8 Communication Copyright 2017 Cengage Learning All Rights

8 Communication Copyright © 2017 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 Communication • Evoking of a shared or common meaning in another person Interpersonal communication • Communication between two or more people in an organization Perceptual Screen • A window through which one interacts with others • Influences the quality, accuracy, and clarity of the communication Copyright © 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ORBG 5 | CH 8 2

Figure 8. 1 A Basic Interpersonal Communication Model Copyright © 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ORBG 5 | CH 8 3

Information Richness & Data Capacity © 2011 Cengage Learning. All rights reserved. Copyright © 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ORBG 5 | CH 8 4

Reflective Listening • An individual carefully listens to a message and immediately repeats it back to the speaker • Helps communicator: • Clarify intended message • Correct misunderstandings • Emphasizes role of the receiver • Enables problem solving Copyright © 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ORBG 5 | CH 8 5

Reflective Listening: Levels of Verbal Response Affirming contact • Provides reassurance to a speaker in expressing thoughts and feelings Paraphrasing the expressed • Assures accuracy of the communication process Clarifying the implicit • Enables identification of unspoken thoughts and feelings Reflecting core feelings • Restate the speaker’s important thoughts and feelings Copyright © 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ORBG 5 | CH 8 6

Nonverbal Responses of Reflective Listening Silence • Speaker’s perspective - Helps express difficult ideas or feelings • Listener’s perspective - Helps sort out thoughts and feelings Eye contact • Moderate direct eye contact communicates openness and affirmation without causing either speaker or listener to feel intimidated Copyright © 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ORBG 5 | CH 8 7

Barriers and Gateways to Communication Barriers to communication Gateways to communication Factors that distort, Openings break disrupt, or even halt down successful communication barriers Copyright © 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ORBG 5 | CH 8 8

Barriers and Gateways to Communication (continued) Barriers Gateways Gender differences • Awareness of gender-specific differences in communication Cultural diversity • Increased awareness and sensitivity • Acquiring a guide for understanding and interacting with members of other cultures Language • Speak in the native language of the listener • Avoid jargon or technical language Copyright © 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ORBG 5 | CH 8 9

Civility and Incivility Civility • Communication and behavior that respect the integrity and dignity of the individual • Advantages • Preventing harm and damage in workplace relationships • Well-being in the workplace Incivility • Discourteous communication and rude behavior that are disrespectful, hurtful, or injurious • Consequences • Decline in satisfaction with supervisors and coworkers • Perceptions of unfair treatment followed by depression Copyright © 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ORBG 5 | CH 8 10

Defensive and Nondefensive Communication Defensive communication • Aggressive, malevolent, passive, or withdrawn messages Nondefensive communication • Assertive, direct, and powerful messages Copyright © 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ORBG 5 | CH 8 11

Nonverbal Communication Proxemics 19 • Study of an individual’s perception and use of space • Territorial space: Bands of concentric space radiating outward from body Kinesics • Study of body movement and posture Facial and eye behavior • Communicates emotional state and behavioral intentions • Gives cues to the receiver Paralanguage • Variations in speech that communicates messages • Pitch, loudness, tempo, tone, duration, laughing, and crying Copyright © 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ORBG 5 | CH 8 12

Proxemics Seating dynamics – seating people in certain positions according to the person’s purpose in communication © 2011 Cengage Learning. All rights reserved.

Communication Technologies E-mail Voice mail Facsimile (fax) machines Instant messaging Smartphone Copyright © 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ORBG 5 | CH 8 14

How Information Communication Technology (ICT) Affects Behavior Depreciates the richness of personal interaction Decreases interpersonal skills Eliminates nonverbal cues Alters social context of exchange Equalizes participation and encourages multi-tasking Increases potential for overload Makes people less patient with face-to-face communication Copyright © 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ORBG 5 | CH 8 15

Communicating concerns about performance n Why? The purpose is to improve performance of the employee. Watch your motives. n 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. n How do you arrange the meeting? Sends a message before the actual counseling session. In person, e-mail, letter, secretary?

Communicating concerns about performance n Where? Your place or theirs? Power symbols (e. g. seating) depend on severity of problem and if punishment is involved. n When? As close to the discrepancy as possible. Time of day considerations? n 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. n 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 n 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. n Use I-statements rather than youstatements; produce dialogue rather than defensiveness. n 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 We have to use And I resent that to our meetings valuable time bringing you up-todate, 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 don’t angry get to make my point When you don’t complete your team assignments It disrupts the team’s And that concerns ability to complete me it’s mission

Assertive communication n In addition to using I-statements: n Empathize with the other person’s position in the situation n 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 n 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. Can you help me understand why you are late, and how I might be able to help you get to meetings on time? That way, we can be more productive at the meetings and we can all keep to our tight schedules. Please understand, we must find a way to improve this in order for you to remain on the team. ”