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Learning Outcomes Chapter 8 Communication 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 civility and incivility, and 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. © 2013 Cengage Learning 1 Learning Outcome Describe the interpersonal communication process and the role of listening in the process. © 2013 Cengage Learning 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 accepting a message © 2013 Cengage Learning Terms to Know Perceptual Screen – a window through which one interacts with others. It influences the quality, accuracy, and clarity of the communication Message – the thoughts and feelings that the communicator is attempting to evoke in the receiver Feedback– information fed back that completes twoway communication Language – the words, their pronunciation, and the methods of combining them used and understood by a group of people © 2013 Cengage Learning Terms to Know Data – uninterpreted and unanalyzed facts Information – data that have been interpreted, analyzed, and have meaning to some user Richness – the ability of a medium to convey meaning to a receiver © 2013 Cengage Learning Basic Interpersonal Communication Model © 2013 Cengage Learning Information Richness & 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. © 2013 Cengage Learning Reflective Listening the skill of listening carefully to a message and immediately repeating it back to the speaker This complex process needs to be divided to be understood What I heard you say was we will understand the process better if we break it into steps Reflective Listening • Helps communicator clarify intended message and correct misunderstandings • Emphasizes role of the receiver • Especially useful in problem solving. © 2013 Cengage Learning Emphases of Reflective Listening • The personal elements of the communication process • The feelings communicated in the message • Rational and considerate response © 2013 Cengage Learning VERBAL REFLECTIVE LISTENING Affirm Contact • Communicates attentiveness • Provides reassurance in expressing thoughts and feelings Clarify the Implicit • Bring out unspoken (but evident) thoughts and feelings • Builds greater awareness © 2013 Cengage Learning Paraphrase • Reflects back to speaker what has been heard; assures accuracy • Builds empathy, openness, acceptance Reflect “core” feelings • Restate important thoughts and feelings • Exercise caution; danger of overreaching NONVERBAL REFLECTIVE LISTENING Silence Speaker: • Useful for thinking • Determine how to express difficult ideas or feelings Listener: • Sort out thoughts and feelings • Identify and isolate personal responses © 2013 Cengage Learning 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 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. © 2013 2013 Cengage Cengage Learning Learning © One-way vs. Two-way Communication 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 Two-Way Communication – an interactive form of communication in which there is an exchange of thoughts, feelings, or both • Good for problem solving © 2013 2013 Cengage Cengage Learning Learning © 2 Learning Outcome Describe the five communication skills of effective supervisors. © 2013 Cengage Learning Five Keys to Effective Supervisory Communication • Expressiveness • Empathy • Sensitivity • Persuasion • Informative 3 Learning Outcome Explain five communication barriers and gateways through them. © 2013 Cengage Learning Barriers to Communication Factors that distort, disrupt or even halt successful communication Physical separation Status differences Gender differences Cultural diversity Language © 2013 Cengage Learning Gateways to Communication Openings that break down communication barriers Requires awareness and recognition © 2013 Cengage Learning Gateways to Communication [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 © 2013 Cengage Learning 4 Learning Outcome Distinguish between civility and incivility, and defensive and nondefensive communication © 2013 Cengage Learning Civility and Incivility Civility – communication and behavior that respects the integrity and dignity of the individual. Incivility – discourteous communication and rude behavior that are disrespectful, hurtful, or injurious. © 2013 2013 Cengage Cengage Learning Learning © Civility and Incivility [Consequences of Incivility] – decline in satisfaction with supervisors – lower satisfaction with coworkers – perceptions of unfair treatment – depression [Blessings of Civility] – avoiding hurt feelings – preventing harm and damage in workplace relationships – well-being in the workplace © 2013 Cengage Learning Defensive Communication messages that are aggressive, malevolent, passive, or withdrawn © 2013 Cengage Learning Defensive Communication [Leads to] – injured feelings – communication breakdowns – alienation – retaliatory behaviors – nonproductive efforts – problem solving failures © 2013 Cengage Learning Nondefensive Communication messages that are assertive, direct, and powerful © 2013 Cengage Learning Nondefensive Communication [Provides] – positive and productive basis for asserting and defending oneself against aggression. – restores order, balance, and effectiveness to working relationships © 2013 Cengage Learning Two Defensiveness Patterns Subordinate Defensiveness – characterized by passive, submissive behavior “You are right, I am wrong.” Dominant Defensiveness – characterized by overtly aggressive and domineering behavior. “I am right.” © 2013 Cengage Learning Defensive Tactics Defensive Tactic Example 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?” © 2013 Cengage Learning Nondefensive Communication: A Powerful Tool • An alternative to defensive communication. • Centered, assertive, controlled, informative, realistic, and honest • Speaker exhibits self-control and selfpossession. • Speaker exhibits self-control and self possession • Enhances relationship building • Listener feels accepted rather than rejected © 2013 Cengage Learning 5 Learning Outcome Explain the impact of nonverbal communication. © 2013 Cengage Learning Nonverbal Communication all elements of communication that do not involve words or language © 2013 Cengage Learning Types of Nonverbal Communication • Proxemics • Kinesics • Facial and Eye Behavior • Paralanguage © 2013 Cengage Learning Proxemics Territorial Space – bands of space radiating 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 © 2013 Cengage Learning Proxemics Seating dynamics – seating people in certain positions according to the person’s purpose in communication © 2013 Cengage Learning Kinesics The study of body movement and posture. © 2013 Cengage Learning 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. © 2013 Cengage Learning Paralanguage variations in speech send messages What message is sent by: – High-pitched, breathy voice – Rapid, loud speech – Interruptions – Tongue clucking © 2013 Cengage Learning 6 Learning Outcome Explain positive, healthy communication. © 2013 Cengage Learning Communicative Disease loneliness and social isolation resulting from the absence of heartfelt communication in relationships © 2013 Cengage Learning Positive, Healthy Communication Emotional Competence Trust and Truthfulness Personal Integrity © 2013 Cengage Learning 7 Learning Outcome Identify communication technologies and how they affect the communication process. © 2013 Cengage Learning Information Communication Technology (ICT) • • • • • Information databases E-mail Voice mail Smartphones Video conferencing © 2013 Cengage Learning 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 © 2013 Cengage Learning 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 © 2013 Cengage Learning 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? Friday Night Lights 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? © 2013 Cengage Learning 1. Using the concept of information richness, explain why leaders at Plant Fantasies place a high value on face-to-face communication. 2. What impact might gender have on the communication styles of Teresa Carleo and Steve Martucci? Give examples. Plant Fantasies 3. 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? © 2013 Cengage Learning