ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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Klein, S.M., Kraut, A.I., & Wolfson, A. (1971). Employee reactions to attitude survey feedback: A study of the impact of structure and process. Administrative Science Quarterly, 16(4), 497-514. Mann, F.C. (1957). Studying and creating change: A means to understanding social organization. In C.M. Arensberg et al. (Eds.), Research in industrial human relations: A critical appraisal. New York: Harper. Mann, F.C., & Baumgartel, H. (1954). The survey feedback experiment: An evaluation of a program for the utilization of survey findings. Ann Arbor, MI: Institute for Social Research. Miles, M.B., Hornstein, H.A., Callahan, D.M., Calder, P.H., & Schiavo, R.S. (1969). The consequence of survey feedback: Theory and evaluation. In W.G. Bennis, K.D. Benne, & R. Chin (Eds.), The planning of change (pp. 457-468). New York: Holt, Rinehart & Winston. Neff, F.W. (1965). Survey research: A tool for problem diagnosis and improvement in organizations. In S. Miller & A. Gouldner (Eds.), Applied sociology (pp. 23-38). Riverside, NJ: Free Press. Taylor, J.C., & Bowers, D.G. (1972). Survey of organizations: A machine scored standardized questionnaire instrument. Ann Arbor, MI: Institute for Social Research. 174 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer
❚❘ GIVING FEEDBACK: AN INTERPERSONAL SKILL Philip G. Hanson The processes of giving and asking for feedback constitute probably the most important dimension of laboratory education. It is through feedback that we can learn to “see ourselves as others see us.” Giving and receiving feedback effectively are not easy tasks; they imply certain key ingredients: caring, trusting, acceptance, openness, and a concern for the needs of others. Thus, how evaluative, judgmental, or helpful feedback is may finally depend on the personal philosophies of the people involved. Nevertheless, giving and receiving feedback are skills that can be learned and developed and for which certain useful guidelines exist. The term “feedback” was borrowed from rocket engineering by Kurt Lewin, a founder of laboratory education. A rocket sent into space contains a mechanism that sends signals back to Earth. On Earth, a steering apparatus receives these signals, makes adjustments if the rocket is off target, and corrects its course. The group can be seen as such a steering mechanism, sending signals when group members are off target in terms of the goals they have set for themselves. These signals—feedback—can then be used by a person to correct his or her course. For example, George’s goal may be to become more selfaware and to learn how his behavior affects others. Information from the group can help George to ascertain whether he is moving toward this goal. If George reacts to criticisms of his behavior by getting angry, leaving the room, or otherwise acting defensively, he will not reach the goal. The other members may help by making comments such as “George, every time we give you feedback, you do something that keeps us from giving you further information. If you continue this kind of behavior, you will not reach your goal.” If George responds to the “steering” of the group by adjusting his direction, he can again move toward his target. Feedback, then, is a technique that helps members of a group to achieve their goals. It is also a means of comparing one’s own perceptions of one’s behavior with others’ perceptions. Giving feedback is a verbal or nonverbal process through which a person lets others know his perceptions and feelings about their behavior. When eliciting feedback, a person is asking for others’ perceptions and feelings about his or her behavior. Most people give and receive feedback daily without being aware of doing so. One purpose of laboratory training is to increase awareness of these processes so that they can be engaged in intentionally rather than unconsciously. Originally published in The 1975 Annual Handbook for Group Facilitators by J. William Pfeiffer and John E. Jones (Eds.), San Diego, CA: Pfeiffer & Company. The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer ❚❘ 175
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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
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❚❘ NONVERBAL COMMUNICATION AND
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Kinesics Movement of the body (head
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Self-Awareness One technique in thi
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Awareness in Situations Within the
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to deal with power and influence, t
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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
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
Page 155 and 156: ❚❘ OPENNESS, COLLUSION, AND FEE
Page 157 and 158: (and the members of the system) to
Page 159 and 160: The third feedback criterion, takin
Page 161 and 162: ❚❘ THE JOHARI WINDOW: A MODEL F
Page 163 and 164: may be that if the group knew of my
Page 165 and 166: Figure 4. Ideal Window and Extreme
Page 167 and 168: The goal of eliciting feedback and
Page 169 and 170: Descriptive or Evaluative Feedback
Page 171 and 172: A Representation of Reality What re
Page 173: “Waterfall” Design Although thi
Page 177 and 178: problem lies in reaching some mutua
Page 179 and 180: ehaviors that manifest low self-est
Page 181 and 182: sessions, participants may cover ev
Page 183 and 184: other way could you have given her
Page 185 and 186: APPENDIX: A FEEDBACK CHECKLIST Rati
Page 187 and 188: ❚❘ INTERPERSONAL FEEDBACK AS CO
Page 189 and 190: Figure 2. Example of Inferential Pr
Page 191 and 192: ❚❘ MAKING JUDGMENTS DESCRIPTIVE
Page 193 and 194: performance for you in your job wou
Page 195 and 196: ❚❘ ALTERNATIVE DATA-FEEDBACK DE
Page 197 and 198: Figure 1. The Data-Collection/Feedb
Page 199 and 200: 4. Hope. Not all of the feelings th
Page 201 and 202: example, people may feel that worki
Page 203 and 204: and that the formal work group is t
Page 205 and 206: The key characteristics of this app
Page 207 and 208: obviously, involves the degree to w
Page 209 and 210: members of the system (members of t
Page 211 and 212: Bowers, D.G., & Franklin, J.L. (197
Page 213 and 214: often rejected by the recipient; an
Page 215 and 216: initiated the feedback could benefi
Page 217 and 218: Blumberg, H.H. (1972). Communicatio
Page 219 and 220: ❚❘ THE LOST ART OF FEEDBACK Han
Page 221 and 222: GUIDELINES FOR EFFECTIVE FEEDBACK T
Page 223 and 224: 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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