© 2008 by South-Western, a division of Cengage Learning 7-1 Understanding Organizational Behavior Nelson & Quick, 3 rd Edition Chapter 7 Communication

© 2008 by South-Western, a division of Cengage Learning 7-1

Understanding Organizational BehaviorNelson & Quick, 3rd Edition

Chapter 7

Communication


Communication

The evoking of a shared or common meaning in another person

Interpersonal communication is communication between two or more people in an organization.


Terms in Interpersonal CommunicationCommunicator

The person originating the message.

Receiver The person receiving a message.

Perceptual Screen A window through which we interact with people that

influences the quality, accuracy, and clarity of the communication.

Message The thoughts and feelings that the communicator is

attempting to elicit in the receiver.


Terms in Interpersonal Communication (contd.)

Feedback Information fed back that completes two-way

communication.

Language The words, their pronunciation, and the

methods of combining them used and understood by a group of people.

Data Uninterpreted and unanalyzed facts.


Terms in Interpersonal Communication (contd.)

Information Data that have been interpreted, analyzed,

and have meaning to user.

Richness The ability of a medium or channel to elicit or

evoke meaning in the receiver.


Reflective Listening

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


Reflective Listening Levels of Verbal Response by Receiver

1. Affirming contact

2. Paraphrasing expressed thoughts and feelings

3. Clarifying implicit thoughts and feelings

4. Reflecting “core” feelings not fully expressed

5. Silence and eye contact


Figure 7.1 A Basic Interpersonal Communication Model

Nelson Figure 7.1.CLP


Table 7.1 Communication Media: Information Richness and Data Capacity

Nelson Table 7.1.CLP


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.


Five Keys to Effective Supervisory Communication

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


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.


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.


Five Communication Barriers

Virtual workEmotionsGender differencesCultural diversityLanguage


Defensive and Nondefensive Communication Defensive Communication

Communication that can be aggressive, attacking, and angry, or passive and withdrawing.

Nondefensive Communication Communication that is assertive, direct, and

powerful.


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”


Table 7.2 Defensive Tactics



Nonverbal Communication

All elements of communicationthat do not involve words.Four basic kinds are:1.Proxemics2.Kinesics3.Facial and eye behavior4.Paralanguage


Figure 7.2 Zones of Territorial Space in U.S. Culture



Proxemics and Kinesics

Proxemics is the study of an individual’s perception and use of space, including territorial space.

Kinesics is the study of body movements, including posture.


Figure 7.3 Seating Dynamics



Table 7.3 Common Nonverbal Cues from Manager to Employee


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 other’s rights.

Use I-statements rather than you-statements; produce dialogue rather than defensiveness.

Matter-of-fact, issue focused and not personal.

Assertive vs. Aggressive

Assertive Aggressive

Verbal Statement of wants. Honest statement of feelings. Direct statements which say what you mean. I statements.

“Loaded” words. Accusations. Subjective terms. “You” statements that blame or label

Nonverbal general demeanor

Attentive listening. Generally assured manner, communicating caring support.

Exaggerated show of strength. Flippant, sarcastic style.

Air of superiority.

Voice Firm, warm, well modulated, relaxed Tensed, shrill, loud, shaky; cold, demanding; superior, authoritarian

Eyes Open, frank, direct. Eye contact, but not glaring or staring

Expressionless, narrowed, cold, glaring; not really “seeing” others

Stance and posture

Well balanced, straight on, open, erect, relaxed

Hands on hips, arms crossed, feet apart. Stiff, rigid, rude.

Hands Relaxed motions Clenched. Abrupt gestures, fingerpointing, fist pounding.

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 speaker’s feelings about the behavior

I-statement examples

Behavior Effects Feelings

When you come late to our meetings

We have to use valuable time bringing you up-to-date, and others end up doing your share of the work

And I resent that

When you interrupt me

I lose my train of thought and don’t get to make my point

And that makes me angry

When you don’t complete your team assignments

It disrupts the team’s ability to complete it’s mission

And that concerns me

Assertive communication

In addition to using I-statements: Empathize with the other person’s position in

the situation Specify what 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.

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.”

Documents

© 2008 by South-Western, a division of Cengage Learning 7-1 Understanding Organizational Behavior Nelson & Quick, 3 rd Edition Chapter 7 Communication