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Chapter. 4. Interpersonal Communications. Introduction. Most employees spend 75 percent of each workday communicating 75 percent of what we hear we hear incorrectly 75 percent of what we hear accurately we forget within three weeks

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  1. Chapter 4 Interpersonal Communications

  2. Introduction • Most employees spend 75 percent of each workday communicating • 75 percent of what we hear we hear incorrectly • 75 percent of what we hear accurately we forget within three weeks • 70 percent of all business communication fails to achieve the intended purposes

  3. The communication process consists of a sender who encodes a message and transmits it through a channel to a receiver who decodes it and may give feedback.

  4. The Communication Process Step 1: Encodes message and selects transmission channel Step 3: Decodes message and decides if feedback is needed Step 2: Transmits message through a channel Step 4: Feedback – response or new message may be transmitted

  5. Perception Information overload Channel selection Noise Trust and credibility Not listening Emotions Filtering Gender Culture Barriers to Communication

  6. How Barriers Affect The Communication Process Message Barriers Barriers Response

  7. Steps in the Communication Process(1 of 3) Step 1. The sender encodes the message and selects the transmission channel • Perception communication barriers • Information overload communication barriers • Transmission channels • Oral • Nonverbal • Written • Channel selection barriers

  8. Steps in the Communication Process(2 of 3) Step 2. The sender transmits the message • Noise communication barriers Step 3. The receiver decodes the message and decides if feedback is needed • Trust and credibility communication barriers • Not listening barrier to communication • Emotional barriers to communication

  9. Steps in the Communication Process(3 of 3) Step 4. Feedback: a response or a new message may be transmitted • Filtering communication barriers • Gender style barrier to communication

  10. 2. Social Convention 1. Cultural Context 5. Nonverbal Communication 4. Etiquette and Politeness 3. Language Barriers to Cross-Cultural Communication:

  11. High- versus Low-Context Cultures High-Context Chinese Korean Vietnamese Arab Greek Spanish Italian English North American Scandinavian Swiss German Low-Context

  12. Cultural Context: High-Context Cultures • Rely heavily on nonverbal communication • Rely on subtle situational cues during the communication process • What is not said is often more important than what is actually said • Important factors in communication: • official status • place in society • reputation

  13. Cultural Context: Low-Context Cultures • Rely on the actual words used • Nonverbal communications and subtle situational cues are not as important as what is actually said • Status, place, and reputation are given secondary importance to the actual words

  14. High- versus Low-Context Culture Communication Importance

  15. Guidelines to Overcome Global Barriers to Communications: • Believe there are differences until similarity is proven • Delay judgment of peoples’ behavior until you are sure you are being culturally sensitive • Put yourself in the receiver’s position • When in doubt, ask • Follow the other person’s lead and watch behavior

  16. Sending Messages • To transmit messages effectively, managers must state exactly: • what they want • how they want it done • when they need it done • Before you send a message, • you should carefully select the channel • plan how you will send the message

  17. Goals of Communication Influence Inform Express Feelings

  18. Planning the Message • What is the goal of the message? • Who should receive the message? • How will you encode the message so that it will be understood? • When will the message be transmitted?

  19. The Message-Sending Process Model Step 1. Develop rapport Step 2. State the communication objective Step 3. Transmit the message Step 4. Check understanding Step 5. Get a commitment and follow up

  20. Receiving Messages • Communication does not take place unless the message is received with mutual understanding • The message cannot be received accurately unless the receiver listens • Empathic listening – the ability to understand and relate to another’s situation and feelings

  21. Levels of Listening 3. Projective The receiver listens without evaluation to the full message, attempting to understand the sender’s viewpoint. 2. Evaluation The receiver listens carefully until hearing something that is not accepted. Listening ends and the response to the incomplete message is developed. 1. Marginal The receiver does not listen carefully. The message is not heard or understood with mutual agreement

  22. Active Projective Listening Tips (1 of 2)

  23. Active Projective Listening Tips (2 of 2)

  24. Feedback • The process of verifying messages • Feedback when giving and receiving messages facilitates job performance • Forms of feedback include: • questioning • paraphrasing • allowing comments and suggestions

  25. 360-Degree Feedback • Performance feedback method: • downward from the supervisor • laterally from peers or coworkers • upwards from subordinates • inwardly from the person getting the feedback • Customers and suppliers can also provide feedback on different aspects of performance

  26. How to Get Feedback on Messages • Be open to feedback • Be aware of nonverbal communication • Ask questions • Paraphrasing

  27. Diverting Advising Reflecting Reassuring Probing Response Styles

  28. Response Styles: Advising • Advising responses provide evaluation, personal opinion, direction, or instructions • Employees often come to the manager for advice on how to do something or for the manager to make a decision • Appropriate use of advising responses: • Giving advice is appropriate when you are directly asked for it

  29. Response Styles: Diverting • Diverting responses switch the focus of the communication to a message of the receiver • The receiver becomes the sender of a different message • Appropriate use of diverting responses: • When using the autocratic supervisory style • Helpful when used to share personal experiences of feelings that are similar to those of the sender

  30. Response Styles: Probing • A probing response asks the sender to give more information about some aspect of the message • Useful to get a better understanding of the situation • Appropriate use of probing responses: • During the early stages of the message to ensure understanding

  31. Response Styles: Reassuring • A reassuring response is given to reduce the intensity of the emotions associated with the message • Appropriate use of reassuring responses: • When the other person lacks confidence • Encouraging responses can help employees develop

  32. Response Styles: Reflecting • The reflecting response paraphrases the message back to the sender to convey understanding and acceptance • Used by the empathic projective listener • Appropriate use of reflecting responses: • The empathic responder deals with content, feelings, and the underlying meaning being expressed in the message

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