ââ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

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Fuld, P., & Buschke, H. (1976). Stages of retrieval in verbal learning. Journal of Verbal Learning and Verbal Behavior, 15, 401-409. Gordon, D. (1978). Therapeutic metaphors. Cupertino, CA: Meta Publications. Hardaway. F. (1976). Foul play: Sports metaphors as public doublespeak. College English, 38, 78-82. Kopp, S. (1971). Guru: Metaphors from a psychotherapist. Palo Alto, CA: Science & Behavior Books. Pfeiffer, J.W., & Jones, J.E. (1981). Introduction. In J.W. Pfeiffer & J.E. Jones (Eds.), Reference guide to handbooks and annuals (rev. ed.). San Diego, CA: Pfeiffer & Company. Piaget, J. (1969). The language and thought of the child. Cleveland, OH: Meridian Books. Skinner, B.F. (1957). Verbal behavior. New York: Appleton-Century-Crofts. Swacher, M. (1976). Senstitizing and sensitizing through language. Humanist Educator, 14, 171-178. Tatum, B.C. (1976). Stimulus imagery: Effect in associative learning. Journal of Experimental Psychology: Human Learning and Memory, 2, 252-261. 94 ❘❚ The Pfeiffer Library Volume 6, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer
❚❘ UNDERSTANDING AND IMPROVING <strong>COMMUNICATION</strong> <strong>EFFECTIVE</strong>NESS Gustave J. Rath and Karen S. Stoyanoff Several years ago Richard Bandler and John Grinder 1 began studying the communication behaviors of psychotherapists widely recognize for their therapeutic successes. Their aim was to identify patterns of behavior associated with effective results, to codify these patterns, and to make them available to others who aspire to be effective therapists. They chose as their basic subjects Virginia Satir (Bandler, Grinder, & Satir, 1976), a family therapist, and Milton Erickson (Bandler & Grinder, 1975a; Grinder, DeLozier, & Bandler, 1977), a clinical hypnotist; another subject of more indirect analysis was Fritz Perls, with whom Grinder studied. The skills and behaviors identified were referred to as “magic,” a traditional term for any process that people do not understand. In reality, once people learn these patterns of behavior, they, too, can be “magicians.” Bandler and Grinder note that their background is that of linguists with a focus on the process of communication rather than the content (Bandler & Grinder, 1975b; Grinder & Bandler, 1976). The core of their theory is their interpretation of the ways in which linguistic meanings are mentally assigned to basic thoughts and experiences. This interpretation, called the Meta Model, serves as the foundation of their secondary model of interpersonal-communication effectiveness, which is known simply as the Communication Model. Although the communication methods proposed by Bandler and Grinder in accordance with these models were developed to improve communication effectiveness in the context of therapy, they can also be used to advantage in business and industry and in group facilitation. THE META MODEL This model is based on the assertion of Chomsky (1957, 1968) and other linguists that all languages share a basic or “deep” structure that is directly related to the physical structure of the human brain. The three processes by which an individual transforms this Originally published in The 1982 Annual for Facilitators, Trainers, and Consultants by J. William Pfeiffer and Leonard D. Goodstein (Eds.), San Diego, CA: Pfeiffer & Company. 1 The most widely available reports of their work can be found in Bandler and Grinder (1975b) and Grinder and Bandler (1976). Eventually this work led them and their colleagues, Robert Dilts, Judith Delozier, and Leslie Cameron-Bandler (Dilts, Grinder, Bandler, DeLozier, & Cameron-Bandler; 1979) to develop a theoretical approach called neuro-linguistic programming.® For detailed information regarding this approach, see Bandler and Grinder (1979) and Cameron-Bandler (1978). The Pfeiffer Library Volume 6, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer ❚❘ 95
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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
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 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
Page 93: etrievals (Fuld & Buschke, 1976). T
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
Page 131 and 132: perceiving). People with an N (intu
Page 133 and 134: for the unexpected. He or she remai
Page 135 and 136: Keirsey and Bates Temperaments The
Page 137 and 138: The Sensing-Perceiving (SP) Manager
Page 139 and 140: wants to learn the theory or the co
Page 141 and 142: REFERENCES AND SUGGESTED READINGS K
Page 143 and 144: 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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