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„‚ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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VALIDATION AND SUMMATION<br />

The four-communication-styles approach is so obviously and immediately useful that<br />

most practitioners’ energies have been directed toward evolving new and more powerful<br />

ways of teaching or using it (see Carney, 1976; Parr, 1979). Little energy has been put<br />

into validation and reports (see Slocum, 1978). Some observations, however, can be<br />

made. First, breaking mental sets does not necessarily mean innovative thinking. With<br />

thinker-analysts, it may involve criticism or mere negativeness. Second, fluency of ideas<br />

does not necessarily mean novelty in thinking. Doers prove amazingly fertile in ideas for<br />

ways of coping, but these ideas are remarkably commonplace or simply variations on<br />

one theme: Doers are concerned with effectiveness rather than originality. Originality is<br />

the predominant characteristic of the intuitors, as a group.<br />

Third, feelers are not emotional in their thinking. They tend to ask, “How is this<br />

going to affect people?” It is the intuitors who, if they become blocked (that is, if they<br />

cannot produce their usual spate of novel ideas), evidence most emotion. If they are<br />

producing well, they are very genial. The thinkers, too, if they cannot offer constructive<br />

suggestions and begin to produce spates of negative criticism, soon become emotional in<br />

the way they express their ideas.<br />

Fourth, the most outstanding performance comes from a participant whose unique<br />

balance of two strong suits is ideally suited to the twin demands—criticism and<br />

originality—of the problem. This concept of balance may well be one of the most<br />

important ideas involved in the four-communication-styles approach.<br />

REFERENCES<br />

Bolles, R.N. (1978). The three boxes of life. Berkeley, CA: Ten Speed Press.<br />

Carney, T.F. (1976). No limits to growth: Mind-expanding techniques. Winnipeg, Manitoba: Harbeck.<br />

De Bono, E. (1970). Lateral thinking: A textbook of creativity. London: Ward Lock Educational.<br />

De Nike, L. (1976). An exploratory study of the relationship of educational cognitive style to learning from<br />

simulation games. Simulation & Games, 7(1), 72-73.<br />

Eisenstadt, J.W. (1969). Personality style and sociometric choice. Washington, DC: NTL Institute.<br />

Hudson, L. (1970). Frames of mind: Ability, perception and self perception in the arts and sciences.<br />

Harmondsworth, Middlesex: Penguin.<br />

Jacobi, J. (1968). The psychology of C.G. Jung. London: Routledge & Kegan Paul.<br />

Janis, J.L. (1972). Victims of groupthink. Boston: Houghton Mifflin.<br />

Ornstein, R. (1978). The split and the whole brain. Human Nature, 1(5), 76-83.<br />

Parr, B.P. (1979). Organizational communications: Working papers. Windsor, Ontario: Department of<br />

Communication Studies, University of Windsor.<br />

Slocum, J.W., Jr. (1978). Does cognitive style affect diagnosis and intervention strategies of change agents? Group<br />

& Organization Studies, 3(2), 199-210.<br />

Torrance, E.P. (1971). Four types of gifted adolescents. In W.M. Cruickshank (Ed.), Psychology of exceptional<br />

children and youth. Englewood Cliffs, NJ: Prentice-Hall.<br />

86 ❘❚<br />

The Pfeiffer Library Volume 6, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer

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