● TECHNOLOGICALLY MEDIATED COMMUNICATION

PURPOSIVE COMMUNICATION (NON-VERBAL CUES SUCH AS MOVEMENTS, TOUCH,

COMMUNICATION – IT IS DEFINED AS THE PROCESSS OF AND GESTURES REPRESENTED BY VISUAL SYMBOLS LIKE
CREATING OR SHARING MEANING IN INFORMAL EMOTICONS.
CONVERSATION, GROUP INTERACTION, OR PUBLIC DECODING – WHEN THE MESSAGE RECEIVER SEES,
SPEAKING. READS, OR HEARS THE MESSAGE, IT GETS DECODED.
COMMUNICATION OCCURS BETWEEN TWO OR MORE THE PROCESS OF INTERPRETINGS ANOTHER’S MESSAGE.
PEOPLE FEEDBACK – A CHECK ON THE SUCCESS OF THE
COMMUNICATION COMES FROM A LATIN WORD COMMUNICATION. FEEDBACK TO THE ANSWER OR
COMMUNICARES – TO SHARE OR MAKE IDEAS REACTION OF THE RECEIVER OF THE MESSAGE. IT MAY
COMMON. WRITTEN, SPOKEN OR ACTED OUT.

NATURE OF COMMUNICATION NOISE / INTERFERENCE – ANYTHING THAT BLOCKS,

COMMUNICATION IS A PROCESS DISTORTS, OR CHANGES IN ANY WAY THE MESSAGE THE
TWO TYPES OF COMMUNICATION PROCESS: SENDER INTENDED TO COMMUNICATE. ANY STIMULUS
- VERBAL THAT HINDERS THE PROCESS OF COMMUNICATION
- NONVERBAL KINDS OF INTERFERENCE:
A. PHYSICAL – INCLUDES SIGHTS, SOUNDS AND OTHER
ELEMENTS OF COMMUNICATION STIMULA IN THE ENVIRONMENT.
SPEAKER / SENDER B. PHYSIOLOGICAL – INCLUDES INTERNAL
CHANNEL DISTRACTIONS BASED ON THOUGHTS, FEELINGS, OR
ENCODING EMOTIONAL REACTIONS TO SYMBOLS.
MESSAGE C. LINGUISTIC AND CULTURAL BARRIERS – PERTAIN TO
DECODING THE LANGUAGE AND ITS CULTURAL ENVIRONMENT.
RECEIVER IN OTHER WORDS, IN THE COMMUNICATION PROCESS
FEEDBACK THE SENDER TRANSLATES (ENCODES) INFORMATION
CONTEXT INTO WORDS, SYMBOLS, OR PICTURES AND PASSES IT
BARRIER / NOISE / INTERFERENCE TO THE RECEIVER THROUGH SOME MEDIUM
PROCESS OF COMMUNICATION ( CHANNEL) THE SENDER THEN RECEIVERS THE
SENDER – ENCODING OCCURS WHEN THE MESSAGE MESSAGE, RETRANSLATE ( DECODES ) IT INTO A
SENDER CONVERTS A THOUGHT, IDEA, OR FACT INTO A MESSAGE THAT IS HOPEFULLY THE SAME AS WHAT THE
MESSAGE COMPOSED OF SYMBOLS, PICTURES, OR SENDER INTENTED.
WORDS.
NOISE CAN ENTER ANYWHERE IN THE PROCESS,
ENCODING - THE MESSAGE IS ENCODED INFORMATION MAKING THE MSG RECEIVED DIFFERENT FROM THE ONE
BEING SENT. THE PROCESS OF PUTTING YOUR THE SENDER INTENDED.
THOUGHTS INTO FEELINGS.
FEEDBACK CREATES TWO-WAY COMMUNICATION THAT
CHANNEL – MEDIUM USED TO SEND THE MESSAGE TO HELPS TO TO CHECK ON THE SUCCESS OF THE
THE RECEIVER. WHICH A MESSAGE IS TRANSMITTED COMMUNICATION AND ENSURE THAT THE RECEIVED
INCLUDING VOICE, WRITING, GRAPHS, VIDEOS, MESSAGE WAS ACCURATE.
INTRANETS, THE INTERNET, TELEVISION, AND BODY
COMMUNICATION.
● FACE TO FACE (VERBAL SYMBOLS, NON-VERBAL CUES
AND VISUAL IMAGES)
ALSO THE PROCESS INCLUDES PARTICIPANTS: DURING OR WHICH THE SPEAKER AND RECEIVER BOTH
A. SENDER – TRANSMITS MESSAGES USING VERBAL FEEL THEY HAVE AN OPPORTUNITY TO SHARE
SYMBOLS, VISUAL IMAGES, AND NON VERBAL INFORMATION AND PROVIDE FEEDBACK.
BEHAVIOR.
9 Cs OF COMMUNICATION
B. RECEIVER – INTERPRETS THE MESSAGES THAT HAVE
CAPTIVATING >> CLARITY >> CONCRETENESS >>
BEEN CONVEYED TO THEM.
COURTESY >> CORRECTNESS >> CONSIDERATION >>
MESSAGES – VERBAL UTTERANCES, VISUAL IMAGES, CREATIVITY >> CONCISENESS >> CULTURAL SENSITIVITY.
AND NON-VERBAL BEHAVIORS TO WHICH MEANING IS
ATTRIBUTED DURING COMMUNICATION. COMMUNICATION PRINCIPLES
A. MEANINGS – WAYS PARTICIPANTS MAKE SENSE OF > COMMUNICATION HAS ETHICAL
MESSAGES. > COMMUNICATION IS GUIDED BY CULTURES
B. SYMBOLS – WORDS, SOUNDS, AND ACTIONS THAT > COMMUNICATION CAN BE INTENDED OR UNINTENDED
REPRESENTS SPECIFIC IDEAS AND FEELINGS > COMMUNICATION CAN BE IN THE FORM OF WRITTEN,
C. FORM (ORGANIZATION) – WHEN THE MESSSAGE IS VERBAL, NON – VERBAL, AND VISUALS.
COMPLEX WE MAY NEED TO ORGANIZE IT IN SECTIONS > COMMUNICATION IS A PROCESS
OR IN CERTAIN ORDER FOR UNDERSTANDING. > COMMUNICATION IS USED TO MEET THE PURPOSE OF
A PERSON: TO INFORM, TO PERSUADE, OR TO
CONTEXT – INVOLVES THE EXPECTATIONS OF THE ENTERTAIN.
SENDER AND THE RECEIVER AND COMMON OR SHARED
ETHICAL CONSIDERATIONS IN COMMUNICATION
UNDERSTANDING THROUGH THE ENVIRONMENTAL
> TRUTHFULNESS AND HONESTY
SIGNALS.
> INTEGRITY
A. PHYSICAL CONTEXT – LOCATION, ENVIRONMENTAL
> FAIRNESS
CONDITIONS AND DISTANCES BETWEEN
> RESPECT
COMMUNICATORS AND THE TIME OF DAY
> RESPONSIBILITY
B. SOCIAL CONTEXT – NATURES OF THE RELATIONSHIP
BETWEEN THE PARTICIPANTS
C. HISTORICAL CONTEXT – BACKGROUND PROVIDED BY
PREVIOUS COMMUNICATION EPISODES BETWEEN
PARTICIPANTS THAT INFLUENCE UNDERSTANDINGS IN
THE CURRENT ENCOUNTER.
D. PSYCHOLOGICAL CONTEXT – MOODS OR FEELINGS
OF THE PARTICIPANTS DURING THE COMMUNICATION
ENCOUNTER.
E. CULTURAL CONTEXT - VALUES, ATTITUDES,
ORIENTATIONS AND UNDERLYING ASSUMPTIONS
PREVALENT AMONG PEOPLE IN A SOCIETY.

COMMUNICATION CAN BE ONE-WAY OR TWO-WAY

PROCESS.
A. ONE – WAY PROCESS (LINEAR COMMUNICATION
MODEL) – INFORMATION IS TRANSFERRED FROM THE
SENDER TO RECEIVER WITHOUT ANY OPPORTUNITY
FOR THE RECEIVER TO GIVE FEEDBACK TO THE SENDER.
B. TWO – WAY PROCESS (INTERACTION MODEL) – AN
EXCHANGE OF INFORMATION BETWEEN TWO PARTIES
THE 9 Cs OF COMMUNICATION – ARE PRINCIPLES THAT APPLYING THESE PRINCIPLES HELPS IN DELIVERING
HELP ENSURE EFFECTIVE COMMUNICATION MESSAGES THAT ARE EFFECTIVE, EFFICIENT, AND
CLARITY: THE MESSAGE SHOULD BE CLEAR AND EASY RESPECTFUL, ENHANCING OVERALL COMMUNICATION
TO UNDERSTAND. AVOID JARGON AND COMPLICATED EFFECTIVENESS.
LANGUAGE TO ENSURE THAT THE RECIPIENT
THE 7 CS OF COMMUNICATION ARE PRINCIPLES
COMPREHENDS THE MESSAGE AS INTENDED.
DESIGNED TO ENSURE EFFECTIVE AND CLEAR
COMMUNICATION. THEY SERVE AS GUIDELINES TO HELP
CONCISENESS: BE BRIEF AND TO THE POINT. AVOID
YOU CRAFT MESSAGES THAT ARE WELL-RECEIVED AND
UNNECESSARY INFORMATION OR FILLER THAT MAY
UNDERSTOOD. HERE ARE THE 7 CS AND THEIR
DETRACT FROM THE MAIN MESSAGE.
DEFINITIONS:
CONCRETENESS: USE SPECIFIC AND CONCRETE
1. CLARITY:
LANGUAGE RATHER THAN VAGUE OR ABSTRACT TERMS.
THIS HELPS TO AVOID MISUNDERSTANDINGS AND o DEFINITION: ENSURE THAT YOUR
MAKES THE MESSAGE MORE RELATABLE. MESSAGE IS CLEAR AND EASILY
UNDERSTOOD. AVOID JARGON,
CORRECTNESS: ENSURE THAT THE MESSAGE IS
TECHNICAL TERMS, OR COMPLEX
GRAMMATICALLY CORRECT AND FREE FROM SPELLING
LANGUAGE THAT COULD CONFUSE THE
ERRORS. ACCURATE INFORMATION AND PROPER
AUDIENCE.
LANGUAGE USAGE ENHANCE CREDIBILITY AND
UNDERSTANDING. o APPLICATION: BE SPECIFIC AND
STRAIGHTFORWARD IN YOUR
CONSIDERATION: TAILOR YOUR MESSAGE TO THE
COMMUNICATION. FOCUS ON THE
AUDIENCE'S NEEDS, INTERESTS, AND LEVEL OF
MAIN IDEA AND ENSURE THAT THE
UNDERSTANDING. CONSIDER THEIR PERSPECTIVE AND
MESSAGE IS UNAMBIGUOUS.
BACKGROUND TO ENSURE THE MESSAGE IS RELEVANT
AND RESPECTFUL. 2. CONCISENESS:

COURTESY: COMMUNICATE IN A RESPECTFUL AND o DEFINITION: KEEP YOUR MESSAGE

POLITE MANNER. CONSIDER THE FEELINGS AND BRIEF AND TO THE POINT. AVOID
VIEWPOINTS OF OTHERS TO FOSTER POSITIVE UNNECESSARY DETAILS OR FILLER THAT
RELATIONSHIPS AND PREVENT OFFENSE. COULD DETRACT FROM THE CORE
MESSAGE.
CREDIBILITY: PROVIDE ACCURATE, RELIABLE, AND
TRUSTWORTHY INFORMATION. ENSURE THAT YOUR o APPLICATION: ELIMINATE REDUNDANT
MESSAGE IS BASED ON FACTS AND THAT YOU PRESENT OR IRRELEVANT INFORMATION. USE
YOURSELF AS A CREDIBLE SOURCE. SIMPLE AND DIRECT LANGUAGE TO
CONVEY YOUR MESSAGE EFFICIENTLY.
CONSISTENCY: ENSURE THAT THE MESSAGE IS
CONSISTENT IN TERMS OF CONTENT, TONE, AND 3. CONCRETENESS:
TIMING. AVOID CONTRADICTIONS AND ENSURE THAT
o DEFINITION: PROVIDE SPECIFIC AND
ALL PARTS OF THE COMMUNICATION ALIGN WITH EACH
SOLID INFORMATION RATHER THAN
OTHER.
VAGUE OR ABSTRACT STATEMENTS.
CHANNEL: CHOOSE THE MOST APPROPRIATE MEDIUM CONCRETE DETAILS MAKE YOUR
FOR THE MESSAGE. CONSIDER WHETHER FACE-TO-FACE, MESSAGE MORE TANGIBLE AND
WRITTEN, OR ELECTRONIC COMMUNICATION IS BEST UNDERSTANDABLE.
SUITED FOR THE CONTEXT AND AUDIENCE.
o APPLICATION: USE FACTS, FIGURES,
AND CLEAR EXAMPLES TO ILLUSTRATE
 YOUR POINTS. AVOID o DEFINITION: PRESENT YOUR MESSAGE
GENERALIZATIONS AND ENSURE THAT WITH ASSURANCE AND CONVICTION.
YOUR MESSAGE IS GROUNDED IN CONFIDENCE HELPS TO ESTABLISH
REALITY. TRUST AND CREDIBILITY WITH YOUR
AUDIENCE.
4. CORRECTNESS:
o APPLICATION: SPEAK OR WRITE WITH
o DEFINITION: ENSURE THAT YOUR
CLARITY AND CERTAINTY. AVOID
MESSAGE IS GRAMMATICALLY CORRECT
HESITATIONS OR EXPRESSIONS OF
AND FREE OF SPELLING ERRORS.
DOUBT, AND BACK UP YOUR
ACCURATE INFORMATION AND PROPER
STATEMENTS WITH EVIDENCE WHEN
LANGUAGE USE ENHANCE CREDIBILITY
APPROPRIATE.
AND UNDERSTANDING.
BY APPLYING THESE 7 CS, YOU CAN ENHANCE THE
o APPLICATION: PROOFREAD YOUR
EFFECTIVENESS OF YOUR COMMUNICATION, ENSURING
COMMUNICATION FOR GRAMMAR AND
THAT YOUR MESSAGES ARE CLEAR, CONCISE, AND
SPELLING ERRORS. ENSURE THAT THE
WELL-RECEIVED.
CONTENT IS FACTUALLY CORRECT AND
APPROPRIATE FOR THE AUDIENCE. MODELS OF COMMUNICATION

5. CONSIDERATION: COMMUNICATION MODELS HELP US UNDERSTAND

HOW MESSAGES ARE TRANSMITTED AND RECEIVED.
o DEFINITION: TAILOR YOUR MESSAGE TO
THEY PROVIDE FRAMEWORKS FOR ANALYZING AND
THE AUDIENCE’S NEEDS, INTERESTS,
IMPROVING COMMUNICATION PROCESSES. HERE ARE
AND LEVEL OF UNDERSTANDING. SHOW
SOME KEY MODELS OF COMMUNICATION:
EMPATHY AND RESPECT FOR THE
RECIPIENT’S PERSPECTIVE. 1. LINEAR MODEL OF COMMUNICATION

o APPLICATION: CONSIDER THE • DESCRIPTION: THIS IS ONE OF THE SIMPLEST

AUDIENCE’S BACKGROUND, MODELS, WHERE COMMUNICATION IS SEEN AS
EXPECTATIONS, AND POTENTIAL A ONE-WAY PROCESS. THE SENDER ENCODES
REACTIONS. ADDRESS THEIR CONCERNS AND TRANSMITS A MESSAGE THROUGH A
AND FRAME YOUR MESSAGE IN A WAY CHANNEL TO THE RECEIVER, WHO THEN
THAT RESONATES WITH THEM. DECODES IT.

6. COURTESY: • EXAMPLE: A LECTURE WHERE THE PROFESSOR

SPEAKS TO STUDENTS WITHOUT IMMEDIATE
o DEFINITION: COMMUNICATE IN A
FEEDBACK.
POLITE AND RESPECTFUL MANNER.
COURTESY HELPS IN MAINTAINING A • KEY COMPONENTS:
POSITIVE TONE AND FOSTERING GOOD
o SENDER: INITIATES THE MESSAGE.
RELATIONSHIPS.
o MESSAGE: CONTENT BEING
o APPLICATION: USE POLITE LANGUAGE
COMMUNICATED.
AND A RESPECTFUL TONE. BE MINDFUL
OF CULTURAL DIFFERENCES AND o CHANNEL: MEDIUM THROUGH WHICH
ENSURE THAT YOUR COMMUNICATION THE MESSAGE IS SENT.
IS CONSIDERATE OF THE RECIPIENT’S
o RECEIVER: RECEIVES AND DECODES THE
FEELINGS.
MESSAGE.
7. CONFIDENCE:
 o NOISE: ANY EXTERNAL FACTORS THAT o CHANNEL: MEDIUM USED FOR
DISTORT OR INTERFERE WITH THE COMMUNICATION.
MESSAGE.
o FEEDBACK: ONGOING RESPONSES THAT
2. INTERACTIVE MODEL OF COMMUNICATION INFLUENCE THE CONVERSATION.

• DESCRIPTION: THIS MODEL INCLUDES o NOISE: CONTINUOUS INTERFERENCE

FEEDBACK, MAKING COMMUNICATION A TWO- AFFECTING COMMUNICATION.
WAY PROCESS. THE SENDER AND RECEIVER
4. SHANNON-WEAVER MODEL
EXCHANGE ROLES AND PROVIDE FEEDBACK TO
EACH OTHER. • DESCRIPTION: DEVELOPED BY CLAUDE
SHANNON AND WARREN WEAVER, THIS MODEL
• EXAMPLE: A CONVERSATION WHERE
IS AN EXTENSION OF THE LINEAR MODEL AND
PARTICIPANTS TAKE TURNS SPEAKING AND
INTRODUCES THE CONCEPT OF NOISE MORE
LISTENING.
EXPLICITLY. IT FOCUSES ON THE TECHNICAL
• KEY COMPONENTS: ASPECTS OF COMMUNICATION.

o SENDER/RECEIVER: ROLES ARE • EXAMPLE: TELEPHONE COMMUNICATION

INTERCHANGEABLE. WHERE VARIOUS TYPES OF INTERFERENCE (LIKE
STATIC) CAN AFFECT THE CLARITY OF THE
o MESSAGE: CONTENT COMMUNICATED
MESSAGE.
BACK AND FORTH.
• KEY COMPONENTS:
o CHANNEL: MEDIUM OF
COMMUNICATION. o INFORMATION SOURCE: ORIGINATES
THE MESSAGE.
o FEEDBACK: RESPONSES OR REACTIONS
FROM THE RECEIVER BACK TO THE o TRANSMITTER: ENCODES THE
SENDER. MESSAGE.

o NOISE: INTERFERENCE AFFECTING THE o CHANNEL: MEDIUM THROUGH WHICH

COMMUNICATION. THE MESSAGE IS SENT.

3. TRANSACTIONAL MODEL OF COMMUNICATION o RECEIVER: DECODES THE MESSAGE.

• DESCRIPTION: THIS MODEL VIEWS o DESTINATION: END POINT OF THE

COMMUNICATION AS A SIMULTANEOUS MESSAGE.
PROCESS WHERE BOTH PARTIES ARE SENDERS
o NOISE: ANY DISTURBANCES AFFECTING
AND RECEIVERS. IT EMPHASIZES THE DYNAMIC
THE TRANSMISSION.
AND FLUID NATURE OF COMMUNICATION.
5. BERLO’S SMCR MODEL
• EXAMPLE: A GROUP DISCUSSION WHERE
EVERYONE IS CONTRIBUTING AND RESPONDING • DESCRIPTION: DEVELOPED BY DAVID BERLO,
IN REAL TIME. THIS MODEL EMPHASIZES THE IMPORTANCE OF
THE SOURCE, MESSAGE, CHANNEL, AND
• KEY COMPONENTS:
RECEIVER IN EFFECTIVE COMMUNICATION.
o COMMUNICATORS: ALL PARTICIPANTS
• EXAMPLE: A MARKETING CAMPAIGN WHERE
ARE BOTH SENDERS AND RECEIVERS.
THE COMPANY (SOURCE) CREATES A MESSAGE
o MESSAGE: CONTINUALLY EXCHANGED TO BE DELIVERED VIA TV ADS (CHANNEL) TO
AND MODIFIED. POTENTIAL CUSTOMERS (RECEIVERS).
 • KEY COMPONENTS: o RECEIVER: AUDIENCE WHO RECEIVES
THE MESSAGE.
o SOURCE: ORIGIN OF THE MESSAGE.
o FEEDBACK: REACTIONS FROM THE
o MESSAGE: CONTENT BEING
AUDIENCE THAT MAY INFLUENCE
COMMUNICATED.
FUTURE MESSAGES.
o CHANNEL: MEDIUM USED TO CONVEY
EACH MODEL OFFERS A DIFFERENT PERSPECTIVE ON
THE MESSAGE.
THE COMMUNICATION PROCESS, HIGHLIGHTING
o RECEIVER: TARGET AUDIENCE OF THE VARIOUS ASPECTS SUCH AS FEEDBACK, NOISE, AND THE
MESSAGE. ROLES OF SENDERS AND RECEIVERS. UNDERSTANDING
THESE MODELS CAN HELP IMPROVE COMMUNICATION
6. HELICAL MODEL OF COMMUNICATION
STRATEGIES AND ADDRESS POTENTIAL BARRIERS.
• DESCRIPTION: PROPOSED BY BARNLUND, THIS
MODEL PORTRAYS COMMUNICATION AS A
CONTINUOUS, EVOLVING, AND SPIRAL PROCESS
RATHER THAN A LINEAR OR STATIC ONE.

• EXAMPLE: PERSONAL RELATIONSHIPS WHERE

COMMUNICATION EVOLVES AND CHANGES
OVER TIME BASED ON ONGOING
INTERACTIONS.

• KEY COMPONENTS:

o ONGOING PROCESS: COMMUNICATION

IS SEEN AS A DYNAMIC AND
CUMULATIVE PROCESS.

o FEEDBACK: CONTINUOUS FEEDBACK

INFLUENCES AND MODIFIES FUTURE
COMMUNICATION.

7. WESTLEY AND MACLEAN’S MODEL

• DESCRIPTION: THIS MODEL FOCUSES ON MASS

COMMUNICATION AND INTRODUCES THE
CONCEPT OF GATEKEEPERS WHO FILTER
MESSAGES BEFORE THEY REACH THE AUDIENCE.

• EXAMPLE: NEWS MEDIA WHERE EDITORS

(GATEKEEPERS) DECIDE WHICH STORIES ARE
PUBLISHED.

• KEY COMPONENTS:

o SOURCE: ORIGINATES THE MESSAGE.

o GATEKEEPER: FILTERS AND DECIDES

WHAT MESSAGES ARE
COMMUNICATED.
MISCONCEPTIONS IN COMMUNICATION THE SPEAKER’S TONE AND FACIAL
EXPRESSIONS.
MEANINGS ARE IN WORDS
4. EMOTIONAL TONE:
WHEN SOMEONE SAYS THAT “MEANINGS ARE IN
WORDS,” THEY ARE SUGGESTING THAT THE o REALITY: THE EMOTIONAL TONE OF A
SIGNIFICANCE OR INTERPRETATION OF A MESSAGE IS MESSAGE CAN SIGNIFICANTLY AFFECT
CONTAINED SOLELY WITHIN THE WORDS THEMSELVES. ITS INTERPRETATION. THE SAME
THIS STATEMENT REFLECTS A COMMON WORDS SPOKEN WITH DIFFERENT
MISCONCEPTION IN COMMUNICATION, AND IT CAN EMOTIONS (E.G., ANGER, JOY, SADNESS)
LEAD TO SEVERAL ISSUES: CAN LEAD TO DIFFERENT
UNDERSTANDINGS.
UNDERSTANDING THE MISCONCEPTION:
5. RECEIVER’S INTERPRETATION:
1. WORDS ALONE DO NOT CAPTURE FULL
MEANING: o REALITY: THE RECEIVER’S PERSONAL
EXPERIENCES, CULTURAL
o REALITY: WORDS ARE JUST ONE
BACKGROUND, AND CURRENT STATE OF
COMPONENT OF COMMUNICATION.
MIND INFLUENCE HOW THEY
THE MEANING OF A MESSAGE IS OFTEN
INTERPRET WORDS. THEREFORE,
INFLUENCED BY CONTEXT, TONE OF
MEANINGS ARE NOT FIXED IN THE
VOICE, BODY LANGUAGE, AND THE
WORDS THEMSELVES BUT ARE CO-
RECEIVER’S PERSONAL EXPERIENCES.
CREATED BY THE SENDER AND
FOR EXAMPLE, THE SAME SENTENCE
RECEIVER.
CAN CONVEY DIFFERENT MEANINGS
DEPENDING ON HOW IT’S SPOKEN OR 6. FEEDBACK AND CLARIFICATION:
THE SITUATION IN WHICH IT’S SAID.
o REALITY: EFFECTIVE COMMUNICATION
2. CONTEXT IS CRUCIAL: OFTEN REQUIRES FEEDBACK AND
CLARIFICATION TO ENSURE THAT THE
o REALITY: THE CONTEXT IN WHICH
INTENDED MEANING IS UNDERSTOOD.
WORDS ARE USED PLAYS A SIGNIFICANT
ASSUMING THAT MEANINGS ARE
ROLE IN SHAPING THEIR MEANING.
SOLELY IN WORDS CAN LEAD TO
THIS INCLUDES THE SITUATION,
MISUNDERSTANDINGS IF FEEDBACK IS
CULTURAL BACKGROUND, AND
NOT SOUGHT.
RELATIONSHIP BETWEEN THE
COMMUNICATORS. WITHOUT CONTEXT, EXAMPLE OF THE MISCONCEPTION:
WORDS CAN BE EASILY
IMAGINE SOMEONE SAYS, “I’M FINE” IN RESPONSE TO A
MISINTERPRETED.
QUESTION ABOUT HOW THEY’RE FEELING. IF YOU
3. NONVERBAL COMMUNICATION: BELIEVE THAT “MEANINGS ARE IN WORDS,” YOU MIGHT
TAKE THIS RESPONSE AT FACE VALUE AND ASSUME THEY
o REALITY: NONVERBAL CUES SUCH AS
ARE INDEED FINE. HOWEVER, IF THE PERSON SAYS THIS
FACIAL EXPRESSIONS, GESTURES,
WITH A STRAINED TONE OR AVOIDS EYE CONTACT, THE
POSTURE, AND EYE CONTACT OFTEN
ACTUAL MEANING MIGHT BE QUITE DIFFERENT,
CARRY SUBSTANTIAL MEANING AND
INDICATING THEY ARE NOT FINE DESPITE THEIR WORDS.
CAN ALTER OR ENHANCE THE MESSAGE
CONVEYED BY WORDS. FOR INSTANCE, ADDRESSING THE MISCONCEPTION:
A SARCASTIC COMMENT MIGHT BE
TO IMPROVE COMMUNICATION, IT’S IMPORTANT TO
UNDERSTOOD DIFFERENTLY BASED ON
RECOGNIZE THAT MEANING IS A COMBINATION OF
WORDS, CONTEXT, NONVERBAL SIGNALS, AND THE BETTER IF IT INCLUDES IRRELEVANT OR
RECEIVER’S INTERPRETATION. EFFECTIVE REDUNDANT DETAILS THAT DO NOT
COMMUNICATORS PAY ATTENTION TO THESE FACTORS ADD VALUE TO THE CONVERSATION.
AND SEEK TO CLARIFY AND CONFIRM UNDERSTANDING
4. IMPACT ON RELATIONSHIPS:
TO ENSURE THAT THEIR INTENDED MESSAGE IS
ACCURATELY RECEIVED. o REALITY: CONSTANT OR EXCESSIVE
COMMUNICATION CAN SOMETIMES BE
MORE COMMUNICATION IS BETTER
PERCEIVED AS INTRUSIVE OR
WHEN SOMEONE SAYS THAT “MORE COMMUNICATION
OVERWHELMING, POTENTIALLY
IS BETTER,” THEY ARE IMPLYING THAT INCREASING THE
STRAINING RELATIONSHIPS. EFFECTIVE
QUANTITY OF COMMUNICATION WILL ALWAYS LEAD TO
COMMUNICATION SHOULD BE
BETTER UNDERSTANDING AND MORE EFFECTIVE
BALANCED AND CONSIDERATE OF THE
INTERACTIONS. THIS REFLECTS A COMMON
OTHER PARTY'S TIME AND CAPACITY.
MISCONCEPTION IN COMMUNICATION. HERE'S WHY
THIS PERSPECTIVE CAN BE PROBLEMATIC: 5. CLEAR AND CONCISE MESSAGING:

UNDERSTANDING THE MISCONCEPTION: o REALITY: CLEAR AND CONCISE

MESSAGES ARE OFTEN MORE
1. QUALITY OVER QUANTITY:
EFFECTIVE THAN LENGTHY AND
o REALITY: EFFECTIVE COMMUNICATION REPETITIVE ONES. IT’S IMPORTANT TO
IS MORE ABOUT THE QUALITY AND FOCUS ON DELIVERING MESSAGES THAT
CLARITY OF THE MESSAGE THAN THE ARE DIRECT AND TO THE POINT RATHER
SHEER VOLUME. MORE THAN BOMBARDING THE RECEIVER
COMMUNICATION DOES NOT WITH EXCESSIVE INFORMATION.
NECESSARILY MEAN BETTER
6. PURPOSE AND INTENT:
COMMUNICATION IF IT LACKS FOCUS,
RELEVANCE, OR CLARITY. EXCESSIVE o REALITY: THE PURPOSE AND INTENT
COMMUNICATION CAN SOMETIMES BEHIND THE COMMUNICATION MATTER
LEAD TO INFORMATION OVERLOAD MORE THAN THE FREQUENCY.
AND CONFUSION. EFFECTIVE COMMUNICATION INVOLVES
PURPOSEFUL INTERACTIONS WITH
2. INFORMATION OVERLOAD:
CLEAR OBJECTIVES, RATHER THAN
o REALITY: PROVIDING TOO MUCH SIMPLY INCREASING THE AMOUNT OF
INFORMATION CAN OVERWHELM THE COMMUNICATION.
RECEIVER, MAKING IT DIFFICULT FOR
EXAMPLE OF THE MISCONCEPTION:
THEM TO PROCESS AND RETAIN KEY
MESSAGES. THIS CAN LEAD TO CONSIDER A PROJECT TEAM THAT HAS DAILY MEETINGS
MISUNDERSTANDINGS OR THE MAIN TO DISCUSS EVERY MINOR DETAIL OF THEIR TASKS.
POINTS BEING LOST IN THE FLOOD OF WHILE THIS MIGHT SEEM LIKE EFFECTIVE
DETAILS. COMMUNICATION, IT CAN LEAD TO MEETING FATIGUE
AND REDUCE OVERALL PRODUCTIVITY. FEWER, MORE
3. RELEVANCE AND CONTEXT:
FOCUSED MEETINGS MIGHT BE MORE EFFECTIVE IN
o REALITY: THE EFFECTIVENESS OF ADDRESSING THE MAIN ISSUES WITHOUT
COMMUNICATION DEPENDS ON HOW OVERWHELMING TEAM MEMBERS.
RELEVANT AND TIMELY THE
ADDRESSING THE MISCONCEPTION:
INFORMATION IS. MORE
COMMUNICATION IS NOT NECESSARILY TO COMMUNICATE EFFECTIVELY:
 • FOCUS ON CLARITY: ENSURE THAT EACH o REALITY: MANY PROBLEMS ARE
COMMUNICATION IS CLEAR AND HAS A COMPLEX AND MULTIFACETED.
SPECIFIC PURPOSE. EFFECTIVE COMMUNICATION CAN HELP
IDENTIFY AND DISCUSS ISSUES, BUT
• BE CONCISE: AVOID OVERLOADING WITH
SOLVING THEM OFTEN REQUIRES
UNNECESSARY DETAILS. STICK TO THE KEY
PRACTICAL SOLUTIONS, STRATEGIC
POINTS AND RELEVANT INFORMATION.
PLANNING, AND COLLABORATION
• PRIORITIZE QUALITY: QUALITY BEYOND JUST TALKING.
COMMUNICATION INVOLVES THOUGHTFUL,
3. ACTION AND IMPLEMENTATION:
WELL-PREPARED MESSAGES THAT MEET THE
NEEDS OF THE AUDIENCE. o REALITY: COMMUNICATION NEEDS TO
BE ACCOMPANIED BY ACTION. SIMPLY
• BE MINDFUL OF TIMING: CHOOSE THE RIGHT
DISCUSSING A PROBLEM WITHOUT
MOMENTS FOR COMMUNICATION TO AVOID
TAKING CONCRETE STEPS TO ADDRESS
REDUNDANCY AND ENSURE THAT MESSAGES
IT WILL NOT LEAD TO RESOLUTION.
ARE TIMELY AND RELEVANT.
EFFECTIVE PROBLEM-SOLVING
BY BALANCING THE QUANTITY OF COMMUNICATION INVOLVES BOTH COMMUNICATION AND
WITH ITS QUALITY AND RELEVANCE, YOU CAN ENHANCE IMPLEMENTATION OF SOLUTIONS.
UNDERSTANDING AND EFFECTIVENESS, RATHER THAN
4. UNDERSTANDING VS. AGREEMENT:
SIMPLY INCREASING THE AMOUNT OF
COMMUNICATION. o REALITY: EVEN IF COMMUNICATION
LEADS TO A MUTUAL UNDERSTANDING
COMMUNICATION WILL SOLVE ALL PROBLEMS
OF A PROBLEM, IT DOESN’T ALWAYS
WHEN SOMEONE SAYS THAT "COMMUNICATION WILL
RESULT IN AGREEMENT OR CONSENSUS
SOLVE ALL PROBLEMS," THEY ARE EXPRESSING A
ON HOW TO ADDRESS IT.
COMMON MISCONCEPTION THAT EFFECTIVE
DISAGREEMENTS AND DIFFERING
COMMUNICATION ALONE IS SUFFICIENT TO RESOLVE
VIEWPOINTS MAY STILL REQUIRE
ALL ISSUES AND CONFLICTS. WHILE COMMUNICATION
NEGOTIATION AND COMPROMISE.
IS A CRUCIAL COMPONENT IN ADDRESSING PROBLEMS,
IT IS NOT A CURE-ALL. HERE’S WHY THIS BELIEF CAN BE 5. COMMUNICATION BARRIERS:
PROBLEMATIC:
o REALITY: POOR COMMUNICATION CAN
UNDERSTANDING THE MISCONCEPTION: CREATE ADDITIONAL BARRIERS, SUCH
AS MISUNDERSTANDINGS, CONFLICTS,
1. COMMUNICATION IS NECESSARY BUT NOT
OR FRUSTRATION. EFFECTIVE
SUFFICIENT:
COMMUNICATION REQUIRES EFFORT
o REALITY: WHILE EFFECTIVE AND SKILL; IT’S NOT ALWAYS
COMMUNICATION IS ESSENTIAL FOR STRAIGHTFORWARD AND MAY NOT
UNDERSTANDING AND ADDRESSING RESOLVE UNDERLYING ISSUES IF NOT
ISSUES, IT ALONE MAY NOT SOLVE ALL HANDLED PROPERLY.
PROBLEMS. OTHER FACTORS, SUCH AS
6. INTERPERSONAL DYNAMICS:
RESOURCES, DECISION-MAKING, AND
ACTIONS, ARE ALSO NECESSARY TO o REALITY: IN SOME SITUATIONS,
RESOLVE ISSUES. INTERPERSONAL DYNAMICS, SUCH AS
TRUST, RELATIONSHIPS, AND
2. COMPLEXITY OF PROBLEMS:
EMOTIONAL FACTORS, PLAY A
SIGNIFICANT ROLE IN PROBLEM
 RESOLUTION. COMMUNICATION ALONE INVOLVED IN EFFECTIVE COMMUNICATION. HERE’S
MAY NOT ADDRESS THESE DEEPER WHY THIS PERSPECTIVE CAN BE PROBLEMATIC:
ISSUES.
UNDERSTANDING THE MISCONCEPTION:
EXAMPLE OF THE MISCONCEPTION:
1. COMPLEXITY OF MESSAGES:
IMAGINE A TEAM FACING ONGOING PROJECT DELAYS.
o REALITY: COMMUNICATION INVOLVES
WHILE DISCUSSING THE ISSUES OPENLY
MUCH MORE THAN JUST EXCHANGING
(COMMUNICATION) IS A GOOD START, IT WON’T SOLVE
WORDS. IT INCLUDES UNDERSTANDING
THE PROBLEM IF THERE ARE UNDERLYING ISSUES LIKE
AND INTERPRETING MESSAGES,
INADEQUATE RESOURCES, POOR PLANNING, OR LACK
DEALING WITH NONVERBAL CUES,
OF SKILLS. ADDRESSING THESE REQUIRES MORE THAN
MANAGING EMOTIONS, AND
JUST CONVERSATION; IT INVOLVES PLANNING,
CONSIDERING THE CONTEXT. THESE
RESOURCE ALLOCATION, AND POTENTIALLY TRAINING.
ELEMENTS ADD LAYERS OF COMPLEXITY
ADDRESSING THE MISCONCEPTION: TO THE PROCESS.

TO EFFECTIVELY SOLVE PROBLEMS: 2. VARIED COMMUNICATION STYLES:

• COMBINE COMMUNICATION WITH ACTION: o REALITY: DIFFERENT PEOPLE HAVE

USE COMMUNICATION TO UNDERSTAND AND DIFFERENT COMMUNICATION STYLES,
DISCUSS PROBLEMS, BUT ALSO FOCUS ON PREFERENCES, AND CULTURAL
IMPLEMENTING PRACTICAL SOLUTIONS AND BACKGROUNDS. THIS DIVERSITY CAN
ACTIONS. MAKE COMMUNICATION MORE
COMPLEX AS IT REQUIRES ADAPTING
• ADDRESS UNDERLYING ISSUES: IDENTIFY AND
MESSAGES TO FIT VARIOUS STYLES AND
ADDRESS THE ROOT CAUSES OF PROBLEMS
UNDERSTANDING DIFFERENT
RATHER THAN JUST THE SYMPTOMS.
INTERPRETATIONS.
• INVOLVE RELEVANT STAKEHOLDERS: ENSURE
3. POTENTIAL FOR MISUNDERSTANDINGS:
THAT ALL RELEVANT PARTIES ARE INVOLVED IN
THE PROBLEM-SOLVING PROCESS AND THAT o REALITY: MESSAGES CAN BE EASILY
THEIR INPUT IS CONSIDERED. MISUNDERSTOOD DUE TO AMBIGUITY,
POOR ARTICULATION, OR DIFFERENT
• FOLLOW UP: MONITOR PROGRESS AND MAKE
PERCEPTIONS. MISUNDERSTANDINGS
ADJUSTMENTS AS NEEDED TO ENSURE THAT
CAN OCCUR EVEN WHEN THE
SOLUTIONS ARE EFFECTIVE AND THAT ISSUES
INTENTION IS CLEAR, MAKING
ARE RESOLVED.
COMMUNICATION LESS
EFFECTIVE COMMUNICATION IS A CRITICAL TOOL IN STRAIGHTFORWARD THAN IT MIGHT
PROBLEM-SOLVING, BUT IT SHOULD BE INTEGRATED SEEM.
WITH OTHER STRATEGIES AND ACTIONS TO ACHIEVE
4. INFLUENCE OF NONVERBAL COMMUNICATION:
SUCCESSFUL OUTCOMES.
o REALITY: NONVERBAL ELEMENTS LIKE
COMMUNICATION IS SIMPLE
BODY LANGUAGE, FACIAL EXPRESSIONS,
WHEN SOMEONE SAYS THAT "COMMUNICATION IS
AND TONE OF VOICE PLAY A
SIMPLE," THEY ARE REFLECTING A COMMON
SIGNIFICANT ROLE IN
MISCONCEPTION THAT COMMUNICATION IS
COMMUNICATION. MISREADING THESE
STRAIGHTFORWARD AND EASY TO ACHIEVE. THIS BELIEF
CUES OR NOT BEING AWARE OF THEM
OVERLOOKS THE COMPLEXITIES AND NUANCES
 CAN LEAD TO MISINTERPRETATIONS • ACKNOWLEDGE THE COMPLEXITY: RECOGNIZE
AND ERRORS IN UNDERSTANDING. THAT EFFECTIVE COMMUNICATION INVOLVES
MULTIPLE LAYERS AND FACTORS, AND BE
5. CONTEXT MATTERS:
PREPARED TO NAVIGATE THESE COMPLEXITIES.
o REALITY: THE CONTEXT IN WHICH
• BE CLEAR AND PRECISE: STRIVE FOR CLARITY IN
COMMUNICATION OCCURS—SUCH AS
YOUR MESSAGES AND BE AWARE OF HOW
THE ENVIRONMENT, TIMING, AND
YOUR WORDS MIGHT BE INTERPRETED.
RELATIONSHIP BETWEEN
COMMUNICATORS—AFFECTS HOW • SEEK FEEDBACK: ENCOURAGE AND PROVIDE
MESSAGES ARE SENT AND RECEIVED. FEEDBACK TO ENSURE MUTUAL
EFFECTIVE COMMUNICATION REQUIRES UNDERSTANDING AND ADDRESS ANY ISSUES
AWARENESS OF THESE CONTEXTUAL PROMPTLY.
FACTORS.
• ADAPT TO THE AUDIENCE: TAILOR YOUR
6. EMOTIONAL AND PSYCHOLOGICAL FACTORS: COMMUNICATION STYLE TO FIT THE
AUDIENCE’S NEEDS, PREFERENCES, AND
o REALITY: EMOTIONS, PSYCHOLOGICAL
CULTURAL CONTEXT.
STATES, AND PERSONAL BIASES CAN
IMPACT HOW MESSAGES ARE • BE ATTUNED TO NONVERBAL CUES: PAY
CONVEYED AND RECEIVED. THESE ATTENTION TO AND INTERPRET NONVERBAL
FACTORS ADD ANOTHER LAYER OF SIGNALS ACCURATELY TO ENHANCE
COMPLEXITY TO THE COMMUNICATION UNDERSTANDING.
PROCESS.
UNDERSTANDING THAT COMMUNICATION IS NOT
7. FEEDBACK AND ADAPTATION: ALWAYS SIMPLE HELPS IN APPROACHING IT WITH THE
NECESSARY CARE AND ATTENTION, LEADING TO MORE
o REALITY: EFFECTIVE COMMUNICATION
EFFECTIVE INTERACTIONS AND REDUCED
OFTEN REQUIRES ONGOING FEEDBACK
MISUNDERSTANDINGS.
AND ADAPTATION. ADJUSTING
MESSAGES BASED ON RESPONSES AND
ENSURING THAT BOTH PARTIES
UNDERSTAND EACH OTHER CAN MAKE
THE PROCESS MORE COMPLEX THAN
INITIALLY PERCEIVED.
(EFFECTIVE) COMMUNICATION IS A NATURAL ABILITY
EXAMPLE OF THE MISCONCEPTION: WHEN SOMEONE SAYS THAT "(EFFECTIVE)
COMMUNICATION IS A NATURAL ABILITY," THEY ARE
CONSIDER A TEAM MEETING WHERE THE LEADER
REFLECTING A COMMON MISCONCEPTION THAT
BELIEVES COMMUNICATION IS SIMPLE AND ASSUMES
EFFECTIVE COMMUNICATION IS AN INHERENT TALENT
THAT EVERYONE UNDERSTANDS THE PROJECT GOALS.
THAT SOME PEOPLE ARE BORN WITH. THIS PERSPECTIVE
HOWEVER, TEAM MEMBERS MIGHT INTERPRET THE
OVERLOOKS THE FACT THAT EFFECTIVE
GOALS DIFFERENTLY BASED ON THEIR PERSPECTIVES,
COMMUNICATION IS A SKILL THAT CAN BE DEVELOPED
LEADING TO CONFUSION AND MISALIGNMENT. THE
AND REFINED THROUGH PRACTICE AND LEARNING.
SITUATION REVEALS THAT COMMUNICATION REQUIRES
HERE’S WHY THIS BELIEF CAN BE PROBLEMATIC:
CAREFUL CONSIDERATION AND ADJUSTMENT, RATHER
THAN BEING A STRAIGHTFORWARD PROCESS. UNDERSTANDING THE MISCONCEPTION:

ADDRESSING THE MISCONCEPTION: 1. COMMUNICATION SKILLS ARE LEARNABLE:

TO HANDLE THE COMPLEXITIES OF COMMUNICATION:

 o REALITY: EFFECTIVE COMMUNICATION COMMUNICATION SKILLS. PEOPLE WHO
INVOLVES A SET OF SKILLS AND INVEST TIME AND EFFORT INTO
TECHNIQUES THAT CAN BE LEARNED LEARNING AND PRACTICING
AND IMPROVED OVER TIME. THESE COMMUNICATION TECHNIQUES OFTEN
INCLUDE ACTIVE LISTENING, CLEAR BECOME MORE EFFECTIVE
ARTICULATION, EMPATHY, AND COMMUNICATORS.
NONVERBAL COMMUNICATION.
6. ROLE OF EMOTIONAL INTELLIGENCE:
TRAINING, PRACTICE, AND FEEDBACK
CONTRIBUTE SIGNIFICANTLY TO o REALITY: EMOTIONAL INTELLIGENCE,
DEVELOPING THESE SKILLS. WHICH INCLUDES UNDERSTANDING
AND MANAGING ONE’S OWN
2. VARIED COMMUNICATION STYLES:
EMOTIONS AND THOSE OF OTHERS,
o REALITY: PEOPLE HAVE DIFFERENT GREATLY INFLUENCES
COMMUNICATION STYLES, AND COMMUNICATION EFFECTIVENESS.
EFFECTIVENESS OFTEN DEPENDS ON WHILE SOME PEOPLE MAY HAVE A
HOW WELL INDIVIDUALS CAN ADAPT NATURAL INCLINATION TOWARDS
THEIR STYLE TO SUIT DIFFERENT EMOTIONAL AWARENESS, THESE SKILLS
CONTEXTS AND AUDIENCES. LEARNING CAN ALSO BE DEVELOPED THROUGH
HOW TO ADJUST COMMUNICATION SELF-AWARENESS AND TRAINING.
APPROACHES IS PART OF SKILL
EXAMPLE OF THE MISCONCEPTION:
DEVELOPMENT, NOT A NATURAL
TALENT. IMAGINE A NEW MANAGER WHO BELIEVES THAT
EFFECTIVE COMMUNICATION SHOULD COME
3. CONTINUOUS IMPROVEMENT:
NATURALLY AND THUS DOES NOT SEEK TRAINING OR
o REALITY: EFFECTIVE COMMUNICATION PRACTICE. THEY MIGHT STRUGGLE WITH LEADING
IS NOT A STATIC ABILITY BUT A THEIR TEAM, PROVIDING CLEAR INSTRUCTIONS, AND
DYNAMIC PROCESS THAT EVOLVES HANDLING CONFLICTS. OVER TIME, THEY MAY REALIZE
WITH EXPERIENCE. EVEN SKILLED THAT COMMUNICATION SKILLS REQUIRE INTENTIONAL
COMMUNICATORS CONTINUE TO EFFORT AND DEVELOPMENT, NOT JUST INNATE ABILITY.
REFINE THEIR ABILITIES AND ADAPT TO
ADDRESSING THE MISCONCEPTION:
NEW SITUATIONS AND CHALLENGES.
TO DEVELOP EFFECTIVE COMMUNICATION SKILLS:
4. IMPORTANCE OF FEEDBACK:
• ENGAGE IN TRAINING: PARTICIPATE IN
o REALITY: RECEIVING AND ACTING ON
COMMUNICATION WORKSHOPS, COURSES, OR
FEEDBACK IS CRUCIAL FOR IMPROVING
COACHING TO LEARN AND PRACTICE EFFECTIVE
COMMUNICATION SKILLS. THIS
COMMUNICATION TECHNIQUES.
PROCESS INVOLVES LEARNING FROM
INTERACTIONS AND MAKING • SEEK FEEDBACK: ACTIVELY SEEK FEEDBACK
ADJUSTMENTS, WHICH IS NOT SIMPLY A FROM OTHERS TO UNDERSTAND YOUR
NATURAL TALENT BUT A LEARNED COMMUNICATION STRENGTHS AND AREAS FOR
PRACTICE. IMPROVEMENT.

5. INFLUENCE OF EDUCATION AND EXPERIENCE: • PRACTICE REGULARLY: ENGAGE IN REGULAR

PRACTICE OF COMMUNICATION SKILLS IN
o REALITY: EDUCATION, TRAINING, AND
VARIOUS CONTEXTS TO ENHANCE YOUR
PRACTICAL EXPERIENCE PLAY A
ABILITIES.
SIGNIFICANT ROLE IN SHAPING
 • REFLECT AND ADAPT: REFLECT ON YOUR
COMMUNICATION EXPERIENCES AND ADAPT
YOUR APPROACH BASED ON WHAT WORKS
WELL AND WHAT DOESN’T.

• DEVELOP EMOTIONAL INTELLIGENCE: WORK

ON BUILDING EMOTIONAL INTELLIGENCE TO
IMPROVE YOUR UNDERSTANDING AND
MANAGEMENT OF EMOTIONS IN
COMMUNICATION.

RECOGNIZING THAT EFFECTIVE COMMUNICATION IS A

SKILL THAT CAN BE DEVELOPED HELPS INDIVIDUALS
TAKE PROACTIVE STEPS TO ENHANCE THEIR ABILITIES,
LEADING TO MORE SUCCESSFUL AND IMPACTFUL
INTERACTIONS.