ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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IDENTIFYING AND CHOOSING FEEDBACK DESIGNS The organization has a wide range of differing designs to choose from when planning feedback interventions. Or designs may be combined to create new and hybrid designs. For example, the ad hoc collateral problem-solving design might include within it family-group survey feedback, subordinate-group feedback, or peer-group/intergroup feedback as one of the activities for the collateral groups. The designs are not necessarily mutually exclusive. Another choice point involves the design of continual feedback interventions. Most of the designs as described imply a single feedback meeting or a process involving several meetings that end at a specific time. Recently, experiments have been conducted that have begun to indicate the potential value of creating continual or ongoing feedback interventions (Nadler, Mirvis, & Cammann, 1976). Such approaches again could be combined with many of the designs discussed here. The realization that a choice exists among feedback designs is important, but it is only a first step. Clearly, additional work needs to be done in the development of this change technology. First, additional feedback designs need to be identified. The seven designs presented here are not necessarily all of the designs in use or all that are suggested by the research. Thus, it will be important to continue to identify other designs that differ significantly from the ones described here and that provide the structure for working on different kinds of organizational problems. A second concern is the further investigation and testing of the applicability of different designs to different problems and situations. The implications for use briefly described in this article are basically hypothetical, based on some limited research results and some common sense. There is a need to test these hypotheses and to go beyond speculation. One way is to do research that tests the effectiveness of different feedback designs in different situations and for different problems (Sashkin & Cooke, 1976, have made a first stab in this direction). Perhaps more useful and productive in the long run would be to have practitioners who have used different feedback designs begin to share their knowledge and to aid in the development of guidelines for using different designs for different organizational problems. Information in general—and data feedback in particular—provides a potentially powerful technology and tool for bringing about organizational change. A critical issue in whether that tool is successfully used involves the structure of the feedback process and the feedback meeting. REFERENCES Alderfer, C.P., & Holbrook, J. (1973). A new design for survey feedback. Education and Urban Society, 5, 437-464. Baumgartel, H. (1959). Using employee questionnaire results for improving organizations: The survey “feedback” experiment. Kansas Business Review, 12(12), 2-6. Beckhard, R. (1969). Organization development: Strategies and models. Reading, MA: Addison-Wesley. 210 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer
Bowers, D.G., & Franklin, J.L. (1972). Survey-guided development: Using human resources measurement in organizational change. Journal of Contemporary Business, 1, 43-55. Bowers, D.G., & Franklin, J.L. (1977). Survey-guided development I: Data-based organizational change. San Diego, CA: Pfeiffer & Company. Coughlan, R.J., & Cooke, R.J. (1974). The structural development of educational organizations. Ann Arbor, MI: Survey Research Center. French, W.L., & Bell, C.H. (1973). Organization development. Englewood Cliffs, NJ: Prentice-Hall. Hausser, D.L., Pecorella, P.A., & Wissler, A.L. (1977). Survey-guided development II: A manual for consultants. San Diego, CA: Pfeiffer & Company. Heller, F.A. (1970). Group feedback analysis as a change agent. Human Relations, 23, 319-333. International Business Machines. (1974). Manager’s guide: The opinion survey (Internal company publication). Armonk, NY: Author. 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, 497-514. Likert, R. (1961). New patterns of management. New York: McGraw-Hill. Likert, R. (1967). The human organization: Its management and value. New York: McGraw-Hill. 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., & Likert, R. (1952). The need for research on the communication of research results. Human Organization, 11, 15-19. Mohrman, S.A., Mohrman, A.M., Cooke, R.A., & Duncan, R.B. (1977). A survey feedback problem-solving intervention in a school system. In P.H. Mirvis & D.N. Berg (Eds.), Failures in organization development and change. New York: Wiley. Morris, W.C., & Sashkin, M. (1976). Organization behavior in action: Skill building experiences. St. Paul, MN: West. Nadler, D.A. (1976). Using feedback for organizational change: Promises and pitfalls. Group & Organization Studies, 1, 177-186. Nadler, D.A. (1977). Feedback and organization development: Using data based methods. Reading, MA: Addison-Wesley. Nadler, D.A., Mirvis, P.H., & Cammann, C. (1976). The ongoing feedback system: Experimenting with a new managerial tool. Organizational Dynamics, 4(4), 63-80. Neff, F. (1965). Survey research: A tool for problem diagnosis and improvement in organizations. In A.W. Gouldner & S.M. Miller (Eds.), Applied sociology. New York: Free Press. Sashkin, M., & Cooke, R.A. (1976, August). The effects of survey feedback organization development as conditioned by organizational technology and structure. Paper presented at the National Meeting of the Academy of Management, Kansas City, MO. Schein, E.H. (1969). Process consultation: Its role in organization development. Reading, MA: Addison-Wesley. Taylor, J., & Bowers, D.G. (1972). The survey of organizations: A machine scored standardized questionnaire instrument. Ann Arbor, MI: Institute for Social Research. The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer ❚❘ 211
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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
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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
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 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 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: members of the system (members of t
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
Page 247 and 248: ❚❘ CREATING CONDITIONS THAT ENC
Page 249 and 250: Table 1. Obstacles to Mentoring Fea
Page 251 and 252: Similarly, performance appraisal an
Page 253 and 254: structures and systems in the organ
Page 255 and 256: enthusiasm. In settings in which em
Page 257 and 258: opportunity to talk with a third pa
Page 259 and 260: 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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