ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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emembered that in human relationships, knowledge about other people and their “dispositional properties” and intentions may turn out to be far more important than perceptions of objects. REFERENCES Brown, R. (1965). Social psychology. New York: Free Press. Bugelski, B.R., & Alampay, D.A. (1964). Role of frequency in developing perceptual sets. Canadian Journal of Psychology, 15, 205-211. Stagner, R. (1956). Psychology of industrial conflict. New York: John Wiley. Walton, R.E. (1969). Interpersonal peacemaking: Confrontations and third-party consultation. Reading, MA: Addison-Wesley. 80 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer
❚❘ THE FOUR-<strong>COMMUNICATION</strong>-STYLES APPROACH Tom Carney Communication at cross purposes is all too unhappily common in everyday life. Mary tries to persuade Bill to adopt a certain way of doing things, arguing logically for the efficiency of her way. Bill responds with counterarguments about its human costs. Mary reacts with a more-telling cost-benefit analysis. Bill counters with examples of likely inconveniences for specific clients. By now the metamessages have taken over: Each person is bent on defending her or his approach, and emotional misperceptions of the other person distort all further communication. One frequent cause of crossed communication is the common tendency to favor one particular style of communication, often at the cost of being insensitive to other styles— in others as well as in oneself. Ideally, one should be: ■ Conscious of one’s own stylistic preferences and dislikes; ■ Able quickly to detect such preferences and dislikes in another person; and ■ Able to adjust one’s own style to that of another person. If one attempts to achieve this ideal, a surprising number of payoffs result, both in personal insights and in interpersonal skills. COMMONLY PREFERRED STYLES OF <strong>COMMUNICATION</strong> Jung (see Jacobi, 1968) identified two major dimensions in our modes of relating to events: a thinking-feeling polarity and, at right angles to it, a sensing-intuiting one. These polarities are familiar in everyday life: ■ Thinking: the logical, rational, sequential analysis that has been associated with left-brain hemisphere (Ornstein, 1978) dominance—or with “convergent” or “vertical” thinking (DeBono, 1970; Hudson, 1970). If this is one’s preferred mode of relating to “reality,” one will probably use a precise, analytical form of communication. ■ Intuiting: the making of associations; having insights that yield a novel “big picture” of a situation; the free flow of creative ideas. Currently associated with Originally published in The 1980 Annual Handbook for Group Facilitators by J. William Pfeiffer and John E. Jones (Eds.), San Diego, CA: Pfeffer & Company. Credit for originating this approach should go to P.P. Mok of Drake Beam Associates. Jay Nisberg further developed the approach, along with his associates Ed Reimer and Brian Trump. The Pfeiffer Library Volume 6, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer ❚❘ 81
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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
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 and 42: there-and-then data that need to be
Page 43 and 44: REFERENCES Brammer, L. (1973). The
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: INTERPRETATION OF “MR. RAT” It
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
Page 93 and 94: etrievals (Fuld & Buschke, 1976). T
Page 95 and 96: ❚❘ UNDERSTANDING AND IMPROVING
Page 97 and 98: The fourth and final type of inform
Page 99 and 100: Figure 1. The Communication Model:
Page 101 and 102: analysis, it may be found that the
Page 103 and 104: CONGRUENCY Another important elemen
Page 105 and 106: ❚❘ A PRIMER ON SOCIAL STYLES Be
Page 107 and 108: Figure 1. The Social-Style Profile
Page 109 and 110: + - Figure 2. The DRIVER The Pfeiff
Page 111 and 112: + - Figure 4. The AMIABLE The Pfeif
Page 113 and 114: Figure 6. Shared Behaviors Among So
Page 115 and 116: Other Analytics Perceive you as tho
Page 117 and 118: Analyticals* Relate to your imagina
Page 119 and 120: 5. Selection. The social-style appr
Page 121 and 122: Table 1 (continued). The Many Faces
Page 123 and 124: ❚❘ THE FEELINGS VOCABULARY: A T
Page 125 and 126: MAD High Medium Low Angry Bitter Bo
Page 127 and 128: USE OF THE LIST IN HUMAN RESOURCE D
Page 129 and 130: ❚❘ 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
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PRACTICAL APPLICATIONS We usually h
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