Cardon addresses interpersonal communication and emotional intelligence in Chapter 2 of your textbook.? Everyone should be mindful of the difficulties that are
Cardon addresses interpersonal communication and emotional intelligence in Chapter 2 of your textbook. Everyone should be mindful of the difficulties that are often present when communicating with others, whether family members, friends, co-workers, etc. After studying this chapter, complete the following:
- Describe ways to ensure civility when communicating in the workplace.
- Discuss your interpretation of “soft skills” that employers desire. Research this topic if you are not familiar with it.
- List and explain the four (4) domains of Emotional Intelligence.
EACH TOPIC ABOVE REQUIRES A MINIMUM OF 125 WORDS. I HAVE ATTACHED A PP THAT CAN BE HELPFUL IN ANSWERING THESE QUESTIONS. SEE PAGE 17 18 FOR QUESTION 3.
Chapter 2 Interpersonal Communication and Emotional Intelligence
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Learning Objectives (1 of 2)
Learning Objective 2.1: Describe the interpersonal communication process and barriers to effective communication.
Learning Objective 2.2: Explain how emotional hijacking can hinder effective interpersonal communication.
Learning Objective 2.3: Explain how self-awareness impacts the communication process.
Learning Objective 2.4: Describe how self-management impacts the communication process.
Learning Objective 2.5: Explain and evaluate the process of active listening.
©McGraw-Hill Education.
LO2.1 Describe the interpersonal communication process and barriers to effective communication.
LO2.2 Explain how emotional hijacking can hinder effective interpersonal communication.
LO2.3 Explain how self-awareness impacts the communication process.
LO2.4 Describe how self-management impacts the communication process.
LO2.5 Explain and evaluate the process of active listening.
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Learning Objectives (2 of 2)
Learning Objective 2.6: Describe and demonstrate effective questions for enhancing listening and learning.
Learning Objective 2.7: Explain strategies to sight-read the nonverbal communication of others.
Learning Objective 2.8: Identify common communication preferences based on motivational values.
Learning Objective 2.9: Explain how extroversion-introversion impacts interpersonal communication.
Learning Objective 2.10: Explain the role of civility in effective interpersonal communication and the common types of incivility in the workplace.
©McGraw-Hill Education.
LO2.6 Describe and demonstrate effective questions for enhancing listening and learning.
LO2.7 Explain strategies to sight-read the nonverbal communication of others.
LO2.8 Identify common communication preferences based on motivational values.
LO2.9 Explain how extroversion-introversion impacts interpersonal communication.
LO2.10 Explain the role of civility in effective interpersonal communication and the common types of incivility in the workplace.
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Chapter Overview
Communication process and barriers to communication
Emotional hijacking and self-awareness
Impacts of self-management
Empathy—Active listening, barriers to listening, asking questions, avoiding the traps of empathy, sight-reading nonverbal communication
Relationship management—Communication preferences and the impact of introversion-extroversion
Maintaining civil communication
©McGraw-Hill Education.
This chapter covers the following topics: communication process and barriers to communication; emotional hijacking and self-awareness; impacts of self-management; empathy, including active listening, barriers to listening, asking questions, avoiding the traps of empathy, and sight-reading nonverbal communication; relationship management, including communication preferences and the impact of introversion-extroversion; and maintaining civil communication.
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Table 2.1 Skills That Determine Success
| Skills | Percentage |
| 1. Skill in dealing with people | 87 |
| 2. Critical-thinking skills | 84 |
| 3. Basic use of computers | 65 |
| 4. Writing ability | 57 |
| 5. Basic mathematics | 56 |
| 6. Advanced use of computers | 44 |
| 7. Physical strength | 33 |
| 8. Scientific knowledge | 27 |
| 9. Advanced mathematics | 23 |
| 10. Artistic skill | 23 |
| 11. Knowledge of history | 19 |
©McGraw-Hill Education.
In nearly any poll of skills needed for career success, employees identify interpersonal skills as the most important. For example, consider the results of a recent Gallup poll of working adults, depicted in Table 2.1. More than any other item in the survey, respondents recognized “skill in dealing with people” as the most critical.
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Understanding the Interpersonal Communication Process (1 of 5)
Task 1
Overcome barriers to communication.
Task 2
Manage emotions to engage in constructive communication.
©McGraw-Hill Education.
To engage in effective interpersonal communication, focus on the following two tasks:
Task 1 Overcome barriers to communication.
Task 2 Manage emotions to engage in constructive communication.
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Understanding the Interpersonal Communication Process (2 of 5)
Interpersonal communication process
The process of sending and receiving verbal and nonverbal messages between two or more people
Involves the exchange of simultaneous and mutual messages to share and negotiate meaning between those involved
©McGraw-Hill Education.
We often take the interpersonal communication process for granted, rarely thinking about its building blocks and how they influence the quality of our communications. However, consciously becoming aware of these basic elements can help you improve your interpersonal communications skills and work more effectively with others. The interpersonal communication process is the process of sending and receiving verbal and nonverbal messages between two or more people. It involves the exchange of simultaneous and mutual messages to share and negotiate meaning between those involved.
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Figure 2.1 The Interpersonal Communication Process
©McGraw-Hill Education.
The interpersonal communication process, depicted in Figure 2.1, is the process of sending and receiving verbal and nonverbal messages between two or more people.
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Understanding the Interpersonal Communication Process (3 of 5)
Meaning
Refers to the thoughts and feelings that people intend to communicate to one another
©McGraw-Hill Education.
Each person involved in interpersonal communication is both encoding and decoding meaning. Meaning refers to the thoughts and feelings that people intend to communicate to one another.
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Understanding the Interpersonal Communication Process (4 of 5)
Encoding
The process of converting meaning into messages composed of words and nonverbal signals
Decoding
The process of interpreting messages from others into meaning
©McGraw-Hill Education.
Encoding is the process of converting meaning into messages composed of words and nonverbal signals. Decoding is the process of interpreting messages from others into meaning. In the interpersonal communication process, communicators encode and send messages at the same time that they also receive and decode messages.
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Understanding the Interpersonal Communication Process (5 of 5)
One goal of interpersonal communication is to arrive at shared meaning.
Shared meaning
A situation in which people involved in interpersonal communication attain the same understanding about ideas, thoughts, and feelings
©McGraw-Hill Education.
One goal of interpersonal communication is to arrive at shared meaning—a situation in which people involved in interpersonal communication attain the same understanding about ideas, thoughts, and feelings.
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Barriers to Shared Meaning (1 of 2)
External noise
Internal noise
Lifetime experiences
©McGraw-Hill Education.
In practice, many barriers interfere with achieving shared meaning, including external noise, internal noise, and lifetime experiences. Noise causes distortion to or interruption of messages. Four types of noise affect the quality of message delivery: physical noise, physiological noise, semantic noise, and psychological noise. Physical noise is external noise. The other three types of noise are distortions or interruptions of messages that are caused by internal characteristics of communicators.
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Noise (1 of 2)
Physical noise
External noise that makes a message difficult to hear or otherwise receive
Physiological noise
Refers to disruption due to physiological factors
Includes illness, hearing problems, and memory loss
©McGraw-Hill Education.
Physical noise is external noise that makes a message difficult to hear or otherwise receive. Examples include loud sounds nearby that interrupt verbal signals or physical barriers that prevent communicators from observing nonverbal signals. Physical noise can also be a function of the medium used. A poor signal for a phone conversation and blurry video feed for a teleconference are examples of physical noise.
Physiological noise refers to disruption due to physiological factors. Examples include hearing problems, illness, memory loss, and so on. Conversely, a communicator may have a difficult time sending a message due to physiological constraints such as stuttering, sickness, or other temporary or permanent impairments.
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Noise (2 of 2)
Semantic noise
Occurs when communicators apply different meanings to the same words or phrases
Psychological noise
Refers to interference due to attitudes, ideas, and emotions experienced during an interpersonal interaction
©McGraw-Hill Education.
Semantic noise occurs when communicators apply different meanings to the same words or phrases. For example, two people may have different ideas about what an acceptable profit margin means. One manager may have a figure in mind, such as 10 percent. Another may think of a range between 20 and 30 percent. Semantic noise can be most difficult to overcome when strong emotions are attached to words or phrases.
Psychological noise refers to interference due to attitudes, ideas, and emotions experienced during an interpersonal interaction. In many cases, this noise occurs due to the current conversation—the people involved or the content. The demanding impacts of day-to-day business can create psychological noise for many reasons.
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Barriers to Shared Meaning (2 of 2)
Filter of lifetime experiences
An accumulation of knowledge, values, expectations, and attitudes based on prior personal experiences
©McGraw-Hill Education.
All outgoing messages are encoded and all incoming messages are decoded through a filter of lifetime experiences. This filter is an accumulation of knowledge, values, expectations, and attitudes based on prior personal experiences. When people have more shared experiences, communication is easier. However, people who grew up in different communities or cultures and at different times, who have different educational backgrounds, and who have worked in different industries are far more likely to filter incoming messages differently. As a result, they are more likely to encounter noise and are less equipped to deal with the noise.
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Emotional Hijacking (1 of 2)
Emotional intelligence
Involves understanding emotions, managing emotions to serve goals, empathizing with others, and effectively handling relationships with others
©McGraw-Hill Education.
The ability to manage effective interpersonal communication depends on emotional intelligence. Emotional intelligence involves understanding emotions, managing emotions to serve goals, empathizing with others, and effectively handling relationships with others. Business managers with high emotional intelligence are more effective at influencing others, overcoming conflict, showing leadership, collaborating in teams, and managing change. Furthermore, research has shown emotional intelligence leads to better outcomes in business reasoning and strategic thinking. You may see emotional intelligence referred to as EQ, which stands for emotional quotient, a play on the term IQ, intelligence quotient.
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Emotional Hijacking (2 of 2)
Emotional hijacking
A situation in which emotions control our behavior causing us to react without thinking
©McGraw-Hill Education.
The primary reason that emotional intelligence is so critical is physiological: People are hardwired to experience emotions before reason. All signals to the brain first go through the limbic system, where emotions are produced, before going to the rational area of the brain (see Figure 2.3).
People may experience emotional hijacking, a situation in which emotions control our behavior causing us to react without thinking. The impacts of emotions last long after they’ve subsided. Emotional hijacking prevents you from engaging in effective interpersonal communication. It can lead to unwanted behaviors.
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Domains of Emotional Intelligence
Self-awareness
Self-management
Empathy
Relationship management
©McGraw-Hill Education.
The most-used EQ test for business professionals shows that emotional intelligence can be divided into four domains: self-awareness, self-management, empathy, and relationship management. Strategies exist for improving your emotional intelligence in each of these domains to achieve more effective interpersonal communication in the workplace.
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Self-Awareness
Self-awareness
The foundation for emotional intelligence
Involves accurately understanding your emotions as they occur and how they affect you
©McGraw-Hill Education.
Self-awareness is the foundation for emotional intelligence. It involves accurately understanding your emotions as they occur and how they affect you. One prominent researcher defines self-awareness as “ongoing attention to one’s internal states.” People high in self-awareness understand their emotions well, what satisfies them, and what irritates them. Understanding your emotions as they occur is not always easy. In fact, research indicates that just 36 percent of people can accurately identify their emotions as they occur.
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Table 2.2 Low versus High Self-Awareness Thoughts (1 of 2)
| Low Self-Awareness Thoughts | Jeff: Latisha needs to learn how to trust people. She’s not being fair to me and she needs to understand the constraints I’m facing. | Jeff ignores and deflects his feelings to focus on what he perceives as Latisha’s misperceptions. |
| High Self-Awareness Thoughts | Jeff: I’m bothered that she doesn’t trust my motives. Typically, I feel disrespected when others don’t trust my motives. Sometimes, I lash out in these circumstances. | Jeff recognizes that he feels distrusted and disrespected by what Latisha said. He also recognizes that he often says things he later regrets in these situations. |
©McGraw-Hill Education.
Table 2.2 shows differences in low versus high self-awareness in the encounter between Jeff and Latisha.
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Table 2.2 Low versus High Self-Awareness Thoughts (2 of 2)
| Low Self-Awareness Thoughts | Latisha: This is ridiculous. Jeff promised me that I’d be working on the health care initiative. How can he go back on his word so quickly? | Latisha overreacts to Jeff’s words and actions because she is not aware of how past disappointments are affecting how she is judging Jeff. |
| High Self-Awareness Thoughts | Latisha: I feel afraid and confused. Jeff doesn’t seem to care if I have challenging work. I’ve felt this way before at other jobs. I wonder how my past experiences are impacting how I’m judging Jeff. | Latisha notices that how she feels about Jeff is affected by previous, similar events. She knows she should be careful not to let those events make her rush to judgment. |
©McGraw-Hill Education.
Table 2.2 shows differences in low versus high self-awareness in the encounter between Jeff and Latisha.
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Self-Management
Self-management
The “ability to use awareness of your emotions to stay flexible and to direct your behavior positively”
Involves the discipline to hold off on current urges to meet long-term intentions
Involves responding productively and creatively to feelings of self-doubt, worry, frustration, disappointment, and nervousness
©McGraw-Hill Education.
Self-management is the “ability to use awareness of your emotions to stay flexible and to direct your behavior positively.” It involves the discipline to hold off on current urges to meet long-term intentions. Excellent self-managers know how to use both positive and negative emotions to meet personal and business goals. Self-management involves far more than corralling anger. It involves responding productively and creatively to feelings of self-doubt, worry, frustration, disappointment, and nervousness. It also includes tempering oneself when experiencing excitement and elation.
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Table 2.4 Low versus High Self-Management Thoughts and the Use of Mitigating Information (1 of 2)
| Low Self-Management Thoughts | Jeff: If Latisha is going to treat me like I’m the bad guy, then maybe I should just turn her over to someone else so I don’t have to worry about her. | Jeff assumes the worst about Latisha’s comments, thus allowing his frustration with her to grow. He considers an action that is extreme. |
| High Self-Management Thoughts | Jeff: Latisha is probably reacting this way because she cares so much about a health initiative, which helps the employees of this company. She is eager to contribute. | Jeff assumes a positive explanation for Latisha’s actions (mitigating information), thus short-circuiting his feelings from frustration and perhaps moderating anger. |
©McGraw-Hill Education.
People can quickly control moderate negative emotions. For example, an individual who tries to understand mitigating information can short-circuit moderate anger almost immediately. Mitigating information involves favorable explanations for why others have behaved in a certain way. See Table 2.4 for examples of low versus high self-management and the use of mitigating information.
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Table 2.4 Low versus High Self-Management Thoughts and the Use of Mitigating Information (2 of 2)
| Low Self-Management Thoughts | Latisha: There’s no way I can change anything. Jeff will assign me to another project and that’s that. I’m stuck in another dead-end internship. | This thought process reflects pessimism. Latisha neither thinks of other options available to her for the health initiative nor assumes that other work tasks will provide her with rewarding challenges. |
| High Self-Management Thoughts | Latisha: I want to express to Jeff my desire to work on a meaningful project. We can discuss how my approach to the health initiative could be applied to another project. And we could discuss how I can still spend some time working on the health initiative in the planning process–in a way that does not require cash commitments during this budget crunch. | This thought process reflects optimism. Latisha considers how she can approach Jeff and constructively discuss options that are good for her and the company. |
©McGraw-Hill Education.
People can quickly control moderate negative emotions. For example, an individual who tries to understand mitigating information can short-circuit moderate anger almost immediately. Mitigating information involves favorable explanations for why others have behaved in a certain way. See Table 2.4 for examples of low versus high self-management and the use of mitigating information.
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Empathy
Empathy
The “ability to accurately pick up on emotions in other people and understand what is really going on with them”
©McGraw-Hill Education.
Empathy is the “ability to accurately pick up on emotions in other people and understand what is really going on with them.” Empathy also includes the desire to help others develop in their work responsibilities and career objectives.
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Active Listening
Active listening
“A person’s willingness and ability to hear and understand”
©McGraw-Hill Education.
Michael Hoppe of the Center for Creative Leadership has defined active listening as “a person’s willingness and ability to hear and understand. At its core, active listening is a state of mind.… It involves bringing about and finding common ground, connecting to each other, and opening up new possibilities.” Hoppe breaks down active listening into six skills: (1) paying attention, (2) holding judgment, (3) reflecting, (4) clarifying, (5) summarizing, and (6) sharing.
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Paying Attention
This step of active listening involves devoting your whole attention to others and allowing them enough comfort and time to express themselves completely.
As others speak to you, try to understand everything they say from their perspective.
Paying attention requires active nonverbal communication.
©McGraw-Hill Education.
This first step involves devoting your whole attention to others and allowing them enough comfort and time to express themselves completely. As others speak to you, try to understand everything they say from their perspective. Paying attention requires active nonverbal communication. Your body language, including appropriate eye contact, should show you are eager to understand the other person. Lean forward. Keep an open body position. Sit up straight. Nod to show you are listening. Smile as appropriate. Pay attention to the speaker’s nonverbal behaviors. Avoid any distractions. Become comfortable with silence.
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Holding Judgment (1 of 4)
People will share their ideas and feelings with you only if they feel safe.
Holding judgment is particularly important in tense and emotionally charged situations.
One of the best ways to make others feel comfortable is to demonstrate a learner mind-set rather than a judger mind-set.
©McGraw-Hill Education.
People will share their ideas and feelings with you only if they feel safe. Holding judgment is particularly important in tense and emotionally charged situations. One of the best ways to make others feel comfortable expressing themselves fully is to demonstrate a learner mind-set rather than a judger mind-set. Holding judgment does not mean that you agree with everything you hear. It also does not mean you avoid critiquing the ideas of others. Rather, it’s a commitment to hearing the entire version of others’ ideas and experiences. It’s a commitment to listen fully before reacting. And, it’s a mind-set of rewarding others for opening up, especially when you disagree with them.
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Holding Judgment (2 of 4)
Learner mind-set
You show eagerness to hear others’ ideas and perspectives and listen with an open mind.
You do not have your mind made up before listening fully.
©McGraw-Hill Education.
In a learner mind-set, you show eagerness to hear others’ ideas and perspectives and listen with an open mind. You do not have your mind made up before listening fully. When you disagree, you stay open to the possibility of finding common ground and mutually beneficial solutions. Under the learner mind-set, difference of opinion is considered normal, even healthy, and potentially solution producing.
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Holding Judgment (3 of 4)
Judger mind-set
People have their minds made up before listening carefully to others’ ideas, perspective, and experiences.
Judgers view disagreement rigidly, with little possibility of finding common ground.
©McGraw-Hill Education.
In a judger mind-set, people have their minds made up before listening carefully to others’ ideas, perspective, and experiences. Judgers view disagreement rigidly, with little possibility of finding common ground unless the other person changes his or her views. Judging often involves punishing others for disagreement. At its extreme, the judger mind-set involves ascribing negative traits to others and labeling them in undesirable terms.
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Holding Judgment (4 of 4)
Learner statements
Show your commitment to hearing people out
Judger statements
Show you are closed off to hearing people out
Shut down honest conversations
©McGraw-Hill Education.
You can create an environment in which others open up and you can listen more effectively with learner statements, which show your commitment to hearing people out. In effective learner statements, you explicitly state your desire to hear differing opinions with statements such as “I have a different perspective, so I want to understand how you see this.” By contrast, people who make judger statements, which show they are closed off to hearing people out, shut down honest conversations.
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Table 2.6 Judger Statements vs. Learner Statements (1 of 2)
| Judger Statements | Lisa: You’re basing your conclusions on just a few people you’ve talked to. Why aren’t you concerned about finding out more about the costs? | This statement implies Jeff is not concerned about costs and isn’t open to learning more. This will likely lead to defensiveness. |
| Learner Statements | Lisa: I don’t know much about continuous feedback systems. What have you learned from the people you’ve talked to? | This statement is neutral and shows a desire to learn about Jeff’s experiences and thoughts. This positions Lisa well to ask tough questions later on in a constructive manner. |
©McGraw-Hill Education.
Notice the distinctions between judger statements and learner statements in this conversation in Table 2.6.
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Table 2.6 Judger Statements vs. Learner Statements (2 of 2)
| Judger Statements | Jeff: I spend a lot of time talking to HR directors and know which ones are best at helping their employees stay engaged and productive. Don’t you think HR professionals would know more about this than people with a finance background? | This statement begins with an I’m right, you’re wrong message. It directly calls into question the competence of the listener. Many listeners would become defensive. |
| Learner Statements | Jeff: I’ve learned several things from HR directors about continuous feedback systems….I need to learn more about the financial implications. Based on what I’ve told you, what are your thoughts about the cost-effectiveness? | This statement reflects a learning stance and shows a cooperative approach moving forward. |
©McGraw-Hill Education.
Notice the distinctions between judger statements and learner statements in this conversation in Table 2.6.
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Reflecting
Active listening requires that you reflect on the ideas and emotions of others.
To make sure you really understand others, you should frequently paraphrase what you’re hearing.
©McGraw-Hill Education.
Active listening requires that you reflect on the ideas and emotions of others. To make sure you really understand others, you should frequently paraphrase what you’re hearing.
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Table 2.7 Reflecting Statements
| Types of Effective Reflecting Statements | Examples |
| It sounds to me like… | Lisa: It sounds to me like you think we should replace annual performance reviews with continuous performance reviews because continuous reviews improve employee performance and morale. |
| So, you’re not happy with… | Jeff: So, you’re not happy with this transition unless we carefully evaluate all of the costs, is that right? |
| Is it fair to say that you think… | Lisa: Is it fair to say that you think we should make this change even if we don’t know all the costs? |
| Let me make sure I understand… | Jeff: Let me make sure I understand your view. Are you saying that we can understand the costs better by…? |
©McGraw-Hill Education.
As Table 2.7 shows, good reflecting statements begin with phrases such as, “It sounds to me like…”; “So, you’re not happy with…”; or “Let me make sure I understand.…”
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Clarifying
Clarifying involves making sure you have a clear understanding of what others mean.
It includes double-checking that you understand the perspectives of others and asking them to elaborate and qualify their thoughts.
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