SPEECH COMMUNICATION moods, but are relatively stable and enduring

our time.
Ms. Mica
- Note that some people have difficulties
FINAL
accessing their self-esteem to the [point
LESSON 5 : of rejection.

INTROSPECTIONS AND
COMMUNICATION THE JOHARI WINDOW
( WHO AM I ? ) What I know What I don’t
about myself about myself

1. Opera Area 2. Blindspot

INTRODUCTION - what is a person - What a person
- In all communication situations for us to know about does not know
understand what is happening and how – and What others themselves and about themselves
perhaps most important of all, why… know about me. also known by but knows by
It is necessary to appreciate the significance of other others.
the assertion. 3. Façade 4. UNKNOWN
-What a person - Unknown by the
“Communication is largely a matter of knows about person about
perception.” - Cabbab, 1984) What other themselves but themselves and
don’t know
does not know by also the others.
about me
others.
WHAT CAUSES DIFFERENCE IN PERCEPTION?”
THE SENSES
- perception begins with the five senses.

LESSON 6:
SELECTIVE PERCEPTION
- perception is not only an active enterprise ACHIEVENING COMMUNICATIVE COMPETENCE
but it is also a selective event: basic for selective IN VARIOUS SPEECH CONTEXT.
perception is the following

*PHYSIOLOGICAL DETERMINANTS
*PSYCHOLOGICAL DETERMINANTS - Communication occurs in a various
social contexts with different aims and
goals- the approach to each situation
will largely depessed on the type of
SELF CONCEPT AFFECTS COMMUNICATION
communication that will occur.
The idea of self-concept is our own
( Datu, et al, 2013,p.103)
identity. This is what you say in response to the
question, “Who am I?” which words would you TYPES OF COMMUNICATION
choose to describe yourself?” Our sets of ideas
about who we are don’t change with our 1. DYADIC COMMUNICATION- a type of
communication that occurs between
two individuals and is considered the
fundamental unit of communication.
Note: the self-concept is the mental image
one has oneself: It is noteworthy that an
individual develops his/he self-concept in
the positive way.
 Conversation 2. SMALL GROUP COMMUNICATION
- Is spontaneous and often times relaxes - thisis the type of communication we
crucial communication between two encounter in our social circle and
individuals. workplace.

 Dialogue TYPES OF SMALL GROUP

- this is the communication between COMMUNICATION
two individuals that occurs with specific  TASK ORIENTED GROUP
purpose or goal in mind. - a situation when individual come
together to work towards the
 Interrail achievement of specific objectives and
- this is the dyadic communication that goals.
is structural in a question and answer
format. The interview was goal-oriented  RELATIONSHIP ORIENTED GROUP
and directed to a pre-occupied purpose.

 - a situation where the member of this

group’s main purpose of the meeting of
TYPES OF INTERVIEWS
inclusion and affection.
1. Informational Interview
- seek to draw out information such as facts,  ASSIGNED GROUP
ideas, opinions, etc. - these groups arise from the individuals
being appointed to membership of a
2. Explanatory Interview group.
-the purpose is to exchange information
through discussion and review.
 EMERGENT GROUPS
Ex.: Job Interviews, performance appraisals, - these groups are often the
counseling interviews, etc. consequence of environmental or
circumstantial conditions.
Pre-Interview Strategies (Interviewer)
a. Know the purpose of the interview  MEETINGS
b. Be knowledgeable about the topic - this is a gathering of individuals who
c. Prepare a list of questions exchanges ideas, and opinions with the
d. Research your interview purpose of achieving the assembly’s
e. Schedule a time and place. objectives.
Pre-Interview Strategies ( Interviews)
a. Know the purpose of the interview  PANEL DISCUSSION
b. Research your interviewer - this is a gathering of a group of
c. Practice and prepare for the expected individuals knowledgeable in a specific
question. topic and present information to others
d. Prepared proper attire and other necessary for discussion.
materials.
e. Be punctual.
 Some of the things you have to consider Illustrated below are various ways to show
to become an effective and engaged pertinent facts about the Academic
communicator: background:

- Listening Well 1. A concise listing of school with dates,

-Know your goals then degree, standing, major, reverse
-Know your audience chronological order-mots recent first.
-Be open-minded and strive for respect
2. Work Experience
and diplomacy
- any kind of work experience related or
-Be aware off non-verbal cues.
unrelated reveals information that helps the
employers evaluate the resume writer or
applicant. All types of work experience
CREATING RESUME
disclose pertinent facts as a reference, and
perhaps, show job preferences.
RESUME CONTENT
-The personal career history f the resume
writer is the data source for his/her resume. 3. Activities, achievements, and awards-
An effective resume is more than a catalog participation in extracurricular and cur
of expressions and accomplishments. curricular activities is usually a good
- (Obnamia, 2014, p.145-150) indication of the applicant’s personality,
ability to work with others leadership,
and emotional stability.
Checklist for a Resume : 4. Personal Data( if not all indicated in the
* Opening section ( name, address, opening section)
telephone, number) and appropriate job 5. References- the names of people who
objective. can speak knowledgeably about the
*Education Qualifications applicant’s abilities and character
* Degree(s) earned or to be earned maybe supplied.
* Major areas of study or some specific
courses
*Significant extra-curricula activities
*Scholarship received
*Special Research projects
*Internship: On the job training
*Training or seminar attended.