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Busniess communication
- 1. BUS 370 • CourseInformation • http://homepages.wmich.edu/~bowman/bus370.html • http://homepages.wmich.edu/~bowman/syl370.html • Course Materials • http://homepages.wmich.edu/~bowman/mir.html • http://homepages.wmich.edu/~bowman/bus370.ppt • Class Conference • http://vms.cc.wmich.edu/www/confer/ • BUS370-DISC and BUS370-CASES
- 2. Overview • Communication Skills • Nonverbal communication • Oral communication • Written communication • Interpersonal Applications • Business Applications
- 3. Why Study Communication? •The Only Completely Portable Skill • You will use it in every relationship • You will need it regardless of your career path • The “Information Age” • The history of civilization is the history of information • Language and written documents facilitate the transfer of information and knowledge through time and space
- 4. Why Study Communication? •Your Quality of Life Depends Primarily on Your Communication Skills • You Cannot Be Too Good at Communication • People Overestimate Their Own Communication Skills
- 5. We Want Othersto Change
- 6. What Is Communication? •Transfer of Meaning—No • Influence of Mental Maps—Yes • Redundant • Visual • Auditory • Kinesthestic • Energetic
- 7. What Is Communication? •Conscious and Intentional • Nonverbal • Verbal • Unconscious and Unintentional • Nonverbal • Verbal
- 8. Unconscious Processing • Conscious Processing = 7±2/Second • Unconscious Processing = 200,000,000/Sec. • Short-term Memory • Long-term Memory • Habits • Physical • Mental
- 9. Habits • Learned Behavior •Established Over Time • Practice • Self-talk • Change
- 10. Learning • Unconscious Incompetence • Conscious Incompetence • Conscious Competence • Unconscious Competence • Mastery
- 11. External Reality • TheMap is Not the Territory • We delete information • We distort information • We generalize • We assign meaning • Models of the World
- 12. Sensory Data • TheBuilding Blocks of Subjective Experience • What we see • What we hear • What we touch, taste, and smell • The Four-tuple • Meanings and Memories
- 13. Filtering Experience • PrimaryMediation • Secondary Mediation • Genetic predisposition • Conditioning • Personal profiles of behavioral type • Beliefs, values, core questions, and core metaphors • Physical and mental state
- 14. Perception Can BeTricky
- 15. The Communication Process Message Decision- Decision- Filters Making Filters Making Sensory Data Sensory Data Beliefs Beliefs Values Values Questions & Questions & Metaphors Metaphors Beh. Type Beh. Type State Encoding State Encoding Sender Channel Receiver The Bowman Communication Model, 1992-2003
- 16. Metaphor: The Languageof Perception • Metaphors and Similes • My love is a flower. • My love is like a flower. • Core Metaphors • Argument is war • Business is war • Business is a sport or a game • Business is a building
- 17. Core Metaphors • Metaphors,Similes, and Analogies • Perceptual Filters • Common Operational Metaphors • Time is… • Learning is… • Men/Women are… • Success is... • Life is…
- 18. Experience, Language, andMeaning Language Meaning Mental Maps Sensory Data Experience
- 19. Symbol Systems • Language • Words and sentences • Meaning and labels • Mathematics • Money
- 20. History of Communication •Nonverbal: 150,000 years • Oral: 55,000 years • Written: 6,000 years • Early writing: 4000 BC • Egyptian hieroglyphics: 3000 BC • Phoenician alphabet: 1500 to 2000 BC • Book printing in China: 600 BC • Book printing in Europe: 1400 AD
- 21. Communicating Meaning • Physiologyand Appearance: 55 percent • Paralanguage: 38 percent • Language: 7 percent
- 22. Sensory Data andMental Maps • Bridge Between Internal and External • Internal and External Processing • Internal Processing • Posture and breathing • Language and paralanguage • Eye accessing cues
- 23. Sensory Modalities • Visual •Auditory • Kinesthetic • Touch • Taste • Smell • Emotional responses (feelings)
- 24. Preferred Sensory Modalities • People Use All Their Available Senses • Some Prefer Visual • Some Prefer Auditory • Some Prefer the Kinesthetic Cluster • Senses of touch, taste, and smell • Associated emotional responses • Some Prefer “Digital” Processing
- 25. Visuals • Vocabulary • I see what you mean. • It looks good to me. • Let’s stay focused on the problem. • She has a bright future. • He’s always in a fog. • Physiology and Appearance • Paralanguage
- 26. Auditories • Vocabulary • I hear what you are saying. • It sounds good to me. • Does the name Pavlov ring a bell? • That’s music to my ears. • He’s always blowing his own horn. • Physiology and Appearance • Paralanguage
- 27. Kinesthetics (Kinos) • Vocabulary • I can grasp the concept, and it feels right to me. • It smells fishy to me. • It left me with a bad taste in my mouth. • She’s still rough around the edges. • He’s a smooth operator. • Physiology and Appearance • Paralanguage
- 28. Eye Accessing Cues Vc Vr Ac Ar K Ai
- 29. Exercise: Observing Eye Movements • Ask questions that require internal processing. • Visual • Auditory • Kinesthetic • Taste or smell • Touch • Emotions
- 30. Exercise: Flexibility • Determineyour preferred system. • What are you doing when you “think”? • Speak for two minutes using predicates from one sensory modality, then do the the same for each of the other two. • Work in groups and take turns speaking using sense-based predicates in a systematic way.
- 31. Rapport • FindingCommonalities • Values • Vocabulary and paralanguage • Physiology and appearance • Matching and Mirroring • Cross-over Matching People who are like each other, like each other.
- 32. Developing Rapport • Nonverbal(what you see and do) • Physiology • Appearance • Congruence • Verbal (what you hear and say) • Sense-based predicates • Values, beliefs, and criteria • Voice tone and rate of speech
- 33. Reading Nonverbal Messages •Sensory Acuity • Agree and Disagree • Posture and Movement • Associated or dissociated • Bodily response
- 34. Exercises: Rapport • Matchingand Mirroring • Observing others • Practicing • Calibration • Like/dislike • Yes/no
- 36. Congruence • Physiology • Left/right body • Left/right brain • Nonverbal and Verbal Messages • “Parts” • Groups
- 37. Strategies • The Structureof Subjective Experience • Four-tuples • Syntax • Learned Behavior • TOTE (Test, Operate, Test, Exit) • Habits • Skills
- 38. Common Strategies • Spelling • Auditory (spell “phonics” phonetically) • Visual • Making Decisions • Communicating • Listening and speaking • Writing
- 39. Decision-making Strategies • Purchasing • An inexpensive product • Dinner in a nice restaurant • An expensive product or service • Relationships • Career Choices
- 40. Communication Strategy, 1& 2 • Pace • Match (nonverbally and verbally) • Meet expectations • Lead • Set direction • Maintain interest • Maintain rapport
- 41. Communication Strategy, 3& 4 • Blend Outcomes • Understand objectives and desires • Create win-win solutions • Motivate • Clarify who does what next • Future-pace possibilities • Presuppose positive results
- 42. Exercise: Eliciting Strategies •Ordering a Meal in a Restaurant • Learning Something New • Teaching Something for the First Time
- 43. Personal Profiles • Achiever • Communicator • Specialist • Perfectionist A C P S
- 44. Profile Characteristics • Achiever • Likes to set goals, challenge the environment and win. • Sees life as a competition. • Communicator • Likes to achieve results by working with and through people. • Finds more enjoyment in the process than in the results. • Specialist • Likes to plan work and relationships. • Finds enjoyment in knowing what to expect. • Perfectionist • Enjoys jobs requiring attention to detail. • Complies with authority and tries to provide the “right” answer.
- 45. Metaprograms • Action — Initiate or Respond • Direction — Toward or Away From • Source — Internal or External • Conduct — Rule Follower or Breaker
- 46. More Metaprograms • Response — Match or Mismatch • Scope — Global or Specific • Cognitive Style — Thinking or Feeling • Confirmation — VAK and Times
- 47. Exercise: Eliciting Metaprograms •Metaprograms are revealed by • Nonverbal messages • Language • Questions • What do you mean? • How do you know? • What’s important to you about that?
- 48. Changing Behavior • Patternsand Pattern Interrupts • Anchors and Anchoring • Stimulus-response conditioning • Visual, auditory, and kinesthetic anchors • Advanced Language Patterns • The Metamodel • The Milton Model
- 49. Exercise: Anchoring • SettingAnchors • Kinesthetic • Visual • Auditory • Stacking Anchors • Collapsing Anchors • Using Sliding Anchors
- 50. The Structure of Subjective Experience • Sorting for Time • Past, present, and future • Timelines • Sorting for Like and Dislike • Creating and Changing Meaning
- 51. Modalities and Submodalities •Visual Submodalities • Location, size, distance, brightness, point of view • Color or black & white, moving or still • Auditory Submodalities • Location, tone, rate, pitch, inflection, rhythm • Language, voice (your voice, the voice of a parent) • Kinesthetic Submodalities • Location, strength, duration, movement • Quality (warm, cold, “tingly,” etc.)
- 52. Exercise: Changing Submodalities •Select something, someone, or an activity you want to like better. • Elicit submodalities for • Things you like. • Things you dislike. • Change the submodalities with which you represent the thing, person, or activity.
- 53. Belief Systems • Cultural • Global (Identity) • Parental • Cause-effect • Group • If X, then Y • If I study, then I will... • Individual • Rules • Can/can’t • Must/must not • Should/should not
- 54. Values • A Typeof Belief • Hierarchical • Either Positive or Negative • Something desired • Something to avoid • Congruent or Incongruent
- 55. Core Questions • Remain Out of Conscious Awareness • Focus Attention • Influence Interpretation of Events • Influence Psychological State • Influence the Range of Possibilities
- 56. Exercise: Belief andDisbelief • Elicit the submodalities of something you believe absolutely. • Elicit the submodalities of something you doubt. • Elicit the submodalities of something you disbelieve. • Select a limiting belief and change its submodalities.
- 57. Frames and Reframes •The Filters That Determine Meaning • Influence State and Behavior • Creating and Changing Frames • Anchoring • Reframing Context • Reframing Content
- 58. Reframing Context • KeyQuestions • Where would the characteristic or behavior be useful? • When would the characteristic or behavior be useful? • What would have to be true for this to be useful? • Common Context Reframes • Rudolph’s red nose • Oil • Procrastination
- 59. Reframing Content • KeyQuestions • What else could this mean (or be)? • What am I missing here? • How can he or she believe that? • How could this mean the opposite of what I thought? • Common Content Reframes • The ugly duckling • Plastic or sawdust • Failure
- 60. The Metamodel • Used to Understand Another’s Mental Maps • Used to Recover Lost Information • Used to Help Correct Distortions • Universal Metamodel Questions • What, who, or how specifically? • What do you mean? • How do you know? • What would happen if you did (or didn’t)?
- 61. Metamodel “Violations” • UnspecifiedNouns • Abstract nouns (a student, teachers) • Nominalizations (freedom, justice) • Unspecified or Missing Pronouns • Someone you know. . . . • It’s wrong to think that.
- 62. Metamodel “Violations” • UnspecifiedVerbs • You have to learn this. • You will solve your problems. • Unwarranted Generalizations • You never want to do anything. • Politicians are crooks.
- 63. Metamodel “Violations” • UnwarrantedComparisons • Brand X gives you more. • Sally is the best. • Unwarranted Rules • You can’t do that on television. • Clean your plate. • No pain, no gain.
- 64. The Milton Model •Used to Change Another’s Mental Maps • Used to Create New Possibilities • Used to Influence
- 65. Milton Model Techniques •Metamodel “Violations” • Unspecified nouns, pronouns, and verbs. • Generalizations • Comparisons • Shifts in referential index
- 66. More Milton ModelTechniques • Presuppositions • Embedded Questions • Embedded Commands • Negative Commands • Metaphors • Quotes • Ambiguities
- 67. Basic Language Skills •My automobile prefers to warm up slowly. • The organization is in excellent shape. For example, the record profits last year. • The company has decided to purchase new furniture. • While busy working at the computer all day was no doubt the cause of her eye strain and stiff neck.
- 68. More Basic LanguageSkills • Not only will Alex need to justify his behavior to his boss, but also to the company president. • The data is from “Service Is the Key”, by Eileen Johnson in the May issue of The Journal of Customer Relations.
- 69. Language Skills forCase 1 • As an employee of Con-U-Tel, it is my responsibility to set up our companies annual convention. • I am writing this letter to inquire about your hotel’s accommodations. • How many people can your hotel accommodate at one time?
- 70. More Language Skillsfor Case 1 • Does your hotel have banquet facilities? • How many conference rooms does your hotel have with audio/visual equipment? • I must have your answer by July 10th so that I can make a decision. • Thank you in advance for sending this and other helpful information.
- 71. Block Format and Mixed Punctuation • Date goes on left margin • 5 January 2004 • January 5, 2004 • NOT: 1/5/2004 or 5.1.2004 • Inside address includes the following: • Name of the individual with courtesy title • Professional title and/or office or department • Organization plus “mail stop” information • City, state, and ZIP code information
- 72. Block Format and Mixed Punctuation—Part 2 • Salutation • Dear Ms. Goldman: • Dear Director: • Ladies and Gentlemen: • The signature block includes the following: • An appropriate complimentary close (Sincerely, Cordially, Best Wishes) • The signature of the person who wrote the letter • The typed/printed name of the writer
- 73. Message Structure forCase 1 • Ask the most important question. • What is the make-or-break question? • Why are convention facilities more important than guest rooms? • Why is it important to include the dates in the opening question? • Explain your needs. • What does she need to know to help you? • What does she not need to know? • What is required for transition to the list of secondary questions?
- 74. More Structure forCase 1 • Ask your secondary questions. • What is implied by the numbered list? • How do you ensure that the information you receive will help you make a decision? • Set and justify an end-date. • Is it possible that she can help you in ways you haven’t asked about? • Why do you need a time index to justify a specific end- date?