Learning Outcomes © 2011 Cengage Learning. All rights reserved. Chapter 8 Communication Learning...

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© 2011 Cengage Learning. All rights reserved.

Chapter 8Communication

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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


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


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



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



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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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


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



Defensive Communication

aggressive, malevolent messages as well as

passive, withdrawn messages


Defensive Communication

[Leads to]– injured feelings– communication breakdowns– alienation– retaliatory behaviors– nonproductive efforts– problem solving failures


Nondefensive Communication

communication that is assertive, direct,

and powerful


Nondefensive Communication

[Provides]– positive and productive

basis for asserting and defending oneself against aggression.

– restores order, balance, and effectiveness to working relationships


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.”


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?”


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


Nonverbal Communication

all elements of communication that do not

involve words


Types of Nonverbal Communication

• Proxemics

• Kinesics

• Facial and Eye Behavior

• Paralanguage


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


ProxemicsSeating dynamics – seating people in certain

positions according to the person’s purpose in communication


Kinesics

Different gestures mean different things in different cultures.


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.


Paralanguage

variations in speech send messages

What message is sent by:– High-pitched, breathy voice– Rapid, loud speech– Interruptions– Tongue clucking


Information Communication Technology (ICT)

• Information databases

• E-mail

• Voice mail

• Smartphones

• Video conferencing


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


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?


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.

© 2011 Cengage Learning. All rights reserved.7-31

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.


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.


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


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.


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.”

Learning Outcomes © 2011 Cengage Learning. All rights reserved. Chapter 8 Communication Learning...

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