Transcript Understanding Organizational Behavior Nelson & Quick, 3rd Edition

Understanding
Organizational Behavior
Nelson & Quick, 3rd Edition
Chapter 7
Communication
© 2008 by South-Western, a division of Cengage Learning
7-1
Communication
The evoking of a shared
or common meaning in
another person
Interpersonal communication is communication
between two or more people in an organization.
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7-2
Terms in Interpersonal Communication
Communicator

The person originating the message.
Receiver

The person receiving a message.
Perceptual Screen

A window through which we interact with people that
influences the quality, accuracy, and clarity of the
communication.
Message

The thoughts and feelings that the communicator is
attempting to elicit in the receiver.
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7-3
Terms in Interpersonal Communication
(contd.)
Feedback

Information fed back that completes two-way
communication.
Language

The words, their pronunciation, and the
methods of combining them used and
understood by a group of people.
Data

Uninterpreted and unanalyzed facts.
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Terms in Interpersonal Communication
(contd.)
Information

Data that have been interpreted, analyzed,
and have meaning to user.
Richness

The ability of a medium or channel to elicit or
evoke meaning in the receiver.
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Reflective Listening
A skill intended to help
the receiver and
communicator clearly
and fully understand the
message sent.
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Reflective Listening
Levels of Verbal Response by Receiver
1. Affirming contact
2. Paraphrasing expressed thoughts and
3.
4.
5.
feelings
Clarifying implicit thoughts and feelings
Reflecting “core” feelings not fully expressed
Silence and eye contact
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A Basic Interpersonal
Communication Model
Figure 7.1
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Communication Media: Information
Richness and Data Capacity
Table 7.1
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One-Way vs. Two-Way
Communication
Two-Way Communication: A
form of communication in
which the communicator and
receiver interact.
One-Way Communication:
Communication in which a
person sends a message to
another person and no
feedback, questions, or
interaction follow.
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7-10
Five Keys to Effective Supervisory
Communication
Being
 Expressive speakers
 Empathetic listeners
 Persuasive leaders
 Sensitive people, and
 Informative managers
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7-11
Empathetic Listeners
Use reflective listening skills.
They are patient with, and responsive to,
problems that employees, peers, and others
bring to them about the work.
They respond to and engage the concerns of
other people.
Able to hear the feelings and emotional
dimensions of the messages people send
them, as well as the content of the ideas and
issues.
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7-12
Barriers and Gateways to
Communication
Barriers : Aspects of the
communication content and
context that can impair
effective communication in
a workplace.
Gateways: Pathways
through barriers to
communication and
antidotes to
communication problems.
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7-13
Five Communication Barriers
Virtual work
Emotions
Gender differences
Cultural diversity
Language
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7-14
Defensive and Nondefensive
Communication
 Defensive Communication

Communication that can be aggressive,
attacking, and angry, or passive and
withdrawing.
 Nondefensive Communication

Communication that is assertive, direct, and
powerful.
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Types of Defensive Communication
Subordinate Defensiveness


Characterized by passive, submissive,
withdrawing behavior.
“You are right, and I am wrong”
Dominant Defensiveness


Characterized by active, aggressive, attacking
behavior.
“I am right, and you are wrong”
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7-16
Table 7.2
Defensive Tactics
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7-17
Nonverbal Communication
All elements of communication
that do not involve words.
Four basic kinds are:
1. Proxemics
2. Kinesics
3. Facial and eye behavior
4. Paralanguage
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7-18
Zones of Territorial Space in
U.S. Culture
Figure 7.2
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7-19
Proxemics and Kinesics
Proxemics is the study of an
individual’s perception and use of
space, including territorial space.
Kinesics is the study of body
movements, including posture.
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7-20
Figure 7.3
Seating Dynamics
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Common Nonverbal Cues from
Manager to Employee
Table 7.3
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Communicating concerns about performance
 Why? The purpose is to improve
performance of the employee. Watch your
motives.
 What? Behaviors. Find good ones first, then
focus on behavior not meeting standards.
Make sure they (and you) understand why
their behavior does not meet standards and
how to correct it.
 How do you arrange the meeting? Sends a
message before the actual counseling
session. In person, e-mail, letter, secretary?
Communicating concerns about performance
 Where? Your place or theirs? Power symbols (e.g.
seating) depend on severity of problem and if punishment
is involved.
 When? As close to the discrepancy as possible. Time
of day considerations?
 How do you express your concerns? In
person? Written? (memo, e-mail, letter, note).
Consider speaking to them in person and followup in writing.
 What next? Your behavior following counseling is key.
Need to establish normal relations, follow-up but still be
supportive. Build efficacy. Remember procedural justice
– everyone is watching you.
Assertive Communication
 The ability to communicate clearly and
directly what you need or want from another
person in a way that does not deny or
infringe upon the other’s rights.
 Use I-statements rather than youstatements; produce dialogue rather than
defensiveness.
 Matter-of-fact, issue focused and not
personal.
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Assertive vs. Aggressive
Assertive
Aggressive
Verbal
Statement of wants. Honest statement of
feelings. Direct statements which say
what you mean. I statements.
“Loaded” words. Accusations.
Subjective terms. “You”
statements that blame or label
Nonverbal
general
demeanor
Attentive listening. Generally assured
manner, communicating caring support.
Exaggerated show of strength.
Flippant, sarcastic style.
Air of superiority.
Voice
Firm, warm, well modulated, relaxed
Tensed, shrill, loud, shaky;
cold, demanding; superior,
authoritarian
Eyes
Open, frank, direct. Eye contact, but not
glaring or staring
Expressionless, narrowed,
cold, glaring; not really
“seeing” others
Stance and
posture
Well balanced, straight on, open, erect,
relaxed
Hands on hips, arms crossed,
feet apart. Stiff, rigid, rude.
Hands
Relaxed motions
Clenched. Abrupt gestures,
fingerpointing, fist pounding.
I-statements: Three components
1. A specific and nonblaming
description of the behavior
exhibited by the other person
2. The concrete effects of that
behavior
3. The speaker’s feelings about
the behavior
I-statement examples
Behavior
Effects
Feelings
When you come late We have to use
And I resent that
to our meetings
valuable time
bringing you up-todate, and others end
up doing your share
of the work
When you interrupt
me
I lose my train of
And that makes me
thought and don’t
angry
get to make my point
When you don’t
complete your team
assignments
It disrupts the team’s And that concerns
ability to complete
me
it’s mission
Assertive communication
 In addition to using I-statements:



Empathize with the other person’s position in
the situation
Specify what changes you would like to see
in the situation or in another’s behavior, and
offer to negotiate those changes with the
other person
Indicate, in a nonthreatening way, the
possible consequences that will follow if
change does not occur.
Assertive Communication: An example
 “When you are late to meetings, I get angry
because I think it is wasting the time of all the
other team members and we are never able to get
through our agenda items. I would like you to
consider finding some way of planning your
schedule that lets you get to these meetings on
time. That way, we can be more productive at the
meetings and we can all keep to our tight
schedules.”