FOUNDATIONS OF MANAGEMENT Fall 2008

FOUNDATIONS OF MANAGEMENT Fall 2008
Reading Assignment Chapter Thirteen, pp Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Communication and Management
The sharing of information between two or more individuals or groups to reach a common understanding. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Means to share, not "to speak" or "to write"
UNIT 8 - Communication BUAD 230 C, Fall 2008 Communication Process by which information is exchanged and understood by two or more people, usually with the intent to motivate or influence behavior Means to share, not "to speak" or "to write" Includes listening and feedback. TRANSFER OF MEANING Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College 3

Kinds of Communication
UNIT 8 - Communication BUAD 230 C, Fall 2008 Kinds of Communication Communication Process Formal Communication Channels Informal Communication Channels There are many kinds of communication—formal, informal, coaching/counseling, and nonverbal—all of which follow the same fundamental process. Coaching and Counseling Nonverbal Communication Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

The Communication Process
UNIT 8 - Communication BUAD 230 C, Fall 2008 The Communication Process Phases of the Communication Process: Transmission phase in which information is shared by two or more people. Feedback phase in which a common understanding is assured. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Communications Model Noise
UNIT 8 - Communication BUAD 230 C, Fall 2008 Communications Model Any barrier to communication Noise Sender Encode Transmit Decode Receiver Feedback Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College 9

UNIT 8 - Communication BUAD 230 C, Fall 2008 The Communication Process Noise occurs if: The sender is unsure what message to communicate The message is not clearly encoded The wrong channel is chosen The message is improperly decoded The receiver lacks experience or time Noise is anything that interferes with the transmission of the intended message. Noise can occur if: 1. the sender isn't sure about what message to communicate. 2. the message is not clearly encoded. 3. the wrong communication channel is chosen. 4. the message is not received or decoded properly. 5. the receiver doesn't have the experience or time to understand the message. When managers wrongly assume that communication is easy, they reduce communication to something called the “conduit metaphor.” Strictly speaking, conduit is a pipe or tube that protects electrical wire. The conduit metaphor refers to the mistaken assumption that senders can pipe their intended messages directly into the heads of receivers with perfect clarity and without noise or perceptual filters interfering with the receivers’ understanding of the message. However, this just isn't possible. Even if managers could telepathically direct their thoughts straight into receivers’ heads, there would still be misunderstandings and communication problems because, depending on how they're used, words and symbols typically have multiple meanings. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Perception as Noise Basic Perception Process Perception Problems
UNIT 8 - Communication BUAD 230 C, Fall 2008 Perception as Noise Basic Perception Process Perception Problems Perceptions of Others Self-Perception Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Basic Perception Process
UNIT 8 - Communication BUAD 230 C, Fall 2008 Basic Perception Process Perception is the process by which individuals make sense of their world Perceptual filters how people experience stimuli personality-, psychology-, or experience-based differences Perception is the process by which individuals attend to, organize, interpret, and retain information from their environments. And since communication is the process of transmitting information from one person or place to another, perception is obviously a key part of communication. However, perception can be a key obstacle to communication, as well. As people perform their jobs, they are exposed to a wide variety of informational stimuli, such as s, direct conversations with the boss or co-workers, rumors heard over lunch, stories about the company in the press, or a video broadcast of a speech from the CEO to all employees. However, exposure to an informational stimulus is no guarantee that an individual will pay attention or attend to that stimulus. People experience stimuli through their own perceptual filters—the personality-, psychology-, or experience-based differences that influence them to ignore or pay attention to particular stimuli. Because of filtering, people exposed to the same information will often disagree about what they saw or heard. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Basic Perception Process
UNIT 8 - Communication BUAD 230 C, Fall 2008 Basic Perception Process Stimulus Attention Perceptual Filter Organization Interpretation Retention As shown in Exhibit 16.1, perceptual filters affect each part of the perception process: attention, organization, interpretation, and retention. Attention is the process of noticing or becoming aware of particular stimuli. Because of perceptual filters, we attend to some stimuli and not others. Organization is the process of incorporating new information (from the stimuli that you notice) into your existing knowledge. Because of perceptual filters, we are more likely to incorporate new knowledge that is consistent with what we already know or believe. Interpretation is the process of attaching meaning to new knowledge. Because of perceptual filters, our preferences and beliefs strongly influence the meaning we attach to new information (e.g., "This must mean that top management supports our project.”). Finally, retention is the process of remembering interpreted information. In other words, retention is what we recall and commit to memory after we have perceived something. Of course, perceptual filters also affect retention, that is, what we're likely to remember in the end. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Selective perception Closure Perception Problems
UNIT 8 - Communication BUAD 230 C, Fall 2008 Perception Problems Selective perception notice and accept stimuli which are consistent with our values and beliefs ignore inconsistent stimuli Closure tendency to fill in the gaps when information is missing we assume that what we don’t know is consistent with what we do know At work, we are constantly bombarded with sensory stimuli—the phone ringing, people talking in the background, the sounds of our computers dinging as new arrives, people calling our names, etc. As limited processors of information, we cannot possibly notice, receive, and interpret all of this information. As a result, we attend to and accept some stimuli but screen out and reject others. However, this isn't a random process. Selective perception is the tendency to notice and accept objects and information consistent with our values, beliefs, and expectations, while ignoring or screening out or not accepting inconsistent information. Once we have initial information about a person, event, or process, closure is the tendency to fill in the gaps where information is missing, that is, to assume that what we don't know is consistent with what we already know. If employees are told that budgets must be cut by 10 percent, they may automatically assume that 10 percent of employees will lose their jobs, too, even if that isn't the case. Not surprisingly, when closure occurs, people sometimes "fill in the gaps" with inaccurate information, and this can create problems for organizations. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Causes can be internal or external attributions
UNIT 8 - Communication BUAD 230 C, Fall 2008 Perception of Others Attribution theory we have a need to understand others’ behavior we want to know the causes of others’ behavior Causes can be internal or external attributions the behavior was voluntary or under their control the behavior was involuntary and beyond their control Attribution theory says that we all have a basic need to understand and explain the causes of other people’s behavior. In other words, we need to know why people do what they do. And, according to attribution theory, we use two general reasons or attributions to explain people’s behavior: an internal attribution, in which behavior is thought to be voluntary or under the control of the individual, and an external attribution, in which behavior is thought to be involuntary and outside of the control of the individual. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Attribution Bias and Error
UNIT 8 - Communication BUAD 230 C, Fall 2008 Attribution Bias and Error Defensive Bias Fundamental Attribution Error For example, have you ever seen anyone changing a flat tire on the side of the road and thought to yourself, "What rotten luck—somebody's having a bad day"? If you did, you perceived the person through an external attribution known as the defensive bias. The defensive bias is the tendency for people to perceive themselves as personally and situationally similar to someone who is having difficulty or trouble. And when we identify with the person in a situation, we tend to use external attributions (i.e., the situation) to explain the person’s behavior. For instance, since flat tires are fairly common, it's easy to perceive ourselves in that same situation and put the blame on external causes, such as running over a nail. The fundamental attribution error, which is the tendency to ignore external causes of behavior and to attribute other people’s actions to internal causes. Which attribution, the defensive bias or the fundamental attribution error, are workers likely to make when something goes wrong? In general, workers are more likely to perceive events and explain behavior from a defensive bias. Because they do the work themselves, and because they see themselves as similar to others who make mistakes, have accidents, or are otherwise held responsible for things that go wrong at work, workers are likely to attribute problems to external causes, such as failed machinery, poor support, or inadequate training. By contrast, because they are typically observers (who don't do the work themselves), and see themselves as situationally and personally different from workers, managers tend to commit the fundamental attribution error and blame mistakes, accidents, and other things that go wrong on workers (i.e., an internal attribution). Consequently, in most workplaces, when things go wrong, the natural response is one in which workers and managers can be expected to take completely opposite views. Therefore, together, the defensive bias, which is typically used by workers, and the fundamental attribution error, which is typically made by managers, represent a significant challenge to effective communication and understanding in organizations. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

We also evaluate ourselves and our environment
UNIT 8 - Communication BUAD 230 C, Fall 2008 Self-Perception We also evaluate ourselves and our environment Self-serving bias attribute successes to ourselves - internal attribute failures to the environment - external The self-serving bias is the tendency to overestimate our value by attributing successes to ourselves (internal causes) and attributing failures to others or the environment (external causes). As the example with the upset ExxonMobil employee illustrates, the self-serving bias can make it especially difficult for managers to talk to employees about performance problems. In general, people have a need to maintain a positive self-image. This need is so strong that when people seek feedback at work, they typically want verification of their worth (rather than information about performance deficiencies) or assurance that mistakes or problems haven't been their fault. And when managerial communication threatens people’s positive self-image, they can become defensive and emotional. In turn, they quit listening, and communication becomes ineffective. In the second half of the chapter, which focuses on improving communication, we'll explain ways in which managers can minimize this self-serving bias and improve effective one-on-one communication with employees. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

UNIT 8 - Communication BUAD 230 C, Fall 2008 Kinds of Communication Formal Communication Channels Coaching and Counseling Nonverbal Communication Informal Communication Channels There are many kinds of communication—formal, informal, coaching/counseling, and nonverbal—all of which follow the same fundamental process. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Formal Communication Channels
UNIT 8 - Communication BUAD 230 C, Fall 2008 Formal Communication Channels The system of official channels Downward communication top down Upward communication bottom up Horizontal within a level The formal communication channel is the system of official channels that carry organizationally approved messages and information. Organizational objectives, rules, policies, procedures, instructions, commands, and requests for information are all transmitted via the formal communication system or “channel.” There are three formal communication channels: downward communication, upward communication, and horizontal communication. Downward communication flows from higher to lower levels in an organization. Downward communication is used to issue orders down the organizational hierarchy, to give organizational members job-related information, to give managers and workers performance reviews from upper managers, and to make clear organizational objectives and goals. Upward communication flows from lower levels to higher levels in an organization. Upward communication is used to give higher level managers feedback about operations, issues, and problems; to help higher level managers assess organizational performance and effectiveness; to encourage lower level managers and employees to participate in organizational decision making; and to give those at lower levels the chance to share their concerns with higher level authorities. Horizontal communication flows among managers and workers who are at the same organizational level. Horizontal communication helps facilitate coordination and cooperation between different parts of a company and allows co-workers to share relevant information. It also helps people at the same level resolve conflicts and solve problems without involving high levels of management. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

The amount of information that a communication medium can carry
Information Richness The amount of information that a communication medium can carry The extent to which the medium enables the sender and receiver to reach a common understanding Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Channel richness is the amount of information that can be transmitted
UNIT 8 - Communication BUAD 230 C, Fall 2008 Channel Richness Channel richness is the amount of information that can be transmitted Face-to-face communication is the richest medium Standard computer reports are the lowest in richness. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College 15

Face-to-Face Communication Media Has highest information richness.
UNIT 8 - Communication BUAD 230 C, Fall 2008 Communication Media Face-to-Face Has highest information richness. Can take advantage of verbal and nonverbal signals. Provides for instant feedback As an example, Management by Walking Around (MBWA) Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Management by Wandering Around
Face-to-face communication technique in which a manager walks around a work area and talks informally with employees about issues and concerns Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Spoken Communication Electronically Transmitted
UNIT 8 - Communication BUAD 230 C, Fall 2008 Communication Media Spoken Communication Electronically Transmitted Has the second highest information richness. Telephone conversations are information rich with tone of voice, sender’s emphasis, and quick feedback, but provide no visual nonverbal cues. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Personally Addressed Written Communication
UNIT 8 - Communication BUAD 230 C, Fall 2008 Communication Media Personally Addressed Written Communication Has a lower richness than the verbal forms of communication, but still is directed at a given person. Excellent media for complex messages requesting follow-up actions by receiver Personal addressing helps ensure receiver actually reads the message—personal letters and are common forms. Does not provide instant feedback to the sender although sender may get feedback later. Excellent media for complex messages requesting follow-up actions by receiver. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Impersonal Written Communication
UNIT 8 - Communication BUAD 230 C, Fall 2008 Communication Media Impersonal Written Communication Has the lowest information richness. Good for messages to many receivers where little or feedback is expected (e.g., newsletters, reports) Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Information Richness of Channels
UNIT 8 - Communication BUAD 230 C, Fall 2008 Face-to-Face Has highest information richness. Can take advantage of verbal and nonverbal signals. Provides for instant feedback. Management by wandering around takes advantage of this with informal talks to workers. Video conferences provide much of this richness and reduce travel costs and meeting times. Spoken Communication Electronically Transmitted Has the second highest information richness. Telephone conversations are information rich with tone of voice, sender’s emphasis, and quick feedback, but provide no visual nonverbal cues. Personally Addressed Written Communication Has a lower richness than the verbal forms of communication, but still is directed at a given person. Personal addressing helps ensure receiver actually reads the message—personal letters and are common forms. Does not provide instant feedback to the sender although sender may get feedback later. Excellent media for complex messages requesting follow-up actions by receiver. Impersonal Written Communication Has the lowest information richness. Good for messages to many receivers where little or feedback is expected (e.g., newsletters, reports) Information Richness of Channels Information Channel Information Richness Face-to-face discussion Highest High Moderate Low Lowest Telephone conversations Written letters/memos (individually addressed) Formal written documents (unaddressed bulletins or reports) Formal numeric documents (printouts, budget reports) RICH LEAN Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Improving Formal Communication
UNIT 8 - Communication BUAD 230 C, Fall 2008 Improving Formal Communication Decrease reliance on downward communication Increase chances for upward communication Encourage much greater use of horizontal communication Be aware of communication problems Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

UNIT 8 - Communication BUAD 230 C, Fall 2008 Kinds of Communication Informal Communication Channels Coaching and Counseling Nonverbal Communication There are many kinds of communication—formal, informal, coaching/counseling, and nonverbal—all of which follow the same fundamental process. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Informal Communication Channels
UNIT 8 - Communication BUAD 230 C, Fall 2008 Informal Communication Channels Transmitting messages outside the formal communication channels The “grapevine” Can be highly accurate information is timely senders seek feedback accuracy can be verified The informal communication channel, sometimes called the “grapevine,” is the transmission of messages from employee to employee outside of formal communication channels. The grapevine arises out of curiosity, that is, the need to know what is going on in an organization and how it might affect you or others. And to satisfy this curiosity, employees need a consistent supply of relevant, accurate, in-depth information about "who is doing what and what changes are occurring within the organization.” Studies clearly show that grapevines are highly accurate sources of information for a number of reasons. First, because grapevines typically carry "juicy" information that is interesting and timely, information spreads rapidly. Second, since information is typically spread by face-to-face conversation, senders can seek feedback to make sure they understand the message that is being communicated. This reduces misunderstandings and increases accuracy. Third, since most of the information in a company moves along the grapevine, as opposed to formal communication channels, people can usually verify the accuracy of information by "checking it out" with others. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Managing Organizational Grapevines
UNIT 8 - Communication BUAD 230 C, Fall 2008 Managing Organizational Grapevines Don’t withhold information from it Don’t punish those who use it Feed information to it Use it as a source of information Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Informal Communication Channels
UNIT 8 - Communication BUAD 230 C, Fall 2008 Informal Communication Channels Gossip Chain Cluster Chain Grapevines arise out of informal communication networks, such as the gossip or cluster chains shown in this slide. In the gossip chain, one "highly-connected" individual shares information with many other managers and workers. By contrast, in the cluster chain, numerous people simply tell a few of their friends. The result in both cases is that information flows freely and quickly through the organization. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

UNIT 8 - Communication BUAD 230 C, Fall 2008 Kinds of Communication Coaching and Counseling Nonverbal Communication There are many kinds of communication—formal, informal, coaching/counseling, and nonverbal—all of which follow the same fundamental process. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Coaching and Counseling
UNIT 8 - Communication BUAD 230 C, Fall 2008 Coaching and Counseling Coaching communicating with someone for the direct purpose of improving the person’s performance don’t wait too long don’t get angry Counseling communicating with someone about non-job related issues issues may be affecting a person’s performance There are two kinds of one-on-one communication: coaching and counseling. Coaching is communicating with someone for the direct purpose of improving the person’s on-the-job performance or behavior. By contrast, counseling is communicating with someone about non-job-related issues that may be affecting or interfering with the person’s performance. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Employee Assistance Programs
UNIT 8 - Communication BUAD 230 C, Fall 2008 Employee Assistance Programs Counseling Child Care Senior Care Legal Services Health Lifestyles Pet Care Financial Employee Assistance Programs When workers are worried, stressed, and distracted by non-job-related issues, most managers have the option of referring them to an employee assistance program, or EAP. EAPs are typically free when provided as part of company benefit packages. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

UNIT 8 - Communication BUAD 230 C, Fall 2008 Kinds of Communication Nonverbal Communication There are many kinds of communication—formal, informal, coaching/counseling, and nonverbal—all of which follow the same fundamental process. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Nonverbal Communication
UNIT 8 - Communication BUAD 230 C, Fall 2008 Nonverbal Communication Any communication that doesn’t involve words Kinesics body and face movements Paralanguage the pitch, tone, rate, volume, and speaking pattern of a person’s voice More specifically, nonverbal communication is any communication that doesn't involve words. Nonverbal communication and messages almost always accompany verbal communication, and may support and reinforce the verbal message or contradict it. The importance of nonverbal communication is well established. Researchers have estimated that as much as 93 percent of any message is transmitted nonverbally, with 55 percent coming from body language and facial expressions and 38 percent coming from tone and pitch of voice. And since many nonverbal cues are unintentional, receivers often consider nonverbal communication to be a more accurate representation of what senders are really thinking and feeling. If you have ever asked someone out on a date and been told “yes,” but realized that the real answer was "no," then you understand the importance of paying attention to nonverbal communication. Kinesics and paralanguage are two kinds of nonverbal communication. Kinesics are movements of the body and face. These movements include arm and hand gestures, facial expressions, eye contact, folding arms, crossing legs, and leaning toward or away from another person. Paralanguage includes the pitch, rate, tone, volume, and speaking pattern (i.e., use of silences, pauses, or hesitations) of one's voice. For example, when people are unsure what to say, they tend to decrease their communication effectiveness by speaking softly. By contrast, when people are nervous, they tend to talk faster and louder. These characteristics have a tremendous influence on whether listeners are receptive to what speakers are saying. In short, since nonverbal communication is so informative, especially when it contradicts verbal communication, managers need to learn how to monitor and control their nonverbal behavior. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Managing One-on-One Communication
UNIT 8 - Communication BUAD 230 C, Fall 2008 Managing One-on-One Communication Choosing the right communication medium Being a good listener Giving effective feedback Improving cross-cultural communication Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Barriers to Communication
UNIT 8 - Communication BUAD 230 C, Fall 2008 Barriers to Communication Organizational Authority and status levels Specialization of task functions by members Different goals Status relationships among members Individual Conflicting assumptions Semantics Emotions Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Organizational Barriers
UNIT 8 - Communication BUAD 230 C, Fall 2008 Organizational Barriers Status and power differences between lower and higher levels Differences across departments of needs and goals The communication flow may not fit the group's or organization's task Formal channels may not be available for upward, downward, and horizontal communications. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College 29

Individual Barriers - Interpersonal
UNIT 8 - Communication BUAD 230 C, Fall 2008 Individual Barriers - Interpersonal Include problems with emotions and perceptions held by employees Selecting the wrong channel for sending a message Semantics Sending inconsistent cues between verbal and nonverbal. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College 28

Overcoming Barriers to Communication
UNIT 8 - Communication BUAD 230 C, Fall 2008 Overcoming Barriers to Communication Regulate the flow of information Encourage feedback Simplify the language used in the message Listen actively Restrain negative emotions Use nonverbal cues Use the grapevine and informal networks Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Overcoming Communication Barriers
UNIT 8 - Communication BUAD 230 C, Fall 2008 Overcoming Communication Barriers Individual Skill Active listening Redundancy Select the appropriate channel for the message Make a special effort to understand each other's perspective Managers should practice MBWA. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College 30

Overcoming Communication Barriers
UNIT 8 - Communication BUAD 230 C, Fall 2008 Overcoming Communication Barriers Organizational Actions Create a climate of trust and openness Encourage the use of multiple channels including formal and informal communications The organizational structure should fit communication needs. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College 31

Choosing the Right Communication Medium
UNIT 8 - Communication BUAD 230 C, Fall 2008 Choosing the Right Communication Medium The method used to deliver a message Oral communication from face-to-face to video conferencing a rich, popular medium Written communication from letters to good for conveying information Sometimes messages are poorly communicated simply because they are delivered using the wrong communication medium, which is the method used to deliver a message. There are two general kinds of communication media: oral and written communication. Oral communication includes face-to-face and group meetings, as well as telephone calls or other ways, such as videoconferencing, in which spoken messages are sent and received. Studies show that managers generally prefer oral communication, because it provides the opportunity to ask questions about parts of the message that they don't understand. Oral communication is also a rich communication medium, because it allows managers to receive and assess the nonverbal communication that accompanies spoken messages (i.e., body language, facial expressions, or the voice characteristics associated with paralanguage). Written communication includes letters, , and memos. While most managers like and use oral communication, they are generally less receptive to using written communication. They may avoid written communication for a number of reasons, such as poor writing skills, being a poor typist, or not knowing (or refusing to learn) how to use Internet or corporate systems. However, written communication is well suited for delivering straightforward messages and information. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Listening Hearing Active versus Listening Empathetic
UNIT 8 - Communication BUAD 230 C, Fall 2008 Listening Hearing versus Listening Active Empathetic How important is it to be a good listener? In general, about 45 percent of the total time you spend communicating with others is spent listening. So, what can you do to improve your listening ability? First, understand the difference between hearing and listening. According to the Webster's New World Dictionary, hearing is the "act or process of perceiving sounds," whereas listening is "making a conscious effort to hear." In other words, we react to sounds, such as bottles breaking or music being played too loud, because hearing is an involuntary physiological process. By contrast, listening is a voluntary behavior. So if you want to be a good listener, you have to choose to be a good listener. Typically, that means choosing to be an active, empathetic listener. Active listening means assuming half the responsibility for successful communication by actively giving the speaker nonjudgmental feedback that shows you've accurately heard what he or she said. Active listeners make it clear from this behavior that they are listening carefully to what the speaker has to say. Active listeners put the speaker at ease, maintain eye contact, and show the speaker that they are attentively listening by nodding and making short statements. Empathetic listening means understanding the speaker’s perspective and personal frame of reference and giving feedback that conveys that understanding to the speaker. Empathetic listening goes beyond active listening, because it depends on our ability to set aside our own attitudes or relationships to be able to see and understand things through someone else's eyes. Empathetic listening is just as important as active listening, especially for managers, because it helps build rapport and trust with others. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Ignoring Pretending Selective Listening Attentive Listening
UNIT 8 - Communication BUAD 230 C, Fall 2008 Levels of Listening Ignoring not listening at all Pretending “Yeah. Uh-huh” Selective Listening hearing only parts of the conversation Attentive Listening paying attention and focusing energy on the words being said Empathic Listening Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Becoming an Active Listener
UNIT 8 - Communication BUAD 230 C, Fall 2008 Becoming an Active Listener Clarify responses ask questions to clear up ambiguities Paraphrase responses restating speaker’s comments in your own words Summarize responses review the speaker’s main points Several specific strategies can help you be a better active listener. First, clarify responses by asking the speaker to explain confusing or ambiguous statements. Second, when there are natural breaks in the speaker’s delivery, use this time to paraphrase or summarize what has been said. Paraphrasing is restating what has been said in your own words. Summarizing is reviewing the speaker's main points or emotions. Paraphrasing and summarizing give the speaker the chance to correct the message if the active listener has attached the wrong meaning to it. Paraphrasing and summarizing also show the speaker that the active listener is interested in the speaker’s message. Active listeners also avoid evaluating the message or being critical until the message is complete. They recognize that their only responsibility during the transmission of a message is to accurately receive it and derive the intended meaning from it. Evaluation and criticism can take place after the message is accurately received. Finally, active listeners also recognize that a large portion of any message is transmitted nonverbally and thus pay very careful attention to the nonverbal cues transmitted by the speaker. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Becoming an Empathic Listener
UNIT 8 - Communication BUAD 230 C, Fall 2008 Becoming an Empathic Listener Show your desire to understand listen first talk about what’s important to the other Reflecting feelings focus on the emotional part of the message more than just restating words The key to being a more empathetic listener is to show your desire to understand and to reflect people's feelings. You can show your desire to understand by listening first, that is, asking people to talk about what's most important to them and then giving them sufficient time to talk before responding or interrupting. Management consultant Neil Grammer said, "One of the best sales meetings I've ever had taught me a valuable lesson about the importance of listening. The meeting was with an investment bank's managing director. The appointment lasted 30 minutes—28 of those minutes were spent by the director telling me everything about his business and personnel. I told him nothing more about my company and its services than I had in our initial phone conversation. As the meeting concluded, he enthusiastically shook my hand and proclaimed how much he was looking forward to working with me—someone who understood his business." Reflecting feelings is also an important part of empathetic listening, because it demonstrates that you understand the speaker's emotions. But unlike active listening, in which you would restate or summarize the informational content of what had been said, the focus is on the affective part of the message. As an empathetic listener, you can use the following statements to reflect the speaker’s emotions: So, right now you're feeling… You seem as if you're… Do you feel a bit…? I could be wrong, but I'm sensing that you're feeling… Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Clarifying, Paraphrasing, and Summarizing
UNIT 8 - Communication BUAD 230 C, Fall 2008 Clarifying, Paraphrasing, and Summarizing Responses Could you explain that again? I don’t understand what you mean I’m confused. Would you run through that again? I’m not sure how …. What you’re really saying is …. If I understand you correctly …. So your perspective is that …. In other words …. Tell me if I’m wrong, but what you’re saying is …. Let me summarize …. Okay, your main concerns are …. Thus far, you’ve discussed …. To recap what you’ve said …. Clarifying Paraphrasing Summarizing Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Constructive Feedback
UNIT 8 - Communication BUAD 230 C, Fall 2008 Giving Feedback Destructive Feedback Constructive Feedback Destructive feedback is disapproving without any intention of being helpful and almost always causes a negative or defensive reaction in the recipient. In fact, one study found that 98 percent of employees responded to destructive feedback from their bosses with either verbal aggression (two-thirds) or physical aggression (one-third). Surprising, some managers don't realize that they're giving people destructive feedback. By contrast, constructive feedback is intended to be helpful, corrective, and/or encouraging. It is aimed at correcting performance deficiencies and motivating employees. However, even when they want to give constructive rather than destructive feedback, managers still get nervous about discussing problems with employees. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Making Feedback Effective
UNIT 8 - Communication BUAD 230 C, Fall 2008 Making Feedback Effective Give immediate feedback don’t delay feedback discuss performance while the memory is vivid Make feedback specific focus on definite behavior and time-frame make sure behavior was controllable Make feedback problem-oriented focus on behavior not personality In order for feedback to be constructive rather than destructive, it must be immediate, focused on specific behaviors, and problem oriented. Because the mistake or incident can be recalled more accurately and discussed in detail by the manager and the worker, immediate feedback is much more effective than delayed feedback. Specific feedback focuses on particular acts or incidents that are clearly under the control of the employee. Furthermore, specific feedback isn't very helpful unless employees have control over the problems that the feedback addresses. Indeed, giving negative feedback about behaviors beyond someone's control is likely to be seen as unfair. Similarly, giving positive feedback about behaviors beyond someone's control may be viewed as insincere. Last, problem-oriented feedback focuses on the problems or incidents associated with the poor performance rather than on the worker or the worker's personality. Giving feedback does not give managers the right to personally attack workers. While managers may be frustrated by a worker's poor performance, the point of problem-oriented feedback is draw attention to the problem in a nonjudgmental way, so that the employee has enough information to correct it. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Improving Cross-Cultural Communication
UNIT 8 - Communication BUAD 230 C, Fall 2008 Improving Cross-Cultural Communication 1. Familiarize yourself with a culture’s work norms 2. Know whether a culture is emotionally affective or neutral 3. Understand address terms and attitudes toward time As you know by now, effective communication is very difficult to accomplish. However, cross-cultural communication, which involves transmitting information from a person in one country or culture to a person from another country or culture, is much more difficult. But there are a number of things you can do to increase your chances for successful cross-cultural communication: familiarize yourself with that culture’s work norms, address terms, and attitudes toward time. Therefore, familiarizing yourself with cultural work norms is the first step for successful cross-cultural communication. Determining whether a culture is emotionally affective or neutral is also important. People in affective cultures tend to display their emotions openly when communicating, whereas people in neutral cultures do not. Next, know the address terms that people in that culture use to address each other in the workplace. Address terms are the cultural norms that establish whether you address businesspeople by their first names, family names, or titles. When meeting for the first time, Americans and Australians tend to be informal and address each other by first names, even nicknames. However, such immediate informality is not accepted in many cultures. For instance, an American manager working in one of his company's British subsidiaries introduced himself as "Chuck" to his British employees and co-workers. Understanding cultural attitudes toward time is another major consideration for effective one-on-communication when conducting international business. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Affective and Neutral Cultures
UNIT 8 - Communication BUAD 230 C, Fall 2008 Affective and Neutral Cultures In Affective Cultures Thoughts and feelings are revealed through verbal and nonverbal communication Feelings of tension are expressed and shown Emotions flow easily, intensely, and without inhibition Heated, animated, and intense expressions of emotion are admired People are used to touching, gesturing, and showing strong facial expressions of emotions People make statements with emotion Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Affective and Neutral Cultures
UNIT 8 - Communication BUAD 230 C, Fall 2008 Affective and Neutral Cultures In Neutral Cultures Thoughts and feelings are not revealed Feelings of tension are hidden and shown only accidentally in person or face-to-face Emotions are suppressed, leading to occasional “explosions” Remaining cool, calm, and relaxed is admired Physical contact such as touching, gesturing, and strong facial expressions are considered taboo People often make statements in an unexpressive manner Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Take time commitments seriously Are committed to the job
UNIT 8 - Communication BUAD 230 C, Fall 2008 Monochronic Cultures People… Do one thing at a time Concentrate on the job Take time commitments seriously Are committed to the job Adhere religiously to plans Respect privacy and private property Are accustomed to short-term relationships Emphasize promptness Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

People… Polychronic Cultures Do many things at once
UNIT 8 - Communication BUAD 230 C, Fall 2008 Polychronic Cultures People… Do many things at once Are highly distractible and subject to interruptions Are committed to people Change plans easily and often Are more concerned with relationships than with privacy Frequently borrow and lend things Vary promptness by the relationship Tend to build lifetime relationships Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Cross-Cultural Temporal Concepts
UNIT 8 - Communication BUAD 230 C, Fall 2008 Cross-Cultural Temporal Concepts Appointment time how punctual you must be Schedule time time when projects should be completed Discussion time how much time should be spent in discussions Acquaintance time how much small-talk is required Differences in monochronic and polychronic time show up in four temporal concepts that affect cross-cultural communication. Appointment time is concerned with how punctual you must be when showing up for scheduled appointments or meetings. In the U.S., any amount beyond 5 minutes late is considered "late." However, Swedes don't even allow 5 minutes, expecting others to arrive by their appointment time. By contrast, in Latin countries, people can arrive 20 to 30 minutes after a scheduled appointment and still not be considered late. Schedule time is the time by which scheduled projects or jobs should actually be completed. In the U.S. and other Anglo cultures, a premium is placed on completing things on time. By contrast, more relaxed attitudes toward schedule time can be found throughout Asia and Latin America. Discussion time concerns how much time should be spent in discussion with others. In the U.S., we carefully manage discussion time to avoid "wasting" time on nonbusiness topics. In Brazil, though, because of the emphasis on building relationships, as much as two hours of general discussion on nonbusiness topics can be required before moving on to business issues. Finally, acquaintance time is how much time you must spend getting to know someone before the person is prepared to do business with you. Again, in the U.S., people are quick to get down to business and are willing to strike a deal on the same day if the terms are good and initial impressions are positive. In the Middle East, however, it may take two or three weeks of meetings before reaching this comfort level. The French also have a different attitude toward acquaintance time. Polly Platt, author of French or Foe, a book that explains French culture and its people for travelers and businesspeople, says, "Know that things are going to take longer and don't resent it. Realize that the time system is different. Time is not a quantity for them. We save time, we spend time, we waste time; all this comes from money. The French don't. They pass time. It's a totally different concept." Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Communication and Management
UNIT 8 - Communication BUAD 230 C, Fall 2008 Communication and Management Importance of Good Communication Increased efficiency in new technologies and skills Improved quality of products and services Increased responsiveness to customers More innovation through communication Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

Becoming an Effective Communicator
UNIT 8 - Communication BUAD 230 C, Fall 2008 Becoming an Effective Communicator Managers and their subordinates can become effective communicators by: Selecting an appropriate medium for each message—there is no one “best” medium. Considering information richness A medium with high richness can carry much more information to aid understanding. Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

FOUNDATIONS OF MANAGEMENT Fall 2008 - The End
UNIT 8 - Communication BUAD 230 C, Fall 2008 FOUNDATIONS OF MANAGEMENT Fall The End Dr. Eliot S. Elfner Professor of Business Administration St. Norbert College Copyright © 2008 by Dr. Eliot S. Elfner, St. Norbert College

FOUNDATIONS OF MANAGEMENT Fall 2008

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