Solution Manual for Supervisory Management, 10th Edition, Donald C. Mosley, Don C.

Mosley Jr

Solution Manual for Supervisory Management, 10th

Edition, Donald C. Mosley, Don C. Mosley Jr. Paul H.
Pietri

To download the complete and accurate content document, go to:

https://testbankbell.com/download/solution-manual-for-supervisory-management-10th
-edition-donald-c-mosley-don-c-mosley-jr-paul-h-pietri-2/

Visit TestBankBell.com to get complete for all chapters

Chapter 6
Communication
Chapter Outline Learning Objectives
What Is Communication?
Communication Process Model
After reading and studying this chapter, the student
The Sender Encodes the Message should be able to:
The Receiver Decodes the Message
Feedback
Noise
 Describe the five components of the

communication process model.

Electronic Communication
Technology  Explain the forms of electronic communication

technology.
Importance of Nonverbal Messages
 Explain the different ways in which nonverbal

Flows of Communication communications influence supervisory

The Vertical Flows: Downward and communication.
Upward Communication
Lateral-Diagonal Flows  Identify the three basic flows of formal
Informal Communication communication in an organization.
Barriers to Effective Supervisory  Explain the managerial communication style
Communication
matrix.
Organizational Barriers
Interpersonal and Language Barriers
Language-Related Factors
 Identify and explain how organizational,

interpersonal, and language barriers affect

Improving Supervisory supervisory communication.
Communications
Set the Proper Communication Climate
 Identify five specific actions supervisors can

Plan for Effective Communication take to improve their communication.

Reinforce Key Ideas through Repetition
Encourage the Use of Feedback
 Show how a supervisor can use feedback to

Become a Better Listener improve communication.

 Define and illustrate active listening skills.

© 2019 Cengage. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 SUPERVISORY MANAGEMENT Instructor’s Manual

Preview
Alan X: Leader and Communicator

This preview focuses on Alan X (not his real name), a paper machine superintendent for a 1000 plus
employee newsprint producer. Alan’s company had been highly centralized, and the new CEO was
determined to change this approach in an effort to upgrade employee motivation and commitment. He has
relied upon his own communication skills to help his employees and co-workers cope with the changes.
Alan had other skills and traits that contributed to his effective performance as a manager, including his
strong technical expertise, his planning skills and his ability to manage his time effectively. But his
leadership and communication skills in particular, were exceptional.

Lecture Outline
I. What is Communication?

A. Communication Process Model

• Communication process model has five elements:

o Message encoding
o The channel
o Message decoding
o Feedback
o Noise

B. The Sender Encodes the Message

• Encoding is the process by which a sender converts ideas into symbols, such as words or
gestures that are capable of communicating.
o The sender originates a message.
▪ The message consists of words and/or nonverbal expressions that transmit
meaning.

1. The Channel

• The channel is the means used to pass the message.

• Channels include face-to-face communication, the phone, written forms (such as e-mails,
memos, reports, or newsletters), and group meetings.

C. The Receiver Decodes the Message

• Decoding is the process by which the receiver converts into an idea(s) the communication

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
CHAPTER NOTES Chapter 6

symbols encoded by the sender.

• Just as a sender’s skill at encoding is important to effective communication, so also is
the receiver’s skill in decoding the sent message.
• Receivers give meaning to a message based on such factors as their interpretation of words,
familiarity with the subject matter, perception of the sender’s intent, ability to listen, and the
meaning they attribute to the sender’s nonverbal signals.

D. Feedback

• The message that is sent in response to someone else’s communication is called feedback.
• An advantage of the face-to-face communication channel is its immediate feedback and the
number of feedback cycles allowed.
• Supervisor’s decision about the feedback needed to achieve the communication goal
determines the appropriateness of the communication channel used.

E. Noise

• Noise consists of the potential barriers to effective communication in each phase of the
communication process model.
• The nonspecific use of language is one form of noise.

II. Electronic Communication Technology

• Communication practices at the supervisory level are being greatly impacted by advancements in
electronic communication technology.
• Supervisors use electronically linked computer networks within their organization (intranets) and
external to their organization (the Internet) to access and transfer information, and, importantly, to
communicate through e-mail. Intranets are networks within the organization.
• E-mail refers to messages and documents created, transmitted, and usually read on a computer.
• An instant message (IM) uses intranet or Internet technology that allows people to receive
messages in real time.
• A text message (TM) is a written message sent by cell phone; it typically uses abbreviations to be
concise and save space.
• Advances in voice communication technology have also considerably affected supervisory
communication.
o Regardless of location, cellular phones enable a supervisor to keep in touch with employees
and others.

III. Importance of Nonverbal Messages

• Nonverbal messages are a rich communication source.

o Studies show that only about 10 percent of emotional meaning is communicated verbally; the
other 90 percent is communicated nonverbally.

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
SUPERVISORY MANAGEMENT Instructor’s Manual

• Supervisors must be careful that their verbal and nonverbal signals are consistent and do not give
the wrong impression.
• Nonverbal signals fall into seven categories:
o Voice signals can be given out by placing emphasis on certain words, pauses, or tone of
voice.
o Body signals are communicated by body action, such as slumped posture, clenched fist, the
act of kicking an equipment etc.
o Facial signals are nonverbal messages sent by facial expression, such as a smile, frown,
raised eyebrow, smirk, or degree of eye contact.
o Object signals are nonverbal messages sent through office furniture, such as desks or chairs,
plus carpet, plaques and awards on the wall, or clothing or jewelry worn.
o Space signals are nonverbal messages sent through actions like huddling close, being
distant, or sitting beside someone.
o Time signals are nonverbal messages sent by time actions, such as being on time, being
available, or saving time.
o Touching signals are nonverbal messages sent by body contact, such as shaking hands,
sympathetic pat on the back, or touching someone to gain attention.

IV. Flows of Communication

• Communication flows in several directions: downward, upward, and laterally or diagonally.

o A fourth flow is the flow of informal communication, commonly known as the grapevine.

A. The Vertical Flows: Downward and Upward Communication

• Downward communication originates with managers and supervisors and passes down to
employees. Tremendous amounts of communication constantly flow in this direction.
o Examples of downward communication include announcements of goals and
objectives, policies, decisions, procedures, job assignments, and general information.
o Employees consistently rate their direct supervisor as their preferred choice of
communication channel.
• Upward communication flows from lower to upper organizational levels.
o Examples include progress reports on a job, requests for help, and ideas and
suggestions for improvement
o Many supervisors do not seek upward communication from their employees.
o Japanese managers have a much better reputation than American managers for being
receptive to workers’ needs and opinions
o In addition to requesting oral or written progress reports, other means of encouraging
upward communication from employees include suggestion systems, an open-door
policy, attitude and morale surveys, group or individual meetings at which employees
are encouraged to speak up, and hotlines where employees can anonymously solicit
answers to questions or report unethical practices.

1. Managerial Communication Style Grid

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
CHAPTER NOTES Chapter 6

• The Managerial Communication Style Grid is a supervisor’s basic communication with

team members consisting of disclosing information (downward communication) and
receiving information from them (upward communication).
o A supervisor can be considered high as an information discloser and high as an
information receiver, high in one but not the other, or low in both.
o Low disclosers tend to be less visible, communicating less openly.
• High information receiving supervisors are accessible and maintain an environment that
encourages feedback from employees.
o They are apt to spend much of their time listening to employees’ discussions about
performance progress, problems being experienced, ideas and feelings about
organizational and personal issues.
• Low information receiving supervisors are less accessible and tend to create a less
encouraging upward-communication environment.
• About 90% of managers prefer working for a high disclosure, high receiver.

C. Lateral–Diagonal Flows

• Lateral-diagonal communication takes place between individuals in the same department

or in different departments.
o As organizations become more specialized, lateral communication becomes more
important.
o Staff personnel interact regularly with line supervisors and managers to coordinate,
advise, or even give orders.
o Cross functional problem-solving teams, with personnel from different departments,
address problems that cut across organizational lines.

D. Informal Communication

• The upward, downward, and lateral-diagonal communication flows are examples of formal
communication.
• Informal communication is that which exists separately from the formal, established
communication system.

1. The Grapevine

• The grapevine, the “rumor mill,” is the best-known informal communication.

• Some surveys have found the grapevine is the employees’ major source of information
about their company.
• The grapevine is also surprisingly accurate; one source found that the grapevine was
accurate 75% of the time.

2. Purposes Served by Informal Communication

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
SUPERVISORY MANAGEMENT Instructor’s Manual

• Informal communication accomplishes a number of purposes.

o Providing a source of information not ordinarily available
o Reducing the effects of monotony
o Satisfying personal needs such as the need for relationships or status

3. Living with Informal Communication

• Informal communication serves important purposes.

• Keeping employees well informed is the best way to manage the grapevine, although it
can never be eliminated.

V. Barriers to Effective Supervisory Communication

A. Organizational Barriers

1. Layers of Hierarchy

• When a message goes up or down the organization, it passes through a number of

“substations” at each layer.
o Each layer can add to, take from, qualify, or completely change the original
message.
o At higher levels of management, messages are broad and general; at lower levels,
these broad messages must be put into terms that are more specific.
• Loss of information accuracy does not only occur as messages pass downward;
losses that are even more serious occur in upward communication.
o Poor performance, grievances, and issues at lower levels may not be accurately
conveyed.
o The stops along the way are subject to different interpretations, addition or
elimination of parts of the message, or often, discontinuation of the intended flow.

2. Authority and Status

• The very fact that one person is a boss over others creates a barrier to open
communication.
o Accordingly, there is a built-in tendency for information that the supervisors are
most likely to welcome; unfavorable information tends to be withheld.

3. Specialization and its Related Jargon

• The principle of specialization states that employees are more efficient when each
performs just one task or only certain aspects of the task.
o But specialization also creates problems because specialists have their own
technical language or jargon, interests, and narrow view of the organization.

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
CHAPTER NOTES Chapter 6

B. Interpersonal and Language Barriers

1. Differing Perceptions

• Perception is the process by which one selects, organizes, and gives meaning to the
world.
• The different perceptions of the diverse workforce area results in a major communication
barrier.
• One factor limiting perception is a person’s inability to grasp the whole of a situation at a
given time. Greater attention is paid to some aspects of the situation, while some receive
none at all.
• When people go about interpreting things around us, they have a tendency to put similar
things in the same category, to make them easier to handle. This tendency is called
stereotyping.
• As a supervisor, one must be aware that one’s attitudes, biases, and prejudices—both
positive and negative—as well as those of the employees, strongly influence
communications with others.

C. Language-Related Factors

• A primary communication barrier is posed by the lack of a common primary

language.
• Growing diversity in the United States results in differing linguistic styles that can be
barriers for successful communication. Supervisors need to be aware of these differences to
manage their employees effectively.
• Even when people speak the same language, language is still a major communication barrier.
o The fact that people interpret words differently can be traced to a lack of precision in
the use of language.
• Supervisors often use imprecise language when more precise language is necessary.
• Another language barrier is that words have multiple meanings and not all people have the
same level of language skill.

2. Linguistic Styles

• Linguistic style refers to typical patterns in speech, being direct or indirect, and using
body language.
• Differences in linguistic styles are important communication barriers, especially among
different cultures, where the styles vary greatly.
• Linguistic style may also vary among subcultures. Important differences exist between
linguistic styles of American males and females.

VI. Improving Supervisory Communications

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
SUPERVISORY MANAGEMENT Instructor’s Manual

• Improving skills in communication will help accomplish “tasks” and “people” goals.
o Some specific things that can be done are as follows:
▪ Set the proper climate with your employees
▪ Plan your communication
▪ Use repetition to reinforce key ideas
▪ Encourage the use of feedback
▪ Become a better listener

A. Set the Proper Communication Climate

• Communications take place within the entire supervisor–employee or supervisor–group

relationship.
• A supervisor and his or her workers each bring a store of experiences, expectations, and
attitudes which influences the meaning each person assigns to the message sent and received.

1. Establish Mutual Trust

• Trust helps communication in two ways.

o If an employee trusts a supervisor, he or she is more willing to communicate
honestly and openly.
o Employees are also less likely to distort supervisor’s motives and make negative
assumptions about his or her communications.

2. Minimize Status Barriers

• Status barriers consist of those factors that call attention to the fact that the
supervisor ranks higher than his or her employees.
• Status barriers may be such things as dress, formality, office arrangement, and so
forth.
• Generally, the best communication occurs in a setting where people are relaxed and
comfortable and status differences are reduced.

B. Plan for Effective Communication

1. Anticipate Situations

• Although many of a supervisor’s contacts will occur without warning and may not allow
much planning, many situations can be anticipated.
• Supervisors should put themselves in their employees’ shoes and try to see things from
their viewpoint.

2. Select the Proper Channel

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
CHAPTER NOTES Chapter 6

• Part of communication planning involves determining the appropriate communication

channel, or medium, that will be used to convey the message.
• Generally, supervisors and managers prefer face-to-face communication because that
channel is high in information richness—the amount of verbal and nonverbal
information that a communication channel carries.
o Face-to-face communication is the richest channel because it enables nonverbal
messages and offers spontaneous feedback.
▪ The one-on-one, face-to-face setting is the richest communication form,
followed by small-group meetings and telephone messages.
o Lower information richness channels include the written communication forms: e-
mails, memos, and letters.
▪ These channels lack nonverbal communication, and they do not provide a
direct opportunity for spontaneous feedback.
• If one must communicate a personal, sensitive message where empathy and listening are
required, such as one involving discipline, transfer, promotion, or performance coaching,
face-to-face communication is likely called for.
o On the other hand, if the message is straightforward or routine, involves much data
or detail, or must serve as a record, then written communication is called for.
o A very important message may even call for both written and spoken channels to
be jointly used.

3. Consider the Receiver’s Frame of Reference

• Effective communication requires people to step into the shoes of others and visualize
situations from their perspective.
• The only way to discover employees’ different motives, needs, attitudes, and ways of
interpreting things is to interact with them directly, be sensitive to these differences, and
use effective feedback and listening techniques.

C. Reinforce Key Ideas through Repetition

• Repeating a message plays an important part in communicating effectively. This is especially

true when certain parts of a message may be more important than others.
• Repetition, or redundancy, improves the reader’s recall and reduces the chance that incorrect
assumptions will be made by the receiver.

D. Encourage the Use of Feedback

1. Create a Relaxed Environment

• A relaxed setting is needed to encourage feedback from employees.

• Supervisors should not look down on employees for asking questions or for openly
stating their opinions, suggestions, or feelings on a subject. A defensive attitude on their

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 SUPERVISORY MANAGEMENT Instructor’s Manual

part discourages feedback.

2. Take the Initiative

• The supervisor must take the initiative in getting responses from the work group.
• A participative leadership style relies heavily on good two-way communication, a form of
feedback.
• Feedback can also help you learn to send better messages in the future.

E. Become a Better Listener

• Managers spend a larger percentage of their workday (60%) on listening than in other forms
of communication.

1. Active Listening Techniques

• A particular listening technique that is essential for good listening is called active
listening (also known as feeling listening, reflective listening, and nondirective listening).
o Active listening is a technique for understanding others and encouraging open
feedback from them.
• Attending skills are an essential part of active listening.
o They include a wide range of actions that a listener takes to facilitate the speaker’s
freedom of expression.
• The reflective statement is a form of active listening in which one repeats the gist of the
sender’s message as he or she understands it.
o An effective reflective statement summarizes what the supervisor feels is the
intended meaning.

2. Other Listening Fundamentals

• In addition to attending skills and reflective statements, a number of other important

techniques can help listening effectiveness.
o Good listening is hard work, but it is an essential tool for the supervisor.

VII. Chapter Review

Visual Resources

The PowerPoint slides correlated with the Lecture Outline above are available on the Instructors CD-
ROM and on the product support website.

PowerPoint Slide 6-1 Chapter 6 Title

PowerPoint Slide 6-2 Learning Objectives

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 CHAPTER NOTES Chapter 6

PowerPoint Slide 6-3 Learning Objectives (cont’d)

PowerPoint Slide 6-4
PowerPoint Slide 6-5
PowerPoint Slide 6-6
PowerPoint Slide 6-7
PowerPoint Slide 6-8
PowerPoint Slide 6-9
PowerPoint Slide 6-10
PowerPoint Slide 6-11
PowerPoint Slide 6-12
PowerPoint Slide 6-13
PowerPoint Slide 6-14
PowerPoint Slide 6-15
PowerPoint Slide 6-16
PowerPoint Slide 6-17
PowerPoint Slide 6-18
PowerPoint Slide 6-19
PowerPoint Slide 6-20
PowerPoint Slide 6-21
PowerPoint Slide 6-22
PowerPoint Slide 6-23
PowerPoint Slide 6-24
PowerPoint Slide 6-25
PowerPoint Slide 6-26
PowerPoint Slide 6-27
PowerPoint Slide 6-28
PowerPoint Slide 6-29
PowerPoint Slide 6-30
Communication Process Model (Text Exhibit 6-1)
Components Involved in the Communication Process Model
Components Involved in the Communication Process Model (cont’d)
Electronic Communication Technology
E-mail Tips (Text Exhibit 6-3)
How Nonverbal Communication Impacts Verbal Communication (Text Exhibit
6-4)
Types of Nonverbal Signals
Types of Nonverbal Signals (cont’d)
Flow of Formal Communication in an Organization (Text Exhibit 6-5)
Flows of Communication
Communications Employees Like to Receive from Their Supervisor
Communications Employees Like to Receive from Their Supervisor (cont’d)
The Managerial Communication Style Grid (Text Exhibit 6-7)
Informal Communication
Barriers to Effective Supervisory Communication
Organizational Barriers
Communication and the Chain of Command (Text Exhibit 6-8)
Interpersonal and Language Barriers
Linguistic Styles of Men and Women (Text Exhibit 6-10)
Improving Supervisory Communications
Communication Channel Richness (Text Exhibit 6-12)
Improving Supervisory Communications
Improving Supervisory Communications (cont’d)
Tips About Feedback
Tips About Feedback (cont’d)
Tips for Better Listening (Text Exhibit 6-15)
Important Terms

Solutions to the Questions for Review and Discussion

1. What are the five components of the basic communication process model? Define each. Identify some
of the important forms of electronic communication discussed in the text.

Students’ answers may vary. The communication process model is a model of the five components
of communication and their relationship. The sender, the first component of the communication
process, encodes the message. The second component, the message, consists of words and nonwords
that are capable of transmitting meaning. The third component, the channel, is the means used to
pass the message. The fourth component is the receiver who decodes the message. The fifth
component is feedback, consisting of the receiver’s responses to the sender’s message.

Some of the important forms of electronic communication are e-mail, instant messages, text

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
SUPERVISORY MANAGEMENT Instructor’s Manual

messages, mobile phones, digital pagers, voicemail, teleconferencing, and videoconferencing. E-mail
refers to messages and documents created, transmitted, and usually read on computer. An instant
message (IM) uses intranet or Internet technology that allows people to receive messages in real
time. A text message (TM) is a written message sent by cell phone; it typically uses abbreviations to
be concise and save space.

2. Explain the six different ways in which nonverbal signals influence supervisory communication.

Nonverbal signals are important in that they transmit the vast majority of emotional meanings.
Supervisors have to be careful that their verbal and nonverbal signals are consistent and do not give
the wrong impression. Supervisors can also obtain information from the nonverbal signals of
employees and others.

Nonverbal signals fall into seven categories:

• Voice signals involve emphasis on certain words, pauses, or voice tones.
• Body signals are nonverbal signals communicated by body action, such as posture, clenched
fist, raised eyebrows etc.
• Object signals are messages sent by physical objects such as furniture, clothing, room decor,
etc.
• Facial signals are nonverbal messages sent by facial expression, such as a smile, frown, raised
eyebrow, or degree of eye contact.
• Space signals, such as huddling close, being distant, or sitting beside someone, are nonverbal
messages sent by physical objects.
• Time signals are nonverbal signals sent by time actions, including being on time, being
available, or saving time.
• Touching signals are nonverbal messages sent by body contact, shaking hands, sympathetic
pat on the back, or touching someone to gain attention.

3. Identify the three major flows of communication in an organization.

Following are the three major flows of communication:

• Downward communication originates with managers and supervisors and passes down to
employees. Examples include announcements of goals and objectives, job assignments, and
general information. The downward flow of communication is from managers to lower-level
employees.
• Upward communication flows from lower-level employees to their superiors. Examples:
progress reports on a job, requests for help, and ideas and suggestions for improvement.
• Lateral-diagonal flows of communication are flows that take place between individuals in the
same department or in different departments.

Explain the managerial communication style grid. What are some purposes served by informal
communication?

The managerial communication matrix is a supervisor’s basic communication with team members

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
CHAPTER NOTES Chapter 6

consisting of disclosing information (downward communication) and receiving information from

them (upward communication).The managerial communication style matrix consists of four
categories. The first category includes supervisors who are low in disclosing information and low in
receiving information from team members. Category two includes supervisors with moderate
communication, high in disclosing while low in receiving and vice versa in category three. Category
three supervisors are low disclosers and high receivers. Category four is the most highly visible
supervisor, high in both disclosing and receiving information.

Informal communication serves the following purposes:

• Providing a source of information not ordinarily available
• Reducing the effects of monotony
• Satisfying personal needs such as the need for relationships or status
Some surveys have found the grapevine to be employees’ major source of information about their
company. One expert has shown that in normal work situations more than 75% of grapevine
information is correct.

5. What are some examples of linguistic style communication differences that you have experienced?
Explain.

Students’ answers may vary. In the U.S. more than 47 million Americans age 5 years or older speak
a language other than English at home. People interpret words differently due to lack of precision in
the use of language.

Linguistic style refers to patterns in speech, being direct or indirect, and body language. Differences
in linguistic styles are important communication barriers, especially among different cultures.
Important linguistic differences also exist between American males and females.

6. How does planning aid communication effectiveness? Can you give a personal example?

Students’ answers may vary. A supervisor can anticipate situations by planning. Being ready for
particular situations, such as performance evaluations and disciplining employees, is a form of
planning that a supervisor can perform that will aid in communication. Planning also involves
selecting the proper channel or medium to use to convey the message. Some communication channels
are high in information richness and are appropriate for personal, sensitive messages. Written
communication is appropriate if the message is straightforward or routine. Planning should also
consider the receiver’s frame of reference, being sensitive to differences and using effective feedback.
Knowing that barriers exist and trying to minimize their effects will also help the supervisor.

7. Explain how a supervisor can use feedback to improve communication.

Students’ answers may vary. Feedback helps develop a favorable setting for communication. The
supervisor shows the employees that he or she is open to suggestions and encourages their input,
thereby promoting the strength of communication. Also, feedback helps the supervisor to know
whether the communication has been received intact. If misunderstandings exist, they can be

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 SUPERVISORY MANAGEMENT Instructor’s Manual

clarified.

8. Define and give an example of active listening.

Students’ answers may vary. Active listening is a listening technique for understanding others and
encouraging open feedback. Attending skills are an essential part of active listening. They include a
wide range of actions that a listener takes to facilitate the speaker’s freedom of expression. The
reflective statement is a technique in which the gist of the message is repeated. The probe is more
specific. It directs attention to a particular aspect of the speaker’s message.

Solutions to the Skill Builders

Skill Builder 6-1

Communication Effectiveness Exercise
Works with SCANS competencies: Interpersonal Skill, Information

For this exercise, two-person teams will be used. One will be the supervisor, the other the subordinate.
1. The subordinate will turn his chair so that his/her back faces the supervisor.
2. The supervisor will draw on a sheet of paper a designated design (the master) which is to consist of
five geometric figures.
a. The only figures allowed in the master design are circles, rectangles, triangles.
b. The master design must include at least one circle, one rectangle, and one triangle. For example,
the master design could include two circles, one rectangle, and two triangles.
c. All figures used in the master design must touch one or more of the other four figures at only a
single point.
d. The supervisor may create his/her own design or your instructor may provide an identical design
for all supervisors.
3. The supervisor’s objective is give verbal instructions to the subordinate such that he/she will draw
the master design accurately. Note that only a spoken message by the supervisor is allowed.
4. The supervisor should not receive feedback from the subordinate during the exercise. This means the
subordinate may not speak, such as interrupting to say “Slow down,” “OK, I’m following you,” or
“Speak louder.” Nor should the subordinate respond nonverbally, as in holding a cupping an ear as a
signal to the supervisor to speak more loudly, or raising a hand that means “Slow down.”
5. After the supervisor completes the message, the parties turn their chairs face to face, and examine the
results of their communication.
6. Respond to the following discussion points:
a. What might account for differences in the two parties’ designs?
b. What might the supervisor have done differently to assure better understanding?

Skill Builder 6-2

Choosing the Appropriate Communication Channel
Works with SCANS competencies: Interpersonal Skill, Information

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
CHAPTER NOTES Chapter 6

The exercise gives students a practice of choosing the appropriate communication channel to convey
messages effectively. The instructions to students are: Put yourself in the supervisor’s shoes while reading
each of the situations given below.
a. For each situation, identify what you feel is the most appropriate communication channel, and explain
why.
b. For each situation, identify what you feel is the least appropriate communication channel, and explain
why.
c. Within teams of 3–5 classmates, compare your answers.

Skill Builder 6-3

Listening Skills Practice
Works with SCANS competencies: Interpersonal Skill, Information

This exercise gives students practice for using active listening and the reflective statements. For this
exercise, three person teams will be used. One person will be the sender, another will be the listener, and
the third an observer.

1. The sender speaks to the listener for 30 to 45 seconds on one of the following subjects:
a. How I most like to spend my spare time
b. What I plan to be doing five years from now
c. What I most like about my job, school, or life (select one)
d. The type of person I best get along with
e. What I think the ideal job would be and why
f. Other topics selected by speaker

2. The listener responds, making a statement that reflects accurately the main ideas communicated by
the sender.

3. The observer gives his/her critique of the listener’s reflective statement, and the listener’s nonverbal
behavior while listening.

4. Sender, listener and observer jointly discuss steps 1, 2, and 3.

5. The three parties rotate roles and repeat steps 1, 2, 3, and 4. This should be done until each party has
served at least once in each role.

Skill Builder 6-4

Using Repetition as a Communication Tool
Works with SCANS competencies: Interpersonal Skill, Information, Technology

This exercise is a study in the use of repetition as a communication tool. Dr. Martin Luther King’s speech,
“I Have a Dream” is used to show the effectiveness of repetition. Students are to write an analysis of Dr.
King’s strategic use of repetition and bring their analysis to class to discuss with classmates.

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Solution Manual for Supervisory Management, 10th Edition, Donald C. Mosley, Don C. Mosley Jr

SUPERVISORY MANAGEMENT Instructor’s Manual

Solutions to the Case

Case 6-1
Room 406

This case presents the tragic consequences of poor communication. At a medical center, the day head
nurse gives the evening nurse specific information about the patients on the floor. One patient, Mr. Henry
Youstra, has died.

1. Explain how “noise” impeded accurate communication between Shift Supervisors Fleming and
Simmons in this incident.

Noise consists of the potential barriers to effective communication in each phase of the
communication process model. As the sender, Nurse Fleming failed to properly encode the message.
Nonspecific language failed to communicate the urgency of dealing with Mr. Youstra’s death.

2. What barriers to communication existed in the situation?

Nurse Fleming’s communication is anything but clear. “406 is ready” could mean many things. The
imprecise use of language creates confusion and unclear direction.

3. How might this miscommunication have been avoided?

Students will have individual ideas as to how this situation could be avoided. One suggestion would
be to use active listening techniques to make certain the message has been understood.

© 2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Visit TestBankBell.com to get complete for all chapters