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CHAPTER 4

Verbal and Nonverbal Messages

Resource Guide

The opening page of each chapter in Communicating at Work lists desired learning outcomes. The

Resource Guide will assist you in locating activities and resources from the text and Instructor Manual

that are relevant to each objective.

Integrated Objectives

Resources

Describe business situations in which ambiguous or

specific language is preferable, and create each

type of statement.

Key terms: equivocal terms, high–level

abstractions, jargon, low-level abstractions, relative

words

In the text:

Activities: 1-4

Case Study: The Cost of Miscommunication

Case Study: Misunderstandings Lead to Airline

Catastrophe

Culture at Work: Poor Translations Create

Marketing Blunders

Ethical Challenge: Strategic Ambiguity

Instructor’s Manual online:

Personal Reflection for Journaling Assignment

Discussion Launchers: 1, 2

Classroom Activities: 1, 2

Written Application Exercises: 1

Video Activities: 1-3

Define, identify, and remedy examples of each type

of inflammatory language described in these pages.

Key terms: biased language, trigger words

In the text:

Activities: 5

Self–Assessment: Recognizing Your Biases

Career Tip: Strategic Swearing

Instructor’s Manual online:

Discussion Launchers: 3, 4

Classroom Activities: 3

Written Application Exercises: 2

Video Activities: 4

Apply concepts of powerful and positive language

to specific examples from your career field.

Key terms: disfluencies

Instructor’s Manual online:

Classroom Activities: 4

Compare and contrast characteristically feminine

and masculine language. Use and describe the

potential benefits and problems arising from

differences.

Key terms: genderlects, rapport talk, report talk

Instructor’s Manual online:

Discussion Launchers: 5

Classroom Activities: 5

Describe how you can apply the information on

nonverbal behavior in these pages in your own

career.

Key terms: immediacy, self–monitoring

Instructor’s Manual online:

Discussion Launchers: 6

Classroom Activities: 6

Written Application Exercises: 3

Define and give examples of seven categories of

nonverbal behavior, and summarize the importance

of each in a specific organization or career field.

Key terms: nonverbal communication,

paralanguage

In the text:

Activities 6-8

Career Tip: Nonverbal Cues for Success

Career Tip: Cubicle Etiquette

Ethical Challenge: Consideration versus Candor

Self–Assessment: Your Nonverbal Immediacy

Instructor’s Manual online:

Discussion Launchers: 7

Classroom Activities: 7-9

Written Application Exercises: 4-6

Video Activities: 5-8

About Chapter 4

Chapter 4 concentrates on the process of verbal and nonverbal communication and how our choices

impact meaning. There isn’t a single, straightforward relationship between an idea and the words and

actions we use to represent that idea. Our communicative choices are shaped by our personal

interpretations. Effective communication requires us to think from the standpoint of our receiver as we

select words and nonverbal cues to convey our message.

In this chapter, students learn to identify effective versus ineffective verbal messages. Equivocal

words, high–level abstractions, jargon, inflammatory words, and gender–based language often interfere

with the intended meaning of a message. Such types of words can generate psychological noise in another

communicator. Students learn how they can choose alternatives to those types of words. This reinforces

the importance of making strategic choices regarding the entire communication context. Discussions of

in Chapter 1. How and when did you two figure out that you were assigning different meanings to an

Discussion Launchers

1. Describe times and places when someone’s use of jargon confused you. (To think of examples,

consider your experiences with mechanics, medical or military personnel, pharmacies, electronics

stores, or teachers.) How could the speaker have helped you understand better? Give very specific

examples. Now think of a time when your use of jargon confused or created difficulty for

2. Do you agree that it is sometimes preferable to select ambiguous language? Is this ethical? Recall

situations you’ve heard about in the news when ambiguous language was used in unethical ways.

3. Discuss how you can handle situations when someone uses a word that triggers a negative

reaction from you. Do you have the responsibility to let others know what your trigger words or

perceptions of biased language are? Do you have the responsibility to change your language after

someone lets you know that one of your language patterns is a trigger for her or him?

4. Are there times when it is OK to call someone an unflattering name (a type of trigger word)? For

example, is it ethical to label someone as a “jerk” if you know the individual and don’t like her or

him? If she or he did something you didn’t like? If you don’t know the person and will probably

never see her or him again (e.g., someone pulls out in your driving lane in front of you and then

slows down)? If you are not in the person’s presence? Make your answers as specific as possible,

5. Brainstorm a list of workplace situations in which it would be advantageous to use a feminine

language style. Now think of workplace situations in which using a feminine language style

would put you at a disadvantage. Next, identify situations in which it would be advantageous or

6. What advice would you give a new employee who wants to enhance her credibility and perceived

competence by using nonverbal channels?

7. Describe or demonstrate a nonverbal behavior, and suggest at least three different meanings that

could be assigned to that behavior. Which of these meanings is “correct”? Explain your answer.

Next, describe a feeling in words. Finally, show at least three different ways this feeling might be

Classroom Activities

1. High– and Low–Level Abstractions

Objective: This activity increases students’ awareness that different individuals perceive the same words

in a variety of different ways. As students discuss their own connotations with their group members, they

Procedure: Before placing students into their groups, ask them to write down the first concrete example

that comes to mind as you read each abstract item on the following list. Emphasize that this should NOT

be a synonym, but an actual example.

After students have finished writing, put them into groups to discuss and explain their individual answers.

Remind groups not to try to decide on the BEST response; all responses are equally valid.

good food the best place to shop

radical a fun activity

my worst fear birthdays

Class Discussion: Class discussion can focus on why low–level abstractions can help prevent

misunderstandings. This activity also provides an opportunity to review relevant concepts from Chapter 1,

such as the communication model and the irreversible nature of communication. You may wish to

• With whom can you use high–level abstractions and still attain shared meaning?

• How can you use the knowledge that others often have different connotations for messages

than you do to improve your daily communication?

2. Clarity and Ambiguity

Objective: Students will practice revising abstract language into clear language.

Procedure: This activity may be done by individuals or in groups. Ask students to recall a conversation

in which they became confused because the speaker used jargon or too many high–level abstractions.

Variation: Distribute copies of written passages that exhibit highly abstract language. (Advanced

textbooks, income tax instructions, and some user manuals are good sources of material. Don’t pick

material that is so complex students can’t understand it.) Ask students to revise the passages to make

Class Discussion: Ask students to share their revisions. Then ask the class to do the following activities:

• Identify which guidelines from the text each revision illustrates.

• Suggest further revisions that might bring additional clarity.

• Describe situations when it isn’t necessary to use low–level abstractions.

3. Analyzing Inflammatory Language: Biased Language & Trigger Words

Objective: In this activity students explore examples of inflammatory language and various ways of

responding to inflammatory language.

Procedure: Give students one minute to write down as many examples of trigger words or biased

language as they can. This can include words, phrases, and jokes.

In groups, have students pool their words to compile two lists: (1) items most people probably find

offensive; and (2) items that probably function as triggers for some people, but not for the majority. [For

instance, someone who is adopted may find adopt-a–highway and adopt–an–animal terminology offensive.

Next, each group should write a neutral word that could substitute for the inflammatory word (for

example, instead of “jerk” or “dolt,” we could say “co–worker” or “employee”).

Class Discussion: Ask groups to share their examples with the class. Discuss the following questions:

• Which of the following usually has the most impact on you: the words themselves, who it is

that is speaking the words, or the way in which the words are said (paralanguage)? Explain

your answer.

• How should you respond when another person uses one of your personal trigger words?

• Do you have a responsibility to avoid using common trigger words?

• Do you have the responsibility to let others know what your trigger words or perceptions of

4. More–Powerful and Less–Powerful Language

Objective: Students will learn to identify powerful and less powerful language.

Procedure: A recent study at Rice University found that female candidates were often less likely to be

hired because of the language used to describe them in recommendation letters.

Divide the class into groups. Each group will write a list of five less–powerful adjectives they might write

Class Discussion: When students are ready, ask groups to share their lists of paired terms. Discuss

questions such as the following:

• Which set of adjectives do you think describes the best employee? Why?

• Why do you think most selection committees tended to prefer the masculine–oriented adjectives?

• This study was done in an academic setting. Do you think the results would be replicated in a

5. Masculine and Feminine Genderlects

Objective: This exercise helps students separate myth from fact regarding masculine and feminine

genderlects.

Class discussion: Ask groups to share their lists with the class. Consider some of the following:

• For each item, ask students whether they think the behavior is a stereotype or whether it

really does occur more commonly among one sex than the other.

• Why are these behaviors called masculine and feminine genderlects rather than male and

female speech?

• Are any masculine or feminine language patterns problematic in the workplace?

• Are any masculine or feminine language patterns detrimental to relationships?

• What can you do to reduce tension if you feel troubled by the language patterns of a person of

the opposite sex?

• If you enact stereotypical behaviors that are troubling to a person of the opposite sex, what

6. Paralanguage Conveys Relational Meaning

Objective: This activity helps students identify various possible relational meanings of messages, as

expressed through paralanguage.

Procedure: Review the concept of relational meaning from chapter 1. Review the concept of

paralanguage from chapter 4.

Class Discussion: Have each triad read their three renditions of the message out loud in a way that

conveys their intended meaning, and ask their classmates to identify its various possible relational

meanings. Encourage alternative interpretations. Additional questions include:

• Share a situation in which someone misinterpreted your relational meaning. What happened?

How did you feel?

• Is it important to consider relational meaning in the workplace? Why or why not?

• How can we figure out the relational meaning of a message?

• How should we respond to the relational meaning of a message? How might out response

differ, depending on context.

Hi, how are you? There’s something that’s bugging me.

It’s hot in here. Was that new sweater expensive?

You cannot do that. It’s no fun to go without you.

7. Nonverbal Channels

Objective: This activity reinforces students’ understanding of the characteristics and types of nonverbal

codes described in the text.

Procedure: Divide the class into seven groups. Assign each group one of the types of nonverbal

communication described under the heading “Types of Nonverbal Communication.” Allow 10 minutes

for groups to review the material in their assigned section and form a plan for presenting the ideas to the

Class Discussion: After all groups have presented, follow up with questions that integrate the material

from the section titled “Characteristics of Nonverbal Communication.”

• Does nonverbal behavior communicate a message, even when we don’t intend it to? Explain.

• If someone’s nonverbal behavior contradicts his or her words, which do you believe? What are

some examples?

• Describe a time when others interpreted your nonverbal behavior differently than you intended.

How can you reduce the chances of misinterpreting another person’s nonverbals?

• American Sign Language (ASL) uses nonverbals to express complex ideas. How do ASL gestures

8. Functions of Nonverbal Communication

Objective: This activity invites students to ponder the many functions of nonverbal communication.

Students will explore how attitudes and feelings can be expressed via various channels of nonverbal

communication. Additionally, this activity allows students to practice enacting nonverbal behaviors.

Divide the class into groups. Assign one or more of the attitudes from your list to each group. The task

for each group will be to discuss how this attitude might be conveyed nonverbally via at least four

channels of nonverbal communication. The group will then prepare a short skit to illustrate their

discussion.

Class Discussion: Invite each group to enact their skit(s). The class will guess which attitude the group is

enacting. Conduct a class discussion with questions such as:

• Do you think these nonverbal behaviors are effective? Why or why not?

• Do you think these nonverbal behaviors send a positive or a negative message? Why?

• Might they send a positive message in some circumstances and a negative message in other

circumstances? Identify some situations to illustrate the differences.

• How might these nonverbal behaviors affect the communicators’ relationships?

• If this skit were a real situation, would you say these behaviors were being enacted

intentionally or unintentionally by the communicators?

• If the message is unintentional, should the communicator try to manage the behaviors

9. Verbal versus Nonverbal Conversation Comparisons

Objective: After completing this exercise, the students should be able to distinguish the various

characteristics associated with the importance of nonverbal communication during face–to–face

Procedure: Divide the class into groups of three. Within each group, students should designate one

student as A, one as B, and one as C. Ask each student to think about a film they’ve seen recently or an

activity they’ve engaged in recently, which they could describe to others.

Round One – Student A will take the role of “talker,” B will be “listener,” and C will be the “observer.”

The “talker” will speak for two minutes, allowing the listener to provide nonverbal feedback as well as

When finished, ask the social scientist from each group to explain what they observed during the five

minutes of interaction.

Round Two – Switch roles so that A becomes the observer, B becomes the talker, and C becomes the

listener. For this two–minute round, the listener may use whatever nonverbal cues are at their disposal to

Round Three – Switch roles so that A becomes the listener observer, B becomes the observer talker, and

C becomes the talker. This time the listener may not provide any form of verbal feedback, and attempts

to provide as little nonverbal feedback as possible while the talker tells their story. The observer again

Round Four – Allow two minutes for group members to discuss their observations and experiences.

Class Discussion: After completing this activity, you can use the following questions to foster class

discussion:

• How did the talkers react to various forms of feedback (or lack of feedback)?

• What was the impact on listeners when their ability to provide verbal and nonverbal

communication was restricted?

• Are there times, based on the structure of an organization or the dynamics of a relationship,

• As communicators, what can we do to encourage honest feedback from others?

Written Application Exercises

1. High–and Low–Level Abstractions

Write an essay in which you address the following:

• In your own words, explain the difference between a high–level abstraction and a low–level

abstraction.

• Why is it important to know the difference?

• When is it advantageous to use low–level abstractions?

• When is it advantageous to use high–level abstractions?

• Write down three high–level abstractions you’ve heard recently; then revise them so they will be

2. Inflammatory Language

Write an essay in which you address the following:

• Write down five specific examples of biased, sexist, or demeaning language you have recently

heard in the media or in your own interactions.

• What are some negative consequences of using inflammatory language?

3. Nonverbal Messages in the Interviewing Process

Visit one of the following sites:

• https://www.thebalance.com/how–to–use–nonverbal–communication–in–hiring–1919137

• http://www.collegegrad.com/jobsearch/Competitive–Interview–Prep/

Read the suggestions for nonverbal communication in job interviews. Based on these suggestions,

describe in some depth the changes you would like to make in your next interview. How are these

4. Applying Chapter Concepts to Improve Your Own Communication

Write an essay in which you identify one of your own communication practices you’d like to improve on.

Identify one or two concepts from this chapter you can apply to improve this aspect of your

5. Exploring Nonverbal Communication

Visit the UCSC Nonverbal Communication site, available at http://nonverbal.ucsc.edu/ . Explore at least

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.

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?

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.

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.

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

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

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?

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: Distribute copies of your colleges’ Code of Conduct.

In class show the following video clip:

http://www.youtube.com/watch?v=eTdCa6vbvTk

This clip, created by students, reveals the way he speech makes others feel

• 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

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

Class Discussion: Let students share observations. Use these examples to check that everyone

understands the difference between description and 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

6. Nonverbal Proximity in “The Close Talker”

Objective: This video provides a starting point for students to recognize and discuss the multitude of

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

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

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

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.

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

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.

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-

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

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.

Nonverbal category

Observable description of

behavior

Possible interpretations of

the behavior

Voice/Paralanguage

Appearance / Wardrobe

Face / Eyes

Posture/Movement

Personal Space/Distance

Physical Environment

Time

Additional Resources

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.

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.

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.

Web

Business Training Media:

http://business-marketing.com/

The site provides links to free articles on various aspects of workplace communication. You can

also preview and order videos aimed at improving workplace communication.

Monster Special Report on Great Workplace Communication