Bicol University

College of Arts and Letters

Legazpi City

GEC 15: PURPOSIVE

COMMUNICATION
(Week 2)

Communication processes,
principles and ethics
Principles, theories and methods of effective
communication (written and oral) in general,
and in a management context
Principles, theories and methods of effective communication
(written and oral) in general, and in a management context
Understanding Individuals: Principles, theories & Methods of effective
communication

This section covers:

• Principles, theories and methods of effective communication

Definition

The Oxford English Dictionary defines communication as "the imparting, conveying, or

exchange of ideas, knowledge and information'. This can apply to words or body language.

Effective Communication

Lasswell introduced an important model of five levels of communication identified from his
experiences in the second world war, elements of which survive in more developed modern
models:

1. Who: the source

2. Says What: the message

3. In Which Channel: through what channel or medium

4. To Whom: the audience

5. To What Effect: the desired effect??

The Five Ws

Lasswell's (1948) model has been further developed and modernized and is now referred to as
the 'Five Ws' and this model has been widely used, particularly when managing change.
However, addressing the 'Five Ws' is an essential element of all communication, getting this
right is the first step in the process and is dependent upon what is required to be communicated at
the time. This is particularly important when managing change in an organization.

1. Who should be told?

Everyone who needs to be told about something should be told. It is advisable to relate the
communication to all as soon as possible. Openness is the key to making everyone feel involved
(although there will always be some things which are not disseminated as widely as others).
Where appropriate, communicate widely so that individuals are given the opportunity to
influence the process and local ownership is gained. Barriers can also be identified and
overcome.

2. When should they be told?

The time to communicate with relevant people should be carefully considered. It might be
within a set meeting or a one-off arrangement. If the communication covers a wide range of
people where possible it is desirable that discussions take place at the same time to avoid
confusion, spread of rumors or misunderstandings. If internal and external stakeholders are
involved, internal staff should be communicated with prior to external stakeholders; this is to
prevent staff hearing from other sources, including the media.

Key communications should be made as soon as possible following a significant event or

decision.

3. What should they be told?

Clear messages, related to the subject or problem. In complex situations it is advisable to create
a shared meaning and understanding, this can be done by:

• checking back with the recipients through an iterative process

• let them ask questions
• asking for clarification of what they have understood being clear that words, behaviors
and symbols are not misunderstood or misinterpreted.

4. Where should the message be conveyed?

Choose the most effective medium to get your message across, this could be in meetings,
seminars, press releases etc. Make time to communicate properly, do not do it in the corridor, in
the toilet or the car park. This leads to gabbled and garbled messages and can contribute to the
'grape vine'.
 5. Who should control the communications process?

The most appropriate person depending on the subject. If it involves external agencies include
the Press Officer.

The Message

William McGuire (1981) adds a further dimension to communication. Instead of having only an
X axis with Source, Message, Channel, and Receiver which he calls "input factors", he adds a Y
axis comprised of Attention, Liking, Comprehension, Yielding, Remembering, and Action,
which he calls "output factors."

Source Message Channel Receiver

Attention
Liking
Comprehension
Remembering
Action

Since McGuire combines the traditional S-M-C-R uni-dimensional model with factors on the Y
axis, we have a more sophisticated way of thinking about and analyzing communication. In fact
his two dimensional matrix is useful for analyzing the effectiveness of persuasive
communication both before and after the fact.

In addition to McGuire's dimensions there are also three other elements that are vital for all
social or business interaction through communication:

1. Use of language: the understanding of what people hear can be changed by loudness,
intonation, clarity, use of jargon, aggressive words, and colloquialisms.

2. Behavior: in face to face meetings body language can affect the whole meaning of
communication, for example frowning, arms folded and legs apart, pointing fingers, looking
bored versus animated voice and eyes, smiling face and positive arm movements. Charles
Brower summed this up in this quote…
"A new idea is delicate. It can be killed by a sneer or a yawn. It can be stabbed to death by a
quip and worried to death by a frown on the right man's brow."

3. Other symbols, for example hand-outs, presentations, stage props, examples of work etc.
Getting over the right message is complex as the meaning of the message may be:

• misunderstood
• misinterpreted
• misheard
• ignored
• perceived as irrelevant

Delivering the 'right' message

Careful thought on how the message is delivered is required, taking into account:

• What are we trying to convey?

• What are we inadvertently conveying?

Confucius wrote..

'If language is not correct, then what is said is not what is meant.

If what is said is not what is meant, then what ought to be done remains undone'.

Monroe's Motivation Sequence

Monroe's Motivated Sequence (1935), whilst written to support people making persuasive
speeches, is a useful reminder of the key as they are the same for all communication and action.

Attention Step

• Get the attention or your audience. This can be done with a detailed story, shocking
example, dramatic statistic, quote, etc. This is part or your introduction (in addition to
stating your thesis, giving a preview of your main points, mentioning your credibility,
and telling your audience why the topic is of concern to them).

Need Step

• Show the problem exists, that it is a significant problem, and that it won't go away by
itself. Document your statements with statistics, examples, etc.
• Offer a clear concise statement of the need.
 • This is the central idea.
• Tell them what you are going to tell them.
• Establish expectation.

Illustration

• Present one or more illustrations and/or specific instances to give audience idea of nature
and scope of the problem.

Ramification

• Use supporting materials, statistics, testimony, etc. to drive point home.

Pointing

• Point out how issue or problem affects audience's health, security, etc.

Satisfaction

• Offer solutions for the problem you have shown exists in the Need Step. These are
solutions that the government or society as a whole can implement. You must satisfy the
need.
• Includes:

Initial Summary
o State in advance what your main ideas are.

Detailed Information
o Discuss in order the information for each of the main ideas.

Final Summary
o Tell them what you said.

Visualization Step

• Tell us what will happen if we don't do something about the problem. Be graphic.
• Primary strategy is to project audience into future and accepting or denying your
proposals.
• In informative speeches this step may be used to suggest the pleasure that may be gained
from this knowledge.
Action Step

Required when action is an essential output.

• Offer alternatives to your audience that they can do personally to help solve the problem
you have shown exists. Again, be very specific and very realistic.
• Motivate staff to get out and do something! Wrap up loose ends by giving a review of
points and restating your thesis, and then conclude the speech.

Models of Communication

Model of
Advantages Disadvantages
Communication
• time for the individual • the manager is likely to have
• the individual has the more of a voice
One to one opportunity to voice clear • open to manipulation
opinions without the influence • only the leader gets the overall
of others picture
• time consuming

• the message becomes diluted,

• can reach more staff
Cascade incorrect or forgotten
• makes middle managers feel
• some people will not hear the
involved
message at all

• the team has more control over

the content of the decision and
can therefore ensure that the • People respond in a private
rationale remains intact capacity. Is this enough if the
• there are fewer hidden agendas going gets rough? Will they
One to one
to second guess and negotiate change their mind?
endorsement
• it is easier to achieve individual • The evidence itself is subject
within a group
commitment and with each to rather less discussion than it
endorsement, to build a sense of would receive in a larger group
a collective bandwagon
beginning to roll
 • might not be candid about the
obstacles and opportunities
• Ensures that the message is
• less likely to feel the need to
heard the same by everyone
defend their own corner
Round table • Everyone hears the opinions of
• professionals often feel
management others
obliged to disagree then come
led consensus • Open communication channels
up with consensus
• difficulty in getting everyone
together at the same time.

• Ensures that the message is • no leader to keep the

heard the same by everyone communication focused
Round table
• Everyone hears the opinions of • no control over the group's
consensus for a
others activities
group decision
• Open communication channel • potentially no outcomes

References

Lasswell, H. (1948). "The Structure and Function of Communication in Society." In Lyman

Bryson (ed.), The Communication of Ideas. Harper and Row

McGuire, W. (1981). "Theoretical Foundations of Campaigns." In Ronald Rice and William

Paisley (eds.), Public Communication Campaigns, Sage.

Monroe, A.H. (1935). Motivation Sequence

https://en.wikipedia.org/wiki/Monroe's_motivated_sequence