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44 Cards in this Set
- Front
- Back
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COMMUNICATION |
The process by which information is transmitted and understood between two or more people |
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EFFECTIVE COMMUNICATION |
Transmitting intended meaning (not just symbols); written, verbal, and nonverbal |
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IMPORTANCE OF COMMUNICATION |
1. Coordinating work activities 2. Vehicle for organizational learning 3. Critical ingredient or decision making 4. Influencing others - changing their behavior 5. Employee well-being |
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COMMUNICATION PROCESS MODEL |
1. Form Message 2. Encode Message 3. Transmit Message 4. Receive encoded message 5. Decode message
** Feedback follows the same process! |
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PROBLEM WITH COMMUNICATION PROCESS |
At any point, noise can interfere with the process. If any part of the communication process is distorted or broken, the sender and receiver will not have a common understanding of the message. |
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NOISE |
The psychological, social, and structural barriers that distort and obscure the sender's intended message. |
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IMPROVING COMMUNICATION CODING/DECODING |
1. Ensure that communication channel is proficient 2. Similar codebooks 3. Shared context mental modes 4. Experience encoding the message
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COMMUNICATION CHANNEL PROFICIENCY |
Sender/receiver have motivation and ability to use the communication channel
*improving communication encoding/decoding |
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SIMILAR CODEBOOKS |
Both parties generate similar meaning from symbols, language, etc.
*improving communication encoding/decoding |
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SHARED CONTEXT MENTAL MODELS |
Parties have a common understanding of the environment
*improving communication encoding/decoding |
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EXPERIENCE ENCODING THE MESSAGE |
As people gain experience communicating the subject matter, they become more proficient at using the codebook of symbols to convey the message
*improving communication encoding/decoding |
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HOW EMAIL HAS ALTERED COMMUNICATION |
1. Now preferred medium for coordinating work 2. Tends to increase communication volume 3. Significantly alters communication flow 4. Reduces some selective attention biases |
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PROBLEMS WITH EMAIL |
1. Communicates emotions poorly 2. Reduces politeness and respect (flaming email) 3. Inefficient for ambiguous, complex, novel situations 4. Increases information overload |
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COMMUNICATING THROUGH SOCIAL MEDIA |
1. User-generated content 2. User interactive 3. Serves diverse functions--presenting individual's identity, sharing info, sensing others' online presence, maintaining relationships, revealing status, supporting interest communities |
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NONVERBAL COMMUNICATION |
Facial gestures, voice intonation, physical distance, even silence 1. Influences meaning of verbal symbols 2. Less rule bound than verbal communication 3. Most is automatic and nonconscious |
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EMOTIONAL CONTAGION |
The automatic process of sharing another person's emotions by mimicking their facial expressions and other nonverbal behavior |
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EMOTIONAL CONTAGION SERVES THREE PURPOSES |
1. Provides continuous feedback to speaker 2. Increases emotional understanding of the other person's experience 3. Communicates a collective sentiment -- sharing the experience as part of drive to bond |
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CHOOSING CHANNELS: SOCIAL ACCEPTANCE |
Do others support use of that communication channels for that purpose? Depends on: 1. Firm/team norms for using the channel 2. Individual preferences for using the channel 3. Symbolic meaning of the channel |
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MEDIA RICHNESS |
A medium's data-carrying capacity; the volume and variety of information that can be transmitted during a specific time |
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CHOOSING CHANNELS: MEDIA RICHNESS |
The channel's data-carrying capacity needs to be aligned with the communication activity. High richness when channel: 1. Conveys multiple cues 2. Allows timely feedback 3. Allows customized message 4. Permits complex symbols Use rich communication media |
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HIERARCHY OF MEDIA RICHNESS |
x-axis--Situation; Routine/Clear--------> Nonroutine/Ambiguous
y-axis--Media Richness; Lean -------------> Rich
*Overload zone, and oversimlified zone |
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COMPUTER-MEDIATED EXCEPTIONS TO MEDIA RICHNESS |
Media richness theory less applicable to computer-mediated channels because:
1. Able to multi-communicate through lean channels 2. More varied proficiency levels 3. Lean channels have less social distraction than do media rich channels |
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PERSUASIVE COMMUNICATION |
The use of facts, logical arguments, and emotional appeals to change another person's beliefs and attitudes, usually for the purpose of changing the person's behavior |
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SPOKEN COMMUNICATION IS MORE PERSUASIVE BECAUSE: |
1. Accompanied by nonverbal communication 2. Has high quality immediate feedback 3. Has high social presence |
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INFORMATION OVERLOAD |
A condition in which the volume of information received exceeds the person's capacity to process it. Creates noise in the communication system because info gets overlooked or misinterpreted when people can't process it fast enough |
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INFORMATION PROCESSING CAPACITY |
The amount of information that a person is able to process in a fixed unit of time |
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INFORMATION LOAD |
The amount of information to be processed per unit of time |
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CROSS CULTURAL COMMUNICATION |
Verbal differences: 1. Language 2. Voice intonation 3. Silence/conversational overlaps
Nonverbal differences 1. Some nonverbal gestures are universal, but others vary across cultures |
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GENDER DIFFERENCES IN COMMUNICATION: WHEN MEN COMMUNICATE |
1. Report talk--giving advice, asserting power 2. Give advice directly 3. Dominate the conversation 4. Apologize less often 5. Tend to be less sensitive to nonverbal cues 6. Want to persuade |
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GENDER DIFFERENCES IN COMMUNICATION: WHEN WOMEN COMMUNICATE |
1. Rapport talk--relationship building 2. Give advice indirectly 3. Adopt a flexible conversation style 4. Apologize more often 5. Tend to be more sensitive to nonverbal cues 6. Try to include others |
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EFFECTIVE WAYS TO GET YOUR MESSAGE ACROSS |
1. Empathize 2. Repeat the message 3. Use timing effectively 4. Focus on the problem, not the person |
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ACTIVE LISTENING PROCESS AND STRATEGIES |
1. Sensing 2. Evaluating 3. Responding |
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SENSING |
1. Postpone evaluation 2. Avoid interruptions 3. Maintain interest
* step 1 in active listening |
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EVALUATING |
1. Empathize 2. Organize Information
* step 2 in active listening |
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RESPONDING |
1. Show interest; feedback 2. Clarify the message; rephrasing the ideas to enhance understanding
* step 3 in active listening |
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COMMUNICATING IN HIERARCHIES |
1. Workspace design 2. Web-based organizational communication 3. Direct communication with management |
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WORKSPACE DESIGN |
1. Open offices--consider noise, distractions 2. Clustering people in teams |
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WEB-BASED ORGANIZATIONAL COMMUNICATION |
1. Wikis--collaborative document creation 2. E-zines--rapid distribution of company news |
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DIRECT COMMUNICATION WITH MANAGEMENT |
1. Management by walking around (MBWA) 2. Town hall meetings |
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ORGANIZATIONAL GRAPEVINE |
An unstructured and informal network founded on social relationships rather than organizational charts or job descriptions |
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GRAPEVINE EARLY RESEARCH FINDINGS |
1. Transmits information rapidly in all directions 2. Follows a cluster chain pattern 3. More active in homogeneous groups 4. Transmits some degree of truth |
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GRAPEVINE CHANGES DUE TO INTERNET |
1. Email, social networking, tweets are becoming the main grapevine media 2. Social networks are now global |
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GRAPEVINE BENEFITS |
1. Fills in missing information from formal sources 2. Strengthens corporate culture 3. Relieves anxiety 4. Associated with the drive to bond |
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GRAPEVINE LIMITATIONS |
1. Distortions might escalate anxiety 2. Perceived lack of concern for employees when company info is slower than grapevine |
