Chapter 06 – Communication and Human Relations
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CHAPTER 6
Communication and Human Relations
Learning Objectives
After studying this chapter, students will be able to:
2. Compare and contrast successful and unsuccessful listening skills.
4. Examine the role of nonverbal communication.
6. Outline strategies for communication within an organization.
7. Explain the importance of intercultural communication in today’s professional
world.
Key Terms
Active listening: Listening with greater concentration, less tolerance for distractions, and
more feedback to the speaker.
Context: A point of reference (or a place from which to begin) when communicating.
Displays: Gestures that are used like nonverbal punctuation marks, such as pounding
your fist on a table.
Filtering: A method listeners use to hear only what they want to hear, which may result
in failing to receive messages correctly.
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Grapevine: A network within the organization that communicates incomplete, but
usually somewhat accurate information.
High-context culture: A culture in which social context surrounding a written document
Intensity: The degree to which you show serious concentration or emotion; another
dimension of nonverbal communication.
Low-context culture: A culture in which a written agreement, such as a contract, can be
taken at face value.
Nonverbals: Ways of communicating without speaking, such as gestures, body language,
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Rumor mill: A gossip network that produces mostly false information.
Selective listening: The type of listening that happens when a listener deliberately
chooses what he or she wants to pay attention to.
Lecture Outline
I. Communication and Miscommunication
Communication can be defined as the giving and receiving of ideas, feelings, and
information among people. Communication includes listening as well as speaking. Good
listening skills are critical to success in work. Communication is a very important aspect
in the business world. The ability to communicate well on the job is often called the most
important job skill for employees as everything else about a specific job can be taught.
A. Online Communication
Using the Internet can make it easier to connect with others quickly and more often,
and can be used to increase effective communication. Electronic communication
allows users to communicate with one another from nearly any location, at any hour,
eliminating the barriers of time and distance. And online communication can
encourage more flexibility for workers, who may have the option of working away
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II. Listening—and How It Can Fail
Need to be listened is crucial to human relations. Most people have a very strong need to
have others hear them, understand them, and process the information they receive. This
need is so strong that when listening is purposely withheld, the speaker’s self-esteem can
suffer. The need to be a good listener to others is often ignored by people who consider
themselves good communicators.
A. Selective Listening
There are some legitimate reasons for poor listening. For instance, in modern society
everyone is constantly bombarded with messages. No one could possibly give full
attention to every message, so many people practice selective listening, which is when
people deliberately choose what they want to hear. The main cause of selective
Many other reasons for poor listening come from bad communication habits such as
assuming that a subject is too difficult or too easy to understand. A listener might
reject a speaker because the message seems too difficult and beyond (or basic and
beneath) the listener’s level of knowledge; so, basically the message is lost. One
B. Tuning Out
Some people simply refuse to listen to co-workers or other people due to prejudice—
the unwillingness to listen to members of groups the listener believes are inferior, such
as other ethnic groups or women; it can also take more subtle forms. People who want
to improve listening skills should watch their personal listening habits because the
process of doing business can be badly hampered by prejudice.
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Red flag words and expressions are those that bring an immediate emotional response
(usually negative) from the listener, generally because of strong beliefs on the subject.
Some red flag words have implied meanings beyond their literal meaning. Words such
III. The Timing of Messages
Timing can be a major factor when a message becomes distorted and misunderstood.
A. Emotional Timing
Emotional timing refers to the emotional readiness of the listener to hear a message.
Sometimes a message gets to the receiver when the mood is inappropriate. The
B. Situational Timing
Situational timing refers to the listener’s situation when a message is received. Privacy
is usually a key element. Often, communication that would be totally appropriate in
C. Relevance Timing
Relevance timing is similar to situational timing. It simply means that communication
should fit the other topics being discussed.
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D. Filtering
When listeners engage in filtering, they may fail to receive messages correctly
IV. Communicating Without Words
Nonverbal communication is also related to communication skills. Much of what people
V. Functions of Nonverbal Messages
Nonverbal messages reflect the relationship between speaker and listener. These three
functions are as follows:
• Showing the speaker’s attitudes and emotions—people often communicate feelings
and opinions to others without any awareness they are doing so; when one
communicates unconsciously, one’s internal climate—the way one feels within
• Showing the speaker’s reactions to the listener—variations in facial expression,
tone and pitch of the voice, amount of time spent in the greeting, and eye contact
A. Nonverbal Messages about Self-Esteem
Nonverbal communication signals one’s self-esteem level. When one’s self-esteem is
high, it will be evident in his or her nonverbal behavior. The person will be listened to
more effectively, and the overall communication process will improve.
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B. Gestures and their Meanings
By observing gestures, one can tell a great deal about how open or closed people are in
their attitudes. Gestures also indicate the true leader of a group, and how open a person
is to physical contact. Gestures fall into the following categories:
• Illustrators—gestures people use to clarify a point they might be making.
C. Distance Between Speakers
Another area of nonverbal communication is called proxemics, or distancing, which
can be defined as the distance of physical space that people maintain between other
people and themself. Most people carry a bubble of space, or several bubbles around
them. These are illustrated in Figure 6.3. They are as follows:
• The first bubble, from zero to 18 inches, is reserved for intimate relationships
(mates, romantic partners, and children).
When any of the first three bubbles is violated, most people feel very uncomfortable.
This distancing issue varies geographically. In some cultures, being very close to
another person is much more acceptable than in the United States or in many
European cultures. In most Middle Eastern countries, two businesspeople will
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VI. Communicating In an Organization
Organizational communication has both formal and informal dimensions. In traditional
organizations, most messages that need to be communicated must go through the chain of
command. In other words, the flow of messages has to follow the organizational chart,
A. Grapevines
When communication takes place in an informal context, the rules are less formal but
still very real. Every company that has employees contains an informal organization.
The informal organization is made up of friendships and friendly relationships that
One of the most important characteristics of grapevines is that they are often selective:
everyone doesn’t always get all of the information, and everyone doesn’t always get
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VII. International and Intercultural Communication
Anthropologist Edward T. Hall has identified different cultures as being high context and
low context. In a low-context culture, a written agreement, such as a contract, can be
taken at face value. In other words, one can assume that it means what it says and that it
Review Questions
1. What is communication? In your definition, use an illustration from your own life.
2. Explain why your internal climate is so important to communicating effectively.
Explain the importance of self-esteem to the communication process.
Answer: Students’ answers will vary. One aspect of communication is nonverbal
communication, which is a way of communicating without speaking, such as
gestures, body language, and facial expressions. Nonverbal messages reflect the
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3. Are you usually an active listener? If not, do you know anyone who is? What
qualities set an active listener apart from other people?
Answer: Students’ answers will vary. Active listening is listening with greater
concentration, less tolerance for distractions, and more feedback to the speaker.
4. Think of people you have been around who are poor listeners. Do they all have
certain qualities in common? If so, what are they?
Answer: Students’ answers will vary. Reasons for poor listening include: selective
5. How does nonverbal communication help people understand each other? How can
nonverbal cues be negative, especially in the workplace?
6. What are the main differences between communication in the formal organization
and in the informal organization? What cautions should you use in each area?
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Answer: Students’ answers will vary. In formal organizational, the flow of messages
has to follow the organizational chart, both upward and downward (vertical
communication) and also need to be communicated between an individual and his or
7. What is meant by filtering? Do you ever find yourself filtering a message being sent
to you? How can one reduce the filtering of messages in the workplace?
8. What are the major differences between a high-context culture and a low-context
culture? What steps could you take to prevent misunderstandings when dealing with
a culture that is opposite in context from your own?
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• Sprinkle your conversation with at least a few words and expressions from
your listener’s native language—but only if you are sure what they mean, and
how to pronounce them.
• Be careful about your nonverbal signals.
Critical Thinking Questions
9. Do a brief self-evaluation. Ask yourself, “How effective am I at communicating with
people from cultures that are higher-context or lower-context than my own?” Have
you ever been guilty of ignoring such differences? Most of us have been. If so, what
were you doing that could be done more effectively?
10. Think of an incident in your life when someone you were listening to was sending
nonverbal messages that seemed to contradict the verbal message. Perhaps it was a
public speaker or someone on television. What was your reaction to the mixed
message?
Answer: This question provides opportunity for discussion. Students’ answers will
Working It Out 6.2
As mentioned in the text, this exercise illustrates the importance of two-way
communication that includes feedback from all communicators. Your choice of the
volunteer for this experiment is crucial. Make sure the student is fairly articulate and
patient; patience is especially important during the second part of the exercise.
The volunteer from the class will study the geometrical figure at the end of this
exercise. Then, with back to the class, he or she will describe the figure exactly, so that
each class member can reconstruct it on a piece of notebook paper. Only the volunteer
will be allowed to speak, and hand gestures are not allowed. Remember, not questions
will be allowed except one request at the end to repeat each instruction.
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Next, the same volunteer will face the class and describe the figure while
classmates start over on a new sheet of notebook paper. This time, questions will be
allowed.
Case Studies
Case Study 6.1: The Mysterious Strangers
When Ron Morris hired a management consultancy with an aim to cut costs, he withheld
the information from his employees for fear that there might be a panic wave. But the
presence of strangers in office soon went around until Jan Wood, the supervisor, demands
an explanation from Ron. Jane later briefs her workers on the initiative. The employees
remain skeptical of the management’s refusal to send even a memo to assure that no jobs
would be cut. Three weeks later, Jane is left with two employees lesser and three others
on their way out.
Questions
1. How could the company have handled this situation differently? What principles of
effective communication have been broken in this case?
Suggested Answer: Students’ opinions will vary. Organizational communication has
both formal and informal dimensions. In formal communication, it is important that
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2. If you were Jan Wood, what would be your next step? Why?
3. If the company decides to explain the situation, what form of communication should
they use? Meetings, memos, personal letters? Why?
Suggested Answer: Students’ opinions will vary. The company could use any of the
Case Study 6.2: Un-Gorgeous George
George, who worked for a local television cable installation company for 11 years, was
nicknamed “Gorgeous George” for what he was not; his shabby appearance, lack of eye–
contact, mumbling talk, never-smiling face, and his lack of initiative in conversations.
George fails to understand why he is not promoted despite his long tenure, tardiness, and
helpfulness. George, feeling uncomfortable, turns down his friend David’s offer to help
him prepare for the promotion interviews.
Questions
1. How are George’s nonverbal behaviors contradicting the message he is trying to get
across about wanting to be promoted? What is each message channel saying, and
which will you most likely believe?
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2. How do others likely respond to his nonverbal behaviors? How would you respond?
3. David may be able to convince George to do the practice interviews if he can
convince George to listen to him. How might he work with George to help his active
listening skills?