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Communication Skills and Challenges
Chapter 9 Lesson 1
Overview
The Communication Process
Communications and Information Technology
Chapter 9 Lesson 1
Quick Write
Think of an example when you or someone you know completely misunderstood another person’s communication. Describe the experience.
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Chapter 9 Lesson 1
The Communication Process
The communication process is the transferring and understanding of meaning
Sender Encoding Channel Decoding Receiver
Feedback
Message Message Message Message
Message
Adapted from Fundamentals of Management, 5th Ed.By Robbins/DeCenzo, p. 389Pearson Prentice Hall, 2005
Chapter 9 Lesson 1
Encoding
The source starts the processing by doing something known as encoding – turning a message into symbols that will have meaning for the receiver
Chapter 9 Lesson 1
Four Factors of Encoding
Skills
Attitudes
Knowledge
Social-Cultural System
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Chapter 9 Lesson 1
Skills
Writing, speaking, listening, reading, and reasoning are all communication skills
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Chapter 9 Lesson 1
Attitudes
Attitudes involve the way we view a message or messenger – if someone we trust speaks to us we listen differently than if someone we do not trust says something
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Chapter 9 Lesson 1
Knowledge
Knowledge levels involve what we know about a subject. If someone communicates that a utilitarian essentially follows a consequentialist moral heuristic, we may not know what in the world he or she is talking about
Chapter 9 Lesson 1
Social-Cultural Systems
Social-cultural systems involve matters related to social position and status – when the boss tells us we can leave early from work it means a lot more than if a customer tells us we can
Chapter 9 Lesson 1
Messages and Channels
The message is a purpose to be conveyed
A channel is the medium by which a message travels
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Chapter 9 Lesson 1
Decoding and Feedback
Decoding is the receiver’s translation of a sender’s message
The feedback loop is the receiver’s response to the sender’s message
Chapter 9 Lesson 1
Written and Verbal Communication
Written communications are important for projects that may extend over a long time
The process of writing itself means that a written communication is likely to reflect more thought and care
Written communication takes more time than verbal communication
Oral communication has a built in feedback loop that writing does not – you can see a person’s reaction when speaking face to face
You can get confirming feedback from the receiver of your oral communication
Chapter 9 Lesson 1
The Grapevine
A grapevine is an unofficial channel of communication
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Chapter 9 Lesson 1
Nonverbal Cues
Police siren or a red light send clear messages without words
Other forms of nonverbal messages include the clothes we wear or even the way we behave in a class – most of us know when someone has “checked out” of listening in class even though he or she has never said a word
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Chapter 9 Lesson 1
Body Language
Body language is nonverbal cues such as facial expressions, gestures, posture, and other body movements
Smiles, snarls, and scowls are expressions that speak volumes
Research shows that people interpret from 65 to 90 percent of the message in a face-to-face conversation through body language
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Chapter 9 Lesson 1
Verbal Intonation
Verbal intonation is an emphasis given to words or phrases that conveys meaning
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Chapter 9 Lesson 1
Optional ExerciseNonverbal Cues ~
Charades Form two teams
One team member will be given a slip of paper with a famous quote, movie title, book title, or television show on it
The team member will have 3 minutes to give nonverbal clues (disqualified if you talk) to his or her fellow team members
Chapter 9 Lesson 1
Optional ExerciseNonverbal Cues ~
Charades If the team members guess the quote in one minute
and fifteen seconds, the team score is 1:15
If the team does not guess within 3 minutes, the team score is recorded as 3:00
The team with the lowest score at the end of two or three rounds wins the game
Your instructor will keep the time and score
Chapter 9 Lesson 1
Barriers to Effective Communication
FilteringThe deliberate manipulation of information to make it appear more favorable to the receiver.
Selective Perception
Receiving communications on the basis of what one selectively sees and hears depending on his or her needs, motivation, experience, background, and other personal capacity.
Information OverloadWhen the amount of information one has to work with exceeds one’s processing capacity.
EmotionsHow the receiver feels when a message is received.
Adapted from Fundamentals of Management, 5th Ed.By Robbins/DeCenzo, p. 392Pearson Prentice Hall, 2005
Chapter 9 Lesson 1
Barriers to Effective Communication
LanguageWords have different meanings to different people. Receivers will use their definition of words communicated.
Gender
How males and females react to communication may be different, and they each have a different communication style.
National Culture
Communication differences arising from the different languages that individuals use to communicate and the national culture of which they are a part.
Adapted from Fundamentals of Management, 5th Ed.By Robbins/DeCenzo, p. 392Pearson Prentice Hall, 2005
Chapter 9 Lesson 1
Overcoming Barriers to Effective Communication
Use FeedbackCheck the accuracy of what has been communicated-or what you think you heard
Simplify LanguageUse words that the intended audience understands
Listen Actively
Listen for the full meaning of the message without making premature judgment or interpretation-or thinking about what you are going to say in response
Constrain EmotionsRecognize when your emotions are running high. When they are, don’t communicate until you have calmed down.
Watch Nonverbal CuesBe aware that your actions speak louder than your words. Keep the two consistent.
Adapted from Fundamentals of Management, 5th Ed.By Robbins/DeCenzo, p. 396Pearson Prentice Hall, 2005
Chapter 9 Lesson 1
Communication and Information Technology
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Chapter 9 Lesson 1
Networked Communications
Most organizations of any size today network their computers and other devices so that employees can communicate easily with each other and tap into shared information—whether they’re in the same room or different buildings or on the other side of the world
Chapter 9 Lesson 1
Networked Communications
What are some examples of the use of technology in communication?
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Chapter 9 Lesson 1
Knowledge Management
Experts use the term knowledge management to refer to the cultivation of a learning culture in which everyone systematically gathers knowledge and shares it within the organization to foster better performance
Chapter 9 Lesson 1
Optional Exercise
Complete the Face-to-Face Communication Style Self Assessment Survey in your text book
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Chapter 9 Lesson 1
Scoring
Add up your scores (+2, +1, etc) for each dimension and divide by the number of statements
For items marked with an asterisk (*), reverse the score (-2 becomes +2, etc)
The higher your score for any dimension, the more that dimension characterizes your communication style
Chapter 9 Lesson 1
Scoring Categories
Dominant 22, 24, 26, 30, 36, 38
Dramatic 16, 19, 27, 28, 43
Contentious 9, 23, 25, 31, 32, 35, 37
Animated 15, 20, 39, 42
Impression Leaving 4, 5, 11, 12, 40
Relaxed 1, 7*, 8, 18*, 14
Attentive 3, 10, 17, 34, 44
Open 18*, 21, 29, 45
Friendly 2, 6, 33, 41
Chapter 9 Lesson 1
Style Descriptions
Dominant – tends to take charge of social interactions
Dramatic – manipulates and exaggerates stories and uses other stylistic devices to highlight content
Contentious – argumentative
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Chapter 9 Lesson 1
Style Descriptions
Animated – frequent and sustained eye contact, uses many facial expressions and gestures often
Impression leaving – are you remembered because of the communication stimuli that you projected?
Relaxed – are you relaxed and void of nervousness?
Chapter 9 Lesson 1
Style Descriptions
Attentive – makes sure that the other person knows that he or she is being listened to
Open – being conversational, expansive, affable, convivial, gregarious, unreserved, somewhat frank, definitely extroverted, and obviously approachable
Friendly – from nonhostility to deep intimacy
Chapter 9 Lesson 1
Review
The communication process is the transferring and understanding of meaning
Encoding is the process of turning a message into symbols that will have meaning for the receiver
The message is a purpose to be conveyed
Chapter 9 Lesson 1
Review
A channel is the medium by which a message travels
Decoding is the receiver’s translation of a sender’s message
The feedback loop is the receiver’s response to the sender’s message
A grapevine is an unofficial channel of communication
Chapter 9 Lesson 1
Review
Body language is nonverbal cues such as facial expressions, gestures, posture, and other body movements
Verbal intonation is an emphasis given to words or phrases that conveys meaning
Research shows that people interpret from 65 to 90 percent of the message in a face-to-face conversation through body language
Chapter 9 Lesson 1
Review
Filtering is the deliberate manipulation of information to make it appear more favorable to the receiver
Selective perception is the selective hearing of communications based on one’s needs, motivations, experience, or other personal characteristics
Information overload is the result of information exceeding processing capacity
Chapter 9 Lesson 1
Review
Emotions affect the interpretation of messages as they are viewed one way when you’re feeling “up” and another way if you’re feeling depressed
Jargon is the overly specific or technical language used by people within a specialty or cultural area
Men and women tend to communicate in different ways, and this can lead to misunderstanding and misperceptions
Chapter 9 Lesson 1
Review
Research shows that men’s talk tends to be about emphasizing status and independence while women tend to use language to create connection and intimacy
Using a feedback loop can help managers avoid misunderstandings
The use of complicated words can create distance and misunderstanding between people
Chapter 9 Lesson 1
Review
Active listening is listening for full meaning without making premature judgment or interpretations
Nonverbal cues often carry more of a message than verbal ones
Most organizations of any size today network their computers and other devices so that employees can communicate easily with each other and tap into shared information—whether they’re in the same room or different buildings or on the other side of the world
Chapter 9 Lesson 1
Review
Part of a manager’s responsibility to help foster good communications throughout an organization is to create opportunities for people to learn
Experts use the term knowledge management to refer to the cultivation of a learning culture in which everyone systematically gathers knowledge and shares it within the organization to foster better performance
Chapter 9 Lesson 1
Summary
The Communication Process
Communications and Information Technology
Chapter 9 Lesson 1
What’s Next…
Developing Interpersonal Skills
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