ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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DATA-FEEDBACK MEETINGS AND ORGANIZATIONAL CHANGE Feedback of information about organizational functioning (be it from attitude surveys, interviews, observations, or whatever) is one of a number of different tools that can be used to initiate and guide participative change processes in organizations. Feedback can be a powerful stimulus for change, serving both to generate (that is, motivate) behavior and to direct behavior (through error correction or learning). However, experience and research indicate that providing feedback to a group or organization does not automatically lead to change. As seen in Figure 2, several questions must be addressed for feedback (or any intervention for that matter) to result in change. The first question is whether the feedback creates any energy at all. If no energy is created, then there is no potential for change. People are not motivated to act, and thus change cannot occur. If energy is created, then the second question becomes important: What is the direction of the energy? Feedback can create energy to use data to identify and solve problems; on the other hand, it can also be threatening and thus create anxiety, which leads to resistance and ultimately a lack of change. Even if the feedback does create energy and direct it toward problem identification and solution, there is a third question: Do the means exist to transform that energy into concrete action? If not, frustration and failure may occur, and no change will result. If the necessary structures and processes do exist, then change can occur. Various factors in the whole process of feedback influence how these questions are resolved. One factor is the nature of the feedback data; the data need to be timely and meaningful, presented in usable form, and so on. A second and possibly more important factor is how the feedback data are used by organizational members—what processes and structures are present to ensure that feedback will lead to the generation of energy, the direction of energy toward constructive change, and the translation of constructive energy into action. Process and Content in the Feedback Meeting Both research and experience with data-based change point to the importance of the feedback meeting (Klein, Kraut, & Wolfson, 1971; Nadler, 1976). Very clearly, change begins to occur when people sit down together to work with the data. What happens at feedback meetings is thus at the center of the question of whether feedback will produce change. Change is initiated or occurs in two different ways in the feedback meeting. First, it occurs as a result of attention to the content of the data that are being fed back. Behavioral change can occur through mechanisms such as disconfirmation, learning, cueing, and so forth (see Nadler, 1977). The data provide information on problems in the organization and thus can trigger problem identification and solving. The data also provide people with goals to work toward and rewards for doing well. Thus, the content of the data—what the data actually say—is an important and obvious factor for initiating change. 196 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer
Figure 1. The Data-Collection/Feedback Cycle 1 Figure 2. Possible Effects of Feedback 2 A second important aspect of the feedback meeting, however, relates to the process of making use of data to identify and solve problems. Most approaches to feedback involve using the feedback meeting not only to examine what problems exist and what solutions may be applicable, but also to examine how the group goes about working on 1 From D.A. Nadler, Feedback and Organization Development: Using Data-Based Methods (p. 43), © 1977 by Addison-Wesley Publishing Company, Inc. Reprinted with permission of the publisher. 2 From D.A . Nadler, Feedback and Organization Development: Using Data-Based Methods (p. 146), © 1977 by Addison-Wesley Publishing Company, Inc. Reprinted with permission of the publisher. The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer ❚❘ 197
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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
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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
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 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: ❚❘ ALTERNATIVE DATA-FEEDBACK DE
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
Page 241 and 242: Lack of time and energy is also a b
Page 243 and 244: ❚❘ ENCOURAGEMENT: GIVING POSITI
Page 245 and 246: 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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