Learning Objectives for Interpersonal Communication n n State

Learning Objectives for Interpersonal Communication n n State the essentials of interpersonal communication. Discuss how interpersonal communication networks affect power and control relationships among employees. Describe how information technologies affect communication. Explain the skills and abilities that foster dialogue. Describe how nonverbal communication supports dialogue. Chapter 13: Interpersonal Communication 1

Communication n n The transfer of information from one person or group to another person or group through the use of a medium. 3 Part Process Encoding n Transmission n Decoding n

Sender n n n Encoder of the information that starts the communication process Encoding - translation of thoughts, ideas, or feelings into a medium for transfer Must choose an appropriate medium for the message and for the receiver

Message n n Verbal (words that are written or spoken) symbols and nonverbal cues that represent the information Often the intended message does not match with what is received based on: encoding and decoding of message n non-verbal cues n

Receiver n n n Decodes the message from medium into thoughts, ideas, and feelings Decoding is more important than encoding because it is the recipient’s decoding of the information that gives it meaning to them, and influences their actions Ability to listen is vital, most people are poor listeners, between 50% & 25% retention

Perception n Giving meaning to messages Personal frame of reference n How one’s mind works n Mood n n Effected by: Jargon n Information Overload n Medium n

Perception (cont) n n n Frame of reference - filter through which perceptions screened and limited Projection - attributing to others one’s own thoughts, ideas, feelings, traits Figure ground. Figure - positive features in environment n Ground - background & competing stimuli n

Perception Problems n n n Selective Perception - screening out of information that you want or need to avoid Stereo-typing - assumptions about individuals based on their membership in a generalized group Halo-effect - tendency to overate an individual based upon a single trait

Elements of Interpersonal Communication Sender Receiver Transmitters Channels Receptors Decoding Encoding Noise Situational Start MEANING Interpersonal MEANING Cultural Encoding Decoding Receptors Channels Chapter 13: Interpersonal Communication Transmitters 9

Cultural Hurdles in Interpersonal Communication n Body Language n Personal Space n Ethnocentrism Chapter 13: Interpersonal Communication 10

Guidelines for Effective Active Listening n Have a purpose for listening. n Suspend judgment, at least initially. n Resist distractions and focus on the sender. n Pause before responding to the sender. n Rephrase the sender’s message. n Seek out important themes. n Use the differential between rates of speech and thought to reflect and search for meaning. Chapter 13: Interpersonal Communication 11

Types of Nonverbal Cues TYPE OF CUE EXPLANATION AND EXAMPLES Body motion Gestures, facial expressions, eye behavior, etc. Personal physical characteristics Body shape, posture, body or breath odors, hair color, skin color, etc. Paralanguage Voice qualities, speech habits, laughing, etc. Use of space Ways people use and perceive space. Physical environment Building and room design, furnishings, etc. Time Use of time, cultural differences in time perceptions. Chapter 13: Interpersonal Communication 12

Channels n n The path that a message travels from sender to receiver Different channels have different levels of media richness n the information carrying capacity of the channel n words, expressions, inflection, feelings

Examples of Media Richness Rapid High Face-to-face dialogue * Telephone conversation * Personalization Feedback Videoconference * * Voice mail * E-mail * Informal letters/memos * Organization’s own videos * Formal written documents Slow Low * Formal numerical documents Single Cues Multiple Standard Language Varied Source: Adapted from Daft, R. L. , and Lengel, R. H. Organizational information requirements, media richness, Chapter 13: 32, Interpersonal and structural design. Management Science, 1986, 554 -571. Communication 14

Spoken Vs Written n Spoken provides: immediate feedback n great richness from nonverbal cues n fast n n Written provides: ability to say everything intended w/o interruption how they intend to say them n but. . . feedback is slower and not as rich n

Communication Media Face-to-Face: highest information richness. Can take advantage of body language and nonverbal cues. n Provides for instant feedback. n n n Management by wandering around takes advantage of this with informal talks to workers. Video Conferences: provide much of this richness. n Reduces travel costs and feedback times. Verbal Communication electronically transmitted: has next highest richness. No nonverbal cues. n Phone conversations n n Do have tone of voice, and quick feedback.

Communication Media Personally Addressed Written Communication: lower richness than the verbal forms, but still is directed at a given person. n Personal addressing helps ensure receiver reads it. n n Letters and e-mail are common forms. Does not provide immediate feedback to sender but can get feedback later. n Excellent for complex messages needing follow-up. Written Communication: lowest richness. n Good for messages to multiple receivers. Little feedback is expected. n Newsletters, reports are examples.

Social Networks show information flows in an organization. Star Network: information flow to and from one central member. n Circle Network: members communicate with people next to them in sequence. n n Wheel and Chain networks provide for little interaction. Chain Network: members communicate with others close to them in terms of expertise, office layout, etc. n Clique Network: found in teams, with maximal levels of communications between each member and all others. n

Importance of Social Networks n n n Powerful individuals may limit access to information. Simple networks are needed for simple problems or independent tasks. Complex networks are needed for complex problems or interdependent tasks. n No single network is universally effective. n Adequate sharing of information is crucial. n n Trade-offs or opportunity costs must be considered. Informal networks often create barriers. Chapter 13: Interpersonal Communication 19

Communication Networks in Groups & Teams Figure 15. 3 Wheel Network Circle Network Chain Network All Channel Network

Social Network Terms n n n Relational Strength Asymmetrical Relationships Central versus Peripheral Structural Holes Density Groups

Advantages and Limitations of Information Technologies Advantages n Limitations People can communicate n with each other: n More easily. n More quickly. n Less expensively. n n n Interferes with relationship building or complex group problem solving. Breaks down work and non-work boundaries. Erodes delegation of authority. Possibility of wasted time and effort. n Lacks Chapter 13: Interpersonal Communication confidentiality. 23