Transcript Slides: CHAPTER 9

Chapter 9
Interpersonal
Communication
PowerPoint Presentation by Charlie Cook
Copyright © 2005 South-Western. All rights reserved.
Learning Objectives
After reading and studying this chapter and doing the
exercises, you should be able to:
1. Describe the communication process.
2. Describe the impact of information technology on
interpersonal communication in organizations.
3. Explain how nonverbal communication can be used to
enhance communication.
4. Present details about the various channels of
communication in organizations.
5. Summarize barriers to effective communication and how to
overcome them.
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9–2
Learning Objectives
After reading and studying this chapter and doing the
exercises, you should be able to:
6. Explain how to overcome potential cross-gender and
cross-cultural communication problems.
7. Recognize the basics for becoming a more power-oriented
communicator.
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9–3
The Communication Process
• Components of communication
1. Source (the sender)—person attempting to send a
message to another person. Authority and experience of
sender can call attention to message.
2. Message—a purpose or idea to be conveyed. Clarity,
complexity, length, and organization affect reception of
message.
3. Channel (medium)—how and through what media the
message is conveyed to the receiver.
4. Receiver—the party to whom the message is sent must
get and understand properly the message for
communication to take place.
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9–4
The Communication Process (cont’d)
• Components of communication (cont’d)
5. Feedback—reactions of the receiver that indicate the
message was received and properly understood.
6. Environment—factors such as organizational culture affect
how messages are transmitted and understood.
7. Noise—physical and human
relations distractions in the
environment can disrupt the
communication process.
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9–5
The Communication Process
EXHIBIT 9-1
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9–6
Communication and Information
Technology
E-mail
Telecommuting
Interpersonal
Communications
Slide
Presentations
Copyright © 2005 South-Western. All rights reserved.
9–7
E-mail
• Impacts on interpersonal communication:
 Written messages are replacing telephone
and personal conversations.
 The volume of messages is increasing.
• E-mail characteristics:
 Is unaffected by distance and time.
 Enhances industrial democracy
by linking workers and leaders.
 Encourages indiscriminate
sending of trivial information.
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9–8
Telecommuting
• An arrangement in which employees use
computers to perform their regular work
responsibilities at home or in a satellite office.
 Have a strong reliance on E-mail.
 Lack the social interactions of work.
 Can be difficult to evaluate performance.
 Challenges in separating home life
and work.
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9–9
Presentation Technology
• The capability to create and effectively use
multimedia presentation tools is an essential
managerial skill.
 Tips for a professional presentation:

Know how to operate presentation equipment.

Maintain eye contact with the audience and
talk to the audience, not to the screen.

Reveal points only as needed.

Keep the slide in view until the audience
gets the point.

Use special slide effects sparingly.
Copyright © 2005 South-Western. All rights reserved.
9–10
The Impact of Computer-Mediated
Communication on Behavior
• Positives
 Communication is more widespread and immediate
 Democratizes organizational communications
• Negatives
 The lack of the human touch
 Repetitive motion injuries
 Loss of productivity to surfing
 E-mail handling overload
 Danger of being “always working”
due to accessibility
 Multitasking ineffectively
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9–11
Communication and Information
Technology
• Nonverbal communication
 The transmission of messages by means other than
words, usually as a supplement to written, spoken, or
signed communications.
 General purpose is to express the
feeling behind the message.
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9–12
Nonverbal Communication Behaviors
1.
2.
3.
4.
Environment
Body placement
Postures
Hand gestures
5. Facial expressions
6. Voice tone
7. Clothing, dress,
appearance
8. Mirroring
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9–13
Organizational Channels of
Communication
• Formal communication channels
 Officially defined pathways for sending information
inside and outside the organization.
 Organization charts illustrate the hierarchical
channels to be followed.
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9–14
Organizational Communication
Channels
• Network organization
 A spherical structure that can rotate self-managing
teams and other resources around a common
knowledge base.
 Has
communication channels that do not follow the
formal patterns of hierarchical organizations.
 May
enter into temporary strategic alliances with
other firms to capitalize on combined talents.
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9–15
Communication Pathways in a Hierarchical
Organization and a Spherical Organization
Hierarchical
Network Organization
EXHIBIT 9-2
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9–16
Informal Communication Channels
• An unofficial network that supplements the
formal channels.
• “The Grapevine”
 Is the major informal channel in organizations.
 Can distort information in its tangled pathways.
 Used to spread negative rumors and gossip.
 Used to disseminate information along
informal lines.
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9–17
Managing Communications
• Combating rumors in organizations:
 Be wary of vague communications.
 Promote healthy, accurate communications.
 Avoid concealing bad news.
 Correct erroneous communications
promptly.
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9–18
Communication Directions
• Downward communication:
 Flow of messages from a higher to a lower level in the
organization.
 Danger lies in lack of response from lower level.
• Upward communication:
 Transmission of messages from lower level to higher levels
in an organization.
 Improving upward communications:

Management by walking around

Chance encounters

Talking regularly with employees (open-door policy)
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9–19
Communication Directions (cont’d)
• Horizontal communications
 Messages sent to others on the same level in the
organization.
• Diagonal communications
 Transmission of messages to other departments at higher
and lower levels in the organization.
• Spherical communications
 Communication among members
from different teams in the
network organization.
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9–20
Barriers to Interpersonal Communication
1. Semantics
The term for the varying meanings that people attach
to words.
2. Filtering of negative
information
Involves coloring or altering information to make the
message more acceptable to the receiver.
3. Credibility of the
sender
Message value and importance are based on the
trustworthiness of the sender.
4. M ixed signals
Sending different messages about the same topic
creates confusion.
5. Different frames of
reference
People perceive words and concepts differently
based on their personal perspective and past
experience.
6. Value judgments
Making a value judgment prior to receiving the
message interferes with the communication of the
message meaning.
7. Communication
overload
Occurs when people are so overloaded with
information that they cannot respond effectively to
messages.
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9–21
Barriers to Communication and the Means for
Overcoming Them
Barriers
Overcoming Barriers
Semantics
Clarify ideas before sending.
Filtering of negative information
Motivate the receiver.
Lack of credibility of the sender
Discuss differences in paradigms.
Mixed signals
Foster informal communication.
Different frames of reference
Communicate feelings behind the facts.
Value judgments
Be aware of nonverbal behavior.
Communication overload
Obtain feedback.
Adapt to the other person’s
communication style.
Engage in meta-communication.
EXHIBIT 9-3
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9–22
Improving the Sending of Messages
• Clarify ideas before communicating.
• Monitor the receiver.
• Discuss differences in paradigms.
• Foster informal communications.
• Communicate feelings behind the facts.
• Be aware of nonverbal behavior.
• Obtain feedback.
• Adapt to the other person’s communication style.
• Engage in meta-communication
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9–23
Improving the Receiving of Messages
• Active listening:
 Listen for full meaning without making premature
judgments or interpretations.
 Listen intently, with the goal of empathizing with the
speaker.
 Provide feedback to the speaker what he or she thinks the
speaker meant.
 Observe nonverbal cues for additional meaning.
 Avoid reacting too quickly to a word or phrase that stirs
emotion.
 Ask open-ended questions that invite an explanation.
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9–24
Twelve Keys to Effective Listening
• Find areas of interest
• Exercise your mind
• Judge content, not
delivery
• Keep your mind open
• Hold your fire
• Listen for ideas
• Be flexible
• Work at listening
• Capitalize on the fact
that thought is faster
than speech
• Restate what you hear
• Notices eye color
• Resist distractions
Sources: John W. Richter, “Listening: An Art Essential to Success,” Success, (September 1980): p. 26; Lyman
K. Steil, “How Well Do You Listen?” Executive Female, Special Issue No. 2 (1986): p. 37; “Train Yourself in the
Art of Listening,” Positive Leadership (Ragan Communications, Inc.), Sample issue distributed 2003.
Copyright © 2005 South-Western. All rights reserved.
EXHIBIT 9-4
9–25
Key Gender Differences in Communication Styles
Male Preferences
Female Preferences
To talk to preserve independence
and status by displaying knowledge
and skill.
To use communication for rapport
building.
To work out problems by
themselves.
To talk out solutions with another
person; want empathy and
understanding.
Are more likely to be critical of the
work of a coworker.
Are more likely to compliment the
work of a coworker
Tend to be more directive in their
conversations.
Emphasize politeness toward
others.
Tend to be intimidating when facing
differences.
Tend to be more conciliatory when
facing differences.
More interested in calling attention
to their accomplishments or
hogging recognition.
Less interested in calling attention
to their accomplishments or
hogging recognition.
Tend to dominate discussions.
Tend not to seek to dominate
discussions.
Are more likely to minimize doubts.
Tend to downplay their certainty.
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9–26
Overcoming Cross-Cultural
Communication Barriers
• Be sensitive to cross-cultural barriers.
• Show respect for all workers.
• Use straight-forward language and speak slowly and
clearly.
• Be alert to cultural differences in customs and
behaviors.
• Be sensitive to differences in nonverbal
communication.
• Do not be diverted by style, accent, grammar, or
personal appearance.
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9–27
·
Members of Asia and some other
Middle-Eastern cultures consider
direct eye contact rude.
·
Japanese people rarely use the word
“no”. When they say “yes” (“hai”), it
only acknowledges that they have
heard what was said.
·
When Japanese people say “We’ll
consider it,” they probably mean “no.”
·
Korean people are hesitant to say
“no” even when they have rejected a
proposal. Koreans feel it is important
for visitors to leave with food feelings.
·
British people understate their
feelings. If a British person says,
“Your report does raise a few
questions,” the real meaning is
probably “Your report is atrocious.”
·
People from Latin America are very
conscious of rank, and they expect
the manager to be the voice of
authority. Consequently, Latin
Americans may be hesitant to make
suggestions to a superior.
·
Americans are eager to get down to
business quickly and will therefore
spend less time than people from other
cultures building a relationship.
·
Americans value time much more that
do people from other cultures. They are
therefore more likely than people form
other cultures to appear perturbed
when a person shows up late for a
meeting.
·
French-speaking people tend to use
polite forms of greeting, particularly in
business settings, while Americans are
less formal. When greeting a business
contact in a French-speaking country, it
is therefore important to include the
prefix sir, monsieur, madame, ms.,
mademoiselle, or miss.
Skill Developm ent: The above information will lead to
cross-cultural development if practiced in the right
setting. During the next 30 days, look for an opportunit y
to relate to a person from a given culture in a way
described above. Observe the reaction of the other
person to provide feedback on your cross-cultural
effectiveness.
EXHIBIT 9-5
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9–28
The Power-Oriented Linguistic Style
• Components of a linguistic style that give power
and authority to the message sender:
 Choose words that show conviction such as
“I’m convinced” or “I’m confident.”
 Use the pronoun “I” to receive more
credit for your ideas.
 Emphasize direct rather than indirect talk.
 Frame your comments in a way that
increases your listener’s receptivity.
 Speak at length, set the agenda for a
conversation, make jokes and laugh.
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9–29
The Power-Oriented Linguistic Style
(cont’d)
• Components of a linguistic style that give power
and authority to the message sender:
 Minimize the number of questions you ask that
may imply you lack information on the topic.
 Apologize infrequently and particularly
minimize saying, “I’m sorry.”
 Take deep breath to project a
firm voice with power and
conviction.
 Occupy as much space as
possible when speaking
before a group.
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9–30