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8 COMMUNICATION
CHAPTER SCAN
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 OBJECTIVES PPT Slides 2, 3
After reading this chapter, you should be able to do the following:
1. Understand the roles of the communicator, the receiver, perceptual screens, and the
message in interpersonal communication.
2. Practice good reflective listening skills.
3. Describe the five communication skills of effective supervisors.
4. Explain five communication barriers and gateways through them.
5. Distinguish between civility and incivility, defensive and nondefensive communication.
6. Explain positive, healthy communication.
7. Describe Information Communication Technology (ICT) used by managers.
© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from
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181
182 Chapter 8: Communication
KEY TERMS
Chapter 8 introduces the following key terms:
barriers to communication kinesics

civility language
communication message
communicative disease nondefensive communication
communicator nonverbal communication
data one-way communication
defensive communication perceptual screen
feedback proxemics
gateways to communication receiver
incivility reflective listening
information richness
Information Communication Technology (ICT) two-way communication
interpersonal communication
THE CHAPTER SUMMARIZED
I. THINKING AHEAD: Oracle Corporation – Civility and Incivility, Commitment and

Competition
II. INTERPERSONAL COMMUNICATION PPT Slide 4
Communication is the elicitation of a shared meaning in another person, and interpersonal

communication is the communication between two or more people in an organization.
Interpersonal communication may be verbal or nonverbal in nature, and includes a variety of
forms of communication, such as reading, listening, managing and interpreting information, and
serving clients. It is the key to social support for stress management and is central to health and
well-being.
A. An Interpersonal Communication Model Figure 8.1; Table 8.1; PPT Slides 5-7
The key elements in interpersonal communication are the communicator, the receiver, the
perceptual screens, and the message. The communicator is the person originating the
message. The receiver is the person receiving the message. Perceptual screens are
windows through which we interact with people that influence the quality, accuracy, and
clarity of the communication. The message contains the thoughts and feelings that the
communicator intends to evoke in the receiver. Feedback occurs when the receiver
provides the communicator with a response to the message. Our frustration with
Chapter 8: Communication 183
individuals who give us no visible sign of acceptance or rejection of our thoughts and ideas
illustrates the importance of feedback. The language of a message becomes increasingly
important as organizations become more multi-national in their makeup and practices.
PPT Slide 8
Data and information are related, in that information is data that are organized and have
meaning. Data are simply uninterpreted, unanalyzed facts. Some of the more interesting
and thought-provoking research has been done with the valuing of information and the
richness of the information media. For example, face-to-face discussions rank the highest
in terms of information richness, and take up the least portion of data capacity. However,
along with the need for a variety of forms of information, there is a corresponding data
capacity that is often inverse to its richness. Walter Wriston, former CEO of Citicorp, said
it is not difficult to get reports and printouts. The difficulty is getting summarized
information that you can use.
The Real World 8.1: Blogging at Kodak
Many people would be surprised to learn that Kodak is among the most active corporate social
media players. During the 2000s when Kodak was in the midst of a transformation to a digital
company, customers were not getting the company’s story quite right. Tom Hoehm, a 21-year
Kodak employee, started a blog in 2006 to tell the story right. The launch was successful using a
distributive authorship model and Kodak became the Cal Ripken of bloggers, not having missed
a day without a post in five years. With the success of its first blog, Kodak launched a second
technology blog that partnered a product manager and a research scientist. The company was
becoming a thought leader through social media and adding value to customer conversations,
sharing innovations, and taking the Kodak brand into new places in the world.
B. Reflective Listening PPT Slide 9
Reflective listening is a skill that helps the receiver and communicator clearly and fully
understand the message sent. It can be characterized as personal, feeling oriented, and
responsive. Reflective listening techniques cannot be used in electronic mail because
nonverbal cues are absent and written affirmation is delayed. The following techniques can
be used to increase reflective listening skills:
1. Affirming Contact PPT Slides 10, 11
An affirmative response is a verbal recognition by the receiver that the receiver is

following the topic. Students may understand this technique by thinking about giving
presentations and recalling an individual they focused on who was smiling, or
nodding his or her head for reassurance.
2. Paraphrasing the Expressed
When an individual paraphrases what s/he has heard, it helps clarify the information
for the receiver as well as clarifying for the presenter what was not expressed well.
One of the techniques of learning is to paraphrase information to another person. Ask
students if they have tried this when studying for exams.
3. Clarifying the Implicit
Clarifying the implicit involves verifying unexpressed thoughts and feelings that the
receiver notes within the interaction.
4. Reflecting "Core" Feelings
Reflecting core feelings is an intuitive attempt at understanding the deepest and most
important feelings being experienced by the speaker from the speaker’s perspective.
Receivers should exercise care in using this technique to avoid embarrassing the
speaker.
5. Silence PPT Slide 12
Different cultures use silence in a number of ways. Silence is an approach to increase

the ability for reflective listening. Students may grasp the essence of this technique
by thinking of sayings, such as, "One reason dogs are so lovable is that they wag their
tails instead of their tongues,” or "Silence is golden.”
6. Eye Contact
Eye contact is a strong nonverbal communication device that requires delicate

balance. Too little eye contact suggests lack of attention; too much eye contact
conveys intimidation. It is important to stress to students that this varies sharply from
culture to culture.
7. One-way Versus Two-way Communication PPT Slide 13
Two-way communication is more desirable in organizations because it allows for

reflective listening. Problem solving and decision making are often examples of two-
way communication. One-way communication sends a message to another person
with no direct opportunity for questions, feedback, or interaction. In contrast, two-
way communication allows the communicator and receiver to interact.
III. FIVE KEYS TO EFFECTIVE SUPERVISORY COMMUNICATION PPT Slide 14
Communication skills are critical for managers. Managers who score high on communication
have also been found to be higher performing managers. There are five keys to effective
supervisory communication.
A. Expressive Speakers
Better supervisors tend to be more comfortable expressing their thoughts and feelings than
are other managers.
B. Empathetic Listeners
Empathetic listeners are able to determine the feelings and emotional dimensions of others,
as well as their content regarding the ideas and issues. This communication skill depends
heavily on reflective listening.
C. Persuasive Leaders (and Some Exceptions)
In most instances, it is effective and necessary to be a persuasive leader. Persuasive leaders

encourage others to achieve results rather than telling them what to do. There are
exceptions, for example, when immediate decisions must be made that may be life-
threatening if delayed. Most issues, if managed well, require appropriate time to gather
ideas.
D. Sensitivity to Feelings
This communication skill is often confusing to students because it is similar to empathetic

listening. However, being sensitive to feelings relates more to taking care not to place
employees in awkward or embarrassing situations, thus showing concern for their self-
esteem even when providing negative feedback.
E. Informative Managers
This communication skill refers to the amount of pertinent information that supervisors
share with employees. Providing information is part of Mintzberg’s disseminator role.
Total quality programs emphasize sharing information with employees; to be empowered,
individuals must know what is at stake in decision making.
IV. BARRIERS AND GATEWAYS TO COMMUNICATION PPT Slides 15, 16
Barriers to communication block or seriously distort successful communication and include

physical separation, status differences, gender differences, cultural diversity, and language.
Separately, any of these barriers could be used positively for communication; they become
barriers when they are misused. Gateways to communication are pathways through these
barriers that serve as antidotes to the problems caused by the barriers.
A. Physical Separation
Physical separation in the workplace makes it difficult, and often awkward, for employees
to interact. Although telephones and other technology help bridge the gap, difficulty in
interacting is one of the primary arguments against telecommuting. Many organizations
use regularly scheduled meetings and after work gatherings as gateways through the barrier
of physical separation.
B. Status Differences
Employees must feel that they can honestly relate thoughts and ideas upward in the
organization. If they are conscious of status differences and fearful that those differences
will be used against them, they are more likely to limit or distort upward communication.
Effective communication skills make supervisors more approachable and can diminish the
negative effects of status differences, acting as a gateway through this barrier. New
information technologies also act as a gateway by encouraging nonhierarchical working
relationships.
C. Gender Differences
Research indicates that men and women employ different conversation styles when
communicating, and these different styles may result in serious communication problems.
Understanding gender-specific differences in conversational style and actively seeking
clarification of a person’s meaning can be useful gateways through this barrier.
D. Cultural Diversity
Differences in values and behavior patterns may cause confusion and misinterpretation in
employee interactions with other employees or with supervisors. Increasing awareness and
sensitivity regarding other cultures’ values and behavior patterns offers a particularly
effective gateway through the barrier of cultural diversity.
E. Language
Increasing cultural diversity also brings with it problems related to differences in language,
a central element in communication. Distinctions in dialects within the same language,
while often subtle, can increase the difficulty of communicating accurately. Further
problems result from using acronyms and technical language, or jargon, with which readers
or listeners are not familiar. The gateway through this barrier involves using simple, direct,
declarative language, avoiding acronyms and jargon, and being sensitive to the language of
the reader/listener.
V. CIVILITY AND INCIVILITY PPT Slide 17
A. Incivility
Incivility is discourteous communication and rude behavior that are disrespectful, hurtful,
or injurious. Most incivility is verbal, although some is physical. It is becoming an
increasingly common organizational phenomenon in the United States, Europe, and around
the world. Incivility is often an inappropriate form of defensive communication, but it can
also be acceptable under the right circumstances and in the right context.
B. Civility
Civility is communication and behavior that respects the integrity and dignity of the
individual. The blessings of civility are found in its gracious and positive nature.
However, civility should not be confused with the avoidance of difficult or complicated
workplace issues. Civility is a form of nondefensive communication.
C. Defensive and Nondefensive Communication PPT Slide 18
Defensive communication can be aggressive, attacking and angry, or passive and

withdrawing. On the other hand, nondefensive communication is assertive, direct, and
powerful. Two basic patterns of defensiveness are subordinate defensiveness and dominant
defensiveness.
D. Defensive Communication at Work PPT Slide 19
1. Subordinate Defensiveness
Some people with low self-esteem and those at lower levels of the organization may
be prone to subordinate defensiveness in communication. Subordinate defensiveness
is characterized by passive, submissive, withdrawing behavior and a psychological
attitude illustrated by the statement, “You are right, and I am wrong.”
2. Dominant Defensiveness
Others with low self-esteem and those at higher levels of the organization may exhibit
dominant defensiveness in communication. Dominant defensiveness is characterized
by active, aggressive, attacking behavior and a psychological attitude illustrated by
the statement, “I am right, and you are wrong.”
E. Defensive Tactics Table 8.2; PPT Slide 20
Table 8.2 on defensive tactics provides a categorical way to label and analyze defensive
tactics. Understanding these tactics (power plays, put-downs, labeling, raising doubts,
misleading information, scapegoating, hostile jokes, and deception) helps supervisors and
employees respond more effectively to defensive communication. You 8.2 is particularly
useful for helping students understand their own defensive communication.
F. Nondefensive Communication
It is useful to remind students that nondefensive communication is very powerful and

direct. Some students assume that this is not an assertive position. On the contrary, it is
the healthy, constructive alternative to defensive communication.
VI. NONVERBAL COMMUNICATION PPT Slides 21, 22
Most of the meaning in a message (as much as 65-90 percent) is conveyed through nonverbal
communication. Nonverbal communication includes all elements of communication that do
not involve language. It is important to note that nonverbal behavior varies dramatically from
one culture to the next.
A. Proxemics Figure 8.2; PPT Slide 23
Proxemics, or the perception and use of space, varies among individuals, and especially
from culture to culture. Students may understand the zones of territorial space better by
asking them at what distance they would be comfortable in various situations. For
example, what is the zone of distance for riding in an elevator with only one other person?
Seating dynamics is another aspect of proxemics involving seating people in certain
positions according to their purpose in communicating.
B. Kinesics Figure 8.3; PPT Slide 24
Kinesics is the study of body movements, including posture, and differs among cultures
like proxemics does. We read individuals through their movements. For example, students
presenting in class often use excessive hand gestures, indicating their nervousness in being
in front of others.
C. Facial and Eye Behavior
The face is perhaps the richest source of nonverbal information, because it can provide
unintended clues to emotions the sender is trying to hide. Eye contact can enhance
reflective listening, but must be understood in a cultural context because the
appropriateness of eye contact varies from one culture to another. A good way to help
students understand facial and eye behavior is to ask them to watch people on lunch hour.
In eating establishments that business workers frequent, one can often tell whether they are
eating with peers, supervisors, or subordinates by watching their facial and eye behavior.
The Real World 8.2: Customer Service Calls at Aflac
Anticipating a five percent increase in customer service calls during 2010 with three percent
fewer call center employees, Aflac aimed to leverage technology in meeting the demand.
Recognizing that tone of voice can make a difference, the company changed its automated
customer service line in July 2010 with the intention of delivering a nicer and more competent
sounding message. Customer surveys following the change found a seven percent increase in
customer satisfaction. The change cost a modest capital investment of $8,000. Aflac’s brand is
warm and conversational, even empathetic, and the new voice on the automated service line
needed to align with that brand.
D. Paralanguage
Paralanguage includes variations in pitch, loudness, tempo, tone, duration, laughing, and
crying. Ask students if they believe we stereotype based on paralanguage more than other
characteristics.
E. How Accurately Do We Decode Nonverbal Cues? Table 8.3; PPT Slide 25
People tend to believe they are better at decoding nonverbal cues than they actually are.
Incorrectly interpreting nonverbal cues leads to inaccuracy in communication.
VII. POSITIVE, HEALTHY COMMUNICATION PPT Slide 26
The absence of heartfelt communication in human relationships can lead to communicative

disease, a condition of loneliness and social isolation that adversely affects the heart and
cardiovascular system and can ultimately lead to premature death. Positive, healthy
communication involves emotional competence and cooperative work behaviors based on trust
and truthfulness.
VIII. NEW COMMUNICATION TECHNOLOGIES AND SOCIAL MEDIA
A. Written Communication
Many individuals avoid written communication because they do not believe they are skilled
in expressing their thoughts in writing. It is also considered less personal in many
situations. Written communication has the advantage of high to moderate data capacity,
but may also have the disadvantage of moderate to low information richness.
B. Communication Technologies
New communication technologies include e-mail, voice mail, fax machines, and cell
phones. While these technologies greatly enhance the speed of communication, they
cannot convey the nonverbal cues that make up a significant portion of the message.
Science: The Finer Points of Lying Online
This research explored deception and self-justification when communicating via email versus via
pen and paper. The researchers conducted three studies involving 104 graduate students and 177
full-time managers, and results showed that participants deceived more via email than via pen
and paper. The challenge for managers is how to insure the accuracy of reliability of online
communications within the workplace. The challenge for employees is how to gauge the
accuracy and reliability of incoming online communications. The findings of this research also
suggest that people need to carefully select the appropriate mode of communication for a
particular task.
C. How Do Communication Technologies Affect Behavior?

Table 8.4; PPT Slides 27, 28
Information Communication Technology (ICT) provides faster, more immediate access

to information than was previously available. Unfortunately, these new technologies are
also more impersonal, often resulting in diminished tact and graciousness because the
sender interacts with a machine rather than a person. ICT can also change group
interactions by equalizing participation because individuals’ shyness, dominance, and
status are all reduced. New technologies provide the opportunity for increased multi-
tasking, which may have drawbacks when there is a need to focus closely on one problem
at a time. The strong potential for information overload will increase the need to be more
conscious of filtering information. Finally, it is more difficult than ever for individuals to
“get away from the office” due to the increase in accessibility afforded by advances in
telecommunications.
IX. MANAGERIAL IMPLICATIONS: Communicate with Strength and Clarity
X. LOOKING BACK: Oracle Corporation – Schoolyard Bully or Brilliant Businessman?
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.
8.2 Test Your Verbal Incivilities
Common everyday incivilities are those behaviors that are thought of as rude or inconsiderate.
This exercise asks students to think about the range of interpersonal communications in which
they participate on a weekly basis and indicate how often they have experienced the behaviors
presented in the table. Then, students should indicate how often they have engaged in those
same behaviors.
DIVERSITY DIALOGUE: Contemporary Media Coverage—Spinning Out of

Control?
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.
CHAPTER SUMMARY
 The perceptual screens of communicators and listeners either help clarify or distort a
message that is sent and received. Age, gender, and culture influence the sent and received
messages.
 Reflective listening involves affirming contact, paraphrasing what is expressed, clarifying
the implicit, reflecting “core” feelings, and using appropriate nonverbal behavior to
enhance communication.
 The best supervisors talk easily with diverse groups of people, listen empathetically, are
generally persuasive and not directive, are sensitive to a person’s self-esteem, and are
communication minded.
 Physical separation, status differences, gender differences, cultural diversity, and language
are potential communication barriers that can be overcome.
 Incivility is a form of defensive communication that destroys interpersonal relationships,
whereas civility is a form of nondefensive communication that is assertive and leads to
clarity.
 Nonverbal communication includes the use of territorial space, seating arrangements, facial
gestures, eye contact, and paralanguage. Nonverbal communication varies by nation and
culture around the world.
 Communicative disease is the absence of heartfelt communication in human relationship
and can lead to loneliness and social isolation.
 Information communication technology (ICT) includes e-mail, voice mail, cell phones, and
social media such as Facebook, Twitter, YouTube, and LinkedIn. High-tech innovations
require high-touch responses.
REVIEW QUESTIONS: SUGGESTED 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 incivility in terms of defensive communication. Describe civility in terms of

nondefensive communication.
Incivility is a form of defensive communication that destroys interpersonal relationships.

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."
Civility is a form of nondefensive communication that is assertive and leads to clarity.

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 AND COMMUNICATION QUESTIONS: 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. Have you ever been the object of incivility? Describe how it made you feel and how you
reacted.
Personal descriptions of how it feels to be the object of incivility may help students who exhibit
incivility to understand how their incivility impacts others. Consider having students share their
answers to this question with the rest of the class.
7. 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.)?
8. 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?
9. 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.
10. 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.
11. 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
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.
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.
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.
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.
ALTERNATIVE EXPERIENTIAL EXERCISE
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.
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.
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."
EXTRA EXPERIENTIAL EXERCISES
The following exercises to supplement the material in the textbook can be obtained from:
Marcic, Dorothy, Seltzer, Joseph, & Vaill, Peter. Organizational Behavior: Experiences and
Cases, 6th Ed. South-Western College Publishing Company, 2001.
Poor Listening Habits: Identifying and Improving Them. p. 165-168.

Time: 50-80 minutes.
Purpose: To help participants to identify their poor listening habits and to practice
effective listening skills.
Feedback: Interpersonal Relationships in Groups. p. 169-170. Time: 50 minutes.

Purpose: To learn effective methods of interpersonal feedback in order to develop a
cohesive group.
Fandt, Patricia M. Management Skills: Practice and Experience, West Publishing Company,
1994.
In-Basket Exercise 1-5: Practicing Effective Oral Communication. p. 165-181.
TAKE 2
BIZ FLIX: Friday Night Lights (II) PPT Slide 29

Organizations Discussed: Permian High School
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
1
same title. 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.
Communication: Half-Time
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.
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.
What to Watch for and Ask Yourself PPT Slide 38
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).
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.
WORKPLACE VIDEO: Plant Fantasies
Video Case Synopsis

Can companies really Twitter their way to profits? Is Facebook replacing face-to-face meetings?
Do personal hand-written business letters have any place in the digital age? If Plant Fantasies is
any indication, reports concerning the death of traditional business communication are greatly
exaggerated. “Facebook and tweeting—I don’t do it,” says Plant Fantasies owner Teresa Carleo.
“I feel it’s more significant and meaningful to make a connection with somebody.”
It’s hard to argue with success. Since founding Plant Fantasies in 1987, Carleo has become
gardener to some of New York City’s most prestigious property owners, including Donald
Trump. The Manhattan-based company manages landscapes for such A-list properties as World-
wide Holdings Corporation, The Trump Organization, and Jack Resnick & Sons.
At first glance, Carleo’s 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.
According to Steve Martucci, sales director for Plant Fantasies, nothing beats a personal meeting
with clients. “When there’s time, I think it’s a great idea to always do face-to-face—it’s good for
the customer.” Martucci wants clients to see and remember him. “You want them to see that you
took the time to come there, and that you didn’t just shoot them an e-mail in a cab going
somewhere else.”
Despite the many advanced communication technologies that are available to today’s business
leaders, Teresa Carleo insists that making a personal connection with customers is more
important than speed and convenience. After a friend’s personal hand-written note recently
touched her in a unique way, the Plant Fantasies founder decided to launch a personal letter
writing campaign to clients. “I think I have a better chance of my customers opening that
envelope than opening an e-blast,” Carleo remarks. “Maybe I’m archaic, but that’s my belief. My
clients aren’t 20.”
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.
CASE SOLUTION: 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 percent 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.
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LEARNING OBJECTIVES PPT Slides 2, 3

After reading this chapter, you should be able to do the following:

Chapter 8 introduces the following key terms:

barriers to communication kinesics

THE CHAPTER SUMMARIZED

I. THINKING AHEAD: Oracle Corporation – Civility and Incivility, Commitment and

II. INTERPERSONAL COMMUNICATION PPT Slide 4

Communication is the elicitation of a shared meaning in another person, and interpersonal

The Real World 8.1: Blogging at Kodak

B. Reflective Listening PPT Slide 9

1. Affirming Contact PPT Slides 10, 11

An affirmative response is a verbal recognition by the receiver that the receiver is

3. Clarifying the Implicit

4. Reflecting "Core" Feelings

5. Silence PPT Slide 12

Different cultures use silence in a number of ways. Silence is an approach to increase

Eye contact is a strong nonverbal communication device that requires delicate

7. One-way Versus Two-way Communication PPT Slide 13

Two-way communication is more desirable in organizations because it allows for

C. Persuasive Leaders (and Some Exceptions)

In most instances, it is effective and necessary to be a persuasive leader. Persuasive leaders

This communication skill is often confusing to students because it is similar to empathetic

IV. BARRIERS AND GATEWAYS TO COMMUNICATION PPT Slides 15, 16

Barriers to communication block or seriously distort successful communication and include

V. CIVILITY AND INCIVILITY PPT Slide 17

C. Defensive and Nondefensive Communication PPT Slide 18

Defensive communication can be aggressive, attacking and angry, or passive and

D. Defensive Communication at Work PPT Slide 19

It is useful to remind students that nondefensive communication is very powerful and

VI. NONVERBAL COMMUNICATION PPT Slides 21, 22

A. Proxemics Figure 8.2; PPT Slide 23

B. Kinesics Figure 8.3; PPT Slide 24

C. Facial and Eye Behavior

The Real World 8.2: Customer Service Calls at Aflac

E. How Accurately Do We Decode Nonverbal Cues? Table 8.3; PPT Slide 25

VII. POSITIVE, HEALTHY COMMUNICATION PPT Slide 26

The absence of heartfelt communication in human relationships can lead to communicative

VIII. NEW COMMUNICATION TECHNOLOGIES AND SOCIAL MEDIA

Science: The Finer Points of Lying Online

C. How Do Communication Technologies Affect Behavior?

Information Communication Technology (ICT) provides faster, more immediate access

IX. MANAGERIAL IMPLICATIONS: Communicate with Strength and Clarity

X. LOOKING BACK: Oracle Corporation – Schoolyard Bully or Brilliant Businessman?

8.1 Are You An Active Listener?

8.2 Test Your Verbal Incivilities

DIVERSITY DIALOGUE: Contemporary Media Coverage—Spinning Out of

REVIEW QUESTIONS: SUGGESTED ANSWERS

1. What different components of a person's perceptual screens may distort communication?

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