Mosley7e ch06

© 2008 Thomson/South-Western© 2008 Thomson/South-Western All rights reserved. All rights reserved.

PowerPoint Presentation by Charlie CookPowerPoint Presentation by Charlie CookThe University of West AlabamaThe University of West Alabama

Part 3

Leading

Mosley Mosley • Pietri• Pietri

Chapter 6

Communication

Chapter 6

Communication

© 2008 Thomson/South-Western. All rights reserved. 6–2

Learning ObjectivesLearning ObjectivesLearning ObjectivesLearning Objectives

1.1. Describe the five components of the communication Describe the five components of the communication process model.process model.

2.2. Explain the forms of electronic communication Explain the forms of electronic communication technology.technology.

3.3. Explain the different ways in which nonverbal Explain the different ways in which nonverbal communications influence supervisory communication.communications influence supervisory communication.

4.4. Identify the three basic flows of formal communication Identify the three basic flows of formal communication in an organization.in an organization.

5.5. Explain the managerial communication style matrix.Explain the managerial communication style matrix.

After reading and studying this chapter, you should After reading and studying this chapter, you should be able to:be able to:


Learning Objectives (cont’d)Learning Objectives (cont’d)Learning Objectives (cont’d)Learning Objectives (cont’d)

6.6. Identify and explain how organizational, interpersonal, Identify and explain how organizational, interpersonal, and language barriers affect supervisory and language barriers affect supervisory communication.communication.

7.7. Identify five specific actions supervisors can take to Identify five specific actions supervisors can take to improve their communications.improve their communications.

8.8. Show how a supervisor can use feedback to improve Show how a supervisor can use feedback to improve communication.communication.

9.9. Define and illustrate active listening skills.Define and illustrate active listening skills.

After reading and studying this chapter, you should After reading and studying this chapter, you should be able to:be able to:


What Is Communication?What Is Communication?

• Elements of the Communication Process ModelElements of the Communication Process Model1.1. Message encodingMessage encoding

2.2. The channelThe channel

3.3. Message decodingMessage decoding

4.4. FeedbackFeedback

5.5. NoiseNoise


EXHIBIT 6.1 Communication Process Model


The Communication Process ModelThe Communication Process Model

• The Sender Encodes the MessageThe Sender Encodes the Message

EncodingEncoding——the process by which a the process by which a sender converts ideas into symbols, sender converts ideas into symbols, such as words or gestures that are such as words or gestures that are capable of communicating.capable of communicating. SenderSender—o—originates and sends a message.riginates and sends a message.

MessageMessage——words and/or nonverbal words and/or nonverbal expressions that transmit meaning.expressions that transmit meaning.

ChannelChannel——the means used to pass a the means used to pass a message.message.


The Communication Process Model The Communication Process Model (cont’d)(cont’d)• The Receiver Decodes the MessageThe Receiver Decodes the Message

DecodingDecoding——the process by which the receiver the process by which the receiver converts into an idea(s) the communication converts into an idea(s) the communication symbols encoded by the sender.symbols encoded by the sender.

Receivers give meaning to a message based Receivers give meaning to a message based on such factors as:on such factors as: Their interpretation of wordsTheir interpretation of words Their familiarity with the subject matterTheir familiarity with the subject matter Their perception of the sender’s intentTheir perception of the sender’s intent Their ability to listenTheir ability to listen The meaning they attribute to the sender’s The meaning they attribute to the sender’s

nonverbals.nonverbals.


The Communication Process Model The Communication Process Model (cont’d)(cont’d)• FeedbackFeedback

Is the message sent in response to someone else’s Is the message sent in response to someone else’s communication.communication.

Requires the use of an appropriate communication Requires the use of an appropriate communication channel to achieve the communication goal of the channel to achieve the communication goal of the sender.sender.

• NoiseNoise Consists of the potential barriers to effective Consists of the potential barriers to effective

communication in each phase of the communication communication in each phase of the communication process model.process model. Example: poor choice of wordsExample: poor choice of words


EXHIBIT 6.2 Communication Feedback


Electronic Communication TechnologyElectronic Communication Technology

• E-mailE-mail• Cellular TelephonesCellular Telephones• Digital PagersDigital Pagers• Voice mailVoice mail• TeleconferencesTeleconferences• VideoconferencesVideoconferences• Instant MessagingInstant Messaging• Text MessagingText Messaging


Types of Nonverbal SignalsTypes of Nonverbal Signals

• Voice SignalsVoice Signals Signals sent by placing emphasis on Signals sent by placing emphasis on

certain words, pauses, or the tone of certain words, pauses, or the tone of voice used.voice used.

• Body SignalsBody Signals Nonverbal signals communicated by Nonverbal signals communicated by

body action.body action.

• Facial SignalsFacial Signals Nonverbal messages sent by facial Nonverbal messages sent by facial

expression.expression.

• Touching SignalsTouching Signals Shaking hands, sympathetic pat on the Shaking hands, sympathetic pat on the

back, or touching someone to gain back, or touching someone to gain attention.attention.


EXHIBIT 6.3 Nonverbal Communication


Types of Nonverbal SignalsTypes of Nonverbal Signals

• Object SignalsObject Signals Nonverbal messages sent by Nonverbal messages sent by

physical objects.physical objects.

• Space SignalsSpace Signals Nonverbal messages sent Nonverbal messages sent

based on physical distance based on physical distance from one another.from one another.

• Time SignalsTime Signals Nonverbal messages sent by Nonverbal messages sent by

time actions.time actions.


EXHIBIT 6.4 Flow of Formal Communication in an Organization


Flows of CommunicationFlows of Communication

• The Vertical FlowsThe Vertical Flows Downward communicationDownward communication

Flows that originate with Flows that originate with supervisors and are passed supervisors and are passed down to employees.down to employees.

Upward communicationUpward communication Flows that come from lower to Flows that come from lower to

upper organizational levels.upper organizational levels.


EXHIBIT 6.6 Upward Communication from Employees to Management


EXHIBIT 6.5 Communications You Like to Receive from Your Supervisor

Role clarifications. What’s expected of you, how much authority and responsibility you have, and your job assignments.

Praise and recognition. A supervisor’s commendations on a job well done, compliments about you in the presence of third parties, and expressions of appreciation.

Constructive criticism and feedback. Tactful criticism that demonstrates interest and implies a personal and professional concern on the part of the supervisor.

Demonstration of interest. Communications reflecting interest in your professional growth and development, efforts to work with you to do a better job, and giving you undivided attention during conversation (as opposed to lack of eye contact or partial attention).

Requests for information or assistance. Asking your opinion and advice, and consulting with you about relevant matters on the job.

Information thata. Makes you feel important because you’re “in the know”

b. Pertains to your department’s progress, to other work team members, to plans for the department, and to contemplated changes

c. Pertains to aspects of the overall organization, such as sales, forecasts, objectives, outlook for the future, and general internal changes of which the supervisor is aware

d. Pertains to promotions, merit increases, desirable job assignments, and favors that can be granted by the supervisor


EXHIBIT 6.7 The Managerial Communication Matrix


Flows of Communication (cont’d)Flows of Communication (cont’d)

• Lateral–Diagonal FlowsLateral–Diagonal Flows Are flows between individuals in the same department Are flows between individuals in the same department

or different departments.or different departments. Have grown more important as organizations have Have grown more important as organizations have

become specialized and due to the increased use of become specialized and due to the increased use of teams.teams.

• Informal CommunicationInformal Communication Is interpersonal communication separate from the Is interpersonal communication separate from the

formal, established communication system.formal, established communication system. The GrapevineThe Grapevine——also called the rumor mill, is a major source also called the rumor mill, is a major source

of information about their company for employees.of information about their company for employees.


Purposes Served by Purposes Served by Informal Informal CommunicationCommunication1.1. Providing a source of Providing a source of

information not ordinarily information not ordinarily available.available.

2.2. Reducing the effects of Reducing the effects of monotony.monotony.

3.3. Satisfying personal needs Satisfying personal needs for relationships and for relationships and status.status.


Organizational Barriers to Effective Organizational Barriers to Effective Supervisory CommunicationSupervisory Communication

Specialization and Its Specialization and Its Related JargonRelated Jargon

Specialization and Its Specialization and Its Related JargonRelated Jargon

Layers of HierarchyLayers of HierarchyLayers of HierarchyLayers of Hierarchy Authority and StatusAuthority and StatusAuthority and StatusAuthority and Status

SupervisorySupervisoryCommunicationCommunication

SupervisorySupervisoryCommunicationCommunication


EXHIBIT 6.8 Interpersonal Barriers to Effective Supervisory Communication

Source: Business Communication Today, 4/e by Bovee/Thill, (c) 1998. Reprinted by permission of Prentice-Hall, Inc., Upper Saddle River, NJ.


EXHIBIT 6.9 Multiple Interpretations of Words

FIX the machine to its foundation. (anchor)

FIX that nitpicking cost accountant. (give just due)

FIX the cash register. (repair)

FIXING to go to the storeroom. (getting ready to)

FIX our position regarding overtime policy. (establish)

FIX you up with that young engineer. (arrange a date)

A banquet with all the FIXIN’S. (special effects, side dishes)

FIX things up with the salespeople. (make amends, patch up a quarrel)

If we don’t make quota, we’re in a FIX. (a pickle, a bad position)

FIX the date outcome. (so that it’s favorable, rig it)

FIX your hair before seeing the boss. (arrange, make orderly)

FIX the department meal on Friday. (cook, prepare)

FIX the company’s mascot dog. (neuter)


Linguistic Style DifferencesLinguistic Style Differences

• Differences in linguistic styles exist Differences in linguistic styles exist among different cultures involving: among different cultures involving: Degree of formalityDegree of formality

Number and length of pausesNumber and length of pauses

Physical distancePhysical distance

Eye contactEye contact


EXHIBIT 6.10 Linguistic Styles of Men and Women

Source: Mary Ellen Guffey, Business Communication, 4th ed. Reprinted with permission of South-Western, a division of Thomson Learning: www.thomsonrights.com.

A number of popular books about the different linguistic styles of men and women have been written in recent years. Among them are Deborah Tannen’s You Just Don’t Understand: Women and Men in Conversation and John Grey’s Men Are from Mars, Women Are from Venus. Some of their ideas, greatly simplified, are shown here.

Women Men

Object of talk

Establish rapport, make connections, negotiate inclusive relationships

Preserve independence, maintain status, exhibit skill and knowledge

Listening behavior

Attentive, steady eye contact; remain stationary; nod head

Less attentive, sporadic eye contact; move around

Pauses Frequent pauses, giving chance for others to take turns

Infrequent pauses; interrupt each other to take turns

Small talk Personal disclosure Impersonal topics

Focus Details first, pulled together at end Big picture

Gestures Small, confined Expansive

Method Questions; apologies; “we” statements; hesitant, indirect, soft speech

Assertions; “I” statements; clear, loud, take-charge speech


Improving Supervisory Improving Supervisory CommunicationsCommunications• Set the Proper Communication ClimateSet the Proper Communication Climate

Establish mutual trust between the supervisor and Establish mutual trust between the supervisor and employeesemployees

Minimize status barriersMinimize status barriers

• Plan for Effective CommunicationPlan for Effective Communication Anticipate situationsAnticipate situations

Select the proper channelSelect the proper channel

Consider the receiver’s frame of referenceConsider the receiver’s frame of reference

Reinforce key ideas through repetitionReinforce key ideas through repetition

Encourage the use of feedbackEncourage the use of feedback


EXHIBIT 6.11 Desk–Chair Arrangements That Affect Formality


Selecting the Proper ChannelSelecting the Proper Channel

• Information RichnessInformation Richness

Is the sheer amount of information that a Is the sheer amount of information that a communication channel carries.communication channel carries. Face-to-face communication is high in information richness Face-to-face communication is high in information richness

and enables non-verbal messages and offers spontaneous and enables non-verbal messages and offers spontaneous feedback.feedback.

Small-group meetings and telephone messages are less rich Small-group meetings and telephone messages are less rich in information.in information.

A voice-mail message has low information richness because A voice-mail message has low information richness because it lacks opportunity for immediate feedback.it lacks opportunity for immediate feedback.

Other low information richness channels include e-mails, Other low information richness channels include e-mails, memos, and letters.memos, and letters.


Considering the Receiver’s Considering the Receiver’s Frame of ReferenceFrame of Reference

• How is this person like me?How is this person like me?• How is this person different How is this person different

from me?from me?• How is this person similar to How is this person similar to

other employees?other employees?• How is this person different How is this person different

from other employees?from other employees?• How will this person react if How will this person react if

I say such and such?I say such and such?


EXHIBIT 6.12 Tips about Feedback

• Generally, feedback is better where there is a trusting relationship between people.

• Some people give feedback readily, but others need some encouragement.

• Complimenting people for providing feedback reinforces their willingness to continue providing feedback.

• When you are giving instructions, it is a good habit to ask the listener if he or she has any questions.

• When you have potentially negative feedback to give, it is helpful to be tactful so that the message will be received with less defensiveness than if you bluntly blurt out the negative information.

• Nonverbal signals and body language offer a wide variety of feedback.


Active Listening TechniquesActive Listening Techniques

• Active ListeningActive Listening Places the supervisor in a receiver’s role and Places the supervisor in a receiver’s role and

encourages feedback from others.encourages feedback from others.

• Reflective StatementReflective Statement A form of active listening in which you repeat what A form of active listening in which you repeat what

you think the speaker has just told you. you think the speaker has just told you.

• ProbeProbe A specific question that directs attention to a A specific question that directs attention to a

particular aspect of the speaker’s message.particular aspect of the speaker’s message.


EXHIBIT 6.14 Tips for Better Listening

• Try to avoid doing most of the talking yourself. Give the other person an opportunity to speak.

• Avoid distractions. Close your office door or move to a quieter area.

• Act interested in what the other person says. Don’t doodle, write, or work on something else. Give the employee your full attention.

• Ask questions. As long as the questions aren’t considered nosy or brash, this will help keep you interested and encourage the employee to give more details.

• Summarize what you think someone has said. “What you’re saying is. . . . ” This will reinforce what you have heard and enable the other person to correct any misunderstanding on your part.

• Be empathetic. Try to put yourself in the speaker’s shoes.


EXHIBIT 6.14 Tips for Better Listening (cont’d)

• Don’t lose your temper or show signs of being upset by what the speaker is saying. Listen with an open mind.

• Don’t interrupt. Let the person finish speaking before you respond.

• Use active listening techniques—reflective statements and probes—to ensure your understanding of key points, to help the speaker talk, or to steer the conversation in certain directions.

• After an important conversation or meeting, jot down notes to yourself about the main points discussed.


Important TermsImportant TermsImportant TermsImportant Terms

• active listeningactive listening• body signalsbody signals• channelchannel• communication process modelcommunication process model• downward communicationdownward communication• e-maile-mail• facial signalsfacial signals• feedbackfeedback• grapevinegrapevine• informal communicationinformal communication• information richnessinformation richness• lateral–diagonal lateral–diagonal

communicationcommunication

• messagemessage• object signalsobject signals• perceptionperception• probeprobe• receiverreceiver• reflective statementreflective statement• sendersender• space signalsspace signals• stereotypingstereotyping• time signalstime signals• touching signalstouching signals• upward communicationupward communication• voice signalsvoice signals

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