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Understanding Organizational Behavior

Chapter 8 Communication

2008 by South-Western, a division of Cengage Learning

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Communication
The evoking of a shared or common meaning in another person
Interpersonal communication is communication between two or more people in an organization.

2008 by South-Western, a division of Cengage Learning

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Terms in Interpersonal Communication

Communicator

The person originating the message. The person receiving a message. A window through which we interact with people that influences the quality, accuracy, and clarity of the communication. The thoughts and feelings that the communicator is attempting to elicit in the receiver.
2008 by South-Western, a division of Cengage Learning

Receiver

Perceptual Screen

Message

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Terms in Interpersonal Communication (contd.)

Feedback

Information fed back that completes two-way communication. The words, their pronunciation, and the methods of combining them used and understood by a group of people. Uninterpreted and unanalyzed facts.
2008 by South-Western, a division of Cengage Learning

Language

Data

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Terms in Interpersonal Communication (contd.)

Information

Data that have been interpreted, analyzed, and have meaning to user. The ability of a medium or channel to elicit or evoke meaning in the receiver.

Richness

2008 by South-Western, a division of Cengage Learning

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Reflective Listening
A skill intended to help the receiver and communicator clearly and fully understand the message sent.

2008 by South-Western, a division of Cengage Learning

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Reflective Listening

Levels of Verbal Response by Receiver 1. Affirming contact 2. Paraphrasing expressed thoughts and
3. 4. 5.
feelings Clarifying implicit thoughts and feelings Reflecting core feelings not fully expressed Silence and eye contact

2008 by South-Western, a division of Cengage Learning

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A Basic Interpersonal Communication Model

Figure 7.1

Nelson Figure 7.1.CLP

2008 by South-Western, a division of Cengage Learning

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Communication Media: Information Richness and Data Capacity

Table 7.1

Nelson Table 7.1.CLP

2008 by South-Western, a division of Cengage Learning

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One-Way vs. Two-Way Communication

Two-Way Communication: A form of communication in which the communicator and receiver interact. One-Way Communication: Communication in which a person sends a message to another person and no feedback, questions, or interaction follow.
2008 by South-Western, a division of Cengage Learning

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Five Keys to Effective Supervisory Communication

Being Expressive speakers Empathetic listeners Persuasive leaders Sensitive people, and Informative managers

2008 by South-Western, a division of Cengage Learning

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Empathetic Listeners
Use reflective listening skills. They are patient with, and responsive to,

problems that employees, peers, and others bring to them about the work. They respond to and engage the concerns of other people. Able to hear the feelings and emotional dimensions of the messages people send them, as well as the content of the ideas and issues.
2008 by South-Western, a division of Cengage Learning

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Barriers and Gateways to Communication

Barriers : Aspects of the communication content and context that can impair effective communication in a workplace.

Gateways: Pathways through barriers to communication and antidotes to communication problems.

2008 by South-Western, a division of Cengage Learning

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Five Communication Barriers

Virtual work Emotions Gender differences Cultural diversity Language Status differences

2008 by South-Western, a division of Cengage Learning

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Defensive and Nondefensive Communication

Defensive Communication

Communication that can be aggressive, attacking, and angry, or passive and withdrawing. Communication that is assertive, direct, and powerful.

Nondefensive Communication

2008 by South-Western, a division of Cengage Learning

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Types of Defensive Communication

Subordinate Defensiveness
Characterized by passive, submissive, withdrawing behavior. You are right, and I am wrong

Dominant Defensiveness
Characterized by active, aggressive, attacking behavior. I am right, and you are wrong

2008 by South-Western, a division of Cengage Learning

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Table 7.2

Defensive Tactics

Nelson Table 7.2.CLP

2008 by South-Western, a division of Cengage Learning

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Nonverbal Communication
All elements of communication that do not involve words.

Four basic kinds are: 1. Proxemics 2. Kinesics 3. Facial and eye behavior 4. Paralanguage

2008 by South-Western, a division of Cengage Learning

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Zones of Territorial Space in U.S. Culture

Figure 7.2

Nelson Figure 7.2.CLP

2008 by South-Western, a division of Cengage Learning

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Proxemics and Kinesics

Proxemics is the study of an individuals perception and use of space, including territorial space. Kinesics is the study of body movements, including posture.

2008 by South-Western, a division of Cengage Learning

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Figure 7.3

Seating Dynamics

Nelson Figure 7.3.CLP

2008 by South-Western, a division of Cengage Learning

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Common Nonverbal Cues from Manager to Employee

Table 7.3

Nelson Table 7.3.CLP

2008 by South-Western, a division of Cengage Learning

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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?

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.

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 others rights. Use I-statements rather than youstatements; produce dialogue rather than defensiveness. Matter-of-fact, issue focused and not personal.
2008 by South-Western, a division of Cengage Learning

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Assertive vs. Aggressive

Assertive Verbal Aggressive Statement of wants. Honest statement of Loaded words. Accusations. feelings. Direct statements which say what Subjective terms. You you mean. I statements. statements that blame or label Exaggerated show of strength. Flippant, sarcastic style. Air of superiority. Tensed, shrill, loud, shaky; cold, demanding; superior, authoritarian Expressionless, narrowed, cold, glaring; not really seeing others Hands on hips, arms crossed, feet apart. Stiff, rigid, rude. Clenched. Abrupt gestures, fingerpointing, fist pounding.

Nonverbal general Attentive listening. Generally assured demeanor manner, communicating caring support. Voice Firm, warm, well modulated, relaxed

Eyes

Open, frank, direct. Eye contact, but not glaring or staring Well balanced, straight on, open, erect, relaxed Relaxed motions

Stance and posture Hands

I-statements: Three components

1. A specific and nonblaming

description of the behavior exhibited by the other person 2. The concrete effects of that behavior 3. The speakers feelings about the behavior

I-statement examples
Behavior Effects Feelings When you come late We have to use And I resent that to our meetings valuable time bringing you up-to-date, and others end up doing your share of the work When you interrupt me I lose my train of And that makes me thought and dont get angry to make my point It disrupts the teams And that concerns me ability to complete its mission

When you dont complete your team assignments

Assertive communication
In addition to using I-statements:

Empathize with the other persons position in the situation Specify what changes you would like to see in the situation or in anothers 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.

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.