Download Module 7

Module Seven
Communication
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The Linkage Between Motivation,
Perception, and Communication
What Is Sent
Motivation
Perception
Perception
Communication
Method/Media
Motivation
What is received
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Examples of Communication Media and
General Types of Work Environment *
Same Time
Same
Place
Different
Places
Different Times
Face-To-Face
Meeting Rooms
PC Projectors
Copyboards
Administration/
Data Management
Shared Files
Shift Work
Remote Meetings
Conference Calls
Data Sharing
Video/Tele-Conferencing
Reliance on Coordination
E-mail
Voice Mail
* Adapted from Johansen, 1992
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Media for Transmitting Messages *
Managers can use a variety of media for transmitting messages:
Written
Letters
Memos and reports
Telegrams
Newspapers / magazines
Handbooks and manuals
Bulletins and posters
Inserts and enclosures
Oral
Telephone
Intercom and paging
Conferences and meetings
Speeches
Generally
Available
Relatively
Low Cost
X
X
High
Speed
Immediate
Interaction
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
High Impact
and Attention
X
X
X
X
X
X
X
X
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* Source: Adapted with permission from Dale A. Level, Jr., and William P. Galle, Jr., Business Communications:
Theory and Practice (Homewood, IL: Business Publications, Inc./ Richard D. Irwin, Inc., 1988), pp. 91, 93.
Media for Transmitting Messages *
Managers can use a variety of media for transmitting messages:
Generally
Available
Electronic
Fax
Electronic mail
Voice messaging
Computer conferencing
Audio conferencing
Video conferencing
Groupware
Relatively
Low Cost
High
Speed
X
X
Immediate
Interaction
High Impact
and Attention
X
X
X
X
X
X
X
X
X
X
X
X
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* Source: Adapted with permission from Dale A. Level, Jr., and William P. Galle, Jr., Business Communications:
Theory and Practice (Homewood, IL: Business Publications, Inc./ Richard D. Irwin, Inc., 1988), pp. 91, 93.
Communication Can Occur at
Five Possible Levels
• Intra-Individual Communication - Within a single
individual (i.e., when messages are sent from
sensory organs to the brain)
• Interpersonal Communication - Between two
individuals
(a sender and a receiver)
• Interpersonal Communication Network - Between
more than two members of the same group
• Intraorganizational Communication - Between
groups, subunits or subsystems within an
organization
• Interorganizational Communication - Between
organizations
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Communication Process
• Communication is the transfer of information
from one person to another.
• Five elements of the communication process:
1. Sender
2. Receiver
3. Message
4. Medium
5. Feedback
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TRANSFER OF MEANING
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Barriers to Accurate Communication:
A Partial List
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•
•
•
•
•
•
•
•
Perceptual and Attributional Biases
Conflicting Assumptions
Inadequate Information
Semantics
Emotional Blocks
Non-verbal Communication Barriers
Cultural Barriers
Inadequate Communication Media
Technological Barriers
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Nonverbal Communication Barriers
• Body motion or kinesic behavior
• Physical characteristics
• Paralanguage
• Proxemics (space)
• Environment
• Time
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Managerial Role in Managing
Communication: Overcoming Barriers
• Practicing Communication Skills
• Awareness and Understanding
• Social Technology
• Creating a Supportive Organizational
Climate
• Self-Awareness
• Giving and Receiving Feedback
• Working with the Motivation of Others
• Coaching and Goal Setting
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Media Richness and
Communication Effectiveness
• Communication media can be ranked along a
continuum
• Richness denotes the capacity of a medium to:
– carry a large volume of data
– convey meaning
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Major Factors That Influence
the Communication Process
• Communication as a social process (i.e., status and
norms may dictate who initiates which kind of
message, who speaks to whom, and how one
responds when spoken to)
• Employee's perceptual processes
• The structure of the organization
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Dialogue Sequence
Listening Skills
Confrontation Skills
Searching Skills
Coping Skills
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Basic Listing Model for
Understanding What is Being Said
• Radio Receiver - you are picking up what is being
sent
• Non-Judgmental - avoiding distortion by not
evaluating what is being received
• Paraphrasing to assure clarity
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Value of Listening
Work Life
1. Information
2. Understanding viewpoint of speaker
3. Acknowledging, reassuring, showing interest
Personal Life
1. Same
2. Same
3. Same
4. Opportunity when appropriate
a. to share similar experiences that happened
to you
b. to share your feelings
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c. to give feedback if asked for
Guide to Effective Communication
1. Understanding Self and
Others
2. Listening Skills
- radio receiver model
- paraphrasing
- tracking
3. Perceptual Checking
- avoid “we”
statements
4. Goal Setting
5. Avoid Defensive
Expressions
6. Avoid “Hidden Agendas”
7. Develop Assertiveness
skills
- feedback skills
- confrontation skills
- use “I” messages
8. Deal with the Situation,
Not the Person
9. Deal with the Person,
Not the Situation
10. Timing
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What Do I Do If They Do Not
Speak My Language?
Verbal behavior
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Clear, slow speech. Enunciate each word. Do not use colloquial expressions.
Repetition. Repeat each important idea using different words to explain the same
concept.
Simple sentences. Avoid compound, long sentences.
Active verbs. Avoid passive verbs.
Nonverbal behavior
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Visual restatements. Use as many visual restatements as possible, such as pictures,
graphs, tables, and slides.
Gestures. Use more facial and hand gestures to emphasize the meaning of words.
Demonstration. Act out as many themes as possible.
Pauses. Pause more frequently.
Summaries. Hand out written summaries of your verbal presentation.
Attribution
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Silence. When there is a silence, wait. Do not jump in to fill the silence. The other person
is probably just thinking more slowly in the nonnative language or translating.
Intelligence. Do not equate poor grammar and mispronunciation with lack of intelligence;
it is usually a sign of second-language use.
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Differences. If unsure, assume difference, not similarity.
What Do I Do If They Do Not
Speak My Language?
Comprehension
• Understanding. Do not just assume that they understand; assume that they do
not understand.
• Checking comprehension. Have colleagues repeat their understanding of the
material back to you. Do not simply ask if they understand or not. Let them
explain what they understand to you.
Design
• Breaks. Take more frequent breaks. Second-language comprehension is
exhausting.
• Small modules. Divide the material into smaller modules.
• Longer time frame. Allocate more time for each module than usual in a
monolingual program.
Motivation
• Encouragement. Verbally and nonverbally encourage and reinforce speaking
by nonnative language participants.
• Drawing out. Explicitly draw out marginal and passive participants.
• Reinforcement. Do not embarrass novice speakers.
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