Lecture Article Week 5

8/7/2019 Lecture Article Week 5

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THIRD EDITION

Dan 0'JlairUniversity of Oklohom o-Normon

Custav lil. FriedrichUniversity of Oklohom o-Normon

lynda llixon ShaverBowling Green Stote University

mmueo Roslt ser-nMAlBoston New YorK

l rJHl|.AliaU *bqar

Houghton l|lifflinCompany


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Sponsoring Editor: George T. HoffnunSenior Production/Design Coordinator: Jill HaberSenior Manufacturing Coordinator: Marie BarnesMarketing Manager: Pamela Inskey

Text and art credits begin on page 523.

Copyright O 1998 by Houghton MifflinCompany. All rights reserved.

No part of thG work may be reproduced or transmined in any form or by anymeans, electronic or mechanical, including photocopying and recording, or byany informadon storage or retrieval system without the prior wriften permissionof Houghton Mifflin Company unless such copying is expressly permimed byfederal copyright law. gddress inquiries to College Permissions, Houghton MifflinCompany, 222 Betkeley Street, Boston, MA 02116-3754.

Pinted in tbe U.S.A.

Library of Congress Caulog Card Number: 97-72528

ISBN: 0-395-85869-0

12345 67 89 -DC-} 1. -00 -99 -9 8 -97


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Brief Contents

An lntroduction to Communication in 0rganilations

l. Communicotlon in OrgonlzotlonsFOCUS on Business Communicotion: IKEA2. The Model of Strotegic Communlcotion

Leorning Through Technology: Web Poges ond the IntronefFOCUS on Business Communicotion: FedEx Corporotion

3. Diversity in Business ond the ProfessionsFOCUS on Business Communicotion: Mory Koy Cosmetlcs, lnc.

Listening Skills 103FOCUS on Business Communlcotlon: United Psychiotric Group 114Verbolond Nonverbolskllls 134LeorningThroughTechnology:Reat-TimeCommunicoflon 147FOCUS on Business Communicollon: Hewlett-Pockord Compony

.l56

Leodership ond Monogement Skllls 16Leorning Through Technology: Communicotion DevicesLeoder{and Ni-anogers lJse .l70FOCUS on Business Communicotion: United Negro College Fund 186

r99

ll Basic $ommunication $kills

312

284350

6982

101

4.

lll lnterpersonal [ommunication Strategies20r220r,le

253246

lfl

7. Work RelotlonshiPsFOCUS on Business Communicqtlon: Tom's of Moine

Prlnclples of lnlerviewingLeorning Through Technology: Consulf lnteruiewlng Experfs onfhe WebFOCUS on Business Communicotion: USA Network


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Contents

Preface

2325

72

28

)(,30

Jf

35

xtll

AN II\IIRODUCIIOI\I IO COIl|lt,lUl\lICATIOI\l IN ORGANIZAIIOil|S

l. Communicqlion in OtgonizcrtionsThe Interactive Communication Process

Message 6, Source 6, Encoding 6, Cbannel 7,Feedback 8, Noise 8, Sbared Meaning B

Reasons for Communication FailureInadequate Inforrnation 10, In"formation Ouerload 10, Poor-QualityInformation 11, Poor Timing 1 1, Iack of Feedback ot Follou-up 71.,Problems witb Cbannek 12, Incompetent Comrnunication LJ, IneffectiueGoal Setting 14, Communication Aruciety 14, Cultural Batriers 1.5

Understanding Organizational Communication 15Classical Tbeory 16, Humanistic Tbeory 18, Systems Tbeory 19,Organizational Culture 2 3

Component Description ExamPleSummary

I fOCUS on Buslness Communlcotlon: IKEA

2. The Model of Strotegic CommunlcotlonA Model for Communication in the Information AgeThe Organizational Framework: Values and Ethics

Values 30, Comrnunication Etbics 32

Ethical GuidelinesTbe Aduantages of Etbics J4Goal Sening for Organizational Communication

Tbe Goal-Sefting Process 36, Tbe Benefits of Goal Sening 39Situational Knowledge: The Context of Organizational Communication

Organizatianal Stntcture 39, Organizational learning 41, On+be-JobTraining 43, Politia 45, Comtnunication Climate 46, Tbe Benefils ofSituational Knouledge 49

6Receiuer 7, Decoding 7,

10

39


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9. lnterviews in Business SettingsLeorning Through Technology: lnfernet Reseorch

FOCUS on Business Communicotion: Aegir Systems

261275

290

301

446473

450

480482

lV Group Communication $trategiest0.

I t.

12.

r3.

14.

Fundomenlols of Group Communicotion 303Leorning Through Technology: Nelworked Group Meefings 323FOCUS on Busin'ess Communicotion: Worner-Lombert Compqny 308Meetings: Forums for Problem Solving 331Leorning Through Technology: Problem Solving On-Line 354FOCUS on Business Communicotion: Seventh Generotion, lnc. 336Negotiotion ond Conflict Monogement 371FOCUS on Business Communicotion: Tootsie Rolllndustries, lnc. 378

Developing ond Delivering Effeclive Presentotions 403Leorning Through Technology: Finding Quofqfions on the Internet 421FOCUS on Business Communicotlon: Americon Red Cross 4.l0

401 Public Presentation Strategies

15.

lnformotive PresentotionsLeornin g Throu gh Technology : Pre sentoti o n Soflwor eFOCUS on Business Communicqtion: Best Westernlnternotionol, lnc.

Persuosive ond Speciol PresentolionsFOCUS on Business Communicotion: John Deere

lY . Brief Contents


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Communication Competence 49Messages 5O, Internal Communication 52, kternal Communication 57,

Cbannek 59Anxiety Management 63Catses of Communication Anxiety 63, nffects of Comrnunication Anxiety64, Managing Con'rmunication Anxiety 65

Summary 65Leorning Through Technologyi Web Poges and fhe lntronef 43I fOCUS on Business Communicolion: FedEx Corporotion 50

3. Diversity in Business ond the Professions 69The Issues of Diversiry

Tbe Definition of Diuecity 71, Diaenity in tbe Worhptace 77, Hotu WeAre Affected by Diuersity 72, Cultural Metapborcfor tbe United States 73

Communication Between Diverse PeopleGender 75, Age 76, Ethnicity 77, Pbysical Abilities 78, RetigiousAffiliation 79, Sexual Orientation 79

Situational Knowledge: Understanding Your PerspectivesCommunication Competence: Personaliry Traits

Flexibility 81, Ability to Tolerate Ambiguil 81, Low Leuels ofEtbnocentristn 8J, Nonjudgmental Attitudes 84, Respectfor Self andOtbers 84

Analyzing Your PerspectivesI^anguage Culture 87

Anxiely Management: Resolving Culrural ConflictPositiue Cultural Conflict 89, Tbe Cultural Communicat;on ConflictTriangle

92Legal Guidelines and DiversitySummary

I fOCUS on Business Communicqtion: Mory Koy Cosmetics, lnc.

74

8081

959b

82

II BASIC COll,lll,lUl\lICAIIOI\I SKITI-S I0t4. Listening Skills

Hearing Versus ListeningListening in Your Career

Benefits of Good Listening 1O5, Problemsuitb Ineffectiue Listening 1OgThe Role of Perception

Factots Influencing Perception 1 1O, Assessing your percqtior$ 7 I I,'Assessing Otbers' Perceptions 113

Goal Setting for Interactive ListeningIdentify Objectiues 11.6, Knou Your Listening Style 117, Build Motiuntion119, Generate Energjt 119

r03

r04105

109

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Yl . Contents


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Siruational Knowledge: Preparing for Interactive Listening 120Speaker's Communication Style 12O, Enuironmental Distractions 121,

Emotional Dktractiotxs 1.21, Message Content 122Communication Competence: Interactive Listening 122

Talk Less 123, Ash Questions 123, Use Nonaerbal Bebauior 124,Dkmantle tbe Tl:ree D's 125, Auoid Boredom 126, Make tbe Most ofIistening Oppoftunities 1 27

Anxiery ManagementEvaluating Your Listening

Goal Assessrnent 129, SWOT Analysis 1JOSummary 131I fOCUS on Business Communicolion: United Psychiotric Group rr4

5. Verbql ond Nonverbol SkillsGoal Setting for Effective MessagesSiruational Knowledge: Personal and Environmental Factors

Status 137, Perceptions 139, Personal Space 14O, Tetritories 142,Clotbing and Style of Dress 143, Enuironmental Factors 144

Communication Competence: Verbal and Nonverbal SkillsCboosing tbe Settingfor Communication 145, Timing tbe Message 146,using Language Elfectiuely 148, Auoiding Racist and Sexist Language150, Interpreting Nonuerbal Cues Accurately 151

An-xiery ManagementMessage Srategies

Conuercation 158, Making Requests and Giuing Directiues 161

Summary 163Leorning Through Technology'. Reol-Time Communication 147I fOCUS on Business Communicotion: Hewlett-Pockord Compony 156

6. Leodership ond Monogement Skills 166.Vhat Does a Leader Do? I57

Managerial and Leadenbip Functiotts 1.68, Managerial and LeadetbipSkilk 168, Future-Oriented Shilk 169

Management Theory 171Likert's Systents of Management 172, Blake and Mouton's ManagerialGrifr 173, Vroom and Yenon's leader-Participation Model 174, Kubnertand leuis's Transactional Leadenbip Tbeory 175, Kuhnert andTransformational leadenbip Tbeory 1 75

r27I?9

134

r36137

145

r55r58

176

177

182

Leadership Versus ManagementGoal Setting: Managing the Present and the Future

Sbared Values 178, Vision 179, Management of Cbange 181Siruational Knowledge: The Foundation of Strategic Leadership

Knowledge About Self 182, Organizational Knotaledge 184

Contents . vii


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Communication Competence: DemonstratingTrttst 185

Ethical Leadership Principlesandetstanding 189, Empowerment 191

Anxiety ManagementOptimism 193, Percistence 193, PassionFailure 194

Summary

Leadership Skills 185

188

L921 93, Accepting Responsibility for

Leorning Through Technology: Communicafion Devices Leodersond Manogers UseI FOCUS on Business Communicolion: United Negro College Fund

194

r70

186

t99

201

203

233

234

236238

8. Principles of lnlerviewingThe InterviewPlanned Discource 235, Dyadic Discoune 235, Interactiue

Discourse 235Goal Setting: Dyadic CommunicationSituational Knowledge: Strucruring rhe Interview

Tbe Opening 238, Tbe Body 24O, Tbe Closing 242

III I|\|ITRPTR$O|\|AI- COl|llllUI\IICAIIOl\lSIRAIT$II$7. Work Relotionships

Manager-Employee RelationshipsGoal Setting 203, Situational Knouledge: Communication Climate204, Communication Competence: Managing Pouer andDiuenity 205

Coworker Relationships 209Protcimity 2O9, Sbared Interests 210, Sbared Tasks 21O, Satisfaction ofNeeds 211, Relationsbips witb Difficult Cotuorkers, 212

Employee-Customer Relationships 274Goal Sefting: Know tbe Customer 215, Cornmunication Cornpetence 215,Arlxiety Management 2 1 8

Mentoring Relationships 219Tbe Importance of Mentoring Relatiorubips 279, Cbaracteristics of tbeMentor and Protdgd Roles 222, Mentoring Pbases 222, Gender andCultural Issues 223, Finding a Mentor 223

Romantic Relationships in the r07orkplace 224Peruasiueness of Organizational Romance 225, Coruequences ofOrganizational Romance 22 5

Sexual Harassment 226Summary 228I fOCUS on Business Communicotion: Tom's of Moine zzo

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Communication Competence: Asking Effective QuestionsQuestion Meaning 244, Question Forrn 249, Question Sequence 25O

Responding and Providing FeedbackAmiety Management: Interviewer and IntervieweeSummary

Leorning lhrough Technology: Consult Interuiewing Expefts an the Web

I FOCUS on Business Communicolion: USA Network

9. lnterviews in Business SettingsEmployment Interviews: IntroductionEmployment Interviews: The Interviewer

Goal Setting 262, Situational Knowledge 263, CommunicationCompetence 265, Anxiety Managet ent 268, Eualuating

Candidates 27OEmployment Interviews: The Interviewee 272

Goal Sexing 272, Situational Knowledge 272, CommunicationCompetence 28O, Anxiety Management 284

Appraisal Interviews 285Goal Setting: Putposes of Appraisal Inteniews 286, SituationalKnowledge: Reuieuting Performance 286, Communication Competence:Conducting tbe Interuiew 287, Anxiety Management: Receiuing Bad Neus290, Setting Reuised Goals 291

Disciplinary Interviews 292Notifuing the Employee 292, Reuieu)ing tbe Employee's Side of tbe Story293, Instituting Disciplinary Action 293

Media Interviews

Types of Medta Inten)ieus 295, Preparation 295, Practice 2%,Performance 296Summary

Leorning Through Technology: Internet Research

I fOCUS on Business Communicotion: Aegir Systems

243

253255257

253

246

261

262262

?94

296

275

290

301IU GROUP COll|l|lUNICAIIOl\l $IRAIIGII$10. Fundomenlols of Group Communicolion 303\fhat Is a Group? 305Factors Influencing Group Communication 307

Cobesiueness 308, Nonns 31O, Roles 311, Conformity 312, Grouptbinh31i, Conflict J15

Gening Involved in Groups 316Autboitarian Decision Making 3L6, Laissez-Faire Decision Making 317,Participatiue Decision Making 317

Contents . lx


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Group Leadership 318Tlpes of Leadersbip 318

Special

Groups 322Teleconferences and Videoconferences 322, Quality Circles J24, Self-Managing Teams 324, Comparison of Special Groups J26

Summary 327Leorning Through Technology: Networked Group Meefings 323I fOCUS on Business Communicolion: WornerLombert Compony 308

I l. Meetings: Forums for Problem Solving 331Goal Sening: The Agenda 332

Organizational Goak 335, Group Goak 335, Indiuidual Goak 337Situational Knowledge: Preparing for the Meeting 338

Meeting Facilities 338, Audiouisual Requirements J41, Setting Rules ofOrder 342, Knouing tbe Group j42

Siruational Knowledge: Developing Critical Thinking Skills 342Analysis J42, Reasoning J4J, Intetpretation 346, Eualuation J47

Communication Competence: Problem Solving 347ReJlectiue Tbinking 348, Nominal Group Tecbnique 351, Tlte DelpbiTecbnique 355, Aduocacy 356, Decision-Making Options 360

Anxiery Management 362Evaluating Group Effectiveness 362

Dimensions of Group Eualuation 363, Indiuidual Eualuation 365, TbeGroup Bebauior Inuentory J66

Summary 368Leorning Through Technology: Problem Solving On-Line 354I pOCUS on Business Communicolion: Seventh Generotion. lnc, 336

12. Negotiotion ond Conflict Monogemenl 371Argumentativeness and Verbal Aggressiveness 372

Determining Your Argumentatiueness and Verbal Agressiueness J/J,Controlling Verbal Agressiueness 373

Negotiation 376Goal Setting 376, Situational Knowledge: Formal Vercus InformalBargaining 377, Communication Competence: Basic Shilk for Presentinga Position j78, Ar*iety Management J85

Conflict Management 38,Vhat Is Conflict? J85, Causes of ConJlict: ConTpeting Goak 388,Managing Conflicting Goals 39O, Conflict Styles and Tactics 391

A Strategic Approach to Conflict 394Goal Setting 394, Situational Knowledge 395, CoftimunicalionCompetence J95, Arwiety Management 396

Summary 397f fOCUS on Business Communicotion: Tootsie Roll lndustries. lnc. 378

x . Contents


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tI PUBTIC PRT$IilIIAIION $IRATTGITS 401403

405408

4t34t5

478

424

4ZO

13. Developing ond Delivering EffeclivePresenlolionsGoal Setting: Identifying the Topic and the PurposeIdentifying the General and Specific Purposes of the Presentation

General Purpose 4O8, Specilic Purpose 412Siruational Knowledge: Analyzing the AudienceIdentifying and Researching Main Ideas

Generating Potential Main Ideas 415, Doing Researcb 417Providing Support for ldeas

Escplanatians 419, bamples 419, Statistics 420, Testimony 42ODeveloping an Introduction and a Conclusion

Tbe Introduction 424, Tbe Conclusian 426The Outline: Basic Considerations

Types of Outlines 426, Basic Principles 427, Transitiorx 429, DeuelopingEffectiue Language 430

Communication Competence: Presenting the MessageTltpes of Deliuery 431, Cbaracteristics of Effectiue Deliuery 433, OtberConsiderations 435

Fielding Audience QuestionsAnxiety Management

Wby Is Public Speaking Frigbtening? 439Developing a Strategy for RehearsalSummary

Leorning Through Technology: Finding Quotatlons on fha lnfernefI fOCUS on Business Communicotion: Americon Red Cross

14. lnformolive PtesenlolionsThe Range of Informative PresentationsInformation-Based Sociely

Composition and Size 448, Tlpe of work 448, Attitudes and Rights 448,Motiuational Factors 449

Accumulation of InformationFunctions of Informative Presentations

Sbaring Information and ldeas 451, Sbaping Percptions 452, SettingAgendas 452

Organizing the Presentation 412Description 452, Demonstration 456, Explanation 458

431

436438

442442

42r410

446

44/448

44945A

461,

461Typical FormatsGuidelines for a Successful Presentation

Analyze Potential Sources of Noise 462, Adapt to Your Listenen 463,Sbared Penpectiues 465

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Using Technology 465Audio Communication 466, Electronic-Mail Communication 467

Situational Knowledge: Technology 468Video 468, Teleuision 469

Communication Competence: Camera Skills and Special Occasions 470Practice 47O, Appearance 471, Multimedia Tecbnolagjt and Presentations473

Anxiety Management: Practice and KnowledgeSummary

Leorni n g throu g h Technology'. P resentaf o n Soflwo reI FOCUS on Business Communicolion: Best Western lnternotionol,lnc. 450

15" Persuosive ond Speciol Presenlolions 480Functions of Persuasive Presentations 481

Reinforcement 481, Refutation 485, Pronoting Cbange 486, Call to

The Persuasion ProcessEgo InvolvementOrder Effecs

One-Sided Versus Two-Sided PresentationsSpecial Presentations: An OverviewGoal Sening: Technology and Special Occasions

Special Occasions 503Additional HintsSummary

I fOCUS on Business Communicotion: John Deere

lndex

474475

473

490

Motiuational Sessions 491, Crisis

500

50r502

502503

503

513

Action 487Persuasive Formats

Sales Presentations 490, Proposak 49O,Situations 492

Basic Resources for Persuasion 492Tbe Listener's Petspectiue 492, Motiuatorc 494, Opinion Leader 4%,Citical Tbinking and Penuasion 497, Source Credibility 497

507507

482

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The Model of $trategicCommunication

ilOBJECTIVES-

Afler compleling this chopter, you wlll be oble lo:

I. Recognize lhe lmporlonce of sholeglc orgonlzollonol communlcqtlon

2. Nome lhe four elemenls ol slrotegic communlcoilon3. Underslond how volues ond elhies lnlluence coinmunlccrllon ocllvlty

4. SEt goolslhol ore opproptiote ond effecllve

5. Use slluqllonol knowledge lo enhonce communlcollon

6. Demonslrole communicollon competence by choosing the propelmessoge, folm of exchonge, ond chonnel

7. Underslqnd lhe couses ol communicolion onxlety ond how lo deolwilh il


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A Model for

Communicoiionin thelnformotion Age

_/

The information age demands that communication be planned carefullvbecause there are so many new options to consider in the creation andtransmission of messages. To succeed in this age, you need to knowhow to integrate technology with communication skills and how tocommunicate with people who have diverse backgrounds and a widerange of goals and expectations. To make the most of your businesscareet you need to present yourself as a competent communicatorbecause your conununication skills will be your best selling point in jobinterviews, sales meetings, and company presentations. To be effective,you will be wise to communicate strategically. This approach, devel-oped and applied both in the classroom and in the real wodd, isdesigned to maximize the opportunities for communication you willencounter now and after graduation. Managers, employees, students, orfriends can use the model of strategic communication as a guideline for

effective communication.The model can be employed

inany siruation

to maximize your competency-a job interview, a business proposalfor a client, a class presentation.

Strategic communication means achieving your' potential in fourATCz'S:

1. Goal Setting: Each communication situation can be approached asa goal-setting activity. You will be more likely to succeed in yourcommunication if you set clear and challenging goals for yourself.

, ,/ z. Situational Knowledge: Information that you have (or can collect)- about the requirements for successfi;l communication in a particu-lar context is siruational knowledge. You greatly improve yourchances of successful communication if you know what is appro-

. pdate and exPected of You.,/ l. Communication Competence When you plan communication

strategically, you choose a number of factors--such as rype of mes-sage, fype of channel, sryle of delivery-that demonstrate your under-standing of the organization's values and needs. Communicationcompetence also entails adapting correctly to situational demands.You learn to make these choices consistently and correctly.

4. enxiety Managernent Job interviews, meetings with superiors,and group problem-solving meetings are a few of the many situa-tions that may cause anriery on the job. Control of anxiecy is a crit-ical element in effective and strategic communication. You can learnto keep your nervousness at a level that energizes your communi-cation without destroying its effectiveness.

These four components provide a basis for developing communica-tion skills within the context of the dynamic business environment.

Over the years, many businesspeople, communications theorists, andteachers have advocated approaches to business communication simi-lar to the model of strategic communication. Elements of this model areevident in the theories discussed in Chapter 1. These approaches,though much talked about and even partially implemented in the work-

A Modelfor Communicotion in the lnformotion Age . 29


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TheOrgonizotionol

Fromework:Volues ond

Elhics

place, have not had the broad impact expected of them. The main rea-son for their limited success has to do with a concept mentioned eadi-er: environment. Up through the 1970s, the environment of Americanbusiness was relatively stable and insulated. Companies were relativelyhomogeneous and tended to focus on domestic markets. There wasno pressing need for American businesses to adopt the flexible andopen corununication systems described in Chapter 1. Such insularityis no longer possible. In the past two decades, radical changes haveoccurred. Among them are increasing competition, diversity, globaliza-tion, and increasing dependence on technoiogy end access to informa-tion. As a result, there are new demands on managers' time as organi-zations try to become more competitive by holding down costs with-out cutting back on products and services. Work is being redefined asall types of job descriptions become increasingly complex and requireknowledge of new technologies and information systems. In addition,the computerization of the workplace allows employees quick accessto information that even a decade ago was not available to top man-agement and planners.'This competitive environment demands a newapproach to on-the-iob communicetion that provides efficienry (com-munication is not wasted for lack of planning) and flexibiliry (peopleat all levels are encouraged and included in communication).

Strategic communication is effective because it helps you to pinpointthe areas in which you excel and those in which you need to improve.This chapter uses the model to illustrate strxtegic communication inorganizations. The four components of strategic communication-goalsetting, situational knowledge, communication competence, and anxi-ery management-are the basis for understanding and improving your

skills for interpersonal,group,

andpublic

communication. Aseach

component of the model is discussed, you will be introduced to prac-tical and straightforward methods for sening and achieving communi-cation goals in a number of contexts. But before beginning the discus-sion of the model, we will introduce the framework within which itfunctions: organizational values and ethics.

A key element in any communication activily is the values of the organ-ization. Values are the principles and ideas that people or organizadonsstrongly believe in and consider important.'When people are in doubtabout decisions, they frequently rely on deep-seated values to helpthem make the right choice. In organizations, reliance on shared val-ues makes setting goals easier in the face of the competing ideas,desires, and objectives of individual employees.

Values

How are shared values established in an organization? The process isdifficult because values are fundamental and enduring and because

v*y'30 " Chopfer 2 The Modelof Strotegic Communicotion


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eech person has a particular personal vah-re system. Despite tiresedrawbacks, an organization has several choices when it comes to estab-lishing values. Upper management can organize focus groups, smallgroups ranging fiom seven to tweive emplo,vees who meet to identifyvalues they believe are vital to the organization. These lists of valuesare then circulated among ali the focus groups for review and analysis.Next, a committee studies the values generated by the fbcus groupsand arrives at a composite set that organizational members can vote on.

Ytru can get a good idea about the values of an organization byexamining its vision and mission statement. These statements are shortdescriptions ol the purpose of organizations and the directions they tryto take to achieve success. -Nlanv organizations post their vision andmission statements in several places so that employees know what theorganization values. Take a look at the vi.sion and mission statement ofFederal Express' Corporate Communication Department. Did you get asense of what it values?

The Orgonizoiionol Fromework: Volues ond Ethics . 3l


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Values can also be derived through members' responses to question-naires, which provide quantitative data about issues of importance toemployees and about the values they uphold. Another way to establishvalues is through the work of organizational consultants. One of theirtasks is to interview key employees to determine their value systems.As objective outsiders, consultants can play an important role in assess-ing which values are cofi[non among members as well as which val-ues promote the mission of the organization.

Organizational values vary, depending on the nalure of the businessor profession. Values found in a large number of organizations includethe following:. Primacy of the customer. Honesty and integriry. Respect for other workers

Importance of everyMaintenance of highFair treatmentInnovative thinkingQualiry serviceCreativiryReliance on ethical standards

Communicolion Elhics

cTa*pter has focused its discussion on business and profes-sional values in general. This gives you an excellent base to work fromduring our discussion of business and professional ethics. Just aseveryone in the organization is responsible for ethics, so is everyoneresponsible for communication. A general suggestion for ethical com-municators is that they have a "well developed sense of social respon-sibiliry."'? The following guidelines come in handy when uncertainryarises about ethical communication behavior.r Before you considerthem, read this case as an example of ethical communication in busi-nesses:

Kent had been with his company for twenry-seven years and was disturbed tolearn that he was being demoted, with a decrease in pay, because the companywas merging with another company and his position was being eliminated. Kentwas angry but could not resign because he was too old to get a similar job else-

where. He began to take two-hour lunches, help himself to office supplies thathe took home, and talk incessantly with coworkers about how unfairly the com-pany was treating him. \7hen he was asked to relay information to others, he

- always delayed until the information was virnrally useless, and he actuallychanged the tone or intent ol the message. Before the merger, Kent was one ofthe company's most trusted and loyal employees.

Consider these ethical guidelines, and apply them to Kent's case:

t2 . Chopter 2 The Model of Strotegic Communicotion

a

a

a

a

a

a

a

personprofessional standards

.4

\,/

4


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. ./ ' Ethical Guidelines,(,/ (- -//}: ttaintaif,-Clandor. Candor refers to truthfulness, honesty, andfrankness in your communication with orher people. Althoughrevealing everything you know about a situation may not always

l-/

be appropriate-for instance, showing your entire hand to adver-saries during intense and sensitive negotiations will only com-promise your position-it is usually wise and ethical to be asopen and frank about information as possible. Others will takenote and mirror your behavior, creating openness throughout the

. / organization.\// 2. Keep Messages Accurate. When you are relaying informationfrom one source to anotheq'communicate the original message asaccurately as possible. Ethical communicators do not take liberties

z with the messages they pass on.

3. Avoid Deception. Ethicalcommunicators

are always vigilant intheir quest to avoid deception-the fabrication, intentional distor-, tion, or withholding of information-in their communication.

-/ +. Maintain Consistent Behavior. One of the most prevalent yetnoticeable areas of unethical behavior is communicating one thingand doing another. You must always monitor your behavior toensure that it matches what you say to others.

J'5. Keep Confidences.'$flhen someone tells you something andexpects you not to divulge that information to others, a sacred trusthas been placed on you. Even if you then tell someone else andmake her or him promise not to tell others, you cannot really expectthat person to take you seriously. More often than not, the originalinformation gets back to the source, and the confidence that person

placed in you is undermined./6. nrnsure Timeliness of Conmunication. The timing of messagescan be critical. When you delay sending messages so that othersdo not fully benefit, they can (rightly) assume that you haveacted unethically. Ethical communication requires that you deter-mine when messages can best achieve the most good for the mostpeople.

7. Confront Unethical Behavior. To maintain a consistent ethicalviewpoint, you must confront unethical behavior when you observeit. Public indictment of unethical persons may not be necessary, butit is important that such people understand that your own tolerancefor unethical behavior is low.

8. Cultivate Empathic Listening. By lending a sensitive and empathicear to those who are troubled by their own or others' unethicalbehavioq you can better understand and help to solve the problemsassociated with these acts. A-fter all, many unethical acts are the'result of circumstances that coworkers feel are beyond their control.

Although ethical behavior seems easy to recognize, ethics is a com-plex and complicated issue. It is often difficult to decide between con-

The Orgonizotionol Frqmework: Volues qnd Ethics . 33


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flicting guidelines. For example, if a coworker confides to you that she

will be quitting in rwo weeks, and your supervisor asks you whetheryour soon-to-be-gone coworker would be capable of managing a long-term proiect, the guidelines of "keeping confidences" and "avoidingdeception" are in direct conflict. Because of the complexity of humannalure, situations such as this are not uncommon; therefore, maintain-ing ethical behavior can be difficult. In situations that require a choice,it may be wise to examine the outcomes and consequences of youractions, to maintain respect and empathy for others involved, and tomaintain open communication. Openness in communication can helpresolve ethical issues.

The Advontqge of Ethics

Many experts believe that it is difficult to expect substantial progress inthe area of business ethics given the present state of affairs, but we arenot so pessimistic. For one thing, more and more students are beingexposed to the issues of ethical behavior in organizations. For another,once employees realize the advantages of ethical behavior, substantialprogress is likely to be made. What are the advantages o[ ethics in theprofessional world? And if there are advantages, why do so many peo-ple ignore ethics? Answers to these questions are not entirely obvious,nor are they simple.

One advantage of ethics in the workplace is long-term integriry.Although compromises on ethics may yield short-term benefits, over

the long haul each ofthese acts is eventually found out and contributes

to a dishonorable, unscrupulous, and unprincipled professional atmos-phere. Such an atmosphere perpetuates the m1'tl'r that the only way toget ahead is by engaging in unethical behavior. Vhen ethics are openlypracticed in the workplace, everyone sees the limitations o[ disrep-utable activities and recognizes that the only profitable course of actionis an ethical one.

Competent people are likely to search for orgtnizations that maintainhigh ethical standards. They know that ethical practices are the onlysure way to succeed in life. W'hen competent people migrate towardethical firms, everyone benefits because both competence and ethicsare perpetuated. Indeed, it is quite easy to make the argument thatcompetence and ethics go hand in hand. Those who understand how

to succeed know that unethical behavior leads only to covert and clan-destine activities that are time-consuming and unprofitable. Ethicalfirms therefore enjoy the advantage of employing greater numbers ofcompetent professionals.

Employee cofirmitment is likely to be higher in ethical businesses.(Surveys report that all employees want to work for organizations withhigh ethical standards.n) Employee commitment yields a number ofbenefits, including higher employee morale, less turnover, greater pro-

v

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|:Gool Sefting forOrgonizqlionol

Communicotion

(/"4 "n e^

ductivity, and enhanced creativity. uThen leaders maintain high ethicalstandards, they can use their power for the good of the organizationand its employees. (A detailed discussion of leadership ethics is inChapter 6.)

I STRATEGIC CHALLENGEflan you identify specific incidens when you believed a sales agent orI store clerk acted or communicated in unethical ways? \?hat were thelleffecs or results of the person's unethical acts? Are there incidents youcan point to where someone you know acted in an extraordinaily etbicalway?

Recall that goal setting is one of the four parts of the strategic modelof communication. Once you feel knowledgeable about the organiza-tion's values and ethics, you will be able to work on appropriate goalsfor your communication. It is not enough simply to set positive-sound-ing goals ("I hope my department does better this quarter"). Researchreveals that goals must be set with particular criteria in mind. In sirua-tions in which you must communicate to achieve objectives, it is usu-ally best to set specific, rather than vague, goals. Specific goals enablecommunicators to map out the conditions that must be met for thegoals to be reached.t in addition, organizations have found that per-formance is better when high goals, instead of low ones, are set.Therefore, setting specific and high goals is in your best interest whenyou anticipate a cornmunication encounter. Consider the followingexample:

Charlene Perkins, head of distribution at Popular Ice Company, made anappointment to discuss budget problems with her boss, Harold Danzak.Charlene planned to ask Harold for an increase in operating funds because thedistribution department was having a tough time making ends meet. Charleneand Harold occasionally bowled on the same team and went to the samechurch, so Charlene felt prery comfortable about the meeting. She did not planout what she was going to say because she felt sure that Harold would see thesituation her way.

Vhen Charlene arrived at Harold's office, she was kept waiting for almostthirty minutes. When Harold finally saw her, he told Charlene that he had tocatch a plane for Detroit in twenty minutes. He looked at Chariene and said,"This is the worst year for budgets I have ever seen. Every department seemsto need more funds to operate, and I don't have much to give. I can help onlythe departmens that really show a need." Charlene swallowed hard because shehad planned to use the hourJong meeting to secure money from Harold on thebasis of their triendship.

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Charlene had come into the meeting with no data, hard facts, or specificgoals. She did not even have a figure in mind for her budget increase request.

She left the meeting with Harold encouraging her to keep up the hard work. ,Unfornrnately, Chadene left without any increase in her operating budget.

Chadene's experience shows the importance of sPecific goals. Theyare valuable because they take set conditions into account and identifytargets for communication. Specific goals allow you to plan youractions and behaviors in advance of the communication encounter.Chadene should have set specific goals such as these:

. "I will present four points each with supporting material."

. "I will prioritize my points so that if we run out of time, the mostimportant ones will be covered."

. "I will show how our department is in greatest need of extra funds."

. "I will ask for a 20 percent budget increase, in hopes that Harold willactually give me 15 percent."

By sening specific and high goals, Charlene would have been in a bet-ter position for handling such a difficult situation.

Nevertheless, sometimes flexible goals are a better alternative. Thebusiness and professional wodd is often uncertain, and setting highlyspecific goals may lead you to an inflexible position or give you anunfavorable reputation as a rigid or difficult person. Communicatorsmust plan for some flexibility when the environment is uncenain sothat they have some room to maneuver. In general, however, set goalsin as many instances as possible, even if the goals have to be less spe-cific than you would like.

,r/ The Goqletling ProcessOnce you have recognized its importance, goal setting in businesscommunication is not much different from setting goals for otheraspects of performance. You can achieve effective goal setting by usingthe following six steps:6

J 1. Identify the Problem. Specify as exactly as possible what is tobe accomplished from the communication event: the job, assign-ment, or responsibility to be completed. \Thether you are giving J per-suasive presentation, being interviewed for employment, or fust talking

with your boss, specific goals ensure that your perforrnance will beeffective.\ / 2. Map Out a Strategy. Determine the level of performance neces-\'/ sary to achieve the desired goal, and create an evaluation measure that

will tell you if you have reached that level. This measure may be assimple as an informal checklist that points out specific items necessaryfor success, or it may be a complex and sophisticated formal evalua-

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lr/

tion form that measures your level of perfomance in a variety of cate-

,.,gories'3. Set a Performance GoaL High goals are preferable to low goalsbecause low goals may keep you from realizing your full corrununica-tion potential. But in setting your goals, you must realize your limita-tions. You may not be able to "give the best public speech in theworld," so stating that as a goal is not productive. But it is a good ideato push yourself beyond what you honestly feel would be your bestperformance. You will reach that goal more often than you thinkl

4. Identify the Resources Necessary to Achieve the GoaI. Time,equipment, money, favors, encouragement, and moral support are justa few of the resources you may need to achieve your goals.Anticipating your resource needs will strengthen the plans and actionsyou take later, and planning how you will use resources can make yourgoals more real and concrete.

5. Recognize Contingencies Ttrat May Arise.. Contingencies areevents, obstacles, or circumstances that prevent you from reaching yourgoal. lf you keep in mind Wiio's Law ("If communication can fail, itwill"), you will anticipate potential problems such as equipment failure(for example, overhead and slide projector failures), hostile people,cramped spaces, time constraints, and even illness.

5. Obtain Feedback. Recall from Chapter 1 that feedback clarifiesmessages and verifies shared meaning. Feedback also makes goal set-

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I FOCUS on Business Communicolion

Fed[x Corporation

edEx pioneered fost-trock delivery of expresspockoges in the mid-1970s. Founder. Choir-mon. ond Chief Executive Officer Fred Smith

sees communicotion competence os the foundo-tion of his business, which is the world's lorgesiexpress tlonsporiotion compony, hondling roughly2 million pockoges eoch doy. At FedEx, communi-cotion is viewed os the single most importontprocess monogers use to occomplish their gools,

ond97,000 FedEx employees worldwide subscribe

to Smith's corporote philosophy of People-Service-Profit, or PSP.

Strotegic Communicotion in Aclion

The PSP credo is bosed on o simple, powerful ideo:if the compony treots employees with dignity ondrespect, they in iurn will provide excellent service,Excellent service leods to sotisfied customers, whowill repeotedly choose FedEx delivery. Repeotbusiness increoses compony revenues ond helpsto keep FedEx profitoble. As o result. employeesgoin better benefits. ronging from profit shoring to

o fomily-life resource ond referrol service,Does PSP work? The U.S. Depqrtment of Com-merce thinks so. ln 1990, FedEx wos the first servicecompony oworded the prestlgious MolcolmBoldrige Notionol Quolity Aword. But for PSP tothrive, both upword ond downword lines of com-municoiion in fhe orgonizolionql structure ot FedExmust remoin open ond direct.

The five components of Monqgeriol Commun-icotion Competence (MCC), o progrqm creotedby top monogemeni ond employee communico-tions personnel of FedEx, concentroie on develop-ing the compony's 4,000 supervisory monogers'

communicotion skills. By turning ihese employeeleoders into effective communicotors, FedExenhonces componywide communicotion. Theseore the MCC components:

Aworeness The gool for FedEx monogers is tounderstond whqt the compony expects from themos communicotors. Every monoger oftends theFedEx Leodership lnstitute in Memphis, Tennessee,for

monogementtroining in such

oreosos

convey-ing job responsibilities io employees, listening ondoffering feedbock on employees' needs ond con-cerns ond on their performonce, ond ensuringopen informotion flow between higher-level mon-ogers ond front-line workers.

Monqgers leorn to communicote the "big pic-ture" to their work groups-whot ond how FedEx isdoing componywide ond how the work group'soctivities relote ond contribuie to overoll compo-ny gools. Equolly imporfont. FedEx monogers leornto communicote individuol work-group gools,roles, ond informotion obout project progress,

Assessrnenf ln this diognostic component of MCC,employees evoluote their monogers' communico-tion skills. Every spring FedEx conducts o compony-wide survey, the SFA (for Survey, fuedbock.Action), to gother employee feedbock obout indi-viduol monogers ond working conditions.

About one-third of the survey queslions provideo "leodership index," which meosures employees'percepiions of their monogers' leodership skills.Most of the remoining survey questlons evoluotemonagers' communicqtion skills.

SFA is the mqin mechonism for improving work-ing conditions throughout the compony ond for

As you learned in Chapter 1, messages are the ideas you wish to com-municate. Whether instructive, informative, persuasive, humorous,complimentary, or critical, a message must be gffective and appropri-

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Ensure that what you are communicating is asreliable as possible.

Don't give in to the temptation to use data, facts, andionships in ways that are less than foahright just to strengthen

ily followCheck your potential message to ensure that you

all the information the receiver requires.While being complete, be as brief or concise as pos-

6ne in the professional world has time for unnecessarily

AII receivers need to know the time framesacting on your message. \7hen you need

a specific indication in your message.Make sure that the only people getting your message

who need or want it. Sending messages to just anyonetime and theirs.Be sure to send messages in a timely fashion. Messages

early or too late.Ask receivers for feedback to elicit informationand reactions to your message.

lnlernql Communicqtion

Messages that are sent and received within the organizational bound-aries of the company are called internal communicarion. Formal rypesof internal communication include poliry statements from the presi-dent, notices of changes in operating procedures, and instructions fromsuperiors. Less formal rypes include conversations in the hallway andphone calls at home. S7e mentioned earlier how employees can com-municate electronically through the company's Intranet, Of course, notevery organization communicates in the same way. Think of the com-munication patterns that you have encountered in your work or schoolexperience. Were they formal or informal?

Messages can be exchanged in three directions: downward, upward,and horizontally. In tall organizations, communication tends to be fromthe top down, and upward communication is likely to take weeks or

months to reach the top of the hierarchy. In flat organizations, com-munication tends to be horizontal. Of course, communication in allthree directions occurs in both tall and flat organizations. There arespecific reasons for communicating in each direction, and how you usethese strategies depends on your needs.

Downword Communicolion Downward communication con-sists of messages from superiors to subordinates. Examine the

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Lecture Article Week 5

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