Griffin Mgmt12e IM Ch14

CHAPTER 17
Managing Interpersonal Relations

and Communication
CHAPTER SUMMARY
This chapter is the first of two that focuses on interpersonal processes in organizations. The text first
establishes the interpersonal nature of organizations and then discusses communication, one of the most
basic forms of interaction among people. The text begins by examining communication in the context of
the manager’s job. Then the text identifies and discusses forms of interpersonal, group, and
organizational communication. After discussing informal means of communication, the text describes
how organizational communication can be effectively managed. In the next chapter, the authors discuss
other elements of interpersonal relations: group and team processes and conflict.
LEARNING OBJECTIVES
After covering this chapter, students should be able to:
1. Describe the interpersonal nature of organizations.
2. Describe the role and importance of communication in the manager’s job.
3. Identify the basic forms of communication in organizations.
4. Discuss informal communication, including its various forms and types.
5. Describe how the communication process can be managed to recognize and overcome barriers.
MANAGEMENT IN ACTION
Socializing
The opening case describes Humana’s decision to install a enterprise social network (ESN) in order to
improve internal communication. There were two purposes for Buzz, the new network. First, the
company wanted the service to help them accomplish their business objectives, and second, to help them
establish positive interpersonal relationships around areas of mutual interest. Buzz proved useful in
facilitating Q&A and feedback from companywide events called “Buzz Town Halls.” The CEO is a
regular contributor to Buzz.
Discussion Starter: Ask students if they experience an internal social network like
Yammer where they work. If so, is the network used regularly? What types of postings
are the norm? Do students feel the network is useful, or a distraction?
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Management 12e by Ricky W. Griffin
LECTURE OUTLINE
I. THE INTERPERSONAL NATURE OF ORGANIZATIONS
A vital part of all managerial activities is interpersonal relations, communication, and group
processes.
Teaching Tip: Have students keep a one-day log of their own activities similar to the one
in the text. Note how many of the activities involve interactions with others.
Teaching Tip: With the log in the text, note its quantity and diversity of communication.
The manager read, talked, listened, and observed information about specific management
functions, general management issues, sports, employees, and more.
Cross-Reference: As noted in Chapter 1, most of a manager’s time is devoted to

scheduled and unscheduled meetings, email, and telephone calls.
A. Interpersonal Dynamics
The nature of interpersonal relations generally falls on two continua between personal and
impersonal, and positive and negative.
B. Outcomes of Interpersonal Behaviors
Some of the possible outcomes of interpersonal behaviors include satisfying needs, gaining
social support, a source of energy, or creating conflict. A common thread through all of these
outcomes is communication between people in the organization.
Teaching Tip: A good way to summarize the material about outcomes of interpersonal
behaviors is with a 2 × 2 matrix. Draw such a matrix on the board, label one axis positive
versus negative, label the other personal versus impersonal, and show how different
outcomes can be classified into one of the four cells.
II. COMMUNICATION AND THE MANAGER’S JOB

Managers usually spend over half their time on some form of communication. Communication
always involves two or more people so other behavioral processes, such as motivation, leadership,
and group and team interactions, all come into play.
Interesting Quote: “Real communication takes countless hours of eyeball to eyeball,
back and forth. It means more listening than talking.” (Jack Welch, CEO of General
Electric, Harvard Business Review, September–October 1989, 113.) Although this quote
was made in 1989, it remains true even today, particularly the importance of listening.
A. A Definition of Communication
Communication is the process of transmitting information from one person to another.
Effective communication is the process of sending a message in such a way that the message
received is as close in meaning as possible to the message intended. Meaning is the idea the
individual sending the communication wishes to covey.
Teaching Tip: Stress the critical differences between simple communication and
effective communication. The differences in the two are subtle but important.
B. The Role of Communication in Management
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permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 225
Chapter 17: Managing Interpersonal Relations and Communication
Managers use communication in order to fulfill each of the ten basic managerial roles they
enact and to carry out the basic management functions of planning, organizing, leading and
controlling.
Teaching Tip: Stress the fact that communication is a major ingredient in all
management functions—planning, organizing, leading, and controlling.
C. The Communication Process
1. The communication process begins when one person (the sender) wants to transmit a
fact, idea, opinion, or other information to someone else (the receiver). This information
has meaning to the sender, whether simple and concrete or complex and abstract.
2. The sender encodes the meaning into an appropriate form. The encoding process is
influenced by the content of the message and other situational factors.
3. The message is then transmitted through an appropriate channel (for example, a memo or
phone call).
4. The message is received and decoded back into a form that has meaning for the receiver.
The consistency of this meaning can vary dramatically.
5. The message may prompt the receiver to initiate a message of his or her own, and the
cycle continues.
6. “Noise”, anything that disrupts the process, can occur anywhere along the
communication path.
Discussion Starter: Ask students to identify other possible examples of noise.
Extra Example: Other examples of noise include erasing a telephone message before
listening to it or addressing an email to the wrong recipient.
Group Exercise: Have small groups of students diagram a series of communication

exchanges to ensure they understand how the process occurs.
Teaching Tip: Select a hypothetical piece of information that you could conceivably
want to impart and use it as a reference as you walk through the communication process.
III. FORMS OF COMMUNICATION IN ORGANIZATIONS
A. Interpersonal Communication
1. Oral communication takes place in face-to-face conversations, group discussions,
telephone calls, and other circumstances in which the spoken word is used to express
meaning.
Though oral communication provides prompt feedback and does not require a great deal
of preparation or as much skill as written communication. Oral communication may
suffer from inaccuracy if the meaning is not relayed or retained by the receiver. Quick
conversation does not allow for thoughtful, considered responses and there is the lack of
a permanent record.
2. Written communication is memos, letters, reports, notes, and other circumstances in
which the written word is used to transmit meaning.
This method of communication inhibits feedback and interchange and is often more
difficult and time consuming than oral communication. However, written communication
is usually quite accurate and the receiver can take time reviewing it. It provides a
permanent written record. This is preferable when important details are involved.
Discussion Starter: Ask students if they prefer oral or written communication.
Extra Example: This book is a form of written communication through which a professor
of Management at Texas A&M University is communicating with your students.
Extra Example: At Greyhound, copies of all reports describing why a reservation

system failed to work effectively have been destroyed. As a result, top managers report
that they do not recall earlier discussions regarding the system’s weaknesses.
3. Choosing the right form
The situation determines the best medium. Oral communication is better when the message
is personal, nonroutine, and brief. Written communication is better when the message is
more impersonal, routine, and longer.
The manager can combine media to capitalize on the advantages of each. A quick phone
call gets immediate feedback and a follow-up email provides a permanent record.
Discussion Starter: Ask students to recall the last few times they needed to communicate
information to someone else. Then ask them what method they used and why.
B. Communication in Networks and Work Teams
A communication network is the pattern through which the members of a group
communicate.
Various patterns exist in three, four, or five person teams. In the wheel pattern, all
communication flows through one central person who probably is the group’s leader. This is
the most centralized network.
The Y pattern is slightly less centralized, two people are close to the center.
The chain offers a more even flow of information but the two people on each end only interact
with one other person. This path is closed in the circle pattern.
The all-channel network is the most decentralized, allowing a free flow of information among
all group members. Everyone participates equally.
Centralized networks work with the greatest efficiency and accuracy when the group’s task is
simple and routine. When the task is complex and nonroutine, decentralized networks tend to
be most effective as open channels of communication permit more interaction and sharing.
Group Exercise: Have students diagram different forms of communication networks that
might be identified in three- and four-person groups.
Extra Example: The growing use of teams has spawned many new terms. For example,
“blamestorming” refers to a group discussing where to place blame for a problem. A
“salmon day” refers to a day spent swimming upstream and not getting anywhere.
C. Organizational Communication
Other forms of communication in organizations are those that flow among and between
organizational units or groups. Each involves oral or written communication and extends
across the organization. Two of these forms follow vertical and horizontal linkages.
1. Vertical communication flows up and down the organization, usually along formal
reporting lines; takes place between managers and their superiors and subordinates and
may involve several different levels of the organization. Should be two-way.
a) Upward communication consists of messages from subordinates to superiors.
Usually involves requests, suggestions, complaints, and financial information.
Upward communication is more subject to distortion than downward because

subordinates are more likely to withhold information that makes them look bad.
b) Downward communication occurs when information flows down the hierarchy
from superiors to subordinates. Typically involves directives, assignments,
feedback, and general information.
2. Horizontal communication flows laterally within the organization, involves colleagues
and peers at the same level of the organization and may involve individuals from several
different organizational units. Probably occurs more among managers than among
nonmanagers. It facilitates coordination, helps in problem solving, and plays a major
role in work teams with members drawn from several departments.
Cross-Reference: In Chapter 10 we described several coordination techniques. Note the
role and importance of horizontal communication as a part of coordination.
Global Connection: Language barriers are often a complication in horizontal

communication within multinational organizations.
D. Electronic Communication
Electronic communication has taken on greater importance for managers. Both formal
information systems and personal information technology have reshaped how managers
communicate with one another.
1. Formal information systems link various areas of the organization by computer; they can
also be used to create effective communications. Many firms are placing the task
of developing a formal information system on the chief information officer (CIO).
2. Personal electronic technology refers primarily to email, cell phones, and personal digital
assistants (also known as PDAs or handheld devices).
While electronic communication helps workers stay in touch, it can add to stress. Another
risk is that electronic communication comes at the expense of face-to-face meetings and
conversations, making it hard to build a strong culture, develop solid working relationships,
and create a mutually supportive atmosphere of trust and cooperativeness.
Extra Example: Another advantage of electronic communication is the increased

efficiency of workers. On the other hand, too much access to electronic communication
can add to stress because workers are never unavailable for work demands.
Extra Example: A recent visitor to DisneyWorld in Florida noted that most of the
visitors using a free Internet café were on the machines to catch up with office work. It
seems that technology has even invaded our family vacations!
Discussion Starter: Poll your students to see how many of them use email regularly. Ask
them for their views as to its advantages and disadvantages.
IV. INFORMAL COMMUNICATION IN ORGANIZATIONS
The forms of organizational communication discussed so far have been formal communication
mechanisms. In some cases, communication transcends these formal channels and instead follows
any of several informal methods. Common forms include the grapevine, management by wandering
around, and nonverbal communication.
A. The Grapevine
The grapevine is an informal communication network among people in an organization.
The two most common forms of the grapevine are the gossip chain in which one person
spreads the message to many other people. Each may either keep the information or pass it on
to others. The gossip chain is likely to carry personal information.
The cluster chain happens when one person spreads the information to a select few. Some of
the receivers pass the information along, the rest keep it to themselves.
The grapevine spreads “gossip,” but it can be fairly accurate and studies show informal
communication is increasing due to job instability and instantaneous information.
Attempts to eliminate the grapevine are useless. By maintaining open channels of
communication and responding vigorously to inaccurate information, managers can minimize
the damage the grapevine can do. Managers can learn how to effectively use the grapevine to
enhance their communications.
Discussion Starter: Ask students to recount some of their grapevine experiences.
Extra Example: Students use grapevines to transmit information about specific classes
and instructors (e.g., who is easy, which course is interesting, etc.).
Discussion Starter: Solicit student examples of when the aforementioned types of

information transmitted through the grapevine have been both accurate and inaccurate.
B. Management by Wandering Around
Management by wandering around is an approach to communication that involves the manager’s
literally wandering around and having spontaneous conversations with others.
A related aspect of informal communication is the informal interchange among employees that
takes place outside the workplace. They serve the important role of promoting a strong culture
and enhancing understanding of how the organization works.
C. Nonverbal Communication
Nonverbal communication is any communication exchange that does not use words or uses
words to carry more meaning than the strict definition of the words themselves.
This is a powerful but little-understood form of communication relying on facial expressions,
body movements, physical contact, and gestures.
1. Images are created by the kinds of words people elect to use.
Teaching Tip: Use images from current publications to illustrate and discuss different
forms of nonverbal communication.
2. Settings refer to where the communication takes place.
Teaching Tip: If you don’t mind the invasion of privacy, ask students to comment on
how the arrangement of your office influences communication that occurs within it.
3. Body language includes how we use our arms, hands, legs, and eyes; where we choose
to stand; how we dress; or where we pause when speaking.
Discussion Starter: Ask students for other examples they have observed or experienced
that involved nonverbal communication.
Managers should be aware of the messages that are sent through their use of body
language. They should work to ensure that their spoken, written, and nonverbal
communications all send the same message.
V. MANAGING ORGANIZATIONAL COMMUNICATION
Managers must understand how to maximize the potential benefits of communication and minimize
the potential problems.
A. Barriers to Communication
1. Individual barriers are associated with individuals and include the following types.
a) Conflicting or inconsistent signals.
b) Lack of credibility about the subject.
Extra Example: During a meeting with an important client, a partner in a consulting
firm walked up to an air conditioning unit in the computer operations center, placed his
hand on it, and said, “I can remember my days coding software for these babies.” The
client was understandably amused. However, the consultant’s subordinates, who were
expert programmers, felt humiliated and the partner lost credibility with his employees.
c) Reluctance to communicate.
d) Poor listening habits.
e) Negative predispositions from the receivers.
2. Organizational barriers are associated with the organization itself and include the
following types.
a) Semantics problems arise when words mean different things to different people.
Extra Example: In one example of the semantics barrier, an older male manager happily
shouted at a younger female employee, “You’re so hot today!” What he meant to convey
was that he was impressed with her speed in accomplishing a task, but she interpreted the
remark as a sexual invitation.
b) Status or power differences.
c) Different perceptions of the same situation.
d) Environmental factors or ‘noise’.
e) Overload occurs when the receiver gets more information than they need.
f) Different languages in use at multinational firms.
Discussion Starter: Ask students to recall instances in which they have encountered one
or more of the individual barriers to effective communication.
Discussion Starter: Ask students to recall instances in which they have encountered one
or more of the organizational barriers to effective communication.
B. Improving Communication Effectiveness
1. Individuals can use several techniques to enhance communication effectiveness.
a) Develop good listening skills.
Teaching Tip: Stress the importance of listening as the single most important contributor
to communication effectiveness.
Discussion Starter: Ask students to characterize themselves in terms of the listening

skills illustrated in Figure 17.6, titled “More and Less Effective Listening Skills”.
b) Feedback is facilitated by two-way communication.
c) Be aware of language and meaning.
d) Maintain credibility, be as accurate and honest as possible
e) Be sender should be sensitive to the receiver’s perspective.

f) The receiver should be sensitive to the sender’s perspective.
Discussion Starter: Ask students to recall people with whom they have trouble
communicating. Then ask them to explain the factors that led to their difficulties.
Discussion Starter: Ask students to recall situations in which they used one or more of
the suggested individual methods for improving communication effectiveness.
2. Three useful organizational skills can also enhance communication effectiveness for both
the sender and the receiver.
a) Follow up to ensure that the message was received and understood.
b) Regulate information flow to ensure overload does not occur.
c) Understand the richness of different media and use appropriate media.
END OF CHAPTER QUESTIONS
Questions for Review

1. Describe the difference between communication and effective communication. How can a sender
verify that a communication was effective? How can a receiver verify that a communication was
effective?
Communication is the process of transmitting information from one person to another. Effective
communication is communication, but in addition, the message received must be close in meaning
to the message that was intended. For both the sender and the receiver then, verification of effective
communication must involve feedback because each must receive confirmation that the message
was received, that its content was clear, and that its content with the intended content.
2. Which form of interpersonal communication is best for long-term retention? Why? Which
form is best for getting across subtle nuances of meaning? Why?
Written communication is probably best for long-term retention. The receiver has a written record
that can be reviewed and consulted as necessary to recall details. Oral communication may be more
effective to transmit subtle nuances of meaning. The sender can select the appropriate words to
convey her or his meaning and can also reinforce that meaning nonverbally.
3. What are the similarities and differences of oral and written communication? What kinds
of situations call for the use of oral methods? What situations call for written communication?
Both oral and written communication be done one-to-one or in large groups, and both involve the
use of words. However, oral communication allows the sender to employ body language and other
nonverbal communication. Oral communication also makes it easier and quicker to give and receive
feedback. Written communication, on the other hand, can efficiently communicate a lot of detailed
information accurately. It also allows more time to absorb the message and can be stored as a more
permanent record.
4. Describe the individual and organizational barriers to effective communication. For each
barrier, describe one action that a manager could take to reduce the problems caused by that
barrier.
Individual barriers include conflicting cues such as when a manager says two things that disagree.
To reduce conflicting cues, managers can work carefully to ensure that their messages are
consistent. Credibility barriers occur when a sender is not believed by the receiver; this can be
avoided by keeping a reputation for honesty. Reluctance to communicate can be overcome
if managers ensure that employees are not penalized for providing frank feedback. Poor listening
habits may be improved if the manager concentrates and makes eye contact during communication.
Predispositions limit communication and can be resolved by keeping an open mind.
Organization barriers include semantic difficulties and managers can avoid these by ensuring that
their use of language is clear and that words do not convey unintended meanings. Power differences
are best resolved by the higher-ranking manager’s stated willingness to disregard the differences.
Differing perceptions require that managers speak out about their assumptions. Noise disruption,
for example, can be reduced if the volume of emails is limited to restrict information overload.
Questions for Analysis

5. “Personal friendships have no place at work.” Do you agree or disagree with this statement, and
why?
Students’ opinions will vary, of course. Students that agree with the statement are likely to point out
that friendships lead to satisfied, loyal, and motivated employees and can lead to enhanced creativity
and performance. Students that disagree will point out that friendships can create political problems
or favoritism and also that time spent socializing can detract from work.
6. At what points in the communication process can problems occur? Give examples of how
noise can interfere with the communication process. What can managers do to reduce
problems and noise?
Problems can occur at any step in the communication process. Static on a cell phone connection,
mumbling, garbled fax transmission, lost letters, email sent to the wrong receiver, interruptions, and
a noisy, distracting communication setting are all examples of noise. There are many different
sources of problems and noise, and each requires a different solution. For the examples given above,
solutions might include waiting to make an important phone call on a wired phone, enunciating
clearly, re-sending faxes, ensuring proper addressing of letters and asking for delivery confirmation,
care in sending emails, closing the office door to signal others not to interrupt, and moving to a
more quiet setting.
7. How are electronic communication devices (cell phones, e-mail, and websites) likely to affect
the communication process in the future? Describe both the advantages and the disadvantages
of these three devices over traditional communication methods, such as face-to-face
conversations, written notes, and phone calls.
It seems clear that communication devices will continue to evolve and that communication will soon
be possible from virtually anywhere on the planet. Internet connectivity will soon be available
anywhere and will be wireless in most areas so that communication can take place easily. Devices
will become smaller, lighter, easier to use, more affordable, and will combine features from
different devices into one single device.
Electronics enable communication instantly. The devices enable the users to communicate wherever
they are rather than being tied to the location where communication equipment is available.
Computers allow the transmission of far more data than would be practical without computers.
On the negative side, the continual presence of communication ability creates stress for some users.
Some users also lack skills in the new communication media—for example, many users do not
understand how to write an effective email message.
Questions for Application

8. What forms of communication have you experienced today? What form of communication is
involved in a face-to-face conversation with a friend? A telephone call from a customer? A
traffic light or crossing signal? A picture of a cigarette in a circle with a slash across it? An
area around machinery defined by a yellow line painted on the floor?
Students should provide examples of oral communication (for example, discussions, lectures,
telephone calls) that have been part of their daily activities. They may mention written
communication in the form of notes, letters, textbooks, and computer messages. Face-to-face
communication should primarily be oral and nonverbal. Beyond the oral discussion that takes place
in conversation, most students will also discuss the nonverbal aspects (that is, the facial gestures or
body language). The telephone call should be primarily oral, but some noise—sighs, moans—may
be used as a nonverbal method of exaggerating a point. The traffic or crosswalk signal is a
nonverbal signal, as is the “No Smoking” sign and the warning area painted on the factory floor.
9. Keep track of your own activities over the course of a few hours of leisure time to determine
what forms of communication you encounter. Which forms were most common? If you had
been tracking your communications while at work, how would the list be different? Explain
why the differences occur.
Of course, responses will vary, but students are likely to find that they encounter a number of
different forms of communication. Some common examples might include: viewing traffic signals
and signs, reading mail, television watching, phone calls with friends, email or instant messaging,
listening to recorded music, attending a lecture class, nodding or waving to passers-by, and face-to-
face conversations. The types of work-related communication the students experience will differ
depending on their work environment.
10. For each of the following situations, tell which form of communication you would use. Then
ask the same question of someone who has been in the workforce for at least ten years. For
any differences that occur, ask the worker to explain why his or her choice is better than
yours. Do you agree with his or her assessment? Why or why not?
 Describing complex changes in how health-care benefits are calculated and administered
to every employee of a large firm.
 Asking your boss a quick question about how she wants something done.
 Telling customers that a new 2-for-1 promotion is available at your store.
 Reprimanding an employee for excessive absences on the job.
 Reminding workers that no smoking is allowed in your facility.
Changes in benefits should be communicated in writing probably through a published brochure
and/or on a web site. The need to communicate detailed information, to allow the receivers time to
process a complex message, and the importance of written records for legality all play a part in this
choice. Asking the boss a quick question could most easily be done with a face-to-face conversation,
although email is also a possibility, particularly if the boss isn’t present at that moment, is at a
remote location, or prefers not to be continually interrupted. Telling customers about a promotion
could effectively be done on TV or radio with a newspaper ad, with a sign or billboard, or through
signs or flyers available at the store itself. Reprimands should be delivered face-to-face, in private,
to protect the employee’s rights and allow them the opportunity to give instant feedback. However,
if the reprimand is a repeat of previous complaints and the manager is considering more formal
disciplinary action, a written record may also be useful. Reminding workers not to smoke can be
done through displays or notices. If the problem is especially acute, then an email or memo
reminder could also be used.
Students will benefit from talking to a worker about these choices because they may learn of
additional concerns that might not have initially occurred to them such as the need for a written
record of complaints when an employee may be terminated.
END OF CHAPTER EXERCISES
Building Effective Technical Skills

I. Purpose
The students will gather information relevant to an organizational task to practice using the Internet
as source of communication.
II. Format
This technical skills exercise will require between 30 and 45 minutes to complete.
III. Follow-Up
A. Use the Internet to identify as many as ten possible locations.
B. Using additional information gathered from the Internet, narrow your set of ten locations
to three or four.
C. Continuing to use the Internet, find out as much as you can about each of the three or four
finalists on your list and be ready to discuss the pros and cons of each as they relate to your
selection criteria.
Students will find a wealth of information about cities on the Internet including data such
as weather, cost of living, real estate prices, and rail and highway locations.
Building Effective Interpersonal Skills

I. Purpose
This in-class exercise builds students interpersonal skills by asking them to analyze nonverbal and
verbal communication.
II. Format
Viewing the video segments in this in-class exercise should take about 10 minutes, and discussion
should take about 20 minutes more.
III. Follow-Up
Teaching Tip: This exercise requires you to do some significant preparation outside of
class the first time you use this exercise, but the videos can be very valuable for the
students and may be re-used.
Ask for 6 students to volunteer as film actors. Alternatively, ask your school’s drama department
or drama club for student volunteers. Reproduce the scenario descriptions given below. Cut out each
box.
Pair the volunteers. Give each pair one box from a written scenario (see below) and ask them to
improvise an interaction around that scenario. Encourage them to use body language, gesture, tone
of voice, and so on, as well as words. They should have some time to plan the improvisation before
they are filmed.
Outside of class time, film each pair’s improvisation. If the improvisation doesn’t go well or doesn’t
contain enough expression, give feedback to the students and ask them to perform again.
On the day of the exercise, describe Scenario A to the class by reading the initial two sentences of
the scenario box. Then play the film of Scenario A without the sound. Ask the students to complete
Question 1. Then play Scenario A a second time, this time with sound. Ask the students to complete
Questions 2 and 3. Repeat the process for Scenarios B and C. After the students have analyzed each
segment, ask them to discuss Question 4.
Scenario A
A new employee has just arrived for the first day at a new job. The supervisor gives them a brief
overview of the organization before starting work.
Your role: the new employee
You are nervous and excited. Try to remember a time when you were new at a job or at a group such as
a student organization. You want to make a good impression, but you are insecure and unsure of
yourself. Remember to use body language as well as verbal language to express yourself!
Scenario A
A new employee has just arrived for the first day at a new job. The supervisor gives them a brief
overview of the organization before starting work.
Your role: the supervisor
You have helped hundreds of new employees get a good start, and you believe a “sink or swim”
approach is best. Consequently, you should try to reassure the new employee, but you don’t want
to overwhelm them with too much information. Think back to a time when you were responsible for
orienting someone new. Remember to use body language as well as verbal language to express
yourself!
Scenario B
Smith and Jones have worked together before and don’t like each other. They must now work closely
on a project that will require months of togetherness. This is the initial planning meeting in which a
schedule for the rest of the project must be agreed upon.
Your role: Mr. or Ms. Smith
You’re not sure why Jones doesn’t seem to like you—you just feel indifferent toward him. Try to
remember a time when you had to interact with someone who seemed to dislike you. You are willing
to go along with Jones’s plans, as long as they aren’t too demanding. Remember to use body language
as well as verbal language to express yourself!
Scenario B
Smith and Jones have worked together before and don’t like each other. They must now work closely
on a project that will require months of togetherness. This is the initial planning meeting in which a
schedule for the rest of the project must be agreed upon.
Your role: Mr. or Ms. Jones
You have really disliked Smith ever since he or she criticized a pet project of yours to your mutual
boss, and got it rejected. Even worse, you suspect Smith doesn’t even remember the incident. Now you
fear Smith will use this project again to insult you. Try to remember a time when you had to work with
someone who you intensely disliked. Remember to use body language as well as verbal language
to express yourself!
Scenario C
A customer purchased a product that didn’t perform as advertised. The employee was not at fault but is
responsible for satisfying the customer now.
Your role: the customer
You’re angry because you bought an expensive item, and it clearly does not live up to its advertising.
You’re not sure what you want the company to do, but it had better be good! Try to remember a time
when you were angry, and you felt that justice was on your side. Remember to use body language as
well as verbal language to express yourself!
Scenario C
A customer purchased a product that didn’t perform as advertised. The employee was not at fault but is
responsible for satisfying the customer now.
Your role: the employee
You really want to satisfy the customer because your job depends on it. Dealing with angry people is
your usual job, and you are good at it. Try to remember a time when someone was angry at you and
you managed to effectively deal with their anger. Remember to use body language as well as verbal
language to express yourself!
A. Observe the silent video segments that your professor shows to the class. For each segment,
describe the nature of the relationship and interaction between the two individuals. What
nonverbal clues did you use in reaching your conclusions?
B. Next, observe the same video segments with audio included. Describe the interaction again
along with any verbal clues that you relied on.
Students should be able to find nonverbal and verbal cues and to accurately describe the
interaction both times.
C. How accurate were your assessments when you had only visual information? Explain why you
were or were not accurate in your assessment of the situation.
Typically, students are able to discover the nature of the interaction with nonverbal cues alone.
They may be surprised to find that words add little to their understanding.
D. What does this exercise show you about the nature of nonverbal factors in interpersonal
communication? What advice would you now give managers about the importance of these
factors?
This exercise should highlight the importance of nonverbal cues for students. The implication
for managers is that they should pay more attention to their nonverbal cues.
Teaching Tip: You can ask the students to share with the class additional examples of
the impact of nonverbal cues. Students may recall how a shouting tone of voice gets
attention during an emergency or how a professor’s frown communicates displeasure to
students or how a glance from a stranger at a party can be flirtatious.
MANAGEMENT AT WORK
Standing Up for Trust
The closing case concerns the findings of Amy Cuddy, a social psychologist studying how body language
affects your life. Cuddy’s research showed that two short minutes of modeling ‘power positions’ made
one’s testosterone increase and their cortisol (stress hormone) decrease. Her research extended to the
effect of body language on first impressions and found two critical variables: warmth and competence,
account for 90 percent of our evaluations of others.
1. Case Question 1: What about you? How do you sit in class? Does Cuddy’s description of
students’ classroom body language seem to apply to you? Specifically, what might you do to
improve your classroom body language? How about your body language in other situations?
Students answers will vary due to the personal nature of the questions. Improving classroom body
language could include examples such as sitting up straight, uncrossing your ankles, leaning back in
your seat, opening your arms, and raising your chin (among others). Examples of body language in
other situations include, but not limited to, making eye contact, standing up straight, hands on hips
or hands used to emphasis important points.
2. Case Question 2: Review the section in the text on “Individual Barriers” to communication. How
might Cuddy’s analysis of the impressions that we make on people help in understanding these
barriers? More specifically, how might that analysis be used in helping to overcome them? Now
ask yourself which of these barriers seem to affect your own communication habits. How might
Cuddy’s analysis help you to understand and improve the barriers to your own communication
habits?
Cuddy’s analysis shows that first impressions contain two critical variables: warmth and
competence. Since these two factors account for 90 percent of our evaluations of others and, more
importantly, share the way we feel about and act toward them, they are very important factors in the
workplace. Holding these two factors aware and looking at the individual barriers to
communication, students may offer many answers on how to overcome these barriers. When
someone is exhibiting conflicting or inconsistent signals, a warm/competent person could ask for
clarification while a cold/incompetent will let it build resentment. A warm/competent supervisor
may talk to a subordinate in private if the subordinate is losing credibility in the group. A reluctant
communicator, when identified by a warm/competent subordinate, superior, or colleague, could be
enticed into a greater communication role. A person can hone poor listening skills if alerted to them
by a warm/competent coworker. A warm/competent person could sway those with a negative
predisposition on a subject. Students answers will vary on the second part of the question asking
about their own personal individual barriers to communication.
3. Case Question 3: Here’s a list of Cuddy’s four ideal types in the warmth/competence matrix, along
with examples of people who, according to her research, tend to fall into each category:
 Warm/competent – fathers.
 Warm/incompetent – working mothers.
 Cold/competent – Asian students.
 Cold/incompetent – economically disadvantaged individuals.
Bearing in mind that these examples reflect generalized perceptions of people, explain why each
group falls into its respective category. Add another group to each category. Explain the role
played by stereotyping in assigning people to each category. Finally, to what extent do you
yourself tend to succumb to these generalizations?
Fathers fall into the warm/competent category because they are usually seen as strong and silent, the
‘bread-winners’ of the family. Another possible group for warm/competent could be doctors.
Working mothers fall into the warm/incompetent category because they often appear bedraggled
and tired. An additional possible example could be grandparents. Asian students fall into the
cold/competent category purely due to stereotyping of the ‘smart Asian student’. The last category
of cold/incompetent contains economically disadvantaged individuals who end up in this category
through no fault of their own. Another possible example in this category is persons with disabilities.
These are all stereotypes. There are doctors who are neither warm, nor competent; and there are
many persons with disabilities contributing to society, with Hawking being the most striking
example. Everyone succumbs to these stereotypes at one time or another but students’ answers will
vary greatly on the final question depending on their life experiences.
4. Case Question 4: As we’ve seen, Cuddy has observed “a gender grade gap” in her MBA classes at
Harvard, in which classroom participation accounts for a significant portion of students’ grades.
“It’s competitive – you really have to get in there,” she says, and women aren’t quite as successful
at contributing to discussion as men. Men, she reports, volunteer to answer questions by shooting
their arms in the air while women tend toward a polite bent-elbow wave. Women often touch their
faces and necks while talking and tend to sit with tightly crossed ankles. “These postures,” says
Cuddy, “are associated with powerlessness and intimidation and keep people from expressing who
they really are.” Why does this “gender gap” exist in the classroom? Does it help to know that
non-white males are often subject to the same disadvantage?
This subtle body language may be a result of decades of ‘oppression’ or loss of power. Decades of
subservience and loss of power lead to these types of body language. So, no, there should be no
surprise that non-white males are often subject to the same disadvantage.
*You can view the presentation at

http://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are?language=en.
The number-one watched presentation (with more than 34 million views) is Sir Ken Robinson’s
“How Schools Kill Creativity” (2006).

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CHAPTER 17

Managing Interpersonal Relations

Cross-Reference: As noted in Chapter 1, most of a manager’s time is devoted to

II. COMMUNICATION AND THE MANAGER’S JOB

Group Exercise: Have small groups of students diagram a series of communication

III. FORMS OF COMMUNICATION IN ORGANIZATIONS

Discussion Starter: Ask students if they prefer oral or written communication.

Extra Example: At Greyhound, copies of all reports describing why a reservation

Upward communication is more subject to distortion than downward because

Global Connection: Language barriers are often a complication in horizontal

Extra Example: Another advantage of electronic communication is the increased

IV. INFORMAL COMMUNICATION IN ORGANIZATIONS

Discussion Starter: Ask students to recount some of their grapevine experiences.

Discussion Starter: Solicit student examples of when the aforementioned types of

V. MANAGING ORGANIZATIONAL COMMUNICATION

Discussion Starter: Ask students to characterize themselves in terms of the listening

e) Be sender should be sensitive to the receiver’s perspective.

END OF CHAPTER QUESTIONS

Questions for Review

Questions for Analysis

Questions for Application

END OF CHAPTER EXERCISES

Building Effective Technical Skills

Building Effective Interpersonal Skills

*You can view the presentation at

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