Transcript Chapter 16
Chapter 16 Organizational Communication Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 16.1 Learning Objectives After reading this chapter, you should be able to: • Explain the main elements of the communication process • Describe the role of information technology in the communication process • Identify hurdles to communication and describe ways to eliminate them • State the guidelines for fostering effective communication Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 16.2 The Communication Process Receiver provides verbal and nonverbal responses to sender Sender has idea Sender encodes idea into message Sender's response to feedback may trigger additional feedback to receiver Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 Message travels over one or more channels Receiver perceives & decodes message Adapted from Figure 16.1 16.3 Guidelines for Effective Listening 1. How you listen also sends a message back to the message sender. 2. Stop talking! You can't listen if you're talking. 3. Show a talker that you want to listen. Paraphrase what's been said to show understanding. 4. Remove distractions. 5. Avoid pre-judging what the person thinks or feels. Listen first, make judgments later. Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 Adapted from Table 16.1 16.4 Guidelines for Effective Listening (cont.) 6. Try to see the other person's point of view. 7. Listen for total meaning. This includes both content and feeling. 8. Attend to both verbal and nonverbal cues. 9. Go easy on argument and criticism, which may make others "clam up" or become angry. 10. Before each person leaves, confirm what has been said. Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 Adapted from Table 16.1 16.5 How Territorial Are You ? Highly territorial • Ambiguous but territorial • Your instincts for staking out and protecting what you consider yours are high. You believe strongly in your territorial rights. You may act territorial in some circumstances but not in others. You are somewhat unsure about how you feel about the types of space. Not territorial • You disagree with the concept of territoriality. You dislike possessiveness, protectiveness, and jealousy. The concept of private ownership is not central to your philosophy of life. Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 Adapted from Figure 16.2 16.6 Information Richness of Channels Information Channel Information Richness Face-to-face discussion Highest Telephone conversations Written letters/memos (individually addressed) Formal written documents (unaddressed bulletins or e-mail) Formal numeric documents (printouts, budget reports) Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 High Moderate Low Lowest Adapted from Figure 16.4 16.7 Barriers to Communication Organizational Authority and status levels Specialization of task functions by members Different goals Status relationships among members Individual Conflicting assumptions Semantics Emotions Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 Adapted from Table 16.2 16.8 Levels of Understanding for a Message from the CEO 100% Portion of original message accurately received 90% 80% 70% 60% 50% 40% 30% 20% Distortion of original message 10% 0% Top Management Vice President Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 General Supervisor Team Leader Line Worker Adapted from Figure 16.5 16.9 Overcoming Barriers to Communication Regulate the flow of information Encourage feedback Simplify the language used in the message Listen actively Restrain negative emotions Use nonverbal cues Use the grapevine Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002