Running head: ANXIETY AND LEARNING
DOES EFFECTIVE COMMUINCATION AFFEECT AXIETYAND LEARNING?
Alisha M. Chase
Siena Heights University
LDR630 Organizational Culture and Communication
David Lucas, Ph.D., Instructor
March 11, 2014
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ANXIETY AND LEARNING
Introduction
I am doing something that I have never done before. I am starting my paper with a
confession. I have always been the sort of individual who welcomes challenge and the ability to
try new things; however, with my recent reorganization of duties and leaders, I have become one
of those individuals who is cowering under the thought of change and learning something new.
I have decided to do my individual research paper on communication and the affects it
has on learning and anxiety. I chose this topic because I am a true believer that we all have the
ability to shift our mental model. As we open ourselves up to knowledge we open ourselves up to
opportunities. Therefore, I am hoping to therapeutically alleviate my anxiety of learning new
duties as I construct my paper.
What is Anxiety?
Anxiety is a natural human behavior. We have all experienced at one point of our lives
the un-calming feelings of rapid breathing, escalated heartbeat, perspiration, light headiness, and
sometimes even shakiness. Although anxiety is unique to our body type, it is still a shared
experience we can all easily converse about when discussing ventures into the unknown; whether
within our personal or professional lives. Edgar Schein has stated within his writings that when
organizations have the ability to embrace uncertainty with ease, they will be inherently more
adaptive; therefore, putting them at a genuine advantage in today’s economy.
Anxiety and Learning
When Diane Coutu conducted an interview with Edgar Schein, he expressed that
regardless of the amount of money, time, and enthusiasm leaders may put into the changed
initiative, many of them still fail in their efforts. The learning transformation of the individuals
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who will be performing those duties is imperative to the success of the change. When a complete
plan and vision is not clearly communicated, then the organization runs the chances of their
employees performing the same processes but with a little tweak.
Diane Coutu was documented saying, “Schein dismisses the popular notion that learning
is fun; he focuses instead on the guilt and anxiety associated with radical relearning and draws
some disturbing parallels between organizational learning and brainwashing. In the following
conversation, Schein revisits his earlier work with American prisoners of war in Korea to explain
what those experiences can teach us about interpersonal dynamics, learning, and corporate
culture” (Coutu, 2002).
Communication and Learning Styles
I feel that it is very important that leaders understand that learning is specific to an
individual; therefore, it is imperative that the teaching efforts and communication is tailored
toward the appropriate audience. There are a variety of different learning styles an individual
may have, I have taken the liberty of listing a few.

Sensory Learners – The individual relies a lot on sensing, they tend to prefer what is
familiar, and concentrate on facts instead of being innovative and adapting to
new situations.

Intuitive Learners – The individual relies a lot on intuition; therefore, running the
possibility of missing important details.

Visual Learners – The individual concentrates more on pictorial or graphical
information. They receive information better when it is presented in ideas, concepts,
and associated with images.

Verbal Learners – The individual retains information better through listening. They
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ANXIETY AND LEARNING
tend to have difficulty with instructions that are written.
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Active Learners – The individual tends to act before thinking. They make hasty
decisions.
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Reflective Learners – The individual tends to reflect a lot; therefore, learning from
experiences and actions.

Sequential Learners – The individual likes to break things down into small
components and is often able to dive right into problem solving.

Global Learners – This individual grasp the big picture with ease. They tend to be
intuitive decision-makers; interpersonal connections are very important; they solve
complex problems and put things together in innovative ways.
Below I have provided a graph that identifies the different learning styles and the best taught
approaches for those particular styles.
Learning Styles
Modality
Visual Learners (input)
Descriptors
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Learn by observation
Can recall what they
have seen
Can follow written or
drawn instructions
Like to read
Use written notes
Benefit by visualizing,
watching
TV/video/films
Learn Best Through the Use of ...


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
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Charts, graphs, diagrams, and
flow charts
Sight words
Flashcards
Visual similarities and
differences
Pictures and graphics
Maps
Silent reading
Written instructions
Computer assisted learning
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ANXIETY AND LEARNING
Auditory Learners
(input)
Verbal-Linguistic
Intelligence

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Kinesthetic Learners
(input)




Tactile Learners
(input)






Prefer listening and
taking notes
Listen for patterns
Consult peers to
ascertain that they
have the correct details
Can recall what they
have heard
Can follow oral
directions
Repeat words aloud
for memorization
Use oral language
effectively

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
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


Discussion, dialog, debate
Memorization
Phonics
Oral reading
Hearing anecdotes or stories
Listening to tapes or CDs
Cooperative learning groups
Are often physically
adept
Learn through
experience and
physical activity
Benefit from
demonstration
Learn from teaching
others what they know






Playing games
Role playing
Read body language/gestures
Mime
Drama
Learn or memorize while
moving (pacing, stationary
bike, finger or whole body
games)
Learn by touching and
manipulating objects
Often learn inductively
rather than deductively
Tend toward
psychomotor over
abstract thinking
Prefer personal
connections to topics
Follow directions they
have written
themselves / that they
have rehearsed
Benefit from
demonstrations

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





Learning by doing
"Hands-on"
Creating maps
Building models
Art projects
Using manipulative
Drawing, designing things
Writing / tracing
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ANXIETY AND LEARNING
Active

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
Reflective


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
Global Understanding







Analytical
Understanding




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Can be impulsive
Risk-takers
Do not prefer lectures
Prefer group work
Tend to be
interpersonal
Not inclined to too
much note-taking

Prefer to think about
concepts quietly before
any action
Learn by thinking
Like writing
Tend to be
intrapersonal and
introspective

Make decisions based
on intuition
Spontaneous and
creative; "idea" person
Often a risk-taker
Tend to reach
conclusions quickly
Intake information in
large chunks rather
than details
Nonlinear thinkers
"See the forest before
they see the trees."

Sequential, linear
learners
Prefer information in
small chunks, steps
Can follow the rules
for mathematic
equations
Prefer a logical
progression
"See the trees before
they see the forest."
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

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Prefer "doing, discussing,
explaining" vs. listening and
watching
Prefer active experimentation
Like acting and role playing
Like team competition
Tend toward deductive
learning
Prefer reflective observation
Intrapersonal skills valued
Journals
Learning logs
Interpersonal connection
important to them
Stories and anecdotes
Seeing the "whole" rather than
in parts
Highly interesting project and
materials
Functional games and
activities
Think-pair-share; Praisequestion-polish
Teacher feedback; person-toperson communication
Intrapersonal skills valued
Journals
Learning logs
Sequentially organized
material, timelines, diagrams
Moving from "part" to the
"whole"
Puzzles, logic games
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ANXIETY AND LEARNING
Emotional Impact on Organizational Learning
Within the article by Russ Vince he states, “Emotion in organizations has tended to be
seen as ‘uncomfortable knowledge’, and has consequently been avoided or ignored. This idea,
that emotion is somehow ‘not a part of the job’ and can ‘get in the way’ of effectiveness is
pervasive. Also, in one sense it is true, our emotional responses – particularly fears and anxieties
– can and do get in the way, but they can also provide the basis for learning, both individually
and collectively. For the individual, anxiety may be provoked by having to say something
difficult or challenging, by the effects of unwanted decisions, by the pressures of an unfamiliar
task” (Vince, 2002, P. 6).
Russ’s article explores the Goodwill Company and the techniques he felt they could have
adopted during an organizational transition. Russ believes that when you center your techniques
on empowering individuals you have a higher chance of influencing the employee’s learning
abilities and the productivity that is derived from that positive transition.
How Emotional Intelligence Affects Learning and Anxiety
Emotional intelligence is the capacity to be aware of other’s emotions; it defines your
ability to be empathetic in various situations. Thus, I feel emotional intelligence plays a big part
in communicating organizational change in a manner to where an employee’s anxiety and
learning experience does not overcome them. Since anxiety is created around the unknown, a
leader or organization’s approach to communicating that change can put employees in a place of
comfort or discomfort. Christopher Chan states within his article that, “Overall, these findings
suggest that individuals with higher levels of emotional intelligence are more likely to act in
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considerate and socially adaptable ways and so emotional intelligence offers invaluable
advantages to organizations experiencing continuous change” (Chan, 2004).
Communication and the Effects on Learning and Anxiety
Good communicational skills are paramount to any successful initiatives; the more
effective your communicational skills, the smoother the transition. Lawrence Robinson states,
“Effective communication helps us better understand a person or situation and enables us to
resolve differences, build trust and respect, and create environments where creative ideas,
problem solving, affection, and caring can flourish” (Lawrence Robinson, 2014).
It is my belief that leaders are able to reduce employee’s anxiety when learning new
obligations within an organizational change by simply strategically streamlining their
communicational techniques, such as:

Explaining the nature or reason for the change. This is a wonderful time for organizations
to be as transparent as possible to their employees.

Informing the employees of what role they will play in the change or process. This brings
the employees closer to the vision and project.

Observing the body language as well as the verbally communicated resistance of the
employee. This will assist the leader in truly identifying where the anxiety within the
individual(s) lies.

The leader stepping up and displaying his commitment and dedication for the change thru
communication. This provides the image of confidence and will ease the notion that the
change will be a negative experience.
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
Developing communication plans. These forms of plans ensures the way-ahead for the
organization’s vision is well known across the board; it helps foster lingering questions
and concerns; and it also assist with detailing roles and responsibilities.
Effective communication has the capability of creating a sense of stability amongst the
organization; and therefore reduces the anxiety of the unknown. Edgar Schein states, “Human
minds needs cognitive stability and any challenge of a basic assumption will release anxiety and
defensiveness”. (Schein, 1985)
The below diagram focuses on the fact that communication is core and built around
established trust, employee empowerment, and building shared vision; organizations have the
opportunity to foster effective learning when they incorporate the ability to emotionally connect
with the employees, present transparency when communicating, and tailor the type of
communication conveyed.
(Chan, 2004)
Coping With Change
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ANXIETY AND LEARNING
The effects of anxiety can cause a person to feel overwhelmed, dizzy, or even initiate
fear. Lauren Johnson stated, “In such times, calls to change can also provoke especially
intense resistance. When uncertainty is such a prominent — and threatening — feature on the
external landscape, people crave constancy and routine inside their organizations. Managers,
then, face a daunting task. To help their organizations weather a downturn, they need to ensure
that employees fully buy into change initiatives and make the necessary alterations in their dayto-day behavior–at precisely the same time their employees are likely to be most anxious about,
and resistant to, change” (Johnson, 2009). The article communicates that there are five phases of
change that employees may experience, such as:

Stagnation which is the failure to progress or advance. Usually when an organization
realizes that they cannot continue in the current state that they are in, they look for
change.

Preparation is the phase that leaders decide to make the announcement of change within
the organization. If communicated effectively, managers and employees can range from
the emotional stages of fear to relief and then finally excitement.

Implementation is the phase where leaders announce new assignments, define new
reporting lines, or mandate new processes. In addition to feelings of threat, fear, and
uncertainty. The employees may also experience confusion, resentment, worries about
inadequacy, or exhilaration.

Determination is the phase where the changes haven’t been deeply rooted yet, but the
leaders and the organization are indomitable about ensuring that the change is successful.

Fruition is the phase where the hard work, good communicational plans, and the
employees’ determination starts to become tangible and confidence begins to arise.
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The importance message is that it is imperative leaders consistently deliver a message of
confident, never abandon the emotions of their employees, shepherd the employees through their
emotional ups and downs, and communicate with the workforce frequently.
Conclusion
So, you may wonder what have I learned. I have learned that emotional connection
between anxiety and learning is inevitable. Therefore, it is extremely important that
organizations and leaders careful implement techniques that will lessen the impact of change.
Effective communication is the key. It has the ability to ensure a successful communication plan
is conveyed to the workforce, display empathy and emotional intelligence, and assist employees
with coping with the idea of change. Additionally, I have taken from my research that it is
equally important that I take responsibility and communicate my concerns, ask questions, and
reflect on the great potentials of my newly aligned organization and not the past.
I leave you with this quote, “Change is hard because people overestimate the value of
what they have—and underestimate the value of what they may gain by giving that up." ~
James Belasco and Ralph Stayer
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References
Chan, B. S.-L. (2004, April). Wiley InterScience. Retrieved from Emotional intelligence and
participation in decision-making: strategies for promoting organizational learning and
change:
http://courses.washington.edu/nutrmgmt/564_ArticlesUsed_07/ScottLadd_OrgChange_0
5.pdf
Coutu, D. L. (2002, March). Harvard Business Review. Retrieved from The Anxiety of Learning:
http://hbr.org/2002/03/the-anxiety-of-learning/ar/1
Johnson, L. K. (2009, January 14). HBR Blog Network . Retrieved from Helping Employees
Cope with Change: Helping Employees Cope with Change
Lawrence Robinson, J. S. (2014, February). HelpGuide. Retrieved from Effective
Communication Improving Communication Skills in Business and Relationships:
http://www.helpguide.org/mental/effective_communication_skills.htm
Schein, E. (1985). Organizational Culture and Leadership. Jossey-Bass Business & Management.
Stayer, J. B. (1994). Leading Thoughts; Bulding a Community of Leaders. Retrieved from
Quotes on Change: http://www.leadershipnow.com/changequotes.html
Vince, R. (2002). The impact of emotion on organizational. The Business School.