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The Total You! The ability to accomplish one’s personal goals in a manner that maintains a relationship on terms that are acceptable to all parties. The communication process model Dwyer: Communication in Business 3e © 2005 Pearson Education Australia 7 An individual has an idea to communicate SENDER Dwyer: Communication in Business 3e © 2005 Pearson Education Australia 8 The idea is encoded SENDER Perception Self-concept Family Culture Skills Feelings Attitudes Values Individuals encode ideas according to their own unique perceptions Dwyer: Communication in Business 3e © 2005 Pearson Education Australia 9 The encoded idea is sent in a message SENDER Self-concept Family Culture Skills Feelings Attitudes Values MESSAGE RECEIVER Self-concept Family Culture Skills Feelings Attitudes Values To a receiver who decodes it according to different individual perceptionsceptions Dwyer: Communication in Business 3e © 2005 Pearson Education Australia 10 The receiver responds with feedback SENDER Self-concept Family Culture Skills Feelings Attitudes Values MESSAGE FEEDBACK RECEIVER Self-concept Family Culture Skills Feelings Attitudes Values Feedback helps to ensure that the message received has been decoded correctly Dwyer: Communication in Business 3e © 2005 Pearson Education Australia 11 Channel - the means of conveying the message SENDER Self-concept Family Culture Skills Feelings Attitudes Values CHANNEL MESSAGE FEEDBACK CONTEXT RECEIVER Self-concept Family Culture Skills Feelings Attitudes Values Context - the situation, environment or circumstances of the communication Dwyer: Communication in Business 3e © 2005 Pearson Education Australia 12 Interference SENDER Self-concept Family Culture Skills Feelings Attitudes Values CHANNEL MESSAGE INTERFERENCE FEEDBACK CONTEXT RECEIVER Self-concept Family Culture Skills Feelings Attitudes Values Interference changes or distorts the message Dwyer: Communication in Business 3e © 2005 Pearson Education Australia 13 The communication process is continuous… CHANNEL SENDER Self-concept Family Culture Skills Feelings Attitudes Values MESSAGE MESSAGE MESSAGE INTERFERENCE FEEDBACK FEEDBACK FEEDBACK RECEIVER Self-concept Family Culture Skills Feelings Attitudes Values CONTEXT Dwyer: Communication in Business 3e © 2005 Pearson Education Australia 14 Why is feedback important? Negative and Positive Let people know that you like to receive feedback Identify the areas in which you want feedback If you are a manager, set aside time for regularly scheduled feedback sessions Use silence to encourage feedback Watch for nonverbal responses Ask questions Paraphrase Use statements that encourage feedback Reward feedback Follow up Recognize that feedback involves sharing ideas, not giving advice. Include only 2-3 suggestions at a time Know that effective feedback is immediate and well timed. How often do you practice the actions necessary to be an effective communicator? The following is a list of 10 strategies that effective communicators practice regularly. Probably no one does all these things all the time; How frequently do you? 4: I almost always do this. 3: I often do this. 2: I do this infrequently. 1: I hardly ever do this. 1. 2. 3. 4. Before I speak, I try to create a clear picture in my own mind of the mental image I want the receiver to have. As a sender, I carefully consider how any biases I may have about the receiver are likely to affect the tone of my message. I am aware of my word choice, speech pattern, and pronunciation peculiarities. I avoid jargon that might not be understood, red flag words that might elicit negative reactions, profanity that might offend, and slang. 5. 6. 7. 8. 9. 10. I recognize that my nonverbal behavior affects receivers. I choose a particular communication channel to maximize understanding by the receiver, not for my personal comfort. I adapt my messages to the knowledge, language, feelings, and motivation of my receiver. I listen intently as I speak. I look at and listen to my receiver for verification that I have been understood. Before I speak, I ask myself, “Is this the right place to say what I’m going to say?” Rarely seek feedback; rarely disclose Motivated by anxiety Prefer things to people Seldom communicate expectations Seen as non-communicators Avoid or ignore conflict Don’t try to motivate others Seldom seek feedback; disclose often Motivated by overconfidence Willingly give advice & some expectations Seen as authoritarian Solve conflicts by making all decisions Motivate others mainly by criticism Seldom disclose; seek feedback often Motivated by mistrust/desire for acceptance Disclose mainly positive expectations Seen as “yes” people Prefer a social working environment Smooth over conflicts Motivate others mainly by praise Seek feedback often; disclose often Motivated by confidence/like of people Disclose both positive and negative Over disclosure at times Seen as team communicators Handle conflict by participation of others Motivate by praise and criticism After discussing the following topics, you will then be reinforced through eye-opening verbal and written exercises, group discussions, and a question and answer period. 23% Listening Writing 56% 13% 8% Reading Speaking 1. I have a hard time remembering someone’s name when introduced 2. It is often difficult for me to concentrate on what others are saying 3. I fell tense when listening to new ideas 4. I have difficulty concentrating on instructions others give me 5. I dislike being a listener as a member of an audience 6. I seldom seek out the opportunity to listen to new ideas 7. I find myself daydreaming when others seem to ramble on. 8. I often argue mentally or aloud with what someone is saying before he or she even finishes speaking. 9. I find that others are always repeating things to me. 10. I seem to find out about important events too late. How does your current organization or school do at internal listening? What feedback opportunities exist in your current organization or school? Do you feel that those opportunities are adequate? What recommendations would you make to improve the process? To Help Ourselves On the Job Get a Degree Less Wasting Time To Help Others Advising Judging Analyzing Questioning Supporting Prompting Paraphrasing Hearing Attending Understanding Responding Remembering Listening for pleasure or enjoyment. Listening to provide emotional support for the speaker. Listening to understand the message of a speaker. Listening to evaluate a message for purposes of accepting or rejecting it. Message Overload Internal Noise – Daydreams External Noise (Tolerating/Creating Distractions) Rapid Thought Too Much Effort Hearing Problems Faulty Assumptions Lack of Apparent Advantages We all Interpret Differently Memory Failure Pseudolistener Stage-Hog Selective Listener Insulated Listener Defensive Listener Ambusher Insensitive Listener Talk Less! Take Listening Seriously Resist or Get Rid of Distractions Suspend Judgment Look for Key Ideas Offer Verbal and Nonverbal Feedback Plan Ahead to Prepare Yourself Mentally Make Time to Listen Improve Your Memory Table Blanket Antelope Comforter Tiger Tea Lamp Elephant Bedskirt Milk Hammer Coffee Pliers Sheet Monkey Soda Saw Giraffe Rug Sofa Screwdriver Pillowcase Ottoman Juice Wrench “Outstanding leaders go out of their way to boost the self-esteem of their personnel. If people believe in themselves, it’s amazing what they can accomplish.” ~Sam Walton Listening to employees builds stronger relationships with them. Reduces Turnover. Listening to employees can lead their growth as workers and increases their feelings of confidence about their place within the organization. Listening to employees can help them work through issues affecting their performances. Listen to know the boss Use knowledge of boss as guide Develop expertise valued by boss Hesitate to give advice Praise appropriately Don’t criticize First You Forget Names – Then You Forget Faces – Next You Forget to Pull Your Zipper Up – And Finally You Forget To Pull it Down! George Burns Thanks for LISTENING UP!