1. Interpersonal Communication Chapter 2

2. Introduction Most employees spend 75 percent of each workday communicating  75 percent of what we hear we hear incorrectly  75 percent of what we hear accurately we forget within three weeks  70 percent of all business communication fails to achieve the intended purposes

3. The communication process consists of a sender who encodes a message and transmits it through a channel to a receiver who decodes it and may give feedback.

4. The Communication Process Step 1: Encodes message and selects transmission channel Step 3: Decodes message and decides if feedback is needed Step 2: Transmits message through a channel Step 4: Feedback – response or new message may be transmitted Exhibit 5.1

5. Barriers to Communication Perception Information overload Channel selection Noise Trust and credibility Not listening Emotions Filtering Gender Culture

6. How Barriers Affect The Communication Process Message Response Barriers

7. Steps in the Communication Process (1 of 3) Step 1. The sender encodes the message and selects the transmission channel  Encoding – the sender’s process of putting the message into a form that the receiver will understand  Perception communication barriers  Information overload communication barriers  Transmission channels Oral Nonverbal Written  Channel selection barriers

8. Steps in the Communication Process (2 of 3) Step 2. The sender transmits the message  Noise communication barriers Step 3. The receiver decodes the message and decides if feedback is needed  Decoding – the receiver’s process of translating the message into a meaningful form  Trust and credibility communication barriers  Not listening barrier to communication  Emotional barriers to communication

9. Steps in the Communication Process (3 of 3) Step 4. Feedback – a response or a new message may be transmitted  Filtering communication barriers  Gender style barrier to communication

10. Gender Conversation Differences Research shows the men and women converse for different reasons  Gender style becomes a barrier to communication between the sexes Women tend to:  talk to create connections and develop relationships Men tend to:  talk about status and independence

11. Barriers to Cross-Cultural Communication: 3. Language 4. Etiquette and Politeness 5. Nonverbal Communication 1. Cultural Context 2. Social Convention

12. High- versus Low-Context Cultures High-Context Chinese Korean Vietnamese Arab Greek Spanish Italian English North American Scandinavian Swiss German Low-Context High-Context Chinese Korean Vietnamese Arab Greek Spanish Italian English North American Scandinavian Swiss German Low-Context

13. Cultural Context: High-Context Cultures Rely heavily on nonverbal communication Rely on subtle situational cues during the communication process What is not said is often more important than what is actually said Important factors in communication:  official status  place in society  reputation

14. Cultural Context: Low-Context Cultures Rely heavily on the actual words used Nonverbal communications and subtle situational cues are not as important as what is actually said Status, place, and reputation are given secondary importance to the actual words

15. Social Conventions Language, Etiquette, and Politeness  Even when speaking the same language, words mean different things, and the same thing may be called by different names Nonverbal Communication  Consists of messages we send without using words

16. Guidelines to Overcome Global Barriers to Communications: Believe there are differences until similarity is proven Delay judgment of peoples’ behavior until you are sure you are being culturally sensitive Put yourself in the receiver’s position When in doubt, ask Follow the other person’s lead and watch his or her behavior

17. Sending Messages To transmit messages effectively, managers must state exactly:  what they want  how they want it done  when they want it done Before you send a message,  you should carefully select the channel  plan how you will send the message

18. Goals of Communication Influence Inform Express Feelings

19. Planning the Message What is the goal of the message? Who should receive the message? How will you encode the message so that it will be understood? When will the message be transmitted?

20. The Message-Sending Process Model Step 1. Develop rapport Step 2. State the communication objective Step 3. Transmit the message Step 4. Check understanding Step 5. Get a commitment and follow up

21. Receiving Messages Communication does not take place unless the message is received with mutual understanding The message cannot be received accurately unless the receiver listens Empathic listening – the ability to understand and relate to another’s situation and feelings

22. Active Projective Listening Tips (1 of 2) Listening 1. Pay attention 2. Avoid distractions 3. Stay tuned in 4. Do not assume and interrupt 5. Watch for nonverbal cues 6. Ask questions 7. Take notes 8. Convey meaning Analyzing 9. Think 10. Evaluate after listening 11. Evaluate facts presented

23. Feedback Process of verifying messages Forms of feedback include:  questioning  paraphrasing  allowing comments and suggestions Feedback when giving and receiving messages facilitates job performance

24. 360-Degree Feedback Performance feedback method:  downward from the supervisor  laterally from peers or coworkers  upwards from subordinates  inwardly from the person getting the feedback Customers and suppliers can also provide feedback on different aspects of performance

25. Common Approach of Getting Feedback To send the entire message Followed by asking “Do you have any questions?” Feedback usually does not follow because people have a tendency not to ask questions because:  They feel ignorant  They are ignorant  Receivers are reluctant to point out the sender’s ignorance

26. How to Get Feedback on Messages Be open to feedback Be aware of nonverbal communication Ask questions Paraphrasing

27. Response Styles Advising Diverting Probing Reassuring Reflecting Advising Diverting Probing Reassuring Reflecting

28. Response Styles: Advising Advising responses provide evaluation, personal opinion, direction, or instructions  Employees often come to the manager for advice on how to do something or for the manager to make a decision Appropriate use of advising responses:  Giving advice is appropriate when you are directly asked for it

29. Response Styles: Diverting Often called changing the subject Diverting responses switch the focus of the communication to a message of the receiver  The receiver becomes the sender of a different message Appropriate use of diverting responses:  When using the autocratic supervisory style  Helpful when used to share personal experiences of feelings that are similar to those of the sender

30. Response Styles: Probing A probing response asks the sender to give more information about some aspect of the message  Useful to get a better understanding of the situation Appropriate use of probing responses:  During the early stages of the message to ensure understanding

31. Response Styles: Reassuring A reassuring response is given to reduce the intensity of the emotions associated with the message Appropriate use of reassuring responses:  When the other person lacks confidence  Encouraging responses can help employees develop

32. Response Styles: Reflecting The reflecting response paraphrases the message back to the sender to convey understanding and acceptance  Used by the empathic projective listener Appropriate use of reflecting responses:  The empathic responder deals with content, feelings, and the underlying meaning being expressed in the message