DeVito Interpersonal Messages, 4e Instructor’s Manual
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Chapter 1: Foundations of Interpersonal
Communication
Chapter Overview
This chapter examines why we study interpersonal communication; the nature,
elements, and principles of interpersonal communication; and interpersonal
competence.
Interpersonal communication is defined as the verbal and nonverbal interaction between
two interdependent people (sometimes more). The essential elements of interpersonal
communication include the source-receiver, messages, channel, noise, and context.
Several essential principles provide the foundation for interpersonal communication:
Chapter Objectives
1. Explain the personal and professional benefits of the study of interpersonal
communication.
3. Diagram a model of communication containing source-receiver, messages, channel,
noise, and context, and define each of these elements.
5. Define communication competence and explain the essential interpersonal
competencies.
Student Objectives
Content Objectives:
To describe the nature of interpersonal communication
To list and define and essential elements of interpersonal communication
To explain the principles of interpersonal communication
Skills Objectives:
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Skills Evaluation
1. Objective: To recognize the process of interpersonal communication using the
essential elements. Diagram a model of communication containing the essential
2. Objective: To recognize the impact of the elements when communicating.
3. Objective: To apply the principles of interpersonal communication. Write
4. Objective: To recognize the impact of the essential elements when
communicating. Students work in pairs to create a brief dialogue that illustrates one
Chapter Outline
I. Why Study Interpersonal Communication
A. Personal Success
B. Professional Success
II. The Nature of Interpersonal Communication
A. Interpersonal Communication Involves Interdependent Individuals
B. Interpersonal Communication Is Inherently Relational
C. Interpersonal Communication Exists on a Continuum
D. Interpersonal Communication Involves Verbal and Nonverbal Messages
E. Interpersonal Communication Exists in Varied Forms
F. Interpersonal Communication Is Transactional
III. The Elements of Interpersonal Communication
A. Source-Receiver
B. Messages
1. Metamessages
3. Feedforward messages
C. Channel
D. Noise
1. Physical noise
3. Psychological noise
4. Semantic noise
E. Context
1. Physical context
2. Social-psychological noise
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4. Cultural context
IV. Principles of Interpersonal Communication
A. Interpersonal Communication Is Purposeful
1. To learn
3. To influence
5. To play
B. Interpersonal Communication Is a Package of Signals
C. Interpersonal Communication Involves Content and Relationship Messages
D. Interpersonal Communication Is a Process of Adjustment
E. Interpersonal Communication Involves Power
1. Legitimate power
3. Reward power
5. Expert power
6. Information or persuasion power
F. Interpersonal Communication Is Ambiguous
G. Interpersonal Communication Is Punctuated
H. Interpersonal Communication Is Inevitable, Irreversible, and Unrepeatable
V. Interpersonal Competence
A. The Competent Interpersonal Communicator Thinks Critically and Mindfully
B. The Competent Interpersonal Communicator Makes Reasoned Choices
Teaching Strategies
2. Have students write two paragraphs: the first paragraph should outline their
career goals. They may want to own their own businesses, land jobs in
information technology and computers, or work in health careers. They should
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3. Use Test Yourself: What Do You Believe About Interpersonal Communication? in
4. Break students into small groups of 3-4. Using various well-known activities (for
5. Select a short clip from a sitcom or movie to demonstrate either effective or
ineffective interpersonal communication. A suggestion is to select a series
6. Assign students to interview a person in the career field in which they hope to
work. Have the students ask the individuals about communication in their
respective fields. Is it more online or face-to-face? Do they attend meetings
during the week? How many? What role do social networks play in their career
fields? What workplace problems occur related to communication?
Vignette
These three cases illustrate some of the range of topics that will be covered in the text
and course.
Pat and Chris have been dating for the last three years and plan to move in
together and enter into a permanent relationship. But one issue is creating serious
conflict and has given Chris serious pause as to whether they should even continue
Reno has five children and works as a superintendent in a large condo complex in
Boston. Although he’s deeply interested in the lives of his wife and children, he
For the last 14 years, Karla has worked in a toy factory in Michigan that was
recently purchased by a Japanese investment firm. The production department that
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morale is down. Karla used to handle most problems informally by talking with the
crew over lunch or at company parties. Now, however, the managers handle all
Comments: These situations all revolve around problems in interpersonal
communication. All of these people would profit from learning the principles and skills of
interpersonal communication. Whether a person is in a relationship that is romantic,
friendship, family, or professional, the principles outined in this text are powerful tools
for dealing with relational conflicts in any situation.
Chris and Pat, for example, don’t seem to know how to communicate with each
other and derive the kind of benefits that Pat is obviously receiving from chat
communication. The belief that love will conquer all prevents Pat from seeing the
difficulties this obsession with the Internet is causing Chris and his feelings about
Reno feels left out and he neither knows how to facilitate self-disclosures on the part
of his children or his wife, nor does he know how to communicate his own feelings.
Karla is having trouble communicating in this new intercultural setting. Although
morale is down throughout the plant, the new owners are unaware of it, largely
because no one has voiced concern. Karla’s self-esteem has been damaged; she
feels she’s lost her importance and doesn’t know how to deal with the situation.
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Activities for Student-Based Learning
Communication Competence Activity
This activity is an effective and entertaining way of teaching communication
effectiveness, the communication model, and communication competence.
Before class, find some basic pictures that students could easily draw, such as a stick
figure, a car, a boat, a doll, or your school’s logo. Make copies of each of the pictures.
During class, ask each student to find one partner. Then, randomly pick two students
who are partners, and assign one student to be the “communicator” and the other
student to be the “artist.” Have the artist face the chalkboard and be prepared to draw
what the communicator tells him or her.
Give the communicator a picture and tell this person that he or she is not allowed to
show the artist what that picture is. In other words, the communicator cannot say
Afterwards, discuss how the communicators could have improved their communication
effectiveness, and determine whether each was a competent communicator in the
scenario. You might ask: “Was the communication two–way?”; “Did the artists get the
exact message each and every time? Why or why not?”; “What are some examples of
how they communicated incompetently?”
Tapping Out Songs
Sometimes students automatically assume they can communicate effectively. However,
they will be surprised to learn that sometimes it is very difficult to communicate. Have
students divide into pairs. One person will be a “tapper” and the other a “listener.” Then
on the board, have only the tappers look at a list of popular recognized songs, such as
“Twinkle, Twinkle, Little Star,” “Happy Birthday,” or “Jingle Bells.” Then, ask the tappers
to tap out their song to the listeners. The tappers should guess whether the listeners will
be able to identify the song. Oftentimes, this activity is harder than it seems. Listeners
will not always be able to guess the song. Hence, this can lead to a good discussion
about competent communicators, context, message, and channel.
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48 Hours
Have students reflect on the past 48 hours of their lives. Consider the various
communication situations they have experienced and/or observed. Ask them to write a
brief description of a communication scenario where it seems the participants used
effective communication strategies. What happened? What did the participants do or
not do? Then, ask the students to do the same but this time for a situation where the
communication situation did not seem to be effective. What happened? Depending on
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Student Name: ______________________ Class Section: ________ Date: ________
Meeting Interesting People
Directions: First, fill in the last blank (61) something no one would ever guess about
you. Then introduce yourself to classmates one-on–one and learn each person’s name.
Have the classmates find at least one blank they can legitimately sign. Briefly discuss
that item, and in the margin, make any notes that will help you remember that person. In
the time allotted by your instructor, meet approximately one person every two minutes.
1. I ate breakfast this morning. ____________________
3. I have never ridden a horse. ____________________
4. I eat sushi. ____________________
5. I have taken a subway to work. ____________________
7. I have flown in a hot air balloon. ____________________
8. I have never changed a diaper. ____________________
9. I have worked in the fast food industry. ____________________
11. I am a vegetarian. ____________________
12. I walked from home to class today. ____________________
13. I can write my name upside down. ____________________
15. I enjoy skate boarding. ____________________
16. This is my first college class. ____________________
17. I have four children. ____________________
19. I have already read Chapter 1 in the text. ____________________
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20. I have lived in four different states in the U.S. ____________________
22. To get home, I need to take an airplane or ship. ____________________
23. I enjoy public speaking. ____________________
24. I can do magic tricks. ____________________
26. Cooking gourmet meals is my hobby. ____________________
27. I have never changed a tire. ____________________
28. I like sailing a boat. ____________________
30. I write poetry. ____________________
31. I was on a varsity sports team in high school. ____________________
32. I have worked in corporate America. ____________________
34. I play a stringed musical instrument. ____________________
35. I have voted in two presidential elections. ____________________
36. Digital photography is my hobby. ____________________
38. I have visited the Smithsonian. ____________________
39. I have bought and sold items on eBay. ____________________
40. Acting on stage is my passion. ____________________
42. I sing solos in public. ____________________
43. I have attended three operas. ____________________
44. I can name all seven dwarfs. ____________________
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45. I read mysteries. ____________________
47. Last Monday I watched a soap opera. ____________________
48. I own a Monopoly game set. ____________________
49. I play chess. ____________________
51. I have traveled to an Asian country. ____________________
52. I speak three or more languages. ____________________
53. I already have a college degree. ____________________
55. I do weekly volunteer work in the community. ____________________
56. I am involved in student government. ____________________
57. I have shaken a U.S. president’s hand. ____________________
59. I have an unusual pet. ____________________
61. Something you would never guess about me is ____________________.