Download Chap 9, Lsn 1 PP - Springboro Community Schools

Communication Skills and Challenges
Overview
 The Communication Process
 Communications and
Information Technology
Chapter 9 Lesson 1
Quick Write
Think of an example when you or someone
you know completely misunderstood another
person’s communication. Describe the
experience.
Chapter 9 Lesson 1
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The Communication Process
Nois
Sender
Noise
e
Message
Encoding
Message
Channel
Message
Feedback
se
Noi
Decoding
Message
Receiver
Message
Noise
The communication process is the transferring
and understanding of meaning
Chapter 9 Lesson 1
Adapted from Fundamentals of Management, 5th Ed.
By Robbins/DeCenzo, p. 389
Pearson Prentice Hall, 2005
Encoding
The source starts the processing by doing
something known as encoding – turning a
message into symbols that will have
meaning for the receiver
Chapter 9 Lesson 1
Four Factors of Encoding
Skills
Attitudes
Knowledge
Social-Cultural System
Chapter 9 Lesson 1
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Skills
Writing, speaking,
listening, reading, and
reasoning are all
communication skills
Chapter 9 Lesson 1
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Attitudes
Attitudes involve the
way we view a message
or messenger – if
someone we trust
speaks to us we listen
differently than if
someone we do not trust
says something
Chapter 9 Lesson 1
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Knowledge
Knowledge levels involve what we know
about a subject. If someone communicates
that a utilitarian essentially follows a
consequentialist moral heuristic, we may
not know what in the world he or she is
talking about
Chapter 9 Lesson 1
Social-Cultural Systems
Social-cultural systems involve matters
related to social position and status – when
the boss tells us we can leave early from
work it means a lot more than if a
customer tells us we can
Chapter 9 Lesson 1
Messages and Channels
The message is a purpose
to be conveyed
A channel is the medium
by which a message
travels
Chapter 9 Lesson 1
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Decoding and Feedback
Decoding is the receiver’s translation of a
sender’s message
The feedback loop is the receiver’s response
to the sender’s message
Chapter 9 Lesson 1
Written and Verbal
Communication
Written communications are important for projects that
may extend over a long time
The process of writing itself means that a written
communication is likely to reflect more thought and
care
Written communication takes more time than verbal
communication
Oral communication has a built in feedback loop that
writing does not – you can see a person’s reaction when
speaking face to face
You can get confirming feedback from the receiver of
your oral communication
Chapter 9 Lesson 1
The Grapevine
A grapevine is an
unofficial channel of
communication
Chapter 9 Lesson 1
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Nonverbal Cues
Police siren or a red light send
clear messages without words
Other forms of nonverbal
messages include the clothes
we wear or even the way we
behave in a class – most of us
know when someone has
“checked out” of listening in
class even though he or she has
never said a word
Chapter 9 Lesson 1
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Body Language
 Body language is nonverbal
cues such as facial expressions,
gestures, posture, and other body
movements
 Smiles, snarls, and scowls are
expressions that speak volumes
 Research shows that people
interpret from 65 to 90 percent of
the message in a face-to-face
conversation through body
language
Chapter 9 Lesson 1
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Verbal Intonation
Verbal intonation is an
emphasis given to words
or phrases that conveys
meaning
Chapter 9 Lesson 1
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Optional Exercise
Nonverbal Cues ~ Charades
 Form two teams
 One team member will be given a slip of
paper with a famous quote, movie title, book
title, or television show on it
 The team member will have 3 minutes to give
nonverbal clues (disqualified if you talk) to
his or her fellow team members
Chapter 9 Lesson 1
Optional Exercise
Nonverbal Cues ~ Charades
 If the team members guess the quote in one minute
and fifteen seconds, the team score is 1:15
 If the team does not guess within 3 minutes, the
team score is recorded as 3:00
 The team with the lowest score at the end of two or
three rounds wins the game
 Your instructor will keep the time and score
Chapter 9 Lesson 1
Barriers to Effective
Communication
Filtering
The deliberate manipulation of information
to make it appear more favorable to the
receiver.
Selective Perception
Receiving communications on the basis of
what one selectively sees and hears
depending on his or her needs, motivation,
experience, background, and other personal
capacity.
Information Overload
When the amount of information one has to
work with exceeds one’s processing
capacity.
Emotions
How the receiver feels when a message is
received.
Chapter 9 Lesson 1
Adapted from Fundamentals of Management, 5th Ed.
By Robbins/DeCenzo, p. 392
Pearson Prentice Hall, 2005
Barriers to Effective
Communication
Language
Words have different meanings to
different people. Receivers will use their
definition of words communicated.
Gender
How males and females react to
communication may be different, and
they each have a different
communication style.
National Culture
Communication differences arising from
the different languages that individuals
use to communicate and the national
culture of which they are a part.
Chapter 9 Lesson 1
Adapted from Fundamentals of Management, 5th Ed.
By Robbins/DeCenzo, p. 392
Pearson Prentice Hall, 2005
Overcoming Barriers to
Effective Communication
Use Feedback
Check the accuracy of what has been
communicated-or what you think you heard
Simplify Language
Use words that the intended audience
understands
Listen Actively
Listen for the full meaning of the message
without making premature judgment or
interpretation-or thinking about what you are
going to say in response
Constrain Emotions
Recognize when your emotions are running
high. When they are, don’t communicate until
you have calmed down.
Watch Nonverbal Cues
Be aware that your actions speak louder than
your words. Keep the two consistent.
Chapter 9 Lesson 1
Adapted from Fundamentals of Management, 5th Ed.
By Robbins/DeCenzo, p. 396
Pearson Prentice Hall, 2005
Communication and
Information Technology
Chapter 9 Lesson 1
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Networked Communications
Most organizations of any size today
network their computers and other
devices so that employees can
communicate easily with each other
and tap into shared information—
whether they’re in the same room or
different buildings or on the other side
of the world
Chapter 9 Lesson 1
Networked Communications
What are some examples
of the use of technology in
communication?
Chapter 9 Lesson 1
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Comstock Images
BananaStock Images
Knowledge Management
Experts use the term knowledge
management to refer to the
cultivation of a learning culture in
which everyone systematically
gathers knowledge and shares it
within the organization to foster
better performance
Chapter 9 Lesson 1
Optional Exercise
Complete the Face-toFace Communication
Style Self Assessment
Survey in your text
book
Chapter 9 Lesson 1
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Scoring
Add up your scores (+2, +1, etc) for each
dimension and divide by the number of
statements
For items marked with an asterisk (*), reverse
the score (-2 becomes +2, etc)
The higher your score for any dimension, the
more that dimension characterizes your
communication style
Chapter 9 Lesson 1
Scoring Categories
Dominant
22, 24, 26, 30, 36, 38
Dramatic
16, 19, 27, 28, 43
Contentious
9, 23, 25, 31, 32, 35, 37
Animated
15, 20, 39, 42
Impression Leaving
4, 5, 11, 12, 40
Relaxed
1, 7*, 8, 18*, 14
Attentive
3, 10, 17, 34, 44
Open
18*, 21, 29, 45
Friendly
2, 6, 33, 41
Chapter 9 Lesson 1
Style Descriptions
 Dominant – tends to take
charge of social interactions
 Dramatic – manipulates and
exaggerates stories and uses
other stylistic devices to
highlight content
 Contentious – argumentative
Chapter 9 Lesson 1
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Style Descriptions
 Animated – frequent and sustained eye
contact, uses many facial expressions and
gestures often
 Impression leaving – are you remembered
because of the communication stimuli
that you projected?
 Relaxed – are you relaxed and void of
nervousness?
Chapter 9 Lesson 1
Style Descriptions
 Attentive – makes sure that the other person
knows that he or she is being listened to
 Open – being conversational, expansive,
affable, convivial, gregarious, unreserved,
somewhat frank, definitely extroverted, and
obviously approachable
 Friendly – from nonhostility to deep intimacy
Chapter 9 Lesson 1
Review
 The communication process is the
transferring and understanding of meaning
 Encoding is the process of turning a message
into symbols that will have meaning for the
receiver
 The message is a purpose to be conveyed
Chapter 9 Lesson 1
Review
 A channel is the medium by which a
message travels
 Decoding is the receiver’s translation
of a sender’s message
 The feedback loop is the receiver’s
response to the sender’s message
 A grapevine is an unofficial channel of
communication
Chapter 9 Lesson 1
Review
 Body language is nonverbal cues such as
facial expressions, gestures, posture, and
other body movements
 Verbal intonation is an emphasis given to
words or phrases that conveys meaning
 Research shows that people interpret from 65
to 90 percent of the message in a face-to-face
conversation through body language
Chapter 9 Lesson 1
Review
 Filtering is the deliberate manipulation of
information to make it appear more
favorable to the receiver
 Selective perception is the selective
hearing of communications based on one’s
needs, motivations, experience, or other
personal characteristics
 Information overload is the result of
information exceeding processing capacity
Chapter 9 Lesson 1
Review
 Emotions affect the interpretation of
messages as they are viewed one way when
you’re feeling “up” and another way if you’re
feeling depressed
 Jargon is the overly specific or technical
language used by people within a specialty or
cultural area
 Men and women tend to communicate in
different ways, and this can lead to
misunderstanding and misperceptions
Chapter 9 Lesson 1
Review
 Research shows that men’s talk tends to be
about emphasizing status and independence
while women tend to use language to create
connection and intimacy
 Using a feedback loop can help managers
avoid misunderstandings
 The use of complicated words can create
distance and misunderstanding between
people
Chapter 9 Lesson 1
Review
 Active listening is listening for full meaning without
making premature judgment or interpretations
 Nonverbal cues often carry more of a message than
verbal ones
 Most organizations of any size today network their
computers and other devices so that employees can
communicate easily with each other and tap into shared
information—whether they’re in the same room or
different buildings or on the other side of the world
Chapter 9 Lesson 1
Review
 Part of a manager’s responsibility to help foster
good communications throughout an
organization is to create opportunities for people
to learn
 Experts use the term knowledge management to
refer to the cultivation of a learning culture in
which everyone systematically gathers
knowledge and shares it within the organization
to foster better performance
Chapter 9 Lesson 1
Summary
 The Communication Process
 Communications and
Information Technology
Chapter 9 Lesson 1
What’s Next…
Developing
Interpersonal Skills
Chapter 9 Lesson 1
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