Communication

This page contains the following errors: error on line 768 at column 13: xmlParseEntityRef: no name Below is a rendering of the page up to the first error. Your supervisor asks you to mentor a new employee, Toya, and help her learn the ropes of the job. After two weeks you perceive that the new person has many strengths. She is responsible and punctual, and she takes initiative on her own. At the same time, you realize that Toya is careless about details: She doesn’t proofread reports, so they contain errors in spelling and grammar, and she doesn’t check back to make sure something she did worked. You’ve also noticed that Toya seems very insecure and wants a lot of affirmation and praise. You want to give her honest feedback so that she can improve her job performance, yet you are afraid that she will react defensively if you bring up her carelessness. You ask Toya to meet with you to discuss her first two weeks on the job. The meeting begins: Watch, listen, and read the transcript of your and Toya’s conversation. Then critique the conversation by completing the Analysis. You can even compare your response to the author's! You: Well, you’ve been here for 2 weeks. How are you liking the job? Toya: I like it a lot, and I’m trying to do my best every day. Nobody has said anything, so I guess I’m doing okay. You: Well, I’ve noticed how responsible you are and how great you are about being a selfstarter. Those are real strengths in this job. Toya: Thanks. So I guess I’m doing okay, right? You: What would you say if someone suggested that there are ways you can improve your work? Toya: What do you mean? Have I done something wrong? Nobody’s said anything to me. Is someone saying something behind my back? What would you say next to Toya? How would you meet your ethical responsibilities as her mentor and also adapt to her interpersonal needs for reassurance? Author's Response A first priority is to assure Toya she is valued. It will be easier to discuss ways of improving her job performance if you establish a base of support for her and her work. By reassuring Toya, you establish this base of support, and it increases the chance that you can meet your ethical responsibilities to fulfill your supervisor’s expectations and to mentor Toya. To provide this reassurance, you might say: “I haven’t heard anyone talking about you. I really think you’ve gotten off to a very good start with us, and that you can have a bright future here.” After communicating that you value Toya, you could then say: “And I think all of us can improve. I know I’m working on improving my performance. Even though it’s good already, it can always be better. I feel the same way about you. Your work is good, and I think you can make it even better.” What degree of responsibility do you have to Toya, your supervisor, and the company? How can you reflect thoughtfully about potential tensions among these responsibilities? Author's Response Ideally, your responsibilities to Toya, your supervisor, and the company are compatible. If you mentor Toya so that she achieves her potential as an employee, you will satisfy your supervisor and the You would also realize that noise can interfere with clear communication. listeners as passive. I don’t think there’s anything wrong with Dan. Often when Amy suggests doing something together. and dates. How would your communication differ if you acted according to a linear or transactive model of communication? Author's Response Linear models portray communication as one way. Amy: I’m just worried about you. Besides. and read the transcript of Hailley and Amy’s conversation. a man who dropped out of college after 2 years and who now works as a waiter. and besides. I know a lot of people’s boyfriends like that. when Hailley said something to Dan when he was on his cell phone. you would not look for feedback from Toya while you were speaking. Hailley: Well. she notices that he doesn’t treat her with respect and often criticizes her harshly. You can even compare your response to the author's! Dan: Don’t talk to me. so you would be attentive to her responses to what you say. I think I just have to stop doing things that make him mad. Hailley says she can’t because Dan might come over or call. family. Over several months the two of them became good friends. The best chance of avoiding this dilemma is to create a supportive relationship with Toya in which she can accept feedback and work to improve her job performance without feeling threatened. I don’t like the way he treats you. if I do something stupid. and he doesn’t like for her not to be available to him. I’m on the phone. if you adopted a transactive model of communication.company. Amy was drawn to her because she seemed confident and positive. and communication as rigidly sequential. he’s a guy. but then she started changing. Later. you would realize that you and Toya are jointly involved in communication. Amy met Hailley at the beginning of the school year. a transactive model stress that communication is an ongoing process. and she wants to help. A transactive model would also lead you to recognize that Toya’s field of experience influences how she interprets your communication. For instance. She’s become less extroverted and a lot less positive. In contrast. Amy: But he doesn’t show any respect for you at all. He says what he’s thinking. Amy thinks that Dan is damaging her self-concept. listen. and you would assume that she simply absorbs your communication without taking any active role herself. Two months ago Hailley started dating Dan. I can’t expect him not to notice. Then you must decide whether to let your supervisor know that she is not responding to your suggestions. Thinking about what you've read in this . when Hailley dropped some papers. Hailley: Because he called me clumsy? I am clumsy. She may have had bad work experiences before that are affecting how she perceives the current interaction with you. Finally. which reminds you that how you respond to Toya’s concerns can affect what is possible as this conversation progresses. he shouted: Watch. At first Hailley seemed happy with Dan. When Amy sees them together. Dan said harshly: Dan: You are so clumsy! Amy is concerned that Hailley may be in a relationship that is verbally and physically abusive. Toya may be experiencing some psychological noise: concerns about her job safety or your support of her. sharing high and low points about school. Then critique the conversation by completing the Analysis. There could be an ethical dilemma if Toya resists your suggestions for improving her work. If you acted according to a linear model. For example. usually making Cs. what might you say or do for Hailley? Author's Response There are many ways to answer this question. How do social comparisons affect her view of the relationship with Dan? Author's Response Hailley has said that she knows a lot of people with boyfriends who act like Dan. One way to be a constructive looking glass self for Hailley would be to reflect to her how you saw her before she started going out with Dan (positive. preserving the friendship between you and Hailley is essential if you want to keep open the possibilities of communication with her. Hailley (not you!) has the responsibility to decide who she will be and whether she wants to change. The scenario makes it clear that Hailley is becoming isolated from her friends. You can communicate what you see as Hailley’s strengths and worth without endorsing her acceptance of hurtful treatment from Dan. Thus. His parents are angry that his grades aren’t better. Then critique the conversation by completing the Analysis. Although this may be difficult when you are concerned about her relationship with Dan. As Hailley’s friend. You might comment on times when she is graceful (not clumsy) and smart (not stupid) to give her a contrast to the reflection of herself that Dan offers. You can even compare your response to the author's! Jim’s father: I’m not paying for you to go to school so you can party with your friends. What could you do to help create a context that would foster positive change in Hailley's self-concept? Author's Response In abusive relationships. However. his parents have unrealistic expectations of him. Can you think of ways that you might be a constructive looking glass self for Hailley? Author's Response Yes. and an occasional D in his courses. What would it mean to be an upper for Hailley right now? How could you communicate with her to be an upper in her life without endorsing her relationship with Dan? Author's Response Uppers communicate positively about others and their worth. his father said this: Watch. You just have to study harder. Jim: I mean. This may help her see how much she has changed in the relationship and may allow her to reclaim her former self. One way for you to be a friend to Hailley is to provide her with alternative social comparisons by talking about romantic relationships in which there is no violence and talking about women who left men who hurt them. He tends to be an average student. confident). Talking with these people may lead Hailley to think that it is normal and acceptable for Dan to hurt her. it may take time for you to help her. and read the transcript of Jim’s conversation with his father. According to Jim. a few Bs. Jim tells you that when he went home last month. you can support her and help create a context that fosters a healthy change in her self-concept. you create the opportunity to have positive impact on her. the abuser often isolates the victim from others so that his influence is the primary one on her. My dad’s this . I paid my own way and still made Phi Beta Kappa. By keeping those possibilities open. You have a free ride and you’re still just pulling Cs. listen.chapter. Your friend Jim tells you about a problem he’s having with his parents. I like to hang out with my friends but that’s got nothing to do with my grades. A second important starting point is to communicate clearly that you are her friend and you support her. One important starting point is to realize that your relationship with Hailley is a process. You might invite other friends over when Hailley is with you so that she interacts more with people who see her strengths and who treat her caringly. he likes it a lot and sees a real future for himself with the company. stable. The invitation to the banquet stated only “Hope to see you there” and had no RSVP. Yet you don’t want to assume at the outset that Jim and his dad cannot develop a more shared perspective on Jim’s academic work. When he arrived at . making good grades. he thinks it’s easy. His father may not understand how much college has changed since he was a student. Jim also assumes the factors influencing his grades are stable: his classes aren’t going to get any easier. and scripts seem to operate in how Jim and his parents think about college life and being a student? Author's Response Jim has a construct that assesses students as brilliant (like his dad) or not (like him). His father has a construct of students as working hard (his perception of himself) or not working hard (his perception of Jim). Jim’s prototype of the ideal college student is someone who spends some time with friends. he just cruised through college. how do I convince them that I’m doing everything I can? Both Jim and his parents make attributions to explain his grades. Last week Ed was invited to the annual company banquet and awards ceremony. but all my classes are hard. Relevant questions include these: “Did you study more and hang out with friends less in high school? If so. You might also ask Jim how he would feel if he had put himself through school and was now putting his son through school and he felt his son wasn’t working. Jim’s script for college life involves hanging out with friends while making average grades. prototypes. Remember from Chapter 1 that communication is not a panacea—it cannot solve all problems. so Ed didn’t mention to anyone that he wouldn’t be attending because his daughter was in a play the same night. global (generalizable pattern) factors that Jim can control: choosing to party continuously instead of studying when he could choose to study more). I don’t know how it was back then. As a consequence of these constructs and prototypes. Jim attributes his grades to external causes (hard classes) that he cannot control. How might you assess the accuracy of Jim's attributions? What questions could you ask him to help you decide whether his perceptions are well founded or biased? Author's Response You could ask a number of questions to help Jim figure out whether the causes of his average grades really are external. You might encourage Jim to show his father some of his textbooks and assignments. These communications should foster greater dual perspective between Jim and his father. Describe the dimensions of Jim's attributions and those of his parents. I mean. no matter how much studying I do I’m not gonna get all As. What could you say to Jim to help him and his parents reach some more shared perspective on his academic work? Author's Response Realize that you may not be able to help Jim and his father reach a shared perspective. were your grades better?" “What was different about the courses in which you made Bs and the ones in which you made Ds?” “Do you ever talk with professors or study with other students in your classes?” “How much time do you spend studying?” What constructs. In contrast. Ed recently began working at a new job. and not letting anything interfere with that. Author's Response Jim’s father attributes Jim’s average grades to internal (Jim’s priorities). Jim’s dad endorses a script for college life of studying. I mean.brilliant guy. Although he’s been there only 5 weeks. What should I do? I mean. His father’s prototype of the ideal college student is someone who works hard and makes studying and grades the #1 priority. and beyond his control. Jim and his father may have irreconcilable differences. ambiguous word. Then critique the conversation by completing the Analysis. Ed.work the next Monday morning.” “commitment. Watch. (The manager is upset only because Ed’s commitment to the company matters to the manager. he would be wise to talk with co-workers and his manager about company issues. Sign . You can even compare your response to the author's! Manager: Hey. His manager and others with the company understood it to mean “you will attend. Ed didn’t see missing the banquet as a measure of his commitment to the company. His manager has a constitutive rule that states attending the annual banquet counts as showing commitment to the company. Ed might say: "I felt confused when you said that you noticed who is ‘really with us and who is not. and so forth. he needs to understand his manager’s perspective in a non-defensive way. but I didn’t know I was doing it.” and “who is with us and who isn’t” mean different things to different people. He should also realize that his manager’s disapproval suggests the manager has high expectations for Ed and his career with the company. How do the ambiguity and abstraction that are inherent in language explain the misunderstanding between Ed and his manager? Author's Response Words such as “loyalty. and dual perspective to guide his communication? Author's Response Ed might start out by working to achieve dual perspective. How does the concept of constitutive rule help explain the misunderstanding between Ed and his manager? Author's Response Ed and his manager have different constitutive rules for what counts as commitment to the company.” “I feel like I let you down. events. To communicate effectively with his manager. he discovers that top management sees the annual banquet as a “command performance” that signifies company unity and loyalty.’” “I didn’t understand what the banquet met. Later. In the future. and read the transcript of the conversation between Ed and his manager. indexing. you missed the banquet Saturday night. Ed might also have asked his manager whether there would be a problem if he missed the banquet. listen. We really pay attention to who’s with us and who isn’t. Relying on I-language." Ed might also use indexing to assure his manager that the Ed who missed this year’s banquet will not be the Ed at next year’s banquet. Manager: I don’t care why you didn’t come. he will appreciate why his manager is upset.) Ed might then go to his manager and say that he hadn’t understood how important the banquet was. How might Ed learn the normative practices of the company so that he can understand the meanings that long-time employees have? Author's Response Ed needs to get into the informal network. however. his supervisor did. “Invitation” is another abstract. Ed has a constitutive rule that states doing his job counted as showing commitment to the company.” How would you suggest that Ed repair the damage done by his absence from the company banquet? What might he say to his manager? How could he use I-language. Once Ed realizes that his manager sees attendance at the banquet as a show of commitment. I thought you were really committed to our company. Ed read the invitation to the banquet as asking him to attend. Ed: My daughter was in a play that night. Ed is confused by the comment and tries to explain why he was absent. when Ed talks with several co-workers who have been around a few years. He could have understood his manager’s constitutive rule if he had had conversations with his co-workers before the banquet. his manager spoke to him. He may also be preoccupied with thoughts of other patients and obligations—this is suggested by his glancing at his watch. Ms. Zhug: According to the tests. Would you like a referral for counseling? Ms. This isn’t normal. and I felt fine 6 months ago. Gilsdorf’s study underlines the importance of checking perceptions with others—co-workers and managers to learn an organization’s rules. Ryder: If I’m normal. Ryder: Doctor. I assure you I know how to read test results. Zhug’s attention to his papers suggests he may be preoccupied with the tests as the sole source of information about Ms. You have been hired to help doctors learn to listen more effectively when interacting with patients. Zhug and Ms. Dr. our bodies change. Dr. for instance? Author's Response Ms. you have no medical problems. listen. Read "Organizational rules on communicating: How employees are or are not learning the ropes.” Do you notice any forms of non-listening in this conversation? Is either person listening selectively. and physically you are quite normal. Ms. Ryder: Fatigue has nothing to do with my age. monopolizing. and in the last 6 months I’ve felt tired. Gilsdorf. etc? Author's Response The most troublesome form of . You can even compare your response to the author's! Dr. you might also try sleeping more than you used to. Zhug or Ms. You observe the following interaction between Dr. Ryder is clearly preoccupied with her medical problem. Zhug: Ms. I’m only 35. Ryder. I’m telling you this isn’t normal. Ryder’s medical condition. Zhug: I wish I could help you. It is most difficult to understand the unwritten. which may be appropriate in the context of a doctor-patient conference. and it’s not helping. Ryder might want counseling and his use of the term “hysterical” may indicate he is prejudging and stereotyping her as “an hysterical woman. Watch. who came in to find out why she is so tired. Do you see any indicators of hindrances to listening in either Dr. I can’t do my work well. there’s no need to get hysterical. Ryder. Perhaps your fatigue is emotional. Ryder’s conversation. Zhug: Perhaps you need to get more sleep at night. there’s good news. I need to get my energy back. Dr. I don’t have the energy I need for my family. What light does her study shed on Ed's situation? Does Gilsdorf's research suggest that not understanding organizational rules is common for new employees? Does her research suggest ways of minimizing the problem? Author's Response Not understanding organizational rules is inherent in being a new employee. Ryder? Is there any reason to think either person is prejudging or preoccupied. This is common in women your age. Ms. and read the transcript of Dr. Then critique the conversation by completing the Analysis. listening literally or defensively. Zhug: Well. Ms. I know this isn’t normal for me. I know this isn’t normal. Use the InfoTrac author search to find articles by Jeanette W.onto InfoTrac College Edition. Ryder: I just told you I am sleeping more. Zhug and Ms. unofficial rules. Zhug: Ms. His suggestion that Ms. Ryder: I’ve been getting more sleep than I’ve ever needed before. you know. such as what attending an annual banquet means. I feel that way no matter how many hours I sleep. Dr. All of the tests we did show you are normal." which was published in the Journal of Business Communication in April of 1998. why do I feel so tired all the time? Dr. Ryder. What I need to know is… Dr. ] Mom: Emailing someone? Chris: Just a guy. Chris: So? A guy I meet at school could lie too. Mom: [laughs] What’s the mystery. mom. not until I do. Ms. her mother comes into her room where Christina is typing at her computer. Ryder offers about how she feels and how her fatigue is affecting her life. he should look at patients when he talks with them. he’s a 50-year-old mass murderer! Chris: You’ve been watching too many movies on Lifetime. Eye contact is important for establishing a trusting doctor-patient relationship. Mom: Online? You met this man online? And you act as if you know him! Chris: I do know him. Yeah. Zhug after he suggested that she is physically normal and might seek counseling. mom. and read the transcript of Christina’s conversation with her mother. He does not seem to listen mindfully to the information Ms. When do I get to meet this fellow? Chris: Well. We’re interested in the same things and we share so many values. I’ve never met anyone who’s so easy to be with. Dr. Ryder may also have begun to listen defensively to Dr. One evening after dinner. Zhug seems to “listen” only to the reports from medical tests he ran." If patients feel he does not respect them and what they say about their condition. We’ve talked a lot—we’ve told each other lots of stuff. Dr. Her mother sits down and the following conversation takes place. honey. Zhug should also make a greater effort to gain dual perspective—to understand the problem from his patient’s point of view and to respond to his patient’s reports and concerns. he’s in college. Brandon’s 23. Christina is visiting her family for the holidays. Brandon’s just super. Watch.nonlistening in this scenario is selective listening. I’m just signing off on email. either you are seeing him or you’re not. Based on what you know about effective listening (and other communication principles you've learned in previous chapters). Mom: How do you know that? He could be lying about every part of what he’s told you. We can talk for hours and it never gets dull. Mom: Sounds great. listen. and… Mom: How do you know what he’s told you is true? For all you know. Mom: Haven’t you read about all of the weirdos that go to these online matching sites? . [laughs] We met online and we’re just starting to talk about getting together in person. I’ve never met anyone like him. He might work to develop skills in paraphrasing and offering minimal encouragers so that he can better grasp his patients’ perspectives. Zhug so that he can communicate more effectively with patients? Author's Response First. You can even compare your response to the author's! Mom: Am I disturbing you? Chris: No. and he comes from a family a lot like ours. [She finishes at the keyboard and turns to face her mom. What’s he like? Chris: He’s funny and smart and so easy to talk to. Mom: Someone you’ve been seeing at school? Chris: Not exactly. what feedback would you give Dr. you could say we’re dating. Mom: [laughs] Well. Meeting someone in person is no guarantee of honesty. Zhug might also think about the impact of emotionally loaded words such as “hysterical. patients are unlikely to stay with him or to be helped by him. Are you two dating? Chris: Sort of. Then critique the conversation by completing the Analysis. Dr. Identify examples of ineffective and effective listening on the part of Chris’s mother. Mom: Like he values what you think and say? Chris: Exactly! That’s what’s so special about him. Actually. and show that she’s interested in Chris’s life. Brandon does. So many guys I’ve dated don’t. he’s thoughtful. you can’t be serious about someone you haven’t met. If she wants to keep the lines of communication open between her and Chris. When Chris does. these prejudgments are a barrier to her listening mindfully to Chris and learning about Chris’s online relationship. Identify specific listening skills that Chris’s mother uses once she chooses to listen mindfully. engage in dual perspective. Initially. [smiles] Tell me what you like about him. What do you perceive as the key obstacle to listening for Chris’s mom during the early part of this conversation? Author's Response Chris’s mother seems to have prejudgments about online relationships. Chris responds by offering more details about her relationship with Brandon. just not face-to-face. You can get to know a lot about a person from talking. looks away. I was in that chat room too! Mom: But. When Chris calls her mother out for not being open minded. Let’s start over. After all. Chris’s mother may also regard “online relationships” or “online dating” as emotionally loaded words to which she reacts so strongly that her ability to listen well is undermined. Mom: So he really pays attention to what you say. Chris: Mom. Chris already knows that her mother is apprehensive about online dating. then looks back at Chris] You’re right. Please don’t meet him by yourself. however. honey. you’re making me feel sorry I told you how we met. like he’s really interested in what I say. her mother becomes judgmental and lets her prejudgments keep her from listening mindfully to Chris. He’s as normal as I am. Mom: Thoughtful? How so? Chris: Like. Mom: [pauses. and we didn’t meet in a matching site. he really listens. We met in a chat room where people talk about politics. This is exactly why I didn’t tell you about him before. They never return to things I’ve said. Brandon’s not a weirdo. And another thing. Chris. Nothing I say is going to change your mind about dating online. Chris: Mom. Author's Response The mother uses paraphrases and minimal encouragers to check that she’s understood Chris and to encourage Chris to keep talking. the mother acknowledges Chris’s criticism and begins to listen more supportively. Mom: This makes me really nervous. Is Chris’s mother being unethical not to continue expressing her concerns about Chris’s safety? Author's Response Not necessarily. I’m not giving him—or you—a chance. I know him better than lots of guys I’ve dated for months. If the mother is still concerned after listening mindfully to Chris. Author's Response This conversation offers examples of effective and ineffective listening. if I say something one day. he’ll come back to it a day or so later and I can tell he’s thought about it. she . Chris: [tentatively] Well. Chris: I have met him mom. at this point it is important to suspend judgment. when I come back to things he’s said with ideas I’ve thought about. At the beginning of the conversation Chris’s mom invites her daughter to open up. huh? Chris: Exactly. The mother needs to learn more about the relationship before she can assess whether there are real dangers for Chris. I don’t always feel like smiling. Brewster has any right to tie my job to whether I am a beacon of sunshine for every client who walks in here! I need this job. Brewster said anything about your losing this job? Chris: No. not anything I know how to talk about. but I know I’m not perfect and I know he can fire me any time he wants. Some of them are difficult and rude. He says I’m sloppy when I write reports and that I am not always nice to our clients. Do you perceive any examples of counterfeit emotional language in Chris's communication? Author's Response The answer to this question is not entirely . Brewster. I feel like he’s biased against me just because I’m not as pleasant and smiley as I should be. Chris: Well. I’m finished. Am I reading you right? Chris: Sure. and read the transcript of your and Chris’s conversation. so they shouldn’t expect us to be all charm and cheer to every client—some of those folks are real jerks. Chris: Yeah. Is anything wrong? Chris: No. What has happened so far in this conversation. He’s been on my case for the past 3 weeks. You think Chris may be upset and you decide to explore this. not really. okay. what am I supposed to be—little Mary Sunshine? You: Sounds like you’re angry. right? I’m just down. I guess that’s life. not yet. the two of you have often enjoyed casual conversation about issues related to the job as well as ones outside of the job. I’ve got a child and nobody but me to support him. Chris: Darned right I am. Then critique the conversation by completing the Analysis. For the past week. Chris hasn’t initiated any talk in the break room and has made only minimal responses to your efforts to strike up a conversation. It’s Mr. this conversation occurs: Watch. The next time you find Chris alone in the break room. Chris began by saying the issue was “not anything I know how to talk about.” As a result of Andre’s listening and responses. You work with a person who is generally friendly and talkative during breaks. I need this job. And I don’t think Mr.may later express her worries. you’ve been kind of quiet lately. It’s not like they’re paying us big bucks. If he does. What exactly does Mr. I come in to work here every day and I do my job and I don’t complain. Brewster say about how you deal with clients? Chris: He says stuff about not being nice. You: Sounds like something is bothering you. You: I agree. Has Chris changed at all in terms of identifying emotions? Author's Response She has progressed in clarity. but I can’t. Remember how he really drilled it into all of us when we were hired that we are supposed to be polite and smile and all that. You can even compare your response to the author's! You: Hey. You: Sounds as if you may be feeling a little worried about the job too. Chris is able to identify feeling “mad” at Carl and “worried” about keeping the job. listen. well. You: He may be biased against anyone who isn’t super nice to clients. I’m worried. But I’m just not cheerful all the time. You: Has Mr. he hasn’t. I mean. Chris. even if I should be. Want to tell me what’s getting to you? Chris: Well. You: What about? Is he criticizing your job performance? Chris: Yeah. Sometimes it helps me if I talk to somebody when I’m feeling down. You: Down can cover a lot of territory. I know I should be nicer sometimes. well. Does Chris seem to be operating on any irrational beliefs? Author's Response The dialogue suggests three possible irrational beliefs. you might say: "I don’t always feel cheerful either. Chris’s statement that “I’m not perfect all the time” may indicate an irrational belief that non-stop perfection is required for the job.’ and you don’t have to be. it may be counterfeit. listen. but I’m not. Second. Watch. Then Chris could reflect the inner cheer to customers. After greeting Gretchen Bennett. First. O'Connor: Ah. your work pace is too slow. you might try to address Chris’s fears about the job by talking about ways to meet Carl’s expectations. You’ve gotta turn the work around more quickly so that you don’t slow the rest of the team down.clear. and read the transcript of Alan’s conversations with his employees. I don’t want to lose you. Next. Chris may be debilitating herself (or himself) with the fear of catastrophic failure—losing the job and needed income. Would you communicate differently if Chris were a woman or man? Do you think Chris’s sex would affect how he or she communicates? Author's Response None provided. You know. would you advise deep acting. To engage in deep acting. . if that’s what you want." This confirming communication supports Chris. I wish I was. He tries to be honest with his employees about what they need to improve. Chris seems to overgeneralize in saying that Carl expects Chris to smile all the time. He also feels very awkward when employees bring up personal issues and doesn’t feel it’s his place to deal with them. I can flip stuff out really fast. Chris might work at thinking about things that make Chris happy. . That’s okay. you might say: "So you’re not ‘Little Mary Sunshine. Then critique the conversation by completing the Analysis. surface acting. For instance. Third. You can even compare your response to the author's! O'Connor: Uh. Andre might probe to find out why Chris doesn’t feel cheerful all the time and whether any circumstances at work affect Chris’s mood. he focused on a problem that was hindering her progress. Gretchen. .” Because this statement doesn’t explain Chris’s feelings. look. but can you be basically polite and friendly to customers?" This helps Chris move beyond the false dichotomy of “Little Mary Sunshine” versus uncheerful. Author's Response The easiest route for Chris is to engage in surface acting—smile and be cheerful to customers regardless of how Chris actually feels. but usually the employees seem to resent his honesty instead of appreciating his efforts to help them. For example. Alan O’Connor dreads this time of year. and he’s always felt inadequate for this task. but it’s not going to be top quality. or some combination of the two? Explain your reasons. when Carl has not said he was thinking about firing her. It may be that Chris is engaging in counterfeit emotional language when Chris says: "I’m just not cheerful all the time. If you wanted to help Chris keep the job. How would you want the conversation to progress now? What would you say next to support and help Chris? Author's Response There are many ways to move this conversation forward in a supportive manner. It’s his job to conduct performance interviews with the people who work directly under his supervision. Chris might also engage in deep acting by thinking about customers and how they feel and how good it would feel to them if Chris were cheerful and helpful to them. O’Connor remembers an interview a few years ago that went badly. Bennett: I take the time because I want to do it right. One way would be to show that you accept what Chris does feel. He perceives himself as being honest about what needs to be improved. I’d just like to know your own appraisal before we talk about my perceptions of your work. he tried to start the discussion less bluntly. But when I’m here I do my best. but . It took a lot of time. Identify specific comments by O'Connor that are likely to cultivate defensive or supportive climates between him and his employees.Andrews is in the hot seat now.” These comments by O’Connor are evaluative and reflect more of a control orientation than a problem-solving one. He’s even less sure how he can conduct performance interviews that are more effective. And you’re often late getting in. noted in the opening paragraph of this case. They also reflect superiority rather than equality. O'Connor: Look. He is in his early forties. Bennett left the company 2 months later. O’Connor sees work as separate from personal life.but you’ve got to work more quickly. My son developed a serious medical condition and we had to go through testing with several doctors and then some treatments. I mean. and they do not reflect empathy. productive. Finally. In this one. Describe how O'Connor's views of his job. may affect his approach to performance interviews? How do his definitions of his role and his goals influence the kind of climate he is likely to foster? Author's Response O’Connor clearly sees himself as trying to help his employees. Bennett: So. there have been some family issues. . and motivating to employees. O’Connor isn’t sure what he’s doing wrong. This interview also ended tensely. Andrews: Well.” • “I don’t want to lose you. O'Connor: How do you feel about your work over the last 6 months since we last reviewed it? Andrews: I guess I’ve done okay. He recalls another performance interview that also turned sour. . I don’t want to get into your family issues. he comes first. O’Connor’s definitions of his job and goals may lead him to focus selectively on aspects of employees’ work that need improvement and to be inattentive to praiseworthy aspects of employees’ work. I’m sure you can understand that. I’m not sure what you’re after here. Uh. Examples of disconfirming communication are: To Bennett: • “Your work pace is too slow. you’re threatening my job. Andrews: Like I said. What changes could be made in O'Connor's communication to increase the supportiveness of the climate? Author's Response Rather than telling Bennett that her “work pace is . O'Connor: You’ve missed a lot of days. Identify specific comments by O'Connor that exemplify confirming and disconfirming communication. O'Connor: Well. .” To Andrews • “You’ve missed a lot of days. I guess I’ve done pretty good work. You get in late. Andrews: Not if my son needs help. and sometimes I stay late if I had to come in late. Can we just focus on the work for now? I need to know that you’re not going to be absent much more from now on and that you can be here on time. This one-sided focus could foster a defensive climate in performance review conferences. He sees his honesty as valuable in achieving his goal of helping them keep their jobs. How could any disconfirming comments be modified or replaced to create more confirming communication? Author's Response There are few clear examples of confirming communication from O’Connor. and O’Connor felt partly responsible. Criticism seldom feels helpful to the recipients! To foster dual perspective with his employees. or tentative. he might open the interviews by saying: "I know these periodic performance reviews can be uncomfortable. It would also be effective for him to approach problems in job performance as issues that he and the employee could collaboratively resolve (problem-orientation).g. language (e. I get anxious about them myself because I want to support you and mentor you.”) would also help O’Connor and his interviewees explore causes of problems and possible solutions.." Notice that this approach to the topic also invites a problemsolving approach and an equal relationship between O’Connor and Bennett. O’Connor might offer a more tentative and descriptive comment. For instance.. What advice would you give O'Connor about how to start interviews in ways that might establish a supportive foundation for interaction? Author's Response Employees may not share O’Connor’s view that he is trying to help them. Provisional. For instance.” O’Connor might rely on less evaluative language and say: "I’m wondering if how we could increase your pace of work. Focus on framing the performance interviews. . Do you perceive that is the case?” O’Connor could also enhance the climate’s supportiveness by showing more empathy.g.” He might then say: "What I want to do in this conference is work with you to make you as effective as you can be so that you advance in the company. If I sound somewhat critical at times. Instead of overtly criticizing Andrews for tardiness and absenteeism. he could express some understanding of Andrew’s responsibilities as a parent and some sympathy for the child’s medical problems. O’Connor could do this without suggesting to Andrews that it is okay to be late or absent from work. please understand that I’m trying to give you feedback that will help you move ahead. I wonder if you are working at the most effective pace?”) instead of certainty language (e. such as: "It seems that you’ve been off of the standard schedule a bit lately.too slow." This kind of opening provides a supportive framework for any criticisms that follow. but sometimes that means I need to point out minor problems. “Your work pace is too slow. What suggestions can you make that would allow O'Connor to fulfill his responsibility to provide employees with critical feedback on performance and also to establish a more supportive climate? Author's Response O’Connor would be a more effective communicator if he began by noting and praising employees’ strengths and accomplishments. O’Connor might open performance reviews by explaining how he sees his role so that employees can understand that.

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