Communicating at Work

Presented by Pawan, PGPSE Student of

AFTERSCHOOOL
www.afterschoool.tk
 Changes Affecting the
Workplace
• Heightened global competition
• Flattened management hierarchies
• Expanded team-based management
• Innovative communication
technologies
• New work environments
• Success
Increasingly diverse
in the new workforce
workplace requires
excellent communication skills.

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model

1.
Sender
has idea

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model

1.
Sender
has idea

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model

1. 2.
Sender Sender
has idea encodes
idea in
message

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model

1. 2.
Sender Sender
has idea encodes
idea in
message

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model

1. 2. 3.
Sender Sender Message
has idea encodes travels
idea in over
message channel

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model

1. 2. 3.
Sender Sender Message
has idea encodes travels
idea in over
message channel

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model

1. 2. 3. 4.
Sender Sender Message Receiver
has idea encodes travels decodes
idea in over message
message channel

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model

1. 2. 3. 4.
Sender Sender Message Receiver
has idea encodes travels decodes
idea in over message
message channel

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model
5.
Feedback travels
to sender

1. 2. 3. 4.
Sender Sender Message Receiver
has idea encodes travels decodes
idea in over message
message channel

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model
5.
Feedback travels
to sender

1. 2. 3. 4.
Sender Sender Message Receiver
has idea encodes travels decodes
idea in over message
message channel

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model
5.
Feedback travels
to sender

1. 2. 3. 4.
Sender Sender Message Receiver
has idea encodes travels decodes
idea in over message
message channel

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model
5.
Feedback travels
to sender

1. 2. 3. 4.
Sender Sender Message Receiver
has idea encodes travels decodes
idea in over message
message channel

6.
Possible additional
feedback to receiver

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Basic Model
5.
Feedback travels
to sender

1. 2. 3. 4.
Sender Sender Message Receiver
has idea encodes travels decodes
idea in over message
message channel

6.
Possible additional
feedback to receiver

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

The Communication Process
Expanded Model

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Barriers to Interpersonal
Communication
• Bypassing
• Limited frame of reference
• Lack of language skills
• Lack of listening skills
• Emotional interference
• Physical distractions

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Understanding is shaped
by
• Communication climate
• Context and setting
• Background, experiences
• Knowledge, mood
• Values, beliefs, culture

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Barriers That Block the
Flow of Information in
Organizations
• Closed communication climate
• Top-heavy organizational structure
• Long lines of communication
• Lack of trust between
management and employees
• Competition for power, status,
rewards
Submitted by Pawan, PGPSE Student of AFTERSCHOOL
 Additional Communication
Barriers
• Fear of reprisal for honest
communication
• Differing frames of reference
among communicators
• Lack of communication skills
• Ego involvement
• Turf wars

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 A Classic Case of
Miscommunication
In Center Harbor, Maine, local legend recalls
the day when Walter Cronkite steered his boat
into port. The avid sailor was amused to see in
the distance a small crowd on shore waving
their arms to greet him. He could barely make
out their excited shouts: “Hello Walter, Hello
Walter!”

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 A Classic Case of
Miscommunication
As his boat came closer, the crowd grew
larger, still yelling. Pleased at the reception,
Cronkite tipped his white captain's hat, waved
back, even took a bow. But before reaching
dockside, Cronkite's boat abruptly jammed
aground. The crowd stood silent. The veteran
news anchor suddenly realized what they'd
been shouting: “Low water, low water!”

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Analysis of Flawed
Communication Process

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Analysis of Flawed
Communication Process

Sender
has
idea
Warn boater

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Analysis of Flawed
Communication Process

Sender Sender
has encodes
idea message
Warn boater “Low water!”

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Analysis of Flawed
Communication Process

Sender Sender Channel

has encodes carries
idea message message
Warn boater “Low water!” Message
distorted

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Analysis of Flawed
Communication Process

Sender Sender Channel Receiver

has encodes carries decodes
idea message message message
Warn boater “Low water!” Message “Hello
distorted Walter!”

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Barriers That Caused
Cronkite Miscommunication
• Frame of reference
• Language skills
• Listening skills
Submitted by Pawan, PGPSE Student of AFTERSCHOOL
• Receiver accustomed to
acclaim and appreciative
crowds.
• Maine accent makes
"water" and "Walter"
sound similar.
• Receiver more
accustomed to speaking
than to listening.
 Barriers That Caused
Cronkite Miscommunication
• Emotional interference
• Ego prompted receiver to
believe crowd was
responding to his
celebrity status.

• Physical barriers • Noise from boat, distance

between senders and
receivers.

Which of these barriers could be overcome through

improved communication skills?

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

Overcoming Communication
Barriers
• Realize that communication is
imperfect.
• Adapt the message to the receiver.
• Improve your language and
listening skills.
• Question your preconceptions.
• Plan for feedback.
Submitted by Pawan, PGPSE Student of AFTERSCHOOOL
www.afterschoool.tk
 Organizational
•
Communication
Functions: internal and external
• Form: oral and written
• Form: channel selection dependent
on
• Message content
• Need for immediate response
• Audience size and distance
• Audience reaction
• Need to show empathy, friendliness, formality
• Flow:
• Formal: down, up, horizontal
• Informal: grapevine
Submitted by Pawan, PGPSE Student of AFTERSCHOOL
 Communication Flowing
Through Formal Channels

Downward Horizontal Upward

Management directives Task coordination Employee feedback
Job plans, policies Information sharing Progress reports
Company goals Problem solving Reports of customer
Mission statements Conflict resolution interaction,
feedback
Suggestions for
improvement
Anonymous hotline

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

Forms of Communication Flowing
Through Formal Channels

Written Oral Electronic

Executive memos, letters Telephone E-mail
Annual report Face-to-face conversation Voicemail
Company newsletter Company meetings Instant Messaging
Bulletin board postings Team meetings Intranet
Orientation manual Videoconferencing

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

MISCOMMUNICATION IN
PRODUCT EVOLVEMENT

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

As Marketing Requested It

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

As Sales Ordered It

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

As Engineering Designed It

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 As Production
Manufactured It

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

As Maintenance Installed It

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

What the Customer
Wanted

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Message Distortion
Downward Communication
Through Five Levels of Management

Message Amount of message

written by board of directors 100%

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Message Distortion
Downward Communication
Through Five Levels of Management

Message Amount of message

written by board of directors 100%
received by vice-president 63%

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Message Distortion
Downward Communication
Through Five Levels of Management

Message Amount of message

written by board of directors 100%
received by vice-president 63%
received by general supervisor 56%

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Message Distortion
Downward Communication
Through Five Levels of Management

Message Amount of message

written by board of directors 100%
received by vice-president 63%
received by general supervisor 56%
received by plant manager 40%

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Message Distortion
Downward Communication
Through Five Levels of Management

Message Amount of message

written by board of directors 100%
received by vice-president 63%
received by general supervisor 56%
received by plant manager 40%
received by team leader 30%

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Message Distortion
Downward Communication
Through Five Levels of Management

Message Amount of message

written by board of directors 100%
received by vice-president 63%
received by general supervisor 56%
received by plant manager 40%
received by team leader 30%
received by worker 20%

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Surmounting Organizational
Barriers
• Encourage open environment for
interaction and feedback.
• Flatten the organizational
structure.
• Promote horizontal
communication.
• Provide hotline for anonymous
feedback.
• Provide sufficient information
through
Submitted byformal
Pawan, PGPSEchannels.
Student of AFTERSCHOOL
Five Common Ethical Traps
• The false-necessity trap
(convincing yourself that no other choice
exists)

• The doctrine-of-relative-filth trap

(comparing your unethical behavior with
someone else’s even more unethical behavior)

• The rationalization trap

(justifying unethical actions with excuses)

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

Five Common Ethical Traps
• The self-deception trap
(persuading yourself, for example, that a lie is
not really a lie)

• The ends-justify-the-means trap

(using unethical methods to accomplish a
desirable goal)

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Tools for Doing the
Right Thing
• Is the action you are considering
legal?
• How would you see the problem if
you were on the other side?
• What alternate solutions are
available?

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Tools for Doing the
Right Thing

• Can you discuss the problem with

someone you trust?
• How would you feel if your family,
friends, employer, or co-workers
learned of your action?

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 End

Submitted by Pawan, PGPSE Student of AFTERSCHOOL

 Submitted by Pawan, PGPSE Student of AFTERSCHOOL

AFTERSCHOOL AFTERSCHO