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CASE STUDY 3: No shared enthusiasm
Last week I started my first nursing internship. I was really excited, because as soon as I
complete these hours, I’ll graduate from nursing school. But I was also nervous, because finally
the time had come to rely on myself making critical decisions. My mom is a nurse, so I knew she
would understand how I felt. I called her on my way to my first shift. She reassured me that
everything was going to be okay. She said to call after my shift was over to tell her all about it.
After my thirteen-hour night-shift was over, I called her. There was no answer. At first, I didn’t
mind much because I was exhausted. I slept for a couple hours. Then I called her again. Still no
answer. Instead I received a text, “That is great your shift went well” and that was all it said. I
could not help but get upset inside because I thought she would have had a little more interest in
it than that. I texted back, “That is a little rude that you can’t even answer the phone and listen to
all the cool things I experienced”.
Then I got the phone call I thought I had been waiting for. What a shock. She told me that my
grandma had been in a car accident. My grandma was okay, thankfully. Then I realized I had
jumped to conclusions and overreacted, so I felt guilty inside.
INSTRUCTIONS FOR APPLICATION EXERCISE 2:
Review the communication model, as explained in your text. Use the table below to assess the
communication elements from one of the case studies below or from a communication scenario in your
own life.
After you complete the Table below, write a paragraph describing in your own words what
“communication is a process” means. Submit both the completed Table and the paragraph to your
instructor.
DATA TABLE FOR APPLICATION EXERCISE 1.A
Element of Comm
Model
Specific Example
Did this element
hinder shared
communication?
If so, how?
How could this element
be modified to improve
shared meaning?
Message (as encoded by
sender)
Message (as decoded by
receiver)
Channel (how was the
message sent)
Environmental Noise
Physical Noise
Psychological Noise
Feedback
3. Formal Communication Flow
Contact two or three people who work as supervisors or managers in various organizations. Ask the
supervisors to give examples of the kinds of information they communicate with their subordinates
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(downward communication), with their upper level managers (upward communication), and with their
peers (horizontal communication).
After you gather this information, use the three tables below to classify these types of information as
downward, upward, or horizontal communication in the chart below. For each, suggest characteristics
that might make each message effective or ineffective. Complete at least three of the five rows for each
direction of communication. One example is completed for you.
Part 1: Downward Communication Flow
Function of
Message
Example
What might make this
message effective?
What might make this
message ineffective?
Job
instructions
Job rationale
Why management
will be changing our
billing process again.
If management provides
an honest reason that
employees can relate to.
If management gives a fake
reason, when we know there’s
another reason behind it that
management wants to hide.
Feedback
Indoctrination
Part 2: Upward Communication Flow
Function of
Message
Example
What might make this
message effective?
What might make this
message ineffective?
What
subordinates
are doing
Unsolved
Work
problems
Suggestions
For
improvement
How
Subordinates
feel about
each other
and the job
Part 3: Horizontal Communication Flow
Example
What might make
this message effective?
What might make this
message ineffective?
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4. Ethical Dimensions of Communication
To complete this exercise, choose one of the case studies below OR use a communication scenario from
your own life. For this exercise, you will submit a completed table, plus a paragraph.
CASE STUDIES FOR APPLICATION EXERCISE 4:
CASE STUDY 1: The time clock.
At my workplace, one day I noticed two co-workers (I’ll call them Amy and Beth leaving without
didn’t clock out. A few hours later, I saw them come back with takeout food from a local
restaurant, go into the break room, eat their lunch, and reemerge about an hour and a half later.
This went on for several weeks. I began to note the dates and times in a notebook. While these
two were gone, the rest of us had a lot more work to do. Some important calls were missed.
CASE STUDY 2: The spaceman
I stated a few times in a report that I was giving in front of a class, when talking about astronauts,
the term ‘spaceman’. I received a good grade on my report; however, I was pulled aside by the
male teacher and was informed that spacemen wasn’t the correct term to use. He said that the
term could be considered demeaning to our female astronauts. Astronaut or spaceperson was a
better term to use. I didn’t really think about sexist terms like that because I had heard it said so
many times by people that I looked up to that it didn’t enter into my mind that what I was saying
could be offensive. That got me thinking. The next week, the guitar player in my band used the
term “I nigger–rigged it” when referring to keeping his amp functioning until he could take it in to
a professional. With my new knowledge of the power of words, this bothered me.
CASE STUDY 3: The “borrowed” shirt
I had a really great date for the school dance. I was excited to go. But the dance was a dress-up
occasion. I looked through my closet and couldn’t find a good shirt I liked. I looked in my wallet
and couldn’t find much cash … only enough to buy groceries for the week. I already owed my
brother $60, so I couldn’t ask him for a loan.
The day of the dance, I went to Wal-Mart and used the rest of my cash to buy a shirt I really
liked. I wore it to the dance. I felt good, and I had a good time. But I was still short of cash. So
the next day, I went back to Wal-Mart and returned the shirt. I hadn’t really sweated in it, so it
was just like new. Wal-Mart will never know the difference. Besides, those fat cat managers who
run those big stores have plenty of money to spare.
INSTRUCTIONS FOR APPLICATION EXERCISE 4:
Review the ethical dimensions of communication, as explained in your. Use the table below to assess
ONE communication scenario THREE times (that is, from THREE differing ethical views [dimensions]).
This ability to view an interaction from more than one perspective will help you improve your “other–
orientation,” a skill that is critical for effective communication. You may assess one of the case studies
below or a communication scenario in your own life.
After you complete the Table below, write a paragraph explaining which ethical dimension you find
MOST useful for this situation, which you find LEAST useful, and why. Submit both the completed
Table and the paragraph to your instructor. Scroll down below the blank data table to view an example
that has already been completed.
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BLANK TABLE FOR YOUR USE:
Data Table – Situation Analysis Using Ethical Dimensions of Communication
Ethical Guideline
Meaning of this guideline
– in your own words
Your Ethical Words
EXAMPLE OF A COMPLETED DATA TABLE AND EXPLANATION FOR APPLICATION
EXERCISE 4 (don’t use this example; use a different scenario):
Sample Ethics Scenario: You work in the Human Relations Department of a large company.
Your CEO has informed you that the firm is about to deliver a huge number of totally unexpected
layoff notices. She admonishes you that your job will be in jeopardy if you tell anyone about
these layoffs ahead of time. You know that one of your co-workers is signing a purchase
agreement tomorrow on an expensive home with a large mortgage payment. You would like to
warn him that he might be losing his paycheck soon, but you are afraid to.
Sample Data Table – Situation Analysis Using Ethical Dimensions of Communication
Ethical Guideline
Meaning of this guideline
– in your own words
Your Ethical Words
Rights Approach
“Never tell a lie” is an absolute
principle.
“My boss told me not to tell anyone, but I can’t lie
to you, even if it’s a lie of omission. Our
firm is having a lot of layoffs next month,
so maybe you should wait until we hear
more.”
Fairness Approach
Don’t favor one group (such as
managers) over another
(such as lower level
employees).
Talk to my boss: “I know these layoffs are
confidential, but I think we should warn
some of the employees ahead of time, to
give them some time to adjust.”
Professional Ethic
In business, employees are
expected to keep
confidential information
secret.
Ask my boss: “Does this information have to be
strictly confidential?” If the answer is yes,
and there is a good reason, then I am
obliged not to say anything.
Sample Explanatory Paragraph for Ethics Analysis:
In this situation, I would prefer to use the Fairness Approach to decision-making. I don’t know if
my boss would buy off on it, but at least I could try. It’s least likely that I would use the Rights
approach, because then I might jeopardize my job. I could be the next person on the chopping
block. That wouldn’t help any of us. From this exercise, I learned how helpful it can be to think
about situations from several viewpoints before I decide what to do. There isn’t just one right or
one wrong. Also, I learned not to be too judgmental of other peoples’ ethics. It’s not easy, but
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I’m learning to sort of see where they’re coming from. This ties in with what the text taught us
about “decoding” a message. Each person might attach a different meaning and value judgment
to a statement.
Video Activities
1. Principles of Communication
Objective: Students will become more familiar with principles of communication by viewing and
analyzing examples.
Procedure: Divide the class into groups. Assign to each group one principle of communication to
observe. Show a five-minute segment of a video clip portraying a meeting or business conversation that
takes place in a professional setting. After the segment ends, allow each group seven minutes to discuss
examples they observed in the clip that illustrate their assigned principle.
Discussion: Ask each group to present their findings to the class. Elicit additional examples fromthe
class.
2. Model of Communication
Objective: Students will become more familiar with elements of communication by identifying them in a
video scenario.
Procedure: Show a five-minute segment of a video clip portraying a meeting or business conversation
that takes place in a professional setting.
Discussion Questions: Stimulate discussion about the applicability of the communication model with
questions such as:
• Describe the physical, social, chronological, and cultural context of this interaction.
• What instances of noise (external, physiological, and psychological) occurred?
• Given this context, how effective were each sender’s choices (words, nonverbals, and
channel) for encoding the message? Explain.
• How effective was each receiver’s feedback? Explain.
• What did you learn about effective communication from viewing this interaction?
• What suggestions do you have for improving this communication interaction?
3. The Nature of Communication: Review
Objective: This exercise gives students an opportunity to review the elements and principles of
communication.
Procedure: Divide the class into groups. Assign each group a topic from the chapter (e.g., the
communication model or one of the principles of communication). Show a clip from a film such as The
Four Seasons, Terms of Endearment, ET, Stand and Deliver, The Waking Dream, To Kill a Mockingbird,
Seabiscuit, or The Notebook that illustrates interpersonal communication. (Preview the clip first to be sure
it clearly demonstrates the topics you assign.)
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Class Discussion: After showing the clip, give each group five minutes to
• define their assigned concept in their own words.
• identify examples of their assigned topic from the scene they viewed.
• evaluate the examples in terms of their communication effectiveness .
• explain how understanding this concept can help students improve their communication
effectiveness.
4. “The Phone Message”
Objective: After viewing this Seinfeld clip, students should be able to better understand the various
characteristics that are often associated to the qualities of communication. You can locate this clip at
http://www.tv.com/shows/Seinfeld/episodes/. From the Episode Guide tab, type The Phone Message in
the search box.
Procedure: Before showing the clip, write the discussion questions on the whiteboard. Have students
take notes so they can answer the questions afterward.
Synopsis: “The Phone Message” (aired 2/13/91) can help students understand how the principles of
communication apply to interpersonal interactions. In the beginning of this episode of Seinfeld, George is
just finishing up a date with a new girlfriend who asks him to accompany her up to her apartment for
coffee. George declines because he doesn’t drink coffee at night; it keeps him awake. While driving
home, he realizes what her true intentions were, which leads into a discussion with Jerry and Elaine about
what the true meaning is behind being invited up for coffee late at night by your girlfriend. After a
lengthy discussion, George decides to call his date, but gets the answering machine instead. Not knowing
what to say, George leaves an ultimatum for her to call him back because the ball is now in her court.
Days later, after no return calls, George makes various attempts to get a hold of the date, but she doesn’t
return his calls. Frustrated, George states, “I don’t drink coffee, I don’t like coffee. I wish I could get
another shot at the coffee so I can spit it in your face.” Soon George finds out that she has been out of
town and has not been getting the messages, so he and Jerry work up a scheme to sneak into her
apartment to replace the tape in the machine before she can listen to it.
Discussion Questions:
• In this video clip, identify an example to illustrate each of the principles of communication
from your text.
• Are there times when communication can be reversed?
• What characteristics of George’s communication undermined his desired identity
management?
• What characteristics might affect the way George’s girlfriend interprets his message?
• Will more communication help George’s relationship or hurt it? Explain.
5. Communication From the Linear Perspective
Objective: After viewing this short clip from the film Uncle Buck (1989, Universal Studios, directed by
John Hughes), students should obtain an understanding of what human communication would consist of if
the linear perspective/model were representative of everyday communication.
Procedure: After a brief discussion of the linear model, show the clip that starts as Uncle Buck (played
by John Candy) walks into the principal’s office of his niece’s elementary school and ends as he leaves
the office. Ask students to be prepared to discuss the impersonal communication that results and to apply
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the example to similar situations they have encountered within their own work experience when dealing
with a supervisor. The clip focuses on Uncle Buck’s visit to his young niece’s principal. When he enters
the room, he is confronted with an unpleasant message about his niece’s performance in school. After
hearing the principal’s perspective, Candy takes his turn by presenting his interpretation of what
characteristics eight-year-old girls should posses. Both messages are very confrontational, allowing for no
replay from the original sender once Candy has spoken.
Discussion Questions:
• In what way does this clip suggest that the linear perspective is an effective method for
communicating with others?
• What problems with the linear model are presented in this clip?
• What would the conversation be like if a more transitional perspective were used?
• Does the structure of an organization suggest that the linear model should be used to help
facilitate appropriate interactions? Why or why not?
6. Hudsucker Communication Network
Objective: After watching this clip from the film The Hudsucker Proxy, (1994, Warner Home Video,
Directed by Joel Coen), students should have a better understanding of the various types of
communication networks that exist within an organizational structure. Students will also be able to
understand the implications of the use of written versus oral communication.
Synopsis: The appropriate clip to use starts with the credits and ends almost 20 minutes into the film,
once Paul Newman falls out the window. In The Hudsucker Proxy, Tim Robbins plays a new college
graduate who takes a job in the mailroom of Hudsucker Industries on the day that Mr. Hudsucker has
killed himself. While learning the procedures and rules to the mailroom from both formal and informal
sources, Robbins is eventually sent up to the vice president’s office to deliver a letter. Mishaps occur,
which result in Robbins’s saving the vice president from falling out the window. Recognizing his ability
to control Robbins, the vice president of the company, played by Paul Newman, promotes him to
president.
Class Discussion:
• In what ways does downward communication occur in this organization?
• Is the way that superiors communicated with subordinates effective or ineffective?
• Does this organization foster methods of upward communication?
• How does the informal network function in Hudsucker Industries?
Additional Resources
Print
Communication for careers: Oral communication competencies needed by community college graduates
entering careers. NCA. (See address below)
This pamphlet lists very specific communication skills reported by career advisory committees as
critical for various careers.
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Isaacs, E. et al. (2002). The character, functions, and styles of instant messaging in the workplace. In
Proceedings Of The 2002 ACM Conference On Computer Supported Cooperative Work. New
York: Association for Computing Machinery
This study found that heavy IM users rarely switched from IM to another medium when the
conversation got complex.
Joinson, A.N. (2001). Self-disclosure in computer-mediated communication: The role of self-awareness
and visual anonymity. European Journal of Social Psychology, 31, 177-192.
A commentary on the relationship between anonymity and self-disclosure.
Kaplan-Leiserson, E. (2004, April). Workforce of tomorrow: How can we prepare all youth for future
work success? Training and Development, 58(4), 12 (3).
Points out that employers are “practically begging” for employees who can communicate and
collaborate.
Morreale, S.P., Osborn, M.M., & Pearson, J.C. (2000). Why communication is important: A rationale
for the centrality of the study of communication. Journal of the Association of Communication
Administration, 29, 1-25.
This article summarizes reasons for studying communication.
Stringer, and Cassiday. (2003 ). 52 activities for exploring value differences. Boston: Nicolas Brealey
Publishing.
Learning exercises to help employees with various work styles function together. Exercises
include action plans.
DVD
Communication in a Wired World: Be Smart, Be Safe. (2009) 20 min. Learning Seed Video.
A “Davey Award” Winner. Shows how unwise online posts can harm reputations. Addresses the
pitfalls of multitasking. Gives tips for wise use of e-mail and social networking.
Ethics 4 Everyone.15 min. CRM Learning.
Presents ethical dilemmas in which individuals sense of what’s right conflicts provides an action
test to help students decide which decisions are most ethical.
Manners at Work. (2006) 20 min. Learning Seed Video.
Good manners at work give you a competitive edge. Includes cubicle courtesy and electronic
etiquette.
Perception: The Art of Seeing. (1997) 24 min. Learning Seed Video.
Demonstrates how we create our own realities through our perceptions. Includes several
perception “experiments” that viewers can participate in.
Social Media: Reduce the risk. 21 min. CRM Learning.
Discusses the impact of new technologies in the workplace provides suggestions for managing
the risks engendered by these new technologies.
Ten Powerful Networking Skills (2007) 18 min. Insight Media.
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Shows how networking builds career and personal success. Depicts differences among passive,
active, and proactive networkers.
Undeliverable: Email Etiquette for Today’s Workplace. 40 min. CRM Learning.
Teaches etiquette and clarity for writing effective workplace e-mails
When the Phone Rings: Telephone Skills for Better Service. (2009) 20 min. Insight Media.
Telephone skills for effective customer service.
Workplace Communications. (1993) 40 min. RMI Media
Overview of communication that focuses on the need for sending and receiving messages in the
workplace. Some focus on context and timing and the importance of feedback and listening in the
communication process.
Web
ABC News Medical Errors, Past and Present
http://abcnews.go.com/Health/story?id=3789868&page=1
Examples of medical errors resulting from poor communication.
American Communication Association (ACA)
http://www.americancomm.org/
ACA is a not-for-profit organization created to promote academic and professional research,
criticism, teaching, practical use, and exchange of principles and theories of human
communication. This site includes numerous useful links to communication studies and other
resources.
Association for Business Communication (ABC)
http://www.businesscommunication.org/
ABC is an international organization committed to fostering excellence in business
communication scholarship, research, education, and practice.
Business Week online
http://www.businessweek.com
Center on Education and Training for Employment (CETE)
http://www.cete.org/
The goal of CETE is to help individuals gain valuable work skills.
Central States Communication Association (CSCA)
http://www.csca-net.org
Certification Magazine
http://www.certmag.com/
Type “communication skills” into the Search Box to find articles on the need of engineering
personalities for interpersonal skills.
Comparison of Communication Models
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The following sites are helpful in helping students understand differences among various
communication models:
http://www.uri.edu/personal/yanma/544/models.html#Laswell%27s
http://extension.missouri.edu/publications/DisplayPub.aspx?P=CM109
http://www.shkaminski.com/Classes/Handouts/Communication%20Models.htm#DancesHelicalSpiral196
7
Computer Mediated Communication Magazine
http://www.december.com/cmc/mag/
Edited by John December, this magazine discusses current issues related to computer-mediated
communication.
Corporate Communication Institute (CCI)
http://www.corporatecomm.org/
CCI attempts to build a bridge between theory and practice by encouraging students,
professionals, and scholars to share ideas and information.
Eastern Communication Association (ECA)
http://www.ecasite.org/
ECA is the oldest professional communication association in the United States
Free Management Library
http://www.managementhelp.org/mrktng/org_cmm.htm
Compares downward and upward communication and outlines common causes of problems in
internal communication in organizations.
Institute for Business and Professional Ethics
http://www.depaul.edu/ethics
Institute for Global Ethics
http://www.globalethics.org/employee-communication-planning.php
Open the dilemmas tab for access to dozens of fascinating real-life ethical dilemmas.
International Association of Business Communicators (IABC)
http://www.iabc.com
IABC provides resources for public relations; employee, business, and marketing communication;
and public affairs.
International Communication Association (ICA)
http://www.icahdq.org/
Journal of Computer Mediated Communication
http://www3.interscience.wiley.com/journal/117979306/home
Publishes research about issues related to computer-mediated communication.
National Communication Association (NCA). (703-750-0553, fax 703-914-9471) 5105 Backlick Rd.
Blvd E, Annandale, VA 22003.
http://www.natcom.org
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NCA (formerly the Speech Communication Association) can provide comprehensive resources
such as bibliographies, videos, and information on national and regional meetings.
Southern States Communication Association (SSCA)
http://www.ssca.net
Western States Communication Association (WSCA)
http://www.westcomm.org/
This site provides excellent links to many other communication association sites.
Workplace etiquette
http://www.business-marketing.com/store/etiquettearticle.com
Handy advice for workplace etiquette.
Yammer Impact Survey
http://www.marketwire.com/press-release/yammer-workplace-communications-impact-survey-highlights-
need-improved-internal-communication-1520557.htm
Survey of San Francisco Bay area companies, conducted in September 2010 by Yammer, Inc,
highlights the need for improved internal communication.