Organizational Behavior Communication - Organizational Behavior

Organizational Behavior Eighteenth Edition Chapter 11 Communication Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Learning Objectives (1 of 2) 11.1 D...

Organizational Behavior Eighteenth Edition Chapter 11 Communication Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Learning Objectives (1 of 2) 11.1 Describe the functions and process of communication. 11.2 Contrast downward, upward, and lateral communication through small-group networks and the grapevine. 11.3 Contrast oral, written, and nonverbal communication. 11.4 Describe how channel richness underlies the choice of communication channel. 11.5 Differentiate between automatic and controlled processing of persuasive messages. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Learning Objectives (2 of 2) 11.6 Identify common barriers to effective communication. 11.7 Discuss how to overcome the potential problems of cross-cultural communication. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Describe the Functions and Process of Communication (1 of 7) Communication serves five major functions within a group or organization: – Management – Feedback – Emotional sharing – Persuasion – Information exchange Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Describe the Functions and Process of Communication (2 of 7) Communication acts to manage member behavior in several ways. – Authority hierarchies and formal guidelines. – Job descriptions and company policies. – Workgroup teasing or harassing. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Describe the Functions and Process of Communication (3 of 7) Communication creates feedback by clarifying to employees what they must do, how well they are doing it, and how they can improve their performance. – Formation of goals, feedback on progress, and reward for desired behavior all require communication and stimulate motivation. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Describe the Functions and Process of Communication (4 of 7) Communication within the group is a fundamental mechanism by which members show satisfaction and frustration. Communication, therefore, provides for the emotional sharing of feelings and fulfillment of social needs. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Describe the Functions and Process of Communication (5 of 7) Like emotional sharing, persuasion can be good or bad depending on if, say, a leader is trying to persuade a workgroup to believe in the organization’s commitment to corporate social responsibility (CSR) or to, conversely, persuade the workgroup to break the law to meet an organizational goal. Persuasion can benefit or harm an organization. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Describe the Functions and Process of Communication (6 of 7) The final function of communication is information exchange to facilitate decision making. – Communication provides the information individuals and groups need to make decisions by transmitting the data needed to identify and evaluate choices. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Describe the Functions and Process of Communication (7 of 7) Exhibit 11-1 The Communication Process Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Downward, Upward, and Lateral Communication (1 of 7) Downward communication: flows from one level to a lower level. – Assign goals, provide instructions, communicate policies and procedures, and provide feedback. – Downward communication must explain the reasons why a decision was made. – One problem is the one-way nature of downward communication. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Downward, Upward, and Lateral Communication (2 of 7) Upward communication: flows to a higher level in the group or organization. – Provide feedback to higher-ups, inform them of progress, and relay current problems.  Communicate in headlines, not paragraphs.  Support your headlines with actionable items.  Prepare an agenda to make sure you use your boss’s attention well. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Downward, Upward, and Lateral Communication (3 of 7) Lateral communication: takes place among members of the same work group, among members of work groups at the same level, among managers at the same level, or among any horizontally equivalent personnel. – Often necessary to save time and facilitate coordination.  May be formally sanctioned.  Can create dysfunctional conflicts. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Downward, Upward, and Lateral Communication (4 of 7) Exhibit 11-2 Three Common Small-Group Networks Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Downward, Upward, and Lateral Communication (5 of 7) Exhibit 11-3 Small-Group Networks and Effective Criteria Networks Criteria Chain Wheel All-Channel Speed Moderate Fast Fast Accuracy High High Moderate Emergence of a leader Moderate High None Member satisfaction Moderate Low High Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Downward, Upward, and Lateral Communication (6 of 7) The informal communication network in a group or organization is called the grapevine. – It gives managers a feel for the morale of their organization, identifies issues employees consider important, and helps tap into employee anxieties. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Downward, Upward, and Lateral Communication (7 of 7) Exhibit 11-4 Dealing with Gossip and Rumors 1. Share the information you have, and the information you don’t—where there is good formal communication with much information, there is no need for rumors. When you don’t know information that others are seeking, discuss when you will know and follow up. 2. Explain, explain, explain. As a manager, discuss what decisions are made and why they were made, as well as the plan going forward. 3. Respond to rumors noncommittally, and then verify for yourself the truths you can. Make certain to gather all sides of the story. 4. Invite employees to discuss their concerns, ideas, suggestions, thoughts, and feelings about organizational matters. Help them frame their thoughts into more objective viewpoints. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Oral, Written, and Nonverbal Communication (1 of 7) Oral Communication – The primary means of conveying messages. Speeches, formal one-on-one and group discussions, and informal rumor mills or grapevines are popular forms of oral communication.  Meetings  Videoconferencing and conference calling  Telephone Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Oral, Written, and Nonverbal Communication (2 of 7) Written Communication – Letters – PowerPoint – E-mail – Instant Messaging – Text Messaging – Social Media – Aps – Blogs Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Oral, Written, and Nonverbal Communication (3 of 7) Exhibit 11-5 Allocation of Time at Work for Managers and Professionals Source: Based on M. Chui et al., “The Social Economy: Unlocking Value and Productivity through Social Technologies,” McKinsey & Company, July 2012, http://www.mckinsey.com/insights/high_tech_telecoms_internet/the_social_economy. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Oral, Written, and Nonverbal Communication (4 of 7) OB POLL Do You Use Social-Networking Sites to Research Job Candidates Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Oral, Written, and Nonverbal Communication (5 of 7) Nonverbal Communication – Includes body movements, the intonations or emphasis we give to words, facial expressions, and the physical distance between the sender and receiver.  Body language can convey status, level of engagement, and emotional state. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Oral, Written, and Nonverbal Communication (6 of 7) Exhibit 11-6 Intonations: It’s the Way You Say It! Change your tone and you change your meaning: Blank Placement of the Emphasis What It Means Why don’t I take you to dinner tonight? I was going to take someone else. Why don’t I take you to dinner tonight? Instead of the guy you were going with. Why don’t I take you to dinner tonight? I’m trying to find a reason why I shouldn’t take you. Why don’t I take you to dinner tonight? Do you have a problem with me? Why don’t I take you to dinner tonight? Instead of going on your own. Why don’t I take you to dinner tonight? Instead of lunch tomorrow. Why don’t I take you to dinner tonight? Not tomorrow night. Source: Reproduced in A. Huczynski and D. Buchanan, Organizational Behavior, 4th ed. (Essex, UK: Pearson Education, 2001), 194. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Contrast Oral, Written, and Nonverbal Communication (7 of 7) Physical distance also has meaning. – What is considered proper spacing between people largely depends on cultural norms.  A businesslike distance in some European countries feels intimate in many parts of North America. – Distance may indicate aggressiveness or sexual interest, or it may signal disinterest or displeasure with what is being said. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Channel Richness and Choice of Communication Channel (1 of 4) Exhibit 11-7 Information Richness and Communication Channels Source: Reproduced from R. L. Daft and R. A. Noe, Organizational Behavior (Fort Worth, TX: Harcourt, 2001), 311. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Channel Richness and Choice of Communication Channel (2 of 4) The choice of channel depends on whether the message is routine. – Routine messages tend to be straightforward and have a minimum of ambiguity.  Choose oral communication when you need to gauge the receiver’s receptivity.  Written communication is more reliable for complex and lengthy communications. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Channel Richness and Choice of Communication Channel (3 of 4) Know you audience and use good grammar. – Letters – Text messaging – Social media – Blogging Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Channel Richness and Choice of Communication Channel (4 of 4) Information Security – Electronic information – Physical information – Information that employees know Most companies monitor employee Internet use and e-mail records, and some use video surveillance and record phone conversations Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Persuasive Communication (1 of 2) Automatic processing: a relatively superficial consideration of evidence and information. – It takes little time and low effort, but it lets us be easily fooled by a variety of tricks, like a cute jingle or glamorous photo. Controlled processing: a detailed consideration of evidence and information relying on facts, figures, and logic. – Requires effort and energy, but it’s harder to fool someone who engages in it. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Persuasive Communication (2 of 2) Rules of thumb for determining the choice of processing: – Interest level – Prior knowledge – Personality  Need for cognition – Message characteristics Match your message to your audience Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Identify Common Barriers to Effective Communication Barriers to Effective Communication – Filtering – Selective perception – Information overload – Emotions – Language – Silence – Communication apprehension – Lying Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Overcoming Problems in Cross- Cultural Communication (1 of 3) Cultural Barriers – Caused by semantics – words mean different things to different people. – Caused by word connotations – words imply different things in different languages. – Caused by tone differences. – Caused by differences in tolerance for conflict and methods for resolving conflicts. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Overcoming Problems in Cross- Cultural Communication (2 of 3) Exhibit 11-8 High- versus Low-Context Cultures from Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Overcoming Problems in Cross- Cultural Communication (3 of 3) A Cultural Guide – Know yourself. – Foster a climate of mutual respect, fairness, and democracy. – State facts, not your interpretation. – Consider the other person’s viewpoint. – Proactively maintain the identity of the group. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Implications for Managers (1 of 2) Remember that your communication mode will partly determine your communication effectiveness. Obtain feedback from your employees to make certain your messages—however they are communicated—are understood. Remember that written communication creates more misunderstandings than oral communication; communicate with employees through in-person meetings when possible. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Implications for Managers (2 of 2) Make sure you use communication strategies appropriate to your audience and the type of message you’re sending. Keep in mind communication barriers such as gender and culture. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Copyright This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved.