently and effectively.

MANAGING RUMORS AND MISINFORMATION

In times of crisis, when information is scarce, or when information is used as a tool

to influence events, misinformation and rumors thrive. In a crisis, this can be a matter of
life or death. Effective CWC helps humanitarian actors and communities evaluate and
interpret rumors, to ensure people affected by crisis are able to make accurately
informed choices about their own recovery.

CONNECTED COMMUNITIES ARE DEMANDING BETTER COMMUNICATION

In an increasingly connected world, crisis-affected communities have the tools to

demand information, engagement and action. They are empowered to organize their
own information networks, irrespective of the accuracy or value of the information
provided. It is no longer left to humanitarian actors to take the lead in deciding to
communicate with affected communities; people affected by crisis are reaching out and
exercising their right to information and expression. Enabling people to communicate
with each other, not only with humanitarian organizations, is increasingly
acknowledged as an important contribution to a humanitarian response.

COMMUNICATING HELPS PSYCHOLOGICAL RECOVERY

A crisis, by its nature, is a traumatic event. Communicating with people about the
situation, where they can get help and what they can do to help themselves can be
critical to their psychological resilience under stress. Communicating with others who
are facing the same situation and understanding the process of accessing support helps
people better face crisis and actively contribute to recovery efforts.

IV – ASSESSMENT

Type of Assessment

TEST I. Essay
 Direction

TEST I. ESSAY

“HOW IMPORTANT HAVING GOOD COMMUNICATION IN THE

COMMUNITY”

Criteria 10 6 3

Grammar and No errors committed One or two errors Three or more error
spelling committed committed

Content Very correct Correct explanation Slightly correct

explanation explanation

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V - FEEDBACK

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VI – REFERENCES

 (https://ecampusontario.pressbooks.pub/profcommsontario/chapter/getting-to-know-
your-audience/)
 https://www.scribd.com/presentation/362675225/Clienteles-of-Communication
 bartleby.com/essay/Individual-Communications-
PKUG6FPBYRFA#:~:text=Communication%20is%20the%20way%20an%20individual
%20transfer's%20information%20from%20one,their%20own%20needs%20and
%20concerns
 https://www.encyclopedia.com/media/encyclopedias-almanacs-transcripts-and-
maps/group-communication#:~:text=The%20term%20%22group%20communication
%22%20refers,are%20exchanged%20by%20group%20members.&text=The%20messages
%20that%20are%20exchanged%20by%20group%20members%20provide
%20evidence,group%20or%20a%20task%20group.
 https://internews.org/sites/default/files/2017-
09/Internews_Humanitarian_CwC_PolicyPaper_2017.pdf