chapter 3 - communication by: galos, wella o., cuevas, cyra dc., manalop, & rosemarie l

S u b j e c t : H R M 2 P r o f e s s o r : D r . A b e l i t o T . Q u i w a

BSBA 3rd Year Students

TEAM MEMBERSCuevas, Cyra DC.Galos, Wella O.

Manalop, Rosemarie L.

Chapter 3Communication

OUTLINE

I. Communication

II. Types of Communication

III. Factors that Affect the Quality of Communication

IV. Barriers to Communication

V. Transactional Analysis

VI. Assertive Communication

VII. Filipino Values and Communication

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Outline

LEARNING OBJECTIVES

1. To be able to discuss the definition of communication;

2. To be able to identify and explain the types of communication;

3. To be able to understand the factors that affect the quality of communication;

4. To be able to know the barriers to communication;

5. To be able to understand the essence of transactional analysis;

6. To be able to discuss the assertive communication; and

7. To be able to know the Filipino values and communication.

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Learning Objectives

COMMUNICATION

A very significant dimension in behavior dynamics is

communication, as it impacts on the self from outside

stimuli and as it impacts on others from the individual. It is a

basic component in one’s relationship with others. It is at

the center of all human existence. It links us to others

physically, emotionally and intellectually. Inadequate,

warped, twisted or overdosed communication is one of the

causes of conflict between and among persons, groups and

organizations. People behave in accordance with the nuances they hold of themselves

and others, with the way these are communicated to others, with the perceptions others

hold of them and with the manner these are communicated to them.

Communication is the lifeblood of any organization. Communicating ideas and

information makes action and coordination possible. Likewise, communication plays a

major role in modifying behavior, effecting changes and achieving goals.

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Communication

Communication

The impairment of communication due to certain barriers only causes confusion

and misunderstanding. Managers and workers spend a large part of their time

communicating. Yet, often the importance of the communication process itself is taken

for granted.

This chapter deals with the artifacts and processes of communication as applied

to behavior mainly in the work setting.

Definition and Process

Communication is a process which aims to

transfer and implement the meaning of symbols

from one person, group or organization to another.

Its ultimate goal is the sharing of meaning.

Andersen considers it as “a dynamic process in

which man consciously or unconsciously affects the

cognition of another through materials or agencies

used in symbolic ways. Figure 3.1 presents the main elements of the communication

process.

The sender is the communicator who can be any person, group or organization.

The sender encodes the message into appropriate symbols for transmission. The

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Communication

qualities and characteristics of the sender are usually reflected in the message that is

sent. His role, authority, educational level, personal and mental qualities, social

background, and orientation are usually read in the context of the message.

The receiver likewise can be an individual, group or organization. He decodes

the symbols to understand the message. The recipient of the message is likewise

characterized by his role, authority, educational level and personal, social, educational

qualities as reflected partly as the reason for his being sent the message in the first

place. On the other hand, these characteristics affect the way he reacts to the message.

Figure 3.1 MAIN ELEMENTS OF THE COMMUNICATION PROCESS

The more congruent the qualities and characteristics of sender and receiver, the

more likely the communication is taken and understood at the same level and depth.

Put in another way, the more consistent the perceptions and expectations of sender and

receiver are with each other the more likely the message is accepted.

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Communication

The message is communicated through symbols that are sent through a medium

such as a memo or a phone call. The symbols can take various forms such as verbal

and non-verbal, oral and written, textual and visual. The elements to consider in non-

verbal communication include general appearance, kinesics (facial and body

movements) proxemics (gaze, physical orientation, social distance) and para language

(Voice, pitch, range, tone). The message goes through pathways which are channels

along which its passage may either be facilitated or impeded. The pathways “connect”

the sender and receiver. The best channel is that in which most of the real senses

(Sight, sound, smell, touch, taste) rather than just one, are engaged to receive the

message. The reaction by the recipient which may be expressed either in silence or

actual response directed to the sender is the feedback. Feedback supplies the final link

to complete the communication loop. It is the means by which the sender can modify

subsequent messages to fit the receiver’s responses.

The communication in the form of mimeographed memo by the president of a big

firm to the rank and file is illustrated in figure 3.2

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Communication

FIGURE 3.2 COMMUNICATION LOOP FROM TOP MANAGEMENT TO RANK AND FILE

The pathways take various layers from the vice-president to the section head.

The feedback if any may also go through various layers from the section head back to

the president. It may stop and end at any one level. Or, the feedback may take the form

of rumors passing through informal channels toward the president.

In short, “communication is conveying thoughts and feelings to others, and

receiving them from others“, as expressed by Dean and Bryson. In business world

communication is needed to establish and disseminate goals for an organization

develop plans for their achievement, organize resources in the mist efficient and

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Communication

effective manner, recruit and select members who will compose the organization, direct

and motivate people, and control performance of each plans and reaching out to the

external world. Figure 3.3 illustrates this concept.

FIGURE 3.3 COMMUNICATION IN THE MANAGEMENT PROCESS

TYPES OF COMMUNICATION

Communication can be classified according to some variables.

1. Number if people involved

a) Intrapersonal communication

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Types of Communication

This occurs when the sender and the receiver of the message is one and the

same person, as in someone talking to himself. This could involve self-rationalizing,

daydreaming or conscience examination. This is usually done quietly.

b) Interpersonal communication

This requires two people interacting with each other. The supervisor and the employee

talking to each other for instance can illustrate this type.

c)

Group communication

The process involves several people.

A meeting of the supervisor and the

employees in hid unit would be a good

illustration.

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d) Mass communication

This takes place with an indefinite number of people which some would term as a

faceless audience. The use of television, radio, newspaper, magazines and billboards

falls under this category.

As more people are involved the variables increase and control become harder.

Feedback becomes slow more indirect and thus more unreliable. What is lost in the

personal intimacy is compensated by the speed and scope of the communication

experience. In the meantime, technological progress in telecommunications continues.

With electronic information

processing networks, audio-visual

messages can be transmitted in

“real-time” from station to station.

Electronic feedback on the other

hand can be fast and direct as receivers want it to be.

2. Level of source

a) Downward

The message flows from top to bottom, from higher to lower authority. This is

best exemplified in a work setting where leadership is autocratic and the workers’

group is shy, timid or afraid. Examples of communication messages include

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organizational policies and practices, reasons for performing certain activities,

instructions on how to perform one’s task/job. The main motivation for this type of

communication ... is to guide and direct the behavior of those individuals at the lower

organization levels.

b) Upward

This is the very opposite of

the illustration. The group below

feels free to initiate and suggest new programs and projects which are welcomed by

management. Illustrations of upward communication are: feelings of employees about

their jobs, about the organization or about their immediate supervisors, prospects for

promotion, complaints, suggestions, clarification of roles and functions. As brought out

by Mitchell and Larson its main aim … is to provide higher organizational levels with

information about what is going on down below.

Managers and workers are supposed to spend a large part of their time in vertical

communication both downward and upward. often however workers are trained to be

subservient and mechanical and are deemed to be unthinking and unquestioning.

Grievances and opinions are not to create an “imaged peace and contentment in the

air. In short they do not spend a great deal in communicating with each other or they

do not communicate at all in some extreme cases.

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As a result, union strikes, harassment, factory shutdowns, among others, are resorted

to in many cases. This phenomenon is prevalent in third world countries like the

Philippines.

Through training and education, the workers are slowly enlightened on their

rights. Hence, they become more assertive and this is reflected in the protest among

the constituencies who invoke the concept of people empowerment.

c) Horizontal

Horizontal communication

is communication across rather

than along the formal chain of

command. Individuals

communicate with others who

are on the same level. The

middle managers are group

together to discuss common

problems. The following activities

utilize horizontal communication: coordination of work assignments, sharing

information and plans, joint problem solving, conciliation, negotiation, settlement of

differences, development of interpersonal relations. Therefore, its main motivation is

“task-oriented.”

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d). Circular

Communication starts at any point

or level; moves on to another point or

level, moves back and forth in either

formal or informal progression or

retrogression.

e). Cross-channel/Diagonal

Communication

The direction of information flow takes this type of communication

in inter-unit

exchanges or in co-

orientation activities.

Again,

communication flows

across the chain of

command.

FACTORS THAT AFFECT THE QUALITY OF COMMUNICATION

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Factors that affect the Quality of Communication

It is best to view communication in terms

of a configuration of interacting elements.

Communication should be designed so that

the various elements complement rather

than negate each other.

Goal Clarity

While the ultimate goal of

communication is to share meanings, it is also

to share them in order to arrive at the

outcome for which communication is intended. Communication is intended to elicit

action towards the achievement of certain goals. The sender must clarify the goals if

action is to be possible at all. In organizations which use the management by objectives

(MBO) approach, the objectives are jointly set by both supervisor and subordinate

instead of merely being handed down from top to bottom. MBO serves to ensure that

the objectives are clear to both the organization and the individual.

Sender - the person of the

sender—his qualities,

characteristics, status, role---

affects communication flow. A

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highly autocratic university president, for instance, would most likely be misunderstood

by an autonomous academic staff; whereas a lax foreman may cause confusion among

factory workers who have been used to being given detailed specific procedures, rules

and regulations to follow. A demanding boss may turn off a secretary, while an

absentee landlord drives his tenants to either steal or underutilize the available

resources.

Receiver - by the same token,

the person or the recipient---his

qualities, characteristics, status,

role, or emotional state---is a

factor in the success or failure of

communication. A worker who is

mourning over the sudden death

of his wife and is straight laced

with having to take care of five growing children may be caught unaware of the

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instructions given by the supervisor. A pretty but dumb secretary can be pain in the

neck of a highly energized, aggressive and intelligent boss. In fact, to understand each

other truly, difference in mental ability between the two should not be very high in IQ

points as communication progresses from the individual to the interpersonal level in the

office setting. Not to be overlooked is a person’s ability to listen. Without this ability,

communication breaks down immediately.

Share experience - Experience

common to participants helps enhance

communication process as illustrated in Figure

3.4. The greater the area of shared

experience, the greater the likelihood that

communication would succeed, i.e., the

message is understood, accepted and used.

Effective communication depends much

on the meanings perceived each of the

sharers of the communication. The same message, for instance, may be interpreted

differently by two or more receivers, or, that the meaning being conveyed by the

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communicator may not be understood by the communicator. Shared experience,

however, provides a frame of reference that is common to both sender and receiver.

The common frame of reference, in turn, facilitates the delivery and interpretation of the

message. Thus, an engineer is better able to communicate technical matters to another

engineer that to a non-engineer. The more effective sharing of meaning between the

engineers derives mostly from their similar education and professional experience.

Figure 3.4

AREA OF SHARED EXPERIENCE

Symbol - Communication is largely symbolic. It is achieved through the use of

symbols---both verbal (words) and non-verbal

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(pictures, actions or inactions). In verbal communication, the content, phraseology, and

format of the message are very important factors. Together, these define the context

where the communication can be understood.

Verbal Communication

Verbal communication (written and

oral) should be formulated with much

care. Is the content pertinent and relevant

to the issue at hand or to the issue at

hand or to the objectives of the

organization and those of its

constituents? Is it in good grammar,

simple and easy to understand? Is it

clean with right paging, intention, paragraphing and in the right type and size paper?

Non-verbal Communication

Non-verbal communication occurs

very frequently and can be very

expressive like stop and go traffic lights,

the way one walks or talks, one’s clothes,

house, and food. In fact, anything about a

person is saying much of him.

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Usually, verbal and non-verbal communications go hand-in-hand. In a speech,

for instance, the speaker would be well-advised to act in such a way that his gestures

and body movements reinforce rather than cancel the meaning of the words he is

saying. Imagine how quickly a credibility gap can build up between the speaker and his

audience, if, for example, the speaker would suddenly laugh in the midst of a truly and

story.

Or, when a manager exhorts his constituents in meetings and through the

organization newsletter to improve productivity so that merit increases can be given but

years pass by and no incentives are actually given as promised.

Faulty encoding may result because of the use of ambiguous symbols and faulty

decoding may be due to wrong meaning attached to words.

Medium - The message can take

various forms; a typed letter, a

bulletin board notice, a lecture, a

demonstration, a projected

transparency, a radio broadcast, a

televised a program, a telephone

call, a drawing, a painting, a song,

ringing of a bell, ad infinitum.

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The medium used depends on the content, objectives, scope of the message;

the sender’s choice, resources, skill; the size of the group to which the message is to be

sent and the time available to formulate the message. Communication is greatly

improved if a mix of different media is used. Hence, a teacher is best understood by his

students if he uses a suitable combination of audio-visual aids, the blackboard, plant

tour, role play, and a case to supplement his lecture-discussion in the classroom.

Contemporary managers have

studied and are gradually adopting

various electronic devices to improve

communication. These are

mainframes, computers,

minicomputers, electronic mail

system, electronic typewriters, cellular

telephone, and beepers among others.

The rank and file employees believe that communication is important but they

find it difficult to express themselves to the higher echelons. Hence, they elect leaders

from among themselves to represent them (as in unions) in articulating their needs and

problems.

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Pathways - The passages through which the

message travels can either be clear or clogged up

with physical or psychological disturbances. A

clean, clear passage devoid of noise and

breakdowns makes for fast communication and

thus more and better transactions. This can be

achieved through excellent technological

breakthrough like in telephone and telegraph installations. One of the “pet peeves”

among business executives, especially those from foreign lands, is our poor

communication system, a cause for relatively slower and fever transactions.

Too many levels and divisional segmentation in an organizational hierarchy can

stall the communication process. Eventually, these constitute red tape and bureaucracy

not only in the government but also in the private sector. For instance, there are more

layers in Philippine banks than in their counterparts in the United States.

Units and sections grow in number, a reflection of the heads or chiefs wanting to

establish some small “dynasties”. Clogs in the communication system would most likely

occur in these groups or cliques at different levels. This leads to less participation and

involvement among rank and file.

Wrong or poor attitudes among workers may cause them to misunderstand each

other or their superiors. Psychological/emotional problems caused by envy, professional

jealousy, wrong sense of values, power struggle, insecurity, prejudices instability,

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immaturity and lack of commitment may prod them to hide information or deter its flow.

Graft and corruption are some evil effects of lack of transparency in transactions.

Strained management-labor relations are more psychologically caused than physically-

induced phenomenon. Psychologically caused communication problems are more

difficult to resolve than those that are physically based. Inattention due to poor

motivation is more difficult to handle than a broken typewriter.

Information Overload - due to fast

technological processes of accumulating and

transmitting information thru the radio, television,

satellite network, telecommunications, newspapers,

etc., many of our “managers are drowning in a flood

of numbers, data, information, and indices, and

their failure to cope effectively with such information overload will have serious and

even disastrous consequences not only for their organizations but for our entire

economy.”

Thus, Wallace and Szilagzi, Jr. caution managers not to be bogged down by excessive

details furnished to them by their staff but to concentrate on long-run strategic planning

based on concise, relevant and meaningful summaries.

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Feedback - how do we know if

communication has been successful?

When do we say that our communication

is good?

The reaction by the recipient to the

communication is, by and large, the main

criterion that determines its success or failure. When the message is received and taken

in the very same context and purpose that it is sent, communication is considered good

and successful. Berne has explained this extensive in his book, “I’m Okay, You’re

Okay.” To the extent that perception and understanding of the message by both sender

and receiver do not take and follow the same vein due to certain factors, communication

can become warped and twisted. This could start some trained relations between the

two. Chung and Megginson put it this way: “Effective interpersonal communication is

achieved only when the sender obtains the intended response(s) from the receiver.”

Since communication is the sharing of symbols, success in communication is

achieved through the effective sharing of meaning between source and recipient.

The sender should monitor the reaction of the recipient which sometimes may

just stop at any level or point of the organizational hierarchy without reaching him. In

very big organizations, the computer has been a very helpful and quick tool in the

information system. The inputting and retrieval of information is highly systematic and

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organized. Information itself is considered an expensive and valuable resource of the

organization.

Overall, quality, rather than quantity, is the key to effective communication. When

utilized properly at the right time and in the right place by the right people,

communication facilitates the organization’s management functions such as planning,

organizing, decision-making, staffing, leadership, directing, coordination and control. It

is to be noted that while effective communication is a very important factor that

determines the life and length of existence of an organization, it is not the only one.

There are several factors that should not be downplayed, such as marketing strategies,

pricing decisions, rate of demand of the product, population statistics and dynamics,

administrative and managerial policies, human resources management, production

technology, among others.

BARRIERS TO COMMUNICATION

Anything that can impede the flow of

communication in any form and at any point is a

barrier to communication. Manifestation of

problems or temporary breakdowns may include

some difficulties on what to say, how to sat it,

when to say it, whom to say it to, and where to say it—these five dimensions.

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Barriers to Communication

Communication may fail due to certain reasons. Its flow is impeded in various

ways which are outlined and discussed below.

1. Physical Barriers - This includes impediments

in relation to distance, timing, efficiency of

modes used like telephone, telegraph, or post

office amenities. Companies that have branches

all over the country need to set up regional

offices whose vice- presidents oversee the

operations. While time is related to distance,

timeliness is another factor to consider particularly in decision making.

Decisions that are off tangent in their formulation and dissemination vis-à-vis time may

cause the loss of tremendous sums of money and other resources. Inefficient

telephone, telegraph or post office systems also result in delays in the transmittal of

important messages which could be critical to the decision making and/ or

implementation of decisions. Over a microphone that is not working well, some funny

anecdotes have been told.

2. Social Barriers - differences between sender

and receiver in certain factors like age,

financial status, educational and family

backgrounds, intellectual ability, religion,

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health status may deter the flow or the understanding of messages that are sent.

Young parents can communicate more easily with their adolescent children than the

latter’s grandparents. The rich may not fully understand the plight of the poor and

vice-versa. Those with very high I.Q’s and academic background may succeed

better than those otherwise in communicating with highly schooled and educated

individuals. The gaps between and among individuals and groups need to be

lessened for congruence of concepts, ideas, facts and information.

jhoo

3. Psychological Barriers - the effective

mode is the most difficult area to tackle

in communication. Envy, jealousy,

unpleasant feelings, and emotions

caused by insecurity and conflict

should be given outlets for expression

and those in charge should know how

to manage these outbursts.

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TRANSACTIONAL ANALYSIS

An analysis of the verbal transaction

between two persons is a very interesting process

called Transactional Analysis. Transactional

Analysis, commonly known as TA to its adherents,

is a model for explaining why and how:

People think like they do

People act like they do

People interact/communicate with others

TA was developed by Canadian-born US

psychiatrist Eric Berne during the late 1950s.

In the 1950's Eric Berne began to develop

his theories of Transactional Analysis. He said that

verbal communication, particularly face to face, is

at the centre of human social relationships and

psychoanalysis.

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Transactional Analysis

Early Transactional Analysis Theory and Model

His starting-point was that when two people

encounter each other, one of them will speak to the

other. This he called the Transaction Stimulus.

The reaction from the other person he called

the Transaction Response.

The person sending the Stimulus is called the

Agent.

The person who responds is called the Respondent.

Transactional Analysis became the method of examining the transaction wherein:

'I do something to you, and you do something back'. It can help improve interpersonal

communication based on a study of ego states of the persons communicating with each

other.

Three Alter Ego States

Ego states are sets of thoughts, feelings, behaviors, gestures, etc., that

characterize the predominant condition of the person at the moment of communication.

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This state, when occurring repeatedly, folds into a pattern which may

characterize a person.

Berne said that each person is made up of three alter ego states:

Parent Adult Child

These terms have different definitions than in normal language.

The three ego states are not necessarily related to the chronological age of a

person. An adolescent may display a parent ego state of being judgmental, critical,

moralistic, directive. By the same token, a fifty year old man who shows impulsiveness,

stubbornness, rebellion, manipulative behavior may be said to take on a child ego state.

Whatever the chronological age is of the person, if he reflects logical and rational

behavior, he is considered an “adult”

Parent

This is our ingrained voice of

authority, absorbed conditioning,

learning and attitudes from when we

were young. We were conditioned

by our real parents, teachers, older

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people, next door neighbours, aunts and uncles, Father Christmas and Jack Frost. Our

Parent is made up of

a huge number of hidden and overt recorded playbacks. Typically embodied by phrases

and attitudes starting with 'how to', 'under no circumstances', 'always' and 'never forget',

'don't lie, cheat, steal', etc, etc. Our parent is formed by external events and influences

upon us as we grow through early childhood. We can change it, but this is easier said

than done.

Adult

Our 'Adult' is our ability to think and determine action for ourselves, based on

received data. The adult in us begins to form at around ten months old, and is the

means by which we keep our Parent and Child under control. If we are to change our

Parent or Child we must do so through our adult.

Child

Our internal reaction and feelings to external events form the 'Child'. This is the

seeing, hearing, feeling, and emotional body of data within each of us. When anger or

despair dominates reason, the Child is in control. Like our Parent we can change it, but

it is no easier.

In other words:

Parent is our 'Taught' concept of life

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Adult is our 'Thought' concept of life

Child is our 'Felt' concept of life

McAfee and Champagne Three (3) Response

Patterns

McAfee and Champagne also discuss

three response patterns when a person sends

a message: complementary, crossed or

ulterior. The three types of response patterns

are described, thus:

“A transaction is complementary when a

message sent to one ego state gets the

predicted or expected response from the other

individual. A crossed transaction occurs when a

message addressed to one ego state gets an

unexpected response from another ego state.

Finally, an ulterior transaction involves hidden

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meaning. In this situation, one message is on the observable, social level and one is on

the hidden, psychological level.”

ASSERTIVE COMMUNICATION

Three modes of

behavior are displayed

when communicating with

others: passiveness,

aggressiveness and

assertiveness.

Reece and Brandt

explain that passive behavior is displayed by a person who “fails to express his

thoughts and feelings and does not stand up for the rights being violated.”

Aggressive behavior is “expressing your thoughts and feelings and

defending your rights in a way that is usually inappropriate and often violates the

rights of others.”

Assertive behavior is “standing up for your rights and expressing your

thoughts and feelings in a direct appropriate way that does not violate the rights

of others.”

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Assertive Communication

Assertive Communication Formula

There are four parts to effective assertive communication - Here is the formula:

when I feel because . I need .

Part 1:

"When" What

specifically

bothers you about

the behavior or

situation?

Examples: "When

the family expects me to do this every year," "When it is assumed I will do it," etc.

Part 2: "I feel" Start by expressing how you feel about the behavior. Stick to one

of the five or six basic emotions. Examples: "I feel... overwhelmed, angry, hurt," etc.

Part 3: "Because" How does the behavior affect you? Examples: "I feel

pressured to do something I really can't do this year," and "It makes me feel taken

advantage of."

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Part 4: "I need" This is the tough part for people like Mary who feel guilty simply

letting others (especially family members) know what their needs are. "I need" has

nothing to do with being selfish.

The behavior description should be clear, specific and direct instead of being

hazy, general and implicit. Below are examples of correct and incorrect behavior

descriptions.

Correct Behavior Description Incorrect Behavior Description

1. When you sleep on your job. When you break company policies.

2. When you keep interrupting your

classmates when they are talking.

When you are impolite and discourteous

to your classmates.

3. When you wake me up with your

noise upon entering the bedroom.

When you do not respect others who are

already asleep.

Bolton stresses that “When a person violates your space, the behavior to be

altered must be described very accurately and objectively. Otherwise, the other

person may not clearly understand what behavior you find offensive.”

Being assertive is being frank, candid and sincere without being abrasive. It aims

to make the other person know how one feels about certain individuals, issues, rules

and policies, so that a better understanding of these is arrived at. It is laying one’s cards

on the table and looking at phenomena objectively, explaining and discussing them with

the end in view of having a better perspective and arriving at rational conclusions and

actions. This should affect better relationship with others instead of just smothering

one’s individuality and identity or transgressing others’ rights. Either of the two,

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smothering or transgressing, may result in unhealthy relationship with others. The real

“me” is not truly divulged and identified. Thus, misunderstanding, confusion and strained

relations result.

Training to Become Assertive

Training to become assertive is

becoming more popular as the need is felt to

help people overcome their hesitancy in

expressing their true feelings, sentiments,

opinions, ideas and values. They are given

assistance in articulating themselves in

appropriate ways and to ask for what they want or need.

Dubrin enumerates the three goals of assertiveness training:

knowing how one feels;

saying what one wants; and

getting what one wants

Many women need to overcome passivity particularly in cultures where the

traditional roles of men are considered 'supreme" or "superior" to those of women. In

the work setting the latter just "wait for rewards or promotions to come their way. Many

have suffered in silence when they discovered someone else, doing the same work,

was receiving more pay. They may have put up with sexual harassment on the job or

seen less well-qualified people promoted over them. On the other hand, many men

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must learn to be less demanding and domineering and more considerate of the needs

and feelings of co-workers or subordinates. They can change their aggressive behavior

into assertive behavior.''

By being assertive, one gives others the opportunity to .change since they are

told how their behavior affects him. His rights as a person are defined and he shows

respect for other people's right to know where they stand with him. He must determine

which rights are important to defend when they are violated.

In a culture where virtues like Smooth Interpersonal Relationship (SIR), and

palakasan (giving priority to power) are paramount, like in the Philippines, becoming

assertive is a very difficult process to effect. The use of euphemisms and powerplay is

an evident reflection of skirting around one’s true feelings and thoughts. Thus, true

understanding of each other becomes difficult to achieve. The need for assertiveness

training in such cultures is paramount to affect better relationships, which, in turn, is a

factor in job satisfaction and productivity.

Keen Observation and Reflective Listening Skills

The criterion to use in determining

whether communication is successful or not

is the way it is received by its recipient. Two

ways of achieving this are through

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perspective observation and keen listening skills on the part of both the sender and

receiver.

Before a message is sent, its sender must have a very comprehensive and

adequate knowledge of the situation concerned and of the needs of the organization

and constituents. The message is made and sent out on this knowledge, which is a

reflection of the extent of observation and listening to the sender may have engaged in.

By the same token, the recipient should, upon receiving the message, take on the

posture of a keen observer and reflective listener. Looking around him, he may be

asking the questions: What conditions exist in my space that prompted the sender to

give me this message? What is the meaning of this message? What are its

implications? What will I do as a reply to this message?

As Megginson, an Industrial Psychologist for Effective Counseling points out,

“The first rule for a counselor is to keep his mouth shut; the second is to keep his

ears open; the third is to keep his eyes open,…” the fourth rule as given by Walters

is to keep his perception and intuition alert to ‘sense’ what is really bothering the

subordinate. The counselor does not only listen to what the counselee says but must

also listen for what he does not say.

Listening skills should not just be active; they should also be reflective especially

on very important matters or decisions to be made.

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FILIPINO VALUES AND COMMUNICATION

Certain artifacts are prized and cherished most by Filipinos like economic

security, the family, group, education, and spiritual life. Of these, the desire to be part of

a group stands out and it affects the communication process significantly. The

predisposition to listen to others or be listened to can be either improved or hampered

depending on whether or not the message or means of communicating is in accord with

certain deeply held values.

The need to belong to a group is stronger than the need to assert one's individual

identity. This is reflected in behavior that shows pakikisama (togetherness), Smooth

Interpersonal Relationship (SIR), tayo-tayo (us and we-ness), and bayanihan (unity and

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Filipino Values & Communication

cooperation). Nepotism in the work setting is practiced in the name of paternalism, tayo-

tayo, bayanihan, palakaran, palakasan. Using a go-between in the communication

process facilitates the transaction for a positive feed-back. A "no" reply given indirectly

by the communicatee through the go-between may help save the face of the

communicator and is not as hurting as a direct "no”.

We are more groupistic than individualistic. Knowing this, business firms utilize

our strong value of pakikisama to sell products. An example is a television

advertisement with the theme, "Iba ang may pinagsamahan......"

In order not to hurt any person or group and be left alienated, the typical Filipino

uses smooth interpersonal relations techniques like euphemisms. It is usually difficult, if

not impossible, for others to surmise us. Often, we are criticized for not saying what we

mean; and for not meaning what we say. Although this characteristic makes us

"mysterious" in our relationship with others, foreigners find it hard to relate to us.

However, we consider the American's brutal frankness in anachronism to our

communication style. This difference in style may cause some strained relationship

between us and foreign groups.

As pointed out by Cesar M. Mercado, professional managers and supervisors,

both local and foreign, are often perplexed by the Filipino worker's "strange"

communication behaviors. "For instance, he tries to smile even if he is mad at his boss.

He discloses his complaints to a friend instead of settling it with his superior. He does

not say no even if he knows he could not deliver his task on time. He resigns without

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even notifying his office! For the Filipino worker, these strange behaviors carry positive

meaning and significance. His smile instead of being mad at his boss may keep him his

job which he needs to support his family. These strange behaviors, therefore, are a

shield to protect him.

Being groupistic can facilitate team work. It has been observed that Filipino

students perform better in group case analysis and presentation than their Western

counterparts. For the sake of pakikisama, the former acquiesce to group think and thus

make group work less laborious and frustrating. On the other hand, each student from

the Western world holds sacred his individual right to assert himself. Thus, the analysis

of a case for a class activity may end up with as many different problems as there are

students involved in the activity. This example would show that Filipino values alleged to

be bad have their good aspects, too.

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SUMMARY

Communication is a very important element in our relationship with others. It may

facilitate or impede smooth transactions and processes with individuals, groups and

organizations. It aims to convey and implement symbols of various kinds, verbal and

non-verbal and its ultimate objective is to share meanings. Since it is the lifeblood of any

organization, it behooves every number of it, from top to bottom levels, to foster

effective communication.

The main elements of the communication process consist of the sender or

source, symbol or message, the receiver or audience, its pathways and feedback. If any

of these is deficient or misunderstood, communication is affected.

The process of communication can take any of the following routes: downward,

upward, horizontal, circular, cross-channel/diagonal. The manner by which messages or

symbols are transmitted can take various forms at three levels (top management,

middle management and rank and file) through both formal and informal channels.

The most effective communication results when congruence exists between

meanings of symbols as perceived by both sender and receiver. Shared experiences

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Summary

are a very important ingredient in successful communication. Barriers to communication

can originate anywhere from sender so receiver. Usually, it would take plenty of hard

work, must and patience on their part to remove or to overcome such barriers.

SUMMARY (Continuation)

One of the most difficult impediments is culture incongruence, particularly on

values, between management and labor or between foreign groups and Filipino

nationals to multinational corporations. Seminars and workshops utilizing unstructured

methodologies on coping with cultural differences help in alleviating this communication

problem.

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Summary

Hard Copy: 30% x =

PPT: 25% x =

CD: 10% x =

Presentation Skills:

Cuevas, Cyra DC. - 35% x =

Galos, Wella O. - 35% x =

Manalop, Rosemarie L. - 35% x =

COMMENTS

HARD COPY –

PPT –

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Grading Sheet

CD –

PRESENTATION SKILLS –

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chapter 3 - communication by: galos, wella o., cuevas, cyra dc., manalop, & rosemarie l

Education