ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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A MODEL OF NEGOTIATION Figure 3 summarizes the primary elements of the negotiation model. This model enables negotiators to better understand and to react more effectively to activities at the negotiating table, including their own behavior. Figure 3. Primary Elements of the Negotiation Model A PROFILE OF CONSTRUCTIVE NEGOTIATION 1. Be flexible but firm. This is a golden rule of experienced negotiators: Link tenacity of purpose to procedural flexibility. Schematically: 336 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer
2. Firmly defending your own interests can be paired with respect for the other side and a positive climate. Schematically: 3. Firmly defending your own interests does not mean engaging in a power struggle. Scoring points, pushing, using threatening behavior, presenting endless arguments, manipulating, and other such behaviors have little to do with negotiating. Schematically: 4. Assess the behavior of the opposing side in proper proportion. By not distinguishing the specific intentions of certain behaviors, one often allows the situation to escalate. If one is able to place certain actions in a proper perspective, effective negotiation becomes easier. One then is able to focus on the real interests of the parties involved and is not hampered by a deteriorating atmosphere or an endless power game. Several examples of this principle can be offered. The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer ❚❘ 337
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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
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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
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
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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
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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
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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 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
Page 366 and 367: Where individualism is high, a thor
Page 368 and 369: 1. The structure of a communication
Page 370: ❚❘ SOCIAL INTERACTION AND ORGAN
Page 373 and 374: of defunct cultures. However, some
Page 375 and 376: form they take, these sequences des
Page 377 and 378: present as varied a support for his
Page 379 and 380: a remote outpost or office location
Page 381 and 382: the culture of the opponents is mod
Page 383 and 384: epulsion. Groups become cohesive wh
Page 385 and 386: 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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