© 2010 Cengage Learning 1 Organizational Communication

© 2010 Cengage Learning 2 Think of a situation in which you and another person did not communicate effectively. Describe what happened. Why you think the miscommunication took place?

© 2010 Cengage Learning 3 Types of Organizational Communication Upward Downward Business Informal Interpersonal

© 2010 Cengage Learning 4 Organizational Communication Upward Communication Serial communication –MUM effect –open-door policy Attitude surveys Focus groups Exit interviews Suggestion boxes Third party facilitators –Liaison –Ombudsperson

© 2010 Cengage Learning 5 Organizational Communication Downward Communication Bulletin boards –Non-work related Policy manuals –Policy manual & handbook Newsletters Morale –Good or new news Intranets

© 2010 Cengage Learning 6 Organizational Communication Business Communication Memos-detailed info to large number of people Telephone calls-only when message is short; conference calls Voice mail Business meetings Office Design

© 2010 Cengage Learning 7 Etiquette Include a greeting Included a detailed subject line Don’t write in all caps Delete unnecessary information when forwarding Avoid grammar and spelling mistakes Don’t spend company time on personal Allow ample time for a person to respond

© 2010 Cengage Learning 8 Voice Mail Etiquette Speak slowly Give your name at the beginning of the message and then repeat it at the end Spell your name Leave your phone number Indicate good times for the person to return your call Don’t ramble Don’t include information you don’t want others to hear

© 2010 Cengage Learning 9 Free form work station Bull pen work design Free standing work design Uniform Plan

© 2010 Cengage Learning 10 Office Design Designs –Open (landscaped) offices bullpen design uniform design –Cubicles –Private offices Research on open designs –decreased satisfaction –increased socialization –decreased costs

© 2010 Cengage Learning 11 Organizational Communication Informal Communication Grapevine –single-strand grapevine –gossip grapevine –probability grapevine –cluster grapevine Gossip & Rumor –Poorly Substantiated information about people Isolates (less info)& Deadenders (heard most of it)

© 2010 Cengage Learning 12 Single Strand JONES Smith Brown Tinker Evers Grapevine Patterns Gossip Strand Tinker Brown EversFrey Smith ChanceMartin Austin JONES

© 2010 Cengage Learning 13 Probability Brown Alston Evers Chance Frey Martin Smith JONES Tinker Cluster Brown Smith Frey Alston Martin Tinker Evers Chance JONES

© 2010 Cengage Learning 14 Interpersonal Communication The exchange of a message across a communication channel from one person to another Three problem areas –Intended message versus message sent –Message sent versus message received –Message received versus message interpreted

© 2010 Cengage Learning 15 Encodes Message Sends Message Receives Message Decodes Message Sender Receiver What I want to say What I say I hear her say I think she means

© 2010 Cengage Learning 16 Problem Area I: Intended Message Versus Message Sent Think about what you want to communicate Practice what you want to communicate Learn better communication skills

© 2010 Cengage Learning 17 Problem Area II: Message Sent Versus Message Received 1.Actual words used 2.Communication channel 3.Noise 4.Nonverbal cues 5.Paralanguage 6.Artifacts 7.Amount of information

© 2010 Cengage Learning 18 Actual Words Used The word “fine” –to describe jewelry –to describe the weather –to describe food The applicant was a: –female –girl –babe –woman

© 2010 Cengage Learning 19 Use concrete words and ask how the other person might interpret your message Avoid such words as: –as soon as possible –I’ll be back soon –I’ll be out for a while Why not be specific? –Avoid confrontation –“test the water” –Avoid being the bad guy (MUM effect)

© 2010 Cengage Learning 20 Gender Differences in Communication (Tannen, 1986 & 1990) Men –Talk about major events –Tell the main point –Are more direct –Use “uh-huh” to agree –Are comfortable with silence –Concentrate on the words spoken –Sidetrack unpleasant topics Women –Talk about daily life –Provide details –Are more indirect –Use “uh-huh” to listen –Are less comfortable with silence –Concentrate on nonverbal cues and paralanguage –Focus on unpleasant topics

© 2010 Cengage Learning 21 Communication Channels Oral –in-person –word-of-mouth –answering machine Nonverbal Written –personal letter/memo –general letter/memo –

© 2010 Cengage Learning 22 Noise Actual noise Appropriateness of the channel Bias Feelings about the person communicating Mood Perceived motives

© 2010 Cengage Learning 23 Nonverbal Cues Are ambiguous Those that aren’t, are called emblems Gender and cultural differences are common Nonverbal cues are thought to be 80% of the message received

© 2010 Cengage Learning 24 Body Language –Eye contact –Interruptions –Raising/lowering head –Touching –Lie-pursing lips, raising chin, fidget and nervouness

© 2010 Cengage Learning 25 Use of Space Intimacy zone –0 to 18 inches –close relationships Personal distance zone –18 inches to 4 feet –friends and acquaintances Social distance zone –4 to 12 feet –business contacts and strangers Public distance zone –12 to 25 feet

© 2010 Cengage Learning 26 Use of Time Being late/Tardy Leaving a meeting early Setting aside time for a meeting Multi-tasking (working while talking)

© 2010 Cengage Learning 27 Basic Assumptions About Nonverbal Cues & Paralanguage People are different in their use of nonverbal cues and paralanguage Standard differences among people reveal information about the person Changes in a person’s style reveal new messages

© 2010 Cengage Learning 28 Paralanguage Rate of speech Tone Tempo Loudness/Volume Intonation Amount of talking Voice pitch Pauses

© 2010 Cengage Learning 29 The Importance of Inflection I did not say Bill stole your car. I did not say Bill store your car. I did not say Bill stole your car.

© 2010 Cengage Learning 30 Artifacts Our office –décor –desk placement –messy What we wear –clothing –accessories –hair styles –tattoos The car we drive The house we live in

© 2010 Cengage Learning 31 The Amount of Information When we have too much information, we tend to: Assimilate (information modifies to fit existing beliefs) Sharpen (interesting element of the message is kept) Level (unimportant details are removed)

© 2010 Cengage Learning 32 The Amount of Information Reactions to Information Overload Omission Error Queuing Escape Use of a gatekeeper Use of multiple channels

© 2010 Cengage Learning 33 Problem Area III: Message Received Versus Message Interpreted Listening Skills (45%) Listening Style Emotional State Cognitive Ability Bias

© 2010 Cengage Learning 34 The Importance of Listening 70% of a manager’s job is spent communicating Of that time –9% is spent writing –16% is spent reading –30% is spent speaking –45% is spent listening

© 2010 Cengage Learning 35 Listening Styles (Geier & Downey, 1980) Leisure (words that indicate pleasure) Inclusive (main ideas) Stylistic (way in which it is presented) Technical (factual info vs meaning) Empathic (non-verbal cues) Nonconforming (nonconsistent with way of thinking)

© 2010 Cengage Learning 36 Other Factors Emotional State –Anger –Fear –Anxiety –Excitement –Love Bias Cognitive Ability Drugs and Alcohol

© 2010 Cengage Learning 37 Tips: Listening Skills 1.Stop talking 2.Let people finish 3.Focus on what person is saying 4.Ask questions to understand factual information 5.Be patient and have an open mind 6.Use non-verbal cues such as eye contact and nodding head 7.Resist distractions 8.Pause after the person has finished talking

© 2010 Cengage Learning 38 Written Communication Skills 1.Improving writing 2.Making material easier to read

© 2010 Cengage Learning 39 Writing is easiest to read when it: Has short sentences Uses simple rather than complicated words Uses common rather than unusual words Spelling errors 12 th grade reading level

© 2010 Cengage Learning 40 Reading No college education: 12 th grade reading level Various reading indexes are available

© 2010 Cengage Learning 41 Comparison of Readability Scales Readability Index MethodFryFleschFOGDale-Chall Average number of syllables per word XX Average sentence lengthXX Average number of words per sentence X Average number of 3- syllable words X Number of unusual wordsX