ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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sexist remarks, and handling various other specific situations encountered in one’s personal, social, and professional life. A person may feel capable of being assertive in a situation but make a conscious decision not to be so, because of such things as power issues or the time or effort involved. Before making a decision to be assertive, it is helpful to examine the six components of an assertive situation: 1. The potential asserter’s basic human rights and level of confidence that he or she has these rights; 2. The specific behavior to which the potential asserter is responding; 3. The potential asserter’s “feeling” reactions to this specific behavior; 4. The specific behavior that the potential asserter would prefer; 5. The possible positive and negative consequences for the other person if that person behaves as the potential asserter wishes; and 6. The potential consequences of the assertive response for the potential asserter. Once the situational assertive components have been determined, assertiontraining techniques provide a means of formulating and enacting an assertive response. CONCLUSION Assertion theory offers a model for those who wish to stand up for their own rights without violating the human rights of others. It is a model that can be used in all types of situations—personal, professional, and social—to facilitate honest, direct, functional communication. REFERENCES AND READINGS Alberti, R.E., & Emmons, M.L. (1974). Your perfect right: A guide to assertive behavior (2nd ed.). San Luis Obispo, CA: Impact. Alberti, R.E., & Emmons, M.L. (1975). Stand up, speak out, talk back!: The key to self-assertive behavior. New York: Simon & Schuster. Bloom, L.L., Coburn, K., & Pearlman, J. (1975). The new assertive woman. New York: Delacorte. Cummings, E., et al. (1974). Assert your self. Seattle: Seattle-King County N.O.W. Fensterheim, H., & Baer, J. (1975). Don’t say yes when you want to say no: How assertiveness training can change your life. New York: McKay. Jakubowski-Spector, P. (1973). Facilitating the growth of women through assertive training. The Counseling Psychologist, 4(1), 75-86. Jakubowski-Spector, P. (1977). Self-assertive training procedures for women. In D. Carter & E. Rawlings (Eds.), Psychotherapy with women. Springfield, IL: Charles C. Thomas. Lazarus, A., & Fay, A. (1975). I can if I want to: The direct assertion therapy program to change your life. New York: William Morrow. 316 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer
Osborn, S.M., & Harris, G.G. (1975). Assertive training for women. Springfield, IL: Charles C. Thomas. Pfeiffer, J.W., & Jones, J.E. (1972). Openness, collusion and feedback. In J.W. Pfeiffer & J.E. Jones (Eds.), The 1972 annual handbook for group facilitators. San Diego, CA: Pfeiffer & Company. Phelps, S., & Austin, N. (1975). The assertive woman. San Luis Obispo, CA: Impact. Smith, M.J. (1975). When I say no, I feel guilty. New York: McKay. The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer ❚❘ 317
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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
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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
Page 265 and 266: necessarily defined over time, step
Page 267 and 268: Harrison (1970) suggests that an in
Page 269 and 270: Deal, T.E., & Kennedy, A.A. (1982).
Page 271 and 272: ❚❘ IMPROVING THE USE OF BEHAVIO
Page 273 and 274: most dependent on coding. A simple
Page 275 and 276: model. This would prevent objection
Page 277 and 278: 1. Give participants a verbal model
Page 279 and 280: ❚❘ USING MENTORING FOR PROFESSI
Page 281 and 282: WHY INFORMAL MENTORING AND PERFORMA
Page 283 and 284: implementation are undertaken after
Page 285 and 286: ■ What skills will we need to imp
Page 287 and 288: The process of articulating a philo
Page 289 and 290: In addition, the nine mentors and t
Page 291 and 292: developed and successful: How will
Page 293 and 294: ❚❘ ATTRIBUTION THEORY: APPLICAT
Page 295: Dimensions of Attributions There ar
Page 298 and 299: and advantageous attributions for f
Page 300 and 301: Applications in the Managerial Coac
Page 302 and 303: ❚❘ CONFRONTATION: TYPES, CONDIT
Page 304 and 305: In summary, the purposes and motive
Page 306 and 307: dismiss the confrontation and me as
Page 308 and 309: Although creative growth is seldom
Page 310 and 311: ■ The Confidentiality Assumption:
Page 312 and 313: ❚❘ ASSERTION THEORY Colleen Kel
Page 314 and 315: Nonverbal Behavior Each response st
Page 318 and 319: ❚❘ DEALING WITH ANGER John E. J
Page 320 and 321: DEALING WITH PERSONAL ANGER The obv
Page 322 and 323: ❚❘ CONTRACTING: A PROCESS AND A
Page 324 and 325: costs, courses of action, methods t
Page 326 and 327: A third advantage to contracting is
Page 328 and 329: ❚❘ ENCOURAGING OTHERS TO CHANGE
Page 330 and 331: usiness to intervene, you might mak
Page 332 and 333: 6. If you encounter resistance, shi
Page 334 and 335: could be created in a package deal.
Page 336 and 337: A MODEL OF NEGOTIATION Figure 3 sum
Page 338 and 339: ■ Exploratory moves often are pre
Page 340 and 341: ❚❘ THE NUTS AND BOLTS OF ASSERT
Page 342 and 343: 6. Mutuality: accepting another per
Page 344 and 345: Rights also imply responsibilities
Page 346 and 347: 2. Fogging. “I can see how you mi
Page 348 and 349: 3. Stating a need with a request fo
Page 350 and 351: We can follow Les, a fictional part
Page 352 and 353: SUMMARY This article has discussed
Page 354 and 355: Bloom, L.Z., Coburn, K., & Pearlman
Page 356 and 357: McCaffery, M. (1983). Personal mark
Page 358 and 359: ❚❘ A POSITIVE APPROACH TO RESIS
Page 360 and 361: punished, or “sold” on what the
Page 362 and 363: ❚❘ FOUR CULTURAL DIMENSIONS AND
Page 364 and 365: ■ 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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