A1: LANGUAGE COMMUNICATION

Language

By means of which human beings, as members of a social group and participants in its culture, express themselves

language acquisition – acquiring the languages used by those in the community through immersion (Ederio, 2019);
somehow absorbing a target language's sound system and structure, ideally without ever thinking explicitly about
the language's actual structure

language learning – learning about a language, its sound system, its structure; largely an intellectual exercise
(Shaul, 2014), learned by studying formally in school, or informally through selflearning (Ederio, 2019)

rule-governed

• phonology – the study of sound patterns and changes; the study of speech sounds

• morphology – the study of word structure

• syntactics – the study of sentence/language structure and symbolic arrangement

 Semantics – the study of linguistic meaning

 pragmatics – the study of how language is used in context or how people actually use communication

Communication

• a process by which information is exchanged between individuals through a common system of symbols, signs, or
behavior

3 Main Types of Communication

1) verbal communication
• utilizes the spoken word, either faceto-face or remotely
• often evokes the idea of spoken communication, but includes written communication as generally, it
refers to our use of words

Written communication: involves any kind of exchange of information in the written form (example:
emails, texts, letters, reports, SMS, posts on social media platforms, documents, handbooks, posters,
flyers, etc.)

Oral communication: employs the spoken word, either direct or indirect as a communication channel
• could be made on a channel that passes information in only one form, i.e. sound
• conversation could either be face-toface, or over the phone, or via voice notes or chat rooms, etc.

2) nonverbal communication
• facial expressions, hand gestures, posture and even appearance, silence; sarcasm, complacency,
deception or genuineness occur(Arkansas State University, 2022)
• body language, gestures, silence; occurs through means other than words

Physical Non-verbal Communication* the sum total of the physically observable (hand gestures, body
language, facial expressions, the tone of one’s voice, posture, stance, touch, gaze, and others)

Paralanguage* the art of reading between the lines* the main kind of such communication is done with
the tone of one’s voice* amounts to almost 38% of all the communication that we do every day
 Paralanguage* along with the tone of voice, the style of speaking, voice quality, stress, emotions, or
intonation serves the purpose of communication

3 Cs of nonverbal communication
• context – better understanding the setting
• clusters – using not one but multiple expressions or movements to influence our interpretation of a
person’s body language
• congruence – comparing spoken words to body language and tone

3) visual communication• include signs, maps or drawings as well as color or graphic design• typically
reinforces verbal communication, and helps to make a point

• helps a speaker remember important topics, gives the audience something to look at, and generally helps convey
the message being presented

A2: SPEECH

Oral Communication

• the process of transmitting information or ideas verbally from one person or group to another

Oral Communication Skills

Preparation and flexibility

• important for both formal presentations and informal discussions

• preparation relates to: ✓ thinking about the goals and target audience✓ defining the course of delivery✓
establishing standards to meet during the spoken communication

Organization

• compile and organize thoughts, ideas, and specific details ahead of time and create effective talking points to
deliver a detailed oral communication

Effective audience connection

• engage the audience and encourage participation through:✓ a lively speaking style or tone✓ pay close attention
to non-verbal communication that are being sent (such as body language)
Visual aids

• further engage the audience and help them understand or remember the important points of the oral
communication through the use of pictures, charts, graphs, or videos

Repeated practice

• continued practice of oral communication, especially in preparation for a public speech or large group
presentation, helps alleviate stage fright and improve delivery skills by establishing more confidence in a concrete
and rehearsed idea

A3:FUNCTIONS OF COMMUNICATION

The Five Basic Functions of Communication

REGULATION/CONTROL• communication can be used to control/manage human behavior• can be used to

regulate the nature and amount of activities humans engage in

the main focus: influence one’s behavior• means that if anyone behaves in such a way the other one wanted it to
be, it is a behavioral influence

COMMANDS OR IMPERATIVES

• Please come in.• Get a chair.• Take your seat.• Run.

RHETORICAL QUESTIONS• Why don’t we go to the lobby now?• Can you pass the salt?• Can I have a moment of
silence?

“What has life to offer me when I grow old?”

STATEMENTS OR DECLARATIVES• I want to be alone.• It’s hot in here.• You need to hurry.

SOCIAL INTERACTION

• the use of communication to socialize or interact with other people

• communication in interacting with other people which could be positive or negative

SOCIAL INTERACTION: Basic Forms

• invitations• greetings• appreciations• encouragement• marriage proposals, etc.

MOTIVATION

• a person using language to express desires, needs, wants, likes and dislikes, inclinations, choices, and aspirations

• could either be extrinsic or intrinsic

• an individual may communicate within self if he uses intrinsic motivation

Expressing one’s ambitions • I dream of…• Talking about preferences• This is good over the other• Ordering in a
fast food restaurant • I want…

Asking for milk • Can I…?• Making petitions• Expressing a need • I need…

INFORMATION
• used when the speaker wants to make others aware of certain data, concepts, and processes—knowledge that
may be useful to them

• as serious as knowing what the COVID-19 virus is and how to avoid getting it

GIVING INFORMATION USING STATEMENTS• I have three sisters• For every action, there is a reaction.

USING RHETORICAL QUESTION• Did you know that some earphones can be used as microphones?

GETTING INFORMATION USING IMPERATIVES• Show me how to tie a knot.• Give me information regarding the
weather.

EMOTIONAL EXPRESSION• the speaker appeals to the listener’s feelings and emotions to encourage him/her to act
in a particular direction

The Seven Pillars/Principals of Business Communication

When business professionals makes their contribution to the uncovering and understanding process, they should
strive to be:.

• Clear• messages should be easily understood

• Concise• messages should feature only necessary information

• Objective• messages should be impartial

• Consistent• messages, when communicated more than once, should always be the same

• Complete• messages should feature all the necessary information• Relevant• messages should have meaning to
its receiver

• Understanding of Audience Knowledge• messages should consider what the receiver already knows about the
situation, and not assume too much or too little

A3: COMMUNICATION STRATEGY

Communication Strategy

Plans/ways/means of sharing information which are adopted to achieve a particular social, political, psychological,
or linguistic purpose

A systematic technique employed by speakers to express their meaning when faced with a language problem or
difficulty like when in speaking English (since it may not be our first language)

Types of Communicative Strategies

1) nomination
presenting a particular topic clearly, truthfully, and stating only what is relevant to keep the interaction
focused• used when introducing a topic at the beginning of a communicative situation• can also be
applied any time during the course of an interaction as a way of continuing the communication

Have you noticed the weird weather lately?Is this because of global warming?

I was late for class again! The MRT stopped midway.What is wrong with the MRT?
 2) restriction

a strategy that constrains or restricts the response or reaction of the other person involved in the
communication situation wherein the listener is forced to respond only within a set of categories that is
made by the speaker

They say that the Philippine economy is getting better. Only the stupid think that, right? (No one wants to
be stupid.)

That arrest move was a disaster waiting to happen. Do you agree? (Yes/No)

3) turn-taking

• requires that each speaker speaks only when (recognizing that) it is his/her turn during an interaction• uses
either an informal approach (just jump in and start talking) or a formal approach (permission to speak is
requested)

I agree with the point just made. But may l add that OFWs would rather be home and work hereso they could
be with their families.

May I have the floor, Sir? The topic under discussion is the state of the Philippine economy today. We want
better lives for all Filipinos, whether they are working here or abroad.

4) topic control

• after the nomination communicative strategy, the interaction is kept going by using the topic-control
communicative strategy• simply a question-answer formula that moves the discussion forward and also
allows the listener or the other participants to take turns, contribute ideas, and continue the discussion

How often do you ride the MRT, Tony? How many times have you encountered a stoppage in service?

Your car may break down, too, Luna, right?So you have to find another means of getting to school.We all
do not want to be late for class, yes?

5) topic shifting

• useful in introducing another topic/introducing a new topic followed by the continuation of that topic• works
best when there is follow-through so that a new topic continues to be discussed• also used in repair
communicative strategy

This is a battle with corporations that continue to pollute the environment. But this is also a battle with man
himself, who continues to act as if there is another Earthwe can move to once this Earth dies.

If we cannot use the Earth’s resources, our economieswill die. We need to choose: the economy or the
environment.

6) repair

useful when communication breaks down or when miscommunication occurs/overcoming communication

breakdown to send more comprehensible messages
includes requesting clarification, not acknowledging, topic shifting, not responding, repeating, recasting, and
adding• asking questions or using eyebrows, eyes, head, or shoulders to show that the message could not be
understood• by not acknowledging the new situation, the situation already in progress will continue

• Topic shifting – helps direct the discussion to another topic or divert the attention of the listener from the topic
that has become problematic

• Repeating – a good way of correcting oneself and gives the speaker time to do just that

Recasting – changing the form of a message that could not be understood, allowing the speaker to say the
message in another way so that the listener can understand what was originally incomprehensible

7) termination

Using verbal and nonverbal signals to end the interaction• sometimes quick and short• sometimes prolonged by
clarifications, further questions, or the continuation of the topic already discussed, but the point of the language
and body movement is to end the communication

STRATEGIES TO USE DURING COMMUNICATION PROBLEMS

• Message abandonment• leaving the message unfinished because of language difficulties

• Topic avoidance• trying not to talk about concepts difficultto be expressed

• Circumlocution• describing or paraphrasing the target objector action

• Approximation• using an alternative term (ship) to expressthe meaning of the target word (sail)as closely as
possible

• Use of all-purpose words• expanding a general word to the context where certain words are lacking like the
overuse of the words: thing, stuff, make, do,what-do-you call-it, what-is-it

• Word coinage• creating a new English word based on what is known of the way English works like “vegetarianist”
(which is not in the dictionary)for “vegetarian”

• Use of nonverbal means• miming, gesturing, using facial expressions, and imitating sounds to express the
meaning desired

• Literal translation• translating a word or an idiom frommother tongue to English using the structure of L1

• Foreignizing• using the word in the native languagebut pronouncing it like English

• Code switching• using the native word or expression for theEnglish term that expresses the meaning desired

• Appeal for help• asking others for help when words, structures,or idioms are unknown or forgotten

• Use of fillers/hesitation devices• using filling words (uhmmmm) to gain time to think

A3:Communication Strategy (Workplace)

Communication Strategy (Workplace)

• plans followed for a business to achieve its communication goals

• blueprint for communicating with workmates, customers, and superiors

Verbal Communication Strategy

• involves words to deliver messages

• written communication• information is disseminated in symbol forms or writing• business letters, blog posts,
and email messages

• oral communication• involves communicating by word of mouth• conversations with workmates, phone calls,
video conferences using Zoom, and group discussions

Non-verbal Communication Strategy

depends on the body to relay messages where an individual can communicate without speaking• very impactful as
a workplace communication strategy, especially in customer service, where a customer service agent needs to be
empathetic

include facial expressions, hand gestures, eye contact, hugs, smiles, a head nod which indicates agreement, and
handshakesNo eye contact, busy with computer: may make the employee feel undervalued and create
unnecessary tension between the employee and the supervisor

Visual Communication Strategy

People communicate ideas graphically in effective and efficient ways to create meaning• include graphic designs,
films, diagrams, charts, illustrations, and data visualization

What are some modern technologies that haveincreased forms of verbal communication?

Answer: • telephone, email, text message, teleconferences, and the numerous social media applications now
available on computers and cellular devices

Why is it important to recognizeunintended nonverbal communications?

Answer: * dominant in the message being communicated; if the person receiving a message hears one thing but
picks up on a different message through non-verbal cues, they will likely default to believing the non-verbal
message was intended

How can nonverbal communications be intentionally used to communicate messages?

Answer: • nonverbal cues can intentionally be used to alter the received meaning of verbal communications
delivering an actual message with a meaning different from what is actually spoken like in the use of sarcasm
where the intended message is skewed by the tone and body language indicating the actual spoken message is not
meant truthfully.

What is the benefit of using visual mediums for communication over verbal forms of communication?

Answer: • visual mediums can often provide clarity with a picture or symbol that cannot be easily passed with
verbally spoken words like when building Lego sets the directions come with pictures of where to put the pieces

• relying on verbal communication is highly ineffective in situations such as construction

What are some common mistakes that can be made in written communications? How can individuals avoid
confusion in emails caused by the lack of a verbal tone?
Answer: * written communication lacks verbal and non-verbal cues and confusion can be avoided by sparingly
using capitalized or modified text; if you believe there may be a misinterpretation of intent or mood, clarifying this
in writing may help add the necessary context

Is it possible to become aware of and improve nonverbal communication? Can nonverbal communications
undermine the intent of verbal communications?

Answer: • developing an awareness of nonverbal cues is possible, either through self-awareness or coaching

• nonverbal communications can undermine verbal communications and alter the received message

What are some necessary considerations when using visual communications strategies. Is it possible to send
unintended messages through visual mediums?

Answer: • messages received through visual communications may be highly subjective, especially if symbols,
pictures, or a few words are used

• viewers may draw unintended messages from visual mediums, potentially with negative impacts (

B. Types of Communication

1. Types/Levels of Context of Communication

a. Intrapersonal

b. Interpersonal

b.1. Dyad

b.2. Small Group Communication

c. Public

d. Other “Levels”: Gilkey’s and Chapman’s Levels of Communication

Intrapersonal Communication

As you “talk with yourself” you are engaged in intrapersonal communication.

Intrapersonal communication involves one person; it is often called “self-talk.” Your intrapersonal communication
can be positive or negative, and directly influences how you perceive and react to situations and communication
with others.

Interpersonal Communication

Interpersonal communication normally involves two people, and can range from intimate and very personal to
formal and impersonal.
Group Communication

“Group communication is a dynamic process where a small number of people engage in a conversation.” (McLean,
2005) Group communication is generally defined as involving three to eight people. The larger the group, the more
likely it is to break down into smaller groups.

Public Communication

In public communication, one person speaks to a group of people; the same is true of public written communication,
where one person writes a message to be read by a small or large group.

Mass Communication

Mass media is a powerful force in modern society and our daily lives, and is adapting rapidly to new
technologies. Mass communication involves sending a single message to a group. It allows us to communicate our
message to a large number of people, but we are limited in our ability to tailor our message to specific audiences,
groups, or individuals.

TYPES OF COMMUNICATION ACCORDING TO MODE

A message may be impart through these types; verbal-non-verbal and visual. While communication is often
thought of as verbal, the non-Verbal mode is equally essential as it enhances one‘s message.

VERBAL-NON-VERBAL COMMUNICATION Effective communication calls for the blending of these two types. One
cannot be separated from the other. For example, door-to-door sales persons who demonstrate product
knowledge can only be effective if they know how to properly punctuate what they say with proper gestures and
facial expressions.

VISUAL COMMUNICATION Visual communication, on the other hand, is the type of communication that uses
visuals to convey information and/or messages. Some examples are signs, symbol, imagery, maps, graphs, charts,
diagrams, pictograms, photos, drawings or illustrations, and even various forms of electronic communication.
Visual communication now occupies an important place in any work environment.

TYPES OF COMMUNICATION ACCORDING TO CONTEXT

In this sub-section, context in communication is referred to as composite of people interacting with each other.
Communication may also be classified according to context: (1) intrapersonal; (2) interpersonal

INTRAPERSONAL COMMUNICATION

The Latin prefixes intra-means within or inside. Intrapersonal communication then means talking to oneself. Some
label it as self or inner talk, inner dialogue.

SYNTHESIS
  Language is a system of conventional spoken, manual, or written symbols by means of which human
beings, as members of a social group and participants in its culture, express themselves.
 Communication is defined as the process of transmitting information and common understanding from
one person to another.
 There are two types of communication according to mode: 1. Verbal and Non-verbal communication; 2.
Visual Communication
 Two types of communication according to context: 1. Intrapersonal Communication; 2.Interpersonal
Communication

ELEMENTS OF COMMUNICATION PROCESS:

Communication process involves elements like sender, receiver, encoding, decoding, channel/ media, voice and
feedback. These elements are explained below:1.

SENDER –

He is the person who sends his ideas to another person. For example, if a manager wants toinform his
subordinates about the introduction of a new product, he is the sender.2.

MESSAGE

- The idea, feeling, suggestion, guidelines, orders or any content which is intended to be communicated is
message. For example, message is the introduction of new product.3.

ENCODING

- It is the process of converting the idea, thinking or any other component of message into symbols, words,
actions, diagram etc. For example, message is connected in words and actions.4.

MEDIA

- It is the medium, passage or route through which encoded message is passed by the sender to the receiver.
There can be various forms of media-face to face communication, letters, radio, television, e-mail etc. For
example manager inform about the introduction of a new product in a meeting through presentation.5.

DECODING

- It means translating the encoded message into language understandable by the receiver.6.

RECEIVER

- He is the person to whom the message has been sent. For example, subordinates are receivers.7.

FEEDBACK

- It is the response by the receiver. It marks the completion of the communication process.8.

NOISE

- It is the hindrance in the process of communication. It can take place at any step in the entire process. It
reduces the accuracy of communication e.g. 1) Disturbance in the telephone lines, 2) An inattentive receiver
3) Improper Decoding of Message etc.
The Four Levels of Communication by Charlie Gilkey

The first level of communication is the social level. This is where we talk about the weather, sports, news, or
around the things we care about. It’s superficial communication, but incredibly useful nonetheless, as it allows us
to function amongst strangers and determine whether the people around us are foes or potential friends.

The second level of communication is the mental level. We talk about ideas, facts, non-controversial beliefs,
plans, strategies, and tips.

The Deep Levels of Communication

The third level of communication is the emotional level. This is the level in which we talk about our wants, needs,
aspirations, fears, and joys. Eyes well up, lips quiver, and voices fail at this level, just as those same eyes light up,
chests pound, and words become inert.

The chasm between the first two levels and the third is rather wide because the third level is the level of trust,
intimacy, vulnerability, and transparency.

The fourth level of communication Is the spiritual level. This is the hardest one to talk about, as our scientific-
reductionistic mindset and language fails to either capture or acknowledge it, at the same time that it’s the hardest
to actually spot in the wild because so few people can sink to the level of being required to speak from it by
themselves, let alone around others. This level of communication is the absolute highest level of resonance, with
no distortion from social, mental, or emotional games — it’s almost as if there’s a direct energetic embrace during
the communication. No push, pull, take, give, win, lose, me, you; it all melts away.

The Four Levels of Communication In Practice

As powerful and sublime as the emotional spiritual levels of communications are, they are too intense and raw to
be maintained for too long and many people aren’t prepared for them.

The spiritual level of communication Is particularly challenging on this front. The foundational identities we carry

in the world — friend, parent, spouse, lover, sibling — are often hard to disconnect with to get to the level of being
required for this level of resonance.

Communication Model
6 Types of Communication Model

1. Aristotle’s Model of Communication

The Aristotle model of communication is the widely accepted and the most common model of communication
where the sender sends the information or a message to the receivers to influence them and make them respond
and act accordingly. Aristotle model of communication is the golden rule to excel in public speaking, seminars,
lectures where the sender makes his point clear by designing an impressive content, passing on the message to the
second part and they simply respond accordingly. Here the sender is the active member and the receiver is passive
one. The linear model of communication where feedback isn’t required.

2. Berlo’s Model of Communication

Berlo’s model of communication takes into account the emotional aspect of the message. Berlo’s model of
communication operates on the SMCR model.
 3. Shannon-Weaver Model

Caters more on the telephonic Communication Process

4. Schramm Model

May occur in any instances either face to face or technology mediated.

Common Barriers to Effective Communication:

 The use of jargon. Over-complicated, unfamiliar and/or technical terms.

 Emotional barriers and taboos. Some people may find it difficult to express their emotions
and some topics may be completely 'off-limits' or taboo. Taboo or difficult topics may
include, but are not limited to, politics, religion, disabilities (mental and physical), sexuality
and sex, racism and any opinion that may be seen as unpopular.

 Lack of attention, interest, distractions, or irrelevance to the receiver. (See our

page Barriers to Effective Listening for more information).

 Differences in perception and viewpoint.

 Physical disabilities such as hearing problems or speech difficulties.

 Physical barriers to non-verbal communication. Not being able to see the non-verbal
cues, gestures, posture and general body language can make communication less effective.
Phone calls, text messages and other communication methods that rely on technology are
often less effective than face-to-face communication.

 Language differences and the difficulty in understanding unfamiliar accents.

 Expectations and prejudices which may lead to false assumptions or stereotyping.

People often hear what they expect to hear rather than what is actually said and jump to
incorrect conclusions. Our page The Ladder of Inference explains this in more detail.

 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. See our page
on Intercultural Awareness for more information.

 Psychological Barriers

The psychological state of the communicators will influence how the message is sent,
received and perceived.

For example:

If someone is stressed they may be preoccupied by personal concerns and not as receptive to the
message as if they were not stressed.
Anger is another example of a psychological barrier to communication. When we are angry it is easy to say things
that we may later regret, and also to misinterpret what others are saying.

Physiological Barriers

Physiological barriers to communication may result from the receiver’s physical state. For example, a receiver with
reduced hearing may not fully grasp the content of a spoken conversation especially if there is significant
background noise.

Physical Barriers

An example of a physical barrier to communication is geographic distance between the sender and receiver(s).
Communication is generally easier over shorter distances as more communication channels are available and less
technology is required. The ideal communication is face-to-face.

Systematic Barriers

Systematic barriers to communication may exist in structures and organisations where there are inefficient or
inappropriate information systems and communication channels, or where there is a lack of understanding of the
roles and responsibilities for communication. In such organisations, people may be unclear of their role in the
communication process and therefore not know what is expected of them.

Attitudinal Barriers

Attitudinal barriers are behaviours or perceptions that prevent people from communicating effectively. Attitudinal
barriers to communication may result from personality conflicts, poor management, resistance to change or a lack
of motivation. To be an effective receiver of messages you should attempt to overcome your own attitudinal
barriers to to help ensure more effective communication.

F. Listening: Nature, Process, Barriers and Overcoming Barriers

1. Meaning and Importance of Listening

Listening, however, requires more than that: it requires focus and concentrated effort, both
mental and sometimes physical as well.

Listening is not a passive process. In fact, the listener can, and should, be at least as engaged in the
process as the speaker. The phrase ‘active listening’ is used to describe this process of being fully
involved.

We Spend a lot of Time Listening

Adults spend an average of 70% of their time engaged in some sort of communication.

Of this, research shows that an average of 45% is spent listening compared to 30% speaking, 16%
reading and 9% writing. (Adler, R. et al. 2001). That is, by any standards, a lot of time listening. It is
worthwhile, therefore, taking a bit of extra time to ensure that you listen effectively

Here are 7 reasons why listening skills are essential:

1. Reduces Misunderstandings

2. Builds Empathy
3. Limits Judgements

4. Improves Business Relationships

5. Increases Productivity

6. Enhances Leadership Skills

7. Providing Feedback
THE ART OF LISTENING

ACTIVE LISTENING

- This is where you make a conscious effort to hear not only the words that another person is saying but, more
importantly, the complete message being communicated

TIPS

1. Pay Attention

2. Show That You're Listening

3. Provide Feedback

4.Defer Judgment

Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message.

5. Respond Appropriately

NOTE TAKING and REPORTING BACK

LECTURE NOTES

Before your Lecture:

 Review class readings on topic prior to lecture.

 Jot down any questions that you have from reading
 Sit up front so you can see and hear better.
 Be sure of your purpose and the speaker's purpose.

WHY TAKE NOTES?

We learn through receiving information, participating in discussions, and connecting new information with what we
have previously learned, experienced, or understood. This is an active, complex process. Trying to just “keep it in
our heads” can become overwhelming in the moment, and is ineffective from a longer-term learning perspective.

Notice how the list above does not include the words “in class.” Note-taking is not just a classroom activity. Taking
notes while reading, watching an assigned video, reviewing a PowerPoint provided by the professor, or
participating in a group study session all contribute to the learning process and help you maximize your academic
time-on-task!

GENERAL NOTE-TAKING GUIDELINES:

 Before you start taking any notes be clear about why you are attending the talk or meeting.
 Think about whether or not a point is noteworthy before you write it down – do not take notes for the
sake of taking notes.
 Do not write down everything that is said, word-for-word, that would be transcribing, which is an
altogether different skill.
 Write in your own style and use your own words,
 Try to use short concise points,
 Write down in full, key information that can’t be shortened
 Use abbreviations to help you – just note what they mean!
 Use underlining, indentation, circle words or phrases, use highlighter pens
 Use some sort of shorthand system that you will understand later
 Don’t panic if you miss something.

Once the event has finished:

 As soon as possible, after the event, you should review and, where necessary, rework your notes.
 If possible share and/or compare your notes with a colleague or peer.
USING GRAPHIC ORGANISERS TO SUMMARISE A TEXT

Other graphic organisers can also support students to classify and organise the information they read and view.
Students may be provided with a template such as a Venn Diagram or PMI chart to classify their thinking as they
see and process the information. The jigsaw approach is effective when students must process large chunks of
information (HITS 5: Collaborative Learning).

VENN DIAGRAM

Students draw two or three circles that have an overlap. The circles include the information specific to the topic
(e.g. Social). The overlap areas include information that is consistent across several topics.

PMI chart

PMI (plus, minus, and interesting) charts provide students with a clear template to classify information. The PMI
chart allows students to gather basic information while processing and analysing the positives, negatives, and other
important points.

JIGSAW ACTIVITY

Providing a specific structure can alleviate the load of processing large chunks of information. The Jigsaw Activity
allows information to be recorded by classification and uses peer teaching (HITS 5: Collaborative Learning).

1. You can’t write down every word

2. Pay Attention

3. Underline, Highlight and Capitalize

4. Use Shorthand (Abbreviations)

5. Put distractions away

6. Be Comfortable

7. Ask questions when confuse.

8. Share and compare notes with classmates

9. Notepad versus Laptop

10. Air your opinion

EFFECTIVE COMMUNICATION SKILLS Effective communication is the process of exchanging ideas, thoughts,
opinions, knowledge, and data so that the message is received and understood with clarity and purpose.
When we communicate effectively, both the sender and receiver feel satisfied.

How to improve your communication skills

Communication, like any other skill, is one you can improve upon with practice. Here are a few ways to start
improving your communication skills, whether at home or on the job.
1. Consider your audience.
2. Practice active listening.
3. Make your message as clear as possible.
4. Use the right medium or platform.

Tips for becoming an engaged listener

Focus fully on the speaker.
Favor your right ear
Avoid interrupting or trying to redirect the conversation to your concerns.
Show your interest in what's being said.
Try to set aside judgment.
Provide feedback.
Hear the emotion behind the words.
Skill 2: Pay attention to nonverbal signals

Skill 3: Keep stress in check

Skill 4: Assert Yourself

WORKPLACE COMMUNICATION

ORGANIZATIONAL COMMUNICATION FLOWS

Information can flow in four directions in an organization: downward, upward, horizontally, and diagonally. The
size, nature, and structure of the organization dictate which direction most of the information flows. In more
established and traditional organizations, much of the communication flows in a vertical—downward and upward
—direction.

Downward Communication Flows

Downward communication is when company leaders and managers share information with lower-level employees.
Unless requested as part of the message, the senders don’t usually expect (or particularly want) to get a response.
An example may be an announcement of a new CEO or notice of a merger with a former competitor. Other forms
of high-level downward communications include speeches, blogs, podcasts, and videos. The most common types
of downward communication are everyday directives of department managers or line managers to employees.
These can even be in the form of instruction manuals or company handbooks.

Upward Communication Flows

Information moving from lower-level employees to high-level employees is upward communication, as when
workers report to a supervisor or team leaders report to a department manager. Items typically communicated
upward include progress reports, proposals for projects, budget estimates, grievances and complaints, suggestions
for improvements, and schedule concerns. Sometimes a downward communication prompts an upward response,
such as when a manager asks for a recommendation for a replacement part or an estimate of when a project will
be completed.

Horizontal communication involves the exchange of information across departments at the same level in an
organization. The purpose of most horizontal communication is to request support or coordinate activities. People
at the same level in the organization can work together to work on problems or issues in an informal and as-
needed basis. The manager of the production department can work with the purchasing manager to accelerate or
delay the shipment of materials. The finance manager and inventory managers can be looped in so that the
organization can achieve the maximum benefit from the coordination. Communications between two employees
who report to the same manager is also an example of horizontal communication. Some problems with horizontal
communication can arise if one manager is unwilling or unmotivated to share information, or sees efforts to work
communally as threatening his position (territorial behavior). In a case like that, the manager at the next level up
will need to communicate downward to reinforce the company’s values of cooperation.

Diagonal communication is cross-functional communication between employees at different levels of the

organization. For example, if the vice president of sales sends an e-mail to the vice president of manufacturing
asking when a product will be available for shipping, this is an example of horizontal communication. But if a sales
representative e-mails the vice president of marketing, then diagonal communication has occurred. Whenever
communication goes from one department to another department, the sender’s manager should be made part of
the loop. A manager may be put in an embarrassing position and appear incompetent if he isn’t aware of
everything happening in his department. Trust may be lost and careers damaged by not paying attention to key
communication protocols.

Diagonal communication is becoming more common in organizations with a flattened, matrix, or product-based
structure. Advantages include:

 Building relationships between senior-level and lower-level employees from different parts of the
organization.
 Encouraging an informal flow of information in the organization.
 Reducing the chance of a message being distorted by going through additional filters.
 Reducing the workloads of senior-level managers.

External Communication Flows

Communications do not start and stop within the organization. External communication focuses on audiences
outside of the organization.

INTERCULTURAL COMMUNICATION

 Intercultural communication is the study and practice of communication across cultural contexts. It
applies equally to domestic cultural differences such as ethnicity and gender and to international
differences such as those associated with nationality or world region. Intercultural communication is an
approach to relations among members of these groups that focuses on the recognition and respect of
cultural differences, seeks the goal of mutual adaptation leading to biculturalism rather than simple
assimilation, and supports the development of intercultural sensitivity on the part of individuals and
organizations to enable empathic understanding and competent coordination of action across cultural
differences.

Each individual or group has a predominant experience of cultural difference, described by the following positions:

 Denial of cultural difference is the experience in which cultural difference is not perceived at all, or it is
perceived only in very broad categories such as “foreigner” or “minority.”
 Defense against cultural difference is the experience in which cultural difference is perceived in simplistic
stereotyped ways.
 Defense/Reversal. An alternative form of the Defense reverses the polarity of “us” and “them,” where an
adopted culture is romanticized, while one’s own group is subjected to greater criticism.
 Minimization of cultural difference occurs when elements of one’s own cultural worldview are
experienced as universal. People tend to assume that their physical or psychological experiences are
shared by people of all cultures, and/or that certain basic values and beliefs transcend cultural
boundaries.
 Acceptance of cultural difference is the experience in which one’s own culture as just one of a number of
equally complex worldviews.
 Adaptation to cultural difference occurs when people build on their Acceptance of cultural difference by
temporarily trying to organize the world in different ways.
 Integration of cultural difference is the experience of self that includes movement in and out of different
cultural worldviews. People at this position maintain complex multicultural identities and exist in a kind of
liminal state where they are constantly in the process of becoming something different.