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CHAPTER 10 Communication: Around the World in 60 Seconds © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Student Version PowerPoint Presentation by Charlie Cook The University of West Alabama Learning Objectives 1. Analyze cultural differences and the impact on supervisory communication. 2. Explain the communication process and discuss how variables such as global cultural diversity and media richness impact communication. 3. List traits of effective communicators and discuss the power of affirmations and visualization. 4. Explain techniques for effective listening, including overcoming barriers to communication. 5. Compare proactive and reactive language. 6. Discuss the importance of modifying the message and delivery to suit the audience. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–2 Culture Matters When Communicating in Today’s Global Economy • The Cultural Imperative Communication The transfer of information and understanding from one person to another person. Culture A population’s taken-for-granted assumptions, values, beliefs, and symbols that foster patterned behavior. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–3 Imagine that your organization just hired a new supervisor who is in the process of moving to the United States from Morocco. He speaks fluent English, but he has never lived or worked in America. He will be supervising five women and three men. Brainstorm with your classmates about the following: 1. Are there any cultural dimensions listed in Table 10.1 that could potentially be a source of misunderstanding due to cultural differences? Explain. 2. Based on Table 10.1 and the information above, make a list of topics you think should be included as part of the new supervisor’s cultural training. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–4 Other Sources of Cultural Diversity That Impact Communication Individualism versus Collectivism Time Language © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Interpersonal Space Religion 10–5 Misunderstandings because of time and individual perceptions of time have long been a source of conflict. What steps can a supervisor take to avoid potential misunderstandings related to time for the following situation? 1. Every employee is required to complete the safety training course by the end of the year. The course is available online in three separate modules and there is a test at the end. The supervisor will be on vacation from December 21 to January 3, so he wants everyone to complete the training before he leaves. He has people on his team from various parts of the world, including South America, the Mediterranean, Mexico, and the United States. How should he communicate with his team to be sure everyone understands the deadline? © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–6 Misunderstandings because of time and individual perceptions of time have long been a source of conflict. What steps can a supervisor take to avoid potential misunderstandings related to time for the following situation? 2. Leslie is ordering a replacement part for a unique and very expensive piece of equipment that is used to cut metals for custom work her company performs. They need the part by next Tuesday and it is being sent from Latin America, which means it probably needs to be shipped today or tomorrow at the latest. The e-mail confirmation she receives indicates that it will be sent “right away.” How should Leslie respond to this email to be sure the part reaches her company on time? © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–7 Components of the Communication Process • Encoding Is translating internal thought patterns into a language or code that the intended receiver of the message should be able to understand. Is designed to attract the attention of the receiver. • Factors in Choosing Symbols for Encoding Nature of message Technical or nontechnical Emotional or factual Media Cultural/language differences © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–8 Components of the Communication Process (cont’d) • Communication Medium Is the form chosen to transmit a message. Internal forms: Face-to-face conversations, meetings, telephone calls E-mails, instant messaging (IM), blogs Memos, letters, computer reports, network file sharing Photographs, bulletin boards, organizational publications External forms: News releases, press conferences Advertising on television and radio or in magazines, in newspapers, and on the Internet © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–9 Components of the Communication Process (cont’d) • Media Richness Is the capacity of a given medium to convey information and promote learning. Varies from rich media that high personalized to lean media which is impersonal. Challenges supervisors to match media richness to the situation. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–10 Complete the following by matching the message with the communication transmission media you think is most appropriate for the type of message being sent. Type of Message Choose the Best Match Transmission Media 1. Performance counseling and/or appraisal. a. E-mail 2. Plans to lay off 50 employees by the end of the year. b. Face-to-face, one-on-one in person 3. Last-minute change in plans, the meeting will start at 3:00, not 1:00 as originally scheduled. c. Face-to-face, group meeting in person 4. Announcing plans for the company’s annual holiday party. d. Company website posting 5. Promotional notice advertising new product. e. Phone call © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–11 Components of the Communication Process (cont’d) • Decoding Is translating the packaged message into a format that the receiver can comprehend. • Feedback Verbal or nonverbal feedback from the receiver to the sender is required as senders do not know whether their ideas have been accurately understood. • Noise Is any interference with the normal flow of understanding from one person to another. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–12 1. Select one of the examples of noise that may interfere with the sending and receiving of a message. Identify two things you can do to eliminate this noise or make accommodations to reduce the interference it may cause. 1. 2. 2. Imagine that one of your sources of noise is frequent interruptions. What are two steps you can take to reduce this source of noise? 1. 2. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–13 Improving Organizational Communications Making Communications More Effective Take steps to make verbal and written messages more understandable © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Minimize system noise by foreseeing and neutralizing or accommodating potential sources of interference 10–14 Communication Strategies Spray and Pray Tell and Sell Communication Continuum Underscore and Explore Identify and Reply Withhold and Uphold © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–15 The Art of Listening • Barriers to Effective Listening: Your relationship to the other person (colleague, supervisor, employee, friend or enemy). The response or information wanted or expected. What you assume the other person already knows or believes. How high your need is for the other person’s approval or respect. How knowledgeable or credible you assume the other person is. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–16 Techniques for Effective Listening • Focus on the person and the message • Ask good open-ended questions • Ask relevant follow-up questions • Tolerate occasional silences • Practice self-awareness by listening with “positive intent.” • “Read between the lines” to decipher both the speaker’s words and nonverbal communications. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–17 Proactive Language Versus Reactive Language • Proactive Language Expresses a “can do” attitude: Focuses on what can be controlled or at least influenced. Accepts responsibility for the situation. Indicates a determination to take action to move forward in resolving a problem or overcoming an obstacle. • Reactive language Expresses a negative, hopeless attitude: Focuses on failure and defeat from the start. Denies responsibility for the present situation. Becomes a self-fulfilling prophecy of victimization by outside forces and loss of control over destiny. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–18 Proactive Language Versus Reactive Language (cont’d) • Proactive Statements • Reactive Statements Let’s look at our alternatives. There’s nothing I can do. I can choose a different That’s just the way I am. approach. I control my own feelings. I can create an effective presentation. I will choose an appropriate response. I can make a difference here. I choose. I prefer. I will. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. He makes me so mad. They won’t allow that. I have to do that. I can’t. I must. If only. 10–19 Consider the following scenario and replace the reactive language with a more proactive response. 1. Mari is a supervisor at the local pet store. She does not have to work every day, but she is ultimately responsible for staffing. She is scheduled to have Saturday off to attend a football game with friends. Around 9:00 A.M., one of her employees calls her at home to say he is sick and he is not going to be able to go to work. She calls her friend to say, “I have to go into work today, so I can’t attend the football game.” What do you think would be a more proactive response to this situation? © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–20 Consider the following scenario and replace the reactive language with a more proactive response. 2. Kane is the supervisor at an electronic game store. A customer walks into the store and asks to pick up her game console that she ordered last week. Kane informs the customer that it has not arrived yet. The customer expresses her dissatisfaction, to which Kane responds, “There is nothing I can do.” What do you think would be a more proactive response to this situation? © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–21 Adapting the Message to the Audience • Factors that Influence Communication Styles: Age Gender Education level Ethnic background Geographic location Place of origin and education Cultural differences © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–22 Adapting the Message… (cont’d) • Vocabulary and Effective Writing: Keep words simple. Don’t sacrifice communication to rules of composition. Write concisely. Be specific. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–23 Adapting the Message… (cont’d) • Communicating with Groups: Define terms and explain concepts to establish a baseline of knowledge in the audience. Choose simple words presented in a concise manner. Limit message to one or two main points. Solicit feedback to be sure everyone understands before moving to the next topic. Slow down and repeat difficult ideas if nonverbal feedback indicates confusion. © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–24 TERMS TO UNDERSTAND affirmation statements collectivist cultures communication communication medium culture decoding encoding individualistic cultures media richness monochronic time noise polychronic time visualization © 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 10–25