COMMUNICATION 3* Need of all living beings

(Including Animals & Plants)* From the time we are BORNTo our end , we continuously

COMMUNICATEBY SUJITH BR

9 ways to make people likeYOU• Smile• Remember that man’s name is to him the sweetest

and most important sound in any language.• Don’t criticize, condemn or complain• Give honest, sincere appreciation• Arouse in the other person an eager want• Become genuinely interested in other person• Be a good listener, Encourage others to talk about

themselves.• Talk in terms of the other man’s interest.• Make other person feel important and do it sincerely.

NEEDS

• Human Beings on Account of their External Sense Organs

PERCIEVE NEEDS

• Needs are UNLIMITED

OPTIONS

• Needs may be Satisfied FULLY or PARTIALLY

• Needs may not be SATISFIED• Earlier needs SATISFIED/ NOT

SATISFIED• may Result in ADDITIONAL needs

FEELINGS

A rtific ia lM an /W om an M ad e

G ladJoy, H ap p in ess

S adS orrow

M adA n g er

S caredF ear

B ad

G en u in e

F ee lin g s

• Human Beings Have a Hunger for RECOGNITION

• (Recognition is often referred to as STROKES)• Stroke is a unit of RECOGNITION

• Human Beings usually cannot Devoid of Recognition in absence of Positive recognition

• The person would prefer to have Negative Recognition rather than Vacuum

Recognition

• Physical• Psychological• + Positive.• - Negative• C Conditional• U Unconditional• C Doing• U Being

• + U + C

• +U - C

• -U + C

• - U - C

• From Harmony to Indifference

STROKE ECONOMY

Don’t give Strokes

Don’t Accept Strokes

Don’t ask for Strokes

Don’t refuse unwanted Strokes

Don’t give yourself Strokes

A C

B

D

E

Activating Event

Rational Emotive Theory

Consequencesbad/ negative

Belief System

DetectDebateDiscriminate

Effect (good)

EMPLOYEE PROFILECOMPETENCY

LEVEL

60

50

40

30

20

10

0 5 10 15 20

X

Y

NO. OF YEARS(TIME FRAME)

(UNITS)

COMPETENCY LEVEL ON JOININGCOMPETENCY LEVEL WITH EXPERIENCECOMPETENCY LEVEL WITH TRAININGCOMPETENCY LEVEL WITH FOCUSSED TRAINING

AMBIGUOUS PICTURE OF A YOUNG WOMAN AND AN OLD WOMAN.(SOURCE: EDWIN G. BORING, “A NEW AMBIGUOUS FIGURE,” AMERICAN JOURNAL OF PSYCHOLOGY, JULY 1930, P. 444. ALSO SEE ROBERT LEEPER, “A STUDY OF A NEGLECTED PORTION OF THE FIELD OF LEARNING - THE DEVELOPMENT OF SENSORY ORGANIZAITON,” JOURNAL OF GENETIC PSYCHOLOGY, MARCH 1935, P. 62. ORIGINALLY DRAWN BY CARTOONIST W.E. HILL AND PUBLISHED IN PUCK, NOVEMBER 6, 1915.)

CLEAR PICTURES OF THE YOUNG WOMAN AND OLD WOMAN.( SOURCE : ROBERT LEEPER, “A STUDY OF A

NEGLECTED PORTION OF THE FIELD OF LEARNING -

THE DEVELOPMENT OF SENSORY ORGANIZATION,”

JOURNAL OF GENETIC PSYCHOLOGY, MARCH 1935, P.

62. )

CASE AYOUR TV TECHNICIAN RECTIFIES A DEFECT IN YOUR TV AND SENDS YOU A BILL FOR RS. 200/- WITH A NOTE WHICH SAYS:

“IF YOU DO NOT PAY WITHIN 30 DAYS, THERE WILL BE A PENALTY OF RS. 20/-.”

CASE BSAME AS ABOVE, BUT THE BILL IS FOR RS. 220/- WITH THE FOLLOWING NOTE:

“IF YOU PAY WITHIN 30 DAY, THERE IS A DISCOUNT OF RS. 20/-.”

NIRMAL WAITS FOR A MINI-BUS

NIRMAL WAS STANDING IN A CORNER WAITING FOR A

MINI-BUS. THIS CORNER WAS DARK AND LONELY.

NIRMAL WAS AWARE THAT MANY ROBBERS LIVED IN

THE NEIGHBOURHOOD BECAUSE HE KNEW THE BASTI

WELL. WHILE HE WAS WAITING FOR THE MINI-BUS, A

MAN CAME QUIETLY BEHIND HIM AND HIT HIM ON

THE BACK. NIRMAL TURNED AROUND QUICKLY AND

CAUGHT THE MAN WITH A HARD BLOW SQUARELY

ON THE JAW.

1. The mini-bus Nirmal was waiting for was late

2. Nirmal was right in hitting that man before he robbed him.

3. Such quick and intelligent action will result in more robbers being arrested.

4. The robber should have hit Nirmal harder before he had a chance to turn around.

5. Nirmal should not have struck the man.

True False Don’t know

RULES FOR GOOD COMMUNICATION

SEEK TO CLARIFY YOUR IDEAS BEFORE COMMUNICATING

EXAMINE THE TRUE PURPOSE

CONSIDER THE TOTAL & HUMAN SETTING

CONSULT WITH OTHERS, WHERE APPROPRIATE, IN PLANNING COMMUNICATION

BE MINDFUL OF OVERTONES AS WELL AS CONTENT

TAKE THE OPPORTUNITY, WHEN IT ARISES, TO CONVEY SOMETHING OF HELP / VALUE

FOLLOW UP COMMUNICATION

BE SURE YOUR ACTIONS SUPPORT YOUR COMMUNICATION

SEEK NOT ONLY TO BE UNDERSTOOD, BUT ALSO TO UNDERSTAND.

BARRIERS & FILTERS

EXTERNAL & INTERNAL

GENERAL

COMMUNICATOR RECEIVER

Noise Lack of Clarity Inattentiveness

Prejudices Lack of Purpose Unpreparedness

Perception Lack of Importance Lack of Background Knowledge

Culture Unwanted Urgency Tension

Stereotype Tension Haste

Passing the Buck

SIX MYTHS ABOUT NATURE OF COMMUNICATION

(!) WE COMMUNICATE ONLY WHEN WE INTEND TO

(2) WORDS HAVE SPECIFIC MEANINGS

(3) WE COMMUNICATE PRIMARILY WITH WORDS

(4) COMMUNICATION IS A ONE WAY ACTIVITY

(5) THE MESSAGE WE SEND IS IDENTICAL WITH THE MESSAGE RECEIVED

(6) NEVER GIVE TOO MUCH INFORMATION.

TYPES OF INFORMATION FOR UPWARD COMMUNICATION

1. WHAT THE PERSONS HAVE DONE

2. WHAT THOSE UNDER THEM HAVE DONE

3. WHAT THEIR PEERS HAVE DONE

4. WHAT THEY THINK NEEDS TO BE DONE

5. WHAT THEIR PROBLEMS ARE

6. WHAT THE PROBLEMS OF THE UNIT ARE

7. WHAT MATTERS OF ORGANIZATIONAL PRACTICE AND POLICY NEED TO BE REVIEWED.

COMMUNICATION STYLES

COMMUNICATION STYLE

DESCRIPTION NON-VERBALBEHAVIORPATTERN

VERBALBEHAVIORPATTERN

ASSERTIVE PUSHING HARDWITHOUTATTACKING;PERMITS OTHERSTO INFLUENCEOUTCOME;EXPRESSIVE ANDSELF-ENHANCINGWITHOUTINTRUDING ONOTHERS.

GOOD EYECONTACT.COMFORTABLEBUT FIRMPOSTURE.STRONG, STEADY,AND AUDIBLEVOICE.FACIALEXPRESSIONSMATCHED TOMESSAGE.APPROPRIATELYSERIOUS TONE.SELECTIVEINTERRUPTIONSTO ENSUREUNDERSTANDING.

DIRECT ANDUNAMBIGUOUSLANGUAGE.NO ATTRIBUTIONSOR EVALUATIONSOF OTHER’SBEHAVIOR.USE OF “I”STATEMENTS ANDCO-OPERATIVE“WE”STATEMENTS.

AGGRESSIVE TAKINGADVANTAGE OFOTHERS;EXPRESSIVE ANDSELF-ENHANCINGAT OTHER’SEXPENSE.

GLARING EYECONTACT.MOVING ORLEANING TOOCLOSE.THREATENINGGESTURES(POINTED FINGER;CLENCHED FIST).LOUD VOICE.FREQUENTINTERRUPTIONS.

SWEAR WORDSAND ABUSIVELANGUAGE.ATTRIBUTIONSANDEVALUATIONS OFOTHER’SBEHAVIOR.SEXIST OR RACISTTERMS.EXPLICITTHREATS OR PUT-DOWNS.

NON-ASSERTIVE ENCOURAGINGOTHERS TO TAKEADVANTAGE OFUS; INHIBITED;SELF-DENYING.

LITTLE EYECONTACT.DOWNWARDGLANCES.SLUMPEDPOSTURE.CONSTANTLYSHIFTING WEIGHT.WRINGINGHANDS.WEAK OR WHINYVOICE.

QUALIFIERS(“MAY BE”; “KINDOF”).FILLERS (“UH,”“YOU KNOW,”“WELL”)NEGATERS (“IT’SNOT REALLYTHATIMPORTANT”; “I’MNOT SURE”)

SOURCE: ADAPTED IN PART FROM J A WATERS, “MANAGERIAL ASSERTIVENESS,”BUSINESS HORIZONS, SEPTEMBER – OCTOBER 1982, PP 24-29.

PRACTICAL TIPS

POSITIVE NONVERBAL ACTIONS THAT HELP TO COMMUNICATE INLUDE:

MAINTAINING EYE CONTACT

OCCASIONALLY NODDING THE HEAD IN AGREEMENT

SMILING AND SHOWING ANIMATION

LEANING TOWARD THE SPEAKER

SPEAKING AT A MODERATE RATE, IN A QUIET, ASSURING TONE.

THE KEYS TO EFFECTIVE LISTENING

KEYS TOEFFECTIVELISTENING

THE BAD LISTENER THE GOOD LISTENER

1. CAPITALIZE ONTHOUGHT SPEED

TENDS TO DAYDREAM STAYS WITH THESPEAKER, MENTALLYSUMMARIZES THESPEAKER, WEIGHSEVIDENCE, AND LISTENSBETWEEN THE LINES

2. LISTEN FOR IDEAS LISTENS FOR FACTS LISTENS FOR CENTRAL OROVERALL IDEAS

3. FIND AN AREA OFINTEREST

TUNES OUT DRYSPEAKERS OR SUBJECTS

LISTENS FOR ANY USEFULINFORMATION

4. JUDGE CONTENT,NOT DELIVERY

TUNES OUT DRY ORMONOTONE SPEAKERS

ASSESSES CONTENT BYLISTENING TO ENTIREMESSAGE BEFOREMAKING JUDGEMENTS

5. HOLD YOUR FIRE GETS TOO EMOTIONALOR WORKED UP BYSOMETHING SAID BYTHE SPEAKER ANDENTERS INTO ANARGUMENT

WITHHOLDS JUDGEMENTUNTIL COMPREHENSION ISCOMPLETE

6. WORK ATLISTENING

DOES NOT EXPENDENERGY ON LISTENING

GIVES THE SPEAKER FULLATTENTION.

7. RESISTDISTRACTIONS

IS EASILY DISTRACTED FIGHTS DISTRACTIONSAND CONCENTRATES ONTHE SPEAKER

8. HEAR WHAT IS SAID SHUTS OUT OR DENIESUNFAVORABLEINFORMATION

LISTENS TO BOTHFAVOURABLE ANDUNFAVOURABLEINFORMATION

9. CHALLENGEYOURSELF

RESISTS LISTENING TOPRESENTATIONS OFDIFFICULT SUBJECTMATTER

TREATS COMPLEXPRESENTATIONS ASEXERCISE FOR THE MIND

10. USE HANDOUTS,OVERHEADS, OROTHER VISUAL AIDS

DOES NOT TAKE NOTESOR PAY ATTENTION TOVISUAL AIDS

TAKES NOTES ASREQUIRED AND USESVISUAL AIDS TO ENHANCEUNDERSTANDING OF THEPRESENTATION.

SOURCE: DERIVED FROM G MANNING, K CURTIS, AND S MCMILLEN, BUILDINGTHE HUMAN SIDE OF WORK COMMUNITY (CINCINNATI, OH: THOMSONEXECUTIVE PRESS, 1996), PP 127-54; AND P SLIZEWSKI, “TIPS FOR ACTIVELISTENING,” HRFOCUS, MAY 1995, P 7.

SOME ACTIONS TO AVOID

LOOKING AWAY OR TURNING AWAY AWAY FROM THE SPEAKER.

CLOSING YOUR EYES.

USING AN UNPLEASANT VOICE TONE.

SPEAKING TOO QUICKLY OR TOO SLOWLY.

YAWNING EXCESSIVELY.

THE PURPOSES AND METHODS OF INTERACTIVE COMMUNICATION

1. TASK COORDINATION

2. PROBLEM SOLVING

3. INFORMATION SHARING

4. CONFLICT RESOLUTION.

MUTUALITY OF INTEREST

BALANCING INDIVIDUAL AND ORGANIZATIONAL

INTERESTS THROUGH WIN-WIN COOPERATION.

Message

Receivercreates

meaning

Transmittedon medium

Sender

EncodingMessageSourcedecodes

Encoding Receiverdecodes

Transmittedon medium

Noise

Feedback Loop

A perceptual Model of Communication

BARNARD’S CONTRIBUTION : 7 FACTORS

1. THE CHANNELS OF COMMUNICATION SHOULD BE DEFINITELY KNOWN.

2. THERE SHOULD BE A DEFINITE FORMAL CHANNEL OF COMMUNICATION TO EVERY MEMBER OF AN ORGANIZATION.

3. THE LINE OF COMMUNICATION SHOULD BE AS DIRECT AND SHORT AS POSSIBLE.

4. THE COMPLETE FORMAL LINE OF COMMUNICATION SHOULD NORMALLY BE USED.

5. THE PERSONS SERVING AS COMMUNICATION CENTERS SHOULD BE COMPETENT.

6. THE LINE OF COMMUNICATION SHOULD NOT BE INTERRUPTED WHILE THE ORGANIZATION IS FUNCTIONING.

7. EVERY COMMUNICATION SHOULD BE AUTHENTICATED.

LUTHANS AND MARTINKO’S CHARACTERISTICS OF FEEDBACKFOR EFFECTIVE AND INEFFECTIVE INTERPERSONALCOMMUNICATION IN HUMAN RESOURCES MANAGEMENT

EFFECTIVE FEEDBACK INEFFECTIVE FEEDBACK1. INTENDED TO HELP THE

EMPLOYEE1. INTENDED TO BELITTLE THE

EMPLOYEE2. SPECIFIC 2. GENERAL3. DESCRIPTIVE 3. EVALUATIVE4. USEFUL 4. INAPPROPRIATE5. TIMELY 5. UNTIMELY6. CONSIDERS EMPLOYEE

READINESS FOR FEEDBACK6. MAKES THE EMPLOYEE

DEFENSIVE7. CLEAR 7. NOT UNDERSTANDABLE8. VALID 8. INACCURATE

THE PURPOSES AND METHODS OF DOWNWARD COMMUNICATION

1. TO GIVE SPECIFIC TASK DIRECTIVESABOUT JOB INSTRUCTIONS.

2. TO GIVE INFORMATION ABOUT ORGANIZATIONAL PROCEDURES AND PRACTICES

3. TO PROVIDE INFORMATION ABOUT THE RATIONALE OF THE JOB.

4. TO TELL SUBORDINATES ABOUT THEIR PERFORMANCE.

5. TO PROVIDE IDEOLOGICAL INFORMATION TO FACILITATE THE INDOCTRINATION OF GOALS.

SOME CHARACTERISTICS OF MANAGERS VERSUS LEADERSIN THE TWENTY-FIRST CENTURY

MANAGER CHARACTERISTICS LEADER CHARACTERISTICS

ADMINISTERS INNOVATESA COPY AN ORIGINALMAINTAINS DEVELOPSFOCUSES ON SYSTEMS ANDSTRUCTURE

FOCUSES ON PEOPLE

RELIES ON CONTROL INSPIRES TRUSTSHORT-RANGE VIEW LONG-RANGE PERSPECTIVEASKS HOW AND WHEN ASKS WHAT AND WHYEYE ON THE BOTTOM LINE EYE ON THE HORIZONIMITATES ORIGINATESACCEPTS THE STATUS QUO CHALLENGES THE STATUS QUOCLASSIC GOOD SOLDIER OWN PERSONDOES THINGS RIGHT DOES THE RIGHT THING

SOURCE: WARREN G. BENNIS. “MANAGING THE DREAM: LEADERSHIPIN THE 21ST CENTURY.” JOURNAL OF ORGANIZATIONAL CHANGEMANAGEMENT, VOL. 2, NO. 1, 1989, P. 7.

COMMUNICATION DIFFERENCES BETWEEN WOMEN ANDMEN

LINGUISTICCHARACTERIS

TIC

MEN WOMEN

TAKING CREDIT GREATER USE OF “I”STATEMENTS (E.G., “IDID THIS” AND “I DIDTHAT”); MORE LIKELYTO BOAST ABOUTTHEIR ACHIEVEMENTS

GREATER USE OF “WE”STATEMENTS (E.G., “WEDID THIS” AND “WE DIDTHAT”); LESS LIKELY TOBOAST ABOUT THEIRACHIEVEMENTS

DISPLAYINGCONFIDENCE

LESS LIKELY TOINDICATE THAT THEYARE UNCERTAINABOUT AN ISSUE

MORE LIKELY TOINDICATE A LACK OFUNCERTAINTY ABOUTAN ISSUE

ASKINGQUESTIONS

LESS LIKELY TO ASKQUESTIONS (E.G.,ASKING FORDIRECTIONS)

MORE LIKELY TO ASKQUESTIONS

CONVERSATIONRITUALS

AVOID MAKINGAPOLOGIES BECAUSE ITPUTS THEM IN A ONE-DOWN POSITION

MORE FREQUENTLY SAY“I’M SORRY”

GIVINGFEEDBACK

MORE DIRECT ANDBLUNT

MORE TACTFUL; TENDTO TEMPER CRITICISMWITH PRAISE

GIVINGCOMPLIMENTS

STINGY WITH PRAISE PAY MORECOMPLIMENTS THANMEN

INDIRECTNESS INDIRECT WHEN ITCOMES TO ADMITTINGFAULT OR WHEN THEYDON’T KNOWSOMETHING

INDIRECT WHENTELLING OTHERS WHATTO DO

SOURCE: DERIVED FROM D TANNEN, “THE POWER OF TALK: WHOGETS HEARD AND WHY,” HARVARD BUSINESS REVIEW, SEPTEMBER -OCTOBER 1995, PP 138-48; AND D TANNEN, YOU JUST DON’TUNDERSTAND: WOMEN AND MEN IN CONVERSATION (NEW YORK:BALLANTINE BOOKS, 1990).

DIFFERENCES BETWEEN LEADERS ANDMANAGERS

LEADERS MANAGERSINNOVATE ADMINISTERDEVELOP MAINTAININSPIRE CONTROLLONG-TERM VIEW SHORT-TERM VIEWASK WHAT AND WHY ASK HOW AND WHENORIGINATE INITIATECHALLENGE THE STATUS QUO ACCEPT THE STATUS QUODO THE RIGHT THINGS DO THINGS RIGHT

SOURCE: DISTINCTIONS WERE TAKEN FROM W G BENNIS, ONBECOMING A LEADER (READING, MA: ADDISON-WESLEY, 1989).

FUNCTIONAL ROLES PERFORMED BY GROUP MEMBERS

TASK ROLES DESCRIPTION

INITIATOR SUGGESTS NEW GOALS OR IDEAS.INFORMATIONSEEKER/GIVER

CLARIFIES KEY ISSUES.

OPINIONSEEKER/GIVER

CLARIFIES PERTINENT VALUES.

ELABORATOR PROMOTES GREATER UNDERSTANDING THROUGHEXAMPLES OR EXPLORATION OF IMPLICATIONS.

CO-ORDINATOR PULLS TOGETHER IDEAS AND SUGGESTIONS.ORIENTER DEEPS GROUP HEADED TOWARD ITS STATED

GOAL(S).EVALUATOR TESTS GROUP’S ACCOMPLISHMENTS WITH

VARIOUS CRITERIA SUCH AS LOGIC ANDPRACTICALITY.

EMERGIZER PRODS GROUP TO MOVE ALONG OR TOACCOMPLISH MORE.

PROCEDURALTECHNICIAN

PERFORMS ROUTINE DUTIES (E.G., HANDING OUTMATERIALS OR REARRANGING SEATS).

RECORDER PERFORMS A “GROUP MEMORY” FUNCTION BYDOCUMENTING DISCUSSION AND OUTCOMES.

MAINTENANCEROLES

DESCRIPTION

ENCOURAGER FOSTERS GROUP SOLIDARITY BY ACCEPTING ANDPRAISING VARIOUS POINTS OF VIEW.

HARMONIZER MEDIATES CONFLICT THROUGH RECONCILIATIONOR HUMOR.

COMPROMISER HELPS RESOLVE CONFLICT BY MEETING OTHERS“HALF WAY.”

GATEKEEPER ENCOURAGES ALL GROUP MEMBERS TOPARTICIPATE.

STANDARD SETTER EVALUATES THE QUALITY OF GROUP PROCESSES.COMMENTATOR RECORDS AND COMMENTS ON GROUP

PROCESSES/DYNAMICS.FOLLOWER SERVES AS A PASSIVE AUDIENCE.

SOURCE: ADAPTED FROM DISCUSSION IN K D BENNE AND P SHEATS,“FUNCTIONAL ROLES OF GROUP MEMBERS,” JOURNAL OF SOCIAL ISSUES,SPRING 1948; PP 41-49.

ETHICAL AND UNETHICAL CHARACTERISTICS OFCHARISMATIC LEADERS

ETHICAL CHARISMATICLEADER

UNETHICAL CHARISMATICLEADER

USES POWER TO SERVE OTHERS USES POWER ONLY FORPERSONAL GAIN OR IMPACT

ALIGNS VISION WITHFOLLOWERS’ NEEDS ANDASPIRATIONS

PROMOTES OWN PERSONALVISION

CONSIDERS AND LEARNS FROMCRITICISM

CENSURES CRITICAL OROPPOSING VIEWS

STIMULATES FOLLOWERS TOTHINK INDEPENDENTLY AND TOQUESTION THE LEADER’S VIEW

DEMANDS OWN DECISIONS BEACCEPTED WITHOUT QUESTION

OPEN, TWO-WAYCOMMUNICATION

ONE-WAY COMMUNICATION

COACHES, DEVELOPS, ANDSUPPORTS FOLLOWERS: SHARESRECOGNITION WITH OTHERS

INSENSITIVE TO FOLLOWERS’NEEDS

RELIES ON INTERNAL MORALSTANDARDS TO SATISFYORGANIZATIONAL ANDSOCIETAL INTERESTS.

RELIES ON CONVENIENT,EXTERNAL MORAL STANDARDSTO SATISFY SELF-INTERESTS.

SOURCE: JANE M. HOWELL AND BRUCE J. AVOLIO, “THE ETHICS OFCHARISMATIC LEADERSHIP: SUBMISSION OR LIBERATION?”ACADEMY OF MANAGEMENT EXECUTIVE, MAY 1992, P. 45. USEDWITH PERMISSION.

EFFECTIVE TRANSFORMATIONAL LEADERS: CHARACTERISTICS

1. THEY IDENTIFY THEMSELVES AS CHANGE AGENTS.

2. THEY ARE COURAGEOUS

3. THEY BELIEVE IN PEOPLE

4. THEY ARE VALUE-DRIVEN.

5. THEY ARE LIFELONG LEARNERS.

EFFECTIVE MANAGERS : SKILLS1. VERBAL COMMUNICATION (INCLUDING

LISTENING)

2. MANAGING TIME AND STRESS

3. MANAGING INDIVIDUAL DECISIONS

4. RECOGNIZING, DEFINING, AND SOLVING PROBLEMS

5. MOTIVATING AND INFLUENCING OTHERS

6. DELEGATING

7. SETTING GOALS AND ARTICULATING A VISION

8. SELF-AWARENESS

9. TEAM BUILDING

10. MANAGING CONFLICT

NADLER AND TUSHMAN’S CHARISMATICLEADERSHIP STYLES

TYPES OFCHARISMATICLEADERSHIP

STYLES

MEANING EXAMPLES

ENVISIONING CREATING A PICTUREOF THE FUTURE – ORA DESIRED FUTURESTATE – WITH WHICHPEOPLE CANIDENTIFY ANDWHICH CANGENERATEEXCITEMENT.

ARTICULATING ACOMPELLING VISION.SETTING HIGHEXPECTATIONS.

ENERGIZING DIRECTING THEGENERATION OFENERGY, THEMOTIVATION TO ACT,AMONG MEMBERS OFTHE ORGANIZATION.

DEMONSTRATINGPERSONALEXCITEMENT ANDCONFIDENCE.SEEKING, FINDING,AND USING SUCCESS.

ENABLING PSYCHOLOGICALLYHELPING PEOPLE ACTOR PERFORM IN THEFACE OFCHALLENGINGGOALS.

EXPRESSINGPERSONAL SUPPORT.EMPATHIZING.

Individuals Involved

•A friend•Someone you do not trust•A superior•A subordinate

Communication Abilities/Traits

•Cross-cultural awareness•Assertiveness•Aggressiveness•Defensiveness•Active Listening

Situational Factors

•Company philosophy on openness•Company policy and procedures•Organizational climate•Geographic location of organization

Communication competence

Upward mobility

Communication Competence Affects Upward Mobility