Human CommunicationHuman CommunicationUDSM, January 2010.UDSM, January 2010.

English for Water ManagersEnglish for Water Managers

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Introduction to Introduction to Communication Communication

• In today’s world, communication In today’s world, communication enables man to enables man to influence influence andand control control his environment and is seen his environment and is seen as one of the as one of the conditions for conditions for development. development. Not only is Not only is communication an integral part of communication an integral part of human life, but it is also the pivot of human life, but it is also the pivot of society as the key component of all society as the key component of all cultural, political, educational and cultural, political, educational and economic activity.economic activity.

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Communication cont/Communication cont/

• Positive change is achieved as a result of the Positive change is achieved as a result of the efficient and effective flow of information, a efficient and effective flow of information, a process that can only obtain through the use process that can only obtain through the use of effective of effective communication skillscommunication skills..

• . People in organizations typically spend over . People in organizations typically spend over 75% of their time in an interpersonal 75% of their time in an interpersonal situation; thus it is no surprise to find that at situation; thus it is no surprise to find that at the root of a large number of organizational the root of a large number of organizational problems is poor communication problems is poor communication

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Purpose of this modulePurpose of this module• The Communication Skills module will The Communication Skills module will

enable Integrated Water Resource enable Integrated Water Resource Management (IWRM) experts to examine Management (IWRM) experts to examine the relationship between the theory and the relationship between the theory and practice of communication,practice of communication,

• to demonstrate how the acquisition of to demonstrate how the acquisition of Communication Skills enhances decision-Communication Skills enhances decision-making processes, making processes,

• encourages the smooth flow of information encourages the smooth flow of information and how, through mastery of and how, through mastery of communication skills, IWRM experts can communication skills, IWRM experts can address the challenges encountered in address the challenges encountered in their field. their field.

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Objectives of the Objectives of the ModuleModule• Raise an awareness and understanding of communication Raise an awareness and understanding of communication

dynamicsdynamics• equip IWRM experts with requisite skills needed in making equip IWRM experts with requisite skills needed in making

their clients aware of IWRM-related issues. their clients aware of IWRM-related issues. • Enable IWRM managers make informed decisions on crucial Enable IWRM managers make informed decisions on crucial

issues affecting their interaction with the environment. issues affecting their interaction with the environment. • equip Water Managers with the knowledge, skills and equip Water Managers with the knowledge, skills and

techniques needed in evaluating a variety of situations and techniques needed in evaluating a variety of situations and circumstances likely to arise during interaction with clients.circumstances likely to arise during interaction with clients.

• Working with different view pointsWorking with different view points• Define the term communication.Define the term communication.• Identify the various components of the communication Identify the various components of the communication

process.process.• Discuss the role and importance of communication in Discuss the role and importance of communication in

development issues.development issues.

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What is Communication? What is Communication? • Communication is a process in which Communication is a process in which

feelings, ideas feelings, ideas are expressed as are expressed as verbal and/or non-verbal messages, verbal and/or non-verbal messages, sent, received and comprehended.sent, received and comprehended.

• Theodorson (1969) quoted in Theodorson (1969) quoted in McQuail and Windhal (1993) defines McQuail and Windhal (1993) defines communication as ‘communication as ‘the transmission the transmission of information, ideas, attitudes or of information, ideas, attitudes or emotions from one person or group emotions from one person or group to another primarily through symbolsto another primarily through symbols

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Definition (cont)Definition (cont)• Rodgers (1986) in Rodgers (1986) in Communication Communication

Technology Technology defines ‘communication’ defines ‘communication’ as “as “a process in which participants a process in which participants create and share information with create and share information with one another in order to reach a one another in order to reach a mutual understanding”.mutual understanding”.

• Carey (1992) defines Carey (1992) defines communication ascommunication as ‘a symbolic ‘a symbolic process whereby reality is process whereby reality is produced, maintained, repaired and produced, maintained, repaired and transformedtransformed . .

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Communication (cont)Communication (cont)

• Human communication is Human communication is dynamicdynamic – – the communication process is the communication process is always in a constant state of always in a constant state of change. As change. As attitudes, feelings, attitudes, feelings, expectations, emotions expectations, emotions of of persons who are communicating persons who are communicating change, the nature of their change, the nature of their communication changes as wellcommunication changes as well

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CommunicationCommunication

• Communication is Communication is continuous – continuous – it never it never stops. Human beings are always stops. Human beings are always processing information and ideas, processing information and ideas, thoughts, expressions all the time, whether thoughts, expressions all the time, whether awake or asleep – our brains remain active awake or asleep – our brains remain active and are always communicating.and are always communicating.

• Communication is Communication is irreversible : irreversible : once we once we send a message, we cannot undo it. Once send a message, we cannot undo it. Once we make a slip of the tongue, or give a we make a slip of the tongue, or give a meaningful glancemeaningful glance

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CommunicationCommunication

Or an emotional outburst, we cannot Or an emotional outburst, we cannot erase it. Sometimes our apologies, denial erase it. Sometimes our apologies, denial cannot erase what has taken place.cannot erase what has taken place.

• Communication is Communication is interactive : interactive : as as communicators, we are constantly in communicators, we are constantly in contact with other people and with our contact with other people and with our selves. Other people react to our speech, selves. Other people react to our speech, actions and we also react to our own actions and we also react to our own speech – it becomes a cycle of speech – it becomes a cycle of action action reaction reaction becomes the basis of our becomes the basis of our communication.communication.

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CommunicationCommunication

• Communication is Communication is contextual : contextual : it is a it is a

part of our entire human experience. part of our entire human experience. We need to develop an awareness and We need to develop an awareness and skills necessary to function as effective skills necessary to function as effective communicators and to adapt to:communicators and to adapt to: the settingthe setting the people presentthe people present the purpose of the communicationthe purpose of the communication

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Human CommunicationHuman Communication

• This occurs on basically 3 levels:This occurs on basically 3 levels: IntrapersonalIntrapersonal communication with one communication with one

self. It encompasses thought processing, self. It encompasses thought processing, personal decision making, listening, and personal decision making, listening, and determination of self concept.determination of self concept.

Interpersonal Interpersonal communication takes communication takes place between two persons who establish place between two persons who establish a communicative relationship. This a communicative relationship. This includesincludes

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Human CommunicationHuman Communication

activities such as interviews, activities such as interviews, conversations and small group conversations and small group discussions.discussions.

• Public Public communication is characterized communication is characterized by a speaker sending a message to an by a speaker sending a message to an audience. This may be face to face or audience. This may be face to face or direct communication for example, direct communication for example, delivering a message or it maybe indirect delivering a message or it maybe indirect such as relaying a message through the such as relaying a message through the radio or television.radio or television.

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Communication ProcessCommunication Process

• SENDER (SOURCE OF INFORMATION: SENDER (SOURCE OF INFORMATION: Originator of the message (WHO).Originator of the message (WHO).

• MESSAGE : WHAT IS MESSAGE : WHAT IS COMMUNICATED.COMMUNICATED.

• CHANNEL : By WHAT MEANS is the CHANNEL : By WHAT MEANS is the message communicated.message communicated.

• RECEIVER : AUDIENCERECEIVER : AUDIENCE• FEEDBACK : RESPONSE to the FEEDBACK : RESPONSE to the

message.message.

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Source of the MessageSource of the Message

• Communication starts when a Communication starts when a Source is consciously or Source is consciously or unconsciously stimulated by some unconsciously stimulated by some event, object or idea. A need to send event, object or idea. A need to send a message in then followed by a a message in then followed by a memory search to find the memory search to find the appropriate language (verbal or non-appropriate language (verbal or non-verbal) in which to take the ideas verbal) in which to take the ideas and put them into message (encode).and put them into message (encode).

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MessageMessage

• What is to be communicated to the audience.What is to be communicated to the audience.

The ChannelThe Channel• The The meansmeans by which the message is by which the message is

communicated to the audience e.g, we communicated to the audience e.g, we rely on five senses, electronic channel – rely on five senses, electronic channel – telephones (sound), television (sight), telephones (sound), television (sight), physical contact e.g. tapping a person physical contact e.g. tapping a person on the shoulder (touch channel)on the shoulder (touch channel)

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Examples of Examples of Communication ChannelsCommunication Channels

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Communication channels Communication channels cont.cont.

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Choosing a channelChoosing a channel

When choosing what channel to use to When choosing what channel to use to communicatecommunicate

particular information, the following should beparticular information, the following should be

focused on :focused on :• the availability of the channelthe availability of the channel• the credibility of the channelthe credibility of the channel• permanencepermanence• speed with which information is disseminatedspeed with which information is disseminated• and potential for feedback from the receiver to and potential for feedback from the receiver to

the source or sender of the information.the source or sender of the information.

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Communication channels Communication channels cont.cont.

• the diversity of cultural, linguistic the diversity of cultural, linguistic and social groupingsand social groupings

• the physical barriers of terrain and the physical barriers of terrain and distance which have resulted in an distance which have resulted in an undeveloped transport and undeveloped transport and communication infrastructurecommunication infrastructure

• the educational barrier of illiteracythe educational barrier of illiteracy• limited access to the mass media limited access to the mass media

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AudienceAudience

• Audience refers to the Receiver of Audience refers to the Receiver of the message. The message must be the message. The message must be translated (translated (DecodedDecoded) into the ) into the receiver’s own language system. receiver’s own language system. This message is not identical to the This message is not identical to the other encoded by the source other encoded by the source because each person’s symbol because each person’s symbol system is shaped by a unique set of system is shaped by a unique set of perceptions.perceptions.

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FeedbackFeedback

• Once meaning is assigned to the Once meaning is assigned to the received message - the receiver is in a received message - the receiver is in a position to respond. Feedback can be a position to respond. Feedback can be a verbal verbal or or non-verbal non-verbal reaction to the reaction to the message or both. Feedback indicates message or both. Feedback indicates whether the receiver understands the whether the receiver understands the message e.g by nodding, message e.g by nodding, misunderstands (by shrugging misunderstands (by shrugging shoulders), encouraging source to shoulders), encouraging source to continue (by leaning forward and saying continue (by leaning forward and saying ‘yes’) or by pulling back (disagrees). ‘yes’) or by pulling back (disagrees).

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Feedback (cont)Feedback (cont)• The act of responding by which the receiver The act of responding by which the receiver

sends feedback to the source, actually shifts sends feedback to the source, actually shifts the role of the receiver to that source.the role of the receiver to that source.

NoiseNoise• Messages are influenced not only by Messages are influenced not only by

interpretations of each communicator but interpretations of each communicator but also by noise which is any internal or external also by noise which is any internal or external interference in the communication process interference in the communication process (e.g. environmental, physiological, semantic (e.g. environmental, physiological, semantic (meanings of words), syntactic (inappropriate (meanings of words), syntactic (inappropriate grammatical use), cultural, psychological-grammatical use), cultural, psychological-stress, frustration, irritationstress, frustration, irritation

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The Context.The Context.

• Communication does not occur in a Communication does not occur in a vacuum – it always relates to a vacuum – it always relates to a context. That is:context. That is:

Who is presentWho is presentWhere the communication is taking Where the communication is taking

place (e.g. size of the room)place (e.g. size of the room)General attitude of those assembledGeneral attitude of those assembled

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Communication cont.Communication cont.

• Communication is power. Those who Communication is power. Those who have mastered its effective use can have mastered its effective use can change their own experience of the change their own experience of the world and the world’s experience of world and the world’s experience of them.(them.(Anthony Robbins).Anthony Robbins).

• What do you think is the single What do you think is the single most important benefit of learning most important benefit of learning the skills of communication?the skills of communication?

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Test yourself…Test yourself…

• Respond to each of the following Respond to each of the following statements with statements with TT for true if you think the for true if you think the statement is statement is always always or or usually true usually true and and F F for false if you think the statement is for false if you think the statement is always always or or usually false.usually false.

1.1. Good communicators are born, not madeGood communicators are born, not made

2.2. The more you communicate, the better The more you communicate, the better your communication will be.your communication will be.

3.3. Unlike effective speaking, effective Unlike effective speaking, effective listening really cannot be taught.listening really cannot be taught.

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TestTest

4. Opening lines such as 4. Opening lines such as Hello, how Hello, how are you are you or or Fine weather today Fine weather today serve serve no useful communication purposeno useful communication purpose

5. Like good communicators, leaders 5. Like good communicators, leaders are born and not made.are born and not made.

6. Fear of public speaking is 6. Fear of public speaking is detrimental and must be eliminated.detrimental and must be eliminated.

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Language and MeaningLanguage and Meaning• The process of communication involves The process of communication involves

using words to create meaning and using words to create meaning and expectations. Meanings are in people and expectations. Meanings are in people and not in words – as you go through this not in words – as you go through this course, it is important for you to note that course, it is important for you to note that you have your own meaning that you you have your own meaning that you ascribe to words you use and other people ascribe to words you use and other people have theirs. have theirs.

• A Japanese proverb “ A Japanese proverb “ By your mouth you By your mouth you shall perishshall perish” brings in another dimension ” brings in another dimension on language and communication – the on language and communication – the dimension of dimension of meaning and culturemeaning and culture. .

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Language and MeaningLanguage and Meaning• As Water Managers, you work in different As Water Managers, you work in different

cultures and subcultures different from your cultures and subcultures different from your own. All these have different languages that own. All these have different languages that vary from culture to culture - it is important vary from culture to culture - it is important to recognize that the language we speak to recognize that the language we speak helps sustain our perception of reality and helps sustain our perception of reality and our view of our world our view of our world

• -in your day to day interaction with -in your day to day interaction with communities you work with, you should not communities you work with, you should not assume that the words you use and the assume that the words you use and the words people from other cultures use mean words people from other cultures use mean the same thing and that people see reality the same thing and that people see reality the same when viewing the same situation.the same when viewing the same situation.

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Language and GenderLanguage and Gender• Sometimes the sex of the Sometimes the sex of the

communicators affects not only the communicators affects not only the meaning they give to their utterances meaning they give to their utterances but also the very structure of those but also the very structure of those utterances. A linguist, Deborah Tannen, utterances. A linguist, Deborah Tannen, points out that women and men use points out that women and men use different “gender-lects” – different “gender-lects” –

• while women speak and hear a while women speak and hear a language of “connection and intimacy”, language of “connection and intimacy”,

• men speak and hear a language of men speak and hear a language of “status and independence”. “status and independence”.

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Language and GenderLanguage and Gender• As a result, when conversing with men, As a result, when conversing with men,

#women tend to listen attentively rather than #women tend to listen attentively rather than interruptinterrupt

or challenge, what a man is saying. or challenge, what a man is saying.

#Another researcher, Gillagan (1982) asserts #Another researcher, Gillagan (1982) asserts thatthat

women are guided morally by a motivation towomen are guided morally by a motivation to

maintain relationships and protect their socialmaintain relationships and protect their social

partners; they tend to seek to minimize harm partners; they tend to seek to minimize harm to allto all

persons within the social context. persons within the social context.

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Language and GenderLanguage and Gender• Men are said to argue linearly to solve a Men are said to argue linearly to solve a

problem of a moral conflict, generally problem of a moral conflict, generally arriving at a definitive conclusion – arriving at a definitive conclusion – distance is established to distance distance is established to distance oneself from personal involvement in the oneself from personal involvement in the decision-making process itself decision-making process itself

• the assumption seems to be that the assumption seems to be that challenging men in conversation could challenging men in conversation could damage the established connection that damage the established connection that most women believe must be preserved most women believe must be preserved at all costs.at all costs.

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Male-Female Male-Female CommunicationCommunication• Men Men • Use speech to reportUse speech to report• To competeTo compete• To gain attentionTo gain attention• To maintain their position in a social To maintain their position in a social

hierarchyhierarchy

• WomenWomen• Use speech to gain rapportUse speech to gain rapport• To maintain relationshipsTo maintain relationships• To reflect a sense of community. To reflect a sense of community. • ..

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Men-FemaleMen-FemaleMenMen• Men tend to use Language to preserve their Men tend to use Language to preserve their

independenceindependence• Men tend to say what they have to say, assume Men tend to say what they have to say, assume

that the message is clear and proceed from that that the message is clear and proceed from that point.point.

WomenWomen• Tend to use Language to create intimacy and Tend to use Language to create intimacy and

connectionconnection• Women use more words to make their point – Women use more words to make their point –

they tend to be more sensitive to the needs of they tend to be more sensitive to the needs of their listener, spend time clarifying to their their listener, spend time clarifying to their listenerlistener

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Male-Female Male-Female MenMen• Men tend to be task-oriented, they want results at Men tend to be task-oriented, they want results at

all costall cost• Men are more direct – when men want something, Men are more direct – when men want something,

they ask for it directly they ask for it directly

WomenWomen• Women tend to be more maintenance-orientedWomen tend to be more maintenance-oriented• Tend to be more supportive conversationalists – Tend to be more supportive conversationalists –

they are likely to check the connection of they are likely to check the connection of conversations – they tend to ask more questions.conversations – they tend to ask more questions.

• Women tend to be more indirect and tend to use Women tend to be more indirect and tend to use tag questions e.g ‘that movie was terrific, don’t you tag questions e.g ‘that movie was terrific, don’t you think?’think?’

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Male-FemaleMale-FemaleMenMen• Men tend to be self-oriented and concerned with Men tend to be self-oriented and concerned with

action.action.• Men have been taught to hide or disregard their Men have been taught to hide or disregard their

feelingsfeelings• Men are interested in visual stimulation and physical Men are interested in visual stimulation and physical

detail detail

WomenWomen

Women disclose more personal information than men do. Women disclose more personal information than men do. In their vocabulary, women tend to be people oriented In their vocabulary, women tend to be people oriented and concerned with psychological and emotional states.and concerned with psychological and emotional states.

• Women have larger vocabularies for describing Women have larger vocabularies for describing emotions and aesthetics. Women have been taught to emotions and aesthetics. Women have been taught to express their feelingsexpress their feelings

• Women are interested in tactile sensations, emotional Women are interested in tactile sensations, emotional overtones and intimacy.overtones and intimacy.

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Meaning and ExperienceMeaning and Experience

• The meanings of words are based on our The meanings of words are based on our experiences with the words and things experiences with the words and things they represent. Take note of this they represent. Take note of this observation from Anton Chekov “ If you observation from Anton Chekov “ If you cry cry Forward! Forward! you must be sure to make you must be sure to make clear the direction in which to go. Don’t clear the direction in which to go. Don’t you see that if you fail to do that and you see that if you fail to do that and simply call out the word to a monk and a simply call out the word to a monk and a revolutionary, they will go in precisely revolutionary, they will go in precisely opposite directions(Anton Chekov)opposite directions(Anton Chekov)

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Male-FemaleMale-Female

• MenMen• Men offer solutions and invalidated feelingsMen offer solutions and invalidated feelings• Men tend to pull away and silently think Men tend to pull away and silently think

about what might be bothering themabout what might be bothering them• Men are motivated when they feel neededMen are motivated when they feel needed• Men primarily need a love that is trusting, Men primarily need a love that is trusting,

accepting and appreciativeaccepting and appreciative• Men think women want solutions rather than Men think women want solutions rather than

empathyempathy• Men feel that instead of feeling nurtured, he Men feel that instead of feeling nurtured, he

feels he’s being controlled feels he’s being controlled

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• WomenWomen• Women offer unsolicited advice and directionWomen offer unsolicited advice and direction• Women feel an instinctive need to talk about Women feel an instinctive need to talk about

what is bothering themwhat is bothering them• Women are motivated when they feel cherishedWomen are motivated when they feel cherished• Women primarily need a love that is caring, Women primarily need a love that is caring,

understanding and respectfulunderstanding and respectful• Women complain that men don’t listen – they Women complain that men don’t listen – they

want empathywant empathy• Women might think that they are nurturing Women might think that they are nurturing

men.men.

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Communication and Communication and CultureCulture

• Communication and Communication and Culture have a direct Culture have a direct link. Culture consists link. Culture consists of all those of all those individuals who have individuals who have a shared system of a shared system of interpretation.interpretation.

• No culture can live, No culture can live, if it attempts to be if it attempts to be exclusive (exclusive (Mahatma Mahatma Gandhi)Gandhi)

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Communicating in a Culturally Communicating in a Culturally diverse world and society.diverse world and society.

• To help you assess your personal preparedness to To help you assess your personal preparedness to communicative effectively with persons of different communicative effectively with persons of different cultures, respond to each of the following cultures, respond to each of the following statements by labeling as either statements by labeling as either True True or or False:False:

1. 1. I try to communicate with persons like me as often I try to communicate with persons like me as often as I canas I can

2. I rarely consider my culture or the cultures of the 2. I rarely consider my culture or the cultures of the individual I am interacting withindividual I am interacting with

3. I find it difficult to , tell when persons from other 3. I find it difficult to , tell when persons from other cultures do not understand mecultures do not understand me

4. I am fearful of persons from different cultures4. I am fearful of persons from different cultures

5. Persons from other cultures have no right to be 5. Persons from other cultures have no right to be angry at members of my cultureangry at members of my culture

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6.People from other cultures who don’t talk 6.People from other cultures who don’t talk when around others act that way because when around others act that way because they usually have nothing to saythey usually have nothing to say

7. Disagreements with persons from other 7. Disagreements with persons from other cultures should always be expressed openlycultures should always be expressed openly

8. My culture is superior to other cultures8. My culture is superior to other cultures

9. I am uncertain how to behave with persons 9. I am uncertain how to behave with persons of different cultures.of different cultures.

10. I am unfamiliar with rules of any culture 10. I am unfamiliar with rules of any culture other than my own.other than my own.

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Intercultural Intercultural CommunicationCommunication• This can be defined as This can be defined as the process of the process of interpreting and sharing meanings with interpreting and sharing meanings with individuals from different cultures. individuals from different cultures. It also It also comprises interracial, inter ethnic, comprises interracial, inter ethnic, international, intra-cultural – which international, intra-cultural – which includes all forms of communication includes all forms of communication among members of the same racial, ethnic among members of the same racial, ethnic or sub-cultures.or sub-cultures.

• Who are the people involved in Who are the people involved in teaching members of a community teaching members of a community their culturtheir culture? Parents, teachers, religious e? Parents, teachers, religious institutions, peers, mass media.institutions, peers, mass media.

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ActivityActivity• What steps have you personally taken to reduce What steps have you personally taken to reduce

the strangeness of strangers? (Intercultural the strangeness of strangers? (Intercultural Communication)Communication)

• Note all of us work hard enough to understand or Note all of us work hard enough to understand or to be understood by those with whom we differ. to be understood by those with whom we differ. To counter this To counter this ‘strangeness’‘strangeness’, we need to:, we need to:

• Open ourselves to differences by adding to our Open ourselves to differences by adding to our knowledge of othersknowledge of others

• By learning to cope with uncertaintyBy learning to cope with uncertainty• By developing an appreciation of how increasing By developing an appreciation of how increasing

our cultural sensitivity will positively affect our our cultural sensitivity will positively affect our communication competencecommunication competence

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ActivityActivity

• How do individual’s feelings about How do individual’s feelings about socialization differ from your own?socialization differ from your own?

• To what extent do the individuals To what extent do the individuals values and attitude differ from yoursvalues and attitude differ from yours

• Which of your behaviours did the Which of your behaviours did the individual have difficulty individual have difficulty understanding or accepting? Which understanding or accepting? Which of his or her behaviours did you have of his or her behaviours did you have difficulty with?difficulty with?

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ActivityActivity

• Individualism versus CollectivismIndividualism versus Collectivism• Individualistic cultures for example, Individualistic cultures for example,

in the UK, France, Germany, Canada in the UK, France, Germany, Canada focus on stressing the individual focus on stressing the individual goals, whereas collectivistic cultures goals, whereas collectivistic cultures for example, Arabic, African, Asian, for example, Arabic, African, Asian, Latin American countries, group Latin American countries, group goals are given precedence instead.goals are given precedence instead.

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ActivityActivity

• Collectivistic cultures: Collectivistic cultures: • Tend to nurture group influence – “We” Tend to nurture group influence – “We”

is dominant in such cultures.is dominant in such cultures.• These are also referred to as These are also referred to as high high

contecontext cultures, that are tradition xt cultures, that are tradition bound, that is, cultural traditions shape bound, that is, cultural traditions shape the behaviour and lifestyle of group the behaviour and lifestyle of group members causing them to appear overly members causing them to appear overly polite and indirect in relating to others.polite and indirect in relating to others.

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ActivityActivity• Individualistic cultures:Individualistic cultures:• Cultivate individual initiative and achievement - Cultivate individual initiative and achievement -

“I” is important“I” is important• Generally encourage members to exhibit a more Generally encourage members to exhibit a more

direct communication style for example, direct communication style for example, Americans tend to speak directly on an issue, Americans tend to speak directly on an issue, whereas individuals from Japan, Korea, China whereas individuals from Japan, Korea, China prefer to avoid confrontation to preserve:prefer to avoid confrontation to preserve:

• sense of harmonysense of harmony• to make it possible for the individuals with whom to make it possible for the individuals with whom

they are speaking to save face or maintain self-they are speaking to save face or maintain self-esteem.esteem.

• For example, Saudi Arabians rarely criticize one For example, Saudi Arabians rarely criticize one another publicly, to do so would be to label the another publicly, to do so would be to label the individual as disloyal and disrespectful.individual as disloyal and disrespectful.

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Intercultural Intercultural communicationcommunication

• Improving intercultural Improving intercultural communicationcommunication

• One can do this by accepting the One can do this by accepting the fact that our culture isfact that our culture is

• not superior to other culturesnot superior to other cultures• avoid basing our behaviour avoid basing our behaviour

expectations for members of other expectations for members of other cultures on our own cultures norms.cultures on our own cultures norms.

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ActivityActivity• How to improve your ability to communicate How to improve your ability to communicate

interculturallyinterculturally• limit your reliance on stereotypes that can diminish limit your reliance on stereotypes that can diminish

your success when you interact with othersyour success when you interact with others• there is need for you to reduce your uncertainty there is need for you to reduce your uncertainty

levels regarding the persons of different cultures levels regarding the persons of different cultures with whom you communicatewith whom you communicate

• Refrain from formulating expectations based on Refrain from formulating expectations based on solely on your culturesolely on your culture

• Recognise how faulty education can impede Recognise how faulty education can impede understanding(personal biases, prejudices, understanding(personal biases, prejudices, acknowledge differences that you have developed acknowledge differences that you have developed over the years)over the years)

• Make a commitment to develop communication skills Make a commitment to develop communication skills and abilities appropriate to life ins of a multi-and abilities appropriate to life ins of a multi-cultural world.cultural world.

• Familiarize yourself with the communication rules Familiarize yourself with the communication rules and preferences of members of different cultures so and preferences of members of different cultures so that you can increase the effectiveness of your that you can increase the effectiveness of your communication encounters.communication encounters.

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Communication and self Communication and self conceptconcept

• How do your friends picture you?How do your friends picture you?• Self-conceptSelf-concept• Spend some time considering who you are and what Spend some time considering who you are and what

you intend to do with the rest of your life. Self you intend to do with the rest of your life. Self concept is everything you think and feel about concept is everything you think and feel about yourself. yourself.

• It is the entire collection of attitudes and beliefs you It is the entire collection of attitudes and beliefs you hold about who and what you are. E One is not born hold about who and what you are. E One is not born with self concept but develops one. Although one with self concept but develops one. Although one undergoes changes, it is difficult to alter or change undergoes changes, it is difficult to alter or change the picture you have of yourself. The way we are the picture you have of yourself. The way we are treated by others influences our sense of self.treated by others influences our sense of self.

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Self concept is shaped by :Self concept is shaped by :• One’s environmentOne’s environment• By people around you for example, peers, relativesBy people around you for example, peers, relatives• If people important to you have made you feel accepted, If people important to you have made you feel accepted,

valued, worthwhile, lovable and significant, you have valued, worthwhile, lovable and significant, you have probably developed a probably developed a positive positive self concept. self concept.

• On the other hand, is those important have made you feel On the other hand, is those important have made you feel left outm small, worthless, unloved, insignificant, you left outm small, worthless, unloved, insignificant, you probably have developed a negative self concept.probably have developed a negative self concept.

• Self concept is a mental picture you have of yourself. If Self concept is a mental picture you have of yourself. If you feel you have little worth, you probably expect to be you feel you have little worth, you probably expect to be taken advantage of, stepped on, demeaned by others.taken advantage of, stepped on, demeaned by others.

• Our opinions about ourselves grow more and more Our opinions about ourselves grow more and more resistant to change as we become older and presumably resistant to change as we become older and presumably wiser, how you look at yourself is affected by how you wiser, how you look at yourself is affected by how you look at other people, how people actually look at you, look at other people, how people actually look at you, how you imagine or perceive that people look at you. * how you imagine or perceive that people look at you. * Self concept may be realistic or unrealistic – self concept Self concept may be realistic or unrealistic – self concept is derived from experience and projected into future is derived from experience and projected into future behaviourbehaviour

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Communication and self Communication and self conceptconcept• 1.1. List the names of all the people with whom you List the names of all the people with whom you

interacted during a single day this week/ or last week. For interacted during a single day this week/ or last week. For each :each :

• Identify the environment in which you communicatedIdentify the environment in which you communicated• Choose an adjective to describe your image of yourself Choose an adjective to describe your image of yourself

during each interaction and an adjective to describe your during each interaction and an adjective to describe your image of the person with whom you spoke.image of the person with whom you spoke.

• What can you say about the nature of your self-image? To What can you say about the nature of your self-image? To what extent does your view of yourself change as you move what extent does your view of yourself change as you move from person to person – what contributes to these changes.from person to person – what contributes to these changes.

• Are you the person you think you are?Are you the person you think you are?• 2. If you could trade places with any TV or film or well 2. If you could trade places with any TV or film or well

known person or your hero; who would the person be? What known person or your hero; who would the person be? What does this person “real” of “fictional” do for you? Why would does this person “real” of “fictional” do for you? Why would you like to be like them? Why would you like to be more like you like to be like them? Why would you like to be more like the media image? Or would you like the image to be more the media image? Or would you like the image to be more like you?like you?

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Purposes of Purposes of CommunicationCommunication..

• IntrapersonalIntrapersonal (communication with (communication with oneself) To think, reason, analyze, reflect oneself) To think, reason, analyze, reflect

• IInterculturantercultural (between people of different l (between people of different cultures)cultures)

To learn, relate, influence, help, play. To learn, relate, influence, help, play. • MassMass (addressed to an extremely large (addressed to an extremely large

audience, mediated by audio and/or visual audience, mediated by audio and/or visual means) To entertain, to persuade, means) To entertain, to persuade, reinforce, change, activate, inform, confer, reinforce, change, activate, inform, confer, create tiescreate ties

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Visuals and Visuals and CommunicationCommunication

• The use of visuals in communication are classified into The use of visuals in communication are classified into three categories namely, those that are used for three categories namely, those that are used for telling, telling, and and showing showing and and doing.doing. He points out that visuals that He points out that visuals that allow the audience to “do” or experience something are allow the audience to “do” or experience something are more concrete than visuals that simply “show” more concrete than visuals that simply “show” something. Examples from Dale’s cone of experience: something. Examples from Dale’s cone of experience:

• TellingTelling : using verbal symbols, visual symbols, graphs, : using verbal symbols, visual symbols, graphs, charts, cartoons, diagrams, pictures, sketches, maps, charts, cartoons, diagrams, pictures, sketches, maps, bar graphs, line graphs.bar graphs, line graphs.

• ShowingShowing : using demonstrations, excursions, study : using demonstrations, excursions, study trips, video clips, films – these bring the audience trips, video clips, films – these bring the audience closer to reality than mere telling.closer to reality than mere telling.

• DoingDoing : participation by the audience for example, role : participation by the audience for example, role playing, working on case studies.playing, working on case studies.

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ActivityActivity• Think about textbooks, newspapers, magazines Think about textbooks, newspapers, magazines

you have read. How have visuals in these helped you have read. How have visuals in these helped you to understand the information being put you to understand the information being put across? Have they :across? Have they :

• clarified an image not made quite clear by words clarified an image not made quite clear by words alone?alone?

• guided you through a maze of unfamiliar guided you through a maze of unfamiliar information?information?

• emphasized materials so that you remember it?emphasized materials so that you remember it?• allowed you to find information quickly? and to allowed you to find information quickly? and to

make comparisons between items?make comparisons between items?• People rely on non-verbal messages to help them People rely on non-verbal messages to help them

communicate and people respond to visuals to a communicate and people respond to visuals to a higher degree and this is probably because people higher degree and this is probably because people think in images as well as symbols.think in images as well as symbols.

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Visuals and Visuals and CommunicationCommunication

Advantages of using visuals in communication.Advantages of using visuals in communication.• visuals, especially tables can consolidate a great deal of visuals, especially tables can consolidate a great deal of

information int0 relatively little space.information int0 relatively little space.• They clarify conceptsThey clarify concepts• They emphasize materialsThey emphasize materials• They guide the audiences through important materialThey guide the audiences through important material• They make it easier to see an overall pattern and draw They make it easier to see an overall pattern and draw

comparisonscomparisons• They help to make ideas concrete and encourage They help to make ideas concrete and encourage

creative thinking by projecting alternate solutions to a creative thinking by projecting alternate solutions to a problem.problem.

• can express simultaneous conditions as words cannot.can express simultaneous conditions as words cannot.• They help in solving anticipated problems in conveying They help in solving anticipated problems in conveying

ideas or information and to add emphasis.ideas or information and to add emphasis.

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rememberremember• Remember, Remember, • Communication takes place within a system – as we Communication takes place within a system – as we

enter into communicative relationships with others, we enter into communicative relationships with others, we set a pattern by which we will interact set a pattern by which we will interact

• We teach others how to treat us – we need to develop a We teach others how to treat us – we need to develop a system, a structure within any communicative system, a structure within any communicative exchange, and each person plays a role within the exchange, and each person plays a role within the system. If the role is accepted by the other person, it system. If the role is accepted by the other person, it becomes a patternbecomes a pattern

• We communicate what and who we are – every time we We communicate what and who we are – every time we communicate, we tell a great deal about ourselves – our communicate, we tell a great deal about ourselves – our selection of words, we tone of our voice and the selection of words, we tone of our voice and the gestures we use combine to give a picture of our values, gestures we use combine to give a picture of our values, likes, dislikes, experiences, beliefs and self perception. likes, dislikes, experiences, beliefs and self perception. We give clues of our background by the pronunciation We give clues of our background by the pronunciation patterns we produce, and the attitudes we expresspatterns we produce, and the attitudes we express

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rememberremember

• Much of our communication centres on our Much of our communication centres on our wanting others to act or think or feel as we do; wanting others to act or think or feel as we do; in other words, much of it is an attempt at in other words, much of it is an attempt at persuasionpersuasion

• Meaning is in people, not in words – the Meaning is in people, not in words – the meaning of a word only has that meaning by meaning of a word only has that meaning by virtue of the meaning people give to that wordvirtue of the meaning people give to that word

• We cannot not communicate – communication We cannot not communicate – communication does not necessarily stop simply because does not necessarily stop simply because people stop talking and listening – much of our people stop talking and listening – much of our communication is done below the verbal levelcommunication is done below the verbal level

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rememberremember

• People react to our action – we are constantly People react to our action – we are constantly demonstrating the demonstrating the action action reaction reaction principle. For example, when we smile, others are principle. For example, when we smile, others are likely to smile back.likely to smile back.

• We do what we do because in the end we expect to We do what we do because in the end we expect to achieve happiness – when we enter into achieve happiness – when we enter into communication, we do so hoping to gain from the communication, we do so hoping to gain from the experience.experience.

• We cannot always have the same understandings and We cannot always have the same understandings and as others- as we communicate we must recognize that as others- as we communicate we must recognize that because of differences in our cultures, the only areas because of differences in our cultures, the only areas we share are those in which we have common we share are those in which we have common experiential ground.experiential ground.

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Human CommunicationHuman Communication

THE ENDTHE END