Learning Outcomes © 2011 Cengage Learning. All rights reserved. Chapter 8 Communication Learning Outcomes 1.Describe the interpersonal communication process and the role of listening in the process. 2.Describe the five communication skills of effective supervisors. 3.Explain five communication barriers and the gateways through them. 4.Distinguish between defensive and nondefensive communication. 5.Explain the impact of nonverbal communication. 6.Explain positive, healthy communication. 7.Identify communication technologies and how they affect the communication process.

© 2011 Cengage Learning. All rights reserved. Learning Outcome Describe the interpersonal communication process and the role of listening in the process. 1

© 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 Helps communicator clarify intended message and correct misunderstandings Emphasizes role of the receiver Especially useful in problem solving.

© 2011 Cengage Learning. All rights reserved. Emphases of Reflective Listening The personal elements of the communication process The feelings communicated in the message Rational and considerate response

© 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. Evaluate yourself: Which of these items do you most need to work on? Think of specific times you had a difficult communication with a coworker or peer. Ways to improve your reflective listening skills: Stop talking Put the speaker at ease Show the speaker you want to listen Remove distractions Empathize with the speaker Be patient Hold your temper Go easy on criticism Ask questions, paraphrase, and clarify Stop talking! Be sure the speaker has finished before you talk. Beyond the Book: Listen Up!

© 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. Learning Outcome Describe the five communication skills of effective supervisors. 2

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

© 2011 Cengage Learning. All rights reserved. Learning Outcome Explain five communication barriers and gateways through them. 3

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.

Gateways to Communication Openings that break down communication barriers Requires awareness and recognition © 2011 Cengage Learning. All rights reserved.

[ Gender differences gateways ] – Awareness of gender-specific differences in communication [ Cultural diversity gateways ] – Increased awareness and sensitivity – Acquiring a guide for for understanding and interacting with members of other cultures [ Language gateways ] – Speak in the native language of the listener – Avoid jargon or technical language Gateways to Communication

© 2011 Cengage Learning. All rights reserved. Learning Outcome Distinguish between defensive and nondefensive communication 4

© 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. Learning Outcome Explain the impact of nonverbal communication. 5

© 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. Learning Outcome Explain positive, healthy communication. 6

© 2011 Cengage Learning. All rights reserved. Communicative Disease the absence of heartfelt communication in human relationships leading to loneliness and social isolation

© 2011 Cengage Learning. All rights reserved. Positive, Healthy Communication Emotional Competence Personal Integrity Head-to- Heart Dialogue

© 2011 Cengage Learning. All rights reserved. Learning Outcome Identify communication technologies and how they affect the communication process. 7

© 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. How ICT Affects Behavior Impersonal in nature Decrease in interpersonal skills Eliminates non-verbal cues Alters social context of exchange Equalizes participation Increases potential for overload Encourage multi-tasking May make people less patient with face-to-face communication

© 2011 Cengage Learning. All rights reserved. Friday Night Lights 1. This chapter defines communication as creating “a shared or common meaning in another person.” Do you perceive Coach Gaines as having reached that communication goal? Why or why not? 2. The chapter described an Interpersonal Communication Model. What are examples from this film sequence of each part of the model? 3. Assess the effectiveness of this communication event. How do you expect team members and the assistant coaches to react in the second half of the game?