ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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Table 1. How Activities Should Be Valued Scale: 1 = Low Value; 10 = High Value Activities Karen Managers Staff Remaining consistent with past practices and methods Being cautious in decision making 1.00 2.29 6.14 3.00 4.57 7.40 Taking risks 9.00 7.00 5.93 risk averse. It was clear that for employees to be more proactive in dealing with clients, building relationships, and solving problems, they needed to abandon old practices and take more risks. CREATING A CUSTOMIZED SURVEY The development of a customized survey similar to the one used in our case study involves the following steps: 1. Review the organization’s mission statement. If the organization has a written mission statement, review it and any memos or documents relating to how the mission statement was developed. Interview the organizational leader to clarify current thinking about the mission, vision, and values to be promoted. 2. Generate a pool of activities. Conduct interviews with organizational managers and nonmanagerial employees. Ask general questions about what people do on a daily basis, how they spend their time, and what activities they feel are important. 3.Create a survey form Activities will vary in their specificity, but try to end up with ones that are general enough to apply to most people in the organization, yet specific enough to be easily identifiable. Include activities that are consistent with the leader’s espoused strategies as well as ones that are inconsistent. Also include some past practices that the leader suspects are still being pursued, despite adding little value in light of the leader’s desired strategies. Work closely with the leader in developing and refining this survey. A sample survey form is provided in Figure 1. 4. Have the organizational leader complete the survey, assigning numerical values to the activities. The leader should indicate how he or she feels each activity is currently valued in the organization as a whole and how it should be valued. We recommend a ten-point scale, where 1 = “Low Value” and 10 = “High Value.” 440 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer
Instructions: Rate each of the following fourteen activities on a scale from 1 to 10, where 1 represents low value and 10 represents high value. Be sure to assign a rating in each column, showing how each activity is currently valued and how it should be valued. Activities How Activities Are Currently Valued in the Organization How Activities Should Be Valued in the Organization 1. Remaining consistent with past practices and methods ________ ________ 2. Being cautious in decision making ________ ________ 3. Writing reports ________ ________ 4. Meeting deadlines ________ ________ 5. Being friendly ________ ________ 6. Collaborating with other departments ________ ________ 7. Making suggestions for improvements ________ ________ 8. Being accurate ________ ________ 9. Taking risks ________ ________ 10.Helping clients solve problems ________ ________ 11.Challenging existing work practices ________ ________ 12.Developing a broad business perspective ________ ________ 13.Taking initiative ________ ________ 14.Doing quality work ________ ________ Figure 1. Sample Survey Form The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer ❚❘ 441
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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
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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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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
Page 405 and 406: These efforts dramatically communic
Page 407 and 408: FUNDAMENTAL 4: LISTEN The fact that
Page 409 and 410: Every organization must judge its a
Page 411 and 412: test their talents, and failing to
Page 413 and 414: ❚❘ HOW TO MAKE NEW-EMPLOYEE ORI
Page 415 and 416: 8. Adult-learning concepts guide th
Page 417 and 418: ORIENTATION-CONTENT CHECKLIST 1 Ins
Page 419 and 420: ORIENTATION-CONTENT CHECKLIST (cont
Page 421 and 422: ❚❘ SEXUAL DIFFERENCES IN THE WO
Page 423 and 424: may even suppress female-oriented b
Page 425 and 426: learn to respect and to deal with t
Page 427 and 428: no female permanent secretaries in
Page 429 and 430: Hostile environment harassment occu
Page 431 and 432: instance “hostile” means that t
Page 433 and 434: ■ ■ ■ ■ ■ ■ ■ To lear
Page 435 and 436: helpful if the question does not ha
Page 437 and 438: ❚❘ FROM VISION TO ACTION: DETER
Page 439: perspective, and she wanted both ma
Page 443 and 444: ❚❘ OPERATIONAL DEFINITIONS: AN
Page 445 and 446: and end users now define and redefi
Page 447 and 448: in meaningful ways. Each definition
Page 449 and 450: uilt on shared expectations and kno
Page 451 and 452: interpretations of the same or simi
Page 453 and 454: ■ Benchmarking is “. . . the pr
Page 455 and 456: PRACTICAL APPLICATIONS We usually h
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