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INTERPERSONAL
COMMUNICATION SKILLS
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-1
Communication
Sending, receiving, nonverbal
(Plan, instructions, incentives)
Emotional intelligence (empathy)
Problem Solving
Conflict Resolution
Technical
Engineering
Cost Estimating
Finance
Production
Accounting
Management
Planning
Organizing
Directing
Controlling
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-2
What are the Consequences of
Poor Communication?
• For yourself
• For the other person
• For the organization
• e.g., Bicycle
• 80% manager’s time
• Most of problems
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-3
Consequences of Poor Communication
• Fail to achieve objectives
• Fail to satisfy needs
• Waste energy
• Make bad decisions
• Frustrating meetings
• Hurt feelings
• Destroyed relationships
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-4
OBJECTIVES
• Perceive and reduce obstacles
• Contract for effective
communication
• Send understandable messages
• Read and use non-verbal
communication
• Actively listen to understand and
build trust
• Adapt to different
communication styles
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-5
COMMUNICATION:
One person sends a message to another with
intent to share meaning and evoke a response
• Verbal e.g., “Does anyone
have a suggestion?”
• Non Verbal e.g.,
Somebody flips you off or
gives you a dirty look
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-6
Effective Communication
• Sender’s message reflects
intentions
• Listener interprets
sender’s message exactly
the same way as sender
intended it
• Common meaning is
understood
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-7
COMMUNICATION MODEL
• Sender
• Channel
• Receiver
• Noise
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-8
NOISE
• “I know you believe
you understand what
you think I said, but I
am not sure you
realize that what you
heard is not what I
meant”
• Versus “Mind Meld”
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-9
Environmental Noise
What are some examples?
• Distractions
• Poor connection
• Competing Stimuli
• Competing Needs
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-10
Sender Noise
What are some examples?
• Ambiguous intentions [e.g., feelings]
• Different meanings (average US word =
28 definitions)
• Acronyms or lingo
• Incongruent verbal and non-verbal
• Attitude
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-11
Receiver Noise
What are some examples?
• Poor listening
• Evaluate & judge speaker
• Lack of trust in speaker
• Different Paradigm
– Distort to match
expectations
– Incorrect inferences
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-12
Sending Effective Messages
• UNDERSTANDABLE
• CREDIBLE
• FEEDBACK
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-13
Sending Understandable Messages
1. INCREASE REDUNDANCY
2. BE COMPLETE AND
SPECIFIC
3. TAKE RESPONSIBILITY
4. BE CONGRUENT
VERBAL = NONVERBAL
5. SIMPLIFY LANGUAGE
Avoid acronyms and lingo
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-14
Sender Credibility
1. EXPERTNESS
2. RELIABILITY
3. INTENTIONS
4. WARMTH AND
FRIENDLINESS
5. DYNAMISM
6. OTHERS’ OPINIONS
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-15
Importance of Feedback
• Clarify if meaning of
message understood
– Sender
– Receiver
• Verify if learning is
being applied correctly
• Determine if help is
useful
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-16
One-way versus Two-Way
Communication
• Volunteer = sender
• Class = receiver
• Effectiveness versus
efficiency
• One-way exercise
• Two-way exercise
• Analysis
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-17
SQUARE ARRANGEMENT I—ONE-WAY COMMUNICATION
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-18
SQUARE ARRANGEMENT II—TWO-WAY COMMUNICATION
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-19
Trial I
Diag. I
Trial II
Diag. II
Elapsed
Time
Guessed Correct Trial I
Actual Correct Trial I
0 1 2 3 4 5
Guessed Correct Trial II
Actual Correct Trial II
0 1 2 3 4 5
Feelings - Trial I
Feelings - Trial II
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-20
Modeling Exercise
A Difference of Opinion
Group Ex. 1 TIPS 6e
• Performance Appraisal
Role Play
• Volunteers to play
– Dana: Boss
– Blair: Subordinate
– Read situation & your role
only
• Class read all
– Observe
– Provide feedback re:
Observer’s Rating Sheet
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-21
MAKE SURE YOU ARE A
POWERFUL RADIO STATION
1. CLEAR SIGNAL: Clear strong voice matching your intended meaning
2. CLEAR ENVIRONMENT: Send messages at a good time when there
are no distractions or interference
3. BE SURE LISTENER’S RADIO IS ON: Get receiver’s attention and
be on the right frequency
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-22
Contracting
• Personal Recognition
• Agenda
• Time
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-23
Communicating Feelings
• Frequent source of
difficulty in relationships.
Why?
• Repress, Deny, Distort or
Disguise. Why?
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-24
Communicating Feelings Exercise
• Form new trios – no one from learning group
• Write individual answers
– To feeling statements, TIPS6e
• Compare answers in trio
• Class discussion
– What skills for sharing feelings
– What happens when feelings expressed
ambiguously
• Feelings
• Responses
– Why express ambiguously?
• Circumstances?
• Consequences?
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-25
Your Message Sending Behavior
• Individuals Answer
Questions, Exercise 3
– Describe your message-
sending behavior
– Strengths
– Areas that need
improvement
• Trios
– Share & explain answers
– Listeners provide feedback;
how they perceive senders’
skills & how they can
improve
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-26
. This work is protected by United States copyright laws and is provided solely for
the use of instructors in teaching their courses and assessing student learning.
Dissemination or sale of any part of this work (including on the WorldWideWeb)
will destroy the integrity of the work and is not permitted. The work and
materials from it should never be made available to students except by
instructors using the accompanying text in their classes. All recipients of this work
are expected to abide by these restrictions and to honor the intended pedagogical purposes and the
needs of other instructors who rely on these materials.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior written permission of the publisher. Printed in the United States of
America.
Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-27

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robbins_tips6_ppt_05.ppt

  • 1. INTERPERSONAL COMMUNICATION SKILLS Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-1
  • 2. Communication Sending, receiving, nonverbal (Plan, instructions, incentives) Emotional intelligence (empathy) Problem Solving Conflict Resolution Technical Engineering Cost Estimating Finance Production Accounting Management Planning Organizing Directing Controlling Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-2
  • 3. What are the Consequences of Poor Communication? • For yourself • For the other person • For the organization • e.g., Bicycle • 80% manager’s time • Most of problems Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-3
  • 4. Consequences of Poor Communication • Fail to achieve objectives • Fail to satisfy needs • Waste energy • Make bad decisions • Frustrating meetings • Hurt feelings • Destroyed relationships Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-4
  • 5. OBJECTIVES • Perceive and reduce obstacles • Contract for effective communication • Send understandable messages • Read and use non-verbal communication • Actively listen to understand and build trust • Adapt to different communication styles Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-5
  • 6. COMMUNICATION: One person sends a message to another with intent to share meaning and evoke a response • Verbal e.g., “Does anyone have a suggestion?” • Non Verbal e.g., Somebody flips you off or gives you a dirty look Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-6
  • 7. Effective Communication • Sender’s message reflects intentions • Listener interprets sender’s message exactly the same way as sender intended it • Common meaning is understood Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-7
  • 8. COMMUNICATION MODEL • Sender • Channel • Receiver • Noise Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-8
  • 9. NOISE • “I know you believe you understand what you think I said, but I am not sure you realize that what you heard is not what I meant” • Versus “Mind Meld” Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-9
  • 10. Environmental Noise What are some examples? • Distractions • Poor connection • Competing Stimuli • Competing Needs Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-10
  • 11. Sender Noise What are some examples? • Ambiguous intentions [e.g., feelings] • Different meanings (average US word = 28 definitions) • Acronyms or lingo • Incongruent verbal and non-verbal • Attitude Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-11
  • 12. Receiver Noise What are some examples? • Poor listening • Evaluate & judge speaker • Lack of trust in speaker • Different Paradigm – Distort to match expectations – Incorrect inferences Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-12
  • 13. Sending Effective Messages • UNDERSTANDABLE • CREDIBLE • FEEDBACK Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-13
  • 14. Sending Understandable Messages 1. INCREASE REDUNDANCY 2. BE COMPLETE AND SPECIFIC 3. TAKE RESPONSIBILITY 4. BE CONGRUENT VERBAL = NONVERBAL 5. SIMPLIFY LANGUAGE Avoid acronyms and lingo Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-14
  • 15. Sender Credibility 1. EXPERTNESS 2. RELIABILITY 3. INTENTIONS 4. WARMTH AND FRIENDLINESS 5. DYNAMISM 6. OTHERS’ OPINIONS Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-15
  • 16. Importance of Feedback • Clarify if meaning of message understood – Sender – Receiver • Verify if learning is being applied correctly • Determine if help is useful Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-16
  • 17. One-way versus Two-Way Communication • Volunteer = sender • Class = receiver • Effectiveness versus efficiency • One-way exercise • Two-way exercise • Analysis Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-17
  • 18. SQUARE ARRANGEMENT I—ONE-WAY COMMUNICATION Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-18
  • 19. SQUARE ARRANGEMENT II—TWO-WAY COMMUNICATION Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-19
  • 20. Trial I Diag. I Trial II Diag. II Elapsed Time Guessed Correct Trial I Actual Correct Trial I 0 1 2 3 4 5 Guessed Correct Trial II Actual Correct Trial II 0 1 2 3 4 5 Feelings - Trial I Feelings - Trial II Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-20
  • 21. Modeling Exercise A Difference of Opinion Group Ex. 1 TIPS 6e • Performance Appraisal Role Play • Volunteers to play – Dana: Boss – Blair: Subordinate – Read situation & your role only • Class read all – Observe – Provide feedback re: Observer’s Rating Sheet Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-21
  • 22. MAKE SURE YOU ARE A POWERFUL RADIO STATION 1. CLEAR SIGNAL: Clear strong voice matching your intended meaning 2. CLEAR ENVIRONMENT: Send messages at a good time when there are no distractions or interference 3. BE SURE LISTENER’S RADIO IS ON: Get receiver’s attention and be on the right frequency Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-22
  • 23. Contracting • Personal Recognition • Agenda • Time Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-23
  • 24. Communicating Feelings • Frequent source of difficulty in relationships. Why? • Repress, Deny, Distort or Disguise. Why? Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-24
  • 25. Communicating Feelings Exercise • Form new trios – no one from learning group • Write individual answers – To feeling statements, TIPS6e • Compare answers in trio • Class discussion – What skills for sharing feelings – What happens when feelings expressed ambiguously • Feelings • Responses – Why express ambiguously? • Circumstances? • Consequences? Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-25
  • 26. Your Message Sending Behavior • Individuals Answer Questions, Exercise 3 – Describe your message- sending behavior – Strengths – Areas that need improvement • Trios – Share & explain answers – Listeners provide feedback; how they perceive senders’ skills & how they can improve Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-26
  • 27. . This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the WorldWideWeb) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2012 Pearson Education, Inc. publishing as Prentice Hall 5-27