ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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Activity 4 1. Participants write down as many clichés as they can in three minutes. 2. The facilitator has participants form pairs by moving to new partners. 3. The partners “communicate” with each other using only clichés. 4. Five minutes of processing time follows in groups of six (three pairs). No one can avoid using clichés occasionally. But the frequent use of tired, worn-out phrases diminishes the effectiveness of communication. EFFECTS OF INDIRECT COMMUNICATION If, then, we have established that clichés and pseudo questions are forms of indirect (and, therefore, ineffective) communication, it is important to know some of the effects that such indirect communication has on dealings between people. We can note five major effects generated by indirect communication: guesswork, inaccuracy, inference of motives, game-playing behavior, and defensiveness. Guesswork Indirect communication encourages each person to make guesses about the other. Without direct, open patterns of communication, people cannot get to know each other successfully; if they do not know something, they will make guesses about it. Such “guessing games” further inhibit or obstruct true communication. Inaccuracy If one person is forced to guess about another, the guess may often be wrong. Yet the person who engaged in the guesswork communicates with the other person on the basis of an assumption, the accuracy of which he or she is unable to check. Obviously, communication based on inaccurate assumptions is not clear or direct. Inference of Motives Indirect communication also increases the probability that people will be forced to infer each other’s motives. They will try to determine each other’s motives: Why is he or she doing that? What is the intention behind that comment? By communicating through clichés and pseudo questions, we hide our true motivations. Game-Playing Behavior Indirect communication encourages people to “play games” with each other: to deceive, to be dishonest, not to be open or straightforward. Clearly, such behavior leads away 14 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer
from the basic aims of human relations training. When the questioner is playing a “got’cha” game, for example, his or her behavior may be contagious. Defensiveness One of the surest effects of indirect communication is defensiveness. As there is an implied threat behind a great deal of indirect communication, people tend to become wary when faced with it. Their need to defend themselves only widens the gap of effective communication even further. Defensiveness can be recognized in several different postures, all characteristic results of indirect communication: displacement, denial, projection, attribution, and deflection. Activity 5 1. Participants form new subgroups of three. 2. The members of each subgroup communicate with one another for ten minutes without using questions or clichés. 3. Five minutes of processing time follows. DIRECT (EFFECTIVE) COMMUNICATION In contrast to indirect (ineffective) communication, direct (effective) communication is marked by the capacity for taking certain risks in order to understand and be understood. Characteristics Communication is effective when it has certain characteristics: 1. It is two-way communication. Ideas, opinions, values, attitudes, beliefs, and feelings flow freely from one person to another. 2. It is marked by active listening. People take responsibility for what they hear— accepting, clarifying, and checking the meaning, content, and intent of what the other person says. 3. It utilizes effective feedback. Each person not only listens actively, but also responds to the other person by telling that person what he or she is hearing. The process of feedback tests whether what was heard is what was intended. 4. It is not stressful. Communication is not effective if people are concerned that they are not communicating; when this happens, it is a key that the communication is not functioning properly. 5. It is clear and unencumbered by mixed or contradictory messages. Such messages, whether verbal, nonverbal, or symbolic, serve to confuse the content The Pfeiffer Library Volume 6, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer ❚❘ 15
Page 1 and 2: ❚❘ CONDITIONS THAT HINDER EFFEC
Page 3 and 4: 3. Hostility. Hostility may create
Page 5 and 6: 10. Mind wandering. This is a state
Page 7 and 8: “Feel” statements refer to the
Page 9 and 10: ❚❘ “DON’T YOU THINK THAT .
Page 11 and 12: The questioner is attempting to eli
Page 13: Or the questioner may precede his o
Page 17 and 18: Activity 6 1. The participants form
Page 19 and 20: 1. No number or array of numbers ca
Page 21 and 22: REFERENCES Jones, J.E. (1972). Mode
Page 23 and 24: A DEFINITION OF CLARITY “Getting
Page 25 and 26: person has his or her own set of pe
Page 27 and 28: frustrated in his or her efforts to
Page 29 and 30: Feedback The use of feedback is imp
Page 31 and 32: 13. Use as many channels as necessa
Page 33 and 34: These modes of response may communi
Page 35 and 36: A More Effective Approach Problems
Page 37 and 38: ❚❘ KENEPATHY Michele Stimac The
Page 39 and 40: here-and-now becomes past data that
Page 41 and 42: there-and-then data that need to be
Page 43 and 44: REFERENCES Brammer, L. (1973). The
Page 45 and 46: The second set of symbols with whic
Page 47 and 48: abstracting process when they are a
Page 49 and 50: example, if the emphasis is on the
Page 51 and 52: ❚❘ 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
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Figure 2. Male and Female Ego State
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■ In co-training, the male traine
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❚❘ COMMUNICATING COMMUNICATION
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5. Use as few words as possible to
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Logical, Lecturing Response. “Don
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❚❘ ANYBODY WITH EYES CAN SEE TH
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5. Data from sense organs, fed into
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INTERPRETATION OF “MR. RAT” It
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❚❘ THE FOUR-COMMUNICATION-STYLE
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Shifting Styles Under Stress Our so
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analyze a complex interpersonal iss
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❚❘ JARGON: REDISCOVERING A POWE
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experiencing the solid, down-to-ear
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the good of “the team.” Similar
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etrievals (Fuld & Buschke, 1976). T
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❚❘ UNDERSTANDING AND IMPROVING
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The fourth and final type of inform
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Figure 1. The Communication Model:
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analysis, it may be found that the
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CONGRUENCY Another important elemen
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❚❘ A PRIMER ON SOCIAL STYLES Be
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Figure 1. The Social-Style Profile
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+ - Figure 2. The DRIVER The Pfeiff
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+ - Figure 4. The AMIABLE The Pfeif
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Figure 6. Shared Behaviors Among So
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Other Analytics Perceive you as tho
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Analyticals* Relate to your imagina
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5. Selection. The social-style appr
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Table 1 (continued). The Many Faces
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❚❘ THE FEELINGS VOCABULARY: A T
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MAD High Medium Low Angry Bitter Bo
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USE OF THE LIST IN HUMAN RESOURCE D
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❚❘ USING PERSONALITY TYPOLOGY T
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perceiving). People with an N (intu
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for the unexpected. He or she remai
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Keirsey and Bates Temperaments The
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The Sensing-Perceiving (SP) Manager
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wants to learn the theory or the co
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REFERENCES AND SUGGESTED READINGS K
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This speaker-centered view of commu
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account the many changes that occur
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Process The second major component
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form negative and adverse feelings
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Negotiation of Selves Using the ter
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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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ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION