COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 10 1 CHAPTER 10 COMMUNICATION
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 10 2 LEARNING OBJECTIVES Define communication and explain why communication by the strict chain of command is often ineffective. Discuss barriers to effective superior- subordinate communication. Explain the organizational grapevine and discuss its main features. Review the role of both verbal and nonverbal communication at work.
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 10 3 Discuss gender differences in communication and how it can cause communication problems. Discuss how communication differs across cultures and how it is influenced by cultural context. Generate some personal approaches to improving communication. Discuss some organizational approaches to improving communication.
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 10 4 WHAT IS COMMUNICATION? The process by which information is exchanged between a sender and receiver. Effective communication occurs when the right people receive the right information in a timely manner.
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 10 5 A MODEL OF THE COMMUNICATION PROCESS SENDERRECEIVER FEEDBACK Thinking Encoding Transmitting Perceiving Decoding Understanding
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 10 6 A MODEL OF THE COMMUNICATION PROCESS Sender Thinking Encoding Transmitting Receiver Perceiving Decoding Understanding
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 10 7 COMMUNICATION BY CHAIN OF COMMAND Chain of command refers to the lines of authority and formal reporting relationships. Downward Communication Upward Communication Horizontal Communication
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 10 8 DEFICIENCIES IN THE CHAIN OF COMMAND Informal Communication Filtering occurs when a message is watered down or stopped during transmission. Slowness
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 10 9 HOW GOOD IS SUPERIOR-SUBORDINATE COMMUNICATION? Superiors and subordinates often differ in their perceptions in the communication relations: How subordinates should and do allocate time How long it takes to learn a job
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER The importance subordinates attach to pay The amount of authority the subordinate has The subordinate’s skills and abilities The subordinate’s performance and obstacles to good performance The superior’s leadership style
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER BARRIERS TO EFFECTIVE SUPERIOR- SUBORDINATE COMMUNICATION Conflicting Role Demands: balancing task and social-emotional functions. The Mum Effect: the tendency to avoid communicating unfavourable news to others.
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER Status Effect: the tendency for superiors to devalue communication with subordinates. Time: the simple constraint of time.
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER THE GRAPEVINE An organization’s informal communication network.
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER FEATURES OF GRAPEVINE SYSTEMS Often it is verbal, but written notes, electronic mail and fax messages can contribute to the transmission. Organizations have several grapevine systems, some of which may be loosely coordinated. It may transmit information relevant to the performance of the organization as well as personal gossip.
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER THE VERBAL LANGUAGE AT WORK Jargon is a specialized language used by job holders or member of particular occupations or organizations.
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER BARRIERS TO EFFECTIVE COMMUNICATION While jargon is an efficient way of communicating with peers and provides a touch of status with others, it serves as a barrier to communicating with others. If jargon is misunderstood by outsiders, it can distort perceptions of roles and what people do at work.
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER THE NONVERBAL LANGUAGE OF WORK The transmission of messages by some medium other than speech or writing. Body Language is nonverbal communication by means of a sender’s bodily motions, facial expressions or physical location.
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER CROSS-CULTURAL COMMUNICATIONS Language Differences Nonverbal Communication Across Cultures Facial Expressions Gestures Gaze Touch
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER PERSONAL APPROACHES TO IMPROVING COMMUNICATION Take the Time Be Accepting of the Other Person Say What You Feel Listen Actively
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER ORGANIZATIONAL APPROACHES TO IMPROVING COMMUNICATION Choosing the Correct Medium 360 Degree Feedback Employee Survey Suggestion Systems
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER Telephone Hotlines and TV Networks Management Training
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER HIGH-CONTEXT VERSUS LOW-CONTEXT CULTURES
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER LOW-CONTEXT CULTURES Information must be provided explicitly, usually in words. Less aware of nonverbal cues, environment, and situation Lack well-developed networks Need detailed background information
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER Tend to segment and compartmentalize information Control information on a “need to know” basis Prefer explicit and careful directions from someone who “knows” Knowledge is a commodity
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER HIGH-CONTEXT CULTURES Most information drawn from surroundings. Very little must be explicitly transferred. Nonverbal important Information flows freely Physical context relied upon for information Environment, situation, gestures, mood all taken into account Maintain extensive information networks