DAVAO CENTRAL COLLEGE

College of Education and Liberal Arts

Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

TERMINAL
REQUIREMENT

GE ENG1 112

Mr. Aniano Saloma Jr., LPT.

GE ENG 1 INSTRUCTOR

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 DAVAO CENTRAL COLLEGE
College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

Types of Communication
And How To Improve Them
Communication skills are vital to a healthy, efficient workplace. Often categorized as a soft skill
or an interpersonal skill, communication is the act of sharing information from one person to
another person or group of people. There are many different ways to communicate, each of which
plays an important role in sharing information.
We use communication every day in nearly every environment, including in the workplace.
Whether you give a slight head nod in agreement or present information to a large group,
communication is absolutely necessary when building relationships, sharing ideas, delegating
responsibilities, managing a team and much more.
Learning and developing good communication skills can help you succeed in your career, make
you a competitive job candidate and build your network. While it takes time and practice,
communication and interpersonal skills are certainly able to be both increased and refined.
Verbal
Verbal communication is the use of language to transfer information through speaking or sign
language. It is one of the most common types, often used during presentations, video conferences
and phone calls, meetings and one-on-one conversations. Verbal communication is important
because it is efficient. It can be helpful to support verbal communication with both nonverbal and
written communication.
Here are a few steps you can take to develop your verbal communication skills:
1. Use a strong, confident speaking voice. Especially when presenting information to a few
or a group of people, be sure to use a strong voice so that everyone can easily hear you.
Be confident when speaking so that your ideas are clear And easy for others to
understand.
2. Use active listening. The other side of using verbal communication is intently listening to
and hearing others. Active listening skills are key when conducting a meeting, presentation
or even when participating in a one-on-one conversation. Doing so will help you grow as
a communicator.
3. Avoid filler words. It can be tempting, especially during a presentation, to use filler words
such as “um,” “like,” “so” or “yeah.” While it might feel natural after completing a sentence
or pausing to collect your thoughts, it can also be distracting for your audience. Try
presenting to a trusted friend or colleague who can call attention to the times you use filler
words. Try to replace them by taking a breath when you are tempted to use them.
Non- Verbal
Nonverbal communication is the use of body language, gestures and facial expressions to convey
information to others. It can be used both intentionally and unintentionally. For example, you might
smile unintentionally when you hear a pleasing or enjoyable idea or piece of information.
Nonverbal communication is helpful when trying to understand others’ thoughts and feelings.
If they are displaying “closed” body language, such as crossed arms or hunched shoulders, they
might be feeling anxious, angry or nervous. If they are displaying “open” body language with both

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

feet on the floor and arms by their side or on the table, they are likely feeling positive and open to
information.
Here are a few steps you can take to develop your nonverbal communication skills:
1. Notice how your emotions feel physically. Throughout the day, as you experience a range
of emotions (anything from energized, bored, happy or frustrated), try to identify where
you feel that emotion within your body. For example, if you’re feeling anxious, you might
notice that your stomach feels tight. Developing self-awareness around how your
emotions affect your body can give you greater mastery over your external presentation.
2. Be intentional about your nonverbal communications. Make an effort to display positive
body language when you feel alert, open and positive about your surroundings. You can
also use body language to support your verbal communication if you feel confused or
anxious about information, like using a furrowed brow. Use body language alongside
verbal communication such as asking follow-up questions or pulling the presenter aside
to give feedback.
3. Mimic nonverbal communications you find effective. If you find certain facial expressions
or body language beneficial to a certain setting, use it as a guide when improving your
own nonverbal communications. For example, if you see that when someone nods their
head it communicates approval and positive feedback efficiently, use it in your next
meeting when you have the same feelings.
Visual
Visual communication is the act of using photographs, art, drawings, sketches, charts and graphs
to convey information. Visuals are often used as an aid during presentations to provide helpful
context alongside written and/or verbal communication. Because people have different learning
styles, visual communication might be more helpful for some to consume ideas and information.
Here are a few steps you can take to develop your visual communication skills:
1. Ask others before including visuals. If you are considering sharing a visual aid in your
presentation or email, consider asking others for feedback. Adding visuals can sometimes
make concepts confusing or muddled. Getting a third-party perspective can help you
decide whether the visual adds value to your communications.
2. Consider your audience. Be sure to include visuals that are easily understood by your
audience. For example, if you are displaying a chart with unfamiliar data, be sure to take
time and explain what is happening in the visual and how it relates to what you are saying.
You should never use sensitive, offensive, violent or graphic visuals in any form.
1. To make improvements to your communication skills, set personal goals to work through
the things you want to accomplish step by step. It might be helpful to consult with trusted
colleagues, managers or mentors to identify which areas would be best to focus on first.
Written
Written communication is the act of writing, typing or printing symbols like letters and numbers to
convey information. It is helpful because it provides a record of information for reference. Writing
is commonly used to share information through books, pamphlets, blogs, letters, memos and
more. Emails and chats are common forms of written communication in the workplace.
Here are a few steps you can take to develop your written communication skills:

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

1. Strive for simplicity. Written communications should be as simple and clear as possible.
While it might be helpful to include lots of detail in instructional communications, for
example, you should look for areas where you can write as clearly as possible for your
audience to understand.
2. Don’t rely on tone. Because you do not have the nuance of verbal and nonverbal
communication, be careful when you are trying to communicate a certain tone when
writing. For example, attempting to communicate a joke, sarcasm or excitement might be
translated differently depending on the audience. Instead, try to keep your writing as
simple and plain as possible and follow up with verbal communications where you can
add more personality.
3. Take time to review your written communications. Setting time aside to re-read your
emails, letters or memos can help you identify mistakes or opportunities to say something
differently. For important communications or those that will be sent to a large number of
people, it might be helpful to have a trusted colleague review it as well.
4. Keep a file of writing you find effective or enjoyable. If you receive a certain pamphlet,
email or memo that you find particularly helpful or interesting, save it for reference when
writing your own communications. Incorporating methods or styles you like can help you
to improve over time.

MODELS OF COMMUNICATION

Communication Model
A communication model is a pictorial representation of the communication process, ideas,
thoughts, or concepts through diagrams, etc. They can be considered to be systematic
representations of the process that help us understand how communication can be carried out.
Communication models help in understanding the potential barriers to effective
communication, roles of different elements involved, and the importance of feedback for
successful communication.
By applying the models of communication, individuals & organizations can enhance their
communication skills & improve the interaction quality.

Three Standard Models of Communication:

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

1. Linear Model
⦁ Aristotle Model
⦁ Lasswell’s Model
⦁ Shannon-Weaver Model
⦁ Berlo’s S-M-C-R Model
2. Transactional Model
⦁ Barnlund’s Transactional Model
⦁ Dance’s Helical Model
3. Interactional Model
⦁ Osgood-Schramm Model
⦁ Westley And Maclean Model
Linear Communication Model

Linear model of communication are models where the sender sends the message & the
receiver only receives the message. There's no concept of feedback involved. The introduction
of noise may affect clear communication in this 4 types of communication models.
Linear Communication Model Diagram
Example: Speech, Television, broadcast, or sending a memo
The linear communication models are:
1. Aristotle’s Model

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 DAVAO CENTRAL COLLEGE
College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

The oldest communication model that dates back to 300 BC, Aristotle’s model was
designed to examine how to become a better and more persuasive communicator.
Aristotle’s model of communication primarily focuses on the sender (public speaker,
professor, etc.) who passes on their message to the receiver (the audience).
The sender is also the only active member in this model, whereas the audience is passive.
This makes Aristotle’s communication model a foolproof way to excel in public speaking,
seminars, and lectures.
Aristotle model of communication consists of 5 main elements:
1. Speaker -The one who conveys the message
2. Speech - The message
3. Occasion - Where/when/why the message is being conveyed
4. Target audience - To whom the message is to be conveyed
5. Effect - What impact did the message create?
Aristotle model of communication does not assign any importance to the role of feedback
in communication.
Aristotle even identified three elements that have the power to improve communication:
⦁ ethos (credibility)
⦁ pathos (the ability to connect)
⦁ logos (logical argument).

Aristotle’s Model of Communication diagram

This model was created for the purpose of understanding how to become a more effective
& persuasive communicator.
Example: Professor Hustvedt is giving a lecture on neurological disorders to her students.
She delivers her speech persuasively, in a manner that leaves her students mesmerized.
The professor is at the center of attention, whereas her audience — her students — are merely
passive listeners. Nevertheless, her message influences them and makes them act accordingly.
Speaker: Professor Hustvedt
Speech: her lecture on disorders
Occasion: a university lecture
Audience: students
Effect: The students gaining knowledge on this subject matter.

2. Lasswell’s Model

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

Lasswell’s communication model views communication as the transmission of a message

with the effect as the result.
The effect in this case is the measurable and obvious change in the receiver of the
message that is caused by the elements of communication. If any of the elements change, the
effect also changes.
The Lasswell model of communication attempts to understand a communication event by asking
five important questions:
1. Who? - The one who wants to convey the message
2. Says What?- The message that is to be conveyed
3. In Which channel? - The medium used to convey the message
4. To whom? - Whom is the message conveyed?
5. With What effect? - What effect did it have on the receiver?

If we take a look at Lasswell’s communication model diagram below, we can get a better
understanding of how these main components are organized.
Example: You are watching an infomercial channel on TV and on comes a suitcase salesman,
Mr. Sanders.
He is promoting his brand of suitcases as the best. Aware that millions of viewers are
watching his presentation, Mr. Sanders is determined to leave a remarkable impression.
By doing so, he is achieving brand awareness, promoting his product as the best on the
market, and consequently increasing sales revenue.
Communicator: Mr. Sanders
Message: The promotion of his brand of suitcases as the best.
Medium: Television
Audience: The Evening TV viewers in the US.
Effect: Raising brand awareness and increasing sales revenue.

3. Shannon-Weaver Model

Shannon and Weaver model of communication stresses on the importance of encoding

and decoding messages for them to be transmitted. This was the first model to acknowledge the

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

existence of noise in communication that could disrupt or alter a message. This noise could refer
to something like the static on a radio broadcast, but it could include spelling errors in written
communication or the receiver mishearing the message.
The Shannon Weaver model of communication considers communication to occur in five parts:
1. Sender
2. Encoder
3. Channel
4. Decoder
5. Receiver
Shannon and Weaver were also the first to introduce the role of noise in the
communication process. In his book Introduction to Communication Studies, John Fiske defines
noise as:
“Anything that is added to the signal between its transmission and reception that is not intended
by the source.”
The noise appears in the form of mishearing a conversation, misspelling an email, or static
on a radio broadcast.
Example: Paula, a VP of Marketing in a multinational company, is briefing Julian on new
marketing strategies they are about to introduce next month. She wants a detailed study of the
competitor’s activity by the end of the week. Unfortunately, while she was speaking, her assistant
Peter interrupted her, and she forgot to tell Julian about the most important issue. At the end of
the week, Julian did finish the report, but there were some mistakes, which had to be corrected
later on.
Sender: Paula
Encoder: Her Mouth
Channel: The meeting she held
Decoder: Julian’s ears and brain
Receiver: Julian
Noise: Peter

4. Berlo’s S-M-C-R Model

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

Berlo’s model of communication was first defined by David Berlo in his 1960 book The
Process of Communication.
Berlo’s model of communication explains communication in four steps: This model
provides a thorough account of the key elements in every one of the steps that will affect the
manner in which the message is communicated.
⦁ Source: The elements included in the source are the sender’s communication skills, attitude,
and culture.
⦁ Message: The elements included in the message are the content, structure, and code of the
message.
⦁ Channel: The elements included in the channel are the senses of hearing, seeing, touching,
smelling, etc.
⦁ Receiver: The elements of the receiver are their attitude, knowledge, and culture.

Let’s consider the key elements that affect how well the message is communicated, starting with
the source.
Step #1: The source
The source or the sender carefully puts their thoughts into words and transfers the message to
the receiver.
So, how does the sender transfer the information to the receiver according to Berlo’s S-M-C-R
communication model?
With the help of:
Communication skills — First and foremost, the source needs good communication skills to
ensure the communication will be effective. The speaker should know when to pause, what to
repeat, how to pronounce a word, etc.
Attitude — Secondly, the source needs the right attitude. Without it, not even a great speaker
would ever emerge as a winner. The source needs to make a lasting impression on the
receiver(s).
Knowledge — Here, knowledge does not refer to educational qualifications but to the clarity of
the information that the source wants to transfer to the receiver.
Social system — The source should be familiar with the social system in which the
communication process takes place. That would help the source not to offend anyone.
Culture — Last but not least, to achieve effective communication, the source needs to be
acquainted with the culture in which the communication encounter is taking place. This is
especially important for cross-cultural communication.
Step #2: The message
The speaker creates the message when they transform their thoughts into words.
Here are the key factors of the message:
Content — Simply put, this is the script of the conversation.
Elements — Speech alone is not enough for the message to be fully understood. That is why
other elements have to be taken into account: gestures, body language, facial expressions, etc.

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

Treatment — The way the source treats the message. They have to be aware of the importance
of the message so that they can convey it appropriately.
Structure — The source has to properly structure the message to ensure the receiver will
understand it correctly.
Code — All the elements, verbal and nonverbal, need to be accurate if you do not want your
message to get distorted and misinterpreted.
Step #3: The channel
To get from the source to the receiver, the message goes through the channel.
Berlo’s S-M-C-R communication model identifies all our senses are the channels that help us
communicate with one another.
Our sense of hearing lets us know that someone is speaking to us.
Through our sense of taste, we gather information about the spiciness of a sauce we are eating.
Our sense of sight allows us to decipher traffic signs while driving.
We decide whether we like a certain perfume or not by smelling it.
By touching the water we feel whether it is too cold for a swim.

Step #4: The receiver

A receiver is a person the source is speaking to — the destination of the conveyed message.
To understand the message, the receiver should involve the same elements as the source. They
should have similar communication skills, attitudes, and knowledge, and be acquainted with the
social system and culture in which they communicate.
Example: Watching News on the Television
Source: News Presenter
Message: News
Channel: Television
Receiver: Audience

Pros of linear communication models

1. Highly impactful in getting things done.
2. Good at audience persuasion & propaganda setting.
Cons of linear communication models
1. With no feedback, communication is not continuous.

Transactional Communication Model

Transactional communication models view communication as a transaction, meaning that
it is a cooperative process in which communicators co-create the process of communication,
thereby influencing its outcome and effectiveness.

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

In other words, communicators create shared meaning in a dynamic process.

Aside from that, transactional models show that we do not just exchange information
during our interactions, but create relationships, form cross-cultural bonds, and shape our
opinions. In other words, communication helps us establish our realities.
These models also introduced the roles of:
Social, Relational, and Cultural contexts.

What are the main elements of transactional communication models?

If we take a look at the transactional communication model diagram below, we can identify the
key components of this communication model:
Encoding,
Decoding,
Communicators,
The message,
The channel, and
Noise.

The transactional communication models include:

1. Barnlund’s transactional model

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

Barnlund's communication model examines interpersonal, immediate-feedback

communication. It holds the idea that feedback for the sender is the reply for the receiver central
to the approach.
Barnlund’s transactional model of communication also emphasizes the role of cues in
impacting your communication. It sheds light on public cues (environmental cues) and private
cues (your own personal thoughts and background). Essentially, this model shows us the factors
that influence what we think & say.
Barnlund’s transactional model of communication consists of 5 main elements:
⦁ Communicators
⦁ Encoding
⦁ Message
⦁ Channel
⦁ Decoding

This model accentuates the role of cues in impacting our messages.

So, Barnlund differentiates between:
Public cues (environmental cues),
Private cues (person’s personal thoughts and background), and
Behavioral cues (person’s behavior, that can be verbal and nonverbal).
All these cues, as well as the environment and noise, are part of the message. Each
communicator’s reaction depends on their background, experiences, attitudes, and beliefs.
Example: Face to Face Interactions, Chat Sessions, Telephone Conversations, Meetings, etc.

2. Dance’s Helical Model

Dance’s Helical communication model views communication as a circular process that gets more
and more complex as communication progresses

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

In their book Communication: Principles for a Lifetime, Steven A. Beebe, Susan J. Beebe, and
Diana K. Ivy state:
“Interpersonal communication is irreversible. Like the spiral shown here, communication never
loops back on itself. Once it begins, it expands infinitely as the communication partners contribute
their thoughts and experiences to the exchange.”
According to this communication model, in the communication process, the feedback we get from
the other party involved influences our next statement and we become more knowledgeable with
every new cycle.
Example: Dance himself explained his model with the example of a person learning throughout
their life.
Namely, a person starts to communicate with their surroundings very early on, using rudimentary
methods of communication.
For instance, as babies, we cry to get our mothers’ attention. Later on, we learn to speak in words,
and then in full sentences.
During the whole process, we build on what we know to improve our communication.
Every communication act is, therefore, a chance for us to learn how to communicate more
effectively in the future, and feedback helps us achieve more effective communication.
In a way, our whole life is one communicational journey toward the top of Dance’s helix.
Interactive Communication Models

As more dynamic models, interactive communication models refer to two-way

communication with feedback.
However, feedback within interactive communication models is not simultaneous, but
rather slow and indirect.

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

The main elements of these models, illustrated in the interactive communication model diagram,
include the following:
Sender,
Message,
Receiver,
Feedback, and
Field of experienced

The field of experience represents a person’s culture, past experiences, and personal
history.
All of these factors influence how the sender constructs a message, as well as how the
receiver interprets it. Every one of us brings a unique field of experience into communication
situations.

1. Osgood-Schramm Model

This model considers communication to be equal and reciprocal. It has no differentiation

between the sender and receiver. In this model, it is believed that encoder and decoder keep
interchanging roles of sending and receiving.
The Osgood-Schramm model of communication is the most appropriate model for
explaining and analyzing personal synchronous communication in which feedback is
instantaneous like in face-to-face conversations. Since feedback is immediate, it is possible to
reduce noise through the continuous clarification of messages throughout the conversation flow.
The Osgood-Schramm communication model proposes 4 main principles of communication:
1. Communication is circular. — Individuals involved in the communication process are changing
their roles as encoders and decoders.
2. Communication is equal and reciprocal. — Both parties are equally engaged as encoders and
decoders.

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

3. The message requires interpretation. — The information needs to be properly interpreted to be

understood.
As shown in the Osgood-Schramm communication model diagram below, this model proposes 3
steps in the process of communication:
Encoding,
Decoding, and Interpreting

Example: Imagine you have not heard from your college friend for 15 years. Suddenly, they call
you, and you start updating each other about what happened during the time you have not seen
each other.
2. The Westley & Maclean Model

The Westley and Maclean communication model suggests that the communication
process does not start with the source/sender, but rather with environmental factors.
This model also takes into account the object of the orientation (background, culture, and
beliefs) of the sender and the receiver of messages.
This model consists of 9 crucial components:
Environment (X)
According to the Westley and Maclean Model, the communication process starts when a
stimulus from the environment motivates a person to create and send a message.
Sensory experience (X¹)
When the sender of the message experiences something in their environment that nudges
them to send the message, then that sensory experience becomes an element of communication.
Source/Sender (A)
Only now does the sender come into play.
However, a sender can also be a newscaster sending a message to millions of viewers.
In that case, we are talking about mass communication.
The object of the orientation of the source (X²)
Namely, the object of the orientation of the source is the sender’s beliefs or experiences.
Receiver (B)

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

 Email Address: [email protected]  Website: www.davaocentralcollege.com

The receiver is the person who receives the message from the sender.
The object of the orientation of the receiver (X³)
The object of orientation of the receiver is the receiver’s beliefs or experiences, which
influence how the message is received.
Feedback (F)
Feedback is crucial for this model because it makes this model circular, rather than linear.
As a matter of fact, feedback influences how messages are sent.
Gatekeepers (C)
This element usually occurs in mass communication, rather than in interpersonal
communication. Gatekeepers are editors of the messages senders are trying to communicate to
receivers.
Opinion leaders.
this element of communication refers to mass communication situations.

Example:
On your way to the office, you witness a road accident. This is the type of stimulus that would
nudge you to call your friends and tell them about what you had seen, or call your boss to say you
are going to be a bit late.
So, you have witnessed the accident and feel the urge to call your best friend.
You: “There was a terrible accident downtown!”
Your friend: “My goodness! Are you hurt?”
You: “No, no, I just witnessed it. I wasn’t involved! Don’t worry!”
Applying the 9 Cruicial Components:
On your way to the office, you witness a road accident (X). This is the type of stimulus
(environmental event) that would nudge you to call your friend (A sending a message). So, you
have witnessed the accident (X) and feel the urge to call your best friend (B).
A (You): “There was a terrible accident downtown!” (Message C)
B (Your friend): “My goodness! Are you hurt?” (Feedback fB)
A (You): “No, no, I just witnessed it. I wasn’t involved! Don’t worry!” (Feedback fA)

BARRIERS TO COMMUNICATION
Communication barriers
- Obstacles that prevent effective exchange of ideas or thoughts.
Types of barriers
1. Physical barrier
- environmental barriers to communication
Examples: noise, distance, poor building design
Solutions: adjust the environment
2. Cultural barrier
- differences in values, beliefs, and communication styles

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College of Education and Liberal Arts
Toril, Davao City, Philippines
Tel. No. (082) 291-1882 / Fax No. (082) 291-2053

With Accredited Programs by ACSCU-ACI

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Examples: directness seen as rude, gestures having different meanings

Solutions: develop cultural sensitivity, show empathy
3. Language barrier
- challenges in communication due to different languages
Examples: accents, dialects, idioms
Solutions: use simple language, employ translation tools
4. Emotional barrier
- emotional states that affect communication
Examples: fear, insecurity, stress
Solutions: motivation, peer support, express recognition
5. Gender barrier
- differences in communication between genders
Examples: fear, environment, misunderstanding
Solutions: patience, understanding, bringing gaps
6. Organizational barrier
- internal factors that block communication in organization
Examples: status, structure, rules
Solutions: improve structure, choose correct medium, clear messages
7. Perceptual barrier
- differences in perception and understanding
Examples: different opinions, values, attitudes
Solutions: listen, clarify confusion, stay positive
8. Psychological barrier
- a condition of mind that may prevent an individual from making the best choices.
Examples: Opinions, attitudes, status consciousness, emotions, inattentiveness, too much
reliance on the written word, limited retention, etc.
Solutions: therapy, journaling, or self-compassion

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