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Communication
Goals
Appreciate the importance of communication in leadership and other interpersonal interactions.
Understand the barriers to effective communication and what can be done to overcome them
Effective listening.
Communication
• The exchange of information between a sender and a receiver.
Get me to do a task in writing.
Get me to do a task Verbally
Try to do it without words
All different types of communication
• Which most, least effective for explaining a task. Do note that this could be different for different types of situations (see page 459).
Why is it important
• Research suggests manager spend up to 80% of their time communicating either written or orally.
• Research suggest that oral communication skills is usually either the most important or second most important skill to be a successful manager.
Simple case: Two people
A Perceptual Model of Communication
Encodes Ideas or Thought
s
Creates Message
Creates Meaning
Decodes Message
Encodes Ideas or Thought
s
Creates Message
Creates Meaning
Decodes Message
Sender Receiver
Transmitted on medium
Transmitted on medium
Feedback!
Noise
15-2Figure 15-1
McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. All rights reserved.
Encoding/decoding
• Taking ideas/feelings/thoughts and putting them into oral, written, or non-verbal communication.
• Taking oral, written, non-verbal communication and translating it into ideas/feelings/thoughts.
Created meaning
• Weak communication Good communication
Noise
• Anything the interferes with the transmission (sender) or understanding (receiver) of the message.
• Where was there noise in my examples (written, verbal, non-verbal). Focus on both sender and receiver (we always blame it one the receiver but its all 50/50).
Communication is 50% sender 50% listener
• Focus on Sender.
• Focus on receiver.
• Book lists series of process barriers—p. 524.
• Think about—your messages and the exercise earlier.
Personal Barriers to Effective Communication
1) Ability to effectively communicate
2) Way people process and interpret information
3) Level of interpersonal trust between people
4) Stereotypes and prejudice
5) Egos6) Poor listening skills7) Neutral tendency to
evaluate or judge a sender’s message
8) Inability to listen with understanding
15-4
McGraw-Hill
• Communication style video
Communication Styles
Direct and unambiguous language No attributions or evaluations of other’s behavior Use of “I” statements and cooperative “we” statements
Good eye contact Comfortable, but firm posture Strong, steady, and audible voice Facial expressions matched to message Appropriately
serious tone Selective interruptions to ensure understanding
Pushing hard without attacking; permits others to influence outcome: expressive and self-enhancing without intruding on others
Assertive
Verbal Behavior Pattern
Nonverbal Behavior Pattern
DescriptionCommunication Style
15-7Table 15-1
McGraw-Hill .
Communication Styles
Swear words and abusive language Attributions and evaluations of others’ behavior Sexist or racist terms Explicit threats or put-downs
Glaring eye contact Moving or leaning too close Threatening gestures Loud voice Frequent interruptions
Taking advantage of others; expressive and self-enhancing at others’ expense
Aggressive
Verbal Behavior Pattern
Nonverbal Behavior Pattern
DescriptionCommunication Style
15-8Table 15-1 cont.
McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. All rights reserved.
Communication Styles
Qualifiers Fillers Negaters
Little eye contact Downward glances Slumped posture Constantly shifting weight Wringing hands Weak or whiny voice
Encouraging others to take advantage of us; inhibited; self-denying
Nonassertive
Verbal Behavior Pattern
Nonverbal Behavior Pattern
DescriptionCommunication Style
15-9Table 15-1 cont.
McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. All rights reserved.
Summary
• Communication very complex.
• Failure to communicate is complex.
• Effective communication critical when jobs are interdependent.
Teams
• Before we select teams Next class
• Consumer materials. Communication problems abound. What are the barriers. List 3 or more provide example. What would you do to improve communications. List at least two things.
Teams of 4-5.
• Self assign
• Presentation 15 minutes (20 is cutoff and not good). Q and A is separate. Provide one multiple choice question based on your presentation. I may modify or may use/not use. No written report.
• I will ask classmates to do a short assessment. What did the like/learn? What could have improved/was confusing?
In teams
• On card Team name• Team members• Team goals Grade (keep in mind A at least 10
hours/person). If not willing to commit that time then lower the grade. This is very important. If differences in goals, assign grade weights at this time. Adjustments will be made after presentation. If someone does 10% more then 10% higher grade. This is the time to make that decision. Practice communication skills. Final grades can be adjusted but only if 4 of 5 or 3 of 4 team members agree to do those adjustments. Normally excessive unexcused absences. Could be as low as 0.
Organize yourselves
• Time frame of when things happen.
• Meeting times to get activities done in time allowed.
Consumer materials
• Side note: Cases tendency to discuss what to do prematurely. Two steps. Diagnosis then action.
List the problems
• Then which are most critical.
Which are most critical
• In teams and report back
What would you do.
Action Plan
Summary
• Case process
• The case action plan.
