Messages are communicated:or verbally

or

non-verbally.
 Non-verbal communication
• Non-verbal communication means: employing audio signs or visual signs to
communicate a message.

What is non-verbal communication?

• Nonverbal communication is the transfer of information
through the use of body language including eye
contact, facial expressions, gestures and more.
• Everyone uses nonverbal communication all the time whether they know it or not.
• Nonverbal communication is dependent on seeing and analysing physical movements as
opposed to verbal communication or the use of language to transfer information through
written text, speaking or sign language.
 Non-verbal communication has
several FUNCTIONS:

• Replacing words
• Completing or confirmation
• Modifying
• Countering to what was said
• Expressing feelings and
interpersonal attitudes
• Contextualizing interaction
Nonverbal communication is important
because:

1- it gives us valuable information about how a person might be

feeling, how someone have received it ( the info ) & how to
approacha person or groupof people.

2- positive business relationships, whereas negative

nonverbal communication can cause conflicts and
disturbances workplace.

3- Nonverbal communication Impact Workplace

Performance
Nonverbal communication can support your ability to
communicate effectively through the following ways:

1. Supports your message.

2. Communicates messages.
3. Communicates intention
4. Conveys feelings.
5. Offers support.
6. Showcases your personality.
7. Indicates a desired action
The most important elements of communication are:

BODY
POSITIONAND
Touch MOVEMENT

TONE OF
VOICE

LOOKING nonverbal
communication
external
appearance
Facial
expressions
PERSONAL
SPACE
 1. FACIAL EXPRESSIONS
• Face reacts immediately

• Fastest way of expressing feelings

• Most common way to quickly send

feedback

• Shows level of understanding or

involvement in the conversation

• Shows attitude towards the other party

2. TONE OF VOICE
• Elements of voice - clarity, color and height
• Gives information on gender, mood, age, health, education, origin
• The voice can be controlled, lower tons –show reliability, culture and attention
• A pleasant voice is very important, not high-pitched, but neither too quiet
• Modulate voice to reflect the emotion and give credibility to the content
• Silence can be very eloquent and meaningful (favorable or unfavorable), or express attitude towards the
other party

3. LOOKING
• Eye movements open or close the communication channels, and signale to other people what is expected
of them
• Position and length of looking indicate interest and Emotions
• Eyes wide open and dilated pupils – indicate liking
• Watching someone in the eye - sign of attention, competence, focus and decency
• Hidding one's looking - sign of insincerity, but also Discomfort
• Veer view - indifference and disinterest
4. BODY POSITION AND MOVEMENT
• The way that we stand or sit - clear indication of what we feel.
• Open position of the arms and legs = affection
• Crossed arms and legs = caution, uncertainty
• Arms crossed on chest = unwillingness to support the other side, certain arrogance
• Distorted standing = boredom, resignation, lack of will to work.
• Upright standing = energy, dynamism and enthusiasm.
• Touching the nose = masked uncertainty, but also rejection, doubt, lying.
• Movements - boost verbal messages, express emotional state & Sometimes communicate independently
without the verbal part

5. PERSONAL SPACE
• If a person comes too close, or violates the personal space of the other person, he/she will feel threatened and make
a step back
• Standing, sitting, height difference, and distance between two people affects communication

*** Intimate 45 cm - Personal up to 1.20 m - The social from1.20 to 3 m - Public more than 3 m
 6. TOUCH
• Expresses feelings
• Encouraging action, reduces the distance and increases the interaction
• Shows affection, closeness, comfort and sometimes dominance
• It is determined by three factors:
1. the degree of liking and attraction
2. the degree of familiarity and closeness
3. power and status
• A handshake can show compassion, warmth, friendship, but should be moderate or could be misunderstood

7. EXTERNAL APPEARANCE
• Reflects the self-image and influences the behavior and attitudes of other people
• Hairstyles, jewelry, clothing, weight, etc., contain messages about someone's personality, social background,
attitudes and emotional state
• Based on these people make a first impression

• Business communication – the looks of the employees talks about their position in the hierarchy of the
organization, the attitude towards work and towards the other party.
 Techniques to improve Nonverbal communication skills:
1. Maintain Eye Contact: maintaining direct eye contact provides others with the comfort
needed to communicate with you in return.
2. Use Your Facial Expressions The face is an important communicator.

3- Considerate of Personal Space pay attention to your proximity to others.

For example, a person who is behaving aggressively is probably standing very close to the
other person. Be respectful of the personal space of others.
4. Mind Your Posture: Your body movement is also important. It includes communication
through your attitude and delicate movements. People get affected and influenced by the way
one sits, walks, and stands and uses various parts of the body to convey a message.
 Meaning of culture and cultural values:
■ “Culture” has been defined as a set of values maintained across generations through the
socialization process
Although individual attitudes and beliefs may be Iin constant flux, cultural values are thought to be
stable attributes of societies. “Cultural values” are defined as enduring beliefs that “a specific
mode of conduct or end-state of existence is personally or socially preferable”.

Formation of cultural values:

■ Cultural values are formed through environmental adaptations, historical factors, social and
economic evolution, and contact with other groups.

■ Values dictate what is important.

■ Cultural values provide patterns of living and prescribe rules and models for attitude and
conduct.
Categories of Cultural Values
(1) ethics (notions of right and wrong, good and evil, and responsibility);

(2) aesthetics (notions of beauty and attractiveness);

(3) doctrinal (political, ideological, religious, or social beliefs and values);

(4)innate/inborn (values such as reproduction and survival; this is a controversial

category);‫فئة مثيرة للجدل‬

(5) non-use/passive (includes the value based on something never used or seen, or
something left for the next generation);

(6) potential (the value of something that is known to be only potentially valuable, such
as a plant that might be found to have medicinal value in the future).
Meaning of Intercultural competence

■ “Intercultural competence is the ability to develop

targeted knowledge, skills and attitudes that lead to
visible behaviour and communication that are both
effective and appropriate in intercultural
interactions.” ‫"الكفاءة بين الثقافات هي القدرة على تطوير المعرفة والمهارات والمواقف المستهدفة التي‬
‫تؤدي إلى سلوك وتواصل مرئي يكون فعاال ومناسبا في التفاعالت بين الثقافات‬
Efficient intercultural communication skills:
1.Self-awareness –ability to use information about oneself in
multicultural situations
2. Self-respect- self-confidence, respect for oneself and respectful behavior;
3.Interaction- effectively communicating with people coming from another
culture;
4. Empathy- understanding the other people’s feelings and worldview;
Why Intercultural competence is important
Intercultural competence allows intercultural
communicators:
1. to understand and respect individuals they perceive to have different cultural
affiliations

2. to respond appropriately, effectively and respectfully

3.to establish positive and constructive relationships with such people’

4.to understand themselves and their own multiple cultural affiliations through
encounters with cultural ‘difference’
 ‫يدرس التواصل بين الثقافات الحاله التي يتم فيها تشفير رسالة في ثقافة واحدة لالستتهالك‬
‫في ثقافة اخرى‬

⦁ Intercultural communication examines the

situation in which a message is encoded in
one culture for consumption in another
culture.
⦁ The correct interpretation of verbal and
nonverbal messages encoded in another
culture is largely dependent upon one's
proficiency in social perception and
experience in intercultural communication.
‫يعتمد التفسير الصحيح للرسائل اللفظية وغير اللفظية المشفره في ثقافة اخرى الى حد‬
‫كبير على االدراك االجتماعي في كفاءة الفرد والخبره في التواصل بين الثقافات‬
⦁ Cultural diversity in social perception adds to
the complexity of intercultural
communication because the meanings that
we give to messages and the sense that we
make of our social environments depend
largely upon the influence of our own culture.
‫يضيف التنوع الثقافي في اإلدراك االجتماعي إلى تعقيد التواصل بين الثقافات ألن‬
‫المعاني التي نعطيها للرسائل والمعنى الذي نصنعه لبيئاتنا االجتماعية تعتمد إلى حد‬
‫كبير على تأثير ثقافتنا‬.
 ‫التعبيرات هي انعكاس للعواطف‬
‫التي ترتبط بالثقافة "النصوص المشتركة اجتماعيا"العواطف هي مجموعة من‬
‫وتتطور مع تثاقف األفراد في الثقافة‬

⦁ Expressions are reflection of emotions

⦁ Emotions are a set of “socially shared scripts”
that are linked with culture and develops as
individuals are acculturated into culture
⦁ One of the ongoing dynamics of interpersonal communication involves each participant
attempting to "read" other participants' emotional states. Without question, emotion is expressed
continuously during interaction.
⦁ But, how that emotion is perceived, interpreted, and reacted to becomes more complex when we
move into the realm of intercultural communication.
⦁ In large measure, culture affects the display and recognition of emotion by specifying how, when,
in what social context, and by whom emotion is being displayed and recognized.
⦁ Certain facial expressions of emotion, in particular, seem to be universal across cultures.
⦁ with the emotional states of happiness, fear, surprise, anger, disgust, and sadness or equivalent
emotion words in their own language
‫تتضمن إحدى الديناميكيات المستمرة للتواصل بين األشخاص محاولة كل مشارك‬
"‫الحاالت العاطفية للمشاركين اآلخرين "قراءة‬. ‫ يتم التعبير عن المشاعر‬، ‫بدون شك‬
‫بشكل مستمر أثناء التفاعل‬.
‫ كيف يتم إدراك هذه المشاعر وتفسيرها والتفاعل معها يصبح أكثر تعقيدا‬، ‫ولكن‬
‫عندما ننتقل إلى عالم التواصل بين الثقافات‬.
‫ تؤثر الثقافة على عرض المشاعر والتعرف عليها من خالل تحديد‬، ‫إلى حد كبير‬
‫ ومن الذي يتم عرضه والتعرف عليه‬، ‫كيف ومتى وفي أي سياق اجتماعي‬.
‫يبدو أن‬nin-sin ‫ عالمية عبر‬، ‫ على وجه الخصوص‬، ‫تعبيرات الوجه عن العاطفة‬
‫الثقافات‬.
‫مع الحاالت العاطفية للسعادة والخوف والمفاجأة والغضب واالشمئزاز والحزن أو‬
‫كلمات عاطفية مكافئة بلغتهم الخاصة‬
⦁ Despite considerable evidence for universality in expression, there are some indications of
cross-cultural differences, particularly in rates of recognition and in the frequencies with
which emotional expressions are displayed or mentioned in self-reports.
⦁ At the same time it is equally clear that culture and past experience have a strong effect
on facial expression and bodily movement.
⦁ In a cross-cultural study involving Asian and American subjects, intensity ratings of
happiness, surprise, and fear were found to vary significantly across cultures. Asian
subjects gave lower intensity ratings than the non-Asian subjects
⦁ although the private experience and expression of a particular emotion is similar across
cultures, public emotional expression is dependent on cultural display rules.

‫ ال سيما في معدالت االعتراف وفي الترددات التي تعرض بها‬،‫ هناك على وجود اختالفات بين الثقافات‬،‫وعلى الرغم من األدلة الكثيرة على العالمية في التعبير‬
‫ من الواضح بنفس القدر أن الثقافة والخبرة السابقة لها تأثير قوي على تعبيرات الوجه والحركة‬، ‫التعبيرات العاطفية أو تذكر في التقارير الذاتيه في الوقت نفسه‬
‫ وجد أن تصنيفات شدة السعادة والمفاجأة والخوف تختلف اختالفا كبيرا عبر الثقافات‬، ‫الجسديه في دراسة متعددة الثقافات شملت موضوعات آسيوية وأمريكية‬.
، ‫أعطت المواد اآلسيوية تصنيفات كثافة أقل من الموضوعات غير اآلسيوية على الرغم من أن التجربة الخاصة والتعبير عن عاطفة معينة متشابهان عبر الثقافات‬
‫إال أن التعبير العاطفي العام يعتمد على قواعد العرض الثقافي‬.
⦁ (1) display rules
⦁ (2) antecedent events
⦁ (3) individual-collectivism and power
distance
⦁ (4) context
⦁ (5) nonverbal communication
⦁ (6) language
⦁ Describe cultural influences on what people learn about the need to manage the
appearance of particular emotions in various situations.
⦁ This management and suppression of emotional expressions follow five culturally
learned display rules :
Simulation
intensification
Neutralization or inhibition
Deintensification of Miniaturization
masking

⦁ Display rules govern which emotions may be displayed in various social circumstances,
and they specify the intensity of the emotional display although culture is predominant
in determining the rules that prescribe emotional expression it also tends to specify
which antecedent . External event led to emotional displays
⦁ Simulation involves showing non existing
feelings.
⦁ Intensification is to give the appearance of more
feelings than actually felt.
⦁ Neutralization or inhibition involves giving the
appearance of having no feelings when you really
have a feeling.‫الجحده‬
⦁ Deintensification of miniaturization is the act of
appearing to have less feelings than you actually
possess.
⦁ masking involves covering one's true feeling by
expressing a feeling that is not being felt
⦁ certain kinds of events elicit emotions in widely different cultures and that these
events tend to elicit the same emotions in these different cultures.
⦁ Cultural diversity in antecedent events and the effect it has on various emotional
states may be seen by looking at the emotions of
.joy and happiness, sadness and grief, fear and anxiety, and anger and rage.
⦁ Achievement-related joy situations were found more frequently in the
United States and Europe than in Japan. Although achievement seems
to be equally important in both the United States and Japan, there is
often more pressure for achievement and possibly higher expectations
for success- both by the person and the social environment in
Japanese culture.
 ⦁ Individuals readily learn to control their behavior on the basis of the social
differences that exist within their cultures.
⦁ The effect of culture on social differences stems, in part, from where a culture is
located along independence-collectivism
⦁ People are more comfortable in expressing emotions to their families than to
strangers in public
⦁ Power distance, or differentiated social status, is another
cultural variable that causes people to modify their emotional
displays according to self-other relationships.
⦁ Power distance refers to the extent to which a society
accepts that power in relationships, institutions, and
organizations is distributed unequally
⦁ Cultural diversity in power distance has been shown to affect
emotional behavior. High power-distance cultures foster
emotional behaviors that maintain status differences. This,
for example, could involve displaying positive emotions to
persons of higher status and negative emotions to persons of
lower status
⦁ Context is the social and physical environment in which communication occurs and includes the preceding and
consequent facial behaviors as well as body positions and movements, words and vocal tones, the nature of the
setting, what has been happening previously, and who else is present.

⦁ The notion of context has two dimensions: First, the social context influences the interpretation of emotions. This
notion of context is reflected by the environment in which communication occurs: the workplace, mosque, dinner
with friends, a court of law, a wedding, a baseball game, or family gathering. In all of these contexts, the social
environment helps determine which emotions may be displayed and aids in the interpretation of those emotions.

⦁ The second dimension of context concept of high- and low-context cultures

⦁ One of the functions of culture is to provide a highly selective screen between [humans] and the outside world. In its
many forms, culture therefore designates what we pay attention to and what we ignore"
⦁ Contextual differences lead to cultural diversity in expression. In high-context cultures relatively little
information is actually contained in verbal messages or facial expressions.
⦁ In low-context cultures, most of the information is contained in the verbal message or in facial and bodily
movements.
⦁ A traditional wife, in a high context culture, for instance, might show anger with her husband not by verbal or
facial expressions but by making a flower arrangement in which a single flower is slightly out of Place. When
perceived by the husband, he will be aware of his wife's anger. In a low-context culture, however, anger will more
likely be displayed by both verbal and nonverbal expressions.
- Cultural differences in the unmasking of the face are importent enough for us
- in many mediterranean cultures. People exaggerate signs of grief or sadness. It is not
uncommon in this region of the world to see men crying in public. Yet in the United States,
males tend to suppress the desire to show these emotions. Japanese men even go so far
as to hide expressions of anger, sorrow, or disgust by laughing or smiling. The Chinese
also do not readily show emotion for reasons that are rooted deeply in their culture--the
Chinese concept of saving face being one of the most important.

⦁ Culture impacts emotional expression by determining how such feelings as happiness, sadness,
and anger should be expressed
⦁ It is not surprising that language affects judgments of emotion given the close connection
between language and culture and between culture and emotion judgment. All languages derive
from and represent the cultures from which they originate We all communicate with others all the
time No matter how well we think we understand each other, communication is not easy Any
moment that we’re dealing with people different from ourselves, the likelihood is that they carry a
similar list of hopes and fears in their back pocket.
⦁ The way people communicate varies widely between, and even within, cultures. Across
cultures, some words and phrases are used in different ways. For example, even in
countries that share the English language, the meaning of "yes" varies from "maybe,
I'll consider it" to "definitely so," with many shades in between.
⦁ From culture to culture, there are different ways that people move toward completing tasks.
Asian tend to attach more value to developing relationships at the beginning of a shared
project and more emphasis on task completion toward the end as compared with European-
Americans. European-Americans tend to focus immediately on the task at hand, and let
relationships develop as they work on the task.
⦁ This does not mean that people from any one of these cultural backgrounds are more or less
committed to accomplishing the task, or value relationships more or less; it means they
may pursue them differently.
⦁ In some cultures, it is not appropriate to be frank about emotions, about the reasons
behind a conflict or a misunderstanding, or about personal information.
⦁ Variation among cultures in attitudes toward disclosure is also something to consider
before you conclude that you have an accurate reading of the views, experiences, and
goals of the people with whom you are working.
⦁ The selection method is the process of gathering and analyzing the information about a
person for the purpose of offering new job.
⦁ There are 2 stages:

-define the requirement and objective of selection

- set up the selection method according to that requirement

⦁ There are various factors : education, job experience, cognitive ability tests, integrity
test, personality tests, IQ tests, interview, references.
⦁ Effective selection requirements should be blueprinted, either by gaining expert views or
conducting an appropriate job analysis.
⦁ The interview is the most critical component of
the entire selection process.
⦁ The 8 Major Types of Interviews:
-Informational Interview
-Screening or Telephone Interview
-Individual Interview
-Small Group or Committee Interview
- The Second or On-Site Interview
- Behavioral-Based Interview
- Task Oriented or Testing Interview
- Stress Interview
⦁ 1. Not being able to answer the question "What do you know about this company?" might just end your quest for employment, at
least with this employee.

⦁ 2. Dressing inappropriately can work both ways. You will certainly want to wear a suit if you are interviewing for professional
position.

⦁ 3. Poor Communication Skills It's important to communicate well with everyone you meet in your search for employment. most
important to positively connect with the person who might hire you

⦁ 4. Too Much Communication, a recent candidate for employment, who, by the way, didn't get the job, didn't hesitate to answer his
cell phone when rang during an interview

⦁ 5. Talk Too Much There is nothing much worse than interviewing someone who goes on and on and on... The interviewer really
doesn't need to know your whole life story

⦁ 6. don’t talk enough its really hard to communicate with someone who answer a question with a word or two

⦁ 7. if you have submitted a resume when you applied, you may also be asked to fill out a job application.

⦁ 8. Give the Wrong Answer Make sure you listen to the question and take a moment to gather your thoughts before you respond.
⦁ Despite the widespread use of interviews as a selection tool, increasing
workplace diversity has created challenges for interviewers and interviewees.
⦁ The changing nature of workforce demography may result in a shift in people’s work
values, attitudes, and beliefs, which have important ramifications for the importance placed
on certain work aspects.
⦁ Different personal attributes are believed to exert influence on individuals’ work expectations
Hence, recruiters and managers can expect different job expectations, and creative job
designs may be
required to accommodate diversity
⦁ Consequently, matching individuals to jobs while considering diversity issues can be
challenging for those involved in the process.

⦁ Avoid Discrimination
⦁ Believe in cultural forces
⦁ Use the appropriate language for the applicant.
⦁ Encourage diversity in the panel
⦁ Interviews are usually used in recruitment and selection, promotion,
identifying training needs, and performance review. Thus, career development
professionals (e.g., managers, career counselors, career development
facilitators, employment counselors, workforce development professionals,
and human resource practitioners) need to be aware of the potential impact of
discrimination caused by cultural misunderstanding.
⦁ Although the extent of discrimination is difficult to determine, many
practitioners are concerned about the negative impact discrimination has on
employees’ attitudes, which could, in turn, compromise individual and
organizational performance.
⦁ Despite the presence of laws prohibiting racial vilification and organizational
policies against discrimination, such awareness needs to be translated into
practice where cross-cultural interviewing is concerned.
⦁ Because the success of an organization is believed to be heavily dependent on its
human or intellectual capital, practitioners need to be aware of the cultural forces
at play during an interview.
⦁ Poor interview practices that result from interviewers’ bias, halo effect (i.e., drawing a
general impression about an individual based on a single characteristic, such as
intelligence or sociability), and excessive use of unstructured interviews undermine an
organization’s competitive advantage .
⦁ an interviewer needs to develop rapport with the interviewee by building a relationship that is
based on trust, understanding, and acceptance.
⦁ Organizations might wish to diversify the interview panel.
⦁ Another alternative is to use a composite assessment methodology, in which the interview is
only a part of a range of selection tools.

⦁ There are policy organizations to ensure that interviewers are aware of cultural similarities
and diversities. Also, interviewers need to be able to differentiate between skills,
personality, and culturally based behaviors.
For example, a mandatory cultural training policy that is supported by the executive team can be
considered.
⦁ The program needs to focus on raising cultural awareness and improving cross-cultural
communication.
⦁ Thus, career counselors, supervisors, managers, and trainers need to be prepared to
deal with diversity, provide tools to deal with workplace issues, and understand the cultural
needs of others so that effective intervention strategies can be applied.
⦁ Intercultural communication refers to the Effective communication between
people”worker”clients or different cultural background

⦁ Success of any International business

⦁ Allows workers from different cultures to work together as a group.
⦁ Worldwide marketing campaign.
⦁ An increase in international Business.

⦁ Globalization
⦁ Multicultural Workforce Immigration makes intercultural communication necessary.
⦁ Globalization
refers to the reduction and removal of barriers
between national borders in order to facilitate
the flow of goods, capital, services and labor

⦁ multicultural workforce
The phrase "multicultural workforce" refers to
the changing age, gender, ethnicity, physical
ability, and race, of employees across all types
and places of work
⦁ Social backgrounds
⦁ Cultures
⦁ Racial backgrounds
⦁ Gender
⦁ Age
⦁ Regions
⦁ Religion
⦁ Better able to read trends and respond to diverse customers at home and abroad
⦁ Better equipped to create products that markets require.
⦁ Diversity is a critical bottom-line business strategy to improve employee
relationships and to increase productivity.
⦁ Seek training
⦁ Understand the value of differences
⦁ Don’t expect conformity
⦁ Make fewer assumptions
⦁ Build on similarities