ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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Figure 3. Consensual Validation REFERENCES Bach, G.R. (1966). The marathon group: Intensive practice of internate interaction. Psychological Reports, 18, 995-1002. Ellis, A. (1973). Rational-emotive therapy. In R. Corsini (Ed.), Current psychotherapies. Itasca, IL: F.E. Peacock. Kelly, G.A. (1963). A theory of personality. New York: W.W. Norton. Miller, C., & Porter, L. (1972). Readings book in laboratories in human relations training. Washington, DC: National Education Association. Robinson, M., & Jacobs, H. (1970, Fall). Focussed video-tape feedback and behavior change in group therapy. Psychotherapy: Theory, Research, and Practice, 7(3), 169-172. 190 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer
❚❘ MAKING JUDGMENTS DESCRIPTIVE Alan C. Filley and Larry A. Pace Both the literature and the training norms associated with the human-potential movement in the United States have stressed the value of using descriptive rather than judgmental language. It is useful in providing non-evaluative feedback (Pfeiffer & Jones, 1972; Hanson, 1975). It is helpful in developing a problem-solving rather than a conflictive interaction between parties (Filley, 1975). It tends to evoke factual rather than judgmental responses (Berne, 1961; Harris, 1969). In a counseling or therapeutic context, it encourages trust and openness between the parties rather than promoting defensiveness. There is little doubt about the efficacy of such behavior. The response to the judgmental statement “You are wrong” is likely to be different from and less functional than the response to the descriptive statement “I disagree with you.” The former is more likely to evoke anger or defensiveness than the latter. The descriptive statement, instead, is more likely to generate neutral fact gathering and problem solving. Yet experience indicates that judgments do have to be made and communicated. Words like “good,” “bad,” “effective,” “ineffective,” “better,” and “worse” are a necessary part of human interaction. Supervisors evaluate employee performance. Trainers communicate judgments about group performance. Therapists evaluate client progress. The way in which such judgments are communicated can evoke a wide variety of responses, depending on the form of the statement. Following are some alternative ways to make what might be called “descriptive judgments.” They suggest approaches in communicating evaluations that minimize the threat to the recipient and reduce his or her defensive reaction. It is assumed that the performance of the party (a person or a group) in question has been objectively measured by any reasonably reliable method; the point of concern here is the objective assignment of value statements to measured performance. Thus, the definition of “good” versus “bad” performance is crucial. The elements of the process are twofold: (1) the presence of objective measures that compare actual behavior with some kind of standard and (2) the communication of the standard, the measure, and the judgment to the recipient. Originally published in The 1976 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 ❚❘ 191
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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
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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
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
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Page 171 and 172: A Representation of Reality What re
Page 173 and 174: “Waterfall” Design Although thi
Page 175 and 176: ❚❘ GIVING FEEDBACK: AN INTERPER
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: Figure 2. Example of Inferential Pr
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
Page 225 and 226: Giving Feedback: “You Can’t Tel
Page 227 and 228: They offer a logical and effective
Page 229 and 230: REFERENCE Blanchard, K., & Johnson,
Page 231 and 232: Consultant (to the client group):
Page 233 and 234: Consultant (to Member A): “What i
Page 235 and 236: saying what you wanted to say in th
Page 237 and 238: explicitly invites and allows the c
Page 239 and 240: 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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