Page 1 of 53 COM201 Ch1 Communication: the process of using messages to generate meaning Process: an activity, exchange, or a set of behaviors that occurs over time Meaning: understanding of a message Verbal: symbols and their grammatical arrangement (language) Nonverbal codes: symbols that aren’t words like: bodily movements, use of space and time, clothing, adornments and sounds other than words Situation: location where communication takes place Dialogue: taking part of a conversation. Discussion, or negotiation Context: a set of circumstances or situation Intrapersonal communcation: the process of using messages to generate meaning within self Interpersonal communication: the process of using messages to generate meaning within at least two people for an opportunity of speaking and listening Dyadic communication: two person communication Small-group communication: the process of using messages to generate meaning within a small group Public communication: the process of using messages to generate meaning where a single speaker transmits a message to a number of receivers (Formality, structure, and planning) Mass communication: the process of using messages to generate meaning in a mediated system between a source and a large numbers of unseen receivers Page 2 of 53 COM201 Communication competence: effectively exchanging meaning with a common system of symbols or behavior Media convergence: unification of separate channels of communication through new communication technology Technological convergence: consolation of voice, video, data, audio and other channels of communication through smartphones and other devices Synchronous communication: instant sending and receiving of messages like face-to-face or some text messaging interactions Asynchronous communication: interactions with small to substantial delay like emails or discussion boards Ethics: set of morals or values Benefits of studying communications/why studying communication is essential: 1. improves how you see yourself rather with yourself or others 2. Improves the way others see you ✓ Why? To become competent communicators 3. Increases knowledge about relationships by learning about the trust, intimacy etc 4. teaches important life skills by critical thinking and solving problems 5. provides confidence in voicing and advocating oneself (helps you exercise the right of freedom of speech) 6. professional success 7. allows navigating and exploring diverse world Components of Communication: Page 3 of 53 COM201 1. people: source: initiator of message/ receiver: receiver of message 2. message: verbal/ non verbal symbols, behavior, signs 3. channel: message movement 4. feedback: receivers verbal/nonverbal response to the sources message 5. code: systematic arrangement of symbols used to create meaning in another’s person’s mind (language) 6. encode: translating idea into code , decode: assigning meaning to that idea 7. Noise: interference with clarity of message Principles of communication: 1. Begins within self the way you see yourself 2. Involves others self image grows the we are categorized by others 3. Content and relational dimensions ✓ content: describes the behavior that is expected ✓ Relational: how it should be interpreted 4. Involves choice Aspects of a message: verbal Non verbal Behavioral The choices surrounding the transmission channels used: Charactaristics of the speaker Relationship between speaker and the audience characteristics of the audience situation which communication occurs 5. Quantity=/= quality 6. Communication is pervasive 7. Can’t be reversed Goals of studying communication: 1. Understanding information competence 2. Understanding ethical communication 3. Understanding communication theory and research 4. Communication skills vs career Page 4 of 53 COM201 Contexts of communication: 1. Interpersonal while talking to a coworker you’re likely gonna generate dialogue within self to anticipate how will the person react to what you say or do for example, if they say “great job on that presentation” you might ask yourself how will you reply 2. Interpersonal dyadic or small group (occurs for variety of reasons): ✓ Solve problems ✓ Resolve conflict ✓ Share information to improve perception of oneself or to fulfill social needs 3. Public communication formality structure and planning 4. Mass communication 5. Digitally mediated communication -DMC- conducted through new technology ➡ Asynchronous vs. synchronous ➡ Media convergence ➡ Technological context Intrapersonal Interpersonal (dyadic) Interpersonal (small group) Public communication Mass communication Digitally mediated communication (DMC) convergence Example Number of people Formality/ intimacy Feedback Need to prestructure messages Within self interviews, teacher to student, parent to child study groups, family, work groups receiver: religious services, classes Course: Class presentation, explain a procedure for co-workers Post a youtube video, radio, TV 1 2 Most intimate Generally intimate but interviews Complete Good amount None Some Degree of stability (roles of speaker and listener) Highly unstable Unstable Less than interpersonal but more than public Less than small group but more than mass Some Unstable A lot Highly stable 3 to 10 maybe Both more More than 10 generally formal Thousands Generally formal More Almost scripted Highly stable 2 to billions Both None to scripted Unstable to highly stable None to a great deal Page 5 of 53 COM201 Ch2 Perception: the process of using the senses to acquire information about the surrounding environment Active perception: perception in which your mind selects, organizes and interprets what you sense Subjective perception: your uniquely constructed meaning attributed to sensed stimuli Perceptual constancy: the idea that your past experiences lead you to see the world in a way that is difficult to change (your initial perceptions persists) Gender identity: how feel and express your gender Dialogue: act of taking part of a conversation Role: part you play in various social contexts Intergroup perspective: the theory that emphasize the ways people in a social interaction identify and categorize themselves or others in a group membership and how these categories shape perceptions and interactions with others Interpretive perception: perception that involves a blend of internal states and external stimuli In-group: a group that people belong to that give them a source of pride, self-esteem, and sense of belonging to a social world Out-group: a group of people excluded from another group with a higher status (marginalised by the dominant culture) Page 6 of 53 COM201 First impression: initial opinion about people when meeting them Perception checking: a process of describing, interpreting, and verifying another person and their message more accurately Symbolic interactionism: the process where the self develops through messages and feedback from others Impression management: sharing personal details in order to present in idealized self Perception differences: 1. Identity factors: you are not like anyone else; people differ physiologically (gender, weight etc..) and these aspects can influence how to perceive and communicate ➡Gender identity: how you feel or express your gender ➡Biological sex 2. Temporal conditions: headache, PMS can make people view you differently (you may not see a stop sign if you’re walking and texting) 3. Past experiences and role: ➡Past experience: they lead you how to see the world, hard to change, initial perception insists ➡role: a part you play in various social contexts ➡Perceptual constancy: what happened to you in the past affects who you are 4. Present feelings and circumstances: if you’re up all night because of a child/ stress if someone asks you how are you you’ll come off as whiny Perceptual process: A) Subjective: inner state affects behavior ie: treating people badly bc of a headache B) Active: (how instagram pics are posted differently) Page 7 of 53 COM201 1. Selection: neglect some stimuli, focus on other. (you don’t remember every ad you saw or every car you saw in traffic) ➡Selective exposure: exposing myself to opinions that reinforces your beliefs or opinions (blocking a pro-life friend when you’re pro-choice) ➡Selective attention: personal interests lead you to focus on things and ignore others (on the train, you might notice your friends new hat rather than a random persons hat) ➡Selective perception: see/hear/believe what you want teacher and confusion ➡Selective retention: choice of what you remember 2. Organize: grouping stimuli into meaningful units ➡Figure and ground: ✓ Figure: focus point of attention (hearing your name in a noisy room) ✓ ground: background against where focus occurred (noise in the room) ➡Proximity: when objects are physically close they are perceived as one unit ✓ Verbal example: the teacher says some girls failed the quiz then calls you to her office ✓ Nonverbal example: anyone wearing a green shirt in panda is an employee ➡Similarity : grouped together because they share some attributes (interact with those similar) ✓ example: seeing circles and squares rather than geometric shapes ➡Closure: mind completes missing information ✓ Visual: seeing cat in figure ✓ Mental: filling meaning of what you hear and observe (y0u c@n re@d th!s eas!ly) 3. Interpretation: what that mean to us in a context is subjective Interpretive perception: blend of internal state and external stimuli ➡More ambiguous the stimuli —> more room for interpretation. Errors in perception? 1. Stereotyping (belief) and prejudice (action) : ➡Stereotyping: hasty generalization about a group based on a judgement about an individual belonging to the Page 8 of 53 COM201 ➡group ➡Prejudice: unfavorable disposition about a person/group because they belong to a stereotyped group 2. First impressions: initial opinion upon meeting ➡Perceptual checking: i. describing others behavior ii. Suggest plausible interpretations iii. Seek verification through asking questions or observing for clarification who are you/ how you became who you are: 1. Personal identity: what makes an individual unique with regard to various personality characteristics, interests, and values. (can be changed by practicing new behavior turning it into a habit) ✓ Example: low incomers can be self-taught and achieve so much 2. Symbolic interactionism: Presenting yourself and developing it based on ➡ feedback of others ➡ Intrapersonal convos (thoughts) 3. Learning more about yourself How you present yourself? 1. Symbolic interactionism: Presenting yourself and developing it based on feedback and thoughts 2. Identity management: Presenting your ideal self; Presenting yourself according what people want to see Ch3 Language: collection of symbols letters or words with arbitrary meanings that are governed by rules and used to communicate Semantics: study of the way humans use language to evoke meaning in others Syntax: how words are arranged to form phrases and sentences COM201 Page 9 of 53 Pragmatics: study of language as used in social context and its effect on the communicators Phatic communication: communication used to establish a mood of sociability rather than communicate important info or ideas Culture: socially transmitted behavior patterns, beliefs, attitudes, and values of a particular period, class, community, or population Sapir-Wharf hypothesis: our perception of reality is determined by our thought processes and our thought processes are limited by language so language shapes our reality and behavior Descriptiveness: desiring observed behavior instead of personal reactions or judgements Concrete language: words and statements that are specific rather than abstract or vague Rules of language: 1. Semantic: definition of specific words 2. Syntactic : reading from right to left or verb before subject 3. pragmatic: “how are you?” Differs from one situation to another What does a language do? 1. Organizes and classifies reality 2. Arbitrary: no actual meaning just the meaning people give them a person who has lived through cancer is called a survivor OR the meaning of love ✓Denotative:agreed upon meaning of a word ✓Connotative:personal meaning of a word (may be driven by emotions) 3. Abstract words: stand for ideas and things but they aren’t the same as those ideas and things Languages to avoid whilst speaking: 1. grammatical errors 2. slang: informal, casual language used among equals with words typically unsuitable for formal context 3. Cliche:an expression that has lost originality and force by overuse 4. Euphemism:polite, pleasant term used instead of a socially unacceptable one friendly fire= killed by your own soldiers 5. Profanity:swearing that uses indecent words or phrases Page 10 of 53 COM201 6. Jargon: language only a particular profession or culture would get 7. Regionalisms:words specific to a part of a region or a country coke and pop 8. Gender-biased language: language that privileges one gender over the other 9. Racist language: language that insults a group because of its race and ethnicity 10. Heterosexist language: language that implies everyones heterosexual 11. Ageist language: language that degenerates people for being young or old Improving language skills: 1. Use descriptiveness ✓ Check perceptions: communicating effectively with another person while having a common understanding ✓ Paraphrase: restating another persons message by rephrasing the content or intent of the message ✓ Use operational definitions: a definition that identifies something or reveals how it works, how its made or what it consists of ✓ Define your terms: if you suspect a misunderstanding define the term 2. Use concrete language ✓ Dating: specifying when you made an observation ✓ Frozen evaluation: always seeing someone as a bully ✓ indexing: having a good com instructor 3. Differentiate between observations and inferences ✓ Observations: descriptions of what was sensed ✓ inferences: conclusions drawn from observations Ch4 Nonverbal communication: process of using messages other than words to create meaning with others Nonverbal codes: messages consisting of symbols not words Proxemics: studying of human use of space and distance COM201 Page 11 of 53 Chronomics: temporal communication; the way people organize and use time and the messages that are created because of their organization and use of that time paralinguistic features: The nonword sounds characteristics of language, such as pitch, volume, rate, and quality. Relations of verbal and nonverbal: 1. repeating: sending the same message verbally and nonverbally ✓ Saying you’re excited while displaying a big smile ✓ Pointing to a paper to the instructor to show you’ll be gone before class ends 2. Emphasizing: use of nonverbal cues to strengthen your language ✓ Hugging a friend while telling them you really care about them 3. Complimenting: using nonverbal and verbal codes to add meaning to each other and expand meaning of either message alone ✓ Holding your hand in the middle of a convo to mean stop 4. Contradicting: sending verbal and nonverbal messages that contradict 5. Substituting: using nonverbal codes instead of verbal ones eye rolling Ambiguity of nonverbal codes: 1. One code communicates meaning: hand raising can mean you want a taxi or taking an oath 2. Variety of codes communicate the same meaning: some cultures show respect by avoiding eye contact but others think its rude Types of nonverbal codes 1. Body movement and facial expressions (2) Kinesics: study of body movements like posture, gestures and facial expressions (3) Emblems: nonverbal movements that substitute words and phrases thumbs up=ok (4) illustrators: nonverbal movements that accompany or reinforces verbal messages nodding while saying yes (5) Affect displays: nonverbal movements of face and body to show emotion shutting the door while angry (6) regulators: nonverbal movements that control the flow of communication looking away when you want a convo to end (7) Adaptors: nonverbal movements that usually involves unintended touching or manipulating of our does to fulfill psychological/ physical need touching hair 2. Physical attraction 3. Space ✓ Territory (marks is territory ie putting your pencil in a desk) ✓ Personal space: non-intimate conversations COM201 Page 12 of 53 ✓ Social distance: formal less personal situations ✓ Public distance: lectures, mosques 4. Time ✓ Monochronic: one task, takes time seriously and work independently ✓ Polycrhinic: several tasks, time is important but not revered 5. Touching: ✓ Tactile communication: use of touch in communication Vocal cues: 1. Pitch: high or low voice 2. Rate: fast or slow talking 3. Inflection: changes in pitch 4. Volume: loud or soft voice 5. quality: unique quality of your voice ie: raspy or husky voices 6. Nonword sounds: sound effects while speaking 7. pronunciation: whether or not you say a word correctly 8. articulation: whether or not your body part collide to make your ubderstable (ie: lisp) 9. enunciation: weather or not you combine pronunciation and articulation for a clear word (ie: mumbling is an enunciation problem) 10. Silence: lack of sound Clothing and artifacts: 1. Objectics: study of human use of clothing and artifacts as nonverbal codes 2. artifact: Ornaments/ adornments you display that holds communicative potential How do we display liking nonverbally: 1. Leaning forward 2. Status 3. Responsiveness Ways to improve nonverbal communication: 1. Context: physical setting occasion or situation ✓ Ie:when would it be appropriate for you to wear a cap over unwashed, uncombed hair 2. Audience: when speaking to a child you find yourself speaking slowly 3. Feedback not fat pregnant Cultural Differences: 1.Consistent use of space 2.Emphasis on verbal messages Page 13 of 53 COM201 3.Emblems used for less 4.formal messages 5.Eye contact 6.Bigger vocal characteristics Ch5 Listening: the active process of receiving, constructing, meaning and responding to spoken and/ or nonverbal messages. Includes the ability to retain information as well as react empathetically or appreciatively to spoken and or nonverbal messages Active listening: listening with a purpose Social media listening: active monitoring and response to messages on social media platforms by businesses or other types of organizations Hearing: physical act of receiving a sound Listening for enjoyment: occurs in situations involving relaxing, fun, or emotionally stimulating information Working memory: part of our consciousness that interprets and assigns meaning to stimuli we pay attention to Schemas: organizational filling system for thoughts held in long term memory Information literacy: recognizing when information is needed and have the ability to locate evaluate and use affectively when needed Active listening includes: 7. Careful listening 8. Paraphrasing what we hear mentally and verbally 9. Checking our understanding to ensure accuracy 10. Providing feedback COM201 Page 14 of 53 Forms of active listening: 1. Empathetic listening: listening with a purpose also trying to understand the others perspective You engage in empathetic listening in both: ✓ Mindfulness: fully engaging in a moment ✓ Empathy: the ability to perceive another persons view as if their own 2. Critical listening: challenge the speaker’s message by evaluating its accuracy, meaningfulness, and utility 3. lecture listening: ability to listen to mentally process and recall lecture information Importance of listening: 1. Most used communication activity 2. Helps accomplish important things 3. Helps build and maintain relationships 4. Helps detect deceit 5. Helps build skill for business success ie social media listening Process of listening: 1. Receive stimuli words music or sounds to ear 2. Attention ✓ Selective attention: sustained focus we give stimuli we deem important favorite music, conversation with your friend, statements made by your date over dinner, and your professor at the front of the class ✓ Automatic attention: instinctive attention signaling change or to receive signal danger loud noise, siren, your name shouted, new person walking into a room 3. working memory ✓ Short term: temporary storage place for information ✓ Long term: permanent storage place for information past experiences, language, values Barriers of listening: COM201 Page 15 of 53 1. Noise ‣ Physical distraction: stimuli that keeps you from focusing on a message ie: loud music in a party a toddler crying a phone ringing. ‣ Mental distraction: wandering of the mind when its supposed to be focusing on something ie: when the test is at the end of the class we tend to not focus in the lecture, thinking about lunch while listening to a teacher ‣ Multitasking: trying to more than one task at once ie: posting on twitter while carrying on a convo ‣ Factual distraction: focusing on details and missing the point ‣ Semantic distraction: overspending to an emotion laden word 2. perception of others: ‣ status: devoting attention based on social standing, rank or perceived value of another ‣ Stereotypes: treating people as if they were a category assuming all old people have conservative views ‣ Sights and sounds: letting appearances or voice quality affect your listening. You might not listen to a baby-voiced man if you’re a costumer service representative 3. yourself: ‣ Egocentrism: seeing yourself as the concern in every situation ‣ Defensiveness: taking everything like a personal attack assuming others general criticism is about you ‣ Experiential superiority: looking down on others experiences in life ‣ Personal bias: letting your beliefs affect how you interpret information assuming people are all liars ‣ Pseudo listening: pretending to listen when you're not zoning out while your mom scolds you Ways to become a better listening: 1. recognize differences in listening: Page 16 of 53 COM201 Women Men Purpose Listening for understanding emotion and finding a common interest Listens to problem solve Preference Complex information that requires evaluation Short, quick and error free communication Awareness Aware of how well the other person understands Often fails to recognize when others don’t understand Nonverbal listening behaviors Attentive and maintains eye contact throughout the convo Less attentive and eye contact is used to monitor reactions Intteruptive behavior Interrupts less often with interruption usually singling agreement and support Interrupts often and using it to switch topics 2. listen and think critically: ‣ Critical thinking: analyzing the speaker the situation and the speakers idea to make critical judgement ‣ Source credibility: the extent of which you perceive speaker as trustworthy ✤ Questions to guide source credibility: ✓ Are they presenting observations descriptions of things by the five senses or inferences conclusions from observations ✓ If presenting observations, are they the first or the second person? ➡ The first person: more accurate observation on what you personally sensed ➡ The second person: a report of what another sensed 3. Use nonverbal communication effectively: (1) Body responsiveness nodding (2) Lean forward: shows interest and responsiveness and readiness (3) Use direct body orientation: parallel body position (4) Maintain relaxed but alert posture: Slouching>responsiveness , tense position>nervousness (5) Establish an open body position: don’t cross ur arms (6) Use positive and responsive facial expressions and head movement (7) Establish eye contact (8) sit/stand close to speaker To hear the other person better (9) Demonstrating concern and positive feelings 4. Be vocally responsive: COM201 (1) Changing pitch avoid being monotone (2) Provide supportive utterances: mmhmm uhuh (3) Use verbal communication effectively: (4) Use additional comments what else is that is (5) Ask questions (6) Identify areas of agreement or common experience (7) Change verbal responses (8) Give clear verbal responses (9) Use descriptive, non evaluative responses (10)Provide affirmative/ affirming statements yes I see I understand (11)Avoid complete silence (12)Allow the other person the opportunity of complete hearing 5. Check your understanding: (1) Asking questions for clarification (2) Factual questions: yes no answer (3) General question: open ended answer (4) Paraphrase speakers message (5) Paraphrase the speakers intent (6) Identify areas of confusion (7) Invite clarification and correction (8) Go back to the beginning Effective listening in the workplace: 1. Plan for nuggets 2. Consider source 3. Slow down Page 17 of 53 Page 18 of 53 COM201 4. Be honest Effective listening in class: 1. Find areas of interest in what you’re listening to 2. Remain open withhold judgement until lectures done 3. Work at listening try to think faster than they talk 4. Avoid distractions 5. Listen and note main ideas Common lecture cues: Type Example Use Written outline Outlining a lecture from powerpoint Clarify main and sub ideas words/phrases Writing a word on the board Signals importance and accompanies definitions Verbal cues Focus this will be on the major Signals importance and deemed essential for recall and understanding Semantic cue Here is an example [definition, explanation, conclusion, implication, Giving signals and hints what will the lecture be about or illustration] of uncertainty reduction theory in action Organizational cue The first thing I wanna discuss Orally provide indications of whether this is a main or sub point Nonverbal cue Holding two fingers and saying youll discuss two subjects Serves function of nonverbal communication affirmation repetition etc.. Effective listening in media: 1. Be a critical consumer 2. Develop information literacy 3. Check perception of electronic messages Listening in second language: 1. Vocabulary comprehension 2. Metacognitive skills How to be an ethical listener: Page 19 of 53 COM201 1. Recognize the source of your own conversational habits 2. Monitor communication to recognize poor behavior 3. Apply general ethical principles in ur responses 4. Adapt to others Ch10 Audience analysis: the collection of interoperation of audience information obtained by observation, interference, research, and questionaries. Brainstorming: creative procedure of thinking of as many topics as you can in a limited time Interference: tentative generalization based on some evidence wedding ring=married Questionnaire: set of written questions developed to obtain demographic and attitudinal information How to select appropriate topic for you and your audience: 1. Use brainstorming (2) Generate ideas and make a list (3) Select three items from your list that are the most appealing (4) Choose one topic that you think would be appealing to your audience 2. Survey your interests: When surveying your interests Consider the following: (1) What you like best and least: at work, family, politics? (2) What causes take up most of your time and energy: your religion, politics, where you stand on issues? (3) What youtube videos, ted talks or blogs you view focus on? 3. Asses your knowledge of the topic: visiting websites 4. Evaluate your commitment to the topic: Commitment: measure of how much time and effort you put into a cause; your passion and concern about a topic ie you know how many children are waiting to be adopted. *commitment=/=preparation 5. Consider the age of the topic and audience: (1) Select vital topics and avoid trivial ones for instance making a presentation about blood borne might not be fascinating to the audience (2) Beware of overused topics: unless you have a novel approach and something new to offer Page 20 of 53 COM201 (3) Do not demonstrate with visual resources that are banned on campus ie guns drugs or alcohol 6. Determine the topics importance to your audience: (1) Listen to others speeches to determine what’s important (2) Consider context of where you are (3) Consider the community (4) Relate the topics 7. Topic selection for English learners (1) Draw on personal experience peoples unique experiences are viewed as an explanation and arguments (2) Review sample topics (3) Consult with your instructor (4) Remember that smaller is better go for narrower topics bc they’re easier to organize How will you know your topic is narrow enough? consider: 1. Amount of information available about it 2. Amount of information you can convey within the time limit of the speech 3. Whether you can discuss the tropic in enough depth to keep audience interested Steps of audience analysis: 1. Observation 2. Interference (1) indirect interference: tentative generalization based on observation students have part time jobs= college expensive (2) Direct interference: tentative generalization based on deliberately gathered data asking orally how many students have part time jobs 3. Research your audience 4. questionnaire A. demographic analysis: collection of data about peoples characteristics B. Finding attitudes, beliefs and values: ➡ Attitude: predisposition to respond favorably or unfavorably to a person object an idea or an event hard to change ➡ Belief: conviction, often thought to be more enduring than an attitude and less enduring than a value your audiences beliefs make a difference in response ➡ Value: deeply rooted belief that governs our attitude about something *Both beliefs and attitude are traced to a value 2. Consider adapting to the audience: (1) Adapt yourself (how you look dress and behave) (2) Adapting your language Page 21 of 53 COM201 (3) Adapting your topic use audience analysis start with a topic closer to their position (4) Adapting your purpose and goal: ➡ Immediate purpose: what you want the listeners to wake aways with them after the speech after listening your audience should be able to identify low nutritional food ➡ Long-range goal: end purpose you have in your mind for your presentation decreasing the low nutritional food intake of people Immediate purpose features: 1. It is highly specific 2. It includes the phrase should be able to 3. Uses an action verb state clarify report name list describe explain show revel 4. Its started from the viewpoint of the audience Ch11 Source credibility: audience perception to your effectiveness as a speaker Sleepers effect: a change of the audience opinion when the message gets separated from its source for a period of time Heuristics: mental shortcuts people use when judging a sources credibility Personal experience: using your life as a source of information Reference librarian: librarian trained to help you find resources of information Supporting material: information to use to sultanate your arguments to clarify your position Testimonial evidence: written or oral statements of others experience used by a speaker to substitute or clarify a point Statistics: numbers that summarize numerical information or compare quantities Analogy: a comparison of things in some respects especially in a position or a function that are otherwise un-similar Consider the following questions to know your sources credibility: 1. What are you motives speaking on the topic? 2. Why are you qualified to speak on the topic? 3. What work have you done to ensure that informations correct? 4. What are you not telling the audience, and does omitting that information create a biased take? Dimensions of credibility: Page 22 of 53 COM201 1. Competence : degree to which a speakers seen as skilled, qualified, experienced, authoritative, reliable and informed (not all of these are gained for competence )ﻣﻮ ﺷﺮطmachinist displaying her work with machines Steps to improving competence: ✓ Become familiar with so much information that you won’t rely on notes ✓ Focus on translating ideas by using metaphors, vivid descriptions, visual aids. ✓ Make your self comfortable with the speaking ie if you’re using a laptop be familiar with the techno ✓ Deliver the speech well 2. Trustworthiness : degree to which a speaker is seen as honest, fair, sincere, friendly, honorable, and kind Tools to use: ✓ Credible sources ✓ Confident body language 3. Dynamism: degree to which a speaker is seen as bold, active, energetic, strong, empathetic, and assertive 4. Common ground: degree to which a speakers values beliefs and attitudes are shared within audience Might share common ground prior to your speech ie age, nationality, education Strategies of credibility improvement: 1. Use high quality arguments 2. Use the sleepers effects 3. Arguments that stay with the audience counteract low credibility 4. Use self-disclosure 5. Dress professionally 6. Use referent and expert power 7. Present a balanced take on the issue avoid bias-ness 8. Speak fluently 9. Use evidence and show topics importance 10. Plan for being introduced Research and speech preparation process: Page 23 of 53 COM201 Preparation step Benefit of research Organize ideas Identify main and sub points Research support materials Facts, examples and definition to give substance to your point Preparing and intro and conclusion May reveal interesting quotes, examples or stories to begin or end your speech with Practicing and delivering speech You will feel more confident and appear more credible Principles of effective research: 1. Refine your topic narrow it down the less info to look up= higher quality of info 2. Think of research as a process 3. Use a variety of sources 4. Evaluate sources carefully Heuristic Reputation Trusting a source due to its recognizable name and brand Endorsements Believing info because others say it trusting a source because readers comments are positive Consistency Trusting one source because it says something familiar to other sources Expectancy violation Mistrusting a source because it says something contrary to what you thought or what other sources thought Persuasive intent Mistrusting a source due to its obvious Aesthetic appeal Trusting a source because its well designed and visually appealing methods of evaluating sources: ✓ Is the supporting material clear ✓ Is the supporting material verifiable ✓ Is the source of supporting material competent ✓ Is the source objective ✓ Is the supporting material relevant ✓ Is the supporting material current Ways to locate info for presentation: 1. Personal experience: (2) Was my experience typical (3) Was my experience so typical that it will bore the audience (4) Was my experience so atypical that it was a chance of occurrence (5) Was my experience so personal and revealing that the audience may feel uncomfortable Page 24 of 53 COM201 (6) Will my experience be appreciated by the audience and be taken as a lesson learnt (7) Does experience really constitutes to proof 2. Other people: (1) Be honest about your purpose (2) Prepare specific questions for the interview (3) Be respectful toward the interviewee (4) Tell the interviewee you’re taking notes or recording them for information (5) When you quote or paraphrase use oral footnotes to indicate where you got that information (6) Written and visual resources 3. written/visual library resources 4. Internet Types of supporting material: 1. Examples: specific instances used to illustrate your point 2. Narratives: stories to illustrate an important point 3. Surveys: studies in which a number of questions are answered by a sample of population to discover opinions on issues 1. Testimony ✓ Lay testimony: made by an ordinary person ✓ Expert testimony: has an idea of the issue ✓ Celebrity testimony: known public figure 2. Numbers and statistics 3. Analogies 4. Explanation: clarification of something and how it works 5. Definition: determinations of meaning through description simplification examples analysis 6. Think about the mix: (1) Balance supporting material don't use too much stat (2) Match your support to the topic if your topics emotional then examples and narratives will help if your topic is controversial numbers and statistics help (3) Match support material to the purpose (4) examples and narratives will increase vividness of presentation be consistent (5) Tie supporting material together a detailed stat may follow by an explanation a survey may be paired with a quote from the expert to discuss meaning of the survey Page 25 of 53 COM201 How to cite sources of information: 1. Bibliographic references: complete citations that appear in the references or work cited section of your speech outline 2. Internal references: brief notations indicating bibliographic references that contain the details you are using to your speech 3. Verbal citation: oral explanations of who the source is, how recent the info ism what their qualifications are Ethical principles to follow for credibility and research: 1. Are you being honest with your audience 2. Does your end justify your means 3. Are your speeches. Immediate. Purpose and long range goal sound Ethical principals of supporting material: 1. Speakers have an obligation to find the best sources of information 2. Speakers have an ethical obligation to cite their sources ➡ plagiarism: international use of information from another source without credit ➡ Incremental plagiarism: intentional or unintentional use of information from one or more sources without understanding how much information is directly quoted 3. Speakers have an ethical obligation to fairly and accurately represent sources ➡ Two-sided argument: a source advocating one position presents an argument from the opposite viewpoint then goes on to refute that argument Ch12 Main parts of a presentation: Introduction: first part of your presentation that fulfill five functions Body: the largest part of presentation which contains the arguments, evidence and main contents Conclusion: part that ends the presentation by fulfilling the four functions Outline: a written plan that uses symbols, margins and content to reveal the order importance and substance of a presentation __________________ Rough draft: the preliminary organization of the outline of presentation Sentence outline: an outline consisting entirely of Full sentences Page 26 of 53 COM201 Key-word outline: an outline consisting of important words that remind you of the presentations content Organizational pattern: arrangements of the content of the presentation Transition: sentence bridge between sections of presentation that helps presenter to move between ideas Signposts: ways in which a presenter signals where a a presentation is going References: list of sources used in presentation Five functions of introduction: 1. Gaining and maintaining audience attention examples: ➡ ➡ ➡ ➡ ➡ ➡ ➡ ➡ ➡ ➡ ➡ Participation Let your clothing be relevant to your presentation Use their imagination Start with a sight or sound Arouse audience curiosity Role play Short video Quote or something to read Facts or statistics Self disclose story 2. Arousing advance interest 3. Stating the purpose or thesis 4. Establishing your credibility 5. Forecasting development and organization Main functions of the body: 1. Increase what the audience knows about the topic informative presentation 2. Change an audiences attitudes or actions about a topic persuasive presentation 3. Present a limited number of arguments stories and/or ideas 4. Provide support for ideas and arguments 5. Indicate the sources of your presentation Reasons to outline: 1. A skill for writing notes in class, speeches, compositions 2. Reinforces skills like determining importance in arguments and what works best with the audience 3. Encourages you to speak conversationally because you don’t have every word in-front of you 6 Principles of outline: Page 27 of 53 COM201 1. Principle 1: link outline to purpose Long range goal: in days and years Immediate goal: achieve in the same day 2. Principle 2: abstract message to deliver Outline Should contain everything but speak more 3. Principle 3: each outline part is a single idea 4. Principle 4: your outline symbols importance Main point: most important points in outline indicated by roman numbers Sub point: the points that support main points in an outline indicated by letters 5. Principle 5: your outline margins signals importance Main points: left margin Sub points: little more to left 6. Principle 6: use parallel form Parallel form: the consistent use of complete sentences phrases clauses or words in an outline While doing a rough draft you must ask yourself: 1. Are your main points consistent with your purpose 2. Do your sub-points relate to your main points 3. Are the items for this outline the best for your purpose, topic, audience, you, and occasion 4. Does it follow the principles of outlining Types of organizational patterns: 1. Time-sequence pattern: presenter explains in chronological order mostly seen in informative presentations Any topic that requires attention to events, incidents, or steps that take place over time is appropriate for this ‣ How the Salvation Army Began ‣ The Naming of a Team ‣ The Future of International Space Exploration ‣ The Development of Drugs for Treating HIV 2. Cause-Effect pattern: presenter first explains cause of problem/event/issue then consequences, effects, results Most used in informative presentation unlike problem solution it doesn’t give an explanation of. what. To do next rather a full explanation of the issue 3. Problem solution pattern: presenter describes a problem then offers a solution ‣ Reducing Fat in Your Diet ‣ Helping the Homeless A New Way to Stop Smoking ‣ Eliminating Nuclear Waste Page 28 of 53 COM201 4. Tropical sequence solution: emphasizing major reasons audience should accept the POV by addressing pros cons qualities types of a person place or a thing Both informative and persuasive ‣ three reasons people should buy used cars, ‣ four of the main benefits of studying speech ‣ five characteristics of a good football player. most versatile. The topical-sequence pattern can be seen in the outline for a speech informing the audience about global warming Four conclusion function: 1. Forewarn the audience that you’re about to finish Break-light function: forewarning an audience that the end is near 2. Remind the audience of main and sub points 3. Specify what they should think/do after 4. End the speech in a manner that makes the audience think and do what you want APA Format: Author, A. (Year). Title of article. Title of Journal, volume(issue), page. Ch 13 Delivery: the presentation of a speech using your voice and your body to communicate your message Communication apprehension: the individual level of fear and anxiety associated with either real or anticipated communication with another person Visual resources: any items that can be seen by an audience for the purpose of reinforcing a message Slide deck visuals: collection of slides usually used during presentation and created with a program Rule of thirds: using three rows three columns and four hot zones at the intersection of those row and column lines to show a visual image General four delivery methods: Page 29 of 53 COM201 1. Extemporaneous method: a carefully prepared and researched presentation delivered in a conversational style. Although you are not reading from a manuscript or outline you’ll still plan. Most versatile and utility outside class Seen in: ✓Most encouraged by students ✓Classroom professors lecture ✓Masjid ✓Political and legal addressers ✓Speeches by athletes ✓Speeches by businesspeople ✓Speeches by community leaders experienced speakers 2. Impromptu method: Delivery of presentation without notes plans or formal preparation, characterized by spontaneity and conversational language (no time but still provide clear and relevant comments). Does not allow for prep but you can practice your speaking methods Seen in: ✓ Answering a question in class ✓ Introducing yourself at a meeting ✓ Giving directions on the street ✓ At a celebration you may be asked to say a few remarks to welcome people or express thanks ✓ When important people or visitors tour your workplace they might ask about what you do 3. The manuscript method: delivery of a presentation from a script of the entire speech from scripts rarely asked to students sometimes asked while reading poetry or a short story to the class Advantages: ✓ you know exactly what to say ✓ Used when they want to be quoted Disadvantages: ✓ Doesn’t allow eye contact ✓ Prevents response to audience feedback Seen in: ✓ Professors ✓ Clergy ✓ Politicians 4. The memorized method: delivering a presentation that has been committed to memory Page 30 of 53 COM201 Advantages: ✓ If you practice your speech a lot you’ll pull it off ✓ Should be from extreme familiarity not extreme memorization as familiarity will give you confidence but will help you avoid problems with rigid memorization Disadvantages: ✓ Discourages speaker to respond to feedback ✓ Adapting to audience during speech ✓ Choosing words that might be correct to the moment ✓ Extremely hard to pull off Seen in: ✓ Politicians ✓ Business people who repeatedly speak to the same kind of audience about the same subject often end up memorizing speech ✓ Professors when they teach the same lecture Behaviors that influence delivery: 1. Vocal aspects: (1) Pitch: how high or low (2) rate: how fast or slow us speakers usually do 125 and 190 per minute (3) Pause: the absence of vocal sound used for dramatic effect transition or emphasis invites audience to think (4) Vocalized pause: breaks in fluency that negatively affect an audiences perception of the speakers competence and dynamism “ahh” “mhmm” (5) Volume: loudness or quietness (6) Enunciation: articulation of sounds and words (I'm r e a l l y happy) (7) Pronunciation: correctly saying a word (8) Articulation: accurate production of sounds (goin’ coming’ heiji) (9) Fluency: smoothness of delivery the flow of words and the absence of vocalized pauses (10)Vocal variety: intonation patterns inflections of pitch and syllabic duration 2. Nonverbal aspects of presentation: (1) Gestures: movements of head arms and hands to illustrate, emphasize or signal ideas in a presentation Tips for using gestures: Page 31 of 53 COM201 (2) Facial expressions: any nonverbal cue expressed by the speakers face ✓ Eye contact: the extent to which speaker looks directly into the audience lack eye contact = lack credibility ✓ movement: what the speaker does with their entire body during a presentation Delivery tips for nonnative speakers: 1. Recognize that you are not alone 2. Give yourself time 3. Check pronunciation 4. Talk with your instructors about reasonable goals 5. Understand that eye contact is important 6. Practice using audio or video recordings Ways to reduce fear of presenting; communication apprehension : 1. Skills approach: reducing fear by systemically improving presenting skills (by coaching of teacher/students or taking courses) 2. Positive thinking approach: using positive thoughts to bolster speaker confidence ✓ I can do this ✓ I have the courage 3. Vizualisation approach: picturing yourself succeeding 4. Relaxation approach: combining deep relaxation with fear inducing thoughts (lying down and thinking of presenting) 5. Self-managed approach: reducing the fear of presenting with self diagnosis and a variety of therapies group therapy To practice relaxation techniques do the following: 1. Sit in a comfortable chair or lie down in a comfortable place. As much as possible, rid the area of distracting noises. If possible, play relaxing music or a tape with the sounds of nature. 2. Begin with your face and neck, and tense the muscles. Then relax them. Tense again and hold the tensed position for 10 seconds. Relax again. Tense your hands by clenching your fists. Relax. Tense again and hold for 10 seconds. Relax. 3. 4. Tense your arms above your hands and to your shoulders. Relax. Tense again and hold for 10 seconds. Relax. 5. Tense your chest and stomach. Relax. Tense again and hold for 10 seconds. Relax. 6. Tense your feet by pulling the toes under. Relax. Tense again and hold for 10 seconds. Relax. 7. Tense your legs above the feet and up to the hips. Relax. Tense again and hold for 10 seconds. Relax. 8. Tense your entire body and hold for 10 seconds. Relax and breathe slowly. Page 32 of 53 COM201 9. Repeat the word calm to yourself. This will help you relate the word to the relaxed feeling you are now experiencing. In the future, when you feel anxious, the word calm should help you arrest the apprehension you experience. Principles to follow with visual aid: 1. Keep eyes on audience don’t talk to the resources 2. Display visual resources only when needed 3. Make sure everyone in the room can see them 4. Leave them there long enough for complete assimilation 5. Use a pointer or your arm to point Design principles to use with visual aid: 1. Use images not words 2. Use rule of thirds 3. Minimize details 4. Capitalize on what’s available Typical visual aids: Ch14 Immediate behavioral purposes: the actions expected from the audience during or after a presentation How to prep an informative speech: 1. Identify your goal (1) Increase what increase what your listeners know about it topic examples: what can we learn from cave drawings ✓ what is a chronic fatigue syndrome ✓ what are the possibilities of geothermal power ✓ what are stem cells ✓ Page 33 of 53 COM201 (2) Help your audience learn information that will be useful to them: How can you stay fit when busy ✓ how can you take easy steps to avoid the flu ✓ how can you accident proof your home ✓ what are traditional greeting costumes in China ✓ (3) To clarify complex issues What is the relationship between Israel and Palestine ✓ (4) To demonstrate something useful How can you use the hand lick maneuver to save a life what is the correct way to lift ✓ weights how can a walking improve your health what is the process of purchasing a home (5) To show how things are related in space How should you compost to photograph what are the sources of international computer ✓ hacking what are the major tourist spots in the Caribbean what is the geography of the brain (6) To arouse interest in something that might seem an uninteresting or boring What are the lessons learned from Shakespeare how do few cells work what our surprising ✓ species that you can slide in your backyard what are the most common phobia 2. Identify your purpose: Questions for the informative speaker are these: What do you want your audience to know or do as a result ✓ How will you know whether you are successful ✓ Define words objects or concepts ✓ Describe objects persons or issues ✓ Distinguish between things fake vs real dollar ✓ Compare and contrast ✓ Presenting information effectively: - Creating information hunger: audience need for information contained in the presentation - - Using rhetorical questions: questions asked for effect without expecting answer ✓ Are you aware of the number of abused kids In your neighborhood ✓ Can you identify five warnings of cancer ✓ Do you know how to get the best college education for your money ✓ I have discovered a way to add 10 years to my life Demonstrating information relevance: the importance, novelty, and usefulness of information to the audience Skin cancer in summer covid-19 - Revealing extrinsic information: making information relevant by providing audience with reasons outside the presentation itself or listening to the content of the presentation ✓ listen carefully because this is coming to the test ✓ Hot fashion trend is a motivation to look good ✓ Or listen carefully you need to do a report on it by the end of the week Page 34 of 53 COM201 - Designing informative content: the main points sub-points, illustrations, and examples used to clarify and inform - Avoiding information overload: providing much more information than the audience can absorb in amount, complexity or both quantity: the speaker tells the audience more they wanted to know even if they were ✓ interested cramming too much information decreases understanding Complexity: the speaker uses language that is too complex for for audience ✓ Solution is to speak on a limited number of main points with only the best supporting materials - Organizing content: ✓ Tell an audience what you are going to tell them forecast ✓ Use transitions and signposts to increase understanding ✓ Tell your audience which points are most important ✓ Repeat points for better understanding Principles of informative content: (1) Audiences tend to learn main points more than details (2) Use simple words to explain complex material (3) Humor can make a dull presentation interesting (4) Early remarks about how the presentation will cater to audience needs can create anticipation and increases the chances of understanding (5) Calling for response can increase understanding Skills for informative speaking: 1. Defining: Definitions give shape to issues for instance “when do cells become a fetus” “what is a family” We can define by using: ✓ ✓ ✓ ✓ ✓ Comparison: shows the similarity between something known and another that is less known Contrast: clarifies by showing interest “he was taller than you had blonde hair” Synonym: defining by using a word similar to it antonym: defines an idea by opposition Operational definition: defines by explaining the process recipe 2. Describing: ✓ ✓ imagery: use of words to appeal to senses and create pictures in mind Metaphor: a figure of speech that likens one thing to another by treating it as if it were a thing 3. Explaining: a means of idea development that simplifies or clarifies an idea while arousing audience interest explaining how Pinterest you say where you can pin images that link to websites from internet to multiple online boards Page 35 of 53 COM201 4. Narrating: oral presentation and interpretation of a story description or an event includes dramatic reading of prose an poetry magazine blog 5. Demonstrating: showing the audience what you are explaining Self defense online research of library women fragrances and weight lifting Ch15 Coercion: forcing people to think or behave as you wish not persuasion Manipulation: tricking people and using fraudulent means to gain compliance not persuasion Persuasive presentation: a message strategically induce a change in an audience Immediate purpose: a statement of what you intend to accomplish in presentation Long range goal: a statement of purposes that could be achieved with continuing attempts of persuade Micro-presentation: an attempt to change others with as few words or symbols as possible ie tweet Argument: a proposition that asserts some course of action Monroe method: a problem solving format that encourages an audience to become concerned about an issue favorited in persuasive presentation Syllogism: contains a major premise (generalization) applied to a particular instance (a minor premise) that leads to a conclusion ie instead of saying white supremacists are bad you say my friend died because of a hate crime and conclude white supremacy is bad Rebuttal: arguing against someone else position on an issue Persuasive imagery: Advertisers way of persuading audience with fast and dazing visualization of products In powerpoint and. In ads Examples on persuasion: - New rules needed for drugs among athletes Technology in the classroom Managing difficult people in the workplace Why our legislature must lower tuition How to prep for a persuasive presentation: 1. Identifying your immediate purpose: is to have my listeners write down the twitter handle of legislators so they can communicate with them about lowering tuition COM201 Page 36 of 53 2. Identifying long range goal: To encourage listeners to learn more about this issues over a long time so we keep drug enhancing issues outside of sporting events 3. Revealing the purpose of the presentation: Boomerang effect: the audience like you and your message less after presentation to avoid this affect analyze your audience and decide when you should reveal your purpose Identifying your reasons for persuading: ✓ ✓ Adoption: the listeners start a new behavior as a result of persuasive presentation ie they start exercising eating healthy food or go on a diet Discontinuance: a persuasive purpose rooted in convincing listeners to stop habits ie quit gang stop smoking stop taking too much of a sick leave or resist drinking too much caffeine Advantages of classroom setting: ➡ ➡ First reason: The key factor is face to face persuasive efforts is more affective than psa and most effective Second reason: Captive audience: audiences who didn’t come voluntarily ie classroom presentation ✓ Volunteer audience: came to the presentation with will ✓ Methods of persuasion: 1. Using argument to persuade: fact, policy and value Proposition of fact: an assertion that can be proved or disproved as consistent with reality college debt is as high as ever and by demonstrating the accuracy of this fact you can site a couple of wall street journal - Proposition of policy: a proposal of a new rule ie obamas loan forgiveness program DN Proposition of value: a statement of what we should embrace more of our culture ie we must put security over first amendment freedoms and single out brown ppl bc racism haha 2. The difference between evidence and proof: Evidence: fact that supports a claim ie the csi spin off is facts what scientists produce to police dan tests finger prints bible thou shall not kill and the person that accepts the Bible as an argument is a christian Proof: evidence that the receiver believes Quran science 3. How to test evidence: (1) Is the evidence consistent with known facts? (2) Would another observer draw the same conclusion ? (3) Does the evidence come from an unbiased source ? (4) Is the source of information qualified by education and or experience to make a statement about the issue? (5) If statistics are used as evidence are they from a reliable source; comparable with other known information; and current applicable and interpreted so the audience can understand them? (6) If studies and surveys are used are they authoritative valid reliable objective and generalizable? COM201 Page 37 of 53 (7) Are the speakers inferences appropriate to data presented? (8) Is important counter evidence overlooked? (9) What is the presenters credibility over that topic? Forms of proof: 1. Logos: use of logical reasoning in an argument Types of argument: Inductive argument: providing enough specific instances for the listener to make an inferential leap to a generalization that summarizes the individual instances ie: you might want to demonstrate low taxes are bad for our economy through: “schools that are underfunded, federal programs underfunded, road is not prepared tuition goes up because government support goes down” Deductive argument: using general proposition applied to a specific instance to draw a conclusion ie: instead of saying all drunk drivers are dangerous you can move to a minor premise: Joan drives while drunk” and conclude Joan is dangerous 2. Ethos: “source credibility” the reputation authority and integrity of speaker Persuasion because you earned the right to speak Quran science Competence, dynamism, trustworthiness Personal power or expertise Charisma or persoanlity Ie pope or popular lawyer 3. Pathos: emotional proof in an argument Telling stories to support proof verbal or visual should be combined with combined with logical appeals Fear appeal: electing fear to change behavior How to rebute arguments: - Find weak points ie in the taxes thing you could argue that it needs more clarity ask what taxes local or federal - Questioning major premise ie are all drunk drivers dangerous what even is a drunk state Steps of Monroe motived sequence: - Step 1: attention - Step 2: need show the audience how the speech is relevant to them - Step 3: satisfaction present information audience members need to understand in order to solve - problem Step 4: visualisations seeing how your information will help them Ethical considerations pf persuasive presentations: 1. 2. 3. 4. Accurately cite sources Respect sources of information Respect audience Respect opponent Advice on what kind of arguments are most persuasive and where to find them: Page 38 of 53 COM201 - primacy effect: Place your best argument first meaning early items are remembered more than middle ones - Recency effect: Place your best argument last because last items are remembered over middle How to resist persuasion: 1. Avoidance 2. Be skeptical 3. Check claims 4. Check credibility 5. Be cautious about accepting a persuasive appeal 6. Question ethical basis of proposed actions 7. Use your knowledge and experience to analyze persuasive claims 8. Use your own values as a check against fraudulent claims 9. Check what persuaders say against what they do 10.Use freedom of expression/choice as a protection against unethical persuaders Ch6 Interpersonal relationships: associations between two people who are interdependent who use some consistent patterns of interaction and who have interacted for a long time Self-disclosure: the process of intentionally revealing information about your self that other would be unlikely to know private sensitive or confidential information things not normally known unless intentionally disclosed Behavioral flexibility: the ability to alter behavior to adapt to new situations and to relate in new ways when necessary Definition of interpersonal relationships include: 1. The relationship should have two or more people ie couple single parent and a child best friends coworkers family unit a group of friends 2. Interpersonal relationships involve people who are interdependent mutually dependent on eachtoher and having impact on each other ie friendship 3. Using consistent patterns of interactions ie nicknames or calling your parents 4. Generally have interacted for some time ie family Importance of interpersonal relationships - Inclusion: becoming involved with others Affection: taking care of others feelings and you want people to take care of yours Control: change in environment Types of relationships: COM201 - Page 39 of 53 Complementary: each person supplies something the other person lacks opposite to each other ie shy vs outgoing friends to balance each-other (lacking in something and getting in from the other person) - Symmetrical: each person mirrors the other and are highly similar Dark side of interpersonal relationships: What are some of the qualities of a negative relationship? -dysfunctional conflict -obsession with the other partner -misunderstandings -codependency -Abuse (physical or mental) -extreme behaviors (too much affection) When is conflict dysfunctional? When people avoid talking about problems, and withdraw and become silent. View criticism as a personal attach, and when there is violence when arguing. Johari window: - Open area: they know, you know> hard work, facial expressions Hidden area: you know, they don’t know< secrets Blind area: they know, you don’t know<rubric grading weakness Unknown area: they don’t know, you don’t know <day our death factors appropriating self-disclosure: 1. Disclosure increases = relational intimacy increase takes a long time 2. Disclosure tends to be reciprocal giving and taking 3. Negative disclosure is related to intimacy but positive disclosure doesn’t necessarily increase as the relationship becomes more intimate 4. Disclosure may be avoided for a variety of reasons 5. Relational satisfaction and disclosure are related In approaching cross-cultural relationship in this way try To do the following probs mcq scenario: 1. Have meaningful personal interaction don’t share secrets but personal information hobbies common similarities 2. Maintain equal status parents teacher and student if teachers don’t listen to their problems they won’t be good 3. Find ways to build interdependence gain and offer 4. Respect individual differences Essential interpersonal communication behaviors: 1. Using affection and supportive communication 2. Influencing others ✓ Compliance gaining: attempts made by a source of messages to influence a target to perform desired behavior that the target otherwise might not perform ie asking a friend for advice or a parent for financial assistance ✓ Compliance resisting: the refusal of targets of influence messages to comply with requests ie asking a friend to let you borrow his car you might consider he might refuse 3. Developing a unique relationship ✓ Personal idioms: unique forms of expression and language understood only by individual or couples ✓ Rituals: formalized patters of actions or words followed regularly Page 40 of 53 COM201 Important characteristics of long term interpersonal relationships: 1. Couple Time rituals exercising together, having dinner together every Saturday night 2. Idiosyncratic/ symbolic rituals calling each-other a special name or celebrating anniversary of their first date 3. Daily routines and tasks when living together and one cleans other prepping the meal 4. Intimacy rituals wakeup parent call 5. Communication rituals saying I love you before they go mom are u happy w us 6. Patterns habits and mannerisms taking care of each others necessities needing to be complimented when going to a fancy dinner 7. Spiritual rituals going to mosque together Improvement in interpersonal relationships: 1. bargaining the process in which two or more parties attempt to reach an agreements on what each should give and receive in a transaction between them 2. Flexibility Three essential features of bargaining: - All parties receive the possibility of reaching an agreement in which each party would be better off or no worse off than if no agreement was reached - All parties perceive more than one such agreement that could be reach - All parties perceive others as having conflicting preferences or opposed interests Ch7 v imp chapter apparently Intercultural communication: the exchange of information between individuals who are unalike culturally Culture: unique combination of rituals religious beliefs says of thinking and ways of behaving that nifty a group of people Ethnocentrism: the belief that your own group or culture is superior to other groups or cultures Reflexivity: being self aware and learning from interactions with the intent of improving future interactions Importance of studying intercultural communication: 1. 2. 3. 4. 5. Exposure to other cultures Economics oil from arabia Curiosity about other we are curious about people who don’t look like us why they dress like that abaya Technology convergence using technology to instantly broadcast events Many cultures in one area Saudi New York Types of cultures: - Dominant culture: determined by who has the power and influence in traditional social structures like politics religious institutions schools and businesses in the US the dominant culture is white male, able bodied straight married and employed - Non-dominant culture: a term that includes POC, women. lgbt, people with disabilities the lower/ working class the unemployed the underemployed the bankrupt the young and the elderly one group but still important rebellion against the dominant culture Page 41 of 53 COM201 The goals of non-dominant/marginalized culture: - Assimilation goal: the marginalized group attempts to fit in with the dominant one good relationship try their best to have the identity of dominant culture they hide their culture - Accommodation goal: the marginalized group manages to keep its identity while striving for positive relationships with dominant culture not ashamed of their culture they’re happy still want a good relationship with the culture - Separation goal: the marginalized group related as exclusively as possible with the dominant group totally against mixing with dominant culture Intercultural communication problems: 1. Ethnocentrism: belief that your own group or culture is superior Ethnocentrism is avoided by Cultural relavatism: positive term the belief that another culture should be judged by its own context rather than measured against your culture we should see a culture as individual we should not compare it with our own we shouldn’t compare Pakistani and Saudi culture 2. Stereotyping: generalization about some group that oversimplifies their culture Wrong perception about a group 3. Prejudice: negative attitude toward a group of people just because they are who they are individualistic vs collectivist culture: Important 4. Individualistic culture: cultures that value individual freedom choice uniqueness and independence Tend to: ✓Value individual freedom place I before we ✓Value directness and clarity Examples: America Australia great Britain 5. Collectivist culture: culture that values a group over individual Tend to: ✓ value group over individual place we before I ✓Value commitment to family tribe and clan Examples: Venezuela, pakistan, Taiwan, and thailand Uncertantity accepting vs uncertainty rejecting culture: Uncertainty accepting cultures: cultures that tolerate ambiguity uncertainty and diversity tend to: ✓Willing to take risks ✓Avoid rules seek flexibility and reject hierarchy Example: America Britain Denmark Onetime vs sometime culture: Page 42 of 53 COM201 1. on-time: the time schedule that compartmentalizes time to meet personal needs separates task and social dimensions and points to the future Tend to: ✓compartmentalize time ✓Say they can waste or save time ✓Leave their houses 6 or 6:30 don’t compromise time Examples: north America, north Europe 2. Sometime: the time schedule that views time as contextually based and relationally oriented Tend to: ✓Factor in time as one element of a larger context ✓Value social relationships and time considerations together ✓Sometime on time ✓Personal relationship valued more over time ✓Orchestrate family and social responsibilities and task dimensions Example: latin America, Middle east, Asia, France Africa Strategies from improving intercultural communication: 1. Conduct personal self-assessment halal and haram food 2. Practice supportive communication behaviors ie empathy encourage success in intercultural exchanged try to be good and encouraging try to be positive and encouraging accept differences 3. Develop sensitivity toward diversity 4. Avoid stereotypes 5. Avoid ethnocentrism 6. Develop code sensitivity: ability to use verbal and nonverbal language appropriate to culture norms 7. Seek shared codes 8. Use and encourage descriptive feedback 9. Open communication channels 10.Manage conflicting beliefs and practices Ch8 Small group communication: interaction among 3-9 people working together to achieve an interdependent goal Group climate: emotional tone or atmosphere members create within group Groupthink: negative term unintended outcome of cohesion in which desire for cohesion and agreement takes precedence over critical analysis and discussion you cant make a rational decision you simply stop thinking “my company is the best” stop your creative/critical thinking Group culture: socially negotiated system of rules that guide group behavior COM201 Page 43 of 53 Within-group diversity: the presences of observable and/or implicit differences among group members Leadership: process of using communication to influence the behaviors and attitudes of others to meet group goals group leader or family leader Power: interpersonal influence that forms on the basis for group leadership Criteria: the standards a group must judge potential solutions Group decision support system (gdss): interactive network of computers with specialized software allowing uses to generate solutions for unstructured problems Group conflict: expressed struggle between two or more members of a group Role: consistent pattern of interaction or behavior exhibited over time Norms: informal rules for group interaction created and sustained through communication Stakeholders: groups of people who have an interest in the actions of an organization Psu stake: faculty, student, administration Content curation: collection of storage of documents and other multimedia from the web covering a specified topic The importance of learning about small groups: 1. Small groups are in every human experience ✓Inclusion: a state of being involved with others a human need ✓Affection: the need to be loved/cared/ protected by others family the emotion of caring of other and or being cared for ✓Control: the ability to influence our environment to make a change 2. Group activity Expected to increase in future 3. A skill that you can develop and master 4. Important for democracy and freedom of speech Types of small group communication: 1. Assigned groups: groups evolving from hierarchy whereby individuals are assigned membership to the group a student union doctors 2. Emergent groups: groups resulting from environmental conditions leading to the formation of a cohesive group of individuals covid-19 groups Types of small group communication according to function: COM201 Page 44 of 53 1. Task oriented groups/secondary groups: groups formed in the purpose of completing tasks such as solving problems or making decisions exam study groups 2. Relationship oriented groups: groups that are usually long term and exists to meet our need for inclusion and affection family How to establish culture small groups: imp mcq or skill 1. Developing norms Example: calling surnames and developing a patterns 2. Developing roles for group members Types of roles: imp mcq or skill 1. Formal role: positional role an assigned role based on individuals position or title within a group ms Farah teaching com201 2. Informal role: behavioral role a role developed spontaneously within group Behaviors that define roles: imp mcq or skill 1. Task function: directly relevant to the groups purpose and affects group productivity Initiating and orienting: lets make a list of what we need to do 2. Maintenance functions: focus on interpersonal relationships among group members Establishing norms: it doesn’t help to talk about other group member when they aren’t here lets stick to issues 3. Self-centered functions: serve need of an individual at the expense of the group Withdrawing: do whatever I Don’t care Three factors that heavily affect group climate: 1. Trust believing members can rely on each-other 2. Interpersonal trust 3. Support 4. Cohesiveness Signs of groupthink: 1. Illusion of invulnerability by group 2. Unquestioned belief in morality of group 3. Collective efforts by group members to rationalize faulty decisions 4. Stereotypic views of enemy leaders as evil weak ineffective 5. Self-censorship of alternative view points 6. A shared illusion that all group members think the same thing 7. Direct pressure on group members expressing divergent opinions 8. The emergence of “mind guards” to screen. The group from information contradictory to the prevailing opinion COM201 Page 45 of 53 Observable vs implicit within group diversity ➡Observable: Within group diversity based on physical characteristics that can be seen Example: ethnicity, sex, non-able-bodiness ➡Implicit: Within group diversity based of individual worldview perspectives and other personality characteristics Example: religion, educational backdrop Types of leaders: imp - Designated leader: someone who has been appointed leader or elected to leadership position - Emergent leader: someone who becomes an informal leader by exerting influence toward the achievement of a groups goal but does not hold formal position of a role of a leader Wilt and hockers types of power: imp - Distributive power: leader exerts influence over others power has been distributed in uni - Integrative power: interdependence with another person/people to achieved agreed on goals - Designated power: relationships between people marriage family group very common comes in interpersonal Different ways to enact power: imp 1. Reward power ability to give followers what they want and need “if you do this you get money” 2. Punishment power ability to withhold from followers what they want and need an extreme form of punishment power is coercion which is compliance is forced through hostile acts “if you don’t do this ill hurt you” 3. Referent power based on others personality admiration and respect charisma is an extreme form of referent power prophet mohammed 4. Expert power arises when other members value a persons knowledge and expertise a doctor a famous educationist 5. Legitimate power given to a person because of a title, position, role assigned power DN Leadership styles: - Democratic leaders: encouraging members. To participate in group decisions most mild form America - Laissez-faire leaders: almost no initiative in structuring a group discussion they take care. Of peoples opinion but not a lot Saudi arabia - Autocratic leaders: maintain strict control over their group most strict form of leadership COM201 Page 46 of 53 Required leader competencies (you should have these if you wanna be a leader): 1. Clearly and appropriately communicate ideas without dominating the conversation 2. Communicate a clear grasp of the task facing the group 3. Skilled at facilitating discussion 4. Encourage open dialogue and do not force their own ideas on the group 5. Place group needs over personal concerns 6. Display respect for others during interaction 7. Share successes and failures of the group Required planning skills of leaders: 1. Know the task at hand 2. Know the people 3. Collect information 4. Distribute leadership 5. Organize discussion Effective group problem solving: 1. Determining the discussion question 2. Identifying criteria 3. Identifying potential solutions 4. Evaluating potential solutions Three types of questions: 1. Fact: - How has the divorce rate changes over the past 15 years How many hispanic student graduate from high school each year What percentage of college students graduate in four years How often on average does a person speak everyday What jobs have the highest income 2. Value: - Why should people seek higher education How should Americans treat international students Does our legal system provide justice for all How should young people be educated about aids What is the value of standardized tests for college admission COM201 Page 47 of 53 3. Policy: - What courses should students be required to take Should the states drunk Driving laws be changed What are the arguments for and against mandatory retirement Should America intervene with foreign disputes for humanitarian reasons What advantages should the government provide for businesses willing to develop in high risk areas of the cities Types of criteria: 1. Absolute criteria: - Rubric Must be met 100% Required Must not get dn to pass 2. Important criteria: - Should be met Flexible 90% required Should understand all types Types of technology in group communication: 1. Facebook 2. Dropbox 3. Evernote 4. Google docs 5. Skype and google hangout 6. Asana 7. Texting 8. mural.ly subscription fees not free How to communicate in small groups: 1. Related your statements to preceding remarks 2. Use conventional word arrangements 3. Speak concisely one point at a time 4. State one point at a time 5. How to be an ethical group member: 6. Willing to share perspectives ie sharing notes unbiased and fair information 7. Honest 8. Thorough and unbiased 9. Behave with integrity. 10.Learn to manage group conflict Page 48 of 53 COM201 Ch9 Organization: social collectives or groups of people in which activities are coordinated to achieve both individual and collective goals Organizational communication: formal way in which groups of people both maintain structure and order through their symbolic interactions and allow individual actors the freedom to accomplish their goals Communication networks: patterns of relationships through which information flows in an organization Formal communication: messages that follow prescribed channels of communication through out organization Informal communication: interactions that do not follow the formal upwards downward structures of the organization but emerge out of less formal interactions among organizational members Personal brand: your personal attributes and values that can be consistently communicated to others Costumer service encounter: the moment of interaction between costumer and firm Emotional labor: jobs in which employees are expected to display certain feelings in order to satisfy organizational role expectations Sexual harassment: unwelcome, unsolicited repeated behaviors of a sexual nature Quid pro sexual harassment: an employee is offered a reward or threatened with punishment based on his or her participation in a sexual activity Hostile work environment sexual harassment: conditions in the workplace that are sexually offensive, intimidating or hostile and that affect an individuals ability to perform their job Personal network: a web of contacts and relationships that can help you gain job leads and provide referrals Cover letter: a short letter introducing you and your resume to an interviewer Types of organizations: - economic orientation: the ways in which groups of people both maintain structure and order through their symbolic interactions and allow individual actors the freedom to accomplish their goals Page 49 of 53 COM201 - Political orientation: organizations that generate and distribute power and control within society governments ministry police all military - Integration orientation: help mediate and resolve discord Among members of society sharia system resolve court conflict management - Pattern maintenance orientation:promote cultural and educational regality and development within society mosque families schools religious groups Classifications of communication networks: 1. Formal communication: (1) Downward communication: messages from superiors to subordinates job instructions, job rationale policy and procedures performance feedback motivational appeals (2) Upward communication: messages from subordinates to superiors (3) Horizontal communication: messages between people with the same power what sapping a fellow student 2. Informal communication: (1) Organizational communities: groups of similar businesses or clubs that have common interests and become networked together to provide mutual support and resources a group of local organic farms to make connections for restaurants and grocery (2) Boundary spanner: an individual who shares information between groups and establishes strategic vision for collaboration Preparing for the job market: 1- Conduct self inventory You must have a personal brand and communicate it. Personal brand: set of attribute and values that can be used consistently to represent yourself to others. ✓ Includes knowing your self and your qualities, your strengths/weaknesses Your skills, ✓ conducting a self inventory and knowing your self and qualities, will help creating your personal brand. 2-Create a personal network 3- Searching for a job Online website for job hunting linkedin and bait 4-Prepare a cover letter: COM201 Page 50 of 53 Purpose: Help ensure your resume is read. 5-preparing resume and credentials(form and content)Resume are crucial for securing an interview (1) STYLE: the construction of your writing -use third person -use strong adverbs; such as volunteered, organized -stay consistent (used bullets? Continue using them) -be concise (appetizer about accomplishments) -neat- keep it professional and clean (2) CONTENT: Contact info (linkedin/email/phone) ✓ Objective statement: an articulation of your goals ✓ Education ✓ Experience ✓ Skills ✓ campus and community activities ✓ (3) FORMAT: Types of resumes: 1. Chronological resume: organizes your credential over time "reverse chronological" is best--> from most recent to oldest 2. Functional resume: organizes credentials by type of function performed. Used to group "professional experience" separately from other work experience. particular technical skills such as engineering 3. Electronic resume's: Resume's sent by e-mail are better why? They are searchable and make it easy to evaluate candidates by searching for similarities in wording between job description and resume 4. Portfolios: collection of physical evidence of work Preparing for the interview: Primary purpose of an interview? Analyze knowledge, skills, abilities of applicant in relation to job description How can Cara prepare herself before her interview Before her interview she should: COM201 Page 51 of 53 how can cara present herself appropriately during the interview? 1- create a good first impression; by arriving on time and dressing appropriately 2-speak with clarity; by giving clear answers and correct grammar 4- being confident Cara was asked questions during her interview how can she answer them effectively and ethically? 1- offer relevant answers; don’t go off topic and be too emotional 2-prove her claims with evidence; give clear complete answers with evidence 3-her answers must be accurate; avoid lying, cause they will lose trust 4- she must be positive when presenting herself -And it is okay for her to ask about a question that she doesn’t know the answer to. How can Cara be prepared for illegal questions? She must consider how to respond by being assertive with manners and tell the interviewer that the question is irrelevant to the job position How can Cara be prepared to ASK questions in an interview? Ask the questions that will insight her about the job and avoid questions about salary and vacations Post interview before acceptance: Send a thank you letter via email and reconfirm her interest in the position and if she is not interested a letter is still appropriate for stating her withdraw tips when negotiating with employer and making a final decision: 1-Wait for appropriate time to negotiate about salary 2-know what you want in advance; the amount of salary you expect what you prefer 3- understand the implication; if the job requires moving 4-get everything in writing to have evidence 5-be tasteful in your response of an offer you don’t like. Strategies used to develop network: 1. Contact career service offices connect with corporations through campus careers office Page 52 of 53 COM201 2. Job fairs and take business cards. 3. join student professional organizations: join clubs 4. get an internship through contacting your advisor for opportunities 5. volunteer to expand your network through communicating with many people in your community. Steps in preparing a cover letter: 4 paragraphs 1- gain attention of reader Introduction--> brief personal brand 2- second paragraph 3-third paragraph Suggest action which is to have a face to face meeting and restate desire to learn more about the organization. 4-lastly express appreciation for the readers time and consideration. Specific workplace communication skills: imp 1. Immediacy Communication behaviors intended to create perceptions of psychological closeness with others ﻧﺤﻂ ﺣﺪ ﻟﻠﻜﻠﻮﺳﻨﺲverbal: we non-verbal: smiling close distance 2. Supportiveness Listening with empathy acknowledging others feelings and engaging in dialogue to help others maintain a a sense of personal control ie mission statements 3. Strategic ambiguity The purposeful use of symbols to allow multiple interpretations of messages related to real life mission statement everyone will get it by their own kind of job 4. Interaction management Establishing smooth pattern of interaction that allows clear flow between topics and ideas smooth to interact like higher management different personality and not biased ie using pauses changing pitch and adapting conversational style 5. Cross cultural skills differences in teaching 6. Conflict management skills 7. Costumer service skills Several approaches to manage conflict: imp mcq ﻟﺨﺒﻄﺖ ﺑﯿﻦ ﻛﻮﻣﺒﺮاﻣﺎﯾﺰ وﻛﻮﻻب 1. Avoidance completely ignore situation 2. Competition should be healthy advance own interest over others Page 53 of 53 COM201 3. Compromise negotiate as long as the other party is willing sophisticated healthy best give and take 4. Accommodation set aside your views to be in harmony with others healthy best 5. Collaboration best possible outcome healthy best to convince others by arguments both sides agree that negotiated outcome is the Compliance gaining strategies used by costumer service representatives: imp 1. Promise: promising a reward for compliance “if you purchase this car ill give you tickets to a football game” “buy one get one free” 2. Threat: threatening to punish for noncompliance “if you don’t buy the car by the end of the week I can’t guarantee 1% interest rate” 3. Pre-giving: rewarding the costumer before requesting compliance “i will give you 50 riyals just to drive this. car” 4. Moral appeal: implying that it is immoral not to comply “since you have small children you should be looking at our crossover utility model with more safety features” 5. Liking: being friendly and helpful to get the costumer in a good Frame of mind to ensure compliance “good afternoon you look nice today may I help you” Ethical dimensions in the workplace: 1. Aggressive communication ✓ Abusive supervision ✓ Bullying ✓ Incivility by nature rude not trying to intentionally hurt someone ✓ Social undermining preplanned 2. Honesty 3. Sexual harassment Baths discussion of supportive communication: 1. Listen without judging 2. Validate feelings 3. Provide both informational and relational messages “please sit down” informational 4. Be confidential
