1. Successful communication requires recognizing that different people can have valid yet differing perceptions and interpretations, and being open to other views. 2. In any two-person interaction, there are six "persons" when each person's view of themselves and the other is considered. 3. Nonverbal cues can convey additional meaning beyond the literal words, and can vary significantly between cultures.

1. Focusing on Interpersonal Communication © 2009 Cengage Learning. All rights reserved. Chapter 2 Lecture Slides

2. Successful Communication The contested nature of reality and our interpretation of it. That reaching understanding may take more time and effort. That others’ views and perceptions may be as valid as our own. © 2009 Cengage Learning. All rights reserved. Requires recognition of 1 Requires Openness To others’ views and opinions. To the perceptions of others.

3. How you view yourself. How you view the other person. How you believe the other person views you. How the other person views himself or herself. How the other person views you. How the other person believes you view him or her. Every Two-person Communication = Six Persons 1 © 2009 Cengage Learning. All rights reserved.

4. The 5 Dimensions of Emotional Intelligence Self awareness: The ability to be aware of what you are feeling. Self-management: The ability to manage one’s emotions and impulses. Self-motivation: The ability to persist in the face of setbacks and failures. Empathy: The ability to sense how others are feeling. Social skills: The ability to handle the emotions of others. © 2009 Cengage Learning. All rights reserved. 1

5. Learning Objective 2 Describe the different communication styles. © 2009 Cengage Learning. All rights reserved. 2

6. 3 Styles of Communication Avoidance: a conscious attempt to avoid engaging with people in the dominant group . Aggressive: sabotage supportive relationships by creating defensiveness and alienating others. Assertiveness: self-enhancing, expressive communication that takes into account both self and others’ needs.  © 2009 Cengage Learning. All rights reserved. 2

7. Communicating Assertively Describe how you view the situation Disclose your feelings Identify effects Wait for a response Paraphrase the other’ response Ask for or suggest a solution  © 2009 Cengage Learning. All rights reserved. 2

8. Active Listening Active listeners make the speaker feel valued, important, and free to speak their mind. © 2009 Cengage Learning. All rights reserved. Listening is a learned skill. 2

9. Learning Objective 3 Define the different types of influence in interpersonal communication. © 2009 Cengage Learning. All rights reserved. 3

10. Influence and Compliance Attempts made by communicator to influence another Occurs when favors are requested Involves series of attempts Reward or benefits increase success of compliance Refusal to comply with influence attempts Resisters offer reasons or evidence to support refusal Sensitive, adaptive people engage in more influence attempts Address initial obstacles and offer counterarguments  © 2009 Cengage Learning. All rights reserved. Compliance-Gaining Compliance-resisting 3

11. Interpersonal Influence  © 2009 Cengage Learning. All rights reserved. 3 Persuasiveness and poise Conversational control and Panache Interpersonal Influence Self-Assurance Task focus

12. Rational Explanation Influence that includes some sort of formal presentation, analysis, or proposal. Subordinate must learn to tailor his or her approach to the audience he or she is attempting to influence and the objective that is sought. The most frequently used type of influence that subordinates use on superiors.  © 2009 Cengage Learning. All rights reserved. 3

13. Learning Objective 4 Describe the role of nonverbal messages in communication. © 2009 Cengage Learning. All rights reserved. 4

14. Metacommunication Kinesic Messages Visual Vocal Nonverbal Communication Conveys Added Meaning © 2009 Cengage Learning. All rights reserved. 4

15. Remember This! Metacommunication: a message that, although not expressed in words, accompanies a message that is expressed in words. “ Your solution is perfect” may convey “ You are efficient ,” or “I like your work”.  © 2009 Cengage Learning. All rights reserved. 4

16. Metacommunication © 2009 Cengage Learning. All rights reserved. Message sent Message implied Message inferred by senders by receivers “ Be on time.” “ An early start is the best one.” OR “ You are often late.” “ She thinks I’m always late.” “ Take more time with your work.” I want to help you improve.” OR We can’t afford any more foul-ups.” “ He thinks I’m careless, and this comment is a warning.” “ This work is better.” “ Good solid revisions.” OR “ Your work finally shows promise.” “ Was my previous work bad?” 4

17. Remember This! Kinesic Communication: an idea expressed through nonverbal behavior that receivers gain additional meaning from • Visual —gestures, winks, smiles, frowns, sighs, attire, grooming, and all kinds of body movements. • Vocal —intonation, projection, and resonance of the voice. © 2009 Cengage Learning. All rights reserved. 4

18. Understanding Nonverbal Messages Cannot be avoided Vary between people and cultures May be intentional or unintentional, beneficial or harmful May contradict and receive more attention than the verbal message  © 2009 Cengage Learning. All rights reserved. 4

19. Understanding Nonverbal Messages May receive more attention than verbal messages Provide clues about sender’s background and motives Influenced by circumstances surrounding communication May be beneficial or harmful May vary depending upon person’s gender © 2009 Cengage Learning. All rights reserved. 4

20. Cultural Differences in Nonverbal Communication © 2009 Cengage Learning. All rights reserved. 4 Action U.S. interpretation Other interpretations Thumbs up “ Good job!” Islamic countries: obscenity; Bangladesh: taunting Eye contact “ I am interested.” OR “I trust you.” Japan: disrespect (esp. in women) Slapping a co-worker on the back “ I enjoy working with you!” Japan: aggressive

21. Communication Styles of Men and Women Men are more likely to _______ discussion Women ____ less and assume more __________ roles Both may use exclusionary ________ that reinforces stereotypes Women may show verbal _______________ while men use vocal cues to ________ the group © 2009 Cengage Learning. All rights reserved. control talk supportive language submissiveness control 4

22. Learning Objective 5 Identify aspects of effective listening. © 2009 Cengage Learning. All rights reserved. 5

23. What type of listening are you engaged in at this time? Casual listening Listening for information Intensive listening Empathetic listening © 2009 Cengage Learning. All rights reserved. 5

24. Poor Listening Habits © 2009 Cengage Learning. All rights reserved. Faking attention Allowing disruptions Overlistening Stereotyping Dismissing subjects as uninteresting Failure to observe nonverbal aids 5

25. Effective Listeners . . . Minimize distractions Get in touch with the speaker Show active involvement; do not interrupt Ask reflective questions Are aware of biases and filters that prevent effective listening Use lag time wisely © 2009 Cengage Learning. All rights reserved. 5