© 2008 by South-Western, a division of Cengage Learning 7-1 Understanding Organizational Behavior Nelson & Quick, 3 rd Edition Chapter 7 Communication

© 2008 by South-Western, a division of Cengage Learning 7-2 Communication The evoking of a shared or common meaning in another person Interpersonal communication is communication between two or more people in an organization.

© 2008 by South-Western, a division of Cengage Learning 7-3 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.

© 2008 by South-Western, a division of Cengage Learning 7-4 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.

© 2008 by South-Western, a division of Cengage Learning 7-5 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.

© 2008 by South-Western, a division of Cengage Learning 7-6 Reflective Listening A skill intended to help the receiver and communicator clearly and fully understand the message sent.

© 2008 by South-Western, a division of Cengage Learning 7-7 Reflective Listening Levels of Verbal Response by Receiver 1. Affirming contact 2. Paraphrasing expressed thoughts and feelings 3. Clarifying implicit thoughts and feelings 4. Reflecting “core” feelings not fully expressed 5. Silence and eye contact

© 2008 by South-Western, a division of Cengage Learning 7-8 Figure 7.1 A Basic Interpersonal Communication Model

© 2008 by South-Western, a division of Cengage Learning 7-9 Table 7.1 Communication Media: Information Richness and Data Capacity

© 2008 by South-Western, a division of Cengage Learning 7-10 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.

© 2008 by South-Western, a division of Cengage Learning 7-11 Five Keys to Effective Supervisory Communication Being Expressive speakers Empathetic listeners Persuasive leaders Sensitive people, and Informative managers

© 2008 by South-Western, a division of Cengage Learning 7-12 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.

© 2008 by South-Western, a division of Cengage Learning 7-13 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.

© 2008 by South-Western, a division of Cengage Learning 7-14 Five Communication Barriers  Virtual work  Emotions  Gender differences  Cultural diversity  Language

© 2008 by South-Western, a division of Cengage Learning 7-15 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.

© 2008 by South-Western, a division of Cengage Learning 7-16 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”

© 2008 by South-Western, a division of Cengage Learning 7-17 Table 7.2 Defensive Tactics

© 2008 by South-Western, a division of Cengage Learning 7-18 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

© 2008 by South-Western, a division of Cengage Learning 7-19 Figure 7.2 Zones of Territorial Space in U.S. Culture

© 2008 by South-Western, a division of Cengage Learning 7-20 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.

© 2008 by South-Western, a division of Cengage Learning 7-21 Figure 7.3 Seating Dynamics

© 2008 by South-Western, a division of Cengage Learning 7-22 Table 7.3 Common Nonverbal Cues from Manager to Employee

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, , 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, , letter, note). Consider speaking to them in person and follow- up 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.

© 2008 by South-Western, a division of Cengage Learning 7-25 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 you- statements; produce dialogue rather than defensiveness. Matter-of-fact, issue focused and not personal.

Assertive vs. Aggressive AssertiveAggressive VerbalStatement 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. VoiceFirm, warm, well modulated, relaxedTensed, shrill, loud, shaky; cold, demanding; superior, authoritarian EyesOpen, 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. HandsRelaxed motionsClenched. 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 BehaviorEffectsFeelings When you come late to our meetings We have to use valuable time bringing you up-to- date, and others end up doing your share of the work And I resent that When you interrupt me I lose my train of thought and don’t get to make my point And that makes me angry When you don’t complete your team assignments It disrupts the team’s ability to complete it’s mission And that concerns me

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.”