Chapter 10: Communication Processes

课 题 Chapter 10: Communication Processes

通过本章学习，能够了解团队沟通的过程和模式，了解团队沟通
教学目标
中的障碍和解决办法。
1.张德，《组织行为学》，清华大学出版社，2000 年。
2.[美]罗宾斯，《组织行为学》（第 14 版），中国人民大学出
版社，2012 年。
3.周文霞等，《组织行为学教学案例精选》，复旦大学出版
社，1998 年。
参考教材
4.俞文钊，《管理心理学》（上、下册），东方出版中心，2002
参考书目、文
年。
献
5.苏东水，《管理心理学》，复旦大学出版社，2002 年。
6. [美]安杰洛 基尼奇， 《组织行为学：关键概念、技能与最
佳实践》（第四版，注释版），中国人民大学出版社，2011.
7.张岩松，王艳洁. 《组织行为学——理论、案例、实训》，清
华大学出版社，2016 年。

教学重难点 沟通过程，沟通障碍及解决办法。

教学方法
讲授课、讨论课
教学手段
课程类别 √理论课 □实验课 □技能课
课 时 □1 课时 √2 课时 □3 课时 □4 课时
教学设计 详见后页

Chapter 10:
Communication Processes

Chapter Overview

In order to be successful, managers must be able to communicate effectively. This

chapter describes the communication process and the various ways managers
communicate to employees. Additionally, barriers to communication are presented.

Chapter Objectives

129
After studying this chapter, the student should be able to:
1. Describe the communication process and distinguish between formal and informal
communication.
2. Contrast downward, upward, and lateral communication and provide examples of
each.
3. Contrast oral, written, and nonverbal communication.
4. Contrast formal communication networks and the grapevine.
5. Identify common barriers to effective communication.
6. Show how to overcome the potential problems in cross-cultural communication.

Slide
I. INTRODUCTION #10-1

No group or organization can exist without communication (the

transference and understanding of meaning). One of the best ways
to increase group and organizational effectiveness and to reduce Slide
stress and conflict is through better communications. #10-2

II. THE COMMUNICATION PROCESS

A. The Communication Model. Before communication can take

place, it needs a purpose, expressed as a message to be Slide
conveyed. The message passes between a sender and receiver. #10-3
The message is encoded (converted to a symbolic form) and
passed by way of some medium (channel) to the receiver, who
retranslates (decodes) the message. Successful communication
results in the transference of meaning from one person to
another.

B. Components of the Communication Process.

1. Sender: the person who initiates a message by encoding a

thought. Exhibit
Exhibit
#10-1
#10-1
2. Encoding: converting the thought into symbols and
language.

3. Message: the actual physical product from the sender is

encoding. It is the encoded thought to be transferred.

4. Channel: the sender-selected medium through which the

message travels. There are two basic channels for Slide
communication in organizations: #10-4

a. Formal Channels. The path follows the authority chain

of the organization. The messages sent by these

. 130
 Chapter 10: Communication Processes

channels normally relate to the professional activities of

the members of that organization.

b. Informal Channels. Spontaneous channels that emerge

as a response to individual choices. Messages sent
through these channels are often personal or social.

5. Receiver: the person to whom the message is directed. Slide

#10-5
6. Decoding: converting a message from symbols and
language back into thought.

7. Noise: communication barriers that distort the clarity of the

message, such as, perceptual problems, information
overload, semantic difficulties, or cultural differences.

8. Feedback: information sent from the receiver back to the

sender to indicate how successful the transference was.

III. DIRECTION OF COMMUNICATION

Slide
Communication can flow vertically or laterally. Vertical #10-6
communications can be upwards or downwards from a person's
position in an organization.

A. Downward Communication. Communication that flows from

one level of a group or organization to a lower level in that
organization.

1. Typically used by leaders and managers to assign goals,

provide job instructions, inform employees of policies and
procedures, point out problems that need attention, and
offer feedback about performance.

2. Such communication does not have to be face-to face, but

may be through written or electronic communications.

3. Downward communication can be an effective means for

managers to explain the reasons why a decision was made.
Such explanations can dramatically increase employee
commitment to change.

4. Downward communication is one-way: from manager to

employee. The effectiveness of downward communication
can be increased if it includes a request for upward
communication (feedback, opinions, or advice) from those
they supervise.

131
 B. Upward Communication. Communication that moves
upward through the organization's hierarchy.

1. Used to provide feedback to organizational superiors,

inform superiors of progress toward goals, to relay current
problems, and solicit employee suggestions.

2. Effective upward communication requires:

a. Reduction of distractions.

b. Communicating in “headlines” not “paragraphs.”

c. Supporting headlines with actionable items.

d. Preparation and use of an agenda.

C. Lateral. Communication that takes place among members of

the same workgroup, among members of workgroups of same
level of the hierarchy, among managers at the same level, or
between any horizontally equivalent personnel.

1. Such communications help to facilitate coordination and

save time. These lateral relationships may be formally
sanctioned or, more often, they are informally created to
short-circuit the vertical hierarchy and expedite action.

2. Such communication can be good or bad depending on

whether it conflicts or enhances the formal vertical
channels of communication.

IV. INTERPERSONAL COMMUNICATION

Slide
There are three basic methods of communication: oral, written, and #10-7
nonverbal.

A. Oral Communication. This is the chief means of conveying

messages. It may be in the form of speeches, formal one-on- Slide
one and group discussions, or talk along the grapevine. #10-8

1. Advantages. Oral communications are quick and feedback

can be received just as quickly, making corrections
relatively simple.

2. Disadvantages. Oral communications are subject to

personal interpretation, and when passed through a number
of people, the message received at the final destination may

Slide
. #10-9 132
 Chapter 10: Communication Processes

not be the one that was originally sent. (Remember the

childhood game of telephone?)

B. Written Communication. This form of communication

includes memos, letters, fax transmissions, e-mail, instant
messaging, periodicals, notices, or any other means by which
ideas are transmitted through written words or symbols.

1. Advantages. Written communications are tangible and

verifiable. They provide a record of the communication
and can be stored, making them available for future
reference. Because of the time and effort involved in
creating written communications, they tend to be better
thought out, and more logical, and clearer than oral
communications.

2. Disadvantages. Written communication can be time

consuming, has slow or no feedback, and may not be
received and/or read by the intended recipient.

C. Nonverbal Communication. This form of communication Slide

includes body movements, the intonations or emphasis given to #10-10
words, facial expressions, and the physical distance between
the sender and the receiver.

1. Forms of Nonverbal Communication:

a. Body Movement. Any movement of the body can have

meaning. Such body language conveys two important
messages: the degree of like or interest in another (or
the person's ideas) and the perceived status differences
between sender and receiver. Body language both
enhances and complicates verbal communication.

b. Intonation. This is the emphasis given to words or

Exhibit
phrases in verbal communication. Changing the Exhibit
#10-2
intonation of a set of words can completely change their #10-2
meaning.

c. Facial Expressions. Similar to intonation, facial

expressions can change the meaning of the words
communicated. Facial expressions allow people to add
an emotional component to the words they use.

d. Physical Distance. While highly dependent on cultural

norms, the space between people can convey meaning.
Typically, the closer two people are, the more intimate

133
 they are. Formal relationships and disinterest are often
demonstrated by a greater distance between two people.

2. Relationship to Verbal Communication. For effective

communication to occur, it is important that the verbal and
nonverbal communication messages be aligned.
Slide
V. ORGANIZATIONAL COMMUNICATION #10-11
A. Formal Small-Group Networks. Formal organizational
networks can be very complicated. This text will demonstrate
three basic types of networks: the chain, wheel, and all-
Exhibit
channel. To illustrate these networks, your text provides three Exhibit
#10-3
simplified examples. #10-3

1. Basic Types of Formal Small-Group Networks:

a. Chain. These networks rigidly follow the formal chain

of command. This can be seen in traditional,
bureaucratic organizations.

b. Wheel. These networks rely on a central figure to be

the conduit for all of the group's communication. This
type of network is often seen in teams with strong
leaders, with the leader acting as the conduit.

c. All-Channel. In this network, all group members

actively communicate with each other with no leader
present. An example of this type of network is self-
managed work teams.

2. Effectiveness. The effectiveness of each network hinges

upon which dependent variable needs to be emphasized in
the organization. No single network structure is best for all
occasions.

a. Accuracy is best achieved using the chain network.

Exhibit
Exhibit
b. Leadership Development is best facilitated through the #10-4
#10-4
wheel network.

c. High Member Satisfaction is promoted with the all-

channel network.
Slide
B. The Grapevine. In addition to the formal network systems of #10-12
communication in organizations, there exists an informal one
that is just as important: the grapevine.

. 134
 Chapter 10: Communication Processes

1. Three Main Characteristics:

a. Control. The grapevine is not controlled by the

management of the organization.

b. Credence. Most employees find information gained

through the grapevine to be more believable and
reliable than data gained through formal channels. (It
appears that 75% of the information on the grapevine is
accurate.)

c. Focus. The grapevine is largely used to serve the self-

interest of the people within it.

2. Conditions. The conditions that foster a grapevine are:

a. Situation. When employees believe a situation is

important to them and they feel that they are getting
insufficient information through formal channels, a
grapevine can take root.

b. Ambiguity. Grapevines often occur when there does

not seem to be a clear understanding of how the
organization or managers will react in a given situation.

c. Anxiety. When the situation is important and

ambiguous, employees are often anxious about their
situation. One of the ways to relieve the tension is to
increase communication, which they do through the
grapevine.

3. Advantages. Acting as both a filter and a feedback

mechanism, the grapevine holds potential benefits for both
the employees and management.

a. Management Benefits. By tapping into the grapevine,

managers can more accurately assess the morale of the
organization, issues that concern employees, and the
causes of employee anxiety.

b. Employee Benefits. Grapevines serve to create a sense

of closeness and friendship, although it does so at the
expense of those who are not linked to the grapevine –
the “out” group.

4. Disadvantages. The information in the grapevine is not Exhibit

Exhibit
always accurate. Managers need to attempt to limit the #10-5
#10-5
range and impact of rumors.

135
 C. Electronic Communications.
Slide
1. E-mail. Defined as the use of the Internet to transmit and #10-13
receive computer-generated text and documents, e-mail has
become a necessary component in modern organizations.

a. Limitations. Slide
#10-14
1) Misinterpreting the message. The content and tone
of e-mails are only correctly decoded about 50% of
the time leading to misunderstandings.

2) Communicating negative messages. The cold and

impersonal nature of e-mail does not make it a
suitable choice for communicating negative
messages.

3) Overuse of e-mail. Recipients can be overwhelmed

by the amount of e-mail they receive. Senders
should use e-mail judiciously.

4) E-mail emotions. E-mail tends to have a

disinhibiting effect on people: senders write things
they'd never be comfortable saying in person, which
may result in flame wars. Recipients should refrain
from the temptation to quickly respond in kind
when they receive a negative emotional message.

5) Privacy concerns. E-mails are often monitored in

organizations and the sender does not have control
over what the recipient will do with that e-mail. Do
not write what you do not wish to become public.

2. Instant and Text Messaging. IM is essentially real-time e- Slide

mail sent to your computer, while TM requires the use of a #10-15
portable communication device. These methods of
communication are great for short messages that need
immediate delivery. E-mail however, is still superior for
transmitting larger messages

a. Advantages. IM and TM are fast and inexpensive.

b. Disadvantages. The technologies can be intrusive and

distracting, making it difficult for employees to
concentrate and stay focused. Both are also a very
insecure way to communicate organizational
information. Finally, text messages are very informal,

. Slide 136
#10-16
 Chapter 10: Communication Processes

which jars against typical business communication

formality.

c. Networking Software. Social networking software such

as Facebook and MySpace represents a dramatic
communication growth area. Individuals can interact
on both a personal and professional level. Remember,
information you post on these sites is public: employers
have been known to search the web for their
employees’ webpages to assess their behavior outside
the work environment.

3. Web Logs (Blogs). These websites about a single person or Slide

company are usually updated daily. Other people may be #10-17
able to post responses or comments to the blog. Again, this
is public information that anyone can see: competitors,
employers, and other employees. Caution must be
exercised.

4. Videoconferencing. This technology permits employees in Slide

different locations to exchange live audio and visual images #10-18
of each other during meetings. The lowering costs of
videoconferencing coupled with its increasing ease of use
and the increasing cost of travel are making this the
preferred method of holding meetings between distant
members of organizations.
Slide
D. Knowledge Management. KM is a process of organizing and #10-19
distributing the organization’s collective wisdom so the right
information gets to the right people at the right time.

1. Benefits. KM can provide a competitive edge and improve

organizational performance.

2. KM Process:

a. Assess Value. Management must review processes and

identify those that provide the most value to the
organization.

b. Capture and Share. Computer networks and databases

must be created and filled with existing knowledge to
allow that information to be readily available to the
people who need it the most.

c. Culture Assessment. Managers must ensure that the

organizational culture supports and rewards the sharing
of information.

137
 d. Mechanisms and Motivation. Systems must be created
that allow employees to easily access and share
knowledge that is useful and enables better
performance.

e. Security. Personnel policies and monitoring of

employee electronic behavior may be necessary to
prevent unauthorized release of information. This may
seem invasive to employees. Slide
#10-20
VI. BARRIERS TO EFFECTIVE COMMUNICATION.

A. Filtering. Refers to senders purposely manipulating

information so it will be seen more favorably by the receiver.
Upward communication, especially of bad news, is often
filtered and distorted to avoid the possibility of upper
management “killing the messenger.”

B. Selective Perception. As mentioned earlier, receivers in the

communication process selectively see and hear based on their
own needs, motivations, experience, background, and other
personal characteristics. Human beings don't see reality; they
interpret what they see and call it reality.

C. Information Overload. Individuals have a finite capacity for

processing data, and when that capacity is exceeded, the result
is information overload. When individuals are in this
condition, they tend to pass over, ignore, select out, or forget
information, resulting in lost information and less effective
communication.

D. Emotions. How a person feels when a message is received

will influence how he or she interprets it. When emotions are
running high, most people tend to disregard rational and
objective thinking processes.

E. Language. Despite sharing a common language, words do not

always hold the same meaning among members of the
organization. This is becoming much more prevalent as the
workplace becomes more diversified.

F. Communication Apprehension. Approximately 5 to 20% of

the population is anxious when put in a situation where they
have to communicate to others. This apprehension may affect
all forms of communication, not just speaking in front of
groups.
Slide
VII. GLOBAL IMPLICATIONS #10-21

. 138
 Chapter 10: Communication Processes

A. Cultural Barriers.

1. Barriers Caused by Semantics. Some culture-specific Exhibit

Exhibit
words have no literal translation in another language. #10-6
#10-6
2. Barriers Caused by Word Connotations. Words have
culturally accepted meanings (connotations) that do not
always reflect the dictionary definitions (denotations).

3. Barriers Caused by Tone Differences. In some cultures,

the acceptable tone is linked to the context of the
communication. Using the incorrect tone can diminish
communication effectiveness.

4. Barriers Caused by Differences among Perceptions.

People who speak different languages actually view the
world in different ways, making it difficult to find
commonality in some cases.
Slide
B. A Cultural Guide. To assist in communication, it is helpful to #10-22
follow these four general rules.

1. Assume differences until similarity is proven.

2. Emphasize description rather than interpretation or

valuation.

3. Practice empathy.

4. Treat your interpretations as a working hypothesis.

VIII. IMPLICATIONS FOR MANAGERS

Slide
A. There is a relationship between communication and employee #10-23
satisfaction: the less the uncertainty, the greater the
satisfaction.

B. The less that distortion occurs in communication, the more

clearly the goals, feedback, and other management messages
will be received by employees.

C. The greater the use of communication channels, both formal

and informal, the greater the communication flow, thereby
reducing uncertainty in improving the performance and
satisfaction

D. Incongruities between verbal and nonverbal messages will

increase uncertainty and reduce satisfaction.

139
 E. Electronic media, while rapid and pervasive, need to be used
wisely or they will decrease effectiveness.

F. Barriers to communication, especially cultural barriers, can be

overcome with understanding and sensitivity.
Slide
G. Keep in Mind... #10-24

1. Each communication direction has its own challenges that

must be overcome.

2. Each form of communication has an optimal purpose and

specific limitations: use the media appropriately.
Slide
3. Communication barriers, such as culture, often retard or #10-25
distort communication and must be overcome.

Discussion Questions
1. Describe the communication process.

Answer: The communication process starts with an idea to be conveyed. The idea
is encoded (converted into symbolic form) into a message. The message passes
between a sender and receiver through a formal or informal channel (media) and
may be distorted by noise (communications barriers). The receiver retranslates
(decodes) the message. Successful communication is the result of transference of
meaning from one person to another and may be evidenced through feedback.

2. Describe the possible directions that formal communication can take in an

organization and provide examples of each.

Answer: Communication in organizations can be upward, downward, or lateral.

Upward communication is used to provide feedback to his superiors, inform them
of progress toward goals, relay current problems, and solicit employee
suggestions. Lateral communication takes place among members of the same
workgroup, among members of workgroups of the same level of the hierarchy,
among managers the same level, or between any horizontally equivalent
personnel. Lateral communications facilitate coordination and save time, such as
discussing the budget request with people in both finance and operations.
Downward communication is typically used by leaders and managers to assign
goals, provide job instructions, inform employees of policies.

3. Compare and contrast oral, written, and nonverbal communication.

Answer: Oral communication is the chief means of conveying messages. It may

be in the form of speeches, formal one-on-one and group discussions, or talk
along the grapevine. Written communication includes memos, letters, fax
transmissions, e-mail, instant messaging, periodicals, notices, or any other means

. 140
 Chapter 10: Communication Processes

by which ideas are transmitted through written words or symbols. Nonverbal

communication consists of body language, tone and emphasis of words, facial
expressions and the physical distance between sender and receiver. Oral
communications are quick and feedback can be received just as quickly, making
corrections relatively simple. Written communication can be time consuming, has
slow or no feedback, and may not be received and/or read by the intended
recipient. Because of the time and effort involved in creating written
communications, they tend to be better thought out, and more logical, and clearer
than oral communications. Nonverbal communication is culture-dependent and
often difficult to interpret accurately. Written communications are tangible and
verifiable. They provide a record of the communication and can be stored,
making them available for future reference. Oral communications are subject to
personal interpretation, and when passed through a number of people, the
message received at the final destination may not be the one actually sent.
Nonverbal communication can amplify oral communication.

4. Identify which organizational outcomes (dependent variables) are most effectively

achieved by each type of formal small group communication network.

Answer: Accuracy is best achieved using the chain network. Leadership

development is best facilitated through the wheel network. High member
satisfaction is promoted with the all-channel network.

5. Describe the conditions that foster the growth of a grapevine in an organization.

Answer: (1) Situation. When employees believe a situation is important to them

and they feel that they are getting insufficient information through formal
channels. (2) Ambiguity. Grapevines often occur when there does not seem to be
a clear understanding of how the organization or managers will react in a given
situation. (3) Anxiety. When the situation is important and ambiguous,
employees are often anxious about their situation. One of the ways to relieve the
tension is to increase communication, which they do through the grapevine.

6. Identify and describe common barriers to effective communication.

Answer: (1) Filtering. Refers to senders purposely manipulating information so it

will be seen more favorably by the receiver. (2) Selective Perception. Receivers
in the communication process selectively see and hear based on their own needs,
motivations, experience, background, and other personal characteristics. (3)
Information Overload. Individuals have a finite capacity for processing data, and
when that capacity is exceeded, the result is information overload. When
individuals are in this condition, they tend to pass over, ignore, select out, or
forget information, resulting in lost information and less effective communication.
(4) Emotions. How a person feels when a message is received will influence how
he or she interprets it. (5) Language. Despite sharing a common language,
words do not always hold the same meaning among members of the organization.
(6) Communication Apprehension. Approximately 5 to 20% of the population is

141
 anxious when put in a situation where they have to communicate to others. This
apprehension may affect all forms of communication, not just speaking in front of
groups.

7. Describe the causes of potential problems in cross-cultural communication.

Answer: Miscommunication can occur because of cultural barriers: (1) Barriers

Caused by Semantics. Some culture-specific words have no literal translation in
another language. (2) Barriers Caused by Word Connotations. Words have
culturally accepted meanings (connotations) that do not always reflect the
dictionary definitions (denotations). (3) Barriers Caused by Tone Differences. In
some cultures, the acceptable tone is linked to the context of the communication.
Using the incorrect tone can diminish communication effectiveness. (4) Barriers
Caused by Differences among Perceptions. People who speak different
languages actually view the world in different ways, making it difficult to find
commonality in some cases.

Exercises
1. Self-analysis. Have you ever been misinterpreted in an email, TM, or IM because
the receiver could not see your facial expressions or hear your tone of voice? If
so, describe what happened. Do you think the use of “emoticons” (smiley faces
and the like) help reduce this communication confusion?

2. Web Crawling. Using your favorite search engine, enter the phrase
“communication tests,” identify and take three of the free communications tests
offered. What did the tests tell you about your communication style? Write up
your results and compare the tests’ and suggestions with those of the textbook.

. 142
 Chapter 10: Communication Processes

3. Teamwork.

a. Telephone I: Line the class up and pass a hard copy of the following
message to the first student in line. That student is to read the message
silently, and then whisper the message into the ear of the student next in
line. No questions are allowed during the course of this activity and the
message can only be passed on (said) once – no repeating.

All on a summer’s day, Candice crammed cranberries into the cask

while Paula pruned the purple primroses completely away.
-Or-
Bob’s budget was bigger than the boss believed and, boy oh boy, was
Bill belligerent about being berated about a bollixed budget!
Have the last student in line repeat the message aloud and then have the
first student re-read the message. Count the number of words correctly
passed along, calculate the error rate (100% - [number of correct words
over total number of words to have been communicated * 100]) and share
the results with the class. Have the class discuss what happened and how
to remedy the situation. Their answers should lead to Phase II.
b. Telephone II: Use whichever of the two messages not used in Phase I and
pass it along in a similar manner. This time however, allow each recipient
to ask for the message to be repeated (still in his or her ear) before forcing
the message on to the next person. (As an alternative, also give the
recipient the option of being able to repeat the message back into the
sender’s ear for confirmation before passing it on.) End as with Phase I.
Compare the results of the two Phases. What might account for the
differences?
4. Analyzing Your Organization (Cumulative Project). Discuss with various
members of your organization where they think the communication breakdowns
occur, either in their department or in the organization itself. Analyze their
answers in the context of the communications model given as Exhibit 10-1.
Where in the process do you feel these breakdowns tend to occur most often?
Write up your results and prepare suggestions on “fixing” the process in your
organization. If your instructor directs, be ready to share your suggestions in
class.
5. The Importance of Nonverbal Communication . Ask for a couple of student
volunteers to participate in a role-playing communication exercise. Print these
role scenarios on sheets that can be given to each “actor.” Allow the volunteers
five minutes to resolve this issue. Have the class observe the drama and be ready
to comment on the communication they observed: verbal and nonverbal.
Supervisor: You are a supervisor for an accounting department in a mid-sized
manufacturing company. You have an employee, Roger, who is a good employee
overall. However, Roger has one bad habit that has continually gotten worse—he
is late for work regularly. The lateness has gotten to the level that Roger will be
late—fifteen minutes or more—at least three days every week. However, Roger
has worked for you for four years, and his work is of quite high quality and

143
 completed in a timely manner. In general, Roger is a good employee, and you
would like to keep him. However, his lateness is beginning to affect office morale,
as other employees are beginning to wonder (and talk about) why Roger is given
the preferential treatment of being able to come in late and yet still leave on time.
You have called Roger into your office to have a visit with him and indicate that
he must come to work on time, or you will be forced to let him go. Your overall
nonverbal messages need to convey a professional attitude of concern and
authority; you must convey to Roger that his behavior is not acceptable, and must
be changed. So how is he to change it?

Roger: You have worked for the firm for four years, and you are a good employee
(at least you think you are, and your past evaluations have reinforced this
opinion), but you have a problem getting to work on time. You are truly trying to
be an exemplary employee, but your wife has recently left you (you did not tell
anyone at work because you don’t believe in bringing your home problems into
the workplace), and you are now a single parent responsible for getting your
seven-year-old to school. You must be a work by 8 a.m., but the school where
your son attends will not allow him to be in the building until 8 a.m. He cannot
ride the bus because you live too close to the school, and he is not eligible to be a
bus rider. You have a high school student who is available to pick your son up
from school in the afternoon, but she cannot take him in the morning. You have
tried, but can’t find a babysitter who could. Now, your boss is angry because you
are late, and has called you into her office. You certainly don’t want to lose your
job, so you must communicate very openly about your changed home status. The
nonverbal messages that you need to convey are a sense of embarrassment about
having your wife leave you; a sense of remorse for being late, but you don’t know
any other way to get your son to school; a sense of urgency because you do not
want to lose your job. Suggestions: be very polite to the boss, sit up straight, sit
on the forward part of your chair with your hands folded neatly; be sure that your
appearance is as “spit and polished” as possible.

6. The Power of Punctuation. Write the following six words on the board without
any punctuation: WOMAN WITHOUT HER MAN IS NOTHING. Ask the
students to share what they believe the sentence to mean. Once the discussion has
gone on for a while, offer to punctuate it this way.

Woman, without her man, is nothing.

Resume the discussion and then change the punctuation to read:

Woman, without her, man is nothing!

Punctuation is the way we place tone and emphasis into writing – can the class
see why nonverbal communication can be problematic?

7. Emoticons. To try to overcome the nonverbal communications problems in

emails, many people have resorted to the use of typographic faces (or “smiley
faces”) to convey the emotion behind their words. How many of these can your
class identify?

. 144
 Chapter 10: Communication Processes

Emoticons
#:-o Shocked
%*} Inebriated
%-( Confused
%-6 Brain-dead
>>:-<< Furious
() Hugging
/\/\/\ Laughter
8-) Wide-eyed
8-o Shocked
:( Sad
:) Smile
:-@ Screaming
:-p Sticking tongue out
:-s What?!
:-{) Smile with moustache
:-| :-| Déjà vu
:.( Crying
:-* Kiss
@>--->--- A long-stemmed rose
;) Wink
]:-> Devil
^^^ Giggles
~= Flame Message
^5 High five

145