BCOM 10e Business Communication (2020) PDF

1I Establishing a Framework for Business Communication LEARNING OBJECTIVES After studying this chapter, you will be able to... Define communication and describe the value of communication in business. Explain the communication process model and the ultimate objective of the communication process. D...

1I Establishing a Framework for Business Communication LEARNING OBJECTIVES After studying this chapter, you will be able to... Define communication and describe the value of communication in business. Explain the communication process model and the ultimate objective of the communication process. Discuss how information flows in an organization. Explain how legal and ethical constraints, diversity challenges, changing technology, and team environment act as contextual forces that influence the process of business communication. QVALUE or COMMUNICATION \\'e communicate to satisfy needs in botlr our work and private lives. Each of us wants to be heard. appreciated, and wanted. We also want to accomplish tasks and achieve goals. Gene “ally people communicate for three basic purposes: to inform, to persuade, and to entertain. However, in the professional workplace some of these listening and contributing to decision making and problem solving while attending meetings; writing various types oi‘ messages to inform and per- suade others about your ideas and the services and purposes have greater importance Informing and per: suading are common purposes ofcommuni ~ation in the products your organization provides; workplace: entertainment is less so, In addition, estab- presenting information and persuasive messages to lishing and maintaining our credibility and positive relationships with others are also important purposes in an large and small groups in face-to-face and virtual environments; organizational setting. explaining and clarifying management procedures and work assignments; \Vhat is communicatiou? Communication is the process of exchanging and interpreting information and meaning between or‘ among individuals through a systerri of symbols, signs, and behavior. In ideal situations, the goal is to reach mutual rurderstanding. Studies indicate that managers typically spend 60% to 80% oi" their time involved in communication, In your career 2 activities, )u will communicate in a wide variety of ways. including coordinating the work of various employees, departments, and other work groups; evaluating and counseling employees and; promoting the company's products. sen‘ices, and image using a variety of channels in various contexts. PART ONE. Communication Foundations ("rmynghl 111111 ("engage mums 1\II mm Run—wed an ml hemmed “mu. .. (lupin-tell. m whitkot m m. Due in electron: "gins. 5m rim-l my conical may a suppressed from lire cflrlrk nnrYurrK'ir-r’rlcrlsi Blirorml renew has mm mm uppmswd currlcnt dam mt materially rum rhc overall Icunmrg expcrmnvt Ccngagc Learning mm m; rm m remove addrrmnal mam ml rm inm- rlsuhwqmm rights restrict-iris requrm rl QTHE COMMUNICATION PROCESS Crmsider the transactional process model ofcommunication nication presented in Figure 1.1. These seemingly simple Effective business commuiiication is essential to suc- steps actually represent a very complex prove A number of communication process models exist. eess of smycvs of Recent smycvs environments. Recent work environments. totlavs work in totlavs eess in Tlic~ transactional model is useful. though. because it executives demonstrate that abilities in writingr and speaking' are major determinants of career success in many fields' Although essential to personal and professional success. effective business communication does not occur automatic lly. Your o\\n experiences likely have taught you that a message is not inteipreted correctly just because you transmitted it. An effective communi- illustrates the complexity of the communication pro- cess and reveals some of the challenges to effective conmmnieation that might emerge in a communication encounter. THE TRANSACTIONAL PROCESS MODEL CUMMUNICATI cator anticipates possible breakdowns in the communication process—the unlimited ways misunderstood. the message can be This mind set pro» Receiver rides the concentration to plan and design the initial message effectively and to be prepared to inten‘ene at the appropriate time to ensure that the message received is on target, CHAPTEHI Establishing a Fiamework for Buscness Commumcanon (‘upmgm znzun-ugsgcimnmg ..\|| R'SM‘ smut-a .\I.vy my hcuvnml M mini “mum. a mui-vkurmpan Duemehimnk nghi~ u-nmlllir-l mnywmcnlmw m" rrnnltnvmilweRmkami/nrd'luplcnsi mm i.i. Mn." lemon: “puma: Ccngage Learnmg rescue a» ngl|1 a. remmc admluxnal mm... m nine 1. “mam“ ngl||~ mun-mm mm Manual think in. mama“! ilm in, mwnmwnl mm mm m: manually sni- 5 E Q. e i S According to the transactional process model. two ' mental dist ‘actions, such as being preoccupied with parties involved in a communication encounter zn'e poten- other matters and developing a response, rather than tiallyi hoth communic ting at the same time, particularly ifthe encounter is face»to-face. That's because in face»toface communication situations, parties to the encounter are continuously interpreting each other’s nonverhal signals. Some scholai's say more than 90% ofthe information in a face-to-face encounter may bc’ sent nonverbally. But even in a cellphone conversation silences and tone of listening, create harn'ers to understanding. voice may be interpreted in various ways. Ever] a written message may provide infornnition about the writer that he or“ she (lid not intend to convey In an ideal communication situation, one party would he ahle to encode his or her message in such a way that the receiving party would understand it exactly as intended. However. this goal can he challenging for a variety of reasons, orwhat are called Interferences 01“ barriers to effective connnunication, For“ example, - differences in educational level, experience, culv ture. and other characteristics of the sender and the receiver increase the complexity of encoding and decoding a message; Because of these barriers, and because hotli parties engaged in a connnunication encounter may he simulta— neously sending information both orally and nonvcrhally. it car) he very challenging to ensure that the information is received as intended, For“ this reason, it is particularly important to check for understzmding rather than assume that it has taken) place, particularly when communicating important messages to audiences that are less familiar to us. You can surely compile a list of other barriers that affect yom‘ ability to communicate with friends, instructors, coworkers, supervisors, and others. By being aware ot’ them, you can concentrate on removing these interferences. COMMUNICATING WITHIN ORGANIZATIONS 0 physical interferences in the interferences also called barriers; numerous factors that hinder the communication process channel, including a noisy In order to be successful, organizations must create an emironment, interruptions environment that energizes and encourages employees and uncomfortable sur» roundings, can occur znid; to accomplish tasks by promoting genuine openness and effective communication. PART ONE. Communicatioii Foundations ("rmynghl mm Fcngngc imam; All Rush< Ruined Mny ml hemmed “nu-ca. luluplmlrd. m whvlctvt m yum. Due in ehcllwni mm. some nmd pity mm... m,» in summer [mm the am unflnrd‘mptrlxt EAimmt mot-w 1m team am an) opp-awn mam am not nulenally mm the overall Ieummg expetmmt ("engage Learning mum a: wt in remove additional runtem n on» time llsuhwqmnt "gm mstnctnns require a Organizational communlcation is communicatiorr that occurs with an or'grurizational context, Regzrr'rlless of your career or level THEUFFIEE RAPEVINEEAHRIESINFORM M SAG within an organization. yotrr' ability to communicate will affect not only the success of the organization but also your personal success and advarrec~ m s> =u. e2 3. eE . rnent with in that organization. 1-3a Communication Flow in Organizations Communication occurs in a variety of ways within an orgaA nization. Some communication flows are planned and structured, other. are not. Some communication flows can be channels are followed strictly, and red tape is abundant. Procedures are generally followed exactly; terms such as formally depicted, whereas some defy description. rules and policies sen’e aw sufficient reasons for actions. FORMAL AND INFORMAL COMMUNICATION NETWORKS Even the most formal organizations, however, cannot Communication within rur organization involves both formal and informal uehvorks. - Formal communication network. This channel is typified by the forrrral organizational chart, which is created by management to define individual and group relationships and to specify lines of responsibility'. Essentially, the formal system is dictated by the managerial. technical. cultural. and structural environment of the organization. Within this system, people are required to behave and to communicate in certain ways simply to get work done. - Informal communication network. This net» work, which is commonly called "the g'apevine," continuously develops as people interact within the formal system to accommodate their social and psychological needs. Because the informal network undergoes continual changes and does not parallel the organizational chart, it cannot be depicted accu» rately by any graphic means. function long before an informal cornmuni -atiorr system emerges. As people operate within the organized systerrr, they interact on a person»to-person basis anrl create an environment conducive to meeting their personal erno» tiorrs, prejudices. likes, and dislikes. In a workplace, employees are generally expected to satisfy a formal systerrr of arriving at work on time. fulfilling their job duties, working well with others. and addressing their supervisor's requests, However, some employees may not openly accept these expectations and may arrive at work late and spend an undue amount 4 __ of tune around the water cooler." If these informal practices become more the company structure widely spread, the purposes formal communication of the group may move from a focus on completing tasks to that of socializing with others or speculating about or anizatioual events or activities. Obviously, the The Formal Communication Network \Vlrerr employees rely almost entirely on the forrual communi- informal system benefits people because it meets cation system as a guide to behavior, the system might be identified re; a burmucmz'y. Procedure manuals, job their needs, but it also may descriptions, organizational charts, and other written nication of the group in important ways. materials dictate the required behavior. Communication affect the overall commu- organiza onal commun cation the movement of information within network a network of communication flow typified by the formal organizational chart; dictated by the technical, political, and economic environment ofthe organization informal communication nmrk a network of communication flow that continuously develops as people interact within the formal system to accommodate their social and psychological needs CHAPTER I. Establishing a Frameworkfor Busrness Communication Ctmynghl znxr ("engage runny-g All mm Rcmu'd May not hemmed «nun-m1 tuluplmlcrl. m wlmlc (rt m pr." Due in ckclmmc "gins, mu: rim-l mny conical may he wpprcmr lnvm lhc frat-rt nm‘yol’tch-l'vkrlal Editorial mvlcw lm Lhtmcd mm“, swpmswd “want the; not nulonally alien m ovcnrll aiming expermm: ("engage Learning mwryu Ilrc "girl to remove addltmnal mnrem n m limo llwhwqmm nghh restrictions require it 5 The Informal Communication Network Aspeo- ple talk casually during breaks, text one another, or chat onlirre, the focus usually shifts from topic to topic. One of the usual topics is work—the corrrpany, supervisor, or' fel- low employees. Everr though the formal system includes definite communication channels, the grapevine tends to develop and operate within all organizations. Consider these points related to the accuracy and value of grapevine communication: 0 The grapevine has no single, consistent sour e. Mes» sages might originate anywhere and follow “110115 routes. Due at least in part to widespread downsizing and corporate scandals during the last few years, employees in many orga» nizations ire demanding that they be better informed. Some reputation for being speedy but inaccurate. In the absence of alarms, the grapevine might be the rrrost for sharing information with their internal constituents. effective way to let occupants know that the building is on fire. It certainly beats sending an email. 0 Although the grapevine often is thought of as a channel for inaccurate con‘rmunication, in reality it is no more or less accurate than other channels. Even formal communication can become inaccru'ate and filtered as it passes from level to level in the organi- zational hierarchy. Company openness with employees about rmuragement decisions, process changes, and financial issues means corr- veying more information through the formal system rather than riskirrg its miscommunicatiorr through informal clum- rrels. Online eyewear retailer Warby Parker, for example. grew from a small start-up to a 300»employee company in just three years. In order to keep the lines of communication open. the company has an “Ask Anything" segment of its weekly meetings, iii which employees can ask anything. - The inaccuracy of the grapevine has more to do with the message input than with the output. For exam~ The “larby Parker VViki enables errrployees to add notes ple. the grapevine is noted as a carrier of rumors. primarily because it carries informal messages If the updates. The transpzu'ent company culture exteritls to each input is a rumor, and nothing more, the output obvi— ously will be inaccurate. But the output might be an accurate description of the original rumor. ° In a business office. news about promotions, personnel changes, company policy changes, and animal salary adjustments often is communicated through the grapevine long before being conveyed through formal channels. The process works similarly in col— leges. where information about instructors typically is not officially published brrt is known by students, often through word»of-mouth. How best to prepare for examinations, instructor attitudes on attendance and homework and even faculty personnel changes are messages that travel over the grapevine 0 A misconception about the grapevine is that the message passes from person to person until it finally reaches a person who can't pass it on: the end of the line. Actualhc the grapevine works as a network chan- nel. Typically one person “w.” corn muniation a type of communication that flows from supervisor to employee, from policy makers to operating personnel, or from top to bottom on the organizational chart 6 of mnnnunicatimr, such as social networking sites. companies have implemented new formal wavs, such as newsletters aurd intranets, as well as informal ways, eluding blogs, wikis, Twitter. and other social networking platforms, 0 As a communication network, the grapevine has a | especially now that the grapeyine includes digital forms tells two or three others, who each telltwo or three others, who each tell two from meetings, key lessons from the past or present, or“ team of its employees submitting weekly “happiness ratings" (on a 0 to 10 scale) and participating in quarterly, one»on-one, “360 reviews" in which brutal honesty is encoura ed.2 An informal communication network will emerge from even the most carefully designed formal system. Ivlanagers who ignore this fact are atterrrpting to manage blindfolded. Instead of (len)ing or condemning the grapevine, the effective manager will learn to use the inforrrral comrrrunication network. The grape\ine, for“ instance can be useful in counteracting rrrrrrors and false information. DIRECTIONS OF COMMUNICATION FLOW The direction in which communication flows in an orga» nization “an be downward, upward, or horizontal, as shown in Figure 1.4. Because these three terms are used frequently in communication discussions, they deserve clarification. Although the concept of flow sc ans simple, direction has meaning for those participating in the orga» nizational communication process. Downward Communication The communica— tion that flows from supervisor to employee, from policy makers to operating personnel, or from top to or three others, and so on. bottom on the organizational chart is -alled downward Thus, the message might spread to a huge number top of the organization might grow into a formal plan of people in a short time. for operation at lower levels. Teaching people how to communication. A simple policy staterrrent from the PART ONE. Communication Foundations Conyngtn znzu L'cnmgc rum"; an my.“ Run—wed Mny rm mama «milled ltduplrnlcd. m wholeunn yum. Due u- ream“ "gins. sane rim-l |nrly conical may he wmmr Invrnthcclirxrk unamcmperm Editorial review has age-“ta ma any app-ma rumour does no; manually mm [in overall learning expcrrnrt,Ccngngc Learning mmrvu m; "511! in mm additional runiem a an, rm llsuhwqmnl nghh restrictions requlm n FLOW ORGANIZATID AN ORGANIZATID WITHIN AN INFORMATION WITHIN OF INFORMATION FLOW OF 1 UPWARD COMMUNICATION UPWARD COMMUNICATION Progress written) and written) (spoken and reports (spoken Progress reports -- Results/accomplishmenh Results/accomplishmenh -- Problems/clarifications Problems/clarifications V I V UF’WARD COMMUNICATION UF’WARD COMMUNICATION HORIZONTAL OR HORIZONTAL OR LL TERAL COMMUNICATION TERAL COMMUNICATION Coordination activities interrelated activities of interrelated Coordination of Problem—solving efforts perform their specific tasks is aii element of downward When a supervisor“ sends a message to a subordinate communication Another element is orientation to a coma employee who then asks a question or nods in agreement, pany"s rules, practices. procedures, history, and goals. the employee has given signs of feedback. Feedback caii flow both downward and upward in organizational mance through downward crnnmnnication. communication through traditional as well as informal Domiward communication normally involves both written and spoken methods and makes use of the fol- channels. lowing assumptions: flows from the front lilies oil an organization to the tori Employees learn about the quality of their job perfor- Upward Communication The information that is upward communication. Vl’hen management DOWNWAR COMMUNICATION P People at high levels in the organization usually have greater knowledge of the organization's mission and goals than do people at lower levels. P Both spoken and written messages tend to become larger as they move downward through organizational levels. This expansion results from attempts to prevent distortion and is more noticeable in written messages. D Spoken messages are subject to greater changes in meaning than are written messages. requests information from lower organizational levels, the resulting information becomes feedback to that request. Employees talk to Slipf‘l’VlSOl'S about themselves, their fellow employees, their work and methods of doing it, customer needs and perceptions. and their own perceptions of the organization, These comments are commonly feedback in response to the downward flow transmitted in both spoken and written forms by grorq) meetings, emails, proce» dures or operations inanu~ als, company news releases, the company intranet, antl the grapevine upward communication a type of communication that is generally a response to requests from supervisors CHAPTER 1: Establishing a Frameworkfor Busmess Communicatlori ("omnghi 11m ("rapist mum-g All mm Rcmwd Mny ml hemmed wound. miuprttm. in whole or m yhlll. Due in rhclmnr nghls. some third Fifty contort! may be summed lnrm um tBrlrk unanrtcntpmri.r Editnnml renew rm themed um any sippmxwd mutant am not mutually mm m: overall lemmg c‘pcrmm’t ("engage Leaning rewrwb In: "at in mm “alumna mntem it in. rm llsubwqmnt nghu mstncmns require a 7 UPWARD (OMMUNICATION ) Upward communication is primarily feedback to the requests and actions of supervisors. ) Upward communication can be misleading because lower-level employees often tell their superiors what they think their superiors want to hear. Therefore, their messages might contradict their true observations and perceptions. P Upward communication frequently involves risk to an employee and is dependent on his or her trust in the supervisor. D Employees will reject superficial attempts by management to obtain feedback. munication involves risks. Tlie box above on Upward around functional units is inadequate for competing in increasingly competitive global markets. They value Communication. lists several important features to work teams that integrate work-flow processes rather consider. When effectively used, upward communication keeps than specialists in a single function or product. Such work teams can break down communication ban'iers management informed about the feelings of lmver—level between isolated functional departments, and commu- Although necessary and valuable. upward com- employees, taps the expertise of employees, helps man» nication patterns take on varying forms to accommodate agement identify both difficult and potentially promot- term] activities. able employees, and paves the way for even more effective downward communi -ation. Upward communication is key to keeping employees engaged and informed and is especially critical in tapping the power of younger employees who expect to collaborate rather tlmn to be supenised." Horizontal Communication Horizontal, or lateral, communication describes interactions between organizational units on the same hierarchical level. These interactions reveal one of the major short- comings of organizational charts: They do not recognize the role of horizontal communi -ation when they depict authority relationships by placing one box higher than another and define role functions by placing titles in those boxes. Yet management should realize that horizontal communication is the primary means of achieving coordi- nation in a functional organizational structure. Units horizontal (or lateral) communication interactions between organizational units on the same hierarchical level internal messages messages intended for recipients within the organization external messages messages directed to recipients outside the organization context a situation or setting in which communication occurs 8 coordinate their activities to accomplish task goals just as adjacent workers in 1-3b Levels of Communication Communication can involve sending messages to botli large and small audiences. Internal messages are intended for recipients within the organization. External messages are directed to recipients outside the orga~ nization. \Vhen considering the intended audience, communication can be described as taking place on five levels: intrapcrsonal, interpersonal, group, organizational, and public. Figure 1.5 depicts the five audience levels. An effective communicator has a clearly defined purpose for each message, and has selected strategies for targeting his or her intended audience. CUNTEXTUAL FORCES INFLUENCING BUSINESS COMMUNICATION a production line coordinate their activities So for All communication occurs within a context, which is the horizontal communication to be maximally effective, the quality, and the effectiveness of a communication the people in any system situation or setting. Context can influence the content, event. The effective communicator will recognize the or organization should be importance of context, identify the contextual elements available to one another. that will influence communication. and adjust his or her Many companies messages in response. Four important contextual forces realize that the traditional hierarchy organized influence the communication process today and help determine and define the nature of the communication PART ONE. Communication Foundations Civpynghl mm may Learning All mm mama Mny ml hccuprcd emu“. wduplrcmcd. m wmlcnrm mm m: 1.- chain)": "girls, some rlmd my conical mm} m appear [mm lhccfltnvk nnflorrfhaptcrlsi Biironal review has mm lhalany app-ma mm m, mt rmlcnally mm the overall Icammg cspermncc Ccngngc Leaning awn/fl m; fight in remove (nadir-ind we.“ a an» nmc rhuhwqmnt "gm restrictions require a LL EL EL UF UF COMM COMM NICATIUN NICATIUN \ Examples Examples Communication Communication Levels Levels Int Intmpersonal mpersonal .. Communication Communication uithin uithin oneself oneself '' Nut Nut considered considered by by some some to to be be [me [me cmnmunicatiun cmnmunicatiun as as itit does does not not inmh inmh ee ‘a‘a separate separate sender sender and and rcccivrer rcccivrer Individual Individual considers considers lime lime others others respond respond to to his his or or Iw Iw L’t'l'lllll L’t'l'lllll (lull/UV (lull/UV nuui’clbul nuui’clbul cumuiuuicatiuu cumuiuuicatiuu [Interpersonal [Interpersonal '' Communication Communication between between two two people people 00 Task Task goal goal isis to to accomplish accomplish work work confronting confronting them them '' Maintenance Maintenance goal goal isis to to feel feel better better about about themselves themselves Supervisor Supervisor and and sullul‘tlimlh'. sullul‘tlimlh'. um um (lltl‘ul‘lt‘t'l‘ix (lltl‘ul‘lt‘t'l‘ix and and each each other other because because of of their their interaction interaction Group Group '' Communication Communication among among more more titan titan two two people people .. Coal Coal nt‘ nt‘ achieving achieving greater greater output output than than individual individual efforts efforts could could produce produce Ol‘gnnizzllinual .. Groups Groups (umbiued (umbiued in in such such aa wan wan that that large large aisle aisle may may be be accomplished accomplished unfit unfit IL'I‘UHIL IL'I‘UHIL pin/«rt pin/«rt 1mm, 1mm, {lr'lmrlmcul {lr'lmrlmcul meeting meeting Cum/mun. Cum/mun. organizzl/inn organizzl/inn ii . Goal nt‘ providing providing adequate adequate structure structure for“ for“ groups groups tn tn achieve achieve their their purposes purposes Public Public 0 The organization reaching out to its public to achieve its goals 0 Goal of reaching many with the same message SINFLUE Malia Malia mh-mfimnum. mh-mfimnum. tt'cllsife tt'cllsife mmmiinimrinn. mmmiinimrinn. unuuul unuuul lt'lull‘l lt'lull‘l NG BUSIN SS CUMMUNICATII] legal and Ethical Constraints Changing Technology Diversity Challenges Team Environment ' InlcrnalimtalLaws - Accuracvaud ' Cultural Differences 0 Language Barriers ' Trust ' Team Roles 0 Domestic Laws ' CUKlL‘S ufEthics - StukohnhlerInterests ' Ethical Frummvorlts ° Personal Values Securih’ Issues ' 'l”eleconimunic lions - Software Applications ’ "High-Touch" Issues 0 'I'ciccommulin},Y - Databases that should occur: as shown in Figiu'c 16. These forces are legal and ethical constraints, diversity challenges, changing technology. and team emironment ' (lender issues ' Sir ed Goals and ' Age Factors - . Education Le\els ' Xtrint~t'l>ttiDifferences Expectations Synergy ' (lrouplieward Distributed Leadership InternationaL federaL state‘ and local laws affect the u’zur‘ that various business activities are conducted. For instance laws specify that certain information must be stated in messages that reply to credit applications and 1-4a Legal and Ethical Constraints Legal and ethical constraints act as contextual or envi~ ronmental forces on communication because they set boundaries in which commuiucation rightfully occurs. those dealing with the collection of outstanding debts. Furthermore, one's own ethical standards will often influence what a person is willing to say in a message. For“ example, a system of ethics built rm honesty might require that the message provide full disclosure rather CHAPTER 1 Establishing a Frameworkfor Busmess Communication ("1mm hi 11m L'cngzgclkammg Au Rigm mum-a I\|.u ml botanic-L unnll'il .-n|iiptiumt.iimt-itc urinyhtll Dneutckcimnk nghi\.u|lvk‘li|fl||1ulrlyu1nlfl|lmyl‘c“iripl'cunl"Hmill:caulktimi/l‘l’tclhl'vlnllsi nghi\.u|lvk‘li|fl||1ulrlyu1nlfl|lmyl‘c“iripl'cunl"Hmill:caulktimi/l‘l’tclhl'vlnllsi anon. tin. in) ikcnml that an twpuiwa Miran am mt mah‘nall) afil'rl it! man." Icammg expcrhcmc Congagt tuning return it» “art in remote trauma mnum a any time minimum my.“ mum'lums Inquire ii than a shrouding of the truth. Legal responsibilities, then, make ethical decisions"? What difference will it make? are the staitilig point for appropriate business communi- Johan Karlstrom, global chief executive officer of con- cation. One's ethical belief system, or peisonal sense of struction giant Skanska, gave a powerful reply to these right turd wrong behavior: provides further boundaries for professional activity. The press is full of examples of unethical conduct in questions: business and political communities, but unethical hehavA ior is not relegate(l to the papers—it has far-teaching consequences. Those affected by decisions, the stakeholders, can include people inside and outside the organization. Employees and stockholders are obvi» ous losers when a company fails, Competitors in the same industry also suffer because their sti'ateggies are based on what they perceive about their competition. Beyond this, financia markets as a whole stiffer due to the erosion of public confidence. Business leaders, government officials, and citizens frequently express concern about the apparent erosion of ethical values in society. Even for“ those who want to do the right thing, matters of ethics are seldom clear»cut decisions of n'glit versus wrong, and they often contain ambiguous elements. In addition, the pressure appears to be felt most strongly by lower-level managers, who are often recent business school graduates who are the least experienced at doing their jobs. THE FOUNDATION FOR LEGAL AND ETHICAL BEHAVIOR Although ethics is a common point of discussion, many find defining ethics challenging. Most people immediately associate ethics with standards and rules of conduct, morals, right and wrong, values, and honesty. Dr. Albert Schweitzer defined ethics as “the name we give to our concem for gootl behavior. VVe feel an obligation to consider not only our own personal well-being, but also that of others and of human society as a whole.”4 In other words, ethics refers to the principles of~ right and wrong that guide yml in making decisions that consider the impact of your actions on others as well as yourself. Although the recorded stakiholdors peopleinside and outside the organization who accounts oflegal and ethical misconduct would seem to indicate that busiv When you understand that profits and a strong values base go together then you have a company that employees are so proud of. We want our team to feel that they’re doing something that has a higher meaning, that they feel like "l'm part of something bigger, part of a bigger puzzle driving society in a positive direction.”5 CAUSES OF ILLEGAL AND UNETHICAL BEHAVIOR Understanding the major causes of illegal and unethical behavior in the workplace will help you become sensi- tive to signals of escalating pressure to compromise your values. Unethical coiporate behavior can have a number of causes: - Excessive emphasis on profits. Business managers are often judged and paid on their ability to increase business profits. This emphasis on profits might send a message that the end justifies the means. - Misplaced corporate loyalty. A misplaced sense of cor» porate loyalty might cause an employee to do what seems to be in the best interest of the company, even if the act is illegal or unethical - Obsession with personal advancement. Employees who wish to outperform their peers or are working for the next promotion might feel that they cannot afford to fail. They might dti whatever it takes to achieve the objectives assigned to them. - Expectation of not getting caught. Thinking that the end justifies the metals, employees often believe illegal or unethical actifity will never be discovered. Unfortunately, a great deal of improper behavior CSCHPE‘S detection in the business world. Believmg no one will ever find out, employees are tempted to lie, steal, and perform other illegal acts, - Unethical tone sot by top management. If top manag- are affected by decisions nesses are dishonest and ers are not perceived as highly ethical. lower-level ethics the principles of right unscrupulous, keep in managers might be less ethical as a result. Employ» and wrong that guide one in mind that millions ofbusi— making decisions that consider ness transactions me made daily on the basis of hon~ esty and concern for others. Why should a business ees have little incentive to act legally and ethically if their superiors do not set an example and encourage and reward such behavior. The saying “The speed of the leader is the speed of the pack" illustrates the importance of leading by example. the impact of one’s actions on others as well as on the decision maker PART ONE. Communication Foundations Cmyngm 11111! ("engage imam; All my“ puma Mny mil hemmed mm. ltdupltclcd. m “Mlcnt in pan. on. in dmmmr nghls. a...» mm: [mm mm may a. “an.“ Immmccflmk unamcnupmn Editorial review 1... mm ii... any tippmswd rumour at. not mutually uflm m. overall leummg crpermngm,€cngagc Learning mmrvu m; ngrl m remove sad...“ mm... in an, m... llsubwqmnlnghh mstncmns regime in °° Uncertainty about Uncertaintyabout whether actionisis anaction whetheran FOUR BEHAVIOR BUSINESS BEHAVIOR OF BUSINESS SIGNS OF DIM SIGNS FOUR DIM wrong. times, Many times, wrong. Many company are personnel are company personnel placed in situations in placed inin situations which between line between the line which the right not wrong isis not and wrong right and clearly “7hen defined. “7hen clearly defined. caught gray this gray in this caught in DIMENSION DIMENSION 11 Behavior illegal that isis illegal Behaviorthat and unethical and unethical DIMENSION DIMENSION 22 Behavior illegal that isis illegal Behaviorthat yet ethical yet ethical area, perplexed the perplexed area, the employee “How asks. “How employee asks. far far?" tUU far?" far isis tUU -- Unwillingness take aa to take Unwillingness to stand right. what isis right. forwhat stand for DIMENSION DIMENSION 33 Behavior legal that isis legal Behaviorthat yet unethical yet unethical DIMENSION DIMENSION 44 Behavior both is both that is Behavior that legal ethical and ethical legal and Often employees Often employees know right what isis right know what or“ not are not hut are wrong hut or“ wrong the take to willing risk willing to take the risk the lack the might lack They might of action. They “Tong action. challenging aa “Tong of challenging others confront to with confidence needed to confront others with skill needed or skill confidence or remain might remain They might sensitive issues. They ethical issues. Ul‘ ethical legal Ul‘ sensitive legal act, to act, unwillingness to sileiit their unwillingness justify their then justify and then sileiit and ETHICAL ANALYZING ETHICAL FRAMEWORK FOR ANALYZING FRAMEWORK FOR DILEMMAS DILEMMAS diffibe diffican be ethical can actiori isis ethical all actiori Determining whether all Determining whether and legal and both legal from both dilemma from cult. analyze aa dilemma to analyze Learning to cult. Learning that solution that find aa solution you find help you ethical will help perspectives will ethical perspectives ETHICAL conforms shows 1.7 shows Figiii'e 1.7 values. Figiii'e personal values. mm personal your mm to your conforms to the considering when considering reach when might reach you might conclusions you four conclusions the four the behavior paitit-ular behavior of aa paitit-ular advisahility of the advisahility Dimension and illegal and is illegal that is Behavior that 1: Behavior Dimension 1: unethical will you will actions, you some actions, considering some When considering unethical When reach unethiand unethiillegal and botli illegal are botli tliey' are that tliey' conclusion that the conclusion reach the cal, area—those “black" area—those the “black" outlines the specifically outlines law specifically Tlie law cal, Tlie wrong—and clearly are that alternatives employer your employer alternatives that are clearly wrong—and your will affect that affect laws that the laws in the expcrt in an expcrt liccome an to liccome you to expect you will expect your paiticular area. When ymi encounter an unfamiliar" EMMAS situations can be difficult, workplace situations typical workplace Identifying in typical issues in ethical issues Identifying ethical and coworkers and superiors might apply pressure for seemingly logical reasons.To illustrate, examine each of the following workplace situations for a possible ethical dilemma: } In order to achieve profit expectations, a stockbroker hides the financial risk of an investment product from potential clients. 5 s P To prevent an adverse effect on stock prices, corporate officers deliberately withhold information concerning a possible corporate takeover. E a P To protect the organization, management decides not to publicize a design flaw in an automobile that could lead to possible injuryand even death to consumers, because the announcement might result in legal action. 5 D A supervisor takes advantage of his position and threatens an employee with dismissal if she does not acquiesce to his inappropriate requests and language use. ) Angry because of an unfavorable performance appraisal of a colleague, an employee leaks confidential information to the colleague that creates distrust among others in the department and results in a lawsuit. Your fundamental morals and values provide the foundation for making ethical decisions. However, as the previous examples imply, even seemingly minor concessions in day-to—day decisions can gradually weaken an individual’s ethical foundation. CHAPTER] Establishing a Frameworkfor Busmess Communication ("11m“ghiI'lZlll'cngzgcltammg 1\II mm mama mm m. Mum-t «anneal or dunno-ed. in whole w m pi." Duc m clctllomc fights. «mu: mm Flrly tonlcnl may hc slipptcsscil "um um amt and/urcflmplcllsl sum-a mm. has themed ilm air) “when mun-m am mt nuncnally mm its: nvcmll Icunmg ctmrl‘m’t Ccngagc Learning mwrtb me “an in remove addllmnal runlcm a am lime ilsuhwqmnt "a.“ wttnclnins require aa ll tions. Obviously, obeying the law is in the best interest The Pagano Model offers a straightforward method for determining whether a proposed action is advisable.7 of all concerned: you as an individual, your company, and For“ this system to work, you must answer the following society. Contractual agreements between two parties also offer guidance for legzil decision making. Frequently. your own individual sense of right and wrong will also con- six questions honestly: area, you must investigate any possible legal implica- firm that the illegiil action is wrong for“ you personally In such situations. (lecisions about appropriate behavior are obvious. Dimension 2: Behavior that is illegal yet ethical Occasionally, a lmsinessperson will decide that even though a specific action is illegal, there is a justifiable reason to break the law. A case in point is a law passed in Vermont that makes it illegeil for a pharmaceutical company to give any gift valued at more than $25 to (loctors or their personnel.“ Those supporting the law charge that the giving of freebies drives up medical costs by’ encouraging doctor's to pres ibe new, more expensnve brand- name drugs. Tlie laws opponents contend that the gifts do not influence doctors and me merely educational tools for new products. Although a pharmaceutical firm and its employees might see nothing wrong with providing gifts worth in excess of 825, they would be well advised ing point.) 2. What are the benefits and costs to the people involved? 3. Would you want this action to be a universal standard, appropriate for everyone"? 4. Does the action pass the light»of-(lay test? That is, if your action appeared on television or others learned about it, would you be proud? 5. Does the action pass the Golden Rule test? That is, would you want the same to happen to you? 6. Does the actioii pass the ventilation test? Ask the opinion of a wise fiiend with no investment in the outcome. Does this friend believe the action is ethical? 1-4b Diversity Challenges to consider the penalty of $10,000 per violation befoi'e Diversity in the workplace is another force influencing acting on their personal ethics. A better course of action communication. Differences between the sender and the would be to act within the law, possibly while lobbying receiver in areas such as culture, age, gentler, and educa~ for a change in the law. tiori require sensitivity on the part of both parties so that the intended message is the one that is received. Understanding how to communicate effectively“ with people from other cultures has become more integral to the work environment as many US companies are Dimension 3: Behavior that is legal yet unethical If you determine that a behavior is legal and complies with relevant contractual agreements and company policy. your next step is to consult your company's or professions code of ethics. This written document suinuiarizes the companys or professions standards ofcthical conduct. Some companies refer to this document as a (714117. If the behavior does not violate the code of ethics. then put it to the test of your own personal integrity. You may at times reject a legal action because it does not “feel right." Most Americans were appalled to learn that the marketing of sub-prime loans packaged as reputable securities has been blamed for“ causing the “Great Recession." Although they might have acted legally, their profit» ing at the expense of company employees, stockholders, and the public hardly seemed ethical. You might be faced with situations in which you reject a behavior that is legal because you would not be proud to have your family and community know that you engaged in it. 12 1. Is the proposed action legal? (This is the core start- increasingly conducting business with international com- panies or becoming multinational. Even when a person can communicate, it may differ in other countries. For example. France's administrative coui’t recently ruled that tecli workers' right to health and rest was not suf— ficiently protected by existing laws. What this means is that a tech worker in France can choose to not check his work email during his legally mandated rest period and not face retribution.S For Ameri am, who may not think of “unplugging,” thesecultural differences might require adjustments to their communication expectations. When addressing cultural differences. successful communication must often span barriers of language and differing worldviews resulting from societal and religious beliefs and practices. When a person fails to consider“ these factors, cominuni ‘ation suffers, and the result is Dimension 4: Behavior that is both legal and ethical Decisioiis in this dimension are easy to make. often embarrassing and potentially costly'. To be successful Such actions comply with the law, company policies, and cultural differences and be willing to work to ensure that your professional and personal codes of ethics. effective communication occurs despite these barriers. on an international scale, managers need to be aware of PART ONE. Communication Foundations Cnpynght mm L‘cngagc Learning All my“ Flimcd Mny m mama mum-i. madam. m whim in pan. on: n- ckclmni "gins, 5am: Kim-l |nny tank-ill may he wmm‘i immmuxmk unamcmpum Editorial mvicw rm amid Ihal any app-ma rumcni a“) not malenally uni“ [tr overall Icammg expcrrnct,Ccngagc Learning mmtvu m; nglii it. “mt additional content a an, mm: llsuhwqmmnghh restrictions requlm n Cultural blunders aren’t lirrrited to international communication situations, however. In April 2015, Clorox tweeted about Apple’s new emoji; they sent out a pic- ture of a bottle of Clorox made up of ernoji with the text: “The new emoii are alright, but wheres the bleach ?” The problem was that the new round of ernoji included, for the first tirrre, racially diverse emojir iOS now gives users the ability to pick different skirr tones and hair colors for anything from a thumbs up to a sirrrple face. The result People learn patterns of behavior from their culture. The culture of a people is the product of their living experiences within their“ own society. Culture could be described as “the way of life" of a people and includes a vast array of behaviors and beliefs. These patterns affect how people perceive the world, what they value, anti how they act. Dif» fer'irrg patterns can also create barriers to communication. was that Clorox's tweet sounded racist, and the corn- BARRIERS TO INTERCULTURAL COMMUNICATION pany deleted the tweet“. This example shows how much homework is involved in maintaining good relations with of interaction as values and norms, people raised in two customers or clients from other cultures, antl the danger of instantaneous messaging. The potential barrier of language is obvious in international situations; however, sucA cessfrrl communicators know that much more is inmlved when interacting across cultures, genders, ages, abilities, and other differences, regardless of national boundaries COMMUNICATION OPPORTUNITIES AND CHALLENGES IN DIVERSITY As world markets continue to expand. US employees at home and abroad will be doing business with more peo- ple from other countries. You might find yourself working abroad for a large American company, arr international company with a plant in the United States, or a company with an ethnically diverse workforce. Regardless of the workplace, your diversity skiIIS—that is, your ability Because cultures give different definitions of such basics differerrt cultures can clash in various ways - Ethnocnntrism. Problems occur between people of different cultures primarily because people tend to assume that their own cultu a] norms are the riglrt way to (it) things. They wrongly believe that the specific patterns of behavior desired in their own cultures are universally valued. This belief, known as ethnocentrism, is certainly natural; but learning about other cultures and developing sensitivity will help minimize ethnocentric reactions when dealing with other“ cultures. ' Stereotypes. We often forrrr a mental picture of the main characteristics of another group, creating pre- formed ideas of what people in this group ar'e like. These pictures, called stereotypes, influence the all ages, cultures, and minority groups—will affect your way we interact with members of the other group. When we observe a behavior that conforms to the success in today’s culturally diverse global economy. stereotype, the validity of the preconceived notion is to communicate effectively' with botlr men and women of \Vorkplace diversity can lead to rnisunderstandings and rniscomrnunications, but it also poses opportunities to improve both workers and organizations. Employees rnrrst be prepared to communicate effectively with workers of different nationalities, genders, races, ages, abilities, arrd other characteristics. Beirrg a part of a diverse workforce will require you to communicate with eueryorre and to support colleagues in reaching their fullest potential and contributing to the cornpany’s goals. To lessen rrriscorrrrnrrrrication, which inevitably occurs, increasing numbers ofcompanies have undertaken (liocrts’ity initiative." and are providing diversity training seminars to help workers understand and appreciate gerrde ' and age differences and the cultrn'es ofcoworkers. reinforced. We often view the other person as a representatwe of a class of people rather than as an indi» vidual People of all cultures have stereotypes about other cultural groups they have encountered. diversity skills the ability These stereotypes can to communicate effectively with interfere with commuboth men and women of all ages, nication when people cultures, and minority groups interact on the basis of nhnomtrism the the imagined r'epresen» assumption that une’s own tative and not the real cultural norms are the right way indi\idual. to do things - Interpretation of time. The study of how a culture perceives time CULTURE AND COMMUNICATION and its use is callecl The way messages ar‘e decoded and encoded is not just a chronemics. In the function of the experiences, beliefs, and assumptions of the person sending or receiving those messages but also United States, we have a saying that “time is is shaped by the society in which Ire or she lives. money.” Canadians, shmtypes mental pictures that one group forms ofthe main characteristics of another group, creating preformed ideas of what people in this group are like chronomics the study of how a culture perceives time and its use CHAPTER I: Establishing a Framework for Busrness Communicanon Cnpyngtn ZilllCcngagc Learning All mgr“ Ruched Mny mt hccuprcd «mum-r ltduplrnlcd. m whlcnl in arm. rm u- rInclmmc "girls. scrim third party conlcnl may in sum-mu lromlhcdimk unanncmperm Blimrml review In: Mord Ihrrrarry awl-ma cumcnr am not manually mm m, ovr-nll leaning Expflrmnk‘L'MpEC Leaning mm m: ugh: w Rmove additional when a an) lmre rlsuhwqmul nghu witncmns require rl l3 WHILE AMERICANS AND SOME EUHOPEANS BELIEVE “TIME IS MDNEY," UTHEH CULTURES ARE LESS L‘ONCEHNED ABUUI ECONOMY OF TIME. japan, and an expression ofmlgarity in Brazil. Similar ' ye contact, posture, facial expresA sions, and use of space and time carry different meanings throughout the world SIILLFX/Shutlerstnuk.cnm ° Translation limitations. like some northern Europeans who are also con- ficult and opens the possibility that the translator will fall fictim to one or“ more cultural barriers. Eveii if est commodity and am inexhaustible resource; time represents a person's span on Earth, which is only’ you cannot speak or write another language fluently, part of eternity. To these cultures, engaging in long, people from other cultures will appreciate simple efforts to learn a fe\v common phrases. casual conversations prior to serious discussions or negotiations is time well spent in establishing and about wasting precious time. Personal space requirements. Space operates as a language just as time does. The study of cultural space requirements is known] as proxemlcs. In all cultures, the distance between people functions in comimmication as “personal space" or “personal teln'tory." In the United States, for“ example, for intimate conve half of each other; for“ casual conversations, 111) to two or three feet; forjob inten'iews and personal busi< ness, four to twelve feet; anti for“ public occasioris, more than twelve feet. However, in many cultures outside the United States. closer personal contact is accepted, or“ greater distance might be the nonn. Nonverbal communication. Nonverbal communication is not universal, but, instead, is learned from one's culture. Even the most basic gestures have varying cultural meanings—the familiar North Americzm proxomizs the study of symbol for“ "okay" means cultural space requirements zero in Fiance, money in I4 DEVELOPING CULTURAL INTELLIGENCE One way to improve your ability to communicate with those from other cultures is to develop yoiii' cultural intelligence. Cultural intelligence can be defined as "a person’s capability to adapt as he or she interacts with others from different cultural 1'egions."'” There are three elements of cultural intelligence: - Cognitive knowledge: The possession of a wide rang- ing information base about a variety of people and tions with close friends and relatives, indi- viduals are willing to stay within about a foot and a the concepts the Words describe me often differ» eat as well. Translators can be helpful. but keel) in mind that a translator one language, mentally cast the words into another language, and then speak them, This process is difl them. and complete them, and waste no time in the process, In some other cultures, time is the cheap» efficient American lnisinessperson is likely to fret equivalent meaning in other languages, and is working with a second language and must listeii to cerned about punctuality, make appointments, keel) nurturing relationships. On the other hand, the time- Words in one language do not always have an their cultural customs. - Motivation: Healthy self-efficacy, persistence, goals, value questioning, and integration. - Behavioral adaptability: The capacity to interact in a wide range of situations. environments. and diverse groups. The global literacy competence (GLC) model offers a road map to begin the conceptualization of the stages of cultural intelligence development (see Figures 1.9 and 1.11). The CLC assumes that ascending to a higher level of global functioning is not only possible but also required for excellence in a cross-cultural environment. To do so requires a commitment to personal growth, openness, antl continuous learning aboiit other cultures and customs, PART ONE. Communication Foundations ("myngm znxl ("engage Ixatnmg All mm fixated Mny rm hccflptcd «mu-a uaupmm. m wink orm m- m: m rkrlmmt nghls, sum lhml [any mm m,» he “mm“ mm lhccflmk inanncmmm Editorial review ins mm mm", iipprcxwd mmcnt «m m mutually rifled the overall Icmmg expcrmnce ("engage Learning mm m; "an m ltmovc addnnml ronlem M an» um llsuhwqmnt "gm wilnclmns requlm u A related concept. “cultural competence," has various defini- DEHSHIP CUMPETENEY MODEL ~ tions, but but generally generally applies applies similar similar \ \ characteristics characteristics to to orgimizations, orgimizations, ‘ agencies. or a set of profession- als. Cultural competence requires that organizations have a defined set of values and principles. and l l demonstrate beham’ors, attitudes, policies, and structures that enable them to work effectively across cul» tures. Like cultural intelligence. cultural competence is a developmental process that evolves over an extended period. Botli individuals and organizations me at various W7 levels of awareness, knowledge, Source: C. O. Chin,J. Gu, and S.Tubbs. (2001). Developing global leadership and skills along the cultural com» petence continuum. Cultural incompetence in the business community competencies. Journal of Leadership Studies, 7(4): 20—35. can damage an individuals self-esteem and career, but IT'S CHI LIN BUSINESS TO DEVELOP A CULTURAL INTELLIGE CE AND CULTURAL CUMPETENEE. the unobservable psychological impact on the victims can go largely unnoticed until the threat of a class action suit brings them to light. Five essential elements contribute to a system’s, institutions, or agency's ability to become more cultur- ally competent. These include: 1. Valuing diversity 2. Having the capacity for cultural self»assessment 3. Being conscious of the dynamics inherent when cultures interact Having institutionalized cultural knowledge 5. Having developed adaptations to service deliveiy reflecting an understzmding of cultural diversity.” These five elements should be manifested at eveijy' level of an organization including policy making, administrative, and practice. Further. these elements should be reflected in the attitudes, structures, poli- cies, and sewices of the mganization. 1-4c Changing Technology Electronic tools create opportunities that range from new iSlnck,cnm/|S kinds of communications to improving the quality of the messages themselves. Electronic tools, such as the Inter» net, intranets, document production software, multime~ dia presentations, web publishing tools. and email, cal] help people in various ways, such as by (1) collecting and analyzing data, (2) shaping messages to be clearer and more effective, and (3) communicating quickly and effi- cientlywith others in geographically dispersed locations. CHAPTER 1: Establishing a Frameworkfor Busmess Communication ("mynghi mm mime immng All Rush< kcxmcd Mny ml ktupicd “ma. mammal. m wildcat m yum. Due in ehcimni "gins. mm [and mm comm. may be suppressed mm the cBmk nnflnrd‘haptrlxl Editorial mot-w has tkemd am am) “when cnnlcni docs not mutually mm the overall Icammg experx‘m't Cengag Learning mwrvfl a: m; to remove additional mutant in any mm: llsubwancm rights restrict-ms mm a G DEAL COMMUNICATION MPE level Description Awareness This is the no\ice stage; with exposure come Vilgtlt‘ impressions. The_\' are brief sensations of which people are barely conscious. At this level. there is little or no sense—making. but a h dawning awareness of something different and possibly interesting. strange. frightening, or annoying. Understanding At this stage indin'duals begin to exhibit some conscious eflbrt to Ieam whr people are the way they are and why people do what they do. They display interest in those who are different from themselves. Sanchez et al. (2000) refer to this as the "transition stage." This is a stage whereby the indin'dual collects information through reading. obsenr'ation. and real experiences as well as by asking questions to learn more about the new cultural phenomenon. Appreciation Individuals begin to take a "leap of faith" and experience a gcrnrirm tolerance of different points of VIG\\'. Through understanding the basic differerues as well as areas wrere one thinks. acts. and reacts similarly. a positive feeling towards the “new" cultural phenomenon begins to farm. Individuals not only put up with the “new" culture but also display a gorill— ine appreciation of and, in some cases, preference for‘ certain aspects of the "new" culture. Acceptance In this stzrge. the possibility of interaction between cultures increases appreciably. People are more sophisticated both in terms of recognizing commonalities and in terms ofeffec— ti\'ely dealing with differences. At this stage. there is the willingness to acrprire new pat- terns of beha\ior' and attitudes. This is a departure from the ethnocentric notion that “my way is the best way and the only wa_ Interna At this stage. the individual goes beyond making sense of information and actually emba rm a deliberate internalization process. with profound positive feelings for' the mice unknown cultural phenomenon. At this stage. there is a clear sense ofself-understanding leading to readiness to act and interact with the locals/nationals in a natural appropriate. and culturally effective manner. Adaptation Cultural competence becomes a way of life. It is internalized. to the degree that it is out of ones consciousness. thus it becomes effortless and second nature. Individuals at this level di spit ' and possess (I) Tlre capacity for gathering knowledge about different cultures. (2) drive m- inatiiatinn. and (3) behavioral adaptabilityfthe capacity to act effectively based upon th