Unit: 5

CODE AND CONTENT

Any human communication system involves the production of a message by someone, and the receipt of
that message by someone else. To encode a message, one must possess the necessary encoding skills.

The communication code is a set of signs that, when combined, fulfil the function of being
able to transmit the message sent by the sender and that must be understandable to the
receiver. That is, when we talk about communication, the code is the language in which the
message is transmitted. The sender encodes this information so that it reaches the receiver and is
the one that performs the decoding process to understand it.

For this reason, it is vitally important that both elements, sender and receiver, know and handle
the same code during communication.

Languages are codes: - A code may be defined as any group of symbols that can be structured in a way
that is meaningful to another person. The English language, like any other language, is a code—it
contains elements that are arranged in a meaningful order. A code has a group of elements (vocabulary)
and a set of procedures for combining these elements meaningfully (syntax).

Next is the message content, i.e., the message that is selected by the source to express its purpose.
Content, like codes, has both element and structure. When more than one piece of information is to be
presented, they should have some order or structure. An individual may sometimes be identified by his
characteristic way of structuring messages. This is because the individual communicates in a way that is
distinctive to him. He uses a distinctive way or method, which has become his habit by constant use.

STIMULUS & RESPONSE

These two terms, stimulus and response are connected with the whole learning process. The
communication objective of the source is to bring about a change in the behaviour of the receiver.
Humans interact continually with natural and artificial environments. They process stimulus information,
decide what actions to take on the basis of that information, execute those actions, and receive new
stimulus information as a consequence. Because decision, or response election, processes play a central
role in the continual interaction between perception and action, it is necessary to understand how these
processes operate and what factors influence their duration and accuracy. Such understanding is important
from a practical as well as a theoretical perspective, because a slow or incorrect decision can have
disastrous consequences.

Stimulus and response are the two terms that are frequently used in any discussion on the communication
process. A ‘stimulus’ is anything that a person can receive through one of his senses. In fact, it is anything
that can produce a sensation. And a ‘response’ is anything that an individual does as a reaction to the
stimulus.

The whole communication process includes:

1. The sender—the source of the message

2. The encoding process

3. The channel used

4. The decoding process.

5. The receiver—the person who receives the message

a. Source:

The source, in any communication process, is the most critical part of the communication process. The
message has to be planned and prepared for features including articulation clarity, amplitude and
modulation, pauses and pitch.

The sender must be conscious that non-verbal components of the communication are also transmitted
through the channel. The source of the message has great responsibility. He should have an idea about the
receiver. It may also be that he wants to convey his message to a group of people. Finally, at the end of the
communication, he must satisfy himself that the intent of the communication has been met.

b. The Encoding Process:

As language is a code, the encoding process is of vital importance. What the sender wants to covey must
be encoded correctly. He must have a good vocabulary and good knowledge of grammar and syntax. Any
flaw might distort the meaning of the message he wants to convey.

c. The Channel:

Messages are conveyed through various channels. Any written communication such as emails,
organisation memos and formal letters are examples of channels. Face-to-face meetings, video
conferencing, telephonic conversation, PC-to-PC communication, .webcast etc., are different
communication channels.

d. The Decoding Process:

Just as successful encoding is a skill, so is successful decoding. Here the person decoding the message
through a particular channel such as a letter, e-mail, telephone, etc., must be capable of deciphering or
understanding that message. He must have enough knowledge to understand that message.
e. The Receiver:

The person receiving the message should be prepared for the message. Often, the receiver, upon receiving
the message. Visual reaction to a message takes on the role of a sender and responds. At other times, the
receiver of the message may show his visual reaction to the message through non-verbal communication.

ENCODING PROCESS
Encoding is a vital step in communication. It is the process of changing the information into some form of
logical and coded message. The encoding process is based on the purpose of communication and the
relation between the sender and the receiver. In a formal situation, encoding involves:

(a) Selecting a language

(b) Selecting a medium of communication

(c) Selecting an appropriate communication form

Selecting the right language is essential for effective encoding. Verbal messages need a common language
code, which can be easily decoded by the receiver. If the receiver is not able to decode or understand the
message, communication will fail. For example, a person who does not understand Tamil cannot decode a
message encoded in Tamil. We generally use our first language (L 1) in informal situations while we
prefer official language in formal business, academic, or professional situations.

As selecting the right medium of communication involves making the right choice out of many available
options, it determines the effectiveness of encoding. This is vital as there are so many options available to
a communicator for transmitting interpersonal messages that he or she may get confused. Making the
right choice is the beginning of effective communication. There are three basic options for sending
interpersonal messages, that is speaking, writing, and non-verbal signs and symbols. The spoken word
involves vocalisation while non-verbal message cues are generally visual (auditory and tactile).
Non-verbal cues play a significant role in oral communication. These cues include body movements,
facial expressions, touching patterns, speech mannerisms.

DECODING PROCESS
Decoding is the process of converting a message into thoughts by translating the received stimuli into an
interpreted meaning in order to understand the message communicated. It is important to note that it is the
message that is transferred, as meaning cannot be transferred from one person to another. The receiver has
to assign meaning to a message in order to understand it.
The process of decoding involves interpretation and analysis of a message. Decoding in written
communication refers to reading and understanding a written message. On the other hand, in oral
communication, decoding includes listening and understanding. Effective decoding is very important for
successful communication as any misinterpretation of a message leads to communication breakdown and
creates confusion and misunderstanding.

PRONUNCIATION ETIQUETTE
To develop proficiency in speaking skills, proper attention should be given to pronunciation etiquette.
Some key attributes of pronunciation etiquette are given below:

i. Make eye contact while speaking. This will not only give you confidence, but also will also inspire
others to listen to you.

ii. Try to make your voice sound pleasing and soft.

iii. Don’t speak in a monotonous voice; this might have a soporific effect on the audience. Change the
modulation of your voice occasionally.

iv. Even if you feel nervous, never show it to the audience; just slow down your speech and remain calm.

v. Don’t mumble. Speak clearly.

vi. Use words the meanings of which are absolutely clear to you. This might save you from any
embarrassment later.

vii. Use proper body language to show your interest in the ongoing conversation.

viii. At the end of the conversation, don’t forget the customary etiquette of thanking the audience for
listening to you patiently.

ix. All through the duration of a conversation, never do the following: think in your mother tongue what
you want to say, then mentally translate it into English and finally speak in English. This will spoil the
flow of your speech.

SYLLABLES
A syllable may be defined as a unit of sound with one vowel sound and with or without consonant sounds.
A syllable is the sound of a vowel that is created when pronouncing a word. It is a part of a word that is
pronounced with one uninterrupted sound. A syllable is a unit of sound which can be pronounced with a
single effort of the voice.
For example, the word water is composed of two syllables: wa and ter as we have to make two efforts to
pronounce this word. Syllables are ways to split words into speech sounds. We naturally say words using
syllables, but we don’t usually think about it until we need to separate the syllables for reading or spelling
purposes. Some words have one syllable (monosyllabic), and some words have many syllables
(polysyllabic).

Syllables & Syllable structure

The 44 English sounds can be divided into two major categories – consonants and vowels.

A consonant sound is one in which the air flow is cut off, either partially or completely, when the
sound is produced. In contrast, a vowel sound is one in which the air flow is unobstructed when the
sound is made. The vowel sounds are the music, or movement, of our language. The 44 phonemes are in
line with the International Phonetic Alphabet.

The syllable is a constant feature in every spoken language in the world and most people have an intuitive
sense of what a syllable is. Each language has its own rules about what kinds of syllables are allowed, and
what kinds aren’t - but the general structure is the same everywhere.

CONSONANT SOUNDS: A consonant sound may be defined as a speech sound that is produced with
stoppage of air. For example, to say the word ‘paper’ our lips try to stop air from passing through while
producing the sound ‘p’. Thus, the voice or breath in consonants is partially hindered by the tongue, teeth,
lips, or other organs of articulation. There are twenty four consonant sounds in English. These consonant
sounds are classified according to the nature of constriction as plosives, affricates, nasal consonants,
lateral consonants, and fricatives.
VOWEL SOUNDS: Unlike a consonant sound, a vowel sound is unobstructed in articulation by the
tongue, teeth, or lips. During the articulation of a vowel sound, the active articulator is raised towards the
passive articulator in such a way that there is a sufficient gap between the two for air to escape through
the mouth without friction. For example, when speaking the word ‘art’, air escapes freely and
continuously without any friction while pronouncing the first sound ‘AH’.

There are twenty vowel sounds. Vowel sounds are classified as pure vowels and diphthongs. There are
twelve pure vowels and eight diphthongs. Pure vowels are further classified as long vowels and short
vowels.
TONE:
A tone is the kind of sound you hear in a musical note, or in a person's voice. It is also defined as a pitch
or change in pitch of the voice that serves to distinguish words in tonal languages. And pitch in speech is
the relative highness or lowness of a tone as perceived by the ear, which depends on the number of
vibrations per second produced by the vocal cords.
Falling Tone The pitch of our voice falls on the tonic syllable in a falling tone. We use the falling tone in
ordinary statements (assertive sentences, including both affirmative and negative, without any
implication), wh-questions (questions beginning with a wh-word, such as what, when, where, and so on),
polite expressions, greetings, imperative sentences (commands, prohibitions, and so forth), and
exclamatory sentences.

Rising Tone The pitch of our voice rises on the tonic syllable in a rising tone. We use a rising tone in
polite questions, conditional expressions, polite requests, direct questions (requiring yes/no answers), and
incomplete utterances.
FLOW IN SPEAKING
Definition: Capability of flowing smoothly; readiness in speech; effortlessly smooth and rapid; showing
mastery or skill in a subject. When we think about being fluent in a language, we tend to erroneously
narrow down fluency to only speaking that language. Indeed, fluency comes with speaking in and
interacting in a typical language unconsciously or effortlessly, for example, the way we go about using
our native language. This means that using a language extemporaneously or in an impromptu manner
defines fluency. But, does fluency mean a reservation just for speech? Well! Well! Well! If we analyse the
term” fluency,” we see that “fluency” is tied on to proficiency. So, then, fluency and proficiency, with
regard to a language, play an integral role in language acquisition and language development. As it is, in
order to get a clear understanding of the dual role of fluency and proficiency, pay careful attention to the
specific definition of these two terms.

SPEAKING WITH A PURPOSE

A systematic approach will take you through the essential steps to prepare, rehearse and deliver an
impactful presentation that delivers a memorable message. If your purpose is to inform, your journey may
be very organised like a train journey. Three stops then we get off. If your purpose is to influence, you
may need to create a more beautiful destination. How will you describe the final stop to make it sound
more appealing?
If your purpose is to motivate, perhaps you need to deliver the message with more energy and enthusiasm
than usual. This is called “selling yourself on the idea before you sell others”. Do you really believe what
you are saying?

If your purpose is to propose or differentiate, you need to make a comparison between different options.
How will you compare the choices? Advantages and disadvantages, pros and cons. If your purpose is to
request or ask for a decision, have you made the proposal as clear and simple as possible? This exercise is
more to flex your imagination and stimulate your thinking for the presentation.

Spend a few minutes thinking about your presentation as a journey, what ideas or metaphors come to
mind. Can you share any experiences you have had that might be useful to share with the audience?

SPEECH & PERSONALITY

On the basis of the speaker's personality, content and pattern of speech following types of speaker’s
personality are described.

Speaker Personality Type 1: The Sage

Hero of Information

● Key Strength: Informing

● Features: Offers a logical approach to a subject. Provides an interesting and well researched
argument. Easy to understand. Progresses the audience’s intellectual understanding of the topic.
Often references scientific data.
● Weaknesses: Can struggle to offer an emotional connection to the subject matter
● Typically seen in: a lecture, factual workshop/ class, or during business / team meetings

Speaker Personality Type 2: The Jester

Hero of Laughter

● Key Strength: Entertaining

● Features: Makes the audience smile, laugh, or generally feel good. Telling stories that bring
humour to a subject that might traditionally be seen as taboo, boring or 'done before'. Gets away
with pushing the boundaries further than we might normally accept.
● Weaknesses: Some Jesters use humour as a hiding place, wishing for the audience to 'like' them,
rather than trying to get an important or touching message across.
● Typically seen in: a Best Man’s speech, after dinner speech, or party toast.

Speaker Personality Type 3: The Monarch

Hero of Power

● Key Strength: Asserting / assuring

● Features: Commanding presence on stage, whether demanding we do better, or offering
congratulations. Centred, focused, powerful, in charge and is comfortable in their ability to
influence. A ‘rock’. Someone who is unafraid to be held up as an example for their words.
● Weaknesses: Can sometimes seem distanced from the audience.
● Typically seen in: a business or group leader’s presentation, or a politician’s speech.
● Famous Example: Martin Luther King Jnr's "I have a dream" speech

Speaker Personality Type 4: The Wizard

Hero of Transformation

● Key Strength: Persuading

● Features: Changes cynics into believers and the disengaged into advocates. A great Wizard
understands what drives the audience and speaks their language. They are not afraid to put
energy, or innovative 'special effects' behind their speaking. Changing the audience's perspective
through a powerful experience.
● Weaknesses: If they aren't connected to the audience a Wizard might seem shallow or
Manipulative.
● Typically seen in: sales presentations, educational workshops, or a persuasive speech.

Speaker Personality Type5: The Muse

The Hero of Creativity

● Key Strength: Rousing innovation

● Influences by: Using their energy to offer a new perspective on life
● Features: Acts as an example to the audience, to encourage them to discover, play or create. Ask
big questions. Leaves the audience with a feeling of possibility and potential, rather than specific
ideas
● Weaknesses: Less 'tangible' than some speaking situations might require (e.g. corporate
presentations)
● Typically seen: In a motivational speech, telling a personal story, or a facilitated workshop.

Speaker Personality Type6: The Peacemaker

The Hero of Care

● Key strength: Connecting audience members to each other and to a subject matter.
● Features: A Peacemaker speaker is an understated, yet powerful pacifying force. Makes everyone
feel included. They turn the spotlight on the audience. Connects the dots and promotes
collaboration.
 ● Weaknesses: Can sometimes connect & empathise too much, at the expense of powerfully driving
change
● Typically seen in: facilitated group discussions, giving a leaving speech about a colleague or
acting as Master of Ceremonies

PROFESSIONAL PERSONALITY ATTRIBUTES

Empathy: Understanding other people's emotions is a key skill in the workplace. It can enable us to
resolve conflicts, to build more productive teams, and to improve our relationships with co-workers,
clients and customers. Listening empathically demands avoid asking direct questions, arguing with what
is being said, or disputing facts at this stage. And be flexible – prepare for the conversation to change
direction as the other person's thoughts and feelings also change.

Considerateness: A Considerate personality is a combination of low assertiveness and high

expressiveness. Those people make little effort to influence the thoughts and behaviours of others, but do
tend to display their emotions when relating to others. You might describe someone with this attribute as a
loyal team worker who is also supportive to others, a great listener, friendly, reliable, and dependable. You
may also notice that someone with Considerateness tends to resist change and can be overly sensitive to
criticism. Those with Considerateness dislike conflict and go to great lengths to maintain harmony, even
sacrificing their own needs to achieve it.

Leadership: An influential leadership is a key to the success of a corporate company which regards great
leaders as a great guide and rewards them with high payoffs. To emerge as an influential leader takes time
to add more experiences, skills, knowledge, expertise and proper guidance. A great team leader is
considered as a person who knows almost everything about their team members and builds a friendly
environment among team players. It helps them to maintain a team spirit among the team players which is
necessary for their productivity.

Moreover, a leader who has developed friendly relations with his team members can get any amount of
work done by their team members. On the other hand, a good leader makes efforts for the career growth
of his team players after understanding their personal goals in the organisation. It helps to keep the team
players motivated which play a major role in their productivity. As a good team leader, you must be able
to develop effective communication as well as your relation with your team members.

Competence: The components of professional competences are a composite of personal attributes

(capacities, motives, personality traits, self-image, aptitudes, attitudes, values, personality, etc.) which
complement and integrate themselves in conjunction with other elements that are related to contexts of
work (knowledge, abilities, skills, values, behaviours, actions, experience, etc.).

The use of professional competences and their context in jobs refers primarily to the efficiency,
effectiveness, and successfulness through collaboration and problem solving in which the task was carried
out. It also refers to the capacity to cope with changing professional contexts.