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