ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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SAMPLE ACTIVITIES CONTAINING COGNITIVE AND AFFECTIVE DATA The bucket model reflects the multifaceted nature of the human being and illustrates the necessity for kenepathy, that is, simultaneously reacting to multiple levels of personality when communicating. The model is learned most effectively when reinforced with activities designed to develop discriminating yet comprehensive listening techniques. A few sample communications are cited below. After reading each, consider your own kenepathic response before reading the sample response. At a meeting with the principal, a teacher suggests: I really believe now that we should try to get our teachers to teach for mastery learning. We talked a lot about mastery learning in our departmental meetings this past month, and now I’m sold on it. I think it’s the way to go. This teacher is functioning mostly at the cognitive level, so the principal could respond kenepathically as follows: You’ve had an insight that’s changed your opinion of how to teach. You think we should move from our current method of giving students one chance to learn the material to a method that gives them as much time as it takes to learn the material. This response obviously catches the teacher’s thoughts on the subject and adequately says that he or she is understood. In another example of an exercise in kenepathy, a coordinator speaks to his or her manager Ms. Coronoa is really making a mess of that job I gave her last week. If the listener reflects this statement with “You feel that she’s not doing a good job”—a typical empathic response—the message has not been captured adequately. It is more accurate for the respondent to leave the statement at the cognitive level and respond with “You disapprove of her performance.” A judgment, not a feeling, was expressed. If the listener detects affect also, he or she might add “and that makes you feel disappointed.” But the speaker’s statement alone, without accompanying body language or innuendo, is a cognitive statement. Other examples of the intermix between affective and cognitive data can be generated easily. Examples rife with feeling are quickly available in training manuals. Practicing responses to both types helps us to see the importance of simultaneous discrimination of both dimensions. It exercises our skill at detecting ideas, preconceptions, and perceptions as well as feelings. It teaches us to listen to nonverbal and verbal cues in behavior. It helps us to verify that human beings think and feel simultaneously, a fact that we all experience in everyday life. In order to understand a person, we must be in tune with as much of that person’s bucket as possible. Being able to kenepathize means getting in touch with every aspect of another person. The bucket model and the concept of kenepathy can be helpful tools to facilitate an understanding of the complexity of human beings and to develop comprehensive listening skills. 42 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer
REFERENCES Brammer, L. (1973). The helping relationship. Englewood Cliffs, NJ: Prentice-Hall. Carkhuff, R.R. (1969). Helping and human relations (Vols. I & II). New York: Holt, Rinehart and Winston. Egan, G. (1973). A two-phase approach to human relations training. In J.E. Jones & J.W. Pfeiffer (Eds.), The 1973 annual handbook for group facilitators. San Diego, CA: Pfeiffer & Company. Egan, G. (1975). The skilled helper: A model for systematic helping and interpersonal relating. Monterey, CA: Brooks/Cole. Gazda, G.M., Asbury, F.R., Balzer, F.J., Childers, W.C., & Walters, R.P. (1975). Human relations development: A manual for educators. Boston, MA: Allyn and Bacon. Lewin, K. (1951). Field theory in social science: Selected theoretical papers (D. Cartwright, Ed.). New York: Harper. The Pfeiffer Library Volume 6, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer ❚❘ 43
Page 1 and 2: ❚❘ CONDITIONS THAT HINDER EFFEC
Page 3 and 4: 3. Hostility. Hostility may create
Page 5 and 6: 10. Mind wandering. This is a state
Page 7 and 8: “Feel” statements refer to the
Page 9 and 10: ❚❘ “DON’T YOU THINK THAT .
Page 11 and 12: The questioner is attempting to eli
Page 13 and 14: Or the questioner may precede his o
Page 15 and 16: from the basic aims of human relati
Page 17 and 18: Activity 6 1. The participants form
Page 19 and 20: 1. No number or array of numbers ca
Page 21 and 22: REFERENCES Jones, J.E. (1972). Mode
Page 23 and 24: A DEFINITION OF CLARITY “Getting
Page 25 and 26: person has his or her own set of pe
Page 27 and 28: frustrated in his or her efforts to
Page 29 and 30: Feedback The use of feedback is imp
Page 31 and 32: 13. Use as many channels as necessa
Page 33 and 34: These modes of response may communi
Page 35 and 36: A More Effective Approach Problems
Page 37 and 38: ❚❘ KENEPATHY Michele Stimac The
Page 39 and 40: here-and-now becomes past data that
Page 41: there-and-then data that need to be
Page 45 and 46: The second set of symbols with whic
Page 47 and 48: abstracting process when they are a
Page 49 and 50: example, if the emphasis is on the
Page 51 and 52: ❚❘ MAKING REQUESTS THROUGH META
Page 53 and 54: ❚❘ NONVERBAL COMMUNICATION AND
Page 55 and 56: Kinesics Movement of the body (head
Page 57 and 58: Self-Awareness One technique in thi
Page 59 and 60: Awareness in Situations Within the
Page 61 and 62: to deal with power and influence, t
Page 63 and 64: In training there is ample evidence
Page 65 and 66: Figure 2. Male and Female Ego State
Page 67 and 68: ■ In co-training, the male traine
Page 69 and 70: ❚❘ COMMUNICATING COMMUNICATION
Page 71 and 72: 5. Use as few words as possible to
Page 73 and 74: Logical, Lecturing Response. “Don
Page 75 and 76: ❚❘ ANYBODY WITH EYES CAN SEE TH
Page 77 and 78: 5. Data from sense organs, fed into
Page 79 and 80: INTERPRETATION OF “MR. RAT” It
Page 81 and 82: ❚❘ THE FOUR-COMMUNICATION-STYLE
Page 83 and 84: Shifting Styles Under Stress Our so
Page 85 and 86: analyze a complex interpersonal iss
Page 87 and 88: ❚❘ JARGON: REDISCOVERING A POWE
Page 89 and 90: experiencing the solid, down-to-ear
Page 91 and 92: 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
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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
Page 455 and 456:
PRACTICAL APPLICATIONS We usually h
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ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION