BERLO’S S-M-C-R COMMUNICATION MODEL

Berlo’s S-M-C-R communication model was postulated by David Kenneth Berlo in 1960, which he
developed from Claude Shannon and Warren Weaver's Model, Berlo’s Model discusses each component
(Sender, Message, Channel, and Receiver) of the model and how they interact to create effective
communication. This approach breaks communication down into six stages: the source of the
communication, the encoding of the message, the message, the delivery method of the message, the
decoding of the message, and the message receiver.

So, what’s the difference between the Shannon-weaver Model of Communication and Berlo’s S-M-C-R
Communication Model?

- They differ in purpose. While the Shannon Model focuses more on the effect of the noise
on the efficiency of transmission and reception of the message, Berlo’s model focuses on
the perception or understanding and the effect on the reader of the message sent by the
sender.

As I’ve said earlier, Berlo’s S-M-C-R model of communication is composed of four key components:

 Sender
 Message
 Channel
 Receiver

The sender, being the source of information, data, or even personal messages, encodes the message in a
way he wants to convey it, after encoding, the message will then be delivered through a channel or two,
referring to the five sense organs, before the receiver decodes and comprehend the message.

Now these components are affected by many factors including:

SENDER (whom the thoughts or information originates and the one responsible for encoding and
transferring the message to the receiver)

 Communication Skills
- This affects the communication process because if the sender has good communication
skills, the message will then be conveyed better than if the sender doesn’t have good
communication skills.
 Attitudes
- The sender should also uphold the right attitude, towards self, the receiver, and the
environment to create a long-lasting impression on the receiver or the listeners.
 Knowledge
- Knowledge is the clarity of information that the sender wants to convey to the receiver
or their listeners. Having familiarity with the subject of the message can then effectively
convey the message.
 Social System
- Value, beliefs, laws, rules, religion, and many other social factors affect the sender’s way
of communicating the message. It creates a difference in the generation of the messages.
 The sender must consider the social system for the receiver to show interest in the
message.
 Culture
- Cultural Differences could make the understanding of the message of the sender
different from the perception of it by the receiver. A person from one culture might find
something that is very much acceptable by the other culture offensive. Senders must be
sensitive in every action or message that they will send to the receiver to avoid offending
their cultural background.

MESSAGE (could be in the form of audio, voice, text, video, or other media that is being sent by the
sender to the receiver)

 Content
- Content is the message itself. From the very beginning down to the last word of the
message is the content. The content is the backbone of any communication. The content
must be sensible, and accurate to thought to create an impact on the receiver.
 Element
- Are the non-verbal that tag along with the content of the message to avoid losing the
interest of the receiver or listener. This could be in the form of hand movements,
gestures, facial impressions, body movements, or postures that could help get the
attention of the listeners to achieve the full effectiveness of the communication.
 Treatment
- Is how the speech or message is conveyed by the sender to its receiver. The sender must
understand how to present his message so that the message is conveyed in the most
accurate form.
 Structure
- The structure of the message refers to how it is arranged; the way people structure the
message into various parts for it to be conveyed effectively. A message should be
properly structured and arranged for the message to get the interest of the receiver and
for them to grasp the message.
 Code
- The code of the message refers to the means through which it is sent and in what form.
Could be in the form for example, language, body language, gestures, music, etc.
Even culture is a code. The code must be correct in the communication. Your body
movements, your language, your expressions, and your gestures are the codes of the
message and must be accurate otherwise the message gets distorted, and the receiver
will never be able to decode the correct information.

CHANNEL (the medium used to send the message. In mass communication, the channel or the medium
used to transmit messages varies in different types of technology like cellphones, telephones, the
internet, television, etc., but in general communication, we use the five senses as a medium to send out
messages.)

 Hearing
- The use of ears to receive the message. For example, orally transmitted messages,
interpersonal communication etc.
  Seeing
- Visual channels, for example, watching television so the message is conveyed through
the scene/film.
 Touching
- The sense of touch can be used as a channel to communicate. For example, we touch,
buy food, hug our loved ones, etc.
 Smelling
- Smell also can be a channel of communication. For example, perfumes, food, fragrances,
etc. The charred smell communicates something is burning. People can deduce which
food is being cooked by its smell etc.
 Tasting
- The tongue is a muscular organ used in the act of eating and tasting food. For example,
while a food is being shared, communication can happen regarding its taste.

RECEIVER

 Communication Skills
- Just like the sender, if the receiver lacks the necessary communication skills, the
effectiveness of the communication could be lessened since the receiver might not be
able to get a grasp of the message sent by the receiver.
 Attitudes
- The receiver should also have the right attitude, same as the receiver, to understand the
message in a positive way.
 Knowledge
- The receiver’s knowledge should be on par with the sender and must have an insight
regarding the subject for them to reach a common understanding with the sender and
get a grasp of the message.
 Social System and Culture
- The receiver should also be from the same social and cultural background just like the
sender to avoid misunderstanding or misconception of the message.

SITUATIONAL EXAMPLES

SOURCE: A professor or teacher teaching his/her class

o The professor using her communication skills conveyed his/her lesson accordingly alongside
his/her attitude to help her student learn. The educator possesses sufficient knowledge
regarding the topic he/she’s discussing so that they can communicate properly in a way that the
students understand the lesson.
o The professor then encodes the message to transmit her message into a medium/media or
channel.

MESSAGE:

o He/she wanted to convey his/her lesson concisely, so the professor arranged his/her content in
a simple manner so that the students could understand the lesson. He expresses his lesson in a
serious but informative manner, and he/she also includes some hand gestures, good posture,
 body movement, and necessary facial expressions for his/her student to become fully engaged
in the class.

CHANNEL: Through hearing and seeing

o The professor discussed his/her lesson aloud verbally in front of the class, making sure that
everyone heard him/her loud and clear.

RECEIVER

o Now there will be two differing results within the population of the students in the classroom.
First, those students who listened and were able to catch up to the professor’s discussion, being
the reason that they might have advanced studied the current lesson at hand or they might have
a very fast intellectual ability and be able to understand the lesson thoroughly. The second is for
those students who aren’t able to catch up with the professor's lesson. There might be several
factors that contributed to this occurrence, and that will be noise and distractions, the following
student might have found the lesson boring and bland even though the professor put lots of
effort into his/her discussion, second the student might have felt uncomfortable in some way,
might be hungry, tired, and stressed, etc., or there might be an outside distraction that hinders
the following student to fully grasp the lesson during the discussion.

IMPORTANCE

 Clarity in Communication: The model underscores the importance of encoding messages clearly
and effectively. It encourages communicators to structure their messages in a way that can be
easily understood by the receiver. Clear communication is essential for avoiding
misunderstandings and ensuring that the intended message is accurately conveyed.
 Teaching and Learning: In educational settings, the model helps educators structure their
lessons and materials in a way that maximizes student comprehension. It underscores the
importance of clear and organized communication, which can lead to more effective teaching
and learning experiences.
 Audience-Centric Approach: Berlo's model emphasizes the role of the receiver in the
communication process. By considering the receiver's background, knowledge, and
communication skills, communicators can tailor their messages to the specific needs and
expectations of their audience. This audience-centric approach is crucial for successful
communication.
 Adaptability: The model is adaptable to various communication contexts. It can be applied to
interpersonal communication, organizational communication, mass media, cross-cultural
communication, and educational settings. This versatility makes it a valuable tool for analyzing
and improving communication in diverse situations.

PURPOSE

In summary, the primary purpose of Berlo's S-M-C-R Communication Model is to enhance the quality
and effectiveness of communication by offering a structured approach that considers the source,
message, channel, and receiver, along with key factors like feedback, noise, and context. It serves as a
practical tool for individuals, organizations, educators, and researchers to achieve better communication
outcomes.