Ethic in Communication New

8/12/2019 Ethic in Communication New

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Ethic in Communication

Faculty of Medicine

Sriwijaya University


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September 3, 2006 mba-communication ethic 2

A team is a small group

of people with

complementary skills

who are committed to a

common purpose,

performance goals, and

approachfor which theyhold themselves mutually

accountable.

A team

Remember Youll

work in a team


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Credo for Ethical Communication

Questions ofrightand wrongarisewhenever people communicate.

Ethical communication is fundamentalto responsible thinking, decisionmaking, and the development ofrelationships and communities withinand across contexts, cultures,channels, and media.


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Credo for Ethical Communicat ion- Cont.

Moreover, ethical communication

enhances human worth and dignity byfostering truthfulness, fairness,responsibility, personal integrity, and

respect for self and others. We believe that unethical

communication threatens the quality of

all communication and consequentlythe well being of individuals and thesociety in which we live.


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Ethical Guidelines

Keep Confidences

Ensure Timeliness

of Communication Confront Unethical

Behavior

Cultivate EmpathicListening


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Effective Communication

The message shouldbe understood.

The message should

achieve its intendedeffect.

The message should

be ethical.


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What is Ethics?

Ethicsare the beliefs, values, andmoral principles by which we

determine what is rightor wrong. An ethicsof a particular kind is an

idea or moral beliefs thatinfluences the behavior, attitudes,and philosophy of life of a group ofpeople.


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ethics

Ethics is the study of principles of conductthat apply to an individual or group

Four moral considerations used in ethicaldilemmas:

1. Rights

2. Justice

3. Utility4. care


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1. Abide by relevant laws

2. Abide by the appropriate corporateor professional code of conduct

3. Tell the truth

4. Dont mislead your audiences

5. Be clear

6. Avoid discriminatory language

7. Acknowledge assistance from others

Seven principles for ethical

communication:


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Telling the 'truth (Con t.)

Less clear-cut, because they are not

always so easy to do, are thefollowing:

o Distinguish between facts and opinions

o Always check the factso Don't assume that what an 'expert' has

said is the truth; experts can make

mistakes too, or they might lie


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Rhetoric - choosing your words

Even if you havethe facts, youcan distort the

message, eitherdeliberately oraccidentally,through suchtechniques as:
http://aa.wrs.yahoo.com/_ylt=A9FJqiIhzABFJDQAuiU93gt./SIG=1hnjpc7po/EXP=1157766561/**http%3a//asia.search.yahoo.com/search/images/view%3fback=http%253A%252F%252Fasia.search.yahoo.com%252Fsearch%252Fimages%253F_adv_prop%253Dimages%2526va%253Dcommunication%2526imgsz%253Dall%2526vf%253Dall%2526ei%253DUTF-8%2526fr%253DFP-tab-web-t%2526b%253D261%26w=113%26h=139%26imgurl=wahyu.com%252Fwp-content%252Fcommunication.jpg%26rurl=http%253A%252F%252Fwahyu.com%252F2005%252F12%252F31%252Flanguage-in-speech-communication%26size=5.3kB%26name=communication.jpg%26p=communication%26type=jpeg%26no=262%26tt=1759389%26oid=0f76df18ec143dfe%26ei=UTF-8


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1. Using loaded words Rhetoric (Cont.)

Terms like 'admitted' instead of 'said'or 'stated' ('admitted' makes thespeaker sound reluctant, as if he or shewould prefer to hide something), or'alarming' and 'dramatic' when astatistical increase or decrease is fairlysmall.

I don't 'admit' that I am a feminist; Imay proclaim, announce, or state it.


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2. Using discriminatory languageRhetor ic

(Cont.)

Audiences will

be only tooaware of thispractice.


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3. Using sentence structure to convey

subtleties of meaning

Here are two statements: 'Jean's work is slow, painstaking and

meticulous.' 'Jean's work is meticulous, painstaking

and slow.'The first sentence leaves one with theimpression that Jean might not be thespeediest worker, but her results areexcellent.The second sentence suggests thatalthough Jean's results are very good,she takes far too longto achieve them.


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4. Sensationalizing

This is related to the use of loadedwords, mentioned above.

To get peoples attention, one oftenfeels the need to find somethingdramatic or sensational to say. When

is this ethical, and when isn't it?


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5. Using logical fallacies

Presenting something as proof whenit is only evidence is one verycommon logical fallacy.

Sometimes it's caused by a lack ofunderstanding, but other times isdeliberate.

Other logical fallacies include takingthings out of context and jumping toconclusions; there are many more.


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Commitment to professional excellence

and ethical behavior means that you will:

1. Use language and visuals with precision.

2. Prefer simple, direct expression of ideas.

3. Satisfy the audience's need for

information, not my own need for self-expression.

4. Hold myself responsible for how well myaudience understands my message.

5. Respect the work of colleagues, knowingthat a communication problem may havemore than one solution.


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Using Words to Establish Supportive

Relationships

1. Describe your own feelings rather thanevaluate others

2. Solve problems rather than control others

3. Be genuine rather than manipulative4. Empathize rather than remain detached

from others

5. Be flexible rather than rigid toward others

6. Present yourself as equal rather thansuperior


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Be an Effective Communicator

When wecommunicateeffectively and feelunderstood, workand lifearesatisfying. We feelin control, valued,

trusted andrespected.


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Are you an effective communicator?

Listen attentively to what colleagues say.

Feel empathy for associates.

Know how people with different cultural

backgrounds or learning styles generallyreact in given situations.

Respect others' opinions even if they differfrom mine.

Recognize others' contributions. Summarize what I hear others say during

a conversation.


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Practice the following active listening

skills:

Clarify.Ask questions when you're notclear about something. This will enableyou to get more information anddemonstrate your interest and concern."Please tell me more about that.

"Can you give me an example?"


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Pract ice the fol lowing act ive l istening ski l ls-(Cont)

Some people feel threatened byquestions, so be gentle and supportive.Be careful with "why"questions.

Instead of, "Why do you want to take anight course?", try "Is there somethingspecialyou want to learn?"


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Pract ice the fol lowin g act ive l is tening s ki l ls-(Cont)

Reflect content.Summarize what youhear the person say to

correctmisunderstandings.

Reflect feelings.Letthe person know you

hear the emotionalcontent.
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Listen between the lines.What'sthe person feeling but not saying?Try empathy. "If I were

experiencing that I would feel sad." Learn to be assertive.Stand up

for your rights in a friendly way.State your perceptions, share your

thoughts and feelings, and makeyour needs and desires clear.


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Watch your body

language. Whenspeaking to others,maintain eye contact.This conveys honestyand confidence. Speak ina level, modulated voice.

Avoid grimaces, lip

biting, fidgeting. Relaxyour arms and legs,stand tall.

RalphfiennesVoldemort


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Practice the fol lowin g active listenin g ski l ls -(Cont)

Stick to the facts.Avoid words like"always" and "never." These seldomdescribe reality and often elicit defensivereactions. Make specific requests ratherthan complaints.

"What can we do to keep the refrigeratorclean?" This will initiate more constructive

action than, "Look at the dirty, smellyrefrigerator. It hasn't been cleaned for ayear."


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Establish appropriate limitsforyour personal and professional life.

Separate the person from thetask.Say "No" to the requestwithout rejecting the requester. Ifthe requester persists, say: "I

understand your need; I just can'ttake on any more right now."


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Recognize individual differences.

Gender, cultural background, birthplace,occupation, learning preferences andpersonality types are just a few factors

contributing to different communicationstyles.

Recognizing and respecting differencescan reduce misunderstanding, frustration

and resentment.


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o Extroverts, for example, may monopolizeconversations, take initiative, and talkwithout thinking. Introverts, who are moreprivate and think before acting orspeaking, may find extroverts rude andannoying.

o Extrovertsmay find introverts aloof and

detached. Both types could benefit fromunderstanding how others perceive themand modify their communication toaccommodate different styles.


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Feedback and recognition.Feedback, praise and support arenecessary to evaluate performance,

achieve feelings of accomplishment,confidence and self-reliance, andenhance productivity.

Let others know you appreciatetheir

effortsor achievements. Praise ismost effective when it's linked to aspecific activity, quality or attribute.


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Receiving Feedback from Others

Few people are eager to have othersdisagree with them, and even fewer peoplewant to discuss issues with someone who

is angry or hostile.Nonetheless, part of effectivecommunication is being able toproductively engage in conflict and to be

able to give and receive constructivecriticism.

H f thi d h


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Here are four things you can do when

someone disagrees with you, your

opinion, or a proposed solution:

1. Many times, when a person iscriticizing our ideas, we decide that

the person is criticizing ourpersonhood (Ruiz). Practice not takingcriticism personally.

2. Evaluate if you are taking the

constructive criticism personally.


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. you can do when someone disagrees with you

3. Get yourself in a continuousimprovement mood; that is, thisfeedback is information that canhelp you become better betterat the substance of the issue orbetter at interpersonal skills.

4. Find something that you can agreewith and expressthat agreement.


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A major source of problem in

communication:

Defensiveness


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Defensiveness

A major source of problem incommunication is defensiveness.

Realize that when people feel

threatened they will try to protectthemselves; this is natural.

This defensiveness can take the form

of aggression, anger,competitiveness, avoidanceamongother responses.


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Defensiveness Con t.-2)

A skillful listener is aware of thepotential for defensiveness and makesneeded adjustment.

He or she is aware that self-protectionis necessary and avoids making theother person spend energy defending

the self.


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A supportive and effective listener

does the following:

Stop Talking:Asks the other person foras much detail as he/she can provide;asks for other's views and suggestions

Looks at the person, listens openly andwith empathy to the employee; is clearabout his position; be patient


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A support iv e and effect ive l istener (con t.)-3

Checks for understanding; paraphrases;asks questions for clarification

Don't control conversation;acknowledges what was said; let's theother finish before responding

Focuses onthe problem, not the person;is descriptive and specific, not

evaluative; focuses on content, notdelivery or emotion


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A support iv e and effective listener (con t.)-3

Attend to emotionalas well ascognitivemessages (e.g., anger);aware of non-verbal cues, body

language, etc.; listen between the lines

React to the message, not the person,delivery or emotion

Make sure you comprehendbefore youjudge; ask questions


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A support ive and effect ive l istener con t.-2

Listen and Respond in an interestedway that shows you understandtheproblem and the other's concern

is validating, not invalidating ("Youwouldn't understand"); acknowledgeother's uniqueness, importance

Dumbledore


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A support iv e and effective listener (con t.)-4

Make sure you comprehendbefore youjudge; ask questions

Use many techniques to fully comprehend

Stay in an active body state to aidlistening

Fight distractions

(if in a work situation) Take Notes; Decideon specific follow-up actions and specificfollow up dates


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References

http://web.cba.neu.edu/~ewertheim/interper/commun.htm#introd, July 23, 2006

http://www.foundationcoalition.org, July 23,2006.
http://web.cba.neu.edu/~ewertheim/interper/commun.htmhttp://web.cba.neu.edu/~ewertheim/interper/commun.htmhttp://www.foundationcoalition.org/http://www.foundationcoalition.org/http://web.cba.neu.edu/~ewertheim/interper/commun.htmhttp://web.cba.neu.edu/~ewertheim/interper/commun.htm


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Ethic in Communication New

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