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5-1
5-2
Chapter
5
Interpersonal
Communication
McGraw-Hill/Irwin
© 2008 The McGraw-Hill Companies, Inc. All rights reserved
5-3
Introduction
 Most
employees spend 75 percent of each
workday communicating
 75
percent of what we hear we hear incorrectly
 75 percent of what we hear accurately we forget
within three weeks
 70 percent of all business communication fails to
achieve the intended purposes
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The communication process consists of a
sender who encodes a message and
transmits it through a channel to a receiver
who decodes it and may give feedback.
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The Communication Process
Step 1: Encodes
message and selects
transmission channel
Step 3: Decodes
message and decides if
feedback is needed
Step 2: Transmits message
through a channel
Step 4: Feedback – response
or new message may be
transmitted
Exhibit 5.1
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Barriers to Communication
 Perception
 Information
overload
 Channel selection
 Noise
 Trust and credibility
 Not
listening
 Emotions
 Filtering
 Gender
 Culture
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How Barriers Affect The
Communication Process
Message
Barriers
Barriers
Response
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Steps in the Communication Process
(1 of 3)
 Step
1. The sender encodes the message
and selects the transmission channel
– the sender’s process of putting the
message into a form that the receiver will
understand
 Perception communication barriers
 Information overload communication barriers
 Transmission channels
 Encoding
Oral
 Nonverbal
 Written

 Channel
selection barriers
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Steps in the Communication Process
(2 of 3)
 Step
2. The sender transmits the message
 Noise
communication barriers
 Step
3. The receiver decodes the message
and decides if feedback is needed
– the receiver’s process of translating
the message into a meaningful form
 Trust and credibility communication barriers
 Not listening barrier to communication
 Emotional barriers to communication
 Decoding
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Steps in the Communication Process
(3 of 3)
4. Feedback – a response or a new
message may be transmitted
 Step
 Filtering
communication barriers
 Gender style barrier to communication
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Gender Conversation Differences
 Research
shows the men and women
converse for different reasons
 Gender
style becomes a barrier to
communication between the sexes
 Women
tend to:
 talk
to create connections and develop
relationships
 Men
tend to:
 talk
about status and independence
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Barriers to Cross-Cultural
Communication:
1. Cultural
Context
3. Language
2. Social
Convention
4. Etiquette and
Politeness
5. Nonverbal
Communication
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High- versus Low-Context Cultures
High-Context
Chinese
Korean
Vietnamese
Arab
Greek
Spanish
Italian
English
North American
Scandinavian
Swiss
German
Low-Context
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Cultural Context: High-Context
Cultures
 Rely
heavily on nonverbal communication
 Rely on subtle situational cues during the
communication process
 What is not said is often more important than
what is actually said
 Important factors in communication:
 official
status
 place in society
 reputation
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Cultural Context: Low-Context
Cultures
 Rely
heavily on the actual words used
 Nonverbal communications and subtle
situational cues are not as important as what
is actually said
 Status, place, and reputation are given
secondary importance to the actual words
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High- versus Low-Context Culture
Communication Importance
Context
Focus on nonverbal communications and subtle
cues
HighContext
Culture
LowContext
Culture
X
Focus on actual spoken and written work
X
Credibility and trust are important
X
The need to develop relationships
X
Position, age, seniority
X
Use of precisely written legal contracts
X
Direct get down to business conversation
X
Managers tell employees (give orders) what to do
X
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Social Conventions
 Language,

Even when speaking the same language, words
mean different things, and the same thing may
be called by different names
 Nonverbal

Etiquette, and Politeness
Communication
Consists of messages we send without using
words
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Guidelines to Overcome Global
Barriers to Communications:
 Believe
there are differences until similarity is
proven
 Delay judgment of peoples’ behavior until you are
sure you are being culturally sensitive
 Put yourself in the receiver’s position
 When in doubt, ask
 Follow the other person’s lead and watch his or her
behavior
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Sending Messages
 To
transmit messages effectively, managers
must state exactly:
 what
they want
 how they want it done
 when they want it done
 Before
 you
you send a message,
should carefully select the channel
 plan how you will send the message
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Goals of Communication
Influence
Inform
Express Feelings
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Planning the Message
 What
is the goal of the message?
 Who should receive the message?
 How will you encode the message so that it
will be understood?
 When will the message be transmitted?
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The Message-Sending Process
Model
 Step
1. Develop rapport
 Step 2. State the communication objective
 Step 3. Transmit the message
 Step 4. Check understanding
 Step 5. Get a commitment and follow up
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Receiving Messages
 Communication
does not take place unless
the message is received with mutual
understanding
 The message cannot be received accurately
unless the receiver listens
 Empathic listening – the ability to
understand and relate to another’s situation
and feelings
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Levels of Listening
3. Projective
The receiver listens without evaluation to the full message,
attempting to understand the sender’s viewpoint.
2. Evaluation
The receiver listens carefully until hearing
something that is not accepted. Listening
ends and the response to the incomplete
message is developed.
1. Marginal
The receiver
does not listen
carefully. The
message is
not heard or
understood
with mutual
agreement
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Active Projective Listening Tips (1 of 2)
Listening
1. Pay attention
2. Avoid distractions
3. Stay tuned in
4. Do not assume and interrupt
5. Watch for nonverbal cues
6. Ask questions
7. Take notes
8. Convey meaning
Analyzing
9. Think
10. Evaluate after listening
11. Evaluate facts presented
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Active Projective Listening Tips (2 of 2)
Speaking
12. Paraphrase first
13. Watch for nonverbal cues
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Feedback
 Process
of verifying messages
 Forms of feedback include:
 questioning
 paraphrasing
 allowing
comments and suggestions
 Feedback
when giving and receiving
messages facilitates job performance
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360-Degree Feedback
 Performance
feedback method:
 downward
from the supervisor
 laterally from peers or coworkers
 upwards from subordinates
 inwardly from the person getting the feedback
 Customers
and suppliers can also provide
feedback on different aspects of performance
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Common Approach of Getting
Feedback
 To
send the entire message
 Followed by asking “Do you have any questions?”
 Feedback usually does not follow because people
have a tendency not to ask questions because:
They feel ignorant
 They are ignorant
 Receivers are reluctant to point out the sender’s
ignorance

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How to Get Feedback on Messages
 Be
open to feedback
 Be aware of nonverbal communication
 Ask questions
 Paraphrasing
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Response Styles
 Advising
 Diverting
 Probing
 Reassuring
 Reflecting
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Response Styles: Advising
 Advising
responses provide evaluation,
personal opinion, direction, or instructions
 Employees
often come to the manager for advice
on how to do something or for the manager to
make a decision
 Appropriate
 Giving
use of advising responses:
advice is appropriate when you are directly
asked for it
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Response Styles: Diverting
 Often
called changing the subject
 Diverting responses switch the focus of the
communication to a message of the receiver

The receiver becomes the sender of a different message
 Appropriate
use of diverting responses:
When using the autocratic supervisory style
 Helpful when used to share personal experiences of
feelings that are similar to those of the sender

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Response Styles: Probing
A
probing response asks the sender to give
more information about some aspect of the
message
 Useful
to get a better understanding of the
situation
 Appropriate
 During
use of probing responses:
the early stages of the message to ensure
understanding
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Response Styles: Reassuring
A
reassuring response is given to reduce
the intensity of the emotions associated with
the message
 Appropriate use of reassuring responses:
 When
the other person lacks confidence
 Encouraging responses can help employees
develop
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Response Styles: Reflecting
 The
reflecting response paraphrases the
message back to the sender to convey
understanding and acceptance
 Used
by the empathic projective listener
 Appropriate
 The
use of reflecting responses:
empathic responder deals with content,
feelings, and the underlying meaning being
expressed in the message