COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 10 1 CHAPTER 10 COMMUNICATION.

COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 10

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CHAPTER 10

COMMUNICATION


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LEARNING OBJECTIVES

Define communication and explain why communication by the strict chain of command is often ineffective.

Discuss barriers to effective superior-subordinate communication.

Explain the organizational grapevine and discuss its main features.

Review the role of both verbal and nonverbal communication at work.


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Discuss gender differences in communication and how it can cause communication problems.

Discuss how communication differs across cultures and how it is influenced by cultural context.

Generate some personal approaches to improving communication.

Discuss some organizational approaches to improving communication.


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WHAT IS COMMUNICATION?

The process by which information is exchanged between a sender and receiver.

Effective communication occurs when the right people receive the right information in a timely manner.


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A MODEL OF THE COMMUNICATION PROCESS

SENDER RECEIVER

FEEDBACK

Thinking Encoding Transmitting Perceiving Decoding Understanding


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A MODEL OF THE COMMUNICATION PROCESS

Sender

Thinking

Encoding

Transmitting

Receiver

Perceiving

Decoding

Understanding


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COMMUNICATION BY CHAIN OF COMMAND

Chain of command refers to the lines of authority and formal reporting relationships.

Downward Communication

Upward Communication

Horizontal Communication


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DEFICIENCIES IN THE CHAIN OF COMMAND Informal Communication

Filtering occurs when a message is watered down or stopped during transmission.

Slowness


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HOW GOOD IS SUPERIOR-SUBORDINATE COMMUNICATION?

Superiors and subordinates often differ in their perceptions in the communication relations:

How subordinates should and do allocate time

How long it takes to learn a job


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The importance subordinates attach to pay

The amount of authority the subordinate has

The subordinate’s skills and abilities

The subordinate’s performance and obstacles to good performance

The superior’s leadership style


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BARRIERS TO EFFECTIVE SUPERIOR-SUBORDINATE COMMUNICATION

Conflicting Role Demands: balancing task and social-emotional functions.

The Mum Effect: the tendency to avoid communicating unfavourable news to others.


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Status Effect: the tendency for superiors to devalue communication with subordinates.

Time: the simple constraint of time.


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THE GRAPEVINE

An organization’s informal communication network.


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FEATURES OF GRAPEVINE SYSTEMS

Often it is verbal, but written notes, electronic mail and fax messages can contribute to the transmission.

Organizations have several grapevine systems, some of which may be loosely coordinated.

It may transmit information relevant to the performance of the organization as well as personal gossip.


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THE VERBAL LANGUAGE AT WORK

Jargon is a specialized language used by job holders or member of particular occupations or organizations.


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BARRIERS TO EFFECTIVE COMMUNICATION

While jargon is an efficient way of communicating with peers and provides a touch of status with others, it serves as a barrier to communicating with others.

If jargon is misunderstood by outsiders, it can distort perceptions of roles and what people do at work.


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THE NONVERBAL LANGUAGE OF WORK

The transmission of messages by some medium other than speech or writing.

Body Language is nonverbal communication by means of a sender’s bodily motions, facial expressions or physical location.


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CROSS-CULTURAL COMMUNICATIONS

Language Differences

Nonverbal Communication Across Cultures Facial Expressions Gestures Gaze Touch


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PERSONAL APPROACHES TO IMPROVING COMMUNICATION

Take the Time

Be Accepting of the Other Person

Say What You Feel

Listen Actively


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ORGANIZATIONAL APPROACHES TO IMPROVING COMMUNICATION

Choosing the Correct Medium

360 Degree Feedback

Employee Survey

Suggestion Systems


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Telephone Hotlines and TV Networks

Management Training


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HIGH-CONTEXT VERSUS LOW-CONTEXT CULTURES


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LOW-CONTEXT CULTURES

Information must be provided explicitly, usually in words.

Less aware of nonverbal cues, environment, and situation

Lack well-developed networks Need detailed background information


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Tend to segment and compartmentalize information

Control information on a “need to know” basis

Prefer explicit and careful directions from someone who “knows”

Knowledge is a commodity


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HIGH-CONTEXT CULTURES

Most information drawn from surroundings. Very little must be explicitly transferred.

Nonverbal important Information flows freely Physical context relied upon for information Environment, situation, gestures, mood all taken

into account Maintain extensive information networks

COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 10 1 CHAPTER 10 COMMUNICATION.

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Transcript of COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 10 1 CHAPTER 10 COMMUNICATION.