Chapter 8 Communication

Terms to Know Communication – the evoking of a shared or common meaning in another person Interpersonal Communication – communication between two or more people in an organization Communicator –the person sending the message Receiver – the person receiving a message © 2011 Cengage Learning. All rights reserved.

Terms to Know Perceptual Screen – windows through which we interact; allows the message to transmit smoothly, or they can cause distinction Message – the thoughts and feelings that the communicator intends to evoke in the receiver Feedback– occurs when information is fed back to the sender that completes two-way communication Language – the words, their pronunciation, and the methods of combining them used and understood by a group of people © 2011 Cengage Learning. All rights reserved.

Terms to Know Data – uninterpreted and unanalyzed elements of a message Information – data with meaning to the person who interprets or analyzes them Richness – the ability of a medium to convey meaning to a receiver © 2011 Cengage Learning. All rights reserved.

Reflective Listening the skill of listening carefully to another person and repeating it back to the speaker This complex process needs to be divided to be understood What I heard you say was we will understand the process better if we break it into steps © 2011 Cengage Learning. All rights reserved.

Paraphrase Affirm Contact • Communicates attentiveness • Provides reassurance in expressing thoughts and feelings • Reflects back to speaker what has been heard; assures accuracy • Builds empathy, openness, acceptance Reflect “core” feelings Clarify the Implicit • Bring out unspoken (but evident) thoughts and feelings • Builds greater awareness • Restate important thoughts and feelings • Exercise caution; danger of overreaching REFLECTIVE LISTENING VERBAL © 2011 Cengage Learning. All rights reserved.

Eye Contact Silence • Useful to open a relationship • Improves communication • Be aware of cultural differences • Use moderate eye contact • Use times of no eye contact for privacy and control • Speaker: • Useful for thinking • Determine how to express difficult ideas or feelings • Listener: • Sort out thoughts and feelings • Identify and isolate personal responses REFLECTIVE LISTENING NONVERBAL © 2011 Cengage Learning. All rights reserved.

One-way vs. Two-way Communication • One-Way Communication – a person sends a message to another and no questions, feedback, or interaction follow • Good for giving simple directions • Efficient, but often less accurate • Two-Way Communication – an exchange of thoughts and/or feelings, through which shared meaning often occurs. • Good for problem solving © 2011 Cengage Learning. All rights reserved.

Barriers to Communication Factors that distort, disrupt or even halt successful communication Physical separation Status differences Gender differences Cultural diversity Language © 2011 Cengage Learning. All rights reserved.

Defensive Communication [Leads to] • injured feelings • communication breakdowns • alienation • retaliatory behaviors • nonproductive efforts • problem solving failures © 2011 Cengage Learning. All rights reserved.

Nondefensive Communication • [Provides] • positive and productive basis for asserting and defending oneself against aggression. • restores order, balance, and effectiveness to working relationships © 2011 Cengage Learning. All rights reserved.

Two Defensiveness Patterns Subordinate Defensiveness –characterized by passive, submissive behavior “You are right, I am wrong.” Dominant Defensiveness –characterized by overtly aggressive and domineering behavior. “I am right.” © 2011 Cengage Learning. All rights reserved.

Nondefensive Communication: A Powerful Tool • An alternative to defensive communication. • Centered, assertive, controlled, informative, realistic, and honest • Speaker exhibits self-control and self-possession. • Speaker exhibits self-control and self possession • Enhances relationship building • Listener feels accepted rather than rejected © 2011 Cengage Learning. All rights reserved.

Proxemics Territorial Space – bands of space extending outward from the body; territorial space differs from culture to culture Zone a: intimate space: significant others, spouses, family members. Zone b: personal distance: friendships Zone c: social distance: business associates and acquaintances. Zone d: public distance: strangers © 2011 Cengage Learning. All rights reserved.

Facial and Eye Behavior Facial expression and eye behavior are used to communicate an emotional state, reveal behavioral intentions, cue the receiver or give unintended clues. © 2011 Cengage Learning. All rights reserved.

Paralanguage variations in speech send messages What message is sent by: • High-pitched, breathy voice • Rapid, loud speech • Interruptions • Tongue clucking © 2011 Cengage Learning. All rights reserved.

Characteristics of ICT • Instant exchange of information across geographic boundaries and time zones • Schedules and office hours become irrelevant • Normal considerations of time and distance less important © 2011 Cengage Learning. All rights reserved.

Communicating concerns about performance • Why? The purpose is to improve performance of the employee. Watch your motives. • What? Behaviors. Find good ones first, then focus on behavior not meeting standards. Make sure they (and you) understand why their behavior does not meet standards and how to correct it. • How do you arrange the meeting?Sends a message before the actual counseling session. In person, e-mail, letter, secretary? © 2011 Cengage Learning. All rights reserved.

Communicating concerns about performance • Where? Your place or theirs? Power symbols (e.g. seating) depend on severity of problem and if punishment is involved. • When? As close to the discrepancy as possible. Time of day considerations? • How do you express your concerns? In person? Written? (memo, e-mail, letter, note). Consider speaking to them in person and follow-up in writing. • What next? Your behavior following counseling is key. Need to establish normal relations, follow-up but still be supportive. Build efficacy. Remember procedural justice – everyone is watching you. © 2011 Cengage Learning. All rights reserved.

Assertive Communication • The ability to communicate clearly and directly what you need or want from another person in a way that does not deny or infringe upon the other’s rights. • Use I-statements rather than you-statements; produce dialogue rather than defensiveness. • Matter-of-fact, issue focused and not personal. © 2011 Cengage Learning. All rights reserved.

I-statements: Three components • A specific and nonblaming description of the behaviorexhibited by the other person • The concrete effects of that behavior • The speaker’s feelings about the behavior © 2011 Cengage Learning. All rights reserved.

I-statement examples

Assertive communication • In addition to using I-statements: • Empathizewith the other person’s position in the situation • Specifywhat changes you would like to see in the situation or in another’s behavior, and offer to negotiate those changes with the other person • Indicate, in a nonthreatening way, the possible consequences that will follow if change does not occur. © 2011 Cengage Learning. All rights reserved.

Assertive Communication: An example • “When you are late to meetings, I get angry because I think it is wasting the time of all the other team members and we are never able to get through our agenda items. I would like you to consider finding some way of planning your schedule that lets you get to these meetings on time. That way, we can be more productive at the meetings and we can all keep to our tight schedules.” © 2011 Cengage Learning. All rights reserved.

Chapter 8 Communication