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Chapter 6
Communication
After reading and studying this chapter, the student
should be able to:
Describe the five components of the
communication process model.
Explain the forms of electronic communication
technology.
Explain the different ways in which nonverbal
communications influence supervisory
communication.
Identify the three basic flows of formal
communication in an organization.
Explain the managerial communication style
matrix.
Identify and explain how organizational,
interpersonal, and language barriers affect
supervisory communication.
Identify five specific actions supervisors can
take to improve their communication.
Show how a supervisor can use feedback to
improve communication.
Define and illustrate active listening skills.
Brief Outline
What Is Communication?
Communication Process Model
The Sender Encodes the Message
The Receiver Decodes the Message
Feedback
Noise
Electronic Communication
Technology
Importance of Nonverbal Messages
Flows of Communication
The Vertical Flows: Downward and
Upward Communication
Lateral-Diagonal Flows
Informal Communication
Barriers to Effective Supervisory
Communication
Organizational Barriers
Interpersonal and Language Barriers
Language-Related Factors
Improving Supervisory
Communications
Set the Proper Communication Climate
Plan for Effective Communication
Reinforce Key Ideas through Repetition
Encourage the Use of Feedback
Become a Better Listener
Learning Objectives
SUPERVISORY MANAGEMENT Instructor’s Manual
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Alan X: Leader and Communicator
This preview focuses on Alan X (not his real name), a paper machine superintendent for a 1000 plus
employee newsprint producer. Alan’s company had been highly centralized, and the new CEO was
determined to change this approach in an effort to upgrade employee motivation and commitment. He has
relied upon his own communication skills to help his employees and co-workers cope with the changes.
Alan had other skills and traits that contributed to his effective performance as a manager, including his
strong technical expertise, his planning skills and his ability to manage his time effectively. But his
leadership and communication skills in particular, were exceptional.
I. What is Communication?
A. Communication Process Model
• Communication process model has five elements:
o Message encoding
o The channel
o Message decoding
o Feedback
o Noise
B. The Sender Encodes the Message
• Encoding is the process by which a sender converts ideas into symbols, such as words or
gestures that are capable of communicating.
o The sender originates a message.
▪ The message consists of words and/or nonverbal expressions that transmit
meaning.
1. The Channel
• The channel is the means used to pass the message.
• Channels include face-to-face communication, the phone, written forms (such as e-mails,
memos, reports, or newsletters), and group meetings.
C. The Receiver Decodes the Message
• Decoding is the process by which the receiver converts into an idea(s) the communication
Preview
Lecture Outline
CHAPTER NOTES Chapter 6
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symbols encoded by the sender.
• Just as a sender’s skill at encoding is important to effective communication, so also is
the receiver’s skill in decoding the sent message.
• Receivers give meaning to a message based on such factors as their interpretation of words,
familiarity with the subject matter, perception of the sender’s intent, ability to listen, and the
meaning they attribute to the sender’s nonverbal signals.
D. Feedback
• The message that is sent in response to someone else’s communication is called feedback.
• An advantage of the face-to-face communication channel is its immediate feedback and the
number of feedback cycles allowed.
• Supervisor’s decision about the feedback needed to achieve the communication goal
determines the appropriateness of the communication channel used.
E. Noise
• Noise consists of the potential barriers to effective communication in each phase of the
communication process model.
• The nonspecific use of language is one form of noise.
II. Electronic Communication Technology
• Communication practices at the supervisory level are being greatly impacted by advancements in
electronic communication technology.
• Supervisors use electronically linked computer networks within their organization (intranets) and
external to their organization (the Internet) to access and transfer information, and, importantly, to
communicate through e-mail. Intranets are networks within the organization.
• E-mail refers to messages and documents created, transmitted, and usually read on a computer.
• An instant message (IM) uses intranet or Internet technology that allows people to receive
messages in real time.
• A text message (TM) is a written message sent by cell phone; it typically uses abbreviations to be
concise and save space.
• Advances in voice communication technology have also considerably affected supervisory
communication.
o Regardless of location, cellular phones enable a supervisor to keep in touch with employees
and others.
III. Importance of Nonverbal Messages
• Nonverbal messages are a rich communication source.
o Studies show that only about 10 percent of emotional meaning is communicated verbally; the
other 90 percent is communicated nonverbally.
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• Supervisors must be careful that their verbal and nonverbal signals are consistent and do not give
the wrong impression.
• Nonverbal signals fall into seven categories:
o Voice signals can be given out by placing emphasis on certain words, pauses, or tone of
voice.
o Body signals are communicated by body action, such as slumped posture, clenched fist, the
act of kicking an equipment etc.
o Facial signals are nonverbal messages sent by facial expression, such as a smile, frown,
raised eyebrow, smirk, or degree of eye contact.
o Object signals are nonverbal messages sent through office furniture, such as desks or chairs,
plus carpet, plaques and awards on the wall, or clothing or jewelry worn.
o Space signals are nonverbal messages sent through actions like huddling close, being
distant, or sitting beside someone.
o Time signals are nonverbal messages sent by time actions, such as being on time, being
available, or saving time.
o Touching signals are nonverbal messages sent by body contact, such as shaking hands,
sympathetic pat on the back, or touching someone to gain attention.
IV. Flows of Communication
• Communication flows in several directions: downward, upward, and laterally or diagonally.
o A fourth flow is the flow of informal communication, commonly known as the grapevine.
A. The Vertical Flows: Downward and Upward Communication
• Downward communication originates with managers and supervisors and passes down to
employees. Tremendous amounts of communication constantly flow in this direction.
o Examples of downward communication include announcements of goals and
objectives, policies, decisions, procedures, job assignments, and general information.
o Employees consistently rate their direct supervisor as their preferred choice of
communication channel.
• Upward communication flows from lower to upper organizational levels.
o Examples include progress reports on a job, requests for help, and ideas and
suggestions for improvement
o Many supervisors do not seek upward communication from their employees.
o Japanese managers have a much better reputation than American managers for being
receptive to workers’ needs and opinions
o In addition to requesting oral or written progress reports, other means of encouraging
upward communication from employees include suggestion systems, an open-door
policy, attitude and morale surveys, group or individual meetings at which employees
are encouraged to speak up, and hotlines where employees can anonymously solicit
answers to questions or report unethical practices.
1. Managerial Communication Style Grid
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• The Managerial Communication Style Grid is a supervisor’s basic communication with
team members consisting of disclosing information (downward communication) and
receiving information from them (upward communication).
o A supervisor can be considered high as an information discloser and high as an
information receiver, high in one but not the other, or low in both.
o Low disclosers tend to be less visible, communicating less openly.
• High information receiving supervisors are accessible and maintain an environment that
encourages feedback from employees.
o They are apt to spend much of their time listening to employees’ discussions about
performance progress, problems being experienced, ideas and feelings about
organizational and personal issues.
• Low information receiving supervisors are less accessible and tend to create a less
encouraging upward-communication environment.
• About 90% of managers prefer working for a high disclosure, high receiver.
C. Lateral–Diagonal Flows
• Lateral-diagonal communication takes place between individuals in the same department
or in different departments.
o As organizations become more specialized, lateral communication becomes more
important.
o Staff personnel interact regularly with line supervisors and managers to coordinate,
advise, or even give orders.
o Cross functional problem-solving teams, with personnel from different departments,
address problems that cut across organizational lines.
D. Informal Communication
• The upward, downward, and lateral-diagonal communication flows are examples of formal
communication.
• Informal communication is that which exists separately from the formal, established
communication system.
1. The Grapevine
• The grapevine, the “rumor mill,” is the best-known informal communication.
• Some surveys have found the grapevine is the employees’ major source of information
about their company.
• The grapevine is also surprisingly accurate; one source found that the grapevine was
accurate 75% of the time.
2. Purposes Served by Informal Communication
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• Informal communication accomplishes a number of purposes.
o Providing a source of information not ordinarily available
o Reducing the effects of monotony
o Satisfying personal needs such as the need for relationships or status
3. Living with Informal Communication
• Informal communication serves important purposes.
• Keeping employees well informed is the best way to manage the grapevine, although it
can never be eliminated.
V. Barriers to Effective Supervisory Communication
A. Organizational Barriers
1. Layers of Hierarchy
• When a message goes up or down the organization, it passes through a number of
“substations” at each layer.
o Each layer can add to, take from, qualify, or completely change the original
message.
o At higher levels of management, messages are broad and general; at lower levels,
these broad messages must be put into terms that are more specific.
• Loss of information accuracy does not only occur as messages pass downward;
losses that are even more serious occur in upward communication.
o Poor performance, grievances, and issues at lower levels may not be accurately
conveyed.
o The stops along the way are subject to different interpretations, addition or
elimination of parts of the message, or often, discontinuation of the intended flow.
2. Authority and Status
• The very fact that one person is a boss over others creates a barrier to open
communication.
o Accordingly, there is a built-in tendency for information that the supervisors are
most likely to welcome; unfavorable information tends to be withheld.
3. Specialization and its Related Jargon
• The principle of specialization states that employees are more efficient when each
performs just one task or only certain aspects of the task.
o But specialization also creates problems because specialists have their own
technical language or jargon, interests, and narrow view of the organization.
CHAPTER NOTES Chapter 6
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B. Interpersonal and Language Barriers
1. Differing Perceptions
• Perception is the process by which one selects, organizes, and gives meaning to the
world.
• The different perceptions of the diverse workforce area results in a major communication
barrier.
• One factor limiting perception is a person’s inability to grasp the whole of a situation at a
given time. Greater attention is paid to some aspects of the situation, while some receive
none at all.
• When people go about interpreting things around us, they have a tendency to put similar
things in the same category, to make them easier to handle. This tendency is called
stereotyping.
• As a supervisor, one must be aware that his or her and the employees’ attitudes, biases,
and prejudices—both positive and negative—strongly influence communications with
others.
C. Language-Related Factors
• A primary communication barrier is posed by the lack of a common primary
language.
• Growing diversity in the United States results in differing linguistic styles that can be
barriers for successful communication. Supervisors need to be aware of these differences to
manage their employees effectively.
• Even when people speak the same language, language is still a major communication barrier.
o The fact that people interpret words differently can be traced to a lack of precision in
the use of language.
• Supervisors often use imprecise language when more precise language is necessary.
• Another language barrier is that words have multiple meanings and not all people have the
same level of language skill.
2. Linguistic Styles
• Linguistic style refers to typical patterns in speech, being direct or indirect, and using
body language.
• Differences in linguistic styles are important communication barriers, especially among
different cultures, where the styles vary greatly.
• Linguistic style may also vary among subcultures. Important differences exist between
linguistic styles of American males and females.
VI. Improving Supervisory Communications
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• Improving skills in communication will help accomplish “tasks” and “people” goals.
o Some specific things that can be done are as follows:
▪ Set the proper climate with your employees
▪ Plan your communication
▪ Use repetition to reinforce key ideas
▪ Encourage the use of feedback
▪ Become a better listener
A. Set the Proper Communication Climate
• Communications take place within the entire supervisor–employee or supervisor–group
relationship.
• A supervisor and his or her workers each bring a store of experiences, expectations, and
attitudes which influences the meaning each person assigns to the message sent and received.
1. Establish Mutual Trust
• Trust helps communication in two ways.
o If an employee trusts a supervisor, he or she is more willing to communicate
honestly and openly.
o Employees are also less likely to distort supervisor’s motives and make negative
assumptions about his or her communications.
2. Minimize Status Barriers
• Status barriers consist of those factors that call attention to the fact that the
supervisor ranks higher than his or her employees.
• Status barriers may be such things as dress, formality, office arrangement, and so
forth.
• Generally, the best communication occurs in a setting where people are relaxed and
comfortable and status differences are reduced.
B. Plan for Effective Communication
1. Anticipate Situations
• Although many of a supervisor’s contacts will occur without warning and may not allow
2. Select the Proper Channel
CHAPTER NOTES Chapter 6
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• Part of communication planning involves determining the appropriate communication
channel, or medium, that will be used to convey the message.
• Generally, supervisors and managers prefer face-to-face communication because that
channel is high in information richness—the amount of verbal and nonverbal
information that a communication channel carries.
o Face-to-face communication is the richest channel because it enables nonverbal
messages and offers spontaneous feedback.
▪ The one-on-one, face-to-face setting is the richest communication form,
followed by small-group meetings and telephone messages.
o Lower information richness channels include the written communication forms: e-
mails, memos, and letters.
▪ These channels lack nonverbal communication, and they do not provide a
direct opportunity for spontaneous feedback.
• If one must communicate a personal, sensitive message where empathy and listening are
required, such as one involving discipline, transfer, promotion, or performance coaching,
face-to-face communication is likely called for.
o On the other hand, if the message is straightforward or routine, involves much data
or detail, or must serve as a record, then written communication is called for.
o A very important message may even call for both written and spoken channels to
be jointly used.
3. Consider the Receiver’s Frame of Reference
• Effective communication requires people to step into the shoes of others and visualize
situations from their perspective.
• The only way to discover employees’ different motives, needs, attitudes, and ways of
interpreting things is to interact with them directly, be sensitive to these differences, and
use effective feedback and listening techniques.
C. Reinforce Key Ideas through Repetition
• Repeating a message plays an important part in communicating effectively. This is especially
true when certain parts of a message may be more important than others.
• Repetition, or redundancy, improves the reader’s recall and reduces the chance that incorrect
assumptions will be made by the receiver.
D. Encourage the Use of Feedback
1. Create a Relaxed Environment
• A relaxed setting is needed to encourage feedback from employees.
• Supervisors should not look down on employees for asking questions or for openly
stating their opinions, suggestions, or feelings on a subject. A defensive attitude on their
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© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
part discourages feedback.
2. Take the Initiative
• The supervisor must take the initiative in getting responses from the work group.
• A participative leadership style relies heavily on good two-way communication, a form of
feedback.
• Feedback can also help you learn to send better messages in the future.
E. Become a Better Listener
• Managers spend a larger percentage of their workday (60%) on listening than in other forms
of communication.
1. Active Listening Techniques
• A particular listening technique that is essential for good listening is called active
listening (also known as feeling listening, reflective listening, and nondirective listening).
o Active listening is a technique for understanding others and encouraging open
feedback from them.
• Attending skills are an essential part of active listening.
o They include a wide range of actions that a listener takes to facilitate the speaker’s
freedom of expression.
• The reflective statement is a form of active listening in which one repeats the gist of the
sender’s message as he or she understands it.
o An effective reflective statement summarizes what the supervisor feels is the
intended meaning.
2. Other Listening Fundamentals
• In addition to attending skills and reflective statements, a number of other important
techniques can help listening effectiveness.
o Good listening is hard work, but it is an essential tool for the supervisor.
VII. Chapter Review
The PowerPoint slides correlated with the Lecture Outline above are available on the Instructors CD-
ROM and on the product support website.
PowerPoint Slide 6-1 Chapter 6 Title
PowerPoint Slide 6-2 Learning Objectives
Visual Resources
CHAPTER NOTES Chapter 6
11
PowerPoint Slide 6-3 Learning Objectives (cont’d)
PowerPoint Slide 6-4 Communication Process Model (Text Exhibit 6-1)
PowerPoint Slide 6-5 Components Involved in the Communication Process Model
PowerPoint Slide 6-6 Components Involved in the Communication Process Model (cont’d)
PowerPoint Slide 6-7 Electronic Communication Technology
PowerPoint Slide 6-8 E-mail Tips (Text Exhibit 6-3)
PowerPoint Slide 6-9 How Nonverbal Communication Impacts Verbal Communication (Text Exhibit
6-4)
PowerPoint Slide 6-10 Types of Nonverbal Signals
PowerPoint Slide 6-11 Types of Nonverbal Signals (cont’d)
PowerPoint Slide 6-12 Flow of Formal Communication in an Organization (Text Exhibit 6-5)
PowerPoint Slide 6-13 Flows of Communication
PowerPoint Slide 6-14 Communications Employees Like to Receive from Their Supervisor
PowerPoint Slide 6-15 Communications Employees Like to Receive from Their Supervisor (cont’d)
PowerPoint Slide 6-16 The Managerial Communication Style Grid (Text Exhibit 6-7)
PowerPoint Slide 6-17 Informal Communication
PowerPoint Slide 6-18 Barriers to Effective Supervisory Communication
PowerPoint Slide 6-19 Organizational Barriers
PowerPoint Slide 6-20 Communication and the Chain of Command (Text Exhibit 6-8)
PowerPoint Slide 6-21 Interpersonal and Language Barriers
PowerPoint Slide 6-22 Linguistic Styles of Men and Women (Text Exhibit 6-10)
PowerPoint Slide 6-23 Improving Supervisory Communications
PowerPoint Slide 6-24 Communication Channel Richness (Text Exhibit 6-12)
PowerPoint Slide 6-25 Improving Supervisory Communications
PowerPoint Slide 6-26 Improving Supervisory Communications (cont’d)
PowerPoint Slide 6-27 Tips About Feedback
PowerPoint Slide 6-28 Tips About Feedback (cont’d)
PowerPoint Slide 6-29 Tips for Better Listening (Text Exhibit 6-15)
PowerPoint Slide 6-30 Important Terms
1. What are the five components of the basic communication process model? Define each. Identify some
of the important forms of electronic communication discussed in the text.
Students’ answers may vary. The communication process model is a model of the five components
Solutions to the Questions for Review and Discussion
SUPERVISORY MANAGEMENT Instructor’s Manual
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© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
messages, mobile phones, digital pagers, voicemail, teleconferencing, and videoconferencing. E-mail
refers to messages and documents created, transmitted, and usually read on computer. An instant
message (IM) uses intranet or Internet technology that allows people to receive messages in real
time. A text message (TM) is a written message sent by cell phone; it typically uses abbreviations to
be concise and save space.
2. Explain the six different ways in which nonverbal signals influence supervisory communication.
Nonverbal signals are important in that they transmit the vast majority of emotional meanings.
Supervisors have to be careful that their verbal and nonverbal signals are consistent and do not give
Nonverbal signals fall into seven categories:
• Voice signals involve emphasis on certain words, pauses, or voice tones.
3. Identify the three major flows of communication in an organization.
Following are the three major flows of communication:
• Downward communication originates with managers and supervisors and passes down to
Explain the managerial communication style grid. What are some purposes served by informal
communication?
CHAPTER NOTES Chapter 6
them (upward communication).The managerial communication style matrix consists of four
categories. The first category includes supervisors who are low in disclosing information and low in
5. What are some examples of linguistic style communication differences that you have experienced?
Explain.
6. How does planning aid communication effectiveness? Can you give a personal example?
7. Explain how a supervisor can use feedback to improve communication.
Students’ answers may vary. Feedback helps develop a favorable setting for communication. The
CHAPTER NOTES Chapter 6
15
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The exercise gives students a practice of choosing the appropriate communication channel to convey
messages effectively. The instructions to students are: Put yourself in the supervisor’s shoes while reading
each of the situations given below.
a. For each situation, identify what you feel is the most appropriate communication channel, and explain
why.
b. For each situation, identify what you feel is the least appropriate communication channel, and explain
Skill Builder 6-3
Listening Skills Practice
Works with SCANS competencies: Interpersonal Skill, Information
This exercise gives students practice for using active listening and the reflective statements. For this
exercise, three person teams will be used. One person will be the sender, another will be the listener, and
the third an observer.
1. The sender speaks to the listener for 30 to 45 seconds on one of the following subjects:
3. The observer gives his/her critique of the listener’s reflective statement, and the listener’s nonverbal
behavior while listening.
Skill Builder 6-4
Using Repetition as a Communication Tool
Works with SCANS competencies: Interpersonal Skill, Information, Technology
This exercise is a study in the use of repetition as a communication tool. Dr. Martin Luther King’s speech,
“I Have a Dream” is used to show the effectiveness of repetition. Students are to write an analysis of Dr.
King’s strategic use of repetition and bring their analysis to class to discuss with classmates.
Case 6-1
Room 406
This case presents the tragic consequences of poor communication. At a medical center, the day head
nurse gives the evening nurse specific information about the patients on the floor. One patient, Mr. Henry
Youstra, has died.
1. Explain how “noise” impeded accurate communication between Shift Supervisors Fleming and
Simmons in this incident.
2. What barriers to communication existed in the situation?
3. How might this miscommunication have been avoided?