Chapter 2: Confident, Competent, and Culturally Conscious Communication

Outline
I.

II.

Self and others.

A.
The starting point of communicating with another is knowledge of ones self.
B.
The dimensions of self-awareness include:
1.
Sensing.
2.
Thinking.
3.
Feeling.
4.
Doing.
5.
Wanting.
C.
The ideal self describes who a person wants to be.
D.
Self-concept refers to the way we understand our own identity.
1.
The way we envision ourselves varies depending on social factors as well
as our emotional states at a given time.
2.
Our self-concept evolves and varies over time from the messages we
gather about who we are and our status in society.
3.
Our self-concept affects our perceptions about the areas where we can
excel, so it influences how much interest and effort we take in various
topics or activities.
E.
Self-esteem describes how one feels about his or her self-concept.
F.
Self-concept affects performance.
1.
Self-talk- messages we send to ourselves affect our self-image and
performance.
a)
Self-talk can be positive or negative.
b)
According to the concept of the looking glass self, we perceive
ourselves according to how we think others perceive us.
2.
Self-fulfilling prophesy describes how people tend to act in ways that
reinforce their (positive or negative) image of self.
Appreciating others.
A.
When we interact with another person, we communicate through the perspective
of our own and the other persons culture.
B.
Culture describes the system of shared understandings and practices forming and
transmitting meanings among a social group.
1.
Our personal identity is influenced by our cultural identity, or what it
means to be a member of a particular social collective.
2.
Cultures consist of the physical characteristics, ways of thinking,
institutions, values, and conventions one community from another.
3.
Cultures are dynamic and change over time.
4.
Intercultural communication competence refers to the ability to
communicate appropriately in a wide range of different environments.
C.
Becoming other-oriented.
1.
Empathy describes the ability to identify emotionally with others.
a)
In social decentering, we place the focus of communication
elsewhere than on ourselves.

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b)

D.

By taking into account the perspective of others, we can predict

and respond better to their reactions, adapt more easily to their
needs, and respect them as people worthy of consideration.
c)
Empathic communication takes into account the customs and
cultures of others.
d)
Empathy requires a willingness to suspend judgment.
2.
Sympathy describes feelings of sorry and pity toward someone else.
a)
Sympathy is feeling for someone else.
b)
Empathy is feeling with someone else.
Culture can be understood along five dimensions.
1.
Individualism/collectivism expresses how strongly the members of a
society are integrated into close-knit groups that define their identity.
a)
The more individualist a culture, the more its members float from
group to group.
b)
The larger the circle of people you accept personal responsibility to
care for, the more you move toward the collectivist pole.
c)
Collectivist societies find collaborative work more comfortable.
d)
When speaking to a collectivist group, avoid taking too much
personal credit.
2.
Power distance deals with how equally power is distributed in society.
a)
The higher the power distance ranking, the more unequal
distribution of power is accepted as normal and natural.
b)
Low power ranking cultures value equality more than social
position.
c)
Power distance determines what kind of communication counts as
polite behavior and appropriate protocol.
d)
In public speaking, power distance affects how a presenter should
arrange a room and address an audience.
e)
High power distance cultures arrange groups by social classes.
3.
Achievement/quality of life was originally known as the masculinity/
femininity dimension.
a)
High achievement-oriented societies value performance over
relationships; high quality of life-oriented societies value
relationships over performance.
b)
High achievement-oriented societies tend to expect men and
women to behave differently according to traditional gender roles.
c)
In public speaking, high achievement cultures focus on the
competence and argumentation strength of the speaker, while the
quality of life cultures prefer building solidarity through discourse.
4.
Time orientation deals with the extent societies adopt a relatively longterm or short-term view.
a)
Long-term-oriented cultures prioritize patience and adapting to
situations.
b)
Short-term-oriented cultures adhere more to traditions and moral
guidelines.

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c)

III.

In public speaking, long-term cultures place value on wisdom and

age; short term cultures are less persuaded by remote future
effects.
5.
Uncertainty avoidance deals with how a culture approaches the unfamiliar
and unknown.
a)
High uncertainty avoidance cultures avoid ambiguity; low
uncertainty avoidance cultures embrace ambiguity.
b)
People with low uncertainty avoidance levels are more open to
meeting new people.
c)
In public speaking, when speaking to a high uncertainty avoidance
audience, use straightforward and highly organized structure.
d)
Low uncertainty avoidance audiences appreciate creative and
unconventional approaches.
Culturally conscious communication has several benefits.
A.
Culturally conscious communication avoids stereotypes.
1.
Stereotyping is a set way of thinking about a group of people based on
generalized assumptions.
2.
Stereotyping implies all members of a group believe, behave, or appear a
certain way.
3.
Stereotyping can make positive or negative generalizations.
4.
Regardless of whether it involves positive or negative characteristics,
stereotyping blinds people to seeing the uniqueness of individuals.
B.
Culturally conscious communication can minimize bias in several ways.
1.
Use equivalent terms when describing different types of people in similar
circumstances.
2.
Avoid diminutive or patronizing references.
3.
Use examples that include a variety of groups.
4.
Avoid racial, ethnic, sexist, or other jokes and slang that degrade a specific
cultural group.
5.
Refer to race, gender, ethnicity, sexual orientation, or other demographic
characteristics only when relevant.
6.
Unless relevant to the discussion, introducing group identity tends to
invite assumptions about people being defined primarily by their group
membership instead of by their individual qualities.
7.
When a culturally conscious communicator observes bias or stereotyping,
she or he does something about it.
C.
Culturally conscious communication reduces ethnocentrism.
1.
Ethnocentrism is defined as the tendency to assume ones own culture,
nation, or background is superior to all others.
2.
The more ethnocentric someone is, the more that person will evaluate
other cultures and practices as inferior, deviant, or undesirable.
3.
Ethnocentrism is a matter of degreehow much someone is culturally
open or insular.
4.
Several communication tactics can reduce ethnocentrism.
a)
Admit you do not know or understand unfamiliar cultural
practices.
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b)

IV.

Be willing to learn from others who believe, practice, or use

whatever is unfamiliar.
c)
Ask questions to clarify understanding.
d)
Research to find out what the unfamiliar practice or object means.
e)
Try to understand what purpose the unfamiliar behavior or thing
serves in a given situation.
D.
Anxiety and uncertainty management investigates how to reduce and control the
nervousness arising from novel situations.
1.
The more people avoid unfamiliar cultures, the worse the anxiety about
those cultures becomes.
2.
Anxiety and uncertainty management offers recommendations to reduce
cultural anxiety.
a)
The more one knows, the less one fears.
b)
Competence builds confidence, so more practice with intercultural
encounters reduces fear.
c)
Deliberately extend past ones cultural comfort zone, seeking
opportunities for new cultural encounters.
Confident communication requires understanding and controlling fears associated with
addressing other people.
A.
Communication apprehension describes the feeling of anxiety about oral
communication with others.
1.
Stage fright refers to fear of public speaking.
2.
Trait anxiety designates general fear across different situations.
3.
State anxiety encompasses fear associated with particular settings,
conditions, or times.
B.
Nervousness can be harnessed.
1.
Some nervousness is good and may help peak performance.
2.
Channel the anxiety to produce more animated delivery.
3.
Plan movement during the presentation to use excess energy.
4.
Having a visual or other type of presentation aid can provide more mental
focus.
C.
Deliberately increasing, rather than fleeing, communication opportunities can
reduce fear.
1.
Habituation holds that the more time spent facing a situation, the calmer
one becomes in the situation.
2.
In immersion, one maximizes opportunities to engage in a particular type
of communication to alleviate the fear of it.
D.
Cognitive restructuring can improve confidence.
1.
Negativity can have devastating effects on speakers.
2.
Cognitive restructuring transforms negative self-talk into positive self-talk.
a)
List specific negative thoughts associated with the communication
event.
b)
Evaluate each negative statement to determine how it rests on
misguided assumptions.
c)
Change each negative thought to a more positive version.

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d)

V.

Keep the list of the positive versions and systematically repeat the
items on the list.
E.
Systematic desensitization allows confrontation of a fearful condition in small
steps.
1.
Systematic desensitization uses an incremental approach, with each
stage getting slightly closer to simulating the actual presentation
conditions.
2.
Systematic desensitization proves very helpful in reducing extreme
fear, but it takes substantial time to progress through the progressive
stages.
F.
Visualization invokes specific, positive images of successful performance, so you
program yourself to succeed.
1.
Sit somewhere comfortable.
2.
Close your eyes.
3.
Breathe methodically using deep breathing techniques.
4.
Once relaxed, begin to do focused imagery in regard to the presentation in
front of other people.
5.
Come up with a single phrase to be used as a signal for doing the
presentation in the positive way imagined.
6.
Before giving the presentation, find a quiet place and create a small space
in your mind by closing your eyes to do the breathing techniques.
7.
The more vividly one can imagine and describe the positive performance,
the more effective the visualization will be.
G.
Controlling the presentation conditions can shape the communication
environment instead of letting it exert a negative effect.
1.
Make an honest inventory of the concrete conditions that might damage
the presentation, including:
a)
The physical presentation environment.
b)
The nature of the audience and assignment.
c)
Your own physical, mental, and emotional condition.
2.
Practice dealing with some of these conditions.
The three Ps of prepare, practice, and present can equip anyone for the first speech.
A.
Prepare: the bettered prepared a presenter is, the better the presentation.
1.
To decide on topic, start with your own strengthsthings important and
interesting to you. For example:
a)
Special training you had.
b)
Organizations you belong to.
c)
Your family, friends, or co-workers.
d)
Talents and abilities.
e)
Causes you care about.
f)
Favorite stories.
g)
Priorities in life.
2.
Rhetorical sensitivity involves the willingness to adapt to others, tailoring
ideas to the demands of the audience and the situation.
3.
Consider the audience for the presentation.

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a)

B.

Make a list of topics accounting the following types of audience

data:
(1)
Educational background (including fields of study).
(2)
Knowledge about potential topic areas.
(3)
Interest level in potential topic areas.
(4)
Cultural background.
(5)
Moral values.
(6)
Hobbies and favorite activities.
(7)
Organizational affiliations.
b)
Perform an audience analysis.
(1)
Find factual information about the audience; dont make
assumptions.
(2)
Ask information directly through surveying the audience or
interviewing people who know about the audience.
4.
Consider the occasion, defined as the entire speech situation, including
factors such as:
a)
Amount of time to prepare.
b)
Time of day the presentation will be given.
c)
Length of the presentation.
d)
Research needs or requirements.
e)
Technology availability.
f)
Scope of allowable topics.
5.
The best topic choices are the topics best fitting yourself, the audience,
and the occasion.
6.
Develop your approach to the topic.
a)
The introduction gains the audiences attention and explains the
central idea of the presentation.
b)
The body includes each of the main points along with their
support.
c)
The conclusion summarizes the central idea and offers a final
comment.
7.
Several organizational structures can keep ideas clear.
a)
Chronological organizes points by time sequence.
b)
Hierarchical organizes points by importance.
c)
Compare/contrast discusses similarities and differences.
d)
Spatial organizes points by a physical layout.
e)
Topical approaches a subject by its natural systematic divisions.
8.
Each main point includes an explanation and support of an idea.
a)
Examples and stories can clarify difficult concepts.
b)
Support requires using sources with reliable credentials.
Practice: the way people practice has a lot to do with how well they perform.
1.
One must practice in front of an audience, duplicating the actual
experience as closely as possible.
2.
To practice effectively:
a)
Include a live audience.
b)
Select a setting similar to the actual presentations setting.
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C.

c)
Dress as one would for the actual performance.
d)
Practice with whatever visual aids and props will be used.
e)
Gradually reduce the amount of notes as you practice.
f)
Get feedback from the audience.
g)
Time the practice presentation.
Present: the proper delivery method and speakers notes can make a speech
successful.
1.
Impromptu delivery allows for minimal preparation while emphasizing
improvisation.
2.
Memorized delivery occurs without any notes.
a)
A strength of memorization is that it impresses people that the
presenter knows the information by heart.
b)
A weaknesses is that people memorize the text in a pattern, so the
speech sounds artificial.
3.
Reading from a manuscript has advantages and drawbacks.
a)
Reading is useful when exact wording is necessary.
b)
Reading severely limits adaptability and may make it appear the
speaker is more focused on the manuscript than on the audience.
4.
Extemporaneous delivery, generally recommended for most class
presentations, allows use of brief notes.
a)
Extemporaneous delivery eliminates the risk of forgetting
information, but sounds natural.
b)
Extemporaneous delivery allows for adapting to the audience and
addressing them directly.
5.
Develop and use note cards to improve presentations.
a)
Assure readability by using typed, not handwritten, notes and a
larger size font.
b)
Number note cards to prevent notes getting disordered.
c)
Use only one side of each note card to prevent losing your place
during the presentation and wondering which side of the card you
are on.
d)
Limit the text to one idea per card. The fewer the cards, the better.
e)
Use color coding and write stage directions to guide your own
delivery.
6.
Use words, voice, and body as resources when delivering a speech.
a)
Stay focused on the material to avoid the distraction of wondering
what other people are thinking about your presentation.
b)
Boring speakers:
(1)
Dont move or gesture.
(2)
Have minimal variation in their voice.
(3)
Dont have much eye contact with the audience.
(4)
Read too much from a script.
(5)
Maintain a blank facial expression.
c)
Self-perception theory explains that actions can shape attitudes.

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(1)
Acting confidently in the speech not only portrays
confidence to the audience, but it also builds confidence for the
speaker.
(2)
Good speakers:
(a)
Have upright posture.
(b)
Demonstrate vibrant facial expressions.
(c)
Have controlled body movement.
(d)
Engage in direct eye contact.
(e)
Speak in a strong voice.
(f)
Dont call attention to their own mistakes.

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