Orgb 3 3rd Edition Nelson Solutions Manual

ORGB 3 3rd Edition Nelson Solutions
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8 COMMUNICATION
IN THIS CHAPTER, YOU’LL FIND:

Chapter Overview
Learning Outcomes
Key Terms
PowerPoint Guide
Review Questions and answers
Discussion & Communication Questions and suggested answers
Ethical Dilemma
Self-Assessments
Issues in Diversity
Experiential Exercises
Additional Examples
Case Study: Smartphones
Videos: Friday Night Lights and Plant Fantasies
Student Handouts:
Ethical Dilemma
What About You?: Are You an Active Listener?
What About You?: What Kind of a Defender Are You?
Issues in Diversity: Contemporary Media Coverage – Spinning out
of Control?
Experiential Exercise: Communicate, Listen, Understand
Experiential Exercise: Preparing for an Employment Selection
Interview
Experiential Exercise: Degrees of Truth in Feedback
Case Study: Smartphones
CHAPTER OVERVIEW
Chapter 8 ♦ Communication 1
This chapter deals with the interpersonal and technological dimensions of communication in
organizations. Communication is a skill that can be improved through reflective listening. In
five keys to effective supervisory communication are presented, along with five barriers to
communication. Finally, the chapter discusses defensive and nondefensive communication,
nonverbal communication, and the latest technologies for information management in
organizations.
LEARNING OUTCOMES
After reading this chapter, you should be able to do the following:
1 Describe the interpersonal communication process and the role of listening in the process.
Interpersonal communication is reflective, objective and perceptual. The conceptual and
emotional component of messages is affected by verbal and nonverbal communication and is key
to understanding and verifying the message. Reflective listening enables the listener to
understand the communicator’s meaning, reduce perceptual distortions, and overcome
interpersonal barriers that lead to communication failures.
2 Describe the five communication skills of effective supervisors.

Five communication skills that distinguish “good” from “bad” supervisors include being
expressive speakers, empathetic listeners, persuasive leaders, sensitive people, and informative
managers.
3 Explain five communication barriers and the gateways through them.

Barriers to communication in the workplace are physical separation, status differences, gender
differences, cultural diversity, and language. Awareness and recognition are the first steps in
overcoming barriers. Other gateways are recognizing gender-specific conversation style
differences, clarification meaning, understanding cultural differences, and avoiding technical
terms and jargon.
4 Distinguish between civility and incivility, and defensive and nondefensive communication.
Civility is communication that respects the integrity and dignity of the individual. It carries the
potential to avoid hurt feelings, prevent harm and damage to working relationships, and
contribute to well-being in the workplace. Incivility is communication that respects the integrity
and dignity of the individual. It can create a barrier between people and jar emotions, though the
consequences of incivility depend on its source. Defensive communication includes aggressive
and angry communication as well as passive, withdrawing communication. Nondefensive
communication is an assertive, direct, powerful form of communication.
5 Explain the impact of nonverbal communication.
Most meaning in a message is conveyed nonverbally. Nonverbal communication includes all
elements of communication, such as gestures and the use of space, that do not involve words or
do not involve language. The four basic kinds of nonverbal communication that managers need
to understand and read are proxemics, kinesics, facial and eye behavior, and paralanguage.
6 Explain positive, healthy communication.

James Lynch suggests that the heart may be equally or more important than cognition in the
communications process. According to Lynch, positive, healthy communication is exemplified
by trust and truthfulness, core values and beliefs, strong ethical character, personal integrity,
openness, and simplicity in communication.
7 Identify communication technologies and how they affect the communication process.
Technologies such as cell phones, e-mail, voice mail, faxes, computers, and informational
databases provide instant exchange of volumes of information and render geographic boundaries
and time zones irrelevant. Lack of personal interaction and nonverbal cues alter the social
context of exchange and remove organizational barriers. The potential for information overload,
constant accessibility to work, and multitasking also affect behavior.
KEY TERMS
communication 125
interpersonal
communication 125
communicator 125
receiver 125
perceptual screen 125
message 126
feedback 126
language 126
data 126
information 126
richness 126
reflective listening 126
two-way communication 128
one-way communication 128
barriers to communication 130
gateways to
communication 130
civility 132
incivility 132
defensive communication 132
nondefensive
communication 132
nonverbal communication 134
proxemics 134
territorial space 134
kinesics 136
communicative disease 136
information communication
technology (ICT) 138
POWERPOINT GUIDE
Introduction
Slide 1 – Learning Outcomes
LO1 Describe the interpersonal communication process and the role of listening in the
process.
Slide 3-5 – Terms to Know Slide 10 – Emphases of Reflective Listening
Slide 6 – Basic Interpersonal Slide 11 – Verbal Reflective Listening
Communication Model Slide 12 – Nonverbal Reflective Listening
Slide 7 – Information Richness & Data Slide 13 – Beyond the Book: Listen Up!
Capacity Slide 14 – One-way vs. Two-way
Slide 8-9 – Reflective Listening Communication
LO2 Describe the five communication skills of effective supervisors.

Slide 16 – Five Keys to Effective Supervisory Communication
LO3 Explain five communication barriers and the gateways through them.
Slide 18 – Barriers to Communication Slide 19-20 – Gateways to Communication
LO4 Distinguish between civility and incivility, and defensive and nondefensive
communication.
Slide 22-23 – Civility and Incivility Slide 29 – Defensive Tactics
Slide 24-25 – Defensive Communication Slide 30 – Nondefensive Communication: A
Slide 26-27 – Nondefensive Communication Powerful Tool
Slide 28 – Two Defensiveness Patterns
LO5 Explain the impact of nonverbal communication.

Slide 32 – Nonverbal Communication Slide 36 – Kinesics
Slide 33 – Types of Nonverbal Slide 37 – Facial and Eye Behavior
Communication Slide 38 – Paralanguage
Slide 34-35 – Proxemics
LO6 Explain positive, healthy communication.
Slide 40 – Communicative Disease Slide 41 – Positive, Healthy Communication
LO7 Identify communication technologies and how they affect the communication process.
Slide 43 – Information Communication Slide 44 – Characteristics of ICT
Technology (ICT) Slide 45 – How ICT Affects Behavior
Slide 46 – Friday Night Lights

Slide 47 – Plant Fantasies
REVIEW QUESTIONS AND ANSWERS

1. What different components of a person's perceptual screens may distort communication?
Perceptual screens are composed of the personal factors each person brings to interpersonal
communication, such as age, gender, values, beliefs, past experiences, cultural influences,
and individual needs.
2. What are the three defining features of reflective listening?
Reflecting listening can be characterized as personal, feeling-oriented, and responsive.
3. What are the four levels of verbal response in reflective listening?
They include affirming contact, paraphrasing expressed thoughts and feelings, clarifying
implicit thoughts and feelings, and reflecting “core” feelings not fully expressed.
4. Compare one-way communication and two-way communication.
With one-way communication, a message is sent to the receiver, soliciting no feedback,

questions or interaction. Two-way communication is more time consuming, and requests
interaction from the recipient of the message. In general, we prefer two-way communication
because it allows for feedback and verification of intent.
5. What are the five communication skills of effective supervisors and managers?
The skills include expressive speaking, empathetic listening, persuasive leading, sensitivity
to feelings, and informative managing.
6. Describe dominant and subordinate defensive communication. Describe nondefensive

communication.
Dominant defensive communication is characterized by active, aggressive, attacking
behavior, and expresses the psychological attitude, “I am right, and you are wrong."
Subordinate defensive communication is characterized by passive, submissive, withdrawing
behavior. The psychological attitude is "you are right, and I am wrong." Nondefensive
communication is centered, assertive, and honest. It demonstrates self-control without
rejecting the listener.
7. What four kinds of nonverbal communication are important in interpersonal relationships?
Proxemics, which is the perception and use of space, is a major indicator for comfort in
communication. In addition, kinesics refers to the meaningfulness of gestures. Facial
expressions, eye behavior, and paralanguage are also part of nonverbal communication.
8. What are helpful nonverbal behaviors in the communication process? Unhelpful behaviors?
Gestures, facial expressions, and body postures have different meanings in different cultures.
Helpful behaviors include eye contact, nodding, and other affirmative behaviors. Unhelpful
behaviors include looking away when talking, failing to acknowledge greetings, glares,
rolling of the eyes, sighing, crossing arms and leaning way, peering over glasses, and
continuing to read while someone is speaking.
9. What is communicative disease?
Communicative disease is the absence of heartfelt communication in human relationship. It

can lead to loneliness and social isolation, and ultimately to death. Positive, healthy
communication involves emotional competence and cooperative work behaviors based on
trust and truthfulness, and it is the antidote to communicative disease.
10. Describe at least five new communication technologies in terms of data richness.
Informational databases provide very high data capacity, but low information richness. E-
mail provides moderate information richness with moderate data capacity. Voice mail offers
moderate-to-high information richness, but low data capacity. Similarly, cell phones offer
high information richness, but low data capacity. Videophones offer the highest information
richness other than face-to-face communication, but coupled with the low data capacity of
face-to-face communication and telephones.
DISCUSSION & COMMUNICATION QUESTIONS AND

SUGGESTED ANSWERS
1. Who is the best communicator you know? Why do you consider that person to be so?
Many students will name a prominent figure because they can more readily express why they
think the person is a good communicator. Others will identify individuals they actually
know. The difficult aspect of this question is to get them to analyze why those individuals
are good communicators.
2. Who is the best listener you have ever known? Describe what that person does that makes
him or her so good at listening.
Most often this will be a family member, and the most typical response is someone who is
skilled at reflective listening, especially as an empathetic listener. Be sure to point out to
students that two-way communication is an important element of this question.
3. What methods have you found most helpful in overcoming barriers to communication that
are physical? Status based? Cultural? Linguistic?
This question provides an excellent opportunity for international students to contribute to

class discussions.
4. Who makes you the most defensive when you talk with that person? What does the person
do that makes you so defensive or uncomfortable?
Ask students to characterize the individual, rather than naming the individual. Some students
might be bold enough to mention professors. Encourage students to focus on specific
behaviors rather than personalities.
5. With whom are you the most comfortable and nondefensive in conversation? What does the
person do that makes you so comfortable or nondefensive?
Typical answers are friends and partners. Mentors should have these characteristics as well.
As in the previous question, encourage students to focus on specific behaviors rather than
personalities.
6. What nonverbal behaviors do you find most helpful in others when you are attempting to talk
with them? When you try to listen to them?
You could have students tell you what nonverbal clues you send while lecturing. Are there
annoying habits that get in the way of your information (i.e., twisting a paper clip, the
inflection in your voice, etc.)?
7. Identify a person at work or at school who is difficult to talk to and arrange an interview in
which you practice good reflective listening skills. Ask the person questions about a topic
you think may interest her or him. Pay particular attention to being patient, calm, and
nonreactive. After the interview, summarize what you learned.
Have the students share what they learned from this interview in class. Following are some
questions that will help stimulate class discussion. What were the difficulties they
encountered using reflective listening skills? How did this conversation compare with
previous conversations the student had with this person? What reflective listening skills
were most difficult to use and why?
8. Go to the library and read about communication problems and barriers. Write a memo
categorizing the problems and barriers you find in the current literature (last five years).
What changes do organizations or people need to make to solve these problems?
In addition to enhancing students’ skills at memo writing, this activity highlights for students
the most current communication problems. In identifying solutions to these problems,
encourage students to move beyond the suggestions in the textbook and to think creatively
about their solutions.
9. Develop a role-playing activity for class that demonstrates defensive (dominant or

subordinate) and nondefensive communication. Write brief role descriptions that classmates
can act out.
Not only does this activity enhance understanding of defensive and non-defensive
communication, but it also can be a lot of fun and a good way to get to know class members.
10. Read everything you can find in the library about a new communication technology. Write a
two-page memo summarizing what you have learned and the conclusions you draw about the
new technology’s advantages and disadvantages.
Take time in class for several students to share the information they gathered on a new
communication technology. You can also discuss the environments in which each new
communication technology might be most/least effective.
ETHICAL DILEMMA
The purpose of the Ethical Dilemmas is to encourage students to develop their awareness of
ethical issues in the workplace and the managerial challenges they present. The dilemmas are set
up to present situations in which there is no clear ethical choice. The goal for the instructor is to
guide students through the process of analyzing the situation and examining possible alternative
solutions. There are no “right” answers to the questions at the end of each scenario, only
opportunities to explore alternative generation and generate discussion of the appropriateness of
each alternative. The student portion of the activity is on a handout at the end of this chapter
guide.
Dan’s options are to keep Kyle on his team and continue to devote the necessary time to making
sure Kyle understands things correctly or to move Kyle into a job on Ken’s team knowing that
Ken is unlikely to take extra time with Kyle to be sure he understands things correctly.
1. Using consequential, rule-based, and character theories, evaluate Dan’s options.
Consequential – If Dan keeps Kyle on his team, he will have to continue spending extra time
with Kyle to be sure he understands everything correctly, but he will have more control over
Kyle’s potential for errors. If Dan moves Kyle to Ken’s team, he will have more time to
devote to other things, but will also have less control over Kyle’s potential for errors and will
be increasing the likelihood that those errors will occur since Ken is unlikely to take the time
to ensure Kyle understands correctly.
Rule-based – Dan’s obligation in this situation is to protect the company and the other
workers from any injuries that might result from Kyle’s improper understanding of what is
being communicated to him.
Character – Dan seems to care a great deal about communication, as evidenced by his
extensive efforts to ensure that his team clearly and accurately understands what he is trying
to communicate to them. Moreover, he has been willing thus far to devote whatever extra
time is necessary to ensure that Kyle does not misunderstand or misinterpret his
communications. Keeping Kyle on his team would be in line with this character trait,
whereas moving him to Ken’s team would contradict this trait.
2. What should Dan do? Why?
According to the rule-based and character theories, Dan should keep Kyle on his team rather
than move him to Ken’s team. While moving Kyle would free up some of Dan’s time and
remove Kyle as a source of frustration, doing so would also jeopardize Dan’s obligation to
protect the company and other workers from the possibility of harm caused by Kyle’s
misunderstandings or misinterpretations, and would also contradict Dan’s character in that he
would no longer be ensuring that Kyle accurately understands what is being communicated
to him.
SELF ASSESSMENTS–WHAT ABOUT YOU?

8.1 ARE YOU AN ACTIVE LISTENER?
Reflective listening is a skill people can practice and learn. This exercise offers ten tips to help
students become better listeners. After students think of situations in which they have had
difficult communications with others at work or school and evaluated themselves against the ten
items, it might be very useful to have them gather in small groups to see what commonalities
exist among them, if any, and which items the largest number of students have difficulty with.
Another option is to have group members suggest ways in which the students might have
handled their own communications in the situations better. The student portion of the activity is
on the review card in the student edition of ORGB and on a handout at the end of this chapter
guide.
8.2 WHAT KIND OF A DEFENDER ARE YOU?

Not all of our communication is defensive, but each of us has a tendency to engage in either
subordinate or dominant defensiveness. This exercise presents twelve sets of choices that help
students understand whether they tend to be more subordinate or dominant when they engage in
defensive communication. As a follow up to this assessment, encourage students to develop an
action plan for overcoming their tendencies toward defensiveness.The student portion of the
activity is on a handout at the end of this chapter guide.
ISSUES IN DIVERSITY: CONTEMPORARY MEDIA
COVERAGE – SPINNING OUT OF CONTROL?
Before she was asked to resign in July 2010 for making racist remarks, Shirley Sherrod was one
of the highest-ranking black employees in the United States Department of Agriculture (USDA),
serving nearly a year as the head of USDA’s Rural Development office in Georgia. Sherrod is
hardly the first high-ranking employee who has been asked to resign a position. She is, perhaps,
the only one whose resignation was the direct result of inaccurate and misleading media
coverage.
Sherrod’s troubles began when Andrew Breitbart, a conservative blogger, posted a video
clip on his website containing remarks Sherrod made at the NAACP Freedom Fund banquet held
earlier during the year. In her remarks, Sherrod told a story about how she had once provided
“just enough” assistance to a white farmer who risked losing his farm. She admitted that her
reluctance to help the farmer was initially driven by his race. After all, many black farmers in the
region had already lost their farms. Sherrod’s story didn’t end there. She went on to tell the
banquet audience how she came to the realization that the issue was not one of race, but of class.
Instead of Sherrod’s remarks demonstrating how she used race to deny white farmers
government assistance, her remarks demonstrated just the opposite.
Breitbart’s heavily edited video clip did not show Sherrod’s complete remarks however. As a
result, Sherrod was accused of being a “reverse racist,” using her power at the USDA to advance
her racist agenda. What followed was a type of warfare among cable news outlets that has
become symbolic of the 24-hour news culture in this country. By the time the unedited video clip
was widely released, it was too late for Sherrod to get her job back. The damage had already
been done.
1. Do you believe media outlets should receive increased scrutiny when they report stories that
involve race? Explain your position.
Students who believe media outlets should receive increased scrutiny on stories involving
race may argue that the issue of race relations is so sensitive that any stories with the
potential to inflame racial tensions should be given every possible scrutiny before airing.
Conversely, students who do not believe media outlets should receive increased scrutiny may
argue that giving such stories increased scrutiny constitutes a racist approach in itself and that
these stories should be treated in the same way any other news story is treated.
2. How do you reconcile the public’s need to know with the time it often takes to ensure news
stories are properly vetted before they are aired?
The question is misleading as there is nothing to reconcile. The public’s need to know isn’t
being denied by properly vetting stories, only delayed. Moreover, the public has no need to
know untrue or inaccurate information, so thoroughly vetting news stories is the only way to
ensure that the public’s need to know is upheld. Alternatively, one might argue that the
public doesn’t have a need to know, per se. The public may have a desire to know and even
a right to know, but the public would be just fine without knowing – especially if stories are
inaccurate or false – thus, they do not have a need to know.
EXPERIENTIAL EXERCISES
8.1 COMMUNICATE, LISTEN, UNDERSTAND
One of the biggest barriers to effective communication between people is the natural tendency to
judge or evaluate the communication before it is fully understood. This especially happens
during times of conflict, opposition, disagreement, boredom, or extreme agreement. More
effective communication will result if a clear message is sent and the other person really listens
and understands the message as it is intended to be understood. One way you can be sure that
you understand the other person as he or she intends for you to understand is to make a listening
check. A listening check is merely a summary in your own words of what you understand the
other person to have said. If you have misunderstood the message, it gives you the opportunity
to hear it again and really gain an understanding before moving on in the conversation. The
ability to skillfully make listening checks is crucial in all human interactions and especially
crucial when you are in a managerial role. To gain skills in utilizing listening checks, there will
be three rounds of conversations. During each round, two people will have a conversation while
the other person acts as an observer. One of the two people will initiate the conversation.
However, it is two-way conversation. The student portion of the activity is on a handout at the
end of this chapter guide.
Introduce the activity by saying, “since the management process is performed through
communicating with others, our focus in this session will be on communication skill building.
We are going to do a skill-building exercise in groups of threes, triads. Letter off A, B, and C
and go to an area of the room in which you can carry on a private conversation.” Each round of
conversation will last 5-8 minutes. Call time at the end of each round, reminding students about
switching roles. Following round three, give students time to respond to the questions listed in
Step 5 of the textbook exercise. Have each group share its responses to the questions with the
class. More detailed descriptions of each round follow.
Round 1. In this round, A picks one of the controversial topics that are posted and initiates a
conversation with B. A and B carry on a two-way conversation while observing the following
rule. Before either A or B may speak, they must summarize to the other what the person has just
said to the satisfaction of the speaker. If they summarize back to the other one and it does not
satisfy the other, they must hear the statement or comment again and keep summarizing until it
meets the satisfaction of the one who spoke last. No new statement or any other response may
be given until the last person who spoke is satisfied that the other person has understood what
was said. Again, it is to be a two-way conversation, but you must summarize back to the last
person what they just said to their satisfaction before you can add any new information. Once
you have summarized it, you can make some statements about your position on the topic, then
the other person must summarize back to your satisfaction, before she or he can add any new
information.
During this round, C is the observer. As the observer, you are to referee and enforce the
ground rules. If A or B interrupt each other and start talking before they have summarized, you
stop them and remind them that they must summarize what the last person said before they can
make their own statement.
Round 2. During this round, B and C will have a discussion. B will pick a topic off the list
posted and begin the conversation with C. It is a two-way conversation, but the only free
statement is the first statement. After that, the other person must make a listening check before
any new information can be added.
A will be the observer, so enforce the ground rules.
Round 3. During this round, C will start the conversation with A, and B will be the observer. It
is important that the observer enforce the ground rules of requiring a listening check before
adding information.
Potential list of controversial topics:

• gun control
• background checks on airline passengers
• assisted suicide
• restrictions on tobacco advertising
• abortion
• provision of welfare benefits to illegal aliens
• affirmative action programs
• add your own topics of special interest to your university or community
8.2 PREPARING FOR AN EMPLOYMENT-SELECTION INTERVIEW

According to David A. Whetten and Kim S. Cameron (Developing Management Sills: Applied
Communication Skills. New York: HarperCollins, 1993), the employment-selection interview is
one of three important organizational interviews in which applied communication skills are
essential. The other two types of interviews are the information-gathering interview and the
performance-appraisal interview. The student portion of the activity is on a handout at the end of
this chapter guide.
Whetten and Cameron suggest that the supervisor use a PEOPLE-Oriented Process in preparing
for and conducting the employment-selection interview. There are six guidelines for the
supervisor in conducting the interview using this process.
P-Prepare: The supervisor should review the person’s application, resume, transcripts,
and other background information. Using these materials, along with the company’s job
description and performance evaluation form(s), the supervisor should prepare both general and
individually-specific questions. Finally, prepare the physical setting in a suitable and
professional manner.
E-Establish Rapport: It is important for the supervisor to help the applicant feel
comfortable and to communicate a genuine interest in the candidate. The supervisor should
create a supportive attitude through both verbal and nonverbal communication.
O-Obtain Information: Asking questions and probing, without prying, for information
is important. It is equally important to listen attentively and carefully to what the applicant has
to say. The supervisor should also observe the applicant’s dress, mannerism, and body language.
P-Provide Information: Remember that the interview is two-way communication. The
supervisor should describe current and future job opportunities, present the organization in a
positive light, and respond to the applicant’s questions.
L-Lead to Close: The supervisor should clarify any responses from the applicant and
close by explaining what happens next in the overall process.
E-Evaluate: The supervisor should evaluate the match between the applicant’s technical
qualifications and the job requirements. The supervisor should probably judge the applicant’s
personal qualities, such as maturity and leadership, before making a final recommendation on the
candidate.
If the supervisor uses the PEOPLE approach to the employment-selection interview, the
applicant or candidate can use the PPOE approach to this interview. There are four guidelines
for the applicant to achieve a successful interview.
P-Prepare: The applicant should talk with people familiar with the organization and
conduct library research on the organization, if possible. The applicant should be an informed
interviewee and have questions prepared based on this background investigation. Finally, the
applicant should dress in a suitable manner for the interview.
P-Provide Information: The interviewer in the organization will probably ask questions
first, so the applicant should be prepared to answer questions about his or her application and
résumé. It is important to be nondefensive and forthright during this part of the interview.
O-Obtain Information: The applicant should be assertive in asking questions that have
emerged from the preparation for the interview. The applicant should make sure that his or her
key questions are answered.
E-Evaluate: The applicant should assess the degree of fit between the organization and
his or her skills, abilities, values and interests. The applicant should determine whether he or she
wants any additional information.
8.3 DEGREES OF TRUTH IN FEEDBACK

Instructor's Notes:
The following incident is an avoidance situation between car-pooling work colleagues. The
students are asked to decide how to respond to a direct question about Rachel's potential as a
manager. Jack runs through the possible answers mentally. Students are asked to provide the
answer they believe is most appropriate, as well as why the rejected answers would not be
adequate. The guidelines below allow specific criticism for the rejected options available to
Frank. The student portion is on a handout at the end of this chapter guide.
Giving Useful Feedback:

Give feedback with a constructive intent.
Don't punish in the name of feedback. If you want to be helpful, do so in a way that seems
likely to work, but do not assume responsibility for how the receiver uses the feedback, nor
for his or her feelings. Offer feedback as your gift that the receiver must accept, use, or
ignore, as he or she prefers.
Be descriptive rather than judgmental.
Feedback is a chance to see yourself or your behavior through another’s eyes. Say, for
example, "your illustration was very concrete" rather than "that was a great illustration."
Be specific rather than general.
"When you said you were upset, I was surprised" is more specific than "I never know where
you are coming from." When you are specific the other person knows how to "do it again" if
they so choose.
Give feedback in terms of your own perspective rather than an "absolute truth."
"I was pleased when you commented on my presentation", and "I" statement, is more
accurate than the generalization "we all like to get comments on our presentations."
Give feedback as close as possible to the time the behavior takes place.
If you believe it is necessary, let the receiver "cool off" a bit first. But remember that it is
difficult to recall and reconstruct events, feelings, motives, etc., that occurred long ago.
Give feedback when it is desired.
Don't waste feedback on people who are bent on resisting it. If you want to take care of
yourself, confront the person instead.
Give feedback on things that can be changed.
Don't waste time and emotional energy on things the person cannot change.
SOURCE: Conrad Jackson, The University of Alabama, Huntsville.
8.4 MBTI® EXERCISE

Exercise Learning Objectives:
a. Students will experience the different ways that people view things.
b. Students should understand that the different methods of "seeing the world" exist
everywhere all the time.
c. Students should understand that being "different" in the way we see and react to our
environment is a strength.
Exercise Overview:
a. Students should have taken the full MBTI instrument, or the short version in Chapter 3 of
the text.
b. Students will be formed into like-temperament types.
c. Groups will be triads with two participants and one observer.
d. The instructor should know how members of each temperament group function and react
to the environment.
Exercise Description:
1. Ask the students to form a large group based on their temperament (NT, NF, SJ, SP).
2. Divide the large groups into triads if possible. (Dyads will also work, but the role of the
instructor as observer becomes more critical. The instructor will need to observe the entire
group as well as individually observe the dyads.)
3. Ask each group to select an observer. The observer's attention must be focused on the group
process, i.e., how these individuals relate to one another. The observer should be able to
answer questions such as: How did the individuals in the group interact with one another?
What was the communication pattern among team members? How did the group arrive at its
conclusions?
4. Give each group a large piece of "flip chart" paper and at least four crayons or marking pens.
5. Ask each group to "draw a flower" without talking. Each participant takes turns drawing a
stroke—the first participant puts down the first line and then must wait for the second
participant to draw the second line. Remember NO TALKING. The OBSERVER watches
the process and takes notes looking for nonverbal clues.
6. This exercise should last about 5 minutes.
7. The instructor asks the observers to report their findings to the observed group. (Allow 5
minutes). The instructor has each group hang up their pictures on the wall so the entire class
can see them.
8. The instructor should select a few observers to report to the entire group. The instructor
should close this part of the exercise by reprocessing and highlighting the lessons learned.
9. The second phase of this exercise puts the students in unlike temperament groups. Those who
observed now become participants. Each participant should be regrouped with someone of a
different temperament.
10. Assign observers to look at the communications process and to concentrate on the non-verbal
interactions.
11. Rerun the exercise having each group draw a flower without talking.
12. The observer should report to the group highlighting what was observed.
13. The instructor should have the participants hang up their pictures and should select two or
three observers to report to the entire class.
What the Instructor Should Expect:

a. During the first phase of this exercise, we would expect to see some minor differences in
drawing the flower, but the participants should almost be "communicating" clearly
without talking. Pens or crayons should be easily shared and the flower should look as
though one person drew it.
b. In the second phase we would expect almost the opposite effect. The observers should
see evidence of stress (withholding crayons, flinging the crayons, using different parts of
the paper, etc.). We would expect to see that we truly have two different people drawing
two different flowers.
Instructor's Summary:
Those people whose preference is "sensing (S)" usually demonstrate a need for details. These
people focus on the present and trust known experiences. They learn sequentially (step-by-step).
Additionally, they tend to be realistic, good at precise work, and like the concrete.
Those people whose preference is "intuition (N)" usually demonstrate a need for patterns and
relationships. These people focus on future possibilities and anticipate what might be. They
trust theory more than experience and they learn by seeing the connections or patterns.
ADDITIONAL EXAMPLES
THE EFFECTS OF EXTRAVERSION AND NEUROTICISM
Current technological developments, in particular the Internet, have significantly increased the
number of communication media and the way we communicate with other people. A recent
study focused on personality effects in the choice of communication media, especially
extraversion and neuroticism. The research is based on data from two subsamples in Germany,
one composed primarily of university students and the other recruited via the Internet. The
subsamples were found to have virtually no differences on the main variable measures and so
were combined into a single sample of 228. The investigators expected that the two personality
variables would impact the choice of communication media. They further expected that social
skills and social anxiety would moderate the effects of personality. The results did confirm that
extraverts and those low in neuroticism preferred media with high-richness levels, such as face-
to-face communication, while introverts and individuals high in neuroticism preferred media
with low-richness levels, such as e-mail. These personality effects were moderated by the
situation. Specifically, these effects were pronounced in threatening situations that required high
social skills and entailed social anxiety or conflicts. By contrast, when challenges and potential
threat of a communication situation were low, no significant personality effects occurred. The
conclusion is that there are significant trait personality effects from extraversion and neuroticism
in situations of social conflict.
SOURCE: G. Hertel, J. Schroer, B. Batinic, and S. Naumann, “Do Shy People Prefer to Send E-Mail?” Social
Psychology 39(4): 231–243.
THE FAME MODEL OF LEADERSHIP COMMUNICATION

When AstraZeneca R&D was faced with major and sustained change, the company decided to
coach, equip, and support its leadership teams to engage employees through the challenging
time. AstraZeneca R&D used a FAME model of leadership communication that is based on
Focus, Articulate, Model, and Engage. First, effective leaders communicate a clear focus for
what they want to help employees think, feel, and do in the midst of change. Second, leaders
turn their vision into articulate words that employees can remember and repeat. Third, leaders
model and provide an example for employees, using their own communication style strengths.
Fourth, effective leaders help employees see how they fit into the bigger picture and involve
them effectively.
EYE CONTACT AND VOICE TONE PROBED TO BE WIND BENEATH HIS

WINGS
Words are important, but up to 93 percent of the emotional meaning behind what is said comes
through nonverbal communication. President Obama gave his inaugural address against the
backdrop of a severe recession marked by massive layoffs, foreclosures, bankruptcies, and other
economic difficulties. He achieved success using eye contact and tone of voice rather than more
frequently used hand gestures. Rather than limiting his eye contact to particular places or
segments in the audience, he intelligently used eye contact by constantly spanning the entire
crowd from extreme left to extreme right. He also chose tone of voice as his most evocative and
powerful nonverbal behavior. He altered it frequently to match his message, and his confident
tone gave him an air of command and imparted strong meaning to his words.
CASE STUDY AND SUGGESTED RESPONSES

SMART PHONES: PROMOTING COMMUNICATION CONNECTEDNESS OR
DISCONNECTEDNESS
Linkage of Case to Chapter Material

This case focuses on the impact that Smart Phones are having on interpersonal
communications throughout the general population. Increasingly, people from all walks of life,
young and old, all socio-economic strata, etc. have embraced the potential of Smart Phones for
communicating with others, searching for information, doing work, playing games, and a myriad
other applications. Particular emphasis is placed on how business people and college students use
Smart Phones, and the positive and negative effects of such usage. The case ties into chapter
material regarding interpersonal communication and communicating through new technologies.
Technology is viewed as a facilitator of interpersonal communication, but it still has
disadvantages as well as advantages.
Suggested Answers for Discussion Questions
1. Can the basic interpersonal communication model be used as an aid in understanding the
impact of Smart Phone usage? If so, how?
The interpersonal communications model shown in Chapter 8 has several components

that are relevant to Smart Phone usage: the communicator, the receiver, the message, and
feedback. The communicator is the person originating the message. The receiver is the
person receiving the message. The message contains the thoughts and feelings that the
communicator intends to evoke in the receiver. Feedback occurs when the receiver provides
a response to the communicator’s message.
Smart Phones can be conceptualized as a technological device that facilitates

interpersonal communication through e-mail capabilities, texting, access to social networking
sites, and the ability to search for and transfer information, documents and photographs.
Messages are transmitted from the communicator to the receiver through this technology.
Each message contains information that the communicator wishes to share with the receiver.
Feedback occurs through the receiver’s response to the communicator.
2. How have Smart Phones transformed the way in which business people communicate with
regard to fulfilling their job responsibilities?
Smart Phones have transformed the way people communicate within the workplace by
shifting from heavy reliance on face-to-face communication to greater reliance on
communications based on modern communication technologies. Gone are the days when
communication was primarily in person, by land lines, or through what is now called “snail
mail.” In vogue are e-mail communication and instant messaging 24 hours a day, seven days
a week around the globe; company and personal Websites that invite communications from
others; social networking Web sites; intranets to facilitate communication among employees;
extranets to support communication with customers and suppliers; and online forums, blogs,
and chat rooms where people can communicate with anyone who chooses to log on (and
which can be done with impunity and anonymity).
Nick Wingfield, writing in The Wall Street Journal, notes that “mobile workers have
been ditching their desktop computers for laptops that they can take wherever they go. Now
road warriors are starting to realize that they can get even more portability ⎯ and lots of
computing punch ⎯ from [S]mart [P]hones.” Many business “travelers are now using
[S]mart [P]hones the way they once used laptops ⎯ and laptops the way they once used
desktop computers,” and some traveling business people are even “ditching their laptops
entirely and doing all their mobile work from [S]mart [P]hones.”
3. How have Smart Phones transformed the way in which college students communicate?
Among college students, Smart phones have taken over the communication landscape.
For example, texting is a dominant form of communication ⎯ and as most any college
student knows, texting goes on at inappropriate times. Texting during class ⎯ even when
it’s not allowed ⎯ is an all-too-common occurrence. The rapidly expanding use of Smart
Phones among college students has been accompanied by a decline in civility and empathy in
interpersonal communication. “Recent research has shown a marked decline in empathy .
A new University of Michigan study finds that empathy among college students has declined
40% in the past two decades. Researchers say one factor may be our reliance on social
media. We’re more apt to be empathetic when we communicate face to face.”
4. Do you think that as people become more connected technologically they become less
connected interpersonally? Why or why not?
Smart Phones, despite all they can do to facilitate communications, have undermined
verbal communication and promoted incivility in the communications process. Texting
reigns supreme! As Joseph De Avila, reporting for The Wall Street, observes: “[F]riends
hardly call each other. People resist protocols that call for verbal communication . People
don’t like using their phones to make calls or listen to voice mails.” De Avila also notes there
is a pervasive expectation that people have instant access to e-mail; rapid replies to one’s
messages are expected too. Another reporter indicates that “[p]eople calling, texting and
responding to e-mails at inappropriate times and places have become an issue in both a
professional and business context.”
However, some business people are rebelling against the intrusiveness of Smart Phones.
Some executives eschew the short attention span that comes with instantly and continuously
being “plugged in” through technology. “They have assistants that handle all their
communication, prefer reading printed out e-mails, and don’t dip their toes in any social
media.” Still, in today’s business culture these executives need to learn when to connect and
when to disconnect.
SOURCE: This case solution was written by Michael K. McCuddy, The Louis S. and Mary L.
Morgal Chair of Christian Business Ethics and Professor of Management, College of Business,
Valparaiso University.
VIDEOS
FRIDAY NIGHT LIGHTS
The Odessa, Texas passion for Friday night high school football (Permian High Panthers) comes
through clearly in this cinematic treatment of H. G. (Buzz) Bissinger’s well-regarded book of the
same title.1 Coach Gary Gaines (Billy Bob Thornton) leads them to the 1988 semifinals where
they must compete against a team of much larger players. Fast-moving pace in the football
sequences and a slower pace in the serious, introspective sequences give this film many fine
moments.
2
This sequence begins with a shot of Coach Gaines and the team gathered around him during the
half-time break. He starts his speech to the team by saying, “Well, it’s real simple. You got two
more quarters and that’s it.” It ends after Gaines says, “Boys, my heart is full. My heart’s full.”
He calls to Ivory Christian (Lee Jackson) to begin the team prayer.
Discussion Questions and Solutions
1. This chapter defines communication as creating “a shared or common meaning in another

person.” Do you perceive Coach Gaines as having reached that communication goal? Why or
why not?
Coach Gaines clearly is the sender in the film sequence. No one else speaks. The team
members and Assistant Coaches are receivers. The sequence shows verbal communication
with Gaines’ clear message of wanting to win. It is an inspirational speech in which he
emphasizes that playing is not about winning. It includes caring about self and others—
family, friends, and teammates. He closes his speech by saying, “Boys, my heart is full. My
heart’s full.”
2. The chapter described an Interpersonal Communication Model. What are examples from this
film sequence of each part of the model?
The film sequence offers an excellent example of communication that is focused on a

specific purpose—winning the game (message). Coach Gaines (communicator) directs the
team’s attention toward performing at a high level during the game’s second half. He focuses
team members (receivers) by saying, “Put each other in your hearts forever.” and closes by
focusing the team on injured player Boobie Miles (Derek Luke).
1
J. Craddock, ed., VideoHound’s Golden Movie Retriever (Detroit, MI: Gale Cengage Learning, 2008), p. 368.
2
This sequence draws from DVD Chapter 27, “Half-Time.” However, we edited in scenes from other parts of the
film to reduce the number of identifiable talent to whom we must pay a fee. If you have seen this film, you will
know that this exact sequence does not exist at any point in the film.
3. Assess the effectiveness of this communication event. How do you expect team members and
the assistant coaches to react in the second half of the game?
None of the communication barriers discussed in the chapter appear in this communication
event. Coach Gaines uses simple language that is well understood by everyone present. No
physical noise appears; the quiet room lets Coach Gaines communicate quickly and clearly.
His limited nonverbal behavior does not distract from the clarity of his message.
Although an unusual communication event because of its one-sided quality, Coach Gaines
focuses the team on playing well and hard in the second half. They react with well-focused
behavior and extraordinary energy to try to win the game. The result, sadly, was a loss. The
following year, the team had a perfect season and won the Texas State Championship.
PLANT FANTASIES
Plant Fantasies owner Teresa Carleo doesn’t use email, Facebook, or Twitter. At first glance, her
preference for traditional communication methods seems out of touch with twenty-first century
trends. However, leaders at Plant Fantasies desire communication that works, and that means
matching the right communication channel with the right business situations. Some tasks at Plant
Fantasies involve installing and maintaining gardens; other situations require collaboration with
landscape designers or speaking with clients. Not all communication channels are equally suited
for each situation.
Discussion Questions and Solutions
1. Using the concept of information richness, explain why leaders at Plant Fantasies place
a high value on face-to-face communication.
Channel richness is the ability of a medium or channel to elicit or evoke meaning in the
receiver. Different communication channels differ in their level of richness. Face-to-
face discussion is considered the richest communication channel because it permits
direct experience, multiple information cues, immediate feedback, and personal focus.
In the video, the executive-level managers at Plant Fantasies discuss communication
methods in the context of building customer relationships. In these business situations,
low-richness channels such as e-mail, Twitter, or texting are too impersonal or one-way
to enable relationships to be established and strengthened. Relationship building
requires a rich medium. As seen in the video, Plant Fantasies reserves e-mail and
texting for more routine situations and messages, such as coordinating daily itineraries
for delivery trucks and laborers.
2. What impact might gender have on the communication styles of Teresa Carleo and
Steve Martucci? Give examples.
Research has shown that gender sometimes create barriers to effective communication.
In particular, gender has been linked to differences in conversational styles, and
different conversation styles can lead to communication failures. Communication by
women generally tends to focus on connection and the feeling of relative closeness. For
women, conversation is a way to establish meaningful contact and to negotiate
relationships—which may explain why Teresa Carleo prefers direct face-to-face
communication. In the video, while commenting on Sales Director Steve Martucci,
Carleo emphasizes the relational connection: “He knows me, knows what’s important
to me—we’re good together.” Later in the video, Carleo relays a story about using
hand-written letters to make personal connections with customers.
In contrast, men tend to use verbal language to exhibit knowledge, pass on information,
or assert power. When contrasting his own communication style with that of Teresa
Carleo, Steve Martucci says that Carleo “tends to get into the relationship,” whereas
he’s
more into the specifics.” Martucci adds that the two “listen differently” and even form
different perceptions of the same meeting.
To prevent gender-related miscommunication, managers should develop an awareness
of gender-specific differences in conversational style. In addition, they should seek
clarification of the person’s meaning rather than interpreting meaning from their own
frames of reference.
3. Although leaders at Plant Fantasies prefer face-to-face interaction, they use digital
communication technologies in some situations. Which situations at Plant Fantasies
require digital communication technology and why?
Although face-to-face interaction is preferred at Plant Fantasies, electronic

communication is part of the company’s overall communication strategy. Plant
Fantasies uses electronic communication for coordinating routine labor-oriented tasks
that are easily assigned and understood without the aid of nonverbal cues, reflective
listening, persuasion, or sensitivity to feelings. For instance, if the company has 15
gardening jobs to fulfill in a given day, each job will require coordination of trucks,
tools, plants, equipment, and laborers. To set the daily schedule, Teresa Carleo sends a
batch of e-mail messages first thing in the morning. Then, as needed, landscape
workers use cell phones and text messaging to address issues on site.
STUDENT HANDOUTS
ETHICAL DILEMMA
Dan Neville is the manager for a team of engineers at RFC, Inc. He is responsible for
coordinating his team’s efforts on a daily, weekly, and monthly basis, as well as assuring that
they are keeping on schedule with teams in other offices around the country. Dan regularly
communicates with his own team via e-mail, attaching memos and instructions prior to their
regular face-to-face meetings. Clear, consistent, and timely communication is an essential
element of Dan’s job.
Dan usually has no trouble with any member of the team understanding his instructions,
except for Kyle Trenton. Kyle always seems to misunderstand or misinterpret Dan’s messages,
even during face-to-face meetings. Kyle doesn’t seem to be deliberately being obstinate; he
honestly derives other meanings from Dan’s communications, reading into the words Dan
chooses and coming up with implied ideas that Dan never intended.
Inevitably, Dan has to meet with Kyle separately to be certain that Kyle understands the
tasks at hand. If left to his own devices, Kyle wouldn’t come to Dan to question his interpretation
of the message, because he sincerely believes he “gets it.” However, Kyle is rarely clear about
Dan’s meanings, and Dan must devote extra time and energy to reorient Kyle. Dan tries to be
sympathetic, because Kyle is a nice person and a good worker, but Kyle requires twice as much
time from Dan as everyone else and it is frustrating. Dan does worry that if Kyle would happen
to misunderstand critical directions on a building project which are not corrected, someone could
legitimately get hurt.
Dan has an opportunity to move Kyle onto a new position, where he would no longer
have to work with Dan’s current team and Dan would no longer have to communicate with Kyle.
However, Dan knows that Ken Rothberg is the head of that team, and Ken is known for being a
very poor communicator. Dan suspects that Ken wouldn’t take any additional time to make
certain that Kyle understood his instructions, and that could cause even more critical problems.
Questions:
1. Using consequential, rule-based and character theories, evaluate Dan’s options.
2. What should Dan do? Why?
WHAT ABOUT YOU?
ARE YOU AN ACTIVE LISTENER?
Reflective listening is a skill that you can practice and learn. Here are ten tips to help you
become a better listener.
1. Stop talking. You cannot listen if your mouth is moving.
2. Put the speaker at ease. Break the ice to help the speaker relax. Smile!
3. Show the speaker you want to listen. Put away your work. Do not look at your watch.
Maintain good eye contact.
4. Remove distractions. Close your door. Do not answer the telephone.
5. Empathize with the speaker. Put yourself in the speaker’s shoes.
6. Be patient. Not everyone delivers messages at the same pace.
7. Hold your temper. Do not fly off the handle.
8. Go easy on criticism. Criticizing the speaker can stifle communication.
9. Ask questions. Paraphrase and clarify the speaker’s message.
10. Stop talking. By this stage, you are probably very tempted to start talking, but do not. Be sure
the speaker has finished.
Think of the last time you had a difficult communication with someone at work or school.
Evaluate yourself in that situation against each of the ten items. Which one(s) do you need to
improve on the most?
SOURCE: From “Steps to Better Listening” by C. Hamilton and B. H. Kleiner. Copyright © February 1987. Reprinted
with permission, Personnel Journal, all rights reserved.
WHAT ABOUT YOU?
WHAT KIND OF A DEFENDER ARE YOU?
Not all of our communication is defensive, but each of us has a tendency to engage in either
subordinate or dominant defensiveness. The following table presents twelve sets of choices that
will help you see whether you tend to be more subordinate or dominant when you communicate
defensively.
Complete the questionnaire by allocating 10 points between the two alternatives in each of the
twelve rows. For example, if you never ask permission when it is not needed, but you do give or
deny permission frequently, you may give yourself 0 and 10 points, respectively, in the third
row. However, if you do each of these behaviors about equally, though at different times, you
may want to give yourself 5 points for each alternative.
Add your total points for each column. Whichever number is larger identifies your defensive
style.
Subordinate Defensiveness
____ Explain, prove, justify your actions, ideas, or feelings more than is required for results
wanted.
____ Ask why things are done the way they are, when you really want to change them. Why
don’t they . . . ?
____ Ask permissions when not needed. Is it okay with you if . . . ?
____ Give away decisions, ideas, or power when it would be appropriate to claim them as your
own. Don’t you think that . . . ?
____ Apologize, feel inadequate, say I’m sorry when you’re not.
____ Submit or withdraw when it’s not in your best interest. Whatever you say . . .
____ Lose your cool, lash out, cry where it’s inappropriate (turning your anger toward yourself).
____ Go blank, click off, be at a loss for words just when you want to have a ready response. I
should’ve said . . . (afterwards)
____ Use coping humor, hostile jocularity, or put yourself down when “buying time” or honest
feedback would get better results. Why don’t you lay off?
____ Use self-deprecating adjectives and reactive verbs. I’m just a . . . I’m just doing what I was
told.
____ Use the general you and they when I and personal names would state the situation more
clearly. They really hassle you here.
____ Smile to cover up feelings or put yourself down since you don’t know what else to do and
it’s nice.
____ TOTAL Subordinate Points
Dominant Defensiveness
____ Prove that you’re right. I told you so. Now see, that proves my point.
____ Give patient explanations but few answers. It’s always been done this way. We tried that
before, but . . .
____ Give or deny permission. Oh, I couldn’t let you do that.
____ Make decisions or take power as your natural right. The best way to do it is . . . Don’t
argue, just do as I say.
____ Prod people to get the job done. Don’t just stand there . . .
____ Take over a situation or decision even when it’s delegated; get arbitrary. My mind is made
up.
____ Lose your cool, yell, pound the desk where it’s inappropriate (turning your anger toward
others).
____ Shift responsibility for something you should have taken care of yourself. You’ve always
done it before. What’re you all of a sudden upset for now?
____ Use coping humor, baiting, teasing, hostile jocularity, mimicry to keep other people off
balance so you don’t have to deal with them. What’s the matter, can’t you take it?
____ Impress others with how many important people you know. The other night at Bigname’s
party when I was talking to . . .
____ Don’t listen: interpret. Catch the idea of what they’re saying, then list rebuttals or redefine
their point. Now what you really mean is . . .
____ Use verbal dominance, if necessary, to make your point. Don’t let anyone interrupt what
you have to say.
____ TOTAL DOMINANT POINTS
ISSUES IN DIVERSITY
CONTEMPORARY MEDIA COVERAGE – SPINNING OUT OF CONTROL?
Before she was asked to resign in July 2010 for making racist remarks, Shirley Sherrod was one
of the highest-ranking black employees in the United States Department of Agriculture (USDA),
serving nearly a year as the head of USDA’s Rural Development office in Georgia. Sherrod is
hardly the first high-ranking employee who has been asked to resign a position. She is, perhaps,
the only one whose resignation was the direct result of inaccurate and misleading media
coverage.
Sherrod’s troubles began when Andrew Breitbart, a conservative blogger, posted a video clip on
his website containing remarks Sherrod made at the NAACP Freedom Fund banquet held earlier
during the year. In her remarks, Sherrod told a story about how she had once provided “just
enough” assistance to a white farmer who risked losing his farm. She admitted that her
reluctance to help the farmer was initially driven by his race. After all, many black farmers in the
region had already lost their farms. Sherrod’s story didn’t end there. She went on to tell the
banquet audience how she came to the realization that the issue was not one of race, but of class.
Instead of Sherrod’s remarks demonstrating how she used race to deny white farmers
government assistance, her remarks demonstrated just the opposite.
Breitbart’s heavily edited video clip did not show Sherrod’s complete remarks however. As a
result, Sherrod was accused of being a “reverse racist,” using her power at the USDA to advance
her racist agenda. What followed was a type of warfare among cable news outlets that has
become symbolic of the 24-hour news culture in this country. By the time the unedited video clip
was widely released, it was too late for Sherrod to get her job back. The damage had already
been done.
Questions:
1. Do you believe media outlets should receive increased scrutiny when they report stories that
involve race? Explain your position.
2. How do you reconcile the public’s need to know with the time it often takes to ensure news
stories are properly vetted before they are aired?
SOURCE: D. Morgan, “Shirley Sherrod resigns from USDA over race remark furor,” CBS
News.com, located at http://www.cbsnews.com/8301-503544_162-20011026-
503544.html?tag=contentMain;contentBody; B. Shelter, “When race is the issue, misleading
coverage sets off an uproar,” The New York Times (July 26, 2010).
EXPERIENTIAL EXERCISE
COMMUNICATE, LISTEN, UNDERSTAND
The following exercise gives you an opportunity to work within a three-person group to do a
communication skill-building exercise. You can learn to apply some of the reflective listening
and two-way communication materials from the early sections of the chapter, as well as some of
the lessons managing difficult communication in a nondefensive manner.
Step 1. The class is formed into three-person groups and each group designates its members “A,”
“B,” and “C.” There will be three 5- to 7-minute conversations among the group members: first,
between A and B; second, between B and C; third, between C and A. During each conversation,
the nonparticipating group member is to observe and make notes about two communicating
group members.
Step 2. Your instructor will give you a list of controversial topics and ask A to pick a topic. A is
then asked to discuss her or his position on this topic, with the rationale for the position, with B.
B is to practice reflective listening and engage in listening checks periodically by paraphrasing
what he or she understands to be A’s position. C should observe whether B is practicing good
listening skills or becoming defensive. C should also observe whether A is becoming dominantly
defensive in the communication. This should be a two-way communication.
Step 3. Repeat Step 2 with B as communicator, C as listener, and A as observer.
Step 4. Repeat Step 2 with C as communicator, A as listener, and B as observer.
Step 5. After your instructor has had all groups complete Steps 1 through 4, your three-person
group should answer the following questions.
1. Did either the listener or the communicator become visibly (or internally) angry or upset
during the discussion?
2. What were the biggest challenges for the listeners in the controversial communication? For the communicator?
3. What are the most important skill improvements (e.g., better eye contact or more patience)
the listener and communicator could have made to improve the quality of understanding
achieved through the communication process?
PREPARING FOR AN EMPLOYMENT SELECTION INTERVIEW
The purpose of this exercise is to help you develop guidelines for an employment-selection
interview. Employment-selection interviews are one of the more important settings in which
supervisors and job candidates use applied communication skills. There is always the potential
for defensiveness and confusion as well as lack of complete information exchange in this
interview. This exercise allows you to think through ways to maximize the value of an
employment-selection interview, whether you are the supervisor or the candidate, so that it is a
productive experience based on effective applied communication.
Your instructor will form your class into groups of students. Each group should work through
Steps 1 and 2 of the exercise.
Step 1. Guidelines for the Supervisor

Develop a set of guidelines for the supervisor in preparing for and then conducting an
employment-selection interview. Consider the following questions in developing your
guidelines.
a. What should the supervisor do before the interview?
b. How should the supervisor act and behave during the interview?
c. What should the supervisor do after the interview?
Step 2. Guidelines for the Employee

Develop another set of guidelines for the employee in preparing for and then being involved in
an
employment-selection interview. Consider the following questions in developing your
guidelines.
a. What should the employee do before the interview?
b. How should the employee act and behave during the interview?
c. What should the employee do after the interview?
Once each group has developed the two sets of guidelines, the instructor will lead the class in a
general discussion in which groups share and compare their guidelines. Consider the following
questions during this discussion.
1. What similarities are there among the groups for each set of guidelines?
2. What unique or different guidelines have some of the groups developed?
3. What are essential guidelines for conducting an employment-selection interview?
DEGREES OF TRUTH IN FEEDBACK
For the scenario described below, consider the appropriateness of the feedback examples
provided.
Jack and Rachel have been car pooling for about a year. Though they do not socialize much
outside of work (nor interact much at work), they have a very friendly relationship during the
half hour or so they are together each morning and each evening. Jack thinks of Rachel as a
friend, and apparently Rachel feels the say way, as they often share insights about how they feel
about their jobs, families, etc. Jack sees Rachel as a nice person, though perhaps overly rigid
about how other people look at the world. Rachel has often said that she feels that her boss
"doesn't treat her like someone who is being considered for promotion to a supervisory job.” She
asks Jack "do you see me as supervisor material?"
Critique each of the following responses Jack might give in terms of the guidelines for useful
interaction:
a. Hey, I think you would make a great supervisor. I'm sure it would be a challenge to
anyone, but you'd do just fine. Why don't you go in there and tell your boss that you
want to know when you are going to be promoted?
b. I really don't know. If you're not happy now, you should certainly give it a try. But don't
worry about it until you have to cross that bridge, though.
c. Look, Rachel, I'm your friend, so I'll tell you straight. You're too neurotic about things.
People don't like the way you come on strong all the time. Nobody's going to understand
where you're coming from like I do because they don't spend the time with you that I do.
d. I think I would feel comfortable working for you. Just this afternoon I've given my
opinion about the merger and about the NAFTA decision, and you didn't try to tell me I
was wrong about either, even though you obviously disagree. But I must admit that you
didn't ask for my opinion about either one.
e. Well, I think you sometimes seem a bit opinionated. Of course everyone usually has
opinions, and yours are probably as good as anyone’s. But maybe you’d be better off if
on occasion you would ask for other people’s opinions more.
CASE STUDY
Smart Phones: Promoting Communication Connectedness or Disconnectedness?
In early 2007, Anjali Athavaley, writing in The Wall Street Journal, observed that
“[w]ireless email devices used to be largely the domain of harried executives and professionals.
Now, the so-called CrackBerry effect is beginning to afflict the masses. The BlackBerry has
become ingrained in daily life, much like the cellphone and computer.”i Indeed, since this
observation was penned, Smart Phones, like the BlackBerry, have become ubiquitous in the
general population. Increasingly, people from all walks of life, young and old, all socio-
economic strata, etc. have embraced the potential of Smart Phones for communicating with
others, searching for information, doing work, playing games, and a myriad other applications.
“[E]veryone from stay-at- home parents to college students is depending on BlackBerrys or
similar  devices for basic daily tasks, such as checking sports scores, finding directions,
emailing the children’s baseball coach and keeping in up-to-the-minute touch with friends.”ii
“They are talking on mobile phones, checking email on handheld computers or integrated
communicators, or getting an instant or a text message on either device. Some are listening to
music and playing games on personal game consoles, while others are checking sports scores,
watching replays, or even making dinner reservations. No matter age, gender, national identity,
or socio-economic status, broad mobile device adoption seems to know no bounds.”iii
There are numerous potential applications for Smart Phones like the BlackBerry. Nick
Wingfield, writing in The Wall Street Journal, notes that “mobile workers have been ditching
their desktop computers for laptops that they can take wherever they go. Now road warriors are
starting to realize that they can get even more portability ⎯ and lots of computing punch ⎯
from [S]mart [P]hones.”iv Many business “travelers are now using [S]mart [P]hones the way
they once used laptops ⎯ and laptops the way they once used desktop computers,” and some
traveling business people are even “ditching their laptops entirely and doing all their mobile
work from [S]mart [P]hones.”v
Interestingly, with the increased popularity of Smart Phones and all they can do to
facilitate communications, they have also undermined verbal communication and promoted
incivility in the communications process. “[F]riends hardly call each other. People resist
protocols that call for verbal communication . People don’t like using their phones to make
calls or listen to voice mails.”vi Texting seems to be the preferred mode, especially for younger
people, when communicating with others.
Among college students, texting is a dominant form of communication ⎯ and as most
any college student knows, texting goes on at inappropriate times. For instance, texting during
class ⎯ even when it’s not allowed ⎯ is an all-too-common occurrence. “In a survey of 1,043
college students at the University of New Hampshire, almost half said they feel guilty about
texting during class when it’s not allowed. Even so, texting is quite common: 65 percent said
they send at least one text message during a typical class.”vii
“People calling, texting and responding to e-mails at inappropriate times and places have
become an issue in both a professional and business context.”viii Joseph De Avila, reporting for
The Wall Street Journal, notes there is a pervasive expectation that people have instant access to
email, and rapid replies to one’s messages are also expected.ix
Incivility in interpersonal communication also is manifested in the level of empathy that
people display toward each other. “Recent research has shown a marked decline in empathy .
A new University of Michigan study finds that empathy among college students has declined
40% in the past two decades. Researchers say one factor may be our reliance on social media.
We’re more apt to be empathetic when we communicate face to face.”x
Yet there is some backlash to the pull of technological connectivity. “In an increasingly
connected world, some CEOs prefer to kick it old school, avoiding the short attention span that
comes with being plugged in. They have assistants that handle all their communication, prefer
reading printed out e-mails, and don’t dip their toes in any social media. That level of isolation
is unrealistic for most executives, but learning when to connect and when to disconnect is
essential in today’s business culture.”xi
As people in all walks of life are becoming more connected technologically, are they
becoming increasingly disconnected interpersonally?
DISCUSSION QUESTIONS
1. Can the basic interpersonal communication model be used as an aid in understanding the
impact of Smart Phone usage? If so, how?
2. How have Smart Phones transformed the way in which business people communicate with
regard to fulfilling their job responsibilities?
3. How have Smart Phones transformed the way in which college students communicate?
4. Do you think that as people become more connected technologically they become less
connected interpersonally? Why or why not?
SOURCE: This case was written by Michael K. McCuddy, The Louis S. and Mary L. Morgal
Chair of Christian Business Ethics and Professor of Management, College of Business
Administration, Valparaiso University.
i
A. Athavaley, “The New BlackBerry Addicts; Ubiquitous Professional Device Becomes Staple of Private Lie;
Emailing the Kids’ Coach,” The Wall Street Journal (Eastern edition) (January 23, 2001): D1.
ii
A. Athavaley, “The New BlackBerry Addicts; Ubiquitous Professional Device Becomes Staple of Private Lie;
Emailing the Kids’ Coach,” The Wall Street Journal (Eastern edition) (January 23, 2001): D1.
iii
E.D. Wagner and P. Wilson, “Disconnected,” T + D 59(12) (December 2005): 40 (4 pages).
iv
N. Wingfield, “Technology (A Special Report); Why It May Be Time to Leave the Laptop Behind; For More
Mobile Workers, Phone Increasingly Give Them Much of What They Need ⎯ With a Lot Less Hassle,” The Wall
Street Journal (Eastern edition) (October 27, 2008): R4.
v
N. Wingfield, “Technology (A Special Report); Why It May Be Time to Leave the Laptop Behind; For More
Mobile Workers, Phone Increasingly Give Them Much of What They Need ⎯ With a Lot Less Hassle,” The Wall
Street Journal (Eastern edition) (October 27, 2008): R4.
vi
J. De Avila, “The Unused Cellphone App: ‘Calling’,” The Wall Street Journal (Eastern edition) (February 24,
2010): D1.
vii
Anonymous, “College Kids Often Feel Guilty About Texting in Class: Survey; Half feel bad about messaging
when it’s banned, but two-thirds do it,” HealthDay News, http://news.health.com/2011/02/25/college-kids-ofte-feel-
guilty-about-texting-in-class-survey/ (accessed June 17, 2011).
viii
B. Pachter, “Mind Your Business Manners: Etiquette Suggestions for Success,” CPA Practice Management
Forum 6(5) (May 2010): 16 (3 pages).
ix
J. De Avila, “The Unused Cellphone App: ‘Calling’,” The Wall Street Journal (Eastern edition) (February 24,
2010): D1.
x
J. Zaslow, “Keeping Your Foot Away From Your Mouth,” The Wall Street Journal (Eastern edition) (July 7,
2010): D1.
xi
A. Chapin, “Wired CEOs Learn to Tune Out, Turn Off,” Canadian Business 84(1) (Summer 2011): 127.

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IN THIS CHAPTER, YOU’LL FIND:

2 Describe the five communication skills of effective supervisors.

3 Explain five communication barriers and the gateways through them.

6 Explain positive, healthy communication.

LO2 Describe the five communication skills of effective supervisors.

LO5 Explain the impact of nonverbal communication.

Slide 46 – Friday Night Lights

REVIEW QUESTIONS AND ANSWERS

2. What are the three defining features of reflective listening?

Reflecting listening can be characterized as personal, feeling-oriented, and responsive.

3. What are the four levels of verbal response in reflective listening?

4. Compare one-way communication and two-way communication.

With one-way communication, a message is sent to the receiver, soliciting no feedback,

6. Describe dominant and subordinate defensive communication. Describe nondefensive

7. What four kinds of nonverbal communication are important in interpersonal relationships?

9. What is communicative disease?

Communicative disease is the absence of heartfelt communication in human relationship. It

DISCUSSION & COMMUNICATION QUESTIONS AND

This question provides an excellent opportunity for international students to contribute to

9. Develop a role-playing activity for class that demonstrates defensive (dominant or

1. Using consequential, rule-based, and character theories, evaluate Dan’s options.

2. What should Dan do? Why?

SELF ASSESSMENTS–WHAT ABOUT YOU?

8.2 WHAT KIND OF A DEFENDER ARE YOU?

Potential list of controversial topics:

8.2 PREPARING FOR AN EMPLOYMENT-SELECTION INTERVIEW

8.3 DEGREES OF TRUTH IN FEEDBACK

Giving Useful Feedback:

SOURCE: Conrad Jackson, The University of Alabama, Huntsville.

8.4 MBTI® EXERCISE

b. Students will be formed into like-temperament types.

c. Groups will be triads with two participants and one observer.

6. This exercise should last about 5 minutes.

What the Instructor Should Expect:

THE FAME MODEL OF LEADERSHIP COMMUNICATION

EYE CONTACT AND VOICE TONE PROBED TO BE WIND BENEATH HIS

CASE STUDY AND SUGGESTED RESPONSES

Linkage of Case to Chapter Material

Suggested Answers for Discussion Questions

The interpersonal communications model shown in Chapter 8 has several components

Smart Phones can be conceptualized as a technological device that facilitates

Discussion Questions and Solutions

1. This chapter defines communication as creating “a shared or common meaning in another

The film sequence offers an excellent example of communication that is focused on a

Discussion Questions and Solutions

Although face-to-face interaction is preferred at Plant Fantasies, electronic

2. What should Dan do? Why?

1. Stop talking. You cannot listen if your mouth is moving.

4. Remove distractions. Close your door. Do not answer the telephone.

5. Empathize with the speaker. Put yourself in the speaker’s shoes.

6. Be patient. Not everyone delivers messages at the same pace.

7. Hold your temper. Do not fly off the handle.

8. Go easy on criticism. Criticizing the speaker can stifle communication.

9. Ask questions. Paraphrase and clarify the speaker’s message.

Step 3. Repeat Step 2 with B as communicator, C as listener, and A as observer.

Step 4. Repeat Step 2 with C as communicator, A as listener, and B as observer.

Step 1. Guidelines for the Supervisor

Step 2. Guidelines for the Employee

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