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Craig E. Johnson, Organizational Ethics, Third Edition
Instructor Resource
Lecture Notes
Chapter 4
Ethical Interpersonal Communication
Organizational Ethics: A Practical Approach (3rd ed.)
Dialogue
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•Theorist: Martin Buber
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•Premise : Attitudes set the moral tone of conversations
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•I-It—treat others as objects
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•I-Thou (You)—treat others as unique human beings
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•Monologue: self-centered, I-It communication
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•Technical dialogue: gathering and processing information
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•Dialogue: I-Thou communication between equal partners
Characteristics of Dialogue
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•Presence—unscripted and unrehearsed
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•Emergent unanticipated consequence—unpredictable results
Craig E. Johnson, Organizational Ethics, Third Edition
Instructor Resource
•
•Recognition of “strange otherness”—test your understanding of the
other party
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•Collaborative orientation—come up with a joint solution
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•Vulnerability—risky
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•Mutual implication—keep listeners in mind
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•Temporal 4ow—unfolds over time
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•Genuineness and authenticity—give the benefit of the doubt and share
thoughts and feelings
Ethical Communication Competencies
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•Key Skills for Dialogue
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•Mindfulness
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•effective listening
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•Con6rmation
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•Emotional Intelligence
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•Trust Building
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•Moral argument
Craig E. Johnson, Organizational Ethics, Third Edition
Instructor Resource
Mindfulness
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•Definition: devoting full attention, being fully present
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•Mindlessness—in4exible, thoughtless, often unethical
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•Mindfulness processes
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•Creation of new categories
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•Welcoming new information
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•Openness to different points of view
Can develop through practice in routine interactions
effective Listening
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•HURIER listening model
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•Component 1: Hearing (focusing)
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•Component 2: Understanding (processing)
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•Component 3: Remembering (memory)
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•Component 4: Interpreting (assigning meaning)
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•Component 5: Evaluating (making a judgment)
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•Component 6: Responding (adjust messages)
Craig E. Johnson, Organizational Ethics, Third Edition
Instructor Resource
effective Listening
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•Listening styles
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•People-oriented: priority on maintaining relationships
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•Action-oriented: task focused
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•Content-oriented: evaluate complex messages
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•Time-oriented: value effectiveness and eCciency
Recognize the shortcomings of each style
Adapt your style to match the communication context
Con6rmation
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•Definition: the process of recognizing and acknowledging the
presence and value of others
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•Con6rming behaviors
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•Express recognition of the other person’s existence
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•Acknowledge a relationship or aCliation
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•Express awareness of the signiticance or value of the other
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•Accept or “endorse” the other person’s experience or way of
seeing the world
Craig E. Johnson, Organizational Ethics, Third Edition
Instructor Resource
•
•Discon6rming responses devalue others
Types of Con6rming/Discon6rming Behaviors
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•Con6rming Responses
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•Recognition: responding, treating the other party with respect
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•Acknowledgement: a direct, relevant response
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•Endorsement: accepting the other party
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•Discon6rming Responses
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•Impervious: failing to acknowledge the other
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•Interrupting: cutting the other speaker short
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•Irrelevant: responding in an unrelated way
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•Tangential: taking the conversation in a new direction
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•Impersonal: conducting a monologue
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•Ambiguous: responding with messages with multiple meanings
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•Incongruous: nonverbal behavior inconsistent with verbal
message
Emotional Intelligence
Craig E. Johnson, Organizational Ethics, Third Edition
Instructor Resource
•
•Definition: the capacity to identify and influence emotions in others
and in the self
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•Intelligence skills sets
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•Identifying emotions—reading and conveying feelings
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•Using emotions—employing feelings in decision making and
tasks as well as to motivate others
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•Understanding emotions—understanding the causes of and
progression of feelings
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•Managing emotions—controlling feelings to lead to positive
outcomes
Trust Building
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•Trust = being vulnerable based on positive expectations of others
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•Involves a obligation or duty to protect those who rely on us
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•Fostered through character, competence, and openness
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•Types of trust betrayal
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•Major: intense feelings of distress and disappointment
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•Minor: damaging over time
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•Intentional
Craig E. Johnson, Organizational Ethics, Third Edition
Instructor Resource
•
•Unintentional (inadvertent)
Coping With Betrayal
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•Observe and acknowledge what has happened
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•Work through the pain
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•Get support from others
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•Reframe the experience (what can you learn from it?)
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•Take responsibility for your choices and actions
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•Forgive yourself and others
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•Let go and move on
Moral Argument
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•Discourse ethics—ground rules for engaging in moral argument
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•Theorist: Jergen Habermas
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•To have a moral argument:
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•Everyone impacted by the decision must freely participate
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•Individuals have equal power
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•All ideas can be challenged
Craig E. Johnson, Organizational Ethics, Third Edition
Instructor Resource
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•Claims must be justi6ed
How to Promote and Engage in Moral Argument
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•Practice perspective taking
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•Engage in active listening
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•Ensure that everyone has an equal voice
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•Develop your ability to make and evaluate claims
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•Use sound evidence (reliable, recent, relevant, objective)
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•Employ sound reason or logic
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• Analogical--comparisons
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• Inductive—from few to many
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• Deductive—from many to few
