Communication, Conflict and Negotiation MRK360 Chapter 6 Communication, Conflict and Negotiation

What’s the problem? Show the Whose on first video from email – to illustrate problems with communication – use email to access the video

Communication Questions Describe an example of communication breakdown. What led to the breakdown? What types of difficulties have you experienced when communicating with someone from a different culture than yours? How do you let the other person know you have heard what they are saying? How often do you do this? I have used these questions as a way to generate class discussion on communication difficulties.

Communication Problems People spend nearly 70 percent of their waking hours communicating—writing, reading, speaking, listening WorkCanada survey of 2039 Canadians in six industrial and service categories found 61 percent of senior executives believed that they did a good job of communicating with employees. only 33 percent of the managers and department heads believed that senior executives were effective communicators. Only 22 percent of hourly workers, 27 percent of clerical employees, and 22 percent of professional staff reported that senior executives did a good job of communicating with them. Canadians reported less favourable perceptions about their company’s communications than did Americans Material pertinent to this discussion is found on page 173.

Communication Terms Communication Sender Receiver The transfer of meaning among people Sender Establishes a message, encodes the message, and chooses the channel to send it Receiver Decodes the message and provides feedback to the sender Material pertinent to this discussion is found on page 174.

Exhibit 6-1 The Communication Process Model v r 3 . C h o s t a n l 5 P d f b k 1 m g 2 E 4 D S Material pertinent to this illustration is found on page 174. The Communication Process includes the steps between a source and a receiver that result in the transference and understanding of meaning.   A Communication Model The model is made up of seven parts: (1) source, (2) encoding, (3) the message, (4) the channel, (5) decoding, (6) the receiver, and (7) feedback.

Communication Terms Message Encoding Channel Decoding What is communicated. Encoding Converting a message to symbolic form. Channel The medium through which a message travels Decoding Retranslating a sender’s message. Material pertinent to this discussion is found on pages 174-175. The message is the physical product from the source encoding – when we speak the speech is the message, when we write the writing is the message, when we paint the picture is the message.

Choosing Channels Channels differ in their capacity to convey information. Rich channels have the ability to Handle multiple cues simultaneously Facilitate rapid feedback Be very personal Material pertinent to this discussion is found on pages 175-176. Channels – memo, voice mail, email, meetings Some people suffer from communication apprehension, which is undue tension and anxiety in oral or written communication or both. For these 5 to 20 percent of the population, the choice of communication channel reflects their anxiety.   Rich channels – face to face conversation, videoconference Channels that are not rich – memo, report, email For others, however, a model of media richness has been developed to explain channel selection among managers. Some are rich in that they have the ability to handle multiple cues simultaneously, facilitate rapid feedback, and be very personal. Others are lean in that they score low on these three factors. An instructor might ask students where voice mail and television fit along these dimensions.

Exhibit 6-1 The Communication Process Model v r 3 . C h o s t a n l 5 P d f b k 1 m g 2 E 4 D S Material pertinent to this illustration is found on page 174. The Communication Process includes the steps between a source and a receiver that result in the transference and understanding of meaning.   A Communication Model The model is made up of seven parts: (1) source, (2) encoding, (3) the message, (4) the channel, (5) decoding, (6) the receiver, and (7) feedback.

Barriers to Effective Communication Filtering Refers to a sender manipulating information so that it will be seen more favorably by the receiver. Selective Perception Receivers in the communication process selectively see and hear based on their needs, motivations, experience, background, and other personal characteristics. Filtering – as information goes up the organization – employees have to condense it, ,filter it --- it’s not only what you say it’s what you don’t say Selective perception – we listen and receive communication based on our past experience

Barriers to Effective Communication Defensiveness When individuals interpret another’s message as threatening, they often respond in ways that retard effective communication. Language Words mean different things to different people. Defensiveness – when people feel threatened – they act in ways that reduces communication - verbally attacking others, making sarcastic remarks

Barriers to Effective Communication Think of an example of each barrier that you have experienced Filtering Selective Perception Defensiveness Language

Nonverbal Communication Messages conveyed through body movements, facial expressions, and the physical distance between the sender and the receiver Kinesics The study of body motions, such as gestures, facial configurations, and other movements of the body Proxemics The study of physical space in interpersonal relationships Material pertinent to this discussion is found on pages 180-181. Nonverbal communication includes messages conveyed through body movements, the intonations or emphasis we give to words, facial expressions (formally known in academe as kinesics), and the physical distance between the sender and receiver. Discussing this is a great opportunity for the instructor to have some fun with asking students to express ideas nonverbally. Ask students to express to you nonverbally ideas like “I really agree!” “I don’t buy that” “What a great person” “What a jerk!” This exercise will be entertaining, and will illustrate quite well the persuasiveness of nonverbal communication.

Communication Barriers Between Men and Women Men use talk to emphasize status, women use it to create connection Women and men tend to approach points of conflict differently Material pertinent to this discussion is found on pages 182-183. Example When a woman talks to a man about a problem – she is trying to get closer, create a bond --- he thinks that she is complaining. Man wants to solve the problem – to prove his superiority – Woman doesn’t want man’s opinion, wants him to listen

Communication Barriers Between Men and Women Men and women view directness and indirectness differently Women interpret male directness as an assertion of status and one-upmanship Men interpret female indirectness as covert, sneaky, and weak Men criticize women for apologizing, but women say “I’m sorry” to express empathy Material pertinent to this discussion is found on pages 182-183.

Conflict A process that begins when one party perceives that another party has negatively affected, or is about to negatively affect something that the first party cares about. Functional Supports the goals of the group and improves its performance Dysfunctional Hinders group performance Material pertinent to this discussion is found on page 187.

Group Exercise - Conflict In groups Think of a conflict situation during a group project (real or imaginary) Describe the conflict to the class Think of ways that you could resolve the conflict

Three Main Sources of Conflict Communication – we already discussed this Structure Personal Variables

How Structure Can Lead to Conflict Sources of conflict: Size, specialization, and composition of the group Too much reliance on participation Diversity of goals among groups Ambiguity in precisely defining where responsibility for actions lies Reward systems where one member’s gain is at another’s expense Material pertinent to this discussion is found on pages 187-188. Composition: The larger the group and the more specialized its activities, the greater the likelihood of conflict. The potential for conflict tends to be greatest where group members are younger and where turnover is high. Jurisdictional ambiguities increase intergroup fighting for control of resources and territory. If a group is dependent on another group (in contrast to the two being mutually independent), or if interdependence allows one group to gain at another’s expense, opposing forces are stimulated. Participation encourages the promotion of differences

How can personal variables lead to conflict?

How can Personal Variables Lead to Conflict? Different personalities Different values

Exhibit 6-4 How Conflict Builds Conflict-handling Outcomes Intentions • Competing • Functional: • Collaborating increased • Compromising performance Behaviour • Avoiding • Dysfunctional: In a potential conflict situation one goes through stages First a person perceives and evaluates the situation Then the person forms intentions – decision to act in a certain way in a certain situation – ie if someone has offended me in a group situation – I may intend to confront the person the next time I see t hem Conflict often occurs because one person misunderstand the intentions of another person • Accommodating decreased group performance

Specific Intentions Competing Collaborating Avoiding Accommodating A desire to satisfy one’s interests, regardless of the impact on the other parties. Collaborating A situation where the parties to a conflict each desire to satisfy fully the concerns of all parties Avoiding The desire to withdraw from or suppress a conflict. Accommodating The willingness of one party in a conflict to place the opponent’s interests above his or her own Compromising A situation in which each party to a conflict is willing to give up something Material pertinent to this discussion is found on pages 190-192.

Exhibit 6-4 How Conflict Builds Conflict-handling Outcomes Intentions • Competing • Functional: • Collaborating increased • Compromising performance Behaviour • Avoiding • Dysfunctional: In a potential conflict situation one goes through stages First a person perceives and evaluates the situation Then the person forms intentions – decision to act in a certain way in a certain situation – ie if someone has offended me in a group situation – I may intend to confront the person the next time I see t hem Conflict often occurs because one person misunderstand the intentions of another person • Accommodating decreased group performance

Conflict Outcomes Functional (supports the goals of the group and improves performance) Desired outcomes Agreement Stronger relationships Learning Dysfunctional (hinders group performance) Material pertinent to this illustration is found on pages 192-193.