DEOMITest2

the exchange and flow of information and ideas from one person to another.

• a. Sender
• b. Receiver
• c. Message
• d. Feedback
• e. Environment

• Verbal
•  - words

• Non-verbal
• - continuous, and it communicates emotional states, interpersonal attitudes, and ourself-concept.
• - Body language
• - Touching
• - Eye contact and facial expressions
• - Smiling
• - psychological space

• Intrapersonal: conversation you have with yourself
•  Daydreaming
•  Dreaming in your sleep
•  Talking to oneself either internally or out loud
•  Reading aloud
•  Repeating what one hears

• Interpersonal communication is between two or more people.
•  Face-to-face
•  By telephone
•  Through written correspondence (e.g., emails or letters)

Filters which can block or muffle the message.

What makes communication complex, difficult, and frustrating are the barriers we put in the way. Communication barriers can be thought of as filters. The message leaves the sender, goes through a filter, and then is heard by the receiver. The filter can block or muffle the message.

Physical Barriers: Environmental, Noise, Objects, Distance, Temperature, Physical Health

Perceptual Factors: Past experience, hidden agendas, stereotypes

Emotional barriers: Anger, Fear, Surprise

Cultural and Language Barriers

• It is the responsibility of the sender to send a receiver-oriented message and providemessages that the receivers will:
• - Attend to: Relating the message to the receiver’s personal goals or providing avivid or surprising message element that attracts the attention of the receiver toyour message.

- Understand: Adapting messages to the learning level of the receiver, providingopportunities for feedback, and adding value to the message content ensures thatthe message will be easy for the receiver to comprehend

- Remember: Encouraging others to repeat the message, relating the message tothe receiver, and providing a simple summary of the message increases thelikelihood that the message will be remembered

A sender-oriented message may not be understood by the receiver.

• The receiver should
• - indicate understanding if the message is understood or ask for clarification if not.
• - provide feedback

- Where verbal and nonverbal messages conflict, nonverbal messages are relied upon more.

- Nonverbal messages can have different meanings for different people.

- Nonverbal messages cannot be avoided – even if we do nothing, we communicate.

Receiving - hearing

Attending - giving attention to what was heard

Understanding - learning what the speaker means

Responding - a form of feedback that completes the communication process and letsthe sender know that the message was received, attended to, and understood

Remembering – being able to recall or retain for later use

Active - a process in which the listener makes a conscious effort to listen for the complete message; this is good listening

Inactive - hearing only the words

Selective Listening – filtering the message, hearing only what you want to hear

Hearing is a physiological process that occurs when you are in the vicinity ofvibrations in the air and these vibrations impinge on your eardrum.

Listening involves a five-step process that does something with what was heard.

Improves communications - When effective listening is occurring, it makes you a more involved part of the communication process.

Puts you in control of the situation - When doing interviews, focus groups, etc, you can gain more control of the process by being more aware of what is being said.

Minimizes conflict - Many conflicts occur because of a breakdown in communication.

Shows that you care - People are more willing to share when they believe that the listener cares about what is being said.

Enhances understanding - Effective listening requires that you seek clarity, which cuts down on confusion

Improves memory - The more focused you are during listening, the better you will retain the information.

Have a reason or purpose for listening

Suspend judgment

Resist distractions (overcoming deterrents)

Wait before responding

Seek important themes

Respond to comments

• Avoid response blocks:
• - Evaluation
• - Unsolicited advice giving
• - Diagnosing/analyzing
• - Topping

a. Communication to a person or group providing information as to how their behavior is affecting or influencing you (giving feedback).

b. A reaction by others as to how your behavior is affecting or influencing them (receiving feedback).

• a. Evaluative feedback:
• (1) Occurs when an individual assumes that he/she can distinguish between right andwrong, or good and bad.
• (2) Involves judging another against your standards or values.

b. Non-evaluative feedback occurs when addressing an observable behavior.

describes (non-evaluative) rather than judges (evaluative).

specific rather than general

takes into account the needs of both the receiver and the giver (sender) of the feedback.

analyzed to guarantee clear communication

solicited rather than imposed.

directed at a person’s behavior, not at the person

• directed at behavior the receiver can control
• - Feedback should focus on sharing information, not giving advice

well-timed

planned

Open arena: Things I know about myself and others know

Blind spot: Things I don’t know about myself but the group knows

Façade: Things I know about myself, but the group doesn’t know

Unknown: Things that neither the group nor I know about myself

• Ask
• - Feedback solicitation
• - Self discovery

• Tell
• - self-disclosure/exposure
• - others' observation

a. Exchange information.

b. Achieve personal growth.

c. Provider finds out about self.

d. Receiver gains insight.

e. Creates an open environment for effective operational and interpersonalcommunications.

f. Aids in preparation for the future; not dwelling on the past.

Differences, variety

action which recognizes and integrates the attributes of the workforce in order to successfully accomplish missions.

primary dimensions: properties and characteristics that constitute the core of our diverseidentities

secondary dimensions: additional elements outside the core, some being quite permanent and others receding or changing over time; less visible to others, more changeable, and morevariable in the degree or influence they exert on one’s life.

Changing U.S. demographics- Current combat missions and terrorism operate among diverse cultures- Increased need for specialized talent- Increased use of collaborative work structures.increased effectiveness, innovation, improved problem solving, greatercohesion, job satisfaction, organizational commitment, competitiveness, and enhancedmission readiness.useful during conflict resolutionsyou can determine if your organizationfosters a climate conducive to support diversity

shaping our values, perceptions, priorities, and experiences; form an individual’s self-image; filters through which he or sheviews the rest of the world

influences our self-image, values, opportunities, and expectations

give meaning to our lives by contributing to a synergistic, integrated whole

exert a powerful influence throughout our lifetime

help shape our values, attitudes, and perceptions – the socialization of our culture and ourselves

Age

Ethnicity

Gender

Mental/physical abilities and characteristics

Race

Sexual orientation

knowledge (head)

behavior (hand)

affect (heart)

Be aware of your own cultural influences and assumptions when communicating withpeople of other cultures

Do not buy into generalizations, as the behavior and beliefs of people within eachculture can vary considerably, and not all people identify with their cultural orreligious background

Be wary of judging others’ behaviors and beliefs according to the standards of yourown culture

Monitor your verbal and nonverbal communication behaviors

Identify behaviors that enhance or detract from work group readiness

A disagreement between or among individuals, a fight, a battle, a difference of opinion oridea, a misunderstanding.

• primary causes
• - wants or needs differ
• - values differ
• - Differing degrees of knowledge expectations
• - Differences in race, gender, ethnicity, religion, and age
• - Assumptions/perceptions

Constructive or Destructive

Takes place between two or more groups

Available resources are perceived as inadequate for all

Each group tries to overpower the other

Each group has mutually exclusive goals or values

Perceptions are inaccurate or illogical

Diagnosis: The ability to determine the nature of conflict

Initiation: Influencing someone to change a behavior that may be causing the problem

Listening: Ability to hear the other’s point of view, listen, reflect, paraphrase, and clarify (very important)

Avoidance (lose/lose)

Accommodating (lose/win)

Competing (win/lose)

Compromise (draw)

Collaboration (win/win)

lose/lose (Avoidance): withdrawal/denial of problem

lose/win (Accommodating): surface harmony

win/lose (Competing): authority, majority rule or persuasive minority settles conflict

draw (Compromising): each party gives something to meet midway

win/win (Collaboration): abilities, values, and expertise of all are recognized; each person's position is clear; emphasis is on the group solution

intrapersonal

interpersonal

intragroup

intergroup

• Questions
• - How important is the relationship?
• - How important is the incident?
• - How will I feel if I do/don’t confront it?
• - What is the likely outcome?

• Negotiate
• - Diagnosis: The ability to determine the nature of conflict

- Initiation: Influencing someone to change a behavior that may be causing the problem

- Listening: Ability to hear the other’s point of view, listen, reflect, paraphrase, and clarify (very important)

Step 1. Assess (Problem)

Step 2. Plan (solution)

Step 3. Implement (solution)

Step 4. Evaluate (outcome)

- Deals with reality.

- Confronts the real problem.

- Keeps identity and role separate.

When we do or say something, there is always an impact

we assume the behavior has the intended consequence

When the impact communication is negative - for example, someone was hurt oroffended by our action - we may respond to that person based on our intention

a process of exchanging, negotiating, and mediating one's cultural differences through language, non-verbal gestures, and space relationships. It is also the process by which people express their openness to a cross-cultural experience.

based on perspectives, practices and products

distinguishes between stereotypes and generalizations when assessing individuals of different cultures.

stereotypes assume; ending point

generalizations wonder; starting point to learn more

Gender includes the social construction of masculinity and femininity within a cultureand incorporates a person’s biological, psychological, and sociological characteristics.

Sex refers to a person's biological or physical self. Although sex determines who will bear children, gender accounts for our roles in life and how these life roles affect our communication.

• FOUR Generational Types:
• 1. Traditionalists (born 1922-1943)
• – Administrative, policy-oriented, letter of the law. Masters of theexpert opinion, think tanks.

• 2. Baby Boomers (born 1943-1960)
• – Megaphone. Brilliant message crafters. Good creators of content that aligns purpose and values with appeal to higher purpose and meaning. Masters of radio and TV delivery.

• 3. Generation X (born 1960-1980)
• – Independent. Not connected to an organization; focused on micro-subjects and personal expression of style work. Masters of the internet, blogging, and publishing resources.

• 4. Millenials (born 1980-2000)
• – Upbeat, rally together, focused on the activity and approval of theirpeers. Masters of mobile and hand-held devices

Listening: Attentive listening is critical to be able to understand meanings, read between the lines, and empathize with the speaker.

Speaking: Positive speech such as encouragement, affirmation, recognition, phrasing requests clearly, or expressing opinions sensitively will improve communication.  Also, avoiding negative or stereotypical comments and innuendos based on gender, race, age, etc. is critical to communication success.

Observation: Note people’s dress, body language, interaction, and behavior. Be aware of differences within your own culture and try to understand the roots ofbehaviors. Asking appropriate and thoughtful questions expands your cross difference knowledge.

Patience: Through patience, respect is won and cross-difference understanding isenhanced.

Flexibility: Adaptability and open-mindedness are the route to successful communication. Understanding and addressing differences leads to the breaking of barriers, which results in better lines of communication, mutual trust, and creative thinking.

communicate properly with people of different ethnicities, backgrounds, cultures, ages, and races

can be unpredictable, difficultto study, and different for each of us