Eleventh Edition Communicating For Results 6 Anxiety Technology

Eleventh Edition Communicating For Results 6 Anxiety, Technology, and Other Communication Obstacles © 2016 Cengage Learning

Le. Messurier: Real-Life Case “An Engineer’s Experience” q Review the real-life case. q Answer the questions for Ch. 6 (pg. 104): – Which type anxiety probably gave Le. Messurier the most trouble? – Did technology work for or against him? What if today’s social media existed then? – What role did other obstacles like poor instructions play? © 2016 Cengage Learning

6 Really? Communication barriers are like roadblocks—they bring communication to a complete halt. Communication obstacles are more like potholes: they can cause uncomfortable bumps and jars, but with patience and training, you can learn to avoid them. Chapter 6. © 2016 Cengage Learning

Pr e : w vie Obstacles to Communication Covered in this chapter. . . q Communicator anxiety q Communication technology q Vague instructions q Jumping to conclusions q Bypassing q Sexual harassment © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Anxiety as a Communication Obstacle © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

People With High Anxiety. . . What else can you add to this list? q Are perceived as less competent q Are less likely to be offered an interview q Make poorer impressions in interviews q Hold lower status & lower-paying jobs q Experience less job satisfaction Jan Schenders/Tetra images/Jupiter images © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

What Causes Anxiety? An interaction of several factors. . . q Lack of preparation‒#1 cause q New or different situations q Negative experiences q Genetic endowment (communibiology) Jan Schenders/Tetra images/Jupiter images © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Types of Anxiety Types include. . . q Situational – anxiety caused by factors present in a specific speaking situation. q Trait – internal anxieties an individual brings to the speaking situation. Phovoir/Shutterstock. com © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Managing Situational Anxiety q Prepare and practice! q Warm up q Use deep breathing q Use a relaxing introduction q Concentrate on meaning q Use visual aids q Use positive imagery © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Did You Know? “ The only difference between the pros and the novices is that the pros have trained their butterflies to fly in formation. ” Edward R. Murrow © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Managing Trait Anxiety q Use positive imagery or visualization> q q q © Annie Dowie © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Positive Imagery Defined For speaker anxiety. . . “Creating a positive, vivid & detailed mental image of yourself confidently. . . (giving a successful presentation/or performing/or competing). ” © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

We act as the person we “see” ourselves to be. © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Visualization Key Words (say it) + Vivid Mental Pictures (see it) + Feelings (feel it) = Confidence © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Three Steps to Positive Imagery q Step One: Prepare q(1) Look into future 2 or 3 months. (2) Picture self as speaker you want to be. q(3) Select characteristics needing work (such as enjoying speaking, good volume, or gestures). © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Three Steps to Positive Imagery q Step One: Prepare q Step Two: Write statements (1) Use characteristics to write five to ten positive statements—“My delivery is dynamic and enthusiastic while speaking. ” q (2) Avoid words like will, want, or hope—make statements sound like they are already true: –Weak: “I hope I will use good gestures” –Strong: “When I speak, my gestures are natural and relaxed. ” © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Three Steps to Positive Imagery q Step One: Prepare q Step Two: Write statements q Step Three: Read, visualize, and feel –Read statements twice a day for 4 weeks. –As you read, visualize with detail & clarity. –As you read, feel confident as well. –Say, see, and feel is the key to confidence. –See pages 167 168 for more details. © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Sample Positive Statements q I feel as relaxed and confident giving a formal speech as I do entertaining good friends in my own living room. q I enjoy giving presentations regardless of the size of the audience. q I am a warm, relaxed, and entertaining speaker. q When I’m in front of a group, words flow easily for me. q People respond well to my presentations. q Anxiety, which is a form of excitement, is a good thing because it gives me extra energy and power as a speaker. © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Managing Trait Anxiety (cont. ) q Use positive imagery or visualization q Use your imagination q See yourself as speaker you want to be q Picture yourself being successful q Remember: Words + vivid mental pictures + feelings = confidence q Read a positive imagery exercise (or write your own, pg. 168) © Annie Dowie © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Other Anxiety Reduction Methods To train your butterflies, try one of the following (Table 6. 1): q Relaxation with deep breathing q Cognitive restructuring of self-talk q Skills training (like this course). . . “the widest possible combination of methods” is often the most effective in reducing apprehension (Bodie, 2010, p. 91). © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Technology as a Communication Obstacle © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

6 Polishing Career Skills Do you leverage the power of social media? How ready are you to leverage the power of social media? Find out by taking this survey : 1 = NA 2= No 3= No, but I will soon 4= partially done 5= completely done 1. I have read 10 15 profiles in my field to see what makes them either good or not so good and will use this information to write my profile. 2. I have a powerful Linked. In profile. 1 3. I have researched for keywords used in my field of study and added them 1 to my profile. 4. I update my profile every two months to keep it current for search engines. 1 5. I have joined a “group” on Linked. In and made sure that my posts show me as an interested and valuable person to know. 6. I have received some good “recommendations” on Linked. In. 1 7. I have added a quality head-and-shoulder photo to my Linked. In profile. 1 8. I have added experiences and skills to my profile and given examples to 1 illustrate them when possible. 9. I have updated my resume and attached it to my Linked. In profile. 1 10. I update my resume every 2 months or even more often when job-hunting. 11. I have used my Linked. In (or other social media profile) to build a similar (but 1 not exact) profile on Google+ or Facebook. 12. I have looked carefully at my pictures and posts on Facebook and Twitter and have removed any that do not support me as a quality job candidate. 1 2 3 4 5 2 3 4 5 2 3 4 5 1 2 3 4 5 Total your scores and see p. 178 for assessment instructions. © 2016 Cengage Learning

Ask Yourself Three Questions To keep social media from becoming an obstacle. . . q If I were an employer, how would I react to posts on my social media sites? q What should I remove, if anything? q Why do employers care so much about what I post on social media? See page 172 for what to remove from your social media sites. © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Contacts into Relationships? Ques: Why and how can you use social media to make contacts into relationships? (See pg. 173) © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Social Media Resume? Ques: How do you make your resume stand out from the millions of profiles and resumes on social media? (Pg. 174) © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Building a Linked. In Profile? Five ways to build a dynamic and searchable profile (pg. 175 -6). . . q q q Begin with a clear position or title Add quality photo—a head-and-shoulder shot. Add work experience and skills. Use “real-sounding” language (not jargon). Write summary in the first person—show your personality. Profiles with a good photo are 11 times more likely to be clicked on and read (See Linked. In Activity, pg. 192). © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Disadvantages to E-mail Disadvantages to e-mail , IM, & Blogs. . . q It is legal for employers to inspect employee e-mail q Senders seldom proofread for content or tone q People respond to e-mail, IM’s, & blogs even when uncertain or angry q Since e-mail can be read multiple times, its “tone” is critical. © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Videoconferencing Characteristics of electronic meetings. . . q Less emotion and conflict q Participation more organized q Decision-making equal to face-to-face q Participation more equal q Less satisfying than face-to-face © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Other Communication Obstacles © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Vague Instructions For clear instructions, follow these rules. . . q q q q Begin with overall picture Use minimum words Use good delivery techniques Make words specific & easy to understand Number or “signpost” objects/steps Use simple comparisons Use repetition End with summary Give instructions to draw these objects; See p. 182 in book. © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

6 Awareness Check Jumping to Conclusions. . . STORY: J. R. Ramos is V. P. of Development at an international game-development company. A Skype meeting with four of J. R. ’s managers revealed a serious scheduling problem at the Taiwan manufacturing plant. Nguyen is dispatched with a translator to “assist” Barkley who is on site. One manager was tasked with monitoring the work and reporting daily to J. R. STATEMENTS ___ 1. The manufacturing problem is in Vietnam. ___ 2. Nguyen was authorized to fire Barkley if appropriate. ___ 3. Barkley was part of the Skype meeting. ___ 4. Three managers are men. ___ 5. JR found out about the problem during a meeting. ___ 6. Barkley is in Taiwan. ___ 7. J. R. sent his manager to Taiwan. ___ 8. The person responsible for reporting daily to J. R. was a supervisor. ___ 9. The problem was related to scheduling. ___ 10. The company produces online games. ___ 11. Barkley is one of the managers. *Story from unknown source. Check page 185 for additional information; see answers in back of book. © 2016 Cengage Learning

6 Awareness Check Bypassing. . . Compare answers with classmates; see p. 187 © 2016 Cengage Learning

Sexual Harassment Defined “Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitutes sexual harassment when this conduct explicitly or implicitly ‒ affects an individual’s employment, ‒ unreasonably interferes with an individual’s work performance, or ‒ creates an intimidating, hostile, or offensive work environment. ” U. S. EECO, 2016 © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Sexual Harassment Concepts Previous definition includes two basic concepts. . . q Quid pro quo‒promise of rewards (promotion or perks) or threat (loss of job) q Hostile work environment‒when conditions are “intimidating, hostile, or offensive” (See p. 189 for discussion of Walmart’s problems with sexual harassment. ) © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

Handling Sexual Harassment Which of these seem the most important? Difficult? q Review organizational policies q Project friendly but professional image q Confront harasser in assertive manner q State behavior, what is wrong, what you expect q Document incidents of harassment q Report incident to supervisor q Weigh consequences of further action © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

For More Group Activities See pages 190 192 in your book. . . q Technology activity q Positive imagery & confidence activities q Self-nudging activity q Linked. In activity q Harassment activity q Unit II, real-life activity (review pg. 103) © Phil Boorman/Age. Fotostock © 2016 Cengage Learning

6 The End © 2016 Cengage Learning