COMMUNICATI0N,
EMOTIONS AND CRITICISM 5
Chapter 5 Changes from the 9th Edition to the 10th Edition
The entire chapter has been updated with 78 (96%) new references to this new edition.
When the text refers back to the opening case to illustrate the application of the text to the
case, it is now identified to stand out making them easier to find.
The section on Digital Information Technology has been shortened while maintaining the
same content while adding to new formation and references. As suggested by a reviewer,
Exhibit 5.3 E-Commerce has been deleted.
The section on Digital Information Technology has two new topic heading
“Confidentiality and Security” and “The Dark Side of Information Technology.”
The section on The Communication Process explains the steps in less detail.
While maintain the 13 listening tips, the discussion is shorter.
The discussion of Getting Criticism has been placed in Exhibit 5.9 to make it easier to
understand what and what not to do when being criticized.
All of the Application Situation boxes have been changed.
The case, Pixar is new and includes a video link to watch and hear President Ed Catmull
ideas on communication. You can watch short videos on the roles that different creative
employees play in making their famous movies at the Pixar Web site.
Chapter Outline
I. HOW COMMUNICATION AFFECTS BEHAVIOR, HUMAN RELATIONS, AND PERFORMANCE
II. ORGANIZATIONAL STRUCTURE AND COMMUNICATION
A. Organizational Structure
B. Organizational Communication
1. Vertical, 2. Horizontal, 3. Grapevine
C. Digital Information Technology
1. The Internet, E-mail, Texting, and Wireless Communications, 2. E-Commerce,
Mobile Workers and M-Commerce, 3. Social Media, 4. Cloud Computing, 5. Confidentiality and
Security, 6. The Down Side of Technology
III. THE COMMUNICATION PROCESS, BARRIERS, and DIFFERENCES
A. The Communication Process
B. Communication Barriers
C. Gender Conversation Differences
D. Cross-Cultural Communication Differences
1. Cultural Context, 2. Social Convention, 3. Language, Etiquette, and Politeness, 4. Nonverbal
Communication, 5. Overcoming Global Barriers
IV. SENDING MESSAGES
A. Planning the Message
B. Sending the Message Face-to-Face
C. Checking Understanding: Feedback
1. The common approach to getting feedback on messages and why it doesn’t work.
2. How to get feedback on messages.
V. RECEIVING MESSAGES
A. The Message Receiving Process.
B. Listening Tips.
1. Listening, 2. Analyzing, 3. Check Understanding
VI. RESPONDING TO MESSAGES
A. Response Styles
VII. SITUATIONAL COMMUNICATIONS
A. Situational Communication Styles
B. Situational Variables
VIII. DEALING WITH EMOTIONS AND CRITICISM
A. Emotions, Emotional Labor, and Global Differences.
1. Understanding feelings, 2. Emotional Labor, 3. Global differences.
B. Dealing with Emotional People
1. Don’t Argue, Return Negative Behavior, or Belittle the Emotional Person
2. Be Empathic and Use Reflecting Statements
C. Getting and Giving Criticism
1. Getting Criticism, 2. Giving Criticism
LECTURE OUTLINE PLUS
Power Point: You may use the Power Point supplement to enhance your lectures. Even if your classroom is not
equipped to use Power Point, you can review the material on your personal computer to get teaching ideas and to
copy the slides. Copies of the slides can be made into overheads.
I. HOW COMMUNICATION AFFECTS BEHAVIOR, HUMAN RELATIONS, AND PERFORMANCE
In this fourth chapter, we take the intrapersonal skills foundation from the first three chapters and now build to
interpersonal skills. Interpersonal communication skills are the foundation of human relations, as we initiate, build,
and maintain relationships through communications. Recall that behavior is what we do and say, thus
communications is behavior.
Work Application (WA): NOTE: All the work application questions appear in the test bank
WA 1- Give a specific example of how communications affected your behavior, human relations, and
performance.
SA- I remember the first time I had to discipline an employee. My behavior did not have the usual friendly
II. ORGANIZATIONAL STRUCTURE AND COMMUNICATION
A. Organizational Structure
Organizational structure refers to the way managers design their firm to achieve the organization’s mission and
goals. In the development of an organizational structure, there are five important questions to be answered. See
Exhibit 5.1 for the questions and the principles used to find the answers. Also see Exhibit 5.2 for an illustration of an
organization chart.
WA 2 – Select an organization for which you work or have worked. Is the division of labor specialized? Identify the
chain of command from your job to the top of the organization. How many people are in your boss’s span of
management? Is authority centralized or decentralized? How is work coordinated?
SA- I worked for a tree cutting service. There was the owner boss and three helpers. Tree cutting is very
WA 3- Draw an organization chart illustrating the departments where you work or have worked.
SA- Owner/Boss (does the marketing to get the business and cuts the trees)
LO 1. Describe how communication flows through organizations.
Formal communication flows through communication networks in vertical and horizontal directions.
B. ORGANIZATIONAL COMMUNICATION
In general, organizational communication is the compounded interpersonal
communication process across an organization. Communication within an organization flows
1. Vertical Communication Vertical communication is the flow of information both up
Downward Communication It is the process of higher-level management
Upward Communication When employees send a message to managers above them,
For an illustration of downward and upward vertical communication, see Exhibit 5.2.
WA 4 – Give a specific example of when you used vertical communication. Identify it as upward or downward.
SA- Over the phone I used to tell my boss how many people were working, who was on, if we were busy, and how many cases
2. Horizontal Communication Horizontal communication is the flow of information
WA 5- Give a specific example of when you used horizontal communication.
SA- There was no boss when the owner was not around, which was several hours each day, so we worked as a team.
3. Grapevine Communication The grapevine is the informal vehicle through which
Gossiping about people can really hurt your human relations with them when they find
WA 6- Give a specific example of a message you heard through the grapevine. How accurate was it? Was it the exact same
message management sent?
SA- One day I was walking to class in the snow and a group of students told me that classes were canceled for the rest of the
day. I wasn’t sure if they were right so I kept walking to class. Before I got to class people were walking out of the building
Application Situations
Communication Flow, AS-5.1
1. B. Vertical-upward. The subordinate is going back to Juan with the completed report he requested.
2. C. Horizontal. Jackson is in the production department and the speaker is a salesperson. They are colleagues communicating.
C. Digital Information Technology
Digital information technology has clearly changed the way we communication in our personal and professional
lives.
1. The Internet, E-mail, Texting, and Wireless Communications The internet is a global
2. E-Commerce, Mobile Workers and M-Commerce E-commerce or e-business (E = electronic)
For many mobile workers, smart phones are now used to conduct business, and more people shop using mobile
3. Social Media To better connect with younger workers and customers, many companies are increasing their
4. Cloud Computing Cloud computing, broadly speaking, is any service or program sent over an Internet
5. Con5dentiality and Security Information confidential and secure is a challenge.
6. The Downside of Technology Electronic communications is dehumanized and
depersonalized. There is a loss of nonverbal communications. Another issue related to
WA 7- Give specific examples of how you use digital information technology to communicate.
SA I use the Internet and email regularly and I’m constantly texting with my wireless cell phone, and I have bought things
III. THE COMMUNICATION PROCESS, BARRIERS, and DIFFERENCES
A. The Communication Process
KT-The communication process consists of a sender who encodes a message and transmits it through a channel to a
receiver who decodes it and may give feedback.
Exhibit 5-4 illustrates the communication process.
LO 2. List and explain the four steps in the communication process.
1. the sender encodes the message and selects the transmission channel, 2. the sender transmits the
NOTE: This is a more detailed overview of the communication process separated by step
.
1. The Sender Encodes the Message and Selects the Transmission Channel
The sender of the message is the person who initiates the communication. KT- The message is the information and
meaning communicated.
KT- Encoding is the sender’s process of putting the message into a form that the receiver will understand.
Selecting the Transmission Channel. KT- The message is the physical form of the encoded information. The
message is transmitted through a channel. The three primary communication channels you can use are oral,
nonverbal, and written; See Exhibit 5.5 for a list of channels.
WA 8– Which message transmission channels do you use most often at work?
SA- As a cashier, I spend most of my time in oral communication talking face-to-face with customers. I also use
Application Situations
Channel Selection, AS-5.2
6. A. One-on-one. This is a discipline situation, which should be done one-on-one, face-to-face.
7. C. Meeting. Meetings are appropriate for conveying information to a group.
2. The Sender Transmits the Message
As the sender, after you encode the message and select the channel, you transmit the message through the channel to
a receiver(s).
3. The Receiver Decodes the Message and Decides if Feedback Is Needed
The person receiving the message decodes it. KT- Decoding is the receiver’s process of translating the message into
4. Feedback: A Response or a New Message May Be Transmitted
After decoding the message, feedback may be given to the sender
B. Communication Barriers
WA 9– Give at least two different barriers to communication you experienced at work. Explain the situation and how the
barrier could have been overcome.
SA- Not listening. I have a person at work I have to give instruction to on a regular basis. At times he does not listen. After
SA- Noise. Once I was talking to a friend on the telephone and she told me what time she would be coming to pick me up,
Application Situations
Communication Barriers, AS-5.3
11. A. Perception. There seems to be a perception problem as to how long a little while is. A set time would be better.
12. E. Trust and Credibility. The person doesn’t want to believe because the sender has no credibility with him or her.
17. C. Channel selection. Texting is not appropriate for the person who doesn’t text.
18. B. Information overload. The person is admitting to information overload being a problem.
C. Gender Conversation Differences
Men tend to talk about status and independence, whereas women tend to talk about connections and relationships.
So men at work tend to talk to preserve independence and status in an organizational hierarchical social order.
Women tend to talk for closeness to develop relationships, in which people seek and give confirmation and support.
WA 10– Describe gender communication di.erence you have observed at work.
D. Cross-Cultural Communication Differences
1. Cultural Context See Exhibit 5-7 for a list of high- and low-context cultures.
See Exhibit 5-8 for a list of some of the differences in context by which level culture places more
importance.
2. Social Convention. Business is conducted differently around the globe.
3. Language, Etiquette, and Politeness, also varies around the globe.
4. Nonverbal Communication differs too.
5. Overcoming Global Barriers, see list of five guidelines to help overcome these barriers.
WA 11- Give a cross-cultural barrier to communication you experienced. Explain the situation and how the barrier could
have been overcome.
SA- When I called an overseas business, the person who answered the phone did not speak English. I kept saying the name
IV. SENDING MESSAGES
A. Planning the Message
Before sending messages we should determine what, who, how, when and where the message should be
transmitted.
B. Sending the Message, Face-to-Face.
See Model 5.1, The Message Sending Process, may be shown to illustrate this process.
KT- The message sending process steps: (1) develop rapport, (2) state the communication objective,(3)
transmit the message,(4) check understanding, (5) get a commitment and follow up.
KT- Paraphrasing is the process of having the receiver restate the message in his or her own words.
LO 3. List the five steps in the message-sending process.
Step 1. develop rapport, 2. state the communication objective, 3. transmit the message, 4. check
understanding, 5. get a commitment and follow up.
SB 5.1- Giving Instructions, can be used to develop students’ skills at sending messages.
WA 12- Recall a present or past boss. How well did the boss send messages, which steps in the message
sending process were followed and which were not commonly followed by the boss?
SA- My boss was not good at giving instructions. He did not (1) develop rapport or (2) clearly state the
objective. He did (3) transmit messages, but his (4) method of checking understanding was simply to ask,
C. Checking Understanding: Feedback
A. Feedback. KT- Feedback- the process of verifying messages.
1. The common approach to getting feedback on messages and why it doesn’t work. People who sends the
entire message followed by simply asking “any questions?” may be disappointed with the results of the
communication because people have a tendency not to ask questions, even when they don’t understand.
LO 4. Describe how to get feedback.
2. How to get feedback on messages. (1) Be open to feedback, (2) Be aware of nonverbal communication,
WA 13- Describe how your present/past boss used feedback. How could his or her feedback skills be
improved?
SA- My boss did a lousy job of using feedback. The only time I heard from him was when things went
wrong. I never got any praise for all the good things I did. When giving tasks to be completed he have poor
WA 14- Do you use paraphrasing now? Will you use it with more, less, or the same frequency in the future?
Why
SA- I do occasionally use paraphrasing now. If I don’t repeat to someone what they want me to do
sometimes there is confusion. An example is the time my mother told me to put the chicken in the oven at
V. RECEIVING MESSAGES
Self-Assessment Exercise 5-1
A. The Message Receiving Process.
LO 5. List the three steps in the message sending process.
The first step is to listen to the message; the second step is to analyze what has been
B. Listening Tips.
1. Listening (tip 1-8)
2. Analyzing (tip 9-11)
3. Checking understanding (tip 12-13)
WA 15- Refer back to Self-Assessment Exercise 5.1, what is your weakest listening skill? How will you
improve your listening ability?
SA- I’d say it’s the fact that I don’t ask questions when I don’t understand something. To improve I’ll have to
Application Situations
Listening AS- 5.4
21. 6. Ask questions. How long . . . is a question.
22. 4. Do not assume and interrupt. The listener has stopped the speaker.
23. 10. Evaluate after listening. The listener made sure the speaker was done before evaluating the suggestion.
24. 8. Convey meaning. Saying uh huh and I get it gives verbal clues of listening.
VI. RESPONDING TO MESSAGES
A.. Response Styles
There are five response styles: See Exhibit 5.9 for a list of the five response styles, their definitions, and
when it is appropriate to use each style.
Self-Assessment Exercise 5-2.
Video Exercise 5-1 with BMV-Behavior Video-module 5, Response Styles, can be shown to illustrate each
LO 6.Define five response styles
1. Advising is providing evaluation, personal opinion, direction, or instructions.
2. Diverting is switching the message; changing the subject.
WA 16- Give situations in which any two of the five response styles would be appropriate. Give the
senders’ message and your response, identity its response style.
SA- Advising–Sender: “I want this report in by five o’clock tonight.” Response: “You should give me more
time. It says on the instructions that the due date is tomorrow at five o’clock, not tonight.”
Application Situations
Identifying Response Styles, AS-5.5
31. Just ignore it and it will not bother you.
32. Are you behind in your work today?
37. C. Probing. She asked for more information.
38. A. Advising. She is advising Jim to take care of it himself.
The reflective style is appropriate for both situations as it is early in the conversation.
VII. SITUATIONAL COMMUNICATIONS
A. Situational Communication Styles
1. Autocratic communication style (S-A) demonstrates high task–low relationship (HT–LR) behavior,
2. Consultative communication style (S-C) demonstrates high task–high relationship (HT–HR) behavior, using
3. Participative communication style (S-P) demonstrates low task–high relationship (LT–HR) behavior,
4. Laissez-faire communication style (S-L) demonstrates low task–low relationship (LT–LR) behavior,
B. Situational Variables
1. Time : Do I have enough time to use two-way communication?
2. Information: Do I have the necessary information to communicate my message,
make a decision, or take action?
3. Acceptance: Will the other party accept my message without any input?
4. Capability: Capability has two parts: (1) Ability—does the other party have the experience or knowledge
to participate in two-way communication? Will the receiver put the organization’s goals ahead of personal
needs or goals? (2) Motivation—does the other party want to participate?