Communication effectiveness
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Communication is essential for organizations to function effectively. The communication process involves ideating, encoding, transmitting, receiving, decoding, and acting on messages. Non-verbal communication and barriers like semantics, filtering, and different frames of reference can interfere with effective communication. Overcoming barriers requires techniques like empathy, understanding, feedback, listening, and addressing different communication preferences.
Communication effectiveness
- 1. Communication Excellence! Dr. Paul L. Gerhardt The Organizational Doctor
- 2. • Why is communication important in organizations? • What are the steps in the Important communication process? Questions: • How can I identify how to best get effective communication across? • What is my preferred communication style? • What tips for success can I come up with?
- 3. Today We Will Explore Communication: • What role does non-verbal communication play in the process? • What are the barriers to effective communication? • What are some techniques we can use to overcome these barriers? • How to identify communication preferences • Navigating Conflict Successful
- 4. Ego States—Berne Critical Parent—Control conversation, autocratic style, judgmental, opinionated, demanding, disapproving, disciplining Sympathetic Parent—Protecting, permitting, consoling, caring, nurturing, consultative, participative Natural Child—Curious, intimacy, fun, joyfulness, fantasy, impulsive (not very managerial) Adapted Child—Rebelliousness, pouting, angry, fear, anxiety, inadequacy, procrastination, finger-pointing, aggressive. Adult Ego—Gather information; rational thinking, calculating, factual, unemotional, cool, calm behavior
- 5. Sample Transactions Complementary Behavior Sample (Child-Parent) • Employee (Child) “I just dropped the thing when I was almost done. Now I have to do it all over again.” • Supervisor Response (Parent) “It happens to all of us; don’t worry about it.” Complementary Behavior Sample (Adult-Adult) • Employee (Adult) “I’ll have it done before tow o’clock, no problem.” • Supervisor (Adult) “Please get this order ready for me by two o’clock.” Crossed Transaction (Child-Child) • Employee (Child) “I just dropped the thing when I was almost done. Now I have to do it all over again.” • Supervisor (Child) “You are so clumsy” Crossed Transaction (Parent-Child) • Supervisor (Parent) “Please get this order ready for me by two o’clock.” • Employee (Child) “Why do I have to do it? Why don’t you do it yourself? I’m busy.”
- 6. Applying Effective Criticism/Feedback • Give more praise than criticism. • Criticize immediately. • Criticism should be performance-oriented. • Give specific and accurate criticism. • Open on a positive note and close by repeating what action is needed.
- 7. Steps of Assertive Behavior • Set an objective. • Determine how to create a win-win situation. • Develop assertive phrases. • Implement your plan persistently.
- 8. Habit 4: Think Win-Win • The Habit of Interpersonal Leadership • A belief in the Third Alternative • It’s not your way or my way: it’s a better way • Balance courage and consideration in seeing mutual benefit • Persist in looking for win-win outcomes despite past win-lose conditioning Think Win-Win
- 9. Steps to a Successful Outcome Remember to breathe, stay centered, and monitor your emotions. Step 1: Use a soft entry. Step 2: Introduce the problem or challenge from your perspective. If this is difficult for you - say so. If not, don’t. Step 3: Cultivate an attitude of inquiry, discovery and curiosity. Let them express their perspective - fully. Step 4: Acknowledge their perspective. Step 5: Problem-Solving. Now you’re ready to begin building solutions. Brainstorming and continued inquiry are useful. Ask your opponent/partner what they think would work. Whatever they say, find something that you like and build on it (reframing). If the conversation becomes adversarial, go back to Step 3. Asking for the other’s point of view usually creates safety, and they’ll be more willing to engage.
- 10. MBTI Activity- Review 1. Divide the team into Dominant groups: S, N, T, and F 2. Answer the following questions: If someone were trying to persuade you to support a policy in the workplace, • What would you want to hear about first? • What would you need to hear about? • What could be left out? • What might offend you or cause you to work against the policy? 3. Discuss your answers with others in your group and record these answers on flipchart paper.
- 11. The Steps Involved in the Communication Process: Ideating—developing an idea or message – information to be transmitted Encoding—symbols, words, non verbal cues, pictures or diagrams Transmitting—memos, letters, telephone, e-mail, policies, face-to-face verbal communication Receiving—listening, reading, observing Decoding—translating a received transmission into an interpreted meaning Acting, the final step—the receiver has a choice at this point to either ignore the transmission, save it for a later response, or do something else with it.
- 12. Communication Process MEMOS Oral message requires good listening skills POLICY PHONE STATEMENT RECEIVING TRANSMITTING CLOSED Written messages LETTERS CIRCUIT require attention to stated and implied EMAIL meanings requires good listening skills The way we communicate with others and with ourselves ultimately determines the quality of our lives. ~
- 13. DECODING Meaning cannot be transmitted Receiver must translate to perceived or interpreted meaning BARRIERS can occur anywhere but most likely in DECODING
- 14. Non-Verbal Communication Facial Expressions Use of How We Hands Stand KENESIS Use of Posture Arms Use of Legs
- 15. Voice Quality Laughing Pitch PARALANGUAGE Speech Volume Rate
- 16. Must know them intimately Well acquainted INTIMATE ZONE PERSONAL ZONE Zero - two feet Two – four feet PROXEMICS (physical environment) PUBLIC ZONE SOCIAL ZONE More than Four – twelve feet twelve feet Acquaintance with a purpose Usually treat them as if they don’t exist
- 17. Barriers to Communication Frames of Information Reference Overload Filtering Semantics Status Structure Differences
- 18. ACTING The Final Step in Communication Process SENDER Store Can for Ignore Later OR Do Something Else With It
- 19. Frames of Reference People communicate differently due to: • Learning • Culture • Experiences • If participants have a common frame of reference, have effective communication • If frames of reference are different, communication may be distorted
- 20. FILTERING (can occur either direction) Can be intentional OR unintentional Managers withhold negative Errors in Encoding information and Decoding Employees Learning manipulate Due to different information in Culture frames of order to avoid the reference Experience appearance of having a problem
- 21. Semantics Different words Sender cannot Concrete words have different transmit have little meaning to understanding or difference from different people meaning sender to receiver Love Abstract words Computer Happiness may cause Typewriter Liberal decoding problems Book Conservative (semantics) Office
- 22. • Repetition Elements • Empathy That Can • Understanding Help With • Feedback Overcoming • Listening Communication Barriers
- 23. Guidelines for Effective Listening Stop talking. It is impossible to listen and talk at the same time. Listen for main ideas. Be sensitive to emotional deaf spots that make your mind wander. Fight off distractions. Take notes. Be patient. Let others tell their stories first. Empathize with other people’s points of view. Withhold judgment. React to the message, not the person. Appreciate the emotion behind the speaker’s words. Use feedback to check your understanding. Relax and put the sender at ease. Be attentive. Create positive listening environment. Ask questions.
- 24. Levels of Listening How can you tell when someone is listening to you at each of these levels? Ignoring—Making no effort to listen Pretend Listening—Making believe or giving the appearance you are listening Selective Listening—Hearing only the parts of the conversation that interest you Attentive Listening—Paying attention and focusing on what the speaker says and comparing that to your own experiences Empathic Listening—Listening and responding with both the heart and mind to understand the speaker’s words, intent and feelings.
- 25. Empathy A technique to Sender should The greater the understand the put themselves gap in learning, receiver’s frame in the receiver’s culture, and of reference shoes when experiences, the composing the greater the message effort must be “When you listen with empathy to another person, you give that person psychological air.” ~ Stephen R. Covey
- 26. Feedback Feedback is a must to Studies show that schools ensure that messages have that use downward been understood and communication need received and helps the effective upward sender and receiver obtain communication to have mutual understanding effective communication
- 27. Two-way communication takes more time but provides more satisfaction and is recommended in all but the simplest and routine transmissions of information. To solicit feedback, try these questions: • How do you feel about my statement? • What do you think? • What did you hear me say? • Do you see any problems with what we have talked about?
- 28. • Promote and cultivate feedback Suggestions but don’t force it • Reward those who provide Regarding feedback and use it Feedback • When possible, go straight to the source and observe the results – don’t wait for feedback • Give feedback to subordinates on the output of feedback received
- 29. • Stop talking Suggestions • Put the talker at ease for • Show the talker you want to listen Improving • Remove distractions Listening • Empathize with the talker Skills • Be patient • Hold your temper • Go easy on argument and criticism • Stop talking
- 30. Thank you for your participation!