BMFP 4512 Chapter-11 Motivation & Communication

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Ir. Haery Ir. Haery SihombingSihombing/IP/IP

nsyarahnsyarah PelawatPelawat

kultikulti KejuruteraanKejuruteraan PembuatanPembuatan

iti T k l i M l i M l k

MOTIVATIONMOTIVATION

COMMUNICATIONCOMMUNICATION

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Defined as the psychological forces within a Defined as the psychological forces within a

person that determine:person that determine:

1) direction of behavior in an organization;1) direction of behavior in an organization;

2) the effort or how hard people work;2) the effort or how hard people work;

3) the persistence displayed in meeting goals.3) the persistence displayed in meeting goals.

Intrinsic MotivationIntrinsic Motivation:: behavior performed for itbehavior performed for itown sake.own sake.

Motivation comes from performing the workMotivation comes from performing the work..

Extrinsic MotivationExtrinsic Motivation:: behavior performed to behavior performed to acquire rewards.acquire rewards.

Motivation source is the consequence of an actionMotivation source is the consequence of an action

MOTIVATIONMOTIVATION

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Regardless of the source of motivation, Regardless of the source of motivation, people seek outcomes.people seek outcomes.

Outcome:Outcome: anything a person gets from a job.anything a person gets from a job.

Examples include pay, autonomy, accomplishment.Examples include pay, autonomy, accomplishment.

Organizations hire workers to obtain inputs:Organizations hire workers to obtain inputs:Input:Input: anything a person contributes to their job.anything a person contributes to their job.

Examples include skills, knowledge, work behavior.Examples include skills, knowledge, work behavior.

Managers thus use outcomes to motivate Managers thus use outcomes to motivate workers to provide inputs.workers to provide inputs.

OUTCOMES & INPUTSOUTCOMES & INPUTS

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Inputs from

Organizational

members

Inputs fromInputs from

OrganizationalOrganizational

membersmembersPerformancePerformancePerformance

Outcomes

received by

members

OutcomesOutcomes

received byreceived by

membersmembers

Time

Effort

Education

Experience

Skills

Knowledge

Work Behav.

Time

Effort

Education

Experience

Skills

Knowledge

Work Behav.

Contribute to

organization

efficiency,

effectiveness

and

attain goals

Contribute to

organization

efficiency,

effectiveness

and

attain goals

Pay

Job Security

Benefits

Vacation

Autonomy

Responsibility

Pay

Job Security

Benefits

Vacation

Autonomy

Responsibility

MOTIVATION EQUATIONMOTIVATION EQUATION

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Expectancy TheoryExpectancy TheoryExpectancy Theory

Developed by Victor Vroom and is a very Developed by Victor Vroom and is a very

popular theory of work motivation.popular theory of work motivation.

Vroom suggests that motivation will be Vroom suggests that motivation will be

high when workers feel:high when workers feel:

High levels of effort lead to high performance. High levels of effort lead to high performance.

High performance will lead to the attainment High performance will lead to the attainment

of desire outcomes.of desire outcomes.

Consists of three areas: Consists of three areas:

Expectancy, Instrumentality, & ValenceExpectancy, Instrumentality, & Valence..

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Expectancy, Instrumentality, & ValenceExpectancy, Instrumentality, & ValenceExpectancy, Instrumentality, & Valence

EffortEffortEffort

Expectancy:Person’s

perception that

their effort will

result in

performance

Expectancy:Person’s

perception that

their effort will

result in

performance

Instrumentalityperception that

performance

results in

outcomes

Instrumentalityperception that

performance

results in

outcomes

Valence:How desired

are the outcomes

from a

job

Valence:How desired

are the outcomes

from a

job

PerformancePerformancePerformance OutcomesOutcomesOutcomes

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Expectancy, Instrumentality, & ValenceExpectancy, Instrumentality, & ValenceExpectancy, Instrumentality, & Valence

ExpectancyExpectancy is the perception that effort (input) is the perception that effort (input) will result in a level of performance.will result in a level of performance.

You will work hard if it leads to high performance.You will work hard if it leads to high performance.You would be less willing to work hard if you knew that the bestYou would be less willing to work hard if you knew that the bestyou would get on a paper was a D regardless of how hard you you would get on a paper was a D regardless of how hard you tried.tried.

InstrumentalityInstrumentality:: Performance leads to outcomes.Performance leads to outcomes.

Workers are only motivated if they think performance Workers are only motivated if they think performance leads to an outcome.leads to an outcome.

Managers should link performance to outcomes.Managers should link performance to outcomes.

ValenceValence:: How desirable each outcome is to a How desirable each outcome is to a person.person.

Managers should determine the outcomes workers want Managers should determine the outcomes workers want most.most.

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High Motivation:High Motivation:High Motivation:

According to the Expectancy Theory, high According to the Expectancy Theory, high

motivation results from high levels of motivation results from high levels of

Expectancy, Instrumentality, & Valence.Expectancy, Instrumentality, & Valence.

If just one If just one value is low, motivation will be value is low, motivation will be lowlow..

This means that even if desired outcomes are This means that even if desired outcomes are closely link to performance, the worker must closely link to performance, the worker must feel the task is possible to achieve for high feel the task is possible to achieve for high motivation to result.motivation to result.

Managers need to consider this relationship to Managers need to consider this relationship to build a high performance firm.build a high performance firm.

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Expectancy TheoryExpectancy TheoryExpectancy Theory

High Expectancy

(Worker knows that

if they try, they can

perform)

High Expectancy

(Worker knows that

if they try, they can

perform)

High

Instrumentality

(Worker perceives that

high performance

leads to outcomes)

High

Instrumentality

(Worker perceives that

high performance

leads to outcomes)

High Valence

(Worker desires the

outcomes resulting

from high

performance)

High Valence

(Worker desires the

outcomes resulting

from high

performance)

High

Motivation

HighHigh

MotivationMotivation

Need TheoryNeed TheoryNeed Theory

People are motivated to obtain outcomesPeople are motivated to obtain outcomes

at work to satisfy their needs.at work to satisfy their needs.

AA needneed is a requirement for survival.is a requirement for survival.

ToTo motivatemotivate a person:a person:1)Managers must determine what needs worker wants 1)Managers must determine what needs worker wants

satisfied.satisfied.

2)Ensure that a person receives the outcomes when performi2)Ensure that a person receives the outcomes when performiwell.well.

Several needs theories exist.Several needs theories exist.

MaslowMaslow’’ss Hierarchy of Needs.Hierarchy of Needs.

AlderferAlderfer’’ss ERG.ERG.

HerzbergHerzberg (Motivator & Hygiene Factors)(Motivator & Hygiene Factors)

Hierarchy of NeedsHierarchy of NeedsHierarchy of Needs

Self-

Actualization

Self-

ActualizationRealize one’s

full potential

Realize one’s

full potentialUse abilities

to the fullest

Use abilities

to the fullest

EsteemEsteem Feel good

about oneself

Feel good

about oneselfPromotions

& recognition

Promotions

& recognition

BelongingnessBelongingnessBelongingness Social

interaction, love

SocialSocial

interaction, loveinteraction, loveInterpersonal

relations, parties

InterpersonalInterpersonal

relations, partiesrelations, parties

SafetySafety Security, stabilitySecurity, stability Job security,

health insurance

Job security,

health insurance

PhysiologicalPhysiological Food, water,

shelter

Food, water,

shelterBasic pay level

to buy items

Basic pay level

to buy items

Need Level Description Examples

Lower level needs must be satisfied before higher needs are addressed

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Alderfer’s ERGAlderferAlderfer’’ss ERGERG

After lower level needs satisfied, person seeks higher needs. When

unable to satisfy higher needs, lower needs motivation is raised.

GrowthGrowthGrowth Self-development,

creative work

SelfSelf--development,development,

creative workcreative workWorker continually

improves skills

Worker continuallyWorker continually

improves skillsimproves skills

RelatednessRelatedness Interpersonal

relations, feelings

Interpersonal

relations, feelingsGood relations,

feedback

Good relations,

feedback

ExistenceExistence Food, water,

shelter

Food, water,

shelterBasic pay level

to buy items

Basic pay level

to buy itemsLow

est

Hig

hes

t

Need LevelNeed Level DescriptionDescription ExamplesExamples

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Motivation-Hygiene TheoryMotivationMotivation--Hygiene TheoryHygiene Theory

Focuses on outcomes that can lead to high Focuses on outcomes that can lead to high motivation, job satisfaction, & those that can motivation, job satisfaction, & those that can

prevent dissatisfaction.prevent dissatisfaction.

Motivator needsMotivator needs:: related to nature of the related to nature of the

work and how challenging it is.work and how challenging it is.Outcomes are autonomy, responsibility, interesting work.Outcomes are autonomy, responsibility, interesting work.

Hygiene needs:Hygiene needs: relate to the physical & relate to the physical &

psychological context of the work.psychological context of the work.Refers to a good work environment, pay, job security.Refers to a good work environment, pay, job security.

When hygiene needs not met, workers are dissatisfied. Note: When hygiene needs not met, workers are dissatisfied. Note:

when met, they will NOT lead to higher motivation, just will when met, they will NOT lead to higher motivation, just will

prevent low motivation.prevent low motivation.

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Equity TheoryEquity TheoryEquity Theory

Considers workerConsiders worker’’s perceptions of the fairness perceptions of the fairnesof work outcomes in proportion to their of work outcomes in proportion to their

inputs.inputs.

Adams notes it is the relative rather than the Adams notes it is the relative rather than the absolute level of outcomes a person receives.absolute level of outcomes a person receives.

TheThe Outcome/inputOutcome/input ratio is compared by worker with anotheratio is compared by worker with anotheperson called a referent.person called a referent.

The referent is perceived as similar to the worker.The referent is perceived as similar to the worker.

EquityEquity exists when a person perceives their exists when a person perceives their outcome/input ratio to be equal to the referentoutcome/input ratio to be equal to the referent’’ratio.ratio.

If the referent receives more outcomes, they should also give If the referent receives more outcomes, they should also give more inputs to achieve equity.more inputs to achieve equity.

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Equity TheoryEquity TheoryEquity Theory

ConditionCondition Person ReferentPerson Referent ExampleExample

EquityEquity Outcomes = Outcomes

Inputs Inputs

Outcomes = Outcomes

Inputs Inputs

Worker contributes

more inputs but also

gets more outputs

than referent

Worker contributes


gets more outputs

than referent

Underpayment

Equity

Underpayment

EquityOutcomes < Outcomes

Inputs Inputs

Outcomes < Outcomes

Inputs Inputs

Worker contributes


gets the same outputs

as referent

Worker contributes


gets the same outputs

as referent

Overpayment

Equity

Overpayment

EquityOutcomes > Outcomes

Inputs Inputs

Outcomes > Outcomes

Inputs Inputs

Worker contributes

same inputs but also

gets more outputs

than referent

Worker contributes

same inputs but also

gets more outputs

than referent

InequityInequityInequity

InequityInequity exists when workerexists when worker’’s outcome/input s outcome/input

ratio is not equal to referent.ratio is not equal to referent.Underpayment inequity:Underpayment inequity: ratio is less than the referent. ratio is less than the referent. Worker feels they are not getting the outcomes they should Worker feels they are not getting the outcomes they should given inputs.given inputs.

Overpayment inequityOverpayment inequity: ratio is higher than the referent. : ratio is higher than the referent. Worker feels they are getting more outcomes then they should Worker feels they are getting more outcomes then they should given inputs.given inputs.

Restoring Equity:Restoring Equity: Inequity creates tension in Inequity creates tension in

workers to restore equity.workers to restore equity.In underpayment, workers reduce input levels to correct. In underpayment, workers reduce input levels to correct.

Overpayment, worker can change the referent to adjust.Overpayment, worker can change the referent to adjust.

If inequity persists, worker will often leave the firm.If inequity persists, worker will often leave the firm.

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Goal Setting TheoryGoal Setting TheoryGoal Setting Theory

Focus workerFocus worker’’s inputs in the direction os inputs in the direction ohigh performance & achievement of high performance & achievement of organizational goals.organizational goals.

GoalGoal is what a worker tries to accomplish.is what a worker tries to accomplish.Goals must be specific and difficult for high performance resultGoals must be specific and difficult for high performance resultss

Workers put in high effort to achieve such goals.Workers put in high effort to achieve such goals.

Workers must accept and be committed to themWorkers must accept and be committed to themFeedback on goal attainment also is important.Feedback on goal attainment also is important.

Goals point out what is important to the firm.Goals point out what is important to the firm.

Managers should encourage workers to developManagers should encourage workers to develop

action plans to attain goals.action plans to attain goals.

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Goal SpecificityGoal Specificity : the extent to which goals are : the extent to which goals are

detailed, exact, and unambiguousdetailed, exact, and unambiguous

Goals DifficultyGoals Difficulty : the extent to which a goal is : the extent to which a goal is

hard or challenging to accomplishhard or challenging to accomplish

Goals AcceptanceGoals Acceptance: the extent to which people : the extent to which people

consciously understand and agree to goalsconsciously understand and agree to goals

Performance FeedbackPerformance Feedback: information about the : information about the

quality or quantity of past performance that quality or quantity of past performance that

indicates whether progress is being made toward indicates whether progress is being made toward

the accomplishment of a goal the accomplishment of a goal

COMPONENTSCOMPONENTS


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1.1. Assign Specific, challenging goalsAssign Specific, challenging goals

2.2. Make sure workers truly accept Make sure workers truly accept

organizational goalsorganizational goals

People must see the goals as fair and reasonablePeople must see the goals as fair and reasonable

Participative goalParticipative goal--setting can help increase trust setting can help increase trust

and understanding, and hence acceptanceand understanding, and hence acceptance

Training can help increase goal acceptance by Training can help increase goal acceptance by

making workers believe they are capable of making workers believe they are capable of

reaching themreaching them

MOTIVATINGMOTIVATING


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3.3. Provide frequent, specific performanceProvide frequent, specific performance--

related feedbackrelated feedback

Can encourage employees who donCan encourage employees who don’’t have t have

specific, challenging goals to actually set goals to specific, challenging goals to actually set goals to

improve their performanceimprove their performance

Once people meet goals, often encourages them Once people meet goals, often encourages them

to set higher, more difficult goalsto set higher, more difficult goals

Lets people know whether they need to increase Lets people know whether they need to increase

heir efforts or change strategies in order to heir efforts or change strategies in order to

accomplish their goals.accomplish their goals.

MOTIVATINGMOTIVATING


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Learning TheoryLearning TheoryLearning Theory

Focuses on the Focuses on the linkage between linkage between performance and outcomesperformance and outcomes in the in the motivation equation shown inmotivation equation shown in

LearningLearning: permanent change in person: permanent change in person’’s knowledge or behavis knowledge or behavi

resulting from practice or experience.resulting from practice or experience.

Operant ConditioningOperant Conditioning:: people learn to dopeople learn to dothings leading to desired outcomes and avoithings leading to desired outcomes and avoidoing things with adverse outcomes.doing things with adverse outcomes.

Motivation can be increased by linking specific behaviorsMotivation can be increased by linking specific behaviors

with specific outcomes.with specific outcomes.Managers can use four tools of conditioning to motivate high Managers can use four tools of conditioning to motivate high performance.performance.

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Operant Conditioning ToolsOperant Conditioning ToolsOperant Conditioning Tools

Positive Reinforcement:Positive Reinforcement: people get desired people get desired

outcomes when they perform needed work outcomes when they perform needed work

behaviors.behaviors.

PositivePositive reinforcersreinforcers: pay raises, promotions.: pay raises, promotions.

Negative Reinforcement:Negative Reinforcement: managermanager

eliminates undesired outcomes once the desired eliminates undesired outcomes once the desired

behavior occursbehavior occurs..Worker performs to avoid an undesired outcome Worker performs to avoid an undesired outcome

(Work harder or you are fired). (Work harder or you are fired).

In both types of reinforcement, managers must be In both types of reinforcement, managers must be careful to link the right behaviors by workers to what careful to link the right behaviors by workers to what

the organization needsthe organization needs

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Operant Conditioning ToolsOperant Conditioning ToolsOperant Conditioning Tools

Extinction:Extinction: used when workers are used when workers are

performing behavior detrimental to the firm. performing behavior detrimental to the firm. Manager does not reward the behavior and over time, the Manager does not reward the behavior and over time, the

worker will stop performing it.worker will stop performing it.

Punishment:Punishment: used when the manager does used when the manager does

not control the reward the worker receives not control the reward the worker receives

(perhaps it is outside the job).(perhaps it is outside the job).Manager administers an undesired consequence to worker Manager administers an undesired consequence to worker

(verbal reprimands to pay cuts).(verbal reprimands to pay cuts).

Punishment can lead to unexpected sidePunishment can lead to unexpected side--effects such as effects such as

resentment, and should be used sparingly.resentment, and should be used sparingly.

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Organizational Behavior ModificationOrganizational Behavior ModificationOrganizational Behavior Modification

OB MODOB MOD occurs when managers occurs when managers systematically apply the tools of operant systematically apply the tools of operant behavior.behavior.

Shown to improve productivity, attendance, Shown to improve productivity, attendance,

punctuality and other behaviors.punctuality and other behaviors.

Works best for behaviors that are specific, objective Works best for behaviors that are specific, objective

and countable.and countable.

Some managers argue it is overSome managers argue it is over--controlcontrolwhile others suggest it provides for high while others suggest it provides for high efficiency.efficiency.

Both sides likely have valid points.Both sides likely have valid points.

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Social Learning TheorySocial Learning TheorySocial Learning Theory

Vicarious Learning:Vicarious Learning: or observational learning, or observational learning, occurs when a person is motivated to learn by occurs when a person is motivated to learn by watching someone else work and be rewarded.watching someone else work and be rewarded.

People are motivated to imitate models who are People are motivated to imitate models who are highly competent, expert and receive attractive highly competent, expert and receive attractive reinforcersreinforcers..

SelfSelf-- reinforcersreinforcers:: desired outcomes a person desired outcomes a person can give themselves.can give themselves.

Person can reward themselves for success.Person can reward themselves for success.

SelfSelf--efficacy:efficacy: refers to a personrefers to a person’’s belief about s belief about their ability to perform a behavior successfully.their ability to perform a behavior successfully.

People will only be motivated if they think they People will only be motivated if they think they

have the ability to accomplish the taskhave the ability to accomplish the task

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Pay and MotivationPay and MotivationPay and Motivation

Pay can help motivate workersPay can help motivate workers..ExpectancyExpectancy:: pay is an instrumentality (and outcome), pay is an instrumentality (and outcome),

must be high for motivation to be high.must be high for motivation to be high.

Need TheoryNeed Theory:: pay is used to satisfy many needs.pay is used to satisfy many needs.

Equity TheoryEquity Theory:: pay is given in relation to inputs.pay is given in relation to inputs.

Goal Setting TheoryGoal Setting Theory:: pay linked to goal attainment.pay linked to goal attainment.

Learning TheoryLearning Theory:: outcomes (pay), is distributed upon outcomes (pay), is distributed upon

performance of functional behaviors.performance of functional behaviors.

Pay should be based on performance, Pay should be based on performance, many firms do this with a Merit Pay Plan.many firms do this with a Merit Pay Plan.

Merit PayMerit PayMerit Pay

Can be based on individual, group or Can be based on individual, group or organization performance.organization performance.

Individual PlanIndividual Plan:: used when individual performanceused when individual performance

(sales) is accurately measured.(sales) is accurately measured.

Group PlanGroup Plan:: use when group works closely togetheruse when group works closely together

and is measured as a group.and is measured as a group.

Organization PlanOrganization Plan:: When group or individual When group or individual

outcomes not easily measured.outcomes not easily measured.

Bonus has a higher impactBonus has a higher impact on motivationon motivationsincesince

Salary level not related to current performance.Salary level not related to current performance.

Other items( base salary, cost of living, seniority).Other items( base salary, cost of living, seniority).

S l l d d ll h li lS l l d d ll h littl

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COMMUNICATIONCOMMUNICATION

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Importance of Good CommunicationImportance of Good CommunicationImportance of Good Communication

Good Communication allows a firm toGood Communication allows a firm to

Learn new skills and technologies.Learn new skills and technologies.

Become more responsive to customers.Become more responsive to customers.

Improve Quality of their product or service.Improve Quality of their product or service.

Foster innovationFoster innovation

Effective communication is needed byEffective communication is needed by

all Managers.all Managers.

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The Communication ProcessThe Communication ProcessThe Communication Process

Communication consists of two phases:Communication consists of two phases:

1.1. Transmission phase: Transmission phase: information is shared by 2 information is shared by 2

or more people.or more people.

22. Feedback phase:. Feedback phase: a common understanding is a common understanding is

assured.assured.

Starts with the Sender who wants to share Starts with the Sender who wants to share information.information.

Sender must decide on a message to shareSender must decide on a message to share

Sender also puts the message into symbols or Sender also puts the message into symbols or

language, a process called encoding.language, a process called encoding.

Noise: anything harming the communication Noise: anything harming the communication process.process.

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MessageMessage EncodingEncoding MediumMedium DecodingDecoding

DecodingDecoding MediumMedium EncodingEncoding MessageMessage

ReceiverReceiver

(now sender)(now sender)SenderSender

Transmission PhaseTransmission Phase

Feedback Phase

NOISENOISE

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Messages are transmitted over a medium to a Messages are transmitted over a medium to a receiver.receiver.

Medium:Medium: pathway the message is transmitted on pathway the message is transmitted on

(phone, letter).(phone, letter).

Receiver:Receiver: person getting the message.person getting the message.

Receiver next decodes the message.Receiver next decodes the message.DecodingDecoding allows the receiver to understand the allows the receiver to understand the

message.message.

This is a critical point, can lead to This is a critical point, can lead to mismis--understanding.understanding.

Feedback is started by receiver and states Feedback is started by receiver and states that the message is understood or that it mustthat the message is understood or that it mustbe rebe re--sentsent

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Communication IssuesCommunication IssuesCommunication Issues

EncodingEncoding of messages can be done of messages can be done verbally or nonverbally or non--verballyverbally

Verbal:Verbal: spoken or written communication.spoken or written communication.

Nonverbal:Nonverbal: facial gestures, body language, facial gestures, body language,

dress.dress.

Sender and receiver communicate based Sender and receiver communicate based on their on their perceptionperception..

Subjective perception can lead to biases and Subjective perception can lead to biases and

stereotypes that hurt communication.stereotypes that hurt communication.

Effective Managers avoid communicating based on Effective Managers avoid communicating based on

a prea pre--set belief.set belief.

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Dangers of Ineffective CommunicatioDangers of Ineffective CommunicatioDangers of Ineffective Communicatio

Managers spend most of their time Managers spend most of their time communicating so both they and the communicating so both they and the subordinates must be effective communicators.subordinates must be effective communicators.To be effective:To be effective:

Select an Select an appropriate mediumappropriate medium for each for each message.message.

There is no one There is no one ““bestbest”” medium.medium.

ConsiderConsider information richnessinformation richness: the amount of : the amount of

information a medium can carry.information a medium can carry.

Medium with high richness can carry much information to aiMedium with high richness can carry much information to ai

understanding.understanding.

Is there a need for a Is there a need for a paper/electronic trailpaper/electronic trail toto

provide documentation?provide documentation?

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Information Richness and Media TypeInformation Richness and Media TypeInformation Richness and Media Type

Face-to-face

communication

FaceFace--toto--faceface

communicationcommunication

Verbal communication

electronically

transmitted

Verbal communicationVerbal communication

electronicallyelectronically

transmittedtransmitted

Verbal communication

electronically

transmitted

Verbal communicationVerbal communication

electronicallyelectronically

transmittedtransmitted

Impersonal written

communication

Impersonal writtenImpersonal written

communicationcommunication

High High

RichnessRichness

LowLow

RichnessRichness

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Communication MediaCommunication MediaCommunication Media

FaceFace--toto--FaceFace: highest information richness.: highest information richness.Can take advantage of verbal and nonverbal signals.Can take advantage of verbal and nonverbal signals.

Provides for instant feedback.Provides for instant feedback.

Management by wandering around takes advantage of this Management by wandering around takes advantage of this

with informal talks to workers.with informal talks to workers.

Video ConferencesVideo Conferences: provide much of this richness.: provide much of this richness.

Reduce travel costs and meeting times.Reduce travel costs and meeting times.

Verbal Communication electronically Verbal Communication electronically transmittedtransmitted: has next highest richness.: has next highest richness.

Phone conversations, but no visual nonverbal cues.Phone conversations, but no visual nonverbal cues.

Do have tone of voice, senderDo have tone of voice, sender’’s emphasis and quick s emphasis and quick

feedback.feedback.

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Communication MediaCommunication MediaCommunication Media

Personally Addressed Written Personally Addressed Written Communication:Communication: lower richness than the verblower richness than the verbaforms, but still is directed at a given person.forms, but still is directed at a given person.

Personal addressing helps ensure receiver reads it.Personal addressing helps ensure receiver reads it.

Letters and eLetters and e--mail are common forms.mail are common forms.

Cannot provide instant feedback to sender but can get Cannot provide instant feedback to sender but can get

feedback later.feedback later.

Excellent for complex messages needing followExcellent for complex messages needing follow--upup..

Impersonal Written Communication:Impersonal Written Communication: lowestlowestrichness.richness.

Good for messages to many receivers. Little feedback isGood for messages to many receivers. Little feedback is

expected.expected.

Newsletters reports are examplesNewsletters reports are examples

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E-Mail TrendsEE--Mail TrendsMail Trends

EE--mailmail use is growing rapidly in large firms, and use is growing rapidly in large firms, and there are even special ethere are even special e--mail etiquette:mail etiquette:

Words in all Words in all CAPITALSCAPITALS are seen as are seen as ““screamingscreaming”” atat

the receiver.the receiver.

Punctuate your messagesPunctuate your messages for easy reading and for easy reading and

dondon’’t ramble on.t ramble on.

PayPay attention to spellingattention to spelling and treat like a written and treat like a written

letter.letter.

EE--mail has allowed telecommuting, where mail has allowed telecommuting, where workers can work from home and be in touch workers can work from home and be in touch with ewith e--mail.mail.

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Communication NetworksCommunication NetworksCommunication Networks

Networks show information flows in anNetworks show information flows in anorganization.organization.

•• Wheel NetworkWheel Network:: information flow to and from one information flow to and from one

central member.central member.

•• Chain NetworkChain Network:: members communicate with peoplmembers communicate with people

next to them in sequence.next to them in sequence.

Wheel and Chain networks provide for little interaction.Wheel and Chain networks provide for little interaction.

•• Circle NetworkCircle Network:: members communicate with othersmembers communicate with others

close to them in terms of expertise, office location, etclose to them in terms of expertise, office location, et

•• AllAll--Channel NetworkChannel Network:: found in teams, with high found in teams, with high

levels of communications between each member andlevels of communications between each member and

all others.all others.

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Communication Networks in Groups & Teams

Communication Networks in Communication Networks in Groups & TeamsGroups & Teams

Wheel NetworkWheel Network

Circle NetworkCircle Network

Chain NetworkChain Network

All Channel NetworkAll Channel Network

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Organization Communication NetworksOrganization Communication NetworksOrganization Communication Networks

Organization chartOrganization chart depicts formal depicts formal reporting channels.reporting channels.

Communication is informalCommunication is informal and flows around and flows around

issues, goals, and projects.issues, goals, and projects.

Vertical CommunicationVertical Communication:: goes up and down the goes up and down the

corporate hierarchy.corporate hierarchy.

Horizontal CommunicationHorizontal Communication:: between employees between employees

of the same level.of the same level.

Informal communications can span levels and departments.Informal communications can span levels and departments.

GrapevineGrapevine:: informal network carrying unofficial informal network carrying unofficial

information through the firm.information through the firm.

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Organizational Communications NetworkOrganizational Communications NetworkOrganizational Communications Network

Formal

Communication

Informal

Communication

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Technological AdvancesTechnological AdvancesTechnological Advances

Internet: global system of computer networks

Many firms use it to communicate with suppliers.

World Wide Web (WWW): provides multimedia access to the Internet.

Intranets: use the same information concepts as the Internet, but keep the network inside the firm.

Groupware: software designed to let workers share information and improve communication.

Best for team oriented support.

Communication Skills for Managersas Senders

Communication Skills for ManagersCommunication Skills for Managersas Sendersas Senders

•• SendSend clear and completeclear and complete messages.messages.

•• Encode messagesEncode messages in symbols the receiver in symbols the receiver

understands.understands.

•• Select a Select a medium appropriatemedium appropriate for the message for the message

AND monitored by the receiver.AND monitored by the receiver.

•• Avoid filteringAvoid filtering (holding back information) and (holding back information) and

distortion as the message passes through other distortion as the message passes through other

workers.workers.

•• Ensure a feedbackEnsure a feedback mechanism is included in mechanism is included in

the message.the message.

•• Provide accurate informationProvide accurate information to avoid rumors.to avoid rumors.

Haery Sihombing

Communication Skills for Managers as Receivers

Communication Skills for Managers Communication Skills for Managers as Receiversas Receivers

•• Pay AttentionPay Attention to what is sent as a message.to what is sent as a message.

•• Be a good listener: Be a good listener: dondon’’t interrupt.t interrupt.

Ask questions to clarify your understanding.Ask questions to clarify your understanding.

•• Be empathetic: Be empathetic: try to understand what the try to understand what the sender feels.sender feels.

•• Understand linguistic styles: Understand linguistic styles: differentdifferentpeople speak differently.people speak differently.

Speed, tone, pausing all impact communication.Speed, tone, pausing all impact communication.

This is particularly true across cultures.This is particularly true across cultures.

Managers should expect and plan for this.Managers should expect and plan for this.

Haery Sihombing

THANK YOUTHANK YOU

BMFP 4512 Chapter-11 Motivation & Communication

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