THE RELATIONSHIP OF NON-VERBAL COMMUNICATION CUES AND STUDENT
SATISFACTION
INSTITUT PENGURUSAN PENYELIDIKAN
UNIVERSITI TEKNOLOGI MARA
40450 SHAH ALAM, SELANGOR
MALAYSIA
BY:
SARAH SABIR AHMAD
FARAH MERICAN ISAHAK MERICAN
INTAN NAZRENEE AHMAD
ROSLIZA MD ZANI
DECEMBER 2010
COPYRIGHT © UiTM
THE RELATIONSHIP OF NON-VERBAL COMMUNICATION CUES AND STUDENT
SATISFACTION
DISEDIAKAN OLEH:
SARAH SABIR AHMAD
FARAH MERICAN ISAHAK MERICAN
INTAN NAZRENEE AHMAD
ROSLIZA MD ZANI
DECEMBER 2010
COPYRIGHT © UiTM
Tarikh
No. Fail Projek
:
:
20 Disember 2009
Penolong Naib Canselor (Penyelidikan)
Institut Pengurusan Penyelidikan (RMI)
UiTM, Shah Alam
Tuan,
LAPORAN AKHIR PENYELIDIKAN 'THE RELATIONSHIP OF NON-VERBAL
COMMUNICATION CUES AND STUDENT SATISFACTION’
Merujuk kepada perkara di atas, bersama-sama ini disertakan 2 (dua) naskah
Laporan Akhir Penyelidikan bertajuk 'The Relationship of Non-Verbal
Communication Cues and Student Satisfaction’ oleh kumpulan Penyelidik dari
Fakulti Pengurusan Perniagaan UiTM Kedah untuk makluman pihak tuan.
Sekian, terima kasih.
Yang benar,
SARAH SABIR AHMAD
Ketua
Projek Penyelidikan
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KUMPULAN PENYELIDIK
SARAH SABIR AHMAD
KETUA PROJEK
……………………………………………………………………………………………..
Tandatangan
FARAH MERICAN ISAHAK MERICAN
Ahli
……………………………………………………………………………………………………
Tandatangan
INTAN NAZRENEE AHMAD
Ahli
……………………………………………………………………………………………………
Tandatangan
ROSLIZA MD ZANI
Ahli
……………………………………………………………………………………………………
Tandatangan
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ACKNOWLEDGEMENT
Praises to Al-Mighty Allah for His Blessings. First and foremost, we wish to
acknowledge our deepest gratitude to everyone that has been involve directly or
indirectly in the process of completing this research especially the proposal presentation
panel; P.M Dr Zaliha Hj Hussin, Dr Mahadzir Ismail, Dr Kor Liew Kee and not
forgetting the Deputy Bursary who approved our research grant En Md Noor Rashidi Che
Nor.
We would also like to thank the respondents of this present study as without them,
the results of this study would never have been achieved. Our special thanks also for all
the lecturers and staff of UiTM Kedah who have helped us in completing this present
study.
Lastly, our sincere gratitude goes to all of you for being understanding and
lending us help to assist us to complete this present study.
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TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT
i
TABLE OF CONTENTS
ii
LIST OF TABLES
v
LIST OF FIGURES
v
ABSTRACT
vi
ABSTRAK
vii
Chapter 1: INTRODUCTION
1.1
Introduction
1
1.2
Problem Statement
2
1.3
Research Questions
3
1.4
Research Objectives
3
1.5
Significance of the Study
4
1.6
Scope of the Study
4
1.7
Definition of Main Variables
4
Chapter 2: LITERATURE REVIEW
2.1
Introduction
6
2.2
Customer Satisfaction in Service Encounters
6
2.3
Non-Verbal Communication
7
2.3.1
Kinesics
11
2.3.2
Paralanguage
13
2.3.3
Proxemics
16
2.3.4
Physical Appearance
18
2.4
Theoretical framework
20
2.5
Hypotheses
20
Chapter 3: RESEARCH METHODOLOGY
3.1
Introduction
22
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3.2
Sample and Population
22
3.3
Data Collection Method
22
3.4
Data Analysis Procedures
23
Chapter 4: RESULTS OF THE STUDY
4.1
Introduction
26
4.2
Profile of the Respondents
26
4.3
Descriptive Analysis
27
4.4
Correlation Analysis
29
4.5
Regression Analysis
30
4.5.1
Test for Each Independent Variable to
Student Satisfaction
4.6
Summary
30
30
Chapter 5: DISCUSSION AND CONCLUSION
5.1
Introduction
33
5.2
Recapitulation of Study
33
5.3
Discussion
34
5.3.1
The Relationship of Non-Verbal Communication
Cues to Student Satisfaction
5.4
34
Implication of the Study
35
5.4.1
Theoretical Implication
35
5.4.2
Managerial Implication
36
5.5
Limitations of the Study
38
5.6
Suggestions for future research
38
5.7
Conclusion
39
REFERENCE
41
APPENDIX A:
Questionnaire
46
APPENDIX B:
SPSS Output
50
BI
Frequencies
50
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BII
Descriptive Statistics
52
BIII
Correlation Analysis
53
BIV
Regression Analyses
54
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LIST OF TABLES
Page
Table 4.1
Respondents Profile
28
Table 4.2
Descriptive Analysis
29
Table 4.3
Pearson Correlation Results
29
Table 4.4
Regression Analysis
31
Table 4.5
Summary of Hypotheses
32
LIST OF FIGURE
Figure 2.1
Research Model
20
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ABSTRACT
Students’ satisfaction has become an essence of success in today’s highly competitive
world. In service industry specifically the education industry, communication is vital to
determine students’ satisfaction. Past researches indicated that, most meaning of
conversational messages comes from non-verbal communication. Therefore, this study
intended to examine the relationship of non-verbal communication cues to students’
satisfaction. A total of 330 respondents were sampled from all around UiTM Kedah.
They were evaluated on their perception on lecturers’ non-verbal communication
behavior that would lead to their satisfaction to the services provided. The results of the
study illustrate that three of the non-verbal communication cues were significant and
positively related to students’ satisfaction. Kinesics and paralanguage was rated as among
the non-verbal communication cues that provided the most impact on students’
satisfaction. However the result also indicated that there was no significant relationship
between physical appearances of the lecturers to the students’ satisfaction. Overall,
students’ in UiTM Kedah are fairly satisfied with the non-verbal communication cues of
the lecturers. The present study caters for a wide spectrum of students and development
professionals, especially those who are interested in non-verbal communication related
issues. It is highly hoped that the information gleaned from the present study may assist
all service employees specifically in understanding better, the importance of non-verbal
communication and its effects on students’ satisfaction.
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ABSTRAK
Kepuasan pelajar adalah menjadi intipati utama bagi kejayaan industri pendidikan yang
kini semakin kompetitif. Sehubungan itu, komunikasi yang efektif adalah penting dalam
menentukan pelajar mendapat kepuasan yang maksima dalam proses pembelajaran
mereka. Kajian terdahulu menunjukkan bahawa maksud sesuatu mesej akan lebih
bermakna melalui komunikasi bukan lisan. Oleh yang demikian, kajian ini akan mengkaji
hubungan di antara komunikasi bukan lisan dengan kepuasan pelajar. Seramai 330
responden yang terdiri daripada pelajar-pelajar UiTM Kedah telah dijadikan sampel
kajian. Mereka dinilai berdasarkan persepsi mereka terhadap komunikasi bukan lisan
pensyarah yang memberi impak terhadap kepuasan mereka terhadap perkhidmatan
pendidikan yang diterima. Hasil kajian menunjukkan tiga daripada lima jenis-jenis
komunikasi bukan lisan adalah signifikan dan mempunyai hubungan positif tehadap
kepuasan pelajar. Kinesik dan paralinguistik dinyatakan sebagai faktor utama yang
menjadi pemangkin kepada kepuasan pelajar. Di samping itu, hasil kajian ini
menunjukkan tiada hubungan yang signifikan di antara perihal fizikal (physical
appearances) pensyarah terhadap kepuasan pelajar. Secara keseluruhannya, pelajarpelajar di UiTM Kedah berpuas hati terhadap komunikasi bukan lisan yang diekspresikan
oleh para pensyarah. Kajian ini juga sesuai untuk pelbagai golongan pelajar dan
professional terutamanya kepada mereka yang berminat dalam isu yang berkaitan
komunikasi bukan lisan. Adalah diharapkan informasi yang diperolehi daripada kajian ini
dapat membantu para pekerja yang terlibat dalam industri perkhidmatan terutamanya
industri pendidikan memahami kepentingan komunikasi bukan lisan dan kesannya
terhadap kepuasan pelajar.
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Chapter 1
INTRODUCTION
1.1 Introduction
Even as early as 1938, Chester Barnard had emphasized the central role of
communication in an organization. He asserted that the first executive function was
the development and maintenance of a communication system (Barnard, 1938). Not so
long ago, Smith (1985), chairman of General Motors, mentioned that “communication
should be treated with as much thoughtful planning and attention to detail as quality,
finance, service, engineering and manufacturing.”
However, at the applied level, communication is seldom recognized as an
important managerial function despite empirical evidence that good communication
contributes to organizational effectiveness. As Greenbaum (1974) pointed out, most
organizations fail to specify their communication policies, let alone designate
executive positions to administer overall communication systems.
By having an excellent communication system, students who are the customers
of an education organization, will be satisfied with what they have received while
dealing with the organization. Customer need to be satisfied in every single way,
namely the quality of product and the service they obtain executing transaction with
the organization. Customer satisfaction is determined by the overall feeling or attitude
a person has about a product or service after it has been purchased or experienced. In
addition, customers are engaged in a constant process of evaluating the things or
services they obtain (Fournier & Mick, 1999).
In the education industry specifically, communication is vital to determine the
satisfaction of the customers who are mainly the students and this will lead to the
success or failure of an organization. But organization should be aware that
communication is not only verbally but much more beyond that. Studies have been
carried out and it was concluded that 65% of the meaning of conversational messages
comes from non-verbal cues, leaving only 35% to verbal communication (Philpot,
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1983). Thus, such information will provide the basis for improvement in
communication skills and contribute to make difference.
The education industry, no different from other service industry, has grown
rapidly parallel with the increase of the country at the local and international level. In
the case of Malaysia, education-related receipts have soared from RM 8.5 billion in
1998 to RM 26.2 billion in 2002 (Ministry of Finance, 2002). The importance of
education industry is further associated with its substantial contribution to the nation‟s
GDP. In 2003, of the 56.7 percent contribution made by the service sector, the
education industry alone contributed about 14.6 percent (Ministry of Finance, 2004).
Since the education industry is labor intensive, its dependence on human resource is
higher than other industries (Mullins, 1992).
In today‟s competitive business environment demands organizations that are
able to provide distinctive products and services. Given the significant contribution
made by the service sector to the world‟s economy, the provision of value-added
services to customers who are students in this study‟s context becomes crucial. Thus,
it shows the importance of fulfilling the customers‟ needs as it will help enhance the
organization as a whole.
1.2 Problem Statement
In today‟s era, as we are aware, customers‟ plays an enormous role in
determining the success or failure of an organization. Customer satisfaction has be a
hot topic being discussed since the emerging of the service industry. Specifically in
the education industry, students are the major customers and their needs are to be
fulfilled. Factors contributing to customer satisfaction have been fairly identified and
communication has been proven to be an indicator to increase customer satisfaction.
Although the verbal communication in service industry and its effects on
customer satisfaction has been investigated widely, the nonverbal aspects and its
effects on customer satisfaction in service industry mainly education remained
virtually unexplored in the marketing literature. The services characterized by
considerable interpersonal contact are likely to benefit greatly from an investigation of
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the role of nonverbal communication on students‟ evaluations of service experiences.
But not much research has been done on lecturers‟ nonverbal behavior despite its
importance to customer satisfaction.
In Malaysian context specifically, no research has been done to identify the
relationship of non-verbal communication and its effect on customer satisfaction. In
addition, gender differences have been explored in the West and how both genders
perceive differently on the non-verbal communication of service employees has been
identified. But, no research was done in the Malaysian context. Thus, with this in mind
it is vital to explore the importance of service employees‟ who are the lecturers in the
context of this study nonverbal communication behavior during service interactions to
provide better satisfaction to the students especially in the Malaysian context.
1.3 Research Question
There are a few research questions that we imposed in the present study. The research
questions are:
1. Is there any relationship between each of the non-verbal communication cues
and student satisfaction?
2. Which non-verbal communication cues is the most dominant to student
satisfaction?
1.4 Research Objective
A few objectives of the present study are listed here:
1. To identify whether there is a relationship between each of the non-verbal
communication cues and student satisfaction.
2. To identify which non-verbal communication cues is the most dominant to
student satisfaction.
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1.5 Significance of the Study
The present study is an applied research carries out with the intention of applying the
result of its finding to determine the factors that are related to student satisfaction
currently being experienced in service firms, mainly is the education industry. This
present study is significant in providing valuable insights in terms of theoretical and
managerial implication for the benefits of the education industry as well as offering
useful guidance for the future study in similar service industry topic. From the
literature point, the present study will examine on the relationship between non-verbal
communication cues and student satisfaction to support the results of past marketing
literature. In the Malaysian context, we could hardly find scientific studies that
examined the non-verbal communication of lecturers. Thus, the present study and its
findings will be the basis for future research.
1.6 Scope of the Study
The organization being studied covers Universiti Teknologi Mara (UiTM) in Kedah.
The individual being studied are lecturers of this university. The students are those
who have experience studying in UiTM in Kedah. They are from various demographic
characteristics such as ages, genders, education background and family background.
The topic being studied in the present study is the students‟ satisfaction on non-verbal
communication behaviors provided by the lecturers of UiTM Kedah.
1.7 Definition of Main Variables
There are a few main terms used in the present study. There are non-verbal
communication which includes kinesics, paralanguage, proxemics and physical
appearance, customer satisfaction as well and gender.
1. Non- verbal communication
Words are involve but no speaking takes place; involve only gestures and appearance;
conveys non-linguistic messages (Tubbs & Moss, 2000).
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i. Kinesics
Kinesics, also known as body movements, serves as important vehicles for nonverbal
communication. In particular, body orientation (e.g. relaxed, open posture), eye
contact, nodding, hand shaking, and smiling are all powerful nonverbal signals in
interpersonal interactions.
ii. Paralanguage
While verbal statements can convey states of being, listeners use paralinguistic cues,
such as vocal pitch, vocal loudness or amplitude, pitch variation, pauses, and fluency,
to perceive the exact state of being.
iii. Proxemics
Proxemics refers to the distance and relative postures of the interactants. An
element of proxemics that is highly relevant in service interactions is touch.
iv. Physical appearance
An element of physical appearance that is particularly relevant to the service situation
is physical attractiveness. Physical appearance includes dress code, hair do,
friendliness, easily approachable and many more.
2. Customer satisfaction
Customer‟s evaluation on the performance of product or service attributes compared to
the customer‟s expectation. It is a retrospective evaluation of a customer‟s experience
(Fournier & Mick, 1999). In this study‟s context students of UiTM Kedah who have
experience studying in the respective university are the customers.
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Chapter 2
LITERATURE REVIEW
2.1 Introduction
This chapter reviews the relevant literature that forms the basis of the present study. It
constitutes a review of the past literature on all variables; non-verbal communication
cues, customer satisfaction and gender. Finally, this chapter depicts the theoretical
framework of the present study and the formulation of hypotheses.
2.2 Customer Satisfaction in Service Encounters
The importance of service encounters for the purpose of creating and maintaining
good relationships between service firms and their customers has been widely
recognized (Czepiel, 1990; Gummesson, 1995). Perceptions of service encounters are
important elements of customer satisfaction, perceptions of quality and long-term
loyalty (Brown et al., 1994).
The significance of maintaining current customers and attracting new ones is
of great importance in marketing. Literature demonstrates that equal importance
should be placed on maintaining current customers as well as “recruiting” new ones.
An important element for keeping current customers is to demonstrate true
commitment when a service failure occurs (McCole, 2004).
It is commonly known that employees‟ display of affective characteristics,
such as friendliness, responsiveness, and enthusiasm, positively influences customers‟
overall evaluation of service consumption experiences and perceptions of service
quality. Further, we are aware that employees‟ verbal behavior during an encounter
(such as words of greeting and courtesy) affect customer perceptions of employee
friendliness and consequently enhance the perceived quality of the service interaction
(Elizur, 1987).
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At the heart of any evaluative process is the consumers‟ perception of the
service received. Underlying the evaluation of any human exchange is a complex
language of behaviors, which communicate meaning and provide a message on which
evaluations are based. This language is non-verbal and part of everyday social
behavior and, therefore, also a component of every interpersonal service encounters
(Tubbs & Moss, 2000).
2.3 Non-Verbal Communication
Francis Bacon once said, “Knowledge and human power are synonymous.”
Knowledge is a result of the patterning of perceived information, and communication
of information is perhaps the most distinctive and the single most important human
activity. Through communication, culture shapes the structure of human thought and
behavior. The way we experience the world can be said to be in many ways molded by
communication.
A non-verbal communication is one that communicates without word. Nonverbal messages are an important part of the communication process because they
provide added information the receiver can use in interpreting what is said. The extra
information can add to or detract from the meaning of a message (Krizan et. al., 2005).
Non-verbal communication is composed of the messages we send without or in
addition to words. These messages have a strong impact on us as receivers. Often,
action speaks so loudly that they drown out spoken words. This happens because we
use non-verbal communication symbols as a means to determine what sender really
feels and the degree of importance the sender attach to the message and to us (Means,
2004).
Means (2004) also said that spoken or written symbols make up of verbal part
of a message and are accompanied by non-verbal symbols. However, a non-verbal
message may not have a verbal counterpart. Nonverbal symbols which include body
language, appearance, touch, space, time and voice exist in written and oral
communication as well as in the environment. Research indicates that when verbal and
non-verbal symbols conflict, the receiver usually believes the non-verbal messages.
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An analysis of interpersonal communication is incomplete without considering
beyond the mere use of language alone, for communication is not conducted entirely
in words. Meaning is encoded in and transmitted by virtually every human behavior.
The meaning of any verbal communication is not to be found either in the words or the
accompanying actions, but rather in the relationship of each to the other, and both in
the context on the situation in which they occur (Means, 2004).
One of the vital functions of non-verbal communication is to provide
information or what Bateson (1980), in his book, Mind and Nature: A Necessity Unity
refers to as “news of difference”. Non-verbal communication increases the potential
for conducting this “news of difference” by directly offering information for
comparing the spoken words with the speaker‟s state of mind and experience. Nonverbal communication thus becomes a yardstick against which words and intentions
are measured.
Most
successful
executives
favor
verbal
rather
written
modes
of
communication because it enables them to read body language and tone of voice, that
is, to utilize non-verbal channel simultaneously. Many studies have pointed to the
need for successful managers to be skilled in interpersonal relation because the ability
to motivate others, to resolve conflict and to promote cooperation in an integral part of
successful performance at that level of responsibility and function.
How can knowledge of the non-verbal communication cues enhance business
success? It is through comparing non-verbal communication to other modes of
communication. There are eight features of media which can be compared and
selected for maximum effectiveness according to purpose. These features are:
1. The senses of stimulate
2. The opportunity for feedback
3. Control of pace
4. Message codes
5. Multiplicative power
6. Power to preserve message
7. Power to overcome selectivity
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8. Power to meet specialized means
In terms of these criteria, face-to-face communication, which is heavily
weighted with non-verbal information, stimulates the greatest number of senses, and
provides more complete information than any other mode. It provides opportunity for
rapid feedback and for control of pace; it offers a multiplicity of message codes (in
face-to-face communication, a high proportion of all information is non-verbal and is
communicated on many levels in many ways); it provides the power to overcome
selectivity (the interactants cannot change the communication channel), and it has the
power to meet specialized needs. The only deficiencies seen in this comparison are the
power to preserve the message and to replace it. However, these are probably less
potent factors in motivating, persuading, or influencing people toward a specific
desired outcome.
Past research in sociology and communication indicated that individuals learn
from early childhood how to use nonverbal behavioral signals as a communication
vehicle (Palmer & Simmons, 1995). In fact, the manner in which individuals learn to
communicate nonverbally is similar to how they learn a vocal language. Once having
learned to communicate nonverbally, individuals consciously and unconsciously
integrate nonverbal cues into conversations, using them to convey specific social
meanings such as intimacy, immediacy, involvement, and dominance (Burgoon,
1991).
An examination of past research focusing on nonverbal communication in the
sociology, psychology and communication fields helps us to understand better how
service customers are likely to process employees‟ nonverbal communication.
Advocated to explain the interpersonal communication process within the psychology
literature, the modified Brunswickian lens model suggests that a sender‟s emotional
status and other traits are externalized or expressed in distal indicator cues (i.e.,
characteristics of the sender‟s nonverbal behavior) (Scherer, 1982; Burgoon et al.,
1990).
The receiver, following his or her observation and internalization of the cues,
makes an attribution about the nature of the sender‟s traits or states, such as
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competence, composure, or persuasiveness. This model indicates that during the
communication process, individuals process nonverbal cues in conjunction with the
accompanying verbal message. Indeed, listeners (or customers) are likely to attend to
and elaborate on the nonverbal cues before actually comprehending the verbal
communication.
According to Cicca et al. (2003), nonverbal communication had been
considered theoretically from a variety of perspectives. The relational perspective
suggests that meaning construction between interactants provides the context for
interpersonal communication. In other words, when we meet others interpersonally,
our primary task is to communicate who we are, particularly our attitudes toward
relevant objects in the environment. Interactants infer similarity to their partner from
both verbal and nonverbal cues. If similarity is detected, it is experienced as
reinforcement to our own attitudes and often results in increased interpersonal
attraction (i.e., making friends, gaining acceptance).
Further, people have perceptual filters for relationship building, particularly for
physical appearance cues. These filters help us reduce uncertainty about the other and
reassure us that this person is "like me" or "acceptable to me." We thus monitor our
communication partner's nonverbal cues to be sure that this is someone with whom a
relationship is possible. Clearly, not every interaction evolves into a relationship, yet
humans retain the need to be liked and included by their peers.
Further theoretical focus has delved into the outcomes of unexpected or a
typical nonverbal behavior. Expectancy violations theory suggests that people hold
expectations for what is typical of interaction (nonverbally). These expectations are
grounded in culture, relationship, and situational parameters. When an interactant
broaches those expectations, it prompts arousal in the communication partner and
focuses attention on the violation. If the violator holds greater reward valence (e.g.,
well-liked, physically attractive, powerful), the decoder will be more likely to accept
the violation without consequence (i.e., communication continues). However, if the
violator holds less potential reward for the decoder (e.g., stranger), some type of
compensation would be expected by the communication partner. For example, in the
case of a space violation it could mean moving away or even mentally derogating that
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violator. In any case, breaches of nonverbal behavior are taken seriously by
interactants and accumulate to account for a great deal of impression formation (Cicca
et. al., 2003).
Given this theory of expectancy violations, it becomes apparent why
employees who have nonverbal communication deficits are not accepted by their
peers. They have difficulty receiving and decoding nonverbal behaviors and, therefore,
are unable to adjust their own nonverbal behavior accordingly. Because the
communication partner's expectations were not met and behavioral adjustments were
not made, the communication partner is likely to exit the conversation.
2.3.1 Kinesics
The first communication cue is kinesics that measures the body movement is a vital
cue in a non-verbal communication. Although each body movement probably does not
have its own unique meaning, several body movements tend to convey similar
meaning. For instance, research suggests that the cues of casual smiling, light laughter,
forward body lean, open body posture, and frequent eye contact are perceived as
conveying intimacy and non-dominance – the characteristics commonly associated
with friendliness and courtesy. On the other hand, kinesics such as stoic facial
expressions, either staring or avoiding eye contact, backward lean of body, and closed
body posture are perceived as conveying dominance, unfriendliness, and emotional
distance (Burgoon et al., 1990; Mehrabian & Williams, 1969).
Research has shown that eye contact, as a certain aspect of kinesics, is
particularly important with respect to its effect on perceptions and interpersonal
relations. While perceptions of a communicator‟s credibility become more favorable
with more frequent and appropriately longer eye contact, perceptions of distrust
increase with the absence of eye contact (Hemsley & Doob, 1978). Further, eye
contact has been linked to increased likeability, believability (Beebe, 1980), and
satisfaction (Ketrow & Perkins, 1986). A study focusing on the role of nonverbal cues
in banking service transactions found that a greater usage of eye contact by bank
tellers resulted in higher customer satisfaction with the service provider and with the
service firm (Ketrow & Perkins, 1986).
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Ruben (1988) in his book Communication and Human Behavior said that
movement of body, head, arms, legs or feet termed kinesics plays an important role in
nonverbal communication. Gestures, as well as other cues, may either be purposeful;
messages which are intended to achieve a particular purpose, or incidental and
unintended. Some gesture are used as substitutes and complements for language, such
as when, upon being asked a question, we shake our head back and forth while saying
“no”. In other instances we use gestures in place of words. A shrug of the shoulders,
for instance, is used to indicate confusion or uncertainty and a frown with slow
horizontal back-and-forth motion of head to indicate frustration or annoyance.
Means (2004) suggested that body language include facial expression and body
gestures. Interpreting body language is surprisingly complex, because a single motion
can have many different meaning. For instants, a frown shows negative feelings and a
smile shows happy feelings. On top of that, eye provides most revealing facial
expression such as excitement, boredom, concentration and confidence. Proper eye
contact would show friendliness and interest. Besides, Means (2004) also said that a
gesture is the use of arms and hands to express ideas or feelings.
In service situations where customers typically have encounters with different
employees, they are likely to have a lasting impression that the firm and its employees
are customer-oriented if those employees greet the customers with a smile. If the
service employee‟s smile is accompanied by eye contact, the impact is even greater.
While smiling will create the perceptions of warmth and friendliness, employees‟ eye
contact will give the impression that they are sincere about their interest in their
customers. As an example, airlines typically have their crew greet customers while
boarding and unboarding the aircraft. It is imperative for employees to smile at and
have eye contact with each customer (Sundram & Webster, 2000).
The display of interpersonal warmth (i.e. showing interest in and acceptance
and approval of other people) is logically associated with service employees. It is
particularly important for service employees to show warmth toward customers
because such behavior serves as the basis for building satisfying relationships.
Although interpersonal warmth can be communicated via both verbal and nonverbal
cues, studies in clinical psychology note that warmth is more effectively
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communicated through nonverbal channels. In an investigation of a variety of vocal
and kinesics nonverbal cues, smiling emerged as the most effective indicator of
interpersonal warmth (Bayes, 1972).
Tubbs and Moss (2000) in their book proposed that human face is so mobile
that it can effortlessly register boredom, surprise, affection, and disapproval, one after
another in a few seconds. They suggested further that we constantly read expressions
from people‟s faces. In fact, facial cues are the most important source of nonverbal
communication. Morreale et al., (2001) said that kinesics focuses on how people
communicate through movement and postures, gestures and the face and eyes. They
also said that the six basic and universal emotions people display facially are anger,
fear, disgust, surprise, happiness and sadness.
Kinesics typically includes facial expression particularly eyebrows, forehead,
eyes, mouth, postures and gestures. Thus, hand movements, a surprised stare, drooping
shoulders, a knowing smile, and a tilt of the head are all part of kinesics (Gamble &
Gamble, 2002). Thill and Bovee (2001) said that face is the primary site for expressing
a person‟s emotions; it reveals both the type and the intensity of the person‟s feelings.
Eyes are especially effective for indicating attention and interest, influencing others,
regulating interaction and establishing dominance. In fact, eye contact is so important
that even when word sent are positive, averting gaze can lead the audience to perceive
a negative one.
Sundram and Webster (2000) said that in all service situations, the use of
frequent eye contact accompanied by other complementary nonverbal cues will help
enhance perceptions of trust, believability, and sincerity. On the other hand, service
employees should never use nonverbal cues that communicate dominance, unconcern,
and superiority, such as scant or piercing eye contact, finger pointing, and closed body
posture as it will lead to dissatisfaction of customer to the services provided.
2.3.2 Paralanguage
The second communication cue is paralanguage that is an indication for vocal tones
that is use in communication show different interpretation when construed. For
example, a communicator might use a verbal statement to convey confidence, e.g., “I
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