Transcript Communication

Communication
Goals
Appreciate the importance of communication
in leadership and other interpersonal
interactions.
Understand the barriers to effective
communication and what can be done to
overcome them
Effective listening.
Communication
• The exchange of information between a
sender and a receiver.
Get me to do a task in writing.
Get me to do a task Verbally
Try to do it without words
All different types of communication
• Which most, least effective for explaining a
task. Do note that this could be different for
different types of situations (see page 459).
Why is it important
• Research suggests manager spend up to
80% of their time communicating either
written or orally.
• Research suggest that oral communication
skills is usually either the most important or
second most important skill to be a
successful manager.
Simple case: Two people
15-2
A Perceptual Model of
Communication
Sender
Encodes
Ideas or
Thoughts
Figure 15-1
Receiver
Creates
Message
Transmitted on
medium
Encodes
Ideas or
Thoughts
Creates
Message
Noise
Creates
Meaning
Decodes
Message
Transmitted on
medium
Creates
Meaning
Decodes
Message
Feedback!
McGraw-Hill
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
Encoding/decoding
• Taking ideas/feelings/thoughts and putting
them into oral, written, or non-verbal
communication.
• Taking oral, written, non-verbal
communication and translating it into
ideas/feelings/thoughts.
Created meaning
• Weak communication Good communication
Noise
• Anything the interferes with the
transmission (sender) or understanding
(receiver) of the message.
• Where was there noise in my examples
(written, verbal, non-verbal). Focus on both
sender and receiver (we always blame it one
the receiver but its all 50/50).
Communication is 50% sender 50%
listener
• Focus on Sender.
• Focus on receiver.
• Book lists series of process barriers—p.
524.
• Think about—your messages and the
exercise earlier.
Personal Barriers to Effective
Communication
1)
2)
3)
4)
5)
6)
7)
McGraw-Hill
8)
15-4
Ability to effectively
communicate
Way people process
and interpret
information
Level of interpersonal
trust between people
Stereotypes and
prejudice
Egos
Poor listening skills
Neutral tendency to
evaluate or judge a
sender’s message
Inability to listen with
understanding
More on this
• Communication style video
15-7
Communication Styles
Communicatio
n Style
Description
Assertive
Pushing hard
without
attacking;
permits
others to
influence
outcome:
expressive
and selfenhancing
without
intruding on
others
McGraw-Hill
Nonverbal
Behavior
Pattern
 Good eye
contact
 Comfortable,
but firm
posture
 Strong, steady,
and audible
voice
 Facial
expressions
matched to
message
 Appropriately
serious tone
 Selective
interruptions to
ensure
understanding
Table 15-1
Verbal
Behavior
Pattern
 Direct and
unambiguous
language
 No
attributions
or evaluations
of
other’s
behavior
 Use of “I”
statements
and
cooperative
“we”
statements
.
15-8
Communication Styles
Communicatio
n Style
Description
Aggressive
Taking
advantage of
others;
expressive
and selfenhancing at
others’
expense
McGraw-Hill
Nonverbal
Behavior
Pattern
 Glaring eye
contact
 Moving or
leaning
too close
 Threatening
gestures
 Loud voice
 Frequent
interruptions
Table 15-1 cont.
Verbal
Behavior
Pattern
 Swear words
and
abusive
language
 Attributions
and
evaluations of
others’
behavior
 Sexist or racist
terms
 Explicit
threats or
put-downs
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
15-9
Communication Styles
Communicatio
n Style
Description
Nonassertive
Encouraging
others to take
advantage of
us; inhibited;
self-denying
McGraw-Hill
Nonverbal
Behavior
Pattern
Table 15-1 cont.
Verbal
Behavior
Pattern
 Little eye
 Qualifiers
contact
 Fillers
 Downward
 Negaters
glances
 Slumped
posture
 Constantly
shifting
weight
 Wringing hands
 Weak or whiny
voice
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
Summary
• Communication very complex.
• Failure to communicate is complex.
• Effective communication critical when jobs
are interdependent.
Teams
• Before we select teams Next class
• Consumer materials. Communication
problems abound. What are the barriers.
List 3 or more provide example. What
would you do to improve communications.
List at least two things.
Teams of 4-5.
• Self assign
• Presentation 15 minutes (20 is cutoff and
not good). Q and A is separate. Provide
one multiple choice question based on your
presentation. I may modify or may use/not
use. No written report.
• I will ask classmates to do a short
assessment. What did the like/learn? What
could have improved/was confusing?
In teams
• On card Team name
• Team members
• Team goals Grade (keep in mind A at least 10
hours/person). If not willing to commit that time then
lower the grade. This is very important. If differences in
goals, assign grade weights at this time. Adjustments will
be made after presentation. If someone does 10% more
then 10% higher grade. This is the time to make that
decision. Practice communication skills. Final grades can
be adjusted but only if 4 of 5 or 3 of 4 team members agree
to do those adjustments. Normally excessive unexcused
absences. Could be as low as 0.
Organize yourselves
• Time frame of when things happen.
• Meeting times to get activities done in time
allowed.
Consumer materials
• Side note: Cases tendency to discuss what
to do prematurely. Two steps. Diagnosis
then action.
List the problems
• Then which are most critical.
Which are most critical
• In teams and report back
What would you do.
Action Plan
Summary
• Case process
• The case action plan.