Seal of Good Local Governance (SGLG) 2024Final.pptx
Ip cchaper1 thornock
1. Definition - Interpersonal Communication
• Interpersonal communication is by focusing on
what happens between people, not where they are
or how many are present
• Interpersonal communication is a distinct type of
interaction between people – inter meaning
“between” and person…between people.
• Communication exists on a continuum from
impersonal to interpersonal.
2. The Interpersonal Imperative
Why We Communicate?
2) Develop Identities (Who am I?)
3) Establish and build relationships (What groups do I want
to be in? Who do I want to be friends with?)
4) Coordinate efforts with others (School, job, sports,
hobbies, events, etc.)
5) Have impact on issues that matter (Lead, persuade,
influence, compete, etc.)
6) Work out problems (Daily event)
3. Principles of Interpersonal
Communication
• We cannot not communicate
• Interpersonal communication is irreversible
• Interpersonal communication involves ethical choices
• People construct meanings in interpersonal communication
• Metacommunication affects meaning
• Interpersonal communication develops and sustains
relationship
• Interpersonal communication is not a panacea
• Interpersonal communication effectiveness can be learned
6. Why communication is important?
The development of
human culture is made
possible by our ability
to:
1. Share experiences
2. Build trust
3. Exchange ideas
4. Transmit knowledge
7. 1. SHARED EXPERIENCES
1.
•Activities
•Time spent with friends, family, partner, children and pets
•Instinct to survive
•Desire for health, wealth, knowledge and happiness
•Movies, book clubs, musical events, plays, art
Shared experiences inform our lives no matter who we are,
how different we are from others, no matter where we live.
8. 2. BUILD TRUST continued
Respect. It is essential that the tone, content, and delivery of your
communication genuinely respects all participants or members – even if it’s
sometimes difficult.
•Transparency of processes. Your entire engagement efforts should be clear
and well-understood devoid of ‘hidden’ or alternative agendas (personal,
political, or informational.)
•Clarity in the role and influence people will have in the either the decision-
making or implementation of solutions.
•Effective engagement and trust requires that everyone involved is working
from a common understanding of the issue and each other’s perspectives as
possible.
9. 2. BUILD TRUST continued
Stephen M.R. Covey (2006) has identified ‘five waves of trust’ that are worth
considering. A brief summary:
1) Self-trust.
The Principle of Credibility. In its simplest form: “do you trust yourself and are you someone that
others can trust?” It is critical that you honestly answer ‘yes’ to both questions.
2) Relationship Trust.
This is all about consistent behavior in all your relationships with others. People judge us on our
behavior not our intentions.
BUSINESS
3) Organizational Trust.
The principle here is alignment – in essence does your organization structures, policies, and
systems engender the trust you want to achieve?
4) Market Trust.
This refers to your organization’s overall reputation – a trust that can be built or destroyed at
incredible speed.
5) Societal Trust.
This is based on the principle of contribution – do others see your organization or entity as
having a past record of accomplishment and contribution to the things they care about?
10. 3. EXCHANGE OF IDEAS
The ancient trade routes were the communications highways
of the ancient world. (The information highway is our way)
•The Spice and the Silk Road had a significant influence on the
development of the great civilizations (China, India, Syria, Iraq,
Turkey, Egypt, Persia (, Arabia, and Rome.)
•Cities along these routes grew rich providing services and goods
to traders, pilgrims, missionaries, soldiers, nomads, and merchants.
•They were cultural and artistic centers, with people of different
ethnic and cultural backgrounds. (Ideas, goods and raw materials
flowed.)
12. 3. EXCHANGE OF IDEAS continued
1. Websites:
•Pinterest.com
•Cruelty free products
http://www.leapingbunny.org
•Houzz.com
•WikiHow.com
•TEDTalks
2. Conversation with others
3. Demonstrations of products
4. Movies, books, magazines
5. Social Media
6. Think Tanks
7. Other
13. 4. Transmit Knowledge
How do we transmit knowledge?
•Prehistoric times: Fires, beacons, smoke signals, drums and horns
The first line of Roman communication were roads.
•The roads were built for official communications. Travel by public
stage coach averaged some 60 miles per day. Caesar once rode
by carriage 800 miles in eight days.
•Private individuals could use them only by rare and special permission
(Letters.)
14. 4. Transmit Knowledge – Sharing and
Communication
Cave paintings – 30,000 B.C. France
A means for communicating – Documenting types of animals,
environmental changes, art to decorate caves.
Painting continues today as a form of expression, documentation,
and decoration.
15. 4. Transmit Knowledge – Sharing
and Communication
Pictographs – 3,00 BC - a pictorial symbol for a word or phrase were used as the
earliest known form of writing, examples having been discovered in Egypt and
Mesopotamia from before 3000 BC.
Today: Emoji are the ideograms or smileys used in Japanese electronic messages and
webpages. Originally meaning pictograph, the word emoji literally means "picture" (e) +
"character" (moji). �
16. 4. Transmit Knowledge – Sharing
and Communication
The Marathon Man/Messenger
•Pheidippides – Greek Hero, is said to have
run from Marathon to Athens to deliver news
of a military victory against the Persians.
•Most long distance messengers memorized
their message or carried them in writing.
Delivered no faster than the fastest horse.
•Don’t kill the messenger!
Heliograph – 37 AD
•(Greek helios, meaning "sun", and graphein
meaning "write") is a wireless solar telegraph
that signals by flashes of sunlight (generally
using Morse code) reflected by a mirror.
•The heliograph was effective for
instantaneous optical communication and for
centuries
•Main uses were military, survey and forest
protection work.
17. 4. Transmit Knowledge – Sharing and
Communication
Paper – (206 BC – 220 AD)
•Invented in ancient China (Han Dynasty) and
spread slowly to the west via the Silk Road.
Town Crier – UK 1540
•Town criers - communication with the
people of the town (most people could
not read or write.)
•Proclamations, local bylaws, market
days, advertising.
•In Goslar, Germany, a crier employed
to remind the local populace not to
urinate or defecate in the river the day
before water was drawn for brewing
beer.
18. 4. Transmit Knowledge – Sharing
and Communication
Daily Newspaper – 1620 AD
•The first English-language newspaper (meant
for the public) was published in Amsterdam in
1620.
•By the start of the Revolutionary War in 1775,
there were 37 independent newspapers to keep
the colonists informed.
Morse Code
The Morse code/machine was
created by American Morse. The
International Morse eventually took
over American Morse.
19. 4. Transmit Knowledge – Sharing
and Communication
Radio – 1896
•Guglielmo Marconi patented the radio that
became commercially important.
•War accelerated the development. WWI
AND WWII
•In 1922, President Warren G. Harding
first president to have his voice transmitted
by radio.
20. 3) Transmit Knowledge
• 1838: Electrical
telegraph.
• 1858:
First trans-Atlantic telegraph
cable.
First PhoneBasic electrical signals
Telephone – 1827
•Scottish engineer Alexander
Bell patents first (bi-
directional) electric phone.
22. 4. Transmit Knowledge – Sharing
and Communication
Electronic Television
Few inventions have had as much effect on contemporary American society as
television.
•Percentage of households that possess at least one television: 99
•Number of TV sets in the average U.S. household: 2.24
•Percentage of U.S. homes with three or more TV sets: 66
•Number of hours per day that TV is on in an average U.S. home: 6 hours, 47
minutes
•Percentage of Americans that regularly watch television while eating dinner: 66
•Number of hours of TV watched annually by Americans: 250 billion
•Number of videos rented daily in the U.S.: 6 million
•Number of public library items checked out daily: 3 million
•Percentage of Americans who say they watch too much TV: 49
23. Mobile Technology Fact Sheet (Highlights of the Pew Internet Project’s
research related to mobile technology.)
As of January 2014:
•90% of American adults have a cell phone
•58% of American adults have a smartphone
•32% of American adults own an e-reader
•42% of American adults own a tablet computer
Factoids:
•67% of cell owners find themselves checking their phone for messages, alerts,
or calls — even when they don’t notice their phone ringing or vibrating.
•44% of cell owners have slept with their phone next to their bed because they
wanted to make sure they didn’t miss any calls, text messages, or other
updates during the night.
Mobil Phones
24. Social Media
Compuserve
When: Sept. 1979
What: First internet service
to allow the exchange of
email.
Hundreds of thousand of
users hung out in digital
forums
Linkedin
When: December 2002
What: The go-to place to act
professional without a
business suit.
•Job applicants use it more
as a résumés
•Help wanted information
25. Social Media
Myspace
When: August 2003
What: Once the worlds
hottest social networking
site.
•Justin Timberlake became
co-owner in 2009.
When: February 2004
What: The most popular site
on the web behind Google.
•Over 1 billion active users
26. Social Media
When: February 2005
What: A popular video sharing
site, now owned by Google.
Approx. 6 billion hours of video
viewed each month.
100 hours of video uploaded
every minute
So many adorable cats and
dogs!
TWITTER
When: March 2006
What: A micro-blogging site
complete with #hashtags
and @taggings
•340 million daily tweets
•1.6 billion search's daily
27. Social Media
Pinterest
When: March 201
What: No matter what you
collect, craft, create or plan, you’ll
have more fun sharing it with
others.
•70 + estimated users
•80% of users are women
Instagram
When: October 2010
What: Take a picture, it will
last longer…Post it to
Instagram, it will last
forever!
•2012 – Over 100 million users
•2013 – a 23% increase in traffic.
28. Social Media
When: Launched late 2013
What: A user snaps a photo or a video and taps a
button and shares with all of the user’s friends.
Snapchat stories disappear after 24 hours.
Only available to a list of friends who have posted
stories in the past 24 hours.
Major threat to Facebook, Twitter and Instagram
25 million people watch pictures from the historic
snowstorm that hit New Yorkers Jan. 26, 2015
Snapchat
30. How has technology
affected communication?
The internet
•Overcoming a sense of isolation is one of the greatest features of online
communities and virtual worlds. (Online communities similar hobbies, pursuits,
and interests.)
•Increased ability to communicate and influence. (No judgment based on
appearance.)
• Anyone can broadcast - whether it be a distraught mother or a crusading
journalist. Nobody needs to ask for permission, even in a corrupt, authoritarian
country. (In the past, media provided a filter. If something was on the front page
or the evening news, it was considered important. If not, it wasn’t.) Examples:
Occupy Wall street, The Arab Spring, protest in Ukraine, Russia
31. How has technology affected
communication?
Society is likely on the cusp of a social revolution, during which it will be important to redefine
socially appropriate and acceptable behaviors (with regard to digital or virtual interaction).
The internet –
•Social media is playing an increasing role in shaping events. A small group of
passionate people can influence others that are slightly more reticent, still others take notice
and also join in. Example: Happiness, Gangham Style, Ice Bucket Challenge that raised
money for
•Social media can also serve as a bully pulpit (Cyberbullying) "Monica Lewinsky - She'll
be giving a talk about bullying and social media on March 19th. A more compassionate
social media environment, drawing from her experiences being at epicenter of a media)
•Rate my professor - One North Carolina University study took two professors — one male
and one female — who each taught two online classes. Each professor would teach one
class as their own gender and the other posing as the opposite gender. The study found that,
when students thought a woman was teaching them, their reviews were increasingly
negative.
32. Cyberbullying
•Cyberbullying can happen 24 hours a day,
7 days a week, and reach a kid even when
he or she is alone.
•Cyberbullying messages and images can
be posted anonymously and distributed
quickly to a very wide audience. It can be
difficult and sometimes impossible to trace
the source.
•Deleting inappropriate or harassing
messages, texts, and pictures is extremely
difficult after they have been posted or
sent.
33. Models of Interpersonal Communication – Linear,
interactive and transactional
1) Linear models – Aristotle (Father of Rhetoric –
Teaching of persuasion)
•Aristotle taught that Communication is a verbal
activity for speaker to persuade using (pathos)
emotion, (logos) logic, and (ethos) credibility.
Speaker – Argument – Speech - Listener
34. Linear Models – Evolved from Harold Lasswell – (1948) Political Scientist
as an outgrowth of his work in propaganda.
• A one-way process, in which one person acts on
another (Who says what to whom in what channel with
what effect.)
Shannon and Weaver (1949) – added a Noise Source – Any electrical distortion
audio and video, spam in online communication, regional accents, or background
conversation that interferes with the message.
35. 2) Interactive Models -A process in which listeners
give feedback (respond to the message)
• Wilbur Schramm (1965)
Communication created commonness
between messages within personal
fields of experience.
Fields of experience can be defined as,
“life experiences, attitudes, values, and
beliefs that each communicator brings
to an interaction and that shape how
messages are sent and received”
(McCornack, 2010, p. 10).
36. 3 3) Transactional Model - Emphasize the
dynamism of interpersonal communication
• Includes the multiple roles
(communicating and receiving)
during the process.
• Our experience and others
experience impact success of
communication.
• Includes the feature of time.
• Also, social systems (shared
campus, town, workplace, religion,
culture, and family, religion &
friends.)
37. Levels of Communication
(Except intrapersonal communication, all levels involve
interpersonal communication, and more of continuum than
levels)
38. Levels of Communication
INTRAPERSONAL COMMUNICATION
Interpersonal communication involves three basic different levels of
communication activity:
1) Internal discourse: Thinking, concentration, and analysis. (Includes
daydreaming and nocturnal dreaming, prayer, contemplation and
mediation.)
2) Solo vocal communication: Speaking out loud to oneself. (Thinking,
rehearsing, or letting off steam.)
3) Solo written communication: Writing, for self, such as a diary or journal.
40. Three aspects of intrapersonal communication, 1) self concept,
2)perception and 3) expectations
1)Self-concept (self awareness) is the basis for intrapersonal
communication, because it determines how a person sees him/herself and
is oriented toward others.
•Experiences - Good or bad – (Affects how we feel about situations,
ourselves – Affecting how we communicate with ourselves, and ultimately
others.) Examples: Documentary – India’s daughter, McKay – eating
disorder.
•Body Image – Our perception of our body, positive or negative, based on
social standards. Examples: Fat Shaming (Kelly Clarkson, Melissa
McCarthy, Adele.)
•Income, occupation, where you live, where you came from, etc.
•Values, attitudes, beliefs, and behavior
Levels of Communication
INTRAPERSONAL COMMUNICATION
41. Levels of Communication
INTRAPERSONAL COMMUNICATION
2) Perception
Perception, as defined in our textbook, is the process we use to create
meaning for others, objects, occurrences, and other events (Wood 64).
We use this process by selecting what we notice, organizing it by
assigning meaning, and interpreting these meanings. (Usually louder,
more chaotic, aggressive, or potentially dangerous situations get our
attention first.)
Perception includes the five senses: touch, sight, taste smell and taste. It
also includes the ability to detect changes in body positions and
movements, and process information, such as recognizing the face of a
friend or detecting
42. Levels of Communication
I NTRAPERSONAL COMMUNICATION
3) Expectations: The expectations that each of us
have are influenced by the four attributes below
and help define our perception (Wood 64 - 66).
•Prototype – Categories of people or things that
represent what you judge others against.
(Teachers, supervisors, friends, past loved ones.)
•Personal constructs –A bipolar, mental yardstick
we use to measure people and situations (Kind-not
kind, attractive-not attractive, intelligent – not
intelligent.)
•Stereotypes – A predictive generalization about
individuals and situations based on the categories
in which we put them. (May be accurate or
inaccurate.)
•Scripts – A guide of action that are expected of us
and others. (Greetings, dating, how we view others,
dealing with conflict, etc.)
43. Levels of Communication
INTRAPERSONAL COMMUNICATION
3) Expectations or life scripts
The expectations that each of us have are influenced by prototypes,
personal constructs, stereotypes, and scripts (Wood 69).
Example:
•The prototype we hold for a significant other greatly affects the way we
perceive potential boyfriends or girlfriends. In the film, He is Just Not That
into You, one of the women’s prototype for a marriage consists mainly of
trust and honesty. When she finds out her husband has been cheating
and lying about smoking, their marriage does not fit her prototype and she
leaves him.
•Based on our experiences, we develop personal constructs that we
employ to evaluate others (Wood 69). One of the female characters in
the movie uses her personal constructs to assess all the men she goes
on a date with, constantly trying to find the right guy. However, her
personal constructs are skewed. In the beginning of the film she
mentions the common stereotype that girls are taught at a young age that
44. Values are attitudes about the worth or importance
of people, concepts, or things.
• Values influence behavior because we use them
to decide between alternatives.
• Values guide the way we live, who we are and
how we do things.
• Values influence our priorities.
• Strong values are what we put first, defend most,
and want to least to sacrifice.
• The sum of all communication experiences in
one’s life influences his/her values and how
he/she goes about future communication; where
each interaction is a learning experience for all
parties involved.
45. Dominate sources for values
Dominant sources that shape and influence through socialization:
•Family
•Peers
•The workplace (work ethics, job roles, where you work)
•Significant life events (death, divorces, losing jobs, major accident and
trauma, major health issues, significant financial loss, serving in the
military, having a family member in prison.)
•Media (books, movies, social media, etc.)
•Music
•Culture
•Religion
•Education and social group
•Technology
•Major historical events (world wars, economic depressions, genocide,
slavery)
46. Advice to international students
• From
http://www.internationalstudentguidetotheusa.com/articles/
culture.htm
1. U.S. society is made up of a diversity of ethnic groups and
cultures that have helped shape American values;
2. Some individuals and groups have a set of respected
values that are quite different from those of mainstream
America;
3. People's attitudes and behavior are based on their values.
47. The Values That Shape U.S. Culture
Adapted from “The Values Americans Live By”
by L. Robert Kohls
1. Personal Control over the Environment
•People can/should control nature, their own environment and destiny; future is not left to
fate.
Result: The U.S. is seen as an energetic, goal-oriented society.
2. Change/Mobility
•Change is seen as positive and good, and indicates progress, improvement, and growth.
Result: The U.S. is a transient society, geographically, economically, and socially.
3. Time and Its Control
•Time is valuable; the achievement of goals depends on productive use of time.
Result: Efficiency and progress can be emphasized often at the expense of interpersonal
relationships.
4. Equality/Egalitarianism
•People have equal opportunities; people are important as individuals, for who they are, not
from which family they come.
Result: Relative to some other cultures, little deference is shown or status acknowledged.
48. The Values That Shape U.S. Culture
Adapted from “The Values Americans Live By” by L.
Robert Kohls
5. Individualism, Independence, and Privacy
•People are seen as separate individuals (not group members) with individual needs.
Result: U.S. Americans can be seen as self-centered and sometimes isolated and lonely.
6. Self-Help
•U.S. Americans take pride in own accomplishments, not in name.
Result: Respect is given for achievements, not “accident of birth.”
7. Competition and Free Enterprise
•U.S. Americans believe competition brings out the best in people and free enterprise
produces the most progress and success.
Result: There can be less emphasis on cooperation than competition.
8. Future Orientation/Optimism
•U.S. Americans believe that, regardless of past or present, the future will be better, happier.
Result: Less value placed on past; “forward-looking constant looking ahead to tomorrow.”
9. Action and Work Orientation
•U.S. Americans believe that work is morally right; that it is immoral to waste time.
Result: More emphasis on “doing” rather than “being”; pragmatic, no-nonsense attitude
toward life.
49. The Values That Shape U.S. Culture Adapted
from “The Values Americans Live By”
by L. Robert Kohls
10. Informality
•U.S. Americans believe that formality is “un-American” and a show of arrogance and
superiority.
Result: This leads to a much more casual and generally egalitarian attitude between people
and in their relationships than in some other cultures.
11. Directness, Openness, Honesty
•One can only trust people who “look you in the eye,” and “tell it like it is.” Truth is not
dependent on circumstance: “honesty is the best policy.”
Result: People tend to tell the “truth” and not worry about saving the other person’s “face” or
“honor.”
12. Practicality/Efficiency
•Practicality is usually the most important consideration when decisions are to be made.
Result: There is less emphasis on the subjective, aesthetic, and emotional elements or on
consensual decisions.
13. Materialism/Acquisitiveness
•Material goods are seen as the just rewards of hard work
Result: U.S. Americans can be seen as caring more for things than people or relationships.
50. Questions to Ask?
Knowing your values will help you understand how you react to others and situations around
you. And, how they affect your attitude and behavior.
Gender
•How many friends do I have from the opposite sex or from the LBGT community?
•If I was a different gender or LBGT how might life be different?
Culture
•What culture do I identify with?
•What do I like and dislike about my culture and traditions?
•What other cultures interest me?
Religion
•What is my religion? Do I believe in it?
•How does my religion influence my life?
•Am I spiritual? Agnostic? Atheist?
Language
•What is my first language?
•If English is new for your, how do you feel about learning and speaking it?
General
•What political party do I support?
•What are my views on abortion? Gun control? Legalizing drugs? Death penalty? Voluntary
euthanasia?
51. What are beliefs?
• Beliefs are assumptions or convictions you
hold as true about something, concept or
person.
• Beliefs are like a traffic control system; they
are signs giving direction, meaning, and
purpose to our lives.
• Beliefs become the base and bridge over to
our behaviors.
• Pre-existing beliefs;
52. What is Attitude?
• Collection of one’s opinions, prejudices, and sentiments.
• Learning occurs from different experiences or a powerful
emotional experience.
• An attitudes is our tendency to evaluate some symbol,
object, or aspect of the world:
• Attitude ends up as a positive or negative
• Once formed, is not easily changed.
53. What is Behavior?
• Behavior is the result of a person’s values,
attitude and beliefs.
• Behavior is the action or reaction to a
situation, group, or person.
55. How to have an Attitude.
(wikihow.com/Have-an-Attitude)
1. Be assertive – Be dominate and make sure your behavior
can’t be ignored. (Go against trends, act better than others,
be stubborn.)
2. Ignore consequence – Ignore what you don’t want to deal
with and dismiss anything except what you want to do.
56. 3. Question authority – Part of an attitude is questioning the people who
have to power to make you do things you don’t want. (Always disobey
rules; push boundaries – how far can you push others.)
4. Cultivate an air of disinterest – Coping an attitude means not giving a
single care about other people. Use “yeah, whatever” when someone else
is talking, text or use your cellphone when you have been asked not to.
(Especially with authority figures and parents.)
How to have an Attitude.
(wikihow.com/Have-an-Attitude)
57. 4. Dress the part – Wear t-shirts, hats, and other clothing that have
inappropriate slogans or is dirty or ripped. Dress down on purpose, just to
piss people off.
5. Say whatever comes into your head – Don’t filter the things you say. If
you’re rude, so what? (Point out others mistakes - especially adults like your
parents or your teacher. If a friend is acting dumb, call them an idiot.)
How to have an Attitude.
(wikihow.com/Have-an-Attitude)
58. • 5. Use the right body language – Body language is perfect
way to communicate how your feel.
• Cross your arms across your chest.
• Roll your eyes, scowl, frown, glare or just look neutral.
• Don’t make eye contact or too much.
• Slam doors and make angry noise, or play loud angry
music.
How to have an Attitude.
(wikihow.com/Have-an-Attitude)
59. How to improve your attitude.
• Learn how to train your mind at times you’re feeling anger, down and/or
negative. (Meditate, pray, give yourself 10 seconds before your respond, don’t
judge, or assume.)
• Don’t compare yourself to others. (It will make your bitter or vain.)
• Have empathy for others.
Empathy vs. sympathy
• Empathy - When you understand and feel another’s feelings for yourself.
Example: Hearing a tragic news story makes you feel almost as if the story
concerns you personally, you have the ability to empathize.
• Sympathize - You have compassion for another persons, cause or point of
view, but you don’t necessarily feel her feelings. Example: For instance, if your
feelings toward someone who is experiencing hardship are limited to sympathy,
then you might have a sense of regret for that person’s difficulty but are not
feeling her feelings as if they’re your own.
60. How to improve your attitude.
• Learn effective ways of dealing with
challenges that you feel are unfair or
problematic.
• Use body language and facial expressions
that convey concern/respect.
• Don’t dismiss people, talk over them, or
ignore them.
• Use the nonviolent communication process.
61. The Interpersonal Imperative
Why We Communicate?
1) Develop Identities (Who am I?)
2) Establish and build relationships (What groups do I want
to be in?)
3) Coordinate efforts with others (School, job, sports,
hobbies, events, etc.)
4) Have impact on issues that matter (Lead, persuade,
influence, compete, etc.)
5) Work out problems (Daily event)
62. Levels of Communication
IINTERPERSONAL COMMUNICAITON
• One-on-one communication (Dyad)
• Putting what we think, feel and behavior into
communication (verbal and nonverbal)
• What we say will be interpreted (and may or may not
be understood) by the receiver
• Success of communication depends on (culture, past
history, self-concept, education, life experience, and
comfort with the communication process)
63. • A person(s) who has reason for speaking.
• An audience that gives the speaker attention.
• A message that is meant to accomplish a specific purpose. (Inform,
Persuade, Entertain, Eulogy, Toast, etc. )
• A Speaker is usually responsible for their own words (Speech writers
help professional, political, and civic leaders)
• Effective public speaking is learned and involves specific skills to
influence.
Levels of Communication
Public Speaking
64. Organizational Communication involves
all levels of communication.
Organizations include:
• Profit making businesses – Self sufficient – sell goods and services.
• Political organizations – Distribute power and control of society.
(Federal and location government, police and military and financial
institutions.
• Organizations designed to help solve social problems – (Legal
system, consumer advocacy, political parties, public interest groups.)
• Organizations that promote cultural and educational regularity
and development. (Schools, religious organizations, health care)
• Other: Gangs, Mafia, Cartels, etc.
Levels of Communication
Organizational Communication
65. Levels of Communication
Mass Communication
• Mass communication is the study of how individuals and entities relay information
through mass media to large segments of the population at the same time.
• These mediums channels are used for disseminating information, news and
advertising:
Newspaper, magazines, direct-mail, newsletters, books, etc.
Television (Cable, Satellite, Over the Air)
Radio (AM/FM, Satellite, Online)
Films
Internet (Email, Tweeter, Instagram, Facebook, HULU, YouTube, My Space)
Handheld Devices – Text messaging, and all the applications that can be accessed
Skype – Users who share can do phone calls, meeting
66. One of the most important forms of communication
Intercultural Communication
The process of exchanging meaningful and clear
information across cultural boundaries, in a way
that preserves mutual respect and minimizes
antagonism.
Western Culture includes:
• Gender, age, ethnicity, group social class,
spiritual commitments, sexual orientation, and abilities.
• Shared system of symbols, beliefs, attitudes, values,
expectations, and norms of behavior.
Levels of Communication
Intercultural Communication
68. Elements of IPC cont.
2. Encoding – decoding – Encoding is the act of
producing a message (speaking or writing).
Decoding is the act of listening or reading the
message.
Tip: For successful communication to take place
message must be encoded and decoded.
Things to consider: people who may have
hearing challenges, medical issues,
introvert/extrovert, emotional.
69. Elements of IPC cont.
3. Messages – signals that serve as stimuli for a receiver and are
received by our senses:
•Auditory (hearing)
•Tactile (touching)
•Olfactory (smelling)
•Gustatory (tasting)
•Or, combination of senses
Other: Clothes, the way you walk, shake hands, tilt your head,
color of phones, tattoos, jewelry etc., all send interpersonal
messages about how you feel and think.
70. Elements of IPC cont.
4. Metamessages – Underlying Messages about the
message – in everyday communication.
Verbal Examples:
•Do you understand?
•Did I say it right?
•What did you say?
•Is it fair to say….?
•The tone of voice, etc. c
can affect the message
71. Elements of IPC cont.
4. Metamessages continued
Nonverbal Feedback – Tells speaker what effect she or he is
having on the listener – Changes will be made depending on
speakers understanding.
•Not always easy to identify
•Can come from self or others
Feed forward – Information you provide before sending your
primary message –
A preview such as:
•Email subject meaning, introduction to book, etc.
•Verbal – “Hey let’s talk” or “You better sit down for this”
72. Elements of IPC cont.
5. Channels – is the medium through which the messages pass.
(the bridge connecting source and receiver) or the means of
communication.
Communication doesn’t happen on one channel:
•Face to face – Gestural- visual channel
•Gestures – Gestural- visual channel
•Odors and smell – Chemical-olfactory channel
•Touch – Cutaneous-tactile channel
•Media (newspapers, YOUTUBE, television, radio, audio, video files
in the same message)
73. Elements of IPC (cont.)
6. NOISE (or distractions)!
1) Physiological – hunger, fatigue, headaches, medications
2) Physical – Interference in environment – Lawn mowers,
students in hallway, lights, spam and pop-up ads, extreme
temperatures
3) Psychological – Qualities in us – Preoccupied with problems,
prejudice and defense feelings, anger, & our NEEDS may
determine how we perceive communication with others
4) Semantic – Words/meaning not understood (jargon,
technical terms, slang, or more)
Question: As an effective communicator how can you deal with
these?
75. Chart - 10 as the most intimate communication to 1 as the least intimate.
Communication in the most intimate range involves visual or auditory interaction,
whereas the least intimate forms lack this.
What is your opinion?
76. IP Communication Exists on a Continuum–
(Pg. 19 – 20)
• Created by Jewish philosopher Martin Buber’s I and
Thou (1923) presents a philosophy of personal dialogue,
in that it describes how personal dialogue can define the
nature of reality.
• Buber’s major theme is that human existence may be
defined by the way in which we engage in dialogue with
each other, with the world, and with God (Represented
as abstract and eternal rather then as a person.)
• Buber distinguished levels of communication from
impersonal (I – It) to (I-You) and interpersonal ( I-Thou)
77. A Communication Continuum
I-It Communication – Impersonal
• Individual treats other things, people, etc., as objects to be used
and experienced.
• Essentially, this form of objectivity relates to the world in terms of
the self - how an object can serve the individual’s interest.
• Examples: Salespeople, clerical staff, restaurant staff, or or
homeless people, etc.
• Other: Dysfunctional families, parents may treat children as “its,”
as will alcoholics' or drug addicts.
• Communication Tip: Service Industry people trained to touch
others (I-You) to humanize relationships/bigger tip
78. A Communication Continuum
I-You communication
People acknowledge others as more than
objects.
• People have dialogues, but are not fully engaged.
• People relate from the “roles” they play (Store
clerks, classmates, team, people with common
interests, milatary, prison guard, prisoner,
Professor/student, workplace.)
• People are not treated as “unique.”
• We are not fully engaged, nor do we share
personal or deep dialogue.
79. A Communication Continuum
I-Thou communication – Highest form of
human dialogue with others and God
• Individuals treat each other as cherished and unique.
• We trust each other to be ourselves- free of judgement.
• Only in I-Thou relationships can we become human.
• According to Buber, to create I-Thou relationship with
God, a person has to be open to the idea of such a
relationship.
• Buber argued that human life consists of an oscillation
between I -It and I-You, and that in fact I-Thou
experiences are rather few and far between.
82. Social connections
and happiness
• Close, loving relationships are crucial to well-being and happiness
• We feel safe and supported
• We are able to explore our world
• A place to work through childhood issues (Harville Hendrix)
Characteristics of close relationships:
• The ability to love and be loved
• Mutual understanding
• Caring
• A source of direct help in times of trouble
• Celebration of good times
• Validation of self-worth
• Security
• A diversity of ideas and influences to help us grow and learn
• Fun
Happiness, by Ed Diener and Robert Biswas-Diener
83. •Abraham Harold Maslow was an American psychologist who was best
known for creating Maslow's hierarchy of needs, a theory of
psychological health predicated on fulfilling innate human needs in
priority, culminating in self-actualization.
•Born: April 1, 1908, Brooklyn, New York City, NY
•Died: June 8, 1970, Menlo Park, CA
•urged people to acknowledge their basic needs before addressing
higher needs and ultimately self-actualization.
•Maslow described human needs as being relatively fluid—with many
needs being present in a person simultaneously.
Maslow - General Overview
84.
85. MASLOW’S NEED HIERACHY
Communication is the foundation in which parents, care takers,
friends, families, etc. help or hinder meeting these needs.
Survival Needs
1.Physiological – People band together to survive. Co-ops are formed to
make large purchases of food and other items. Limited partnerships may be
created to purchase a house or car.
2.Safety – Neighborhood watch groups. A union at one’s workplace to
obtain a level of security. Joining a group health plan also fulfill this need.
Emotional Needs
1.Belonging or Love -- People often join groups to receive affection and
comfort from others if there is not a family, friend or lover.
2.Self-esteem – A person’s prestige may be enhanced by a membership in
a certain group, team, club, organization (a fraternity, sorority, sports club)
Reaching full potential Need
Self – actualization – Groups have a mission to help reach your full
potential. (consciousness raising organizations, networking groups,
toastmasters, scientology)
86. Self Actualization –
Peak Experience
Metamotivation
•Maslow - self-actualized people who are driven by innate forces beyond their basic
needs, so that they may explore and reach their full human potential.
Peak experiences
•Profound moments of love, understanding, happiness, or rapture during which a person
feels more whole, alive, self-sufficient and yet a part of the world
•Older women who go through menopause report that they are more aware of truth,
justice, harmony, and equability.
•These “peak experiences” or states of flow are the reflections of the realization of one’s
human potential and represent the height of personality development.
87. The Internet –
More important that basic needs?
• An individual must be able to connect in order to achieve enhancement of social and
cultural capital as well as achieve mass economic gains in productivity.
• Therefore, access is a necessary (but not sufficient) condition for overcoming the
digital divide
• Knowledge is power – If you don’t have it…what happens?
• Censorship, no power to access the internet – Is this right?
88.
89. Interpersonal Needs Theory
Psychologist - William Schultz
Our ability to create and sustain relationships depends on how
well our these basic needs are met.
1) Affection - Desire to give and receive love and liking, and
emotional warmth and closeness.
2) Inclusion - Desire to be social and included in groups.
Groups can accept you, respect you, and offer a place to
belong.
3) Control - Desired to influence people and events in our
lives. Groups can offer status and power, and a place to
influence and earn prestige.
90. Fulfilling our
Interpersonal Needs
All needs have three components:
1.Express – Pro-Active– We express ways or
behave in ways to fulfill our needs.
2.Want - In Active – We want others to behave
towards us. We wait and often needs aren’t
met.
3.Ideal – The goldilocks people understand not
all needs can be met. Will be patient or have
other groups to fulfill needs.
91. How to achieve Inclusion?
• Express: Call or text a friend, reach out to others,
plan things. Example: Ask permission to join a
conversation.
• Want: We wait for others to text or call us, reach
out to us.
• Ideal: We reach out, if we want…and we are ok if
people don’t always reach out.
93. • Express: The extent to which we control others’ actions’. We like to make
decisions and want others to do what we want.
• Want: We want others to guide us (What to have for dinner, What movie to
go to, driving, etc.) Can be out of weakness.
• Ideal: You give and take. You don’t always need to control and enjoy having
others be part of decisions. You know when to control and when to let
others.
Control
How to Achieve
95. Affection
How to Achieve
• Express: You express affection by smiling, prolonged eye
contact, or giving compliments. Over personal – Too much
touching, hugging etc.
• Want: Wanting affection from others, wanting compliments
from others. Covert – hinting at gifts, or invitations. Asking do
you like this….dress, purse, etc.
• Ideal - Appropriately Personal: Are ok with what people want
to do, and are proactive when the situation is appropriate.
97. How do you apply Shut’s theory?
Q: How can understanding Shutz’s FIRO
Theory help you understand yourself? Help
you understand others?
98. Features of Interpersonal
Communication
1. Selective – We select who and to what
depth we communicate.
• Mostly we neither want nor need to
communicate at a I-You or I-thou level.
• Why? They can take more time one has or
wants to communicate.
Question: Under what circumstances might
we not want to go beyond an I-It dialogue?
99. Features of Interpersonal Communication
2. Systemic
• Communication is embedded in multiple
systems (this course, our relationship, our
college, the American Society)
• Systems affect what communication means
and involves (the system, situation, time,
people, culture, personal histories)
100. Features of Interpersonal Communication
4. Unique – Relationship
that goes beyond social role is special
and irreplaceable.
• Each relationship can add “value.”
• Relationships can fulfill different needs.
• Each relationship has different patterns, rhythms,
and even special vocabulary.
Question: What are some examples of your unique
relationships?
101. 5) Processual
•Communication is ongoing.
•Communications evolves over time.
•Relationships can improve or decline.
•Communication is linked to the past and
future.
Tip: We can’t delete
or rewind what we say.
Features of Interpersonal
Communication
102. 4) Transactional
•Communication is an exchange of verbal/nonverbal
communication.
•In interpersonal exchanges in communication is
simultaneous and continuous.
•Communicators share responsibility for
effectiveness.
Problems: Misunderstandings in email, online
communication, texting, etc.
•Feedback delayed
•Lack of inflection and nonverbal behavior
Features of Interpersonal
Communication
103. 5) Personal Knowledge
•Fosters personal knowledge and insights
about others.
•Shared experiences that provide more
information.
•Personal knowledge is a process that grows
and build over time.
Ethical dimension: Information can be used to
hurt others.
Features of Interpersonal
Communication
104. “What we have here
is a failure to Communicate.”
~ Cool Hand Luke – Movie with Paul Newman
105. • Me – to – ism – such as “That’s nothing, let me tell you what
happened to me.” (This minimizes the other and speakers feels
unheard.)
• Moralizing, preaching, being judgmental - (Differences are part of life,
set aside judgment to understand what others are saying.)
• Asking a direct question to satisfy curiosity – (This is often offensive.
Patience…people will share when and if they are ready.)
• Giving unsolicited advice – (Ask first or wait to be asked)
• Consolation comments, such as “It’s going to be all right.” It might not
be.
• Arguing or disagreeing with the speaker - (Depending on the topic…
most arguments of over values (right or wrong) and beliefs(good or
bad)…pick your battle.)
• Analyzing or interrupting - (Allow others to finish their thoughts. Save
analyze for others or a later time.)
Blocks to Effective Communication
106. Guidelines for Interpersonal
Communication Competence
1) Develop a range of skills – It’s all about our
intention (our goals) and context (appropriate
communication, language and non verbal
communication, for different situations and
people)
Examples:
Intention: To comfort, explain an idea, persuade
someone to change their behavior
Context: Out partying with friends, asking an
instructor to change your grade, in a classroom,
with parents, at work
Guidelines for Interpersonal
Communication Competence
107. • What tools would you need to comfort someone?
(to soothe, comfortable, compassion, openness)
• To engage constructively in conflict? (Be an active
listener, create supportive climate, look for win/win
scenarios)
• To support a friend who is depressed? (affirm the
person, demonstrate care, encourage, no judging)
• To build good work relationships? (Be supportive,
be a team player, express ourselves clearly, listen)
Guidelines for Interpersonal
Communication Competence
108. 2) Adapt Communication Appropriately
• Your Intention: To comfort, explain an idea,
persuade someone to change their behavior
• The context influences (when, where, how, and
about what to communicate)
• Adapt what you say to particular people – I-it,
I-You; and I-thou
• Person-centeredness – Adapt messages to
particular people (sensitive to goals, contexts, and
other people)
Guidelines for Interpersonal
Communication Competence
109. Guidelines for Interpersonal
Communication Competence
3) Engage in Dual Perspective
• Understanding our own and another’s perspective (How they think and
feel about issues…not always easy.)
• Engage in genuine dialogue. (Like sports, music or cooking – it takes
skills and practice and be great.)
• Don’t be EGOCENTRIC (People who impose their perceptions on
others and believe that others should do and handle things the way
they do.)
Guidelines, or questions to ask:
• Do you have a tendency to see things from your perspective?
• Do you listen closely to others thoughts and feelings?
• Do you ask others to explain how they feel, what something means to
them, or how they view a situation. Asking a questions for more detail.
And, most important acting appropriately to the situation.
110. Perspective Taking
Instead of
Let me tell you what I think
Try saying
Let me state what I hear you
saying
I’ve made up my mind Before I make my decision,
would you explain how you
see this issue?
You just don’t get it do
you?
Help me understand what
you mean
111. Guidelines to Effective
Communication
3) Commit to Effective and Ethical Communication
• Respect yourself and your opinions - Know you!
• Respect others as unique (no stereotypes or grouping as a
member of a group - men, co-workers, administrators, the
government, meat eaters, etc.)
• Be committed to the communication process -(It is
interactive, takes time, and things don’t always go as we
planned. Look for win/win scenarios, and, remember
sometimes its OK to walk away.
• To see the forest for the trees - If someone can't see the
forest for its trees, they are too focused on specific details
to see the picture as a whole.
112. 4) Monitor Your Communication – The ability to observe and
regulate your own communication
Before
What is your intention and goal?
What are your triggers?
How high are the stakes? (Ask another how they would
approach the situation?)
During
Stay alert, edit thoughts, be open and listen
After
Evaluate, save emails/texts to look at later, discuss with
another for their opinion of how you handled the discussion
Guidelines for Interpersonal
Communication Competence
113. 5) Commit to Effective and Ethical Communication
• Respect yourself and your opinions – Know you!
• Respect others as unique (no stereotypes or grouping as a
member of a group – men, co-workers, administrators, the
government, meat eaters, etc.)
• Be committed to the communication process (It is
interactive, takes time, and things don’t always go as we
planned. And, look for win/win scenarios.)
• And, remember sometimes its OK to walk away
• To see the forest for the trees - If someone can't see the
forest for its trees, they are too focused on specific details
to see the picture as a whole.
Guidelines for Interpersonal
Communication Competence
Notes de l'éditeur
Mass communication differs from the studies of other forms of communication, such as interpersonal communication or organizational communication, in that it focuses on a single source transmitting information to a large group of receivers.
The study of mass communication is chiefly concerned with how the content of mass communication persuades or otherwise affects the behavior, attitude, opinion, or emotion of the person or people receiving the information.
