ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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Bloom, L.Z., Coburn, K., & Pearlman, J. (1975). The new assertive woman. New York: Delacorte Press. Bolton, R. (1979). People skills: How to assert yourself, listen to others, and resolve conflicts. Englewood Cliffs, NJ: Prentice-Hall. Bower, G., & Bower, S. (1976). Asserting yourself: A practical guide for positive change. Reading, MA: Addison- Wesley. Burke, R.J., & Wier, T. (1977). Readying the sexes for women in management. Business Horizons, 20, 30-35. Burley-Allen, M. (1983). Managing assertively. New York: John Wiley. Cawood, D. (1983). Assertiveness for managers: Learning effective skills for managing people. Vancouver, BC: Self-Counsel Press. Chenevert, M. (1983). STAT: Special techniques in assertiveness training for women in the health professions. St. Louis, MO: C.V. Mosby. Cotler, S.B. (1976). Assertion training. In V. Binder, A. Binder, & B. Remland, Modern Therapies. Englewood Cliffs, NJ: Prentice-Hall. Cotler, S.B., & Guerra, J.J. (1976). Assertion training: A humanistic-behavioral guide to self-dignity. Champaign, IL: Research Press. Cowan, G., & Koziej, J. (1979). The perception of sex inconsistent behavior. Sex Roles, 1, 1-10. Deaux, K., & Emswiller, T. (1974). Explanations of successful performance on sex-linked tasks: What is skill for the male is luck for the female. Journal of Personality and Social Psychology, 29, 80-85. Down, A. (1984). Why assertive supervisors are better managers. Supervisory Management 29, 2-7. Down, A. (1985). The AEIOU model for assertive communication. Supervisory Management, 30, 10-15. Fensterheim, H. (1975). Don’t say yes when you want to say no: How assertiveness training can save your life. New York: McKay. Feur, D. (1985). Retail training: How the top department stores do it. Training, 22, 115. Friedley, S. (1982). Assertiveness: To be or not to be. Report submitted to the Eastern Communication Association Convention, Hartford, CT. Fulcher, C. (1975). Assertiveness: The “missing link” to commitment. Successful Meetings, 24, 52-53. Galassi, J., Delo, J., Galassi, M., & Bastien, S. (1974). The college self-expression scale: A measurement of assertiveness. Behavior Therapy, 5, 165-171. Galassi, M.D., & Galassi, J.P. (1977). Assert yourself! New York: Human Sciences Press. Gambrill, E., & Richey, C. (1975). An assertion inventory for use in assessment and research. Behavior Therapy, 6, 550-561. Garner, P.A. (1982). Assertiveness not aggression: A management skill for the 80’s. Manage, 34, 28-31. Greene, J.N., & Plank, R. (1983). Industrial sales effectiveness: Aggressive vs. assertive selling techniques. Review of Business, 1, 3-8. Harrison, J.P., & Goodyear, D.C. (1983). Assertiveness training: Getting what you want from a computer. Corporate Accounting, 4, 68-72. Herman, S. (1978). Becoming assertive: A guide for nurses. New York: D. Van Nostrand. Higgins, R., Frisch, M., & Smith, D. (1983). A comparison of role-played and natural responses to identical circumstances. Behavior Therapy, 14, 158-169. 354 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer
Hulbert, J.E. (1982). Ways to be more assertive: The ability of you and your employees to assert ideas can spur success. Management World, 11(12), 16-19. Hulbert, J.E., & Hulbert, D. (1982). Value of assertiveness in interpersonal communication. Management Review, 71, 23-26. Hull, D.G., & Schroeder, H.E. (1979). Some interpersonal effects of assertion, non-assertion and aggression. Behavior Therapy, 10, 20-28. Infante, D.A., & Rancer, A.S. (1982). A conceptualization and measurement of argumentativeness. Journal of Personality Assessment, 46, 72-80. Infante, D.A., & Wegley, C.J. (1986). Verbal aggressiveness: An interpersonal model and measure. Communication Monographs, 53, 61-69. Jakubowski, P., & Lange, A.J. (1978). The assertive option: Your rights and responsibilities. Champaign, IL: Research Press. Jakubowski-Spector, P. (1973). Facilitating the growth of women through assertive training. The Counseling Psychologist, 4, 75-86. Jones, R. (1981). A caution signal for HRD. Training and Development Journal, 35, 42-46. Kastiel, D.L. (1985). Questioning doctors: Workers trained to become assertive health care consumers—Talking, the key to taking charge. Business Insurance, 19(37), 27-30. Kelly, C. (1979). Assertion training. San Diego, CA: Pfeiffer & Company. Kelly, J.A., & Worell, J. (1977). New formulations of sex roles and androgyny: A critical review. Journal of Consulting and Clinical Psychology, 45, 1101-1115. Kern, J. (1982). Predicting the impact of assertive, empathic-assertive and non-assertive behavior: The assertiveness of the assertee. Behavior Therapy, 13, 486-498. Kiechel, W. (1981). Facing up to executive anger. Fortune, 104, 205, 208, 210. Kiechel, W. (1985). Getting aggressiveness right. Fortune, 111, 179-180. Kimble, C., Voshikawa, J., & Zehr, H. (1982). Vocal and verbal assertiveness in same-sex and mixed-sex groups. Journal of Personality and Social Psychology, 40, 1047-1056. Kramarsky, D. (1976). Management learns to assert itself. Administrative Management, 37, 20-21. Lange, A.J., & Jakubowski, P. (1976). Responsible assertive behavior: Cognitive/behavioral procedures for trainers. Champaign, IL: Research Press. Lasden, M. (1982). Before you reach your breaking point. Computer Decisions, 14, 84-98. Lefevre, E., & West, M. (1981). Assertiveness: Correlations with self-esteem, locus of control, interpersonal anxiety, fear of disapproval and depression. Psychiatric Journal of the University of Ottawa, 6(4), 247-251. Leonard, M.R. (1978). Assertiveness training for businesswomen: Needs assessment as perceived by Fortune 500 supervisors (Doctoral dissertation, University of Toledo). Dissertation Abstracts International, 39(4-A), 2401. Lieberman, R.P., King, L.W., DeRisi, W.J., & McCann, M. (1975). Personal effectiveness: Guiding peopIe to assert themselves and improve their social skills. Champaign, IL: Research Press. MacNeilage, L. (1982). Assertiveness at work: How to increase your personal power on the job. Englewood Cliffs, NJ: Prentice-Hall. The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer ❚❘ 355
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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
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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
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 316 and 317: sexist remarks, and handling variou
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 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
Page 387 and 388: about how to develop and use influe
Page 389 and 390: produce movement or change. Harriso
Page 391 and 392: managers were seen as transactional
Page 393 and 394: ❚❘ DESIGNING MORE EFFECTIVE ORI
Page 395 and 396: consistency in linking newcomers wi
Page 397 and 398: 3. First day at work. The new emplo
Page 399 and 400: IN CONCLUSION: ELEMENTS OF EFFECTIV
Page 401 and 402: 5. The new employee has lunch with
Page 403 and 404: ❚❘ 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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