Communicating Effectively in the Workplace - Coursework Example

Communicating Effectively: Workplace Introduction The communication process is a foundational element of not only interpersonal relations, but also essential to the structure of society. Not only is effective communication in developing adequate relationships but it is also a critical element in the work environment. Hybels & Weaver (2006, p. 5) state that, “In a survey sent to 1000 personnel managers, the managers listed oral communication and listening as the most important skills for gaining employment.” This essay considers the nature of effective communication from the perspective of personal experiences and future scenarios in terms of the workplace environment. In examining effective communication is this context, the essay investigates effective communication in these scenarios by (I) explaining the principles and misconceptions in effective interpersonal communications; (II) developing strategies for active, critical, and empathic listening; (III) understand the impact of gender and culture on interpersonal communications. I. Explain the principles and misconceptions in effective interpersonal communications. Communicating is accomplished through a number of wide-ranging techniques. While situations and types of language will differ greatly, effective attention in communicating goes beyond merely listening techniques. When responding the speaker must speak clearly and directly, using language suitable for the conversation, to indicate that they have properly processed the information the patient has relayed. Communicators are able to strategically and competently relate to the individual and adapt the conversation to better convey the message they are attempting to impart. Great listeners are often charismatic and funny – interesting people to listen to – as successful connections are only developed through both the active participation of both discourse participants. Perkins and Fogarty (2009) outline efficient response techniques that should be adopted by effective communicators. They offer three structured responses that include asking questions, listening non-judgmentally, and paraphrasing. Asking questions demonstrates to the speaker that one has been actively engaged in what they have been saying. In communicating it’s important for the communicators to initially ask questions as a means of understanding. Perkins and Fogarty (2009, Web) state, “In order to be a good active communicator, you need to make sure that you ask questions honestly and sincerely. And that the intent behind questioning is to understand rather than advise, criticize, or pry (the prosecuting attorney approach). Through this process, the person will also understand their own thinking by fostering decision-making and planning skills.” Perkins and Fogarty (2009) offer a checklist of items an individual can consult when determining if they are engaging in effective communicating. These include: not making assumptions, checking one’s tone for sincerity, clarifying specific points, asking open-ended questions, showing interest in the conversation, and not giving advice until one is asked. Indeed, it seems that such communicating characteristics have been deemed by most researchers as core assumptions of effective communication. While the majority of communicating is successfully accomplished through the conscious participation and interest on the part of the communicators, there are a number of misconceptions that researchers have identified that the communicators must consider when engaging in the communication process. An article titled ‘What is Active Listening?’ (NJGROUP, Web) outlines a number of barriers to active listening that occur in both the speaker and listener. The article (NJGROUP, Web) states, “Your own past experience can leave “emotional cotton” in your ears. This can cause you to misinterpret what someone is saying based on your own personal experience—not theirs.” In communication one of the most pertinent barriers for the communicator to avoid is confirmation bias. In these instances, the communicator has preconceived notions and proceeds to construct a perspective based on these perceptions. A clear example of this occurs in investigative proceedings when detectives have supporting evidence that indicates that the suspect potentially committed a crime. While the investigative officer is actively engaged in the listening process, their attention is distorted by this supplementary information. In counseling this occurs through more subtle means as therapists might attribute a patient’s anorexic behavior to a desire to appear thinner. Rather than actively engaging the client in determining the underlining causes of their dysfunction then, the therapist uses the counseling sessions as a means of developing a paradigm that supports their initial assumptions of the patient’s actions. II. Develop strategies for active, critical, and empathic listening. Founded by Thomas Gordon (1977) in his work Leader Effectiveness Training active listening is the process wherein in specified discourse the listener engages in the heightened and self-conscious listening of the speaker as a means of achieving more effective means of understanding. While active listening research has been conducted throughout a wide spectrum of communication -- including parent-child, nurse-patient, and manager-employee – it is a highly viable element in the counseling process. Skilled therapists learn to listen to messages without distorting or over-interpreting them. This essay examines active listening through an analysis of foundational elements of attention, understanding, and response. One of the key components of active listening is attention. This occurs both on the cognitive level as the listener must actively become engaged in the speaker’s explanations, but also on the physical level as the listener must display the appropriate body language indicating they receptive to the patient’s discussion. Effective attention in active listening embodies a number of positive traits that emerge when they relate to fellow human beings. In ‘The Art of Active Listening’ (Bryant 2009) details a number of means by which the listener should demonstrate heightened levels of attention. Bryant argues that a foundational element of active listening is the active interest the listener takes an interest in the speaker. One of the most effective means of demonstrating this interest is through body language. It’s important they look at the person’s eyes as it indicates that one is intent and engaged. It’s necessary for the listener to demonstrate appropriate posture by sitting up, perhaps slightly forward, and with their hands folded. It’s important to note that the presentation of attention being made is nearly as necessary as actually paying attention, as the speaker must be aware that their thoughts and ideas are welcome. For instance, one case study discusses an instance of a therapist whose method of listening was to close his eyes. While the therapist felt that it allowed him greater ability to concentrate and visualize the patient’s problems, it oftentimes had the reverse effect of alienating the patient as they literally interpreted the counselor’s actions as indicating boredom or impatience which subsequently caused them to alter their explanations. (Jacobson 1994) Empathic listening involves a significant amount of empathizing on the part of the listener. In listening situations this is extremely important as the progress and functioning of the relationship is contingent on the creation of a relationship that encourages unconditional disclosure of problematic areas, while retaining the structure that allows the listener to offer solutions and advice. Perkins and Fogarty (2009) argue that this can best be accomplished through empathizing in skilled ways. They argue that the listener should empathize with the speaker, though this does not necessarily mean they have to agree with the speaker’s assumptions. III. Understand the impact of gender and culture on interpersonal communications. The challenges associated with gender and cultural on interpersonal communication pose a broad variety of problems. In attempting to gain a better understanding of interpersonal communication philosophers of antiquity through to 20th century cultural theorists have attempted to structure methods of illuminating the underlining constructs of culture to better conduct research and determine ways to improve communication. This section analyzes the challenges of interpersonal communication as it relates to foundational concepts and formulates means that aid in resolving communication difficulties. When moving beyond foundational considerations and investigating contemporary incarnations of communication, one of the main areas of interests relates to international business communication. Hybels and Weaver (2006, pg. 11) state, “research has shown that training in communication in the workplace helps participants improve their skills, particularly in presentations, and that students who take a communication class perceive their communication skills as improving.” In multinational business, cultures differ in the approach to management, technology, and conflict management. In another word, cross cultural communication has a direct impact on multicultural business (Mead 1990). It is really important to be aware of your own cultural rules and the cultures of others whom you interacting with. Cross cultural communication influences business in three specific settings, “(1) formality and informality, (2) assertiveness and interpersonal harmony, (3) status relationships (Larry & Richard & Edwin, 2007).” In America, people use their first names when meeting new people or beginning a business venture. Bennett (1998) points out that: “in most Latin American and European societies, there are levels of formality attached to status difference. In Asian cultures, formal communication may be demanded by greater age as well as higher status.” (Pg. 105) The Chinese business community is more formal than the U.S., and the use of titles is essential and reflects he cultural emphasis on hierarchy, (Larry & Richard & Edwin, 2007). In recent years, the Chinese widely use the Western handshake for greeting. While according to Trompenaars (1993), the Japanese are well known for their custom of bowing when meeting others. In fact, the Japanese do not expect foreigners to bow. There are many different kinds of bow when you meet different kinds of people in Japan, so when attempting to reconcile these differences it’s important to be aware of shifting cultural trends. In order to alleviate these difficulties, one must self-consciously observe the trends of these different cultures to gain a deeper structural understanding of what underlines them. In the case of Japan -- it is better for you not to try and imitate Japanese bows unless you have studied the art thoroughly. There is an old proverb says that “beware of Greeks bearing gift”. Gift giving is also different in different cultures though it is a common practice in the world. In China, “to give a clock as a gift equals I wish you were dead”, because it reminds the recipient that time is running out. During the business, you should know what the gift implies, what is appropriate for different events, when to give and how it should be presented. There are some different technological styles for different cultures as well. Take a conference presentation for example, British managers are culturally conditioned to provide succinct, well organized and give the presentation directly related to the topic of discussion. While Italians should cover all possibilities and do not feel constrained by scheduled times. “It is easy to imagine the frustration and potential for misunderstanding at a cross-cultural business presentations involving different cultures (Usunier 2000).” In instances such as these, a successful method of dealing with these conflicts of custom, is to develop a hybrid style that acknowledges the communication barriers and enters into a social form of negotiation, designed to show respect for the outside culture, but also pragmatically incorporate elements of the hosts perspective. The influences of cross cultural communication in business also display as different negotiation styles, decision making and conflict management. Gender is another factor that has been recognized as a central issue in interpersonal communication challenges. John Gottman, a professor of psychology at the University of Washington, who has spent most of his career doing complex, long-term research writes about men, women, and communication but they have different ideas about what it is. They all offer a lot of advice and explanations on gender communication. As you will see they each have different techniques in what people should do to communicate better with the opposite sex. For the longest time, women have been known for talking too much. For years people have argued about and researched who talks more men or women. There is no right or wrong answer for it. The stereotype is that women talk more. As Tannen writes, “Studies have shown that if women and men talk equally in a group, people think that women talked more” (Tannen as cited in (Larry & Richard & Edwin, 2007, p. 11). The truth is that men talk more in public situations while women talk more in private situations. Another way of categorizing public and private speaking is buy using the words rapport-talk and report-talk. Rapport-talk is more of a private way of speaking. When sex is included in a relationship, emotions erratically build, and get stronger. In great part these factors are what lead many employment situations to restrict or discourage intimate relationships. Boundaries are set, and territory is marked. As Crichton (Tannen as cited in Larry & Richard & Edwin, 2007, p. 20) puts it, "Sexual tension charged the lines of communication between us. White noise crackled on the wire as desire and jealousy, fear of loss, and the need to be loved conspired to cloud and distort expression." The need for constant reassurance is vital. Through intimacy, secrets, flaws, and personal experiences are exposed; which creates a stronger bond. A sense of affection, the ability to comfort one another in time of need, the power to genuinely care about one another indefinitely, intensifies the connection. There is commitment in any intimate relationship. Because sex intensifies emotions and feelings, there is an automatic sense of compassion for one another. Conclusion As can be seen communicating effectively in the workplace environment is a challenging process with a variety of complicating factors. As Hybels and Weaver (2006) indicate, effective communication is central to the workplace environment. Central to effective communication is the process of active, critical, and empathic listening. In these situations both participants must adhere to effective principles including attentive body language, and conscious engagement patterns. Finally, gender and culture pose significant challenges in terms of workplace communication. Cultural differences between business participants oftentimes result in miscommunication patterns and must be given attention to ensure effective communication; similarly gender differences also result in slightly different interpretations and modes of communicating that are even further complicated by intimacy. References Bryant, L. (2009). The art of active listening. Practice Nurse, 37(6), 49-52. Gordon, Thomas (1977). Leader Effectiveness Training. New York: Wyden books. Hybels, S. Weaver, R. (2006) Communicating Effectively. McGraw-Hill Companies; 8th edition Mead, Richard (1990) Management Communication, John Wiley & Sons Ltd. New Jersey Self Help Group Clearinghouse. ‘What is Active Listening?’ http://www.medhelp.org/njgroups/WHAT%20IS%20ACTIVE%20LISTENING.pdf Jacobson, David (1994). Psychological Case Reader. Delaware: Penintop. Perkins Daniel F., Fogarty, Kate (2009) ‘Active Listening: A Communication Tool.’ http://edis.ifas.ufl.edu/he361#FOOTNOTE_1, retrieved Feb. 12, 2010. Samovar, Larry A. & Porter, Richard E. & McDaniel, Edwin R. (2007), Communication, 6th Edition, Thomson Higher Education Trompenaars, Fons. (1993) Riding the Waves of Culture. Understanding Cultural Diversity in Business, the Economist Books, London Usunier, Jean-Claude (2000), Communication and Understanding, 3rd Edition, Person Education Limited. Read More