Module 5 Interpersonal Communication: Working Together Introduction As you take the train and the bus into CQU you are probably thinking about any number of thoughts- - from what you are going to eat to night, to what you are going to do on the weekend to when you are going to start your training presentation for you Professional Business Communications course. These types of thoughts form your intrapersonal communication. Intrapersonal communication is the communication that you have with yourself. Interpersonal communication, on the other hand, is broadly speaking the communication that you have with one or two other people. How we communicate interpersonally changes based upon the type of relationship we have with others. In this week’s module, we will address the different ways we interpersonally communicate with others based upon our differing relationships. Having addressed this topic, this module then turns to more specifically look at interpersonal communication in the workplace. During the course of conducting research I had the opportunity to interview 24 Australian CEOs and upper managers. In one interview the CEO made the observation that ‘it was the employee’s degree that got him/her in the door, but it was his/her interpersonal communication skills that kept them within the organization’. This comment suggests to me that while your degree, be it in management, human resources, accounting, finance, economics, or engineering is vital in securing employment it is your skill in interpersonal communication that will allow you to thrive and succeed. In the assigned journal article Hynes (2012) concludes that “interpersonal communication appears to be just as important, if not more so, than business writing or making professional presentations in the business curriculum” (472). In order to be better at interpersonal communication it is essential that you know what are your strengths and your weakness, your skills and your abilities (Carlopio, Andrewartha, and Armstrong, 2005). Two particular ineffective, and indeed deleterious, ways of communicating are verbal aggression and passivity. These ways of communicating have the potential to harm others and destroy relationships. As an alternative, assertive communication promotes cooperative interpersonal interaction that can lead to interpersonal problem solving. Furthermore, assertion is one part of the trait theory of socio-communication styles. This module explores these styles with the purpose of allowing you to think about your own specific style of communication. Lastly, this module addresses both defensive and supportive communication styles. By communicating supportively you can build and maintain your interpersonal relationships within the workplace. The specific purpose of module 5 is to facilitate your ability to: • Recognise the difference between intrapersonal and interpersonal communication. • Define aggressive communication and identify the types of verbally aggressive messages. • Define and identify passive communication behaviours. • Define assertive communication. • Present the elements of an assertive message. • Understand how to use assertive communication. • Talk about assertion as a Western construct. • Use assertive communication during interpersonal problem solving • Identify the different types of socio-communicative styles • Describe the different types of supportive and defensive communication behaviours.Intrapersonal and interpersonal communication Intrapersonal communication refers to your thoughts, feelings, emotions and internal conversations. For example, you know that you have a lot to do today, so as you are sitting on the bus waiting to get to work in your mind you go through exactly what you are going to do and when. Another example of intrapersonal communication would be if someone has said something to you that you really disagree with. In this instance you may feel anger, frustration and the need to nonverbally and verbally respond. In some cases it may be fine to respond there and then. However, in other cases it may be a wiser course of action to listen to your intrapersonal communication and wait and think about how you want to respond. The point here is to realise that your intrapersonal communication is an important process that, in addition to other activities, enables you to organize your day-to-day activities, be they at home or at work, and provides you important cues that you should identify when communicating with others. Interpersonal communication on a very basic level refers to communication between two people. This is why interpersonal communication is often referred to as dyadic communication. There are six types of interpersonal relationships: impersonal, professional, workplace, family, friendship, and intimate (McClean, 2005). These relationship types are characterised by different types of communication. Impersonal communication takes place with a person whom you do not know. For example, you would probably have an impersonal relationship with a person who works at a fast food outlet. Professional communication takes place on an institutional level. So, for example, if you are an accountant and you are attending an annual meeting of accountants then you will engage in professional interpersonal communication. Workplace communication, as the label suggests, refers to communication relationships that you have with the people you work with. Family, friends and intimate interpersonal relationships occur with people with whom you have a particular and unique bond. What is important here is that there is both a normative, and in some cases regulated, way of communicating associated with each type of interpersonal relationship. One way to think about the different ways of interpersonally communicating is to look at a communication continuum between interpersonal and impersonal communication (Adler, Proctor, and Towne, 2005; Stewart & Logan, 1998). The communication that you have with family, friends, partners, and in some instances your workplace and institutional contacts, would be more interpersonal. Interpersonal communication is unique, that is to say you do not have to provide a context for communication because this context is already established. This is why when you meet up with your best friend, mother or father for lunch you don’t shake his/her hand and introduce yourself by name— one would hope that they already know your name!!! Impersonal communication is socially scripted. Socially scripted communication is a relatively standardised way of communicating that is accepted as ‘correct’ or ‘normal’. So for example, you are going to your favorite fast food outlet. Under these circumstances you would follow a short instrumental social script in which you ask for and receive the desired ‘meal’. This type of communication is obviously different from the communication you would have with your parents if they invited you over for dinner. Here you would not have to tell them what you wanted to eat because they would already know what you do and do not like and in all likelihood your parents would not charge you for the food!!! Impersonal and interpersonal communication has different purposes or functions. Interpersonal communication primarily serves a social function. This means of communication regulates socialinteraction. When you communicate socially you do so for the purpose of friendship or camaraderie. Generally speaking, you do not want to insult your friends unless you do not want to remain as their friend. Impersonal communication is more instrumentally oriented. Think about the purposes of communication that we discussed last week. When you communicate impersonally you do so because you want the other person to behave in a particular way. For example, when you are at the supermarket you communicate in an instrumental way. While your conversation may include some small talk—(e.g. How are you today?)--the main purpose of the communicative interaction is the successful exchange of money for grocery items. This noted why do service providers sometimes want the interaction to be both instrumental and social? The degree of relational maintenance communication is another differentiating characteristic of impersonal and interpersonal communication. Impersonal communication is, as described above, socially scripted, instrumental and, in addition, low in relational maintenance. So for example, you would communicate with a person working at a petrol station pretty much in the same manner that you would communicate with the person working at another petrol station. Your conversation with any petrol station attendant would neither be self-disclosive nor marked by relationship maintenance communication. While you would not be rude to the petrol station attendant, it is not imperative that he/she likes you as a close personal friend. In contrast interpersonal communication to a large extent is about establishing, maintaining, sustaining and in some instances terminating interpersonal relationships. Levels of self-disclosive communication also differentiate impersonal from interpersonal communication. Self-disclosure is a process by which you communicate your thoughts, feelings, hopes, joys, dreams, emotions etc. to other people. There is a sense that self-disclosure is both reciprocated and appropriate. Self-disclosure is reciprocal when individuals share information of this variety with one another. Self-disclosure is appropriate based on the relationship you have with another person. One would anticipate that relationships with doctors, psychologists, councilors, family and close friends would be marked by self-disclosive communication. The impersonal communication you have with those who you do not know every well (the professions listed above excluded) would be more characteristically non-disclosive. Even with those you have worked with for many years, depending upon your relationship, non-disclosive communication is the accepted norm. What are the normative standards for disclosive and non-disclosive communication in your place of work? Think about the person who communicates “too much information”. Lastly, interpersonal communication has intrinsic rewards, while impersonal communication does not. An intrinsic reward is an outcome that gives a person pleasure or satisfaction, while an extrinsic reward is an outcome that is physical or tangible. For example, if you get an excellent mark on your essay your intrinsic reward is how that makes you feel—your satisfaction with a job well done. Your grade is the extrinsic tangible reward. Similarly when we communicate interpersonally there is an intrinsic element because in doing so it gives us pleasure. Impersonal communication, as already noted, is more instrumental therefore the reward tends to be more extrinsic than intrinsic. The differences between interpersonal and impersonal communication demonstrate that the conversations that you have with other people are not just characterised by the number of individuals interacting. The qualitative nature of the relationship influences the nature of the communication. This discussion highlights the importance of knowing which way to communicate given the relational context, which is a part of the next topic--communication competence.Aggressive Communication Verbal aggression is the use of “verbal and non-verbal communication channels in order, minimally to dominate and perhaps damage or, maximally, to defeat perhaps destroyed another person’s position on topics of communication and/or the other person’s self-concept” (Infante, 1987, p.182). Aggressive communication is a negative communication style and a form of workplace bullying. Verbal aggression can cause hurt feelings, irritation, embarrassment and relationship termination (2008; 2009). Verbal aggression by supervisors leads to reduced levels of job satisfaction and employee commitment (Madlock and Kennedy-Lightsey, 2010) and is more negatively influential on employee well-being than the positive influence of a compliment (Madlock and Dillow, 2012). Furthermore, aggressive communication causes self-concept damage and promotes further aggression (Infante, 1987; Infante and Wrigley, 1986). When a person’s selfconcept is damaged his or her self-confidence is diminished and there is the potential to develop negative self-worth. In addition aggressive communication begets aggressive communication. Verbally aggressive behaviour has no role within workplace communication. Aggressive communication can be both situational and general. Situation aggression is the use of verbally aggressive communication under specific circumstances. For example, some people find themselves being verbally aggressive to others drivers for perceived infractions of the rules of the road. General aggression is the use of verbally aggressive behaviour irrespective of context. This suggests that certain people have a verbally aggressive dominant style of communicating. There are a number of theories that been proposed to explain the causes of aggressive communication. For example, Infante and Rancer (1982) devised a Theory of Argumentativeness. This theory suggests that there are individuals who are low in argumentativeness and those who are high in argumentativeness. Individual high in argumentativeness enjoy engaging in constructive argument. These individuals seek to avoid an argument at any cost and do not develop argumentation skills. So, instead of engaging in argument, individuals low in argumentativeness will tend to resort to verbally aggressive communication. Infante (1987) has described nine types of aggressive messages. 1. Character attacks. Character attacks focus upon a person’s mental or moral qualities. The statement ‘you moron’ would be an example of a character attack. 2. Competence attack. A competence attack aims to undermine the person’s ability to do something successfully. ‘You can’t do that, you don’t know what you’re doing’ would be a competence attack. 3. Background attack. A background attack targets a person’s circumstances such as the relative wealth, or lack thereof, where he/she grew up or his/her ethnic background. Racist language is an especially detrimental type of background attack. 4. Physical appearance attacks take aim at a person’s physical characteristics such as weight or pronounced physical features. Criticizing another person for being overweight would be a form of physical appearance attack. 5. Malediction. Although relatively uncommon today in Australia, maledictions wish another person ill will by evoking some sort of curse upon them. 6. Teasing. Teasing is verbally aggressive when the purpose of the teasing is to make fun of or attempts to provoke another person in a mean spirited manner. 7. Ridicule. Ridicule is an attempt to subject another person to mockery, derision or contempt.8. Threats. Threatening communication involves a statement of intention to inflict pain, injury, hostile action or damage on someone for doing or not doing something. As a case in point, if your boss says ‘if you don’t complete your work by the end of work hours today I am going to fire you’ he/she is using threatening communication. 9. Non-verbal emblems. As you will recall from the module on non-verbal communication an emblem is a culturally specific gesture that is recognised as obscene and rude. Although not included in Infante’s verbally aggressive communication taxonomy, it can be argued that sexist language is another form of verbally aggressive communication. As a final observation about aggressive communication, it is important to remember that we all interpret messages differently. For example, it may be perfectly fine for a good friend to call you ‘a moron’ because your interpersonal relationship and interpersonal interaction history allows you to interpret the word as a playful ‘dig’. This comment noted, it is generally prudent to avoid all communication that has the potential to be interpreted as verbally aggressive. Passive communication Another problematic way of communicating is passive communication. Passive communication is a communication style characterised by not being able to state an opinion or belief with confidence. There are a number of problems associated with passive communication (Bolton, 1987). Firstly, in an environment consistently characterised by passive communication messages or issues are seldom raised or addressed. Furthermore, people who are passive communicators will often experience problems setting limits or saying no, which in the workplace can result in task over commitment. Thirdly, and relatedly, individuals displaying a passive communication style may invite others to take advantage of them because of their inability to set boundaries. There are a number of reasons that people engage in passive communication (Bolton, 1987). In the first place, some people are simply confrontation avoidant. This means that they do not like conflict and quite happy to remain silent in or to avoid it. Another reason the being passive is fear of blame. In this case a person holds the belief that by being assertive he/she will be blamed or criticised. Lastly, others do not always see assertion as appropriate and consequently assertion is falsely labelled as aggressive. Passive-aggressive communication Passive aggressive communication although different from both passive and aggressive communication does contain elements of each. Passive aggressive communication “imposes ones will on others through the use of verbal and non-verbal acts that appear to avoid an open conflict or accommodate to the desires of others, but in actuality can carry out with the intention (or perceived intention) of inflicting physical or psychological pain, injury, or suffering” (Cahn and Abigail, 2007, p. 65). There are a number of forms of passive aggressive actions. 1. Procrastination-- putting something off until the last minute. 2. Deliberate inefficiency-- wasting or failing to make the best use of time or resources. 3. Sullenness-- being gloomy and ill tempered.4. Obstructiveness-- deliberately placing barriers or blocks to prevent something from taking place. Passive-aggressive communication behaviours may include: 1. Muttering-- no one can clearly hear or understand what is being said, but they know that something is being said. 2. Angry facial expression-- nonverbally communicating anger without saying anything. 3. Sarcasm-- saying one thing while meaning the other. 4. Denying the problem-- saying that there is nothing wrong when there clearly is something wrong. These type of messages indicate that there is an issue, but do not come out cleanly and clearly and identify what the issue is. Passive aggressive communication, as a last observation, is indirect thereby potentially creating equivocal messages, which is difficult to meaningfully respond to and resolve. Assertive communication Assertive communication occurs when people “stand up for themselves and do not let others take advantage of them, without taking advantage of others themselves” (Richmond and Martin, 1998; Richmond and McCroskey, 2009). Assertive communicators are able to state their beliefs and/or facts and opinions with confidence. Assertive communicators are honest and readily available to volunteer their opinions and beliefs without being overly apprehensive while also letting others communicate their own opinions and beliefs (Pearson, 1983). Assertive communication is an especially useful style of communication to use as a means of problem-solving, a topic which is addressed at the last section of this document. Communicating with "I" Statements https://www.youtube.com/watch?v=sswGv9iH-4oObservations about assertive communication There are often reservations made about assertive communication. In the first place, it is often seen as contrived or unrealistic. And to a certain degree this may be the case. However, the more you practice using assertive communication the more ‘natural’ it becomes. If you are uncomfortable using the interpretation and feeling parts of the model or they are not appropriate for the particular context, then leave them out. These drawback noted, it is important to remember that assertion is better able to sustain interpersonal relationships in the workplace and thereby more productive than aggression, passive communication and/passive aggressive communication. The degree to which assertion is accepted and used as a means of problem-solving is related to culture. For example, Sweden, New Zealand and Switzerland are low assertive cultures, while Spain, the United States of America and Greece are highly assertive cultures. Egypt, Ireland and the Philippines have a moderate assertion rating (Robbins et al., 2008). The assigned article ‘A cultural exchange: Assertive communication training in Bangkok. Asia Pacific Journal of Social Work and Development, 24(1-2), 45-58 (Chan, B. and Rowe, M., 2014)’ looks at the use of assertion in Thai culture.An assertive problem-solving model Carlopio et al. (2005) offer a simple problem-solving model that extends the assertive communication model provided above to promote collaborative conflict resolution. There are six stages or steps in this model. 1. The first step is to identify the problem in terms of behaviour, consequences and feelings. This step is based upon the assertive communication model previously described. When you describe the problematic behaviour focus upon specific actions or behaviours that caused you concern. As already note, keep the description as objective as possible. While you may be feeling angry or upset do not bring these emotions into your objective summation of the issue or problematic behaviour. In the workplace there are clearly laid out operational behavioural standards and expectations. In addition workplaces have informal standards of behaviour and expectations. These arise from the workplace culture, and while not formal are still important in terms of establishing and positively and negatively sanctioned norms of behaviour. One way of keeping the description objective is to focus upon how a person’s behaviours or actions have violated these accepted standards or norms. Next, articulate how the behaviours made you feel. Lastly, address the consequences. It is important to remember that the other person may not necessarily understand the problem in the way that you do. Therefore it is useful if the parties understand where each other is coming from. 2. The second stage within this model is solution generation. Coming up with solutions to problems is not always easy. There are however some established ways of generating solutions to problems. Brainstorming is one such method (Osborne, 1959). Brainstorming takes place when each person generates a list of ideas. Each specific idea is discussed, modified and/or accepted or discarded until one final solution is agreed to by both parties. More informally parties can engage in an open dialogue that evaluates the advantages and disadvantages of potential solutions to this problem. Irrespective of how the solution is generated, the solution should clearly address the specific problem as defined in the first stage of the model and be feasible to enact. 3. The third part of this model is the action plan formulation. The action plan sets out a list of actions and behaviours that both parties agree to undertake or refrain from doing. This part of the model links the problem to the solution and demonstrates how the solution is going to be practically implemented. The action plan needs to be specific. It is not enough just to agree to ‘be kinder’ to someone. Each party needs to be able to explain and understand what is in the action plan. This plan can either be formally written down or informally verbally stated. 4. In the fourth stage both parties agree to accept the action plan. This step has symbolic value in that it symbolises the agreement between the disputants to work together to resolve their particular conflict. 5. The next stage is the implementation. This occurs when the parties actively implement the specific actions set out within the action plan. For interpersonal conflict resolution to take place both parties must actively engage in the agreed behaviours.6. Follow-up takes place when the parties meet to ensure that the actions set out in the action plan are working. If some aspects of the solution are not working then they need to be revisited and re-modified. If, for example, at this point the parties come to the conclusion that the problem was incorrectly identified then it would be necessary to start the process again from the first step. Socio-communicative orientations and styles Individual traits are related to specific kinds of communication that produce particular styles of communication. Socio-communicative orientations refer to the way individuals see their own communication behaviours in terms of these traits; while socio-communicative styles refer to how one person views another’s actual communicative behaviour (Richmond and McCroskey, 2009). There are three communication traits: assertiveness, responsiveness (Richmond and Martin, 1998) and flexibility. Assertiveness relates to people standing up for themselves and not allowing others to take advantage of them, while at the same time not taking advantage of others themselves. Responsiveness addresses the degree to which an individual’s communication is other-oriented. Flexibility refers to a person’s ability to adapt to the context, situation and the other person with whom they are communicating. This is in contrast to communication that is rigid or dogmatic or uncompromising. There are four basic styles of communication, the first of which is amiable. A person who has an amiable style of communication is high on responsiveness (other oriented) and low on assertiveness (selforiented). An analytic style of communication is low on responsiveness and low on assertiveness. Drivers are low on responsiveness and high on assertion, while expressives are high on responsiveness and high on assertiveness. It is important to remember that no one style is better than another and in many cases people have a dominant and a secondary style preference. Indeed, these styles can be learned. McCroskey and Richmond (1996) have argued that these orientations and styles are underlying components of communication competency. This means that the more flexible you are in determining which style works best given the context the more competent you are as a communication. Your Communication Style Please visit these websites, print and fill out the measures. Be prepared to discuss your scores in terms of do you think these measures are accurate? If not why? In what organisational contexts, processes or situations would each style be appropriate? http://www.jamescmccroskey.com/measures/sco.htm http://www.uwec.edu/CSD/grad/current/upload/whatsMYstyleForSUPERVISORS.pdfSupportive and Defensive Communication Climates Supportive communication is interpersonal communication that enables people to communicate accurately and honestly without jeopardising relationships with superiors, subordinates, peers and clients (Carlopio, Andrewartha, and Armstrong, 2005; Cole, 1999). A defensive communication climate is one in which a person feels threaten or anxious (Forward, Czech, and Lee, 2011). According to Gibb (1961) when a person becomes defensive they experience difficulty understanding the motives, values and emotions of the other person—that is his/her ability to make emotionally intelligent decisions is hampered. There are six defensive ways of communicating that stand in contrast to six supportive ways of communicating. First, supportive communication is descriptive, while defensive communication is evaluative. Evaluative communication makes a judgment or places blame on another individual and/or his/her behaviour. For example, if somebody tells you something you do not like, you respond by saying ‘that’s a stupid thing to say’. In contrast, descriptive behaviour focuses upon identifying the issue (may need evidentiary support), describes a reaction to or consequences of the issue and suggests possible alternatives or solutions. An example of this would be if someone has identified a particular problem and offered a solution to the problem, and you do not agree with what has been stated. In this case it is advised that you restate the problem (clarify), state why you do not believe that this solution is going to work, and provide an alternative solution. In addition, if you dispute that a problem exists then you should describe the problem as it was originally stated to you, state why you do not believe that this problem exists and provide evidence to support your claim. Second, supportive communication is problem oriented, while defensive communication is controlling. Problem- oriented communication is collaborative. It is the kind of communication that supports the coconstruction of a solution to an issue or situation. Controlling communication, on the other hand, is manipulative, it assumes that the listener does not know what they are talking about—they are just plain wrong. Third, supportive communication is spontaneous, while defensive communication is strategic. Spontaneous communication is open and disclosive, while strategic communication withholds information and is deceitful. Do not let the word strategic confuse you, as used by Gibb, strategic communication is negative communication Fourth, supportive communication is empathetic, while defensive communication is neutral. Neutral communication demonstrates a lack of interest in the person and/or his/her message. This is apathetic communication. In contrast, empathetic communication shows an understanding of the other person as she understands herself. Empathy is often confused with sympathy. ‘I feel sad for you’ is sympathy, while ‘sounds as if you are sad’ is empathy. As you will recall from other courses, empathy is also a part of emotional intelligence. Fifth, supportive communication is based upon equality, while defensive communication is marked by superiority. Communication based in equality assumes that the other is a joint partner in the communicative interaction. Superior communicator assumes that he/she is right and the other person is wrong or what he/she is saying is accurate and the other person’s message is inaccurate. This of course does not mean that at some time you will listen to someone saying something that is inaccurate. Thepoint here is that that you do not focus upon the inaccuracy per se, but instead focus upon politely and clearly expressing a differing opinion that has evidentiary support. Lastly, supportive communication is provisional, while defensive communication is certain. Certain communication takes a dogmatic stance based upon the assumption that what is said cannot possibly be wrong or inaccurate. Think about how awkward it would be to stridently and categorically state your position only to find out you do not have all of the information. Provisional communication is open to possibilities and a willingness to investigate options (Forward, Czech, and Lee, 2011). As a last comment, supportive communication is important because it builds interpersonal relationships, while defensive communication does not. Communication Climate Video This video resource will be shown to during the class time. Distance students please watch at your convenience. Gibb’s Supportive and Defensive Climates https://www.youtube.com/watch?v=cclq48QZT_c Communication Climate Costigan and Schmeidler (1984) operationalised the supportive/defensive communication construct. A version of their Communication Climate Inventory posted on Moodle (week 1). Please print out and complete this diagnostic. This diagnostic will ask you to reflect upon the behaviours of your immediate supervisor (the person to whom you directly report to). Be prepared to share this information with your members of this class (again, no names please).Communication Climate Inventory Instructions: The statements below relate to how your supervisor and you communicate on the job. There is no right or wrong answers. Respond honestly to the statements, using the following scale: 1 - Strongly Agree 2 - Agree 3 - Uncertain 4 - Disagree 5 - Strongly Disagree 1. My supervisor criticizes my work without allowing me to explain. 1 2 3 4 5 2. My supervisor allows me as much creativity as possible in my job. 1 2 3 4 5 3. My supervisor always judges the actions of his or her subordinates. 1 2 3 4 5 4. My supervisor allows flexibility on the job. 1 2 3 4 5 5. My supervisor criticizes my work in the presence of others. 1 2 3 4 5 6. My supervisor is willing to try new ideas and to accept other points of view. 1 2 3 4 5 7. My supervisor believes that he or she must control how I do my work. 1 2 3 4 5 8. My supervisor understands the problems that I encounter in my job. 1 2 3 4 5 9. My supervisor is always trying to change other people's attitudes and behaviours to suit his or her own. 1 2 3 4 5 10. My supervisor respects my feelings and values. 1 2 3 4 5 11. My supervisor always needs to be in charge of the situation. 1 2 3 4 5 12. My supervisor listens to my problems with interest. 1 2 3 4 5 13. My supervisor tries to manipulate subordinates to get what he or she wants or to make himself or herself look good. 1 2 3 4 5 14. My supervisor does not try to make me feel inferior. 1 2 3 4 5 15. I have to be careful when talking to my supervisor so that I will not be misinterpreted. 1 2 3 4 5 16. My supervisor participates in meetings with employees without projecting his or her higher status or power. 1 2 3 4 517. I seldom say what really is on my mind, because it might be twisted and distorted by my supervisor. 1 2 3 4 5 18. My supervisor treats me with respect. 1 2 3 4 5 19. My supervisor seldom becomes involved in employee conflicts. 1 2 3 4 5 20. My supervisor does not have hidden motives in dealing with me. 1 2 3 4 5 21. My supervisor is not interested in employee problems. 1 2 3 4 5 22. I feel that I can be honest and straightforward with my supervisor. 1 2 3 4 5 23. My supervisor rarely offers moral support during a personal crisis. 1 2 3 4 5 24. I feel that I can express my opinions and ideas honestly to my supervisor. 1 2 3 4 5 25. My supervisor tries to make me feel inadequate. 1 2 3 4 5 26. My supervisor defines problems so that they can be understood but does not insist that his or her subordinates agree. 1 2 3 4 5 27. My supervisor makes it clear that he or she is in charge. 1 2 3 4 5 28. I feel free to talk to my supervisor. 1 2 3 4 5 29. My supervisor believes that if a job is to be done right, he or she must oversee it or do it. 1 2 3 4 5 30. My supervisor defines problems and makes his or her subordinates aware of them. 1 2 3 4 5 31. My supervisor cannot admit that he or she makes mistakes. 1 2 3 4 5 32. My supervisor tries to describe situations fairly without labelling them as good or bad. 1 2 3 4 5 33. My supervisor is dogmatic; it is useless for me to voice an opposing point of view. 1 2 3 4 5 34. My supervisor presents his or her feelings and perceptions without implying that a similar response is expected from me. 1 2 3 4 5 35. My supervisor thinks that he or she is always right. 1 2 3 4 5 36. My supervisor attempts to explain situations clearly and without personal bias. 1 2 3 4 5SCORING AND INTERPRETATION SHEET Instructions- Place the numbers that you assigned to each statement in the appropriate blanks. Now add them together to determine a subtotal for each climate descriptor. Place the subtotals in the proper blanks and add your scores. Place an X on the graph to indicate what your perception is of your organization or department's communication climate. Some descriptions of the terms follow. You may wish to discuss with others their own perceptions and interpretations. Part 1: Defensive Scores Evaluation Neutrality Question 1 ______________________ Question 19 Question 3 ______________________ Question 21 Question 5 ______________________ Question 23 Subtotal Subtotal Control Superiority Question 7 ______________________ Question 25 Question 9 ______________________ Question 27 Question 11______________________ Question 29 Subtotal Subtotal Strategy Certainty Question 13 _____________________ Question 31 Question 15 _____________________ Question 33 Question 17______________________ Question 35 Subtotal Subtotal Subtotal for Defensive Scores Evaluation ______ Strategy _ ______ Neutrality ______ Superiority ______ Certainty ______ TotalDefensive Scale Defensive, 18-40 Defensive to Neutral, 41-55 Neutral to Supportive, 56-69 Supportive, 70-90 Part II: Supportive Scores Provisionalism Spontaneity Question 2 ______________________ Question 20 Question 4 ______________________ Question 22 Question 6 _______________________Question 24 Subtotal Sub total Empathy Problem Orientation Question 8 ______________________ Question 26 Question 10 _____________________ Question 28 Question 12______________________Question 30 Subtotal Sub total Equality Description Question 14 _____________________ Question 32 Question 16 _____________________ Question 34 Question 18______________________Question 36 Subtotal Subtotal Subtotals for Supportive Scores Provisionalism ____ Empathy Equality Spontaneity Problem Orientation Description_______ Total _________ Supportive Scale Supportive, 18-40 Supportive to Neutral, 41-55 Neutral to Defensive, 56-69 Defensive, 70-90In summary This week’s module focused upon interpersonal interaction. In looking at interpersonal interaction you have learned about the differences between interpersonal communication and impersonal communication. This information will reinforce your ability to understand and communication in a relationally appropriate manner. Additionally, this module has identified and described different styles of verbal interaction. Aggressive, passive and passive aggressive communication styles are not helpful and the use of such styles may culminate in the imposition of negative organisational sanctions upon the offending individuals or parties. In contrast assertive communication is an alternative to these negative ways of communicating in the workplace. Using assertive communication increases your chances of arriving at successful and professional interpersonal conflict resolution. Building on the assertive model of communication is Carlopio et al. (2005) problem-solving model. Following the steps in this model can again lead to professional collaborative conflict resolution. Furthermore building upon you understanding of assertion you have gained a more nuanced understanding of communication styles. Being able to use a particular style of communication within an appropriate context is part of becoming a more competent communicator. The last concept explored within this module is communication climate. Working and actively promoting a supportive communication climate enhances your workplace interpersonal relationships and thusly your capacity to get your work done.