Communication and it’s importance to

Leadership
Session 11 (Daft Ch. 9; George & Jones Ch. 14)
 After completing this session, you should be able
to:
◦ 1. Define communication and discuss the main components
of communication.
◦ 2. Describe the functions of communication and discuss the
steps in the communications process.
◦ 3. Identify common barriers to communication and explain
how they can reduce the effectiveness of communication.
◦ 4. Explain key elements of strategic conversations and
differentiate between dialogue and discussion.
◦ 5. Use key elements of effective listening and understand
why listening is important to leader communication.
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 6. Communicate in a way that persuades and influences
others.
 7. Select an appropriate communication channel for the
message and effectively use social media and nonverbal
communication.
 8. Effectively communicate during times of stress or crisis.

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 The sharing of information between two or more individuals or
groups to reach a common understanding. (George & Jones,
2012)

 A process by which information and understanding are

transferred between a sender and receiver. (Daft, 2008)

 The sharing of information for a variety of purposes including

persuading, motivating or influencing. (Laurie Wilhelm 2012)
 Communication is therefore ‘the process by which a person,
group, or organization (sender) transmits some type of
information (message) to another person, group, or organization
(receiver) to reach a common understanding.’
 It is a two-way process, and may also be defined as: “a two-way
exchange of ideas and information that leads to a common
understanding.”
◦ The process must allow both the parties – e.g., management and workers
- to convey their feelings, ideas, opinions, facts, grievances, etc., to each
other.
 Communication is often referred to as “the social glue that keeps
an organisation tied together.”
 There are two separate but interrelated components of communication:
interpersonal (between individuals) & organizational (info flow through-
out the org).
◦ Both are essential to organizational life.
 Interpersonal communication takes two forms:
◦ 1. Verbal (oral/spoken or written)
◦ 1.1 The oral/spoken form is the chief means of conveying messages, e.g.,
speeches, formal one-on-one and group discussions, and the informal “rumour
mill” or grapevine.
 Have the advantages of speed/immediate feedback; suffer a major disadvantage when a
message must pass thru several people - increases the potential for distortion.
◦ 1.2 Written (memos, letters, e-mail, etc.)
 Has the advantages of being tangible and verifiable. People are more careful when
communicating in writing because a written record is available for later use.
 Disadvantages of written communication include being time-consuming, the lack of
immediate feedback, and no guarantee of receipt.
 Interpersonal communication (cont.)
◦ 2. Non-verbal (body language)
◦ A body language message (cue) is sent every time we send an oral one, but
it may also stand alone.
◦ We use it to convey a message; typically do so unconsciously.
 Include body movements (gestures, etc.), facial expressions (a smile, etc.);
intonations (voice tones) & physical distance be/ sender & receiver.
◦ The 2 most important messages body language conveys are the:
 (i) Extent to which an individual likes another and is interested in his/her views, &
 (ii) Relative perceived status between sender & receiver.
◦ Feedback: the receiver’s reaction to the message is really the key to “2-way”
communication; thus, a manager/leader must:
 (1) Provide a method/opp for feedback;
 e.g., 1-on-1 conversation or group discussion; &
 (2) Be sensitive to people’s non-verbal messages.
 Note that after feedback to sender, the communication process also includes the
sender’s interpretation of the feedback to ensure that the correct message was
received
 2. Organizational Communication
 Important for coordinating the efforts of individuals and groups
(teams).
 Managers spend about 80% of their time communicating in two
general directions: (i) vertical & (ii) horizontal (lateral):
◦ 2.1 Vertical:.
 2.1.1 Upward communication flows to a higher level in the group or organization
 Concerned mainly w/ info needed to evaluate business unit performance (reports,
etc.) .
 2.1.2 Downward communication is concerned w/ the direction and control of
EEs
 Its purpose is to assign goals, provide instructions, communicate policies and
procedures, provide feedback, etc.
 It does not have to be face-to-face or an oral communication.
 Organizational Communication (cont.)
 2.2 Lateral/horizontal
◦ Communication takes place among organizational members at the same
level;
 e.g., members of the same work group; managers at the same level, or any
horizontally equivalent personnel.
◦ Focuses on coordinating activities of various departments and on developing
plans for future operating periods.
 In some cases, these relationships are formally sanctioned; often, they are
informally created to get around the vertical hierarchy and expedite action.
 They become dysfunctional, however,
 when formal vertical channels are breached,
 when members go above or around their superiors to get things done, or
 when bosses find out that actions have been taken or decisions made without their
knowledge.

 Organizational Communication (cont.)
 In terms of effectiveness, vertical and lateral communication
forms are polar opposites.
◦ Vertical communication represents a huge ‘communication deficit’, and is
estimated to be only 20-25% effective, with upward communication being
less effective than downward communication.
 (Employees don’t want to convey ‘bad news!)
◦ Lateral communication is estimated to be 80-90% effective because of
the understanding that comes from ‘peers’ operating at the same level
and “speaking the same language”.
 Organizational Communication (cont.)
 3. Communication networks
 Are patterns of communication within organizations, of which formal and
informal networks are common
 3.1 Formal networks are part of a formally established structure that normally
follow the chain and command and authority, e.g., that depicted by an
organizational chart.
 Other formal structures include what is called ‘formal small groups’ (e.g., self-
managed and top management teams, and functional groups), of which the
chain, the wheel and the all-channel are commonly observed.
◦ 3.1.1 The chain rigidly follows the formal chain of command, e.g., a department of the
larger organization.
◦ 3.1.2 The wheel is similar to the chain in that there is a command and control character
to it, but the leader acts as the central conduit for all the group’s communication (e.g., in
a department);
◦ 3.1.3 The all-channel network permits all group members to actively communicate with
each other. Communication networks provides paths of communication used every day
for ordinary work-related matters.
 (See George & Jones for depictions)

 Organizational Communication (cont.)
 3.2 Informal networks function outside the formal structure; e.g.,
The grapevine…
◦ Usually associated with rumour, springs up and is used irregularly by
organisational members.
 It is quick and serves the interests of those within the network.
 Interestingly, one survey found that 75 percent of employees hear about matters first
through rumours on the grapevine, and evidence suggests that as much as 75
percent of what is carried is accurate.
◦ It is an important part of any group or organization’s communication
network and is well worth understanding.
 For one thing, it identifies for managers those issues that employees consider
important and find anxiety-provoking.
 It is not controlled or influenced by management, and management cannot
eliminate rumours.
 It can, however, minimize its negative consequences.

 1. Providing knowledge
◦ A basic function of communication is to give members of the
organization the information they need to perform their jobs effectively
 Essential for the socialization of newcomers
 2. Motivating Organization Members
◦ Communication plays a central role in motivating members of an org to
achieve its goals
 3. Controlling and coordinating group/team activities
◦ E.g., to reduce (i) social loafing, (ii) duplication of team efforts
 4. Expressing feelings and emotions
◦ One of the most important functions of communication;
◦ Individuals & groups can better achieve their goals if they learn how to
communicate & express their moods to each other to reach a common
understanding
◦ Can lead to a better understanding of each other’s personalities
 Sender

Message

Encoding

Medium

Receiver

Decoding → Feedback ↑
Source: Based on Gabriela Moise, “Communication Models Used in the Online Learning Environment,” The 3rd International Conference on Virtual Learning
2008 , ICVL (http://www.icvl.edu/2008), pp 247–254; and Wilbur Schramm, The Process and Effects of Mass Communication, 6th Ed. (Urbana, IL: University of
Illinois Press, 1965)
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 Noise: the name given to factors that distort the clarity of
messages that are encoded, transmitted, or decoded in the
communication process:-
◦ (1) Lack of skill in the use of language (speaking/writing): This results
in faulty message construction, including:
 (i) Failure to choose the right words (use of jargon, etc.);
 (ii) Failure to organize a message properly;
◦ (2) Emotions: Strong emotions tend to colour message
 Depends on whether/not sender is in control of the situation
 Emotional state of the receiver may also impact how the message
is decoded
 (3) Perceptual Distortions such as:
◦ (i) Stereotyping: judging others on the basis of general opinions
held about the group to which they belong;
◦ (ii) Projection: attributing our own (typically bad) characteristics to
others;
◦ (iii) Halo Effect: allowing one trait to dominate our evaluation of a
person; &
◦ (iv) Self-fulfilling prophecy: one’s expectations of another causing
or resulting in the individual behaving accordingly - positively or
negatively
 (4) Filtering/information Distortion
◦ Sender withholds part of a message because the sender thinks the
receiver does not need or will not want to receive the information
 Usually negative info – up and down
◦ Info distortion – the change in meaning that occurs when a message
travels thru a series of different senders to a receiver
 (5) Attitudes
◦ Negative attitudes to others in the communication process can create:
 Encoding problems for senders & resistance to messages from receivers
 (6) Inappropriate non-verbal messages
◦ Body language (e.g., facial expression) should be consistent w/ spoken
word; body language creates more impact than words!
 (7) Poor Listening Skills
◦ Receivers who are unable to, or who do not try consciously/actively to
understand both the facts & feelings being conveyed may misinterpret a
message; summarising & perception verification
 (8) Wrong Choice of Medium
◦ Senders must select a medium that is appropriate to the situation
 (9) Timing
◦ The sender must be concerned about his/her intervention
 (10) Lack of/Inappropriate Feedback
◦ Feedback (i) acknowledges that a message has been received; & (ii)
◦ Signals whether/not the message has been underst
 (11) Great Physical Distance
◦ People who can have easy access to each other because of physical
proximity can easily obtain feedback, thereby reducing distortions
 (12) Rumours & the Grapevine
◦ A rumour is unofficial/unsanctioned information on topics that are
important and interesting to an organization’s members.
◦ The grapevine is a set of informal communication pathways through
which unofficial information flows.
 (13) Culture Differences
◦ Communication across cultures/sub-cultures can easily be distorted by
differences in values, attitudes, aspirations, assumptions, and language
 The traditional role of a manager is that of an information processor
 Managers have communication responsibility in directing and
controlling an organization
◦ Establish themselves at the centre of information networks to facilitate the
completion of tasks
 Managers usually communicate facts, statistics and decisions
 Leaders often communicate the “big picture” – the vision
 A leader can be seen as a communication champion
◦ Someone who believes that communication is essential to building trust and
gaining commitment to a vision
 People throughout the org are united around a common purpose
 Influencing how others make sense of the org, where they fit within it, and the
purpose of their work
 Leaders use communication to unite followers around a common
sense of purpose and identity with an organization’s vision and
strategy
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 Refer to people talking across boundaries and
hierarchical levels about:
◦ Group or organization’s vision
◦ Critical strategic themes
◦ Values that can help achieve desired outcomes
 Leaders facilitate strategic conversations by:
◦ (i) Asking questions and actively listening to others
 To understand their attitudes/values, needs, personal goals, & desires;
◦ (ii) Setting the agenda for conversation
 By underscoring the key strategic themes that are linked org success;
&
◦ (iii) Selecting the right communication channels & facilitating dialogue
 4 key components of strategic conversations are:
◦ (i) Open communication climate; (ii) asking questions; (iii) active listening; & (iv)
dialogue
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 Means leaders sharing all types of information throughout the
company and across all levels
◦ Enables leaders to hear what followers have to say
 Leaders break down conventional hierarchical and
departmental boundaries that may be barriers to
communication
 Open Communication Climate
◦ Helps alleviate tension and conflict between departments
◦ Builds trust
◦ Reaffirms employee commitment to a shared vision
◦ Makes a company more competitive

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 Seeks to inform the  Seeks to connect with
leader about what is followers
going on in the  Develops new insights
organization  Encourages critical
 Investigates specific thinking
issues, problems, or  Expands people’s
opportunities awareness
 Gathers information,  Stimulates learning
ideas, or insights

Leader-centered Follower-centered

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 Encourages people to think and empowers them to find
answers
 Helps to build positive attitudes and follower self-confidence
 Provokes critical thought and leads to deeper and lasting
learning
 Shows that leaders:
◦ Care about people on an individual basis
◦ Value the opinions and knowledge of others
◦ Are open to new ideas
◦ Have faith that people want to contribute to the organization
 Helps to build trusting, respectful relationships

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 According to Daft et al. (2008), managers tend to think they have the
right answers, while…
 Leaders are more about asking the right questions
◦ Soliciting followers’ ideas and opinions allows leaders to tap into their followers’
expertise and knowledge.
◦ Listening then becomes very important
 Listening
◦ Skill of grasping and interpreting a message’s genuine meaning
◦ Taken for granted
 People focus on presenting their own ideas more effectively
◦ Effective listening is engaged listening
 Listening Skills - Daft et al. suggest:
◦ Hold a steady gaze on the person’s left eye, using a soft gaze, not a hard stare
◦ Clear your mind and the desire to say something in response
◦ Suspend judgement, empathize
◦ Solicit the other person’s thoughts with brief questions and paraphrasing.
 Keep an open Resist
Listen actively
mind distractions

Capitalize
thought being Seek
faster than understanding
speech

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 Judge
Hold one’s Listen for
content, not
fire ideas
delivery

Work at Show
listening respect

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 Dialogue means ‘Active sharing and listening in which
people explore common ground and grow to
understand each other and share a world view.’
 Participants refrain from:
◦ Presuming to know the outcome
◦ Trying to sell their convictions
 Characterized by group unity, shared meaning, and
transformed mindsets
 Dialogue may be contrasted with ‘discussion’ to
appreciate its distinctive quality…
◦ Exhibit 9.5 (next)

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 As a communication champion, leaders communicate not
only to convey information, but to persuade and influence
others.
 Leaders can follow these steps to practice the art of
persuasion:
◦ Steps:
 1. Listen first
 Active listening
 2. Establish credibility
 Via knowledge & expertise; good relationship
 3. Build goals on common ground
 Mutual benefits
 4. Make your position compelling to others
 Emotional appeal via stories, metaphors, etc.; ‘paint the vision’
 5. Connect Emotionally
 Via EI
◦ Leads to a shared solution or commitment
 Important for effective communication
 Channel:
◦ Medium by which a communication message is carried from sender to
receiver
 Depends on the nature of the message
 Channel Richness:
◦ The amount of information that can be transmitted during a communication
episode
◦ Characteristics that influence the richness of an information channel:
 1. Ability to handle multiple cues simultaneously
 2. Ability to facilitate rapid, two-way feedback
 3. Ability to establish a personal focus for the communication
◦ Each channel has advantages and disadvantages
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 1. Face-to-face discussion
◦ Richest medium
◦ Facilitates assimilation of broad cues and emotional understanding of the
situation
◦ Permits:
 Direct experience and multiple information cues
 Immediate feedback and personal focus
 2. Telephone conversations
◦ Gives considerable emotional information
 3. Electronic messaging
◦ Allows for rapid feedback and can be personalized
◦ Provides a way to get information to a wide audience
 4. Print media
◦ Can be personalized
◦ Convey written cues and provides slow feedback
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 The key is to select a channel to fit the message:
◦ Routine messages
 Simple and straightforward
 Convey data or statistics
 Efficient communication is through channels lower in richness
◦ Nonroutine messages
 Concern issues of change, conflict, or complexity that have great potential for
misunderstanding
 Characterized by time pressure and surprise
 Effective communication is through rich channels
◦ Channel should fit the message
 Messages of high importance can be conveyed using more than one channel
 Redundant communications - Sending the same message using different channels
 Leaders maximize the use of all channels, but nothing should
substitute for the rich f-2-f channel when important issues are at
stake.
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 Tips for effective use:
◦ Combine high-tech and high-touch
 Use of electronics should not replace the people touch; know people in real &
virtual space
◦ Consider the circumstances
 Potential for misunderstanding and hard feelings
◦ Think twice before sending the message
 Read email/instant message @ least twice b4 hitting ‘send,’ esp if angry
◦ Know what’s off limits
 Select richer channels for important, complex, or sensitive message (layoffs,
discipline, etc.)
 Disadvantages of electronic communication
◦ Contributes to poorer communication in organizations
◦ Deprives people of human moments

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 Messages transmitted through action and behavior
◦ Selection of a communication channel conveys a symbolic message
 People grant more weight to nonverbal cues and judgments
are quick
 Management by wandering around (MBWA) –
◦ Sends symbolic positive messages to followers that leaders care
about their ideas, opinions, and feelings
Using social media

Developing skills for

communicating in a crisis

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 Social media: Internet-based applications that
allow the creation and sharing of user
generated content
◦ Supports openness and transparency
◦ Provides a new way to connect and build
relationships with employees

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Stay calm

Be visible and supportive

Tell the truth

Communicate a vision for the

future

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End of Session:
TEM