Download Chapter 16

Chapter 16
Organizational
Communication
Hellriegel, Jackson, and Slocum
MANAGEMENT: A Competency-Based Approach
South-Western College Publishing
Copyright © 2002
16.1
Learning Objectives
After reading this chapter, you should be able to:
• Explain the main elements of the communication process
• Describe the role of information technology in the
communication process
• Identify hurdles to communication and describe ways to
eliminate them
• State the guidelines for fostering effective communication
Hellriegel, Jackson, and Slocum
MANAGEMENT: A Competency-Based Approach
South-Western College Publishing
Copyright © 2002
16.2
The Communication Process
Receiver provides
verbal and nonverbal
responses to sender
Sender
has idea
Sender
encodes
idea into
message
Sender's response
to feedback may
trigger additional
feedback to receiver
Hellriegel, Jackson, and Slocum
MANAGEMENT: A Competency-Based Approach
South-Western College Publishing
Copyright © 2002
Message
travels
over one
or more
channels
Receiver
perceives
&
decodes
message
Adapted from Figure 16.1
16.3
Guidelines for Effective Listening
1. How you listen also sends a message back to the
message sender.
2. Stop talking! You can't listen if you're talking.
3. Show a talker that you want to listen. Paraphrase
what's been said to show understanding.
4. Remove distractions.
5. Avoid pre-judging what the person thinks or feels.
Listen first, make judgments later.
Hellriegel, Jackson, and Slocum
MANAGEMENT: A Competency-Based Approach
South-Western College Publishing
Copyright © 2002
Adapted from Table 16.1
16.4
Guidelines for Effective Listening (cont.)
6. Try to see the other person's point of view.
7. Listen for total meaning. This includes both
content and feeling.
8. Attend to both verbal and nonverbal cues.
9. Go easy on argument and criticism, which
may make others "clam up" or become angry.
10. Before each person leaves, confirm what
has been said.
Hellriegel, Jackson, and Slocum
MANAGEMENT: A Competency-Based Approach
South-Western College Publishing
Copyright © 2002
Adapted from Table 16.1
16.5
How Territorial Are You ?

Highly territorial
•

Ambiguous but territorial
•

Your instincts for staking out and protecting what you
consider yours are high. You believe strongly in your
territorial rights.
You may act territorial in some circumstances but not in others.
You are somewhat unsure about how you feel about the types of
space.
Not territorial
•
You disagree with the concept of territoriality.
You dislike possessiveness, protectiveness,
and jealousy. The concept of private ownership
is not central to your philosophy of life.
Hellriegel, Jackson, and Slocum
MANAGEMENT: A Competency-Based Approach
South-Western College Publishing
Copyright © 2002
Adapted from Figure 16.2
16.6
Information Richness of Channels
Information
Channel
Information
Richness
Face-to-face
discussion
Highest
Telephone
conversations
Written letters/memos
(individually addressed)
Formal written documents
(unaddressed bulletins or
e-mail)
Formal numeric
documents (printouts,
budget reports)
Hellriegel, Jackson, and Slocum
MANAGEMENT: A Competency-Based Approach
South-Western College Publishing
Copyright © 2002
High
Moderate
Low
Lowest
Adapted from Figure 16.4
16.7
Barriers to Communication

Organizational





Authority and status levels
Specialization of task functions by members
Different goals
Status relationships among members
Individual



Conflicting assumptions
Semantics
Emotions
Hellriegel, Jackson, and Slocum
MANAGEMENT: A Competency-Based Approach
South-Western College Publishing
Copyright © 2002
Adapted from Table 16.2
16.8
Levels of Understanding for a Message from the CEO
100%
Portion of original
message accurately
received
90%
80%
70%
60%
50%
40%
30%
20%
Distortion of
original message
10%
0%
Top
Management
Vice
President
Hellriegel, Jackson, and Slocum
MANAGEMENT: A Competency-Based Approach
South-Western College Publishing
Copyright © 2002
General
Supervisor
Team
Leader
Line
Worker
Adapted from Figure 16.5
16.9
Overcoming Barriers to Communication
 Regulate the flow of information
 Encourage feedback
 Simplify the language used in the message
 Listen actively
 Restrain negative emotions
 Use nonverbal cues
 Use the grapevine
Hellriegel, Jackson, and Slocum
MANAGEMENT: A Competency-Based Approach
South-Western College Publishing
Copyright © 2002