1. Chapter 8 Communication

2. Learning Outcomes
Describe the interpersonal communication process and the role of listening in the process
Describe the five communication skills of effective supervisors
Explain five communication barriers and the gateways through them
Distinguish between civility and incivility, and defensive and nondefensive communication

3. Learning Outcomes Explain the impact of nonverbal communication
Explain positive, healthy communication
Identify communication technologies and how they affect the communication process

4. Learning Outcome
Describe the interpersonal communication process and the role of listening in the process

5. Interpersonal Communication
Communication: Evoking of a shared or common meaning in another person
Interpersonal communication: Communication between two or more people in an organization
Perceptual Screen: A window through which one interacts with others
Influences the quality, accuracy, and clarity of the communication

6. Interpersonal Communication
Communicator: Person sending the message
Receiver: Person accepting a message
Perceptual screen: Window through which one interacts with others
Influences the quality, accuracy, and clarity of the communication
Data: Uninterpreted and unanalyzed elements of a message

7. Interpersonal Communication
Feedback: Information fed back that completes two-way communication
Information: Data that have been interpreted, analyzed, and have meaning to some user
Richness: Ability of a medium to convey meaning to a receiver

8. Figure 8.1 - A Basic Interpersonal Communication Model

9. Table 8.1 - Communication Media: Information Richness and Data Capacity
SOURCE: Adapted from E. A. Gerloff, “Information Richness: A New Approach to Managerial Behavior and Organizational Design” by Richard L. Daft and R. H. Lengel in Research in Organizational Behavior 6 (1984): 191–233. Reprinted by permission of JAI Press Inc.

10. Reflective Listening
Carefully listening to a message and immediately repeating it back to the speaker
Helps communicator:
Clarify intended message
Correct misunderstandings
Emphasizes role of the receiver
Enables problem solving

11. Reflective Listening: Levels of Verbal Response
Affirming contact
Provides reassurance to a speaker in expressing thoughts and feelings
Paraphrasing the expressed
Assures accuracy of the communication process
Clarifying the implicit
Enables identify unspoken thoughts and feelings
Reflecting core feelings
Restate the speaker’s important thoughts and feelings

12. Nonverbal Responses of Reflective Listening
Silence
Speaker’s perspective - Helps expres difficult ideas or feelings
Listener’s perspective - Helps sort out thoughts and feelings
Eye contact 
Moderate direct eye contact communicates openness and affirmation without causing either speaker or listener to feel intimidated

13. Beyond the Book: Listen Up!
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
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.
SOURCE: From “Steps to Better Listening” by C. Hamilton and
B. H. Kleiner. Copyright © February Reprinted with permission,
Personnel Journal, all rights reserved.
SOURCE: J. Sandberg, “Bad at Complying? You Might Just Be a Very Bad Listener,” The Wall Street Journal Online (26 September 2007). Available at
Are You an Active Listener?
Reflective listening is a skill that you can practice and
learn. Here are ten tips to help you become a better
listener.
1. Stop talking. You cannot listen if your mouth is
moving.
2. Put the speaker at ease. Break the ice to help the
speaker relax. Smile!
3. Show the speaker you want to listen. Put away
your work. Do not look at your watch. Maintain
good eye contact.
4. Remove distractions. Close your door. Do not
answer the telephone.
5. Empathize with the speaker. Put yourself in the
speaker’s shoes.
6. Be patient. Not everyone delivers messages at the
same pace.
7. Hold your temper. Do not fly off the handle.
8. Go easy on criticism. Criticizing the speaker can
stifle communication.
9. Ask questions. Paraphrase and clarify the
speaker’s message.
10. Stop talking. By this stage, you are probably very
tempted to start talking, but do not. Be sure the
speaker has finished.
Think of the last time you had a difficult communication
with someone at work or school. Evaluate
yourself in that situation against each of the ten
items. Which one(s) do you need to improve on the
most?
Bad at Complying? You Might Just Be a Very Bad Listener By Jared Sandberg From The Wall Street Journal Online
Whenever you enroll in soft-skills training for work -- leadership, conflict resolution, team-player -- there are aspects of the experience you can pretty much count on: You'll find yourself in a classroom with fluorescent lighting, unstainable carpet and motivational posters that invariably include puppies, elephants or monkeys.
There will always be a bulky binder for course materials, a pull-down projection screen and some form of journal or note card on which you can write your "learnings." Your instructor will likely be unfailingly patient and well-informed. And there will be role playing -- a bummer for those of us just now getting used to ourselves. You almost always begin by exploding commonly held misconceptions and move on to a new set of skills that include some easier-said-than-done bullet points: "Clear your mind."
And so it went last week during a visit to Cornell University's school of Industrial Labor Relations for a two-day class on "The Power of Listening." If you go in with the assumption that you will be fixed like a slipping transmission, it's not very long into the listening exercises, questionnaires and videos before you might think to yourself, I've heard enough.
But, then, of course, you probably weren't listening. Some people here take the course because it helps with certification requirements for certain jobs. Most attendees, ranging from labor-relations managers to a police officer, take it for personal development. There's usually someone who takes it because their bosses are looking to fix them. It's a course I've been wanting to take -- almost as much as my family has wanted me to.
Just an hour into the first morning, you're likely to understand the limitations of your listening skills. Bad listeners tend to tune out dry subjects, get into arguments, fake attention, react to emotional words and daydream. (Wow, do humans actually drink from that encrusted water tower on the building across the street?)
While allegedly listening, bad listeners often are rehearsing what they're about to say, grab every conversational opening and scout for flaws in an argument.
By the end of the first day, you're not simply looking at a second day of course work but a long, slow rehabilitation.
The trick to listening better begins with readiness to listen, which, concedes instructor Jennifer Grau, isn't easy in an age of interruption abetted by call waiting and instant messages. It also helps a lot if you can set your judgments aside.
Truth is, bad listening often is blamed falsely when a listener has chosen not to comply. But Ms. Grau, raised in Brooklyn, isn't going to put lipstick on that pig. "Sometimes the hardest part of listening is the mental part of getting yourself willing," she says.
Assuming you've overcome the hurdles, the task of listening to understand rather than simply to reply has three key elements: Involved silence (eye contact, vocal encouragements), probes (supportive inquiry using questions like "what" as opposed to the aggressive "why") and paraphrasing ("What I think you said is..."). That last step shouldn't simply be spitting back what people say, but integrating information about the speaker's attitudes and feelings, 55% of which is communicated nonverbally in body language (only 7% of feelings are communicated with words, Ms. Grau says).
When you consider that these skills are culled from a longer list (awareness, attending, perceiving, etc.) it's clear that listening takes an awful lot of time, which few of us have.
"Efficiency and politeness are inversely correlated," concedes Ms. Grau.
We spend much of Day Two practicing our involved silence as classmates take turns talking about something important and listening to someone else. That means no eye-wandering, eye-rolling or slouching boredom.
The speaker in our little subgroup begins, "It's difficult to be green."
It turns out to be a marketing executive's struggle to reduce his carbon footprint. Even one laid-back administrative staff manager who, judging from her ability to recall all of the instructor's directions is also a varsity listener, is having trouble being attentive and mustering probing questions.
"There are no boring subjects -- just unskillful listeners," Ms. Grau reminds us.
But the chips are stacked against the speaker -- and the rest of us. Humans speak at an average pace of between 110 to 200 words per minute, but they can understand in a range of 400 to 3,000 words per minute. "Human beings can't produce at the rate our brains find interesting," says Ms. Grau.
The final bit of advice before the session ends is to try out our new soft skills at home. My wife, who had asked me to make sure I returned her bank card to her before she left for work the next morning, ended up stranded at the subway station several blocks away without it. Her nonverbal communications accused me of not listening, but now I know it was merely a failure to comply.

14. One-Way vs. Two-Way Communication
Interactive form of communication in which there is an exchange of thoughts, feelings, or both
Good for problem solving
One-way communication
Communication in which a person sends a message to another person and no questions, feedback, or interaction follow
Good for giving simple directions
Efficient, but often less accurate

15. Describe the five communication skills of effective supervisors
Learning Outcome
Describe the five communication skills of effective supervisors

16. Keys to Effective Supervisory Communication
Expressiveness
Empathy and sensitivity
Persuasiveness
Informative managing style

17. Explain five communication barriers and gateways through them
Learning Outcome
Explain five communication barriers and gateways through them

18. Barriers and Gateways to Communication
Barriers to communication
Factors that distort, disrupt, or even halt successful communication
Gateways to communication
Openings that break down communication barriers

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

20. Learning Outcome
Distinguish between civility and incivility, and defensive and nondefensive communication

21. Civility and Incivility
Civility: Communication and behavior that respect the integrity and dignity of the individual
Advantages
Preventing harm and damage in workplace relationships
Well-being in the workplace
Incivility: Discourteous communication and rude behavior that are disrespectful, hurtful, or injurious
Consequences
Decline in satisfaction with supervisors and coworkers
Perceptions of unfair treatment followed by Depression

22. Defensive and Nondefensive Communication
Messages that are aggressive, malevolent, passive, or withdrawn
Nondefensive communication
Messages that are assertive, direct, and powerful

23. Outcomes of Defensive and Nondefensive Communication
Injured feelings
Communication breakdowns
Alienation
Retaliatory behaviors
Nonproductive efforts
Problem solving failures
Nondefensive communication
Positive and productive basis for asserting and defending oneself against aggression
Restores order, balance, and effectiveness to working relationships

24. Defensiveness Patterns
Subordinate defensiveness
Characterized by passive, submissive behavior
Dominant defensiveness
Characterized by overtly aggressive and domineering behavior

25. Defensive Tactics Power plays Labeling
Used to control and manipulate others
Labeling
Used to portray another person as abnormal or deficient
Disseminating misleading information
Intentional, selective presentation of information
Hostile jokes
Passive-aggressive defensive tactic

26. Advantages of Nondefensive Communication
Enables individuals to be centered, assertive, controlled, informative, realistic, and honest
Powerful because speaker exhibits self-control and self-possession without rejecting the listener
Enhances relationship building and reduces adverse responses

27. Explain the impact of nonverbal communication
Learning Outcome
Explain the impact of nonverbal communication

28. Nonverbal Communication
All elements of communication that do not involve words or language
Proxemics: Study of an individual’s perception and use of space
Territorial space: Bands of concentric space radiating outward from the body
Kinesics: Study of body movement and posture

29. Figure 8.2 - Zones of Territorial Space in U.S. Culture

30. Figure 8.3 - Seating Dynamics

31. Nonverbal Communication
Facial and eye behavior is used to communicate:
Emotional state and behavioral intentions
Cues to the receiver
Paralanguage - Variations in speech that communicates messages
Pitch, loudness, tempo, tone, duration, laughing, and crying

32. Explain positive, healthy communication
Learning Outcome
Explain positive, healthy communication

33. Positive, Healthy Communication
Communicative disease: Loneliness and social isolation resulting from the absence of heartfelt communication in relationships
Balance between head and heart is achieved when a person:
Displays positive emotional competence
Can maintain a healthy internal conversation between his thoughts and emotions

34. Learning Outcome
Identify communication technologies and how they affect the communication process

35. Communicating through New Technologies and Social Media
Drawbacks
Challenges the ability to maintain that trust
Adversely impact rich interpersonal communication and relationships
Benefits
Used to do background checks
Spot trends and communicate with customers and employees
Encourage or discourage moral dialogue

36. Written Communication
Manuals and reports
Policy manuals
Operations and procedures manuals
Annual company finance reports
Letters and memorandums
Forms

37. Communication Technologies
Voice mail
Instant messaging
Facsimile (fax) machines
Smartphone

38. Information Communication Technology (ICT)
Extensive category of new developments in interpersonal communication that allow fast, even immediate, access to information
Information databases
Voice mail
Smartphones
Video conferencing

39. 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 become less important

40. How ICT Affects Behavior
Depreciates the richness of personal interaction
Decreases interpersonal skills
Eliminates non-verbal cues
Alters social context of exchange
Equalizes participation and encourages multi- tasking
Increases potential for overload
Makes people less patient with face-to-face communication

41. Friday Night Lights
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?
The chapter described an Interpersonal Communication Model. What are examples from this film sequence of each part of the model?
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?
The Odessa, Texas passion for Friday night high school football
(Permian High Panthers) comes through clearly in this cinematic treatment
of H. G. (Buzz) Bissinger’s well-regarded book of the same title.
Coach Gary Gaines (Billy Bob Thornton) leads the Panthers to the 1988
semifinals where they must compete against a team of much larger players.
A fast-moving pace in the football sequences and a slower pace in
the serious, introspective sequences give this film many fine moments.
This sequence draws from DVD Chapter 27, “Half-Time,” and other parts of the film.
Ask your students:
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?

42. Plant Fantasies
Using the concept of information richness, explain why leaders at Plant Fantasies place a high value on face-to- face communication.
What impact might gender have on the communication styles of Teresa Carleo and Steve Martucci? Give examples.
Although leaders at Plant Fantasies prefer face-to-face interaction, they use digital communication technologies in some situations. Which situations at Plant Fantasies require digital communication technology and why?
Plant Fantasies owner Teresa Carleo doesn’t use , Facebook, or Twitter. At first glance, her preference for traditional communication methods seems out of touch with twenty-first century trends. However, leaders at Plant Fantasies desire communication that works, and that means matching the right communication channel with the right business situations. Some tasks at Plant Fantasies involve installing and maintaining gardens; other situations require collaboration with landscape designers or speaking with clients. Not all communication channels are equally suited for each situation.
Ask your students:
Using the concept of information richness, explain why leaders at Plant Fantasies place a high value on face-to-face communication.
What impact might gender have on the communication styles of Teresa Carleo and Steve Martucci? Give examples.
Although leaders at Plant Fantasies prefer face-to-face interaction, they use digital communication technologies in some situations. Which situations at Plant Fantasies require digital communication technology and why?