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Workplace Communication3 for all enginers.ppt
- 1. LEADING WORKPLACE COMMUNICATION CON RSC3 051209 PRESENTER: GEBREKIRISTOS MENKIR
- 2. After completion ofthis course the learner will understand: Methods of communication Communication skills Questioning techniques Techniques of discussion How to lead discussion How to solicit response How to Identify problems organize information & solving problems and Communication barriers affecting workplace discussion
- 3. The Communication Process(Exhibit 3-1) Sender Message Medium Receiver Encoding Noise Feedback Message Decoding Robbins et al., Fundamentals of Management, 4th Canadian Edition © 2005 Pearson Education Canada, Inc. FOM 3.7 Source: Management, Seventh Canadian Edition, by Stephen P. Robbins, Mary Coulter, and Robin Stuart-Kotze, page 239. Copyright © 2003. Reprinted by permission of Pearson Education Canada Inc.
- 4. METHODS OF COMMUNICATION Non– verbal communication Body Movements and Gestures Eye Contact Touch Facial Expressions Tone of Voice
- 5. FOM 3.5 Non-Verbal Communication •Body language--gestures, facial configurations, and other movements of the body • Verbal intonation--emphasis some gives to words or phrases • Approximately 65%-90% of message transmitted face-to-face is interpreted through body language
- 6. METHODS OF COMMUNICATION Verbalcommunication A MEMO (Office Memorandum) • Make sure that the heading indicates: (1) The intended audience; (2) The subject of the memo; (3) The name of the sender; and (4) The date that the memo was written. • Revise to eliminate mistakes • Add the names of people who need
- 7. METHODS OF COMMUNICATION Verbalcommunication A LETTER •Well presented •Brief and to the point •Accurate •Easy to read and understand
- 8. METHODS OF COMMUNICATION Verbalcommunication A NOTICE Simple, Short Understandable Must contain all relevant information
- 9. METHODS OF COMMUNICATION Verbalcommunication A NEWSLETTER Short Monthly or quarterly publications Important events, Meetings, and Transitions Provide inspirational stories
- 10. METHODS OF COMMUNICATION Verbalcommunication ELECTRONIC COMMUNICATION Can include: Text, Voice, Graphics, or Video THE INTERNET
- 11. Face to facecommunication Meetings Staff meetings Team meetings
- 12. Face to facecommunication Managing Meetings Set up meeting facilities: 1.Prepare effective agenda. The following steps may help: •State the purpose of the meeting •State definite start and stop time •Structure content and process agenda. (eg. Information only, discussion only, decisions required) •Establish priorities •Determine the order of the agenda items •Establish time limits on others
- 13. 2. Manage yourmeeting. The following guideline may help: • Mange your meetings before it begins. Distribute handouts, prepare flipcharts, or set up the first overhead. • Start the meeting on time. • Begin with a reminder of the time allotted for the meeting and with an assurance that the meeting will end on Face to face communication Managing Meetings
- 14. • Review theagenda and amount of time allotted to each item. • Appoint a recorder for the meeting who will take minutes and monitor the time. • Express your concern to the group if the meeting is straying from the agenda of if specific items are taking longer to cover than originally planned. Face to face communication Managing Meetings
- 15. • At theend of the meeting, take a few moments to “Process” the meeting. End the meeting on time. • Follow up by distributing copies of meeting minutes and reminders about assignments and deadlines to all persons who attended. Face to face communication Managing Meetings
- 16. Formal Communication Smooth, Accurate Timely Bottlenecks inthe flow Possibilities of transmission errors
- 17. Informal Communication Types ofGrapevine
- 18. FOM 3.18 The Grapevine •Unofficial way that communications take place in an organization • Typically, it is neither authorized nor supported by the organization • It is questionable whether the information transmitted through the grapevine is accurate
- 19. COMMUNICATION SKILLS •Assertive communicationskills •Presentations skills •Nonverbal communication skills and •Listening skills
- 20. (1) Passive, (2) Aggressive,and (3) Passive-aggressive Dysfunctional Communication Styles:
- 21. Does notlet others know directly his/her wants Hopes that his or her needs will be met without asking Becomes resentful if others fail to understand his/her needs or wants PASSIVE COMMUNICATOR:
- 22. AGGRESSIVE COMMUNICATOR: Forceful approachto Communicate with others Expresses dominance and even anger Ignores the needs and rights of others Loudly proclaims what he or she wants
- 23. A PASSIVE-AGGRESSIVE COMMUNICATOR: Avoidsgiving direct responses to others' requests or feedback Tries to "get even" with others later for real or imagined injustices
- 24. ASSERTIVE COMMUNICATOR : Standingup for their own rights in ways that do not violate the other person’s rights Are honest, open, and direct in making their points They show they understand other’s points view They make brief statements and use ‘I’ statements
- 25. ASSERTIVE COMMUNICATOR : Theyclearly distinguish between fact and opinion They avoid ‘you should….’ ‘ you ought….’ They ask, not tell They use open questions to discover other’s thoughts Know behaviour breeds behaviour and aggression breeds aggression
- 26. Presentation Skills Prepare objectives Organizethe presentation Structure the presentation Tailor the presentation Establish your credibility Speak in a responsive and conversational style Use visual aids Practice your presentation skills Restate the key ideas
- 27. Verbal communication skills 1.Get your points across when talking. To ensure that your message gets communicated: Think through the main idea you are trying to express. State the idea in a clear, concise statement. Organize supporting thoughts of facts in such a way that they lead to your main point. Ask the listeners for their reactions Speak Effectively:
- 28. • Speak clearlyand concisely • Speak with enthusiasm and expressiveness • Develop a more informal style of speaking • Improve your speaking through practice • Increase your awareness of nonverbal communication Speak Effectively:
- 29. FOM 3.29 Barriers toEffective Communication • Filtering - the deliberate manipulation of information to make it appear more favorable to the receiver • Selective Perception - what people see and hear influenced by their attitudes, background, and experience (continued)
- 30. FOM 3.30 Barriers toEffective Communication (continued) • Information Overload - information available exceeds processing capacity • Emotions - interpretation of a message affected by the way the receiver feels (continued)
- 31. FOM 3.31 Barriers toEffective Communication (continued) • Language - meaning of words differs among people with diverse backgrounds – jargon - specialized terminology used by a group • Gender - interpretation of a message affected by a person’s gender • National Culture - cultural values affect the way people communicate
- 32. FOM 3.32 Overcoming Communication Barriers •Use Feedback - ask a set of questions about a message to determine whether it was understood as intended • Simplify Language - tailor the language to the audience for whom the message is intended • Listen Actively - listen for full meaning (continued)
- 33. FOM 3.33 Overcoming Communication Barriers(continued) • Constrain emotions - stop communicating until composure has been restored • Emphasize non-verbal cues - ensure that actions align with words
- 34. • Write clearlyand concisely • Use correct grammar, spelling, and punctuation • Use technical terms appropriately • Eliminate unnecessary detail • Increase your vocabulary • Write expressively • Create effective visual aid Building Basic Writing Skills:
- 35. • Listen forthe total message • Listen for main thoughts or ideas, • Attempt to determine the speaker’s frame of reference for what is said, • View the thoughts and ideas from the speaker’s perspective, Nonverbal Communication Skills Listen to Others
- 36. • Interpret nonverbal messages • Use nonverbal attending • Use open-ended probes to encourage communication • Use paraphrasing to improve communication Use reflective statements to open communication channels. Reflective statements are short, declarative Nonverbal Communication Skills Listen to Others
- 37. • Use summarystatements to increase understanding • Listen to people without interrupting • Listen willingly to others concern Nonverbal Communication Skills Listen to Others
- 38.
- 39. HOW TO LEADDISCUSSION Agenda and warm-up activities Managing the communication process and making decisions Ends with a summary of decisions and assignments
- 40. Agenda: Purpose and Desired outcomes Brief Worm-up Session Maintain Open Climate Manage Disruptive behavior Manage Differences Summarize Important Decisions Tie up looseends Check Results against Desired Outcomes Group Process HOW TO LEAD DISCUSSION START –UP FACILITATION WRAP-UP
- 41. Maintain an openand collaborative climate. HOW TO LEAD DISCUSSION Manage disruptive behaviors Manage differences Summarize important decisions Evaluate the group process
- 42. HOW TO SOLICITRESPONSE Leaders need to solicit input before making decisions for a variety of reasons: •To obtain critical input, •To build commitment in others, •To develop others, •To show respect for others' opinions, and to foster open communication and problem sharing.
- 43. Problem-Solving approaches •problem definition •evaluationof the problem •generating alternatives •selecting a solution •implementation, and •evaluation of the results
- 44. •One-to-one conversations •Group discussions •Memosrequesting input •Electronic mail discussion Options for soliciting input include:
- 45. Factors that improvegroup problem solving: view problems from a variety of viewpoints consider a variety of options or alternatives manages both the task and relational aspects of problem solving. discussion is focused on the problem listens to minority opinions. test alternative solutions
- 46. If successful, next Problem Recogniti on and Definition Problem Analysis Generate alternative solutions Select solutions Implement solution Evaluateoutcome A group's problem-solving process
- 47. The ability tosuccessfully identify and analyze a problem depends on characteristics of the problem, the team, and the environment.
- 48. COMMUNICATION BARRIERS • ORGANIZATIONALSTRUCTURE • NOISE • STATUS • UNCLARIFIED ASSUMPTIONS • RESISTANCE TO CHANGE • PREJUDICE • SERIAL DISTORTION
- 49.
- 50. THANK YOU FORCOMMUNICATING ME!!!
Editor's Notes
- #3 Communication can be thought of as a flow and that problems occur when there are deviations or blockages in that flow. Exhibit 3-1 depicts the model of communication. This model is composed of 7 parts: The communication source (sender) from which the message comes; it is the actual physical product. The source initiates a message by encoding the thought. The message then travels through a channel--the medium. The medium is selected by the sender who must decide if the channel is formal or informal. The message is received (receiver) and must be decoded or translated into a form that can be understood by the receiver. The final link in the loop is feedback--which is a check on how successful you have been in transferring your message as originally intended. Throughout the process, noise can disturb the transmission, receipt, or feedback of a message. Examples of noise can include illegible print, phone static, inattention by the receiver, or background of machinery. It is important to remember that anything that interferes with understanding can be noise.
- #5 Some of the most meaningful communications are neither spoken nor written. Non-verbal communications can be a loud siren or red light at an intersection or watching students who indicate to the instructor that they are bored by having a glassy eyes. Hand motion, facial expressions, and other similar gestures can communicate emotions or temperaments such as aggression, fear, shyness, arrogance or joy. This is referred to as body language. Another common non-verbal communication method is verbal intonation which refers to the emphasis someone gives to words or phrases. For example, if a student asks an instructor a question and the reply is “What do you mean by that” will get a different reaction from the student depending on the tone used by the instructor. Research indicates that from 65%-90% of the message of every face-to-face conversation is interpreted through body language. Without complete agreement between the spoken words and the body language that accompanies it, receivers are more likely to react to the body language as the “true meaning.”
- #18 The grapevine is an unofficial channel of communication in an organization. Information is usually spread by word-of-mouth. Recently, electronic means has also been used more and more frequently to share information. The biggest question raised about grapevines, however, focuses on the accuracy of the rumours. Research on this has found mixed results. If an organization is characterized by openness, then the grapevine may be very accurate. However, if the culture of the organization is very authoritative, the information may be inaccurate.
- #29 A number of interpersonal and intrapersonal barriers help to explain why the message decoded by a receiver is often different than that which the sender intended. Filtering refers to the way that a sender manipulates information so that the receiver will see it more favourably. For example, when a manager tells his boss what he thinks the boss wants to hear, he is filtering information. This happens a great deal in organizations. Extent of filtering tends to be a function of the number of vertical levels in the organization and its culture. The more vertical levels, the more opportunities there are for filtering. Selection perception occurs when the receivers in the communication process selectively see and hear based on their needs, motivation, experience, background, and other personal characteristics. For example, the employment interviewer who expects that a female job applicant will put her family ahead of her career is likely to see that tendency in all female applicants.
- #30 Other barriers include information overload--which occurs when the information received exceeds our capacity to process. For instance, consider the international sales representative who is out of town and unable to check her e-mail and finds more than 600 e-mails waiting when she returns. When people get more information than the can sort out and use, they tend to select out, ignore, pass over, or forget information. What do you do when you have too many e-mails or phone calls? Emotions will help determine how a message is interpreted. Often we might interpret something differently depending on whether we are happy or distressed. Extreme emotions are most likely to hinder effective communication.
- #31 Words mean different things to different people. Age, education, and cultural background are three of the more obvious variables that influence the language a person uses. For example, singer Avril Lavigne probably uses language that is different than the students’ parents. Language becomes more problematic when specialists develop their own language--or jargon. An example from the textbook is the letters MBO--which stand for “management by objectives.” Managers create their own jargon. Whether any of us like it or not, mean and women do communicate differently which can lead to misunderstandings and misperceptions. Research has uncovered by men talk to emphasize status and independence whereas women talk to connect and develop relationships. To ensure gender differences don’t create communication difficulties, it is important that both men and women acknowledge that there are differences and adapt to each other. Lastly, communication differences can arise from the different languages and different cultures. For example, Canadian managers rely heavily on memos and other formal forms of communications to state their positions on issues. Countries that are more collective, such as Japan, tend to have more informal personal contact and therefore will engage in extensive verbal consultation with employees first before drawing up a formal document.
- #32 There are a number of things managers can do to overcome communication barriers. The suggestions includes: Use feedback. Many communication problems can be directly attributed to misunderstandings and inaccuracies. These problems are less likely to occur if the manager uses feedback--either verbal or non-verbal. Because language can be a barrier, managers should choose words and structure their messages in ways that will make those messages clear and understandable to the receiver. This means that the manager needs to consider the audience to whom the message is directed. Active listening requires total concentration on the part of the receiver. This can be enhanced if the receiver is empathetic to the sender. An empathetic listener reserves judgment on the message’s content and carefully listens to what is being said.
- #33 Additional suggestions to overcome barriers are Constraining emotions. It would be naïve to assume that managers always communicate in a fully rational manner. A manager who is emotionally upset over an issue is likely to misconstrue incoming messages and fail to express his or her outgoing messages clearly and accurately. Because language can be a barrier, managers should choose words and structure their messages in ways that will make those messages clear and understandable to the receiver. This means that the manager needs to consider the audience to whom the message is directed. Emphasize non-verbal cues. If actions speak louder than words, then it’s important to watch your actions to make sure that they align with and reinforce the words that go along with them. Remember that non-verbal messages carry a great deal of weight.