Human Communication Process

Running head: THE HUMAN COMMUNICATION PROCESS

An Understanding of the Characteristics and Functions of the Human Communication Process

Alison M. Alden Teaching Communication - Com 5600 Mon 6-8:30pm Due: February 4, 2008

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Abstract/Objective
To provide an understanding in accordance with the Michigan Test for Teacher Certification (MTTC) of the characteristics and functions of the human communication process. Specifically: The functions and purposes of communication among people The elements of communication The roles and characteristics of senders, receivers, and messages The adjustment of message elements to achieve specific goals The use of denotation and connotation in the communication message The recognition of characteristics and influences of internal/external variables on messages The recognition of contextual importance of cultural, social, economic, and historical factors

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Lecture/Preparation Notes
I. The Functions and Purposes of Communication among People (MTTC) A. Human Communication is the process through which individuals in relationships, groups, organizations, and societies create and use information to relate with others. (Edwards, 2007, p.18) B. Communication influences the way we think about and react to situations and people. 1. The consequences of these actions have significant implications for the kinds of relationships we form, whom we become as people, and the way we contribute as members of families, groups, communities, organizations and the societies in which we live. (Ruben & Stewart, 2006, p.4) C. Communication affects all aspects of our lives: Personally, Socially, and Occupationally. 1. Personal Communication involves a reflection of oneself, and how we (as individuals) have learned to communicate throughout our development. a. Intrapersonal Communication Is an inner dialogue conducted with oneself to assess ones thoughts, feelings, and reactions. (Glencoe, 2005, p.12) b. According to Ruben & Stewart (2006) as individuals, communication is our link to the world, our means of making impressions, expressing, ourselves, influencing others, and giving ourselves. (p.15) 2. Social Communication involves communication between two or more individuals. Communication is the means of pursuing joint activities, relating to each other, and sharing ideas. (Ruben & Stewart, 2006, p.15) a. Interpersonal Communication Takes place any time a message is transmitted between two people. (This type of communication is not limited to formal speaking situations.) (Glencoe, 2005, p.13) b. It includes casual acquaintances, intimate relationships, family members, coworkers, etc. c. Often (this type of communication) originate(s) in face-to-face interactions with others. (Ruben & Stewart, 2006, p.110) 3. Occupational communication consists of specific communication skills that employers are looking for; specifically: a. Integrity and honesty choosing ethical courses of action

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b. Listening Attending to and interpreting verbal messages from others. c. Reading Locating, understanding, and interpreting written information in documents such as manuals, graphs, and schedules. d. Oral Communication Communicating ideas and information through verbal presentations. e. Written Communication Communicating ideas and information through documents such as letters, manuals, reports, and graphs. f. Responsibility and Self-management Exerting high levels of effort, striving to achieve goals, monitoring progress, and exhibiting self-control. g. Problem Solving Recognizing problems and devising and implementing plans to solve them. h. Knowing how to learn Acquiring and applying new knowledge and skills. i. Self-esteem Maintaining a positive view of ones self and job. j. Sociability Working and interacting well with others. k. Diversity Functioning effectively in a multicultural and diverse work environment. l. Decision Making Prioritizing goals, generating, alternatives and considering risks, choosing the best alternatives. m. Creative Thinking Generating new ideas. ** Entire list (and definitions) can be found in Ruben & Stewart, 2006, p.5-6** II. The Elements of Communication (e.g., source, encoding/decoding, channel, feedback) (MTTC) A. Communication involves Responding to and Creating Messages and Transforming Them into Information That Can Be Used (Ruben & Stewart, 2006, p.15) B. Effective Communication consists of the following key elements: 1. A Sender who transmits a message. (Glencoe, p.572) 2. A Receiver who intercepts a message and then decodes it. (Glencoe, p.571) 3. Encoding which is the act of converting an idea into a message; performed by the sender. (Ruben & Stewart, 2006, p.127) 4. Decoding the act of translating the message into an idea; performed by the receiver. (p.127) 5. A Message any symbol or collection of symbols that has meaning or utility. (Ruben & Stewart, 2006, p.15) 6. A Channel The medium used to transmit the message. (p.38)

Human Communication Process a. There are various types of communication channels/mediums; they can be verbal or non-verbal, and include telephones, computers, television, etc. 7. Noise any distortion that interferes with the transmission of a signal from the source to the destination. (Ruben & Stewart, 2006, p.40) 8. and Feedback a reaction that the receiver gives to a message offered by the sender. (Glencoe, p.567) III. The Roles and Characteristics of Senders, Receivers, and Messages (MTTC) A. The Role of a Sender is to send an encoded message to be decoded by a receiver; the message is sent via a channel. B. The Role of a Receiver is to obtain the encoded message and to translate or decode it. a. While decoding, the receiver must account for any noise or distortion that may have interfered during the transmission of the Senders message. b. Coded communication works at its best when the (Sender and Receiver) share exactly the same code. (Origgi & Sperber) The Receiver and Sender must have a mutual understanding of the symbols being conveyed through the encoded message; if this understanding is not present the message may not be clearly interpreted. 2. Once the Receiver has decoded the message it is up to him/her to provide feedback (a reaction) to the sender. C. The Roles and Characteristics of a Message 1. As stated before, a message consists of symbols with meanings; these culturally agreed upon symbols create a symbolic language. a. Symbols are characters, letters, numbers, words, objects, people, or actions that stand for or represent something besides themselves. (Ruben & Stewart, 2006, p.73) b. A Language is a set of characters, or elements, and rules for their use in relation to one another. (p.73) 2. Messages may involve verbal codes such as spoken or written language or nonverbal codes, involving appearance, gestures, touch or other means. (p.15) a. Examples of messages: speech, letter, wink, poem, advertisement, or painting. (p.15) IV. The Adjustment of Message Elements to Achieve Specific Goals (MTTC)

Human Communication Process A. When an individual decides to pursue a particular plan, career, personal relationship, or personal challenge, that goal serves to direct his/her attention toward certain information sources and away from others. (Ruben & Stewart, 2006, p. 104) 1. The goal increases the likelihood that the individual will expose him/herself to communication sources and situations pertaining (to their interests). (p.106) 2. The goal may well increase the individuals contact with other people interested in a similar activity, and this will have an additional influence on information reception. (p.107)

V. The Use of Denotation and Connotation in the Communication Message (MTTC) A. Denotation The basic and generally understood meaning of a word found in the dictionary. (Glencoe, p.566) 1. It is likely within a society that there is an agreed upon understanding of symbols within that society. When someone does not understand the general meaning, denotation can have an impact on the message; be it a positive or negative impact. B. Connotation The meanings and feelings associated with a word by an individual, based on personal experience. (Glencoe, p.565) 1. Through self-reference we learn to attach meanings to the symbols to meanings that reflect our own experiences. (Ruben & Stewart, 2006, p.90) This influence dictates how we interpret messages; what may be happy or sad for one person can have the opposite effect on someone else. VI. The Recognition of Characteristics and Influences of Internal/External Variables on Messages (MTTC) A. Characteristics of the information or message have a major impact on the selection, interpretation, and retention (of said message). (Ruben & Stewart, 2006, p.108) Specifically the: 1. Origin Where or how the message was created plays an important role in effective communication. a. Some messages are produced in our physical environment. (p.108) b. Some messages are produced internally via intrapersonal communication. c. And other messages are produced using interpersonal communication. From activities with other persons (p. 110) 2. Mode Modes are signals/influences that can enhance or distract the receiver from the original message. Both purposeful and nonpurposeful cues are vital as potential sources of the information that shapes behavior. (p.56) There are five types of Modes:

Human Communication Process a. Visual cues pertaining to sight; such as a wave, smile, or clothing. b. Tactile cues pertaining to touch; such as touch, bumping, or temperature. c. Auditory cues pertaining to hearing; such as speaking, honking a horn, or whistling. d. Gustatory cues pertaining to taste; such as food sources and your taste. e. Olfactory cues pertaining to sense of smell; such as body odor, perfume/cologne, or pheromones.

3. Physical Character The messages size, color, brightness, and intensity are also important in information processing. 4. Organization The way that our ordering of ideas or opinions affects reception. (p.111) 5. Novelty Information that is new, unfamiliar, or unusual stands out, grabbing our attention. (p.111) VII. The Recognition of Contextual Importance of Cultural, Social, Economic, and Historical Factors (MTTC) A. Cultural Culture is the complex combination of common symbols, knowledge, folklore, customs, language, information processing patterns, rituals, habits, and other behavioral patterns that link and give a common identity to a particular group of people at a particular point in time. (Ruben & Stewart, 2006, p.327) 1. The effects of culture on communication can lead to misunderstandings of symbols that may have alternative meanings from culture-to-culture. B. Social People form social groups with like-minded people. Some notions that may be agreed upon in one social environment may not have the same meaning in alternative social settings. 1. Through social and public communication the shared realities of language and meanings are created, perpetuated, reaffirmed, or altered. (p.147) C. Economic A persons, societies, or cultures economic status can have a profound effect on how a message is received and interpreted. This is particularly prevalent in this technologically advanced stage in human evolution. 1. How can someone in todays society communicate via e-mail if they have no computer? Or if they have no cell phone? Or if they have no television? D. Historical The historical influences on a person, culture, or society have the potential to greatly alter message reception. Reflect on connotation and realize that each person, culture and society will apply specific learned connotation to their meanings. 1. Consider land disputes, family disputes, racism, alliances, cultural biases, etc. These historical influences will be brought to the table when communicating about these topics and with these people.

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In Closing
Human Communication is the process through which individuals in relationships, groups, organizations, and societies create and use information to relate with others. (Edwards, 2007, p.18) We have learned in this lecture that there are three types of communication; personal, social and occupational - each having their own specific characteristics and necessities. Through these forms of communication we create messages that contain communication elements. H.D. Lasswell (1948) suggests the convenient way to describe an act (the elements) of communication is to answer the following question: Who (The sender) Says What (The message) In Which Channel (Via a channel) To Whom (The receiver) With what Effect? (Will there be Feedback? Noise?) (This simple thought exercise will provide an easy way for students to memorize the process of communication.) As pointed out during the lecture, after sending an encoded message there may be internal or external influences upon said message. Be mindful of vocabulary such as denotation, connotation, origin, mode, physical character, organizational, novelty, and the effects that they can have on the message. It is also important to consider the cultural, social, economic, and historical factors surrounding sent messages, all of which can misconstrue or alter the meaning of intended messages.

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An Understanding of the Characteristics and Functions of the Human Communication Process Exercise 1-Group Discussion
According to Edwards & Shepard (2004) education is about the co-construction of beliefs, the making of social ties, the working out of all manner of things together, the experience of communication, than it is about the teaching of content, the acquisition of knowledge, or the development of mental or behavioral skills. (p.234) Objective - The goal of this exercise is to entice student participation in a creativethinking classroom activity referencing the Occupational Communication Skills. Preparation Prior to activity inform students to observe their places of employment for real life examples of Occupational Communication scenarios. For example, dealing with customers, co-worker communication, boss-to-employee communication, etc. Also make sure that the Occupational Communication Skills vocabulary has been discussed in lecture so that students are familiar with the terms. Materials This is a group discussion with a crossword vocabulary handout (along with crossword key) which has been attached to this teaching module. Therefore students will need only a writing utensil. Directions to Students Direct students to arrange their desks in a circle; this will create an environment conducive to a constructive classroom discussion. Direction to Instructor Sit within the circle of desks; this will negate the teachercentered method of teaching and enable you to co-construct the experience of communication. Your goal is to simply ask discussion questions to provoke a dialogue with the students; consider providing students with participation points for their contribution to the discussion. There are 13 terms to be discussed, so this exercise may take between 30-60 minutes if 2-4 students discuss each topic. Discussion Questions Go through each Occupational Communication Skill with the students asking questions and for their personal experiences. Be prepared to provide examples of experiences if students do not have them. Integrity and honesty Why would an employer seek out qualities such as integrity and honesty in their work place? Can anyone provide a personal example where honesty or integrity aided them in a work situation? Listening What is it about listening that would appeal to an employer? Is there such a
thing as a good or bad listener? Which would be beneficial in a work place? Why?

Reading How could reading affect a work environment? What about reading
comprehension? Why would this quality be so important to an employer?

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Oral Communication Speaking is a vital key to effective communication; what kind of effects (positive or negative) could oral communication stimulate in the work environment? Any personal examples? Written Communication Describe some types of written communication. How many e-mails do you send a week? What could happen in a work environment if there was a question of meaning within an e-mail? Could it have positive or negative effects? Responsibility and Self-management What are some ways that self-management and having a sense of responsibility could influence the work environment? Would you consider yourself to be responsible? Why or why not? Do you possess Self-management skills? Where did you learn this quality? Problem Solving How could problem solving skills aid you in the work place? Can
you think of a scenario where your problem solving skills helped you at work?

Knowing how to learn Doesnt everyone know how to learn? What do they mean when it is described as a skill? What is effective learning? Self-esteem What is self-esteem? Why would an employer concern his/herself with your self-esteem? Is this quality vital to the work environment? Sociability Why would the ability to get along with others matter to an employer? Can you think of a situation where this ability as alluded you? What happens when two people do not get along but are forced to work together? Diversity What would you consider to be a diverse work environment? Why would diversity matter to an employer? In our culture, is it important to provide as diverse a work environment as possible? Why or why not? Decision Making Describe a time where one of your decisions had an effect on someone else (can be a positive or negative effect). What happens when youre forced to make a decision? How would that affect your work place? Creative Thinking This entire activity is a creative thinking process. What new ideas
have we generated today? Why would creative thinking be emphasized by an employer? Any personal examples of creative thinking working for you?

Conclusion Reflect with the students on some of the ideas created in the discussion. Make specific personal references to the students so that they feel their contributions were noted. When completed, hand out the Occupational Communication Skills Vocabulary Cross-word either for fun, or homework.

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An Understanding of the Characteristics and Functions of the Human Communication Process Exercise 2-The Effects of Modes on Communication
According to Dewey (1916) the social environment consists of all the activities of fellow beings that are bound up in carrying on of the activities of any one of its members. It is truly educative in its effect in the degree in which an individual shares or participates in some conjoint activity. By doing his share in the associated activity, the individual appropriates the purpose which actuates it, becomes familiar with its methods and subject matters, acquires needed skill, and is saturated with its emotional spirit. Objective The goal of this exercise is to provide a fun way for the entire class to experience the affects of modes when sending and receiving messages. Preparation Confirm that communication modes have been covered in lecture/discussion prior to exercise. (It is possible that exercise can be performed within the lecture, just keep in mind students will be within close proximity for the duration of said exercise.) Materials The instructor will need a variety of materials pertaining to communication modes. Do not hesitate to include smells, visual aides, tastes, etc. Be creative! Direction to Students Ask students (if classroom size permits) to arrange there desks next to each other. Explain they need to be close because you they will have to converse with the persons on their left and right. They also must be aware that they are only allowed to convey their message to the person on their left one time. If the message cannot be understood the student receiving the message should raise their hand, and explain why the message could not be received. The student at the end of the row on the far right will be provided note cards with sentences on them, they should take great care that another student cannot read what is on the card; the student will read the card one time. Direction to Instructor Youre going to be reenacting communication noise via the telephone game. Once the class has arranged themselves in a row, you will start the exercise. There are 5 modes included in this exercise; depending on the number of students in one classroom the exercise may take 15-30 minutes. Provide the first student a written message (you will be otherwise occupied) that he/she will read so that they can convey the written message verbally to the person on their left. Step 1 (The Control) The first time a message is sent down the line of students do not provide any form of noise. The goal of step one is to show that without any intended external noise the message will be conveyed from one end of the students to the other without altering the message. Write the ending message on the board.

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Step 2 (Visual) The second time you send a message down the line of students try to interrupt the message with visual interferences; bright pictures, flashing lights or pictures of attractive celebrities, etc. Your goal this time is to see what affects visual interference has on the message. Ask students to identify the mode being utilized in this step of the exercise. Write the ending message on the board. Step 2 (Tactile) While the message is being sent this time your goal is to disrupt the message by a form of touch. This can be done without interfering with the students personal space; shaking desks, touching their hands, etc. Your goal this time is to see what affects tactile interference has on the message. Ask students to identify the mode being utilized in this step of the exercise. Write the ending message on the board. Step 3 (Auditory) This step of the exercise can be performed one of two ways. With cotton balls in the students ears ask them to send the message; emphasize that they can not increase or decrease the volume of their voice while sending the message. The second option would be to have the students send the message and you create an absurd amount of distracting noise, via a noise maker, banging pans together, etc. Your goal this time is to see what affects auditory interference has on the message. Ask students to identify the mode being utilized in this step of the exercise. Write the ending message on the board. Step 4 (Gustatory) Before preparing this step of the exercise you want to provide the students with a small piece of candy that they can have in their mouth but theyre still capable of speech. Include a phrase similar to the candy type within the message to see if the message is changed to reflect the new candy. Your goal this time is to see what affects gustatory interference has on the message. Ask students to identify the mode being utilized in this step of the exercise. Write the ending message on the board. Step 5 (Olfactory) For the final step of this exercise you will need to appeal to the students sense of smell. Before relaying the message either spray the room with a gentle odor, spray perfume/cologne on yourself, or ask the students to pass a candle at the same time they are receiving the message. Again in the message use a phrase that is similar to the smell to see if the message is changed. Your goal this time is to see what affects olfactory interference has on the message. Ask students to identify the mode being utilized in this step of the exercise. Write the ending message on the board. Conclusion When the final message has been discussed and the mode identified, reveal the original sentences to the students. (Can be written under the received messages.) Discuss with the class which modes had the biggest influences on the message. Why did one mode influence the message more than the other? Ask students to provide personal examples of experiences their senses have aided or hindered when trying understand or interpret a message.

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An Understanding of the Characteristics and Functions of the Human Communication Process Quiz Part A-Multiple Choice
1. The term Culture refers to: 2. Which of the following is not an element of Communication? a. Sender c. Encoding b. Economics d. Feedback

a. Common Symbols c. Information processing habits

b. Behavioral Patterns d. All of the above.

3. The olfactory mode deals with what sense?

4. Which of the following is NOT one of the 3 types of Communication? a. Personal c. Occupational b. Environmental d. Social

a. Taste c. Smell

b. Hearing d. Touch

5. What is the definition of Oral Communication? a. Locating, understanding, and interpreting written information in documents such as manuals, graphs, and schedules. c. Prioritizing goals, generating, alternatives and considering risks, choosing the best alternatives. b. Communicating ideas and information through verbal presentations.

d. Communicating ideas and information through documents such as letters, manuals, reports,

Part B-Short Answer

1. Briefly define ALL 5 Internal/External Variables that can influence a message. 2. Explain the terms connotation and denotation. What effect does each term have on a message?

Part C-Essay
1. Define 7 of the 13 Occupational Communication Skills. Provide a work environment scenario where the defined skill would be beneficial (each scenario should be no less than 3-4 sentences in length).

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Work Cited
Dewey, John . Democracy and Education. New York: The Free Press, 1916. Edwards, C., & Shepards, G. J. (2004). Education as Communication: The Pragmatist Tradition. Basic Communication Course Annual, 16, 231-246. Edwards, D. (2007). Introduction to Communication Theory. mycoursepack.com. Lasswell, H. D. (1948). The Structure and Function of Communication in Society. In L. Bryson (Ed.), The Communication of Ideas. New York: The Institute for Religious and Social Studies. McCutcheon, Schaffer, & Wycoff (2005). Glencoe Speech. Columbus: McGraw Hill Glencoe. Michigan State Board of Education. (2008). 04 Speech. In Michigan Test for Teacher Certification Study Guide (pp. 17-29). Amherst, MA: Pearson Education Inc. Retrieved January 25, 2008, from http://www.mttc.nesinc.com/PDFs/MI_field004_SG.pdf Online Dictionary. In Merriam - Webster. (2007). Springfield, MA: Merriam - Webster Incorporated. Retrieved January 25, 2008, from http://www.m-w.com/ Origgi, G., & Sperber, D. . Evolution, Communication and the Proper Function of Language [Electronic version]. Cambridge University Press, 140-169. Ruben, B. D., & Stewart, L. P. (2006). Communication and Human Behavior (5th ed.). Boston: Pearson Education Inc. www.armoredpenguin.com. (2006). Crossword puzzle maker. In D. Regan (Ed.), . Retrieved January 27, 2008, from http://www.armoredpenguin.com/crossword/