ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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Chomsky, N. (1968). Language and mind. New York: Harcourt Brace Jovanovich. Dilts, R.B., Grinder, J., Bandler, R., DeLozier, J., & Cameron-Bandler, L. (1979). Neuro-linguistic programming (Vol. 1). Cupertino, CA: Meta Publications. Gibb, J.R. (1961). Defensive communication. Journal of Communication, 11, 141-148. Grinder, J., & Bandler, R. (1976). The structure of magic (Vol. 2). Palo Alto, CA: Science and Behavior Books. Grinder, J., DeLozier, J., & Bandler, R. (1977). Patterns of the hypnotic techniques of Milton H. Erickson, M.D. (Vol. 2). Cupertino, CA: Meta Publications. Zand, D.E. (1972). Trust and managerial problem solving. Administrative Science Quarterly, 17, 229-239. 104 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer
❚❘ A PRIMER ON SOCIAL STYLES Beverly Byrum Most theories of leadership and management categorize “styles” or “types” of behavioral and personality characteristics. Although only a first step in understanding the complexities of human interaction, style differentiation at least provides a place to begin. Merrill and Reid’s (1981) social-style approach demonstrates that an enormous amount of information can be perceived by watching and listening. Because the theory allows the perceiver to understand people better and to determine how best to work with them, this approach is useful for people at all levels in an organization. Merrill and Reid suggest that the social-style approach differs from other approaches in the following ways: 1. The focus is on current behavior rather than on past behavior. 2. The emphasis is on external, verifiable information rather than on internal, subjective information. 3. The goal is to deal with a number of different situations rather than with a single type of situation (for example, assertiveness or delegation). Another major difference is the nonjudgmental aspect of the approach; acceptance is a major theme. Styles are neither good nor bad, and no one style is preferable to another. SOCIAL-STYLE THEORY Social style is defined as patterns of behavior that others can observe and report. Social style originates in behavioral preferences, the manner of talking and acting with which one has become comfortable and tends to like in oneself and to be attracted to in others. Social style is a method of coping with others that is learned in childhood. This method becomes habitual and often clouds our intentions. This is especially evident in stressful situations. Merrill and Reid began doing research in the 1960s, beginning with the previous work done by Fred Fiedler and the U.S. Office of Naval Research (Fiedler, 1967). This earlier research defined the behaviors of good leaders. Four categories of leadership behavior (consideration, structure, production emphasis, and sensitivity) resulted from having subjects check a list of descriptive behaviors to indicate those of good leaders, Originally published in The 1986 Annual: Developing Human Resources by J. William Pfeiffer & Leonard D. Goodstein (Eds.), San Diego, CA: Pfeiffer & Company. The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer ❚❘ 105
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❚❘ CONDITIONS THAT HINDER EFFEC
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3. Hostility. Hostility may create
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10. Mind wandering. This is a state
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“Feel” statements refer to the
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❚❘ “DON’T YOU THINK THAT .
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The questioner is attempting to eli
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Or the questioner may precede his o
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from the basic aims of human relati
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Activity 6 1. The participants form
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1. No number or array of numbers ca
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REFERENCES Jones, J.E. (1972). Mode
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A DEFINITION OF CLARITY “Getting
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person has his or her own set of pe
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frustrated in his or her efforts to
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Feedback The use of feedback is imp
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13. Use as many channels as necessa
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These modes of response may communi
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A More Effective Approach Problems
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❚❘ KENEPATHY Michele Stimac The
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here-and-now becomes past data that
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there-and-then data that need to be
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REFERENCES Brammer, L. (1973). The
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The second set of symbols with whic
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abstracting process when they are a
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example, if the emphasis is on the
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❚❘ MAKING REQUESTS THROUGH META
Page 53 and 54: ❚❘ NONVERBAL COMMUNICATION AND
Page 55 and 56: Kinesics Movement of the body (head
Page 57 and 58: Self-Awareness One technique in thi
Page 59 and 60: Awareness in Situations Within the
Page 61 and 62: to deal with power and influence, t
Page 63 and 64: In training there is ample evidence
Page 65 and 66: Figure 2. Male and Female Ego State
Page 67 and 68: ■ In co-training, the male traine
Page 69 and 70: ❚❘ COMMUNICATING COMMUNICATION
Page 71 and 72: 5. Use as few words as possible to
Page 73 and 74: Logical, Lecturing Response. “Don
Page 75 and 76: ❚❘ ANYBODY WITH EYES CAN SEE TH
Page 77 and 78: 5. Data from sense organs, fed into
Page 79 and 80: INTERPRETATION OF “MR. RAT” It
Page 81 and 82: ❚❘ THE FOUR-COMMUNICATION-STYLE
Page 83 and 84: Shifting Styles Under Stress Our so
Page 85 and 86: analyze a complex interpersonal iss
Page 87 and 88: ❚❘ JARGON: REDISCOVERING A POWE
Page 89 and 90: experiencing the solid, down-to-ear
Page 91 and 92: the good of “the team.” Similar
Page 93 and 94: etrievals (Fuld & Buschke, 1976). T
Page 95 and 96: ❚❘ UNDERSTANDING AND IMPROVING
Page 97 and 98: The fourth and final type of inform
Page 99 and 100: Figure 1. The Communication Model:
Page 101 and 102: analysis, it may be found that the
Page 103: CONGRUENCY Another important elemen
Page 107 and 108: Figure 1. The Social-Style Profile
Page 109 and 110: + - Figure 2. The DRIVER The Pfeiff
Page 111 and 112: + - Figure 4. The AMIABLE The Pfeif
Page 113 and 114: Figure 6. Shared Behaviors Among So
Page 115 and 116: Other Analytics Perceive you as tho
Page 117 and 118: Analyticals* Relate to your imagina
Page 119 and 120: 5. Selection. The social-style appr
Page 121 and 122: Table 1 (continued). The Many Faces
Page 123 and 124: ❚❘ THE FEELINGS VOCABULARY: A T
Page 125 and 126: MAD High Medium Low Angry Bitter Bo
Page 127 and 128: USE OF THE LIST IN HUMAN RESOURCE D
Page 129 and 130: ❚❘ USING PERSONALITY TYPOLOGY T
Page 131 and 132: perceiving). People with an N (intu
Page 133 and 134: for the unexpected. He or she remai
Page 135 and 136: Keirsey and Bates Temperaments The
Page 137 and 138: The Sensing-Perceiving (SP) Manager
Page 139 and 140: wants to learn the theory or the co
Page 141 and 142: REFERENCES AND SUGGESTED READINGS K
Page 143 and 144: This speaker-centered view of commu
Page 145 and 146: account the many changes that occur
Page 147 and 148: Process The second major component
Page 149 and 150: form negative and adverse feelings
Page 151 and 152: Negotiation of Selves Using the ter
Page 153 and 154: Barnlund, D.C. (1970). A transactio
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❚❘ OPENNESS, COLLUSION, AND FEE
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(and the members of the system) to
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The third feedback criterion, takin
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❚❘ THE JOHARI WINDOW: A MODEL F
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may be that if the group knew of my
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Figure 4. Ideal Window and Extreme
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The goal of eliciting feedback and
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Descriptive or Evaluative Feedback
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A Representation of Reality What re
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“Waterfall” Design Although thi
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❚❘ GIVING FEEDBACK: AN INTERPER
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problem lies in reaching some mutua
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ehaviors that manifest low self-est
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sessions, participants may cover ev
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other way could you have given her
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APPENDIX: A FEEDBACK CHECKLIST Rati
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❚❘ INTERPERSONAL FEEDBACK AS CO
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Figure 2. Example of Inferential Pr
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❚❘ MAKING JUDGMENTS DESCRIPTIVE
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performance for you in your job wou
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❚❘ ALTERNATIVE DATA-FEEDBACK DE
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Figure 1. The Data-Collection/Feedb
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4. Hope. Not all of the feelings th
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example, people may feel that worki
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and that the formal work group is t
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The key characteristics of this app
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obviously, involves the degree to w
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members of the system (members of t
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Bowers, D.G., & Franklin, J.L. (197
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often rejected by the recipient; an
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initiated the feedback could benefi
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Blumberg, H.H. (1972). Communicatio
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❚❘ THE LOST ART OF FEEDBACK Han
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GUIDELINES FOR EFFECTIVE FEEDBACK T
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is appropriate and will be apprecia
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Giving Feedback: “You Can’t Tel
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They offer a logical and effective
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REFERENCE Blanchard, K., & Johnson,
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Consultant (to the client group):
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Consultant (to Member A): “What i
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saying what you wanted to say in th
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explicitly invites and allows the c
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Evaluation If Wheeler continues to
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Lack of time and energy is also a b
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❚❘ ENCOURAGEMENT: GIVING POSITI
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child, should never think that he o
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❚❘ CREATING CONDITIONS THAT ENC
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Table 1. Obstacles to Mentoring Fea
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Similarly, performance appraisal an
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structures and systems in the organ
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enthusiasm. In settings in which em
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opportunity to talk with a third pa
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Table 3 (continued). Structural Int
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The impact of the physical space of
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includes the education and involvem
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necessarily defined over time, step
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Harrison (1970) suggests that an in
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Deal, T.E., & Kennedy, A.A. (1982).
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❚❘ IMPROVING THE USE OF BEHAVIO
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most dependent on coding. A simple
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model. This would prevent objection
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1. Give participants a verbal model
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❚❘ USING MENTORING FOR PROFESSI
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WHY INFORMAL MENTORING AND PERFORMA
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implementation are undertaken after
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■ What skills will we need to imp
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The process of articulating a philo
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In addition, the nine mentors and t
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developed and successful: How will
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❚❘ ATTRIBUTION THEORY: APPLICAT
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Dimensions of Attributions There ar
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and advantageous attributions for f
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Applications in the Managerial Coac
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❚❘ CONFRONTATION: TYPES, CONDIT
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In summary, the purposes and motive
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dismiss the confrontation and me as
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Although creative growth is seldom
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■ The Confidentiality Assumption:
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❚❘ ASSERTION THEORY Colleen Kel
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Nonverbal Behavior Each response st
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sexist remarks, and handling variou
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❚❘ DEALING WITH ANGER John E. J
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DEALING WITH PERSONAL ANGER The obv
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❚❘ CONTRACTING: A PROCESS AND A
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costs, courses of action, methods t
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A third advantage to contracting is
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❚❘ ENCOURAGING OTHERS TO CHANGE
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usiness to intervene, you might mak
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6. If you encounter resistance, shi
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could be created in a package deal.
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A MODEL OF NEGOTIATION Figure 3 sum
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■ Exploratory moves often are pre
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❚❘ THE NUTS AND BOLTS OF ASSERT
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6. Mutuality: accepting another per
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Rights also imply responsibilities
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2. Fogging. “I can see how you mi
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3. Stating a need with a request fo
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We can follow Les, a fictional part
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SUMMARY This article has discussed
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Bloom, L.Z., Coburn, K., & Pearlman
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McCaffery, M. (1983). Personal mark
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❚❘ A POSITIVE APPROACH TO RESIS
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punished, or “sold” on what the
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❚❘ FOUR CULTURAL DIMENSIONS AND
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■ Change occurs by dethroning tho
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Where individualism is high, a thor
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1. The structure of a communication
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❚❘ SOCIAL INTERACTION AND ORGAN
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of defunct cultures. However, some
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form they take, these sequences des
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present as varied a support for his
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a remote outpost or office location
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the culture of the opponents is mod
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epulsion. Groups become cohesive wh
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Jourard, S.M. (1971). Self-disclosu
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about how to develop and use influe
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produce movement or change. Harriso
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managers were seen as transactional
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❚❘ DESIGNING MORE EFFECTIVE ORI
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consistency in linking newcomers wi
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3. First day at work. The new emplo
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IN CONCLUSION: ELEMENTS OF EFFECTIV
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5. The new employee has lunch with
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❚❘ LEGENDARY CUSTOMER SERVICE A
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These efforts dramatically communic
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FUNDAMENTAL 4: LISTEN The fact that
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Every organization must judge its a
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test their talents, and failing to
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❚❘ HOW TO MAKE NEW-EMPLOYEE ORI
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8. Adult-learning concepts guide th
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ORIENTATION-CONTENT CHECKLIST 1 Ins
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ORIENTATION-CONTENT CHECKLIST (cont
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❚❘ SEXUAL DIFFERENCES IN THE WO
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may even suppress female-oriented b
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learn to respect and to deal with t
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no female permanent secretaries in
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Hostile environment harassment occu
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instance “hostile” means that t
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■ ■ ■ ■ ■ ■ ■ To lear
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helpful if the question does not ha
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❚❘ FROM VISION TO ACTION: DETER
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perspective, and she wanted both ma
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Instructions: Rate each of the foll
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❚❘ OPERATIONAL DEFINITIONS: AN
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and end users now define and redefi
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in meaningful ways. Each definition
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uilt on shared expectations and kno
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interpretations of the same or simi
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■ Benchmarking is “. . . the pr
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PRACTICAL APPLICATIONS We usually h
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