1 Module Seven Communication. 2 The Linkage Between Motivation, Perception, and Communication What Is Sent Motivation Perception Communication Method/Media.

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Module Seven

Communication

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The Linkage Between Motivation, Perception, and Communication

What Is Sent

Motivation

Perception

Communication Method/Media

Perception

Motivation

What is received

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Examples of Communication Media and General Types of Work Environment *

* Adapted from Johansen, 1992

Same Time Different Times

Same Place

DifferentPlaces

Face-To-Face Meeting Rooms PC Projectors Copyboards

Remote Meetings Conference Calls Data Sharing Video/Tele-Conferencing

Administration/Data Management Shared Files Shift Work

Reliance on Coordination E-mail Voice Mail

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Media for Transmitting Messages *

* Source: Adapted with permission from Dale A. Level, Jr., and William P. Galle, Jr., Business Communications: Theory and Practice (Homewood, IL: Business Publications, Inc./ Richard D. Irwin, Inc., 1988), pp. 91, 93.

Managers can use a variety of media for transmitting messages:Managers can use a variety of media for transmitting messages:

Generally Relatively High Immediate High Impact Available Low Cost Speed Interaction and Attention

WrittenLetters X XMemos and reports X XTelegrams X XNewspapers / magazines XHandbooks and manuals X XBulletins and posters X XInserts and enclosures X X X

OralTelephone X X X X XIntercom and paging X X XConferences and meetings X XSpeeches X X

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Media for Transmitting Messages *

* Source: Adapted with permission from Dale A. Level, Jr., and William P. Galle, Jr., Business Communications: Theory and Practice (Homewood, IL: Business Publications, Inc./ Richard D. Irwin, Inc., 1988), pp. 91, 93.

Managers can use a variety of media for transmitting messages:Managers can use a variety of media for transmitting messages:

Generally Relatively High Immediate High Impact Available Low Cost Speed Interaction and Attention

Electronic

Fax X X X

Electronic mail X X

Voice messaging X X

Computer conferencing X X

Audio conferencing X X

Video conferencing X X

Groupware X

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Communication Can Occur at Five Possible Levels

• Intra-Individual Communication - Within a single individual (i.e., when messages are sent from sensory organs to the brain)

• Interpersonal Communication - Between two individuals (a sender and a receiver)

• Interpersonal Communication Network - Between more than two members of the same group

• Intraorganizational Communication - Between groups, subunits or subsystems within an organization

• Interorganizational Communication - Between organizations

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Communication Process

• Communication is the transfer of information from one person to another.

• Five elements of the communication process:

1. Sender

2. Receiver

3. Message

4. Medium

5. Feedback

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TRANSFER OF MEANING

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Barriers to Accurate Communication: A Partial List

• Perceptual and Attributional Biases• Conflicting Assumptions• Inadequate Information• Semantics• Emotional Blocks• Non-verbal Communication Barriers• Cultural Barriers• Inadequate Communication Media• Technological Barriers

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Nonverbal Communication Barriers

• Body motion or kinesic behavior

• Physical characteristics

• Paralanguage

• Proxemics (space)

• Environment

• Time

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Managerial Role in Managing Communication: Overcoming Barriers

• Practicing Communication Skills

• Awareness and Understanding

• Social Technology

• Creating a Supportive Organizational Climate

• Self-Awareness

• Giving and Receiving Feedback

• Working with the Motivation of Others

• Coaching and Goal Setting

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Media Richness and Communication Effectiveness

• Communication media can be ranked along a continuum

• Richness denotes the capacity of a medium to:

– carry a large volume of data

– convey meaning

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Major Factors That Influence the Communication Process

• Communication as a social process (i.e., status and norms may dictate who initiates which kind of message, who speaks to whom, and how one responds when spoken to)

• Employee's perceptual processes

• The structure of the organization

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Dialogue Sequence

Listening SkillsListening Skills

Confrontation SkillsConfrontation Skills

Searching SkillsSearching Skills

Coping SkillsCoping Skills

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Basic Listing Model for Understanding What is Being Said

• Radio Receiver - you are picking up what is being sent

• Non-Judgmental - avoiding distortion by not evaluating what is being received

• Paraphrasing to assure clarity

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Value of ListeningWork Life

1. Information2. Understanding viewpoint of speaker3. Acknowledging, reassuring, showing interest

Personal Life

1. Same2. Same3. Same4. Opportunity when appropriate

a. to share similar experiences that happened to you

b. to share your feelingsc. to give feedback if asked for

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Guide to Effective Communication

1. Understanding Self and Others

2. Listening Skills- radio receiver

model- paraphrasing- tracking

3. Perceptual Checking- avoid “we”

statements4. Goal Setting5. Avoid Defensive

Expressions

6. Avoid “Hidden Agendas”7. Develop Assertiveness

skills- feedback skills- confrontation skills- use “I” messages

8. Deal with the Situation, Not the Person

9. Deal with the Person, Not the Situation

10.Timing

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What Do I Do If They Do Not Speak My Language?

Verbal behavior• Clear, slow speech. Enunciate each word. Do not use colloquial expressions.• Repetition. Repeat each important idea using different words to explain the same

concept.• Simple sentences. Avoid compound, long sentences.• Active verbs. Avoid passive verbs.

Nonverbal behavior

• Visual restatements. Use as many visual restatements as possible, such as pictures, graphs, tables, and slides.

• Gestures. Use more facial and hand gestures to emphasize the meaning of words.• Demonstration. Act out as many themes as possible.• Pauses. Pause more frequently.• Summaries. Hand out written summaries of your verbal presentation.

Attribution

• Silence. When there is a silence, wait. Do not jump in to fill the silence. The other person is probably just thinking more slowly in the nonnative language or translating.

• Intelligence. Do not equate poor grammar and mispronunciation with lack of intelligence; it is usually a sign of second-language use.

• Differences. If unsure, assume difference, not similarity.

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What Do I Do If They Do Not Speak My Language?

Comprehension

• Understanding. Do not just assume that they understand; assume that they do not understand.

• Checking comprehension. Have colleagues repeat their understanding of the material back to you. Do not simply ask if they understand or not. Let them explain what they understand to you.

Design

• Breaks. Take more frequent breaks. Second-language comprehension is exhausting.

• Small modules. Divide the material into smaller modules.• Longer time frame. Allocate more time for each module than usual in a

monolingual program.Motivation

• Encouragement. Verbally and nonverbally encourage and reinforce speaking by nonnative language participants.

• Drawing out. Explicitly draw out marginal and passive participants.• Reinforcement. Do not embarrass novice speakers.