communication teams. functions of communication control motivation emotional expression information

CommunicationTeams

Functions of Communication

Control Motivation Emotional expression Information

Sender Encoding Channel Decoding ReceiverMessage

Feedback

The Communication Process

Message Message Message

Communication Channels

Formal channels are established by the organization and transmit messages that are related to the professional activities of members

Informal channels are spontaneous and emerge as a response to individual choices

Personal and social messages

Interpersonal Communication

Oral Written Non-verbal

Oral Communication

Advantages Speed Feedback

Disadvantages Potential for distorted

message Content at destination is

different from the original

Written Communication

Provide a tangible and verifiable record

Can be stored for an indefinite period of time

Physically available for later reference

Well thought-out, logical, and clear

Time consuming Lack of feedback No guarantee how

reader will interpret it

Advantages Disadvantages

Non-verbal Communication

Two most important messages that body language conveys are:

(1) the extent to which an individual likes another and is interested in his views

(2) the relative perceived status between a sender and receiver

Non-verbal Communication

Intonations Facial expression Physical distance

Computer-aided Communication E-mail Instant messaging Intranet and Extranet links Video-conferencing

Instant Messaging Fast and inexpensive

means for managers to stay in touch with employees

No delay, no in-box clutter of messages, and no uncertainty as to whether the message was received

Knowledge Management

Process of organizing and distributing an organization’s collective wisdom so the right information gets to the right people at the right time

Knowledge Management

Provides an organization with both a competitive edge and improved organizational performance

Knowledge Management Intellectual assets are now as important

as physical or financial assets As baby boomers begin to leave the

workforce, there’s an increasing awareness that they represent a wealth of knowledge that will be lost if there are no attempts to capture it

Barriers to Effective Communication Filtering Selective Perception Information Overload Gender Styles Emotions Language

In an ever-increasing global economy, everyone needs to communicate….

A Cultural Guide

1) Assume differences until similarity is proved2) Emphasize description rather than

interpretation or evaluation3) Practice empathy4) Treat your interpretation as a working

hypothesis

Cultural Context

High-context cultures - rely heavily on nonverbal and subtle situational cues when communicating with others

Low-context cultures - rely essentially on words to convey meaning

Communication and cultural competency

Communication is the sole process by which humans acquire and transmit their individual cultures (Jianglong Wang)

Communication and Cultural Context (Edward Hall) High-context cultures

- rely heavily on nonverbal and subtle situational cues when communicating with others -e.g., Mexico

Low-context cultures - rely essentially on words to convey meaning e.g., England

Consider these facets of communication Martin Gannon (2001) wrote a book about cultural

metaphors that he believes represent 23 nations in the world. e.g., “this is a team made in heaven”

"Do you like the class? " the Chinese English-speaker often responds with: "I think so." To the Chinese, this response is a very positive one; yet, to the American, the response is lukewarm. Both the use and comprehension of this particular comment in this situation require some contextual knowledge. (Jianglong Wang)

Understand not just the language but the cultural processes. This means having the knowledge of when to say what to whom, and the appropriate manner of speaking.

Barriers to Effective Communication (Robbins) Filtering Selective Perception

(e.g., SI Theory) Information Overload Emotions Language/Lack of

cultural competency

Teaching cultural competency Workshops to teach Japanese business

bows to Americans who go to Japan on business ventures. Japanese bows are more complicated than the

American handshake due to the various ways to bow on various occasions to people of different status and seniority.

Other useful examples?

Guidelines (Robbins)

1) Assume differences until similarity is proved2) Emphasize description rather than

interpretation or evaluation3) Practice empathy4) Treat your interpretation as a working

hypothesis

Implications for Managers

1) Use Multiple Channels for Communication

2) Use Feedback 3) Simplify Language 4) Listen Actively 5) Constrain Emotions6) Gain cultural

competency

Old Woman? Or Young Girl? Hint: The old

woman’s nose is the young girl’s chin,

Fundamentalattribution error – (evaluating others)

tendency to underestimate the influence of external factors and overestimate the influence of internal or personal factors

Self-serving bias – (evaluating self)

tendency for individuals to attribute their own successes to internal factors such as ability or effort while putting the blame for failure on external factors such as luck

Shortcuts to Judging Others(Robbins) Selectivity - choosing bits of data depending

on the interests, background, experience, and attitudes of observer

Assumed SimilarityAssumed Similarity - perceptions of others more influenced by what the observer is like or thinks

Shortcuts to Judging Others

StereotypingStereotyping - basing perception on group membership or association

Halo EffectHalo Effect - drawing a general impression on the basis of a single characteristic, such as intelligence, sociability, or appearance

Communication Axioms Assume differences until similarity is

proved Emphasize description rather than

interpretation or evaluation Treat your interpretation as a

working hypothesis Practice empathy

from Hofstede, G.J., Pedersen, P.B. & Hofstede, G., 2002, Exploring culture: Exercises, stories and synthetic cultures. Intercultural Press, Boston

Cross Cultural Communication LaRay Barna identified 5 areas of potential

communication barriers Language Nonverbal communications (different or rude) Stereotypes Evaluation of good or bad High Levels of Stress

Non-verbal Communication

Two most important messages that body language conveys are:

(1) the extent to which an individual likes another and is interested in his views

(2) the relative perceived status between a sender and receiver

Non-verbal Communication

Intonations Facial expression Physical distance

CAR Model

Context – What is the situation or context in which you observed the behaviour(s) you want to record or comment on.

Action – What did the person(s) you observed actually do. Be sure to separate this from your inference and beliefs

Reaction – How did you or other people respond to this action

Computer Aided Communication “Communication in today’s organizations is

enhanced and enriched by computer-aided technologies” Robbins, pg 144

Do you agree? Email? IM? Others?

Knowledge Management

Process of organizing and distributing an organization’s collective wisdom so the right information gets to the right people at the right time

Knowledge Management

Intellectual assets are now as important as physical or financial assets

Provides an organization with both a competitive edge and improved organizational performance

As baby boomers begin to leave the workforce, there’s an increasing awareness that they represent a wealth of knowledge that will be lost if there are no attempts to capture it

from Hofstede, G.J., Pedersen, P.B. & Hofstede, G., 2002, Exploring culture: Exercises, stories and synthetic cultures. Intercultural Press, Boston

Cross Cultural Communication Culture Shock?

Familiar cues about how others are supposed to behave are missing or have a different meaning

Values that you consider good, desirable, beautiful and worthy are not respected by the host

Feelings of disorientation, anxiety, depressed or hostile

Dissatisfaction with new ways Socials skills do not seem to work any longer A sense that this will never go away.

from Hofstede, G.J., Pedersen, P.B. & Hofstede, G., 2002, Exploring culture: Exercises, stories and synthetic cultures. Intercultural Press, Boston

Cross Cultural Communication Stages in Culture Shock

Honeymoon Disorientation Irritability and hostility Adjustment and integration Biculturality

from Hofstede, G.J., Pedersen, P.B. & Hofstede, G., 2002, Exploring culture: Exercises, stories and synthetic cultures. Intercultural Press, Boston

Cross Cultural Communication It is always better to keep the peace than to

say what you think. Everyone should say what they believe. Which is correct?

Groups

Two or more individuals, interacting and interdependent, who come together to achieve particular objectives

Formal or informal

Four Types of Groups Command Task Interest Friendship

Why Do People Join Groups?

Basic Group Concepts

Roles Norms Status Cohesiveness Size Composition

Roles

Psychological Contract Sets out mutual expectations

Norms Acceptable standards of behavior

within a group that are adopted and shared by the group’s members

Examples of Cards Used in Asch Study

X A B C

Conformity and the Asch Studies Demonstrated that subjects conformed in

about 35% of the trials Members desire to be one of the group and

avoid being visibly different Members with differing opinions feel

extensive pressure to align with others

Symptoms of Groupthink

Group members rationalize any resistance to their assumptions

Members pressure any doubters to support the alternative favored by the majority

Symptoms of Groupthink

Doubters keep silent about misgivings and minimize their importance

Group interprets members’ silence as a “yes” vote for the majority

Variables Influencing Groupthink Group’s cohesiveness Leader’s behavior Insulation from outsiders Time pressures Failure to follow methodical decision-making

procedures

Groupshift Decision of the group reflects

the dominant decision-making norm that develops during the group’s discussion

Jerry Harvey’s Story

What’s likely to happen? How was the decision made? Who wanted to go to Abilene?

Abilene Paradox

Author: Harvey, Jerry B. Title: The Abilene paradox and other

meditations on management Published: Lexington, Mass. : Lexington

Books ; San Diego, Calif. : University Associates, c1988.

Stages of Group Formation

Forming Storming Norming Performing Ending

Forming

Creation of group Getting to know each other Developing expectations

Storming

Establishing boundaries Who will lead/ control How will conflicts be settled

Norming

Agree as a group to rules and limits Define what the task is Determine who will complete what parts Establish how influence/discipline will operate

Performing

All ancillary components cleared away – now can focus on the task

Ending

Not in every model Recognize the need to get closure when

things end

Use of Outside Products Tools are useful, but the way of organizing

the world is the real value Self-Assessment, Organization culture and

MBTI from previous classes Today FIRO-B®

Other tools for decision making and change Using this approach to understand what your

are dealing with is essential to developing strategic organizations.

Overview of FIRO-B®

Developed by Will Schutz. Was originally created as a means to select submarine

crews. Concerned about motivation to engage in social

behavior. Decided that these motivations were derived from

needs. Instrument owned and published by Consulting

Psychologist Press.

The FIRO-B® Model Three basic interpersonal needs

Need to be a part of the group –

Inclusion

Need to be in control of the situation and others –

Control

Need to be liked and feel close to others -

Affection

The FIRO-B® Model Not simply the need but what you do with it.

There are two types of need:

Those you show to others, that can be observed by people watching you –

expressed

Those that you are aware of but typically do not show - Need to be in control of the situation and

others – wanted

FIRO-B® Scoring Put the data into a matrix with the need across the

top and the expressed vs. wanted on the side.

Inclusion Control Affection

expressed eI eC eA

wanted wI wC wA

FIRO-B® Scoring

• Low = I do this or respond this way occasionally and selectively.

• Medium = I do this or respond this way usually and with many people.

• High = I do this or respond this way very frequently and with almost everyone.

Groups Evolve Through Particular Stages Along the Dimensions of:

Inclusion — early formation stage•Where do I fit in?•Do I want to be in or out?•How committed will I become?•How committed is our leader?

Control — mid-development•Competition for leadership.•What is the method for decision making?•How will power be distributed?

Affection How close shall I get if the group exists over long period of time?

Inclusion — Control — Affection

Inclusion Forming new relations, associating

with people Extent of contact and prominence a

person seeks

Expressed:

To what extent do I include other people in my activities (e.g., meetings, discussions) and get them to include me in theirs? Low – Quiet - Very reserved -Difficult to know

High – Engaging – Outgoing - Connected

Wanted:

How much do I want others to include me in their activities and invite me to participate?

Low – Private - Little concern for popularity -

High - Need for acceptance - Hate to be left out

Typical Behavior for:

eI

HIGH

• Initiates contact

• Shows interest in others

• Likes to socialize

• Group-oriented

• Communicative

• Outgoing

LOW

• Appears reserved

• Seems restrained

• Fact-oriented

• Doesn’t like to chit-chat

Typical Behavior for:

HIGH

• Fears being ignored or left out

• Likes to be included

• Is easily slighted

• Wants attention

• Concern for recognition

• Desires status

LOW

• Seems self-sufficient

• Appears self-reliant

• Likes to be alone

• Doesn’t care to socialize

wI

Control Decision making, influence, and persuasion

between people Extent of power or dominance a person

seeks

Expressed:

How much control and influence do I exert over things? To what extent do I take charge and tell others what to do?

Low - Flexible - Little interest in power –Easygoing

High - Intense –Exacting - Dominant

Wanted:

How much control and influence do I want others to have over me? How comfortable am I with others telling me what to do?

Low – Independent - Rebellious - Prefers autonomy

High - Compliant – Dependent - Uncomfortable making decisions

Typical Behavior for:

HIGH

• Likes to direct people

• Makes decisions readily

• Organizes self and others

• Seems confident

• Wants challenges

LOW

• Not power-oriented

• Non-directive

• Prefers not to supervise others

• Wants others to make their own decisions

eC

Typical Behavior for:

HIGH

• Wants direction or guidance

• Concerned about rules

• Supports others

• Cooperative

• Methodical and orderly

• Wants structure

LOW

• Appears independent

• Works with, not for others

• Follows through on decisions

• Rejects structure

wC

AffectionEmotional ties and warm connections between

people Extent of closeness a person seeks

Expressed:

To what extent do I act open, trusting, and caring toward others?

Low – Businesslike - Aloof - Rational

High - Caring – Warm - Reassuring

Wanted:

How much do I want others to act open, trusting, and caring toward me?

Low - Distant - Closed – Cautious

High - Considerate – Approachable - Sensitive

Typical Behavior for:

HIGH

• Open and trusting

• Warm and friendly

• Expresses feelings

• Gives acknowledgment

• Shows support

• Shows encouragement

LOW

• Appears unfeeling

• Seems calm and aloof

• Appears objective and formal

• Appears unemotional

eA

Typical Behavior for:

HIGH

• Wants to be liked

• Wants others’ trust

• Concern for approval

• Responds well to praise

• Easily hurt

• Takes criticism hard

LOW

• Appears guarded

• Not easy to know

• Can be direct and blunt

• Seems invulnerable

• Appears cool and rational

wA

The Hawthorne Studies

Concluded that a worker’s behavior and sentiments were closely related

Group influences were significant in affecting individual behavior.

Group standards were highly effective in establishing individual worker output.

Money was less a factor in determining worker output than were group standards, sentiments, and security.

Cohesiveness

The degree to which members of the group are attracted to each other and motivated to stay in the group

Relationship of Cohesivenessto Productivity

Cohesiveness

Alig

nm

en

t o

f g

rou

p a

nd

o

rgan

izat

ion

al g

oa

ls

High Low

High

LowDecrease

inproductivity

No significanteffect on

productivity

Strong increasein

productivity

Moderate increasein

productivity

How Can Managers Encourage Cohesiveness?

Make the group smaller Encourage agreement on

group goals Increase the time spent together Increase the status and perceived difficulty of

group membership Stimulate competition with other groups Give rewards to the group rather than

members Physically isolate the group

How Size Affects a Group

Smaller groups are faster at completing tasks

Large groups are consistently better at problem solving

Increases in group size are inversely related to individual performance