UNIT-3

1. ROLE OF EMOTION IN INTER PERSONAL COMMUNICATION

2. COMMUNICATION STYLES3. BARRIERS TO COMMUNICATION4. GATEWAYS TO EFFECTIVE

By managing motivation to influence interpersonal communication, individuals will be able to see rewards for effectively communicating with other.

As a result, they will work towards having effective communication skills. Individuals will attempt to achieve more job opportunities and surround themselves with friendly people with interpersonal communication.

NEED HOME JOB

SELF-ACTUALIZATIONEducation, religion,

hobbies, personal growthtraining, advancement,

growth, creativity

ESTEEMapproval of family, friends, community

recognition, high status, responsibilities

BELONGINGNESSfamily, friends,

clubsteams, depts, coworkers, clients,

supervisors, subordinates

SAFETYfreedom from war, poison, violence

work safety, job security, health insurance

PHYSIOLOGICAL food water sex Heat, air, base salary

Alderfer classifies needs into three categories, also ordered hierarchically:

• Growth needs (development of competence and realization of potential)

• Relatedness needs (satisfactory relations with others)

• Existence needs (physical well-being)

• NEED FOR ACHIEVEMENT, accomplish something difficult. as kids encouraged to do things for themselves.

• NEED FOR AFFILIATION, form close personal relationships. as kids rewarded for making friends.

• NEED FOR POWER, control others. as kids, able to get what they want through controlling others.

INTRINSIC MOTIVATORS:  Achievement, responsibility and competence. motivators that come from the actual performance of the task or job -- the intrinsic interest of the work.

EXTRINSIC MOTIVATORS :  pay, promotion, feedback, working conditions -- things that come from a person's environment, controlled by others.

• POSITIVE REINFORCEMENT.  Strengthening a behavior. This is the process of getting goodies as a consequence of a behavior. You make a sale, you get a commission. You do a good job, you get a bonus & a promotion. 

• NEGATIVE REINFORCEMENT. Strengthening a behavior. This is the process of having a stressor taken away as a  consequence of a behavior. Long-term sanctions are removed from countries when their human rights records improve. (you see how successful that is!). Low status as geek at Salomon Brothers is removed when you make first big sale.

• EXTINCTION. Weakening a behavior. This is the process of getting no goodies when do a behavior. So if person does extra effort, but gets no thanks for it, they stop doing it.

• PUNISHMENT. Weakening a behavior. This is the process of getting a punishment as a consequence of a behavior. Example: having your pay docked for lateness. 

• Equity theory says that it is not the actual reward that motivates, but the perception, and the perception is based not on the reward in isolation, but in comparison with the efforts that went into getting it, and the rewards and efforts of others. If everyone got a 5% raise, B is likely to feel quite pleased with her raise, even if she worked harder than everyone else. But if A got an even higher raise, B perceives that she worked just as hard as A, she will be unhappy. 

• HYGIENE FACTORS. These are factors whose absence motivates, but whose presence has no perceived effect. They are things that when you take them away, people become dissatisfied and act to get them back. A very good example is heroin to a heroin addict. Long term addicts do not shoot up to get high; they shoot up to stop being sick -- to get normal.  Other examples include decent working conditions, security, pay, benefits (like health insurance), company policies, interpersonal relationships. In general, these are extrinsic items low in the Maslow/Alderfer hierarchy.

• MOTIVATORS. These are factors whose presence motivates. Their absence does not cause any particular dissatisfaction, it just fails to motivate. Examples are all the things at the top of the Maslow hierarchy, and the intrinsic motivators.

M = E*I*V (Motivation = Expectancy * Instrumentality * Valence)

• M (motivation) is the amount a person will be motivated by the situation they find themselves in. It is a function of the following.

• E (expectancy) = The person's perception that effort will result in performance. In other words, the person's assessment of the degree to which effort actually correlates with performance.

• I (instrumentality) = The person's perception that performance will be rewarded/punished. I.e., the person's assessment of how well the amount of reward correlates with the quality of performance. (Note here that the model is phrased in terms of extrinsic motivation, in that it asks 'what are the chances I'm going to get rewarded if I do good job?'. But for intrinsic situations, we can think of this as asking 'how good will I feel if I can pull this off?').

• V(valence) = The perceived strength of the reward or punishment that will result from the performance. If the reward is small, the motivation will be small, even if expectancy and instrumentality are both perfect (high).

Internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal.

Motivation results from the interaction of both conscious and unconscious factors such as the (1) Intensity of desire or need, (2) Incentive or reward value of the goal, and (3) Expectations of the individual and of his or her

peers. These factors are the reasons one has for behaving a certain way. An example is a student that spends extra time studying for a test

because he or she wants a better grade in the class.

INTRINSIC MOTIVATION EXTRINSIC MOTIVATION

Intrinsic motivation means that the individual's motivational stimuli are coming from within. The individual has the desire to perform a specific task, because its results are in accordance with his belief system or fulfills a desire and therefore importance is attached to it.

Our deep-rooted desires have the highest motivational power. Below are some examples: Acceptance: We all need to feel that we, as well as our decisions, are accepted by

our co-workers. Curiosity: We all have the desire to be in the know. Honor: We all need to respect the rules and to be ethical. Independence: We all need to feel we are unique. Order: We all need to be organized. Power: We all have the desire to be able to have influence. Social contact: We all need to have some social interactions. Social Status: We all have the desire to feel important.

• Extrinsic motivation means that the individual's motivational stimuli are coming from outside. In other words, our desires to perform a task are controlled by an outside source. Note that even though the stimuli are coming from outside, the result of performing the task will still be rewarding for the individual performing the task.

• Extrinsic motivation is external in nature. The most well-known and the most debated motivation is money. Below are some other examples: Employee of the month award Benefit package Bonuses Organized activities

In psychology and philosophy, emotion is a subjective, conscious experience characterized primarily by psycho PHYSIOLOGICAL EXPRESSIONS, BIOLOGICAL REACTIONS, and MENTAL STATES.

Emotion is often associated and considered reciprocally influential with mood, temperament, personality, disposition, and motivation.

Emotion is often the driving force behind motivation, positive or negative. An alternative definition of emotion is a "positive or negative experience that is associated with a particular pattern of physiological activity.”

• AFFECTION • ANGER• ANGST• ANGUISH• ANNOYANCE• ANXIETY• APATHY• AROUSAL• AWE• BOREDOM• CONFIDENCE• CONTEMPT• CONTENTMENT• COURAGE• CURIOSITY• DEPRESSION

• DESIRE• DESPAIR• DISAPPOINTMENT• DISGUST• DISTRUST• DREAD• ECSTASY• EMBARRASSMENT• ENVY• EUPHORIA• EXCITEMENT• FEAR• FRUSTRATION• GRATITUDE• GRIEF• GUILT

• HAPPINESS• HATRED• HOPE• HORROR• HOSTILITY• HURT• HYSTERIA• INDIFFERENCE• INTEREST• JEALOUSY• JOY• LOATHING• LONELINESS

• LOVE• LUST• OUTRAGE• PANIC• PASSION• PITY• PLEASURE• PRIDE• RAGE• REGRET• RELIEF• REMORSE• SADNESS

SATISFACTION SCHADENFREUDE SELF-CONFIDENCE SHAME SHOCK SHYNESS SORROW

SUFFERING SURPRISE TERROR TRUST WONDER WORRY ZEAL ZEST :

ENTHUSIASM

Values◦ Describe what managers try to achieve through

work and how they think they should behave Attitudes

◦ Capture managers’ thoughts and feelings about their specific jobs and organizations.

Moods and Emotions◦ Encompass how managers actually feel when they

are managing

Terminal Values◦ A personal conviction about life-long goals

Instrumental Values◦ A personal conviction about desired modes of

conduct or ways of behaving

Value System◦What a person is striving to achieve in life

and how they want to behave

Attitude ◦ A collection of feelings and beliefs

Job Satisfaction Organizational Commitment

Job Satisfaction◦ A collection of feelings and beliefs that

managers have about their current jobs. Managers high on job satisfaction have a positive

view of their jobs. Levels of job satisfaction tend increase as

managers move up in the hierarchy in an organization.

Organizational Citizenship Behaviors◦ Behaviors that are not required of

organizational members but that help the firm in gaining a competitive advantage.

Managers with high satisfaction are more likely perform these “above and beyond the call of duty” behaviors.

Managers who are satisfied with their jobs are less likely to quit

Organizational Commitment◦ The collection of feelings and beliefs that

managers have about their organization as a whole

Believe in what their organizations are doing

Proud of what their organizations stand for

More likely to go above and beyond the call of duty

Less likely to quit

Mood◦ A feeling or state of mind

Positive moods provide excitement, elation, and enthusiasm.

Negative moods lead to fear, distress, and nervousness.

Emotional Intelligence◦ The ability to understand and manage one’s

own moods and emotions and the moods and emotions of other people. Helps managers carry out their interpersonal roles

of figurehead, leader, and liaison.

Managers with a high level of emotional intelligence are more likely to understand how they are feeling and why

More able to effectively manage their feelings so that they do not get in the way of effective decision-making

Shared set of beliefs, expectations, values, norms, and work routines that influence how members of an organization relate to one another and work together to achieve organizational goals

When organizational members share an intense commitment to cultural values, beliefs, and routines a strong organizational culture exists

When members are not committed to a shared set of values, beliefs, and routines, organizational culture is weak

Attraction-Selection-Attrition Framework◦ A model that explains the role that founders’

personal characteristics play in determining organizational culture. Founders of firms tend to hire employees whose

personalities that are to their own, which may or may not benefit the organization over the long-term.

Terminal values – signify what an organization and its employees are trying to accomplish

Instrumental values – guide the ways in which the organization and its members achieve organizational goals

Managers determine and shape organizational culture through the kinds of values and norms they promote in an organization

Organizational socialization – process by which newcomer’s learn an organization’s values and norms and acquire the work behaviors necessary to perform jobs effectively

Formal events that recognize incidents of importance to the organization as a whole and to specific employees

What are examples of events that recognize employees and their importance to the organization? Which of the following would be the most meaningful to the employee and to the organization?

A. MoneyB. Stock OptionsC. PlaqueD. Parking Space

Rites of passage – determine how individuals enter, advance within, or leave the organization

Rites of integration – build and reinforce common bonds among organizational members

Rites of enhancement – let organizations publicly recognize and reward employees’ contributions and thus strengthen their commitment to organizational values

Communicate organizational culture Stories reveal behaviors that are valued

by the organization Includes how people dress, the offices

they occupy, the cars they drive, and the degree of formality they use when they address one another

Assertive Aggressive Passive-aggressive Submissive Manipulative

BEHAVIORAL CHARACTERISTICS Achieving goals without hurting others Protective of own rights and respectful of others'

rights Socially and emotionally expressive Making your own choices and taking

responsibility for them Asking directly for needs to be met, while

accepting the possibility of rejection Accepting compliments

NON-VERBAL BEHAVIOUR Voice – medium pitch and speed and

volume Posture – open posture, symmetrical

balance, tall, relaxed, no fidgeting Gestures – even, rounded, expansive Facial expression – good eye contact Spatial position – in control, respectful of

others

LANGUAGE "Please would you turn the volume down? I

am really struggling to concentrate on my studies."

"I am so sorry, but I won't be able to help you with your project this afternoon, as I have a dentist appointment."

PEOPLE ON THE RECEIVING END FEEL They can take the person at their word They know where they stand with the

person The person can cope with justified criticism

and accept compliments The person can look after themselves Respect for the person

This style is about winning – often at someone else's expense. An aggressive person behaves as if their needs are the most important, as though they have more rights, and have more to contribute than other people. It is an ineffective communication style as the content of the message may get lost because people are too busy reacting to the way it's delivered.

Behavioural Characteristics• Frightening, threatening, loud, hostile• Willing to achieve goals at expense of

others• Out to "win"• Demanding, abrasive• Belligerent• Explosive, unpredictable• Intimidating• Bullying (Harassment)

NON-VERBAL BEHAVIOUR Voice – volume is loud Posture – 'bigger than' others Gestures - big, fast, sharp/jerky Facial expression – scowl, frown, glare Spatial position - Invade others' personal

space, try to stand 'over' others

LANGUAGE "You are crazy!" "Do it my way!" "You make me sick!" "That is just about enough out of you!" Sarcasm, name-calling, threatening,

blaming, insulting.

PEOPLE ON THE RECEIVING END FEEL• Defensive, aggressive (withdraw or fight back)• Uncooperative• Resentful/Vengeful• Humiliated/degraded• Hurt• Afraid• A loss of respect for the aggressive person• Mistakes and problems are not reported to an

aggressive person in case they "blow up'. Others are afraid of being railroaded, exploited or humiliated.

This is a style in which people appear passive on the surface, but are actually acting out their anger in indirect or behind-the-scenes ways.

Prisoners of War often act in passive-aggressive ways in order to deal with an overwhelming lack of power.

People who behave in this manner usually feel powerless and resentful, and express their feelings by subtly undermining the object (real or imagined) of their resentments – even if this ends up sabotaging themselves.

The expression "Cut off your nose to spite your face" is a perfect description of passive-aggressive behaviour.

BEHAVIOURAL CHARACTERISTICS• INDIRECTLY AGGRESSIVE• SARCASTIC• DEVIOUS• UNRELIABLE• COMPLAINING• SULKY• PATRONISING• GOSSIPS• TWO-FACED - Pleasant to people to their faces, but

poisonous behind their backs (rumours, sabotage etc.) People do things to actively harm the other party e.g. they sabotage a machine by loosening a bolt or put too much salt in their food.

NON-VERBAL BEHAVIOUR Voice – Often speaks with a sugary sweet voice. Posture – often asymmetrical – e.g. Standing with

hand on hip, and hip thrust out (when being sarcastic or patronising)

Gestures – Can be jerky, quick Facial expression – Often looks sweet and

innocent Spatial position – often too close, even touching

other as pretends to be warm and friendly

LANGUAGE• Passive-aggressive language is when you

say something like "Why don't you go ahead and do it; my ideas aren't very good anyway" but maybe with a little sting of irony or even worse, sarcasm, such as "You always know better in any case."

• "Oh don't you worry about me, I can sort myself out – like I usually have to."

PEOPLE ON THE RECEIVING END FEEL Confused Angry Hurt Resentful

This style is about pleasing other people and avoiding conflict. A submissive person behaves as if other peoples' needs are more important, and other people have more rights and more to contribute.

BEHAVIOURAL CHARACTERISTICS Apologetic (feel as if you are imposing when you ask for

what you want) Avoiding any confrontation Finding difficulty in taking responsibility or decisions Yielding to someone else's preferences (and discounting

own rights and needs) Opting out Feeling like a victim Blaming others for events Refusing compliments Inexpressive (of feelings and desires)

NON-VERBAL BEHAVIOUR Voice – Volume is soft Posture – make themselves as small as possible,

head down Gestures – twist and fidget Facial expression – no eye contact Spatial position – make themselves smaller/lower

than others Submissive behaviour is marked by a martyr-like

attitude (victim mentality) and a refusal to try out initiatives, which might improve things.

LANGUAGE "Oh, it's nothing, really." "Oh, that's all right; I didn't want it

anymore." "You choose; anything is fine."

PEOPLE ON THE RECEIVING END FEEL Exasperated Frustrated Guilty You don't know what you want (and so discount

you) They can take advantage of you. Others resent the low energy surrounding the

submissive person and eventually give up trying to help them because their efforts are subtly or overtly rejected.

This style is scheming, calculating and shrewd. Manipulative communicators are skilled at influencing or controlling others to their own advantage. Their spoken words hide an underlying message, of which the other person may be totally unaware.

BEHAVIOURAL CHARACTERISTICS Cunning Controlling of others in an insidious way –

for example, by sulking Asking indirectly for needs to be met Making others feel obliged or sorry for

them. Uses 'artificial' tears

Non-Verbal Behaviour Voice – patronising, envious, ingratiating,

often high pitch Facial expression – Can put on the 'hang

dog" expression

LANGUAGE "You are so lucky to have those chocolates,

I wish I had some. I can't afford such expensive chocolates."

"I didn't have time to buy anything, so I had to wear this dress. I just hope I don't look too awful in it." ('Fishing' for a compliment).

PEOPLE ON THE RECEIVING END FEEL• Guilty• Frustrated• Angry, irritated or annoyed• Resentful• Others feel they never know where they stand

with a manipulative person and are annoyed at constantly having to try to work out what is going on.

It will also help you recognize when you are not being assertive or not behaving in the most effective way.

always have a choice as to which communication style you use. Being assertive is usually the most effective, but other styles are, of course, necessary in certain situations – such as being submissive when under physical threat (a mugging, hijacking etc.).

Good communication skills require a high level of self-awareness. Once you understand your own communication style, it is much easier to identify any shortcomings or areas which can be improved on, if you want to start communicating in a more assertive manner.

If you're serious about strengthening your relationships, reducing stress from conflict and decreasing unnecessary anxiety in your life, practice being more assertive.

It will help you diffuse anger, reduce guilt and build better relationships both personally and professionally.

(1) status differences, (2) gender differences, (3) cultural differences, (4) prejudices, (5) the organizational environment. (6) language (7) physical seperation

SEMANTIC BARRIERS PSYCHOLOGICAL OR EMOTIONAL BARRIERS ORGANISATIONAL BARRIERS PERSONAL BARRIERS

There is always a possibility of misunderstanding the feelings of the sender of the message or getting a wrong meaning of it. The words, signs, and figures used in the communication are explained by the receiver in the light of his experience which creates doubtful situations. This happens because the information is not sent in simple language.Badly Expressed MessageSymbols or Words with Different MeaningsFaulty TranslationUnqualified AssumptionsTechnical JargonBody Language and Gesture Decoding

The importance of communication depends on the mental condition of both the parties. A mentally disturbed party can be a hindrance in communication. Following are the emotional barriers in the way of communication:Premature EvaluationLack of AttentionLoss by Transmission and Poor RetentionDistrust

• Organisational structure greatly affects the capability of the employees as far as the communication is concerned. Some major organizational hindrances in the way of communication are the following:

Organisational PoliciesRules and RegulationsStatusComplexity in Organisational StructureOrganisational Facilities

The above-mentioned organizational barriers are important in themselves but there are some barriers which are directly connected with the sender and the receiver. They are called personal barriers. From the point of view of convenience, they have been divided into two parts:

Barriers Related to Superiors: These barriers are as follows Fear of Challenge of Authority Lack of Confidence in Subordinates

Barriers Related to Subordinates: Subordinates-related barriers are the following: Unwillingness to Communicate: Lack of Proper Incentive:

Physical separation gateways◦ Periodic face-to-face interactions◦ Regular meetings for interrelated units

Status differences gateways◦ Effective supervisory skills◦ Feelings of security for employees◦ Informational technology communication

methods

Communication Gateways – ffactors that are antidotes to communication problems

GENDER DIFFERENCES GATEWAYS◦ Awareness of gender-specific differences in

communicationCULTURAL DIVERSITY GATEWAYS

◦ Increased awareness and sensitivityLANGUAGE GATEWAYS

◦ Simple, direct, declarative language◦ Use brief sentences◦ Speak in the language of the listener◦ Avoid jargon or technical language

Plan the message Use Proper language Don’t be evaluative Give proper Orientation Be an active listener Have an unbiased attitude Respond don't re-act Promote congruence Use the grapevine Transmit the message in

Installments

Provide feedback Overcome bypassing Maintain semantic

accuracy Add some eloquence Improve the ambience Use proper etiquette Watch your language