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THE RELATIONSHIP OF NON-VERBAL COMMUNICATION CUES AND STUDENT

SATISFACTION

INSTITUT PENGURUSAN PENYELIDIKAN

UNIVERSITI TEKNOLOGI MARA

40450 SHAH ALAM, SELANGOR

MALAYSIA

BY:

SARAH SABIR AHMAD

FARAH MERICAN ISAHAK MERICAN

INTAN NAZRENEE AHMAD

ROSLIZA MD ZANI

DECEMBER 2010



THE RELATIONSHIP OF NON-VERBAL COMMUNICATION CUES AND STUDENT

SATISFACTION

DISEDIAKAN OLEH:

SARAH SABIR AHMAD



ROSLIZA MD ZANI

DECEMBER 2010



Tarikh : 20 Disember 2009No. Fail Projek :

Penolong Naib Canselor (Penyelidikan)Institut Pengurusan Penyelidikan (RMI)UiTM, Shah Alam

Tuan,

LAPORAN AKHIR PENYELIDIKAN 'THE RELATIONSHIP OF NON-VERBAL

COMMUNICATION CUES AND STUDENT SATISFACTION’

Merujuk kepada perkara di atas, bersama-sama ini disertakan 2 (dua) naskahLaporan Akhir Penyelidikan bertajuk 'The Relationship of Non-VerbalCommunication Cues and Student Satisfaction’ oleh kumpulan Penyelidik dariFakulti Pengurusan Perniagaan UiTM Kedah untuk makluman pihak tuan.

Sekian, terima kasih.

Yang benar,

SARAH SABIR AHMAD

KetuaProjek Penyelidikan



KUMPULAN PENYELIDIK

SARAH SABIR AHMAD

KETUA PROJEK

……………………………………………………………………………………………..Tandatangan


Ahli

…………………………………………………………………………………………………… Tandatangan


Ahli

…………………………………………………………………………………………………… Tandatangan

ROSLIZA MD ZANI

Ahli

…………………………………………………………………………………………………… Tandatangan



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ACKNOWLEDGEMENT

Praises to Al-Mighty Allah for His Blessings. First and foremost, we wish to

acknowledge our deepest gratitude to everyone that has been involve directly or

indirectly in the process of completing this research especially the proposal presentation

panel; P.M Dr Zaliha Hj Hussin, Dr Mahadzir Ismail, Dr Kor Liew Kee and not

forgetting the Deputy Bursary who approved our research grant En Md Noor Rashidi Che

Nor.

We would also like to thank the respondents of this present study as without them,

the results of this study would never have been achieved. Our special thanks also for all

the lecturers and staff of UiTM Kedah who have helped us in completing this present

study.

Lastly, our sincere gratitude goes to all of you for being understanding and

lending us help to assist us to complete this present study.



ii

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT i

TABLE OF CONTENTS ii

LIST OF TABLES v

LIST OF FIGURES v

ABSTRACT vi

ABSTRAK vii

Chapter 1: INTRODUCTION

1.1 Introduction 1

1.2 Problem Statement 2

1.3 Research Questions 3

1.4 Research Objectives 3

1.5 Significance of the Study 4

1.6 Scope of the Study 4

1.7 Definition of Main Variables 4

Chapter 2: LITERATURE REVIEW2.1 Introduction 6

2.2 Customer Satisfaction in Service Encounters 6

2.3 Non-Verbal Communication 7

2.3.1 Kinesics 11

2.3.2 Paralanguage 13

2.3.3 Proxemics 16

2.3.4 Physical Appearance 18

2.4 Theoretical framework 20

2.5 Hypotheses 20

Chapter 3: RESEARCH METHODOLOGY

3.1 Introduction 22



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3.2 Sample and Population 22

3.3 Data Collection Method 22

3.4 Data Analysis Procedures 23

Chapter 4: RESULTS OF THE STUDY

4.1 Introduction 26

4.2 Profile of the Respondents 26

4.3 Descriptive Analysis 27

4.4 Correlation Analysis 29

4.5 Regression Analysis 30

4.5.1 Test for Each Independent Variable to

Student Satisfaction 30

4.6 Summary 30

Chapter 5: DISCUSSION AND CONCLUSION

5.1 Introduction 33

5.2 Recapitulation of Study 33

5.3 Discussion 34

5.3.1 The Relationship of Non-Verbal Communication

Cues to Student Satisfaction 34

5.4 Implication of the Study 35

5.4.1 Theoretical Implication 35

5.4.2 Managerial Implication 36

5.5 Limitations of the Study 38

5.6 Suggestions for future research 38

5.7 Conclusion 39

REFERENCE 41

APPENDIX A: Questionnaire 46

APPENDIX B: SPSS Output 50

BI Frequencies 50



iv

BII Descriptive Statistics 52

BIII Correlation Analysis 53

BIV Regression Analyses 54



v

LIST OF TABLES

Page

Table 4.1 Respondents Profile 28

Table 4.2 Descriptive Analysis 29

Table 4.3 Pearson Correlation Results 29

Table 4.4 Regression Analysis 31

Table 4.5 Summary of Hypotheses 32

LIST OF FIGURE

Figure 2.1 Research Model 20



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ABSTRACT

Students’ satisfaction has become an essence of success in today’s highly competitive

world. In service industry specifically the education industry, communication is vital to

determine students’ satisfaction. Past researches indicated that, most meaning of

conversational messages comes from non-verbal communication. Therefore, this study

intended to examine the relationship of non-verbal communication cues to students’

satisfaction. A total of 330 respondents were sampled from all around UiTM Kedah.

They were evaluated on their perception on lecturers’ non-verbal communication

behavior that would lead to their satisfaction to the services provided. The results of the

study illustrate that three of the non-verbal communication cues were significant and

positively related to students’ satisfaction. Kinesics and paralanguage was rated as among

the non-verbal communication cues that provided the most impact on students’

satisfaction. However the result also indicated that there was no significant relationship

between physical appearances of the lecturers to the students’ satisfaction. Overall,

students’ in UiTM K edah are fairly satisfied with the non-verbal communication cues of

the lecturers. The present study caters for a wide spectrum of students and development

professionals, especially those who are interested in non-verbal communication related

issues. It is highly hoped that the information gleaned from the present study may assist

all service employees specifically in understanding better, the importance of non-verbal

communication and its effects on students’ satisfaction.



vii

ABSTRAK

Kepuasan pelajar adalah menjadi intipati utama bagi kejayaan industri pendidikan yang

kini semakin kompetitif. Sehubungan itu, komunikasi yang efektif adalah penting dalam

menentukan pelajar mendapat kepuasan yang maksima dalam proses pembelajaran

mereka. Kajian terdahulu menunjukkan bahawa maksud sesuatu mesej akan lebih

bermakna melalui komunikasi bukan lisan. Oleh yang demikian, kajian ini akan mengkaji

hubungan di antara komunikasi bukan lisan dengan kepuasan pelajar. Seramai 330

responden yang terdiri daripada pelajar-pelajar UiTM Kedah telah dijadikan sampel

kajian. Mereka dinilai berdasarkan persepsi mereka terhadap komunikasi bukan lisan

pensyarah yang memberi impak terhadap kepuasan mereka terhadap perkhidmatan

pendidikan yang diterima. Hasil kajian menunjukkan tiga daripada lima jenis-jenis

komunikasi bukan lisan adalah signifikan dan mempunyai hubungan positif tehadap

kepuasan pelajar. Kinesik dan paralinguistik dinyatakan sebagai faktor utama yang

menjadi pemangkin kepada kepuasan pelajar. Di samping itu, hasil kajian ini

menunjukkan tiada hubungan yang signifikan di antara perihal fizikal (physical

appearances) pensyarah terhadap kepuasan pelajar. Secara keseluruhannya, pelajar-

pelajar di UiTM Kedah berpuas hati terhadap komunikasi bukan lisan yang diekspresikan

oleh para pensyarah. Kajian ini juga sesuai untuk pelbagai golongan pelajar dan

professional terutamanya kepada mereka yang berminat dalam isu yang berkaitan

komunikasi bukan lisan. Adalah diharapkan informasi yang diperolehi daripada kajian ini

dapat membantu para pekerja yang terlibat dalam industri perkhidmatan terutamanya

industri pendidikan memahami kepentingan komunikasi bukan lisan dan kesannya

terhadap kepuasan pelajar.



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Chapter 1

INTRODUCTION

1.1 Introduction

Even as early as 1938, Chester Barnard had emphasized the central role of

communication in an organization. He asserted that the first executive function was

the development and maintenance of a communication system (Barnard, 1938). Not so

long ago, Smith (1985), chairman of General Motors, mentioned that “communication

should be treated with as much thoughtful planning and attention to detail as quality,

finance, service, engineering and manufacturing.” However, at the applied level, communication is seldom recognized as an

important managerial function despite empirical evidence that good communication

contributes to organizational effectiveness. As Greenbaum (1974) pointed out, most

organizations fail to specify their communication policies, let alone designate

executive positions to administer overall communication systems.

By having an excellent communication system, students who are the customers

of an education organization, will be satisfied with what they have received while

dealing with the organization. Customer need to be satisfied in every single way,

namely the quality of product and the service they obtain executing transaction with

the organization. Customer satisfaction is determined by the overall feeling or attitude

a person has about a product or service after it has been purchased or experienced. In

addition, customers are engaged in a constant process of evaluating the things or

services they obtain (Fournier & Mick, 1999).

In the education industry specifically, communication is vital to determine the

satisfaction of the customers who are mainly the students and this will lead to the

success or failure of an organization. But organization should be aware that

communication is not only verbally but much more beyond that. Studies have been

carried out and it was concluded that 65% of the meaning of conversational messages

comes from non-verbal cues, leaving only 35% to verbal communication (Philpot,



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1983). Thus, such information will provide the basis for improvement in

communication skills and contribute to make difference.

The education industry, no different from other service industry, has grown

rapidly parallel with the increase of the country at the local and international level. In

the case of Malaysia, education-related receipts have soared from RM 8.5 billion in

1998 to RM 26.2 billion in 2002 (Ministry of Finance, 2002). The importance of

education industry is further associated with its substantial contribution to the nation‟s

GDP. In 2003, of the 56.7 percent contribution made by the service sector, the

education industry alone contributed about 14.6 percent (Ministry of Finance, 2004).

Since the education industry is labor intensive, its dependence on human resource is

higher than other industries (Mullins, 1992).

In today‟s competitive business environment demands organizations that are

able to provide distinctive products and services. Given the significant contribution

made by the service sector to the world‟s economy, the provision of value-added

services to customers who are students in this study‟s context becomes crucial. Thus,

it shows the importance of fulfilling the customers‟ needs as it will help enhance the

organization as a whole.

1.2 Problem Statement

In today‟s era, as we are aware, customers‟ plays an enormous role in

determining the success or failure of an organization. Customer satisfaction has be a

hot topic being discussed since the emerging of the service industry. Specifically in

the education industry, students are the major customers and their needs are to be

fulfilled. Factors contributing to customer satisfaction have been fairly identified and

communication has been proven to be an indicator to increase customer satisfaction.

Although the verbal communication in service industry and its effects on

customer satisfaction has been investigated widely, the nonverbal aspects and its

effects on customer satisfaction in service industry mainly education remained

virtually unexplored in the marketing literature. The services characterized by

considerable interpersonal contact are likely to benefit greatly from an investigation of



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the role of nonverbal communication on students‟ evaluations of service experiences.

But not much research has been done on lecturers‟ nonverbal behavior despite its

importance to customer satisfaction.

In Malaysian context specifically, no research has been done to identify the

relationship of non-verbal communication and its effect on customer satisfaction. In

addition, gender differences have been explored in the West and how both genders

perceive differently on the non-verbal communication of service employees has been

identified. But, no research was done in the Malaysian context. Thus, with this in mind

it is vital to explore the importance of service employees‟ who are the lecturers in the

context of this study nonverbal communication behavior during service interactions to

provide better satisfaction to the students especially in the Malaysian context.

1.3 Research Question

There are a few research questions that we imposed in the present study. The research

questions are:

1. Is there any relationship between each of the non-verbal communication cues

and student satisfaction?

2. Which non-verbal communication cues is the most dominant to student

satisfaction?

1.4 Research Objective

A few objectives of the present study are listed here:

1. To identify whether there is a relationship between each of the non-verbal

communication cues and student satisfaction.

2. To identify which non-verbal communication cues is the most dominant to

student satisfaction.



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1.5 Significance of the Study

The present study is an applied research carries out with the intention of applying the

result of its finding to determine the factors that are related to student satisfaction

currently being experienced in service firms, mainly is the education industry. This

present study is significant in providing valuable insights in terms of theoretical and

managerial implication for the benefits of the education industry as well as offering

useful guidance for the future study in similar service industry topic. From the

literature point, the present study will examine on the relationship between non-verbal

communication cues and student satisfaction to support the results of past marketing

literature. In the Malaysian context, we could hardly find scientific studies that

examined the non-verbal communication of lecturers. Thus, the present study and its

findings will be the basis for future research.

1.6 Scope of the Study

The organization being studied covers Universiti Teknologi Mara (UiTM) in Kedah.

The individual being studied are lecturers of this university. The students are those

who have experience studying in UiTM in Kedah. They are from various demographic

characteristics such as ages, genders, education background and family background.

The topic being studied in the present study is the students‟ satisfaction on non-verbal

communication behaviors provided by the lecturers of UiTM Kedah.

1.7 Definition of Main Variables

There are a few main terms used in the present study. There are non-verbal

communication which includes kinesics, paralanguage, proxemics and physical

appearance, customer satisfaction as well and gender.

1. Non- verbal communication

Words are involve but no speaking takes place; involve only gestures and appearance;

conveys non-linguistic messages (Tubbs & Moss, 2000).



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i. Kinesics

Kinesics, also known as body movements, serves as important vehicles for nonverbal

communication. In particular, body orientation (e.g. relaxed, open posture), eye

contact, nodding, hand shaking, and smiling are all powerful nonverbal signals in

interpersonal interactions.

ii. Paralanguage

While verbal statements can convey states of being, listeners use paralinguistic cues,

such as vocal pitch, vocal loudness or amplitude, pitch variation, pauses, and fluency,

to perceive the exact state of being.

iii. Proxemics

Proxemics refers to the distance and relative postures of the interactants. An

element of proxemics that is highly relevant in service interactions is touch.

iv. Physical appearance

An element of physical appearance that is particularly relevant to the service situation

is physical attractiveness. Physical appearance includes dress code, hair do,

friendliness, easily approachable and many more.

2. Customer satisfaction

Customer‟s evaluation on the performance of product or service attributes compared to

the customer‟s expectation. It is a retrospective evaluation of a customer‟s experience

(Fournier & Mick, 1999). In this study‟s context students of UiTM Kedah who have

experience studying in the respective university are the customers.



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Chapter 2

LITERATURE REVIEW

2.1 Introduction

This chapter reviews the relevant literature that forms the basis of the present study. It

constitutes a review of the past literature on all variables; non-verbal communication

cues, customer satisfaction and gender. Finally, this chapter depicts the theoretical

framework of the present study and the formulation of hypotheses.

2.2 Customer Satisfaction in Service Encounters

The importance of service encounters for the purpose of creating and maintaining

good relationships between service firms and their customers has been widely

recognized (Czepiel, 1990; Gummesson, 1995). Perceptions of service encounters are

important elements of customer satisfaction, perceptions of quality and long-term

loyalty (Brown et al., 1994). The significance of maintaining current customers and attracting new ones is

of great importance in marketing. Literature demonstrates that equal importance

should be placed on maintaining current customers as well as “recruiting” new ones.

An important element for keeping current customers is to demonstrate true

commitment when a service failure occurs (McCole, 2004).

It is commonly known that employees‟ display of affective characteristics,

such as friendliness, responsiveness, and enthusiasm, positively influences customers‟

overall evaluation of service consumption experiences and perceptions of service

quality. Further, we are aware that employees‟ verbal behavior during an encounter

(such as words of greeting and courtesy) affect customer perceptions of employee

friendliness and consequently enhance the perceived quality of the service interaction

(Elizur, 1987).



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At the hear t of any evaluative process is the consumers‟ perception of the

service received. Underlying the evaluation of any human exchange is a complex

language of behaviors, which communicate meaning and provide a message on which

evaluations are based. This language is non-verbal and part of everyday social

behavior and, therefore, also a component of every interpersonal service encounters

(Tubbs & Moss, 2000).

2.3 Non-Verbal Communication

Francis Bacon once said, “Knowledge and human power are synonymous.”

Knowledge is a result of the patterning of perceived information, and communication

of information is perhaps the most distinctive and the single most important human

activity. Through communication, culture shapes the structure of human thought and

behavior. The way we experience the world can be said to be in many ways molded by

communication.

A non-verbal communication is one that communicates without word. Non-

verbal messages are an important part of the communication process because they

provide added information the receiver can use in interpreting what is said. The extra

information can add to or detract from the meaning of a message (Krizan et. al., 2005).

Non-verbal communication is composed of the messages we send without or in

addition to words. These messages have a strong impact on us as receivers. Often,

action speaks so loudly that they drown out spoken words. This happens because we

use non-verbal communication symbols as a means to determine what sender really

feels and the degree of importance the sender attach to the message and to us (Means,

2004).

Means (2004) also said that spoken or written symbols make up of verbal part

of a message and are accompanied by non-verbal symbols. However, a non-verbal

message may not have a verbal counterpart. Nonverbal symbols which include body

language, appearance, touch, space, time and voice exist in written and oral

communication as well as in the environment. Research indicates that when verbal and

non-verbal symbols conflict, the receiver usually believes the non-verbal messages.



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An analysis of interpersonal communication is incomplete without considering

beyond the mere use of language alone, for communication is not conducted entirely

in words. Meaning is encoded in and transmitted by virtually every human behavior.

The meaning of any verbal communication is not to be found either in the words or the

accompanying actions, but rather in the relationship of each to the other, and both in

the context on the situation in which they occur (Means, 2004).

One of the vital functions of non-verbal communication is to provide

information or what Bateson (1980), in his book, Mind and Nature: A Necessity Unity

refers to as “news of difference”. Non-verbal communication increases the potential

for conducting this “news of difference” by directly offering information for

comparing the spoken words with the speaker‟s state of mind and experience. Non-

verbal communication thus becomes a yardstick against which words and intentions

are measured.

Most successful executives favor verbal rather written modes of

communication because it enables them to read body language and tone of voice, that

is, to utilize non-verbal channel simultaneously. Many studies have pointed to the

need for successful managers to be skilled in interpersonal relation because the ability

to motivate others, to resolve conflict and to promote cooperation in an integral part of

successful performance at that level of responsibility and function.

How can knowledge of the non-verbal communication cues enhance business

success? It is through comparing non-verbal communication to other modes of

communication. There are eight features of media which can be compared and

selected for maximum effectiveness according to purpose. These features are:

1. The senses of stimulate

2. The opportunity for feedback

3. Control of pace

4. Message codes

5. Multiplicative power

6. Power to preserve message

7. Power to overcome selectivity



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8. Power to meet specialized means

In terms of these criteria, face-to-face communication, which is heavily

weighted with non-verbal information, stimulates the greatest number of senses, and

provides more complete information than any other mode. It provides opportunity for

rapid feedback and for control of pace; it offers a multiplicity of message codes (in

face-to-face communication, a high proportion of all information is non-verbal and is

communicated on many levels in many ways); it provides the power to overcome

selectivity (the interactants cannot change the communication channel), and it has the

power to meet specialized needs. The only deficiencies seen in this comparison are the

power to preserve the message and to replace it. However, these are probably less

potent factors in motivating, persuading, or influencing people toward a specific

desired outcome.

Past research in sociology and communication indicated that individuals learn

from early childhood how to use nonverbal behavioral signals as a communication

vehicle (Palmer & Simmons, 1995). In fact, the manner in which individuals learn to

communicate nonverbally is similar to how they learn a vocal language. Once having

learned to communicate nonverbally, individuals consciously and unconsciously

integrate nonverbal cues into conversations, using them to convey specific social

meanings such as intimacy, immediacy, involvement, and dominance (Burgoon,

1991).

An examination of past research focusing on nonverbal communication in the

sociology, psychology and communication fields helps us to understand better how

service customers are likely to process employees‟ nonverbal communication.

Advocated to explain the interpersonal communication process within the psychology

literature, the modified Brunswickian lens model suggests that a sender‟s emotional

status and other traits are externalized or expressed in distal indicator cues (i.e.,

characteristics of the sender‟s nonverbal behavior) (Scherer, 1982; Burgoon et al .,

1990).

The receiver, following his or her observation and internalization of the cues,

makes an attribution about the nature of the sender ‟s traits or states, such as



10

competence, composure, or persuasiveness. This model indicates that during the

communication process, individuals process nonverbal cues in conjunction with the

accompanying verbal message. Indeed, listeners (or customers) are likely to attend to

and elaborate on the nonverbal cues before actually comprehending the verbal

communication.

According to Cicca et al . (2003), nonverbal communication had been

considered theoretically from a variety of perspectives. The relational perspective

suggests that meaning construction between interactants provides the context for

interpersonal communication. In other words, when we meet others interpersonally,

our primary task is to communicate who we are, particularly our attitudes toward

relevant objects in the environment. Interactants infer similarity to their partner from

both verbal and nonverbal cues. If similarity is detected, it is experienced as

reinforcement to our own attitudes and often results in increased interpersonal

attraction (i.e., making friends, gaining acceptance).

Further, people have perceptual filters for relationship building, particularly for

physical appearance cues. These filters help us reduce uncertainty about the other and

reassure us that this person is "like me" or "acceptable to me." We thus monitor our

communication partner's nonverbal cues to be sure that this is someone with whom a

relationship is possible. Clearly, not every interaction evolves into a relationship, yet

humans retain the need to be liked and included by their peers.

Further theoretical focus has delved into the outcomes of unexpected or a

typical nonverbal behavior. Expectancy violations theory suggests that people hold

expectations for what is typical of interaction (nonverbally). These expectations are

grounded in culture, relationship, and situational parameters. When an interactant

broaches those expectations, it prompts arousal in the communication partner and

focuses attention on the violation. If the violator holds greater reward valence (e.g.,

well-liked, physically attractive, powerful), the decoder will be more likely to accept

the violation without consequence (i.e., communication continues). However, if the

violator holds less potential reward for the decoder (e.g., stranger), some type of

compensation would be expected by the communication partner. For example, in the

case of a space violation it could mean moving away or even mentally derogating that



11

violator. In any case, breaches of nonverbal behavior are taken seriously by

interactants and accumulate to account for a great deal of impression formation (Cicca

et. al., 2003).

Given this theory of expectancy violations, it becomes apparent why

employees who have nonverbal communication deficits are not accepted by their

peers. They have difficulty receiving and decoding nonverbal behaviors and, therefore,

are unable to adjust their own nonverbal behavior accordingly. Because the

communication partner's expectations were not met and behavioral adjustments were

not made, the communication partner is likely to exit the conversation.

2.3.1 Kinesics

The first communication cue is kinesics that measures the body movement is a vital

cue in a non-verbal communication. Although each body movement probably does not

have its own unique meaning, several body movements tend to convey similar

meaning. For instance, research suggests that the cues of casual smiling, light laughter,

forward body lean, open body posture, and frequent eye contact are perceived as

conveying intimacy and non-dominance – the characteristics commonly associated

with friendliness and courtesy. On the other hand, kinesics such as stoic facial

expressions, either staring or avoiding eye contact, backward lean of body, and closed

body posture are perceived as conveying dominance, unfriendliness, and emotional

distance (Burgoon et al ., 1990; Mehrabian & Williams, 1969).

Research has shown that eye contact, as a certain aspect of kinesics, is

particularly important with respect to its effect on perceptions and interpersonal

relations. While perceptions of a communicator‟s credibility become more favorable

with more frequent and appropriately longer eye contact, perceptions of distrust

increase with the absence of eye contact (Hemsley & Doob, 1978). Further, eye

contact has been linked to increased likeability, believability (Beebe, 1980), and

satisfaction (Ketrow & Perkins, 1986). A study focusing on the role of nonverbal cues

in banking service transactions found that a greater usage of eye contact by bank

tellers resulted in higher customer satisfaction with the service provider and with the

service firm (Ketrow & Perkins, 1986).



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Ruben (1988) in his book Communication and Human Behavior said that

movement of body, head, arms, legs or feet termed kinesics plays an important role in

nonverbal communication. Gestures, as well as other cues, may either be purposeful;

messages which are intended to achieve a particular purpose, or incidental and

unintended. Some gesture are used as substitutes and complements for language, such

as when, upon being asked a question, we shake our head back and forth while saying

“no”. In other instances we use gestures in place of words. A shrug of the shoulders,

for instance, is used to indicate confusion or uncertainty and a frown with slow

horizontal back-and-forth motion of head to indicate frustration or annoyance.

Means (2004) suggested that body language include facial expression and body

gestures. Interpreting body language is surprisingly complex, because a single motion

can have many different meaning. For instants, a frown shows negative feelings and a

smile shows happy feelings. On top of that, eye provides most revealing facial

expression such as excitement, boredom, concentration and confidence. Proper eye

contact would show friendliness and interest. Besides, Means (2004) also said that a

gesture is the use of arms and hands to express ideas or feelings.

In service situations where customers typically have encounters with different

employees, they are likely to have a lasting impression that the firm and its employees

are customer-oriented if those employees greet the customers with a smile. If the

service employee‟s smile is accompanied by eye contact, the impact is even greater.

While smiling will create the perceptions of warmth and friendl iness, employees‟ eye

contact will give the impression that they are sincere about their interest in their

customers. As an example, airlines typically have their crew greet customers while

boarding and unboarding the aircraft. It is imperative for employees to smile at and

have eye contact with each customer (Sundram & Webster, 2000).

The display of interpersonal warmth (i.e. showing interest in and acceptance

and approval of other people) is logically associated with service employees. It is

particularly important for service employees to show warmth toward customers

because such behavior serves as the basis for building satisfying relationships.

Although interpersonal warmth can be communicated via both verbal and nonverbal

cues, studies in clinical psychology note that warmth is more effectively



communicated through nonverbal channels. In an investigation of a variety of vocal

and kinesics nonverbal cues, smiling emerged as the most effective indicator of

interpersonal warmth (Bayes, 1972).

Tubbs and Moss (2000) in their book proposed that human face is so mobile

that it can effortlessly register boredom, surprise, affection, and disapproval, one after

another in a few seconds. They suggested further that we constantly read expressions

from people‟s faces. In fact, facial cues are the most important source of nonverbal

communication. Morreale et al ., (2001) said that kinesics focuses on how people

communicate through movement and postures, gestures and the face and eyes. They

also said that the six basic and universal emotions people display facially are anger,

fear, disgust, surprise, happiness and sadness.

Kinesics typically includes facial expression particularly eyebrows, forehead,

eyes, mouth, postures and gestures. Thus, hand movements, a surprised stare, drooping

shoulders, a knowing smile, and a tilt of the head are all part of kinesics (Gamble &

Gamble, 2002). Thill and Bovee (2001) said that face is the primary site for expressing

a person‟s emotions; it reveals both the type and the intensity of the person‟s feelings.

Eyes are especially effective for indicating attention and interest, influencing others,

regulating interaction and establishing dominance. In fact, eye contact is so important

that even when word sent are positive, averting gaze can lead the audience to perceive

a negative one.

Sundram and Webster (2000) said that in all service situations, the use of

frequent eye contact accompanied by other complementary nonverbal cues will help

enhance perceptions of trust, believability, and sincerity. On the other hand, service

employees should never use nonverbal cues that communicate dominance, unconcern,

and superiority, such as scant or piercing eye contact, finger pointing, and closed body

posture as it will lead to dissatisfaction of customer to the services provided.

2.3.2 Paralanguage

The second communication cue is paralanguage that is an indication for vocal tones

that is use in communication show different interpretation when construed. For

example, a communicator might use a verbal statement to convey confidence, e.g., “I

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Lp the Relationship of Non Verbal Communication Cues and Student Satisfaction 10 24

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