Chapter 11—Communication: Interpersonal and Organizational 1
Chapter 11
Communication: Interpersonal and Organizational
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
1. Discuss the importance of communication in organizations
2. Diagram the communication process and label all its parts
3. List and explain the barriers to interpersonal communication and suggest remedies to
overcome them
4. Describe the uses of downward, horizontal, and upward communication channels
5. Explain the informal communication channel known as the grapevine
6. List and explain the barriers to organizational communication and suggest remedies to
overcome them
7. Describe the responsibilities of senders and receivers during the communication process
KEY TERMS
communication
diction
feedback
formal communication channels
formal communication networks
grapevine
informal communication channels
information
interpersonal communication
jargon
medium
message
noise
nonverbal communication
perceptions
receiver
semantics
sender
stereotypes
understanding
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duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 11—Communication: Interpersonal and Organizational 2
CHAPTER OUTLINE
I.
II.
III.
IV.
V.
VI.
INTRODUCTION
A. Communication Process
MEDIUMS OF COMMUNICATION
A. Verbal Communication
B. Nonverbal Communication
C. Interpersonal Communication
D. Communication and Teams
E. Barriers to Interpersonal Communication
1. Diction and Semantics
2. Expectations of Familiarity
3. Source’s Lack of Credibility
4. Preconceived Notions
5. Differing Perceptions
6. Conflicting Nonverbal Communication
7. Emotions
8.
Noise
F. Organizational Communication
Formal Downward Channels
A. Formal Horizontal Channels
B. Formal Upward Channels
C. Formal Communication Networks
Informal Communication Channels
Barriers to Organizational Communication
A. Barriers
1. Overload
2. Filtering by Levels
3. Timing
4. Lack of Trust and Openness
5. Inappropriate Span of Control
6. Change
7. Rank or Status in the Company
8. Managers’ Interpretations
9. Electronic Noise
IMPROVEMENT OF COMMUNICATION
A. Responsibilities of Senders
1. Being Certain of Intent
2. Knowing the Receiver and Constructing the Message Accordingly
3. Selecting the Proper Medium
4. Timing the Transmission
5. Seeking and Giving Feedback
B. Responsibilities of Receivers
1. Listening Actively
2. Being Sensitive to the Sender
3. Indicating an Appropriate Medium
4. Initiating Feedback
C. Ten Commandments of Good Communication
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duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 11—Communication: Interpersonal and Organizational 3
Enrichment Vignette
In a sales executives meeting, the speaker was the top seller of insurance for the year. He
attributed his success to the fact that whenever anyone (not just a client) spoke to him, he set
aside what he was doing and looked directly at the person. He made people feel important and
feel that he was interested in their concerns—it carried over into his sales success. Have you
ever dealt with someone who does not look at you when you are talking but instead frequently
taps a finger, checks a wristwatch, or shuffles paper? What is that person communicating to
you?
LECTURE OUTLINE
The outline below (the lecture outline) is referenced to the above chapter outline and contains
supplementary material to enhance your discussion of the chapter, but it is organized somewhat
differently. As a result, you have a choice: by using what is in the outline below, (1) you may
present the above chapter outline material in a different sequence, or (2) you may use the
chapter outline references in the outline below to present the lecture outline material in the
same sequence as the chapter outline.
I.
INTRODUCTION (CHAPTER OUTLINE: SECTION I)
A.
B.
C.
II.
Communication is at the heart of every business activity as well as every process of
relating and exchange in life.
It is the thread that ties the actions of the individual or organization to its desired
objectives.
It is the way human beings have of sharing feelings, thoughts, wants, and needs.
COMMUNICATION PROCESS (CHAPTER OUTLINE: SECTION II)
A. Communication is the transmission of information and understanding from one person
or group to another.
B. The goal of communication is to get a set of information and the understanding of that
information from one person or group to another person or group.
C. The critical factor in measuring the effectiveness of communication is common
understanding between all parties involved.
D. Understanding exists when all parties involved have a mutual agreement as to not only
the information, but also the meaning of the information.
E. The sender is the person who wants to send the message or signal.
F. The person for whom the message is intended is the receiver.
G. The information that the sender is sending to the receiver is the message.
H. The way it is sent, orally or in writing, is the medium or channel of the message.
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Chapter 11—Communication: Interpersonal and Organizational 4
I.
The receiver uses feedback either to prompt clarification or to let the sender know that
the message has been received as intended.
J. If communication is to be effective, both parties must take active, not passive, roles
during the process.
K. Raw data by itself is not information. Data must be transformed into information.
L. Data becomes information when it is useful.
Enrichment Vignette
One of the baffling factors in management is that everyone recognizes that two-way
communication must be open and frequent—but managers fail to give feedback to workers in
both the quality and quantity needed. Feedback is a two-edged sword. Without it workers
cannot improve nor know they are correct. Also, without feedback employees can become
demotivated. Why do you think managers don’t provide feedback?
III.
MEDIUMS OF COMMUNICATION (CHAPTER OUTLINE: SECTION II)
A.
Verbal Communication
1.
2.
3.
4.
5.
B.
Nonverbal Communication
1.
2.
IV.
Verbal communication is often face-to-face and personal.
The most common form of communication is verbal.
Most written forms of communication are not personal.
The opportunity for feedback is available with verbal communication.
Impersonal means of communication seldom, if ever, allow for feedback.
Nonverbal messages are believed more often than verbal messages.
Photographs and charts are forms of nonverbal, visual transmitters.
INTERPERSONAL COMMUNICATION
A.
Communication and Teams
1.
2.
3.
4.
B.
Glances and stares, by themselves, are not forms of interpersonal
communication; they must be accompanied by comment or conversation.
Many successful organizations use satellite-transmitted videoconferences for
interpersonal communications.
Team meetings provide opportunities to explore issues, inform others, and share
viewpoints.
Committees are a form of intra-team efforts for interpersonal communication.
Barriers to Interpersonal Communication
1.
The choice and use of words in speech and writing differs significantly between
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duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 11—Communication: Interpersonal and Organizational 5
2.
3.
4.
5.
V.
individuals. This difference greatly affects the understanding of communication
and is known as diction.
Semantics, the study of the meaning of words, is apparent in people’s
perceptions and descriptions of situations or events.
Various professions or groups create their own jargon—sometimes referred to as
shop talk.
Noise, which is interference, does not allow for understanding between sender
and receiver.
In summary, communication barriers are any roadblocks that inhibit attempts to
communicate or to reach understanding. Various types of interpersonal or faceto-face barriers are:
a. Diction and semantics—see above.
b. Jargon is similar to expressionism, i.e., “chewing the fat,” “go for it,” “just do
it,” “hit the road,” etc.
c. Expectations of familiarity—hearing what you expect to hear.
d. The source’s lack of credibility—negatively sizing up or evaluating the
sender.
e. Preconceived notions—ignoring information that conflicts with what is
“known.”
f. Differing perceptions—conflicts of social, economic, and cultural
backgrounds such as stereotyping others.
g. Conflicting nonverbal actions do not match the spoken words, and vice
versa—You say “this,” but you show “that”!
h. Emotions—tempers often interfere with reason and understanding and
cause the roles to change from sender and receiver to opponent and
adversary.
i.
Noise—see above.
ORGANIZATIONAL COMMUNICATION
A.
Formal Downward Channels
1.
2.
3.
4.
B.
Formal Horizontal Channels
1.
2.
C.
Organizational structure creates, perpetuates, and encourages formal means of
communication.
Formal elements of communication flow in definitive directions.
The chain of command typifies vertical communication.
Directives and work assignments obviously flow downward.
Teamwork and interactions exemplify lateral or horizontal efforts to communicate.
Coordinating efforts between colleagues or employees of equal rank and
authority represent this channel of communication.
Formal Upward Channels
1.
2.
Feedback from subordinate to superior is indicative of upward communication.
Status reports to inform upper levels of management are originated in the lower
or mid-range of most organizations.
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Chapter 11—Communication: Interpersonal and Organizational 6
D.
Formal Communication Networks
1.
2.
E.
The “marriage” of people to electronic communication equipment and databases
that store information is a formal network.
At the rate, pace, and direction of electronic gadgetry and miniaturization expect
desktop to laptop to wrist-top to finger-top to fingernail-top formal networking in
the future.
Informal Communication Channels
1.
2.
3.
4.
The spontaneous, quick, and natural characteristics of the communication
grapevine within an organization help and hinder the understanding of
information.
The grapevine is an unpredictable form of interpersonal and impersonal
communication.
The grapevine:
a. Penetrates security.
b. Is quick.
c. Can be traced only infrequently.
d. Has momentum.
e. Touches all.
f. Can be beneficial to management.
Common grapevine configurations are:
a. Single chain.
b. Gossip.
c. Random.
d. Cluster.
Enrichment Vignette
Workplace experts say that solving a problem with a boss at work is largely a matter of opening
lines of communication. These suggestions are offered:
1. Decide what is important to the boss. Is the bottom line getting a project done,
creating something new, or looking good for his or her boss?
2. Make an effort to match your boss’s style of communication.
3. Cool off first. Schedule a meeting at a time when you are both prepared.
4. Don’t be confrontational. Present your problem in terms of the performance of your
job.
5. Make an attempt to communicate what you want and expect from each other.
F.
Barriers to Organizational Communication (CHAPTER OUTLINE: SECTION V)
1.
There are nine barriers to organizational communication:
a. Overload means too much information.
b. Filtering can happen between various levels in the hierarchy.
c. Timing is critical.
d. Lack of trust and openness cause individuals to “clam up” and not share.
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duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 11—Communication: Interpersonal and Organizational 7
e.
f.
g.
h.
2.
VI.
The size of span of control can inhibit.
A change in management can cause a change in philosophy and style.
Rank or status may be a threat to others.
The perspective of a manager’s interpretation does not always coincide with
others.
i.
Noise from electronic devices can be troublesome.
Although all of these barriers do not occur at the same time, any number or
combination of two or more heightens poor or ineffective understanding between
organizational employees.
IMPROVEMENT OF COMMUNICATION (CHAPTER OUTLINE: SECTION VI)
A.
Responsibilities of Senders
1.
2.
3.
4.
5.
B.
Responsibility #1: Be sure of the purpose of communication—the communication
should be necessary and have specific goals.
Responsibility #2: Know the receiver—identify the receiver or receivers in order
to construct the message properly and avoid making receivers of persons who
should not be bothered by the message. Construct the message with the
receiver in mind—the sender should put himself or herself in the receiver’s
position to avoid words or references that will trigger emotions or distract the
audience from the information and understanding intended.
Responsibility #3: Select the proper medium—the medium selected depends on
who the receiver may be, the receiver’s location and environment, and the time
chosen to transmit the message.
a. The receiver may dictate a specific medium to be used.
b. Managers have two types of mediums to choose from, impersonal and
interpersonal.
1. Impersonal communication does not include face-to-face or voice-tovoice communication.
 It includes memos, directives, and written messages.
 Any communication that requires no, or a minimum of, feedback is
appropriate for the impersonal medium.
2. Interpersonal communication is face-to-face or voice-to-voice.
 It allows for immediate feedback.
 It is called for when dealing with urgent matters and matters that
require a give-and-take between sender and receiver.
Responsibility #4: The timing of the transmission also affects the sending of the
message— messages received at the last minute, long meetings, or meetings
planned for late in the day can influence communication.
Responsibility #5: Seek feedback—if the receiver does not initiate feedback the
sender needs to seek it. If the goal of communication is understanding, the
sender cannot assume the message has been understood from the silence of the
other person. Both parties are responsible for effective communication, i.e., it is
a shared responsibility.
Responsibilities of Receivers
1.
Responsibility #1: Listen actively to the sender—work at paying attention and
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Chapter 11—Communication: Interpersonal and Organizational 8
2.
3.
4.
C.
concentrate on the content of the message. Be alert!
Responsibility #2: Be sensitive to the sender—consider the sender’s feelings
when listening.
Responsibility #3: Indicate the appropriate medium—the receiver can aid the
communication process by indicating a preference for the medium to be used.
Responsibility #4: Initiate feedback—the receiver needs to take the initiative to
provide feedback that asks for clarification or acknowledges that the message
has been understood and will be acted on if action is needed.
Ten Commandments of Good Communication
The ten commandments are designed to help a manager improve his or her
communication skills with superiors, subordinates, and associates.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Seek to clarify your ideas before communicating—systematically analyze the
problem or idea to be communicated.
Examine the true purpose of each communication—identify the most important
goal of the communication and adapt language, tone, and total approach to
serve that objective.
Consider the total physical and human setting whenever you communicate—
consideration should be given to sense of timing, the physical settings, the
social climate, and customs and past practices.
Consultation with others lends additional insight and objectivity to the message
and will give it active support by the participants.
Be mindful, while you communicate, of the overtones as well as the basic
content of your message—the tone of voice, expression, and apparent
receptiveness to the responses of others all have a tremendous impact on
those to be reached by the communication.
Take the opportunity, when it arises, to convey something of help or value to
the receiver—the habit of trying to look at things from the other person’s point
of view is critical. Show empathy!
Follow up your communications—make certain every important communication
has a feedback loop so that complete understanding and appropriate action
result.
Communicate for yesterday and tomorrow as well as today—communication
must be consistent with long-range interests and goals.
Be sure your actions support your communications—the most persuasive kind
of communication is not what you say but what you do. Good supervisory
practices serve to communicate more than empty oratory.
Seek not only to be understood, but also to understand—be a good listener.
Listening demands attention to explicit meanings and implicit meanings,
unspoken words, and undertones.
SUGGESTED RESPONSES TO REVIEW QUESTIONS
1.
Why is communication so important in organizations?
The goal of organizational communication is to get information and the understanding
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duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 11—Communication: Interpersonal and Organizational 9
of the information from one person or group to another person or group.
Communication is not complete until all parties understand each other. That concept
alone is a significant determining factor for the success of the organization.
Also, the critical or key factor in measuring the effectiveness of communication is
common understanding. If common understanding exists after the communication
has happened, it can be said that effective communication has taken place.
Understanding exists when both parties involved in the communication have a mutual
agreement as to not only the information, but also the meaning of the information.
2.
What are the essential elements in any effort to communicate?
The communication process diagram should include five elements: sender, receiver,
message, medium, and feedback. The description of each component is as follows:
Sender—the initiator of the message.
Receiver—the person for whom the message is intended.
Message—the information the sender is transmitting.
Medium—the way a sender sends, verbally or in writing.
Feedback—a process either to prompt clarification or to let the sender know that the
message has been received.
Each component is interrelated. The initial sender develops the message with the
receiver in mind. In developing the message, the sender analyzes the audience to
receive the message and, in turn, selects the proper medium. The medium may be
requested by the receiver or may be dictated by the type of message. Feedback is
the means of clarification between the sender and receiver. If no feedback returns to
the original sender, the individual or group should ask for feedback in order to be
certain that understanding has taken place.
3.
What are the barriers that can interfere with interpersonal communication efforts?
a.
b.
c.
d.
e.
f.
g.
h.
i.
4.
Mitigate diction and semantic barriers through sensitivity.
Strive to use language that is common to the sender and receiver to offset
barriers of jargon.
Listen sincerely without contemptuous expectations of familiarity.
Give and show support for individuals of lesser status or credibility.
Display open-mindedness without preconceived notions.
Recognize and respect differing perceptions.
Be aware of subtle and not-so-subtle differences between verbal and nonverbal
communication.
Understand and control emotions that affect understanding.
Communicate away from the distractions of noise.
What are the major uses for downward, horizontal, and upward communication
channels?
Downward communications such as manuals, newsletters, announcements, letters,
and directives convey various kinds of information. Horizontal channels provide
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Chapter 11—Communication: Interpersonal and Organizational 10
feedback, keep people informed, coordinate activities, and keep people close through
sharing. Upward communication is typical of requests and feedback supplied through
surveys, newsletters, and different types of meetings.
5.
How does the grapevine work in organizations?
The grapevine is the informal communication system in the organization. The
grapevine is the result of social interaction in the organization. People talk about their
work, their frustrations, and their successes.
The activity on the grapevine is more a result of the situation in the work environment
than of the natural inclination of the person. When the proper environmental factors
arise, anyone can become a participant in the grapevine. These factors include a
feeling of high anxiety and insecurity; familiarity with the subject; and the possession
of new information.
The grapevine can have both positive and negative effects. The manager can use it
for feedback on the health of the organization. On the negative side is the fact that
the grapevine is not totally accurate—there can be a tendency to omit some major
pieces of information that have a bearing on accuracy. A second negative is that
rumor is often communicated on the grapevine.
6.
What are the barriers that can interfere with organizational communication efforts?
a.
b.
c.
d.
e.
f.
g.
h.
i.
7.
Information overload can be controlled by ensuring that employees receive only
the needed or necessary information and materials with minimum interference.
Flatter organizations will lessen the filtration of multiple-level corporations.
Improved equipment and streamlining of systems and processes should reduce
time problems.
Open-mindedness should offset lack of trust and the confidence that is lacking in
many companies.
Self-managed teams will slowly replace chains of command and ineffective large
spans of control.
Adaptability to change must become commonplace.
The “pecking order” of rank-and-file organizational hierarchies will succumb to
more group-related and equity-based levels of team authority.
Semantical and perceptual interpretations must be recognized, understood, and
worked out for effective organization communication.
All forms of interfering noise must be controlled and/or eliminated.
What must a sender do before attempting to communicate?
Senders must:
a. Be certain of intent.
b. Know the receiver and construct the message accordingly.
c. Select the proper medium.
d. Time the transmission.
e. Select and give feedback.
8.
What must a receiver do when entering into the communication process?
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Chapter 11—Communication: Interpersonal and Organizational 11
Receivers must:
a. Listen actively.
b. Be sensitive to the sender.
c. Indicate the appropriate medium.
d. Initiate feedback.
Also, listening commands attention. It is an active, not a passive, set of behaviors
based upon knowledge, practice, and effort.
The total process of effective
communication with understanding and clarification between all parties cannot be
accomplished unless listening is present.
INSTRUCTIONAL EXPLANATION: DISCUSSION QUESTIONS FOR CRITICAL THINKING
These thought-provoking questions are provided by the authors for each chapter as primers for
student discussion. This method of questioning ensures that the students have read the
assigned materials or content. These questions are presented to generate thinking and
discussion. They can be used as supplemental homework assignments and/or class
discussions that center on specific critical thinking issues and applications.
It is important that students are able to respond from their experiences and through their
perceptions as well as incorporate the specific course content into their reasoning, explanations,
descriptions, and individualized contributions. Most of these questions cannot be answered in a
right/wrong fashion.
Instead, student responses and/or group discussions should be
encouraged by the instructor to bring out individualized critical thinking as opposed to absolute
correct answers.
WEB 2.0 EXERCISES
Foursquare, Geolocation-Based Social Network
Foursquare is a geolocation-based social network, making a neighborhood easier to use. It is a
smartphone application that reveals user’s locations. Once downloaded, it links a person’s
Smartphone contacts, Facebook friends, and Twitter followers. Smartphone technology includes
GPS data, and proximity to cell towers.
Visit www.foursquare.com
1.
How would using Foursquare make your neighborhood easier to use?
2.
Besides retailers and restaurants, what other types of establishments in your
neighborhood could benefit from geolocation-based social networks? Give a brief
justification for each type of establishment listed.
3.
Identify a local establishment that depends on customer traffic, which you frequently
visit. Is it listed on Foursquare at foursquare.com/search? If so, is it linked to their
Twitter feeds and Facebook pages? If not, will you tell the manager about
Foursquare?
4.
Besides the business concepts already mentioned, what two or three other ideas you
would suggest for this establishment to harness Foursquare for their communication
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Chapter 11—Communication: Interpersonal and Organizational 12
efforts? (Examples might include rewards programs, games, and coupons.) For each
suggestion listed, briefly discuss how it would enhance your customer experience.
Student’s answers will vary. The answers should demonstrate a strong knowledge of the
chapters’ main objectives as they apply to Foursquare. Class discussion may be helpful in
eliciting creative responses.
SUGGESTED RESPONSES TO EXPERIENTIAL LEARNING CASE:
Spaces
Alcoa’s Open Work
1. What barriers to organizational communication are overcome by this type of working
situation?
2. What problems can arise in such an open environment?
3. What kind of workers or work might suffer in such an environment?
4. Of all of the elements described in this open environment, which one appeals to you the
more? Which ones do not appeal to you? Explain.
Because of the generic nature of the questions of this case, student responses will vary greatly.
It is important that the instructor ensure that students know many potential communication
barriers, the vast problems that may arise with open environments, and the impact upon
workers in such an environment. The instructor should encourage and lead a group or class
discussion regarding these important organizational communication issues.
ADDITIONAL CASE PROBLEMS WITH SUGGESTED ANSWERS
Memo Mumbles
Professor Ian Wilson is the chairperson of his college’s business department. His faculty
members work three basic shifts: morning, afternoon, and evening. Because of this split in work
times, Professor Wilson has decided to conduct the regular Monday faculty meeting at two
separate times—one in the early afternoon and one in the early evening. Both meetings will
have the same agenda. Professor Wilson wrote the following memo to his faculty:
MEMO
TO:
All business faculty Date 4/7
FROM:
Professor Wilson
SUBJECT: Regular monthly faculty meeting
1. Our regular meeting this month will be held in two sessions, both with the same agenda,
on Tuesday, April 27 and Thursday, April 29. The meeting on the 29th will be held at noon in
room 901. Day faculty will attend. The evening faculty will attend the meeting on the 27th at 5
P.M. in room 109. Faculty meeting agenda will follow.
2. Faculty with a preference may attend either meeting.
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Chapter 11—Communication: Interpersonal and Organizational 13
On the morning of the 27th, Wilson placed an agenda on each faculty member’s desk. At
the 5 P.M. meeting on the 27th, two faculty members arrived 20 minutes late, missing some vital
information. After the meeting, Wilson asked them why they were late. Both said that they had
waited in room 901 for ten minutes and then returned to the department office and discovered
their mistake.
After the meeting on the 29th, Professor Wilson noted that three of his faculty members had
not attended either meeting. One day, faculty member simply forgot about the meeting. (His
agenda was buried under student homework papers.) The other two members told Wilson that
they had gone to room 109 at 5 P.M. and waited twenty minutes. When the rest of the faculty
failed to appear, they went to the cafeteria to have supper. Both assumed that the meeting had
been canceled.
QUESTIONS
1.
Why did these faculty members have the problems they did?
The problem is the attempt to communicate by memo. If memos are quite common,
they may be overlooked or intentionally not read. Memos dropped on desks may get
buried. Memos posted on bulletin boards may be read in haste, and memories may
get foggy with time in regards to the contents. Follow-ups are a good idea when
memos ask for specific actions. The date on the memo (4/7) leaves too much time
between the communication and its events.
A second problem has to do with the choice of rooms. Rooms 109 and 901, coupled
with two dates so close together, were part of the problem for some faculty.
Finally, in listing the meetings, Wilson listed the later meeting (the one on the 29th)
first and the meeting for the 27th after it. Giving people a choice as to which meeting
they could attend may give some people a sense that if they miss one they can attend
the other. However, since the times are different as well as the dates, attendance at
one and only one may be the only alternative for some faculty.
2.
As department chairperson, what would you do to make sure all your faculty attended
the meetings?
One measure taken at many campuses is to take attendance and dock the pay of
those who do not make the meeting. This makes many casual readers into more
attentive readers of memos. Along with, or instead of, this measure, Wilson could
have posted the memo in a prominent place along with giving each person a copy.
Handing them out through teacher mailboxes may be better than placing them on
desks. Talking to people before the meeting and reminding them of the two times
could also help. Wording the memo in a different way in order to highlight the two
meetings with separate and distinct listings, in chronological order, could have
prevented some trouble. Finally, when preparing the agenda the times and rooms
could have been listed at the top as an additional reminder. Students may wish to be
assigned to redo the memo for greater clarity.
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Chapter 11—Communication: Interpersonal and Organizational 14
Russell’s Rush
As director of computer services in the Excel Corporation’s central office, Hal Russell is
responsible for operations that are spread over two shifts. The first shift works from 8 A.M. to 4
P.M., and Hal is present during this shift. The second shift works from 4 P.M. to midnight and is
supervised by Hal’s second in command, Marjorie Ellis.
At the beginning of her shift, Marjorie sits with Hal for about twenty to thirty minutes to
receive orders and instructions and to provide feedback about her shift’s activities. These
meetings are always informal and usually take place in the employee cafeteria over coffee. Last
Thursday’s meeting was no exception.
Hal began the meeting with a quick rundown of the latest company gossip. He then ran
down a list of the department’s achievements and shortcomings for the past few weeks, ending
with special emphasis on the quarterly statement due by 9 A.M. the next day.
“Marge, I can’t stress enough how much we are depending on you and your people tonight
to get these reports processed and printed. We ran around like crazy to get the data you’ll
need, and it should all be together in your in-basket.”
Marge’s reply was reassuring: “It shouldn’t be a problem, Hal. Bill Wong has done them
for the last two quarters. It takes him a full shift, but he always gets them out. I’m sure lucky to
have Bill on my shift. He’s on top of all the changes we’ve been getting so many of lately. When
accounting sends procedural and format changes to me, I just route them to Bill. He’s the only
one around that really understands them all, what with his strong finance and accounting
experience. They’ve gotten so complex and are so full of jargon I don’t think anyone without a
strong accounting background could interpret them. I know I can’t.
“Thanks, Marge. I know you won’t let me down. Say, look at the time. It’s almost 5:00.
Mary will kill me if I’m late tonight. Big dinner party with the boss at her place. I’ve got to run.
Anything else?”
“Well, there were a few things, but you’re in a hurry. I’ll leave you some notes. Have a
good time and say hello to Mary for me.”
Marjorie left the cafeteria and went to her desk. There was a large pile of typed pages
clipped together in her in-basket. She picked them up and went looking for Bill.
“Say, Arnold, where’s Bill?”
“Didn’t you see the note I left on your desk?”
“No. I just got to my desk a minute ago.”
“Bill called in about 4:00 to say he couldn’t make it tonight. He’s taking a personal day.
Said his brother died, and he and his wife were leaving for the funeral.”
On Friday morning, Hal Russell arrived to find several notes on his desk. The first one
began: “Hal: Didn’t want to disturb you last night, but you’re not going to believe this. Bill took a
personal day and didn’t make it in. I tried to reach him, but he had already left for his brother’s
funeral in Atlanta. I hope someone on your shift knows how to...”
QUESTIONS
1.
What communication problems can you identify in this case?
One problem stems from the fact that the shift supervisors meet away from their
desks and work area at the beginning of Marge’s shift. If they hadn’t, Marge would
have been able to talk with Bill Wong personally to try to resolve the dilemma. The
meeting in the cafeteria is informal and mixes work-related communication with
gossip.
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duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 11—Communication: Interpersonal and Organizational 15
Marge has made a mistake in having only one employee who is familiar with, and
capable of, handling important reports. She should know how they are done and
cross-train her personnel.
Marge failed to call Hal to report the problem immediately. If she had, some
alternative arrangement might have been made while the entire shift was present.
Another problem stems from the fact that they communicate face to face only at the
start of Marge’s shift. Memos are the only means available at the end of Marge’s
shift.
Students may wish to focus on the organizational barriers to communication on pages
404-407 of the text. Marge’s actions indicate that she did not view the problem with
the same urgency that Hal does. The reports had to be out by 9 A.M., an impossibility
in that Marge has left Hal with no time.
2.
What routines or procedures should be altered to prevent a similar situation from
happening?
The meetings between Hal and Marge should be more formal. They deal with
business communications and coordination of shifts. The socializing should be
reserved for after the meetings or for non-business hours.
Hal must make provisions for communications between himself and Marge when out
of the office. It is his department, and he has the primary responsibility for both shifts.
He should check with Marge or leave a number where he can be reached in an
emergency.
Marge must learn the report content and procedures and cross-train another member
of her shift to prepare them when Bill is not available. This could have been done
when Bill last prepared the reports. Bill could have taught what he does to both
Marge and another employee.
ON THE JOB VIDEO CASE SOLUTIONS: GREENSBURG KS: MANAGING
COMMUNICATION
Discussion Questions and Suggested Answers:
1. Technology played a very important role in maintaining communication during the early
days of recovery following the destruction of the community. How can texting and email
improve communication over face-to-face interactions? How can texting and email result
in misunderstanding?
2. Many businesses have no contingency plans for maintaining communication if affected
by a disaster. If you were the CEO of a firm, what lessons could you take from what
happened in the Greensburg school system, and what might you do to be prepared in
case a similar situation affected your form’s facilities and people?
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duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 11—Communication: Interpersonal and Organizational 16
3. Firms with contingency plans to deal with disasters often include selecting a meeting
place where survivors can gather. That did not exist in Greensburg after the town was
destroyed. Based on the chapters’ concepts, why would such a gathering place be
especially important in the early hours following a disaster?
The student answers to these questions will vary greatly. Similar to the critical thinking
questions provided throughout the text, these questions allow students the opportunity to think
in a broad, creative sense with many variables or choices for response. It is important that the
instructor encourage the students to “back up” or support their answers with specific subject
content from the text as well as provide a rational/logical approach to their comments.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or
duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 11—Communication: Interpersonal and Organizational 17
TEAM ACTIVITY
People are often communicating even when they do not intend to do so. They may be
communicating something about themselves—and the message may not really be truthful.
Nonverbals (facial expressions, the extent to which you stand erect, the inflection and tone of
your voice, etc.) may be telling the world that you are a loser or a decisive take-charge type of
person.
Within each team, discuss the observations of various team members in regards to how people
communicate such messages. For example, have any of the team members gone into a
business and immediately identified who was in charge even if there was no nametag or
difference in terms of what people wore? Discuss the implications of such communication.
BIZ FLIX VIDEO CASE
Video Case: Friday Night Lights (I)
Video Case Synopsis
According to VideoHound’s Golden Movie Retriever, the Odessa, Texas, passion for Friday
night high school football (Permian High Panthers) comes through clearly in this cinematic
treatment of H. G. (Buzz) Bissinger’s well-regarded book of the same title. Coach Gary Gaines
(Billy Bob Thornton) leads them to the 1988 semifinals where they must compete against a
team of much larger players. Fast-moving pace in the football sequences and a slower pace in
the serious, introspective sequences give this film many fine moments.
This sequence, which is a compilation of various scenes, begins with a shot of Coach
Gaines and the team gathered around him during the half-time break. He starts his speech to
the team by saying, “Well, it’s real simple. You got two more quarters and that’s it.” It ends after
Gaines says, “Boys, my heart is full. My heart’s full.”
Video Case Discussion Questions and Suggested Answers
In what ways does this scene provide an example of the communication process? Draw
examples from his speech to support your conclusions.
Coach Gaines, the sender, transmits his inspirational message by using the right medium—
face-to-face speaking—at a crucial moment. Students should also note that the facial
expressions and body language of the football players and assistant coaches provides
nonverbal feedback that confirms they are receiving the message. The communication process
has been effective and is complete.
How would you describe the communication channel shown in this scene? Explain your answer.
Coach Gaines is the leader of this organization, and he is speaking to the team in an official
capacity. He is conveying information, but also explaining what their goal is, what they need to
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duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 11—Communication: Interpersonal and Organizational 18
do to achieve it, why it’s significant, and what the results may be. Thus, this is a formal
downward channel of communication.
What details from this video clip lead you to believe that Coach Gaines understands the
responsibilities of a message sender?
He is clear about what he wants to communicate, and he has constructed the message in a way
that the players (the receivers) can best receive it. He has waited until a crucial moment during
the big game, and selected the right channel—face-to-face verbal communication—to deliver
the message. As he speaks, he looks around the room for feedback.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or
duplicated, or posted to a publicly accessible website, in whole or in part.