1. Chapter 16 Organizational Communication Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002

2. Learning Objectives After reading this chapter, you should be able to: Explain the main elements of the communication process Describe the role of information technology in the communication process Identify hurdles to communication and describe ways to eliminate them State the guidelines for fostering effective communication 16.1

3. Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 The Communication Process Sender has idea Sender encodes idea into message Receiver perceives & decodes message Message travels over one or more channels Sender's response to feedback may trigger additional feedback to receiver Receiver provides verbal and nonverbal responses to sender Adapted from Figure 16.1 16.2

4. Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 Guidelines for Effective Listening Adapted from Table 16.1 1. How you listen also sends a message back to the message sender. 2. Stop talking! You can't listen if you're talking. 3. Show a talker that you want to listen. Paraphrase what's been said to show understanding. 4. Remove distractions. 5. Avoid pre-judging what the person thinks or feels. Listen first, make judgments later. 16.3

5. Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 Guidelines for Effective Listening (cont.) Adapted from Table 16.1 6. Try to see the other person's point of view. 7. Listen for total meaning. This includes both content and feeling. 8. Attend to both verbal and nonverbal cues. 9. Go easy on argument and criticism, which may make others "clam up" or become angry. 10. Before each person leaves, confirm what has been said. 16.4

6. Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 How Territorial Are You ?  Highly territorial Your instincts for staking out and protecting what you consider yours are high. You believe strongly in your territorial rights.  Ambiguous but territorial You may act territorial in some circumstances but not in others. You are somewhat unsure about how you feel about the types of space.  Not territorial You disagree with the concept of territoriality. You dislike possessiveness, protectiveness, and jealousy. The concept of private ownership is not central to your philosophy of life. Adapted from Figure 16.2 16.5

7. Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 Information Richness of Channels Adapted from Figure 16.4 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 e-mail) Formal numeric documents (printouts, budget reports) 16.6

8. Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 Barriers to Communication Adapted from Table 16.2  Organizational  Authority and status levels  Specialization of task functions by members  Different goals  Status relationships among members  Individual  Conflicting assumptions  Semantics  Emotions 16.7

9. Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 Levels of Understanding for a Message from the CEO Distortion of original message Vice President Top Management General Supervisor Team Leader 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Adapted from Figure 16.5 16.8 Line Worker Portion of original message accurately received

10. Hellriegel, Jackson, and Slocum MANAGEMENT: A Competency-Based Approach South-Western College Publishing Copyright © 2002 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 16.9