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Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator?
Chapter
9
Communication in the Digital Age:
How Can I Become a More Effective Communicator?
CHAPTER CONTENTS
Major Questions the Student Should Be Able to Answer 2

Overview of the Chapter 3
Lecture Outline 5
Revisiting the Integrative Framework 42
Challenge: Major Questions 44
Problem-Solving Application Case 47
Legal/Ethical Challenge 49
Group Exercise 51
Video Resources 52
Manager’s Hot Seat 52
1
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
MAJOR QUESTIONS THE STUDENT SHOULD BE ABLE TO ANSWER
9.1 Basic Dimensions of the Communication Process

MAJOR QUESTION: How can knowledge about the basic communication
process help me communicate more effectively?
9.2 Communication Competence

MAJOR QUESTION: What are the key aspects of interpersonal communication
that can help me improve my communication competence?
9.3 Gender, Generations, and Communication

MAJOR QUESTION: Do I need to alter how I communicate based on the gender
and age of my audience?
9.4 Social Media and OB

MAJOR QUESTION: How can social media increase my effectiveness at work
and in my career?
9.5 Communication Skills to Boost Your Effectiveness

MAJOR QUESTION: How can I increase my effectiveness using skills related to
presenting, crucial conversations, and managing up?
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OVERVIEW OF THE CHAPTER
Communication is defined as the exchange of information between a sender and a

receiver, and the inference of meaning between the individuals. The perceptual model
of communication depicts communication as a process in which receivers create
meaning within their own minds. The sender is the person wanting to communicate
information—the message. The receiver is the person, group, or organization for
whom the message is intended. Encoding translates mental thoughts into a language
that can be understood by others. The output of encoding is a message. Messages
can be communicated through different media including face-to-face conversations and
meetings, telephone calls, charts and graphs, and digital forms of communication.
Decoding is the receiver's version of encoding and consists of translating aspects of a
message into a form that can be interpreted. Miscommunication can occur if the
receiver's interpretation of a message differs from that intended by the sender.
Feedback occurs when the receiver expresses a reaction to the sender’s message.
Noise is anything that interferes with the transmission and understanding of a message.
Media richness is the capacity of a given communication medium to convey
information and promote understanding.
Communication competence reflects your ability to effectively communicate with

others. Nonverbal communication is any message sent or received outside of the
written or spoken word. Sources of nonverbal communication include body movements
and gestures, touching, facial expressions, and eye contact. Active listening requires
cognitive attention and information processing. The four typical listening styles of
active, involved, passive and detached vary with respect to how invested the listener is,
their level of participation, and the type of body language they display. Nondefensive
communication is the final communication skill that affects communication
competence. Defensiveness is when people perceive that they are being attacked or
threatened, feelings which can lead to defensiveness in the other party. Defensiveness
often is started by the poor choice of words we use and/or the nonverbal posture used
during interactions.
Linguistic style refers to a person’s typical speaking pattern. Men and women
generally use different linguistic styles. Evolutionary psychology attributes gender
differences in communication to drives, needs, and conflicts associated with
reproductive strategies used by women and men. According to the social role theory
perspective, females and males learn ways of speaking while growing up and therefore
women will use conversational styles that focus on rapport and relationships. People
from the four different generations currently in the workforce have different views on
communication styles and media. Millennials and Gen Xers are usually more
comfortable with technology than some traditionalists, but the Millennials may rely too
heavily on electronic media.
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Social media refers to the use of web-based and mobile technologies to generate
interactive dialogue with members of a network. Social media is used to collaborate,
exchange ideas, and communicate with colleagues and customers, and it can increase
productivity for employees and employers. Crowdsourcing is when companies invite
nonemployees to contribute to particular goals and manage the process via the Internet.
Despite the many benefits of social media, it can be a distraction at work and
employees need to find ways to effectively manage social media, in particular e-mail
communication. Employers are cautioned against blocking social media access since
such policies can alienate workers without actually saving time since the employees will
just use their personal devices to access blocked websites and these policies suggest a
lack of trust. Companies should use social media strategies to determine how they can
use social media to recruit talent, share knowledge and reinforce their brand in a way
that is strategic for the company. To protect their brands, firms need to create social
media policies that describe the who, how, when, for what purposes, and
consequences for noncompliance of social media usage.
The chapter provides practical advice for improving three critical communication skills.
The first skill is becoming a more effective presenter. The TED Five-Step Protocol for
Effective Presentations should be followed to deliver a presentation with impact. The
second critical communication skill is managing crucial conversations. A crucial
conversation is a discussion between two or more people where (1) the stakes are
high, (2) opinions vary, and (3) emotions run strong. When faced with the need to have
a critical conversation, people may avoid it, face it and handle it poorly, or face it and
handle it well. The STATE technique is a method for facing crucial conversations and
handling them well. With this technique, the person should: (1) Share their facts, (2)
Tell their story, (3) Ask for others’ facts and stories, (4) Talk tentatively, and (5)
Encourage testing. The final critical communication skill is managing up. Before
providing upward feedback, it is important to gauge your boss’ receptiveness to
coaching. If your boss is open to feedback, the chapter describes techniques for
effective upward management.
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LECTURE OUTLINE
POWERPOINT SLIDE 1
POWERPOINT SLIDE 2
Winning at Work: Communication Counts in Landing a Job

As a job seeker, it is your responsibility to prove that you’re the best candidate for the
job through effective communication. Performing well during an interview depends on
both what you say and how you say it. It is important to direct the conversation and
substantiate your top selling points for experience or personal qualities. Research the
company and emphasize what you can do for it. Anticipate possible challenging
questions. To make your points effectively, express enthusiasm, smile, take your time,
use appropriate eye contact, dress appropriately, close with a handshake and follow up
with a note of thanks. It is important to calm your nerves and never say you are
nervous.
Possible Topics for Discussion:
Think of a time when a job interview did not go very well or you did not get a job offer
after the interview. What could you have done differently to communicate more
effectively?
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Assume you are applying for a job and you know that you will be competing against
other job applicants who have more relevant experience. How could you “sell
yourself” to ensure you are offered the position?
Describe steps that work best for you to calm your nerves prior to a public speech or
a job interview.
9.1 Basic Dimensions of the Communication Process

How can knowledge about the basic communication process help me
communicate more effectively?
This section of the chapter defines communication and presents a process model of
communication. One way that you could begin your coverage of communication is to
have the students participate in a version of the telephone game. In the telephone
game, one person whispers a short sentence into the ear of the person next to him.
The speaker is only allowed to say the sentence once without repeating it. The receiver
of the message then needs to whisper the sentence into the ear of the person next to
him. The process continues until the message has been passed to all the people in the
room. The last listener then says out loud the message he received. With complex or
not personally relevant sentences, the final message usually bears little resemblance to
the original message. To use the telephone game in the classroom, whisper a short,
non-relevant sentence into the ear of a student at the end of the row in the back of the
classroom. Have that student whisper the sentence into the ear of the next person. Tell
the students that they have to pass along the statement as best they heard it because
the sender cannot repeat it. An example of a sentence that is often used with this
exercise is “Yolanda’s aunt shared her secret sweet potato pie recipe with me.” Have
the last student state out loud the message as he understood it and then compare that
to the original message. Have the students reflect on what contributed to the
communication breakdown. You can consider repeating the exercise with a statement
that is more meaningful to students to see if less of the message is lost in the process.
The statement “We might get out of class early today” often seems to survive the
exercise well.
Describe a time you experienced miscommunication, either in your personal life or at
work. What contributed to the miscommunication and how could it have been
avoided?
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Describe how the fondness of many Millennials for using text over other
communication media might impact communication effectiveness in the workplace.
Describe the types of noise that impact the communication process at your company
(or a former one). How can managers reduce the impact of noise?
Section 9.1 Key Concepts:
Defining Communication
• Communication: the exchange of information between a sender and a receiver,
and the inference (perception) of meaning between the individuals involved.
• Communication is a very important process for managers because they tend to
spend the majority of their time sending, receiving, and interpreting messages,
and many managers do not have effective communication skills.
POWERPOINT SLIDE 3
POWERPOINT SLIDE 4
How the Communication Process Works

• Researchers recognize that communication is fraught with miscommunication
and have begun to examine communication as a form of social information
processing in which receivers interpret messages by cognitively processing
information.
• The perceptual model of communication presented in Figure 9.1 depicts
communication as a process in which receivers create meaning in their own
minds.
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o The sender is the person wanting to communicate information—the

message.
o Encoding translates mental thoughts into a code or language that can be
understood by others.
o The output of encoding is the message.
o Managers can communicate through a variety of media including face-to-
face conversations, phone calls, charts and graphs, and many digital
forms.
o Decoding occurs when receivers receive a message and it is the process
of interpreting and making sense of a message.
o Feedback occurs when the receiver expresses a reaction to the sender’s
message.
o Noise: anything that interferes with the transmission and understanding of
the message.
POWERPOINT SLIDE 5
POWERPOINT SLIDE 6
POWERPOINT SLIDE 7
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POWERPOINT SLIDE 8
Selecting the Right Medium

• Communication effectiveness is partly based on using the medium that is most
appropriate for the situation at hand.
• The appropriateness of a medium depends on many factors, including the nature
of the message, its intended purpose, the audience, proximity to the audience,
time constraints, and personal skills and preferences.
• All media have advantages and disadvantages and should be used in different
situations.
PROBLEM-SOLVING APPLICATION: Using Multiple Communication Media to

Implement Organizational Change
This Problem-Solving Application encourages students to consider how managers
should use communication methods during periods of change.
Your Call:
Stop 1: What is the problem that Mr. Hassan faced upon joining the company?
The problem that Mr. Hassan faced upon joining the company was that the firm’s
financial performance was declining. The company’s revenue was declining and it
was not meeting its sales targets.
Stop 2: What OB theories or concepts can explain Mr. Hassan’s approach
toward organizational change?
The concepts of performance management and goal setting can explain Mr.
Hassan’s approach toward organizational change. He needed the district
managers and the sales reps to have a clear understanding of their new
performance expectations and he provided performance feedback to help the
employees to succeed. Principles of motivation are also relevant here since Mr.
Hassan needed to understand what was driving and rewarding the existing system
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and processes to be able to make changes to them. Using the principles of

change management, Mr. Hassan first needed to unfreeze the current behavior
patterns, then change them, and then finally refreeze the change by reinforcing
desired behaviors.
Stop 3: What is your evaluation of Mr. Hassan’s approach to communication?
Would you recommend anything?
Since this was an example of an innovative change for the company, Mr. Hassan
was correct in using the rich communication channel of face-to-face
communication with the district managers. This medium allows for immediate
feedback and the opportunity to observe nonverbal aspects of the communication
process. Although time consuming and expensive, the face-to-face
communication with the district managers was the appropriate choice. Student
responses for recommendations will vary, but more emphasis on social media or
interactive electronic communication channels may have been warranted.
Additional Activities:
One way that you could build on this Problem-Solving Application is to have the
students watch a portion of an interview that Fred Hassan conducted for Meet The
Boss in 2010. Although several clips are available at the website, the segment
“Finding the People Resistant to Change” is particularly relevant to the topic of
communication. The 2-minute video is currently available at:
http://www.meettheboss.tv/video/finding-people-resistant-change. Consider using the
following discussion questions:
Describe a time when you felt like someone was not giving you honest positive
feedback. What signs did you have that it is was “not very real praise?”
How could you implement Fred Hassan’s suggestions to determine if the
supervisors at your company (or a previous one) are truly supportive of any
organizational change initiative the firm is implementing?
Discuss how managers can use effective communication to overcome resistance
to change.
Media Richness
• Media richness: capacity of a communication medium to convey information
and promote understanding.
• Alternative media (telephone, e-mail, voice mail, cell phone, standard and
express mail, text messaging, video, blogs and other social media, and so forth)
can vary from rich to lean.
• Media richness is based on feedback, channel, type of communication and
language source.
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• Two-way face-to-face conversations are the richest form of communication while

static media such as newsletters, computer reports, and general e-mail blasts are
the leanest.
POWERPOINT SLIDE 9
POWERPOINT SLIDE 10
TAKE-AWAY APPLICATION—TAAP
This Take-Away Application (TAAP) encourages students to consider how the
process model of communication can explain miscommunications.
Questions:
Based on the process model of communication shown in Figure 9.1, what went
wrong?
Miscommunication can occur at any stage in the communication process. It can
start with the sender encoding a message that uses vocabulary that is unfamiliar to
the receiver. Miscommunication could occur because the sender selected a poor
communication medium, one that did not provide for adequate feedback, did not
provide sufficient visual cues, or was inappropriate for the type of information to be
conveyed. Noise can cause a communication breakdown at any stage of the
process, and it can include background noise, poor equipment or an accent or
speech impediment of the sender. Characteristics of the receiver, such as their
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personality, needs or state of mind can contribute to miscommunication. Students

may provide examples of miscommunication at any stage in the process.
Based on what has been presented so far on various communication media, did
you choose the most appropriate medium? Explain.
The choice of communication medium should be influenced by the need for
immediate feedback, the need for multiple cues such as body language or tone of
voice, and whether the information is personally significant for the receiver.
Students may realize that they used an inappropriate medium to send their
message if it was not adequately rich for the situation at hand.
Based on your answers to the above two questions, what would you do
differently?
Students’ responses will vary, but they may realize that they should not have been
relying on electronic sources of communication such as text when a richer medium
was required.
One way you could build on this Take-Away Application is to profile the danger of
miscommunication in the medical field by having the students read the Wall Street
Journal article “How to Make Surgery Safer.” This article profiles various medical
errors that can occur during surgery, such as operating on the wrong body part or
leaving medical instruments in the body. Consider using the following discussion
questions:
What elements of the communication process contribute to medical errors during
surgery?
How might you best deal with “disruptive physicians” whose behaviors may
contribute to mistakes during surgery?
Describe using the perceptual model of communication how using safety
checklists during surgery would help to reduce errors.
Article Citation:
Landro, L. (2015, February 17). How to make surgery safer. Wall Street Journal
Online.
ProQuest Document ID: 1655426739
http://www.wsj.com/articles/how-to-make-surgery-safer-1424145652
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9.2 Communication Competence

What are the key aspects of interpersonal communication that can help
me improve my communication competence?
This section of the chapter describes the key communication skills that are the
foundation for communication competence: nonverbal communication, active listening,
and nondefensive communication. One way to begin your coverage of communication
competence is to have the students watch Julian Treasure’s TED talk “5 Ways to Listen
Better.” In this 8-minute video, Julian discusses why it is hard to listen and presents
suggestions for how people can improve their listening. The video is currently available
at: http://www.ted.com/talks/julian_treasure_5_ways_to_listen_better?language=en.

Describe a time when your nonverbal communication caused miscommunication or
defensiveness. How should you have acted differently?
Discuss the things that make it difficult for you to engage in active listening at work
or at school.
Evaluate the frequency with which you display the antecedents of defensiveness
when communicating. How should you change your approach to communication?
Communication Competence
• Communication competence: performance-based index of an individual’s
abilities to effectively use communication behaviors in a given context.
• Communication competence reflects your ability to effectively communicate with
others.
• Nonverbal communication, active listening, and nondefensive communication are
communication skills that affect communication competence.
13
POWERPOINT SLIDE 11
SELF-ASSESSMENT 9.1: Assessing My Communication Competence

This Self-Assessment encourages students to reflect on their level of communication
competence.
Questions:
Are you happy with the results?
Students will vary in their level of happiness with their scores and their views of
their strengths and weaknesses, but remind students that communication
competence can be improved.
What are your top three strengths and your three biggest weaknesses—use the
items’ scores to determine strengths and weaknesses.
Students’ responses will vary.
How might you use your strengths more effectively in your role as a student?
Students may realize that there are ways they can improve their communication
competence and use their strengths in any of their roles, including student, worker,
or relationship partner. For example, students may realize that eye contact sends
a message that you are engaged in the conversation. Introducing new topics,
bringing new parties to the conversation, or asking follow-up questions sends the
message that you want to learn from others. By not interrupting others or by
changing your communication style to meet the needs of others, you send a
message that you consider the exchange to be a two-way-conversation rather than
a one-way expressing of ideas.
How might you improve on your weaknesses?
Students can improve their communication competence by being more aware of
nonverbal aspects of communication, by becoming a more effective listener, and
by using nondefensive communication.
One way you could build on this Self-Assessment is to have the students consider the
extent to which they would need to change their communication tactics for cross-
cultural interactions. Consider using the following discussion questions:
14
Discuss examples of how the meaning of nonverbal communication varies by

culture.
Describe how cultural variables might impact how people perceive the antecedents
of defensive communication discussed in Table 9.3.
How might you need to change your communication tactics in order to speak with
someone who is not a native speaker of your language? How can you ensure
communication success with non-native speakers?
You can also consult the Connect Instructors Manual for the post-assessment activity
and corresponding PowerPoint slides used for this Self-Assessment in Connect. In
this activity, students should be put into one of three groups based on the three skills
of communication competence (i.e., nonverbal communication, active listening, and
nondefensive communication). Each group should discuss examples of how to
properly exhibit their assigned communication skill in the workplace. Two
representatives from the groups can do a 30-second mock simulation of a
supervisor/subordinate discussion for the class. The simulation should portray the
assigned communication skill. You can lead class discussion after the groups have
completed their work. Have the students consider how noise plays a role in inhibiting
communication skills.
Nonverbal Communication
• Nonverbal communication: messages sent or received independent of the
written and spoken word.
• Nonverbal communication includes such factors as use of time and space,
distance between persons when conversing, use of color, dress, walking
behavior, standing, positioning, seating arrangement, office locations and
furnishings.
• Experts estimate that 65 to 95 percent of every conversation is interpreted
through nonverbal communication.
• It is important to ensure that your nonverbal signals are consistent with your
intended verbal messages.
• Because of the prevalence of nonverbal communication and its significant effect
on organizational behavior—including, but not limited to, perceptions of others,
hiring decisions, work attitudes, turnover, and the acceptance of one’s ideas in a
presentation—it is important that managers become consciously aware of the
sources of nonverbal communication.
15
POWERPOINT SLIDE 12
• Sources of Nonverbal Communication

o Body Movements and Gestures
▪ Body movements, such as leaning forward or backward, and
gestures, such as pointing, can either enhance or detract from the
communication process.
▪ Body-language analysis is subjective, easily misinterpreted, and
highly dependent on the context and cross-cultural differences.
o Touch
▪ A meta-analysis of gender differences in touching indicated that
women do more touching during conversations than men.
▪ Norms for touching vary significantly around the world.
o Facial Expressions
▪ Facial expressions convey a wealth of information.
▪ A summary of relevant research revealed that the association
between facial expressions and emotions varies across cultures.
o Eye Contact
▪ Eye contact is a strong nonverbal cue that varies across cultures.
▪ Some cultures learn to look at individuals when conversing while
others are taught to avoid eye contact, especially when interacting
with a parent or superior.
• It is important to have good nonverbal communication skills in light of the fact that
they are related to the development of positive interpersonal relationships.
• Table 9.1 illustrates examples of positive and negative nonverbal behavior.
16
POWERPOINT SLIDE 13
POWERPOINT SLIDE 14
Active Listening
• Listening: actively decoding and interpreting verbal messages.
• Unlike hearing which is merely a physical activity, listening requires cognitive
attention and information processing.
• Listening is a cornerstone skill of communication competence.
• Listening effectiveness is positively associated with customer satisfaction and
negatively associated with employee intentions to quit.
• Some communication experts contend that listening is the keystone
communication skill for employees involved in sales, customer service, or
management.
• Many of us think we are good listeners when evidence suggests just the
opposite, and we will not become better listeners unless we are motivated to do
so.
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POWERPOINT SLIDE 15
EXAMPLE: The CEO of CarMax Proactively Listens to Employees

This example allows students to reflect on the benefits managers receive when they
engage in active listening.
YOUR THOUGHTS?
Why would employees be more motivated when their managers or senior
executives listen to them?
When a manager or senior executive listens to employees, it sends a message
that the employees’ contributions and ideas are worthwhile. It shows the manager
respects the employees. This may enhance the self-esteem and/or self-efficacy of
the employees. Employees with a high need for achievement might be particularly
motivated by active listening. Listening may foster a sense of meaningfulness of
the work, an important aspect of the job characteristics model.
• Listening Styles
o There are four typical listening styles: active, involved, passive and
detached.
o These listening styles differ with respect to how invested the listener is,
their level of participation, and the type of body language they display.
POWERPOINT SLIDE 16
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SELF-ASSESSMENT 9.2: Assessing My Listening Style

This Self-Assessment encourages students to reflect on the listening style(s) they
tend to use.
Questions:
Based on your results, how would you classify your style?
High scores on this Self-Assessment would be indicative of an “active” listening
style, where the person is fully invested in listening and giving full attention when
others are talking. Low scores on this assessment would be indicative of a
“detached” listening style where listeners tend to withdraw from the interaction and
their body language will reflect a lack of interest. Medium scores on this
assessment would be indicative of either an “involved” listening style if the person
devotes some of their attention and energy to listening or of a “passive” listening
style if the person believes it is not his or her responsibility to listen, but rather to
passively take in information.
Are you surprised by the results?
Identify three things you can do to improve your listening skills.
Table 9.2 summarizes tips for improving your listening skills. You can show
respect by giving everyone the opportunity to explain his or her ideas without
interrupting. You could listen from the first sentence by turning off internal
thoughts of other issues prior to the interaction. You can be mindful by staying in
the moment. You can balance the amount of time you spend speaking versus
listening to 20 percent and 80 percent, respectively. You should ask questions,
paraphrase and summarize. Students need to make an effort to remember what
was said and use appropriate nonverbal cues to demonstrate interest and
involvement.
One way you can build on this Self-Assessment is to have the students read the Wall
Street Journal article “How ‘Active Listening’ Makes Both Participants in a
Conversation Feel Better.” This article profiles why it is so hard to listen. Consider
using the following discussion questions:
Describe the five stages of effective listening profiled in the article.
Describe the verbal and nonverbal steps that you could use to send a message
that you are actively listening.
Describe a time you experienced “listener burnout” and how you dealt with it. How
could you have handled the situation differently?
19
Article Citation:
Bernstein, E. (2015, January 13). How 'active listening' makes both participants in a
conversation feel better. Wall Street Journal Online.
http://www.wsj.com/articles/how-active-listening-makes-both-sides-of-a-conversation-
feel-better-1421082684
this activity, the class should review the activity scenario and discuss. Have the
students determine what listening style Bob is using in the scenario and have them
provide advice for improving Bob’s active listening.
• Becoming a More Effective Listener

o Effective listening is a learned skill that requires effort and motivation to
practice.
o We can improve our listening skills by showing respect, listening from the
first sentence, being mindful, keeping quiet, asking questions,
summarizing, remembering what was said, and using nonverbal cues.
POWERPOINT SLIDE 17
POWERPOINT SLIDE 18
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Nondefensive Communication
• Defensiveness: when people perceive that they are being attacked or
threatened.
• Defensiveness from one person results in a defensive chain that activates
defensiveness in the other party.
• Defensiveness from either party in an exchange fosters inaccurate and inefficient
communication.
• Defensiveness often is started by the poor choice of words we use and/or the
nonverbal posture used during interactions.
• Table 9.3 gives examples of communication styles that will tend to encourage
defensiveness and nondefensiveness.
This Take-Away Application (TAAP) encourages students to consider what can foster
defensiveness and how they can facilitate nondefensive communication.
Questions:
Think of an interaction you had with someone that resulted in defensiveness
from either the sender or receiver.
Referring to Tables 9.2 and 9.3, where were the potential causes of the
defensive communication pattern?
If the individual from the student’s communication exchange was not
demonstrating effective listening, this could be a cause of the defensiveness.
Specifically, not showing respect, thinking while the other person is talking, trying
to guess what the person is going to say, dominating the conversation, not asking
questions, not being able to summarize the conversation or remember what was
said are all signs of ineffective listening. Defensiveness can also be fostered by
using evaluating or controlling statements, by not showing your true intentions, by
acting detached, or by conveying superiority or absolute certainty.
Again referring to Tables 9.2 and 9.3, identify three things you could have done
differently to facilitate nondefensive communication.
To facilitate nondefensive communication, students should use descriptive
statements, engage in problem solving, be straightforward, be empathetic, convey
equality, and be open and honest. Students should also recommend showing
respect, listening from the first sentence, being mindful, keeping quiet, asking
questions, summarizing, remembering what was said, and using appropriate
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nonverbal cues.
One way that you could build on this Take-Away Application is to have the students
watch a presentation by Sharon Strand Ellison where she discusses why people often
get defensive in communication. Sharon is the author of the book “Taking the War
Out of Our Words,” and she has posted several insightful videos on YouTube. The
segment “How Can Simple Curious Questions Have Such Disarming Power?” is
approximately 4-minutes long and is currently available at the link below. Consider
using the following discussion questions:
Give examples of how your nonverbal behavior signals defensiveness.
How should you best use questions in conversations to reduce defensiveness?
Discuss how tone of voice and/or inflection can serve as an antecedent of
defensiveness.
Video Link:
https://www.youtube.com/watch?v=lWB9rD25lzk
9.3 Gender, Generations, and Communication

Do I need to alter how I communicate based on the gender and age of my
audience?
This section of the chapter describes linguistic styles and differences in communication
based on gender and generations are discussed. One way you could begin your
coverage of these topics is to have the students watch the short film “It's not about the
Nail.” This 2-minute video comically profiles differences in the communication styles of
the genders. The video is currently available at: https://www.youtube.com/watch?v=-
4EDhdAHrOg
After an in-class presentation, ask one of your friends or classmates to provide a
critique of your linguistic style. What changes might you implement to improve your
style?
Describe differences you have noted in the communication styles of your male and
female colleagues and/or classmates.
22
Assume that you are of the Millennial generation while your boss is a traditionalist.
What differences in communication styles are likely to exist and how can you strive
to foster effective communication between the two of you?
Linguistic Styles
• Linguistic style: a person’s characteristic speaking pattern.
• Linguistic styles incorporate such elements as directness or indirectness, pacing
and pausing, word choice, and the use of such elements as jokes, figures of
speech, stories, questions, and apologies.
• Linguistic style is a set of culturally learned signals by which we not only
communicate what we mean but also interpret others’ meaning and evaluate one
another as people.
• Linguistic style helps explain communication differences between women and
men and across generations.
• Increased awareness of linguistic styles can enhance your communication
competence.
POWERPOINT SLIDE 19
Communication Differences between Women and Men

• Although researchers do not completely agree on the cause of communication
differences between women and men, there are two competing explanations that
involve the well-worn debate between nature and nurture.
• Some researchers believe that interpersonal differences between women and
men are due to inherited biological differences between the sexes.
• The “evolutionary psychology” or “Darwinian perspective” attributes gender
differences in communication to drives, needs, and conflicts associated with
reproductive strategies used by women and men.
• The Male Perspective
23
o Males are expected to communicate more aggressively, interrupt others

more than women, and hide their emotions because they have an inherent
desire to possess features attractive to females.
o Men also see conversations as negotiations in which people try to achieve
and maintain the upper hand.
o Evolutionary psychologists propose that men cannot turn off the
biologically based determinants of their behavior.
• The Female Perspective
o According to “social role theory,” females and males learn ways of
speaking while growing up.
o Research shows that girls learn conversational skills and habits that focus
on rapport and relationships, whereas boys learn skills and habits that
focus on status and hierarchies.
o Women come to view communication as a network of connections in
which conversations are negotiations for closeness.
• Research demonstrates that women and men communicate differently in a
number of ways.
o Women are more likely to share credit for success, to ask questions for
clarification, to tactfully give feedback by mitigating criticism with praise,
and to indirectly tell others what to do.
o Men are more likely to boast about themselves, to bluntly give feedback,
and to withhold compliments, and are less likely to ask questions and to
admit fault or weaknesses.
POWERPOINT SLIDE 20
24
POWERPOINT SLIDE 21
Generational Differences in Communication

• People from the four different generations currently in the workforce—
traditionalists, baby boomers, Gen Xers, and Millennials—have different views on
communication styles and media.
• Millennials have most likely honed their communication skills via e-mails, instant
messages, and text messages rather than by talking on the phone or in person,
or by writing letters, memos, and reports.
• The careers of Gen Xers have paralleled the evolution of communication
technologies and practices.
• Some traditionalists either resist technology altogether if their employers allow
them to, or do only what is necessary.
• The different generations may have different views on if texting and surfing
during a meeting is inappropriate and whether the office telephone is a relevant
communication medium.
POWERPOINT SLIDE 22
Improving Communications between the Sexes and Generations

• It is important to remember not to generalize any trends, preferences, or
perceptions to all men, women, or members of a particular generation as there
are always exceptions to the rule.
25
• Trainer Dana Brownlee offers the following suggestions for improving

communication:
o Match your degree of formality with the culture of the company.
o Use a variety of communication tools, regardless of your preferred mode
of communication (e.g., face-to-face or texting).
o Avoid stereotypes by learning people’s preferences and trying to be
accommodating.
o Be aware of different values and motives of your colleagues.
o Every generation has something to learn from and something to teach its
counterparts.
POWERPOINT SLIDE 23
POWERPOINT SLIDE 24
26
This section of the chapter describes social media, discusses its advantages and
disadvantages, and describes how companies can use social media strategically. One
way that you could begin your coverage of these topics is to have the students consider
the possible impact of what they post online. One way to do this is to have the students
watch the CBS News segment “High Schoolers Wise up about Social Media When
Applying for Colleges.” This 90-second video aired in December 18, 2014, and it
profiles how students are becoming increasingly aware of the fact that the content they
9.4 Social Media and OB

How can social media increase my effectiveness at work and in my
career?
post in social media can matter. The video is currently available at:
http://www.cbsnews.com/news/high-school-role-of-social-media-in-college-applications/.
Did you take steps to improve your social media presence to increase your chances
of getting admitted to your preferred college? Why or why not?
Does the fact that your social media presence is easily searchable, able to be
followed and subject to judgment impact your decisions on what to post? Why or
why not?
If a recruiter for a company or an admissions counselor for a graduate school were
to “Google” you or search your social media presence, how certain are you that the
person would form a positive image of you?
How can OB theories explain your need (or lack thereof) to participate in social
media?
Social Media
• Social media: uses web-based and mobile technologies to generate interactive
dialogue with members of a network.
• Social media is used by a significant proportion of people across all age groups
and employers and managers are wise to utilize social media tools with
employees across all generations.
• A fundamental driving force behind technology at work, including social media, is
to boost productivity.
27
• Social media has been shown to increase job satisfaction, performance and
retention and it has also been shown to improve work–life balance and foster
creativity and collaboration.
• If deployed effectively, social media enables businesses to:
o Connect in real time and over distances with many key stakeholders.
o Connect sources of knowledge across the organization, offices, and time
zones.
o Expand and open the traditional boundaries to involve outsiders in
problem solving.
• Crowdsourcing: when companies invite nonemployees to contribute to
particular goals and manage the process via the Internet.
POWERPOINT SLIDE 25
POWERPOINT SLIDE 26
EXAMPLE: Expanding Organizational Boundaries with Crowdsourcing

This example allows students to realize how social media can be used to innovate
and solve problems using crowdsourcing.
YOUR THOUGHTS?
Describe at least two ways you crowdsource and the sites you use.
There are numerous sites that students may have used to crowdsource. Some
28
merely encourage the sharing of ideas while others provide financial rewards for
the person who submits the best idea (e.g., Netflix provided an award of 1 million
dollars for the winner of a competition to develop an improved algorithm for
predicting users’ ratings of movies.)
Now, think of a service that you use and that you also believe would benefit
from crowdsourcing. To clarify, this does not simply mean soliciting your
opinions or satisfaction. Crowdsourcing instead is the practice of involving
stakeholders (e.g., customers or even competitors) in solving problems.
Students’ recommendations for services that could benefit from crowdsourcing will
vary. Just as how many entrepreneurial ventures start from personal needs, so
might student ideas for crowdsourcing. For example, a student who cannot eat
gluten might propose a crowdsourcing task to help restaurants more effectively
cater to gluten-free customers.
One way you could build on this Example is to have the students read the Business
Week article “McDonald’s is Crowdsourcing its Next Hit Burger.” This article profiles
how McDonald’s was using a program to allow customers to build their own burgers in
an effort to develop the next big “hit” product. Consider using the following discussion
questions:
How can companies effectively use crowdsourcing to develop new products?
What are the possible disadvantages to using crowdsourcing?
In what other ways could McDonald’s use social media to develop the next “hit”
product?
Assume that you are a manager at McDonald’s and a customer has just posted a
scathing review of your store on social media. What best practices should you
follow for responding to the customer on social media?
Article Citation:
Wong, V. (2014, September 15). McDonald’s is crowdsourcing its next hit burger.
Business Week Online.
http://www.bloomberg.com/bw/articles/2014-09-15/mcdonald-s-is-crowdsourcing-its-
next-hit-burger
Costs of Social Media

• Many managers believe that social media at work is a distraction and erodes
productivity.
• Another and often overlooked cost of social media is multitasking.
29
POWERPOINT SLIDE 27
Make E-mail Your Friend, Not Your Foe

• Despite the essential nature of e-mail, it can be an enormous time drain and an
enemy of your productivity if not managed properly.
• Table 9.4 critiques the advantages and disadvantages of e-mail and provides
suggestions for handling e-mail.
POWERPOINT SLIDE 28
Social Media Concerns and Remedies—What Companies Can Do

• Be Careful about Blocking Access
o Approximately 20 percent of employers block access to social media sites
at work to help combat waste and loss of productivity.
o The evidence is growing that restricting or completely blocking the use of
social media by employees at the office can backfire since it can alienate
workers and suggest a lack of trust.
o Small breaks during the workday help boost productivity and checking
personal e-mail, Facebook, or checking/sending Tweets could provide a
“re-energizing” break.
30
o Blocking access could be off-putting to employees and could alienate

workers and not really save time if employees just use their personal
devices to access the sites.
o If you expect employees to respond to work-related emails on their
personal time away from work, you should allow them to attend to
personal interests during work hours.
POWERPOINT SLIDE 29
• Assess and Manage Leadership’s Social Media Attitudes

o Companies have different levels of social media readiness.
o It is important for employees to know if their own attitudes fit with those of
their organization.
SELF-ASSESSMENT 9.3: Assess Social Media Readiness

This self-assessment encourages students to reflect on their leadership’s attitude
toward social media.
Questions:
Which of the three dimensions has the highest score?
This Self-Assessment measures four dimensions: leadership, management,
culture and organization. Students’ responses as to highest dimensions will vary.
What are the implications for the employees/members?
Ideally there would be a fit between the employees’ openness to social media and
the extent to which their firm’s leadership, management, culture and organization
are ready to fully utilize social media. When employees themselves are open to
social media, but the organization is not, this is likely to create a source of tension.
Employees wanting to foster more openness to social media would need to use
effective change management tactics to encourage others in the company to
31
become more accepting of the media.

What are the implications for the organization and how it interacts with
stakeholders other than employees/members?
Firms that are not open to social media are likely to face stakeholders who are.
Customers increasingly use social media to vent complaints or to research
companies prior to buying projects. Social media is increasingly a key facet of
creating a firm’s brand identity and needs to be recognized by all companies as a
way to connect with the firm’s stakeholders and to effectively solve problems.
Which dimension is the lowest?
Students’ responses as to lowest dimensions will vary.
Describe two things that could be done to improve the organization’s readiness
in this area.
Improving the firm’s readiness for social media can be achieved by establishing
clear goals that social media can help the firm to achieve. It is also important to
utilize the principles of performance management and establish measures of
success for the social media strategy. The firm should also assess the level of
human capital it has to support and implement a social media strategy. A firm may
need to hire additional employees who are already knowledgeable of and
convinced of the merits of social media in order to more fully harness social
media’s power.
One way that you could build on this Self-Assessment is to have the students read
the Wall Street Journal article “Companies Turn to Social-Media Coaches.” This
article profiles various tactics that firms can use to better manage their social media
presence. For WSJ subscribers, there is a corresponding video for this article that
you can air for the students. Consider using the following discussion questions:
Identify the reasons why firms are increasingly turning to other companies to help
them to deal effectively with online critics.
Discuss how companies could best use social media during a period of crisis
management.
Evaluate the success of J.C. Penney’s Twitter campaign involving its Team USA
hand warmers. What risks did the firm take with this campaign?
Article Citation:
Gellman, L. (2014, March 26). Companies turn to social-media coaches. Wall Street
Journal Online.
http://www.wsj.com/articles/SB10001424052702303949704579461412963008056
32
this activity, the class should be put into small groups based on their scores on the
Self-Assessment. Those who had a high social media readiness score should be
placed together, and those with a low score should be placed together. The groups
should analyze if organizations they work for, or have worked for in the past,
demonstrate the social media readiness dimensions described in the Self-
Assessment. Specific examples should be written down to share with the class. The
class can discuss as a whole and you can see if the groups’ Self-Assessment scores
affected their analysis.
• Create and Implement a Social Media Strategy

o Generally speaking, social media has three primary uses for
organizations: recruiting talent, knowledge sharing and reinforcing the
brand.
o A social media strategy assists in determining how social media is most
useful in achieving these objectives.
o Even organizations that have no official social media presence still in
actuality likely have one because their employees and customers are
interacting on the Web and creating one.
o It is wise to give genuine strategic attention to your organization’s social
media strategy and consider such issues as the benefits and risks of the
social media strategy, determine its strategic goals or purposes, determine
its role in supporting strategy, identify the relevant stakeholders, determine
who is ultimately responsible for the strategy, and ensuring there are
sufficient resources dedicated to it.
POWERPOINT SLIDE 30
33
POWERPOINT SLIDE 31
• Privacy
o Employers and their employees have identities, and these identities are
reflected in their reputations.
o Both are built over time and can be extremely consequential
professionally.
o Reputations can be damaged in a variety of ways, such as loss of
employment or business, social stigma, embarrassment and stress, lost
job or business opportunities, and of course, legal action.
• What Can You Do to Protect Yourself and Your Personal Brand (Reputation)?
o Assume no privacy in your social media presence, and keep your personal
and professional worlds separate, to the extent possible.
o You should have discretion about what you post and create separate
professional and personal e-mail and social media accounts.
• Create a Social Media Policy
o Social media policy: describes the who, how, when, for what purposes,
and consequences for noncompliance of social media usage.
o A clear social media policy is needed to prevent employees from abusing
social media on the job to the detriment of the brand.
o Table 9.5 describes elements of effective social media policies.
34
POWERPOINT SLIDE 32
POWERPOINT SLIDE 33
POWERPOINT SLIDE 34
EXAMPLE: Coke’s Online Social Media Principles

This example presents elements of the social media principles used by Coke, which
are designed to encourage using social media to support the marketing of the
company, but to do so in a positive light.
YOUR THOUGHTS?
What are two benefits you see in Coke’s policy?
One of the elements of an effective social media policy is that it designates a
35
spokesperson for online policies. One benefit of Coke’s policy is that it tells
workers where to direct negative posts about the company. Another benefit of
Coke’s policy is that it aligns the social media policy with the organization’s culture
by emphasizing the fact the marketing company views social media as a way to
build the company’s brands.
What gaps do you notice, based on your experiences and what you’ve studied
in this chapter?
One concern about Coke’s policy is that more content might be needed for
employees to understand what is considered illegal. For example, the policy
admonishes the employees to “NEVER disclose non-public information” but
perhaps employees will need more clarification of what would be considered non-
public information. The policy could provide more details about the possible
consequences for policy violations. For example, it encourages employees to
exercise “sound judgment and common sense” but does not outline potential
consequences if they don’t, which should include possible termination from the
company. The policy also does not indicate a forum for employees to use to
express their concerns to the company rather than having to resort to social
media.
One way you could build on this Example is to ask the students to read the HR
Magazine article “A Rep to Protect.” This article addresses the policy and legal issues
that employers should consider when creating their social media policies and how
firms should best address social media training. Consider using the following
discussion questions:
Describe the legal risks firms face if they impose too stringent restrictions on what
their employees post on social media.
Explain how you could become a “brand ambassador” for your employer (or a
previous one) using your social media accounts.
Discuss how firms can shift from simply monitoring social media to listening to
what people are saying.
Article Citation:
Zielinski, D. (2014). A rep to protect. HR Magazine, 59(6), 95-96, 98.
9.5 Communication Skills to Boost Your Effectiveness

How can I increase my effectiveness using skills related to presenting,
crucial conversations,
36 and managing up?
This section of the chapter describes three critical skills in communication

effectiveness—presenting, managing critical conversations, and managing up. One
way you could begin your coverage of these topics is to have the students watch Don
McMillan stand-up comedy routine “Life after Death by PowerPoint 2012.” In this 4-
minute video, Don humorously demonstrates some of the common mistakes people
make in their PowerPoint presentations. The video is currently available at:
https://www.youtube.com/watch?v=MjcO2ExtHso.
Think of a presentation or a public speech to which you really enjoyed listening.
What about the speech made it an effective presentation?
Think back to the last presentation you gave using PowerPoint. Based on the
information presented in the textbook, how should you have delivered the
presentation differently to make it more effective?
Think about something that you would like to change about how your professor
conducts this class. How could you effectively manage up to convince the professor
to change his or her approach to the class?
Presenting—Do You Give Reports or Do You Tell Stories?
• Reports are packed with data and information, and can be exhausting in their
detail while stories are rich in emotion and help the presenter connect with the
audience.
• It generally is best (more effective) if you can present your message more as a
colorful story with emotion, than as a detail-laden report.
• The people that organize the TED talks have a five-step protocol for effective
presentations.
o Step 1—Frame Your Story
▪ Think of your presentation as a journey and decide where you want
to start and end.
▪ Include only the most relevant details or points and try to bring
them to life with examples.
▪ Try to plan your journey to end with a solution or conclude with a
question to spur audience engagement or give them something to
think about afterwards.
▪ 3-Stop Problem-Solving Approach can be used as a framework for
structuring your presentation.
37
o Step 2—Plan Your Delivery

▪ Presenters can deliver a talk by reading it from a script, using bullet
lists that outline what will be covered in each section, or
memorizing what they want to say.
▪ Reading and memorizing are often ineffective.
▪ If you use the bullet list approach be sure you know not only the
content for each point, but also how you want to transition from one
to the next.
o Step 3—Develop Your Stage Presence
▪ Beware of how much you move—not too much or too little.
▪ An important element of stage presence is eye contact.
▪ Self-efficacy is an important part of overcoming nervousness, as is
realizing that people expect you to be nervous.
o Step 4—Plan Your Multimedia
▪ Keep your technology simple and don’t let it distract the audience.
▪ People respond differently to pictures and videos than they do to
words, and they convey emotion better than words.
▪ Table 9.6 provides suggestions for avoiding bad PowerPoint.
o Step 5—Put It Together
▪ Be prepared far enough in advance to practice in front of others so
they can give you effective feedback.
• Use these steps as a guide, but you still need to be yourself and not directly copy
someone else.
POWERPOINT SLIDE 35
38
Crucial Conversations
• Crucial conversations: discussions between two or more people where (1) the
stakes are high, (2) opinions vary, and (3) emotions run strong.
• Examples of work-related crucial conversations are talking to a coworker who
behaves offensively; critiquing a colleague’s work; talking to a team member who
isn’t keeping commitments; or giving an unfavorable performance review.
• How you handle critical conversations can have enormous consequences for
your job, career, department, performance, social success and satisfaction, your
health, and many others.
• When faced with critical conversations, people may avoid them, face them and
handle them poorly, or face them and handle them well.
• When conversations turn from routine to crucial, our negative emotions kick in
and the fight or flight response takes over.
• Crucial conversations often happen unexpectedly, which means people typically
are unprepared.
POWERPOINT SLIDE 36
• The STATE Technique

o A good way to prepare for crucial conversations is to foster your own
positive state and then use the STATE technique to conduct your crucial
conversations more effectively.
o The STATE technique creates a plan or path to follow for crucial
conversations.
▪ Share your facts, starting with the least controversial, most
persuasive elements that support what you want for yourself and
for the relationship.
39
▪ Tell your story by describing what has happened, how you’ve

arrived where you are, how you’d like to see it change and why.
▪ Ask for others’ facts and stories to create dialogue and two-way
exchanges.
▪ Talk tentatively by keeping in mind that you’re telling a story, not
stating facts.
• Encourage testing by making it safe for others to share their views, even
opposing ones.
POWERPOINT SLIDE 37
This Take-Away Application (TAAP) guides students on how to use the STATE
technique.
Questions:
Think of somebody with whom you need or want to have a crucial conversation.
Use STATE to guide your planning.
You can use the STATE technique to guide your planning for a crucial
conversation. The first three steps guide you on what to do. You need to share
your facts, tell your story, and ask for others’ facts and stories. The last two steps
guide you on how to act. By talking tentatively and encouraging testing, this will
reduce the defensiveness of the other party.
Schedule and have the crucial conversation. Then review how it went using
STATE to see how well you did and the benefits.
When we have a need to have a crucial conversation, we have three options—we
can avoid it, we can face it and handle it poorly, or we can face it and handle it
well. By using the STATE technique, you are more likely to handle the situation
well. By avoiding a crucial conversation, we are likely to remain quite until we can
40
take it no longer and then we “explode.” If we face the crucial conversation but
don’t handle it well, we are likely to attack the ideas and feelings of others. When
people fail a crucial conversation by either avoiding it or mismanaging it, every
aspect of their lives can be affected, including their careers, relationships, and
personal health. By using the STATE technique effectively, you will realize that it
can foster more effective interpersonal relationships between the parties, which is
an important outcome in all arenas of your life.
One way to build on this TAAP is to have the students read the Wall Street Journal
article “Ways to Say 'No' More Effectively.” This article profiles how it can be difficult
to say “no” when engaged in crucial conversations. For WSJ subscribers, there is
also a corresponding video for this article that you can show to the students.
Consider using the following discussion questions:
Describe a time when you had difficulty saying “no.” Apply OB theories to explain
how you could have handled the situation differently.
Summarize the recommendations in the article for being able to say “no” more
effectively.
How should you handle the situation when someone refuses to accept your initial
“no?”
Article Citation:
Bernstein, E. (2014, March 10). Ways to say 'no' more effectively. Wall Street Journal
Online.
http://www.wsj.com/articles/SB10001424052702303795904579431093572107898
Managing Up
• Even though many organizations now claim that they believe in the merits of
upward employee involvement and feedback, translating these espoused values
into enacted values requires skill.
• Since you can’t coach a boss that doesn’t want to be coached, you’re wise to put
your efforts elsewhere if your manager is not receptive to feedback.
• To gauge your boss’ receptiveness, it is recommended that you:
o Learn your manager’s view of coaching.
o Explain what’s in it for him or her.
o Ask for permission to provide coaching or feedback.
o Find how best to deliver criticism.
41
o Ask for agreement and commitment.

o Provide ideas and suggestions.
POWERPOINT SLIDE 38
POWERPOINT SLIDE 39
EXAMPLE: Effective Upward Management

This example allows students to reflect on how to coach their boss or to manage
others.
YOUR THOUGHTS?
How well do you think this could work for you?
Student views of how well the recommendations would work will depend on how
receptive their boss is to feedback.
How could this approach be improved (are any steps or details missing)?
One challenge that people might face when using these recommendations is how
can one really learn if his or her boss truly is open to feedback. A boss may state
that he is open to feedback and encourage the employee to provide it, but the truth
is the boss does not really want the feedback and may retaliate against any
employee who provides negative feedback.
Can you think of somebody you could use this approach on? Describe.
These recommendations would prove useful for providing feedback to a variety of
42
people including co-workers, friends, and spouses, etc. The content here ties
nicely with the content on performance management from Chapter 6.
One way to build on this Example is to ask the students to read the Forbes online
article “Influencing Upward: The Skill You Need to Get Ahead.” This article, published
on June 9, 2014, contends that learning how to communicate persuasively with your
superiors is a critical workplace skill that you have to develop. Consider using the
following discussion questions:
Describe how you can learn more about your leader and their goals.
Describe the preferred communication style and decision-making approach of your
boss. If you don’t know, how could you find this out?
How could you effectively handle a situation where your manager’s preferred
managerial style is not well-suited to your needs?
Article Link:
http://www.forbes.com/sites/dailymuse/2014/06/09/influencing-upward-the-skill-you-
need-to-get-ahead/
43
REVISITING THE INTEGRATIVE FRAMEWORK: FIGURE 9.3
This chapter focuses on communication processes. Communication processes, on the

individual, group or organizational level, can have a significant impact on important
outcomes in the Integrative Framework. To briefly review these connections,
communication has the ability to impact task performance, both on the individual level
and the group level. For example, if a communication breakdown between the sender
and the receiver has resulted in the employee or the group not knowing how to
accurately perform their jobs, task performance will likely suffer. Ineffective
communication could also negatively impact individual work attitudes, such as job
satisfaction, perceived organizational support, engagement, and organizational
commitment. An employee’s frustration with ineffective communication might foster
counterproductive behaviors and could negatively impact their flourishing. Poor
communication could be a contributing factor to an employee’s turnover decision.
On the group-level, besides negatively impacting group performance, poor
communication could foster dissatisfaction with the group and group conflict. Effective
communication would be needed to foster group cohesion and group satisfaction.
Communication would impact organizational-level factors such as financial performance
44
and if the firm is viewed as an employer of choice. For example, an ineffective social
media strategy might make it difficult for employees and/or customers to remain loyal to
the firm. Similarly, a poor social media strategy could negatively impact the firm’s
reputation and customer satisfaction.
To apply the 3-Stop Approach to the content of this chapter, the first stop is to define the
problem. Low levels of job performance (either individual or group), negative work
attitudes, high turnover rates, high group conflict and low group satisfaction can be
indicators of poor communication processes. If poor communication processes are
negatively impacting any of the individual, group or organizational-level factors in the
Integrative Framework, this represents the problem (i.e., the gap between the current
situation and what is desired). For Stop 2, the chapter material provides great insights
into how to more effectively manage communication processes. As an example,
managers need to apply the perceptual model of communication and realize that
employees create meaning in their own minds, and those meanings may not match the
intention of the sender. Managers need to ensure they are using appropriate media for
the messages that they send, paying particular attention to the richness of the media
channel. Managers also need to focus on improving their communication competence,
ensuring they use appropriate nonverbal communication, they engage in active listening
and they seek to use nondefensive communication. Managers should adjust their
linguistic style to the gender and age of the person with whom they are communicating.
Managers need to have an effective social media strategy and appropriate social media
policies to harness the productive potential of social media. Finally, managers can
improve their communication skills by following best practices for effective
presentations, using the STATE approach when having crucial conversations, and
developing skills in managing up. A key take-away for this chapter is that it is important
for managers to focus on fostering effective communication processes, given the
potential for communication processes to impact so many factors on all three levels of
the Integrative Framework.
45
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A 27
14 Aug
7249 Walz M Art
I 30
76 Aug
6425 Walling Geo
B 22
119 Aug
6046 Watchler J, S’t
G 18
109 July
4060 Wails C H
K 27
15 July
3336 Walser Jno Art
D 15
67 June
1564 Walcott G P
D 2
85 June
2294 Wales J, S’t
D 22
June
1537 West Jas Art 3H
1
13 Sept
9572 West T Cav
F 23
152 July
3964 West Wm
E 25
739 West Jas, S’t Cav 2E Apr
25
115 Oct
10303 Weston L
F 4
29 Sept
9731 Webster G
C 25
76 Aug
5593 Webster E
E 14
137 June
1598 Webster James
C 4
Sept
9889 Wendle John Art 7E
27
100 Sept
9941 Wellstraff C
D 28
76 Sept
10013 Welch W
G 29
Aug
5030 Welch C Cav 3B
8
120 Sept
8555 Welber E G
K 15
164 Sept
8208 Weil E C
B 8
74 Sept
7561 Welson Jas H
K 2
39 Sept
8177 Welch C
H 8
24 Aug
5181 Welch E Bat
- 9
Aug
6692 Welch J Cav 5K
24
146 June
2310 Welsh L
B 22
120 Sept
8855 Welber E G
K 15
9428 Weaver J Cav 1E Sept
21
96 Aug
7078 Weaver B S 64
I 28
85 Sept
9448 Webber C H
C 21
Sept
9506 Westerfield P S Art 7B
22
52 Sept
8731 Werting John
D 14
Wellington G R, 12 Sept
7987 C
S’t A 6
Sept
8204 Weeks J 7G
8
Sept
7472 Wells Jeff 1H
1
69 Nov
12036 Wells E
K 16
32 Sept
7667 Weismere H
I 3
184 Aug
4915 Wedder N C
E 6
22 Oct
11061 Wellder C M Cav
G 17
155 Oct
11397 Westbrook D
H 24
115 Aug
6927 Weafer Chas
A 26
12 Aug
7256 Wertz Jas Cav
I 30
14 Aug
6370 Webb M E Art
F 21
11127 Welch J Cav 5D Oct
18
Aug
6002 Weiber J Art 6E
17
85 July
4272 Weller W H
E 29
151 July
3285 Westfall Jno
H 12
20 Mar
265 Weldon Edson C
M 31
125 April
507 Westhrop H
B 12
22 Aug
6755 Webster H Cav
A 24
115 Oct
10303 Weston L
F 4
140 Sept
7543 Whitmore D
I 2
Oct
10423 Wharton J R Cav 5L
6
85 Sept
9743 Whittle J C
E 25
15 Sept
9878 Whertmore M Art
M 13
22 Sept
8611 Whipple M Cav
D 13
Sept
8680 White Jas Drag 1D
13
Nov
11879 White L Art 8G
6
10 July
3034 White E Cav
D 8
85 Sept
8792 Whiting M
D 15
7417 Whitney John, 39 Aug
S’t K 31
104 Aug
5207 Whitney J
E 10
16 Oct
10972 Whitman I
H 15
66 Nov
12049 Whitmans P
E 16
20 Nov
11724 Whifbeck J, Cor
D 1
147 Aug
6611 Wheeler D
H 23
40 Aug
5770 Whitmore O B
A 15
14 July
4155 Whitlock Wm Art
I 28
132 May
1133 Wilson James
K 16
95 July
3757 Wilson John
A 22
Aug
6832 Wilson M Art 2H
25
155 Nov
11983 Wilson W
H 13
57 Aug
5870 Wilson A
A 16
48 June
1645 Wilson D
H 5
15 Aug
6233 Windness A Art
C 20
125 July
4080 Williams F
A 27
4522 Williams Ed 42 Aug
A 2
Oct
11130 Williams H Cav 2M
18
94 Feb
12697 Williams S 65
I 23
85 Sept
9516 Williams L D 64
G 22
85 Sept
8478 Wilcox T E
B 11
63 Sept
7945 Williams Jas
G 5
Williams Geo, Aug
4603 Cav 1K
Cor 3
52 Aug
4701 Williams John
K 4
24 July
3947 Williams O, S’t Bat
- 25
June
1567 Williams H 9A
2
16 Aug
6861 Williams L
A 26
24 Aug
7112 Williams I B Cav
C 28
85 Aug
6219 Williams C R
E 20
20 July
3069 Wiron P Cav
M 9
63 July
3273 Wicks D
D 13
12 June
1938 Wilcox Geo Cav
F 14
14 June
2044 Wilcox R
- 15
9496 Wilcox W 43 Sept
G 21
85 July
3576 Wilcox J
D 19
55 Oct
11111 Wilcox H R 64
C 18
Oct
11428 Wilcox C, S’t Cav 5G
24
59 Feb
12607 Wiley I 65
B 7
121 Oct
10122 Willis I 64
G 1
7 Sept
9057 Willsey D
- 17
52 Sept
8729 Wiggins James
D 14
Sept
7980 Winn James Art 7 I
6
164 Sept
8208 Will E C
B 8
115 Sept
7622 Wiley W
G 2
July
3728 Wilkey S 8B
21
Wilkinson J N, 42 Oct
10977
Cor A 15
Aug
5663 Wicks Frank Art 1K
14
100 Oct
11474 Winney G A
D 25
10 Oct
11520 Winter G Cav
L 26
11689 Wilds I 154 Oct
B 31
117 Aug
7122 Winser I
I 28
24 Sept
7581 Wood E G Bat
- 2
July
3607 Wood F Cav 5 I
19
115 Sept
9874 Wood H
G 27
15 Sept
10063 Wood H
B 30
10 Sept
9715 Wood J Cav
H 25
97 Sept
7686 Wood John
D 3
111 July
3881 Wood M
H 24
Aug
5039 Wood J S Art 6A
8
Sept
9132 Woodmancy D M C 3H
18
95 Oct
10141 Wood W J
H 1
56 Sept
8382 Woodworth B
D 10
Sept
7884 Woodland H 1 I
5
Aug
5696 Woodhull D T 8E
15
Dec
12356 Wooley G C Art 7K
30
88 Nov
11821 Wolf T
D 5
11031 Wolfe W Art 2H Oct
16
24 Aug
6130 Wolfe Fred, Cor Cav
E 19
52 April
591 Wolfran A
C 16
118 Aug
4847 Wright Chas S
E 6
43 Oct
10941 Wright D
G 14
148 Aug
5126 Wright I I
I 9
39 July
4281 Wang C
E 30
85 Sept
7784 Wulslager John
G 4
147 Aug
4589 Wyatt James
G 2
12 Aug
7334 Wyncoop G, S’t Cav
H 30
18 June
2104 Winegardener L
G 17
71 Sept
7433 Yales W G
H 1
24 Aug
4984 Yencer I D Bat
- 7
Jan
12501 Yeomand G 7A 65
21
41 Aug
6539 Young C 64
D 23
15 Aug
5598 Young Chas
C 14
8224 Young E Art 2 I Sept
8
111 May
1306 Young Eugene
G 23
22 Sept
8733 Young George
H 14
Aug
6946 Young J, S’t Cav 1B
26
148 Aug
7411 Young T B
A 31
10 Oct
10481 Yonker W Art
B 7
Sept
7480 Zaphan H P Art 7E
1
40 Dec
12204 Zolber F W
D 1
145 Feb
12617 Zegler S 65
G 9
Total
2571.
NORTH CAROLINA.
June
1596 Barker J 2F 64
3
1
849 Briggs Wilson May 3
A
275 Callowhill B 2F Mar 31
Cox William C, S’t
475 2F Apr 9
864 Check W F, Cor 2F May 8

144 Dunbar Alex 2F Mar 22
2
1057 Miller J, Drum May 13
D
7
10705 Macey Henry Oct 11 64
-
11844 Moss Wm 1F Nov 5
1
8690 Norfield Warren Sept 14
G
370 Stone Jno A 2F Apr 5
2636 Smith Jas 2F June 29
2
4899 Smith George Aug 5
E
333 Turner F 2 I Apr 2
798 Turner H, Colored 2 I Apr 29
204 Weeks Nathan 2F Mar 28
2
712 Williams Thos Apr 24
D
Total 17.
OHIO.
12846 Akers J W 4B Apr 65
24
Mar
251 Arthur George 7B 64
30
Arrowsmith W 45 Apr
789
R K 28
100 May
1118 Ames George
K 15
45 June
1550 Allen W
B 1
51 June
1569 Alinger D
C 2
111 June
1724 Anderson D
B 8
89 June
1779 Augustus T
K 9
94 June
1805 Akers A A
F 10
33 June
2040 Aldridge C W
- 15
103 July
2935 Adam Miller
I 5
93 July
3046 Anderson R
C 8
60 July
3197 Aldbrook C W
- 12
89 July
3485 Arthur J C, S’t
A 17
21 July
3852 Armebrish A
A 24
72 July
3932 Almond A
A 25
Aug
4529 Arnold Chas Cav 9G
2
20 Aug
4990 Ailes T G
I 7
5048 Andrews Sam’l - - Aug
G 8
Aug
6422 Adams E Cav 2C
22
121 Aug
7429 Allen A B, Cor
C 31
135 Sept
7482 Alward A
B 1
69 Sept
7436 Arthur J
I 3
64 Sept
7843 Arne I
D 4
34 Sept
9818 Alown A
D 26
63 Oct
10393 Andrews I R
K 6
122 Oct
10425 Adams I
I 6
91 Oct
10874 Allen James C
F 13
24 Oct
11198 Andermill John
K 20
Jan
12495 Allen J W, Cor 1G 65
20
45 Mar
188 Baiel W T, S’t 64
F 27
Bodin Thomas 44 Mar
207
S, S’t - 28
Beaver George 111 Apr
691
E B 23
Beeman 125 May
829
Richard E 1
Biddinger M, 94 May
861
Mus K 3
952 Branigan 82 May
James F 8
70 May
1094 Blangy S
B 14
45 May
1212 Botkins A S
G 19
99 May
1226 Black G W
F 20
May
1366 Bates L B Cav 1A
25
45 May
1368 Bodkin W
K 25
May
1376 Baldwin N Cav 9T
26
89 May
1385 Bowers James
A 26
May
1468 Boyd H I 7H
30
June
1602 Boman John 2C
4
16 June
1609 Bryan R
C 4
19 June
1781 Balcomb D
F 9
June
1919 Brownles John 7 I
14
135 June
1937 Brooks J
I 14
45 June
1970 Bothin W J
F 15
Bartholomew E 205 June
1993
W C 15
105 June
2065 Belding F
D 16
45 June
2067 Brookheart W
I 16
2087 Benor H 100 June
E 17
49 June
2110 Bishop S 64
K 17
90 June
2170 Berry J C
E 19
45 June
2264 Beers A
A 20
June
2292 Burnham W Art 1K
21
45 June
2415 Bird I
A 24
21 June
2492 Bratt G, S’t
G 26
39 June
2599 Broughfman I
C 28
15 June
2696 Brandon John
F 30
92 July
3053 Barnes V H
H 9
23 July
3245 Brown Charles
D 13
111 July
3299 Burns M G
B 13
July
3608 Brackneck H Cav 7A
19
July
3656 Bogart John 9G
20
July
3706 Bontrell C 6G
21
45 July
3756 Butch O
I 22
51 July
3831 Bowman S
K 23
4073 Brockway M Art 2D July
27
11 July
4279 Boyle W H
H 30
125 Aug
4684 Britton B H
H 4
45 Aug
4968 Berdy M J
D 7
126 Aug
5138 Buckle J J
E 9
Aug
5219 Brabham Geo Cav 9B
10
Aug
5498 Baldwin Geo “ 9G
13
Bonestine W H, 107 Aug
5653
Cor I 14
121 Aug
5656 Burna J M
K 14
19 Aug
5758 Balmet J
I 15
10 Aug
5771 Brutch E Cav
I 15
123 Aug
5819 Bond S T
B 16
130 Aug
5825 Boyle H
B 16
61 Aug
5937 Bower F
I 17
31 Aug
5985 Birch L T
H 17
104 Aug
6008 Bowman A
E 17
July
6020 Bright N 6E
17
111 Aug
6152 Brown G S
F 18
6839 Baren T J, Cor 89 Aug
A 25
26 Aug
7280 Barrett S C
F 30
70 Aug
7283 Bell A
B 30
121 Sept
7484 Baxter P D
D 1
14 Sept
7490 Brenning C
G 1
26 Sept
7529 Brown W
G 1
33 Sept
7806 Bear E
A 4
54 Sept
7983 Bender C
C 6
110 Sept
7993 Brown M, Cor
F 6
31 Sept
7994 Barnes T S
B 6
135 Sept
8365 Benear W A
F 10
135 Sept
8376 Barston G H
F 10
60 Sept
8476 Brenner N
F 11
36 Sept
8496 Barnes A
G 11
Sept
8508 Blythe C 1 I
12
65 Sept
8509 Brinhomer J
C 12
41 Sept
8676 Brown H H
A 13
8693 Bell James 135 Sept
B 14
126 Sept
8872 Buckley J G
A 15
Sept
8939 Blessing C 9F
16
94 Sept
9287 Baker W C
- 19
135 Sept
9446 Brookover Geo
B 21
122 Sept
9473 Briace J R
C 21
101 Sept
9625 Bradley A
A 24
72 Sept
9679 Blackman S
G 24
14 Sept
9897 Birchfield Eli
- 27
34 Sept
9949 Beant H T
D 28
43 Oct
10120 Brewer D C
K 1
21 Oct
10199 Brown E N
E 2
20 Oct
10281 Brum W H, S’t
B 4
17 Oct
10591 Briggs F
G 10
153 Oct
11072 Baymher L G
A 17
112 Oct
11307 Boles G
H 22
11 Oct
11308 Bunker J 64
K 22
12 Oct
11313 Burns M
K 22

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Organizational Behavior A Practical

Problem Solving Approach 1st Edition

Major Questions the Student Should Be Able to Answer 2

MAJOR QUESTIONS THE STUDENT SHOULD BE ABLE TO ANSWER

9.1 Basic Dimensions of the Communication Process

9.2 Communication Competence

9.3 Gender, Generations, and Communication

9.4 Social Media and OB

9.5 Communication Skills to Boost Your Effectiveness

OVERVIEW OF THE CHAPTER

Communication is defined as the exchange of information between a sender and a

Communication competence reflects your ability to effectively communicate with

Winning at Work: Communication Counts in Landing a Job

9.1 Basic Dimensions of the Communication Process

How the Communication Process Works

o The sender is the person wanting to communicate information—the

Selecting the Right Medium

PROBLEM-SOLVING APPLICATION: Using Multiple Communication Media to

and processes to be able to make changes to them. Using the principles of

• Two-way face-to-face conversations are the richest form of communication while

personality, needs or state of mind can contribute to miscommunication. Students

9.2 Communication Competence

Possible Topics for Discussion:

SELF-ASSESSMENT 9.1: Assessing My Communication Competence

Discuss examples of how the meaning of nonverbal communication varies by

• Sources of Nonverbal Communication

EXAMPLE: The CEO of CarMax Proactively Listens to Employees

SELF-ASSESSMENT 9.2: Assessing My Listening Style

• Becoming a More Effective Listener

9.3 Gender, Generations, and Communication

Communication Differences between Women and Men

o Males are expected to communicate more aggressively, interrupt others

Generational Differences in Communication

Improving Communications between the Sexes and Generations

• Trainer Dana Brownlee offers the following suggestions for improving

9.4 Social Media and OB

EXAMPLE: Expanding Organizational Boundaries with Crowdsourcing

Costs of Social Media

Make E-mail Your Friend, Not Your Foe

Social Media Concerns and Remedies—What Companies Can Do

o Blocking access could be off-putting to employees and could alienate

• Assess and Manage Leadership’s Social Media Attitudes

SELF-ASSESSMENT 9.3: Assess Social Media Readiness

become more accepting of the media.

• Create and Implement a Social Media Strategy

EXAMPLE: Coke’s Online Social Media Principles

9.5 Communication Skills to Boost Your Effectiveness

This section of the chapter describes three critical skills in communication

o Step 2—Plan Your Delivery

• The STATE Technique

▪ Tell your story by describing what has happened, how you’ve

o Ask for agreement and commitment.

EXAMPLE: Effective Upward Management

REVISITING THE INTEGRATIVE FRAMEWORK: FIGURE 9.3

This chapter focuses on communication processes. Communication processes, on the

864 Check W F, Cor 2F May 8

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