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5. Exploring Nonverbal Communication
Visit the UCSC Nonverbal Communication site, available at http://nonverbal.ucsc.edu/ . Explore at least
three of the nonverbal communication topics listed on the main menu. When you click on the item, you
will be taken to a page that summarizes a complete video they are trying to sell. You don’t have to buy the
video, but you can learn from reading the examples on the page. Try your hand at answering the “quiz”
questions. You’ll see some interesting examples of nonverbal communication in various cultures.
Summarize what you’ve learned in an essay that will be helpful for your classmates. Incorporate ideas
about nonverbal communication from your text. Explain how you can apply this information in your own
experience.
6. Analyzing Your Own Nonverbal Communication
Turn on a video or DVD recorder and carry on a conversation. After the conversation, view the video.
Write an essay in which you:
• Identify examples of how you used various types of nonverbal communication such as space, eye
movement, posture, vocal cues (paralanguage), and the like.
• Did you notice any unintended nonverbal messages? How might others interpret those messages?
• How effective was your use of nonverbal messages? Suggest a few improvements you could
make.
Video Activities
1. Verbal Observation
Objective: The purpose of this activity is to strengthen student skills in analyzing effective and
ineffective verbal communication in a business setting.
Procedure: Distribute the handout titled “Verbal Observation Form” located at the end of this section.
Show one or two five-minute video clips of conversations in a business setting. Videos that illustrate
some effective as well as ineffective verbal communication produce the most interesting results. Ask
students to note specific examples of various types of verbal communication on their observation form.
After you have finished showing the videos, give students a few minutes to complete the third column.
Class Discussion: Have students share their examples and their interpretations of message impact.
Conclude by discussing ways that the speakers in the videos might have improved the effectiveness of
their verbal communication.
2. Abstract Language
Objective: This activity helps students recognize problems created by communicating with language that
is highly abstract and impersonal.
Procedure: Select a portion of the video “The Doctor” (1991, starring William Hurt, Christine Lhati, and
Randa Haines; available on Amazon) that shows the main character (the doctor) addressing his patients
with language that is abstract, terse, and impersonal. As students watch the video clip, have them identity
specific phrases (and nonverbals) that generate confusion or negative feelings in the patients.
(Note: At the end of the movie, the doctor learns better ways to communicate, and he develops a program
to train interns to communicate differently. After completing the class discussion, you might want to
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show students a segment of his constructive communication practices so they can experience the
contrast.)
Class Discussion: Finally, lead a discussion about the doctor’s language and its effects:
• What phrases did you notice that caused confusion?
• What was the effect of the abstract language on the patients?
• Why do you think the doctor used this type of language?
• Have you ever found yourself in similar circumstances? If so, what happened?
• Is the doctor’s language use effective? Productive? If so, why and for whom? If not, why
not?
• Can you think of situations in which the doctor ought to use ambiguous language?
• What nonverbals did you notice that impeded the doctor’s clear communication with his
patients?
• What suggestions would you give to the doctor?
3. Strategic Ambiguity
Objective: Students will discuss uses of strategic ambiguity.
Video Synopsis: Jet Blue canceled many flights for a five day period following a Valentine’s Day ice
storm. Numerous passengers were left waiting for more than eight hours stuck in the planes on the
tarmac.
Procedure: Review the concept of strategic ambiguity. Play the following video in which David
Neeleman, founder and CEO of jet Blue apologizes for a service problem (Feb 19, 2007).
http://www.youtube.com/watch?v=-r_PIg7EAUw&feature=related. Ask students to write down several
examples of strategic ambiguity from this video.
Class Discussion:
• If you didn’t know ahead of time what the situation was, would you know what Mr.
Neeleman was apologizing for?
• Why did Mr. Neeleman use strategically ambiguous language in this situation?
• Is strategic ambiguity necessary in when companies respond to public relations fiascos?
• Do you think the use of strategic ambiguity helps or hinders public relations in this s
situation? Explain.
• Recall a time when you had to make an apology. Write out a direct apology. Now convert
your apology to strategically ambiguous language. Which do you prefer? Why?
4. The Role of “Hate Speech” on Campus
Objective: This activity is intended to build students’ sensitivity to the importance of language in shaping
attitudes and behaviors.
Procedure: Assign students to read prior to class the first page of Chapter 4, “Campus Climate”
(available free, without a subscription) from the article Fighting Words: The Politics of Hateful Speech
available at http://www.questia.com/PM.qst?a=o&d=26225910. Also distribute copies of your colleges’
Code of Conduct.
In class show one of the following video clips:
http://www.wwlp.com/dpp/news/politics/Navigating-hate-speech-on-campus
This clip discusses whether students should be allowed to save the N word on campus.
http://www.youtube.com/watch?v=eTdCa6vbvTk
This clip, created by students, reveals the way he speech makes others feel
Class Discussion: Remind students of insights about the nature of communication from the first chapter
such as the potential impact of messages on the receiver, “communication is irreversible,” and
“communication often presents ethical challenges.” With these in mind, ask students to share their. You
can ask questions such as
• What is hate speech?
• Why is hate speech an important concept to know about?
• Why is hate speech powerful?
• What are some potential negative consequences of hate speech?
• Have you heard or read any hate speech on this campus (or in this community)?
• What is our college policy regarding hate speech?
• Are rules preventing hate speech a violation of freedom of speech? Why or why not?
If you have students with strongly contradictory opinions on this issue, be sure they understand that it is
fine to present their ideas in your class, but it is not acceptable to make derogatory remarks about others.
Before you attempt to lead this discussion, be sure you are familiar with your own college policies about
hate speech. Also, make certain you have in mind some strong arguments that support the existence of
regulations about hate speech. Chapter 6 of Fighting Words offers some ideas. Additional references you
may wish to consult are listed in the Resources at the end of this chapter.
5. Nonverbal Observation
Objective: The purpose of this activity is to strengthen student skills in observing, describing, and
interpreting nonverbal communication.
Procedure: Review the section of the text on biased language so students will clearly differentiate
between descriptions and interpretations. Distribute the handout titled “Nonverbal Observation Form,”
found at the end of this section. Show any short segment of a video portraying a business setting. Ask
students to observe five minutes of interaction and record descriptions of various nonverbal channels,
being careful not to interpret the nonverbal behaviors.
Class Discussion: Let students share observations. Use these examples to check that everyone
understands the difference description versus interpretation. For each observation, elicit a variety of
possible interpretations.
• How can we tell which of these interpretations is closest to the sender’s intention?
• Which of the nonverbal behaviors were intentional? Which were unintentional? How do you
know?
• What does this tell us about the reliability of our interpretations of others’ nonverbal
communication?
• What guidelines would you suggest for increasing the effectiveness of nonverbal
communication at work?
6. Nonverbal Proximity in “The Close Talker”
Objective: This video provides a starting point for students to recognize and discuss the multitude of
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nonverbal elements that affect the way we communicate:
Synopsis: View The Raincoats (1)”, Seinfeld (Season 5, Episode 18, Aired 4/28/94, produced by Jerry
Seinfeld and Larry David). “Available at http://www.tv.com/shows/seinfeld/episodes/. In Episode
Guides, type “The raincoats (1)”. A subscription is required.
In this clip, Jerry’s parents are in town for the week and are staying at his apartment. The primary
nonverbal example from this clip occurs when the Seinfelds are introduced to Elaine’s boyfriend, who,
according to Jerry, is sort of a close talker. When the boyfriend arrives at Jerry’s apartment, he
continually walks up to each individual and gets within about three inches of their face before talking to
them. Everyone except Jerry moves away during these conversations; Kramer retreats until he falls over.
Class Discussion: Class discussion could focus on the various nonverbal elements presented in the clip
and the implications they have on the way the various characters interacted with one another.
• What impact does nonverbal communication have on verbal elements that we use?
• What is your reaction when individuals violate your personal space during conversations?
Why do you react that way?
• Is there a standard distance one should maintain during interaction with people on an
interpersonal level?
7. Verbal versus Nonverbal Communication in “The Scofflaw”
Objective: After viewing “the Scofflaw” clip from Seinfeld (produced by Jerry Seinfeld and Larry
David), students should be able to understand the way our verbal and nonverbal elements blend together
and affect one another during interaction with others.
Synopsis: View The Scofflaw, Seinfeld (Season 6, Episode 13, Aired 1/26/95). [Available at
http://www.tv.com/shows/seinfeld/episodes/. In Episode Guides, type “The Scofflaw.”] A subscription is
required.
In this episode, George runs into an old friend of his and soon finds out that the reason he has not
contacted George is because he has just recovered from cancer. George rushes to Jerry’s apartment to
break the news to him, where he finds out that Jerry has known for some time. Jerry informs George that
he hadn’t told him because he knew George couldn’t keep a secret. A few days later, George has lunch
with his friend and tells him how upset he was that the friend hadn’t confided in him. His friend
eventually discloses that he never really had cancer; the doctors only thought he had. With this
information, George returns to Jerry’s apartment determined to keep the secret. As soon as he enters the
apartment, Jerry knows from reading his face that George is holding something back and demands that he
give up the information.
Class Discussion: Class discussion could focus on the basic elements of the way verbal and nonverbal
characteristics work together during interactions with others. You may wish to review some of the
principles of communication from the first chapter.
• Which elements are more important when trying to interact with others?
• What impact does physical appearance have on the way we communicate?
• When nonverbals contradict verbal elements, which are you more likely to believe?
8. Understanding Relational Meaning
Objective: Students will become more familiar with content and relational levels of meaning as they
identify them in a video scenario.
Procedure: Obtain a copy of the video “Juno” starring Ellen Page, Michael Cera, Jennifer Garner, and
Jason Bateman, 2008. In this comedy, a pregnant teen gives up her baby to a married couple. The husband
of the adopting couple develops a friendship w/the teen.
Review with the class the concept of relational meanings, and how they are expressed through
nonverbals. You might want to explain that relational meanings include variations of liking, control, and
respect. Point out that a relational message can demonstrate negative as well as positive aspects.
Show the segment of the DVD when the husband and the teen are alone together; it’s unclear whether
he’s hitting on her, or being friendly. Ask students to identify possible relational messages.
Discussion Questions:
• What was the content of the messages exchanged?
• Did you identify any examples of the liking? How was this message communicated?
• Did you identify any examples of the control? How was this message communicated?
• Did you identify any examples of the respect or lack of respect? How was this message
communicated?
• Can we ever be absolutely sure of another person’s relational meaning? Why or why not?
Refer to various communication principles from the text in your answer.
• If you aren’t sure of the relational meaning of a message, what should you do?
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Verbal Observation Form
Instructions: Look for examples of each type of verbal message in the video clip(s) that your
instructor shows you. Jot down the specific examples in the second column, next to the type of
message they represent. Some of these message types are not mutually exclusive (e.g., a high-
level abstractions might be used as strategic ambiguity), so you can just choose the category that
you think fits best. After you have finished watching the video, take a few moments to complete
the third column.
Type of Verbal Message
Specific Examples
Impact of Message on
Receiver
Low-level abstractions
High-level abstractions
Jargon
Strategically ambiguous
language
Biased language
Trigger words
Rapport talk
Report talk
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Nonverbal Observation Form
Record examples of the various types of nonverbal communication in the second column of the
worksheet. Use only description, not interpretation. In the column labeled “Possible
interpretations,” write down several meanings you might conclude from each behavior. Here,
you will write interpretations.
Examples: Observable description: Jeremy lowered his head and did not make eye contact.
Interpretation: Jeremy probably doesn’t want the chairperson to call on him.
Observable description: Kyong-Mi wore a business suit.
Interpretation: Kyong-Mi appears to be professional and competent.
Nonverbal category
Possible Interpretations of
the behavior
Voice/Paralanguage
Appearance / Wardrobe
Face / Eyes
Posture/Movement
Personal Space/Distance
Physical Environment
Time
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Additional Resources
Print
Burgoon, J.K., & Bacue, A.E. (2003). Nonverbal communication skills. In J.O. Greene & B.R. Burleson
(Eds.), Handbook of communication and social skills (pp. 179–220). Mahwah, NJ: Erlbaum.
Provides a practical overview of updated research on the impact of nonverbals on our
communication.
Burgoon, J.K., Guerrero, L.K., & Floyd, K. (2009). Nonverbal communication. Boston: Allyn & Bacon.
Illustrates principles of nonverbal communication, using real examples.
Hall, E.T. (1959). The silent language. Greenwich, CT: Fawcett Publications.
A classic look at nonverbal communication.
Harris, T. E. and Nelson, M. D. (2007). Applied organizational communication: Perspectives,
principles, and pragmatics. Camden: Routledge.
The fifth chapter of this book addresses nonverbal communication in organizations. The author
helps students distinguish valuable information from manipulative sales pitches.
Ivy, D.K., & Backlund, P. (2003). Genderspeak: Personal effectiveness in gender communication. New
York: McGraw-Hill.
Chock-full of well-researched advice on communicating across genders.
Schwebel, D. C., & Schwebel, M. (2002) Teaching nonverbal communication. College Teaching, 50.
Describes a thought-provoking, active learning exercise that can be used to teach students about
nonverbal communication.
DVD
Body Language I: Beyond Words (2008) 25 min. Learning Seed Video.
Covers key elements of kinesics, the study of body language as a mean of communication.
Discusses why congruence between words and action is important.
Body Language II: Reading People (2008) 25 min. Learning Seed Video.
Presents tips for interpreting body language. Includes concepts such as paralanguage, touch,
affect displays, personal space zones, territoriality and time in different cultures.
Body Language: Cultural Differences. (2007) 30 min. Insight Media.
This video shows how manners very across cultures. Addresses topics such as greetings, eating
customs, taboos, And gender issues.
First Impressions: Winning Over Your Boss and Coworkers. (2008) 19 min. Insight Media.
The role of punctuality, attitude, attendance, observing dress code, and active listening in
contributing to job success.
Gender & Communication: Styles & Stereotypes (2009) 21 min. Learning Seed Video.
Investigates the social process of gendering; the masculine and feminine continuum of
communication styles; what it means to deviate from the norm.
Gender and Communication: How Men and Women Communicate Differently (2007) 20 min. Insight
Media.
Vignettes.illustrate differences in verbal and nonverbal codes of masculine and feminine
communication.
Nonverbal Codes (1997) 30 min. RMI Media.
Points out potential misunderstandings that can result as we encode and decode nonverbal
communication; considers the impact of culture and gender.
Nonverbal Communication: Body Language, Gesture, and Proxemics (2010) 28 min. Insight Media.
Identifies functions of various types of nonverbal communication; introduces terminology;
applies these concepts in contexts such as business, management, jury selection, dating,
psychology, and nursing.
Respectful Workplace: It Starts with You. 18 min. CRM Learning.
Avoid discriminatory behavior; build people up rather than tearing them down; let go of the
belief that your way is always the right way.
Web
Business Training Media: http://business-marketing.com/
The site provides links to free articles on various aspects of workplace communication. You can
sign up here for a free e-newsletter offering news and tips for communication trainers. You can
also preview and order videos aimed at improving workplace communication.
Exploring Nonverbal Communication: http://nonverbal.ucsc.edu/
This site contains several self-quizzes about appropriate nonverbal usage for mainstream U.S.
culture. You can also use this site to order complete videos illustrating various nonverbal norms
such as body appearance, facial expression of emotions, paralanguage, and more.
Monster Special Report on Great Workplace Communication
http://career-advice.monster.com/in-the-office/workplace-issues/he-said-she-said/article.aspx
This site includes several articles about effective workplace communication including
gender related communication, effective writing, and conflict issues
Nonverbal Communication Research Page
http://euphrates.wpunj.edu/faculty/wagnerk/webagogy/hecht.htm
Lists conventions, journal articles, books, and instructional resources relevant to nonverbal
communication.
Slagle; Communication: The Essential Workplace Skill
http://www.county.org/resources/library/county_mag/county/132/communication.html
Slagle provides a fun and interesting discussion of communication in the workplace.
Turn Older Employees Into Prized Assets
http://news.investors.com/article/602184/201202241433/manage-by-asking-aging-staffers-for-
input.htm?Ntt=turn-older-employees
CEO Jim Finkelstein gives tips to younger generations for using questions to draw out wisdom
from older workers.
Work911 Workplace/ Bacal and Associates: http://www.articles911.com/Communication/
Links to numerous articles about communication. Relevant to this chapter are the sub-links titled
“Interpersonal Communication” and Nonverbal Communication.”