CH 11

1-1
Copyright © 2015 Pearson Education Ltd.

Chapter 11: Communication
11-2

Learning Objectives
After studying this chapter, you should be able to:
Identify the main functions of communication.
Describe the communication process and formal
and informal communication.
Contrast downward, upward, and lateral
communication.
Compare and contrast formal small-group networks
and the grapevine.
Contrast oral, written, and nonverbal
communication. 11-3

Learning Objectives
 Show how channel richness underlies the choice of
communication channel.
 Differentiate between automatic and controlled
processing of persuasive messages.
 Identify common barriers to effective
communication.
 Show how to overcome the potential problems in
cross-cultural communication.
11-4

The Importance of Communication in
Organizations
Poor communication is probably the most
frequently cited source of interpersonal conflict.
Individuals spend nearly 70% of their waking hours
communicating.
The biggest inhibitors of group performance is lack
of effective communication.
Copyright © 2015 Pearson Education Ltd. 11-5

Profile of Business Communication
Copyright
Copyright©©2015
2015Pearson
PearsonEducation Ltd.
Education, Inc.
LO 1 Identify the Main Functions
of Communication
Communication - the transference and understanding of
meaning
Communication serves four major functions within a group or
organization:
Control member behavior
Foster motivation for what is to be done
Provide a release for emotional expression
Provide information needed to make decisions
11-7

of Communication
Control
 Organizations have authority hierarchies and formal
guidelines that employees are required to follow.
 Informal communication also controls behavior.
When work groups tease or harass a member who
produces too much, they are informally communicating
with, and controlling, the member’s behavior.
11-8

of Communication
Motivation
 Clarifies to employees what is to be done, how
well they are doing, and what can be done to
improve performance.
 The formation of specific goals, feedback on
progress toward the goals, and reinforcement of
desired behavior all stimulate motivation and
require communication.
11-9

of Communication
Emotional Expression
 Communication provides a release for the
emotional expression of feelings and for fulfillment
of social needs.
 For many employees, their work group is a
primary source of social interaction.
11-10

of Communication
Information
 Communication facilitates decision making.
 It provides information by transmitting the data
to identify and evaluate choices.
11-11

LO 2
Describe the Communication Process
and Formal and
Informal Communication
Communication Process- the steps between a source
and a receiver that result in the transference and
understanding of meaning
11-12

Key parts of the Communication Process
The sender
Encoding
The message
The channel
Decoding
The receiver
Noise
Feedback
© 2007 Prentice Hall Inc. All rights
Copyright © 2015reserved.
Pearson Education Ltd.
Key parts…..
1. Sender – is the initiator of
the message.
2. Encoding - is the
transformation of ideas
into symbols to design
communication messages.
3. Message - actual physical
product from the sender’s
encoding (i.e. when we
speak, the speech is the
message)
4. Channel - a medium that
carries messages within
and between people.
Key Parts….
5. Decoding – means to
perceive, translate, and
interpret information
received in a message
6. Receiver - is the object to
whom the message is
directed.
7. Noise - represents
communication barriers that
distort clarity of the message
(i.e. external noise and
internal noise)Copyright
© 2015reserved.
Key parts….……
8. Feedback – is the check on how successful we have
been in transferring our messages as originally
intended. It determines whether understanding has
been achieved.

LO 3 Contrast Downward, Upward,
and Lateral Communication
Downward communication flows from one level to a lower
level.
 Assign goals, provide instructions, communicate policies and
procedures, and provide feedback.
 Downward communication must explain the reasons why a
decision was made.
 Explanations increase employee commitment and support of
decisions.
 One problem is the one-way nature of downward
communication.
11-17

Upward communication flows to a higher level in the group
or organization.
 Provide feedback to higher-ups, inform them of progress,
and relay current problems.
 To engage in effective upward communication:
 Communicate in headlines, not paragraphs.
 Support your headlines with actionable items.
 Prepare an agenda to make sure you use your boss’s attention well.
11-18

Lateral communication takes place among members of the
same work group, among members of work groups at the
same level, among managers at the same level, or among
any horizontally equivalent personnel.
Often necessary to save time and facilitate coordination.
 May be formally sanctioned.
 Can create dysfunctional conflicts.
11-19

LO 4 Compare and Contrast Formal
Small-Group Networks & the
Grapevine
11-20

Three Common………
Chain – rigidly follows the
formal chain of command.
It is best if accuracy of the
communication is most
important.

Three Common……
Wheel – relies on a
central figure to act
as the conduit for all
the group’s
communication.

Three Common……
All Channel – permits all
the group members to
actively communicate with
each other
. Copyright © 2015 Pearson Education Ltd.

Grapevine
11-24

Grapevine
The Grapevine
 The informal communication network in a group
or organization.
 Rumors emerge as a response to situations that
are important to us, when there is ambiguity,
and under conditions that arouse anxiety.
Work situations frequently contain these three
elements, which explains why rumors flourish in
organizations.
11-25

The Grapevine
Three Main Grapevine Characteristics
1. Informal, not controlled by management
2. Perceived by most employees as being more
believable and reliable than formal
communications
3. Largely used to serve the self-interests of those
who use it

Grapevine
11-27

LO 5
Contrast Oral, Written, and
Nonverbal Communication
Oral Communication
 The primary means of conveying messages.
Speeches, formal one-on-one and group
discussions, and informal rumor mills or grapevines
are popular forms of oral communication.
Meetings
Videoconferencing
Telephone
11-28

LO 5
Written Communication
 Letters
 PowerPoint
 E-mail
 Instant Messaging
 Text Messaging
 Social Media
 Others 11-29

LO 5
11-30

LO 5
Nonverbal Communication
 Includes body movements, the intonations or
emphasis we give to words, facial expressions, and
the physical distance between the sender and
receiver.
 Body language can convey status, level of
engagement, and emotional state.
11-31

The Importance of
 Your actions really speak louder than words.
 Eyes are more accurate witnesses than ears.
(Heraclitus)
 Nonverbal communication is often responsible for
first impressions.

Non-Verbal……
Many businesspeople and visitors react negatively to
what they feel are inappropriate facial expressions,
without understanding the cultural meaning behind
them.
In his studies of cross-cultural negotiations, Graham
observed that the Japanese feel uncomfortable when
faced with the Americans’ eye-to-eye posture.
Japanese are taught since childhood to bow their
heads out of humility, whereas the automatic
response of Americans is “look at me when I’m
talking to you!”

Body Movement
 Unconscious motions that provide meaning
Most important messages body language are:
 the extent to which we like another and are interested in his or her
views.
 the perceived status between a sender and receiver.
Intonations and Voice Emphasis
 The way something is said can change meaning
Facial Expressions
 Show emotion
Physical Distance between Sender and Receiver
 Depends on cultural norms
 Can express interest or status
Intonations: It’s the Way You Say It!
Change your tone and you change your meaning: (Exhibit 11.6)
Placement of the emphasis What it means
Why don’t I take you to dinner tonight? I was going to take someone else.
Why don’t I take you to dinner tonight? Instead of the guy you were going with.
Why don’t I take you to dinner tonight? I’m trying to find a reason why I
shouldn’t take you.
Why don’t I take you to dinner tonight? Do you have a problem with me?
Why don’t I take you to dinner tonight? Instead of going on your own.
Why don’t I take you to dinner tonight? Instead of lunch tomorrow.
Why don’t I take you to dinner tonight? Not tomorrow night.
Source: Based on M. Kiely, “When ‘No’ Means ‘Yes,’ ” Marketing, October 1993, pp. 7–9. Reproduced in A. Huczynski
EEXXHHI IBBI ITT
and D. Buchanan, Organizational Behaviour, 4th ed. (Essex, England: Pearson Education, 2001), p. 194. 11–2
11–2
Copyright
Copyright©©2015
2015Pearson
Education, Inc.
LO 5 Contrast Oral, Written, and
Physical distance also has meaning.
 What is considered proper spacing between people
largely depends on cultural norms.
A businesslike distance in some European countries
feels intimate in many parts of North America.
 Distance may indicate aggressiveness or sexual interest, or
it may signal disinterest or displeasure with what is being
said.
11-36

Proxemics: Territorial
Space
Territorial Space - bands of space extending
outward from the body; territorial space
differs from culture to culture
a = intimate <1.5’
b = personal 1.5-4’
c = social 4-12’ a
b
c
d = public >12’ d
Copyright
Copyright©©2015
2015Pearson
Education, Inc.
Personal Space……
Intimate distance used for very confidential
communications
Personal distance used for talking with
family/close friends
Social distance used to handle most business
transactions
Public distance used when calling across room
or giving talk to group

Personal Space in U.S.

Proxemics
High contact – preferring to stand close, touch,
and experience a close sensory involvement
Low-contact – prefer much less sensory
involvement, standing farther apart and touching
less
4-40

Choice of Communication Channel
Channel Richness
The amount of information that can be transmitted
during a communication episode.
Characteristics
CharacteristicsofofRich
RichChannels
Channels
1.1. Handle
Handlemultiple
multiplecues
cuessimultaneously.
simultaneously.
2.2. Facilitate
Facilitaterapid
rapidfeedback.
feedback.
3.3. Are
Arevery
verypersonal
personalinincontext.
context.
Copyright
Copyright©©2015
2015Pearson
Education, Inc.
LO 6 Show How Channel Richness Underlies
the Choice Of Communication Channel
The choice of channel depends on whether the
message is routine.
 Routine messages tend to be straightforward and
have a minimum of ambiguity.
Choose oral communication when you need to
gauge the receiver’s receptivity.
Written communication is more reliable for
complex and lengthy communications.
11-42

11-43

Letters are used in business primarily for networking
purposes and when signatures need to be authentic.
Some issues to consider when using e-mail:
 Risk of misinterpreting the message.
 Fallout from negative messages.
 Time-consuming nature.
 Limited expression of emotions.
 Privacy concerns.
 Professionalism. 11-44

Instant messaging- a synchronous technology, meaning that
you need to be there to receive the message.
Text messaging - a real-time alternative to phone calls.
Social media
Blogs - short for web log – a website about a single person or
company.
11-45

Information Security - is a huge concern for nearly all
organizations with private or proprietary information about
clients, customers, and employees
 Electronic information
Clouds - electronic data storage
 Physical information
 Information that employees know
Most companies monitor employee Internet use and e-mail
records, and some use video surveillance and record phone
conversations.
11-46

LO 7 Differentiate Between Automatic and
Controlled Processing of Persuasive
Messages
Automatic processing – a relatively superficial consideration
of evidence and information.
 It takes little time and low effort, but it lets us be easily
fooled by a variety of tricks, like a cute jingle or glamorous
photo.
Controlled processing – a detailed consideration of evidence
and information relying on facts, figures, and logic.
 Requires effort and energy, but it’s harder to fool someone
who engages in it.
11-47

LO 7 Differentiate Between Automatic and
Controlled Processing of Persuasive
Messages
Rules of thumb for determining the choice of processing:
Interest level - reflect the impact a decision is going to have on
your life.
Prior knowledge - People who are very well informed about a
subject area are also more likely to use controlled processing
strategies.
Personality – people with a high in need for cognition, are
most likely to be persuaded by evidence and facts.
Message characteristics - influences whether people use an
automatic or controlled processing
Match your message to your audience
11-48

Barriers to Effective Communication
 Filtering
A sender’s manipulation of information so
that it will be seen more favorably by
the receiver.
 Selective Perception
People selectively interpret what they see on the
basis of their interests, background,
experience, and attitudes.
 Information Overload
A condition in which information inflow exceeds an individual’s
processing capacity.
Copyright
Copyright©©2015
2015Pearson
Education, Inc.
(cont’d)
 Emotions
How a receiver feels at the time a message is received
will influence how the message is interpreted.
 Language
Words have different meanings
to different people. (i.e.
Jargon)
 Communication Apprehension
Undue tension and anxiety about oral
communication, written communication, or both.
Copyright
Copyright©©2015reserved.
2015Pearson
Education, Inc.
(cont’d)
Language - Words mean different things to different people
Silence - It’s easy to ignore silence or lack of communication,
precisely because it is defined by the absence of information.
Lying - outright misrepresentation of information. Research
generally suggests most people are not very good at detecting
deception in others.

11-51
 Copyright © 2015 Pearson Education Ltd.

Communication Barriers Between Men
and Women
 Men talk to:  Women talk to:
 Emphasize status,  Establish
power, and connection and
independence. intimacy.
 Complain that  Criticize men for
women talk on and not listening.
on.  Speak of problems
 Offer solutions. to promote
 To boast about their closeness.
accomplishments.  Express regret and
restore balance to
a conversation.

LO 9 Show How To Overcome the
Potential Problems in
Cross-Cultural Communication
Cultural Barriers
 Caused by semantics – words mean different
things to different people.
 Caused by word connotations – words imply
different things in different languages.
 Caused by tone differences.
 Caused by differences in tolerance for conflict
and methods for resolving conflicts.
11-53

Global Implications
Cultural Context:
 The importance of social context to meaning
 Low-context cultures (like the U.S.) rely on
words for meaning
 High-context cultures gain meaning from the
whole situation
EEXXHHIIBBIITT11-8
11-8
11-55

Hand Gestures Mean Different Things in
Different Countries

Copyright
2015Pearson
Education, Inc.
Hand Gestures Mean Different Things in
Different Countries (cont’d)

Copyright
2015Pearson
Education, Inc.
…and there’s more!
• In Turkey it’s rude to cross your arms
while you are facing someone.
• In the Arab world the left hand is
considered unclean; don’t eat with it!
• In India never pat someone’s head,

it’s the seat of the soul.
© 3-58 Copyright © 2015 Pearson Education Ltd.

A Cultural Guide
 Know yourself.
 Foster a climate of mutual respect, fairness, and
democracy.
 Learn the cultural context of each person.
 When in doubt, listen.
 State facts, not your interpretation.
 Consider the other person’s viewpoint.
11-59
 Proactively maintain the identity of the group.
Implications for Managers
 Remember that your communication mode will
partly determine your communication effectiveness.
 Obtain feedback from your employees to make
certain your messages – however they are
communicated – are understood.
 Remember that written communication creates
more misunderstandings than oral communication;
communicate with employees through in-person
meetings when possible.
11-60

Implications for Managers
 Make sure you use communication strategies
appropriate to your audience and the type of
message you’re sending.
 Keep in mind communication barriers such as
gender and culture.
11-61

http://wps.ablongman.com/ab_devito_humancom
m_mycommlab_12/178/45620/11678824.cw/index.
html
11-62

CH 11

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CH 11

Uploaded by

Copyright:

Available Formats

1-1

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd. 11-5

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

© 2007 Prentice Hall Inc. All rights

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

© 2007 Prentice Hall Inc. All rights

© 2007 Prentice Hall Inc. All rights

. Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd. 11-26

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

 Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

© 2007 Prentice Hall Inc. All rights

© 2007 Prentice Hall Inc. All rights

• In India never pat someone’s head,

© 3-58 Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

Copyright © 2015 Pearson Education Ltd.

You might also like