Transcript Human relations ch5

Interpersonal
Communication
Understanding Behavior,
Human Relations, and Performance
5
Here’s the situation – Part 1
Over twelve years ago, Pamela West went to
work for a well known architecture firm.
When she was hired, her boss, Chief
Engineer, Clyde Haug, told her that his
plans for her was to rise to the top. She
learned the ropes and prior to Clyde’s
retirement, she became a senior executive
of the firm.
Pamela thought that she would be in line for
Clyde’s position, but instead, the President
of the firm hired his old colleague and
friend, Remington Kates.
Although Pamela was disappointed, she decided that she liked Here’s the
her job and had earned the respect of her team enough to
make it worth it to stay. However, she is having difficulty Situation –
working with Remington. Every time they talk, he seems to
Part 2
always misinterpret Pamela’s message. He seems to get
angry over things that they discussed in advance, claiming
that he was not informed of the situation. He claims that she
isn’t including him in meetings, when she has clearly sent
him e-mails and has even gone out of her way to remind him
of meetings. He claims that she has undermine his authority
by working on projects that she clearly has received approval
on from him. He doesn’t seem to listen to her when she tries
to explain things to him.
Questions:
1. What are the issues?
2. What could be the problem?
3. What should she do?
The Communication Process
Step 1
Select
transmission
media
(encode)
Step 2
Send the message
(transmission mediaoral, written, nonverbal)
Step 3
Message
received
(decode)
RECEIVER
SENDER
Step 4
Response to message
(not always requiredresponse may be a
role reversal)
The Communication Process
Step 1
Select
transmission
media
(encode)
Step 2
Send the message
(transmission mediaoral, written, nonverbal)
Step 3
Message
received
(decode)
RECEIVER
SENDER
Step 4
Response to message
(not always requiredresponse may be a
role reversal)
Here’s what happens when communication
collides with Internal & External Noise!
Internal/External Noise…
 Shuts
communication down
 Creates barriers between people
 Creates the impression that the
individual does not care
 Gives the impression that further
communication is unwelcomed
The Goals of Communication
...are to
influence,
inform,
and/or to express feelings.
Communication: the process of a sender transmitting a
message to a receiver with mutual understanding.
Sender has two options after transmitting the message:
1) Assume the receiver understands (one-way
communication).
2) Check to see if the message has been understood by:

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
Questioning
Encouraging responses and questions
Paraphrasing
Paraphrasing: the process of having the receiver restate
the message in his or her own words.
Transmission Media
Oral Communications
 Face-to-face
 Telephone
 Meetings
Written Communications
 Presentations
 Memos
 Letters
 Reports
 Bulletin boards
 Posters
Nonverbal
Communications
 Computers/e-mail
 Facial expressions,
 Fax
 Vocal qualities
 Gestures
 Posture
Watch Your Personal Space!
Sending Messages
Planning the message
1. WHAT is the goal of the message?
2. WHO should receive the message?
3. HOW will you encode the message?
4. WHEN will you transmit the message?
5. WHERE will you transmit the message?
The Message-Sending Process Model
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Develop rapport.
State the communication
objective.
Transmit the message.
Check understanding.
Get a commitment and follow
up.
Projective Listening
1.
2.
3.
4.
5.
6.
7.
8.
Pay attention.
Avoid distractions.
Stay tuned in.
Do not assume and
interrupt!
Watch for nonverbal cues.
Ask questions.
Take notes.
Convey meaning.
Projective Listening …a little more…
Analyzing
9. Think.
10. Evaluate after listening.
11. Evaluate facts presented.
Speaking
12. Paraphrase first.
13. Watch for nonverbal cues.
Levels of Listening
3. Projective
The receiver listens without evaluation to the full message,
attempting to understand the sender’s viewpoint.
2. Evaluative
The receiver listens carefully until hearing
something that is not accepted. Listening
ends and the response to the incomplete
message is developed.
1. Marginal
The receiver does not listen
carefully. The message is
not heard or understood with
mutual
agreement.
Empathic listening:
the ability to understand and relate to another’s situation and feelings.
Benefits of Listening:
1. Shows respect
2. Builds Relationships
3. Increases Knowledge
4. Generates Ideas
5. Builds Bridges to
corporation and
negotiation
CRITICISM
Criticism is the practice of
judging the merits and
faults of something or
someone in an intelligible
(or articulate) way.
A critical spirit does not
reflect love or kindness.
Jon & Kate Gosselin "ugly moments" from season 1
Kate Gosselin on TODAY Show With Daughters
(Awkward Silence)
Guidelines for Effective Criticism
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Be kind!!!
Don’t belittle the individual! You have your faults too!
Seek to understand. Remember, there are different ways to
approach a problem. You’re not always right!
Focus on performance, not the person. Don’t personally attack
the individual.
Give more praise than analysis.
Criticism should be performance oriented ONLY!!!
Give specific and accurate analysis.
Open on a positive note and close by repeating what action is
needed.
Remember, someone could be critical of you!
Dealing with Emotional
Employees
Understanding feelings
Feelings are subjective.
Feelings are usually disguised as factual
statements.
Feelings are neither right nor wrong.
Calming the emotional employee
Never tell the employee that they shouldn’t
feel the way they do.
Never chastise them for their feelings.
Never tell them that you know how they feel,
because you don’t!
Dealing with Emotional
Employees
Empathic listening
 Don’t argue with the
employee.
 Identify their feelings
without agreeing or
disagreeing.
 After dealing with
emotions, go on to
work on content.
Response Styles
Response
Description
Appropriate Situation
Evaluating
Accepts, rejects, passes judgment, When asked for advice, direction or
or offers advice.
opinion; when autocratic supervisory
style is appropriate.
Confronting
Challenges sender to clarify
the message.
When sender is unaware of mistakes
or omissions in the message.
Diverting
“Changing the subject”, redirect,
close, or limit flow of message.
As part of autocratic/consultative style,
to relate experiences or feelings similar
to those of the sender.
Probing
Tries to get more information,
improve understanding with
“what” questions
With participative supervisory styles,
early in message
Reassuring
Reduces intensity of emotions
When sender lacks confidence.
Reflecting
Paraphrases message back to
sender, to demonstrate understanding of the message
With participative supervisory style,
improves understanding when used in
the early stages of the message.