Post on 19-Dec-2015
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© 2011 Cengage Learning. All rights reserved.
Chapter 8Communication
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© 2011 Cengage Learning. All rights reserved.
Terms to Know
Communication – the evoking of a shared or common meaning in another person
Interpersonal Communication – communication between two or more people in an organization
Communicator – the person sending the message
Receiver – the person receiving a message
© 2011 Cengage Learning. All rights reserved.
Terms to Know
Perceptual Screen – windows through which we interact; allows the message to transmit smoothly, or they can cause distinction
Message – the thoughts and feelings that the communicator intends to evoke in the receiver
Feedback– occurs when information is fed back to the sender that completes two-way communication
Language – the words, their pronunciation, and the methods of combining them used and understood by a group of people
© 2011 Cengage Learning. All rights reserved.
Terms to KnowData – uninterpreted and unanalyzed elements of a
messageInformation – data with meaning to the person
who interprets or analyzes themRichness – the ability of a medium to convey
meaning to a receiver
Basic Interpersonal Communication Model
© 2011 Cengage Learning. All rights reserved.
© 2011 Cengage Learning. All rights reserved.
Information Richness & Data Capacity
Reflective Listening
the skill of listening carefully to another
person and repeating it back to the speaker
What I heard you say was we will understand the
process better if we break it into steps
This complex process needs to be divided to be understood
© 2011 Cengage Learning. All rights reserved.
© 2011 Cengage Learning. All rights reserved.
REFLECTIVE LISTENING
Affirm Contact
• Communicates attentiveness
• Provides reassurance in expressing thoughts and feelings
Paraphrase
• Reflects back to speaker what has been heard; assures accuracy
• Builds empathy, openness, acceptance
Clarify the Implicit
• Bring out unspoken (but evident) thoughts and feelings
• Builds greater awareness
Reflect “core” feelings
• Restate important thoughts and feelings
• Exercise caution; danger of overreaching
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© 2011 Cengage Learning. All rights reserved.
REFLECTIVE LISTENING
Silence
Listener:• Sort out thoughts and
feelings• Identify and isolate
personal responses
Speaker:• Useful for thinking• Determine how to
express difficult ideas or feelings
Eye Contact
• Useful to open a relationship
• Improves communication
• Be aware of cultural differences
• Use moderate eye contact
• Use times of no eye contact for privacy and control
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One-way vs. Two-way Communication
One-Way Communication – a person sends a message to another and no questions, feedback, or interaction follow• Good for giving simple directions• Efficient, but often less accurate
Two-Way Communication – an exchange of thoughts and/or feelings, through which shared meaning often occurs.• Good for problem solving
© 2011 Cengage Learning. All rights reserved.
Five Keys to EffectiveSupervisory Communication
• Expressiveness
• Empathy
• Sensitivity
• Persuasion
• Informative
Barriers to CommunicationFactors that distort, disrupt or even
halt successful communication
Physical separationStatus differencesGender differences
Cultural diversityLanguage
© 2011 Cengage Learning. All rights reserved.
© 2011 Cengage Learning. All rights reserved.
Defensive Communication
aggressive, malevolent messages as well as
passive, withdrawn messages
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Defensive Communication
[Leads to]– injured feelings– communication breakdowns– alienation– retaliatory behaviors– nonproductive efforts– problem solving failures
© 2011 Cengage Learning. All rights reserved.
Nondefensive Communication
communication that is assertive, direct,
and powerful
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Nondefensive Communication
[Provides]– positive and productive
basis for asserting and defending oneself against aggression.
– restores order, balance, and effectiveness to working relationships
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Two Defensiveness Patterns
Dominant Defensiveness Dominant Defensiveness –– characterized by overtly aggressive and domineering behavior.“I am right.”
Subordinate Defensiveness Subordinate Defensiveness –– characterized by passive, submissive behavior“You are right, I am wrong.”
© 2011 Cengage Learning. All rights reserved.
Defensive TacticsDefensive Tactic Example
Power Play “Finish this report by month’s end or lose your promotion.”
Labeling “You must be a slow learner. Your report is still not done?”
Misleading Information
“He didn’t finish the report because he was out drinking last night.”
Hostile Jokes “Can you finish the report, or are you too stupid?”
© 2011 Cengage Learning. All rights reserved.
Nondefensive Communication: A Powerful Tool
• An alternative to defensive communication. • Centered, assertive, controlled, informative,
realistic, and honest• Speaker exhibits self-control and self-
possession. • Speaker exhibits self-control and self
possession• Enhances relationship building• Listener feels accepted rather than rejected
© 2011 Cengage Learning. All rights reserved.
Nonverbal Communication
all elements of communication that do not
involve words
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Types of Nonverbal Communication
• Proxemics
• Kinesics
• Facial and Eye Behavior
• Paralanguage
© 2011 Cengage Learning. All rights reserved.
ProxemicsTerritorial Space – bands
of space extending outward from the body; territorial space differs from culture to culture
Zone a: intimate space: significant others, spouses, family members.
Zone b: personal distance: friendships
Zone c: social distance: business associates and acquaintances.
Zone d: public distance: strangers
© 2011 Cengage Learning. All rights reserved.
ProxemicsSeating dynamics – seating people in certain
positions according to the person’s purpose in communication
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Kinesics
Different gestures mean different things in different cultures.
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Facial and Eye Behavior
Facial expression and eye behavior are used to communicate an emotional state,
reveal behavioral intentions, cue the receiver or give unintended clues.
© 2011 Cengage Learning. All rights reserved.
Paralanguage
variations in speech send messages
What message is sent by:– High-pitched, breathy voice– Rapid, loud speech– Interruptions– Tongue clucking
© 2011 Cengage Learning. All rights reserved.
Information Communication Technology (ICT)
• Information databases
• Voice mail
• Smartphones
• Video conferencing
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Characteristics of ICT
• Instant exchange of information across geographic boundaries and time zones
• Schedules and office hours become irrelevant
• Normal considerations of time and distance less important
© 2011 Cengage Learning. All rights reserved.
Communicating concerns about performance
Why? The purpose is to improve performance of the employee. Watch your motives.
What? Behaviors. Find good ones first, then focus on behavior not meeting standards. Make sure they (and you) understand why their behavior does not meet standards and how to correct it.
How do you arrange the meeting? Sends a message before the actual counseling session. In person, e-mail, letter, secretary?
© 2011 Cengage Learning. All rights reserved.
Communicating concerns about performance
Where? Your place or theirs? Power symbols (e.g. seating) depend on severity of problem and if punishment is involved.
When? As close to the discrepancy as possible. Time of day considerations?
How do you express your concerns? In person? Written? (memo, e-mail, letter, note). Consider speaking to them in person and follow-up in writing.
What next? Your behavior following counseling is key. Need to establish normal relations, follow-up but still be supportive. Build efficacy. Remember procedural justice – everyone is watching you.
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Assertive Communication
The ability to communicate clearly and directly what you need or want from another person in a way that does not deny or infringe upon the other’s rights.
Use I-statements rather than you-statements; produce dialogue rather than defensiveness.
Matter-of-fact, issue focused and not personal.
© 2011 Cengage Learning. All rights reserved.
Assertive vs. Aggressive
Assertive Aggressive
Verbal Statement of wants. Honest statement of feelings. Direct statements which say what you mean. I statements.
“Loaded” words. Accusations. Subjective terms. “You” statements that blame or label
Nonverbal general demeanor
Attentive listening. Generally assured manner, communicating caring support.
Exaggerated show of strength. Flippant, sarcastic style.
Air of superiority.
Voice Firm, warm, well modulated, relaxed Tensed, shrill, loud, shaky; cold, demanding; superior, authoritarian
Eyes Open, frank, direct. Eye contact, but not glaring or staring
Expressionless, narrowed, cold, glaring; not really “seeing” others
Stance and posture
Well balanced, straight on, open, erect, relaxed
Hands on hips, arms crossed, feet apart. Stiff, rigid, rude.
Hands Relaxed motions Clenched. Abrupt gestures, fingerpointing, fist pounding.
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I-statements: Three components
1. A specific and nonblaming description of the behavior exhibited by the other person
2. The concrete effects of that behavior
3. The speaker’s feelings about the behavior
I-statement examples
Behavior Effects Feelings
When you come late to our meetings
We have to use valuable time bringing you up-to-date, and others end up doing your share of the work
And I resent that
When you interrupt me
I lose my train of thought and don’t get to make my point
And that makes me angry
When you don’t complete your team assignments
It disrupts the team’s ability to complete it’s mission
And that concerns me
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Assertive communication
In addition to using I-statements: Empathize with the other person’s position in
the situation Specify what changes you would like to see
in the situation or in another’s behavior, and offer to negotiate those changes with the other person
Indicate, in a nonthreatening way, the possible consequences that will follow if change does not occur.
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Assertive Communication: An example
“When you are late to meetings, I get angry because I think it is wasting the time of all the other team members and we are never able to get through our agenda items. I would like you to consider finding some way of planning your schedule that lets you get to these meetings on time. That way, we can be more productive at the meetings and we can all keep to our tight schedules.”