Purposive Communication

RICHARD M. BAÑEZ, Ed.D.

Assistant Professor I, College of Teacher Education
BATANGAS STATE UNIVERSITY JPLC-MALVAR, PHILIPPINES
 TOPIC 1:
Communication Processes,
Principles, and Ethics

 Describe the nature,

elements, and functions of
verbal and nonverbal
communication in various
multicultural contexts.
  Communication cues or symbols
 Message
converting intended
 Channel
message source
 Sender
 Receiver retranslating message
 Transmission
 Encoding
understanding
 Decoding destination
Key Terms

 Feedback response
 Communication outcomes
effects medium
actual sending and receiving of messages
General Model of Communication

Sender Receiver
(source, Message (reader,
Encoding Decoding
speaker, In Channel listener,
communicator) communicator)

Feedback
Types of Communication in Schools One-way communication Two-way communication

Unilateral Reciprocal

Exhortation by the principal

Instruction
Debate Inquiry
Conversation Announcements
Administrative directive
Classroom lecture
General Model of Communication

 Collaborating on Amendments on Students’ Handbook

 Conversing on Students’ Performance with other Teachers
 Debating on Issues Affecting Schools
 Disseminating Results of Conducted Action Research
 Expressing Sympathy
 Listening to Speeches
 Reading Anecdotal Records
General Model of Communication

 Collaborating on Amendments on Students’ Handbook

 Conversing on Students’ Performance with other Teachers
 Debating on Issues Affecting Schools
 Disseminating Results of Conducted Action Research
 Expressing Sympathy
 Listening to Speeches
 Reading Anecdotal Records
General Model of Communication

 Collaborating on Amendments on Students’ Handbook

 Conversing on Students’ Performance with other Teachers
 Debating on Issues Affecting Schools
 Disseminating Results of Conducted Action Research
 Expressing Sympathy
 Listening to Speeches
 Reading Anecdotal Records
Individual Communication Competence

Feedback Skills

Receiving Skills
Sending Skills
Individual Communication Competence
•Sending Skills
– Use appropriate direct language
• Avoid jargon and complex concepts
– Information must be clear and
complete
• Build on or reorganize receiver’s
cognitive schema
– Minimize noise from the physical
or psychological environment
– Use multiple and appropriate
channels of media
– Use face-to-face communication
and redundancy when
communicating complex
messages
Individual Communication Competence
•Receiving Skills
(Listening Skills)
– Attending
• Eye contact, receptive body
language, focus
– Questioning
– Encouraging
• Verbal and non-verbal cues
– Paraphrasing
– Reflecting feeling
– Summarizing
Individual Communication Competence
•Feedback Skills
• Sending and receiving skills that convey
knowledge of results or effects of previous
communications and behaviors.
• Can be verbal or non-verbal
• Asking questioning, describing
behavior, paraphrasing
• Information should be helpful to
the recipient
• Specific rather than general
• Recent rather than old
• Directed toward behavior the
person could change
• Timely, the more immediate the
better
Public Speaking: Some Principles

1. Be confident: Avoid hesitant and uncertain speech; it

communicates doubt.
2. Be direct: Get to the point without excuses.
3. Speak quickly: A rapid pace of speech is functional.
4. Pronounce your consonants: Pronunciation is important in
conveying status, respect, and confidence.
5. Use sophisticated speech: Refined vocabulary communicates
status.
6. Use Standard English: Slang and street language undermine
respect, status, as well as the message.
7. Speak up: Talking is an expectation of authority figures; in fact, it
is a necessary condition for status.
8. Dominate: Be aggressive in your speech; your goal should be to
communicate.
 • Verbal
symbols
• Human speech
• direct, face to
face conversation
Channels of Communication

or electronic
exchanges via
telephone, radio,
television, video
conferencing
• Written media
• memos, letters,
faxes, electronic
mail and
bulletin boards,
instant
messaging,
newspapers.
 • Non-verbal symbols
• Body language or gestures
• facial expressions, posture, hand and arm movements
Channels of Communication
 • Non-verbal symbols
• Physical items or artifacts with symbolic value
• office furnishings, clothing, and jewelry
• Space
• Territoriality and personal space
Channels of Communication
 • Non-verbal symbols
• Touching and hugging
• Time
• Intonation, accents, pitch, intensity, rate of speech
Channels of Communication
Sources in Communication Processes: Senders • Credibility
• Believability,
identity and
reputation of
the sender
• Sender’s
expertness
and
trustworthi
ness
• Trust and
confidence
the receiver
has in the
words and
actions of
and Receivers

the sender
Sources in Communication Processes: Senders
and Receivers
• Cognitive Capacities
• Psychological characteristics limit individual communication
• Communication skills
• Knowledge of subject
• Personality
• Motivation factors (attitudes, values, interests, expectations)
 • Noise
• Contextual, physical,
cultural, environmental
distractions that
interfere with the
communication
Communicating in Context

process
• Examples in schools
• Closed organizational
climates
• Punishment-centered
bureaucratic structures
• Cultural or gender
differences
• Authoritarian
leadership
• Teacher militancy
• Demographic
prejudice
• Outdated or obscure
technology
Communicating in Context

Meaning = Information + Communicators + Media + Context

 Communication in Schools
Information Does the language or symbols convey the information?
Can it be understood by both sender and receiver?
What is the content and effect of the communication?
Communicating in Context

Communicators Who is speaking to whom?

What roles do they occupy?

Media What methods/media are being used?

Context What is the context in which the communication is taking

place?
What factors are creating noise that might block or distort
the message?

Meaning = Information + Communicators + Media + Context

Organizational Perspectives of Communication • Communication
networks -
methods, vehicles,
or forms a
message travels in
organizations.
• Formal Channels
• Methods
sanctioned by
the organization
• Related to
organizational
goals
• Informal
Channels
• Grapevines
• Directionally
vertical or
horizontal
• One or Two-way
Types of roles in communication networks

Person 1 Person 2

Person A

Person 4 Person 3

Person A in “Star” Role

Types of roles in communication networks

Person 1 Person 2

Isolate

Person B

Person 4 Person 3

Person A in “Isolate” Role

Types of roles in communication networks

Person 1 Group I Person 2 Group II

Person A

Person 4 Person 3

Person A in “Bridge” Role

Types of roles in communication networks

Person A

Group I Group II

Person A in “Liaison” Role