Running head The Importance of Communication in the Workplace.docx

Running head: The Importance of Communication in the
Workplace
The Importance of Communication in the workplace
Project
Introduction
The lack of interpersonal communications between public
administrators and their staff members can have a number of
consequences in the workplace. One of the consequences is
disorganization and disorder among the employees about their
duties and tasks ascribed to them. Another consequence is a
failure to pursue organizational objectives in an effective
manner, which has repercussions in serving the greater public.
A lack of communication between public administrators and
their staff members can also create conditions of chaos and
division in regards to pursuing what is best for the public
constituents (Denhardt, R.B., Denhardt, J.V. & Aristigueta,
M.P., 2013). The research question to be addressed in this study
is: Does good communication between leaders and employees
improve employee productivity?
In organizations the lack of communication and how it
impacts on the teamwork has a negative relation with the
organization goals. For instance, Dekay (2012 ) asserts that a
major pitfall in organizational workplaces is the lack of
knowledge and skills in regards to interpersonal
communications. This author embarks on a research effort to
clarify that many employers fail to place any value on
improving written communications, and in addressing oral

communications, many of their approaches are insufficient or
inadequate. It is found in this research effort that interpersonal
communication skills are critically important for productive,
successful employees, while those who have less developed or
inadequate interpersonal communication skills struggle to
achieve positive outcomes. Delcambre (2010) clarifies the
nature of interactions, transactions, and exchanges in an
organizational setting to distinguish the value of interpersonal
communications. By focusing in on the exact nature of these
interactions, transactions, and exchanges in organizational
settings, this author attempts to demonstrate the positive
impacts of interpersonal communication skills. It is evident
that when managers and employees deploy interpersonal
communication skills effectively that they have much greater
success. Bonaccio and colleagues (2016) research they often-
overlooked dimension of non-verbal communications in the
social worlds of organizations. It is discovered by these
researchers that management has lagged behind in
understanding the crucial importance of their non-verbal
behaviors on their subordinates. It is asserted that nonverbal
behavior by management has extensive impacts on the
productivity of their subordinates. Choren (2015) asserts that
interpersonal communication skills are vital for professional
development and personal growth in organizational settings.
This author explains that interpersonal communication skills are
vital for employees in any organizational context to transmit
useful, valuable information to each other, to management, and
to outsiders, like suppliers and clients.
In order to support some of these research findings, this
research study will specifically uses data from the 2015 Federal
Employee View Point Survey (FEVS) Department of Human
Health and Services in regards to interpersonal communication
skills of public administrators and subordinates in public
organizations, and conduct quantitative analysis to help clarify
some of these important findings in the relevant literature on
this subject area. The unit of analysis is an individual. The

dependent variable is my agency is successful at accomplishing
its mission and the independent variables are: Managers
promote communication among different work units (for
example, about projects, goals, needed resources), Managers
communicate the goals and priorities of the organization, In the
last six months, my supervisor has talked with me about my
performance, My supervisor listens to what I have to say, My
supervisor treats me with respect and the control variables: age,
education, sex, supervisory and minority.
This study is important because of the lack of attention
given to interpersonal communication skills by many public
administrators. This study seeks to demonstrate clearly and
concisely how valuable interpersonal communication skills can
be for success to be achieved in public organizations. In
addition, this study can demonstrate by failing to address the
importance of interpersonal communication skills in the public
organizations, many public administrators are overlooking an
extremely vital area that can assist in improving the
transmission of information and the productivity of their
workplaces. Finally, this study will also shed light on the need
to pursue further research efforts in this area of interpersonal
communications in the public administrative workplaces.
The study is organized in various sections; literature
review, methods, results and conclusion. Under literature
review section, the relevant studies used in developing
theoretical framework for the study will be synthesized. The
section also provides an overview of the important research
associated with outcome of lack of communication in the
workplace. The data and statistical measures used in conducting
the study are described under the methodology section. The
results section provides a brief description of the major findings
of the study while the conclusion section discusses the possible
implications of the key findings.
Review of Literature

In studying communications in the Department of Human
Health and Services, a review of literature can clarify relevant
themes, ideas, and issues that are significant in this area of
inquiry. Because communications is such an expansive field,
this study’s focus will be on specific areas of interpersonal
communications, such as speaking, listening, and supportive
communications, in order to directly relate it to the field of
public administration, and specifically the Department of
Human Health and Services. In reviewing these relevant
scholarly journals and important articles on interpersonal
communications, the central themes will be noted in improving
interpersonal communications in the Department of Human
Health and Services in three strategic areas: (1) communications
from supervisors to subordinates, (2) communications from
subordinates to supervisors, and (3) communications among
subordinates.
Communications from Supervisors to Subordinates
One of the key communication channels in any public
organization is that between supervisors and subordinates, and
the manner in which supervisors communicate with their
subordinates. Ciampi (2015) clarifies that supervisors must
exercise their leadership skills in this role of communicator,
especially as a translator of information, statistics, and concepts
for the benefit of other workers. In addition to this role, an
organizational leader must also figure out who the key
constituents are in the workplace, have frequent one-on-one
meetings with them, and establish authentic, transparent
communication exchanges with them (Ciampi, 2015). In turn,
this authentic communication with key constituents will
transmit the vision and mission of the organization more
effectively to the other subordinates throughout the
organization.
Subordinates depend on their supervisors for these
communications to be credible and trustworthy, and rely on
their supervisors in a public administrative setting to also be
guided by a strong set of ethics (Cooper, 2012). Subordinates

will thus respond more effectively to their supervisors’
communications when respecting them for having a high level
of ethical integrity and a personal code of ethics. Nalbandian
and Llorens (2010) stress a strong set of ethics among
organizational leaders in public administrative settings is
paramount to gaining not only respect from subordinates, but
also assuring that they will listen attentively to their
supervisors’ directions and guidelines for workplace behavior
and workplace performance.
Another important context for communications flowing from
supervisors to subordinates is the nature of its content and
implications. Bonnaccio and colleagues (2016) assert that
supervisors and managers who display negative non-verbal
behavior patterns consistently have lower productivity and more
problematic workplaces. In addition, these negative non-verbal
behavior patterns are assumed by subordinates. This means that
the organizational setting can be infused with negativity by
these negative non-verbal behavior patterns shared and
exchanged by supervisors to subordinates. In contrast, the
opposite is true for positive non-verbal behavior patterns
(Bonnaccio et al, 2016). Supervisors who establish authentic
communication exchanges with subordinates foster greater trust
and rapport with one another, which leads to better performance
in the workplace.
Dekay (2012) found that many top executives and high level
managers in organizations simply overlook the importance of
interpersonal communications. Based on his evidence, many
supervisors lack effective interpersonal communication skills
with their subordinates, and in turn the subordinates therefore
suffer from poor interpersonal communication skills with their
supervisors, as well as among each other. In contrast,
successful, productive organizations are found to have managers
and employees with highly evolved interpersonal
communication skills, which automatically elevates a certain
trust and rapport among one another, and also proven to have
much better relations with clients and suppliers (Dekay, 2012).

Eunson (2012) ascertains that without attentive listening,
supervisors can never understand the nature of their employees,
how they work, why and when. Actually, attentive listening can
be said to be the most essential component of interpersonal
communication. According to Varner, Beamer & Beamer,
(2011) this is because it enables both parties to understand each
other and know how to relate with each other which in turn
enhances employee performance and attainment of
organizational objectives in the long run. Attentive listening is
an art that has to be learnt through training by a communication
specialist.
Communications from Subordinates to Supervisors
Through having a strong sense of trust and rapport with
supervisors, subordinates will perform more productively and
efficiently in the public workplace, and also will likely engage
in attentive listening to their supervisors, which in turn assures
more meaningful feedback from them. Delcambre (2010)
underscores the importance of evolving excellent listening
habits as a key to interpersonal communication success in a
workplace. Delcambre (2010) asserts that through attentive
listening skills of subordinates toward an organizational leader,
these subordinates are able to provide meaningful, highly-
valued feedback. In turn, the workplace becomes a more
cohesive, integrated setting for organizational members, as well
as much more productive. Ward (2011) clarifies as an
organizational leader in the U.S. military that he strengthened
the communication channels of subordinates to supervisors in
what is a traditionally rigid hierarchy of command by
emphasizing becoming a learning and listening organization. It
gave the subordinates this opportunity to communicate to
supervisors authentically and openly without any fears of
reprimands.
Choren (2015) asserts interpersonal communication skills are
essential for supervisors and subordinates to engage in mutual
professional development and personal growth. Only through
the exchange of authentic communications can people trust each

other, establish rapport with one another, and be inspired to
help each other grow in organizational settings. This
communication from subordinates to supervisors can be
hampered by reluctance to be open and transparent, since
supervisors are always in a position of greater power in a public
organization. It is these barriers to interpersonal
communications between subordinates and supervisors that has
to be addressed to open up the channels and facilitate the
exchange of more accurate, meaningful information.
These effective interpersonal communications between
subordinates and supervisors must always then be a two-way
exchange with meaningful feedback necessary to maintain
accuracy and authenticity to the information being shared. In
bureaucratic settings, subordinates can tend to back away from
confrontation with supervisors. However, this hampers the
accuracy and authenticity of the information being shared by the
subordinates to their supervisors. In allowing open, transparent
communications to be evolved between subordinates and
supervisors, these bureaucratic barriers to effective
interpersonal communications can be addressed and eliminated
(Pearce, 2015).
Communications among Subordinates
In order for the public organization, like the Department of
Human Health and Services, to have effective interpersonal
communications between supervisors and subordinates, there
must also be effective interpersonal communications among
subordinates. Pearce (2015) clarifies how effective
interpersonal communications among subordinates results in
having trust for one another, and becoming a cohesive team. A
key component is two-way, culturally sensitive communications
between subordinates on the cohesive team, which focus on the
most important information of any given situation (Pearce,
2015). This need for effective interpersonal communications
among subordinates is stressed by relevant public
administration literature to create a productive workplace
through developing trust and rapport among subordinates

(Denhardt et al, 2012; Nalbandian, 2010).
The empowerment of subordinates to make their own decisions,
pursue their own actions, and significantly contribute to the
public workplace is also relevant to improving interpersonal
communications among them. Ciampi (2015) emphasizes how
the organizational leader in the ‘Universal Translator’ role
requires transmitting the vision and mission of the organization
in layman’s terms, and asserting it in a persuasive manner, in
order to set the context for the subordinates to pursue the
necessary goals and objectives. It is evident that an
organizational leader, like a top executive or a public
administrator, is not going to have the time to meet one-on-one
with all subordinates. By identifying the key people, who
represent team leaders, and respected senior employees,
authentic, transparent interpersonal communication exchanges
can be pursued with them and almost certainly guarantee the
rest of the subordinates will have the most important messages
and vital information transmitted effectively as a result. This is
why effective interpersonal communications among
subordinates is so vital for the success of a public organization.
Thus, this review of literature provides exceptional
information and insights into how improvements in
interpersonal communications in a variety of workplaces,
private sector and public sector, can lead to greater
productivity. These specific areas of interpersonal
communications, speaking, listening, and supportive
communications, were all interconnected in these various
scholarly findings and article presentations. One of the over-
arching themes connecting all the literature was that authentic,
transparent interpersonal communications in any organizational
setting improves productivity due to stronger levels of trust and
rapport among organizational members. In regards to this study,
public administrators can recognize the important of being the
organizational leaders in stressing the value of authentic
interpersonal communications among all subordinates and
between subordinates and administrators. Only through this

authentic interpersonal communications can these
administrators and employees engage in professional
development and personal growth.
Methods:
Intro
1. Section begins with restatement of purpose statement to
introduce reader to the need for study. 2. Identify the research
method: Quantitative research method, and discuss your
rationale for selecting this method.
Sample
In the 2015 Federal Employee Viewpoint Survey (FEVS) the
participated employees were more than 400,000. The Office of
Personnel Management (OPM) surveyed 82 agencies; 37 were
large agencies, 45 were small agencies (OPM, 2015).
Respondents were randomly selected. However, this study will
focus on the department of Human Health and Services (HHS)
only. The department of Human Health and Services surveyed
69,008 federal employees but it only has 36,772 respondents.
The responses rate is 53.3% (OPM, 2015).
Data:
This study uses Federal Employee Viewpoint Survey (FEVS).
The FEVS is a cross- sectional survey for the year of 2015. It is
a secondary data collected by the Office of Personnel
Management. This study uses the FEVS data for several
reasons: the enormous number of the public sector employees
included in this data, the data asks questions that are related to
communication in public sector. The unit of analysis is an
individual. The sample size in this study is 28,529 respondents.
Dependent Variable: This study uses Q39 “My agency is
successful at accomplishing its mission” as an outcome of
interpersonal communications in the Department of Human
Health and Services (HHS) to measure employees’ productivity.
Respondents responses will be by selecting either: 1“ Strongly
disagree”, 2 “Disagree”, 3 “Neither agree of disagree”, 4

“Agree”, and 5 “Strongly agree”.
Independent Variables: There are five independent variables in
this study: Q48 “My supervisor listens to what I have to say”,
Q49 “My supervisor treats me with respect”, Q50 “In the last
six months, my supervisor has talked with me about my
performance’, Q56 “Managers communicate the goals and
priorities of the organization”, and Q58 “Managers promote
communication among different work units (for example, about
projects, goals, needed resources)”. The variables are being
measured on a scale of 1-5: 1“ Strongly disagree”, 2
“Disagree”, 3 “Neither agree of disagree”, 4 “Agree”, and 5
“Strongly agree”.
Control Variables: Several control variables were included in
this model. Demographic variables are used to influence the
experimental results. These factors are: Age 1 “Under 40”, 2
“40-49”, 3 “50-59”, 4 “60 or older”), gender (1 “male”, 0
“female”), minority (1 “minority”, 0 “non minority”, supervisor
(1 “supervisor or manager”, 0 “nonsupervisory”), and Education
(1 “Prior to a Bachelor degree”, 2 “Bachelors degree”, 3 “Post-
Bachelor’s degree).
Hypotheses: This study examine the following hypotheses:
H1: Productivity is positively associated with supervisors
listening to what employees have to say.
H2: Productivity is positively associated with supportive
communication.
Table 1
Variables and Data Sources
Variable
Description
Dependent Variable
Productivity
An employee’s productivity is measured by FEVS responses to
Q39 “My agency is successful at accomplishing its mission” on
a scale of 1 to 5:
1= Strongly disagree

2= Disagree
3= Neither agree of disagree
4= Agree
5= Strongly agree
Source: OPM
Independent Variables
Managers promote communication among different work units
(for example, about projects, goals, needed resources)
Measured by the FEVS responses to Q58 on a scale of 1 to 5:
1= Strongly disagree
2= Disagree
3= Neither agree of disagree
4= Agree
5= Strongly agree
Source: OPM
Managers communicate the goals and priorities of the
organization
In the last six months, my supervisor has talked with me about
my performance

My supervisor listens to what I have to say
My supervisor treats me with respect
Control Variables
Gender
A dummy variable measured by the FEVS responses to
demographic variable DSEX, “Are you a male or female?”
coded
0= female
1= male Source: OPM
Minority
demographic variable DMINORITY, “minority status?”
0= Non minority
1= Minority Source: OPM
Age
Measured by the FEVS responses to demographic variable
DAGEGRP, “What is your age group?”
1= Under 40
2= 40-49
3= 50-59
4= 60 or older Source: OPM
Education
Measured by the FEVS responses to demographic variable
DEDUC, “ What is the highest degree or level of education have
you completed?

1= Prior to a Bachelor degree
2= Bachelors degree
3= Post-Bachelor’s degree Source: OPM
Supervisor
demographic variable DSUPER, “What is your supervisory
status?”
0= Non-supervisor
1= Supervisor Source: OPM
2015 Federal Employee View Point Survey (FEVS); Department
of Human Health and Services
Regression Model
A quantitative research was conducted to answer the research
question “Does good communication between leaders and
employees improve employee productivity?”. Statistical
analyses were performed using Statistical Package of the Social
Sciences (SPSS) to identify number of respondents, mean,
minimum, maximum and standard deviation of the dependent
and independent variables. Ordinary Least Squares (OLS)
regression method was used to analyze the relationship between
the dependent and independent variables (Healey, 2009). If the
relationship between the dependent and independent variables is
linear, it can be represented by the following equation:
Where: Y= My agency is successful at accomplishing its
mission; = My supervisor/team leader listens to what I have to
say; = My supervisor/team leader treats me with respect; = In
the last six months, my supervisor/team leader has talked with
me about my performance; = Managers communicate the goals
and priorities of the organization; = Managers promote
communication among different work units; = Age; =
Education; = Supervisor; = Minority; = Gender; and is the error
term.

Table 2
Descriptive Statistics
N
Minimum
Maximum
Mean
Std. Deviation
Recoded My agency is successful at accomplishing its mission
35190
1
5
3.97
.860
Recoded Managers promote communication among different
work units (for example, about projects, goals, needed
resources)
34255
1
5
3.39
1.171
Recoded Managers communicate the goals and priorities of the
organization
34797
1
5
3.57
1.099
minority
31889
0
1
.44
.497

gender
33002
0
1
.36
.481
EducR
34710
1
3
2.38
.781
AgeR
35148
1
4
2.38
1.027
50. In the last six months, my supervisor has talked with me
about my performance.
35711
1
5
4.05
1.010
49. My supervisor treats me with respect.
35739
1
5
4.15
1.041
48. My supervisor listens to what I have to say.
35795
1
5
4.05

1.076
SupervisorR
33446
0
1
.19
.395
Valid N (listwise)
28529
Table 2 details the descriptive statistics for the sample’s
measures of: mean, standard
Deviation, minimum and maximum values for each variable.
The mean values show the central tendency for the noted
variables for the respective sample. The standard deviation (SD)
values show the variation on this data set. Total number of
observations is 28,529. The minimum and maximum scores for
the dependent and independent variables are on a scale from 1-
5: (1) Strongly disagree, (2) Disagree, (3) Neither agree or
disagree, (4) Agree, (5) Strongly agree.
The results of the descriptive analysis from the Department of
Human Health and Services (HHS) are: an average employee at
HHS agrees that their supervisors listen to what they say
(Mean= 4.05, SD= 1.076), an average employee at HHS agrees
that their supervisors treat them with respect (Mean= 4.15, SD=
1.041), an average employee at HHS agrees that within the last
six months their supervisors has talked to them about their
performance (Mean= 4.05, SD= 1.010), anaverage employee at
HHS agrees that managers communicate the goals and the
priorities of the organization (Mean= 3.57, SD= 1.099).
However, anaverage employee at HHS neither agrees or
disagrees that managers promote communication among

different work units (Mean= 3.39, SD= 1.171).
Additionally, control variables provide more details about the
sample population. At the Department of Human Health and
Services (HHS): most of the participants were 40 to 49 years
old (Mean= 2.38, SD= 1.027). In addition, the sample consisted
of more employees who have completed bachelor’s degree
(Mean= 2.38, SD=.781). There are more females than males in
the sample (Mean= .36, SD=. 481). Also, there are fewer
minority in the sample (Mean=.44 , SD=.497). Finally, this
sample consisted of more supervisors (Mean=.19, SD= .860 )
than non supervisors.
Results
The overall model is statistically significant. Ordinary Least
Squares (OLS) coefficients were computed to determine which
variable has the greatest effect on employees’ productivity in
the public sector. 39% is the calculated R-Square for the OLS
analysis, which is the variation in productivity in the HHS
department, which means that the relationship between the
dependent variable and the independent variables is weak. The
Unstandardized coefficients for each variable are listed in Table
3.
Tables 3
OLS Regression Coefficients
Variable
OLS
Dependent Variable
My agency is successful at accomplishing its mission
Independent Variables
1 Managers promote communication among different work units
(for example, about projects, goals, needed resources)
.159
(.000)***
2 Managers communicate the goals and priorities of the

organization
. 245
(.000)***
3 In the last six months, my supervisor has talked with me about
my performance
. 048
(.000)***
4 My supervisor listens to what I have to say
. 066
(.000)***
5 My supervisor treats me with respect
. 062
(.000)***
Control Variables
1 Gender
-.043
(.000)***
2 Minority
-.053
(.000)***
3 Age
-.005
(.182)
4 Education
.049
(.000)***
5 Supervisor
.048
(.000)***

.390
N= 28529,
H1: The results of the regression prove that productivity is
positively associated with supervisors listening to what
employees have to say. The relationship is statistically
significant at the 1% level. One unit increase in supervisors
listening to what employees have to say leads to .066 increase
in productivity, holding all other independent variables
constant.
H2: The results of the regression confirm that productivity is
positively associated with supportive communication. First, the
variable that has the greatest effect is managers communicating
the organization’s goals and priorities. The relationship is
statistically significant at the 1% level. One unit increase in
managers communicating organization’s goals and priorities
leads to .245 increase in productivity, holding all other
independent variables constant. The second variable that has a
strong effect is managers promoting communication among
different work units. One unit increase in managers promoting
communication among different work units leads to .159
increase in productivity, holding all other independent variables
constant. The other variable that supports this theory is
supervisors treating employees with respect; the relationship is
statistically significant at the 1% level. One unit increase in
supervisors treating employees’ with respect leads to .062
increase in productivity, holding all other independent variables
constant. The last variable is supervisors talking to employees
about their performance in the last six months. One unit
increase in supervisors’ talking to their employees about their
performance in the last six months leads to .048 increase in
productivity, holding all other independent variables constant.
The control variables in this study are used to show a different
perspective of employees’ productivity in the governmental
organizations. The variables gender and minority are negatively

associated with productivity, holding all other variables
constant. This relationship is statistically significant at the 1%
level.
The results presented in the regression analysis shows that
education and supervisory are positively associated with
productivity, holding all other variables constant. This
relationship is statistically significant at the 1% level.
Comparison with previous studies:
Comparing this study results with the previous studies that are
synthesized in the review of literature. First, the results suggest
that employees’ productivity is affected by attentive listening is
consistent with previous studies. For example, Delcambre
(2010) and Eunson, (2007) agrees that if managers have good
listening skills with their subordinates this will lead them to a
better productivity. In addition, the results suggest that
employees’ productivity is affected by supportive
communication is also consistent with previous studies.
References
Bonaccio, S., O’Reilly, J., O’Sullivan, S. L., & Chiocchio, F.
(2016). Nonverbal Behavior and Communication in the
Workplace: A Review and an Agenda for Research. Journal of
Management, 42(5), 1044-1074.
Choren, A. (2015). The Importance of Communication in the
Workplace. IEEE Potentials, 34(3), 10-11.
Ciampi, V. (2016). Four ways to improve
communication at work. Adhesives & Sealants Industry, 23(2),
28-30.
DeKay, S. H. (2012). Interpersonal communication in the
workplace: A largely unexplored region. Business
Communication Quarterly, 75(4), 449-452.
Delcambre, P. (2010). Written and oral communication in the
workplace—Deployment, stabilized forms of interactions, and
workload: An organizational approach. Management
Communication Quarterly, 24(4), 635-642.

D.E, Nalbandian, J., and Llorens, J. (2010). Public Personnel
Management: Contexts and Strategies (6th Edition). New York:
Longman/Pearson
Cooper, Terry. (2012). The Responsible Administrator: An
Approach to Ethics for the Administrative Role (6th Ed.). San
Francisco, CA: Jossey-Bass.
Denhardt, R. B., Denhardt, J. V., & Aristigueta, M. P. (2012).
Managing human behavior in public and nonprofit
organizations. Sage Publications.
Pearce
"Kip" Ward, W. (2011). Strategic communication at work.
Leader to Leader, 2011(59), 33.
Eunson, B. (2007). Communication in the Workplace. Milton,
Queensland [Australia]: John Wiley & Sons Australia.
Newson, P. (2010). Good communication at work can open the
gateway to better relationships. Nursing and Residential Care,
12(8), 366-369.
Varner, I. I., Beamer, L., & Beamer, L. (2011). Intercultural
communication in the global workplace. New York: McGraw-
Hill/Irwin.
Healey, J. F. (2009). Statistics: a tool for social research (8th
Edition ed.). Belmont, CA: Wadsworth: Cengage Learning.
U.S. Office of Personnel Management. (2015). 2015 federal
employee viewpoint survey results: governmentwide
management report. U.S. Office of Personnel Management.
Retrieved from:
http://www.fedview.opm.gov/2015FILES/2015_FEVS_Gwide_F
inal_Report.PDF
U.S. Office of Personnel Management. (2015). OPM releases
complete 2015 federal employee viewpoint survey results. U.S.

Office of Personnel Management. Retrieved from:
https://www.opm.gov/news/releases/2015/10/opm-releases-
complete-2015-federal-employee-viewpoint-survey-results/
U.S. Office of Personnel Management. (2015). FEVS public
release data files. U.S. Office of Personnel Management.
Retrieved from: http://www.fedview.opm.gov/2015/EVSDATA/
Appendix
SPSS OUTPUT
Descriptive Statistics
N
Minimum
Maximum
Mean
Std. Deviation
Recoded My agency is successful at accomplishing its mission
35190
1
5
3.97
.860
resources)
34255
1
5
3.39
1.171
organization
34797
1
5

3.57
1.099
minority
31889
0
1
.44
.497
gender
33002
0
1
.36
.481
EducR
34710
1
3
2.38
.781
AgeR
35148
1
4
2.38
1.027
35711
1
5
4.05
1.010
35739
1

5
4.15
1.041
35795
1
5
4.05
1.076
SupervisorR
33446
0
1
.19
.395
Valid N (listwise)
28529
Model Summary
Model
R
R Square
Adjusted R Square
Std. Error of the Estimate
1
.625a
.390
.390
.667
a. Predictors: (Constant), SupervisorR, 50. In the last six
months, my supervisor has talked with me about my

performance., gender, minority, AgeR, EducR, Recoded
(for example, about projects, goals, needed resources), 49. My
supervisor treats me with respect., Recoded Managers
communicate the goals and priorities of the organization, 48.
My supervisor listens to what I have to say.
ANOVAa
Model
Sum of Squares
df
Mean Square
F
Sig.
1
Regression
8135.100
10
813.510
1826.531
.000b
Residual
12701.498
28518
.445
Total
20836.598
28528
a. Dependent Variable: Recoded My agency is successful at

accomplishing its mission
b. Predictors: (Constant), SupervisorR, 50. In the last six
months, my supervisor has talked with me about my
performance., gender, minority, AgeR, EducR, Recoded
(for example, about projects, goals, needed resources), 49. My
supervisor treats me with respect., Recoded Managers
communicate the goals and priorities of the organization, 48.
My supervisor listens to what I have to say.
Coefficientsa
Model
Unstandardized Coefficients
Standardized Coefficients
t
Sig.
B
Std. Error
Beta
1
(Constant)
1.765
.026
67.026
.000

resources)
.159
.005
.215
29.728
.000
organization
.245
.006
.312
42.949
.000
minority
-.053
.008
-.031
-6.409
.000
gender
-.043
.008
-.024
-5.124
.000
EducR
.049
.005
.045
9.351

.000
AgeR
-.005
.004
-.006
-1.335
.182
.048
.005
.056
9.110
.000
.062
.008
.074
7.847
.000
.066
.008
.082
8.495
.000
SupervisorR
.048
.010
.022
4.660

.000
a. Dependent Variable: Recoded My agency is successful at
accomplishing its mission
12
· Multiple Intelligence Self Assessment
This week we're going to focus on Dr. Howard Gardner's theory
on multiple intelligence. His theory states that students learn
differently depending on how their brain is wired (my
abbreviation of his body of work) Some students learn by
reading, others by writing , still others by listening, moving,
calculating... in all, he has identified 7 different ways by which
people learn. It is interesting to explore this concept and figure
out how to use thes diferent learning styles to our advantage to
increase student learning.
I want you to go to the following website and take the
assessment to see how you learn best. I also want you to read
about Dr. Gardner's work and see first hand how it is
implemented in the classroom.
http://www.thirteen.org/edonline/concept2class/mi/index.html
Using the content area you 've been assigned ‘’topic (Safety &
Injury Prevention” Adolescent/Young Adult Ages 18-26”) I
want you to use the attached matrix to describe 3 sets of seven
different activities that you can use to teach and assess the topic
area you've been assigned. (See an example below #2). You
may want to pay particular attention to the last two slides in the
PowerPoint presentation to assist you in doing this activity. I
will also add some information in the content area for your use
in developing this assignment. Use the template I've attached to
complete this activity.

· Using the content area you've been assigned, I want you to use
the matrix worksheet (attached) to describe 3 sets of
DIFFERENT activities that you might use to teach and/or assess
the content and grade level you've been assigned.
Multiple Intelligence Learning Styles
Learners who are strongly:
Think…
Love…
Need…
Linguistic
In words
Reading, writing, telling stories, playing word games.
Books, tapes, writing tools, paper, diaries, dialogue, discussion,
stories…
Logical-Mathematical
By reasoning
Experimenting, questioning, figuring out logical puzzles,
calculating
Things to explore and think about, science materials,
manipulatives, trips to planetarium, science museums…
Spatial
Images & pictures
Designing, drawing, visualizing, doodling…
Art, legos, video movies, imagination games, mazes, puzzles,
illustrated books…
Bodily Kinesthetic
Through somatic sensations
Dancing, running, jumping, building, touching gesturing…
Role playing, movement, building things, tactile experiences,
hands on learning.
Musical
Via rhythms and melodies
Singing whistling, humming, tapping feet and hands, listening.

Sing-alongs, trips to concerts, playing music, musical
instruments.
Interpersonal
By bouncing ideas off other people
Leading, organizing, relating manipulating, mediating…
Friends, group games, social gatherings, community events,
clubs, mentor/ apprenticeships
Intrapersonal
Deeply inside themselves
Setting goals, meditating, dreaming, being quiet, planning…
Secret places, time alone, self-paced projects, choices…
Math
Science
Reading
Writing
Social Studies
Linguistic
Read Math problems involving inventions
Talk about the basic Scientific principles involved in specific
inventions
Read a general book about inventions
Write about what you do like to invent
Write about social conditions that gave rise to certain
inventions
Logical- Mathematical
Learn a math formula that served as a basis for an invention
Create a hypothesis for the development of a new invention
Read a book abut the logic and math behind inventions
Write a word problem on a famous invention
Create a time line of famous inventions
Spatial
Sketch the geometry involved in specific inventions
Draw a new or existing invention showing all working parts
Read a book with lots of diagrams of the inner workings of

inventions
Label the individual components of your drawing of an
invention
Paint a mural showing inventions in social/historical context
Bodily -Kinesthetic
Create an invention to measure a specific physical activity
Build your own invention based on sound scientific principles
Read the instructions for putting together an existing invention
Write instructions for building your own invention from scrap
materials
Put on a play about how a certain invention came to be
Musical
Study the math involved in the invention of musical instruments
Study the science behind the invention of electronic music
Read about the background to invention songs such as “John
Henry”
Write the lyrics for a song promoting a new invention
Listen to music about invention at different historical periods
Interpersonal
Be in a study group that looks at the mathematics involved in a
specific inventions
Form a discussion group to study the science behind inventions
Read about the cooperation necessary for developing an
invention
Write a play about the inventions that can be put on by the class
Hold a discussion group about how a certain invention came to
be
Intrapersonal
Create your own word problems based on inventions
Develop self-study program to examine the scientific bases for a
specific invention
Read the biography of a famous inventor
Write your personal autobiography as a “famous inventor”
Think about this question: if you could invent a time machine,
where would you go?
Sample Theme: Inventions.

Multiple Intelligences in the Classroom by Thomas Armstrong
Association for Supervision and Curriculum Development
Unit:
Level:
Whole class Activity:
Individual or Small Group Activities:
Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Inter-Personal
Intra-Personal

Learning Styles
Helping Students Learn by how they learn best!
Why should I teach to the different learning styles?
This approach to learning emphasizes the fact that individuals
perceive and process information in different ways.
The learning styles theory implies that how much individuals
learn has more to do with whether the educational experience is
geared toward their particular style of learning than whether or
not they are “smart.”
In fact, educators should not ask, “Is this student smart?” but

rather “How is this student smart?”
Our culture focuses mostly on linguistic and logical-
mathematical intelligence. We esteem the highly articulate or
logical people of our culture.
We need to place equal attention on individuals who show gifts
in the other intelligences: the artists, architects, musicians,
naturalists, designers, dancers, therapists, entrepreneurs, and
others who add to the world in which we live.
Many of those who have these gifts don’t receive much
reinforcement in schools or the workplace. Many of these, in
fact, end up being labeled "learning disabled," "ADHD” or
underachievers, when their unique ways of thinking and
learning aren’t addressed by linguistic or analytical
environments.
The theory of multiple intelligences proposes a transformation
in the way learning occurs. It suggests that learning facilitators
present their information in a wide variety of ways including:
music, cooperative learning, art activities, role play,
multimedia, field trips, inner reflection, and much more .
Why should we teach to the different learning styles?
The theory of multiple intelligences has the attention of many
educators around the country, and schools are using this
philosophy to redesign the way we educate.

Yet, there are thousands of schools still out there that teach in
the same old dull way, through dry lectures, boring worksheets
and textbooks.
How the Learning Styles Theory Impacts Education
Curriculum–Educators must place emphasis on intuition,
feeling, sensing, and imagination, in addition to the traditional
skills of analysis, reason, and sequential problem solving.
Instruction– learning facilitators should design their instruction
to connect with as many learning styles as possible, using
combinations of experience, reflection, conceptualization, and
experimentation.
Instructors are encouraged to use a variety of experiential
elements into the classroom, such as music, visuals, movement,
experience, and even talking.
Assessment– learning facilitators should use a variety of
assessments, focusing on the development of “whole brain”
capacity and each of the different learning styles.
Multiple Intelligences
The theory of multiple intelligences was developed in 1983 by

Dr. Howard Gardner, professor of education. It suggests that the
traditional notion of intelligence, based on I.Q. testing, is far
too limited. Instead, Dr. Gardner proposes eight different
intelligences to account for a broader range of human potential
in children and adults.
Multiple Intelligences
These include:
Linguistic intelligence ("word smart")
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Characteristics of Linguistic Intelligence:
Books are very important to me
l can hear words in my head before I read, speak or write them
down
I get more Out of listening to the radio or a spoken word
cassette that I do from television or films I show an aptitude for
word games like Scrabble, Anagrams, or Password
I enjoy entertaining myself or others with tongue twisters,
nonsense rhymes or puns
Other people sometimes have to stop and ask me to explain the
meaning of the words I use in my writing and speaking
English, social studies and history were easier for me in school
than math and science
When I drive down a freeway, I pay more attention to the words
written on billboards than to the scenery
I’ve written something recently that I was particularly proud of

or that earned me recognition from others
Learners who are strongly: LinguisticThink…Love…Need…In
wordsReading, writing, telling stories, playing word
games.Books, tapes, writing tools, paper, diaries, dialogue,
discussion, stories…
Characteristics of Logical-Mathematical Intelligence:
I can easily compute numbers in my head
Math and/or science were among my favorite subjects in school
I enjoy playing games or solving brainteasers that require
logical thinking
I like to set up little “what IF” experiments (eg” What if I
double the amount of water I give to my rose bush each week?”)
My mind searches for patterns, regularities or logical sequences
in things I’m interested in new developments in science
I believe that almost everything has a rational explanation
I sometimes think in clear, abstract, wordless, imageless
concepts
I like finding logical flaws in things people say and do at home
and work
I feel more comfortable when something has been measured,
categorized, analyzed or quantified in some way
Learners who are strongly: Logical-
MathematicalThink…Love…Need…By
reasoningExperimenting, questioning, figuring out logical
puzzles, calculatingThings to explore and think about, science
materials, manipulatives, trips to planetarium, science
museums…

Characteristics of Spatial Intelligence:
I often see clear visual images when I close my eyes
I’m sensitive to color
I frequently use a camera or camcorder to record events around
me
I enjoy doing jigsaw puzzles, mazes and other visual puzzles
I have vivid dreams at night
can generally find my way around unfamiliar territory
Geometry was easier for me than algebra in school
I can comfortably Imagine how something might appear if it
were looked down upon from directly above in a bird’s eye view
I prefer looking at reading material that is heavily illustrated
Learners who are strongly: SpatialThink…Love…Need…Images
& picturesDesigning, drawing, visualizing, doodling…Art,
legos, video movies, imagination games, mazes, puzzles,
illustrated books…
Characteristics of Bodily-Kinesthetic Intelligence:
I engage in at least one sport or physical activity on a regular
basis
I find it difficult to sit still for long periods of time
I like working with my hands at concrete activities such as
sewing, weaving carving, carpentry, or model-building
My best ideas often come to me when I’m out for a long walk or
a jog, or when I’m engaged in some other kind of physical
activity
I often like to spend my free time outdoors
I frequently use hand gestures or other forms of body language
when conversing with someone
I need to touch things in order to learn more about them
I enjoy daredevil amusement rides or similar thrilling physical

experiences
I would describe myself as well coordinated
I need to practice a new skill rather than simply reading about it
or seeing a video describing it
Learners who are strongly: Bodily
KinestheticThink…Love…Need…Through somatic
sensationsDancing, running, jumping, building, touching
gesturing…Role playing, movement, building things, tactile
experiences, hands on learning.
Characteristics of Musical Intelligence:
I have a pleasant singing voice
I can tell when a musical note is off-key
I frequently listen to music on radio, records, cassettes, or
compact discs
I play a musical instrument
My life would be poorer if these were no music in it
I sometimes catch myself walking down the street with a
television jingle or other tune running through my mind
I can easily keep time to a piece of music with a simple
percussion instrument
I know the tunes to many different songs or musical pieces
If I hear a musical selection once or twice, I am usually able to
sing it back fairly accurately
I often make tapping sounds or sing little melodies while
working, studying or learning something new
Learners who are strongly: MusicalThink…Love…Need…Via
rhythms and melodiesSinging whistling, humming, tapping feet
and hands, listening.Sing-alongs, trips to concerts, playing

music, musical instruments.
Characteristics of Interpersonal Intelligence:
I’m the sort of person that people come to for advice and
counsel at work or in my neighborhood
I prefer group sports like badminton, volleyball or softball to
solo sports such as swimming or jogging
When I have a problem, I’m more likely to seek out another
person for help than attempt to work it out on my own
I have at least three close friends
I favor social pastimes such as Monopoly or bridge over
individual recreation such as video games and solitaire
I enjoy the challenge of teaching another person or groups of
people, what I know how to do
I consider myself a leader (or others have called me that)
I feel comfortable in the midst of a crowd
I like to get involved in social activities connected with my
work, church, or community I would rather spend my evenings
at a lively social gathering that stay at home alone Other
interpersonal activities
InterpersonalThink…Love…Need…By bouncing ideas off other
peopleLeading, organizing, relating manipulating,
mediating…Friends, group games, social gatherings, community
events, clubs, mentor/ apprenticeships
Characteristics of Intrapersonal Intelligence
I regularly spend time alone meditating, reflecting or thinking
about important life questions
I have attended counseling sessions, or personal growth
seminars to learn more about myself

I have opinions that set me apart for the crowd
I have a special hobby or interest that I keep pretty much to
myself
I have some important goals for my life that I think about on a
regular basis
I have a realistic view of my strengths and weaknesses (borne
out by feedback from other Sources)
I would prefer to spend a weekend alone in a cabin in the woods
rather than at a fancy resort with lots of people around
I consider myself to be strong willed or independent minded
I keep a personal diary or journal to record the events of my
inner life
I am self-employed or have at least thought seriously about
starting my own business
IntrapersonalThink…Love…Need…Deeply inside
themselvesSetting goals, meditating, dreaming, being quiet,
planning…Secret places, time alone, self-paced projects,
choices…
The Taxonomy
Bloom's taxonomy of cognitive objectives, originated by
Benjamin Bloom and collaborators in the 1950's, describes
several categories of cognitive learning.

Category
Description
Knowledge
Ability to recall previously learned material.
Comprehension
Ability to grasp meaning, explain, restate ideas.
Application
Ability to use learned material in new situations.
Analysis
Ability to separate material into component parts and show
relationships between parts.
Synthesis
Ability to put together the separate ideas to form new whole,
establish new relationships.
Evaluation
Ability to judge the worth of material against stated criteria.
Behavioral Verbs Appropriate for Each Level of Blooms’
Taxonomy
(Cognitive Domain)
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluate
Key Words
Define
Identify
List
Name
Recall

Recognize
Record
Relate
Repeat
Underline/Circle
Key Words
Choose
Cite examples of
Demonstrate use of
Describe
Determine
Differentiate between
Discriminate
Discuss
Explain
Express
Give in own words
Identify

Interpret
Locate
Pick
Report
Restate
Review
Recognize
Select
Tell
Translate
Respond
Practice
Simulates
Key Words
Apply
Demonstrate
Dramatize

Employ
Generalize
Illustrate
Interpret
Operate
Operationalize
Practice
Relate
Schedule
Shop
Use
Utilize
Initiate
Key Words
Analyze
Appraise
Calculate
Categorize

Compare
Conclude
Contrast
Correlate
Criticize
Deduce
Debate
Detect
Determine
Develop
Diagram
Differentiate
Distinguish
Estimate
Evaluate
Examine
Experiment
Identify

Infer
Inspect
Inventory
Predict
Question
Relate
Solve
Test
Diagnose
Key Words
Arrange
Assemble
Collect
Compose
Construct
Create
Design
Develop

Formulate
Manage
Modify
Organize
Plan
Prepare
Produce
Propose
Predict
Reconstruct
Set-up
Synthesize
Systematize
Devise
Key Words
Appraise
Assess
Choose

Compare
Critique
Estimate
Evaluate
Judge
Measure
Rate
Revise
Score
Select
Validate
Value
Test
The cognitive domain involves knowledge and the development
of intellectual skills. This includes the recall or recognition of
specific facts, procedural patterns, and concepts that serve in
the development of intellectual abilities and skills. There are six
major categories, which are listed in order below, starting from
the simplest behavior to the most complex. The categories can
be thought of as degrees of difficulties. That is, the first one
must be mastered before the next one can take place.

Category
Example
Key words
Knowledge: Recall data or information.
Examples: Recite a policy. Quote prices from memory to a
customer. Knows the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists,
matches, names, outlines, recalls, recognizes, reproduces,
selects, states.
Comprehension: Understand the meaning, translation,
interpolation, and interpretation of instructions and problems.
State a problem in one's own words.
Examples: Rewrites the principles of test writing. Explain in
one’s own words the steps for performing a complex task.
Translates an equation into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes,
estimates, explains, extends, generalizes, gives Examples,
infers, interprets, paraphrases, predicts, rewrites, summarizes,
translates.
Application: Use a concept in a new situation or unprompted
use of an abstraction. Applies what was learned in the
classroom into novel situations in the work place.
Examples: Use a manual to calculate an employee’s vacation
time. Apply laws of statistics to evaluate the reliability of a
written test.
Key Words: applies, changes, computes, constructs,
demonstrates, discovers, manipulates, modifies, operates,
predicts, prepares, produces, relates, shows, solves, uses.
Analysis: Separates material or concepts into component parts
so that its organizational structure may be understood.
Distinguishes between facts and inferences.
Examples: Troubleshoot a piece of equipment by using logical
deduction. Recognize logical fallacies in reasoning. Gathers
information from a department and selects the required tasks for
training.
Key Words: analyzes, breaks down, compares,

contrasts, diagrams, deconstructs, differentiates, discriminates,
distinguishes, identifies, illustrates, infers, outlines, relates,
selects, separates.
Synthesis: Builds a structure or pattern from diverse elements.
Put parts together to form a whole, with emphasis on creating a
new meaning or structure.
Examples: Write a company operations or process manual.
Design a machine to perform a specific task. Integrates training
from several sources to solve a problem. Revises and process to
improve the outcome.
Key Words: categorizes, combines, compiles, composes,
creates, devises, designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes.
Evaluation: Make judgments about the value of ideas or
materials.
Examples: Select the most effective solution. Hire the most
qualified candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts,
criticizes, critiques, defends, describes, discriminates,
evaluates, explains, interprets, justifies, relates, summarizes,
supports.
Affective Domain (2)
This domain includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. The five major categories are listed
from the simplest behavior to the most complex:
Category
Example
Key words
Receiving Phenomena: Awareness, willingness to hear, selected
attention.
Examples: Listen to others with respect. Listen for and
remember the name of newly introduced people.

Key Words: asks, chooses, describes, follows, gives, holds,
identifies, locates, names, points to, selects, sits, erects, replies,
uses.
Responding to Phenomena: Active participation on the part of
the learners. Attends and reacts to a particular phenomenon.
Learning outcomes may emphasize compliance in responding,
willingness to respond, or satisfaction in responding
(motivation).
Examples: Participates in class discussions. Gives a
presentation. Questions new ideals, concepts, models, etc. in
order to fully understand them. Know the safety rules and
practices them.
Key Words: answers, assists, aids, complies, conforms,
discusses, greets, helps, labels, performs, practices, presents,
reads, recites, reports, selects, tells, writes.
Valuing: The worth or value a person attaches to a particular
object, phenomenon, or behavior. This ranges from simple
acceptance to the more complex state of commitment. Valuing
is based on the internalization of a set of specified values, while
clues to these values are expressed in the learnerís overt
behavior and are often identifiable.
Examples: Demonstrates belief in the democratic process. Is
sensitive towards individual and cultural differences (value
diversity). Shows the ability to solve problems. Proposes a plan
to social improvement and follows through with commitment.
Informs management on matters that one feels strongly about.
Key Words: completes, demonstrates, differentiates, explains,
follows, forms, initiates, invites, joins, justifies, proposes,
reads, reports, selects, shares, studies, works.
Organization: Organizes values into priorities by contrasting
different values, resolving conflicts between them, and creating
an unique value system. The emphasis is on comparing,
relating, and synthesizing values.
Examples: Recognizes the need for balance between freedom
and responsible behavior. Accepts responsibility for one’s
behavior. Explains the role of systematic planning in solving

problems. Accepts professional ethical standards. Creates a life
plan in harmony with abilities, interests, and beliefs. Prioritizes
time effectively to meet the needs of the organization, family,
and self.
Key Words: adheres, alters, arranges, combines, compares,
completes, defends, explains, formulates, generalizes,
identifies, integrates, modifies, orders, organizes, prepares,
relates, synthesizes.
Internalizing values (characterization): Has a value system that
controls their behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student's
general patterns of adjustment (personal, social, emotional).
Examples: Shows self-reliance when working
independently. Cooperates in group activities (displays
teamwork). Uses an objective approach in problem solving.
Displays a professional commitment to ethical practice on a
daily basis. Revises judgments and changes behavior in light of
new evidence. Values people for what they are, not how they
look.
Key Words: acts, discriminates, displays, influences, listens,
modifies, performs, practices, proposes, qualifies, questions,
revises, serves, solves, verifies.

Running head The Importance of Communication in the Workplace.docx

Recommended

Recommended

More Related Content

Similar to Running head The Importance of Communication in the Workplace.docx

Similar to Running head The Importance of Communication in the Workplace.docx (20)

More from toltonkendal

More from toltonkendal (20)

Recently uploaded

Recently uploaded (20)

Running head The Importance of Communication in the Workplace.docx