Transcript Supervision: Concepts and Practices 11e

Chapter 3:
COMMUNICATION: THE
KEY TO EFFECTIVE
SUPERVISORY
MANAGEMENT
Leonard: Supervision 12e
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
.
AFTER STUDYING THIS CHAPTER,
YOU WILL BE ABLE TO:
1. Define communication and explain its importance in
today’s culture.
2. Discuss the implications of the new communications
age.
3. Analyze the channels of communication available to
the supervisor.
4. Identify and discuss barriers to effective
communication.
5. Describe ways to overcome communication barriers.
6. Explain how supervisors can better manage meetings
with their own managers.
© © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
3–2
Communication has Changed in the
Twenty-First Century
• Communication
 The process of transmitting information and
understanding.
 The process of imparting ideas and making oneself
understood to others.
• Effective Communication Requires Two-Way
Exchange
 Effective communication means that there is a
successful transfer of information, meaning, and
understanding from a sender to a receiver.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted
to a publicly accessible website, in whole or in part.
3–3
Communication has Changed in the
Twenty-First Century(cont’d)
• Effective Communication Means Better
Supervision
 More than half the workday involves giving and
receiving information.
 A supervisor’s effectiveness depends on the ability to
create an environment that fosters communication.

Employees must understand their supervisor’s instructions to
achieve their objectives.

The supervisor must know how to receive information and
understand the messages sent by employees, other
supervisors, and high-level managers.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
accessible website, in whole or in part.
3–4
Channels of the Communication Network
• Formal Channels
 Vertical channels established primarily by an
organization’s structure that follow the lines of
authority from the top-level executive down through
the organization to supervisors and employees.
• Types of Formal Channels
 Downward communication

Upper-level management issues instructions or disseminates
information that managers or supervisors at the next lower
level receive and pass to their subordinates, and so on down
the line.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
3–5
Channels of the Communication Network
(cont’d)
• Types of Formal Channels (cont’d)
 Upward communication

The actions of lower-level managers and employees in
providing relevant, timely and complete information to higherlevel managers.
 Horizontal communication

The flow of information between departments or people at the
same levels but in charge of different functions that facilitates
coordination of functions among departments.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to
a publicly accessible website, in whole or in part.
3–6
Channels of the Communication Network
(cont’d)
• Informal Channels—Grapevine
 The informal, unofficial communication channel in all
organizations that is the outgrowth of informal and
casual groupings of people on the job, of their social
interactions, and their desire to communicate.
• Understanding the Grapevine

It can carry both accurate and inaccurate information.

Its path through the organization varies constantly.

Employees believe strongly in the grapevine.

Supervisors should accept the grapevine’s existence, yet take
action to correct any rumors and misinformation it conveys.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to
a publicly accessible website, in whole or in part.
3–7
The Web and Social Networks
• Americans are More Connected Than Ever
 Just not in person

93% have cellphone/wireless.

29.7% have smartphones.

1.8 trillion text messages were sent in past twelve
months.

90% of global population has access to mobile
networks.

Can have different meanings to different persons and
in different cultures.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
3–8
Methods of Communication
• Behavior Is Communication
 Body language

Is all observable actions of the sender or
receiver.

Communicates something to others,
whether it is intended or not.

Can have different meanings to different
persons and in different cultures.
 Unexplained actions (or inaction)
may communicate a meaning that
was not intended.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
3–9
Methods of Communication (cont’d)
• Oral and Written Communication
 Spoken and written words are the most widely used
forms of communication in an organization.
 A well-balanced communication system uses both
written and oral media.
 Oral communication:

Advantage: facilitates understanding by allowing for
immediate questioning and feedback, and takes less time.

Disadvantage: there is no permanent record of the
conversation for comparison should its meaning be
misinterpreted or become distorted.
© 2012 Cengage/South-Western. All rights reserved.
3–10
Barriers to Effective Communication
• Noise
 Obstacles that distort messages between people and
lead to misunderstandings, confusion, and conflicts.
• Language and Vocabulary Differences
 People vary greatly in their ability to convey meaning.
 Jargon:
words that are specific to an occupation or
a specialty.
 Semantics:
the multiple meanings of words.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
3–11
Barriers to Effective Communication
(cont’d)
• Differences in Listening Styles and Attention
Spans
 Today’s audiences want to be part of the process,
contributing their own experience while demanding
constant visual stimuli.
• Too Much Information (TMI)
 Information overload: giving employees too much
information, causing them to complain of being
overwhelmed with irrelevant and redundant
messages.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
3–12
Barriers to Effective Communication
(cont’d)
• The Internet and TMI
 Internet use on the job can become time-consuming
for employees and result in lost productivity.
 Effective control of Internet communications:

Encourage everyone to ask questions and gather essential
information through proper use of the Internet.

Keep messages short and simple.

Provide employees with timely and complete information to
do their jobs.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
accessible website, in whole or in part.
3–13
Barriers to Effective Communication
(cont’d)
• Status and Position
 Status

Attitudes toward a person based on the person’s position.
 Filtering

The process of omitting or softening unpleasant details.
• Resistance to Change or New Ideas
 If a message is intended to convey a change or a new
idea—something that will upset work assignments,
positions, or the daily routine—employees are
inclined to resist the message.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
3–14
Barriers to Effective Communication
(cont’d)
• Perceptual Barriers
 Stereotyping
Is the perception that all people in a group share attitudes,
values, and beliefs
 Influences how people respond to others.
 Can become a barrier to effective communication.

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
3–15
Barriers to Effective Communication
(cont’d)
• Insensitive Words and Poor Timing
 Insensitive, offensive language or impetuous
responses can make understanding difficult.
 When other issues demand attention, attentiveness
and responsiveness to work information will fail to
meet the other party’s expectations.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
3–16
Barriers to Effective Communication
(cont’d)
• Inability to Create Meaning
 Communication begins when the sender encodes an
idea or a thought.
 The receiver’s interpretation of a message may differ
from what the sender intended.
 Meaning is shared understanding of the message.
 Say what you mean and mean what you say.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
accessible website, in whole or in part.
3–17
Overcoming Barriers to
Effective Communication
Preparation and
Planning
Reinforcing Words
with Actions
Repetition of
Messages
Taking time to
listen
Using Feedback
Effective
Communications
Direct and Clear
Language
Calm Atmosphere
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
3–18
KEY TERMS
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Body Language
Communication
Feedback
Filtering
Grapevine
Jargon
“Kiss” Technique
Management by Wandering Around (MBWA)
Noise
Semantics
Status
Stereotyping
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
3–19