Download Complete Ebook By email at etutorsource@gmail.com
Jon-Arild Johannessen
Leadership and
communication
Concepts, Contexts,
and Tools
Download Complete Ebook By email at etutorsource@gmail.com
We Don’t reply in this website, you need to contact by email for all chapters
Instant download. Just send email and get all chapters download.
Get all Chapters For E-books Instant Download by email at
etutorsource@gmail.com
You can also order by WhatsApp
https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph
one_number&app_absent=0
Send email or WhatsApp with complete Book title, Edition Number and
Author Name.
Download Complete Ebook By email at etutorsource@gmail.com
Leadership and Communication
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
Jon-Arild Johannessen
Leadership
and Communication
Concepts, Contexts, and Tools
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
Preface
In this book, we use the term leadership to refer to management, control and communication in social systems. The leadership perspective is related to information
processes, visions, objectives, deviations and the re-establishment of the system’s
course. In this book, we define communication by means of the following statement: Who says what to whom, through which channels and with what effect?
Moreover, we describe, analyse and explore in depth the place of communication
in leadership.
A manager uses a great deal of time on communication, was one of the findings in Henry Mintzberg’s 1973 book The Nature of Managerial Work. A follow-up
study 30 years later found that aspects of Mintzberg’s findings concerning managerial work were no longer relevant, but the level of communication had not
diminished to any appreciable extent.
We also use Mintzberg’s term case letters to exemplify some points in a description, analysis or to bring out a practical perspective. Case letter is a term Mintzberg
uses for short reports, analyses and discussion of organizations, but which cannot
be considered a full-fledged case study. Case letters can be understood as a case
example, where you show different sides of a problem, a problem statement or a
research question. A case letter elaborates on some aspects of a problem that you
want to have illuminated from a certain point of view.
With regard to a leader’s communications, it seems reasonable to say that information is the ‘glue’ that holds communication together. However, if too much
‘glue’ is used, the consequence is information overload, which hampers effective communication. If there is too little glue, individuals and entire organizations
may find themselves in a pathological state of disorder, with people filling the
information vacuum with rumours and gossip. Leadership communication can be
involving and participatory, motivating colleagues to be creative and put in as much
extra effort as is necessary. Leadership communication can also be power-based
and patronizing. Such a style of communication will cause tensions and conflicts
within an organization.
In this book, we are interested in information and communication as part of a
special type of interaction, namely situations where one wants to generate trust or
influence.
We have developed 26 case letters (case examples) and 17 practical exercises in
Part I of the book. These case letters and exercises are directly linked to the topics
v
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
vi
Preface
in the respective chapters. Both case letters and exercises are developed so that the
reader (student) can deepen their understanding of the concepts and contexts that
are elaborated in the chapter.
In Part II, we develop six personal communication tools, and six personal
coaching tools, with assignment to each of the coaching tools. In addition, we
have developed 66 exercises to the six personal communication tools.
Holstebro, Denmark
Jon-Arild Johannessen
Kristiania University College
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
Contents
Part I Communication in Leadership-Processes
1
Communication and Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Everyday Leadership Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: Ignorance Seems to Be Institutionalized . . . . . . . . . . . . . . . . .
Communication—Conflict and Interpretation . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: Being Illiterate Is Not the Same as Not Being Able
to Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Information and Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: We Change Our Opinion When We Get New
Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Hope Is a Waking Dream . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
3
3
3
4
2
Communication and Metaphors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Metaphors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
7
7
9
10
3
Requisite Variety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims in this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
When You Don’t Greet a Colleague, You Objectify Him or Her . . . . . .
Case Letter: Guinea Fowl Logic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Waving People Away as Though They Were Flies . . . . . . . . . . . . . . . . . . . .
The Difference that Makes the Difference . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
11
11
12
12
14
16
16
4
Where We Draw the Boundaries of a Problem Affects Our
Perception of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Contexts Create Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
19
19
19
4
4
5
5
5
6
vii
Download Complete Ebook By email at etutorsource@gmail.com
We Don’t reply in this website, you need to contact by email for all chapters
Instant download. Just send email and get all chapters download.
Get all Chapters For E-books Instant Download by email at
etutorsource@gmail.com
You can also order by WhatsApp
https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph
one_number&app_absent=0
Send email or WhatsApp with complete Book title, Edition Number and
Author Name.
Download Complete Ebook By email at etutorsource@gmail.com
viii
5
6
Contents
Relevant Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: Setting Boundaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Setting the Boundaries of a Problem Is No Trivial Matter . . . . . . . . . . . .
Boundary Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: What Is Our Goal? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20
20
20
21
22
22
23
The Context Sends Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Context Influences the Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: The Context Guides Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . .
The Context Constitutes the Psychological Framework . . . . . . . . . . . . . . .
Case Letter: Facts have a Greater Impact than the Truth . . . . . . . . . . . . . .
If the Soup You Are Served Tastes Bad, Complain
to the Cookbook Publisher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: Integrative Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
When the Realities Change, I Change My Opinion . . . . . . . . . . . . . . . . . . .
Case Letter: Names Mean Something . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Concepts Have Consequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Purpose of an Action Is Not Always Apparent Before
the Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: Agree on the Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Consequences of Structuring Win–Win Situations . . . . . . . . . . . . . . . .
Methods for Developing Win–Win Situations . . . . . . . . . . . . . . . . . . . . . . . .
Expectation of a Cause Comes Before the Cause . . . . . . . . . . . . . . . . . . . . .
Case letter: It Is Crucial Which Reference Point We Choose . . . . . . . . . .
Prospect Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
25
25
25
26
26
Part and Whole in a Communicative Process . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Systemic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: the Tight Rope Walker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
If You Want Stability, You Should Focus on Change . . . . . . . . . . . . . . . . .
Patterns and Systemic Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
When the Effect Becomes the Cause . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
When You Do the Opposite of What Is Expected,
the Relationship Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: We are in the Business of Conceptual Constructions . . . . .
Actions We Take in Order to Avoid Specific Results Often
Produce What We Wanted to Avoid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Looking Towards the Future with Optimism Because It Is
an Echo from the Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35
35
35
36
36
36
36
27
27
27
28
28
29
29
29
30
31
31
32
32
33
37
38
39
40
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
Contents
ix
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41
41
7
‘Aspect Seeing’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Objective Reality Is Always Subjectively Interpreted . . . . . . . . . . . . . . . . .
What We Know Depends on Whom We Got to Know It from . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
43
43
43
45
45
46
8
Information Processes as Part of Communication . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Smaller the Unit of Measurement Used to Measure
a Coastline, the Longer the Coastline Becomes . . . . . . . . . . . . . . . . . . . . . . .
The Interpretation Is Different from What Is Interpreted . . . . . . . . . . . . . .
What Is the Similarity Between a Fish and the Word ‘Fish’? . . . . . . . . .
American Presidents: Lingo, Bingo, Dingo . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
47
47
Information Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What We Seek to Achieve Is Different from Why We Seek
to Achieve It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: Information and Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Thoughts Are Different from What We Are Thinking About . . . . . . . . . .
Writing to Find Out What One Is Thinking . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
53
53
10 Communication Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims in this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
It’s What You Are Best at That Will Be Your Downfall . . . . . . . . . . . . . .
The Boundary of Culture Is Consistent with the Boundary
of Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Irritation Can Lead to Better Communication . . . . . . . . . . . . . . . . . . . . . . . .
Creativity Involves Closing the Door to Memory . . . . . . . . . . . . . . . . . . . . .
Case Letter: Madness Is a State of Disconnection from Everything
Other Than the Rational . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Create a Boundary, Then You Will Get Walled in . . . . . . . . . . . . . . . . . . . .
Filling a Space with Nothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
It Is Never Too Late to Have an Unhappy Childhood . . . . . . . . . . . . . . . . .
Seven Influencing Techniques in Communication Situations . . . . . . . . . .
There Can Be No Order Without Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
61
61
61
9
47
48
50
50
51
52
53
55
56
58
59
60
62
64
64
65
65
66
66
68
69
70
71
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
x
Contents
11 Influencing Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Without Differences, Nothing can be Created . . . . . . . . . . . . . . . . . . . . . . . .
Linking Information in New Ways Can Generate Creativity . . . . . . . . . .
Case Letter: A Letter Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: Creating Reciprocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: Obligation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: Familiarity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: Obedience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: People Value What Is Scarce or Has Limited
Availability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Creativity Is Based on the Generation of Differences . . . . . . . . . . . . . . . . .
What Is the Difference Between Information and Misinformation? . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
73
73
73
74
74
75
75
76
76
12 Alternative Communication Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A Mink Does Not Gain More Freedom by Being Moved
to a Bigger Cage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
We Perceive the World Backwards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Numbers Are Different from Words, But They Become Words
When They Are Spoken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: Change of Attitude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Information’s Cognitive Value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
There Is a Difference Between a Description and What it
Describes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
83
83
13 The Pragmatics of Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A Person Who Describes Something, Ignores Something Else . . . . . . . .
Our Description of Something Will Always Be Different
from the Thing We Describe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Our Social Reality Differs from How We Describe It . . . . . . . . . . . . . . . . .
Case Letter: Illiteracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Who Constructs Social Reality? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
91
91
91
14 Communication and Trust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Predetermined Is Not the Same Thing as Predictable . . . . . . . . . . . . . . . . .
The Authentic Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What We Know Is Different from What Is Facts . . . . . . . . . . . . . . . . . .
95
95
95
97
98
77
77
78
80
81
83
85
85
86
86
87
88
90
92
93
93
93
94
94
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
Contents
xi
Invention Is Not the Same as Discovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
15 Communication and Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mastery Is Not the Same as Understanding . . . . . . . . . . . . . . . . . . . . . . . . . .
Being Bigger Than Is Not the Same as Being the Thing That Is
Bigger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Difference Between Order and Disorder Is the Amount
of Freedom We Give Them . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Borders Are Always Where Differences Can Be Seen . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
103
103
103
16 The Effect of Being Positive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Local Links Generate Collective Behaviours . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: Changing Our Reaction to the Behaviour of Others . . . . . .
The Future Determines the Present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Case Letter: The Expectation of a Price Increase Leads to a Price
Increase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
An Unfamiliar System Will Be Described as Chaotic
by the Ignorant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
When We See that Something Is Happening, Then It Has
Already Happened . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
107
107
107
108
108
17 Communication and Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims in This Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A Circle Becomes a Straight Line When Viewed on a Very Small
Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Breaking Patterns Creates Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sociological Laws Arise When We Distinguish Between
Intention and Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
113
113
104
104
104
105
106
109
109
109
110
111
113
115
116
116
118
Part II Personal Communication Tools
18 Personal Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims in this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tools for Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Self-Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
123
123
123
125
128
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
xii
Contents
19 Communication and Personal Change Skills . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Feedback and Flexibility as a Basis for Change . . . . . . . . . . . . . . . . . . . . . .
To Give Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
To Receive Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Integrating Feedback into Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Intention and Communication as a Basis for Change . . . . . . . . . . . . . . . . .
Behaviour Pattern as a Basis for Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Our Mental Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Our Mental State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Our Relationships with Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Personal Communication Coaching Tools: Perspective Analysis . . . . . .
Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
129
129
129
130
130
130
131
133
133
134
134
135
137
137
138
20 Communication and Personal Achievements . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Development of Top Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Personal Communication Coaching Tools: Future Images . . . . . . . . . . . . .
Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
139
139
139
142
144
148
149
21 Personal Communication Benchmarking . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Diffusion of Competence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Levels of Personal Communication Benchmarking . . . . . . . . . . . . . . . . . . .
The Phases of Personal Communication Benchmarking . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Personal Communication Coaching Tools: Mirroring . . . . . . . . . . . . . . . . .
Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
151
151
151
152
155
157
157
158
22 Personal Motivational Strategy for Communication . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Motivational Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Our Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Our Action Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Personal Communication Coaching Tools: Consensus . . . . . . . . . . . . . . . .
Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
159
159
159
159
163
165
167
168
23 Personal Communication Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Prerequisites for Personal Communication Mastery . . . . . . . . . . . . . . . . . . .
Focus Areas for Personal Communication Mastery . . . . . . . . . . . . . . . . . . .
Method for Personal Communication Mastery . . . . . . . . . . . . . . . . . . . . . . . .
169
169
169
170
172
Download Complete Ebook By email at etutorsource@gmail.com
We Don’t reply in this website, you need to contact by email for all chapters
Instant download. Just send email and get all chapters download.
Get all Chapters For E-books Instant Download by email at
etutorsource@gmail.com
You can also order by WhatsApp
https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph
one_number&app_absent=0
Send email or WhatsApp with complete Book title, Edition Number and
Author Name.
Download Complete Ebook By email at etutorsource@gmail.com
Contents
xiii
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Personal Coaching Tools in Communication:
Involvement-Distancing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
24 Personal Communication Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Aims of this Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How We Present Ourselves to Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What You Are Trying to Show to Others . . . . . . . . . . . . . . . . . . . . . . . . . .
What You Do Not Want to Show to Others . . . . . . . . . . . . . . . . . . . . . . . .
What the Other Thinks About You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Personal Communication Identity (PCI) . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Personal Communication Coaching Tools: Creative Strategy . . . . . . . . . .
Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
177
177
177
178
179
179
181
185
187
187
188
25 Explanation of Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
List of Figures
Fig. 2.1
Fig. 3.1
Fig. 3.2
Fig. 4.1
Fig. 6.1
Fig. 6.2
Fig. 8.1
Fig. 8.2
Fig. 10.1
Fig. 10.2
Fig. 12.1
Fig. 14.1
Fig. 17.1
Fig. 17.2
Fig. 18.1
Fig. 19.1
Fig. 20.1
Fig. 20.2
Fig. 20.3
Fig. 20.4
Fig. 21.1
Fig. 21.2
Fig. 22.1
Fig. 22.2
Fig. 22.3
Fig. 22.4
Fig. 23.1
Fig. 23.2
Fig. 24.1
Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Structuring knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Problem-structuring matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Structure of group negotiations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Systemic approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Process and result . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A loop model of how messages function
in a communication process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Critical information structure (info-structure) processes . . . . . . . .
How, why and what we aim to achieve in a communication
process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Strategic communication behaviour . . . . . . . . . . . . . . . . . . . . . . . . . .
Communication process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Confidence and competence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
When a circle becomes a straight line . . . . . . . . . . . . . . . . . . . . . . . .
Successful becomes more successful . . . . . . . . . . . . . . . . . . . . . . . . .
Self-management: six elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Maintaining our mental models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal orientation and critical factors . . . . . . . . . . . . . . . . . . . . . . . . . .
Roles and values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Some common features of people who perform at the top . . . . .
Roles and values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Types of personal communication benchmarking . . . . . . . . . . . . . .
Benchmarking processes for conscious and unconscious
skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Model for personal motivation strategy . . . . . . . . . . . . . . . . . . . . . . .
Values, criteria, decision and goals . . . . . . . . . . . . . . . . . . . . . . . . . . .
Value matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Form for action strategies in creative situations . . . . . . . . . . . . . . .
The four prerequisites for personal mastery success . . . . . . . . . . .
The five focus areas for personal communication mastery . . . . .
The PCI window . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
13
14
22
37
39
49
51
63
68
85
100
114
115
125
133
140
141
143
146
152
154
160
161
163
164
171
171
178
xv
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
Part I
Communication in Leadership-Processes
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
1
Communication and Leadership
Aims of this Chapter
Understanding the concepts: influencing, information, conflict, messages
Everyday Leadership Communication
Most of us experience daily situations where we communicate with other people
with the aim of achieving a specific goal. Obviously, this is only one part of the
communication process, but for many people it is an important part, and for most
of us it can be a crucial part in certain situations (Foster et al. 2019). One example
of a way of influencing other people, which is discussed in this book, is illustrated
in the following case letter.
Case Letter: Ignorance Seems to Be Institutionalized
A student queueing to use the photocopier asks: ‘Excuse me, could I go to the
front of the queue? It’s because I need to get to a lecture’. This approach achieved
a positive response 94 per cent of the time in several experiments. If the ‘because’
sentence was omitted, the positive response rate fell to 60%. If a ‘because’ sentence was included, but provided only nonsensical information, then the positive
response rate was 93%. For example: ‘Excuse me, could I go to the front of the
queue? It’s because I need to do some copying’. At first sight this makes no sense,
because it seems reasonable to assume that everyone in the queue is there because
3
,
https://doi.org/10.1007/978-3-031-40848-9_1
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
4
1 Communication and Leadership
they need to do some copying. However, the explanation lies in the word because,
which seems to trigger a cognitive reflex in most people.1
Communication—Conflict and Interpretation
We all experience situations where another party does not understand the information we wanted to communicate in the way we would have wanted them to
understand it. In such situations, conflicts can easily arise. Conflicts can also
arise easily when the other party interprets something we say in a way completely different to our intended meaning. Our emotions get involved and the
ensuing unavoidable conflict can easily get out of control. This happens in family
situations, in organizations and in wider society.
The ways in which we communicate with others and the concepts and words
we use are also significant for our own sense of identity and that of the person we
are communicating with. An example of this, which we discuss in this book, is
how we create a social reality, as shown in the following case letter.
Case Letter: Being Illiterate Is Not the Same as Not Being Able
to Read
The word illiteracy denotes an inability to read or write. This is the meaning
we have assigned to this word. If we consider this concept at face value, it is an
objective social fact that some countries have higher levels of illiteracy than others.
Perhaps it is also an ordinary social phenomenon that increased industrialization
reduces the level of illiteracy in a country. However, we can also incorporate
a wider meaning into the concept of illiteracy: For example, if large part of a
country’s population can read and write, but have difficulties comprehending the
meaning and context of what they read and write, we could describe this situation
by extending the concept of illiteracy to make it broader than is usually the case.
We could say that some people are functionally illiterate, even though they can
read and write.
Information and Messages
In many settings, we are interested in disseminating the information we possess
to others, in such a way that it is understood and accepted. In this way, we can
establish cooperation and perform certain activities more effectively. An example
of this, which we discuss in this book, is shown in the following case letter.
1 https://www.psychologytoday.com/intl/blog/brain-wise/201310/the-power-the-word-because-
get-people-do-stuff.
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
Exercises
5
Case Letter: We Change Our Opinion When We Get New
Information
Two people have a disagreement about how to share an apple. They agree to divide
it into two equal parts. Person A uses their half to make freshly pressed juice,
throwing away the leftover pulp. Person B presses their half to get rid of the juice,
using the pulp to make a cake. If A and B had clarified their objectives in advance
(or during the communication process), both would have benefited from a variation
on the apparently fair solution of dividing the apple equally.
Hope Is a Waking Dream
It can be difficult to accept the existence of certain techniques that function better
than others in processes involving the communication of information, such that
insight into these techniques gives one party an advantage over the other. Such
techniques have been known and used since antiquity, however (Bouty & DruckerGodard 2018). This book examines some of these techniques. Insight into these
techniques can help not only with the presentation of one’s own message, but
also with getting an accurate understanding of the other party’s presentation. Used
responsibly, we believe that insight into some of these techniques can contribute
to correcting bias in any communication. Used irresponsibly, insight into some of
these techniques can be exploited in power games that may ultimately escalate
conflict and fail to promote genuine communication.
Communication is a phenomenon that is part of our everyday lives, ranging
from the personal to the local, regional and international levels. We communicate with each other in diverse contexts, such as entering into and dissolving
marriages and cohabiting relationships, having conflicts over budgets, neighbour
quarrels over fences, negotiations about fishing rights in international waters, conflicts between nations, and in everyday activities, such as the buying and selling
of goods and services.
We wish to examine and discuss the functions that are involved in any act
of communication. However, our particular focus will be on the importance of
information and communication for leaders in their everyday working lives. Our
aim is to uncover the processes that, once linked together, form the pattern from
which we can study any act of communication.
Exercises
Take the seven questions below as the basis for a group discussion. Discuss each
question in order to arrive at some answers. Write down your answers. When you
have finished reading the whole of this book, return to these questions, discuss
them again and write down your answers. Now compare these answers with your
original answers, and discuss the differences.
Download Complete Ebook By email at etutorsource@gmail.com
Download Complete Ebook By email at etutorsource@gmail.com
6
1 Communication and Leadership
1. Why do we trust one type of information more than another?
2. Why do we have more confidence in what one person tells us than in what
another person tells us?
3. How can we use information and communication to generate trust?
4. How can we use information and communication to influence other people?
5. How is communication affected by how we demarcate the boundaries of a
problem?
6. What information processes operate in communication situations?
7. How does the framing of a situation affect the situation regarding communication?
References
Bouty, I. & Drucker-Godard, C. (2018). Managerial work and coordination: A practice-based
approach on board a racing sailboat. Human Relations, 72, 3: 565–587.
Foster, W.M., Hassard, J.S., Morris, J. & Wolfram, J. (2019). The changing nature of managerial work: The effects of corporate restructuring on management jobs and careers. Human
Relations, 72, 3:473–504.
Download Complete Ebook By email at etutorsource@gmail.com
We Don’t reply in this website, you need to contact by email for all chapters
Instant download. Just send email and get all chapters download.
Get all Chapters For E-books Instant Download by email at
etutorsource@gmail.com
You can also order by WhatsApp
https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph
one_number&app_absent=0
Send email or WhatsApp with complete Book title, Edition Number and
Author Name.