3
Communicating

Learning Objectives

By the end of this chapter, you should be able to:

• Describe the four-part communication process.

• Identify and explain the eight factors for improving listening skills.

• Describe the steps in planning and conducting a meeting.

• Identify four guidelines for effective written communication.

• Explain how to use communication technology effectively.

“So in the final analysis, it is your effort and your effectiveness that will make you successful,” Luke said as he wrapped up his presentation at the new employee orientation meeting. He received a warm round of applause and felt confident his message had gotten through. At the next break Luke talked to one of the participants. When the discussion turned to his presentation, it quickly became evident to Luke that the person had not understood his message, and so Luke tried to clarify his key points. By the time the break ended, Luke was confident the participant now understood his message. He was left wondering, however, what message the rest of the participants had heard. Had he really done a poor job of presenting or had the participant done a poor job of listening? Either way they hadn’t communicated with each other.

Communication. Everyone has an opinion about it, but no one seems to do anything about it. Yet research has shown a direct connection between strong communication skills and improved productivity, a reduction in employee problems, improved working relationships, and lower turnover—all goals of an effective first-line supervisor. It has been estimated that we spend 70 to 90 percent of every workday involved in the communication process. How we communicate with others influences the way they see us, how they react, and ultimately, the results we achieve. The best supervisors have learned the effective communication techniques explained in this chapter and apply them on the job.

Communication problems are often cited as one of the major detriments to effectiveness. Most of these problems are attributed to others: He doesn’t listen. She interrupts. He doesn’t understand. If only she would listen! The intimation is that, if other people would just improve their communication skills, everything would be fine. If you share this belief, you may have trouble being effective.

The best supervisors take responsibility for their own communication skills. They assume if there is a communication problem, it is because they have not made themselves clear. The best supervisors do everything in their power to maximize the effectiveness of their communication. The first step in improving communication skills is to understand the communication process.

THE COMMUNICATION PROCESS

Communication has been defined in numerous ways. Yet all the definitions have one basic feature in common—passing information from one person to another. Unfortunately, sometimes when information is passed, the end result is not what the person who passed the information expected. For communication to be successful, it has to achieve the desired results. Therefore, let’s use the following as a definition of communication: “passing information from one person to another with the intention of getting a specific result.”

Exhibit 3–1 shows how the definition looks when it is put into practice. The key word in the definition is specific. Most of our communication gets results of some kind. We ask someone to do something, and they do it. We may find out later, however, that what they did was not exactly what we had in mind. The result is called a communication problem because we didn’t get the specific results we wanted. A breakdown in communication can occur at any point in the process. By examining each part of the process, we may be able to determine the cause of a communication breakdown. Here’s how the four-part process works:

1. The sender has information that starts out as a thought. The sender puts that thought into words or symbols and sends the information.

2. The information is either fact or opinion. It may come in the form of a question, a statement, a request, an instruction, or an order.

3. The receiver takes the information and “translates” it into his or her own thoughts. The success of the sender, at this point, may depend on how well the receiver translates the information.

4. The specific results ultimately depend on how the receiver regards the message and the sender.

The sender knows the information was received properly if the specific results that were expected actually occur. If the results are different from those intended, the communication was not successful.

As mentioned earlier, effective supervisors take responsibility for the success (or failure) of their communication. This willingness to take responsibility is one characteristic that separates effective supervisors from those who are ineffective. Therefore, rather than placing blame or finding fault with an employee, the effective supervisor first assumes that the problem was with the information sent, not with the employee receiving it.

Effective supervisors make sure they know what they want before they try to communicate it to someone else. They make sure those receiving the message are ready for it, and they let them know that questions should be asked if they don’t understand.

Effective supervisors also take responsibility for the success of communication when they are the ones receiving it. In other words, they make sure they understand the message someone is sending them. Have you (receiver) ever received an assignment (information) from your boss (sender) and completed it (result) only to find out that it wasn’t what the boss wanted (specific results)? Taking responsibility for communication means making sure you understand the information you receive. It may take a little work, but in the long run you’ll save time and energy if you help your senders clarify their messages so you can deliver the specific results they expect.

If you don’t understand what you are supposed to do, ask questions. The adage, “The only dumb question is the one not asked,” certainly applies when you are the receiver of communication. If you make a habit of asking clarifying questions, after a while you will find that those who are sending you messages become more effective communicators, because they will anticipate your questions before they send you a message.

Exercise 1: Communication Breakdowns

INSTRUCTIONS: Read each of the following situations and then indicate which part(s) of the communication process broke down.

1. Xavier is the shift supervisor at “Always Pressed for Time” dry cleaners. A customer recently dropped off three sweaters for dry cleaning and Xavier took the order. The customer didn’t mention anything special about any of the sweaters and Xavier passed them on to his employees for cleaning. Now, Xavier is checking the work done by one of his employees and notices that all the sweaters have been “cleaned,” but that there is a stain on the sleeve of one of the sweaters. The customer was told the sweaters would be ready at 3:00 P.M. today and its now 2:30 P.M.

________Sender ________Information ________Receiver ________Specific Results

2. Sandra supervises the day shift at a local clothing retailer. Earlier today she walked into the break room and found it a mess. At the end of the shift, she told the employees that the break room was a “mess and needed to be cleaned” before they left for the day. Thirty minutes later they all left and said the break room was clean. When Sandra checked a few minutes later, the room was better, but it still wasn’t up to her standards.

________Sender ________Information ________Receiver ________Specific Results

3. Marques asked Genny to provide a complete report about a project she’s been working on for several days. When Marques received the report he discovered that it didn’t contain all the information he expected. He couldn’t understand why Genny gave him such an incomplete report.

________Sender ________Information ________Receiver ________Specific Results

4. Helen supervises a team of accountants. Her boss, Ricardo, asked her to change several accounting procedures. Ricardo told Helen that the suggestions came from department managers and vendors. Helen heard Ricardo describe the need to simplify the budgeting process and find a faster way to process accounts payable. Helen worked with her team and made the changes she thought Ricardo wanted. When she presented them to Ricardo, his response was, “That’s a good start, Helen, but you need to go further than that.” Helen was disappointed and resentful that the work she and her team did was not appreciated. As she left Ricardo’s office she thought to herself, “I can’t ever please him. He always asks for more!”

________Sender ________Information ________Receiver ________Specific Results

Suggested Answers

Situation 1: The sender failed to give Xavier complete information. However, Xavier (receiver) has to accept responsibility for how the communication was received. He should have been proactive and asked the customer if there were any special cleaning problems so the cleaning could have been done properly.

Situation 2: Sandra’s (sender) communication was too general. Saying the break room was a “mess” was based on her definition of a mess. She should have been more specific about what she wanted cleaned up—such as tables, the floor, cabinets, etc.—so employees would know the standards for a clean break room.

Situation 3: Marques’s communication got results (a report), but not the specific results (complete information) he wanted. The communication breakdown occurred because Marques didn’t specify exactly what he wanted in the report, or because he assumed Genny would know what to put in the report. By the time Genny redoes the report, it will most likely take more time than if Marques had clearly explained what he wanted when requesting the report.

Situation 4: Helen (receiver) should have been more proactive when Ricardo was explaining the assignment. Helen needed to do a better job of clarifying Ricardo’s expectations so that what she presented was in alignment with what he wanted. By relying on her assumptions of what Ricardo wanted, Helen spent unnecessary time and effort working on the wrong thing.

LISTENER PROBLEMS AND SOLUTIONS

Everyone has horror stories about listening—or the lack of it. The body is present, but the mind has left the room. It has been estimated that we only remember about 20 percent of what we hear. Primarily this is because in most listening situations the listener is only paying attention part of the time. Successful supervisors are aware not only of the message they are trying to get across, but they are also aware of the fact that people have trouble listening.

People may be bored, distracted by personal problems, concerned about something that is about to happen or has just happened, or a hundred other things. The one thing you can be sure of is that they aren’t giving you 100 percent of their attention. With a little luck, they may mentally return and check out what you’re saying once in a while. Sometimes, once lost, they never come back. Have you ever daydreamed through sermons, meetings, or classes in school? If so, you know how hard it can be to pay attention—even when you know it’s in your best interest to do so.

As a supervisor, it is your responsibility to hold the attention of your employees when you are speaking—whether it’s one-on-one or in a group situation. Your success in gaining and holding their attention depends on how well you organize what you are saying. Organize your communication, express a willingness to accept and give feedback, and use appropriate visual materials to support your message.

Your listeners may not ask you the following questions, but they are thinking of them, and unless each question is addressed, your chances for successful communication are reduced.

What Is This All About?

What is the subject being discussed? Get to the point as soon as possible. This is one reason why an agenda is so important, even for the smallest and shortest meeting. An agenda puts things in proper order. If listeners have to wait or search for the reason for the message, their attention will be lost.

Exactly What Is Being Proposed?

Make clear what you are proposing and the specific results you expect. If it is not made clear, there is usually confusion about the intended results. If a decision is being made, this is the time to explain the reasons, and what is involved. When people understand and accept a proposal, they listen more attentively. Unless the subject is covered carefully, people may leave the discussion feeling that time has been wasted and nothing accomplished.

Why Is It Needed and by Whom?

If listeners don’t believe they need what is being proposed, it will be difficult, maybe impossible, to get them to act either as individuals or as a group. Explain why it is important and to whom. Identify who is involved. Be prepared to answer questions to clarify what you want.

What’s in It for Me?

Most of us are constantly tuned to station WII-FM: What’s in it for me? When speaking, don’t generalize; be as specific as possible. Identify how the group or individual will benefit from what you are proposing. Validate what is being proposed in the form of data, the experience of others in similar situations, analogies, or some form of expert outside advice. Use all the tools at your disposal to communicate benefits.

What Is Supposed to Be Done About It?

This is the place to establish who is responsible for what. If there are reports to be submitted, identify who will do the work and to whom they report. If there are assignments or deadlines, each person involved should indicate an understanding of his or her role in what has been decided. This is when you must especially take care to be specific (see Exhibit 3–2).

Even when all of these concerns have been addressed, many people still have a tendency to criticize new ideas. If there is reluctance to act, you have an obligation to sell the group on the benefits of what you are proposing. By describing practical applications for a group, suggesting useful ideas, and pointing out the value of certain actions, you have a better chance to overcome objections.

IMPROVING PERSONAL LISTENING HABITS

Most people think that the speaker is totally responsible for the content of the message, but the listener has an equal responsibility to pay attention, provide sincere feedback, avoid critical judgments, and avoid self-imposed distractions. When there are discussions, meetings, or presentations, there is usually an exchange of ideas; thus your own listening skills are important. Having a reputation for being a good listener and making a serious effort to understand what’s being discussed can improve your chances for success. Here are eight steps you can take to improve your personal listening habits:

 

1. Listen for ideas, emotions, and feelings.

2. Listen for what is not being said.

3. Control your emotional reactions.

4. Overcome personal prejudgments and distractions.

5. Keep an open mind.

6. Listen more than you talk.

7. Hear the other person out (don’t interrupt).

8. Use open-ended questions for active listening.

Listen for Ideas, Emotions, and Feelings

Most of us tend to listen for the facts and pay less attention to theories and conceptual ideas. However, even the poorest communicator can be the source of an idea. You can usually learn something by listening intently in every situation. Sometimes the person speaking may not have all the facts, so listen for concepts and ideas.

You also need to listen for emotions and feelings to pick up vital informational cues that are not stated, but are important to know. For example, does the speaker’s voice sound urgent, enthusiastic, reserved, or cautious? You need to listen for these verbal cues to emotions and feelings so that you can fully comprehend everything being communicated.

Listen for What Is Not Being Said

We often assume we know what the other person means or what he or she is going to say before it’s said. We may seem to be listening, but we don’t really hear what is being said. We put our words (instead of theirs) in their mind and miss the intent of the message. Then we respond with what we thought they were going to say instead of what was actually said.

Likewise, it’s important to pay attention to the responses you get from your employees. Their responses tell you whether they are listening to you. For example, you may give an employee an assignment and get a simple response of “Okay.” Is it really “okay” or is the employee just saying that without really listening? Look for clues such as the lack of eye contact, the quickness of the reply, the “let’s get on with it” attitude. All could be signs of not listening accurately.

Control Your Emotional Reactions

Sometimes you must appropriately assert yourself, and being a supervisor means that you will be involved in emotional issues. However, keep the lid on any over-emotional reactions.

Ignore the other person’s attire, awkwardness, language, biases, mannerisms, or habits. For example, a person who is dressed in a manner that you consider unacceptable, makes a comment about a subject being discussed. However, because of the way the person is dressed, you may be inclined to make up your mind ahead of time that whatever the person says won’t have much merit.

Avoid bringing up emotional side issues in group situations. A discussion or meeting is seldom the place to allow or create emotional reactions. Questions or comments that irritate or intimidate can backfire. People tend to remember the incident and forget the issues or logic involved. If other people ask hostile or emotional questions, keep calm and get the subject back on track. If you have to disagree with what is being said, do so in as positive a manner as possible.

Overcome Personal Prejudgments and Distractions

Poor body language can reveal inattention or indicate indifference to an aware speaker. Stay alert and pay attention. This may not be easy after a long lunch or during a busy day, but it is important. In addition, avoid dismissing the other person’s ideas as something already known or heard before. The person may have something additional to contribute.

Keep an Open Mind

Few people admit to having anything other than an open mind, but the truth is somewhat different. Too often, people fail to listen carefully because they are “expecting” something. Avoid tuning out the other person. Listen for something you can use; it’s probably there.

Listen More Than You Talk

You can listen much faster than you can talk. The average person listens at 500 words per minute, but only speaks at about 125 words per minute. Use this extra time to your advantage to make sense of what is being said. It isn’t essential that the message be enjoyed; just be sure it is understood. When you have grasped the message, acknowledge your understanding to the speaker.

Hear the Other Person Out (Don’t Interrupt)

Pay attention and be sure to understand what is going on. Many people interrupt because they perceive the subject as uninteresting, or they feel they have something to add. Interrupting tells others that we are not truly listening. By developing the ability to listen without interrupting, you can pick up a great deal of useful information that otherwise would be missed.

To avoid missing critical material, save any pertinent questions or comments until the other person is finished. Listening without interrupting is particularly helpful in situations where changes are occurring or in handling disagreements. Someone may be throwing curves, and an interruption may let them get away with it.

Use Open-Ended Questions for Active Listening

Open-ended questions are those that cannot be answered by a simple yes or no. To encourage meaningful communication, avoid doing all the talking and ask questions frequently. Open-ended questions allow others to express how they feel or to explain some point more clearly. Open-ended questions usually begin with words or phrases such as who, what, when, where, why, how, or tell me about that. Using active listening implies more than merely hearing the other person out. The following examples of active listening do not cover all the possibilities, but they provide some useful guidelines.

Check Whether You Have Been Understood

Questions at this point let you check to see whether you are “on track.” The magic words to remember are feel, felt, and found:

“How do you feel about what I’ve said so far?”

“I wanted to find out how you felt about this.”

“Have you found this idea will work?”

Note that it’s easy to reply to a question about feelings. If there is an objection or some problem, you have an opportunity to acknowledge it and answer it immediately.

Check Whether You Have Understood the Speaker

There are times when the speaker has not covered the subject clearly or adequately. Regardless of how well you listened, you may need more information. Rather than pointing out their omissions or mistakes, rephrase the statement and then ask a question: “Let me see if I understand what you just said. As I understand it . . . (rephrase the statement). However . . . (bring up the point you want explained).”

In some cases, the speaker may make a number of points, but not all are clear to you. The process is similar. Rephrase the speaker’s comments but summarize the specific issues you want clarified. “Let’s review what you’ve said so far. As I heard you, you said . . . (rephrase and then close with the question:) Is that correct?”

Improving your listening skills is one of the best ways to ensure your success as a supervisor and possibly open up future opportunities for yourself elsewhere within your organization.

Exercise 2: Active Listening

INSTRUCTIONS: The following activity takes twenty to thirty minutes to complete effectively and requires one or two other people. You may want to schedule a specific time to complete it later. Use this activity to help you develop your ability to practice active listening. The activity works best with three people: a Speaker, a Listener, and an Observer. However, you can do it with one other person by combining the Listener and Observer roles. If possible, ask some of your peers to do the activity with you so you can all work on developing your skills.

When you are ready, have the Speaker talk to the Listener for two to three minutes about some topic. The more controversial the topic, the better, since this challenges the listener to use active listening skills. Some topics to consider are:

• Capital Punishment

• Legalized Drugs

• Government Spending

• Violence on Television

• Gun Control

After the Speaker is finished, the Observer (or Observer/Listener) gives feedback to the Listener based on the following questions. After a brief discussion, change roles and repeat the exercise. Repeat as often as necessary until you are comfortable that you are able to practice active listening.

Did the Listener:

Comments/Suggestions

___________________________________________________

___________________________________________________

___________________________________________________

PLANNING AND CONDUCTING MEETINGS

When Michelle was promoted to first-line supervisor she decided the best way to get things started would be to hold a meeting with her employees. She reserved a room and communicated the time and place to everyone. She made a few notes and was ready when everyone arrived. Once the meeting started Michelle quickly covered the key points she had written down. She asked if anyone had any questions and no one said anything. Michelle looked at her watch and realized they had only been there for ten minutes even though she had planned for a one-hour meeting. Since she didn’t have anything else to say and no one had questions, she dismissed the meeting. She knew people liked short meetings, but she also knew that she had not accomplished much in the short time they were together. Michelle realized that she would have to do some more work prior to her next meeting.

One of the ways in which you will likely do a lot of communicating with your employees is during meetings. First, accept the fact that meetings are a time to get important work done. In today’s workplace, people spend more and more time in meetings. Your challenge, like Michelle’s, is to make them productive and ensure they achieve the intended results.

As a rule, you want to have a meeting when it is the most effective and efficient way to share information or make decisions. Keeping this rule in mind helps you avoid the problem of too many or too few meetings.

The fact is that properly conducted meetings save time—lots of time. Meetings save time because everyone gets the message at the same time. When everyone gets the message at the same time, questions can then be asked and issues clarified, and everything does not have to be repeated for each individual.

In addition, grapevine gossip is reduced. Communications that have to be passed on from worker to worker are often subject to individual interpretation. The specific outcome you intended by your communication may get lost in the process. Having the entire group present can minimize misunderstandings as well as save time. Deadlines, priorities, and responsibilities can be settled without repetition when everyone is operating from the same page.

Preparing an Agenda

For maximum efficiency, even the smallest meeting should have an agenda. Providing a list of subjects to be covered helps people listen specifically for pertinent information. Agendas also prevent meetings from degenerating into discussions of side issues or becoming gripe sessions.

Developing an agenda is important because it forces you to prepare for the meeting. Preparation is the key to a successful meeting. The time you spend thinking about the meeting in advance should help save you time during the meeting. Exhibit 3–3 lists basic questions that should be considered for every meeting. Answering these questions ahead of time helps you keep focused. The answers may also lead you to conclude that you aren’t ready for a meeting right now because you don’t have all the information you need.

Whenever possible, the meeting agenda should be distributed ahead of time so participants have time to think about the items and come prepared to discuss them. If that’s not possible or practical, have the agenda on the table when people arrive for the meeting. This gives them a chance at least to get a feel for what will be covered. At the beginning of the meeting, take a few minutes to briefly review the agenda. This sets the tone for the meeting and clears up any questions participants might have about its purpose.

Use Exhibit 3–3 as a checklist when planning future meetings.

Conducting the Meeting

Conducting a meeting is much easier with a prepared agenda. You have a control tool in front of you and all the participants. If things start to get out of control or people get off the subject, you can always refer back to the agenda to regain control. Begin the meeting by reviewing the agenda and stating approximately how much time you expect to spend on each item.

Present the information the group needs to know. Also offer information the group wants to know. This is one way to prune the grapevine. When people are kept informed through regular, consistent meetings that dispense the information they need, the grapevine becomes less relevant and less disruptive.

Allow time for group discussion and questions. Respond as honestly as possible and keep the group focused on the subject at hand. Pay attention to the mood of the group and learn to “read” their body language. If you notice people getting restless or losing interest, take a short break. Watch out for the one-on-one discussions that sometimes develop between meeting leaders and one or two participants. These discussions can quickly turn off other participants. Control these situations by inviting these individuals to talk to you about their concerns after the meeting.

Use the “parking lot” technique to capture important topics that may come up, but are not related to the agenda. Simply write the words “Parking Lot” at the top of a flip chart and post it where everyone can see it. Then when a non-agenda item comes up it can be “parked” for later rather than taking up valuable meeting time. Make sure before the meeting is over that some decision has been made about how and when the parking lot items will be addressed. Otherwise it just looks like you are trying to avoid the topic.

Assign someone to record any decisions that are made and any responsibilities that are assigned. This serves four purposes: First, it lets participants know that you are serious about what’s being discussed at the meeting. Second, it gives you a way to follow up on specific assignments. Third, you can use the information to close the meeting. Fourth, if you wish, you can send meeting minutes to participants after the meeting.

Close the meeting by summarizing the key decisions and responsibilities. Let people know what you expect and when you expect it. This is your chance to ensure that your communication will obtain the specific results you intend.

After the Meeting

Once the meeting is over, decide whether you will provide minutes of the meeting. If so, do it as soon as possible, preferably within forty-eight hours after the meeting. Prepare the minutes while the meeting is still fresh in your mind as well as the minds of the participants.

It is also important to evaluate your meetings to ensure they are effective. You should regularly solicit feedback from those who attend. Then use the feedback as a way to improve your future meetings. Exhibit 3–4 can be used as a meeting evaluation tool.

Brainstorming

Depending on the purpose of your meetings, from time to time you may want to use a technique called brainstorming. Brainstorming is a method of leading a discussion that encourages involvement. When conducting a brainstorming session, be sure to have plenty of paper. If possible, use a large chart pad that everyone can see. Have plenty of markers so once the session begins you can quickly write down everyone’s ideas. As you fill one page, start a new one. Save all pages for reference later.

Follow these rules when conducting your brainstorming session:

• Withhold negative criticism of ideas. Do not stop to discuss any ideas for any reason. Do not allow anyone in the group to criticize an idea or say something like, “We’ve tried that before.” Your goal is to get as many ideas as possible.

• Encourage freewheeling. Anything goes in a brainstorming session. No idea is too wild or far-fetched. Remember you are trying to come up with ideas that are new and different.

• Go for quantity. Keep the group going so that ideas feed off each other. The more ideas, the better. This is one time when quality is not as important as quantity. You will refine the ideas later when you discuss the ideas that have been generated.

• Combine ideas and make them better. This is the last step, but don’t do it too soon. Let the group think. Be willing to have some “silent time” during the session. Often the best ideas occur after there has been some silent time to think. Once you think you have all the ideas, start discussing them. Try to combine ideas and look for ways to make improvements in what has been suggested.

You probably won’t want or need to use brainstorming at every meeting you conduct. Nevertheless, it is a technique you should learn to use as it can help generate new ideas and novel ways to solve problems.

WRITTEN COMMUNICATION

Meetings are valuable because they allow you to communicate a lot of information to a group and agree jointly on plans or actions. As a first-line supervisor you also need to use a variety of written communications, such as written reports and memos. Writing that is unclear, vague, or poorly organized leads to mistakes, misunderstandings, and confusion, and it wastes time. Think back to our discussion of the communication process at the beginning of this chapter. Our definition of communication—“passing information from one person to another with the intention of getting a specific result”—certainly applies to written communication.

The late Groucho Marx used to tell the joke about how he was hunting in Africa and got up one morning and shot an elephant in his pajamas. Then he said, “How he got in my pajamas, I’ll never know.” Through the use of a few misplaced words, the meaning of what he was saying got changed. This sometimes happens to us when we aren’t careful about the way we approach our written communication.

Think about the reason you are writing a memo. Do you have something important to say that will be received in a positive manner? How many times have you received a memo and become angry about what it said? How many times did it create a “downer” day for you? Did you ever think, “Why didn’t he just tell us in person?” Unfortunately, many memos are written by ineffective supervisors who are “hiding” from their employees. They are afraid to face them directly and often put things in writing that they would never say in person. The result is a negative experience for the person who receives it.

Effective communicators prefer face-to-face communicate over written communication. For many people written communication is more difficult than spoken communication because you can’t see or hear the person to whom you are writing. You can’t see facial expressions, the person can’t ask you questions, and you can’t ask questions to determine whether the other person understands. All of these factors make it likely that your message may be misinterpreted or misunderstood by those who read it. Therefore, it is important that if you decide to use written communication that you take steps to make it as effective as possible. Here are four guidelines you can apply when preparing written communication.

Organize Before You Write

If you plan to take a trip to some place you haven’t been before, you would use a map to provide directions. The same is true of writing. If you want to wind up at your destination (to achieve specific results), you need to have a road map. When writing, an outline is your road map. Use a two-step approach to develop your outline. First, briefly write down all the ideas and pieces of information you want to include in your written communication. Second, organize the ideas into an outline with major headings and subpoints. These two simple steps help you get rid of extraneous material and focus on your objective.

Use Simple, Straightforward Language

Strive for clear communication. Avoid buzzwords or slang. Keep sentences short. Complicated sentences and unusual phrases only confuse the reader. Memos should be no longer than one page. Anything longer and the receiver is likely to get tired of reading—and not get your message.

Be Sensitive to the Tone of Your Writing

Avoid writing when angry. If the message is critical, it may be wise to have someone else read it before you send it. Avoid exclamation marks to drive home a point!!!! They look out of place in business correspondence and give the impression that you can’t control feelings. AVOID USING ALL CAPS LIKE THIS WHEN WRITING AS IT MAKES THINGS HARDER TO READ BECAUSE THE INDIVIDUAL WORDS AND LETTERS TEND TO RUN TOGETHER AND BECOME HARD TO DISTINGUISH FROM ONE ANOTHER.

Write from the Viewpoint of the Reader

Readers pay a great deal more attention to a message when it is written with their interests in mind. If you are writing to correct a mistake, write from the other person’s point of view. Remember, your reader is tuned to WII-FM (What’s In It For Me). Define how the person will benefit, rather than what the consequences will be if the conduct is not changed. Whenever possible, have someone else read your communication before you send it. That person can tell you whether your message will be accurately received and may also be able to offer suggestions for improvement.

Exercise 3: Evaluate Your Written Communication

INSTRUCTIONS: Go through your files and retrieve your last three pieces of written correspondence. Answer Yes or No based on the preceding guidelines. If necessary, indicate how it could have been improved.

Written Communication #1: _______________________________________

Yes No Was it necessary or would some other method have been better?

Yes No Was it organized?

Yes No Was the language simple and straightforward?

Yes No Was the tone correct?

Yes No Was it written from the reader’s viewpoint?

How could it have been improved?

___________________________________________________

___________________________________________________

___________________________________________________

Written Communication #2: ___________________________________________________

Yes No Was it necessary or would some other method have been better?

Yes No Was it organized?

Yes No Was the language simple and straightforward?

Yes No Was the tone correct?

Yes No Was it written from the reader’s viewpoint?

How could it have been improved?

___________________________________________________

___________________________________________________

___________________________________________________

Written Communication #3: __________________________________________________

Yes No Was it necessary or would some other method have been better?

Yes No Was it organized?

Yes No Was the language simple and straightforward?

Yes No Was the tone correct?

Yes No Was it written from the reader’s viewpoint?

How could it have been improved?

___________________________________________________

___________________________________________________

___________________________________________________

COMMUNICATION TECHNOLOGY

In today’s business world, technology has provided us with multiple and ever-evolving methods designed to improve our ability to communicate. Unfortunately, technology alone does not automatically improve communication, and poor communication skills are not enhanced with new technology. In fact, the opposite is often true. Those who generally communicate poorly in written form now just do it more often because of the easy access to more ways to communicate. Likewise, poor verbal communicators may send out more messages that are hard to decipher because they can simply pick up the phone and send a message.

Electronic communication has many advantages. One significant advantage is that text messaging, instant messaging, and video and telephone conferences provide more opportunities for two-way communication. They also reduce the time frame for responses and can save wasted meeting time by allowing people to communicate from wherever they are rather than bringing them all to one place.

However, be aware that there are situations in which face-to-face communication is best, such as very sensitive issues. The same is true for complex issues that require a series of decisions by several people. When seeking major commitments, face-to-face discussion is more effective, especially if you have to make a case for things like more resources or more budget dollars. Similarly, when you need to consider several possible solutions to a problem, or when people have multiple perspectives, a meeting of all parties is often a quicker way to get resolution.

The guidelines just presented in the Written Communication section also apply when using the various forms of communication technology. Remember to (1) organize before you write or talk; (2) use simple, straightforward language; (3) be sensitive to the tone of your writing or speech; and (4) write or speak from the viewpoint of the receiver of your communication.

This section briefly discusses guidelines for using some of the more common methods of communication technology. It is not intended to be an exhaustive list, but rather a cross-section of available technologies.

Electronic Messaging

Through e-mail, text messaging, and instant messaging, you most likely get more communication from other people than ever before. One person can easily and quickly send a message to twenty other people by pressing a couple of buttons or clicking a mouse. The ease of using electronic messaging has made it the mode of choice for written communication. Don’t confuse quantity with quality. It is important that when you use these technologies to communicate with others that you do so in an appropriate manner.

Think of your electronic messages as you would any written communication. Use an electronic message only if you would put the same thing on paper where anyone could see it and read it. Don’t send a message that defames or slanders another person or organization. Your e-mail or other messages could wind up in a court of law as evidence against you or your company—it has happened to major corporations. Protect yourself and your company by using electronic messages only for normal, day-to-day communication. Avoid the controversial or opinionated message that someone else could misinterpret.

Even though electronic messaging is quick and easy, your thought process should be reflective and sound. For example, comments that are even slightly suggestive in nature might be interpreted as sexual harassment by the receiver—even though you meant nothing of the kind. Likewise, a message sent as a reprimand could be misunderstood by the receiver. Any type of personnel issue is best dealt with using two-way communication where you can see and hear the response of the other person.

Avoid using electronic messages to communicate confidential information. The possibility exists that someone other than the intended recipient may open and read a message. Also, some people automatically print out all their messages and then read them later. When the receiver prints it, someone else may pick it up off the printer and read what you have written. Confidential information is best communicated in writing and placed in a sealed envelope, or handled in a face-to-face meeting.

Always remember that one-way communication can easily be misinterpreted by the reader. You can’t see the recipient’s face or reaction to what you have written. Use electronic messaging for its intended purpose—to enhance productivity.

Your electronic messages are a reflection of you. If you want to have a professional image, your messages should reflect that. Make sure they are necessary and sent only to those who need to receive them. Use a style and tone that conveys your seriousness and professionalism. The best way to maintain a professional approach is to follow one simple rule—don’t put anything in your electronic messages that you wouldn’t say to someone face-to-face.

Voice Mail

Like electronic messaging, voice mail can create problems if not used appropriately. Some people use voice mail as a way to avoid face-to-face contact. Some people use voice mail because they don’t know how to use electronic messages. Some even use voice mail as a way to blow off steam.

Don’t say anything that might be misinterpreted by the person listening to your message. Most voice mail systems allow the receiver to save a message. When using voice mail, think of what you are saying as “the whole truth, nothing but the truth.” It may be tempting to say something on voice mail that you would never say to someone’s face—especially when they can’t immediately respond to what you have said. Make sure that you don’t say something in your voice mails that you might regret later.

Some people use the speakerphone feature when listening to messages. You may send a message to someone in confidence, but it may wind up being heard, even accidentally, by someone else. For this reason, when receiving voice mail, avoid using the speakerphone unless you have an office where you can shut the door so others can’t overhear your messages.

Avoid saying anything in a voice mail that is intended to be confidential and that you wouldn’t want someone else to hear. Don’t use voice mail to send a message that you would be embarrassed or concerned if someone other than the person for whom the message was intended, heard your message. Save your confidential messages for face-to-face meetings or closed-door meetings.

Use appropriate language when sending voice mails. Off-color words or statements should never be used. Don’t say anything that could embarrass you, the listener, or someone who might overhear your message. Only say in a voice mail what you would be willing to put in writing for someone to see, read, and re-read. Say what you have to say succinctly and clearly. Get to the point and keep your message brief. It’s not necessary to repeat your message—if the receiver wants to hear it again, he most likely can replay it.

Always keep in mind that your voice mail is a reflection of you. Your voice mails should be clear, straightforward, and easy to understand. Use your voice mail to provide information. Deal with controversial or personnel-type issues only in face-to-face meetings.

Internet or Intranet

The Internet is a source of a wealth of information. Many people rely on it to do research, check facts, and keep up on the latest information about virtually any topic. Many organizations also make use of the Internet or their own organization’s intranet for employee training and development. As with other technologies, the key is the manner in which it is used.

First, don’t waste your time or your company’s time surfing the Net or looking up things for your own personal use on company time. Make sure you are using your company time for legitimate work-related purposes. It can be easy to think, “I’ll take just a minute to check on something” while you are online and wind up spending lots of minutes doing something that is not work-related. Some organizations keep logs of how their employees use the Internet as a way to monitor and discourage inappropriate use.

Second, try to verify the accuracy of the information by checking more than one Web site as well as other sources of information. Just because something appears on the Internet doesn’t make it true. There are lots of tabloid-type sites that stretch the truth or make up their own versions of the truth. There are really no restrictions on who can say what on the Internet. That doesn’t mean that all the information is bogus, but it does mean “surfer beware.” Therefore, think before you automatically use something you find.

Third, remember that you are a role model for your people. Effective supervisors make effective use of their time and expect the same of their people. If you spend time surfing when you should be working, you’ll have trouble keeping your people from doing the same.

Conferencing

Conferencing via video, telephone, and Web sites can save organizations time and money when there is a need to get several people together. Often these conferences can be arranged in a short period of time and help keep the organization moving forward. Everything you learned in this chapter about having a meeting can be applied to conferencing. Here are a few keys to remember.

First, have an agenda and communicate it ahead of time. You may want to give others the chance to add to the agenda or you may have a specific agenda you want to follow. Either way, having an agenda in front of everyone helps keep the conference on track.

Second, give participants a chance to identify and introduce themselves if they don’t already know each other. This helps establish credibility and rapport before the conference gets started. It also allows people to get used to the technology so they speak at an appropriate level and look in the right direction.

Third, follow up with minutes of the meeting. Capture the key decisions that were made and who is responsible for those decisions. As with a regular meeting, a forty-eight-hour turnaround is preferable while the meeting is still fresh in everyone’s mind.

Cellular Technology

Cell phones, camera phones, and pagers seem to have become as necessary as a six-shooter was to the old-time cowboy. In fact, the number of people with holsters for their technology weapons sometimes makes it look like a technology fight could break out at any minute. Though these devices certainly have increased the frequency of communication, there hasn’t been a corresponding improvement in quality. Here are a few things to keep in mind when using these technologies.

First, be courteous and respectful to those around you. Turn these devices off or to vibrate when attending meetings so you don’t cause a distraction or disturbance. If you have to talk to someone, leave the room and handle the call in private—no one else needs (or wants) to hear your conversation. Avoid taking calls when in a one-on-one meeting unless you want to convey to the person with whom you are meeting that he or she is “less important than the person who just called me.”

Second, maintain confidentiality. If you have a camera phone, don’t take pictures on the job of things that might be considered proprietary unless you have permission. Don’t take pictures of people in unflattering situations. Avoid discussing things that may be confidential in the presence of others. Keep in mind that a person who hears only half the conversation can easily misinterpret the real message.

Third, practice safe use. Many organizations now have policies against cellular use while driving company vehicles or while on company business. They understand the safety and liability issues that could arise if an accident occurs and its cause can be traced to inattention due to a cellular device.

Computer Systems

The laptop computer, file sharing, and database management are just a few examples of the proliferation of communication options that are available. Laptop computers along with easy Internet access make it possible for people to be “connected” to other people and their work 24/7. For some this is a distinct advantage, while others view it as a real negative. Regardless of your view, here are some things to remember.

First, establish protocols and standards for such things as file sharing where several people have access to and the ability to change files. It is important for system integrity that everyone understand the rules of use and that they abide by them. Otherwise, the system is ripe for both unintentional misuse and intentional abuse.

Second, be clear in your expectations for how your employees should use these systems. What should they do and not do? How often should they “check in” electronically? How can they use these tools to improve productivity and work quality?

In all likelihood, communication technologies will continue to grow at an ever-faster pace. Do your best to keep current on the changes and use them in a way that enables you and your people to be more effective without becoming a slave to the technology.

Exercise 4: Communication Technology

INSTRUCTIONS: Are you using communication technology in an appropriate manner? Take a moment to evaluate how you use various methods and whether you need to change what you do in order to use your technology more appropriately.

What improvements can you make in using communication technology?

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In this chapter, we discussed the importance of communication and how it can determine your success as a first-line supervisor. We emphasized making sure your communication achieves the specific results you intend and on taking responsibility for the success of your communication.

Your role as a first-line supervisor requires that you spend time listening to others. In this chapter, you were given eight ways to improve your listening habits. Listen for ideas, not just facts; listen for what is not being said; control your emotional reactions; overcome personal prejudgments and distractions; keep an open mind; listen more than you talk; hear the other person out; and use open-ended questions for active listening.

This chapter also provided you with guidelines for planning and conducting meetings. When handled properly, meetings and group discussions can be valuable communication tools. You read about how to conduct brainstorming sessions to generate new ideas and solve problems.

Finally, the chapter addressed issues around written communication and communication technologies. You were given four guidelines for effective writing that you can use when writing memos or reports. You also learned some guidelines when using electronic messaging, voice mail, Internet and intranet, conferencing, cellular technology, and computer systems.

Exercise 5: Taking It Back to the Workplace

INSTRUCTIONS: Now that you have completed the reading and the activities in this chapter, it’s time to think specifically about how to apply what you have learned. The following questions are designed to help you consider what you need to do to succeed back in the workplace.

Do you need to improve your listening skills? If so, what is your plan for doing so?

How would you rate the effectiveness of your meetings? How could they be improved?

How effective is your written communication in achieving the intended results?

Have you discussed and agreed upon the appropriate uses of communication technologies with your employees?