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

© 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 Know Data – uninterpreted and unanalyzed elements of a message Information – data with meaning to the person who interprets or analyzes them Richness – the ability of a medium to convey meaning to a receiver

Basic Interpersonal Communication Model © 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.

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 VERBAL

© 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 NONVERBAL

© 2011 Cengage Learning. All rights reserved. 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 Effective Supervisory Communication Expressiveness Empathy Sensitivity Persuasion Informative

Barriers to Communication Factors that distort, disrupt or even halt successful communication Physical separation Status differences Gender differences Cultural diversity Language © 2011 Cengage Learning. All rights reserved.

Defensive Communication aggressive, malevolent messages as well as passive, withdrawn messages

© 2011 Cengage Learning. All rights reserved. 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

© 2011 Cengage Learning. All rights reserved. Nondefensive Communication [ Provides ] –positive and productive basis for asserting and defending oneself against aggression. –restores order, balance, and effectiveness to working relationships

© 2011 Cengage Learning. All rights reserved. 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 Tactics Defensive TacticExample 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

© 2011 Cengage Learning. All rights reserved. Types of Nonverbal Communication Proxemics Kinesics Facial and Eye Behavior Paralanguage

© 2011 Cengage Learning. All rights reserved. Proxemics Territorial 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. Proxemics Seating dynamics – seating people in certain positions according to the person’s purpose in communication

© 2011 Cengage Learning. All rights reserved. Kinesics Different gestures mean different things in different cultures.

© 2011 Cengage Learning. All rights reserved. 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

© 2011 Cengage Learning. All rights reserved. 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, , 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, , 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 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 AssertiveAggressive VerbalStatement 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. VoiceFirm, warm, well modulated, relaxedTensed, shrill, loud, shaky; cold, demanding; superior, authoritarian EyesOpen, 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. HandsRelaxed motionsClenched. Abrupt gestures, fingerpointing, fist pounding.

© 2011 Cengage Learning. All rights reserved. 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 BehaviorEffectsFeelings 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

© 2011 Cengage Learning. All rights reserved. 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.

© 2011 Cengage Learning. All rights reserved. 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.”